For my intervention group this rotation, I have 22 sixth graders who have been identified as having an aptitude for English, which is a 180 degree switch from the groups of reluctant readers I've worked with so far this year.
My plan? Some advanced word study based on Greek and Latin, along with an examination of Greek drama and mythology and a little playwriting.
I knew I was on the right track with these kids yesterday when I told them we were going to start the session with a spelling inventory. Their spirits were high as they sharpened their pencils and cheerfully numbered the papers in front of them.
"Is it hard?" asked one.
"Sort of," I answered.
"Bring it!" said another.
And then today?
All they wanted was to see how they did on the test and then to correct the words they misspelled.
My!
That
is
different.
My plan? Some advanced word study based on Greek and Latin, along with an examination of Greek drama and mythology and a little playwriting.
I knew I was on the right track with these kids yesterday when I told them we were going to start the session with a spelling inventory. Their spirits were high as they sharpened their pencils and cheerfully numbered the papers in front of them.
"Is it hard?" asked one.
"Sort of," I answered.
"Bring it!" said another.
And then today?
All they wanted was to see how they did on the test and then to correct the words they misspelled.
My!
That
is
different.
"Different" in a way that leaves me with a whole lot of questions about that intervention period.
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