Book Discussion Group

I finished to summarizing section (not notetaking yet). I really like the frame works that are provided. Those will be a big help when teaching the kids. I wish there was an answer key for the excercises we are supposed to do. I want to know if I am correct, if I understand what they want me to learn.

 

Something I used with Science and Social Studies this year, that might fit in with this section of the book and worked really well, was to take an assigned section of text and make a chart. On the chart, one column was marked 'True', one was marked 'False', and the last one was marked 'Statements'.

The 'Statements' column contained sentences based on the reading that were either correct or incorrect. Before the students actually read the material, they read through the statements and made a prediction as to whether each one was true or false, making a mark in the proper column. Then, usually with partners, they read the material, checking to see if the statement was true or false and seeing how they did on their predictions. They highlighted each true statement and corrected each false statement by crossing out and adding words to make the statement true.

It seemed to give the students structure for the reading, it assessed prior knowledge, and it made them think about and evaluate what they were reading.

 

Jame, I have seen that system and thought about trying it. Something simplistic that worked for me for social studies was to have the kids fold their paper into 8 sections. As we discussed major aspects of a topic (say, Trail of Tears), I would pause they would depict the information in words and pictures. If they tried to use only pictures, I would have them summarize their picture in one sentence. It helped them remember what we discussed.

 

Daisy, great idea to fold the paper into sections. That would be easier and cheaper that postettes. Sounds like a great way to get them focused on what they are reading.

Your mentioning folding paper made me think of something else I have seen where they take a piece of paper and fold it the 'hot dog' way. Then on the top half, they cut slits about an inch or so apart the length of the paper. Maybe they could use that to draw their picture on the top and then write their sentence below (on the bottom part of the fold). It would be sort of like a flip book-if that makes sense.

 

Something I have my students do for taking notes and summarizing info. kind of goes along with what Daisy said. I have them fold a piece of paper into quadrants and draw a rectangle in the middle. If you are familiar with the 4-Square writing method (not 4Block) you know what I am getting at. In the center rec. we write the topic being covered (Declaration of Ind. for example). Then in each of the quadrants we take notes on a specific something related to the topic (preamble, list of grievences, etc.) Afterward the students have the organized notes and are able to write a summary of the material.

 

runs- this is a great strategy!!!!

 

Has anyone read the recognition/effort section yet? If so I have a question that needs clarification. How does homeworkopoly fit into this? Would that qualify as recognition for reaching a goal (all homework done and in on time for a week or whatever) or giving a reward for simply doing something? I'm torn on this.

Thanks Frizz. I use that strategy with them when they plan their writing so they are very familiar with it. It translates to an outline format very easily too. I wish it was around when I was in grade school.

 

I love all those foldable paper things and have made flip books before! I will read the next module tonight. Promise.

 

I have a busy weekend, but will try to squeeze in some more reading.

 

That's OK. I'll wait. I just had some time and this was a pretty short section so I went ahead and read it.

 

For some reason, I am having a hard time getting motivated.

 

