The holidays are coming up before you know it, it’s time to get some activities ready for this busy holiday season! I remember that December was one of the hardest months for me to teach as I was not only trying to keep excited kids engaged and learning, but I also had all of the family Christmas shopping and preparation going on. So I hope that these ideas will make your holiday season a little easier!
Holiday Roll a Math-Word-Problem Story
My tutoring students and I have had so much fun with this for the past few years, and I wish I had created this during my school teaching days! Many of the students I work with do fine with math computation, but when it comes to integrating reading into math, they have difficulty. So in addition to having students use close reading to SOLVE math word problems, having them WRITE their own word problems opens up a whole new way of thinking. Not only do they need to come up up with a challenging word problem, but they also need to craft a real-world situation around that problem. Here’s a great blog post from Primarily Speaking on having younger students write their own word problems. Here’s another resource from ThoughtCo. for you on how to lead students through writing word problems.
In my product, Teachers Pay Teachers Year-Round Roll-a-Math-Problem Story, I have sheets for Thanksgiving, Christmas and New Year’s (as well as all of the rest of the holidays The product will open in Google Drive so you can make your own copy, and on many of the sheets are links for students to find out more about customs, traditions, and people of holidays. I am also currently working on a Hanukkah one and will update the product in TpT soon. Check the slideshow below to see some past ones written by my tutoring students for both Halloween and Thanksgiving.
Do you want a FREEBIE of this fun, easy activity? Keep reading!
Fantasy Holiday Shopping!
Oh my gosh, my students had SO much fun with this during the last holiday season! This is such a perfect way to get students to practice their math computation skills in an authentic way. I saved all my Christmas catalogs that came in the mail and brought them to the tutoring session, along with the handout I needed for the math work: addition, subtraction, multiplication or division. Students then went on a “shopping spree” using the catalogs, recording their items and the cost and then doing the appropriate computation. I had a few students make a presentation of their “shopping” and had them include WHO the gift was for, and why they were getting that particular gift for them…so there’s a literacy integration as well!
CLICK HERE TO GRAB YOUR COPY OF FANTASY HOLIDAY GIFT SHOPPING!
Using the same “Fantasy Shopping” idea, I had my high school student use her list of vocabulary words taken from texts we had read and then use those words in explanations of what luxury item gifts she could buy if she had the money. I gave her a list of websites with outrageous, incredibly expensive gifts. This was great practice in using words in context, as well as utilizing descriptive words.
Another holiday vocabulary activity I did with a middle school student was to have her choose words from her personal word wall on Padlet (these were words from texts we had read that she was unfamiliar with), and use a FREE account on Smilebox to create greeting cards with these words. Again, a great way to practice writing skills and using vocabulary in context. In her cards below, can you tell which ones her vocabulary words? 🙂
I hope you and your friends and family have a wonderful holiday season!
Here’s your freebie…click HEREto receive your Freebie of the Christmas Roll-a-Word Problem story! Click HERE to purchase the entire year-round set of the roll-a-word problems!
I believe that a classroom library is the heartbeat of a teacher’s environment. It is the window into an educator’s own personality, and it reflects the importance of literacy in the classroom. I believe that every teacher — no matter what subject he or she teaches — should have one.
Growing up, my favorite place in the world was a library, and it still is! As an adult, I have continued to frequent public libraries, first with my daughters while they were growing up and now on my own. I love that the majority of tutoring I do takes place in public libraries! I remember clearly being in the library of Hartman Elementary School in Omaha Nebraska, around 1968 and discovering Little House on the Prairie, the book that for me, changed my life. I had been a voracious reader before that, but this was a book I connected to in a powerful way.
Teachers need to ensure that our students have opportunities to connect with books, right in their classrooms. Classroom libraries are one of the most important elements of a Literacy-Rich Environment. In my previous post on this topic, I provided an overview of all the important literacy elements for a classroom. Now it’s time to delve more into how to make your classroom library the best it can be!
