Archive for the ‘reading’ Category

Slice of Life Tuesday: Learning to Unlearn

November 9, 2021

his post is part of the weekly Slice of Life challenge from Two Writing Teachers. Check them out!


Today was another good day.

I had lots of favorite parts, but my favorite favorite might be from first grade.

We had an inquiry lesson about fiction and nonfiction. My challenge to them: sort a group of picture books into categories fiction and nonfiction. My job was to stay out of their way while they worked. And then, they’d call me over to investigate the piles. I didn’t tell them which of their books were correct or incorrect, I just told them the number of incorrect books in the pile and let them try again.

Calder’s Circus: now THAT’s a tricky one!

I. LOVED. This activity. How cool it was to watch the conversation, taking notes of the knowledge and misconceptions as the evidence surfaced.

I also loved introducing the kids to a new concept: UNLEARNING. Yes, unlearning. Friends, I will tell you that it blew my six-year-old students’ MINDS to know that there are times where we have to take a fact or an idea and UNLEARN it. “Wait, Mrs. Levin. I thought we came to school to LEARN things, not UNLEARN them!” Yes, buddy. You’re right. But sometimes what we learn is not correct, and we need to replace it. That’s where the magic happens!

Among the ideas we had to unlearn:

Drawings go in fiction, photos go in nonfiction
Fiction reads like a story and nonfiction doesn’t
Nonfiction could happen, fiction couldn’t

At the heart of our discoveries today?

Sometimes the difference between fiction and nonfiction is messy. And the only way we can REALLY tell is to look at the text itself: titles, pages, back matter, dust jackets. 

We’re on to something, people. I’m excited to see where they go. And what’s even better? I get to do this same activity with my first-grade loveys at another school on Friday. 

Shhhh. Don’t give it away!

Slice of Life Tuesday: Gamifying Reading

November 2, 2021

This post is part of the weekly Slice of Life challenge from Two Writing Teachers. Check them out!


It’s been two weeks since I first got my students. Yes, it’s a late start. I’m a gifted-talented enrichment teacher, so I have to wait on instruction until after our identification process.

Yes, there’s probably another soapbox waiting to happen about identification. But even with the struggles and challenges, I can tell you two things without a doubt:
1. Gifted kids NEED one another.
2. The fact that my job even exists is a miracle in and of itself.

One thing I’m excited about is a reading activity that I introduced a long while ago, but put away because…well, I don’t really know. As a teacher, I think we all have great activities that we shove under the proverbial bed and forget about sometimes, then take out and dust off, only to wonder why we ever put it away to begin with.

Let’s start at the beginning. Some time ago, I noticed that kids, especially when reading in a group, almost NEVER stop reading to ask about an unfamiliar word or pose a question they don’t understand, let alone marvel at fabulous language. Yet that’s exactly what I NEED them to do when they’re together.

I know I’m not alone in this.

So, I developed a reading activity that I’ve used with kids to “gamify” the group reading experience. I call it the “Speed Bump Game.”

Basically, when we’re driving, we know that speed bumps are there to slow us down. If we don’t, we’ll do damage, both to our car and perhaps ourselves! Well, if we don’t slow down for a challenge in our reading, we do damage – to our learning.

Right??

The Speed Bump Game treats us readers like we’re all just passengers in a car. The person reading aloud is our “driver.” Anyone can stop and say “Speed Bump!” any time they have a question that needs answering. The group then talks through or researches the question. If they can answer it, they’ve safely navigated the speed bump. If not, they report it as a “road hazard,” and I’ll help them out later on.

I’ve also started asking the groups to reread sentences or paragraphs after a stoppage so they can hear the word and understand it in context.

Here was a class example from today.

We didn’t have any “road hazards” here, but that’s because I was part of the discussion. These are, however, all their own answers after discussion. It’s all about the gradual release, friends…

I’m hoping this game accomplishes a lot of things:
1. Convinces kids what a relief and joy it is to admit when they don’t know something
2. Gives kids the confidence to work through difficult text together
3. Builds to text-based conversations about wonderings, reactions, thoughts
4. Transfers to independent reading
5. Transfers to instruction in the regular classroom

A girl can dream!

Interested in giving this a try in your classroom? I’d love to hear how it goes. You can make a copy and personalize the rules by clicking this link.