Today we worked on finding the definitions of bolded or important words in a non fiction text. The students are really making progress in being able to determine what hard words mean and how to find the definition in the text. They are beginning to think about how in a non fiction text they can also use a glossary for the definition. If they still cannot find the word we discussed how we could use a dictionary or an online dictionary to find meanings to words.
Often in a non fiction text the definition is given around the bolded word. It can be in the sentences above or below the bolded word in the text, in between commas, after a comma and the word or, and is often given using a linking verb such as AM, IS, ARE, WAS, or WERE. The students as a whole can locate, read the definition out of the text, and then explain how that definition was given. A few students are still having some trouble some of the time, but even those students can also do it some of the time. Others are very proficient using this skill. The class is excellent in doing this exercise orally.
The problem I am seeing is in what I thought would be the easy part of the work. Was I ever mistaken!
When it comes to simply locating the definition they can do it, but when they have to copy it from the text to their paper they make many careless errors. They spell words incorrectly, leave words out, don't copy punctuation, or stop before they finish copying the sentence. I know that some of this is due to their lack of maintaining focus on their work. Some of it is due to simple carelessness and not caring enough to pay attention to the work. Some of it is due to their need to rush to finish and I don't know why as I keep sending them back over and over until it is correct. I have explained to them that those who rush and finish first, most of the time are still working when others who are more diligent are done the first time. Rushing doesn't pay. It won't pay in time spent on work, and it certainly won't pay in grades. From now on when I have to send students back over and over the grade will most definitely continue to reflect the lower grade they are earning, until they decide they want to correct the errors and address them. They can do the work! I know they can!
I have told the students that I am going to become more demanding of excellence in the areas that they are capable of. This means being sent back more often to redo work, and the more they have to redo work the lower their grade will be on the assignment. I want them to do their best work and that is going to take some thoughtful work on their part and being willing to change some academically lazy habits they have developed so far. They can do it! I know they can! Encourage them to start paying more attention and to double check their work before they bring it to me to check.
Also it seems that the majority of my class cannot write in complete sentences most of the time. They bring me sentences that are incorrect, missing subjects, predicates, or they are simple phrases, with no capital letters or no punctuation. This is inexcusable at this point in their education.
I ask the students to check every complete sentence first with our two finger rule. One finger on each hand, and the first one is placed at the beginning of the sentence to check for a capital letter. The second one is at the end of the sentence to check for punctuation. If they don't have one, the other, or both, I know for certain they did not apply this simple rule that any young child is capable of. This is absolutely academically lazy.
The second thing they need to do is reread the sentence to themselves to see if it makes sense. If it doesn't, it is not a real sentence.
A sentence is complete when five simple rules it meets. It has a subject, a verb, makes complete sense, has a capital letter and end mark.
Today on the board I deliberately wrote a sentence wrong on the board. I stood there and spoke to them for a few minutes and then turned around to read the sentence out loud. As I read the error was evident. I quickly changed the sentence to correct it. I asked them how long it took me to reread, find the error and correct it. They all agreed only a few moments. So I asked them why they are rushing and are unwilling to stop and take a few extra seconds to reread their work to themselves, to edit, before they bring it up to me. I pointed out that often when I ask them to read their work while standing with me they realize right away that something is wrong. That shows that they are capable and just not willing to take those few moments to apply a simple strategy that works. Again in our room we refer to this as academically lazy.
I am going to be placing in the grade book this quarter spelling and capitalization grades taken from all subject areas across the board as they apply. If a word is right there in black and white to copy then it should not be misspelled. I do not expect them to know all words but to be able to do what is available and expected of students at this grade level at this time of the year. The same will be taken for use of capitalization of words, beginning of the sentence, proper nouns, etc.
I had the students come and speak to me one on one with their work from today and we discussed what they were doing well and what they needed to work on. I gave them a new sheet to redo the same assignment tomorrow morning for morning work. I want to compare the two assignments together with them to see if they improved or not after these conferences and the reteach time.
I will have these to go over with you at conferences next week.
I am seeing a lot of growth, and I told them how proud I am of their improvement, especially in note taking. Their math journal notes are amazing from this week. Every student did a great job. I told them that when they came in August they were actually still second grade students. But that at this time I can see that they have become a true third grade student in so many ways. Now we have to do the hard work to perfect and refine their skills, address weaknesses, and academically laziness, and then fill in the gaps of things that still confuse or bother them. They come in and work hard everyday in our room, but they will be prepared for grade four and beyond after this school year.
Many of my students from last year went into one fourth grade teachers room this year. She came to see me after the first month of school. She told me that she wanted to thank me because my students were so prepared and were her best note takers. My students from last year still come in to see me this year and they tell me that they are well prepared and doing well in grade four.
This foundational year is vital for students. It can be a real turning point and growing time for them, building the foundations they need for all future academic success. Thank you for your continued support of me in the classroom. You have great kids, I enjoy them very much, and we will keep pushing forward to grow in the weak areas that we identify over the year.
Don't forget to use Study Island on line for your child to help them fill in any gaps you notice on graded papers.
