I haven't officially or assessed listening and speaking standards during reading time. In my classroom we tend to do a lot of turn and talks or students respond orally to questions during read alouds or small groups. My plan for my final project is to start creating and using more reading responses. After looking at the standards, I'm going to use CCSS.ELA-Literacy.SL1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. As a reading response I will read a book (I would love some ideas if anyone as any), have students draw a detailed 3 pictures. One that describes the beginning, one that describes the middle and one that describes the end. I will have students draw what happened with details as well as how the characters were feeling. After we have completed this process, I will have them discuss their pictures with a partner. This will need to be modeled and done more then once to help them master the standard.
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Hi Eileen--I like your idea of incorporating drawings to represent character or setting details. It reminds me of a student project during my first year of teaching. She designed a very intricate portrait of the character in her book, with the character's face repeatedly drawn and nearly overlapped, almost to look like it was in motion. She showed emotions and traits that the character experienced throughout the story, based on textual evidence the student pulled from the book. She was an artistic kid who benefited from the opportunity to visually represent her understanding. It was so great to see a reluctant reader respond so deeply to a book!
ReplyDeleteI like your idea, I will be doing the same but during my writing class. I will be focusing on non-fiction. So I am hoping to get some great back and forth communication focusing on standard:CCSS.ELA-Literacy.SL.2.1.b
ReplyDeleteBuild on others' talk in conversations by linking their comments to the remarks of others.