So I've had this inkling for a while that acting out the book helps with comprehension. Then in starting to read Cris Tovani's book, I read it, But I don't get it, she talks about reading for a purpose. So I'm wondering how I could combine those things.
Yesterday I had lit circle groups discuss the chapter, talking about their jobs. Their conversations were over in about 3 minutes. Pretty much what I expected, but still frustrating. I did hear a couple groups having good discussions. Then I had them write an exit ticket with a summary of what they read. Then I had them keep the exit ticket, until after the skits of the chapter, and add on something new that they understood. And I was actually pretty explicit with them, that I wanted them to see what they could learn from the skits to add on to their summaries.
I'm wondering if I give the job of a specific part in the skit ahead of time, would that a) get more kids to do their homework, and b) give them a purpose for their reading so that c) they understand more of what they read?
This whole acting out thing came from a kid who said the only part he understood was the shark at the beginning of the book, and he had been in that skit, killing the shark. I think that really stuck with him. I can clearly remember it, and I think acting it out has two benefits. One for those in the skit, and a second for those watching.
What type of data could I collect to help me know how much skits are helping them to understand their book? What other similar things could we do in class that would be similar to acting out? what type of homework could I give that would help with this?
Yesterday I had lit circle groups discuss the chapter, talking about their jobs. Their conversations were over in about 3 minutes. Pretty much what I expected, but still frustrating. I did hear a couple groups having good discussions. Then I had them write an exit ticket with a summary of what they read. Then I had them keep the exit ticket, until after the skits of the chapter, and add on something new that they understood. And I was actually pretty explicit with them, that I wanted them to see what they could learn from the skits to add on to their summaries.
I'm wondering if I give the job of a specific part in the skit ahead of time, would that a) get more kids to do their homework, and b) give them a purpose for their reading so that c) they understand more of what they read?
This whole acting out thing came from a kid who said the only part he understood was the shark at the beginning of the book, and he had been in that skit, killing the shark. I think that really stuck with him. I can clearly remember it, and I think acting it out has two benefits. One for those in the skit, and a second for those watching.
What type of data could I collect to help me know how much skits are helping them to understand their book? What other similar things could we do in class that would be similar to acting out? what type of homework could I give that would help with this?
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