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10/30/17

Have You Tried education.com?

I am featuring a post sent to me from education.com just for you!  I was approached by education.com to see if I'd like to offer YOU a freebie from their website.  Who doesn't love a freebie...so that was an easy "yes!"  Below you'll find a great idea for a math station - adaptable to several grade levels.  There could be a "make it" station where you have copies of various coins for them to glue onto index cards to create their own set of cards.  You could use them for a station to offer as much practice as needed.  How about if students traded sets of cards and practiced each other's cards?  Awesome!  There are several variations and extensions below to differentiate this idea. 

Follow the link and look at the fun work pages for  extra practice.  I see some great games on there as well for computer stations in your classroom!

  

Thank you education.com! :)




Check it all out here!

What you need:
Index cards (3” x 5”)
Printed copies of U.S. coins
2 pairs of scissors
Tape or a glue stick
What you do:
1. Together, cut out images of the coins.
2. In third grade, you will want to include at least three coins on each flashcard. On the back of each card, write the correct total amount.
3. Continue making flashcards with different combinations of three or more coins. Program the cards to appropriately challenge your child.
4. Once you have at least 20 different flashcards, you can play one of the following games:
How many can you name?
Choose a short time frame like two minutes. How many flashcards can your child correctly identify?
Greater or less than?
Select an amount like 60 cents. Your child must tell you whether the amount on the flashcard is greater or less than the amount. How many can he correctly identify in one minute?
In the Range
Select a price range like 50-75 cents. Your child must decide if the amount on the flashcard is in or out of the range. How many can she correctly identify in two minutes?
Continue to update the flashcards as your child becomes more proficient at adding the coins. You can add more coins onto future flashcards, making cards with four or five coins on each one.

10/24/17

Two Freebies for My Readers!!

Choice Board

I was really good about making choice boards for my students in the spring.  This fall, different story!  I think we are all feeling the heavy load of the beginning of school and don't recover from that until sometime in January.  Here's a fun choice board for October/November.  Kids will need a QR reader and a journal or paper! :) 

Follow this link to my TPT store for your free download!!


Pumpkin Attribute Activity

Your students will enjoy this sorting activity!  There are three different pages for them to try and figure out a system for sorting them.  Several grade levels would enjoy this...I'd use it up through 3rd grade or maybe even 4th grade!  

Follow this link to my TPT store for your download. 


Happy Fall y'all!!



7/30/17

Teach Them to Ask Questions

We've all experienced this.  Children typically don't ask great questions.  Of course there is the occasional opportunity to say, "THAT was a great question!"  Don't we love those moments? It means somebody is listening; somebody is thinking!  What if kids were compelled to wonder? When it becomes a classroom norm for your kids to ask good questions, you, as the teacher are their model, you get the ball rolling. Lots of times questions are "off the cuff" (and there's nothing wrong with that because our teaching is fluid), but we might consider ramping up our own questioning strategies.  If we raise the level of our questions in our classroom, we raise the level of thinking. Kids will catch on to how good questions sound and look.  I use verbs from Bloom's Taxonomy every single time I plan (modeling questions for students.) From that list of action verbs come great questions, plans, and ideas. To up your question game, I suggest one great starting point...


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In the same way that publishing children's writing improves their writing, children improve their thinking, understanding, and confidence as we verbally praise and encourage good questions.  

Here is a link to a free "Planning Pal" I have created to give you a reference for planning great questions.  

Click here

6/21/17

Freebie For My Readers!!

I love keeping track of my student's progress. This set of forms allows you to keep up with who you've worked with, what you worked on, and for how long.  There are also forms for students to assess their understanding (before and after your lesson.)  I highly recommend allowing them to be a part of the process!  There is a graphing page as well. I hold onto these at my small group station, but I let the students fill in the graph themselves.  They love seeing their score, and if they didn't meet the standard, they reassess after reteaching. They can color their new score in right next to the first score.  The kids were highly engaged in their own tracking. It meant something to them to be involved.



