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!
A long time ago (well two years ago today), in a school far, far away (actually about a 30 minute drive), my students and I planned a school-wide Star Wars Day for May the 4th! Enjoy our photos and hopefully this will give you some ideas for your own classroom or school Star Wars Day! May the 4th be with you!
During my last year before retirement, while working as a GT Facilitator, my entire theme for my gifted and talented students was Growth Mindset. Check out this past blog on how I used this theme throughout the year. My students and I were all big Star Wars fans, so I led them through some project-based learning to plan and carry out a school-wide Star Wars Day! I gave the reins to the kids and had them meet with the principal to get permission, plan with the building engineer for what we would need for the day, and create presentations, a trivia game, and morning announcements promoting the event. Check out the slideshows below to see all we did! And a HUGE thank you to my former students who helped me plan and carry out this day!
“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.
Shared reading can be a powerful collaborative method to help students become proficient readers, and it can be used in all content areas!
Shared Reading is the second in a series of posts about Balanced Literacy elements in the classroom. In my last post, I wrote about Read Aloud with a Purpose, where the teacher reads aloud short pieces of text for a specific teaching purpose. Beside modeling reading behaviors, the teacher also thinks aloud about the text. Shared Reading is the next step; the teacher and class come together to read aloud and discuss text projected on a screen or chart paper. Shared reading is NOT the same as choral reading, which used to be common in classrooms, but now is most often used for fluency and expression practice.
In the gradual release of responsibility model, shared reading falls under “I do, you help” or “We do.” For struggling or reluctant readers, this is a powerful way to help them practice their reading skills without being singled out. The teacher’s voice leads the way, and the students join in. Depending on the text used, shared reading can be a powerful classroom community building opportunity.
The Nuts and Bolts of Shared Reading
The text should be chosen in order to teach a specific reading strategy or lesson
The text should be enlarged via chart paper, document camera or laptop/projector
Students and teachers are reading together from the same piece of enlarged text; students should NOT have their own copy. Students can too easily drop out mentally from the lesson if looking at the text on their desks.
The text should be tracked by the teacher or the student, using either a pointer (if text is on a screen or chart paper) or with a pencil or finger (if under a doc camera).
The teacher’s voice support needs to be heard; this helps make the text accessible to all readers.
During and/or after the shared reading, the teacher and students can discuss the text and/or the reading strategy being used.
Also, the same piece of text can be used all week long for different teaching purposes. For example, on the first day students can respond to the text; the second day, a specific comprehension strategy can be discussed, and on another day, unfamiliar vocabulary can be addressed. The text is read aloud each day by teacher and students to assist with fluency skills. Check out the sample week long plan below and click HEREfor a blank copy!
Texts to use in Shared Reading
Poems and song lyrics: These types of text are perfect for not only fluency practice, but for many lessons on theme, style, vocabulary and inferences. (Stay tuned for my next blog on shared reading lessons using song lyrics!)
Content area text from textbooks, journal, articles: Avoid using the entire piece as a shared read; instead, use carefully chosen excerpts to make a teaching point or to focus on a comprehension strategy.
Test and assignment directions: How many times do students start on something without bothering to read the directions? By doing a shared read, students cannot avoid these, and through discussion will have a good understanding of what they need to do.
Cartoon strips: Depending on the cartoon, many comprehension strategies, such as inferring and context clues can be taught after a shared reading.
Content area vocabulary words (each used in a sentence): This helps students understand how the words are actually pronounced and the meaning can be inferred via context clues.
Quotes: There are so many wonderful, meaningful quotes out there and they can foster some fantastic discussions! Using these as a shared read and discussion is a great way to start each day! Below are some of my favorites.
For students to become proficient readers, they need to participate in shared learning experiences with the teacher. Not all learning should be in isolation. Remember, “Alone we can do so little, together we can do so much.” – Helen Keller
In my next post, I will focus more on using song lyrics for shared reading, and all the fun, learning…and singing you and your students can do in your own classroom!
P.S. Just in time for St. Patrick’s Day, here’s a Teachers Pay Teachers freebie for you…a St. Patrick’s Day Roll-a-Math-Word Problem Story!
This is a sample from my full product, Year-Round Math Roll-a-Word Problem Stories! All you need is a pair of dice, and students can have fun rolling for their math operation, character, setting and problem. Students will use both math and writing skills by creating the word problem, solving it and then explaining their method for solving. Students can also create word problems, exchange with others and solve!
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
New literacy resources for teachers…apps, websites, assessment tools, reading comprehension tools, and penguin belly sliding??!!!
Whew! Another holiday season is done! Were they as crazy for you as for me? As I look back on my teaching days while raising kids, I don’t know how I survived the holidays. Even though I am retired with my own business, I still found myself going crazy, probably because I’m older… In my first blog of 2019, I am excited to share some new literacy resources with you!
