Due March 18th
Page 61 #2-Provide a list of fix-up strategies to your students or post the strategies in your classroom. Ask the student(s) to try at least one. Report to the group via the blog which strategy was most often chosen by your students.
since it's the day before spring break and i didn't plan stuff very well, I won't be able to report about the fix-up strategy that my students choose to use, but I can report about the strategies that I teach in my classroom. After break, i can report about their choices. The major fix-up strategy that I have tried to teach and model in my classroom is the connetion:text/text/text/self/text/world. When we are starting a new class reading book, I always show some movie that can give them a little background into what we will be reading. Before we took the state assessments this year, I showed Percy Jackson so they could make a connection to characters, setting, plot, climax, etc. But I also used it to tie into what the 6th graders had learned in Social Studies this year. When a new god or goddess was introduced, I had the 6th graders tell the 5th graders about them. So, there is my info about chapter 6 also (tying in subjects to one another). When talking about the indicators, I try to link to movies, books, etc. that the students may know, instead of the generic stories that are used in workbooks.
ReplyDeleteIf I were to guess about my students, the strategy that they would pick the most would be the above-mentioned because that is what is modeled in my room constantly, but after break, I will have to see.
I posted a copy of the fix-up strategies on my board and we have been going over them all week. I used passages from the Spell Read mini lesson book. Every day we used a different mini lesson, we talked about applying fix-up strategies to that particular passage we were reading, and were able to cover a couple of indicators too. The strategies my students use, on their own, the most are "visualization" and "making predictions". They love to watch scary movies and Mexican soap operas. We discussed how those are easily predictable because of they way they are written and that while making predictions they are also asking questions about what they are seeing. The strategy that they use the least is "reread". They do not want to take the time to reread something. One reason is they are hoping it will eventually make sense so why go back and reread. Another reason is if it is for a class it will be discussed the next day and the information will be given to them! The strategies we use as a class are:
ReplyDeleteMaking connections
Making a prediction
Recall
Print conventions
Retell
Text structure
Reflection
I use the Spell Read reading program and these are a part of most every book lesson plan. AR covers recall very well since that is all it is!
My students will use "making connections" but not as a pre-read strategy. They often will get a connection as they read and see that they can relate in someway with what is going on in the story or text. I have used circle maps and some KWL charts in the past for the "making connections" piece, that also draws on their background knowledge. My goal is for them to take these strategies and use them on their own, not as part of the reading and writing portion of Spell Read. I would like them to go to other classes prepared to participate instead of sitting there and waiting for the information/clarification to be given to them!
I posted the fix-up strategies on the board for my students to choose to do one. A lot of these my students are very familiar with, because we have done them in the past for different stories. The one most of my students choose to do was retell what they read. I asked my students after they picked which one they were going to do and they told me because it was the most easiest for them to do. I really wasn't surprised by which one they chose to do. For most of my students they over analyze things so they don't like to do things they are not used too. I also think it depends on what book we are reading. We have down making predictions, making connections, and a lot of the others as a class. For every book we read we write a summary about what we read, so by doing that everyday it wasn't hard for them to retell what they had read.
ReplyDeleteSince it seems like all we have done these past few weeks is test or getting ready for a test, I'll blog when things settle down in April. I hope.
ReplyDeleteWHAT DO YOU DO WHEN YOU GET STUCK WHILE YOU ARE READING?
ReplyDeleteFix-Up Strategies for Reading
I gave my reading class a list of fix-up strategies. We discussed each one to make sure that they understood them. We used different strategies for a week while we read books from our Spell/Read library. After trying many of the strategies, we discussed which ones worked best for each student. The majority of my students said re-reading and sounding out words more carefully/slowly worked best. Another very popular fix-up strategy for my class was summarizing, either on paper or orally. They said this was especially helpful when one student would start re-telling the story out loud, and then another student would understand better and be able to jump in and help with the summary. Another popular strategy for my lower-level readers is to visualize. Making a scene or image in their heads while they read helps them to think about what is going on in the story and if it makes sense or not. I think these strategies were helpful, especially because the students were able to learn that they have already been using some of them without even realizing it. The least favorite strategy was making a prediction. They decided it is hard to make a predicition for the story when they aren’t real sure what is going on in the part they already read. This is part of what they were getting stuck on. We had a lot of good discussion while the students learned about fix-up strategies.
I posted my list and one of the fix ups we tried was using the conventions. I was watching the students pause at the end of each line not at the end punctuation in the writing. We discussed this and I reread the sentence with punctuation and without running into the next sentence and we discussed which one made more sense.
ReplyDeleteWe also talked about prior knowledge and background knowledge. Is it okay to use the movie you watched last night? YES use what you know.
I encourage the students to use the 5 w questions and add how to figure out what is happening in the story.
Well, life never settled down with finishing alternate assessments, closing down the year, etc. Thanks for all of the other comments.
ReplyDelete