Sometime tricky because some of my friends think they know everything, and don't have anything to understand. (We're working on that!)
Of course, the first thing we did was to have a discussion on what monitoring our understanding means...and how it can help us!
Which led to the creation of an anchor chart...
The first day, we practiced in partners using picture books (mostly pulled from my Mentor Text bin).
The results were.....so-so .
I really wanted to find something that the kids maybe knew a little something about, but would have to stop and think about what was going on.
I figured that they would do better with NonFiction, but wanted something kind of short, so I went on the hunt for some NonFiction articles.
I remember Erin having a good post about it-so I went on the hunt for that. I also loved the NatGeo Explorer Magazine (Pathfinder) when I had it in my last district, and wanted to see if I could get something off that.
I had success with both!
I modeled the skill and strategy with an article from Achieve 3000, making sure that all the kids had a copy so they could follow along. (see I'm Lovin Lit here for more information on this wonderful site).
I picked an article which I had no idea what it was on or about...I wanted to show the kids a 'true' experience...
I stopped and modeled, using some of the kids questions as a guide, and we discussed the answers together. I also showed them how they could use more than one skill to help them understand what is going on.
Then, I gave the kids the penguin article from NatGeo, and had them read in partners (but work independently).
The results were much better this time!
I was really impressed with some of their thinking-and how they came up with it!
|Of course, these are the better examples-not all of them were this good...but they all scored a partially proficient or higher! (out of 1-4, most of them got a 2 or higher...these were a 3)|
Smiles and Sunshine (lots of warm sunshine, please!)