This is the anchor chart I posted for my students to remember what schema is (it is now down to make room for my 6 traits cards). To introduce schema I used the great lesson in the book Comprehension Connections: Bridges to Strategic Reading by Tanny McGreggor. I then had the students draw their face and write as much of their schema around the face.
Friday, 7 June 2013
Well, as the year winds down (schools finishes at the end of June), I am trying to get more organized, and things made for next year as I never seem to have enough time to make new things during the school year. Here is a picture of my math manipulatives with their new labels. I finally got it done. Yeah, one thing checked of my to do list!
Saturday, 1 June 2013
In this lesson I explain the 4 types of questions to the students. They are each given one of the questions from our Charlie Anderson reading and they decide what type of question it is. The class states if they agree or disagree, and the question is placed under the correct heading. In follow up lesson we begin writing our own questions and answering them using fiction and non-fiction texts. This then becomes one of the students options for their reading response journal.
On the first reading of Charlie Anderson I record the students questions. In my next lesson we go back to the questions and decide if the questions were answered in the text, and if so we put an A next to the question for answered. (I believe I got the lesson from the book Strategies That Work). The next questioning lesson I give the students one of the question, and they have to decide if it is a thick or thin question. The class states if they agree or disagree, and then it is placed under the correct heading.
This is a chart I do at the begininng of introducing the students to questioning. I introduce the students to the two types of questions, and they brainstorm question words (shown at the bottom on the sticky notes). My follow up lesson I read Charlie Anderson, and the students asks questions before, during, and after the reading. I record their questions as they are used in my follow up lessons.
Tuesday, 5 February 2013
For this lesson I taught the students how to use a graphic organizer to organize their reading thinking that they did on the sticky notes. This is the second way I have taught them to organize their ideas. The first way was a letter organizer from Writing A-Z. I am finding that when they draw the organizer themselves they understand the organizer better. The next lesson will be writing a letter using ideas on the grapic organizer.
Saturday, 2 February 2013
I am reviewing with my students how to do a reading response letter. The first part is using text coding to record thinking on sticky notes as we read. I constantly check Staples for sticky notes as they often have them on sale for $1.20 and then 50% off that price. I know!! That is a steal for sticky notes. I was keeping a pad in each group bin, but now that I am getting ready to start the Daily 5 I am thinking of keeping a bin labelled Read to Self with all supplies needed in it (e.g., laminated text coding bookmarks, laminated sentence starters for reading strategies). When I get the bin started I will blog about it. I know I am late starting the Daily 5 but I started CAFE for the first time this year and did not want to overwhelm myself with starting too many new things. Now I am ready and it is a good time as our new term has started. I will post about my adventures implementing the Daily 5.
I plan on using the photos to make an anchor chart to help the students remember the steps.