So I think I am following too many blogs! I feel like I can't keep up with the reading and all the linky parties that are going on. But I'm trying... I actually just started another Master's class in writing this week and one of our tasks is to write 30 minutes a night and submit it at the end of the week. Fortunately, my professor is really into technology and says blogging totally counts so these posts are serving a dual purpose!
Before I forget, are any of you from Texas school districts that use CSCOPE? (CSCOPE is basically an online curriculum that comes with scripted lesson plans, etc. that some of us follow... There has been a lot of uproar lately about the appropriateness of the social studies lessons and the government as gotten involved. They recently made the site public because of all the hoopla.) Anyways, according to the news the government will be banning the use of CSCOPE lessons beginning August 31st. We use CSCOPE...but teaching ELAR, we have just been following the sequence, not the actually lessons because there aren't actual books or anything provided and my principal hasn't been on us about it much. But, I think the math/sci/ss teachers follow it closely and it will be interesting to see what decisions come from above as a result of this, especially since the news reports that 70% of Texas school districts use it. Click on the icon above if you care to check it out.
This week's theme for Workshop Wednesday with Ideas by Jivey is reading responses. My students generally record all their reading responses in their reading response journal (a composition notebook). I'll admit that something I definitely need to improve on is getting my second graders to respond to reading while reading independently...thing is then they spend more time fiddling with their notebooks than reading... Anyways, most of these responses are as a result of some sort of shared or small group reading lesson. Usually I have a sentence stem, graphic organizer, or directions up on the Promethean board as a reminder of what they are to be doing for their reading response. After they complete their reading response, they leave it on their desk for me to glance at when I can and go to their Daily 5 station. I try to make sure it isn't anything that should take them more than 10-15 minutes. Here are some examples:
Poem with the onomatopoeia words highlighted and the visualization to the right
Text features chart showing those present in the story we are working, as well as their purpose and an example
Venn diagram comparing two main characters
Making inferences graphic organizer
Alisha from First Grade Follies is hosting a new linky party in which you highlight something wild, something wacky, and something wonderful about your week. I didn't really know I was supposed to link up with all three so I'm not really prepared, but I will do better next time.
I'll link wacky/wild together with my students alliteration rainbows from this Poetry Pizzazz unit by Teacher's Clubhouse:
Yonely went to Yugoslavia yesterday and ate yellow bananas that tasted well.
Owen loves Olive Garden with orange octopus.
Yogin loves yellow, yummy yogurt. Yeah, yes!
Omar lives in Oklahoma and he has oranges.
And here are some wonderful (and maybe slightly wacky too) cards that one of my classes made in art for our principal that is leaving:
Good luck "being" a doctorate degree!
Gotta love the cowboy!
Someone must have shown them a drawing with a man and a suitcase/briefcase because I've never seen our principal with one...
Why not a dragon that says bye?!