Day 1: My students
were struggling with the difference between table of contents, glossary and
index. I cleaned up glossary quickly with the connection to a dictionary, but I
still had several confused looks as I asked about an index? I had already
pulled five books that I wanted to get into my students’ hands. I had noticed
that not many of them were picking these books up to read. Prior to the lesson,
I copied the index from each book and asked the students to work in pairs and choose
one index. Finally there was a buzz about how an index helps find ideas “in”
the text = priceless.
Day 2: Building on background knowledge-why Mrs.
Caplin? I am curious to know why
students don’t want to build on their BK when reading? Is it they don’t want to take the time? Do they just want to read to find out new
information? Do they not see the
connections with the text? After our opening
conversation, I have decided that is all three. I asked them to take out their
index from yesterday and choose 3 words and write around it answering the
question: What do you already know about
that word? Then they found the
corresponding book and read about one word from the index and recorded several
new facts. I was excited to listen to
their conversations. Two ideas came
alive for me. First students need to be
taught how to confirm or extend their background knowledge. Second that most
fifth graders think they “know it all.”
It was thrilling to hear, “I didn’t know that, did you know that?” =
priceless.
Day 3: Lessons learned from the chart above. First of all I read Franki's blog at A Year of Reading about Smarter Charts K-2 and I started thinking about anchor charts in our room. Next I started following Chartchums blog which helped me with my thinking. I have never been one to know ahead of time what the chart will look like. I allow my students to build the chart through our conversations, but this chart took me on a totally different path for instruction. I have been trying (OK pounding) into my students that background knowledge really can help them with their comprehension.  |
| Next time I need to think a little more about my artwork-ugh |
The left side of the T are their reasons why BK is important, but the right side is how using BK can change their thinking. Finally we had a break through moment with the idea of text to self connections and how they need to be authentic. I am not sure who said it in a workshop or book, but my students have been making ping pong connections. No meaning and bounce right back. Honestly I had almost banned them in my class, but now we have a stronger foundation so they are coming back to Room 228. Another exciting moment was when J. realized that BK helps because he might have new questions which lead to new research then to new learning = priceless.
