One thing that nags me is that I need more personnel to quickly redirect before the class starts whirling... first graders are followers and they're sense of silly is often paramount to thinking so...I put in the only supports that were available to me. 1. I did put the Robbie Reader "metacognitive head" on the bulletin board. Made it interactive so kids could model their responses by pulling off the strategy they were working with.... also supplying a place to record how that strategy helped them understand the story. I also made a paper puzzle brain for kids who were not modeling so they could use it at their seats. I really didn't think this was going to work because we have talked this to death.... But to my surprise the visual made a bit more of a difference and the interactive part kept their hands and minds busy together.... helpful for my hyperactive kids. 2. I held a family literacy workshop with the kids present. We worked stories together... those happened to be family tradition stories that the kids wrote themselves. Hoping to empower the kids. Our literacy celebration was formatted so that kids in each group read their stories aloud to a small group of parents. Then the parents had to comment after each story with the three strategies that we have studied so far..... connections, visualizations, and questions as well as with which author craft they noticed the child using(melding reading and writing workshop together). My goal here was two-fold here: 1. to enlighten parents to what we are doing in class and 2.to help parents see how far off some of their kid responses are to hopefully speed the support intervention process (LAT IN OUR SCHOOL which needs a parent sign-off) The second part of my goal was more illuminated when we completed the last part of the workshop which was to read a scroll story together where kids and parents worked on each piece of a long story scroll. We used "DO LIKE KYLA" by Angela Johnson using the same strategies that we used with the family tradition stories. Comments from parents were like: DOES HE ALWAYS ACT L:IKE THAT ? ...THINK LIKE THAT? ROME LIKE THAT? 3. I asked our OT to reciprocal teach with me the strategies used when kids are making transitions or are in social situations. WE used the same paper brain to illuminate strategies needed to make it from their seat to the rug, or how to handle a problem on the playground. This particular group is exhausting because they are so high energy but they are also informing my practice immensely because they do not fit the cookie cutter first grade kid. If you can think of other ideas please let me know....... Pam _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
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