What really made the light bulb come on for me was to chuck it into three different parts. The General/Key Points, How it Works, And WHY!!! It will make my planning of questions easier. I have already begun to think how my lessons will look throughout the year.
Feel way more comfortable today in generating questions. Following the order of the questions presented in the text book was extremely helpful. I am still grappling with how the questions align with the "V" model. Also, you mentioned today creating materials to go along with your lesson - I am wondering what that will look like, too.
I found that creating the questions first and then finding where they best fit was easier.
I had a very good time practicing the creation of questions. I enjoyed having the time to work on my own, at my own pace. I challenged myself to learn the steps of close reading, and then remember then while reading other articles on my own and with our afternoon group. Close reading is much clearer to me than it was throughout last year. There are a number of articles that I have to use for close reading, that I will work with tomorrow, and my main focus will be to clear up the difference between structure and author's craft. That is where my misunderstanding currently lies. I believe that after tomorrow, I will be ready to begin the school year by implementing close reading exercises in at least two subject areas.
Have you reiterate that there isn't a "right" answer for the global take away sure took a load off of my mind. Of course there will be better "answers" than others, but I am hoping in time I will get more used to this and I will be coming better at finding the global take away as well as forming great questions. I think a lot of it now is trying out some of those questions on my students to see how "on track" I am. Even if my questions aren't the ones found on the "answer pages" (I sure am using a lot of quotes this time!) I am hoping they will start my students in the right direction of thinking more deeply.
As far as EdCamp, I have two questions (but not the answers) that could be topics. The first is student blogs--has anyone had success with this in elementary? The other is how do I get the rest of my team to buy in to this close reading thing and convince them to try it?
Today gave me a glimpse into lesson planning for close reading. I am excited to plan a lesson using a text appropriate to my grade level and to develop relevant and worthwhile questions. I am interested to see and experience what close reading is like with first graders!
It was a really great learning experience formulating the questions. I learned that as teachers we need to be sure what we want our students to walk out with after reading the passage. We also need to keep in mind what kind of activities we'll plan to have students find the answer of our question.
I had a lot of lightbulbs come on today as we worked through the planned activities around creating text-dependent questions. I think the biggest "ah ha" moment I had was when I realized that one of the big reasons for designing our reading instruction this way is to teach students to read as writers.
I like the categories or levels that the books runs you through. This made me think hard about a piece of text and what it takes to write good questions. Discussing with teachers can, at times, be exhausting and interpretation of texts with people who are smart and capable can result in seemingly endless conversation. I guess that is a part of the class and I appreciate the participation. Sometimes I just need to think about things quietly for a while before talking about them, which I will take away as something to remember to implement in my own classroom.
i feel good getting my toes wet today in questioning. it was good to realize that the questions don't have a certain sequence but that you can generate questions and see how they fit together logically. from here i now have to remember the inverted 'v' and work questioning in this way.
in our building we have used read naturally for fluency but am excited to explore more of close reading within this program (read naturally will be my topic for tomorrow)
It was very beneficial (and challenging!) to go through the process of creating questions for close reading lessons. I am excited to try close reading with my students and think that it will make teaching reading more exciting and engaging for me as well. I am wondering how to balance the traditional reading groups and foundational reading skills for first graders with this new model.
I forgot to include the resource I used last year. I used i-pads, or chrome books on Fridays for the students to research about topics we had read about during the week.
I feel more confident writing questions after todays lesson. I learned how to look deeper into the texts meaning when I try to think up a rich global question that I want the kids to understand.
Working on question selection as a group was challenging- more challenging for me- than working alone. One of the ways it was challenging was that when we picked a theme, we have to all be on board behind the theme and then- if our theme was deep, too deep, or found by inferencing, it was also challenging to develop the kinds of age appropriate questions to ask for our learners to go in the direction desired. One concept i have a problem with- by steering scholars toward a "global concept", how does this teach students to search for multiple meanings? I think it would be cool to have more stories worked out- where an expert was able to explain their global concept for each story, and thoroughly give their reasons for their beliefs- with CCSS to back it up. Searching for meaningful questions becomes more challenging when strong personalities want to go in different directions, and it seems like it would be easier to have us come up with this stuff on our own, and then share with our groups and constructively measure each other's effectiveness for achieving our global goals, and perhaps decide what material would be best. I noticed a few groups took this approach.
I feel more comfortable now in creating different level of questions. One of the ways that helped me was the discussion we had with the people in the groups. We had different ways of seeing the text and this cause a wider perpective of it.
Tomorrow, I would like to talk about dialectical journals with math story problems.
Putting the concepts into practical application was so helpful. Learning how to start off with the general and work up to specific text structure questions while keeping the global question in mind makes you really think about how to phrase questions and make them applicable to the overall objective.
I enjoyed developing questions and thinking of them in 3 larger categories of, "What does the text say? How does the text work? and What does the text mean?" I do wish I had a prompt from each of the 10 anchor standards to guide me in the process until it becomes second nature
It was good to have time to sit down and be able to work on developing questions on passages. Now, I believe it will just take more practice to help me become proficient with this.
For EdCamp....wondering about PARCC sample assessments, did people use these, if so how did they use them?
I forgot to comment on ed camp: I would like to know how others' use technology in the primary classroom.
Today was excellent to fabricate the.framework for the student learning and to raise the stakes. I absolutely needed to design questions and I needed to learn from colleagues to understand the types of questions and to explore methods to engage students.
This was a challenging day for me! I think I'm still getting hung up on identifying the global take-away. But something Sidney said to our group really stuck with me - these questions I'm still struggling with don't take into consideration what the kids will bring to the learning & discussion. I think it will work out once it's a real classroom and I'll get better (and faster?!) with practice. As Dr. Seuss said, it's okay to get mixed up while you're learning a new balancing act.
Today really helped to clarify the questioning process as it relates to the standards. I have a better understanding of how the process works and will be able to go back to some of my old close read lessons and rework them so that they are clearer for my students.
Ed Camp - are there activities that I can set up for my students to do using close read while I am working with a small group. Time wise it would be great to use close read in small groups and then send them off with an assignment - is this unrealistic?