I introduced the concept of demonstrative adjectives today-I think they are catching onto this easily. But how come we STILL have problems with basic parts of speech????? Since this is my 1st year teaching 6th grade I don’t know if all 6th graders are not knowledgeable about the 8 basic parts of speech or just this class. I wish I knew what to do to help them with it-what’s bad is that parts of speech are not even in my course of study for 6th grade english so I don’t want to spend gobs of time on it, but they are the foundation for everything else in english. What to do?????
I do know that they need to learn more english “stuff” in context, I’m just not sure how or when to do that. I want to spend more time writing with them because that is an area that has been left behind this year with all of the reading that we do. But I’m not real sure how many have made tons of progress in their reading even with the amount of time we have spent on it! I do wish I had more 6th grade teachers at my school to talk with about reading, english, spelling, and writing and the right way to teach all of this. Is it from the countless workbooks that we are given?? Nobody in our school district does workshop methods-we were told to implement small group reading instruction this year in 4th-5th-6th grade but I’m not sure how many teachers are actually doing that. I tried it about 7-10 times this year and the kids really loved it, but of course I couldn’t get to everything that I was supposed to do so something gets left out.
I know that one problem/weakness that I have is trying to do too much-surely nobody else has that problem??? 🙂 I want to be an effective teacher and deliver effective instruction-I think sometimes I just skim the surface and don’t have time to really dig deep! I am currently reading 2 books- R5 in Your Classroom-A Guide to Differentiating Independent Reading and Developing Avid Readers by Michelle J. Kelley and Nicki Clausen-Grace and The Cafe book by Gail Boushey and Joan Moser (The Sisters). These are excellent books, and I’m thinking I want to try and implement a combination of the 2 methods into my classroom, but not quite sure how to do that!!!
This was my schedule for the day (and we rushed!!!).
1. Partner read “The Pasture” poem by Robert Frost. Briefly discuss.
2. English-Introduce demonstrative adjectives-Workbook page and study guide sheet. We worked with partners, groups, and independently.
3. Introduced 5 high frequency words-They wrote them and sorted them.
4. Practice reader’s theater
5. Scott Foresman Reading Textbook-I read aloud the read aloud story-we discussed. They worked in groups to develop the concept web.
6. We read almost 1 whole chapter in “The Westing Game” and discussed.
7. I introduced acrostic poetry and showed an example. (They got a little excited about this!)
8. I reveiwed the comprehension strategy-MAKING CONNECTIONS-We read our choice books independently and kept a tally of when we were able to make a connection.
Whew!!!! 🙂 We worked the entire time-they stayed engaged. But we didn’t get to read our choice books for the length of time that I was wanting to-we only read for about 10 minutes! I just wish I had more time!!!!!!!!!!!!!!!!!