All students must be able to access, use, and evaluate information in order to meet the needs and challenges of the twenty-first century. – NCTE Statement, May 2017
Note the use of the words “all students”. Classroom libraries are most often associated with primary classrooms, but they need to be in intermediate, middle and high school classrooms. One of my former school colleagues, who now teaches middle school writing, sent me photos of her classroom library in response to a request for photos. She said that her students always ask why she has a classroom library if she teaches writing! I applaud her for having the library, pictured below, because as Stephen King says, “If you want to be a writer, you must do two things above all others: read a lot and write a lot.”
But classroom libraries are not just for reading and writing teachers in middle and high school! Content area teachers should not only have books on and about their content in their classrooms but all kinds of reading material…fiction, informational books, resource, magazines, etc. There will always be those early finishers…of assignments or tests. Why not have reading material handy? Perhaps one of those students in your math class might come across one of your favorite books and ask to borrow it? Every teacher can make a difference in the reading life of a student! Check out the classroom libraries in these classrooms: (l–r, top to bottom – science, art, art again and music). By the way, I put out several requests to teachers for photos of classroom libraries in math, science, social studies, industrial arts, etc. and received NO response. Do you know of any teachers who have one? Let me know!
Now, down to the nuts and bolts of putting together a classroom library. In a presentation at CCIRA many years ago, Linda Cornwell, formerly of Scholastic books, stated that students in classrooms with well-designed and well-stocked library collections:
exhibit more positive attitudes toward reading
read more widely for a variety of purposes
demonstrate higher levels of reading achievement
In addition, she suggested the classroom library should:
look inviting to all students
be organized for easy access and materials
include a comfortable area for reading
offer an array of materials from many genres
Some things to consider when organizing your library:
How will you store your books to make sure they can be easily accessible to students?
My personal preference is colorful, plastic tubs, or even just clear ones. But years ago, while in observing in a classroom, I found this unique storage system…one of those rotating racks they have in stores for browsing!
Do you have guidelines for the use of the library?
I’m sure you don’t want students getting up in the middle of an important lesson to browse for books, so you need to let them know then the library is “open” and when it is “closed”. You could create some signs for your library letting them know when it’s okay to browse. In addition, there need to be guidelines for when students are using the library…here are some ideas:
how to respect books
how to shelve books back in the correct place
the use of quiet voices in the library and the importance of respecting others’ reading time
Have you shown students how to find materials? Are there signs to help them?
Just as modeling when teaching something new to your students, you will need to model and/or explain how to use and check out and return materials from the library. The younger the student, the more modeling is needed. For secondary classrooms, the procedures can be more relaxed, but I’m sure you still don’t want to lose everything in your library! Check out this teacher’s blog post on how she introduces her classroom library to her students!
How have you categorized and arranged the materials? Does the organization promote the reading of different types of materials?
I love that Teachers Pay Teachers have sellers who offer book bin labels in all genres! And of course, you can always make your own!
I found several blogs and websites for ideas on how to organize your library. This blog discusses organizing the library by genre; Reading Rockets stresses that there is no right or wrong way to organize and they offer several suggestions, including the reminder to LABEL your books so they can find their way home if misplaced. Here’s a blog on Scholastic with more organization ideas.
Does your library invite browsing and using? Is there a comfortable area to read?
Check out these photos and decide for yourself! (Note that you don’t need to spend a lot of money to make it inviting and have comfortable seating…pillows, a rug, a lamp, beach chairs….just simple things will work!
Do many of the books have their covers facing out?
I had never even thought about having my books facing out (probably because I was an intermediate teacher coming from a high school teaching job) until I read the chapter in Jim Trelease’s book, The Read-Aloud Handbook, and learned about rain gutters in the classroom…wait, what? Rain gutters? YES! Trelease promoted the practice of hanging rain gutters on your classroom wall in order to house books with their covers facing out. Think about it…when you go to a book store next time, look around to see HOW many books are facing out so buyers will notice them. So, the same thing in the classroom; books facing out will help the “buyers” in your classroom notice books easier. And while you are teaching a lesson, those students whose minds wander can study all the books and decide which one to check out sooner.
