This is the first day of a brand new skill. Throughout the course of the year, we have been analyzing multimedia presentations, but never within the context of an actual text. Since it is day 1 of a new skill, we will spend most of our time in the Cue Set and the Teaching Strategy. Therefore, there will not be any independent rotations today. Scholars will spend their time understanding the new skill and beginning to practice the skill with support.
After we watch the videos, we re-read the poem If. Then, scholars explain how the multimedia presentations helped them to better understand the text (if at all). The reason I do this with a poem before we apply the skill to our novel is because it is much easier to read a short poem, watch the representation of it and then discuss the multimedia representations. Also, it is super clear how the multimedia elements aid in comprehension. This will enable scholars to practice the skill and gain confidence in themselves before we apply it to our novel. Here is a scholar completing the Cue Set.
Scholars have 2 minutes to jot down their ideas after we re-read the poem and then have 1 minute to share at tables. Finally, I take 3 friends from my cup and 2 volunteers.
Here is a sample of scholars sharing with one another:
Since it is Day 1 of a new skill today, we create a foldable to help us with this skill and glue it in our interactive notebooks as a resource. We label each side of the foldable with one type of multimedia that an author may choose to use in a text (pictures, websites, videos and then 1 scholar pick). On the inside of the foldable, scholars write how each element might enhance the meaning, tone or beauty of the text. For example, a picture might show you what something looks like or it might enhance a description of something. A website might help build your background knowledge as it relates to something in the text.
Next, we do a cloze reading of chapter 15 in Island of the Blue Dolphins. When we do cloze readings, we all have a copy of the same text. I read aloud and scholars follow along in their copy. I pause upon some words and phrases. As I pause, scholars fill-in-the-blank with the paused upon words. This helps me toehold them accountable for following along and it also helps give lower readers access to the text.
As we read, we list the multi-media elements that we encounter on our graphic organizer and explain how they enhance the text. I model thinking aloud about the first feature (a picture) and I record my thoughts. Scholars write along with me to enhance their engagement and so that they have an example of strong thinking before they go off to practice with a partner.
Scholars have 30 minutes to work with their partner to finish reading chapters 15 & 16. Then, they must complete their graphic organizer. My ELL co-teacher is not in the room today due to state standardized testing, so I will pull a cohort of students who need my support and work with them to access the text in a small group. I circulate at the beginning, middle and end of the 30 minutes to ensure that all scholars are on task, focused and working hard.
Guided partnerships are heterogeneous groupings. I pair lower scholars with medium low scholars and high scholars with medium high scholars. The reason for this is to ensure that no one becomes frustrated with their partner, and also so that my ELL co-teacher and I can strategically support certain groups.
Scholars love partner reading time because it helps them to hear a model of fluent reading other than the teacher. Also, they get to move around the room and find a comfy place to read. This increases oxygen to their brains and it gives them a change of scenery. Scholars work together to continue to record thinking on their graphic organizers.