This one is a bit hard because school is out. I did use a discussion type with two students as we reviewed book before AR testing. I also let them do notes on each chapter. About half way through the last nine weeks one of them said, "I didn't write the first sentence and just wrote down what the chapter said." Meaning what it meant to him. Love being part of their discovery. I have in the past during Oregon Trail books had the students tape out the size of the wagon and then try to scale the boxes and other things. They quickly figure out how small the thing was, so the books come to life. Then we sit in 'the wagon' and close our eyes and I reread a diary entry and then, with eyes closed, we discuss and visualize what it was like and what the journal entry was really saying. Have also tried the he said, she said. Where one reads a section the other one tells what it means and then trade parts. That one needs some refining. I do better with a chart of things to look for with my guys.
I agree Dot, this one was hard due to the end of the school year. Here are a couple of lessons I have taught for visualizing in the past. To get students to think of a book as a movie in their head I use movies. I have had students close their eyes and think about what movie I am talking about by saying certain words like pig, farm, rat, Templeton, web. Most students can give me Charlotte's Web. Then we discuss the book and how that book led to the movie. I then read a really short story with the kids and have them draw their own movie cartoon. We point out the differences in the illustrations like what color the hair is or how the characters look.
I discuss that this differences are due to visualizing the movie for one student looks different than the movie for another.
I like for students to read stories without illustrations so they can picture the story for themselves.
I use graphic organizers to teach summarizing. This is an easy way to summarize by sequencing three to four sentences and make a summary.
I also use graphic organizers (Thinking Maps) to teach inferring, especially summarizing. Last year we read the same book for a week and on the first day we all highlighted what we thought was important to write one summary on the board. Through the week we discussed character, plot, setting, conflict, etc. Then on the last day each kid would write a summary on their own. I also used pictures that the kids wrote captions for from the story a few times. It also worked pretty well. I am definitely going to use the suggestion from page 178 next year and have the kids summarize what happened on their field trips. I really like that idea.
For making inferences, I have used graphic organizers to show what they already know and what they learned from the book. One that I used came from the fcrr.org site. One thing I did for summarizing this year came from the study island site. It was about a kid who wanted to go somewhere but his grandpa (or someone) was telling him all about something he did but was including every single detail. The kid was in a hurry and finally asked if he could just tell the important parts so he could go. My kids really liked it and got the concept of summarizing. Then, when we talked about summarizing I would reference that story.
Wow sounds like everyone has used close to the same things. Like the the other I also use graphic organizers too. I think that it really helps the students to visualize the story. for students to infer I normally start the conversation off with a question that will get them talking about how students have viewed different situations differently and let them have a conversation at the end we then discuss the technical terms of what they were just doing. When it comes to summerizing I also use a graphic organizer. I have also put the main idea on the board and then we have wrote key terms up under the word to also help the students write a summary.
I use inferring each day in class. Before reading a story I ask students to look at the cover and then think about what the story might tell us. Then I ask students to turn to their partners and share their thoughts. I continue doing this same thing throughout the story. The more students practice inferring the better they become at it.
In order to help with visualization we make "mind movies." When we think about parts of a story we can make "mind movies" to help us see a better picture of things and give us a clearer experience of the story.
This one is a bit hard because school is out. I did use a discussion type with two students as we reviewed book before AR testing. I also let them do notes on each chapter. About half way through the last nine weeks one of them said, "I didn't write the first sentence and just wrote down what the chapter said." Meaning what it meant to him. Love being part of their discovery. I have in the past during Oregon Trail books had the students tape out the size of the wagon and then try to scale the boxes and other things. They quickly figure out how small the thing was, so the books come to life. Then we sit in 'the wagon' and close our eyes and I reread a diary entry and then, with eyes closed, we discuss and visualize what it was like and what the journal entry was really saying. Have also tried the he said, she said. Where one reads a section the other one tells what it means and then trade parts. That one needs some refining. I do better with a chart of things to look for with my guys.
ReplyDeleteI agree Dot, this one was hard due to the end of the school year. Here are a couple of lessons I have taught for visualizing in the past.
ReplyDeleteTo get students to think of a book as a movie in their head I use movies. I have had students close their eyes and think about what movie I am talking about by saying certain words like pig, farm, rat, Templeton, web. Most students can give me Charlotte's Web. Then we discuss the book and how that book led to the movie. I then read a really short story with the kids and have them draw their own movie cartoon. We point out the differences in the illustrations like what color the hair is or how the characters look.
I discuss that this differences are due to visualizing the movie for one student looks different than the movie for another.
I like for students to read stories without illustrations so they can picture the story for themselves.
I use graphic organizers to teach summarizing. This is an easy way to summarize by sequencing three to four sentences and make a summary.
I also use graphic organizers (Thinking Maps) to teach inferring, especially summarizing. Last year we read the same book for a week and on the first day we all highlighted what we thought was important to write one summary on the board. Through the week we discussed character, plot, setting, conflict, etc. Then on the last day each kid would write a summary on their own.
ReplyDeleteI also used pictures that the kids wrote captions for from the story a few times. It also worked pretty well.
I am definitely going to use the suggestion from page 178 next year and have the kids summarize what happened on their field trips. I really like that idea.
For making inferences, I have used graphic organizers to show what they already know and what they learned from the book. One that I used came from the fcrr.org site. One thing I did for summarizing this year came from the study island site. It was about a kid who wanted to go somewhere but his grandpa (or someone) was telling him all about something he did but was including every single detail. The kid was in a hurry and finally asked if he could just tell the important parts so he could go. My kids really liked it and got the concept of summarizing. Then, when we talked about summarizing I would reference that story.
ReplyDeleteWow sounds like everyone has used close to the same things. Like the the other I also use graphic organizers too. I think that it really helps the students to visualize the story. for students to infer I normally start the conversation off with a question that will get them talking about how students have viewed different situations differently and let them have a conversation at the end we then discuss the technical terms of what they were just doing. When it comes to summerizing I also use a graphic organizer. I have also put the main idea on the board and then we have wrote key terms up under the word to also help the students write a summary.
ReplyDeleteI really like what Dot said about visualization. Any time we can make literature come to life for students they enjoy it more and get more out of it.
ReplyDeleteI use inferring each day in class. Before reading a story I ask students to look at the cover and then think about what the story might tell us. Then I ask students to turn to their partners and share their thoughts. I continue doing this same thing throughout the story. The more students practice inferring the better they become at it.
ReplyDeleteIn order to help with visualization we make "mind movies." When we think about parts of a story we can make "mind movies" to help us see a better picture of things and give us a clearer experience of the story.