After I talked about this idea and showed photos at our district literacy training sessions, we suddenly had a rash of rain gutters popping up in classrooms! Eventually, when new schools were built, shelves specifically for this purpose were added. But even if you don’t have shelving like this, there are other ways to have your books facing out. Check out the photo gallery below.
Oh, and last but not least…if you are a new teacher who does not have many books for your library, and you can’t necessarily afford a binge at Barnes and Noble…here are a few ideas for finding books:
The motivational quality of comic books constitutes an enticing appeal to reluctant readers that may serve to hook them on reading. If we can get students to read and enjoy reading, strategy instruction will become both meaningful and effective.
In my last post, I discussed how I used to teach literacy to my 5th and 6th graders through genre study… the best thing I ever did in teaching literacy! I also introduced my new Teachers Pay Teachers product, a complete genre study unit for both elementary and secondary teachers!
One of my genre categories in the product is graphic novels and comic books. I was a HUGE fan of comics back in the 60s and 70s…my two favorites were the Archie comics and DC Illustrated Classics (two VERY different comic book genres!). I was already a passionate reader of regular books, so unlike other children, comics weren’t instrumental in me learning to read, but just another genre I loved!
However, for many of today’s children, who grow up surrounded by a plethora of visual media, comics can provide the perfect gateway into reading, as can graphic novels. While teaching my genre units back in the 90s, I did not even remotely think about using comics as a genre (I wish I could go back and yell at myself!), and graphic novels were not common yet. Today’s teachers have a wealth of resources in both of these areas to share with their students!
Back in May of this year, I attended the Denver Pop Culture Con, which is presented by Pop Culture Classroom, whose mission it is to “inspire a love of learning, increase literacy, celebrate diversity and build community through the tools of popular culture and the power of self-expression” (taken from the home page of their website). This organization provides a wealth of resourcesfor teachers who want to introduce the genres of comic books and graphic novels into their classroom, as well as resources on how students can create their own comics!
I attended several sessions led by authors and artists of comics and graphic novels who shared some of the latest and greatest graphic novels out there; so many of them turn events and people in history into a comics format; others include more diversity in their characters. I took plenty of photos of the books they were discussing…check them out below in the slideshow with my descriptions/thoughts!
Back in my literacy coaching/training days (2006=2009), I learned about Comic Life and loved all the ways the teachers in my district were using these! I’m sure Comic Life is bigger and better now, so students can do so much more with this app! Take a peek at the slideshow:
Of course, being a tech geek, I had to try it out as well, so I made a comic about my cat! But see how much fun your students could have both writing and reading through a comics medium?
I plan to have several of my tutoring students explore this genre in the near future, and will share what they read and create. See below for all kinds of resources for you…and thanks for reading my blog!
..when students learn how to recognize and use genres, they are building the background they need to cope with new and unfamiliar texts. – Emily Kissler, ASCD
Growing up, I was a voracious reader, and all the books I read were from many different genres. While raising my own daughters, I encouraged them to also read a wide variety of genres…and when I started teaching, I taught literacy through genres. No state standard, principal, or colleague told me I had to do it that way; it just made sense to me! By organizing my instruction around genres, I was able to meet both the state and district standards in both reading and writing. In addition, I was able to teach such skills and topics as reading strategies, as well as grammar, punctuation, and spelling throughout our work in the genres.
Here were the steps I used 25 years ago to teach each of the genres and how I think it should be done now:
I would first introduce each genre, going over the defining characteristics of the genre. Now, I would have the kids read several short excerpts or passages from the chosen genre and have them come up with common elements for the genre.
Students would then choose novels from the targeted genre, either from my classroom library or with the help of the school media specialist. One change I would make: in addition to their novel, I have them read several short reading passages in each of the genres, perhaps during guided reading groups. One book in the genre is not enough to expose a genre to the students.
