tag:blogger.com,1999:blog-51275368057639914212024-03-19T00:09:27.768-04:00The Thinker BuilderMichael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comBlogger75125tag:blogger.com,1999:blog-5127536805763991421.post-28449314875966908412024-02-16T15:03:00.001-05:002024-02-16T15:03:24.677-05:00Do Your Students Need a Morning Routine Reset?<p>If the morning routine in your classroom has gone off the rails, this is the post for you. Let's get the beginning of the day back on track by identifying the trouble spots and applying a few simple techniques so you and your students have a morning routine that gets the day started right.</p><p>What <i>do </i>you want out of the first part of your day? I'm guessing a few things: <br /></p><ul style="text-align: left;"><li>students to complete the necessary morning routine tasks consistently and without reminders</li><li>flexibility for yourself to move about, greet and chat with students, and complete your own morning routine tasks (ahem, attendance)</li><li>and the right energy in the room: calm and positive, relaxed yet purposeful, with enough freedom for students to greet each other but with just enough urgency so students get things done and are ready and focused for the day ahead.</li></ul><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiisc7HV4Ge5tcc4vCR20gT-gOS3IpyiXEIhsvZwGxRn5n28Wj-w9-1_kcobS3yKquPlGgKih7PV6LQWSiUuMri35t1ZKzG0GMU0MKbOBtZnVVP7zsxfO0BTJ3wtBxogl17zgg5NwK3gVSxn03B2fCm2ngWffYQ7LDDWV5zGVw8ckzYaqNm5WqwqTALH98/s3000/square1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="3000" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiisc7HV4Ge5tcc4vCR20gT-gOS3IpyiXEIhsvZwGxRn5n28Wj-w9-1_kcobS3yKquPlGgKih7PV6LQWSiUuMri35t1ZKzG0GMU0MKbOBtZnVVP7zsxfO0BTJ3wtBxogl17zgg5NwK3gVSxn03B2fCm2ngWffYQ7LDDWV5zGVw8ckzYaqNm5WqwqTALH98/w400-h400/square1.jpg" width="400" /></a></div><p></p><p>Let's break down the morning routine into two parts: <u>logistics</u> and <u>atmosphere</u>. </p><ul style="text-align: left;"><li>By <u>logistics</u>, we're talking about the particular tasks students need to accomplish and the timing of accomplishing them. </li></ul><ul style="text-align: left;"><li>By <u>atmosphere</u>, we're talking about the feeling of the classroom, the noise level, the amount of hustle and bustle or calm and relaxed, the social interaction.</li></ul><p>Even though we'll look at them separately, the logistics of your morning routine and the atmosphere you are striving for <i>feed off each other</i>, so making changes to one can have a huge effect on the other.</p><h1 style="text-align: left;">Logistics</h1><p></p><p>If things haven't been going well at the beginning of the day, I think
it's important to take a step back and ask three questions:</p><ol style="text-align: left;"><li>How much time do students actually have in the morning? </li><li>What tasks do students actually need to complete? </li><li>And how long does it actually take to complete those tasks?</li></ol><h3 style="text-align: left;"><u>How much time? </u><br /></h3><p>Tomorrow morning, take some data. Note the exact time students begin entering the classroom, and note the time when the last students enter (or <i>should be</i> entering, if there is excessive hallway dilly-dallying). Then subtract those times from the exact time you want to transition into the regular day.</p><p>Let's call the first student entering "Student A" and the last student entering "Student Z." So, for example:</p><ul style="text-align: left;"><li>Student A enters at 7:55</li><li>Student Z enters at 8:02</li><li>Regular day begins at 8:15</li></ul><p>So, on a normal day, this class has 13-20 minutes for the morning routine. <br /></p><h3 style="text-align: left;"><u>What tasks?</u></h3><p>Identify a list of "must do" tasks students need to complete as part of their morning routine: unpack their backpack? turn in homework? sign in for lunch? preparation of certain materials? Try to keep the list pared down to just the essentials for now.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYyLssUeALQdKYjSGsoCOrmr1JLKirK4O7RjlAGtrSIqn9dc7bZHT5sdP54PX5xvcaqUCDs7SSxKmf3y-zwjkYUdpFXr5hItMOnLYVSq0gKrrIHi1PPvYj7P21B1rTBmVWO42TB_rJGfr2ANHj1Jo9bOOjtw861rrW8D0lBOavCF4BlCRgZqmwalAzc8c/s3000/square4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="3000" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYyLssUeALQdKYjSGsoCOrmr1JLKirK4O7RjlAGtrSIqn9dc7bZHT5sdP54PX5xvcaqUCDs7SSxKmf3y-zwjkYUdpFXr5hItMOnLYVSq0gKrrIHi1PPvYj7P21B1rTBmVWO42TB_rJGfr2ANHj1Jo9bOOjtw861rrW8D0lBOavCF4BlCRgZqmwalAzc8c/w400-h400/square4.jpg" width="400" /></a></div><p></p><p></p><p>Whatever the list of tasks are, make it visual for students, whether it be in the form of a projected slide, a poster on the board, or individual desk reminders.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhtR7GaGHjpevlqzqS07SLSxXdwgRnQFe_bEUrgQHJEWeKgunvlAsaKm69HpBVWpOC80wpzD8-goS3q2pcsEZywPhB4kB6ZSmSxMew0bNKktPQbR9Ufqpcq7n024ArL0_UpHLiX8r5r8CuCMqU6AwOoOCnEY47g0-nl7F_RVprcVThXE1dXlz-34DAXZA/s3000/square3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="3000" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhtR7GaGHjpevlqzqS07SLSxXdwgRnQFe_bEUrgQHJEWeKgunvlAsaKm69HpBVWpOC80wpzD8-goS3q2pcsEZywPhB4kB6ZSmSxMew0bNKktPQbR9Ufqpcq7n024ArL0_UpHLiX8r5r8CuCMqU6AwOoOCnEY47g0-nl7F_RVprcVThXE1dXlz-34DAXZA/w400-h400/square3.jpg" width="400" /></a></div><p></p><p>Interested in my student to-do list templates shown in the photos? Find the sign-up box near the end of the post, and I'll send you all the editable templates--display slides, posters, and desk reminders--in all three designs: Boho Rainbow, Sunny Skies, and Succulents.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZ4yEWwe5LDB9fjnhA4Hk8Ay7SadYSybRa_UrYwF6KvNsAFst5rKs_K1U_LBoID0EId-gDDXaLaIy7F78R_LUHqRIUJm_-IucEyBeqccnvbQdLdn25Mr61wNse5Kt1n8ReTd55DZLk7ce0IID8ZQUWxuH11J49SmF1Zh5QrANdZIv7UEI0IMxpmj6BErI/s3000/sign%20up%20message.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="3000" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZ4yEWwe5LDB9fjnhA4Hk8Ay7SadYSybRa_UrYwF6KvNsAFst5rKs_K1U_LBoID0EId-gDDXaLaIy7F78R_LUHqRIUJm_-IucEyBeqccnvbQdLdn25Mr61wNse5Kt1n8ReTd55DZLk7ce0IID8ZQUWxuH11J49SmF1Zh5QrANdZIv7UEI0IMxpmj6BErI/w400-h400/sign%20up%20message.jpg" width="400" /></a></div><p></p><h3 style="text-align: left;"><u>How long does it take?</u></h3><p>Take a few minutes in the middle of the day to practice completing the list of morning tasks that have been established. Literally, have students pack up their backpack and go into the hallway and re-enter like it's the beginning of the day. Tell students you're going to time them to see how long it takes. Making students aware that you're timing them creates an underlying sense of urgency. </p><p>The goal is to find out the minimum amount of time needed. For our sample class, let's say it's 8 minutes. </p><p>Note that if the time it takes your class to complete their to do list is <i>more</i> than the time your Student Z has in the morning, you may need to pare down the list even further.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcfefcTPgSOhJij9tpFfxWrmWnXer0QRIwv4L6tX0pvWsgE0it_etUiRHwUJKVLRpEHisoFa10NADyrGBcnOBw4ZTYZObpLZHPAsxXwNaLs7_MxDgyZKO8uFBivKFULXwSlmXEa1Wnp1IZFYULL38LB1s274iybialDYfxNhVu0qlBNQDsB3tfP9-5vFk/s3000/square5.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="3000" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcfefcTPgSOhJij9tpFfxWrmWnXer0QRIwv4L6tX0pvWsgE0it_etUiRHwUJKVLRpEHisoFa10NADyrGBcnOBw4ZTYZObpLZHPAsxXwNaLs7_MxDgyZKO8uFBivKFULXwSlmXEa1Wnp1IZFYULL38LB1s274iybialDYfxNhVu0qlBNQDsB3tfP9-5vFk/w400-h400/square5.jpg" width="400" /></a></div><p></p><p>But chances are, you're going to have some spare minutes in there. This is good, because those spare minutes are going to help with the atmosphere.</p><h1 style="text-align: left;">Atmosphere</h1><p>The atmosphere you're likely striving for is one that's inviting, calm, relaxed, and positive, all without losing track of actually completing the morning tasks.</p><p>A big part of this desired atmosphere is simply having a few extra minutes built in to the morning routine so that students (1) don't have to be in a hurry, and (2) they greet their classmates and socialize a bit. </p><p>Besides, who wants to start their day in a rush or not have time to say hi to our buds?<br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUTSTcUWUSx2M6ZrLww3hcuFhTnn2HyCRGonWwKku-mhONgKAEoThwFxV4iN3G7sxleqE5stUNNSXf0rf_CZkQDMXWx020dg3ELYbqqSLAYC4el_kmrKxJxJsA-8TpkIZlXhkuut2B7Z-u4hhiZ8WTqSiNGYeTNjsD07zjdNqu_6er6VgeZxCYQ80uO-4/s3000/square2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="3000" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUTSTcUWUSx2M6ZrLww3hcuFhTnn2HyCRGonWwKku-mhONgKAEoThwFxV4iN3G7sxleqE5stUNNSXf0rf_CZkQDMXWx020dg3ELYbqqSLAYC4el_kmrKxJxJsA-8TpkIZlXhkuut2B7Z-u4hhiZ8WTqSiNGYeTNjsD07zjdNqu_6er6VgeZxCYQ80uO-4/w400-h400/square2.jpg" width="400" /></a></div><p></p><p>In our example, students can complete their morning to-do list in as little as 8 minutes, and they actually have somewhere between 13-20 minutes. </p><p>Therefore, even Student Z, the last student to arrive, can stretch that morning routine into a comfortable, relaxed pace. Doing so helps keeps the classroom atmosphere welcoming and easy-going.<br /></p><h1 style="text-align: left;">But then what?</h1><p>You've tightened up students' morning tasks, made them visual, practiced them, and even built in a few minutes for some light socializing. But then what.</p><p>Think about Student A for instance, who has 20 minutes of morning routine time, only 8 of which will definitely be filled. That's a lot of spare minutes. Enough that your "relaxed" atmosphere can quickly spiral into "noisy," even "chaotic."