First steps:
1. Read Chapter 10
2. Implement one of the strategies from "Your Turn" on p. 181
3. Record (video, audio, or photograph) the process and/or results
Then, meet with a colleague to debrief. During this session, be sure to share the recorded media with that person. Post here by 05/10/17 about what you learned from this process.
Come to our last meeting on May 16th prepared to share your audio and/or visual results and share briefly (3-5 minutes total) with the group.
Matt and I did our debrief this morning. We spoke about the process of students selecting the poem, the process I used in the recording of it, as well as the vocabulary I addressed before and after the readings. It was fun for the kids and a good visual/audio for them as well as me!
ReplyDeleteI used clipchamp and it was SUPER easy! I did the videos from the chromebook then saved it to a video folder I made in my drive so it wouldn't take up space on my phone.
I thought the kids seemed to do well and enjoy the poems they picked out. Celeste did show me the poems and the kids, of course, chose the shorter poem. The selection was at the students level, but showed enough RIGOR to challenge them.
DeleteMy lesson was very similar to Celeste's. I chose two poems by Robert Frost. "A Time to Talk" and "To the Thawing Wind".
DeleteBefore I gave the students the poems I went through them and picked out the words that I felt they would struggle with the most. All the words that I selected were the EXACT same ones my kids mentioned after they read them.
We then discussed the meaning of each word and how the definitions help with comprehension.
When I recorded my students the second time reading the poem they struggled with fluency. I feel that I should have read the poems to demonstrate the rhythm, voice, and expression.
I am going to go over more of the fluency and comprehension in the future.
It was nice to the sing-song rhythm in one reader's voice and watch the decoding strategies of another reader. Just proof that NO TWO kids are alike and what we do does matter; seeing it reinforced it! I did think the vocabulary visuals helped Matt's kids - good strategy to keep it in front of them so it was both seen and heard!
DeleteWith an echo read and some coaching my students really started to catch on with the rhythm. All of this made the comprehension discussion much easier too. It was fun how it all linked together.
DeleteAfter reading a book on measuring the weather, my students took the vocabulary words(most with the morpheme 'meter') a step further. They researched other words with 'meter' and made a poster. They presented their posters as I filmed them on the IPad. I shared the video with Michelle Marsh. It was interesting to learn that she was having her students do the same type of project, just with different morphemes.
ReplyDeleteThe students had a really fun time with this project, and I think that they will remember these words and their meanings and uses for a long time. I even learned a few new words!!
The activity/lesson that I did with my class was creating a poster for several words that include the root. I taught a mini lesson on prefixes and suffixes then I shared a poster with them using "tele" This was written at the top and the meaning written under it. Then, I wrote several examples including definitions next to each word. I noticed that my students continue having difficulty using a dictionary, so this was a good learning experience for them. I assigned a prefix for each student, then they had to look up the meaning of the prefix. Next, they had to locate two words that included the assigned prefix. After that, they had to write a definition of the word. Tomorrow they will share their poster with the class.
ReplyDeleteMy lesson had to do with word connotations. Monday we talked about the difference between connotations and denotations. We did a model together of the word cheap--Had good discussion including the ideas that cheap might me junky, poorly made, discounted, surplus.
ReplyDeleteSo lots of rich vocabulary discussion. Then we looked at a sample paragraph that had words like confident and show off in it. We talked about whether those words had positive or negative connotations. One student indicated that showing off is what you do to impress girls.
On day two, we started to apply the technique of pos., neg. and neutral connotations to the argument piece we're reading on technology. Bonus, I had students use hand signals to indicate pos, neg & neutral words. Overall, fun discussion, lots of good connections and student talk.
After reading these posts, I am really looking forward to having everyone share at our final meeting last week!
ReplyDeleteWell, since our M-STEP testing was postponed and changed multiple times, I had a hard time squeezing this in, so that's why I'm few days late. Today we did an activity with pre-fixes since I figured that would be the most bang for our buck when it came to identifying many words in the future. So, each partnership got pre-fix with a poster to give a definition, an example, and maybe a non-example if time allowed. I realized that students with the largest vocabulary could do something like easily and the those with the lower needed more support. I think that perhaps next time I would pick partnerships a little differently. I also realized that we still need more work with understanding the connection between how a pre-fix can really help us to understand unfamiliar words. Regardless I think it was a fun way to expose the class to the most amount prefixes in a short amount of time and they enjoyed learning new words this way.
ReplyDeleteWell, I don't know what I was thinking but I posted my blog on last year's book study. We have been writing "How To" books in WW and my plan for vocabulary worked in nicely. We are writing to the incoming Kindergarten class on how to be a Kindergartner. With that in mind, we have brainstormed (p.181 idea #2) a list of words that they might use to describe our classroom routines. We used words like, "strategy, noticings, politely, proficient...
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