Read and Write 180-Day 14

I really want to write this post, but Law and Order-SVU is on!!! I’m a little distracted. 🙂

I checked our homework that they did for the first time last night-45 out of 47 kids did it! WOW! Some of them shared what they wrote-VERY GOOD! All they need to work on is to “describe” their visualizations a little more. I told them to describe what they are visualizing so that someone else can picture it in their mind, too. Their homework was to complete a comprehension strategy box on their thinking sheet. I was really proud of what they wrote (the ones who shared)-I’ll let different students share tomorrow. Also, I have to give credit for this thinking sheet idea to this fabulous resource:

 Their reading box sheets are far more elaborate than the one that I made-my kids are not used to this type of thinking, reflecting, and writing yet so I want to start small. PLUS-I don’t want them to spend MORE time completing the boxes than READING! 🙂 But this book is an excellent teacher resource book!

We went over our first 3 words for the week-evaluate, formulate, and analyze.

We reviewed articles and adjectives in English. Articles are sooooo easy-they are ALWAYS: a, an, the. They never change! We added the definitions for articles and adjectives to our graphic organizer and then watched the schooltube grammar rock video on adjectives. One of my boys said, “You know, I can’t help it-these songs just stick in my head.” LOL! Here is the link to the video on adjectives:

http://www.schooltube.com/video/964198d6a8d99911f4dc/School-House-Rock-Unpack-Your-Adjectives-Grammar-Rock

Then we labeled more words in our sentence-the interjections and prepositions from yesterday.

We read our passage-“Leaving Her Mark”. We did cloze reading which is where I read aloud and then stop and let them fill in a word every now and then-supposed to keep them following along and engaged in what we are reading. Then I showed them (again) how to answer an open ended question. This is our question that we are practicing with:

How did Molly leave her mark? I’m trying to explain to them how to answer questions like this with our RAPS method:

R-restate question     A-answer question(all parts)     P-prove your answer using evidence from text      S-sum it all up (conclusion)

This method will help them with our reading tests AND the spring state ARMT test. I think it will also help them answer ANY test questions-not just open ended. If they get comfortable with looking back in the text to find evidence to support their answers, they will also be able to easily do this with any kinds of questions-multiple choice, fill in blank, etc.

We did the restating part today and 1 answer with proof. I can’t remember exactly how I showed them on the board(they were copying while I was showing them), but this is sort of what we did today.

QUESTION-How did Molly leave her mark?

ANSWER (so far-will finish tomorrow)-There are two ways that Molly left her mark. One way is when she left a smile in the dirt when she walked. In the passage, the author stated that the doctors put a smile symbol on the bottom of her horseshoe so when she walked she left a smile mark on the ground.

We will finish tomorrow by also writing: Another way that Molly left her mark was by making the kids smile at the hospital. In the 5th paragraph of the passage the author said that the children were amazed that a horse could have a prosthetic leg. Molly gave them hope for themselves. These are the two ways that Molly left her mark.

I really want them to be able to back up everything they answer AND just everything they think. So, when we are discussing things and they give an answer or thought or opinion I also want to know why. They need to know “why” they think something!

They got to listen to another chapter of our read aloud-boy do they love for me to read to them. AND we get some GREAT thinking out of this time! 🙂 We continued to talk about predictions, and we also talked about making connections. They had to “try” to make a connection to a part of the chapter. There are 3 different kinds of connections they can make:

1. Text to self-this is the easiest kind for them to make-they connect something they read back to themselves-maybe something that has happened to them

2. Text to world-they connect something they read to something that is going on in the world

3. Text to text-they connect something they read to something else they have read

We also talked a little more about schema-their background knowledge about a topic. We all have new schema about prosthetics-we now know that a horse can have a prosthetic leg. So we have added to our schema. I told them that when we have a lot of schema about a topic and then read about it, it is easier for us to comprehend! Little schema about something makes it harder for us to comprehend what we read.

I also explained to them (again) that reading is thinking. They have GOT to think as they read for it to be “real reading”. Here is the poster that I made to give them a visual.

 READING IS THINKING!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! This is my overall goal for them this year-think while they read!!! Active reading!

Some people think that when kids answer questions at the end of what they have read that this is teaching reading comprehension. NO-it’s not-that is only “assessing” comprehension! 🙂

 

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About shannonjoe

I teach 3rd grade. Love Jesus, teaching, reading, running, and working out.

Posted on August 31, 2011, in Read and Write 180 and tagged , , , , , , . Bookmark the permalink. 1 Comment.

  1. Your thick example is going to be very helpful for the students that only write a one sentence reply and assume that since you’re the teacher and you’ve already read the passage, you know the answer. This skill will also transfer to all different subject areas.

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