It was the second day of Tuesday Experience at Bugbee Elementary. This week I was involved with conducting one of the reading groups in the first grade classroom. Mrs. DiPietro, the teacher, had me take a much lower reading group and told me to "take control of the group" and "use 'my' knowledge from school" to work with the students. A few nerves ran through me, but I seemed pretty confident that I could handle this. Mrs. DiPietro gave me a few great ideas on what to do before I started. She said to have the students look at the cover of the book to make "predictions." Then she said for me to go over "chucking" of the words. As she was telling me this, I had remembered an activity we had done in Regina's Developmental Reading Class that would go great with this group and what Mrs. DiPietro wanted me to do. It was....THE GO CHART. I couldn't remember exactly what to do with the Go Chart but had some idea. The group did great with the book and we ended up writing a poem based on one of the animals in the story.
I had seen Regina the next day (yesterday) and she directed me as to where I can get the information on the "Go Chart." I went into blackboard and found it! To make it easier for you ladies, I posted on my blog. This is something you should definitely think about doing if anyone is conducting a reading group or a read aloud!
What is a Go! Chart?
The GO! Chart is the graphic organizer that helps teachers to bridge
Sequence of Instruction
Analyzing the story
1. Introduce the title of the story. Ask students for predictions of what they think the story might be about. Record responses on GO! Chart and write students’ initials next to their responses (do this for all responses in the lesson).
2. Show the cover of the book and ask students to revise their predictions.
3. Ask what words they think might be in the story.
4. Present 4 to 5 words from the story that students might be unfamiliar with.
5. Read the story
6. Confirm or disconfirm predictions. Put check marks next to predictions that are confirmed.
7. Understandings: Ask the students what they noticed as they listened to or read the story. Record responses.
8. Interpretations: Ask the students what they wondered as they listened to or read the story. Record responses.
9. Connections: Ask the students if the story reminded them of anything. Why? Record responses.
Organizing the story
10. Complete the Shape GO! Map
* Reread the story and review the GO! Chart at the beginning of each session if it is being completed over a few days.
· whip around retelling
· written retelling
o first, next, and last
o flipbook writing about the beginning, middle, and end
o using the Shape GO! Map
(All the information came from Blackboard and was written by Susan C. Guernsey)
3 comments:
You are so generous to post the Go Chart on your blog to remind everyone of this strategy.
Your entire class is so fortunate to have the Tuesday Experience each week. What a gift to be given an opportunity to get your feet wet and try out what you've learned. I loved listening to the enthusiasm in your voice as you reflected on the day! I'm sure your students sense it too.
Nancy
I would like to say thank you for reminding me of this technique for read alouds. Sometimes I feel that we learn so much it is hard to remember all of the different stategies we can use. I believe that this is a good way to talk to students about what they are reading and develop it further. Thank you again for sharing this with me and the class.
Hi! This is one of your student, Amer Guster! I hope you remember me, leave a comment on my blog! (p.s. i go to M.D Fox elementry!) (room 305)
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