1. What is focus of inquiry and why is this impt?
I am focused on helping students to know when they don't understand and then use a reading strategy to help them get unstuck. This is important because for students who struggle with reading comprehension, they are often stuck. Thus, they won't give me much on comprehension, right? So before they can really comprehend, they need to get themselves unstuck. Also, there will always come a time when you get stuck and there needs to be a way for you to help yourselves.
2. Routine data source
So currently I'm using the weekly exit ticket. I'm having students write a quick summary of what they read and then having them answer a question. Then I'm grading those on a scale of 5.
3. One thing I see on Beatriz's summary is that she did answer both questions. Summarize and when did you get stuck. She said that she didn't understand who the strangers were. So that's not necessarily getting stuck, that's being left on a cliff hanger and the author hasn't chosen to tell you yet.
It seems like there's more work to do on metacognition. Understanding the difference between a question about the text and knowing that you don't understand.
The other exit tickets showed that the students did not understand what they read.
One thing I noticed is that some students are starting to be able to listen to the discussion and know something about what happened in the chapter. Also, sometimes miscommunications are told within the group and then students report what someone else said, even though its wrong.
Since mostly they're not understanding/not reading, how can I change this? How can I help students complete this work? Force it to be a part of reading class?
4. what would success look like?
-students write a thoughtful summary
-students are able to note all of the big ideas of the chapter
-students are able to note places where they got stuck
-stamina, being able push through challenges.
Rate your stamina on a scale of 1-5.
<-------------------------------------------------------->
1-I don't know what you're talking about.
2- I recognized that I got stuck and I gave up. Here's why I got stuck___________________
2-I recognized that I got stuck and I went back to re-read. Here's why I got stuck_______________. Here's the part I re-read____________________
3- I recognized that I got stuck and I tried to use a strategy but I am still stuck. Here's why I got stuck_________________here's the strategy I tried____________________
4- I recognized that I got stuck, I went back to re-read or use another reading strategy and now I'm unstuck. Here's why I got stuck________________. Here's the strategy I used__________________. It helped me to understand_____________________
How do students notice that they are stuck and use the reading strategies to help them improve their stamina as readers? This is really about perseverance. Not just skipping something that's hard. Not just re-reading, but re-reading with a purpose.
I am focused on helping students to know when they don't understand and then use a reading strategy to help them get unstuck. This is important because for students who struggle with reading comprehension, they are often stuck. Thus, they won't give me much on comprehension, right? So before they can really comprehend, they need to get themselves unstuck. Also, there will always come a time when you get stuck and there needs to be a way for you to help yourselves.
2. Routine data source
So currently I'm using the weekly exit ticket. I'm having students write a quick summary of what they read and then having them answer a question. Then I'm grading those on a scale of 5.
3. One thing I see on Beatriz's summary is that she did answer both questions. Summarize and when did you get stuck. She said that she didn't understand who the strangers were. So that's not necessarily getting stuck, that's being left on a cliff hanger and the author hasn't chosen to tell you yet.
It seems like there's more work to do on metacognition. Understanding the difference between a question about the text and knowing that you don't understand.
The other exit tickets showed that the students did not understand what they read.
One thing I noticed is that some students are starting to be able to listen to the discussion and know something about what happened in the chapter. Also, sometimes miscommunications are told within the group and then students report what someone else said, even though its wrong.
Since mostly they're not understanding/not reading, how can I change this? How can I help students complete this work? Force it to be a part of reading class?
4. what would success look like?
-students write a thoughtful summary
-students are able to note all of the big ideas of the chapter
-students are able to note places where they got stuck
-stamina, being able push through challenges.
Rate your stamina on a scale of 1-5.
<-------------------------------------------------------->
1-I don't know what you're talking about.
2- I recognized that I got stuck and I gave up. Here's why I got stuck___________________
2-I recognized that I got stuck and I went back to re-read. Here's why I got stuck_______________. Here's the part I re-read____________________
3- I recognized that I got stuck and I tried to use a strategy but I am still stuck. Here's why I got stuck_________________here's the strategy I tried____________________
4- I recognized that I got stuck, I went back to re-read or use another reading strategy and now I'm unstuck. Here's why I got stuck________________. Here's the strategy I used__________________. It helped me to understand_____________________
How do students notice that they are stuck and use the reading strategies to help them improve their stamina as readers? This is really about perseverance. Not just skipping something that's hard. Not just re-reading, but re-reading with a purpose.
“After meeting with my small group, the indicators of success I have identified for my routine data source are …
STudents being able to recognize when they;re stuck. STudents being able to choose a strategy to help them get unstuck.
“My learning goal for my focal students is …
-students being able to summarize their reading and persevere when it's hard.
“The next steps I am going to take are ….”
I'm going to keep teaching these ideas from Cris Tovani's book. I'm going to keep working on the difference between a question as a reading strategy and really not getting the book.
i'm going to continue to work on using fix-up strategies to help students repair break downs in their understanding. It almost doesn't matter if their questions are good, right? bc they're using the reading strategies to push them further. So whether I would think that question is useful or not, as long as they're doing it and using a reading strategy, isn't that the point?
I'm going to sit with kids who aren't able to read bone from a dry sea and we'll read it togehther during silent reading. That way I can help them make meaning. And actually have something to assess. Because I'm getting into the issue that I had last year, that they just weren't reading.
otoh, i could use their journals about their independent reading. however, the problem witht hat is I don't always know if their summaries are good or not, because I haven't read all of the books. But maybe I could try to get my hands on the book and read it also? But what happens when they change books on me? Maybe I need to limit the ind reading for kids who struggle? Have them read a book together? So Joshua, juan, xavier? But then what about beatriz? Make her do it or no?
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