I May Have Found a Quantitative Measure! YAY!!!

While presenting stories to the students in a new way I have struggled with how to measure the different presentations of the story can impact student engagement and understanding. I had an ah-hah moment before school on Monday.

Normally the students browse the first four pages of their anthology (when the piece is fiction) and ask them for clues (characters, genre, setting, author's purpose), problems (unknown words), and wonderings (questions). We performed this process as usual and the students gave good input for me to note on chart paper.

The NEW idea! After the first C/P/W, I pulled out the authentic original picture book of The Paper Crane and showed the students the cover, the title page, and the inside papers. I quickly grabbed a new sheet of chart paper to write down their new comments. I couldn't keep up with the new things they wanted me to post! What a problem! Thank goodness I had my (purchased for Dr. Tracz's class) digital recorder! I grabbed it and walked around the class as the students spoke their comments into the recorder. It was so exciting---truly!

I am pleased that I have good quantitative data to work with! Thrilled, actually! I am seeing how much MORE the original picture book has to offer the children in terms of prediction, questioning, and becoming engaged with the book.

My project is beginning to take focus and the word "beginning" is key. I have decided to postpone the completion of my project into next semester. My advisor, Dr. Alamillo, is supporting my decision---which is encouraging. I slept better last night.

Misplaced Book Presents a Curious Dilemma

This week's story is Mushroom in the Rain.  I own the book, however I cannot locate it. Students have searched high and low, but to no avail. The library copy is checked out and I need it tomorrow.  What is a teacher to do? I think I will work with what I have----the anthology.  I will present the story in the manner in which the publishing company directs. Ugh, it will be difficult to keep it exciting. My students have been engaged with the stories over the past five weeks and test results have been encouraging.  I am curious to see if this week will be any different.  I plan on returning to the presentation, NO PREJUDICE HERE, to compare/contrast.  I will take anecdotal notes during the course of the story this week. Of course I want the children to experience success with the lessons this week, but it would be rather cool if they ask to see the "real" book!  I hope they do.

Is Engagement Increased due to Mrs. Terry's Excitement or the New Method of Introduction?

We completed our Sharing Stories unit and I could not be happier with the outcome. Students did extremely well on the six-week assessment that we are required to administer.  The vocabulary scores were higher than in years past, as was the grammar, usage, and mechanics section of the assessment.  I believe that introducing skills and vocabulary in context has made a huge difference.  

Student interest and engagement has increased and now I wonder if it was because of me or the manner in which the material was presented.  I have taught these same stories and essentially the same lessons for six years straight.  Has the increased interest/engagement been brought about by my excitement of the new practices, or are the new practices so extremely engaging that students are actively involved?  I hope both.  I admit the changes have been a positive change in my instructional practices.  That is a good thing!  Reading the authentic text has brought so much newness to me---- I love it!

We will begin our Kindness unit next week and I have purchased all of the authentic pieces for that unit as well.  I will continue my new practices for the next seven weeks and hopefully will experience the same excitement and engagement of the children.

Sharing Stories ---- Literally

My students and I are wrapping up the unit Sharing Stories. I shared each story with them via the authentic book prior to reading it out of the anthology. The Friday test scores were high each week! Normally the students don't do very well on the beginning tests, but that was not the case this year! I believe the change was made due to the way the students experienced the story. I used the piece as a read aloud during the week. Listening in a relaxed atmosphere without the pressure of maybe she's going to ask me to read. They enjoyed the story, the illustrations, and the multiple reads at various times of the day. I could not be happier with my observations!! I gave a survey to the students and am developing questions for the interviews (of 6 students -- 3 ELLs and 3 EOs). It's beginning to feel real!