Describe Yourself Based on Your Partner

What does the person I paired you with say about you?

Students in Reading Workshop are constantly working in pairs, and small groups.  Almost every project has at least one part that requires teamwork.   Sometimes this might be a brainstorming session.  Other times partnership might be for revising and editing a piece of writing.  Frequently it is just a couple of minutes to share ideas.

Although occasionally students are paired randomly, most of the time partnerships and teams are put together in a way to ensure success.  

Reasons students are partnered might include:

• A strong-minded uncompromising student is put with a similar student just to force both to work together to be successful.  
• Quiet, easy going students are put together to build leadership skills.
• Students strong in a certain area are paired with a student that is struggling.
• Students struggling might be partnered to work through troubles together.
• Students that don't care are partnered to force them to deal with common attitudes.
• Natural leaders are grouped in situations that allow them to utilize their strength.
• Creative students are placed together to stretch their limits.
• Creative students are separated to allow leadership and growth.
• Boys and girls are partnered so that differences in thought processes can increase chances of success.
• Reluctant learners are joined with enthusiastic students to motivate them.
• Enthusiastic students are partnered to allow them the chance to immerse themselves in a project.
• Friends are put together just so they can be with each other.
• Students that are not friends are put together to help expand their circles.

These are just some of the reasons students work together.  Regardless of the reason, working together and the cooperation this demands is an extremely important skill.  How students deal with a partner, or contribute to a group is always reflective of their attitude and work ethic.

What kind of a partner are you?  Describe yourself based on your partner.

Image from http://vik.podbean.com

Sixth Grade Outdoor Ed. Camp

We are back with a few bruises, scrapes, and a little poison ivy, but a good time was had by all. The Laurelville students did an awesome job facing challenges, and working with their group to succeed.

GREAT JOB, LAURELVILLE SIXTH GRADERS!

A special thanks to all of the staff members who made this possible including Mrs. Griffey, Mr. Congrove, Mrs. Stevenson, Mrs. Blubaugh, Mrs. Cartee, Mrs. Bower, Ms. Fraley, and Mrs. Caudill. Also thanks to our special guests, Mr. Guthrie, Deputy Thomas, and Ms. Bowlby.

More on camp later.

Group Work

As part of the Sixth Grade Outdoor Education Camp experience, students must cooperate and work as a group. In order to prepare students, they will have several opportunities to work together, and get their group ready for camp.

Today students had to make 2 lists:
The Top 10 Things That will Help a Group Succeed The Top 10 Things You Don't Want to Happen at Camp

After making the lists, students then shared their top three with the entire sixth grade class. Their lists were interesting, and the groups worked well together. Below is a compilation of the lists.

The Top 10 Things That will Help a Group Succeed

1. Teamwork
2. Encourage each other and be supportive
3. Respect group members
4. Follow camp rules/behave
5. Try your best
6. Don't give up
7. Respect Oty Okwa staff and teachers
8. Believe in yourself
9. Be Understanding
10.Have fun

And on a lighter note

The Top 10 Things You Don't Want to Happen at Camp

10.Don't forget to pack your underwear
9. Don't talk to Mrs. Stevenson before she gets a diet Coke in the morning
8. Don't pee in the pool
7. Don't run out of hot water after you go through Fat Man's Squeeze
6. Don't make Mrs. Griffey yell
5. Don't sleep in the bunk next to a snoring female teacher
4. Don't break a leg
3. Don't get poison ivy
2. Don't pass gas at dinner

1. Don't get sent home

Outdoor Education Camp

All thoughts in the sixth grade are centered around Sixth Grade Outdoor Education Camp at Camp Oty Okwa. Tonight (5/19/08) is our parent informational meeting at 6:00 in the cafeteria. Students will receive their Camp Book at this time. It includes a schedule of activities, supplies needed, camp rules, and camp groups.

Sixth Grade Camp motivates students to work as a group member to achieve common goals. Activities also push students to achieve individual success and overcoming fears to reach goals.


PLUS, CAMP IS THE MOST FUN YOU CAN POSSIBLY HAVE IN SCHOOL!

Scary Story

Today we will be writing a scary story. When I told students this last week, they thought I had lost my mind. "It's not Halloween," they said. "Why would we do it in May?" they asked.

Well, funny you should ask that. The things we will cover include:

1. The plot and developing problems;

2. Descriptive writing and adding supporting details;

3. Punctuating dialogue;

4. Character development;

5. Building a narrative to a climax;

6. Cooperation and writing with a partner;

7. Edditing-git that speling write;

8. Writing with an introduction, body, and conclusion.

The assignment is to write a scary/horror story. BUT, shooting or guns, and stabbing or knives, or killing in any way is NOT allowed! All injuries must be incidental or accidental. The focus is on scaring the reading in only the most imaginative ways!

I can't wait to read them.

Problems in Writing

All good writing has problems, lots and lots of problems, with lots and lots of details. The more problems in a narrative, and the more descriptive the writing, the more the reader will be engaged. Problems are what give the story a body. They create the interest by getting the reader to insert himself into the story, to think of solutions, and to root for a character to succeed or fail.

Today, students brainstormed a list of problems that could occur in the setting where their scary story takes place. Each partnership came up with problems that might fit in a horror story. These problems had to be realistic enough to be believable, but "sick" enough to fit into a scary fictional narrative.

Once each group came up with a list of 8 - 10 problems, we came to the circle, and shared ideas. Then students revised their essays, inserting new problems and adding details. As we continue writing and improving these stories, I am sure the final drafts will be excellent and eerie.

Two Person Journal

One journal, one topic, one file, but two writers make a Two Person Journal. Students were partnered with a peer from another class. A folder with a file was created on the Laurelville server. The page was divided down the middle using a two column table. For the rest of the school year, students will write each day about a different topic.

This system has an advantage over a regular journal in that the writer has an audience. Everything written will be read daily. Also, with a peer to share ideas, comments, opinions, and information, it means more. Whether students write about books, school, friends, hobbies, family, or any other topic, they know a reader cares about what they have to say.

I originally did this project with composition notebooks that students shared. Now, with the technology available in Reading Workshop, students keep a common Open Office Word file saved on our file server. They can each write to the file from anywhere in the school. Because there is a computer for each student, they can access their file during class each day, read their partner's post, and respond.

This is a great motivator for students. After all, what does every writer want? To be read, of course.

Achievement Vocabulary

Tune up that achievement vocabulary. "What," you say, "is achievement vocabulary?" Certain words are contained in Achievement Test questions. Now, I am not going to say that their only purpose is to challenge students, but they sure make the questions harder to understand.

Why say: How does the ending show what the writer felt?

When you could say: Analyze how the author's purpose is defined throughout the conclusion. Use detailed description to illustrate your position.

Now, I get that this is a reading test, but geesh, ask the question! It almost seems like the test writers from the Ohio Department of Education find the most difficult way possible to ask a question.

Anyhow, today we looked at specific words necessary to understand test questions. You can view most of the words at the Reading Workshop Wikipage. Students studied in rotating four person groups and then we had the big challenge. Students played Around the World, defining the words.

Congratulations to the winners: Shayna T., Micah L., Connor H., and Shelby C.