Lucinda, I agree that their attention spans are so short. That's the biggest problem I have found while trying to prepare my students....and sometimes the motivation is lacking, as well.
I have a set of white boards in the room and am planning to use them some next week. The problem is that whole-class work is very difficult with the very difficult group of sixth-graders we have this year. (We call them the party animal class!) This makes quiet worksheet work, etc. necessary for at least half of the period (broken up into pieces of course.) I really like your idea of following a short, whole-class review with individual practice and then group grading. They are also very motivated by competitions, etc. so I love your idea of having rows compete:) Thanks for the great ideas! May On Apr 5, 2007, at 6:55 PM, Lucinda Marcello wrote: > My experience > was to keep it moving and short for the grammar review. I did a 5-7 > minute > review, they completed a worksheet on their own for 5 minutes, then > shared > with their neighbor for 2 minutes then we graded it as a class (another > review) scoring it. I tried to have them try their best (compete) in > teams > of rows. Still not perfect but they liked the format of SHORT grammar > lesson, individual work, we grade and review, then see what row/team > did the > best. I gave away pencils to everyone saying they ALL did so well. _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
