Read and Write 180-Day 19

Wednesday, September 8, 2011

We are halfway finished with this week! Can I hear a “Oh, yeah”???? 🙂

We REALLY spent a lot of time on English today. Actually, we spent too much time. I have got to get a grip on this since “most” of our time NEEDS to be spent on reading. English has just been declared a foreign subject in my classroom 🙂

This week we are working with types of sentences (they are doing pretty good at this), subjects, and predicates. I don’t have 2 hours to really explain how this is going with the subjects and predicates-let’s just say that they are having a hard time!

They had to label a sentence when they first came in the room today-then we went over it. THEN we practiced about 2 more sentences on the board. THEN I had them work in groups to create their own sentence and label it. THEN I put EACH sentence on the board and we went over them. THEN I had to move on to something other than  English! 🙂 I can’t remember the sentences from today, but I am going to make up one for you:

The ball rolled off the desk.

Simple subject-ball

Simple predicate (predicate is the verb)-rolled

Complete subject-The ball

Complete predicate-rolled off the desk

Parts of speech-The/article     ball/noun     rolled/verb     off/preposition     the/article     desk/noun

I am glad that I have ALL year to teach this because it’s going to take us ALL year! Last year I used the English workbook and tried to throw in a few other activities as we went along. None of that worked for the most part so I decided to do something different this year. Right now I am “introducing/teaching” ALL english concepts/skills that we will be learning this year. When we get finished with this, we will work with 1 sentence each week all week long. We will do something different with this sentence each day. This will be our Daily Grammar Practice. I will also be teaching mini-lessons on the things that we covered this 1st 6 weeks. Maybe this method will stick. I hope so. 🙂

We played charades with our word study words. They worked with a partner-I assigned each partnership a word. They had to figure out how to act it out so the rest of the class could guess it. They had a good time. So did I. Finally! I love words, and I just want them to notice (if not love) words and have ownership of them and be able to use them.

We partner read our passage “Spitting to Survive” and practiced the “Say Something” strategy. This is where one partner would read a section to the other one. Then the other student would tell them about what they just read. They said that this helps them instead of just reading it silently. I explained to them that they can use this strategy by themselves when they read to check their own understanding. I want the kids to be able to KNOW when they don’t understand what they are reading and be able to DO something about it. This shows independence/thinking/self-monitoring.

I introduced the synthesizing strategy to them. Synthesizing is mainly just “figuring it out” when they read. It’s changing their thinking about things as they read to be able to understand. I told them that this strategy is not really one they can “practice”-it is what they will end up doing after practicing and getting good at all the other comprehension strategies.

Then they got to do Read to Self and Work on Writing. I pulled a few students to talk to them about their reading records, listened to them read from their independent book, and talked about where they are breaking down in their reading. Above all, I want them to have self-awareness of what they struggle with and what they can work towards. We will set our independent reading goals in a couple of more weeks. I LOVE working individually with the kids and can’t wait to be able to fully implement this part of my instruction!!!!!!!!!!!!!

Well, now that I have managed to write a college essay on our day I will go so I can read some of their reading response letters. Keep your fingers crossed that they will show some deep thinking! 🙂


About shannonjoe

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

Posted on September 8, 2011, in Read and Write 180 and tagged , , , , , , . Bookmark the permalink. 14 Comments.

  1. Hi Shannon,
    Such great insights on your blog. I am really enjoying it. I am back in school as of today and am just setting classroom routines now, going over summer reading next week, then beginning building stamina for daily 5/cafe the following week. I use Scott Foresman. I read that you gave them the pre-assessment to see what skills/strategies they need to work on. I did use the website but can’t figure out how to give just the baseline test… it keeps combining all the benchmark tests….any suggestions??? Also, I like your idea of practicing your skills/strategies with passages during the week (I’m going to do this too) until you start Scott Foresman…one question: what does their Friday reading test look like in the meantime??? How long is your ELA class each day? I have about 2 hrs each day. Sorry so many questions,,, just curious what you find is working.
    I look forward to reading more! I’m anxious to start working one on one with kids next week to see where strengths/weaknesses lie. THANKS!!!

    • Matt-

      Let me answer in order of easiness for me. 🙂
      1. I have each class for about 2 hours 25 minutes-but that includes bathroom break so really about 2 hours 10 minutes. 🙂
      2. I will email you the reading test-I use the 1 sheet assessment that goes with the passage, and I have gotten these off of a website-I’ll send you the link. Then I create a few more questions with 1 of them being open ended. You’ll see all this in the email coming your way in a few minutes. 🙂
      3. As far as the Scott Foresman baseline assessment-all I remember doing after setting up my classes was assigning the baseline assessment to the class so I’m not sure what is happening with yours. If I figure that out I will let you know. 🙂

  2. What assessment tool do you use to rate the students’ independent reading?

    • Pat-
      I don’t assess (grade) their independent reading with any kind of test.
      I have them write a reading response letter to me each week about the book they are reading and this is a 100 point grade. I have them keep a reading record which is not graded-just discussed. I have them complete a comprehension thinking sheet each week for homework, and this is not graded, just shared by a few each day. When I really begin individual instruction/conferencing I will informally assess them by listening to them read and discussing weak areas/strategies to use with them-this will not be graded.
      So really the only grade will be the reading response letter each week. 🙂

  3. Thanks for responding so quickly. I love your blog! Would you mind sharing your comprehension thinking sheet?

    I’d also like to share study guide (I really like the ones you have) ideas I use with my kids to help them prepare for the test. The questions on my study guide are practically verbatim to the ones on the test. I use this opportunity as a lesson that students need to dig through the text to find the answer they need. The surface answer won’t generally help them on the test.

    Old Yeller Study Guide:

    • I will post my comprehension thinking sheet tomorrow when I can use my own laptop (battery just died). 🙂 I love yourstudy guide because it makes them provide WHERE they found their answer!!!!! Do you have study guides for all the stories that you can share? Also, can I post them on my blog and give credit to you???? 🙂

      • Shannon, I’ll do some digging to see how many of the comprehension guides I’ve put together. We’ve never made it all the way through the textbook, due to novel studies during the second half of the year. but I’ll see what I can find.

        Thank you for offering to share out your comprehension sheet. I look forward to using it in my classroom.

    • Pat-

      I just uploaded the comprehension thinking sheet to my blog. I added a page at the top of my blog for comprehension strategy stuff, and this is where I put the sheet. I will add lots more to this page in the future-maybe not the near future 🙂 , but sometime in the future!

      • Shannon,
        Thanks for sharing your comprehension strategy sheet. Are the students told which strategies to use, or do they choose from the ones you’ve used in class?

      • Pat-

        Right now I am telling them which one to use. After they have used each one(they use it both times), then I will give the choice to them. You wouldn’t believe how hard it is for them to write about the strategy they used-so far we have only used visualization. 🙂

  4. Thanks, Shannon!! I got the e-mail. Awesome. For some reason when it creates the test on scott foresman website it will use stories from the already made unit tests… hm I will figure this out!! Thanks!!

  5. Would you mind sending me the same one sheet assessments that you sent to Matt? I would really appreciate it.

    • Rose-
      I will be more than happy to send them, but I’ll have to send them tomorrow because my laptop battery died, and that is where my documents are! Ugghh! 🙂

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