Chapter 10

I read Chapter 10 which is titled "Determining Importance in Text." This chapter talks about finding important information in nonfiction text. To get students to discover meaningful from non-meaningful information, the author says to model several different techniques to students in the form of lessons. You want to direct students attention to particular details, since it is impossible to remember everything that is read. The author says to seek out a "big idea" and try to connect all important information. Important information can often be found at the beginning and end sentences in a paragraph.

Matt

Chapter 14: Reading to Understand Textbooks

I read Chapter 14: Reading to Understand textbooks. I chose this particular chapter because I have an interest in teaching middle school science, and I know a textbook will probably be required if I choose to go along this route. The main idea that I took away from this chapter was the importance of teaching HOW to read a textbook, which is something that I had never given much thought. As adults, I think a lot of times we forget how long it took us to learn the things that we know. For me, navigating a textbook is simple and a no-brainer. However, I forget that it probably took me many years to build these skills. It’s important for students to understand how to use a textbook before you can even expect them to be able to read and comprehend the material inside of it. I think that this is an excellent point and I will never forget this. This chapter gave a lot of good ideas and mini lessons that you could use if you are a teacher who must teach from a textbook, which I found very valuable.

Book Club Blog - Authentic Questions

For this week's blog post, I am going to be discussing the "Visualization and Inferring" chapter from Strategies that Work. Visualization is a technique that I feel is extremely useful, but is rarely used. Personally, I use this technique all the time while I am reading. I believe that it allows the reader to make more connections to their own life (since our visualizations are based off of what we see and how interpret it), produce more excitement in the reader, and make inferences towards the story and its plot.

The first thing I found interesting in this chapter is that is mentions not using books with images. Originally, I did not consider which types of books should be used for a visualization lesson. Stephanie Harvey explains that books without images requires students to make their own images in their mind. My first question is: Why might creating your own images in your mind or on a paper be beneficial while reading? 

On page 99, Stephanie Harvey mentions that visualizations can be an effective way to dispel misconceptions for students. For example, the book says that a teacher gave a lesson that required students to draw a picture about a particular scene described in a book. Some students drew a simplistic scene encompassing the details from the book, while others included their own smaller details (extra things in a room for example, which make a house seem more homely). I think that including extra images can be extremely beneficial and shows a students understanding of the scene, and not just what is explicitly described. 

One student in particular drew a baby that sprouted wings and flew into the clouds. This did not actually happen in the book. As a result, this could be a prime opportunity for the teacher to sit down and talk with the student about their visualization. I have two questions here: "How does a teacher 'correct" a students thinking or visualization without stating they are wrong?" and "Can a visualization be wrong?"

No two students pictures or visualizations are the same. Can picture diversity be a good thing? I believe it could be an opportunity for students and the teacher to share his/her ideas. This could be part of a group or class-wide discussion.

Next, I really liked how the author mentioned that you want to use all of your senses while describing a scene or the story, not just what you see. I have never really thought about included sensations like touch, sound, taste, etc. How could a teacher model these type of sensations? Perhaps you could start out with the teacher describing what he/she feels, sees, etc., and then moving on to what students notice. This would be a perfect place to take advantage of a white board list where students can compile everything they notice. 

Lastly, I wanted to mention that visualizations can be beneficial to make inferences in the story. For example, if you spent time visualizing a scene, you may notice the author mention a few small details about a barn.

Consider:

"There was a large red barn looming over the trees that surround it. The barn was being flanked by  an overgrowth of vines that crept up it's walls and grabbed hold of it's frame, as if it had no intention of letting go.

Specks of red paint were peeling off the side of the barn and being picked up by the wind. The flakes of paint were lazily spiraling through the air until they settled on the cold, dry dirt. "Empty," I thought.

There was gaping opening on the front of the barn. It looked as if the barn was hiding many secrets, as not even the sun's light could penetrate it's mouth. I crept inside the barn.