All of that to say, I'm giving you the forms that I used for years, tried and true!  Here ya go!

https://drive.google.com/file/d/0B3zLuKgmzQ1lX2lfN1J0WHVhYnM/view?usp=drivesdk


6/16/17

Target Finds

My tradition on this blog is to share my yearly Target finds each summer.  This summer may require two posts because they don't have their entire teacher aisle stocked.  Why blog about school supplies and teacher stuff?  Because I love school supplies and teacher stuff.  :D   Here are my favorites from today!

#1  

These happen to be the best pens around...hands down...for $3.50.  I use these constantly.  When was the last time you actually ran out of ink in an ordinary Bic pen?  I go through these down to the last drop of ink on a regular basis.  I especially use the blue and black, but the hot pink, purple, and light blue are great for taking notes at a boring professional development.  My love of school supplies comes on strong when I see these.  Cristal is your KEY word with you are looking for these.  They are medium point, so if you like fine point, they have those to, but they don't hold a candle to these.  Get em. 

#2

These pencils aren't really second to the Cristal pens...they just happen to be second in my list.  They are numero uno in the great pencil competition that I have held in my mind.  Yes, it's Ticonderoga all the way for kids.  I don't really like for my students to use mechanical pencils.  They break constantly, kids are always messing with the extra lead, and they cause more trouble than they're worth.  However, if I worked at a swanky private school where parents could buy whatever their kids need, I'd have them get these. They are superior to all mechanical pencils.  Just as I love a medium ball point pen, I love these "fatty, fatty, 2x4" pencils.  They are triangular, so that part is super comfy.  The lead is the key here.  This lead does not break with regular use.  It's hefty and writes like a medium ink pen (but in pencil :) Get them.  They are worth every penny...and you get eight of them for about $3.50.  

Let me also suggest that if you teach any sort of professional development or host a meeting in your room, grab some of these for your friends in attendance. They make special gifts - because we all love cool supplies!    

#3

My next find is a bunch of cute cards.  The Thank You card is HUGE.  It has a huge envelope!  This was $1!!!  I thought it would be awesome for a thank you to a group or from a group at school. I also bought another one for an unknown occasion that says "Get It Girl!"  So cute.  I keep small note cards on hand all of the time.  These little round ones for $1 (8 in a pack) are so cute.  There's a little foil edge and cute colors.  I know I'll use them.  

#4

This pack of paper and dividers will come in handy for meetings.  The pages all say the same thing and are 3-hole punched for the binder.  I thought they would be cute to take notes during PLCs, etc...  There are 3 dividers included with the paper to divide up your notes.  The notebook and the paper/dividers were $3 each!  Super cute colors.  

#5
These cute file folders are always part of my professional developments as a "gift".  I usually have smaller groups at my own campus, so it's not too expensive.  I couldn't do it if I had a ton of people.   These are nice to have for special files you use all  the time.  I like to give them away to give my friends to provide a place to put the papers they get at my pd.  The colors this year are really cute.  

#6 
This is the beginning of their flashcard/activity book section.  It's not completely different from last year.  I am on the lookout for a box of cards called "Good Questions."  It is an amazing set of critical thinking questions that I picked up last year for $1, not really knowing how great they were.   I do like the basic flash cards, especially the states and space cards.   They can be used for stations or reports, etc...

That's all I have found so far.  I will update as Target puts out more.  It's still early, and July should be much more entertaining!!!  



3/30/17

You Gotta Believe!

What Was...

     As I finish my 25th year of teaching that actually started in 1982 (subtract ten years spent being a stay at home mom), you have to understand that I have seen teaching transform.  I have participated in transformation, and again, and then again...some little changes and some really big ones.  I have gone from only teaching whole group lessons to classes of 39 kids, only using worksheets, to using fancier, cuter worksheets, to becoming convinced that small differentiated groups and Daily 5 are the best things since sliced bread.  We at least can agree that a combination of quality whole group lessons in combination with research-based small group instruction and engagement are the gold standard in teaching elementary today.  I truly hope that this system of mixing the two, working with small groups to meet needs,  and finding quality, engaging activities for students stays around for awhile.

