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Read and Write 180-Day 18

Tuesday, September 6th, 2011

This teacher loved the loooong weekend we just had-is there another one around the corner??? πŸ™‚

We were all sleepy this morning.lethargic. no energy. drowsy. Hmmmm…how many more synonyms can I come up with? After P.E. I gave the kids about 10 minutes to either read or put their heads down. Then we tried to come to life! πŸ™‚

1st piece of business-they copied their word study words, segmented them (for spelling purposes), and wrote/drew something to help them remember what each word means. I am NOT happy with my word study routine so far. I. am. bored. I can only imagine that the kids are as well. πŸ™‚ I have got to figure something out-will be thinking about it over the next couple of weeks. I really want them to “own” the words and be able to use them when speaking, writing.

English-We are learning about the types of sentences this week as well as subjects and predicates. Do you speak french? I started wondering if that was what I was speaking when I got to the subjects and predicates! πŸ™‚ Let’s just say I had A LOT of “deer in the headlights” looks across my room. Why is English (which we speak every day) so hard for them to get and retain???? πŸ™‚ They did well with the 4 types of sentences: Declarative/Interrogative/Command (Imperative)/Exclamatory

I explained each type, wrote sentences on the board, had them work in groups to decide what each sentence type was, and then let some of the students draw a line to match the sentence to the sentence type.

Then we went over subjects and predicates-Complete and Simple. Oh, boy! πŸ™‚

Here is what the board looked like during one of my classes:

 

Β Messy, huh? πŸ™‚

Here are a couple of pictures of the kids working together today:

I read Chapter 7 of 6th Grade Can Really Kill You to the kids. I’m beginning to think this is their favorite part of the day. πŸ™‚ We have some great thinking going on-we’re predicting like crazy (great comprehension strategy to keep them engaged in the text), and I’m trying to show them how to infer (guess at what the author means even though they may not exactly say it).

I showed them/discussed with them how to do the rest of the reading response letter. I can’t wait to see how they turn out this 1st time, and then how much progress we make with them over the course of the year. I LOVE seeing progress!

Our reading passage that I chose this week is “Spitting to Survive”. Now how can they not be intrigued by this title? πŸ™‚ We created a KWL chart to activate their schema (background knowledge) and to see what we are wondering about before we read and then while we read. After we finish reading the passage we will go back and write what we learned. Before, during, and after activities with reading are CRUCIAL!!!! I’m really going to try and keep it up this year-it’s just sort of hard when we have such loooong stories. That’s why I’m using short passages right now-to teach them strategies/skills that they can transfer to ANY text! Here is what one of our KWL charts looked like in class today:

After all of that-I let them work on their reading response letters and read to self while I listened to a few more kids read to me (initial assessment). I only have 2 kids out of 47 left! Whoopeeeeeee! I can’t wait to begin small group/individual instruction. It’s just taking so much time to teach things that I will expect for the rest of the year to the whole class right now. Ideally, (ha-that’s a funny word in education) I want to teach whole group instruction for about 1 hour or 1 hour 15 minutes, and then the rest of the time teach small groups/individuals-this would leave me about 1 hour 15 minutes or 1 1/2 hours. But you wouldn’t believe how long it is taking us to go the bathroom in the mornings after PE!! LOL!

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