I'm having a hard time getting motivated too, so don't feel bad
I am in the middle of the "homework" section, and have a few comments/questions about what I've read so far.
1) Classifying: I liked the suggestion to have the students classify it a different way after it had been classified once as a way to look at their characteristics differently.
2) Metaphors/Analogies: At first I was thinking "hrummmph! I teach 2nd grade, why would I try to teach this?", but as I read the section I realized that these two concepts (as well as the comparing/classifying/etc.. sections) serve to help students REALLY look at what they are studying. Finding characteristics that concepts have in common or differences really makes students THINK about what they're learning about. Lots of good ideas!
3) Metaphors: These are used SOOO often during reading, and I need to be more aware of pointing them out and maybe provide a mini-lesson on them so that students can use them (or play with using them) during writing assignments.
4) Summarizing: That is such a huge concept in elementary school (and very hard to teach, IMO) so this section helped with strategies for teaching HOW to summarize. I, however, thought that most of the strategies were too advanced for my 2nd graders, but elements could be used to modify. Personally, I've had success with the "Somebody/Wanted/But/So Then" chart to help kids summarize. The only problem I've had with it is that the "Somebody" only talks (usually) about one character and their problem. What about if there are multiple problems with multiple characters?
5) Note taking: My question here is if this is more of a MS/HS strategy. I guess we take notes in 2nd grade, but it's more of a class/group effort (like on chart paper). I have used some of the folded paper ideas mentioned earlier, and they work well, very well!
6) Effort/Recognition: not exactly overly-impressed with these sections. I didn't quite understand if Marzano was suggesting only rewarding accomplishments every once in a while (i.e. randomly), or what? I did learn, however, that I need to work on my praises being more specific to a particular accomplishment. Maybe I didn't like this section b/c I'm guilty of trying to make everybody feel good about their effort and praising mindlessly. (Ouch! )

Enough for now.....

 

Hi

As Divey said, I think we have to pick and choose what we feel is appropriate for our grade level. I like the note taking ideas, I think maybe having the children read and pick out main ideas or write down important facts would be all I would focus on in grade 2.

Analogies/metaphors are difficult for the older kids, so I can't imagine it being a cinch for the little ones. I am trying to think of activities where I could work on analogies/metaphors but trying to show the kids something concrete???? I know, it's crazy

I'd still rather focus on my own rewards. I wasn't crazy with his ideas either.

It is very hot here today... I think that is affecting my motivation. I will be reading and checking in later

 

I just finished the section on Providing Recognition this morning (I'm working on catching up!). I actually did like the suggestion that praise and recognition be tied to specific success and that the students are able to identify exactly what they are being recognized for. Too often, praise is reserved for "correctness" instead of effort, motivation and determination. Perhaps by giving specific recognition for these, students will become more aware of the effect that effort, etc. have on their success as students. I know that I am often guilty of "good job" recognition, instead of being more specific.

One other idea that I will certainly be implementing next year is having students track their effort and achievement. With the Special Ed students I'll be working with next year, I think it will be really important for them to see that effort is required in order to see results.

I'll read the Homework section after lunch today.

 

Mrs. C. I agree with you on Tracking their Effort.... it makes so much sense.

 

OK so I'm still a bit confused about the recognition thing. He says to give recognition for accopmplishments/goals reached and not just for doing something. I took that to mean don't recognize/reward them for doing something that is expected of them anyway. But what about homework? Yes, they are expected to do the assigned work and turn it in on time, but some kids have a chronic problem with this? Same with organization and keeping things neat.

On another thread someone mentioned the Homeworkopoly game as a motivator/recognition for getting work turned in on time. Since this is always a problem for some, and those who are consistent about getting work in never get recognized, I was going to try it this year with some modifications. Would Homeworkopoly be recognizing an accomplishment or recognizing just for doing something? I can't do this with only part of the class and not the other.

 

I may be misreading, but what I understood from the recognition section was that it needs to be given for specific actions not just as a blanket statement and that it would be different for every student. For students who have difficulty with homework completion, organization, etc., I think that recognition may be different than for others. For example, if the goal is for the homework to actually leave the classroom (and not remain in the desk) recognition may be given if it goes home, even if it is not completed. Maybe looking at recognition in conjunction with goal-setting? I don't know...just thinking at the keyboard.

I am thinking of using Homeworkopoly in my Student Support Centre next year; a friend who taught Special Ed last year used it with great success. Haven't thought of it in these terms...need to do some more thinking.

 

That is tricky because, clearly, for some kids, completing homework regularly is an accomplishment. For others, it is routine. For me, I would probably just give verbal recognition to the homework-challenged kids. I like to treat homework as a matter-of-fact expectation. Those who don't do it get to make it up at recess.

 

I agree completely

 

Anyone who likes shabby chic would have to agree .....