     I have seen state testing become high stakes testing.  In Texas, it has gone from TABS, to TEAMS, to TAAS, to STAAR. Testing has become the be-all, end-all in our classrooms from third grade through high school, as you all know!  We've gone from being terrified to "teach the test" to blatantly teaching to the test through district standards.  We have no choice. The TEST is ever in the forefront of our minds.  Teachers have honed strategies that work for them. Some of the strategies are good, and some, who really knows.  Still, I've watched some of my teaching friends hold on to a strategy like it was worth millions, and sadly it's just an "ok" strategy that the teacher loves and can't part with.  I have a few of those myself.  They become our lifelines, like friends we rely on, year after year! And please, nobody come along and make us change that teaching strategy for something else! Don't move our cheese, right?! We all have one way that works well for us. So, yay, strategies!  We do need them sometimes, but we can't solely rely on those.

What Is...

     Next cool thing to rock our teaching world...critical thinking. How many times have you heard a co-worker say, "they just don't know how to think!" That's right, they don't.  They may not even know they're smart!  We have to teach them that they can think.

Cue: QuadrantsBloomsActionVerbsRigorandRelevanceDepthandComplexity

Reading Rockets website defines it like this:  
          "In layperson's terms, critical thinking consists of seeing both sides of an issue, being 
           open to new evidence that disconfirms your ideas, reasoning dispassionately, demanding                 that claims be backed by evidence, deducing and inferring conclusions from available 
           facts, solving problems, and so forth."     
           (http://www.readingrockets.org/article/critical-thinking-why-it-so-hard-teach)

Further clarification about critical thinking and higher order thinking: 
       Our district is working hard to bring critical thinking to front and center of our planning, PLCs, and PD's.  THIS makes me happy!  I am a GT teacher, so critical thinking is "where it's at."  Yet another mandate coming down the pike stresses teachers out.  It takes a great deal of extra planning and thought to weave the quality activities using Bloom's, rigor, relevance, depth and complexity into a daily lesson plan and implementation.  The teachers in our district have a huge heart to do what is best for the kids, as most all teachers do. There is that buy-in aspect that we are working on!  I think we are better than we were a year ago because of it.

What's Missing...

     So here's the disconnect. We are busy planning for our small groups...which by law need to be guided by research-based instruction. We are busy making sure we use technology and keep them all engaged while thinking critically, at all times. Then there's the constant focus on testing that permeates our days and nearly every meeting, lesson, and lesson plan we are involved in. When we rely on practice strategies that teach the tested skills, where does the critical thinking component come in?  We're busy! There is not 100% buy-in from teachers that the critical thinking activities can replace direct instruction of strategies and will bring about the desired skills needed to pass a standardized test. Direct instruction and critical thinking can and should go hand in hand. Time is too precious for another experiment or program to help us teach better!
     There is possibly a lack of trust, and understandably so, on the teachers' part that bringing in large doses of critical thinking is actually going to bring about desired results, and who has time for the extra planning?  If I need to teach main idea and details, I have a direct strategy for that.  How can I be sure that using open-ended activities and critical thinking will get the students "test ready?" First, I think you have to hit a skill from several angles.  The critical thinking activity might be an introduction and then again as a review.  It might be part of the practice phase of a new skill.  I believe if we use the critical thinking components and plan intentionally to consider students' thinking skills in our planning and implementation, we will see results.  We will see more confident students who believe in their abilities. (Kids grow when they use their brain in more ways than answering multiple choice questions.)  Then the next step could be your tried and true strategy.  Next could be the practice in a small teacher-led group for those who still don't have "it." We have to learn to make Blooms part of our lives and our plans...again.  Plan your questions/discussions ahead of time.  Allow the kids to talk and give them something important to talk about!

     We have to change our mindsets when it comes to critical thinking.  It takes work to plan an activity that has both real-world relevance and requires higher level thinking. Here is a tool shared with me by one of my wonderful coworkers (thanks Stephanie H.!)  It is a tool from Byrdseed (LOVE HIS WORK) that will help you to come up with real objectives that take kids deeper with focus on process, depth, and products.  I simply LOVE this tool!  What a help with planning! You're welcome.                http://byrdseed.com/differentiator/#

      Here are some questions to ponder as you move on a determined path to teaching your students to think more critically:

  • How are our classrooms structured?  In what ways is thinking encouraged?  (Of course you encourage thinking...but is it presumed that your kids know that they can think beyond a right or wrong answer?)
  • Do kids know what you mean when you say "create," "propose," "evaluate," and etc...
  • Do kids read with the idea of being responsible for sharing their thoughts about the story or article? (e.g., not just answering multiple choice questions to prepare for "the test") 
  • Do students know how to look at a topic through multiple perspectives? 
  • Do you provide time for them to think?  Time to discuss with their peers?
  • Do they know how to disagree with each other appropriately?
  • Do they feel free to disagree; do they even care to disagree?
  • Can they defend their positions; do they want to defend their position?
  • Can they change their minds if they are persuaded?
  • Are they passionate about their thoughts and ideas?
  • Do you give them consistent opportunity to use oral language to express ideas?
  • Do they automatically know to back up their ideas with evidence from text or other sources? 

That passion is partly up to you, teaching friends. Using oral language goes beyond just answering a single question out loud.  I like to use Socratic Seminar to teach kids to think critically while they read fiction or nonfiction. It has all the opportunities for oral language that I need to incorporate and critical thinking is built right in.

What's Practical... 

     Inference is naturally a critical thinking skill.  Maybe that is why it's so hard to teach. Maybe that's why kids struggle with it, because they have yet to learn how to think critically.  I teach the definition of "inference" explicitly at the beginning of the year.  We never stop working on it all year. They understand that an inference is not just what they think, but requires text evidence.  To teach inference, I use a pre-reading activity in combination with Socratic Seminar.  In the pre-reading activity, I may give them excerpts from the story and have them use the text to make an inference about the story or characters. They then confirm those inferences while reading. We underline clues that led us to the inference.  Socratic Seminars bring in the oral language and critical thinking every time!  I also like the idea of using Critical Friends (free from Ms. Furnas on TPT!) when students present a project or have researched a topic.

     Teaching summary seems straight forward enough.  How do we provide critical thinking opportunities for something so basic as characters, problem, solution?  How about assigning students at tables/in groups a writing assignment after reading a story?  Assign students to write three answer choices for "best summary" of a story you have just read.  Instruct them to create one of them to be "the best",  another the "pretty good", and the third one "not so good."  They then could share their work and the class chooses the correct summary from each group!  What if students had to combine pre-written sentence strips to create a good summary. Include some sentences that didn't belong at all. They would have to distinguish between the sentences that belonged and those that didn't.  This works well with main idea/details too.  So many ways to get higher level and critical thinking into our day!

     I am convinced that keeping a Blooms list of verbs in your view at all planning times and intentionally planning for critical thinking in our classrooms are the best ways to get results on those stubborn tested standards.  (BTW, if you do nothing else today, join this website and get some great information on critical thinking and serving gifted students! http://www.byrdseed.com/

     The good news is teaching critical thinking goes even beyond our classrooms. Adults who can solve problems and work collaboratively are the people employers want to hire.  We become an even more integral part of a child's future when we teach them to think.  I'm certain that teachers are the hardest working people on earth.  We just have to believe that teaching kids to think is going to produce the results we dream of for them. BELIEVE!


Smith, Vernon G., and Antonia Szymanski. "Critical Thinking: More Than Test Scores." ERIC - Education Resources Information Center. NCPEA International Journal of Educational Leadership Preparation, Oct. 2013. Web. 27 Mar. 2017.

12/30/16

Interactive Note-Taking...Made Easier

Is it sometimes hard to help kids take notes.  I believe that many times it's good to allow kids to "go free-style" on note-taking.  Sometimes, you want to get the information down and keep it super-organized.  If we have tools that work over and over again, our student's notebooks are useful for referring back. It keeps kids on the same page, literally!  This product will work for so many topics and subjects. There are a couple of general note-taking pages that include a pre-assessment, math note-taking, fiction and nonfiction pages!  Just {CLICK HERE}



Hope it works great for you! 

12/12/16

Webquests...Your Best Tech Activity for 2017

"Webquest" is flagged by with Spell Check because it's actually a new word.  It is a fabulous way to fit more than one subject into your ELA block while they read informational text.  It holds students accountable, allows them freedom to explore a site, requires them to read carefully, answer questions (you are in control of the level!!), and use a QR code. Advanced groups may begin to create their own webquests and QR codes!


Here is how it works...
Step 1: Choose a specific topic, such as a person or social studies topic.  I have found that people work really well.  Certain topics in history are a great choice as well.  Science topics would be excellent as well as online stories for ELA.

