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  • ♪[theme music]

  • >>Jacilyn: It was five inches wide and three inches long.

  • >>Aubrey: Ok, could you please read what you wrote on your paper?

  • >>Anne Marie: It was interesting when they found the paper filled

  • with rooms. It was five inches wide and three inches long.

  • >>Aubrey: Yeah Jacilyn?

  • >>Jacilyn: But how-why shouldn't they be looking for

  • the paper? Didn't they know the quote by heart?

  • >>Anne Marie: No, because they-it was like mixed

  • words it was like. It was mixed words like A C B...F.

  • >>Aubrey: Ok. Gael, you have something to say?

  • >>Gael: Um, yeah, I think she...

  • >>teacher: I've been doing literature circles for four years

  • and the trickiest thing is the beginning. It's just teaching

  • routines, modeling it, teaching the rules, teaching my expectations because if you

  • don't take a lot of time at the beginning it's going to fall apart all

  • through the year. They need to know what you want and how to do it and what not to do.

  • Ok. So we are going to communicate, create, critically think, and collaborate.

  • Communicate means talk and listen. Create, we're going to be creating really good

  • sentences using our mind to create something very fantastic. Critically

  • think, think solve problems and we're going to collaborate which means work together

  • to create something amazing. In literature circles it's a four day

  • activity what we'll be doing is we'll be reading a new story called Journey to

  • the Center of the Earth, and I chose this book because in science we're learning

  • about life cycles and how everybody relates to life and we need environments.

  • And in environment we need life, and I chose this book because in social studies

  • we're learning about land forms and regions and you're going to see all that in

  • this book. So I think this book you'll find very interesting.

  • On Tuesday I introduced the book. I tried to create

  • some motivation and...a will for them to want to

  • read it. I introduced the jobs, I introduced their groups, I introduced

  • what was expected.

  • These are the jobs... the first one is community connector. Repeat

  • >>class and teacher: Community connector >>teacher: And what we're doing with that

  • is I want you to refer to

  • details when explaining the text. So when you're reading the text you're using the

  • details from the text to explain what you want to say. Ok? And so this is what the

  • job description is, so pay attention if this is what you want to do then um you

  • will probably want to talk to your leader and

  • discuss and give them your opinion of what job you want and the supporting details

  • of why. We've been practicing supporting details; backup your opinion with details.

  • So you need to make connections between characters in this book, other books, your

  • life or someone else's life. So while you're reading this book if something

  • reminds you of your life or another book you'll list that.

  • The first day was just a lot of

  • teaching a lot of modeling-actually the whole day was pretty much teaching and

  • modelling and showing what I wanted and what I didn't want so that they would when they

  • worked on their own they could do the assignments.

  • >>student 1: Who wants to be...besides the art... whatever it's called...

  • the other ones-like the other jobs. Who wants like another job? Which one?

  • >>student 2: The...the super summarizer. >>student 1: You want to be that one?

  • >>teacher: To choose their roles, I had the table leader, or

  • the captain be in charge. And I just said you're in charge, I

  • wanted them to take leadership, I wanted them to problem solve, and I-I combined the

  • PBiS skill which we're learning right now which is

  • disagreeing appropriately because I knew there'd be

  • disagreement somebody would want probably the artistic adventurer, somebody would-would

  • not want the summarizer. So I told the leader, you're in charge, you decide how

  • you're going to give out the jobs. Maybe they can give you their opinion and back

  • it up with-a supporting details or you can decide whatever way you think

  • is fair, but I wanted them to take the leadership and decide who gets what job.

  • Good morning class. >>class: Good morning Miss Richardson.

  • >>teacher: How are you today? >>class: Good. >>teacher: Good.

  • Ok, yesterday we had our first lesson on literature circles. I

  • explained what it was, what the purpose was, and what the expectations were,

  • I'd like to re-explain that just to make sure we're clear on what we're expected to do

  • and why we're doing literature circles. So what literature circles are -

  • you're reading a book...

  • everybody's reading the same book at this time. We're all reading the same

  • pages. Pages 1 through 18 I think we decided on yesterday. You are responsible

  • for those pages on Friday...because on Friday we will be doing an activity with

  • those pages. So you are responsible for reading the book, pages 1 through 18 and

  • completing your activity sheets. You have different activity sheets; all of these

  • activities sheets are encouraging you to create and to critically think.

  • All the sheets will be different, nobody will have the same answers, you'll be

  • creating your own answers using the book, using text.

  • I do literature circles for many reasons.

  • One, I want them to love reading, I want them to talk about the

  • reading and yes, I guess I do want them to find enjoyment and find a um a connection

  • with among themselves for reading, but also at the end they talk and I think

  • that's very important, the collaboration communication, because they're not used

  • to talking about a book, they're not used to talking educationally. Alright so what

  • we're going to do today, I will be pulling you as groups. I'm going to start

  • with the vocabulary enricher because I know that's probably the most confusing

  • activity we have, so I will work with you. Then I will work with the other groups

  • also. If you have a question, you're stuck you're not sure, this is the first day

  • we're doing this, if you have a question you're not sure: try, keep reading, and

  • know that I will pull you as a group so any questions will be answered.

