Every time I think about limiting student choice I get a reminder of how important it is for them. I have a few examples of that:
1. The series Divergent has really caught on like wildfire. Kids are reading it, talking about it, sharing it with each other. Their saying it's the best book ever. Who cares if it is or isn't, right? They're reading and excited about their reading. This is why I have an independent reading program.
2. I had a kid give a book talk about A Child Called It. It's about a kid who is treated badly by his mom. Anyway, as soon as he gave a book talk on it, about three other kids decided to check it out of the library.
3. Xavier has stuck with the book he's been reading at school. I think he's had it for about 3 or four reading days. That's an indicator of success right? The main thing I need to do is just keep track.
In terms of comprehending books, I feel like I haven't made a ton of progress in teaching the strategies. I have added in the question about times students got stuck and how they got unstuck. Is there a way I could do this systematically? Tomorrow I will give another whole class reading assessment. And have student do a few key things. They will:
summarize the text
tell the most important part
explain if they ever got stuck and if so, why that is and what they did to get unstuck.
I see that Juan has gotten better about completing his reading log, he is finishing books, and can talk about his books. He also was able to complete an exit ticket pretty well last week.
Xavier did not do the exit ticket, but he's got a new focus on school and is trying to get his work in.
Beatriz, consistently demonstrates comprehension of her books. My goal is to do an interview with her to understand how she does and does not understand texts. My goal is to do that Friday.
Ahh, I feel a little lost...
1. The series Divergent has really caught on like wildfire. Kids are reading it, talking about it, sharing it with each other. Their saying it's the best book ever. Who cares if it is or isn't, right? They're reading and excited about their reading. This is why I have an independent reading program.
2. I had a kid give a book talk about A Child Called It. It's about a kid who is treated badly by his mom. Anyway, as soon as he gave a book talk on it, about three other kids decided to check it out of the library.
3. Xavier has stuck with the book he's been reading at school. I think he's had it for about 3 or four reading days. That's an indicator of success right? The main thing I need to do is just keep track.
In terms of comprehending books, I feel like I haven't made a ton of progress in teaching the strategies. I have added in the question about times students got stuck and how they got unstuck. Is there a way I could do this systematically? Tomorrow I will give another whole class reading assessment. And have student do a few key things. They will:
summarize the text
tell the most important part
explain if they ever got stuck and if so, why that is and what they did to get unstuck.
I see that Juan has gotten better about completing his reading log, he is finishing books, and can talk about his books. He also was able to complete an exit ticket pretty well last week.
Xavier did not do the exit ticket, but he's got a new focus on school and is trying to get his work in.
Beatriz, consistently demonstrates comprehension of her books. My goal is to do an interview with her to understand how she does and does not understand texts. My goal is to do that Friday.
Ahh, I feel a little lost...
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