ELA Field Testing

So yesterday afternoon I had a thought--why are we teaching students the types of context clues? Does it really help them? Could that be why students don't apply the context clue skills to other classes. I am an avid reader, and it's truthfully very rare that I stop reading and look up a word--I use context clues. When I do, I simply re-read the sentences around the word...I don't go think, "this is an antonym clue", or " this is a definition clue." Not only that, but most of the examples are confusing. Very often, authors use more than one type of clue in a sentence. It may not be effective to teach students to find "types" of clues. I believe that may be more of a testing strategy, as opposed to a skill.

As a result, today's field-testing looked a little different. I gave the kids a passage using an unknown word. We read it and identified a process for defining unknown words.

1. Identify the clues.

2. Make a logical guess (find a synonym).

3. Plug in the word.

4. Ask ourselves: does this make sense?

I wanted the focus to be on modeling the thought process.

We then practiced those two skills: determining meaning and identifying the clues.

The kids did a WONDERFUL job! In fact one student told me that she enjoyed class today! It definitely made my heart happy.

If I were to do it again, I would include more modeling of the thought process and reviewing the process above. Of course, a skill like this requires further practice, but overall, I think the students have a base.

7th Grade TX history; round 2

This round went smoother. First of all--a great group of kids! Second, timing was much better. This group had a higher number of ELL students. Levels 2 and 3 seemed to get the most out of the lesson, and seemed to be catching on the fastest. Level 1 students still struggled to grasp the concept...well, I'm not sure if it's the concept that they don't grasp, or if they don't understand enough of the language to find clues within a passage. My guess would be the latter. I go in to post test and wrap up today. I also field test in an ELA class. We'll see what happens...

Field Testing-7th Grade Texas History

Oh the joys of being in the classroom! How quickly I had forgotten the joys of dealing with 7th grade behavior, and the challenges that can bring. How quickly I remembered that I just LOVE the challenge of dealing with it anyway. Maybe I am crazy...kids have been saying if for years.

Being in a strange classroom really does bring its own challenges. I have just a few minutes to determine the best way to deal with challenging students--humor, consequences, etc.-- and may never get a tomorrow to try again.

My timing is also WAY off. It's been a while since I've taught 45 min. classes, and having to stop for discipline takes away from completing activities. It's definitely reminded that teaching is a well-honed skill. Just as you can improve with time, you can lose skills with time! A goal for next year: Teach a class once a month!

As far as field-testing goes, I was pleasantly surprised. Though they were rather talkative, most students did their work and did it well. As opposed to the first round of testing, I think this lesson went MUCH better. I am excited to return to the 7th grade ELA class and re-teach the strategy. I think I will see better results than the first time I went in.

Some key concepts that I need to remember for the next time I field test:

• Don't forget to pre-test.
• Set clear expectations with consequences before class begins.
• timing for 45 min. classes needs to be worked out. This sub-lesson, may need to be broken up over a week or so in order to allow for teachers to address content.
• Model thinking for putting definitions into own words!!!

We'll see what comes of it!