  • The next couple days the kids would work on their assignments individually and I would

  • call back each group, I would explain what I wanted, what I didn't want, and

  • they would ask questions, and then they would show me what they had and then I

  • would say yes that's appropriate or no let's add a little bit to it. So it's just a

  • lot of modeling and a lot of showing what's right and what's not right so

  • that they will see what the expectations are.

  • So whenever you're reading a book There's always words you don't know.

  • or maybe there's words that are puzzling, words that are confusing,

  • or you just like them. So I want to use context to figure out these words. So

  • what we're going to do is let's read. Let's just start with page one.

  • Um, the most most difficult job I think was the vocabulary enricher,

  • and I really had to show them how to use a dictionary and how to use context to predict

  • and um probably I'll have to show them a couple more

  • times because that's a very hard job. And a lot

  • of components that go with it. So my prediction is I'm going to put a title

  • somebody's name. That's my prediction; I used the context of the capital letter

  • just to help me figure it out. So everybody's prediction is right; the

  • reason is, you're using context. But now let's find out what the real definition is so

  • when you're doing this I never want you to change your prediction. As long as

  • you use some type of context whether it's the whole paragraph maybe the whole

  • page or maybe using - a lot of people used parts of a word. That's fine as long as

  • you use some type of clue, your prediction is good. If you just guess it's not right

  • but you have to use some type of clue. Well let's figure out what the

  • definitions so now we're going to look up professor in our dictionaries. You may begin.

  • Once they have the routines down and the roles,

  • they will continue to work; they will continue

  • to do their pages and their activities, but I will also continue to call them

  • back in small groups even if they have it down, they know what they're doing

  • I want to increase their depth of knowledge. I want them to grow. I want

  • them to continue to getting better and better at whatever level they are

  • whether that the lowest level or the highest they keep on growing. So I am

  • always calling back groups they're always working, and we just work as a

  • team to get better together. You find they're not participating, they're feeling

  • a little shy you could go, Oh, so what do you think of Alexis? Or you could can say, Oh

  • we haven't heard from Mia yet? Um or, Do you agree with Jaclyn's response? So you guys

  • can use the soliciting a response to help you. Ok? Every week I'm going to

  • talk about a different section but I think these two: expressing an opinion

  • and soliciting a response will be very helpful for tomorrow. Ok...

  • While I was working with the group, the students were

  • reading their assigned pages, they were completing

  • their assigned jobs, and if they finished early they were able to reread the pages

  • so they were ready for the discussion

  • or they were to read AR books or I also had a character map which they could

  • analyze the character and go a little bit deeper into the book. Today we're going

  • to do our last day of our literature circles. It's probably one of the most

  • important days because we're doing something different. We're going to be

  • working on the communication and the collaboration piece. So the last day was a fun

  • day it was nerve-wracking because I didn't really know what to expect since

  • it was the first time we've done this. And I explained exactly what I wanted

  • as far as working together, collaborating in groups, communicating together.

  • Are we ready to start our discussions? Who's going

  • to have a great discussion? Who is going to

  • build on each other's ideas? Who is going to express their own ideas and not be

  • shy? Just express yourself. I like it!

  • Alright I'm excited to see what kind of discussions you have. Table leaders you

  • are ready to lead. You may begin.

  • >>student 2: Ok, discussion director...

  • >>student 4: What might happen if Lidenbrock had lost the paper with the code?

  • >>Aubrey: I-I would think that like the-that they would have to go like halfway

  • through the world to actually find it. Jacilyn?

  • >>Jacilyn: But they'll rush until they find it. I think they'll look everywhere.

  • >>Aubrey: Dillon? >>Dillon: They'll look underground to find that little piece of paper code.

  • >>Aubrey: Anne Marie? >>Anne Marie: I think that they will like go everywhere and look everywhere.

  • >>Gael: I think they'll go out to outerspace to look for it. >>Aubrey: Ok...

  • >>teacher: Um, today the group that we looked at, they did a great job,

  • but they seemed a little bit structured. They had a list to follow and they

  • they followed that list very well. I hope in the future they don't need the list, I

  • hope in the future it's natural; they have the questions that flow and it becomes

  • more of a natural discussion. That's what literature circles

  • are - it's just a discussion. It's a collaboration, it's a

  • group work. So I want them all to feel happy talking and comfortable talking.

  • And eventually they won't even need the active discussion strategies and sentence stems

  • They can just talk like they were talking on their own.

  • So that's my goal for the next few weeks.

  • ♪[theme music]

♪[theme music]

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A2 初級

文学サークルを4年生の授業に導入するための指導戦略 (Teaching Strategies for Introducing Literature Circles to a 4th Grade Class)

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    Pedroli Li に公開 2021 年 01 月 14 日
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