</p><p>That's why students should have something to do at their seat once they've completed their to-do list, something that: </p><ul style="text-align: left;"><li>is engaging so students don't avoid it, </li><li>can be done without adult assistance, and<br /></li><li>has flexibility in its timing (as in, students don't all need to start it at the same time).<br /></li></ul><p>These were the driving forces in creating my <a href="https://www.teacherspayteachers.com/Store/Michael-Friermood-The-Thinker-Builder/Category/Morning-Work-with-Meaning-506291" target="_blank"><i>Morning Work with Meaning</i></a> resources.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Morning-Work-with-Meaning-Top-3-Lists-Set-One-2744193?utm_source=BlogMorningSlides&utm_campaign=MWTop3Set1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="3000" data-original-width="3000" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgLPVFNE1ptN43eKllhVbU1WG8VpU-rcslxTV0WL3hiYaBfWnI9uRZg_QQuLDJSYB7FrJaQL7WTv7TJ14G9LLBKjgnChfNqptdFbjNA_qIIllghrvy5ndku-xT3Xx2r2WTWzkZ4Gh-OQ_9eQ4jTokZ3t2OjVtlF1A9r78FBBmg8WNmwVofvDXgtTRaHWk/w400-h400/MWWM1.jpg" width="400" /></a></div><p></p><p>In my <a href="https://www.teacherspayteachers.com/Product/Morning-Work-with-Meaning-Top-3-Lists-Set-One-2744193?utm_source=BlogMorningSlides&utm_campaign=MWTop3Set1" target="_blank">Morning Work with Meaning - Top 3 Lists</a>, students create and defend a top 3 list about an engaging topic, like your "top 3 dream jobs" or the "top 3 dipping sauces." Through the course of the week, each morning students do something different with their lists: justifying choices, combining lists with a partner, analyzing others' lists and drawing conclusions, and more!</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGVZcq8cUxPFraFm9lFzG0pfl23pKPgRFDh-8oPpXjGosScHUSVPzymahU5P_AwG-X7WLSK4YfQ1_a5VkN3ImRRt_g6Q71epAsdQ7yrzPrlHeEdGeom2SVWz-eMWidR6mln4G-XPplOwy3SMF8iLCLaa7lGes9Ev2lQNTvq69ssDoGQ6RQhsTuo1ZKsDs/s3000/MWWM2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="3000" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGVZcq8cUxPFraFm9lFzG0pfl23pKPgRFDh-8oPpXjGosScHUSVPzymahU5P_AwG-X7WLSK4YfQ1_a5VkN3ImRRt_g6Q71epAsdQ7yrzPrlHeEdGeom2SVWz-eMWidR6mln4G-XPplOwy3SMF8iLCLaa7lGes9Ev2lQNTvq69ssDoGQ6RQhsTuo1ZKsDs/w400-h400/MWWM2.jpg" width="400" /></a></div><p></p><p>A weekly record sheet provides accountability and predictability, but what I love most about these resources though is how they help warm up students' brains and gets them ready to move into the rest of the day. Click the image below!<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Morning-Work-with-Meaning-Top-3-Lists-Set-One-2744193?utm_source=BlogMorningSlides&utm_campaign=MWTop3Set1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBBEZUK1zyyYWTvCM-cC22K0zcidEIz8S_kSsbtq3x2ZuP1f9nE9ocBMGdfknQf7AzuldUNERNyUlQDUgV5uNV-5HLsqeL-CoQAiwsw1WJDDeGOXTNPVjpVzfdaCPOXvM0FiEc76ywB7SsCn9oUg2XSlTaOcQl5GZL10xcDjn6588FGkCkn4Y93bLqDok/w400-h400/thumb1.jpg" width="400" /></a></div><p></p><p>In my other line of morning work, <a href="https://www.teacherspayteachers.com/Product/Odd-Little-Words-Vocabulary-Rich-Morning-Work-Word-Work-12-Weeks-3635849?utm_source=BlogMorningSlides&utm_campaign=MWOddLittleSet1" target="_blank">Odd Little Words</a>, students engage with intriguing 3-letter words as the basis for high-interest vocabulary work, code-breaking, and collaboration! </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhARyjdtGsdCNDsxYeYVFlMGjdQhg6zy6PGIC4gEYSsMuP51QlvhmQ35yatSzyFDWVLPPPgiAgJgUfRtIE91YWW9RWxhCrVffL-_ltcIT6mLJ0tHItMu9rgUhB7v18USF3_7ar59PVeg5sqbEi9IqC3_MvHtXIY1XTmuYJd9nMhZnc84BVuKuafQiMIKD4/s3000/MWWM3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="3000" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhARyjdtGsdCNDsxYeYVFlMGjdQhg6zy6PGIC4gEYSsMuP51QlvhmQ35yatSzyFDWVLPPPgiAgJgUfRtIE91YWW9RWxhCrVffL-_ltcIT6mLJ0tHItMu9rgUhB7v18USF3_7ar59PVeg5sqbEi9IqC3_MvHtXIY1XTmuYJd9nMhZnc84BVuKuafQiMIKD4/w400-h400/MWWM3.jpg" width="400" /></a></div><p>Use it as a morning work routine or even as an engaging word work activity.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhORZNerzsWtCz_f1I1570ve9fSmwL3RRitORwgCD_uzd2g0J24NuyrlRx8KHZjvTxqIwoQXi9NJ79RGTR55AsAGB1ZwcRZECPkKapwbzRGMhXoh88ZzMwJxdFfLMH9uBCuoKgEVK07xp3J59sBAuaRproX_Nc9JfQC4WZTZQKEnaedEu7aPjWn0ap1re4/s3000/MWWM4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="3000" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhORZNerzsWtCz_f1I1570ve9fSmwL3RRitORwgCD_uzd2g0J24NuyrlRx8KHZjvTxqIwoQXi9NJ79RGTR55AsAGB1ZwcRZECPkKapwbzRGMhXoh88ZzMwJxdFfLMH9uBCuoKgEVK07xp3J59sBAuaRproX_Nc9JfQC4WZTZQKEnaedEu7aPjWn0ap1re4/w400-h400/MWWM4.jpg" width="400" /></a></div><p></p><p>With each "odd little word," students read short passages, solve puzzles, and even get creative. Click the image below!<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Odd-Little-Words-Vocabulary-Rich-Morning-Work-Word-Work-12-Weeks-3635849?utm_source=BlogMorningSlides&utm_campaign=MWOddLittleSet1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2RtLkFPbY7iU43yQnSj15SUs11kW90j65m8ErYPoJqfQ16LJV71d0ga-7oX_pwJFnPebvhuJ69Y3rjYEtt_ufiJIfRCge5Or1iKsJEChBqCMw2okEI9RhbztUv-Hi6CL5T3rgi0X4ENlMt2TlAhNWOXmlz2v2lgnjsuwQAadL9rW47R5Gm6rvXNW7S08/w400-h400/thumb1b.jpg" width="400" /></a></div><p></p><p>Whatever task you choose, think of it like your transition from students' morning to-do list to the main part of your day.</p><p></p><p>Don't forget to sign up below to get my file of Student To Do List templates!
</p><div id="fd-form-65cbc7cc4408cdf777b0d5e3"></div>
<script>
window.fd('form', {
formId: '65cbc7cc4408cdf777b0d5e3',
containerEl: '#fd-form-65cbc7cc4408cdf777b0d5e3'
});
</script>
<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvmHCUygI3_wua25rNN7Y6yR4ThNIkU6uop36_b6F6tgM2sDQjpJqpI7RqaMPIRun4NvedOj5KpuZt04ah15-_zwxI5AZQqU-GCXvwgNkmb_HJb6p0yHNnrwu6PjlJMBdKRojtBfskjQjhW_g1rZblkfVc8GOMzM46aeGu9IHYWsAgG6o52Cm-GO4Gxds/s2415/blog%20signature2%2012-21-23.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvmHCUygI3_wua25rNN7Y6yR4ThNIkU6uop36_b6F6tgM2sDQjpJqpI7RqaMPIRun4NvedOj5KpuZt04ah15-_zwxI5AZQqU-GCXvwgNkmb_HJb6p0yHNnrwu6PjlJMBdKRojtBfskjQjhW_g1rZblkfVc8GOMzM46aeGu9IHYWsAgG6o52Cm-GO4Gxds/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /> <br /><p></p><p></p>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-729640696048072022024-01-16T14:22:00.003-05:002024-02-17T15:16:20.857-05:00Teach Students How to Check Their Work<p>A student walks up with with his math test and turn it in to you. You glance at the clock. You think, <i>Hmm, 10 minutes ago I <u>gave</u> you this test.</i><br />
<br />
You say, "Did you check your work?" <br />
<br />
"Whoops," the student says and takes back the test. He remains standing in front
of you and gives each page a quick glance, nodding.<br />
<br />
10 seconds later, "Okay, I checked it. Here you go."</p><p></p><p></p><p>Does this routine sound familiar? </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJDPszBewjWVF-2vQdXPU_BZxPo4ONl_VVyWAeOUt7KcVO184B5KV30VWsBU7y_i1sGiyXVe2pI2tcVImO2FHK4ClgUyoEv1v43zCdFo6Gf_4yNZYzXCcW8vYmSv5AkXDYVdsejs3pJDOzfxrL9xmVSj5npM88sTetfYIYKTsU8TMgGu8R-gGsLGLTe6g/s2250/images%20square.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2250" data-original-width="2250" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJDPszBewjWVF-2vQdXPU_BZxPo4ONl_VVyWAeOUt7KcVO184B5KV30VWsBU7y_i1sGiyXVe2pI2tcVImO2FHK4ClgUyoEv1v43zCdFo6Gf_4yNZYzXCcW8vYmSv5AkXDYVdsejs3pJDOzfxrL9xmVSj5npM88sTetfYIYKTsU8TMgGu8R-gGsLGLTe6g/w400-h400/images%20square.jpg" width="400" /></a></div><br /> With our tests, we want to assess what students really know and are able to do. So when an answer is left blank, or we find a minor calculation error that throws off the entire answer, or only one part of the two-part question was completed, it makes it harder to know what the student really knows. "Silly" types of mistakes obviously hurt the student, but it also hurts us!<br /><p></p><p>I had many of these interactions with students, and I found that simply reminding students to check their work was rarely helpful. Did
students really know what I meant? Did <i>I </i>really know what I meant?</p><p><br />
</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgizJkyQkNfGGL_sTCNVfJKZk7Knv4mEwtf8d6-UjHqhhOTaIxcDUe6VfMi5CJf5ur7gxMBu0-oyuXqr1uMN6FCJsM5rtluZTY747Wo5CK2GBeVt9lGDhmEkTQK8Um5v4Ds-WU4ENXdPMn46-vq31uRrdun8nATduWd3MLGBIlkaSWiA3zJT1AoLgD-ZZc/s3000/cover%20image.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3000" data-original-width="2250" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgizJkyQkNfGGL_sTCNVfJKZk7Knv4mEwtf8d6-UjHqhhOTaIxcDUe6VfMi5CJf5ur7gxMBu0-oyuXqr1uMN6FCJsM5rtluZTY747Wo5CK2GBeVt9lGDhmEkTQK8Um5v4Ds-WU4ENXdPMn46-vq31uRrdun8nATduWd3MLGBIlkaSWiA3zJT1AoLgD-ZZc/w300-h400/cover%20image.jpg" width="300" /></a></div><p></p><p>
After some reflection, I broke the concept of "checking your work" into three levels. I modeled how to do
each level, and then I taught students when each "level of checking" was best
to use. This idea has worked well in math especially, but can be applied to other subjects too.</p><p><i></i></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjq88pnj8izdp6UKBXX7RtkzxHXn49Ms-pd8YMNhH4RY_c6RmSQlTaG8xJavTGXTJYNYonzsA-FZZ4Syqp0Cd7XV5u4OUCUZ4c-JmJ0m9YORl41BVdZLkgS-juEJPKwWjptCuRKNtLEJZ_B5UVjYh_Ii9MtdkY-CnY4i2UXS8g7OQ5UarstQzeQEHPIOQw/s3300/image1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2550" data-original-width="3300" height="309" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjq88pnj8izdp6UKBXX7RtkzxHXn49Ms-pd8YMNhH4RY_c6RmSQlTaG8xJavTGXTJYNYonzsA-FZZ4Syqp0Cd7XV5u4OUCUZ4c-JmJ0m9YORl41BVdZLkgS-juEJPKwWjptCuRKNtLEJZ_B5UVjYh_Ii9MtdkY-CnY4i2UXS8g7OQ5UarstQzeQEHPIOQw/w400-h309/image1.jpg" width="400" /></a></div><p></p><p>Let's look closer at each level:<br /></p><p></p><h3 style="text-align: left;"><span style="font-size: x-large;"><u>Level One Checking</u></span></h3><p>
