Like all of you, blogmates, my class is also prepping for the MEAP. Man will we all be glad when that is over. I haven't even really had time to see lit assessment in my class except for in the case of MEAP studies. That was actually pretty cool though. My CT read to the entire class an example of a previous MEAP writing sample and the kids got to score it as the MEAP scorers due with a basis for why they gave that score. I do think it was helpful...seeing what makes a good score will help you to write a piece that earns a good score.
Though we are busy with MEAP prep I am seeing some BCP items in my classroom. We have a semi-regularly scheduled read aloud with a great book, Ida B. Applewood. It is a text that is above the instructional level of many of my students but can be readily understood and appreciated. Like was said in Chapter 10, a teacher read-aloud allows this and has many other benefits as well. My students can hear what fluency and prosody sounds like. Also, they hear good writing and can see how different conventions can be used to improve their writing. When we have our read alouds however, they aren't very planned for...that is to say that they are a...hey-we-have-15-minutes-let's-read-some-Ida-B. I’d like to plan more for these “lessons” like the book suggests and find specific places to hold discussions and get the students listening more actively. When I read Ida B. I am reading with much prosody, intonation, and emotion in my voice...although I kills any attempt of smooth transition, (secretly) one of my favorite things is when I leave the kids with a bit a cliff hanger when we run out of time and I hear them all go “awwwwwwwww!” I can tell that this read aloud is making reading enjoyable for them, some of whom I’d imagine may not normally enjoy reading. The read aloud is a very useful tool, but so far we have just been using it as a fun pastime and I look forward to making it more book club plus-ie.
Dan,
ReplyDeleteAs you have mentioned, my class has also been prepping for the MEAP in these past few weeks. Therefore, it can be difficult to see what a typical day looks like in the class. However, read-aloud seems like an excellent time for students to experience literacy through listening. While listening to a book read aloud, students are hearing fluency and prosody, as you mentioned. I am in charge of read-aloud, so I also try to read with intonation and inflection to keep students engaged. In my experience with read-aloud, I have noted that students are typically very engaged. I think this is due to the calming environment and relaxing setting of just listening rather than having to write or read on their own. I also try to incorporate comprehension into this period of time. I ask students to recall events and make predictions using support from the text. In the past week, we have been working on talking about character traits and good descriptors. During literacy block, students have also been working on making text to self connections. I try to incorporate that into read-aloud time as well; asking students to explain a text to self connection to the book. I have found those things to work well :)
-Kendall