Step 2: Find a student-friendly website about your topic/story.  I like Duckster's  for social studies topics.  If it is just for your class, you could use an online encyclopedia site that your district has purchased licenses for students.

Step 3:  Read the article and write your questions using Word or Google Docs. Don't forget to consider some higher level questioning such as analyzing and inferencing types.

Step 4: Copy the web address from your browser and you will paste it when you make the QR code. I like this QR Code Generator page...it's simple and free. You simply paste your web address into the area that says, "Website URL".  Click on "Create QR Code" and BOOM, it appears to the right of the screen.  Download it and save the image.

Step 4: Copy/Paste or insert your QR code onto your question page. Make sure your iPads or devices have a QR reader app downloaded. (see step 5)

Step 5:  You now have a great set of your own questions ready to run off for a station. All you need are your students to be trained on how to scan a QR code, and it's very simple. I like the i-nigma QR scanner app because it's simple, free, and it works great.

Ok- so you may not have time to do that - so here are a couple of ready-to-go sets of Webquests for social studies.  These are geared for third grade, but second graders can do this, and I have fourth grade teachers who have used them as well. Since I teach GT first and second graders, I have no doubt they could handle these webquests with a little training. 

This set includes: Alexander Hamilton, Thomas Jefferson, The American Flag, The Turtle, and Boston, Massachusetts.

This Mini-Biography Webquests set includes: Ben Franklin, George Washington, Helen Keller, Harriet Tubman, and Alexander Graham Bell.
Note: Liberty's Kids is not supported by PBS Kids any longer.  The QR codes in my products still work, but don't look like they have the Liberty's Kids full site.  I did find the site, and it was a different web address.  Here is the site where I located the original information I used for several of my quests. http://dhxretro.jp/arch_who.html

11/27/16

Getting into Fiction

As students move from first, second, and on to third, summary of fiction becomes extremely important.  Sometimes summaries become a "retell" of the story, which is not the same thing.  Kids need to be confident in what makes a good summary. State tests require that students can summarize and eventually pick summaries out of several choices of answers.  Summaries basically consist of the name(s) of the character(s), the problem in the story, and the solution.  It's shorter than a retell.  It is important that they can recount the events of a story, but writing a summary does not include all of the details.  I have created a unit that will help you teach this and other concepts.  There are symbols the students can familiarize themselves with in order to make deeper connections to these parts of the story by using them to become more interactive with their reading. While the unit has students think through and write about a favorite fairy tale, use an excellent fiction story to extend through the entire unit.  Some ideas might be The Recess Queen or Ruby the Copycat. Any fiction text you use as a touchstone text would work with this set of activities!




Have you ever asked a student or a small group of first or second graders what the most important part of the story was?  There may be more than one acceptable answer, but the "turning point" of the story will usually fit the description of the most important part.  This section of the unit specifically teaches "turning point."  This important skill is more solidified when a symbol is involved.  They can code their reading and take notes in journals using these symbols.  With practice each time they read fiction, they can learn to identify when the action begins to change into a potential solution.





The final component of the unit deals with teaching students to understand character feelings and how they change.  By comparing how the character feels during different parts of the story, students notice how feelings may change throughout the story.  There is a foldable at the end of the feelings section of this product that enables students to combine their summary and character feelings skills.  

Click here to see Primary Fiction Analysis in my TPT store!


7/17/16

How Do We Talk to Each Other?

Teaching kids how to agree and disagree with each other is a life skill.  How can they be a part of the business world or a teaching profession without those skills?  How can a police officer function without superb communications skills?  Kids can learn to be communicators at home if their families are superior communicators, but if they don't learn to interact with their peers (and not just their parents or adults) in a respectful way, they may not have adult communication skills to translate into their chosen profession.  It is part of our job to teach them to talk in a group setting or class discussion, to make a plan together, to problem solve and think critically with others. The Bureau of Labor and Statistics suggests that three areas necessary for employment are the ability to collaborate along with problem solving skills and communication.  (See www.bls.gov)

Burke (2013) shares that the National Center on Education and the Economy (NCEE)  suggests that teachers can better prepare their students for the workforce through  things like oral and "written communication, teamwork/collaboration, critical thinking/problem solving."  So how do we do that in a primary classroom?  I propose we start with learning to agree and disagree appropriately.