I consider a "level one check" to be the lowest level of checking your
work (but better than nothing). After completing your test or
assignment, you return to the beginning and check to be sure that you
have answered every question. Basically, you are checking to see if you
skipped anything. It is quick and takes little thought, but might be the
right choice in certain situations, like if you are running out of
time.</p><h3 style="text-align: left;"><span style="font-size: x-large;"><u>Level Two Checking</u></span></h3><p>When you check your work at level two, you return to the beginning of
your test or assignment and you reread the first question. You then look
at your answer and see if it <i>makes sense</i>. If it does, you move on and
do the same for the rest of the questions. If it doesn't, you work the
problem again to try to find your error. With level two, you really keep
your brain turned on. It helps eliminate those "silly" mistakes.</p><h3 style="text-align: left;"><span style="font-size: x-large;"><u>Level Three Checking</u></span></h3><p>Checking your work at level three is like a full court press. This is when you read each question again and <i>rework</i>
the problem. You then compare your answer to your first attempt to see
if you got the same thing. This takes a lot of time and mental stamina,
but might be appropriate for certain sections, like a problem with
multi-digit addition or subtraction.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKFvwMUkCkHini0PmkkidytPfp-yAXVlojcdPYHmfLMd8E7CNjhYCQnNYZqd-YYNXGydAfsme52sVhk-pEXwexbFRTLj4MkVRHS-KCpWjG9ku6SW8B4TIyZsqj9vTKDk4HkdkwGl7NB7N8YHMYU8hlLrUNknF0TARDxn8JgSQdS6olqoTTgaKgfZs_dXY/s3300/image2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2550" data-original-width="3300" height="309" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKFvwMUkCkHini0PmkkidytPfp-yAXVlojcdPYHmfLMd8E7CNjhYCQnNYZqd-YYNXGydAfsme52sVhk-pEXwexbFRTLj4MkVRHS-KCpWjG9ku6SW8B4TIyZsqj9vTKDk4HkdkwGl7NB7N8YHMYU8hlLrUNknF0TARDxn8JgSQdS6olqoTTgaKgfZs_dXY/w400-h309/image2.jpg" width="400" /></a></div><p></p><div class="separator" style="clear: both;">After teaching students the three levels of checking, we put a reminder poster on the board. I made three versions of the poster: the two you see in the here in the post, as well as a plain blackline version. You can have the whole file by signing up below!</div><div class="separator" style="clear: both;"><br /><div id="fd-form-65a6cf50e382a70c005c2414"></div>
<script>
window.fd('form', {
formId: '65a6cf50e382a70c005c2414',
containerEl: '#fd-form-65a6cf50e382a70c005c2414'
});
</script></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"> </div><div class="separator" style="clear: both;">Getting students to <i>care</i> about checking their work isn't easy. It takes a change of mindset that completing the last question is <i>not</i>
"the end." It also takes the realization that we all are capable of
making absent-minded mistakes. </div><div class="separator" style="clear: both;"> </div><div class="separator" style="clear: both;">I've found that teaching students how to
use these different levels of checking has helped give students more
ownership and the ability to make wiser choices when it comes to
checking their work. I hope the idea can help your students too!</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5rj7KlltuJXuyUdzu4uuJNnANJ3NpTA3B1V0dr3pBLVAYNFFdqYYk0pqaQ5uA3PbeRfLoeLqzZGLWyhtFqDW6-qo0PZX_Nm5qmjWZTXngcUgfVxEmaewGaalgn8r6WmVoE-Xf5sMrXUrmvJDhgDxQXWbkbnCg8ow4sU8rDR6zZ0r607M_e2gaDbVpuG8/s2415/blog%20signature2%2012-21-23.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5rj7KlltuJXuyUdzu4uuJNnANJ3NpTA3B1V0dr3pBLVAYNFFdqYYk0pqaQ5uA3PbeRfLoeLqzZGLWyhtFqDW6-qo0PZX_Nm5qmjWZTXngcUgfVxEmaewGaalgn8r6WmVoE-Xf5sMrXUrmvJDhgDxQXWbkbnCg8ow4sU8rDR6zZ0r607M_e2gaDbVpuG8/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /><p></p>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-31224485597263492782023-11-18T07:30:00.006-05:002023-12-21T15:42:51.297-05:00How to Make Writing Centers Work for You and for Students<div style="text-align: left;"></div><div style="text-align: left;">Writing Centers can be a perfect complement to your language arts framework, whether you use a workshop model for reading and/or writing or a rotation structure like Daily 5. If you want students to be working on literacy-based tasks independently or with partners, writing centers or writing stations have the potential to be a great fit. </div><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Keep-It-Fresh-Writing-Centers-BUNDLE-15-Writing-Centers-2095030?utm_source=BlogWritingCenters&utm_campaign=WritingCenterBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj22L9OUrFoJEvfbkKBXeTzDIa_9czu20hn0QXcPEw5jSNyEcV1qNxDFJ3oalDhilziLHWOtgGHWXh6z2nToaMyFQzwHS4WezLuXN-Un560AJ9adyjtMcH3R9FZSJZMGg05vm-RdHk7utZq5fUlatEiRMjN2nltKyLQ0fxM7K_SUg5UAsvr1TvxYLmB-e0/w640-h360/cover%20H%20two%20pic.jpg" width="640" /></a></div><br /><div style="text-align: left;"></div><div style="text-align: left;"></div><div style="text-align: left;">However, keeping the writing tasks fresh and engaging within those centers can be time consuming and downright <i>draining</i>, and therefore they often become abandoned by both students and teacher.</div><div style="text-align: left;"><br /></div><div style="text-align: left;">I had tried lots of things that started out with promise but became stale or required too much of my time. I wanted writing activities that:</div><div style="text-align: left;"><ol style="text-align: left;"><li> only needed to be introduced once before students could do them independently.</li><li>kept students' interest and engagement time after time.</li><li>allowed students to practice a variety of writing forms.</li><li>was easy for me to manage and keep fresh.<br /></li></ol></div><div style="text-align: left;">With the four key motivations above as the driving force, I started creating my <i><a href="https://www.teacherspayteachers.com/Product/Keep-It-Fresh-Writing-Centers-BUNDLE-15-Writing-Centers-2095030?utm_source=BlogWritingCenters&utm_campaign=WritingCenterBundle" target="_blank">Keep It Fresh! Writing Centers</a></i>. </div><div style="text-align: left;"><br /></div><div style="text-align: left;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Keep-It-Fresh-Writing-Centers-BUNDLE-15-Writing-Centers-2095030?utm_source=BlogWritingCenters&utm_campaign=WritingCenterBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyNG8n-fC_XWbPQQxDmnhPYIdFXI0iVK3hdJCNNN5cJQXPDvCNWyGSLOcqUbqFRUGe4cvBhvz7gjuQP9xyGjzk5MhQa335zSRUKdNf6cIcRd5UON2UFWwcH5o5ZxOq-LhTunb5_ixynqlZVogq0C1YRLpui6RnJpb2zTWgAzBKfJccxtvA8zmC7qWlov8/w640-h360/cover%20H%20with%20thumb.jpg" width="640" /></a></div><br /><div style="text-align: left;"></div><div style="text-align: left;">Having a total of 15 unique writing centers now means plenty of variety in writing forms. And within each and every center are simple built-in methods to, well, keep it fresh!<br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><h3 style="text-align: left;"><u>LET'S TOUR A WRITING CENTER</u> </h3></div><div style="text-align: left;">Come with me on a little tour of one of my writing centers, called <i><a href="https://www.teacherspayteachers.com/Product/Writing-Battles-Persuasive-Writing-Keep-It-Fresh-Writing-Center-9093529?utm_source=BlogWritingCenters&utm_campaign=WritingCenter%20WritingBattles" target="_blank">Writing Battles</a></i>, to see how the centers are set up.</div><div style="text-align: left;"> </div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Writing-Battles-Persuasive-Writing-Keep-It-Fresh-Writing-Center-9093529?utm_source=BlogWritingCenters&utm_campaign=WritingCenter%20WritingBattles" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj511ngvB2aVdCPy2Un8CM9PjwMf2bK_kxvTLVCGB4snSCjC5nzBGmf4dbv5eJa8aasKXwgBeOe4nD1anIcL76PNaDPsLqM2Z-HfJSWzat6JNuvYqv5b1F7VVCTd2p3OKjqMAeP5jxEAxaMkVThyjcUtHRfPi4e9FVZzRqkN0AOWiqei_OoQrqvlDApFO4/w640-h360/writing%20battles%201.jpg" width="640" /></a></div><br /><div style="text-align: left;"></div><div style="text-align: left;">I've chosen to use a folder system to "house" each writing center. This makes each one portable: students can take it back to their seat or work with a partner at a quiet place in the room.