Answering Questions Using the Success Criteria and ANALYSIS of The Work
Students have been working hard to listen to and read a few different texts and answering questions about them. The goal is to write answers that show deep understanding of what was read. The work pictured below is the result of students working in partnerships to answer 2 questions on a book called "Fiddle Dancer", a Metis story. After answers were written, the entire class took a look at them, picked out the success criteria (e.g. MC is making a connection, PT is proof from the text). Once that was done, rich conversation came out about where the answer landed on the performance/bump up wall. "It's a ON MY WAY." "No.It's an ON MY WAY plus. Then students gave reasons why they would place that answer there and give a next step for how that group could get to the next level. Wow, they are getting good at that. The entire class's next step is to do all these steps for their own answers and actually add in what is missing to bump their own answers up to the next level.
Using Reading Strategies and Writing Skills To Show Comprehension Of What Was Read
Last week, students were busy looking at how to show their understanding of a text read by answering questions following success critieria (determined by the entire class after looking at various answers). For the next few weeks, students will be reading a variety of fiction and non-fiction texts followed by answering questions so they can show their level of understanding. It is important for them to use fix-up strategies (e.g. skippy frog - skip the word they don't know, read on, they go back and make a logical guess to at least know what the word means), visualize, and make connections while they read to deepen their understanding. As well, they will hopefully learn the value of going back and re-reading a text or a portion of a text to ensure complete comprehension.
Making Connections- The Next Piece To The Reading Puzzle
In the new year, our class will start to use the reading strategy of making connections while we read to further our understanding of the text (along with our fix-up and visualization strategies of course).
Ask your child all the different types of connections they shouldl be making while reading. They will answer:
text-self (experiences that have happened in their life that is similar to the story)
This part reminds me of....
I felt like...(character) when I....
If that happened to me I would....
I can relate to...(part of text) because one time....
Something similar happened to me when....
text-text (a connection to something they have read elsewhere or seen on t.v. that helps them understand what is being said in the text they are currently reading)
What does this remind me of in another book I’ve read?
How is this text similar to other things I’ve read?
How is this different from other books I’ve read?
Have I read about something like this before?
text-world
What does this remind me of in the real world?
How is this text similar to things that happen in the real world?
How is this different from things that happen in the real world?
How did that part relate to the world around me?
text-faith (e.g. In the book "The Golden Rule" it tells us to treat others the way we want to be treated.
That is just like Jesus teaches us to "love our neighbour". If we are doing as Jesus teaches us, we can be following the Golden Rule too.
Ask your child all the different types of connections they shouldl be making while reading. They will answer:
text-self (experiences that have happened in their life that is similar to the story)
This part reminds me of....
I felt like...(character) when I....
If that happened to me I would....
I can relate to...(part of text) because one time....
Something similar happened to me when....
- Good connections that enhance understanding:
- When I was in second grade, I moved to a new school like Shirley did. I remember feeling like everyone ignored me and missing my home, so I can relate to what she’s going through.
- Surface-level connections that are merely “there”, don't deepen understanding:
- Shirley likes the Dodgers. So do I.
text-text (a connection to something they have read elsewhere or seen on t.v. that helps them understand what is being said in the text they are currently reading)
What does this remind me of in another book I’ve read?
How is this text similar to other things I’ve read?
How is this different from other books I’ve read?
Have I read about something like this before?
text-world
What does this remind me of in the real world?
How is this text similar to things that happen in the real world?
How is this different from things that happen in the real world?
How did that part relate to the world around me?
text-faith (e.g. In the book "The Golden Rule" it tells us to treat others the way we want to be treated.
That is just like Jesus teaches us to "love our neighbour". If we are doing as Jesus teaches us, we can be following the Golden Rule too.
Visualization Performance Wall
Students took time to come up with criteria that is needed to visualize in a successful way. They used that success criteria to determine which piece of work was at which level. Everyone was in agreement for the levels and for the reasons why they were at those levels. Here is what the Bump Up performance wall looks like for this method of visualization.
Another Reading Strategy to Add to Fix-Up Strategies is..... Visualization!
The last few days we've started talking about what our brains do while we are reading. Many students talked about making pictures and movies. We then took it a step further to discuss what do we use to make the movies. Students decided that these were the things to use.
I chose an excerpt from the book we read called The Noisy Paint Box that we had already used as a read aloud. The descriptive language in it was perfect for us to use as practice. Students worked in groups of 2 or 3 using the vertical whiteboards and after we took a look at everyone's ideas for visualizing. It was amazing to see all the different senses that were used!
We will continue to practice as whole group and in small groups before moving on to independent. Perhaps when you are reading at home together, you can stop and discuss some of the text that is causing you to visualize....it really helps to understand a text in a deeper way.
We will continue to practice as whole group and in small groups before moving on to independent. Perhaps when you are reading at home together, you can stop and discuss some of the text that is causing you to visualize....it really helps to understand a text in a deeper way.
What Do I Need to Write a Complete Story Recount?
We wrote a recount together using the story from the Bible, The Good Samaritan. Next, students read a book with a partner and tried to write the recount together using the Shape Go Map.
The students then brainstormed the criteria for a "Just Right" recount. We played a quick game of "Family Feud" - students vs teacher. The students were able to determine every element needed to win the game!
Using the co-created checklist, a personal checklist was created for students to use. They went back with their partner to look at the recount written together and using a coloured pen, fixed, added, and deleted to improve their recount
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Students were able to practice again (with a partner), editing a recount and using the checklist using a recount written by Luke Ross. The challenge was to find at least 30 items to fix, add, or delete. Monday, we will take time to gather as a whole group and take a look at what was found. Students will try another recount on their own this time using a book at his/her just right level of reading. They will have their previous recount assessed by me with the "tickled me pink" and "green to grow" feedback from me to do their final one to the best of their ability.
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We've been reading everyday independently....
We've been reading with a buddy....
Now that we have worked on the classroom expectations of what it looks like and sounds like to be reading independently and with a buddy, we are adding on. We will be re-visiting the "fix-up" strategies (seen in the picture on the left) that were taught the last 2 years while we read. As well, we will be looking at fictional story recount at a grade 3 level. Stay tuned for the posting of the success criteria for doing a "Just Right" job of story recount.
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