1. I think teachers feel strongly about Cold Call because students know Cold Call is a possibility and can increase the likelihood that students will anticipate being called on and be actively engaged. It also can foster positive engagement because students may not volunteer to answer because they don't think they know the correct answer. When they are called on, they can surprise themselves.
2. For a story element lesson reading Dog Breath to 1st graders, I would Cold Call after reading the first page to ask if students could predict what Hally's big problem might be from the illustration.
After reading the second page, I would Cold Call and ask students look at the illustration and tell me one way that they can tell Hally's breath is very bad.
After finishing the story, I would Cold Call and ask a student what the miracle was that happened for Hally.
The first student I Cold Call would be one who I know is paying attention. Then, I would call on students who need a little "nudge" to participate or feel confident.
3. Repeat-I would say, "The conflict of a story is..." and the students would respond, "the problem".
Report-I would say, "What is the conflict or problem for Hally?" and the students would respond, "her bad breath".
Reinforce-I would say, "Can anyone tell me how the problem was resolved for Hally? Yes Brianna, the family changed their minds about her breath. Class, what problem was resolved?"
Review-I say, "What is the first thing the children tried to cure Hally? (A breathtaking view) Ok, an what was the second thing the children tried to cure Hally? (A movie to leave her breathless)"
Solve-I say, "How did Mr. and Mrs. Tosis change at the end of the story?" Students respond they accepted Hally's breath as a good thing.
4. When I use Wait Time, I want my students to really think about what I am asking them. I want to give them more time to think of the correct answer instead of simply an answer.
No comments:
Post a Comment