 

I agree with you both Upsadaisy and MissFrizzle. In a regular classrom I would only give verbal recognition (or maybe a class reward if a class goal of all doing their homework for a week is met). Next year I'll be working in Special Ed and I know that for most of my students homework is a real issue--any little thing will help. Off to read the homework section to see if it has any insight.

 

I read the homework section yesterday and wasn't very impressed. the only thing that was really clear to me was that students need to know the purpose of each assignment. This seems excessive to me: "OK tonight you are doing page # 1-16 because you need to practice the skill we just learned." "The chapter review is to help you understand what may show up on the test." Seems to me this is fairly self-explanitory. Chapter reviews are to review material in the chapter and so forth.

 

I usually don't explain to the kids why they are being assigned this english page or that science worksheet. It seems to me as if they should simply understand that this work is reinforcement, even if they were to state it a bit differently. I do tend to explain the reason for doing various projects though. "It's important you know how to look if specific information. You will be asked to write reasearch papers in the future." "I am having you look for at least 2 examples of simple machines in your home because it is necessary that you see how we use them in our daily lives and just how useful they truly are."

 

Having to complete a homework assignment sheet for every piece of homework?!? That would pretty much guarantee that my students wouldn't do their homework (or the only thing that would get done would be the assignment sheets!). Tracking and looking at more paper just may send me over the edge! I need to make things easier and more streamlined, not more complex.

 

Right, not very practical or even sensible. Next!!

 

I liked the sample letter about homework for the parents. I may do something like this. We all know some parents to the work for the kids, so I will state just what the best way for them to help is. I never considered that the parents may not realize how much they are hindering rather than helping their child.

 

I had forgotten to mention that. We have lots of discussions in class about homework and assignments. The kids often don't understand why major assignments are done at school, not at home. When we discuss how parents can become involved (even when kids don't want them to), they understand and appreciate it. Parents often don't understand that their "help" is often more of a hinderance (although they do mean well).

 

I skimmed through the rest of the book. I think the graphic organizers at the back will be useful. In general, though, I don't think I want to go into it more deeply. Will you guys be mad at me if I don't go on with this book discussion? Please don't.

I am reading Lucy Calkins' The Art of Teaching Writing now and am mesmerized. I can't believe I hadn't read it before. It's one of those life-changing books.

 

No ' daisy we still love you .. In fact, I was a skimmer myself. I like the book, but as you mentioned, I also decided to check out Lucky Calkins stuff and I think the writing workshop stuff may be more relevant to my needs if I do get a second grade position.

I am still continuing though. So please don't feel obligated too continue if you don't want to. After all, we all know how kids feel when they are forced to read material

Daisy, I am not reading that book, but please pass on any useful tidbits.

 

What if we start another thread about her book? I will still check in on this one, too. Your comments on that book are even better than the book!

 

I've kind of lost interest in the Marzano book too. I picked up Teaching Outside the Box by LouAnne Johnson and am about half way through it. It's very practical. If you get a chance, you should give this one a look.

 

Daisy- sure start another thread


Sorry that my idea was a bust everyone

 

I wouldn't say it was a bust, MissFrizzle. The book was good but I think I needed the original text. Plus, it started us going on book discussion groups!

 

I'm glad to hear that others have been losing interest in this book too. I thought it was just my "summer mentalitly" that was making me unfocused! I bought Love and Logic on Saturday, and the opposite is true... am having a hard time putting it down! Would love to discuss that one!

 

I've found some good ideas that I definitely will implement. That is always my criteria for any professional development--book, workshop, conference, course--did I learn something that I can use? My answer with this book is "yes". I'll continue to browse through the rest of the book and I'm sure I'll continue to find some useful suggestions and "food for thought".

 

Well said, MrsC. Divey, why not start another thread for a discussion of Love and Logic?

 

Great ideas everyone.. I will be checking in on all the threads!!!!