Elizabeth+Duncan

Please respond to the following: 1. How has reading, writing, thinking, and talking affected your learning today? Reading- Reading with a purpose helped me focus more on the material Writing- Writing to inform others helped me pinpoint main ideas and understand the content more Thinking- Thinking led me to discover new learning techniques and how I would incorporate them in my classroom Talking- Talking with my partner helped me see another point of view. It also led to discussion dealing with how our classrooms work now and how they could be in the future. We gave each other good ideas. 2. Return to your Reflection sheet and make additions to CGW.
 * Collaborative Group Work Exit Slip**

Thank you for your participation and enthusiasm today.

**Writing to Learn Exit Slip** Please respond to the following: 1. How can writing to learn be used as an assessment tool? Journal writing can inform me about how much the students know about the concepts we are covering in class. It pulls up the students that may need extra discussion on the concepts and allows that students that "get it" to think deeper about our objectives. Five minute writing can also clue me into some spelling and grammatical errors that the students need corrected before they are repeated in larger writing assignments.

2. How would you use low stakes writing? Low stakes writing allows a student to experiment with ideas without the fear of receiving a low grade for not "completing their thoughts." It also serves as a springboard into more complex writing assignments.

3. Write one question you would ask about what you learned today? Will a child write if he/she knows it won't be graded?

**Classroom Talk Exit Slip** 1. How can increasing student talk effect student learning? Students can learn from one another, especially those that are having difficulties but are afraid to ask for help. Students can also learn what they know about something by saying it out loud. Sometimes students can go one step further when they say what they know out loud.

2. Which required teacher skill would you choose for your focus area? Explain what you will do to improve that skill. Collaborative group work. I would like to improve on making group work a productive and seamless activity. In my classroom, my student groups still tend to get off task. I need to improve modeling what the students need to be doing and measures I would take to discipline those that do not work productively.

**Questioning Exit Slip**

1. Each person reviews the Questioning Lesson Plan and makes 2 observations about the questioning techniques used in the plan.

2. Go back to your reflection for today, how will you integrate questioning techniques? In literature: instead of asking basic comprehension questions ask the why and how questions. In grammar: students know what correct sentences sound like, but with questioning, they figure out WHY and HOW correct sentences are made. In journals: when the students are given an obscure quote and asked to interpret it, this causes them to create complex questions about what the writer may have meant. It gives those students who only think literally a chance to hear figurative and philosophical arguments and create their own questions.

3. How could questioning affect Classroom Talk? This can affect classroom talk by have the students generate new questions out loud.

Scaffolding

1. How would the use of scaffolding support the WTL and Questioning strategies? WTL-Students can take a writing concept they know to help them with something that don't know. Questioning-Most students already know the "what" to a "why" question. Scaffolding helps them expand on previous knowledge by taking it a step further.

2. What scaffolding techniques will you try this week? In poetry, I've used hip-hop music to explain meter, rhythm, rhyme, diction, syntax, and tone. Students will bring in lyrics from a musician they like to reinforce these terms. In vocabulary, the students are learning the same vocabulary that they have heard in regards to poetry. Groups presented their two words to the class and learned how their words connected to their peers' words. In journal writing, the students are using the same techniques we've been using to interpret poetry to dig deeper into their journal topics. I also used the "Listen to Voice" exercise from the Greek, NY Schools website.