For some of the genres, I would have students write a story in that genre. For example, during our historical fiction unit, I combined literacy and social studies by having them choose a period in history, research that period, then write a short fiction story set during that time period. One year we had a “History Fair” where the students created a display board on that time period, gathered or made artifacts and other books, and shared their historical fiction story with parents and other students. Here are a few photos from that event! Now in our technology era, students could now do a multimedia presentation on their historical period!
After our Folk and Fairy Tale unit, I had students write their fractured Cinderella story. We had stories set on ranches where the Cinderella character lost her cowboy boot, and one in a bowling area where she lost her bowling shoe!
If I did not have students write a story in that genre, we would integrate the arts into the genre study…such as creating Medusa masks to go along with our Mythology unit, or performing fractured fairy tale skits! No updates; this stuff is STILL fun!
5. During our poetry genre unit, my students read, discussed and wrote many different types of poems: haikus, narrative, concrete, free verse, cinquain, diamante, etc. Each student then had their poems put together in a booklet. Later, while working with my GT students, I did the same thing but had them create their portfolio in Google Slides.
After retiring from the school district, I started my own tutoring business and still used the genre approach with many of my students. I found that struggling readers, in particular, have not been exposed to many genres and really need that exposure to them before secondary school. I created a Google Doc listing all the genres so the student could keep track of each genre read and answer questions about the genre.
I also have my tutoring students write in some of the genres. Here a few examples of their writing!
I also created a Quizlet so my students can test themselves on all of the reading genres; click HERE to access it!
I love teaching about and through genres so much that I had to put this entire unit together into a Teachers Pay Teachers product. This is a COMPLETE unit that can be accessed in Google Drive for both elementary and secondary teachers! The unit includes:
Getting students absorbed in meaningful, purposeful literacy activities requires a number of significant changes in the classroom – in the physical environment, in the events and activities, and in the nature and quality of the interactions. – Noel Jones
By now, your classrooms are all set up, decorated and in full use by your students! But I have a question to ask you: Is your classroom Literacy-Rich? During my tenure as a district literacy trainer for Douglas County Schools in Colorado, I trained hundreds of elementary and secondary teachers in a program for best practices in teaching literacy that we called LIFT (Literacy Instructional Framework for Teaching). This program was based on the program, California Early Literacy Learning.
One of the most important components of LIFT was ensuring that teachers, especially those in elementary schools and teaching secondary Language Arts, had a “literacy-rich environment” in their classroom. Dr. Kimberly Tyson defines this environment as: “a setting that encourages and supports speaking, listening, reading, and writing in a variety of authentic ways – through print & digital media”. During our LIFT training, we focused on the following components of the “LRE”: classroom materials, classroom design/layout and reading and writing through authentic activities.
Classroom Materials: The Classroom Library
The classroom materials necessary for an LRE include books, books, and more books, as well as other print materials: magazines, comic books, online reading material, as well as print on the walls, writing materials, and displays of student work. During our training sessions, I spent a great deal of time discussing classroom libraries and how best to make them inviting, organized and useful. As an elementary teacher back in 1994, I had never been taught how to set up an effective classroom library, and mine was appalling, as evidenced in this photo. Yup, that’s it..both sides of the rolling cart filled with books! Inviting…NO! Organized…NO!
At our training sessions, I began by asking our teachers this question: Is the classroom library inviting, providing a range of quality books at all appropriate levels? However, it’s not enough to have an inviting classroom library, it needs to be organized! Teachers can use many methods to organize…using bins/baskets separated by popular authors, levels of books, topics, etc. There must also be a clear and easy check-out system. Check out the photo gallery of some exemplary classroom libraries!
(Click on each picture in the photo tile below for explanation and credit!)
Kelly’s 5th Grade Classroom Library
Leslie’s Pre-School Classroom Library
Carol’s Middle School Book Display
Sarah’s 4th grade classroom library!
Classroom library in Renee’s 2nd grade classroom.
After leaving the classroom and moving into offices as either a literacy, GT or RtI specialist, I managed to hang on to some sort of classroom libraries: (notice the Laura Ingalls Wilder shrine on the right!)
