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Debbie Miller

More Schema…Independent Practice Time

Debbie Miller, Reading, Reading with Meaning

Wow…have the last few weeks gotten away from me. I’ve taken pictures while at school, but the whole blogging thing when I got home hasn’t been happening. So, now it’s time to play catch up!

After practicing schema and text to self connections a few times whole group and through guided instruction, it was now time for independent practice.  I picked the story Ira Sleeps Over. First of all, it’s just a great story, but there are also a lot of great connection possibilities in there. Most kids have been to a sleep over, have a special stuffed animal, mean sister, or are scared of ghost stories.  Love the book and the kids loved it too (surprisingly a lot of my students hadn’t heard this one).  So, I read the story aloud and shared my connections via think aloud. Then, students pair shared their connections with each other. After sharing with each other, they wrote their own connections out still following the “When I heard the part about… it reminded me of…”  They did a great job! See an a few examples below.

“When I heard the part about Ira sleeps over, it reminded me of sleeping over at my cousins.”
 

“When I heard the part about Ira and Reggie were having a sleep over, it reminded me of when I went to my BFF house.” I love how she put my BFF’s house! How cute!
 
 
 

Schema – Text to Text Connections

Anchor Charts, Debbie Miller, Reading with Meaning, Thinking Maps

So this post has taken me way too long to write.  Things got super busy at school with data week and open house so unfortunately posting for the last week or two has gone by the wayside.

Anyways…here is the schema post I mentioned about two weeks ago.  We’ve been focusing a lot on schema in my second grade classroom.  I use Debbie Miller’s, Reading with Meaning for ideas.  My last post/recent post was about Oliver Button is a Sissy and coming up with text to self connections.  The day following Oliver Button, we read the story Amazing Grace.  We then made text to text connections between the two stories.  To show our text to text connections we used a double bubble map. 

 
The kids did a great job with coming up with similarities and differences between the two books.  The double bubble map also showed it perfectly and I love being able to color coordinate things :-)!
Happy almost Friday!

First Week

Debbie Miller, Reading, Reading with Meaning

Wow….what a crazy, busy first week. It’s been a long time since I’ve been brand new at a school and let me tell you the first week when you’re new…isn’t easy.  I didn’t know where classrooms were, we had rainy day schedule two days (and we’re an outside school and I’m in a portable), I had new kids every day…it was an adventure to say the least. But, good news, I survived and have lived to tell about it lol. 

I didn’t get a chance to document with pictures too many activities this week, but I did want to show off our reading bulletin, which we started filling in this week.  It’s titled “Slam Dunk Into Reading” to go along with my basketball theme. The first week of school I love to use Debbie Miller’s, Reading with Meaning beginning activities.  We made 3 anchor charts this week –

  • What do good readers do?
  • Where can readers read?
  • What do readers read?

I was impressed at the answers my kiddos came up with. I work at a high ELL school so their educational backgrounds are quite varied, but we’re working on getting them to where they need to be. 

See the bulletin below…

Making Inferences – Part 2

Anchor Charts, Comprehension Connections, Debbie Miller, Reading, Reading with Meaning

We spent a total of three weeks of making inferences so that the kids really had an opportunity to master the skill.  The first blog post part 1, shows some of the introduction ideas we used. As I mentioned in that post, we started by teaching concrete examples and later moved to making inferences about text.

Day #4 – From Tanny McGregor’s, Comprehension Connections – Shoe Inference Lesson
For this lesson, you bring in a shoe and the kids have to infer who’s shoe they think it is and why.  Now, I live by myself so I knew if I brought in one of my shoes they’d easily guess it, so I asked my dad if I could borrow one of his sandals.  The kids had so much fun trying to come up with ideas of the owner of the sandal and using the evidence from the sandal and their schema. See chart below…

 
 
Day #5 – The Mystery Box – idea from Inspired Apple’s Blog 

For this lesson, I pretty much followed Abby’s example on her blog and even used the valentine as my mystery item (the timing worked out well with Valentine’s Day a week or two away). We made guesses about what was in the box, then I gave the kids clues, and they filled out the mystery box sheet that Abby has in her TPT store. Great lesson and the kids had fun trying to guess the mystery item.