</div><div style="text-align: left;"> </div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Writing-Battles-Persuasive-Writing-Keep-It-Fresh-Writing-Center-9093529?utm_source=BlogWritingCenters&utm_campaign=WritingCenter%20WritingBattles" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD7muYt2goMDDyxFoldcDIfkUC7CZk7EFPiQPD5NHmq2LlcuIixtS2jmGoUc5SwldsZ9-dXeVF52oWSIXbT-oNN8EO3Jd6YS0KfM96Ts6Hs1WqNnTc4qDpNGYpC2aG4w1YRziD_HLmas0QSB1NwP2ScQfmqDoOGVH0F9tvWrjbHK2qT-svl2Tc4Q2bcLM/w640-h360/writing%20battles%202.jpg" width="640" /></a></div><br /><div style="text-align: left;"></div><div style="text-align: left;"></div><div style="text-align: left;">In <i>Writing Battles</i>, students practice persuasive writing. I write the battle topic (e.g. "Cookies vs. Cake: which is better?") on the sheet protector with a wet-erase marker. </div><div style="text-align: left;"> </div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Writing-Battles-Persuasive-Writing-Keep-It-Fresh-Writing-Center-9093529?utm_source=BlogWritingCenters&utm_campaign=WritingCenter%20WritingBattles" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJE1TRhInpUND2vPlpF2ugvtRznFRMVwcuduvxsuOB9C5IzG-t7_l97xqtklneI8c0caFXJhCdnIk4zsNiVELviRokejepEzzqlkKUGSv45f3kfrK6_YgCn37f0pYkBFpcZJnsONp3U_WlN2lAmDa2rL04mRfWfp-n8QThXotZZA3NjSQs0VNhBUJGcTc/w640-h360/writing%20battles%203.jpg" width="640" /></a></div><br /><div style="text-align: left;"></div><div style="text-align: left;">Simple, clear instructions guide students through the writing activity. They use a planner from the folder's left pocket to develop an opinion, and the writing tip cards can be used for student-friendly ways to improve their writing. <br /></div><div style="text-align: left;"> </div><div style="text-align: left;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Writing-Battles-Persuasive-Writing-Keep-It-Fresh-Writing-Center-9093529?utm_source=BlogWritingCenters&utm_campaign=WritingCenter%20WritingBattles" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvm8IXBknRaNbcsCni22879xtekFWriaA_TljvQaGU15InOvdUlIa_rULApbeKsC42dxM-RsgyEPddA1g9GW5Yq-jiUZoNX1popOUU-Z5LUWBFE42MmuvI0dv4EGQMS6zRcj2lEyS1iXMDBu0iPmjEf3BZd72qkVWE3n8_Ap5xk605p34JmUeQpwFCIos/w640-h360/writing%20battles%204.jpg" width="640" /></a></div><br /><div style="text-align: left;"></div><div style="text-align: left;"></div><div style="text-align: left;">Students write their persuasive essay with the aim of convincing their classmates that one battle topic is better than the other.</div><div style="text-align: left;"><br /></div><div style="text-align: left;"><h3 style="text-align: left;"><u>A BIG VARIETY OF ENGAGING WRITING ACTIVITIES</u></h3></div><div style="text-align: left;">I've spent a lot of time crafting writing tasks that are engaging to students, to spark their creativity and motivate them to write. Here is a peek at a few more of the writing centers:<br /></div><div style="text-align: left;"> </div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Choose-Your-Chapters-Narrative-Writing-Keep-It-Fresh-Writing-Center-9090278?utm_source=BlogWritingCenters&utm_campaign=WritingCenter%20ChooseYourChapters" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdMFyGQrs4X0GXFznoq8ZhtA5JD9cgsl25gTcymxxXX-KywQ5sb108EFqvNS1BfItjlLHe0BhgysTDOj4u8rdwPNGyJo-PcEqZXDzH7EFY3vQ6NRqiGnoWSmeLQ1lXHRgIq6Ed9lVxyLl5-qlv62s6nddTPAwYvoTlAcV6kMnX9hYJUlweqwyMa_4uFaI/w640-h360/choose%20your%20chapters.jpg" width="640" /></a></div><br /><div style="text-align: left;"></div><div style="text-align: left;"></div><div style="text-align: left;">In <i><a href="https://www.teacherspayteachers.com/Product/Choose-Your-Chapters-Narrative-Writing-Keep-It-Fresh-Writing-Center-9090278?utm_source=BlogWritingCenters&utm_campaign=WritingCenter%20ChooseYourChapters" target="_blank">Choose Your Chapters</a></i>, students write a short, three-chapter fictional narrative. They use the given "chapter chart" to choose the titles of their three chapters, thereby instantly creating an outline for their story!<br /></div><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Character-Scrapbooks-Developing-Characters-Keep-It-Fresh-Writing-Center-9097834?utm_source=BlogWritingCenters&utm_campaign=WritingCenter%20CharacterScrapbooks" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyChSpqBbnZPgJI1t-T0qmiMc4p5zfsWpi5XiFy7g1wOgGdKKh8RMBnh4axYp-1kPMDsopjpc0xLohRjenPipcZK5CXvnJxzKUEcwGRxnGz9g5DfcByWODM764xERLea9hkZGOXfc2QAjbXbXtJXjO7rvdLkh2T7ju_LGRhyphenhyphenz_E2evC8pp9FAhF_PuUUU/w640-h360/character%20scrapbooks.jpg" width="640" /></a></div><br /><div style="text-align: left;"></div><div style="text-align: left;">In <i><a href="https://www.teacherspayteachers.com/Product/Character-Scrapbooks-Developing-Characters-Keep-It-Fresh-Writing-Center-9097834?utm_source=BlogWritingCenters&utm_campaign=WritingCenter%20CharacterScrapbooks" target="_blank">Character Scrapbooks</a></i>, students develop a character to use in their own future writing through the creation of a scrapbook that showcases their new character. </div><br /><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Object-Mash-Ups-Descriptive-Paragraph-Writing-Keep-It-Fresh-Writing-Center-9102475?utm_source=BlogWritingCenters&utm_campaign=WritingCenter%20ObjectMashUps" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil9Pyz9S3TbRIJfth1m55DI6dzfzmOkoy4bbAwm5LqwcrEtyKQTY_USSqTfY42jIJDZmUUqF0ehGlTWFErnNKJbUyIZ3OguKzPSrJS9hzDAUP7jhWucyNI4GZUxruPIx29uJaTbm1DL5vR6AsS11jqCi4CwMLkHfu0zGY3x44adboqIXCi9he3uP4DSfA/w640-h360/object%20mashups.jpg" width="640" /></a></div><br /></div><div style="text-align: left;">In <i><a href="https://www.teacherspayteachers.com/Product/Object-Mash-Ups-Descriptive-Paragraph-Writing-Keep-It-Fresh-Writing-Center-9102475?utm_source=BlogWritingCenters&utm_campaign=WritingCenter%20ObjectMashUps" target="_blank">Object Mash-Ups</a></i>, students choose two objects from a category list and combine them into one. They write a descriptive paragraph and draw a diagram about their mash-up. <br /></div><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/One-Prop-Skits-Script-Writing-Keep-It-Fresh-Writing-Center-9102387?utm_source=BlogWritingCenters&utm_campaign=WritingCenter%20OnePropSkits" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9P0DRQKYto3LwBHzWoqek2jsTt9F-B8I1PiPBjN72yXsnwbwrz1dSD3IT7ZASaiaYN4CXYfDRloX_Z2rR8Rm_95-LAHtYziLkiYo4e9eiIpgACIcDKRAb1MdH-AHK-95xhyFDH0L_pFuN4rmgic1QBW1PqVh3-TKd-KiJnjrWA_34zXE_7qHJvQiB60A/w640-h360/one%20prop%20skits.jpg" width="640" /></a></div><br /><div style="text-align: left;"></div><div style="text-align: left;"></div><div style="text-align: left;">In <a href="https://www.teacherspayteachers.com/Product/One-Prop-Skits-Script-Writing-Keep-It-Fresh-Writing-Center-9102387?utm_source=BlogWritingCenters&utm_campaign=WritingCenter%20OnePropSkits" target="_blank"><i>One-Prop Skits</i></a>, students work with a partner to write a script for a short skit or play, featuring one (and only one) assigned prop. The given prop, chosen by you, is something readily available like a ruler or paper plate.</div><div style="text-align: left;"><br /></div><div style="text-align: left;">Below is a quick list of all 15 of my <a href="https://www.teacherspayteachers.com/Product/Keep-It-Fresh-Writing-Centers-BUNDLE-15-Writing-Centers-2095030?utm_source=BlogWritingCenters&utm_campaign=WritingCenterBundle" target="_blank"><i>Keep It Fresh! Writing Centers</i></a>, highlighting all the different forms of writing that are featured.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Keep-It-Fresh-Writing-Centers-BUNDLE-15-Writing-Centers-2095030?utm_source=BlogWritingCenters&utm_campaign=WritingCenterBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHXks4cV5nF9ZkUGfzUQS4WMta94d93Le4r0zCQe8neo2oMlltTbDZ7ecFHsqUtWPaUucGZBxwLJ0ui_2sse6ltEfRJvpwyYIBtYusy0_mjE3toDHrBItIzDZMW9l5KMdc9I4-XcsLo5zSDpDOkCiLurXG6cifPGy3-CjfPA5U09PeEdcpvbtGNy1Yw0c/w640-h360/grid.jpg" width="640" /></a></div><div style="text-align: left;"></div><div style="text-align: left;"></div><div style="text-align: left;"> </div><div style="text-align: left;"><h3 style="text-align: left;"><u>EASY TO MANAGE, EASY TO KEEP FRESH</u></h3></div><div style="text-align: left;"></div><div style="text-align: left;">I like to keep a teacher binder with all the topic lists and master copies of the planners and papers. </div><div style="text-align: left;"> </div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Keep-It-Fresh-Writing-Centers-BUNDLE-15-Writing-Centers-2095030?utm_source=BlogWritingCenters&utm_campaign=WritingCenterBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgy4uGdJFTHf0VpV-WW7_E0NKq3Hb3lZEwbMZMZojHibrOL8KiHyVExIk6vmClc9ZRPPFC8IZjeE1RPKID8O7XLTX-coISkVbD42on67ljO9jtXqScAoHeFncWv0oZZjltkHZvYAxA5OsD9C80A-g0FduVwba0deEFgeRTlxHMq1nbZUOvwnr_6BHdDnNY/w640-h360/binder.jpg" width="640" /></a></div><br /><div style="text-align: left;"></div><div style="text-align: left;">For a particular week, I grab a handful of writing center folders to be available for students. I quickly change out the topic for each center using the extensive topic lists. Then I just make sure each pocket is loaded with enough student copies, and they're ready to go for the week. </div><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Split-POVs-Point-of-View-Narrative-Writing-Keep-It-Fresh-Writing-Center-9108300?utm_source=BlogWritingCenters&utm_campaign=WritingCenter%20SplitPOVs" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8DfOr0cnx9edKkrnW7-VIDSzajI6KH1hyphenhyphenhJWY6_YDjRt_DEIITFa2XlBY83Z3dbEABMaZxaE24ezMo5R3UcJNcM6nR51Mk_XPnOTZ_OOkJMgraMnDYVQvaAIh5kLMzcAzdw06aGs2JJ3nJBxcMsASL2FvwhUPk_gokCtO6T7ybLDGOPUTQsA-Y_tCn1c/w640-h360/changing%20topics.jpg" width="640" /></a></div><br /><div style="text-align: left;"></div><div style="text-align: left;"></div><div style="text-align: left;"></div><div style="text-align: left;">I place that week's center folders into a file-sorter organizer for students to access. </div><div style="text-align: left;"> </div><div style="text-align: left;">My last step is to attach the coordinating center-tags to our laminated sign-up sheet. The tags have Velcro on the back to make it easy to switch out.</div><br /><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Keep-It-Fresh-Writing-Centers-BUNDLE-15-Writing-Centers-2095030?utm_source=BlogWritingCenters&utm_campaign=WritingCenterBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaK6Rdkjmio-i6enXzmA2eIw_gvoAz3Bj4PsnftJZTmglaDtEGHCazVoRCe7f-IBwyll9vz4MtJTzdmFa2qITbXrgPq8iaXmsXEkVZkkpVuM31Yh09T9bLDti3NSlwE8BjT6muztefH3C_kGrauZsXX-E4ZkvKrWTQEKCnXBv7SrA2ffLhRsRszKtrIP8/w640-h360/center%20tags.jpg" width="640" /></a></div><br /></div><div style="text-align: left;">Each day, students use a dry-erase marker to sign-up for one of the available writing center folders. At the end of the day, we can simply erase the sign-up sheet so it's ready for the next day.