In my last blog post, I shared resources for helping students learn about our nation’s capital and national monuments, as well as a new TpT product I created, inspired on my trip to Washington D.C. I have been using this activity with a few of my tutoring students, and it’s going SO well! I hope that you will get just as excited about this idea as I am and consider using this in your elementary or secondary classroom next year!
I first started out showing a presentation (the TpT product) to see if they recognized and knew what the monuments were for and who/what they honored. Next, I showed my students photos of some Americans who do NOT have a national memorial and may deserve one (this is also in the presentation).
I had my students choose one of these individuals or groups I had on a list (see right) or they could also choose someone of their own choice). Next came research to find out what these people did to make them worthy of our acclaim. To save time in our hour-long tutoring session, I linked some Newsela articles and web pages from kid-friendly sites such as Ducksters and Kiddle. After researching and taking notes, I let the students choose to do either a persuasive writing piece or presentation to convince others that this person or group deserves a monument!
Finally, I plan to have the students design the memorial, using online tools/apps, drawing or building. (I will update on that later!) I also love the idea of using Legos…this idea came from a recent blog from Diary of a Not So Wimpy Teacher!
One of my students chose Katherine Johnson, the famed NASA “computer” whose work helped astronauts get to the moon. She is using this graphic organizer on the left to research. Another student chose the female codebreakers from WWIIand chose to not do the organizer, but still is taking notes in an organized method (photo on above right). This student and I are beginning our tutoring sessions with code-breaking activities; some from the Kid’s Zone on the CIA website and some Crypto Mind Benders from The Critical Thinking Co. He brought one of his school papers to show me that he had written his name in code and his teacher figured it out! Check out our photos below:
To help him with his thesis statement for his persuasive presentation, I had him use a graphic organizer from ASCD that I’ve used with students in the past. It is such a simple, visual way for students to craft this statement. I first modeled for him as if I was doing my research on why Sacagawea needs a national monument. Our thesis statements actually ended up more like opening paragraphs, but that’s okay. He got the idea!
I am so excited to see what my other students do with this activity; I plan to have more do it over the summer, so watch for further updates! My next blog will continue my “Travel and Teaching” theme, with more resources for students to learn about our nation’s capital and another TpT product to go along!
“What one learns in a classroom is just a very small part of learning process . The real learning starts when one crosses borders and travels miles for the real knowledge.” – Vivek Sahni
One of my passions, besides teaching, is travel! I have always believed that the classroom is not the only place to learn; in fact, I’ve learned some of my most lasting lessons while traveling. Back in my classrooms days, I brought back my experiences and lessons to my students so they could experience more of their world as well. I did this in a number of ways: through slideshows, displays of souvenirs and photos, and research activities on people and places. While working as a GT facilitator, I would post photos of my travels on Edmodo or Google Classroom and give the students challenges where they had to find out information about whatever was in the photo. I offered digital badges to those students who would complete the challenge first. I am still doing this with my tutoring students; when my husband and I took a two week trip to Italy in 2017, I left all of my students with some reading, writing and research activities on Italy.
Last week, I finally made it to Washington D.C.! I can’t believe that someone who loves traveling and history, and has gotten to be this old and has never been there! I was also passionate about teaching my students American history and government! We were headed there to attend my stepson’s army reenlistment ceremony; it was going to be held at the National Archives Museum in the rotunda (more on that in my next blog!). I began planning in earnest to visit the places that my students (and my own daughters) and I had read about or seen in photos and movies. I have provided photos and links below that you help your students learn about these places and people. In addition, my visit has inspired me to create some learning activities for my tutoring students, and you will be able to use these activities with your students a well (more at the bottom of the blog)! Off we go to our nation’s capital. (All photos are by me unless otherwise credited.)
First, some general resources for you and your students on Washington D.C.
Our first day was spent on the National Mall. We, unfortunately, chose to go there on not just a Saturday, but on a day when the cherry blossoms were in full bloom! The crowds and traffic were insane, and to get anywhere on the mall, you had to walk quite a bit. But we managed to see several sites and loved learning about them with an audio tour from Atlantis Audio Tours. Here’s what we saw on the mall, with links for you and your students:
Washington Monument: The Monument was closed for repairs…but I didn’t mind…just seeing it was amazing!