Have you done these with your students? I had seen a few on Instagram but didn’t realize it was a popular (required?) activity in the AVIDprogram. The other week my student, who is in the 7th-grade AVID program at her school, brought this assignment to me for help. She had a page of requirements for what needed to be included and how to design. I was immediately intrigued and wish I had known about this while working with my GT students a few years ago. I love the creativity and thinking that goes into this! Here is the definition of this activity from the AVID website:“A One-Pager is a creative response to your learning experience. It allows you to respond imaginatively while being brief and concise in making connections between words and images. We think about what we see and read differently when we are asked to do something with what we have seen or read. We learn best when we create our own ideas. Your personal thinking about what you have experienced should be understood by the audience that views the One-Pager.” The link also has the requirements for the activity to hand out to students. Do you use these in your classroom? I would love to see any photos of one-pagers that your students have done!
Wow – just discovered this…again, because my tutoring student needed help on her assignment on Go Formative. Once logged in to the website, she had to read a story (“Harrison Bergeron”) that was in her assignments, then answer questions about the story. The questions were right next to the story so she could answer them as she read. She was even able to draw some of her answers, which for this particular student, is sometimes easier than writing. Of course, I had to get my own account, and I’ve added some activities that others have made, but I am anxious to upload and create my own activities for tutoring students! Stay tuned!
Reading Comprehension App by Peekaboo Studios LLC
I have plenty of phonics and fluency apps on my iPad, but it seems as if reading comprehension ones are not as plentiful unless you want to pay a lot of money! I found one, called simply Reading Comprehension, that can initially be used for free, and then if you want, you can purchase more passages/tests; there are reading passages for grades 1-5, and if you work with struggling readers, you can use the most appropriate grade level for the students. I immediately realized the potential for using this app for comprehension progress monitoring (I have also had trouble finding short passages that could give a quick update on comprehension!) I tried the app with my 3rd-grade tutoring student who has struggled with both comprehension and fluency, and she LOVED it! She read a story about Bats and then took the assessment; receiving a perfect score (I helped her a bit…). I plan to use this with other students to monitor their comprehension.
Reading a-z Comprehension Passages
I have used this incredible, wonderful, fantastic, fabulouswebsite for years with both my RtI students in schools and my tutoring students. But in the last few months, I discovered that they have reading passages specifically for all of the reading comprehension strategies! The passages come with lesson plans, a model passage, and practice passage. In addition, there are ways to extend the lesson.
For those teachers new to teaching reading, this is a fail-safe way to ensure that all of the reading strategies are being taught and covered. With my tutoring students, I extend the strategies taught with these comprehension passages when we are reading other articles/passages. At left is a photo of a Main Idea passage used with my 3rd-grade student. She was so into this topic of Penguins, that she had to draw pictures (great way to check comprehension, by the way!) and even did a demonstration of the belly sliding on her tiled floor!
So that’s it for the first blog of the year! Please comment on if you already use or plan to use these resources! For more teaching resources, be sure to check out my TpT store, as well as my Instagram!
Merry Christmas to all the followers of my blog! Want a FREEBIE to keep you sane this last week before Winter Break? Then keep reading!
Okay….it’s the last week before Christmas break…so here’s a quick post with a few ideas for things to do to keep the kids busy and NOT driving you crazy!
The first idea is based on something I did in my classroom days…and it was a HUGE hit! This was in the 90s before technology came to the classroom, so I used to copy off catalog pages of potential holiday gifts for friends and family. I would hand out a sheet to the kids for listing gifts and prices, then show the items on the overhead projector (yes – I said overhead projector; that’s how old I am LOL!). I would use this “fantasy” shopping excursion to help the students practice math computation skills. I can’t remember exactly what I did, but I know that there was a competition to see who could spend the most and the least!
Now that I’m tutoring, I wanted to try the same idea with my students but updated with technology. I created three sheets for fantasy shopping…one for multiplication/addition, one for a division and one for subtraction. Armed with both catalogs I had received in the mail, as well as websites (Amazon, Target, Wal-Mart, etc.), I had the students choose WHO they wanted to shop for…it could be friends or family, or both! On the sheet, they had to list the cost, and then do the computation based on the topic. Then, taking it a step further, I had them create a presentation with a photo of the item, the cost, and their grand total/budget. The students are either taking a photo of the item in the catalog or finding it online and doing a screenshot, then adding to their Google Doc or Slide. Click HERE to see a sample presentation!
For my students not working on math skills with me, I created a few literacy activities to use with the fantasy gift shopping, including responding to a prompt about what gifts they would give to friends and family if money was not an issue, as well as persuasive and descriptive writing ideas. For my student just today, I brought my catalogs so he could pick out some “gifts: for his family. Tomorrow I plan to have my 7th-grade student do writing about some very “unique” gifts using her vocabulary words from her vocabulary word wall on Padlet (see photo below.) Check out her work HERE!
My Fantasy Holiday Gift Shopping activities are currently for sale in my TpT store, but I wanted to thank all of you for following my blog by offering you a free copy for just 24 hours! Click HERE for your copy! Best of luck surviving the week and have a restful, peaceful and relaxing Winter Break! You deserve it!