</div><div style="text-align: left;"> </div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Keep-It-Fresh-Writing-Centers-BUNDLE-15-Writing-Centers-2095030?utm_source=BlogWritingCenters&utm_campaign=WritingCenterBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBj6hFiVONIMeUHKZjkcjhM9zhGU5W5heKjaY8U043FMOCplPmVlm9GUCagakbUWYyssJtAliDx6u-bTZfeGu0wJtfNUO5CpUrCFo6JuGyk9lbLMNxMRfAhGLPyeW_A5kcD4QaE2BYDJrKWhySuVGPT5pDsJGq1LXFGuXDvu66vW5R7GtNBc7asz1uWuI/w640-h360/sign%20up.jpg" width="640" /></a></div><br /><div style="text-align: left;"></div><div style="text-align: left;">After a week or two, depending on what is required of students (for example, maybe I use the Student Contract to require two completed writing center pieces in a given week), I carve out a few minutes for students to share their writing with the class, or we do a gallery walk for students to read of few of their classmates' finished pieces (hello, peer accountability!). </div><div style="text-align: left;"> </div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/FREE-Accessory-Pack-Tools-to-use-with-Keep-It-Fresh-Writing-Centers-2094982" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVIRjLrJY0okzSK4RbQQGgE8qM9VDL_ACQIao17FlnbSM64-D-aMUnFlqvi_F0mdhyF1-Wxjuwak1ZVrUSKgLvoFh0xn0tqt7bcMWZYCm-4j4diCRu5idKsOXTxMeXry2d-YII9V7cPGUbZdfV9ts_Aq-bU2jgpMp9tx0syDUKmdpvtwBPrHq0eyY630E/w640-h360/accessories.jpg" width="640" /></a></div><br /></div><div style="text-align: left;">Students love sharing their pieces with their classmates, and I can quickly record completion grades. If I need more official accountability, I can use the Peer Review Forms or Student/Teacher Scoresheets.</div><div style="text-align: left;"><br /></div><div style="text-align: left;">Switching to different center folders for the next week, or revisiting previous ones but with new topics, always gives students a fun jolt of excitement for their writing time!<br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;">Click the image below to see my <a href="https://www.teacherspayteachers.com/Product/Keep-It-Fresh-Writing-Centers-BUNDLE-15-Writing-Centers-2095030?utm_source=BlogWritingCenters&utm_campaign=WritingCenterBundle" target="_blank"><i>Keep It Fresh! Writing Centers Bundle</i></a> in my TPT shop!</div><div style="text-align: left;"> </div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Keep-It-Fresh-Writing-Centers-BUNDLE-15-Writing-Centers-2095030?utm_source=BlogWritingCenters&utm_campaign=WritingCenterBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="2250" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSdCYxFsj4KKbrfKURLnq5ZCpi5pNOFwuXvZVkZdHolcxgPoqsJ_V4pY85McbBxWVn1c5lpG9BpnYlf2xUxjU6_HSJbLJ_KaTv0uqlwCUixKm0AipI66-92Q3JeMR5RUMBDy24z0hnbazqM7DbtxD7Op8yTsrao4y9rzpylSIEp_LsA3wUXQKzYa6Ymr4/w400-h400/thumb1b.jpg" width="400" /></a></div></div><div style="text-align: left;"><br /></div><div style="text-align: left;">The bundle comes with all 15 of my writing centers, in both printable and digital (Google Slides) formats, plus the "Accessory Pack" filled with organization and management tools (like the sign-up sheets, center tags, and accountability forms). <br /></div><div style="text-align: left;"> </div><div style="text-align: left;">You can also try out my free writing center, <a href="https://www.teacherspayteachers.com/Product/Memory-Twists-Personal-Narrative-Writing-Keep-It-Fresh-Writing-Center-FREE-1284549" target="_blank"><i>Memory Twists</i></a>, shown below:<br /></div><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Memory-Twists-Personal-Narrative-Writing-Keep-It-Fresh-Writing-Center-FREE-1284549" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="2250" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvK-NPkt_RdnLgru_dTHvR6DVPx3L34EsfoiQad-I5sLrWJqte8gMulfj59vs2duPeqa89KAwsPrOqX5VMdZI-UUbh9VKsSip7110VLwyuuz25J7rESBNDWXJZzkeGvxHlSk_biK4DejylIQQeOMQf3Cln4xC3w1IHcdlqE8vYNwbcTH6FKr-9E9Vgz1s/s320/thumb1b.jpg" width="320" /></a></div><br /><div style="text-align: left;"></div><div style="text-align: left;"></div><div style="text-align: left;">Let's get your students engaged in meaningful, creative writing practice, and let's do it with a system designed to run smoothly and efficiently for you!</div><div style="text-align: left;"> </div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMBbfxnneJnUcRFhNpEy1BvDdoP5CB9mytNvMSb8C_JMlTYdMC7IFebB5UCRsn6npVnzmZbQm32HJ12n2WcemDH1YotnRpHVhtO5rHQozuRSWwlluHn5GPlr49ykBk648EozMGDRgpO2K2iCsMR9RkQguq1p6VSAvBdqmK-fORyILOZ8qQy3_NFetUGH8/s2415/blog%20signature2%2012-21-23.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMBbfxnneJnUcRFhNpEy1BvDdoP5CB9mytNvMSb8C_JMlTYdMC7IFebB5UCRsn6npVnzmZbQm32HJ12n2WcemDH1YotnRpHVhtO5rHQozuRSWwlluHn5GPlr49ykBk648EozMGDRgpO2K2iCsMR9RkQguq1p6VSAvBdqmK-fORyILOZ8qQy3_NFetUGH8/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><div style="text-align: left;"><br /> <br /></div>
<div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>
Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-75132083670250535002023-11-13T12:24:00.005-05:002023-12-21T16:02:03.334-05:00The Box Is Locked! Thanksgiving Math Challenge<p>Looking for a math activity to engage students during that short Thanksgiving week? One of my <a href="https://www.teacherspayteachers.com/Product/The-Box-is-Locked-Thanksgiving-Math-Challenge-Addition-Subtraction-4178891?utm_source=BlogBoxThanksgiving&utm_campaign=BoxASthanksgiving" target="_blank">"The Box Is Locked!" Thanksgiving math challenges</a> might be just the resource! </p><p>Students solve a clever series of clues while you watch them practice important problem solving math skills like addition and subtraction story problems, or even multiplication and division story problems.</p><p></p><p>Here's how it works:</p><p>Grab a box (like a plastic shoe box) and stuff it with a class prize. (I include plenty of options in the resource, like collectible bookmarks and homework passes.) Then pop the paper lock on the lid, making it very officially locked. </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/The-Box-is-Locked-Thanksgiving-Math-Challenge-Addition-Subtraction-4178891?utm_source=BlogBoxThanksgiving&utm_campaign=BoxASthanksgiving" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="2250" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhc4qCWUcaTh9BoSy2G12-SFTqX822mGyjGg6xuHiB_pyT4NQnsLiQGCxoU8MZVT5X58MNvebx_l48t-SFfZ3R2R8ARlzRylNDvcj4-VqobMcgYXSHXp4gP1kN3DYownMUJrkju4odCgyvLgWrWxf_mS7qKC15BESdRFNgRhWMm82te-BQ44-udhua0u4w/s320/1%20box%20locks.jpg" width="320" /></a> <br /></div><p></p><p>You can also use a length of chain and real lock (like from a suitcase lock & key set) if you are super professional.</p><p>Next, hide the key. I give you a couple of options for where you can hide it in order for students to find it using the clues I've included. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/The-Box-is-Locked-Thanksgiving-Math-Challenge-Addition-Subtraction-4178891?utm_source=BlogBoxThanksgiving&utm_campaign=BoxASthanksgiving" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="2250" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6XxMHHsGKCLOg9Cip2w1XewMs2m238ZtI3eYvAENpDD1rdGKIvBKmQqyeFEciWQEM2uVOtyT1hUbtVg9fhzdCSDDaOg91lU3jylHjPB4EJedAFD0lkO5a2AUkav0RgyEHjzaRHcE449gDOu7KlYibgrTCzzjZvLyOtTpZwLzacOsX1t3gAOnOhGt-5os/s320/2%20keys.jpg" width="320" /></a></div><p></p><p>Now read students the opening note from Tad (a turkey), who takes credit for locking the prize in the box and setting up all these math clues for your students to solve. Tad's note will set the scene for your class and get them ready to begin.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/The-Box-is-Locked-Thanksgiving-Math-Challenge-Addition-Subtraction-4178891?utm_source=BlogBoxThanksgiving&utm_campaign=BoxASthanksgiving" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="2250" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhI5W1_MeNkQeIkTuOEcY7oGzonrcYb-0P8qKGt37ihWSA7ORPGUPKXPQpeLI49s-hYEO18Tj09nIkuIJqPHRwRNGkgsCpQwgtd3Q5RBhzcJ7Ve_Skctm1ceKJBYO5lmoKkWGlfrDpSTApYyvlVi2IsrssNjmczj-hdgSOZMrt0uACd-jnSlVjwu338ZeA/s320/2%20setup.jpg" width="320" /></a></div><p></p><p>Students then work in pairs to solve Tad's clues, which focus on addition and subtraction stories. (One of the cool things about the resource is I've included <i>six </i>difficulty levels of the clues, from number stories requiring two-digit addition and subtraction without<i> </i>regrouping to five-digit with regrouping, so you can get the right "math fit" for your students.)<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/The-Box-is-Locked-Thanksgiving-Math-Challenge-Addition-Subtraction-4178891?utm_source=BlogBoxThanksgiving&utm_campaign=BoxASthanksgiving" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="2250" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnAPYU2AtPRdMpq-Ioo0AaQgADdSLM5ozCaPQsAaZDiv718SiM71kkGZpyx3Ul_npaizMndqGtwnKAawMcKVF6nset1qSxpWd2b_pk-oOyGGKwXLke_hsUhkuT5tUhzOLjZHYnsOYD2pO37E_jjF50jOHxaWl9Uze079APp2Va_e8uZpoMzsxVoU_r7zc/s320/4%20clues.jpg" width="320" /></a></div><p>Before you know it, students will be deciphering a password by aligning certain clues and holding them up to a light source. (Another cool thing is that students won't be able to get the password unless they've done the math correctly on the first several clues.)</p><p>After a student-team shares with you the correct password (on the down-low of course), you give them the final clue. Upon completing the math, the location of the hidden key will be shockingly revealed.