A lesson from the National Park Service in which students can see and analyze primary sources, as well as learn about the qualities of a leader and why George Washington was chosen to have a monument built in his name, as well as design their own monument for a leader of their choice.
World War II Memorial: Another amazing place to visit! In the audio tour, we learned about the features of the memorials and the significance of the bronze wreaths and rope connecting all the state and territory columns. In addition, there are famous quotes, engraved on the walls, from Franklin Roosevelt and others about this war.
Five lesson plans from The Friends of the National WWII Memorial, featuring “a culminating activity called, “World War II at the Memorial” connecting the lesson directly to features of the National World War II Memorial addressed in the lesson.
Lincoln Memorial: We arrived here with tired feet after starting at the Washington Monument, and slowly climbed the crowded steps. But it was all worth it when we turned around to view the iconic view toward the Washington Monument, the same one Martin Luther King, Jr. saw during the “I Have a Dream” speech.
On this interactive site, you and your students can view panoramic views as well as videos that discuss Lincoln and his memorial.
The Jefferson Pier: I know, you’re saying…”The what?!” But this is actually quite interesting and we would not have known about it except for our audio tour. This little nondescript marker (almost looks like a “mini” Washington Monument!) once had great ambitions of marking the prime meridian of the United States…if Thomas Jefferson had had his way! From the website Adventures in DC website: “He (Jefferson) had it located on the southern bank of Tiber Creek due south from the center of the White House and due west from the center of the U.S. Capitol. The creek no longer runs through the National Mall, but the stone remains.” Boats used to dock near this marker (the Potomac at that time came up near this point) to unload materials for building the Washington Monument. This poor little marker never became the U.S. Prime Meridian as our country chose to use the more standard Greenwich Meridian.
There were several memorials we were not able to get to, either due to time or exhaustion…but here are some teaching resources for them:
National Monument and Memorial Challenge: I wonder how many of our students across the country, who have not been to the DC area before, know about all the memorials for famous Americans…not just those on the National Mall, but many more located around our country. I created a visual challenge in Google Slides for my students to see how many they could identify and if they knew who that famous person was. In this presentation, you have a photo that shows the monument with no label, and then one with the label. At the end of the presentation are photos of some famous Americans who do NOT have one. I am having some of my students choose one of these persons, research them and then write a persuasive piece about WHY this person deserves a memorial. The students will then have a chance to design the memorial using whatever medium they would like. This idea is based on a lesson idea from the National Park Service.
This National Monument product is ON SALE on Teachers Pay Teachers, Here’s the LINK! If you like these materials, please let me know in the comments or in TpT reviews.
All balanced literacy elements defined! Stay tuned for more blog posts going more into depth on these elements and how they can be used in content area!
This past week I had the honor of presenting three sessions at the annual conference of the Colorado Council of the International Reading (CCIRA). It so happened that my three sessions were on the same day, so it made for a very LONG day, but in retrospect, it was probably better as that was my entire focus for the day. This post will be the first of several covering the highlights of each of my presentations.
First up, balanced literacy! Depending on where you look, there are many different definitions of balanced literacy. Here are the ones I used in my presentation, and the ones I agree with based on my training and experiences.
In my district literacy training sessions for the Douglas County School District in Colorado, I trained hundreds of teachers on a total of TEN balanced literacy elements! WOW! The number one question I received… “How do you fit all of these into your daily literacy block?” The answer…you DON’T!In order for all of the elements to receive the same amount of attention, teachers MUST use these elements in ALL parts of the day…every content area! This should continue into secondary schools with content area and elective teachers using literacy in their classes as well. The importance of content area literacy cannot be stressed enough!
In this first post, I’m going to define each of these elements for you…some, of course, you will be very familiar with, but others may be new to you.
ALL OF THE ELEMENTS BELOW WILL BE DISCUSSED IN FURTHER BLOG POSTS!
