Literacy Unit Plan Week 2

Literacy Unit Reflection Part 2

I am happy to report that week 2 of my Literacy Unit Plan was very successful. This week was challenging because of election day and conferences, we only had two full days of school. However, I was able to complete the story The Keeping Quilt, and begin the next story The Talking Cloth. This upcoming week we will complete The Talking Cloth and get ready for the next text, A Chair for My Mother. 

On Monday, I reread The Keeping Quilt a final time for my students. During this reading, they practiced their visualizing skills and the Making Meaning strategies once again. Students were granted the opportunity to revisit the text and ask/answer any further questions.  I gave my students back a graded vocabulary and comprehension activity sheet from the week prior. I explained to my students that if they take this sheet home and study alongside their book they will be successful on their reading test. I took the time to go through the vocabulary and answer questions that I found troubling. My students struggled with the difference between the vocabulary words sewn and threaded. Due to this, I took the time to demonstrate with my hands the difference between the two. I explained they are very similar definitions but that threaded is getting the needle ready to sew. Many of my students interpret the word sewn as sew and we had a conversation about these differences. From Monday's activity, I learned that my students are becoming very comfortable with my core practice visualizing. They are beginning to talk in very visual terms. I will continue visualizing throughout the next story to give them even more practice. Next time we work with visualizing, students will be told to participate in more partner work. I want them to practice sharing what their partner visualizes. I have learned that visualizing takes time to achieve, but once students are able to visualize a story it is i much easier for them to explain the story's events.

Tuesday- No School.

Wednesday was The Keeping Quilt story test. Before giving the test, I reviewed the vocabulary terms and asked for any final questions. I gave my students about 40 minutes to complete the test, however many were done much sooner. The test included both multiple choice comprehension and vocabulary questions. After grading these tests, I learned that a majority of my students truly comprehended the text. However, one thing I did note is their confusion with the all of the above multiple choice option. For a handful of students, once they saw an answer that was right they did not take time to go through the rest of the options. This is a skill I will have them practice before the next story test. I was thrilled to see that students really excelled on the vocabulary definitions and utilizing these words in sentences. I really learned that my students are comprehending and understanding the text, even if they are not eager to raise their hands and share. Next time I give a reading test, I will explain to my students to share as much as possible. I could tell that many students narrowed their responses to fit in the lines, but I want to encourage them to write as much as they are thinking and visualizing. From this day's activity, I truly learned that visualizing aids comprehension. Once students were done with their test, they had the opportunity to create their own quilt square and we created a class Keeping Quilt. They loved this activity and I believe it helped them understand the makeup of a quilt.

After the story test, we introduced The Talking Cloth on Thursday. Prior to reading the story, I had students practice questioning the text. I wanted them to work with post-it notes and practice how to best question the text in front of them. Before sending them off, I modeled this activity. I was pleased to see they were successful with the task. During the text preview, they really asked questions about the story's illustrations. I believe since we have been working with visualization they were comfortable with depicting how a story's visuals set the stage for the story. Once they were done, I allowed students to share their questions. This lesson is an extension lesson because there was such little time this week. I did not want to start my full-out vocabulary lesson with constrained time. After we previewed the text, I read the story allowed. Instead of having them share their own visuals, I practiced having them turn and talk to share their partner's visuals. This went much better than expected. The room did not become out of control and students talked quietly as they were instructed. My students were eager to share what their partner was thinking. I continued to reinforce the ideas of mental pictures throughout my reading. Next time I do partner work, I will make sure to include even more questions they must complete. This time I had them just focus on their partner's mental pictures, however, next time I want them to go even deeper with the partner's comprehension skills. I am really becoming comfortable with my core practice visualizing and know that my students are now beginning to visualize automatically. I am excited to continue this story with visualizing skills and then introduce another Making Meaning strategy to them.

Friday was another half day and it was honor roll awards. Due to this, our time was weakened once again. However, I did begin my first day lesson of The Talking Cloth. To my satisfaction, we were able to get through a majority of the activity. Since we had read the text the day prior, I went right to the activity with the vocabulary cards. Each student was given seven vocabulary note cards and had to write the definition and tense of each word. Overall, most students completed the definitions, but some have many to go. A majority of the class still has to draw their examples. We will be completing this task Monday. For the word flourished, I was surprised that many of my students continued to refer to this term as flavored. I will be discussing this word in more depth on Monday. I am not sure if they sound and look similar, or if there is a misconception that needs to be adjusted. However, these words are not too far apart. I am very curious to investigate this student thinking. I will be reteaching each of the words throughout the week. I know that my students do not hear these words regularly. These term will be revisited during continuous read alouds and when they are given the comprehension activity sheet. Next time I introduce vocabulary, I will think about what terms may be too similar for students. This way, I can anticipate misconceptions. For example, threaded and sewn in the last text was severely familiar and I now know how to catch these frustrations. Vocabulary and visualizing truly do work together. I have learned that if students can visualize words they are hearing, understanding vocabulary is immensely easier.

I will be extending The Talking Cloth through this week and I am excited to see them work with this piece. The last text students read was confusing due to all the characters, however, I think this one will be much easier for them. I am looking forward to seeing their visualization skills extend even further and to reflect in our upcoming Thursday class about my students' growth.