Well planned and ready to teach, in fact eager to teach, I had a challenging day today. On my mission to teach kids to think I discovered how much kids don’t really know how to think. 2 sections of my day were dedicated to practicing new teaching techniques incorporating Formative Assessment and deeper questioning to prepare my students for the upcoming Common Core, and of course to become better thinkers. Both lessons today were Comprehension lessons. To give a little background I teach fourth grade and I have 35 students in a Title 1 school district.
Target: I can visualize and summarize what I read in order to explain the headings the author used and give examples form the text that support the heading.
We read and I asked my well thought out questions. My advanced and proficient students caught on very quickly and were giving me page numbers and citations from the page to connecting the heading to the text. The lesson went fairly well.
3 good things that happened.
1. We finished reading all intended information for the day ( often we fall behind by discussing everything instead of focusing in on one specific task)
2.Students were able to give page numbers and sentences from the text that support the heading.
3. Students are excited to learn about the subject matter. ( probably because I showed a video first to get them interested.)
3 areas that can be improved.
1. Less active students are still not very active.
2. I neglected to have students explain the headings, they gave support but didn’t think further than that
3. The students struggled to follow directions and had to be encouraged to look at the page or sentence being offered by another student as evidence. In other words they didn’t appear interested in what their classmates were sharing. They were interested in me but not each other. How do I build the collaborative environment???
I ended this lesson with the ticket out the door strategy asking students to make a connection to the video I showed to introduce the story and the parts of the story we read today. This turned out to be more difficult of a task for them then I had thought. Many simply wrote something they had learned not actually making a connection to the video. Of 31 students 4 used the words ‘connect to’ . We are going to have to work on this.
Cold read comprehension. We have been doing this kind of activity all year. This is the lesson in which I had planned out an entire trajectory of learning targets for the week each building on the last with the main objective to understand a piece of writing and be able to tell the main idea and organization of the piece. Although familiar this is still challenging for them. The goals were to identify key words in a paragraph, see how paragraphs relate to each other, find the author’s purpose including the main idea and text structure. Today I modeled finding the key concepts in a paragraph then asking students to work in groups of 3 to find the key concepts in a different piece of writing. This strategy is one I have been teaching for a while. It didn’t work very well.
3 things that went well
1. most of the students worked well in their groups contributing and listening
2.I observed students actually reading and rereading the text to find key concepts.
3. . . . I can’t think of a third 😦
3 things we need to work on
1. Students were asked to write 2-3 key words but I was getting sentences
2. many groups completely missed the point of the paragraphs and were struggling to find key words
3. Only 1 group successfully duplicated what I had modeled
To culminate this activity I asked the groups to write one thing that was hard for them and one thing that was easy for them. I got responses like “the beginning was easy and the end was hard” and “finding words was easy and the hard part was finding words” and “the hard part was finding words it was easy using context clues” This tells me that they really didn’t get what they were doing. Their meta-cognition is lacking. Tomorrow we are going to try the “Keep it/Junk it” strategy. I wrote out all the keywords the students found in their groups. Tomorrow they will decide if they should keep each individual word or junk it while providing reasons for their decisions. We’ll see how that goes.
Not a great start, but a start.