Start with finding ways to let kids express their opinions.  If you have read many of my posts, you would know that I am a huge proponent of the Socratic Seminar.  I have a product with implementation ideas.  The road to helping kids communicate is not expressly found through Socratic Seminars, although they are amazing in teaching kids to communicate.  Just your regular class discussion can bring out some great opinions based on your questioning strategies.  Do you plan your questions ahead of time?  Do you study a text enough to be able to ask those higher level questions?  Planning ahead beyond the book or story you plan to read will help those questions become  easier to plan.

Creating a silly scenario is a great way to start teaching kids to hold a class discussion.  For example, express a silly opinion such as "I think the aliens that landed on the playground are the best aliens I've ever met because they seem friendly. They offered me a ride in their spaceship."  Divide your class in half.  Assign half of the class to agree and half to disagree with your opinion by writing down their reasons on paper and then sharing them within their group. Come back together as a whole group. Allow them to share their opinions with the class.   Pre-teach them stems such as "I agree with _____ because..."  or  "I disagree with ________ because."  Encouraging them to use "because" helps them to think about what they believe and become prepared to articulate it!  Another stem might be "I like what _______ said because...".  We practice by role playing the typical eye-rolls and anger issues that might arise when someone disagrees with your opinion.  We practice staying open-minded and not let personal offenses enter into our discussions.  Kids will truly understand your norms by allowing them to role play and by watching you portray the "offended" or the "offender."  It's honestly a great life lesson and they have fun!

It takes a great deal of practice.  Socratic Seminars have norms...as should your class discussions whether you adopt the Socratic method or not.  It would be amazing if an entire school raised up great communicators.  The benefits of empowering kids to be strong adult communicators builds leadership.  In light of our current situation in this country regarding racial and police tensions, being able to agree and disagree appropriately and finding words to express our opinions could be more valuable than we realize.

Collaboration and communication is key!







Burke, Jim. The English Teachers' Companion. 4th ed. Portsmouth: Heinemann, 2013. Print.

7/5/16

Dig a Little Deeper...

...and find something more.  In conjunction with my last post, I am focusing on Blooms in the daily routine.  In order for our students to go deeper in understanding and processing, they must be trained that they are capable of and have permission to do this! Have you ever thought that smart kids have to be taught that they are smart and can do far more than they ever thought? They do! If we teach them to chew and swallow text (i.e., read, comprehend, answer questions) we then must also teach them to digest and extend on to gaining "brain nutrition" from what they've read.  I'm proposing that we get more out of a passage than testing strategies, and teach kids that there is more there in a text than what the questions ask.  In fact, I'm gonna go as far as to say, throw out the questions every once in awhile.  GO for the good organic stuff: the information for learning's sake.  It's okay to use a passage for more than testing strategies.  It's okay to read it and re-read it several times over several days. Students will gain confidence and power over the text.  Struggling readers gain fluency and those higher readers gain skills beyond the testing strategies. Training our students to look deeper because there is something there worth finding is going to make them better readers. Training their brains to stretch each time they read is a far better skill than just locating information. What if the goal was never the success on the questions, but to get them to think critically about fiction and nonfiction regardless of the "test questions." If you train them to think in those deeper terms, the rest is cake! (Maybe I'm hungry with all the food references here!)  We need to look at understanding, and move to analyzing, evaluating, and creating!  I just took you through several steps of Blooms...and here we are at the top, where we should go OFTEN.  We are putting those "action" verbs into our lesson plans, right?  Do you ever get stumped on how to make Blooms "happen" in your class?  It's not hard, and you don't have to go to TPT and buy something to do it.  It shouldn't be all oral, but that's good too.  I try to head toward "evaluation" and "creating" and hit "analyze" as many times per week as possible! Here is just one activity that will hopefully help someone see beyond the (boring test) passage.  Steps are easier for me to follow that paragraph form, so I'm gonna use that format:
Step 1:
Find a nonfiction passage that is full of facts on a particular topic. (Preferably one with several sub headings under the main topic.)

Step 2:
Spend a "whole group lesson" time reading it together and making note of the text features (understanding.)

