September 30, 2013
In my literacy rich classroom students write short daily journal entries on a variety of topics related to the learning in class. Students are becoming used to the routine, although many struggle to write for a full 5 minutes. My students are engaged in group readings and discussions and also in independent reading. They are reading articles and blogs that apply to what we are learning in class. We are about to begin reading a graphic novel.
December 15, 2013
In my literacy rich classroom students pull out their journals every morning and write for five minutes on the assigned prompt. They are usually given choices of which prompt to address. Most students write for the full 5 minutes. My students are engaged in active group discussions, and they often teach their classmates about a specific article. They read a mix of "easy" to comprehend articles and challenging articles, and I am surprised at their comprehension of the more difficult texts. They are writing in their journals daily, and are also writing reflections a few times a week. Our tests are writing-based in order to assess deeper understanding. They are discussing persuasive articles that use the rhetorical devices of ethos, pathos, and logos. As a group, they read the articles to find the techniques, and they then present to the rest of the class. They explain the rhetorical devices and whether they were effective or not.
May 30, 2014
In my literacy rich classroom students often ask for more than 5 minutes to finish their daily journal entries. Students teach each other vocabulary words and ask questions in order to better understand material. My students are engaged in some sort of reading activity every single day. They have improved their group discussions to the point that they can assign their own roles and effectively discuss the material at hand. Students connect our learning in class to their lives outside of school and often verbalize those connections in group or class discussions. They are capable of independent learning in the following areas: reading, writing, discussion, and reflection.