The walls were dark and covered in cob webs. I had to see more. I began to walk towards the center of the barn. Each step I took sent puffs of dust into the air, only to be eaten up by the darkness moments later. The air felt heavy and dry.

Along the walls were piles of hay. This was not the type of hay that was fresh and green. The hay looked as if it was long forgotten and has grown old, much like this barn that is slowly decaying. I picked up a single piece of hay from an overwhelming large stack and began to play with it. I bent it forwards and backwards until it broke. Dust. Always turning to dust.

'Hey John, what are you doing in there," I hear a voice call from outside the barn."

This type of scene could allow the student to make many inferences. A student could spend time imagining what the author wrote, and then considering why the author might have included this. Perhaps the dry hay will start a fire later in the novel? It's a possibility.

So what do you guys think about visualizations? I personally was never taught how to do them, but I naturally developed the habit. I believe it's beneficial and would like to have teachers teach this technique. Are there certain times when visualization may be better used? Or a certain genre of book?

I threw out a bunch of authentic and regular questions throughout this writing. Just pick and choose what was most interesting.

Matt

Part A: Discuss Target Area and Core Practice

1.  I will be teaching the entire unit, but for the lessons I am turning in I will be focusing on writing instruction.
2.  I will have approximately 1-1.5 hours per day for the total literacy time allotted.
3.

 RI.5.01 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.2 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

4.  This target area will provide student to put themselves in the point of view of others, and really test their understanding of the material.  By integrating social studies, the students will be learning much more meaningully about the Navajo code-talkers than they would otherwise.  This learning the students will be taking part in will have them learning through literacy first and foremost.  By giving them the opportunity to really dive into a text and  reach a deeper understanding about something that is mostly foreign to them will be empowering to the students.

5. I am particularly excited for this unit because the talk will be mostly student-led with much of the teacher input being background information that they haven't had exposure to.  These students are not used to having a student led conversation and I will need to set the norms very clear about listning, speaking loudly as well as making sure that we are creating a safe environment for students to take scholastic risks in their interpretation.

6.  This unit will allow me to make sure that all students feel comfortable in their writing.  As part of the unit, my MT wants me to do a little bit of poetry at the end, which will be great for my students to be able to express themselves creatively through the means of poetry.

7.  I have the Treasures book I can work with and through, as well as the picture book of the book we are reading.  Other than that, I am unaware of any other resources that I can use.

8.  I want to acquire more information about the Navajo code talkers both in my level of understanding, but also have additional sources for the students to be able to process the information in their own way.

9.  I am not sure.  I think I may have them read a passage at their level and then respond to their feelings as if they were one of the characters.

10.  I should find out on how much the students know about World War II and perhaps if any of their family has served in the war.  I could then invite them to teh classroom to give a very realistic and exciting wrinkle into the unit.

12.  I am concerned on how to make this activity meaningful as many students will not be excited to read the text to begin with.  I am also worried about the pace at which we will read the book, as it is very slow and  my teacher gave me to weeks to read one story.

Response to Matt's Inquiry 2- Part A

Hi Matt! I’m also hoping to focus on the same core practice you are- activating and connecting background knowledge so I hope that I can give you some suggestions. I am planning on using this core practice with non-fiction texts, while I believe you are working on fiction texts, but maybe we can bounce some ideas off each other!

A section of the book I am finding to be really helpful is Chapter 7 Activating and Connecting to Background Knowledge mostly because this chapter gives so many ideas about how to activate students knowledge and make it meaningful.

One of the sections that I really liked was on pages 100-101 Building Background Knowledge Based on Personal and Text to World Connections. I still find my students to be more or less egocentric and I think activating background knowledge based on personal and then moving on to text to world connections would be very beneficial. Also, allowing students to SHARE their experiences will help other students who may not have as much knowledge about a specific topic hear from others who do have more knowledge about these topics. The example they gave in the book about the Vietnamese family was a great example of how this will help other students, so I suggest you look back over that example.   

