There are a few procedures that help interviews go smoothly. The teacher has every child write their own name on an index card. This teacher had each boy write on a blue index card. Each girl wrote her name on a pink index card. The interview markers are kept in a special interview container (pictured next to the blue and pink index card container). The teacher has removed the yellow marker since the children would not be able to read a chart made from the yellow written chart.
The teacher pulls the card, then the child chooses a marker color. The picture that is not shown is the actual interview. This needs to be a chat, or a discussion between the child and the class. The teacher is NOT writing (yet). The teacher asks, “What do you want to know about your friend?” The child being interviewed needs to call on people in the class. She needs to use her peer’s name. If she does not know the name, she needs to say, “What is your name?” Then the child asks the question. It is important that the children are not only asking the same four questions since it will get boring for everyone, not just the teacher! The conversations and interview might seem a little stilted in the beginning, but with patience and modeling, it will improve. The children will learn to talk to each other and learn each others names.
After the conversation wanes, the teacher will record four sentences based on what 4 peers say about the interviewed child. The interviewed child calls on a child, the child says something he learned about the child in the interview. The teacher records the sentence on the chart. Repeat child 2. Repeat child 3. Repeat 4.
Interviewed child points to the words and all students read the chart together chorally.
Read other charts on other days chorally.
Filed under: choral reading, interviews, rereading | Tagged: Debra Renner Smith, interviews, writing, Writing Workshop | Leave a Comment »
The teacher has this chart by their rug for whole group choral reading work. The popcorn word, see, was placed by the chart, Jack. The children said, “See our chart!” The popcorn word will be moved to the window soon as in ‘see out the window.’
This is the interactive chart in the same classroom that will be used later in the week. The line, “This is Jack in pieces small.” does not have a small pumpkin YET because the teacher did not read and complete this activity with the students at the time of the picture. The teacher and the students will cut the pumpkin into little pieces together.
