Providing small group or independent work time frees us up to provide support for small groups of students. Reflect, reassess, and reteach (if necessary).Īs we ask students to respond independently or with small groups, we should analyze their performance and adjust instruction to meet students’ needs. When offering choice with short stories, it’s a good idea to have texts available that represent the variety of reading levels in your class. This approach works best when teachers have already modeled expectations and examples and students have had some time to dabble with them. If you’re feeling ambitious, try allowing students to select the skill they feel they need help with the most. Simply allowing students to choose what story they’d like to practice a particular skill with is a good start. That’s understandable, especially if you are used to running a tight ship. Some teachers are uncomfortable with giving students complete freedom. It’s difficult for students to demonstrate mastery of skills when we are leading the discussion and guiding them to the “correct” answers. This freedom allows students to select stories they enjoy while also providing us with data we can use to reassess understanding. Give students choice to work with partners or small groups for a second round. Teachers can easily move from guided practice in whole class or small group format to more of an individualized learning approach. This approach works well in readers workshop or other student-centered classroom formats.
#ROALD DAHL SHORT STORIES FOR 8TH GRADE HOW TO#
Instead, older students can gain insight when a teacher models how to analyze the way a character’s motivation impacts the story’s conflict. They probably don’t need for us to model types of conflict, for example. Students are often adept at basic comprehension level skills. I suggest modeling and discussing reading skills with one whole class study of a short story. They point out misconceptions I might not have anticipated. Pre-assessments don’t always give me valuable information about specific students, but they do sometimes help me to see a bigger picture of what the entire class might need. When teaching short stories, always establish and learning objectives and identify related standards first. What do you want students to be able to do before, during, or after reading the story? Collect student evidence.īefore reading, I suggest giving students a pre-assessment so that you can accurately assess current understanding and track progress. What is your purpose for reading short stories? If your answer is “because it’s in the curriculum map,” “because students like them,” or “because it’s what I’ve always done,” it might be time to re-evaluate. SHORT STORIES: A TEACHING APPROACH Begin by establishing a purpose. In this post, I’m sharing the stories I’ve used most commonly at the ninth grade level and what standards I cover with them. We just don’t know which stories students will have already read when they enter our classroom. Not all schools within a district use the same textbook series. The answer is fuzzy because not everyone uses a textbook. There is no clear right or wrong answer for that question. People often debate which short stories should be taught at which grade levels. Yet, they are versatile, so you can really incorporate them whenever and however you want. Short stories are quick and applicable to so many learning standards. A short story unit is the perfect way to begin a school year.