Literacy Day 2 #MTBoSBlaugust Post 10

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How is it already August 10?!?  Yesterday was another day full of literacy!

Lots of notes. Lots of thoughts.  Lots of valuable discussions.


WORD WALL

We created a word wall at the end of Day 1.  I will grab a picture today to share.  Teachers were asked to grab a term from our focused reading Day 1, and create a symbol with the word on it.

A question from Day 1 was how to make a word wall interactive?  Also, what if I have multiple sections of the same class, how to make it effective?  And with limited wall space, but different courses throughout the day…how can I make it work?

Day 2, we began –

  • Choose a word from the word wall.
  • Write a meaty question that has this word as the answer.

My word was barrier – What things do our students face that we must consider when planning effective literacy strategies for our classrooms?

Options for creating word walls in our classrooms:

  • a trifold that can be quickly folded and put away when next class enters.
  • personal size – give students a file folder
  • mobiles from the ceiling
  • with smartboards, maybe we have a magnetic whiteboard that could be used

This is definitely something I want to consider when planning for this fall’s units.


TIMELINE

We were given some time to brainstorm a list of 10 texts that have impacted us.  Yes, I have more than 10.  Sorry. Not Sorry.

I began my timeline about 9 years ago, when my husband and daughter bought me a Kindle.  The first book I downloaded and read was Unbroken, L. Hillenbrand.  It is when I started reading again.  Somewhere along the way, I read a blog post that basically said – if we want our students to become readers, we must model that for them.  I started posting my “currently reading” outside my room and in my signature on emails.

You can tell from my timeline that non-fiction impacts me more…but now,  I always have a light, fiction read on my bedstand…  to end my day with a few minutes of escape.  However, my focus was how professional growth has been impacted through reading.

 

Next we were asked to stand and find a partner to share our timelines with.  My partner is my age and and ELA teacher – much of her titles, I had read either in childhood or throughout school.  She even included some poetry.  I loved the discussions between partners and at our tables – some new titles added to my reading list.


Vocabulary and Reading Comprehension

Strategies for when we struggle.  How can we use these when our students struggle?

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ANTICIPATION GUIDES

If you’ve never used one, we’ll you’ve likely never worked with @joyinlearning.  🙂

  • Basically, you are given a few statements and asked to mark whether you agree or disagree prior to reading.
  • As you read assigned article, look for textual evidence to support or refute the statement and record.
  • Post reading – mark whether you now agree or disagree.

I see anticipation guides as priming my thinking about what I am getting ready to read.

The next task was looking at statements to determine if they were good / not so good ones to use on an A.G.  We then discussed characteristics of a good statement and brainstormed some for each subject area.


In the afternoon, we restructured and were asked to sit with like content area.  Our table was now Math and Science.

GIVE ONE GET ONE

Is a Kagan strategy I maybe learned from @druinok.

  • Jot down 3 strategies we can use with Writing for Learn
  • Find a partner and share the lists – give one to them, get one from them – explaining how the strategy works.
  • Find a new partner.  Repeat.
  • Continue until your list has 6 strategies.

It was quite interesting to me to see the variety between different contents.

Here is a partial list of our whole class discussion…

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ORDERED SHARING

This felt a bit like Talking Points I have used.  Each person did a reader response to a given quote.  We formed a circle and read our response.  The rule was – no response to each person…no agreeing, non-verbals, etc.  It was tough, we did giggle on a few of them.  The big idea, like Talking Points is it gives the learner a chance for their voice to be heard, without judgement.


INNER OUTER CIRCLE

We had 3 reflection questions we were given to complete at our tables, individually.  When complete, we formed inner and outer circles.  We then shared our responses to Q1, and our partner did the same.  The inner circle rotated – shared responses to Q2.  The outer circle rotated another direction before we shared responses to Q3.


PLACEMAT

Our final reading for the day was on Academic Dialogue, we were asked to Code our Text with

  • A antagonizing
  • W wonder about
  • M matches my thinking
  • ❤ love it.

When finished, we were given poster paper.  Each person had a different color marker and asked to record the a statement from the text for our codes.  We rotated to the next code, recorded and continued until each person had shared 4 statements.

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We took some time to see what others had shared.  Then as a group, we were asked to choose the big idea and create a summary sentence.

So today, Day 3 is the last of our summer training…

Yes, many of the strategies shared I am familiar with – either through reading about Kagan, using Springboard Curriclum, Making thinking Visible and other reading.  But it has been very beneficial listening to how others implement and their ideas.

I look forward to working with our presenters / coaches.  They have been a difference maker in setting the tone for these experiences.

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