Althought I haven't been posting, I have been focusing on my inquiry in class. I've made some changes to my teaching.
1. After noticing more involvement with an authentic task, I strarted changing up the lit circle stricter. We did one awkward day With the save the last word for me protocol. I wouldn't say it was a success. It was incredibly awkward and noe on really responded to each other. Then, the next week I just had them write posti-it's and then talk about their post its. I'd say it was more effective and the student said that they enjoyed it more bc they didn't just have to do one job. In terms of exit tickets, my focal students have been receiving 3s and 4s.
The tasks that they've done is:filling out a character chart together, creating a symbol for one character and finding a line that represents the character to talk about. Should I keep trying different ones? There's the balance of giving them time to talk about their postits with having them do something specific. I kind of left last week loose. I there were groups having a good discussion, I kind of let them go. If there were groups that seemed really bored and stuck, I had them focus on doing the task. Seemd ok, but I know that seemed ok I don't really data.
2. The second change I made was to start requiring my students to read their lit circle reading during reading class. Seems pretty obvious, but actually requiring them to read their assigned reading before making a choice, has helped. It has also turned choice reading into a treat, right bc
You get to do that after you do your required reading.
3. Finally I listened to one of my focal students lit circles. One thing I noticed with the postit day was that Xavier just kept reading his posits. He wasn't engaging with the discussionofothers. Just talking over students. So next years inquiry could be on how to move from basic summarizing to discussion questions.
4. But I do think we've made progress on stds demonstrating basic understanding of the text. Whether its bc of it being an easier text, more accessible, or if its bc I've trained them more onthedifferent reading strategies, or if its bc of the shift of the lit circle structure, I'm not sure.
I wish I had more support for different groups. Maybe a bigger question to answer each time?
The questions that still linger are: how do stds help themselves with finding and fixing mis-information.?
What lit circle structures are most useful to stds?
Kind of a scattered blog post.
One other interesting interaction that i had. Mila, not one of my focal students, who is a good reader but rarely does her hw said to me, I don't get how to do this sheet, the lit circle sheet. So i sat with her, and she was saying that its hard for her to complete it at the end, she gets overwhelmed. So that made me think that they needed smaller chunks. Something that Cris Tovani advocates for is a text constructor that students fill out as they read. It has them activate background knowledge,t hen read a part and answer a question or do something like draw a picture, etc. the problem with that it:it requires time to make them, not everyone needs them, and I have to have read the book before. So if we start doing different group lit circles, that would be really challenging. Bt not totally impossible.
1. After noticing more involvement with an authentic task, I strarted changing up the lit circle stricter. We did one awkward day With the save the last word for me protocol. I wouldn't say it was a success. It was incredibly awkward and noe on really responded to each other. Then, the next week I just had them write posti-it's and then talk about their post its. I'd say it was more effective and the student said that they enjoyed it more bc they didn't just have to do one job. In terms of exit tickets, my focal students have been receiving 3s and 4s.
The tasks that they've done is:filling out a character chart together, creating a symbol for one character and finding a line that represents the character to talk about. Should I keep trying different ones? There's the balance of giving them time to talk about their postits with having them do something specific. I kind of left last week loose. I there were groups having a good discussion, I kind of let them go. If there were groups that seemed really bored and stuck, I had them focus on doing the task. Seemd ok, but I know that seemed ok I don't really data.
2. The second change I made was to start requiring my students to read their lit circle reading during reading class. Seems pretty obvious, but actually requiring them to read their assigned reading before making a choice, has helped. It has also turned choice reading into a treat, right bc
You get to do that after you do your required reading.
3. Finally I listened to one of my focal students lit circles. One thing I noticed with the postit day was that Xavier just kept reading his posits. He wasn't engaging with the discussionofothers. Just talking over students. So next years inquiry could be on how to move from basic summarizing to discussion questions.
4. But I do think we've made progress on stds demonstrating basic understanding of the text. Whether its bc of it being an easier text, more accessible, or if its bc I've trained them more onthedifferent reading strategies, or if its bc of the shift of the lit circle structure, I'm not sure.
I wish I had more support for different groups. Maybe a bigger question to answer each time?
The questions that still linger are: how do stds help themselves with finding and fixing mis-information.?
What lit circle structures are most useful to stds?
Kind of a scattered blog post.
One other interesting interaction that i had. Mila, not one of my focal students, who is a good reader but rarely does her hw said to me, I don't get how to do this sheet, the lit circle sheet. So i sat with her, and she was saying that its hard for her to complete it at the end, she gets overwhelmed. So that made me think that they needed smaller chunks. Something that Cris Tovani advocates for is a text constructor that students fill out as they read. It has them activate background knowledge,t hen read a part and answer a question or do something like draw a picture, etc. the problem with that it:it requires time to make them, not everyone needs them, and I have to have read the book before. So if we start doing different group lit circles, that would be really challenging. Bt not totally impossible.
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