Read Aloud with a Purpose (I Do): This is a separate time from the “sit on the floor in front of the teacher and listen to her/him read a great children’s book”…which IS always important to do in classrooms, especially primary, as it instills a love of reading and introduces genres and authors to kids. However, Read Aloud with a Purpose is used in short increments several times during the school day. It’s defined as:
The teacher chooses a read aloud based on a specific teaching purpose (strategy).
As the teacher reads aloud, she/he “thinks aloud” about the reading and offers explicit instruction on the strategy.
Students then will practice the modeled strategy in guided and independent reading.
Shared Reading (We Do): In shared reading, the text is once again chosen by the teacher for a specific strategy. The students and teacher all look at a projected or enlarged piece of text together and read in unison. If this sounds like choral reading, it’s not, because again, the teacher is using that text for a specific teacher purpose and a lesson comes during or after the choral reading. The bonus is that students are practicing fluency skills and hearing a fluent reader read with them. Shared reading works especially well when the text is a bit more complex than the usual text students read. (Image from this website.)
Guided Reading (We Do): I’m sure readers of this blog have different understandings of what guided reading is…I am using the most common interpretation popularized by Marie Clayand Fountas and Pinell, among others. Guided reading is a time for strategic teaching based on the needs of the students, ones who have been grouped together because they have similar strengths and weaknesses. There is a specific purpose for the lesson each day, and the teacher works with both the entire group, as well as individuals as needed. This is also an excellent time for teachers to observe reading behaviors in their students.
Book Clubs (We Do/You Do): Just as with adult book clubs, these are small groups reading and discussing works of literature that are appropriate for them. I’m torn between “we do” and “you do”. Teachers do have to provide the initial guidelines and structure, but then he/she must be willing to step away and be a part of the book club, as both a participant and observer. This is an excellent opportunity to just enjoy reading and discussion without specific teaching strategies, but the teacher can gain a great deal of information on both students’ reading behaviors, as well as comprehension and vocabulary skills.
Independent Reading (You Do): Most students should now be ready to take the skills and strategies learned in the previous elements and apply them to their own independent reading. The teacher is either observing reading behaviors among his/her students or conductingindividual reading conferences.
Modeled Writing (I Do): This is the teacher’s time to write in front of the students using a specific teaching purpose. The teacher uses a write-aloudto let the students know the process he/she is using. In addition to being a model for good writing, it’s also important that the students see mistakes and frustration from the teacher and how he/she works through that.
Interactive Writing: (We Do): This is sometimes called Shared Writing. The teacher and students negotiate the wording in a planned piece of text and then share the pen to create the writing. Once again, the teacher has a goal and purpose with this element, although often when the students have the pen, many other teaching opportunities may arise. This is an excellent way to create anchor charts of the classroom instead of the teacher creating one or purchasing one. The students have much more ownership and understanding of the chart if they are involved in the creation.
Guided Writing (We Do): Just as in guided reading, the teacher has created groups of students that reflect strengths and weaknesses observed in students or obtained from data. The teacher has a specific teacher purpose and collaborates with the students on creating a piece of writing. Often this writing can be used as a model when the student continues independent writing on their own.
Independent Writing (I Do): The student takes all of the strategies and new learnings from the teacher modeling and group collaborative work and uses them in his/her own writing. The teacher should use this time to do 1-1 writing conferences so he/she can observe the student’s writing behaviors, as well as provide support in difficult areas.
Interactive Editing (We Do:) This is probably the element that you are least familiar with, and it has nothing to do with the type of “editing” done in writing. In this element, the teacher guides students in using higher-level thinking, as well as creativity, in transforming a piece of text into another format, such as a summary, three column notes, a text, message, etc. This is an element that is already used in content areas!
Independent Centers or Independent Work: While the teacher is working in Guided Reading or Writing groups, the students can be engaged in independent work or centers…and the centers do not just have to be literacy-based; they can be based on any content areas!
In future posts, I will share more ideas on how you can use all of these balanced literacy elements in not only reading but in all content areas!
Photo Credits: Featured Image: Pixabay All other photos, unless otherwise noted, from my personal photo files