Wow, it sure does seem like the months fly by. I never seem to get around to doing the things I want to do with kids! Urgh.
I think I wrote another blog post about Dexter and Shi-Lin showing some improvement. I think Shi-Lin has almost finished the Outsiders, and Dexter was reading a book he liked, then realized that it was "for 5th graders" which I saw in his reading response journal and now wants to read somehting else. My 8th graders have been focused on getting high school applications done, so I'm pretty sure he's done now reading at all.
I haven't really been able to use the sharing groups enough because, well, I guess I don't have an excuse. Just been too busy with everything else. I'm doing some direct reading teaching right now with the 7th graders are character, we read an Alice Walker short story and mapped the characters. It was pretty hard, but in groups they were able to begin to get the idea of inferential thinking about the characters. Although this doesn't relate to my question, I'm writing it anyway. Ahh. This will lead up to a character salon where students will become their character and have to dress up, read a monoluge and answer questions as their character. I'm hoping that this has a social element and I can use it as a way to see if it encourages kids to read a book that someone else suggested. I think a survey I could do with both the 7th and 8th is how do you choose your books and how do suggestions from kids help you to make good choices. Maybe on the 6th I can work with my group to write that questionaire.
Ok, so my question is on how to use peer support to help resistant readers read more and comprehend what they're reading. I've instituted book talks in the 6th grade, but need to add them in for 7th. I need to make a form for that. Then i could watch to see if anyone reads those books. Maybe a sheet that I could have kids fill in what they're reading at the moment, sometime after the book talk?
In terms of data I'm collecting: reading logs, reading response journals, maybe reading charts that we make, like the quote- what does it mean chart?
I feel like I've seen small shifts, but nothing I've done has really pushed these resistant readers to read. Yet! I think I wrote another blog about Dexter walking around asking for suggestions. That was a good data point. He got excited about that book, even wrote a reading response letter that said it was good, but of course, didn't finish it. What would incentivize finishing books? Getting to do a reader's theater from it? Some other kind of project? The issue is that it is individual.
Oh the overwhelm. I must doing something well, right?
I think I wrote another blog post about Dexter and Shi-Lin showing some improvement. I think Shi-Lin has almost finished the Outsiders, and Dexter was reading a book he liked, then realized that it was "for 5th graders" which I saw in his reading response journal and now wants to read somehting else. My 8th graders have been focused on getting high school applications done, so I'm pretty sure he's done now reading at all.
I haven't really been able to use the sharing groups enough because, well, I guess I don't have an excuse. Just been too busy with everything else. I'm doing some direct reading teaching right now with the 7th graders are character, we read an Alice Walker short story and mapped the characters. It was pretty hard, but in groups they were able to begin to get the idea of inferential thinking about the characters. Although this doesn't relate to my question, I'm writing it anyway. Ahh. This will lead up to a character salon where students will become their character and have to dress up, read a monoluge and answer questions as their character. I'm hoping that this has a social element and I can use it as a way to see if it encourages kids to read a book that someone else suggested. I think a survey I could do with both the 7th and 8th is how do you choose your books and how do suggestions from kids help you to make good choices. Maybe on the 6th I can work with my group to write that questionaire.
Ok, so my question is on how to use peer support to help resistant readers read more and comprehend what they're reading. I've instituted book talks in the 6th grade, but need to add them in for 7th. I need to make a form for that. Then i could watch to see if anyone reads those books. Maybe a sheet that I could have kids fill in what they're reading at the moment, sometime after the book talk?
In terms of data I'm collecting: reading logs, reading response journals, maybe reading charts that we make, like the quote- what does it mean chart?
I feel like I've seen small shifts, but nothing I've done has really pushed these resistant readers to read. Yet! I think I wrote another blog about Dexter walking around asking for suggestions. That was a good data point. He got excited about that book, even wrote a reading response letter that said it was good, but of course, didn't finish it. What would incentivize finishing books? Getting to do a reader's theater from it? Some other kind of project? The issue is that it is individual.
Oh the overwhelm. I must doing something well, right?
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