Context and Overview
Today is the second day on sedimentary rocks. I am taking two days to teach my students about this subject because the material is very rich and my students benefit from chunking. I am continuing to build content as well as vocabulary about sedimentary rock. My students will watch the second part of the video, take notes, and use the information later for writing.
Then, some students will work independently while I will work with a small group as they read an informational text on sedimentary rocks and take notes. Opportunities to engage in the learning task of a lesson independently is an important component of any lesson hoping to lead students to mastery of a rigorous objective. This is one way I make it happen.
Last, students will have an opportunity to write about what two sources have to say about sedimentary rock.
From the rug, I will share the objective and then ask students what they learned about sedimenatry rock from the previous lesson.
To talk about what they learned about sedimentary rock, my students are PairSharing. When I pose the question, I ask my students to think about the questions before they ask it. In this way, they can have important think time before sharing verbally.
I believe in reviewing. I feel that is helps to deepen their knowledge and allows them to see how we are adding to our knowledge.
Integrating technology is a technique I use to give my students rich experiences with a variety of content. Showing the video below in a structured way helps my students make sense of the information.
I have taught my students how to take notes. Therefore, this becomes an interactive activity in which they are listening to specific information. I have created a template with text dependent questions to guide them through their note-taking: All About Sedimentary Rock. So with this task, I reinforce reading skills by asking them to read the question before they answer it. This helps build my students' listening skills too. I pause after each question to give my students time to write down their notes.
Here are some samples of students' notes:
If students need help with spelling words, I ask them, "Boys and girls let's help _____ spell the word ________" This gets everyone involved. If the word is too hard, then I write it on the board, but I ask the students the following questions: What is the first syllable? What is the first sound? In this way, I reinforce spelling patterns, decoding skills and syllabication.
Here is the link to video and the video.
When students work independently, we need to set them up to be able to be successful with their task. In working with English Language Learners I lend support by having them work with a partner and/or with a group. Yet, each student still has the responsibility to complete their own work. But, the collaboration aids their learning.
I work with a small group of students who need support with reading, with guidance about how to navigate the informational sheet, encouragement, and note-taking.
In working with the small group, I make sure that I can see all the other students. In this way, I can redirect any student who may need it, and for management issues; it is a good idea to make sure the teacher always can see everyone.
The students who are working independently know that as they read the pages 18-19 from the book Sedimentary Rocks by Rebecca Faulkner they are to write notes on the blank piece of paper. I am asking to write new information about sedimentary rock. They can include what resonates with them and what they find interesting. The information can be gathered from the captions, photos, or the text.
Here are some examples of their notes:
Another shift with the CCSS is about giving students various opportunities to write. So now that the students have gathered information from two sources, they are writing about what they learned from these two sources.
I am asking them to draw/make two columns, one is titled video and the other is titled sheet (for the informational sheet).
In writing, I am helping them to organize their thinking and reading skills are reinforced. Here are some of their examples:
As they write, I walk around, give support. Some of my students will need support with spelling, other students with drawing the columns, others with how to organize the titles and how to organize the information in the columns. Others will need encouragement and redirection.
To help my students get started with the task, I provide a visual of the graphic organizer on the board for my students to reference.