Last week, Jordan, one of my fifth grade girls, was caught doing something without permission! AND I LOVED IT!
Jordan’s classmate, Koral, was on a trip out of town to attend a funeral. During our book clubs (literature circles), I noticed that Jordan had propped her iPad up in front of her and was talking to Koral on FaceTime. Jordan knew that our class was a safe place to try something new. She also knew that I would approve of anything she did that enriched her education or that of a classmate. So here is Jordan reading Chomp to Koral, separated by a measly 1000 miles.
Students engaged in recommending books to each other during a recent book party.
So what book are you reading these days? And what made you decide to grab that book and read it? Most likely, you heard about it from a trusted friend, relative, or colleague. Do kids recommend books to each other? From my experience, the answer is NO. They aren’t naturally talking about the books they love at recess, on their cells, or online. That’s where you and I come in. We need to provide class time and clear guidance for our students to learn how to recommend books to each other. I train my students at the beginning of the year to record, in their binder or on their iPad, a “Books to Read” list. This list should include the title along with how they can find the book. If it’s in the library, then the author’s last name is usually sufficient. If a friend will loan them the book, then write the friend’s name next to the book title. As students finish reading their current book, they look at their “Books to Read” list to choose a new one.
This is where the Book Party comes in. Students learn to roam around the classroom “party-style” and just informally chat with one another about the books they love. All students must be carrying their list. Students are allowed to gather in groups of 2 or more. The only “rules” for the Book Party is that all students must be either talking about a book they love, listening to someone else talking about a book, or writing down a book recommendation on their “Books to Read” list. One key to helping students to stay focused is for the teacher to constantly scan the room checking for students who appear to be off task. Book parties normally last about 5 minutes. Sometimes, at the end of the book party, I will ask students to hold up the number of fingers to correspond to how many books they added to their list. Here is a brief video peek at my students conducting a book party.
In episode 6 of the Bedley Bros, Tim describes how 2/3 of his students and their parents opted out of letter grades this year. He addresses the obstacles and shares the triumphs of de-grading his class.
As students work in groups, designate one or more students to silently observe the workers. Call them the Super Spies. The Super Spies silently take notes on positive behaviors and then report what they saw to the class. The teacher should be the first Super Spy to model the types of behaviors that should be reported. It’s quick, it’s simple, and it works wonders.
Hannah as a Super Spy
Super Spy Melody
Cameron takes notes as a Super Spy
Watch as Super Spies report positive behaviors to class.
In this first episode of The Bedley Bros., Tim and Scott Bedley chat about the research communities in Scott’s 5th grade classroom in Irvine, California. Scott and Tim will be presenting on the topic at the 2013 CUE Conference in Palm Springs. Take a listen!
In this 2-minute video, I show how I am currently using Google Drive with my 4th/5th grade class to enhance my writing instruction. My learning environment is BYOD with iPads. I set up an account through Google Apps for Education. I gave each student an account (and one for me.) The students work in groups with a shared document. They also share the document with me. This allows me to monitor each group’s progress right from my iPad. We use the Google Drive App on our iPads.
By Tim Bedley Tweet I have been assigning slide presentations to my elementary students for many years. I found myself repeating the same critiques to group after group. Now, I don’t leave “PowerPoint” style to chance. Here are a … Continue reading →
I use Google forms to help guide my 4th and 5th graders through the writing peer critique process. I have created tailor-made forms for Response to Literature, Summaries and more.
My students bring their own iPads to school. The few that do not own one borrow a class iPad. Students sit in pairs around the room with their iPad and recent writing assignment in hand. Each student is given about 15 minutes to critique their partner’s paper. I set a timer for this.
When the form has been completed, students use their iPad thesaurus to help the author enrich vocabulary.
I train the students to do this independently. It takes several times running through things with a lot of modeling and reflection to get the students able to work independently and effectively at peer critique.