Katie’s comment to Nora à Nora, I enjoyed reading how your verb tense lesson went. Your concerns about your gifted students concern me as well. I have a handful of extremely high students in my class and I am also wondering how to keep them engaged without leaving my lower kiddos behind? Maybe this could be an activity I do in small groups?
Katie’s comment to Jamie à Jamie, I agree with you about your classroom not really being set up for hanging all these posters and such. I have found this to be somewhat difficult too to coordinate with the set-up of my room that I already have in place. Also, I found that my students struggled with sticking to the formula. Any tips on how to get students to attach themselves to the formula?
Monday, December 6, 2010
Laura Grapski Week #2
Hi,
I made up one to go with the grammar lesson for verbs for the week, which was FUTURE TENSE VERB
I asked them what a formula was, and we brainstormed that it was like a recipe. That went great!
Then I had the kids bring their white board to the floor where I had a picture ready on the easel.
I introduced the formula:
Subject + will + verb + ros.
Then we made list of subjects and verbs, that went with the picture.
Next we, went back to the formula which we repeated and made several sentences using the word “will” and put them on chart paper.
The kids wrote on their whiteboards (Next time, no white boards)
I forgot to have the kids take turns reading them, but think I’ll add that as reviewJ
It went great!
Laura
I made up one to go with the grammar lesson for verbs for the week, which was FUTURE TENSE VERB
I asked them what a formula was, and we brainstormed that it was like a recipe. That went great!
Then I had the kids bring their white board to the floor where I had a picture ready on the easel.
I introduced the formula:
Subject + will + verb + ros.
Then we made list of subjects and verbs, that went with the picture.
Next we, went back to the formula which we repeated and made several sentences using the word “will” and put them on chart paper.
The kids wrote on their whiteboards (Next time, no white boards)
I forgot to have the kids take turns reading them, but think I’ll add that as reviewJ
It went great!
Laura
Post of Katie O'Neill Variation of Syntax Surgery with my students
I tried a variation of Syntax Surgery with my students. I fellow teacher created two sentences related to fractions (the mathematical unit we are currently teaching). In table groups the students were required to put the sentences together correctly. I then had them identify only the nouns and verbs as we haven’t covered all parts of speech yet. I was impressed with their level of engagement as everyone really seemed to enjoy the activity and participated eagerly. I felt this really was a good way to get an idea of their understanding of parts of speech as well as complete sentences. This is definitely something I would be willing to try out again.
Post of Jocelyn Espinosa Week #2
Okay, so I had a fun session yesterday.
I first used a dry erase board in this instance because I was running short on prep time. I actually started off with a review of the alphabet and the sounds of the alphabet since he has a slight speech issue and I thought that reviewing the sounds would be a quick warmup. This activity was pretty smooth for my one student (the groupmate was absent) and I was impressed with how the sounds flowed in unison as we said them together. I was clueless as to the lovely surprise that awaited me. So I reviewed the objective for creating sentences in the present progressive tense in the declarative formula. I followed the I read-we read pattern. Then I read the example sentences. I proceeded to have him select a picture card, for which we generated 5 subjects and 5 verbs. We then generated the first sentence together and he formulated the second sentence independently. It was at this point when he stated, “Hey, I’ve done this before! Yeah, over the summer.” No wonder he seemed to catch on so quickly, especially given that I was previewing this with him specifically before I did with the entire class, since he’s my slowest learned of the group. We went ahead and generated one more sentence.
With the two sentences completed, I proceeded to combine the two sentences into one to target his personal goal of formulating more complex sentences. The final sentence: The girl, who is holding a cupcake, is blowing the long, yellow candle strongly.
I asked him if he would be my helper when I do this with his class and he accepted! I feel so lucky that he’s been exposed to this program because I think he feels confident. And this student has given me a hard time in the past, esp when he feels he doesn’t understand something; he’s a pretty slow processor.