Photo by Jan
Photo by Jan
Classroom Materials: Words All Over the Place!
“A print–rich environment is one in which “children interact with many forms of print, including signs, labeled centers, wall stories, word displays, labeled murals, bulletin boards, charts, poems, and other printed materials” (Kadlic and Lesiak, 2003).
What goes on your classroom walls is important as well! I never learned about an LRE in my teacher prep training, but I attempted it in my 5th/6th-grade classroom…sometimes to excess! Some of my displays probably overwhelmed my students…evidence below:
All grade levels need to have a great deal of print on the walls that assist students with (depending on the grade level) the alphabet, sight words, phonics concepts, writing and content vocabulary. Of course, you can buy commercial posters, make some online, or print on chart paper. But more ownership comes when these materials are created with the help of the students through Interactive Writing (sometimes also called Shared Writing). Check out the interactive writing that students can continue to refer to during the school year…(these were all taken in Douglas County School District classrooms during my literacy training years, 2006-2009). More on interactive writing, including how to use it with older students, and in content areas, in a future blog!
I even tried to maintain a print-rich environment in and right outside of my offices once I left the classroom! This was a display in the hall outside my door for our upcoming all-school Star Wars Day my GT students were planning!
And don’t forget Word Walls! There are so many ways to create word walls: on the wall (of course) personal word walls, or electronic word walls. Content area classrooms in secondary schools should have them too and so should art, music, and PE teachers! More on Word Walls in a future blog!
More tudent written words – Photo by Jan
Word Wall using a felt backdrop; perfect for teachers who track in & out of classrooms!
Abby Schmitz’s personal sight word rings for her 2nd grade students.
Abby’s Word Wall lists
I love how eye catching and colorful this wall is! – Abby Schmitz, 2nd grade a Ruth Hill Elementary in Lincoln NE
(Click on each picture in the photo tile above for explanation and credit!)
Classroom Design and Layout
“The room arrangement should encourage repeated opportunities to interact with literacy materials and activities to practice skills that students are learning.” (Gunn, Simmons, & Kameenui, 1995)
Another question teachers need to ask themselves is: Does the room arrangement support all literacy activities of the instructional framework? How your room is set-up can affect how successful your literacy activities are! What area will allow for a large enough classroom library, where students can both read and browse for books? Where will content print be hung so that students can use as a reference? And most importantly, where is your whole class meeting area? This is something that I never had in my 90’s intermediate classroom; again, I had never been taught or told to have one! But in my classroom visits, I saw the power of this space, not only in primary classrooms but also in intermediate! These areas are used for read-aloud, shared reading, interactive writing, interactive editing (all topics coming soon to this blog!) and mini-lessons. And of course, they can be used for class meetings as well. You also need an area for your small group instruction work. Check out some ways teachers have designed their whole-class meeting and small group instruction areas!
(Click on each picture in the photo tile below for explanation and credit!)
This was my small group area in the RtI classroom at my school!
Here is Abby’s Guided Reading area!
Kelly’s whole class meeting area for her 5th graders.
Children who are successful at becoming literate view reading and writing as authentic activities from which they get information and pleasure, and by which they communicate with others. – Richard Allington, Classrooms That Work
Finally, a literacy-rich environment needs to include authentic literacy activities, not ones created by publishing companies (disclaimer: nothing wrong with using these occasionally, but authentic stuff creates better readers/writers!). NWEA states that: “Authentic learning occurs when activities or projects offer students an opportunity to directly apply their knowledge or skills to real-world situations.” So what are examples of authentic literacy activities? Here are a few ideas in the slideshow below: daily class or personal news, novel character texts (I used http://ios.foxsash.com/), real text from tutoring student to parent using a vocabulary word, thank you notes, a character “Fakebook” page using Classtools.net, or this Google Doc template, and an Instagram template! For more ideas, check out my Pinterest board on the Literacy-Rich Environment for even more!