[LIT] .Re: test-prep

[Lucinda Marcello]

May

I have a real rowdy class before lunch. I put the rowdies in a group. It 
works for 5-10 minute when they are competing
for grammar review and then they disrupt only each other. Try it.

Also, I prepurchased 50 cent ice cream passes for lunch. So I have awarded 2 
passes for a free ice cream pass to my before-lunch class once a week. In 
addition, it is a big deal to be first in line at lunch or near the front of 
the line. So I talked to the lunch monitor and got permission to print out 
"front of line tickets". I have given those out and they love them with no 
cost to me. They go to the front of the line if they behave, tried hard, 
etc. I make the criteria to fit the scenerio before lunch or even in other 
classes. A more mature teacher gave me that idea....and it works.

Anyone have any other motivators for grammar, etc.?

----- Original Message ----- 
From: "May Dartez" <maydartez at charter.net>
To: "A list for improving literacy with focus on middle grades." 
<lit at literacyworkshop.org>
Sent: Thursday, April 05, 2007 4:15 PM
Subject: Re: [LIT] test-prep


> Lucinda,
>
> I agree that their attention spans are so short. That's the biggest
> problem I have found
> while trying to prepare my students....and sometimes the motivation is
> lacking, as well.
>
> I have a set of white boards in the room and am planning to use them
> some next week. The problem
> is that whole-class work is very difficult with the very difficult
> group of sixth-graders we have this year. (We call
> them the party animal class!) This makes quiet worksheet work, etc.
> necessary for at least half of the period
> (broken up into pieces of course.)
>
> I really like your idea of following a short, whole-class review with
> individual practice and then group grading.
> They are also very motivated by competitions, etc. so I love your idea
> of having rows compete:)
>
> Thanks for the great ideas!
>
> May
>
> On Apr 5, 2007, at 6:55 PM, Lucinda Marcello wrote:
>
>> My experience
>> was to keep it moving and short for the grammar review. I did a 5-7
>> minute
>> review, they completed a worksheet on their own for 5 minutes, then
>> shared
>> with their neighbor for 2 minutes then we graded it as a class (another
>> review) scoring it. I tried to have them try their best (compete) in
>> teams
>> of rows. Still not perfect but they liked the format of SHORT grammar
>> lesson, individual work, we grade and review, then see what row/team
>> did the
>> best. I gave away pencils to everyone saying they ALL did so well.
>
>
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