I first used a dry erase board in this instance because I was running short on prep time. I actually started off with a review of the alphabet and the sounds of the alphabet since he has a slight speech issue and I thought that reviewing the sounds would be a quick warmup. This activity was pretty smooth for my one student (the groupmate was absent) and I was impressed with how the sounds flowed in unison as we said them together. I was clueless as to the lovely surprise that awaited me. So I reviewed the objective for creating sentences in the present progressive tense in the declarative formula. I followed the I read-we read pattern. Then I read the example sentences. I proceeded to have him select a picture card, for which we generated 5 subjects and 5 verbs. We then generated the first sentence together and he formulated the second sentence independently. It was at this point when he stated, “Hey, I’ve done this before! Yeah, over the summer.” No wonder he seemed to catch on so quickly, especially given that I was previewing this with him specifically before I did with the entire class, since he’s my slowest learned of the group. We went ahead and generated one more sentence.
With the two sentences completed, I proceeded to combine the two sentences into one to target his personal goal of formulating more complex sentences. The final sentence: The girl, who is holding a cupcake, is blowing the long, yellow candle strongly.
I asked him if he would be my helper when I do this with his class and he accepted! I feel so lucky that he’s been exposed to this program because I think he feels confident. And this student has given me a hard time in the past, esp when he feels he doesn’t understand something; he’s a pretty slow processor.
Thursday, December 2, 2010
From Nora Johnston Week 2
Here is my response (kinda late, I know). Hope you have a few min to post it. If not, I understand.
What strategy?
Verb Tense Study: Present Perfect Tense
Which subject and grade level?
6th Grade Social Studies (World History – Classic Greece (specifically Alexander the Great)
How effective?
The lesson was effective with some in the classroom, but not with all. I’ll have to work at engaging ALL students at one time. Because I have several of the gifted students in my Social Studies classes, there are some high achievers in there. Because they were really getting into the vocabulary and fabulous sentences, I was getting excited right along with them and, unfortunately, leaving other students in the dust. Any suggestions out there as to how we might challenge AEP-type-students and meet the needs of struggling students, all at once with a lesson like this?
After the lesson, I then had them each write a couple of sentences (following the formula) on index cards
Challenges?
Yes, as stated above, I need help with reaching the ones who still struggle with subject/predicate, much less subject + has + past participle + ROS.
All students were very unenthused with repeating the objective. Any ideas as to how I can make that more exciting? J
Suggestions for better learning experience next time?
I need to spend more time having students individually coming up to underline or circle parts of speech in the sentences.
What strategy?
Verb Tense Study: Present Perfect Tense
Which subject and grade level?
6th Grade Social Studies (World History – Classic Greece (specifically Alexander the Great)
How effective?
The lesson was effective with some in the classroom, but not with all. I’ll have to work at engaging ALL students at one time. Because I have several of the gifted students in my Social Studies classes, there are some high achievers in there. Because they were really getting into the vocabulary and fabulous sentences, I was getting excited right along with them and, unfortunately, leaving other students in the dust. Any suggestions out there as to how we might challenge AEP-type-students and meet the needs of struggling students, all at once with a lesson like this?
After the lesson, I then had them each write a couple of sentences (following the formula) on index cards
Challenges?
Yes, as stated above, I need help with reaching the ones who still struggle with subject/predicate, much less subject + has + past participle + ROS.
All students were very unenthused with repeating the objective. Any ideas as to how I can make that more exciting? J
Suggestions for better learning experience next time?
I need to spend more time having students individually coming up to underline or circle parts of speech in the sentences.
From Jill Mettler Week #2
Jill Mettler Week #2 – Nov. 29, 2010
Using the Present Perfect Tense Strategy
Each Monday, we begin a new language arts lesson in our Treasures book. New vocabulary, spelling, grammar, and a comprehension graphic organizer are all a part of the weekly lesson. In the textbook, there is a picture used for the “Talk About It” which is an introduction to students for the weekly lesson. I used that picture to create the chart for my students.
