TWS Continued and Concept Attainment

In conducting my preassessment I found out a lot of helpful and encouraging information. The indicators that I am teaching are ones that I have already taught this year and we are working on reviewing before the OAA. I was happy to find out that most students had some grasp of each of the three indicators. Hopefully, I can use this to my advantage while teaching and use students who have mastered particular topics to help with the students who are struggling more. I would like to partner students up while working on the activity I have planned and I think the preassessment will be very helpful in creating these partner groups.

When thinking about Concept Attainment in my reading classroom I at first found it a hard method to use. The main reason was that I was unsure how to incorporate pictures into the concepts that I teach. However, once I spent some time thinking about it there were a few concepts that I thought I could use it with (though some may be a stretch and they still don't use many pictures, but instead word examples):
- setting
- affixes
- parts of speech
- reliable resources to use when researching

As I was thinking about this model I thought of a game that I play with students orally if we finish class early and have a little extra time. I call it "I'm going on Vacation..." and I begin by saying something that I am bringing (example: book). Then students suggest things that they would like to bring. I tell them yes or no based on the category my item belong to (example: something that can be read, other things they could bring then would be a magazine, newspaper, etc.) It is similar to this model in the fact that students have to find the common theme between the objects. They love guessing the pattern and that makes me believe that they would enjoy this model used in my classroom as well.