Name: 四年級班級引入文學圈的教學策略 (Teaching Strategies for Introducing Literature Circles to a 4th Grade Class)
Uploaded: 2021-01-14T06:41:06.000Z
Duration: 10 min 59 s
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過去簡單式

>>Jacilyn: It was five inches wide and three inches long.

情態助動詞 A2

>>Aubrey: Ok, could you please read what you wrote on your paper?

>>Anne Marie: It was interesting when they found the paper filled

with rooms. It was five inches wide and three inches long.

>>Jacilyn: But how-why shouldn't they be looking for

the paper? Didn't they know the quote by heart?

>>Anne Marie: No, because they-it was like mixed

words it was like. It was mixed words like A C B...F.

>>Aubrey: Ok. Gael, you have something to say?

>>teacher: I've been doing literature circles for four years

and the trickiest thing is the beginning. It's just teaching

routines, modeling it, teaching the rules, teaching my expectations because if you

don't take a lot of time at the beginning it's going to fall apart all

through the year. They need to know what you want and how to do it and what not to do.

Ok. So we are going to communicate, create, critically think, and collaborate.

Communicate means talk and listen. Create, we're going to be creating really good

sentences using our mind to create something very fantastic. Critically

think, think solve problems and we're going to collaborate which means work together

to create something amazing. In literature circles it's a four day

activity what we'll be doing is we'll be reading a new story called Journey to

the Center of the Earth, and I chose this book because in science we're learning

about life cycles and how everybody relates to life and we need environments.

And in environment we need life, and I chose this book because in social studies

we're learning about land forms and regions and you're going to see all that in

this book. So I think this book you'll find very interesting.

On Tuesday I introduced the book. I tried to create

some motivation and...a will for them to want to

read it. I introduced the jobs, I introduced their groups, I introduced

These are the jobs... the first one is community connector. Repeat

>>class and teacher: Community connector >>teacher: And what we're doing with that

details when explaining the text. So when you're reading the text you're using the

details from the text to explain what you want to say. Ok? And so this is what the

job description is, so pay attention if this is what you want to do then um you

will probably want to talk to your leader and

discuss and give them your opinion of what job you want and the supporting details

of why. We've been practicing supporting details; backup your opinion with details.

So you need to make connections between characters in this book, other books, your

life or someone else's life. So while you're reading this book if something

reminds you of your life or another book you'll list that.

teaching a lot of modeling-actually the whole day was pretty much teaching and

modelling and showing what I wanted and what I didn't want so that they would when they

worked on their own they could do the assignments.

>>student 1: Who wants to be...besides the art... whatever it's called...

the other ones-like the other jobs. Who wants like another job? Which one?

>>student 2: The...the super summarizer. >>student 1: You want to be that one?

>>teacher: To choose their roles, I had the table leader, or

the captain be in charge. And I just said you're in charge, I

wanted them to take leadership, I wanted them to problem solve, and I-I combined the

PBiS skill which we're learning right now which is

disagreeing appropriately because I knew there'd be

disagreement somebody would want probably the artistic adventurer, somebody would-would

not want the summarizer. So I told the leader, you're in charge, you decide how

you're going to give out the jobs. Maybe they can give you their opinion and back

it up with-a supporting details or you can decide whatever way you think

is fair, but I wanted them to take the leadership and decide who gets what job.

Good morning class. >>class: Good morning Miss Richardson.

>>teacher: How are you today? >>class: Good. >>teacher: Good.

Ok, yesterday we had our first lesson on literature circles. I

explained what it was, what the purpose was, and what the expectations were,

I'd like to re-explain that just to make sure we're clear on what we're expected to do

and why we're doing literature circles. So what literature circles are -

everybody's reading the same book at this time. We're all reading the same

pages. Pages 1 through 18 I think we decided on yesterday. You are responsible

for those pages on Friday...because on Friday we will be doing an activity with

those pages. So you are responsible for reading the book, pages 1 through 18 and

completing your activity sheets. You have different activity sheets; all of these

activities sheets are encouraging you to create and to critically think.

All the sheets will be different, nobody will have the same answers, you'll be

creating your own answers using the book, using text.

I do literature circles for many reasons.

One, I want them to love reading, I want them to talk about the

reading and yes, I guess I do want them to find enjoyment and find a um a connection

with among themselves for reading, but also at the end they talk and I think

that's very important, the collaboration communication, because they're not used

to talking about a book, they're not used to talking educationally. Alright so what

we're going to do today, I will be pulling you as groups. I'm going to start

with the vocabulary enricher because I know that's probably the most confusing

activity we have, so I will work with you. Then I will work with the other groups

also. If you have a question, you're stuck you're not sure, this is the first day

we're doing this, if you have a question you're not sure: try, keep reading, and

know that I will pull you as a group so any questions will be answered.

The next couple days the kids would work on their assignments individually and I would

call back each group, I would explain what I wanted, what I didn't want, and

they would ask questions, and then they would show me what they had and then I

would say yes that's appropriate or no let's add a little bit to it. So it's just a

lot of modeling and a lot of showing what's right and what's not right so

that they will see what the expectations are.

So whenever you're reading a book There's always words you don't know.

or maybe there's words that are puzzling, words that are confusing,

or you just like them. So I want to use context to figure out these words. So

what we're going to do is let's read. Let's just start with page one.

Um, the most most difficult job I think was the vocabulary enricher,

and I really had to show them how to use a dictionary and how to use context to predict