I had written the objective, part of speech, explanation, and formula on chart paper. I attached a large paper where we listed singular subject on one side and past participle verb on the other side. These were generated by students from the beautiful picture in the Treasures book which each student had opened in front of them. .
We proceeded through the strategy as we had practiced in class last Thursday. Here are some of the sentences they came up with:
*The Native American has talked to the little girl.
*He has shown his daughter the beautiful feathers.
*She has smiled because she created her own costume.
*The earring has looked like shiny copper but now is has turned to a dull green.
Students seemed to get a lot more out of the “Talk About It” using this strategy. Usually I generate questions about the picture (often given in the teacher’s guide) to create engagement in the story. The students appeared to be more focused and very eager to participate using this new strategy.
Using the Present Perfect Tense Strategy
Each Monday, we begin a new language arts lesson in our Treasures book. New vocabulary, spelling, grammar, and a comprehension graphic organizer are all a part of the weekly lesson. In the textbook, there is a picture used for the “Talk About It” which is an introduction to students for the weekly lesson. I used that picture to create the chart for my students.
I had written the objective, part of speech, explanation, and formula on chart paper. I attached a large paper where we listed singular subject on one side and past participle verb on the other side. These were generated by students from the beautiful picture in the Treasures book which each student had opened in front of them. .
We proceeded through the strategy as we had practiced in class last Thursday. Here are some of the sentences they came up with:
*The Native American has talked to the little girl.
*He has shown his daughter the beautiful feathers.
*She has smiled because she created her own costume.
*The earring has looked like shiny copper but now is has turned to a dull green.
Students seemed to get a lot more out of the “Talk About It” using this strategy. Usually I generate questions about the picture (often given in the teacher’s guide) to create engagement in the story. The students appeared to be more focused and very eager to participate using this new strategy.
Wednesday, December 1, 2010
From Jamie Jay Week #2
· Which strategy did you use?
Verb Tenses – Present Progressive Tense
· Which subject area/grade level?
4th Grade – Language Arts
· How effective was it?
It was very interesting to see the students work. Some of them really got into it, while others… didn’t. After we’d finished creating senteces together they went and wrote a few of their own, however I had about five students (not even my lowest) who didn’t follow the formula. When I asked them if they had they all replied, “what formula?” even though one of those students had created a sentence for the class.
· Any challenges?
As I said above, it was a struggle to get the students to actually use the formulas. Another struggle is that my classroom is 100% not set up for this type of activity. I had to tape the paper to my blinds to get them up on the wall. I really just don’t have anywhere to do this activity. Another challenge was the number of students I have. Between the desks and the furniture in my room (which really, isn’t a lot – 27 student desks, overhead, round table, computer desks, my desk and two bookshelves) we have very little room to gather as 27 students strong.
· Any suggestions to make it a better learning experience for your students?
I would probably do this as a small group activity and have the poster be much smaller. That way I wouldn’t have so many students zoning out. 12 seems like the biggest group I’d want to do this with again.
Verb Tenses – Present Progressive Tense
· Which subject area/grade level?
4th Grade – Language Arts
· How effective was it?
It was very interesting to see the students work. Some of them really got into it, while others… didn’t. After we’d finished creating senteces together they went and wrote a few of their own, however I had about five students (not even my lowest) who didn’t follow the formula. When I asked them if they had they all replied, “what formula?” even though one of those students had created a sentence for the class.
· Any challenges?
As I said above, it was a struggle to get the students to actually use the formulas. Another struggle is that my classroom is 100% not set up for this type of activity. I had to tape the paper to my blinds to get them up on the wall. I really just don’t have anywhere to do this activity. Another challenge was the number of students I have. Between the desks and the furniture in my room (which really, isn’t a lot – 27 student desks, overhead, round table, computer desks, my desk and two bookshelves) we have very little room to gather as 27 students strong.
· Any suggestions to make it a better learning experience for your students?
I would probably do this as a small group activity and have the poster be much smaller. That way I wouldn’t have so many students zoning out. 12 seems like the biggest group I’d want to do this with again.
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