That's the way our school is set up. We choose to teach common things, but we have our own repertoire for teaching those things. I have always felt a graphic organizer is a prewriting activity. You can't really tell whether they have the information or not because it's not the goal. My advise: Have them take the graphic organizer and explain to you in a letter (or whatever) and THEN see what they know. Reteach or pull groups from what you find out. You may find that they know more than you think they do. Organizers can be very limiting, in my experience. Kim
On Sun, Sep 20, 2009 at 8:47 AM, <[email protected]> wrote: > > I feel your pain!! I would use the graphic organizers as a formative > assessment which isn't graded. I would use this info to pull small groups > for those who are having common problems. If no one gets it, then I would > reteach. It is very had to stay exactly in one place when you have 4 > different classes. No two classes are ever alike. If you are going to give > kids what they need, I think you need to come to an agreement with your > partner that you will cover the same material but perhaps not in the same > way or at the precise times. Good Luck! > > Sue > > > -----Original Message----- > From: reading <[email protected]> > To: Mosaic: A Reading Comprehension Strategies Email Group < > [email protected]> > Sent: Sun, Sep 20, 2009 10:29 am > Subject: [MOSAIC] extended responses > > > > > I don't know whether or not to call myself a first year teacher. But I > really feel like one. I taught two years as a Spec. Ed. teacher in a full > inclusion school. I have a masters in Literacy. Last year, I was a literacy > aide. This year, I am teaching a 7th grade reading, advanced reading, > strategic reading, and a health class. > I feel stretched and exhausted. Even though it's not technically my "first > year", it's my first year as a full classroom teacher. With four different > preps, I feel like I'm struggling to stay on top of everything and I'm > thinking I will be turning to this list serve quite a bit for guidance! > > My issue today is with these extended responses to a prompt. They filled in > a graphic organizer to answer a prompt from the a short story. I started > grading them this morning and they are very hard to assess and put a grade > on. I feel as though, the organizer is a draft, so putting a grade on it > doesn't seem right. If many of the students didn't do well on supporting > their evidence, should i reteach it? have them do it again? or move on, and > reteach it with a different prompt next time? I have already put a grade on > them though. > > Part of the problem is - I teach one of the classes and another teacher > teaches the other two reading classes. We are supposed to stay together and > consistent in grading, planning etc. She's retiring and primarily an > excellent art teacher. > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim ------- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [email protected] _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
