This week:-Let's think about how will work differ as we move up the grades.
-Let's look at close-reading work, practicing on a variety of text.
-Looking at argument work not just in your classroom, but across the school.
-Writing about reading.
Michael Fullen:
Systems view-Kids don't need good classrooms, they need good schools
Close reading: Fly Away Home
- Before you start, ask kids: "What thinking work do you expect to do with this?" (Remember, we're teaching for transfer) -Ask this questions of kids, and jot their answers. What do they say?
- Giving feedback (in response to what kids say): "What is specific and unusual about the characters and place? Also, start to notice, is it an emotion or trait?" [She is trying to move us into analytical frame of mind]
- Tell partner reading plan: What will you try during this reading? [Mine: Noticing what is specific and unusual about characters]
- Reads the first book of the page
- Turn and talk what you have noticed before. She walks around and coaches-in. [She shares out what she heard] Tip: Ask: Why did the author put this part in?
- Reads another page.
- Turn and Talk. Then she shares out what she heard and shares a tip: Be alert for scenes with minor characters and ask, why is this here? Also, don't only look for what about characters that is unusual, but also look for when are characters more than one way.
- Reads three pages.
- Tip: When you look for character complication, don't only look for what is different in what they do, but in what they say.
- Turn and talk
- Shares out. Asks us to think about a place in our lives that can feel really different and different moments, just like in the text. [Turn and talk]
- Tip: When you read a book in first person, you can notice what kind of voice does the character have? How does the character describe everything, and how can those words help you develop a better idea about the character?
- Reads two pages.
- Turn and talk
- Shares out.
Research: Highest intellectual work was happening during read aloud. But also, that was when the transference was the lowest. And the teacher was often doing the hardest work.
-Try to get most of conversation. Sayback vs. eliciting. Don't call on kids, just share what you heard them say, but slightly change it slightly to a more literary language. (Keeps momentum going)
What would you want it to sound like for you kids at the beginning of the book. Think about learning progressions. "A third grader might sound like this... A fourth grader might sound like this..."
It would be interesting to create a reading articulation team: What does each grade look like?
- Try a reading on-demand. Make sure you have a focused question so you can compare responses.
- Create a sample response for a strong beginning of the year student response for this prompt:
- Write down your thinking: Make a clear claim about the character's struggle or problem, and back it up with some evidence.
- Gallery walk around room to see how it differed by grade
- Look at this checklist:
- 1 pt State a clear claim about character's trouble
- 1 pt Explicit transitions (For example... Also... In addition...)
- 1 pt I use at least 2 pieces of evidence
- 1 pt Include evidence that is clear and explicit
- 1 pt Include evidence that is more hidden
- 1 pt Include specific quote or details
- 1 pt Showed different parts of the problem or how it affects the character
- Talk with your partner: What would be the quickest/easiest way to raise your response by one point.
Book Clubs-Meet with your book club and plan an assignment for tomorrow.
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