Read and Write 180-Day 13
Happy Monday! And happy that it’s over! :) I sort of
lost my temper had a discussion with my homeroom class. I had a visitor that came to the classroom to get some books, and (GASP) my kids forgot the procedure on how to continue to work quietly until said visitor leaves! I think they remember now. :) Then “somebody” broke one of my camping chairs-only have 1 left-stapler got broken last week. So I sort of lost it talked to them about taking responsibility for things and following procedures. I also was not too pleased with the grades on their 1st word study test(vocabulary). Anyhoo-better day tomorrow hopefully. Really, the day was fine except for that little tidbit! Still love my 6th graders!
They wrote their words for the week and definitions today. Last week I had them write the words, then I called out the definitions and they wrote them as I called them out. I’m going to just have them write the definitions on Mondays from now on (definitions, are on their study guides). Then we will work with the words on Tues-Thurs and test on Fridays. Since the grades were not too great last week, I’m trying to think of something else we can do with the words each week to help them “own” them. Maybe some kind of role-play? Maybe the words last week were just hard for them-I guess I’ll find out this Friday. Still, there were only 10 and they had a word bank at the bottom of the test. We’ll see.
We reviewed interjections and prepositions in English. I REALLY think they get interjections-especially since I YELLED out an interjection while we were discussing them!!!!! LOL! You should have heard all of the gasping!! I have read somewhere that when emotions are tied to learning, then the learning has a better chance of being retained. Well, the emotion was
fear surprise! :) We watched the school house rock video (too funny) and listed interjections in our binder. Examples are: YEA! Ouch! Wow! You get the picture. Now, prepositions are going to be harder for them, but we will focus on prepositions later this year so not to worry. We will also learn the fun preposition song when we focus on them. Prepositions are words that show the relationship between nouns or pronouns and other words in the sentence. Examples-in the rain, through the door, over the hill-the preposition is the 1st word in the phrase.
Here are the links for the 2 videos:
I showed them how to complete their “comprehension thinking sheet” on the book they are reading. This is now their homework each night:
1. Read for at least 15 minutes
2. Complete 1 box on their comprehension thinking sheet
That’s all! Here is the comp. thinking sheet.
By the end of the week they will have written about: 2 reading strategies they used while reading their book, their thoughts and reflections on their book, and some type of literary element/device they came across in their book.
I showed them how to write about visualizing today-so that is what they will do for homework tonight. This is what I wrote in front of them on the ELMO today:
In my opinion, being able to visualize what is happening when you are reading is one of the MOST IMPORTANT reading strategies that you can use. It helps you do two things: Understand what you are reading and get into the book. I have always been a good visualizer when I read and hope to help my 6th graders that have a hard time with it really understand how to make it happen. It’s just pictures/movie in your mind. It will make you feel like you are in the story/text!
Tomorrow we will learn how to write about another reading strategy-making connections. Making connections helps the reader relate things either back to their life, something they have read, or something in the world.
This comprehension thinking sheet will REALLY HELP them when they write their response letter to me about their book.
Our reading passage that I chose this week is “Leaving Her Mark”-an article about a horse named Molly that lost a leg, but was determined to live an recover. We talked about “schema” which is our own background knowledge or prior knowledge that we have about a topic. Everyone had different schema depending on their life experiences, what they have read, seen, talked about, been exposed to. My 1st class did not get the entire lesson (will get it Tuesday), but in my 2nd class I had them think about what schema they already have about horses. Then I put their schema on the board. I explained to them that their schema changes ALL the time because they learn new things-sometimes they even correct their incorrect schema when they have wrong information in their brain! :)
Here’s a picture of our “schema” on horses:
I had them go through the passage and highlight any unknown words (only 4 for my 2nd class-we’ll see tomorrow about my 1st class). Then I read the passage out loud while they followed along-I would stop periodically and have them fill in the blank. This is called “cloze” reading. It hopefully keeps them on their toes!
Practiced Read to Self again-they are good at this-quiet! I listened to some more kids read to me individually-hope to finish that up by the end of this week!
Sorry for the long winded post today-I guess I just had it in me today! :)