I want to revisit the picture of the para working with the three girls researching chimpanzees. The three girls participating in that collaborative group (only 1 is technically in my research group because the other two will be moving any day) are all performing significantly below grade level in literacy. They struggle with idea development, organization, and spelling.
During writing workshop these three students have been working with the para at my horseshoe table daily. She has been reading the text to them (because it is significantly above their reading level) and they have been working together to identify the facts that they need to put in their books. They talk through what they need to write and then she writes it on the whiteboard. These students struggle with spelling also so their writing would be very difficult to read. The three students have really enjoyed working with the para in this capacity and have been much more successful during this writing project that they have been during other units. They all are very interested in their writing topic and actively participate in the conversation daily. The para is providing guidance as needed with both idea development and organization of the information.
Comparing the product the girls are producing with the paras assistance to the work they produced when we did the on-demand writing will be very crucial evidence in showing how buddy writing can be very beneficial for struggling/reluctant writers.
When you say the girls will be moving do you mean actually switching schools? It is wonderful that they are able to work in a small group since they are performing significantly below grade level. That would be very challenging without that extra assistance. It is great that the para is able to read the text to them and help them with finding facts about their animal in the text. Are these activities similar to what the para normally did with these students before beginning the research project? Have you explained to this person all about your research project?
ReplyDeleteI think that is a great set up for these girls! I'm sure they are really benefitting from the collaboration with the other students as well as the teacher. It sounds like she is scaffolding the instruction well.
ReplyDeleteYes I agree with Jill. I really think that it's great that you are allowing students to work with one another. I think that students are able to gain a better understanding that way when they are able to work with peers who understand their perspective and can relay information in a way that is relatable to them. Does that make sense?
ReplyDelete