Reflection: Trust and Respect Metacognition: Tuning in to the little voice inside your head - Section 4: Closing

 

Reading partnerships are a key component to Reader’s Workshop in my classroom. I choose the students’ partners based on academic ability, personality, and behavior. I used to try to pair higher achieving students with struggling students in the hopes of lifting the struggling student up in knowledge or confidence but I quickly learned that the higher achieving student often dominated the conversation and the thinking.  I found similar results when pairing outgoing students with shy students and you can guess which one always dominated in that situation! When I choose partnerships now, I pair students of like ability so that the conversations are reflective of their true understanding of a concept. I also consider their personalities and pair outgoing students together, who have to learn and practice to be good listeners, and I pair quieter students who have to learn how to share their thoughts and opinions. I even pair my more “rambunctious” students with each other so they can learn how to focus and be accountable for the tasks I’ve asked of them. These partnerships last throughout the whole year so that the pairs of students get to know one another, feel comfortable with each other, and have a good understanding of the way the other one thinks and acts. Of course, there are times when a pair isn’t working that needs to be changed. Or you might notice that the pairs need a good shake up halfway through the year to freshen things up. But most of the time, it is very effective to keep the partnerships consistent. Partners are expected to sit next to each other at the carpet so that when I say, “turn and talk,” they can quickly turn and begin the conversation. Partners are also expected to have a meeting spot so that they can quickly find each other at the end of Reader’s Workshop on days that they are asked to share what they’ve noticed. Establishing partnerships takes a bit of time in the first couple weeks of the school year, but the time is well spent and will benefit you and the students all year long.  

  Partnerships
  Trust and Respect: Partnerships
Loading resource...
 

Metacognition: Tuning in to the little voice inside your head

Unit 1: Metacognition Unit
Lesson 1 of 5

Objective: SWBAT become aware of their own thinking and use their thoughts to enhance reading comprehension.

Big Idea: Understanding the act of thinking.

  Print Lesson
34 teachers like this lesson
student thinking image
 
1
2
3
4
Similar Lessons
 
The Book Nook
3rd Grade ELA » Reading in the Classroom and at Home
Big Idea: There is no right way to organize a classroom library. Seems like everyone has an opinion on how to do it; here's what has worked best for my students over the last several years.
  Favorites(3)
  Resources(9)
OH
Environment: Rural
Jennifer Martinez
 
Thomas Edison: What it Takes to be a Scientist
3rd Grade Science » Light Energy
Big Idea: Students explore and investigate naturally - as people. This literacy/science lesson is designed to help them notice the personality traits that they possess, and will need to continue to strengthen, as they become successful scientists.
  Favorites(18)
  Resources(12)
Troy, MI
Environment: Suburban
Michelle Marcus
 
Monster Math
3rd Grade Math » Multiplication
Big Idea: Close reading skills are needed in math, too!
  Favorites(68)
  Resources(28)
Tucson, AZ
Environment: Urban
Jennifer Valentine
 
 
Something went wrong. See details for more info
Nothing to upload
details
close