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/The-Box-is-Locked-Thanksgiving-Math-Challenge-Addition-Subtraction-4178891?utm_source=BlogBoxThanksgiving&utm_campaign=BoxASthanksgiving" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="2250" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTCznGK38oWttBCif9HjWIOxJEgMHNRRsNFLTLZKuqchdsfZ3LY9YYpKDnvvDNll0sn4rcmdJhW6tbU7aJ-xguH_KbcMSqsz1yiuGfBE8gkxSjrZ6I0y9PqFT24DEpFOi29s15yGbUGekNd0kx2NGJnex4OOGMHELWFpPxR0rY_HsNPQgt-n_x96_ZOz4/s320/5%20key%20found.jpg" width="320" /></a></div><p>The first student-team to locate the key and bring it to you gets to open the lock and share the prize with their classmates! </p><p>Click <a href="https://www.teacherspayteachers.com/Product/The-Box-is-Locked-Thanksgiving-Math-Challenge-Addition-Subtraction-4178891?utm_source=BlogBoxThanksgiving&utm_campaign=BoxASthanksgiving" target="_blank">HERE</a> or the image below for details on getting the full resource from my TPT shop!<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/The-Box-is-Locked-Thanksgiving-Math-Challenge-Addition-Subtraction-4178891?utm_source=BlogBoxThanksgiving&utm_campaign=BoxASthanksgiving" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="2250" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiixaiDvIx6RR1whgmIggXytkhopECvJetSUFtRR8O3Bywx-coRiJGvvRShxb11plfrFERs55tUGme3-ysR2GS8l5O0LB-wbNo-ir_ainuuPrkDmWvVoJKTyCeO87tzh0riZhGg6ao-Vcnc3WGdGceKXssrU_DLKfzmQOGT5VzYVrYpRjHJcrcK5sTyB-I/s320/thumb1.jpg" width="320" /></a></div><p></p><p>The Multiplication & Division edition of "The Box Is Locked!" Thanksgiving Math Challenge can be found <a href="https://www.teacherspayteachers.com/Product/The-Box-is-Locked-Thanksgiving-Math-Challenge-Multiplication-Division--5017127?utm_source=BlogBoxThanksgiving&utm_campaign=BoxMDthanksgiving" target="_blank">HERE</a>, or click the image below.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/The-Box-is-Locked-Thanksgiving-Math-Challenge-Multiplication-Division--5017127?utm_source=BlogBoxThanksgiving&utm_campaign=BoxMDthanksgiving" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="2250" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjf4UkceN0tCHtUPgkumdwCbFGb-7u3zFiZ9Bh0G18ob5drGfTVFhRzdQ2aZdGdNL90qutsTlQtmRLHkT8Lmk4xwMW0TRPfI0mGXXS-cYn_Te8BwG6KpwN7D-qoAr1ws7k5TnmV6MiT1gFpjfu873WXxlzRxbk4CR6j_MdAoRMvRoTTHI5pjIw60SDrrMc/s320/thumb%201.jpg" width="320" /></a></div><p></p><p>You can see ALL the math challenges I have available <a href="https://www.teacherspayteachers.com/Store/Michael-Friermood-The-Thinker-Builder/Category/Math-ALL-14169" target="_blank">HERE</a>!</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkjcDvb47yc8cKOXPQK9g8mPsJJ6caT80_M2Jmq6zwhvk-qOgzKf6LRbspMaclsG3nP19dsGxj-_Dxb1yk-HWnz8KGzGKLi2rVuoZxCbfqsMO4qGHMkg9hH-O8ypQZ-grqkj3r9cr1RFh_XW2ptzJOfOUvPlzLs5sjz2_GqqgtYQiFAS_6lFjXyhx9HFk/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkjcDvb47yc8cKOXPQK9g8mPsJJ6caT80_M2Jmq6zwhvk-qOgzKf6LRbspMaclsG3nP19dsGxj-_Dxb1yk-HWnz8KGzGKLi2rVuoZxCbfqsMO4qGHMkg9hH-O8ypQZ-grqkj3r9cr1RFh_XW2ptzJOfOUvPlzLs5sjz2_GqqgtYQiFAS_6lFjXyhx9HFk/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /> <p></p>
<div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-9445223069573847322023-11-02T14:36:00.002-04:002023-12-21T16:04:02.207-05:00Level Up Your Writing Instruction with Opinion Writing for Thanksgiving<p style="text-align: left;">Opinion writing can be difficult to teach. We want students to be engaged and motivated, as well as apply key strategies that will improve their opinion writing (or persuasive writing). Use these three steps to "level up" your writing instruction to help your students produce stronger opinion pieces.</p><p></p><h2 style="text-align: left;">Step 1: Pose a relatable, balanced question.<br /></h2><p>Focus students on a question to which they can relate. A question about a topic or issue students care about, have a reaction to, or feel compelled to ponder, will keep them engaged in the writing process. </p><p>Balance is also important. Pose the question in a way so that multiple opinions can be shared. If you use a question that is too leading or too obvious, you lose authenticity of the process and get less motivated writers.<br /></p><p></p><p>For example, a timely Thanksgiving-related focus question might be, <i>"Should turkey be Thanksgiving's main dish?"</i> or, <i>"What is the most important part of Thanksgiving?"</i></p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Thanksgiving-Writing-Opinion-Writing-Two-Focus-Questions-2208575?utm_source=BlogOpinionWritingThanksgiving&utm_campaign=FBOWThanksgivingBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPor3hHxbxvnmKMBR0L-O-SgdqSZDvnDKxNwWrKZujYzxj6lJiROmMVkqfQXNHatEsx11xxSwkGkrA3NeubocUWIUDsmJoeKXrYPxjmXsE-FzHFPEbC4aOcEvGly5wNEskwqnBIJMj4bhFQL4xrFXTid7Uy_A3lLlyT5mc-eA369MTU28bkgAgzbERn2k/w400-h400/Slide2.JPG" width="400" /></a></div><p></p><h2 style="text-align: left;">Step 2: Develop opinions with facts.</h2><p>A balanced, relatable question will get students' thoughts flowing. Many will already have an opinion about the issue. But it's important for students to develop their initial opinions. And the best way to do that is for them to learn more about the issue at hand. </p><p>Depending on your students' age, you might send them off to do their own research. Or, like in my <b><a href="https://www.teacherspayteachers.com/Product/Thanksgiving-Writing-Opinion-Writing-Two-Focus-Questions-2208575?utm_source=BlogOpinionWritingThanksgiving&utm_campaign=FBOWThanksgivingBundle" target="_blank">Thanksgiving Opinion Writing</a></b> resource, you can provide a set of relevant facts. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Thanksgiving-Writing-Opinion-Writing-Two-Focus-Questions-2208575?utm_source=BlogOpinionWritingThanksgiving&utm_campaign=FBOWThanksgivingBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigk6Q5Lwh5qUDpmg5ZiTm-bIl93XkjyN2P0Jp0LLDkR22OPnPzCqM4H8RQifk2CvDKajCdpGs5rF0fIAP7MaW6KiJynhT_J0KU-ptc0OXHLTThN8uRBJhHMUwohE1IPOaMm-XS4DPRWFgMUKkxLe6F5hgKfEcwpuW5wJC0LFP7MJcLRy1vdMJBFm3cs6Y/w400-h400/Slide3.JPG" width="400" /></a></div><p></p><p>After building up their knowledge base on the issue, students may find their opinion has strengthened, or even completely changed! </p><p>We want to help students not only absorb the information, but also analyze the facts to decide which ones can help support and explain their opinion. Some facts may support one particular opinion, while other facts may support multiple opinions on the issue, depending on how the fact is used. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Thanksgiving-Writing-Opinion-Writing-Two-Focus-Questions-2208575?utm_source=BlogOpinionWritingThanksgiving&utm_campaign=FBOWThanksgivingBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiB-Onmf9BOMcczY5s80pedSwfv5j6lKgJ_L61RjK45fcNWBwtiurQgqfQPaY9VC_FZkxUns8yEXhIUM4TfgbQd8jd73UKotb94Oxj_PatsIHyckbVMofAupmDCb1z9zi11RN6ToIdVTEJSMAtUL6K8_9Cg15u2l0ASUADdCsO8OYXzKa8JUm0OlzbWL_s/w400-h400/Slide4.JPG" width="400" /></a></div><p></p><h2 style="text-align: left;">Step 3: Organize writing with a structure.<br /></h2><p>Once students have developed their opinion through learning and analyzing information, a planning template is a simple way to help students organize their thinking so their writing is clear and logical. How the planning template is structured will depend on your grade level, but an example framework might be: </p><ol style="text-align: left;"><li>opinion statement</li><li>supporting fact #1 with explanation</li><li>supporting fact #2 with explanation</li><li>counterargument with supporting fact #3</li><li>concluding statement<br /></li></ol><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Thanksgiving-Writing-Opinion-Writing-Two-Focus-Questions-2208575?utm_source=BlogOpinionWritingThanksgiving&utm_campaign=FBOWThanksgivingBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAyMtPi0wRQ7sKD1sAakfbZlJtt5FBZ40nNFBjoVXUL_UDjtQL0VmDl3M5HjFhD7RvGkNNgVc3Y1WF5n78iu6p_Ek48tMIBufoIdwxoaO_9hyphenhyphenZczI1pDTV1XXxZIa_nkghJ3EWwN62VyHX80W1PR02cfh1G-YH1YdtyELDhNXaFz22Up81065UKEeGcKM/w400-h400/Slide5.JPG" width="400" /></a></div><p></p><p>In the planning template pictured above, students are able to physically arrange their chosen fact cards on the planner as they explain how the facts support their opinion.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Thanksgiving-Writing-Opinion-Writing-Two-Focus-Questions-2208575?utm_source=BlogOpinionWritingThanksgiving&utm_campaign=FBOWThanksgivingBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiinf3grJHHFaepazoRJ-Fo_IZBI_CbinzfSCQ_nJqr9sjWIyQah9JSXD6-tQhe9aIwgx0Fe3YiKj9-QkQSIL2W0KPJ8RaQIA8yIWJ5_iwE0JJBjhIdiFsfH7v9c-yd3u4Ecsh5MaMgdrc51lv9YDs8nVj_u1JRceSyOv4klC6pEZuta_m2vahA6nUoGVc/w400-h400/Slide6.JPG" width="400" /></a></div><p></p><p>With an organized plan, students move on to writing their final opinion piece.</p><p>Be sure to pick up my <b><a href="https://www.teacherspayteachers.com/Product/Thanksgiving-Writing-Opinion-Writing-Two-Focus-Questions-2208575?utm_source=BlogOpinionWritingThanksgiving&utm_campaign=FBOWThanksgivingBundle" target="_blank">Thanksgiving Opinion Writing</a></b> resource from my TPT shop. It has all the materials for both Thanksgiving-related focus questions mentioned in this post, including:</p><ul style="text-align: left;"><li>lesson plan <br /></li><li>opening "poll" question to hook students</li><li>focus question poster</li><li>fact cards and sorting mat (8 facts for each question)</li><li>essay planner (3 versions)</li><li>transition words and phrases reference tool</li><li>themed writing paper (2 pages)</li><li>point-of-view extension</li><li>complete DIGITAL versions included too! (using Google Slides)</li></ul><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Thanksgiving-Writing-Opinion-Writing-Two-Focus-Questions-2208575?utm_source=BlogOpinionWritingThanksgiving&utm_campaign=FBOWThanksgivingBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgixFv8kfgXN6_G7uNeC9L7q8q5ppVxZiyRiCEXVTuJxnkkxTBtAnY_y_ZEh_e9zNgobR8Fjz9PXG2CzS0GIeqFPXJaEQyaG1-AwWMQ6UMRVipwQg_jP_92DgcsWlt8WrlhgIunfEkWbhXd-cRtoRH6IEtoMTie9zsqeR9jbpvG25A-2-LiOiITaKM2Qxw/w400-h400/Slide7.JPG" width="400" /></a></div><p></p><p>Click <a href="https://www.teacherspayteachers.com/Product/Thanksgiving-Writing-Opinion-Writing-Two-Focus-Questions-2208575?utm_source=BlogOpinionWritingThanksgiving&utm_campaign=FBOWThanksgivingBundle" target="_blank">HERE</a> or the image below for details on getting the resource. You can also check out the bundle of <i>all</i> my opinion writing resources right <a href="https://www.teacherspayteachers.com/Product/Opinion-Writing-BUNDLE-18-Seasonal-Holiday-Related-Resources-Print-Digital-2480913?utm_source=BlogOpinionWritingThanksgiving&utm_campaign=FBOWBigBundle" target="_blank">HERE</a>.