Day #6 – Making inferences with pictures
Today we used pictures as our evidence for our inferences. I found this great pinboard on Pinterest that has a ton of pictures that are perfect for making inferences. I put some of the photos into a Smart Board file and I was all ready to go for this lesson.  For the first few slides, we made group inferences.  We talked about what some of the different clues or evidence in the picture were that led to our inference.  Then, after multiple group inferences, I showed them two more pictures. The kiddos had to pick one picture to make an inference about. Then, I showed them their inference paper to fill out. They needed to write their inference using one of the inference phrases (see chart below) and then also explain how they go their inference.  Most students sentence frame looked like this…”I infer _______ because ______.  The kids did a great job with this activity!

 
 
Day #7 – Inferences with Short Pixar Videos
Our school literacy coach told me about this great idea – using Pixar short films for inferencing. I found a number of them on Youtube and chose the bird one that if I remember correctly was in one of the Toy Story movies.  The kids thought it was so funny and we watched the video a few times.  The last time we watched it (it’s only like 3 minutes long) I stopped it a few times and asked some questions to get the kids thinking about inferences they could make.  Then, I gave them the same inference form they used with the pictures and they had to write down one of the inferences they made from the video.
 
This student wrote “I infer the big bird wanted to be their friends because he waved at them.”
 
Day #8 – Mystery Box again
The kids had so much fun with the mystery box that I decided to do it again. This time I put green sprinkles in the box and used the following clues:
1. It is green.
2. It can be eaten.
3. It is small.
4. It goes on dessert.
See our chart below of our guesses before and after the clues.
 
Day # 9 – Making Inferences with a Poem
Day 9’s lesson came from Debbie Miller’s, Reading with Meaning chapter on making inferences.  I wanted the kids to start exploring inferences with text and thought a poem would be a great way to start.  I used the poem from her book, which is about an animal, but the kids don’t know what animal it is. They have to infer from the clues in the poem what possible animals it could be. The kids love animals and this was a great way for them to start inferring with text since poems are a little shorter.
 
Day #10 and 11 – Where Are You Going, Manyoni?
For day 10 and 11, I again used Debbie Miller’s, Reading with Meaning. We read the story, Where Are You Going, Manyoni? and inferred what some of the different words meant. See our chart below…
 
Days #12 and 13 – The Royal Bee
Day 12 and 13’s lessons are also from Debbie Miller’s, Reading with Meaning.  On the first day, we read a few pages of the story, The Royal Bee and inferred what a few of the vocabulary words meant – yangmin, Royal Bee, etc.  Then, we stopped at the part where the kids had to infer what would happen next for the main character Song-ho. I charted their inferences on the first day. Then, on day 2, they got to see if their inferences were correct.  Then, I read to the part where it came down to the winner of the Royal Bee and the kids had to predict/infer whether Song-ho or the yangmin student would win.  The kids had great answers and great evidence. See a few examples below…
 
I predict Song-ho will win the Royal Bee because Song-ho is smart and his whole class picked him to go to the Royal Bee.
 
I predict Song-ho will win the Royal Bee because he stand at the door and listened to the master’s lessons.
 
 
 
That about covers it for our 3 weeks of making inferences. This was probably one of my favorite units to teach this year.
 

 
 
 



Day #1 – Nonfiction/Informational Text Study

Debbie Miller, Informational Text, Nonfiction

So I was so excited for today’s first day of informational text and it went better than I could have imagined. The kids really got into it and it was so fun seeing them so excited about learning.  As they were looking through their nonfiction book piles they couldn’t stop talking about all the neat things they saw.  There was a lot of “Miss V, come look at this!” What more could I ask for!

For our first day of nonfiction/informational text study, I followed Debbie Miller’s plan that she laid out in her book, Reading with Meaning.  Before even introducing text features or nonfiction conventions, she suggests giving the kids a chance to explore.  So, on each table I had a bin of nonfiction books. There were sports books, animal books, weather books, truck books, social studies books, etc.  I allowed the kids about five to ten minutes just to explore.

Book Bins:

 

 
Exploration Time:
 
 
 
Then, after exploration time, I brought them down to the carpet to talk about asking questions. I started off by asking if any of them had questions that came up as they were looking at their informational text.  Most students said they did.  Then, I showed them the index cards and explained that the index cards could be used as a place to write down their questions or things they are wondering about as they explore nonfiction (another Debbie Miller idea – wonder cards).  Then, as we learn about informational text we can later answer those questions.  The kids loved this! I gave them another ten minutes to write down questions they had and they got busy. 
 
Below are some examples of questions they came up with:
 
Why do some animals have lots of legs?
 
 
Does wind move clouds?
 
Why do dolphins jump over the water?
 
 
 
Tomorrow we are going to dive into text features starting with photographs.  I’ll update on that lesson tomorrow night.