Also, on page 103-104, the book discussed “Will any connection do?” Here, they talked about helping students differentiate from connections and MEANINGFUL connections. I don’t know if this will be as much of a problem for your older students, but it might be a good idea to do a paper where students have the opportunity to make connections and then decide themselves if that connection is helpful to the text, or just simply a connection. I liked this strategy because it doesn’t make students feel as if their knowledge or ideas are “bad” or “stupid”, but it allows students to sort through all this knowledge and sort it into meaningful groups so they can synthesize this information.  

In regards to how to assess if students are able to activate background knowledge, this is something that I am struggling with as a result of starting to plan my unit. Do you have any suggestions as to how you might assess this? How will you decide if there is growth from the beginning of the unit to the end? Share any ideas! Thanks :)

Anecdotal Records Post!

In order for my to construct Anecdotal Records, I can observe my students working independently or in small groups and takes notes regarding what actions are taking place in my class. I can strictly take my opinion out of this and make it observational and informational notes, which will make it a more structured, helpful record when sharing with others.  These sorts of records will (hopefully!) make it easier to understand what students are working on in the classroom and what they need the most work with to improve on (What the child knows and is ABLE to do (pg. 2)). I guess I sort of “knew” this about any sort of records that are taken in the classroom, but I considered this as “something I didn’t know” because it felt like a great reminder to 1) keep your opinion out of it and 2) not use deficit language.  

Another aspect I liked and learned from was the portion when the article discussed that we should only try to focus on a few students at a time rather than all of your students at once. This makes a lot of sense to me and makes the taking of anecdotal records a lot less daunting. When you are able to zero in on a few students, you are really able to pay attention to what is going on with them and notice aspects that you may have not otherwise noticed. I liked the suggestion that said maybe group the kids into “day groups” where each day of the week you are more closely observing certain students for your anecdotal records and then you should add this to their individual files at the end of each day (or thereabouts). I really like this idea but I just wonder how practical it actually would be, especially at my school when teachers have 0 planning time. If I was in this situation in the future, I would probably make a spreadsheet on my computer to add notes because I type things a lot faster than I write them, and it would be easy to type notes during a transition, after school, before lunch, etc etc.

Also, I think it’s important to point out the “key words” that you will be looking for during an observation or making of anecdotal records. I think this is a good way to keep your observations on task and not getting sidetracked by a students’ personality or misbehavior if you are strictly focusing on the standards by which you are judging them.

P.S. I like the homework black book idea!!!

Text Coding - Matthew Rigdon

What can I do?



What can I do?



What can I do?


Page 231 "Anecdotal records..." (-) Contradicts what you thought - I never considered anecdotal records to be a form of authentic assessment. I believe that anecdotal records can be influenced by prejudice (unless you only write pure observations) and they do not contain any direct student feedback (speaking to, reading, etc.). As a result, I believe that anecdotal records are beneficial, but they I am hesitant to consider them as an authentic assessment.

Page 231 "A fundamental..." (check) Confirms what you already knew - This quote reassured my beliefs that anecdotal records are beneficial for communicating what a child knows and is able to do.

Page 232 "In much the same way..." (+) Something new - Teachers must focus on unbiased observations, and avoid being distracted by personality differences and unusual behaviors.

Page 232 Graphic (+) Something new - I really enjoyed Table 1, which gave a list of meaningful verbs to use while writing anecdotes.

Page 233 "Write observable data..." (?) Confuses you - I know that you are only supposed to record observable data, but how can I as the teacher make use of observations without making judgments? And what is significant? How do I interpret data accurately?

Page 234 "Don't use the C-word..."(+) Something new - I never considered that using "can't" would be inappropriate. After considering what it means, I do realize that this word is self-limiting, since it assumes that the student will be unable to do something indefinitely.

Page 235 "Anecdotal record..." (check) Confirms what you already knew - I believe that having a time-stamped list of anecdotes for a student could be extremely beneficial when teaching and understanding a student. Anecdotes allow a teacher to capture many instances of a student's life and interaction, which can later be compiled for a greater understanding.