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Thanksgiving-Writing-Opinion-Writing-Two-Focus-Questions-2208575?utm_source=BlogOpinionWritingThanksgiving&utm_campaign=FBOWThanksgivingBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4YyKyjfoNCvMgWZfRa194eDm2agqNqfSd0d8vRlEBuZxJVMoGJyVpHAA0lSy1Dr8nvxib1_wSKqkKY3eYYASfQksHMDbX4kGXl4um2OPVn7dr_oGa3jO_69tuO_KE0Fjo_OIR1o3VMxtbHIXCFJO7kJ9oP-9PA3LPqgLRXwMHajqQwRDLkrN4l9rNnyE/w400-h400/thumb1c.jpg" width="400" /></a></div><br /><p>Need more resources for Thanksgiving? Check these out...</p><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Writing-Prompts-for-NOVEMBER-Not-Your-Ordinary-Story-Starters-Print-Digital-2126427" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2550" data-original-width="2550" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0zhD5Bxw3MtUu4aVBI29zrtLtlqfIYZ1wXUyRzbIUnelNP4YfdHTv-YIDgdvXJ4Uett9ZR3B5x4m2IfDLBH-4c84GIEJ8kFbos_DEs5MdBZJCoZv9nBkYhJHXXGDr1Sp2fdeilDjFuqHY-jp5DMg3T5qchUPdJqCFShgP9Uj3pbxDIFWj6yb3K7MEXJI/w200-h200/2022thumb1.JPG" width="200" /></a><a href="https://www.teacherspayteachers.com/Product/Thanksgiving-on-Thursday-Jack-and-Annie-MTH-27-Book-Study-2194575" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1200" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvl9_w7UtVbWj4AfQt6Ra079SKcyziDsgjB-MZizxWpZCWEon2ANeHltAbMnR9rHtDbh9vkQhIPMrsEoaOgOuMKhgWVtSYQmkB2J5wDs3Gc_HiEz19K99LDKRqYfNy57Vuyyo-FnDh3NewwhpWRJeNERnI4Iy4fvJVtDlwBe6PN2-zCcjbZEwUFoNaImk/w200-h200/thumb1mini.jpg" width="200" /></a></div></div><div class="separator" style="clear: both; text-align: center;"></div><p></p><div class="separator" style="clear: both; text-align: center;"><div><div class="separator" style="clear: both;"><a href="https://www.teacherspayteachers.com/Product/The-Box-is-Locked-Thanksgiving-Math-Challenge-Addition-Subtraction-4178891" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="2250" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdnJLDCsnMKoQRsI8zf6GhWvSBN37u81JFkoPLMwntSvAxPaS0bJTyrfiSdG_dBr5z-zuhod4SUAlm_HTGiAncIH5p-Eg7EsdFINBgpzZqSTe13ZCbhPoBdtGNeHC-i7emxTkkTl0rKfvTUYMsjPPKWtX5h7CNZ2LylNC1S_CAzA59WaW5hlkqoVswKnc/w200-h200/thumb1.jpg" width="200" /></a><a href="https://www.teacherspayteachers.com/Product/Turkey-Trouble-Literature-Unit-My-Favorite-Read-Alouds-Thanksgiving-7423884" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="2250" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgceCyl1ajmFSdAyvXDAOq8Fy3_NmVrLFsMcCKhh3dXSngiUCwpD33y_T3D39iUgOSR59aaMJA7YPFvccQJFN2O1qOlqspQzlD2LxWajmoEbPvAZKHtgKf2OIYyXibHfxFyhgzWoukzdH1h2iIC5fm6zrD_iCV6N-zLsSCWBxMJHXVl70CDDZ02fu-z0sM/w200-h200/NEWthumb1.jpg" width="200" /></a></div></div></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNlMPMhC6tuo_-LXyXRPFs4Dp-j6FD4PvYhIIXj0VVEJnAZ8heG32gTCVJ3uBupBcXmbxCrNl9RgrihyphenhyphenMRD0KOpaf8FhadDj07Pwo8PrAdtqoRVLDZa4XNJoUyUwTlexA7ZG0SHuIpUa0zVOm0V1vCJ9DA59845XGjdQo2JIbxaH0X6Wrmn2tTWM5er1U/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNlMPMhC6tuo_-LXyXRPFs4Dp-j6FD4PvYhIIXj0VVEJnAZ8heG32gTCVJ3uBupBcXmbxCrNl9RgrihyphenhyphenMRD0KOpaf8FhadDj07Pwo8PrAdtqoRVLDZa4XNJoUyUwTlexA7ZG0SHuIpUa0zVOm0V1vCJ9DA59845XGjdQo2JIbxaH0X6Wrmn2tTWM5er1U/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /><p></p>
<div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>
Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-12471614228143137202022-09-04T12:03:00.007-04:002023-12-21T22:16:27.095-05:005 Ways to Boost Reading Instruction with Speech Bubbles<div>"Those speech bubbles are so cute."<br />
<br />
I shudder.<br />
<br />
Cute? Well, yes, I admit they are darn good-looking speech bubbles. (Credit <a href="https://www.teacherspayteachers.com/Product/Speech-and-Thought-Bubbles-Clip-Art-FREE-2579865" target="_blank">Sarah Pecorino</a> for the lovely clip art.) But look past the cuteness and you'll see a tool. A tool that can reap intense thinking from your students during your reading instruction.<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4JQs92Dm_9nuYapr2AMSzOI8eWX4nfieQIvfjsD6b02iwPL-naLCGVwCaQ9OL8UsDPqI6zz6EFB1bz3jPpLT3rQiqQPJlBZWlHQqwI3WC5OQTr7SkQl8No9P4s9Ov3ua8tmhwxU66d6D7E_ivz8GnPWWRLR7aisXXeIkWyWrOJdVFIW67TGqAzu0V/s2430/Short%20Vertical%20Cover.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2430" data-original-width="1800" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4JQs92Dm_9nuYapr2AMSzOI8eWX4nfieQIvfjsD6b02iwPL-naLCGVwCaQ9OL8UsDPqI6zz6EFB1bz3jPpLT3rQiqQPJlBZWlHQqwI3WC5OQTr7SkQl8No9P4s9Ov3ua8tmhwxU66d6D7E_ivz8GnPWWRLR7aisXXeIkWyWrOJdVFIW67TGqAzu0V/w474-h640/Short%20Vertical%20Cover.jpg" width="474" /></a></div><br />
<br />
Here are five ways to use speech bubbles when reading literature:<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCOWsk20l4lY1ZJWMw1AsN1KRPvGrJLtd6rfZjmCp54-8Le_BBK1-w0oTlV2N0zzuyqy1oh4CTmZZc3996m0PZLaZ_JGJJxWmFMkOvtECUBsxhJCc4i41Pz9U8E96dK0yHsqIBCU8gxdo/s1600/Slide1.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCOWsk20l4lY1ZJWMw1AsN1KRPvGrJLtd6rfZjmCp54-8Le_BBK1-w0oTlV2N0zzuyqy1oh4CTmZZc3996m0PZLaZ_JGJJxWmFMkOvtECUBsxhJCc4i41Pz9U8E96dK0yHsqIBCU8gxdo/s640/Slide1.JPG" width="640" /></a></div>
<br />
Try using speech bubbles as a vehicle for your students to interact with the characters in a text. To actually talk <i>to</i> a character.<br />
<br />
Doing so can entrench a student into the story. Not only are they following the plot, now they are putting themselves in it. Have them offer advice to a character, connect to a difficult situation by telling a character about a similar experience, or give information that would help a character out of a sticky situation.<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjl6EhV8ZUKTzij9jlMvfpyIXS3GeIXHhHgs5Nc0CnMsUEY4M4CYXm97Op9T1Bini9dJ7-nf0cytqgEJZ1-SbWyxY-tIyTcr_kdNjGLsarIASYA3BQiUmRbsA51KCoKpnWKcKEKw0xc0__yQFtgN1chRXXKn3R5sajhtz7kC-QJfbL-cY40A9KSiRbF/s1800/Slide2.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1800" data-original-width="1800" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjl6EhV8ZUKTzij9jlMvfpyIXS3GeIXHhHgs5Nc0CnMsUEY4M4CYXm97Op9T1Bini9dJ7-nf0cytqgEJZ1-SbWyxY-tIyTcr_kdNjGLsarIASYA3BQiUmRbsA51KCoKpnWKcKEKw0xc0__yQFtgN1chRXXKn3R5sajhtz7kC-QJfbL-cY40A9KSiRbF/w400-h400/Slide2.JPG" width="400" /></a></div><br />
<br />
Sticky notes work perfectly to do this while reading. Students can pause, jot down a speech bubble, and stick it right in their book. <br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAdyxGxZ2M6d97StpVbSGX_g9TcfPvLRbzX2dIBzGjdgh9tcWpoKPVI19TQ4eS-qsBVmFcLuEPkxL6nXnv_fMh2KrLlnM-7epRdJmkP5QpcE1IBsPDcMH1wYI5lOEbJNrlBxkDZfyIWfY/s1600/Slide2.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAdyxGxZ2M6d97StpVbSGX_g9TcfPvLRbzX2dIBzGjdgh9tcWpoKPVI19TQ4eS-qsBVmFcLuEPkxL6nXnv_fMh2KrLlnM-7epRdJmkP5QpcE1IBsPDcMH1wYI5lOEbJNrlBxkDZfyIWfY/s640/Slide2.JPG" width="640" /></a></div><p style="text-align: left;">
<br />
Pull two characters <i>out of</i> their story to create a conversation between them, similar to an exchange of texts to each other. Maybe tension exists between two characters and the author has yet to have them confront the situation. Or maybe the parameters of the story prevent two certain characters from coming into contact with each other. <i>Force</i> these interactions to occur with a character conversation.</p><p style="text-align: left;">
</p><p style="text-align: left;"></p><p style="text-align: left;"></p><p style="text-align: left;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://thethinkerbuilder.myflodesk.com/vrwnblhrb2" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1800" data-original-width="1800" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXiMV_o11C4RxwyoT3OrDcj6B96RUfvUXt7_PMBviW-ZhDJ8PB8icsD9LDAVnE6GELDvGvDnkpgimztaPO3vgz9sSIQtAo5y05myTJ6U1HBmYGb5q8lxkRNqEcLz-O8oDnlUBaMJxY7QUvXzI0p4McoAMGTgXq7r3rySU0C4ILEGLnThEpykfyy-2N/w400-h400/Slide3.JPG" width="400" /></a></div></div><div style="text-align: center;"><a href="https://thethinkerbuilder.myflodesk.com/vrwnblhrb2" target="_blank">Click for the Character Conversation Chart!</a><br /></div><div><p style="text-align: left;">Having students make up the dialogue between two characters, dialogue that does not exist otherwise, puts the students in the shoes of the characters. Try the activity in partners, where each student takes on the role of one character. If there's no obvious topic for a conversation to revolve around, try giving a class-wide topic, even a random one. The key is to write the characters' dialogue to fit who the characters are. Sharing these conversations like a reader's theater makes for an engaging comparison! <br />
<br />
As a compelling spinoff, take a main character out of two separate books to try a character conversation. *Note: Be sure to click the photo above to sign up for my newsletter and <b>download the free form</b>.<br />
<br />