Step 3:
Spend some independent reading time having the students re-read the article silently, this time doing some sort of "active reading" strategy in whatever form that takes in your classroom.  (We call our nonfiction notes "key facts.")

Step 4:
This step is optional...but have the students buddy-read the article again, compare notes, make changes in their notes with their partner (analyze), and answer the questions (if your goal is for them to practice answering questions - it's got to be done, right?!)

Step 5:
Explain to your class in another "whole group lesson" that they will be creating a brochure from the topic of the article.  Our topic in this example was the state of Arizona and the places of interest there. Their audience was tourists who wish to visit Arizona and its attractions.

Step 6:
Have the students highlight the parts of the article they want to include (in their own words) in the brochure (analyze the article for the most important parts).  I also had the students use a "safe" website on their iPads to find more information about the topics they chose and take notes on what they found.
Step 7:
Make the brochure (create).  We just "tri-folded" a half sheet of construction paper.  It could be done in a "foldable" such as a book, or whatever you choose.  The students created a cover on the front and used the other five sides to highlight five attractions. If your students were reading about sharks, they could choose five different types of sharks, or five topics about sharks in general.

Step 8:
Begin to write on the brochure and share information they read.  Draw pictures based on what they read and learned.  Share the final product with their group or "table."

When there is a product and a purpose, the students will work so much harder and the understanding is far greater than basic recall and answering questions.  What have you taught them if you do this once? A fun way to fold paper. A couple of facts.  That would be about it!  We have to train them to use their brains and help them to go deeper each time they read.  What if every text was an "event"  in your classroom.  Not something to be read a couple of times and put in a folder to take home. First, you would have to make sure the texts you choose are worthy!  There is so much to choose from.  Choose wisely and make your plans reach the top each time!!  Challenge accepted!?

4/21/16

HIgher Level Thinking...At It's Best!

     I have been "absent" for awhile from this little blog.  I took a vacation from lots of things this year...unless they were "have to do's" (i.e., home, family, work).  I think doing a masters program while working full time, houseful of teenagers, and just being wife/mom/teacher made me VERY tired.  Not complaining.  I love my life!  I was really busy, but now I am ready to look at my hobbies again - this blog being one of them.
     After looking back over this year, I want to focus my next few posts on my favorite topics and lessons this year.
Today's post: Socratic Seminar.
     I've posted about it before.  I now have my first full year of using the Socratic method under my belt.  I started last year, but we didn't work as diligently as we have this year.  My kids HAVE IT DOWN this year.

I break it down into two pieces:
     My part:  find an amazing story that is available for them to also read (not just be read to.)  I try to find one that has high interest as well as deeper ideas such as a multi-cultural theme.  One of my favorites is Amazing Grace (Mary Hoffman).  We also had an amazing time with Freedom Summer (Deborah Wiles).  Read the story so that the kids are deeply familiar with the details and have developed some ideas and opinions about the book.  I make an effort not to discuss the intricacies of the book so that we can spend that time in the seminar.  However, reading and then re-reading (and even again) over a period of several days will allow you to create the best possible discussion.
     Create questions that take your students to the top of Bloom's.  Take a look at the image here if you don't have one handy!
http://www.educatorstechnology.com/2013/12/8-wionderful-blooms-taxonomy-posters.html

     Familiarize the students with the norms (see product below or {HERE}) for a Socratic Seminar.  Use some video links provided in the product I created as well as just look on youtube to find things to show the students.  Actually, I find more videos with kids older than my third graders. I don't see too many third grade classes holding Socratic Seminars; it is usually used at the junior high/high school levels.  It is perfectly adaptable to primary grades if the children know the purpose and understand the norms.  It is imperative that the students know the story.
  The students' part:  Listen to the story and/or read the story, and use their own inference skills to form ideas and opinions about the story.  Participate in the seminar by following the norms.  Learn how to speak and think deeply about the story. Explore their own use of oral language to express what they are thinking and learning.  Be brave!

     I have created this product to help you get started.  The questions included can be used with any story- fiction  or nonfiction.  I never want to go back to a traditional class discussion!  This is the best thing I've ever used to promote higher level thinking in my classroom.
Just click {HERE} to view the product