Every lesson, I want to make sure students get the gist of the standard I have covered that day. We spend a few minutes at the end of class reviewing concepts together- verbally processing as a whole class and in small groups- and then I have students put away their notebooks and group folder in the designated location before posting the question on the Smart Board. Students put their names on the back of the post-it notes and respond on the front. Some days the question is as simple as "What is one thing you learned today?" Often, the question asks students to recall specific information from the lesson they need to remember in order to move forward with the material the next day and beyond. This is a very helpful assessment for me because I can get a snapshot of how each student and class is progressing. Each week, I also try to include a variety of question styles and use question stems that could come up on benchmark tests and the final TN Ready Assessment. Grading for this needs to be quick and easy because we do this every day on top of other classwork and major assignments the students are completing. I use a check-plus, check, check-minus method my students have been informed about, so when they get their post-it back they know if they mastered the question, were approaching mastery, or are lacking in understanding. |
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1. Assume you will always need to read a text more than once. With text that is more complex than you are accustomed to reading, begin with the expectation of a second or third read. I am a re-reader because I have learned the more I read a text the more I get out of it- the more it reveals to me. This is especially true of text that is complex. 2. Set your purpose. Why are you reading the text? Understanding why you are approaching a text helps with comprehension. 3. Use a system of annotation. It doesn't matter if your annotations only make sense to you! Create a way to interact with the text as you're reading. For me, the first read is with a pencil in hand, and the second with a pen or highlighter.
4. Practice! Brain research and research on reading both indicate the best way to get better at something is to practice doing it. The more you read challenging texts, the easier it gets! Don't be afraid to struggle with a text because it is through struggle that we learn and get stronger.
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Mrs. McNeely"Let us read and let us dance; these two amusements will never do any harm to the world." Archives
August 2019
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