Notes from hamline summer institute franki sibbersonDocument Transcript
Dana Schreiner – notes from Hamline Summer InstitutePresenter: Frank Sibberson, July 18, 2011<br />Books for Goal Setting: Someday by Eileen Spinelli, The OK Book by Amy Krouse Rosenthal<br />Sample conference discussion sheet for students<br />ObservationDRA<br />Writers WorkshopRead AloudWord Work/AssessmentStandardized TestsReading Interview (tell me about yourself as a reader, what do you like to read, etc.)<br />Student Name<br />Big Idea: What is literacy today is changing and we have to keep that in mind when planning mini-lessons. No matter what the students read – we need to teach them to be critical readers. Teach kids so they know they are empowered to understand/figure out text on their own. Reading should empower them.<br />Read Alouds:<br />
Always read text for fun prior to any mini-lesson work
Reader’s Workshop: Independent Reading (30-40 minutes with books of choice), mini-lesson (4-6 minutes), read aloud, conferring. Make a list of skills you notice kids need and figure out mini lessons, small groups from there. <br />Mini-lesson Goals:<br />
Show students what’s possible
Kids see themselves as readers
Create pattern of talk across mini-lessons
Sample Scope of Mini Lessons for Teaching Theme<br />
Lesson: Plot vs Theme
Introduce the vocabulary of plot (character, setting, sequence of events, problem, solution)
Use a book like The Plot Chickens by Mary Jane and Herm Auch.
Katie Loves The Kittens by John Himmelman (story with a simple sequence)
Spot the Plot: A Riddle Book of Book Riddles by J. Patrick Lewis (poem about a book summarizes – you guess the book. Mentor text to write similar poems
Billy and Milly, Short and Silly, by Eve Bunting
Use stories with similar plots to discuss parts of a story (same problem/different solutions) Ex: Petunia’s Pet, I want a Dog by Helga Bancsch, A Small Brown Dog with a Pink Nose by Stephanie Stuve-Bodeen
You tube video (start with nontext – puts kids on even level playing field) – http://youtu.be/Z19zFlPah-o
Create a tchart (Theme|Plot|Evidence) and discuss the video (plot: guy on bike can’t figure out tricks – works hard, changes some things, gets it) (theme: message: try try try again and it pays off)
Introduce concept of Plot Vs Theme with books
Book Learning to Fly by Sebastian Meschenmoser: bigger idea of doing something you’ve been told you can’t –overcoming obstacles
Mrs. Spitzer’s Garden by Edith Pattou
Sometimes a book has a bigger message than plot, How to Heal a Broken Wing (spot light in pictures helps show light – goodness, symbols of time passing (moon, calendar), message: time heals, other people help us heal
Theme: bigger message, more than 1 in a book, works for entire piece, there are universal themes in many books, students can determine them
Stated Theme vs Implied Theme
Wordless book: Circle of Friends – title can often reveal the theme – significance of the word circle, repetition is a clue for theme, theme is sometimes stated
Pete the Cat: theme is often implied, look for repeated phrases for hints at time.
When Two Storylines Come Together
Artie and Julie: when 2 storylines come together – big clue of the theme of a book
Repeated Language in a Story-Clue to Theme
Symbolism (in pictures and words)
Books with similar/universal themes
General vs specific themes
Ex: friendship (Bella and Bean, I am Going) – what about friendship is it specifically saying – can have the same theme but a different message.
Metaphorical writing –
walk on by Marlee Frazee (title is a metaphor),dedication reveals why she wrote the book
Mrs. Spitzer’s Garden (titles are often metaphor clue for the theme)
All in a Day: type text up for kids and have them write down theme for assessment
Video: Diary of a Worm: what are we inferring between all the diary entries
Home by Jeannie Bake: wordless picture book
South wordless picture book (post its to track thinking)
Guess Again by Barnett: sometimes when you infer you change your thinking because you read new information
Detective Blue: inferring – how background knowledge helps you better understand the text
Post Cards From Camp: how do you know even though it’s not explicitly stated? What in text tells you?
Mini Lessons for Nonfiction <br />
Biographies (Mermaid Queens) by Corey. Teach nonfiction will all fiction in units and really teach kids how to read the text, The Day –Glo Brothers by Chris Barton (goal: help kids become fascinated with stories of people from history)
Sometimes organization contributes to the main focus of nonfiction pieces Down Down Down by Jenkins (which text features did he use and why?)
Way words and visuals work together provides information (Faith photo essay)
Mini Lessons for Just Right books<br />Length<br />Interest<br />Understanding<br />Vocabulary<br />Word Study<br />
Assessments: HFW assessment, Words Their Way
Following assessment could be done every few weeks to look at kids writing and analyze
Primary Grade Spelling Error Analysis (Max Brand 5/10/2006)<br />(helps teachers focus on where to teach – go through a piece of writing and note miscues)<br />High Frequency WordsBeginning Consonant ConfusionsEnding Consonant ConfusionsConsonant Blends and Digraph ConfusionsShort Vowel ConfusionsLong Vowel ConfusionsR-Controlled Vowel ConfusionsSuffix ConfusionsPlural/Possessive Confusions<br />Intermediate Grade Spelling Error Analysis (Max Brand 5/10/2006)<br />High Frequency WordsConsonant ConfusionsBlend and Digraph ConfusionsPlural Possessive ConfusionsVowel ConfusionsCompound Word ConfusionsConsonant Doubling ConfusionsAffix ConfusionsHomophone Confusions<br />
Do a Daily Word Study. Put a word up and ask, “what do you notice?” (make a web containing student ideas about the number of syllables, number of letters, plurals, suffix, prefix, vowel combinations or consonant sounds, smaller chunks within the word, how many vowels, how many consonants, etc.
Each Friday have students write a letter home to their parents (unedited by the teacher) about what they learned that week. As you teach editing, have kids go back and practice their editing on the letter.
Professional books: word study by Max brand (grades 3-6), Pryrotechnics on the page by Fletcher (craft of word play)
Have fun with words: Word Play hunt – collect fun words and post around the room for kids to talk about
Book: What Do You Call a Rhyming Riddle? A Hinky Pinky
Hinky Pinky: ex: what is a hink pink for a purple gorilla: grape ape!
What is a hinky pinky for a smarter hat? A wiser visor?
Wood Gathering: rhyming poems about sheep
Animal Soup: popup book – takes two words and puts them together
Tough Cookie: by Wisnicuski – puns
There’s a Frog in my throat: idioms
They Way Cool License Plate Book
Hip and Hop Don’t Stop: fluency, expression
Word Hunts: Look at all the ways we found to spell the /oo/ sound, etc.
Have a language board in your classroom
Expand vocabulary chart: 2-3 words from read aloud to add to chart
Books we’ve read list
Transition word charts: synonym charts for words like said, walk/run, big, etc. Add to lists as words come up in read alouds
Sight words: put words of focus for that week on wall, add to word wall after that week
Franki supplied a list of books - Books to Help us Delight in Words (Franki Sibberson, May 2010) – see Dana for list.