http://dogtrax.edublogs.org/2009/11/03/moving-students-to-think-with-writing/ If you don't live it, it won't come out of your horn. ~ Charlie Parker Thu, 09 Feb 2012 22:48:20 +0000 hourly 1 http://wordpress.org/?v=3.2.1 http://dogtrax.edublogs.org/2009/11/03/moving-students-to-think-with-writing/comment-page-1/#comment-4017 Debra F. Thu, 05 Nov 2009 13:56:35 +0000 http://dogtrax.edublogs.org/?p=1616#comment-4017 Kevin, This is a really good outline for writing prompts. I think it is important to include in your setting prompt a question about the time the story takes place, i.e. what was going on in history, as it often has a large impact on the plot that kids may or may not be aware of. You may want to have the students find out a little background information if you think it plays a pertinent part of the story. I find this is especially true in being able to interpret poetry and being able to understand the author's intention. Kevin,
This is a really good outline for writing prompts. I think it is important to include in your setting prompt a question about the time the story takes place, i.e. what was going on in history, as it often has a large impact on the plot that kids may or may not be aware of. You may want to have the students find out a little background information if you think it plays a pertinent part of the story. I find this is especially true in being able to interpret poetry and being able to understand the author’s intention.

]]> http://dogtrax.edublogs.org/2009/11/03/moving-students-to-think-with-writing/comment-page-1/#comment-4006 Gail P Wed, 04 Nov 2009 12:41:58 +0000 http://dogtrax.edublogs.org/?p=1616#comment-4006 This was a fascinating read and clearly outlines your process toward a new curriculum angle. The TEST we are pushed to improve on has a trickle down effect all the way to kindergarten. My listening center starts with a headphones listening piece, where the small group of students is asked to listen closely and examine the illustrations. This is followed by a general discussion by the group of 6 students. They each have a comment card and a question card that can help them through the discussion. The final piece is the report. This is where the proof of the pudding comes out. They are asked to identify the main character(s) and then finish the sentence. The most important thing that happened in the story was... This is all scribed by an adult. After all, we are not focusing on writing text here but focusing on comprehension. It's not always clear in these picture books what the most important event was but the student/teacher conversations reveal whether they followed the plot well enough. In the story this week "Oh Where, Oh Where Has My Little Dog Gone?" They can say that the dog ran away or the dog came back. Both work. It is not that the dog rode the bike. This is very challenging for many of the students and they frequently need adult help for the discussion. A few students need to listen to the story again by themselves so there are fewer distractions and the reread fleshes things out more. Let's keep in mind that it's the process and the practice with the text that will get them there K through 6. This was a fascinating read and clearly outlines your process toward a new curriculum angle. The TEST we are pushed to improve on has a trickle down effect all the way to kindergarten. My listening center starts with a headphones listening piece, where the small group of students is asked to listen closely and examine the illustrations. This is followed by a general discussion by the group of 6 students. They each have a comment card and a question card that can help them through the discussion. The final piece is the report. This is where the proof of the pudding comes out. They are asked to identify the main character(s) and then finish the sentence. The most important thing that happened in the story was… This is all scribed by an adult. After all, we are not focusing on writing text here but focusing on comprehension. It’s not always clear in these picture books what the most important event was but the student/teacher conversations reveal whether they followed the plot well enough. In the story this week “Oh Where, Oh Where Has My Little Dog Gone?” They can say that the dog ran away or the dog came back. Both work. It is not that the dog rode the bike. This is very challenging for many of the students and they frequently need adult help for the discussion. A few students need to listen to the story again by themselves so there are fewer distractions and the reread fleshes things out more. Let’s keep in mind that it’s the process and the practice with the text that will get them there K through 6.

]]> http://dogtrax.edublogs.org/2009/11/03/moving-students-to-think-with-writing/comment-page-1/#comment-4002 Paul Oh Tue, 03 Nov 2009 18:55:04 +0000 http://dogtrax.edublogs.org/?p=1616#comment-4002 I'll be interested to follow this, Kevin. Thanks for blogging this process and your efforts to document your "big shift." I’ll be interested to follow this, Kevin. Thanks for blogging this process and your efforts to document your “big shift.”

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