Quiz Quiz Trade

Like Connie, I decided to do quiz-quiz-trade--but I did this with English learners in an EL Newcomer class. I was surprised at how well it worked. The students were excited to be able to describe the words using gestures and expressions--and they could help each other brainstorm. It was much more effective at getting them to talk and interact using their words. It also helped with their reading since they had to read the words and the definitions on the cards to themselves and to each other. It also got them to use the words in different contexts if they couldn't remember the exact definition--which is something I hadn't planned on them doing--but it came naturally in conversation. I left the class excited and so did the students. When they can talk more about what they are learning, their confidence increases. And this game is a good controlled way for them to initeract. These are small classes, so I joined in as well. This let me continue to model how we could use other words and be creative with our descriptions. I would encourage any level of students to use this!

Kids Schema... Where does it come from?

Today we were reading another fun chapter in Pippi Longstockings. She of course, is always getting into trouble. Well, I asked the students where she was going next, one student yelled out, "Juvenile Hall." Wow! I had no clue that second grade students even knew about juvenile hall. Crazy! Well, Pippi didn't go to juvenile hall in this chapter, instead she had a nice coffee party. What a day! :)

MAP Testing

We just finished up MAP testing in the Language Arts classroom this week. I was wondering what people thought in regards to MAP testing. Some students did very well, and some students did not. It seems hard to counsel students on their reading score and make them feel good if they are really below the targeted mark. I could feel the pain of a few students who are ELL or are possible SPED and looking at their reading score. Other students ask about their reading score as well. For students just below the mark, it seemed like good motivation to tell them to keep reading because they were almost there. But the students that confessed to me that they always do really bad on these tests seemed to already be labeling themselves as not able to learn--and this is 7th grade. I understand the need for different assessments. I just wish there was more information that I felt good about telling really low students. I felt a bit lame telling them that not all of us are good test-takers, that they needed to not give up on reading, etc. These were just thoughts that I thought may generate some discussion, since I think there are others who have felt similarly.

Thoughts on extra credit

Hello Everyone!

Lately there has been a lot of discussion about the merit of extra credit and whether it should be used at all. Obviously giving extra credit for things like bringing a box of kleenex would be a poor use. But I was thinking... what if kids go beyond what we're able to get to in class? What if I provide them something fun, interesting, and challenging that will expand their knowledge of the content and motivate them to be life-long learners?

So one thought I have is already on my site. I have students watch the Epic of Gilgamesh clips that I posted and summarize the story. Simple enough.

Is there anyone else out there that sees a value in such assignments? Or perhaps any sort of extra credit opportunity?

The Benefits of Quiz,Quiz, Trade

At the middle school staff meeting, we practiced the activity quiz, quiz, trade. I always worry a little bit about effectively modeling and practicing such a chaotic activity. However, the 7th grade English department tried it with our Honors English as a way to teach irony. Students each got a picture with something ironic on it. They thought about why it was ironic and then began to quiz, quiz, trade. It went fabulously! It saved me the time of having to give many class examples because they were able to teach each other. I think perhaps it might take more than one run through in a regular class to make it flow that smoothly, but the kids left yesterday feeling excited about English. Anything that can do that, I'm on board for!

Hopes and Dreams

In my second grade class we have been working on our hopes and dreams for the second grade. One of my students shared the sweetest hope and dream with complete and utter seriousness, and it has since inspried me to introduce a new perspective into my classroom. The dialogue went like this...

Me :"So, _______, what is your hope and dream?"
Student: With a very serious face the student replied, "My hope and dream (long pause) is to be a super hero."
I struggled not to show the awe, humor, and surprise written across my face.
Me: "Well, that is a wonderful dream! Now _______, if you would like to someday be a super hero, what do you think you need to do in the second grade?"
Student: (Extremely serious and contemplative) "Well, I'll need to make a suit, (long pause) and a cape."
I about lost it at this point, but somehow managed to keep it altogether. I loved his dream! In my class this year, we are going to have a super hero day.
So now, here is the one question I have for you.... What are your hopes and dreams?

Confering with Students

In the middle school we use reading workshop as the primary method for teaching English content. Students choose their own novels to read, and I come around and confer with students about their books to ensure that they are comprehending their reading. This is something I struggled with last year. I did my first conferring with students this year and it went alright. I'm trying to make sure students have "just right" books for them. Today if I saw students gazing off into the distance, I went over to them, asked them what their book was about and what was interesting about the book. Then I asked if it was easy to read. I suggested to a few students they find an easier book to start the year with. My concern is that I don't know how to say this in a way that encourages them to change books without being embarrassed. I told students that it might not be a good book for now, but that it could be good later. Still, I am working to find better ways to help students find appropriate books. Ideas anyone?

Pippi Longstocking

Our class is reading the book called Pippi Longstocking. Our favorite part so far is when she is being a Thing-Finder. She tells Annika and Tommy that the old gentlman is a thing, and they can pick him up and bring him home. Our class wants to be Thing-Finder's too! Wohoo! Hooray for Second Grade! :)