Every semester new ideas emerge about the "green sheet," the Reading Lab's assignment and attendance form. (Click a sheet image to view a larger pdf.) The comment tool in our blog could be a very productive space to gather constructive criticism for improving the form. Since there are issues with the form itself and, more importantly, there are issues with assigning specific lab resources, let's start the discussion in two different ways: 1) How might the form itself be improved? and 2) Which (two or three) activities work best with which course level? Hopefully this will help teachers target specific resources and help students work with more focus, depth, and comfort. Thanks!
4 comments:
Here are some suggestions for the arrangement of information on the green sheet. I think it should be both teacher and student friendly.
One possibility is to categorize the green sheet by activities, skills--main ideas/topic sentences, reading speed, vocabulary in context, vocabulary-word parts, etc.
Another is by course, with each course getting its own green sheet with activities that reinforce the course objectives. This would be useful to the instructors who teach 90 and 92.
I have a K green sheet master, and I fiddle with it to suit my purposes. I have my own copies made in central dupe.
For composition classes, I do think that organizing the sheet by topics would be great, especially as an aid for new teachers to navigate through the maze of options.
Instructors could still get a copy of the master and do their own tweaking and printing.
Hey Craig --
At the higher levels, I have found the Jamestown series to be especially helpful with students. They love when I tell them to read, for instance, about Emperor Norton (an original SF weirdo!) in the Eccentrics book!
I have actually read around in these books, and if one can send the students to their interests, they really glom onto the series. It is much more up to date than some of the other material in the lab.
Monica
One idea for the green sheet is to have it match the blue (or white) sheet that we use to assign materials. Also, perhaps giving the students specific areas to work on in some sequence that replicates the book: main idea, then detail, then inference, and saving the controlled reader assignments and the character, tone, literary terms for later in the semester or for English 19 so students can work on comprehension and vocabulary before working on reading faster.
Thanks for asking,
Carol
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