</p><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiD1ckkDFNOvFdi3iwdNE4Bx5t4WtCuWHSEcKf-ffsa15Ew9u0rxZ9a970uE-D29y94hZ4srNGXvHOA_ZibKtNT2nwWwCYzv44MpnsYZvCXzj5XpZ78_W4vatJE3LI5YzxZnB1Q9a-KVZU/s1600/Slide3.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiD1ckkDFNOvFdi3iwdNE4Bx5t4WtCuWHSEcKf-ffsa15Ew9u0rxZ9a970uE-D29y94hZ4srNGXvHOA_ZibKtNT2nwWwCYzv44MpnsYZvCXzj5XpZ78_W4vatJE3LI5YzxZnB1Q9a-KVZU/s640/Slide3.JPG" width="640" /></a></div><p>
<br />
Give words to a character or animal who doesn't otherwise speak. For example, in <i>Shiloh</i>, recording in a speech bubble what the dog, Shiloh, would say if he could speak allows you to see if students are making important inferences.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://thethinkerbuilder.myflodesk.com/vrwnblhrb2" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1800" data-original-width="1800" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjMuBV430qa0u617aWi5jrXvk8D0bP4rFrAHgz3HzdHhjCz8LFqTIBkQbpVE6XesI7NT3SErWa9WoFM8bCsgsYR8KU-KxwLNcO3YokTXJ87nMBydBPpHpsRWZkLiyWOt-eSN1LTLsMSQTjXTneV63pFJq0rQqORS5jor-2dCeyIEDlzrjijfu6pMSZ/w400-h400/Slide1.JPG" width="400" /></a></div><p></p><p></p><div style="text-align: center;"><a href="https://thethinkerbuilder.myflodesk.com/vrwnblhrb2" target="_blank">(Click for the Speech Bubble template.)</a></div></div><div><br />
Try modeling this activity with a large, laminated speech bubble like in the photo. *Note: Click the photo to sign up for my newsletter and download the speech bubble template.<br />
<br />
<p></p><br /><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgDTCgvCm5kdYUKyo5-gkYfDXiFrjHq_434wZIo0Zevy0sUPOgPh42gdcAOJU2VpDiRo_wmD9of82xuAbBT3SRbJlRT2Oz1-OpQyIPbucqRuZb3ph0jRDdc6mP2KVqJr_1OirSTCAAvnY/s1600/Slide4.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgDTCgvCm5kdYUKyo5-gkYfDXiFrjHq_434wZIo0Zevy0sUPOgPh42gdcAOJU2VpDiRo_wmD9of82xuAbBT3SRbJlRT2Oz1-OpQyIPbucqRuZb3ph0jRDdc6mP2KVqJr_1OirSTCAAvnY/s640/Slide4.JPG" width="640" /></a></div>
<br />
Use one chapter of a book (or a whole picture book) to have students decide the most important quotation uttered by one of the characters. Have them copy the character's words inside a speech bubble and then comment on why they chose it. What makes these words so significant?<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-Pages-for-Literature-PRINT-DIGITAL-766284?utm_source=BlogLinkSpeechBubbles&utm_campaign=RNotebookLIT" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1800" data-original-width="1800" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6KiL1qve-2DTlpAW_tPVb80yPO5vXNWYJrWdZI6pYURIuAZeN7fr2HNPRTuMFqpFWoEIXLJ_QaKEYLr71fCY93IdY3hymlS6Jaav8STucFpVWktw-nm4pMwGR4jExVfAwQF1y9IbOgd0nQUa3FNkdqgwgPKH8CtKW9Zgua9yclgWHwFU7EQnBqND1/w400-h400/Slide9.JPG" width="400" /></a></div><br />
It reminds me of the "Say WHAT?!?" page from my <a href="https://www.teacherspayteachers.com/Product/Reading-Response-Pages-for-Literature-PRINT-DIGITAL-766284?utm_source=BlogLinkSpeechBubbles&utm_campaign=RNotebookLIT" target="_blank"><b>Reading Response Pages for Literature</b></a>, where students choose a quote that might be important later in the story and answer questions about its importance. <br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQLtHxS6WzCjnF6n-Ce0aA4vPL4pHhGjOphVNt235jPXoMOEbdFqoc12wlARPmH1f8DFmyF53dTbLniYVLM2Hlp3YrkXttSHH-utXUdgMiy2zeKBDigaJvI9WgrXko13ZvXznflqnH_nk/s1600/Slide5.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQLtHxS6WzCjnF6n-Ce0aA4vPL4pHhGjOphVNt235jPXoMOEbdFqoc12wlARPmH1f8DFmyF53dTbLniYVLM2Hlp3YrkXttSHH-utXUdgMiy2zeKBDigaJvI9WgrXko13ZvXznflqnH_nk/s640/Slide5.JPG" width="640" /></a></div>
<br />
The use of speech bubbles within comic strips is most likely familiar to your students. Try having students give a summary of a book through a comic strip instead of (or to accompany) a standard written paragraph.<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUAC0Eb1wF6IEnYls6zYCih7ZGiSzPuHdong-Sdi4QTjipx-_Rt0N5rPQ_IxpAwnGAv7sul56bNCdIKkzVjx7KL7Be13aWGL-b0jp7jb2ceVzsEcZOa5h7FTeE8IBysIfsd-aQWG4aUuiRIKiV52XFxftyWAbky0oKs1zsIxzrnEJRNdHoSh4sjBzv/s1800/Slide5.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1800" data-original-width="1800" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUAC0Eb1wF6IEnYls6zYCih7ZGiSzPuHdong-Sdi4QTjipx-_Rt0N5rPQ_IxpAwnGAv7sul56bNCdIKkzVjx7KL7Be13aWGL-b0jp7jb2ceVzsEcZOa5h7FTeE8IBysIfsd-aQWG4aUuiRIKiV52XFxftyWAbky0oKs1zsIxzrnEJRNdHoSh4sjBzv/w400-h400/Slide5.JPG" width="400" /></a></div><br />
Fold a piece of paper into fourths to create the boxes. Split off half the first box to allow for some set-the-scene narration, and then use the remaining spaces to complete the summary.<br />
<br />
<div style="text-align: center;">
* * *</div>
<br />
There's a lot you can do with what characters <i>say</i> in a story, and a speech bubble is the perfect vehicle to get into it.<br />
<br />
Come read about the Speech Bubble's more reserved, contemplative cousin: the Thought Bubble, and the <strike>cute</strike> deep-thinking things you can do with one! Read it <a href="http://www.thethinkerbuilder.com/2017/03/how-simple-thought-bubble-can-send.html" target="_blank"><b>HERE</b></a>.</div><div> </div><div></div><div></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitJ1bKNxQToVGKnjNizWe7LyjRv6qN8pDJpLHbR-UbDX8K-b4T4nhsRotHWqcQujiAxPbhIK7FladOnixBNnWeMZiMcmnb9HiV0cke9Q9pNKdIOukRbnskzN9ul3NeMDHci1O0-hbVj8leUFuP9M6WhBZHS6iXv9kF2Xjf3OdVZYkBLUZYS8YmiMzL4_8/s2415/blog%20signature2%2012-21-23.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitJ1bKNxQToVGKnjNizWe7LyjRv6qN8pDJpLHbR-UbDX8K-b4T4nhsRotHWqcQujiAxPbhIK7FladOnixBNnWeMZiMcmnb9HiV0cke9Q9pNKdIOukRbnskzN9ul3NeMDHci1O0-hbVj8leUFuP9M6WhBZHS6iXv9kF2Xjf3OdVZYkBLUZYS8YmiMzL4_8/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /><div><br />
<div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>
<div class="separator" style="clear: both; text-align: center;">
<br /></div></div><div></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWr1Bv_4czraq4D8PTHlVHDWK4kEg49FkjnElBrxMJb4JzJb1Wdl-LUZuBUg-fbK49J8aH2GFQYTE_BnrmJmoaVFnZw949hUX8dXbJzzDpx-i1kBl3N0m40ZOuKC8Q15nr0Kpz79o84myb3qqH-BejzwiqaV_aV7xsi8uwdLs2mksLR4MM6rifoDg2/s1800/Slide8.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1800" data-original-width="1800" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWr1Bv_4czraq4D8PTHlVHDWK4kEg49FkjnElBrxMJb4JzJb1Wdl-LUZuBUg-fbK49J8aH2GFQYTE_BnrmJmoaVFnZw949hUX8dXbJzzDpx-i1kBl3N0m40ZOuKC8Q15nr0Kpz79o84myb3qqH-BejzwiqaV_aV7xsi8uwdLs2mksLR4MM6rifoDg2/w400-h400/Slide8.JPG" width="400" /></a></div><p></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIppFypLpCWuxTp4kIaMKnMErWZhZfotDNoHvqc1CVVEhsJcZWJH3AB4Iy9zfivy0GogehyGDQNvGhfKHvSnNu5AVQMnZtKXcQyR6RukqZmxrYfFhLY5L8IKCL4G9BhlBIzBetVfQjTngjsMen9_IPwINsPVta9G476101KNNukEOD1biYSkopts7X/s1800/Slide7.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1800" data-original-width="1800" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIppFypLpCWuxTp4kIaMKnMErWZhZfotDNoHvqc1CVVEhsJcZWJH3AB4Iy9zfivy0GogehyGDQNvGhfKHvSnNu5AVQMnZtKXcQyR6RukqZmxrYfFhLY5L8IKCL4G9BhlBIzBetVfQjTngjsMen9_IPwINsPVta9G476101KNNukEOD1biYSkopts7X/w400-h400/Slide7.JPG" width="400" /></a></div><br /><br />Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-52094063976601484612022-05-01T17:20:00.003-04:002023-12-21T16:16:26.394-05:00License Plate Awards for the End of the Year<p>Giving end of the year awards to your class is a fun way to celebrate your students and their school year. And these <a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-Awards-License-Plate-Awards-45-Categories-Editable-8037375?utm_source=BlogPost&utm_campaign=LicensePlateAwards" target="_blank">End of Year License Plate Awards</a> offer a unique and memorable choice for class awards!</p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-Awards-License-Plate-Awards-45-Categories-Editable-8037375?utm_source=BlogPost&utm_campaign=LicensePlateAwards" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-krXGdWtmRLD22IBlR5iO3yTY3FFdQAsJGvnIQsTzjkToYJUh9-CZpK3OkpFMWJ56A3nefpi99rJeOJ3HFSMER_teS5HAHxFFvwrR0fVVF-WppwhBTR7P_Ujnk3MVa-YrF_xXFB29IH4w8ZruBDQKsQpZ4M5we_fWvzbK0enIURU4zap3KZeBbSkz/w400-h400/IG%20cover%20a.jpg" width="400" /></a></div><br /><p></p><p>Each award is in the shape and style of a license plate. The award category is featured in the middle of the plate, spelled out with a clever combinations of letters and numbers, similar to a vanity plate. The name of the student recipient replaces the state, and the grade level, year, and teacher fit in the corners where the registration stickers would be.</p><p>45 different award categories are included, like "GR8-AT1TUD" (The Positive Attitude Award), "OR6AN1ZD" (Most Organized Student Award), and "LEADR5HP" (Outstanding Leadership Award).</p><p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTPV6jyHkpu4e-e1aoMfVOLLCxdjXPS3ChKd_YMS-Ps1FTz76Zv9Ju2tV3leVYRpHekmwOZ5tkWiWLYQALygtSa6iAVT4lWJF_tCSaZ1qcGXx7sgIeievzYD1Fs8_s3Q-wGadi-OEaeiBiZlSpuqPn8_d5gejVvhzhNnbXkZqSs_Yft0PEyahOamsH/s2550/thumb2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTPV6jyHkpu4e-e1aoMfVOLLCxdjXPS3ChKd_YMS-Ps1FTz76Zv9Ju2tV3leVYRpHekmwOZ5tkWiWLYQALygtSa6iAVT4lWJF_tCSaZ1qcGXx7sgIeievzYD1Fs8_s3Q-wGadi-OEaeiBiZlSpuqPn8_d5gejVvhzhNnbXkZqSs_Yft0PEyahOamsH/w400-h400/thumb2.jpg" width="400" /></a></div><br /><p></p><p>Edit the student's name, grade, year, and teacher <i>digitally</i> with either Google Slides or PowerPoint. (Or just print them and hand write the info.)<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHrxIBqSpHo9qnS96lsgrC3cN7PA3PdqeIWP5xbc6c7ez3HTfEFEkmOOBvHbeY98sBtX7AjIq7rExxpoC_RzVB21WTd8vfM3XTF_0p_YfG7yrClL8pav6N8P6kXy76F9lRjEkHzwoYQazClGOUcKT2wVwgMpby_2mdksGn_OK0Mx9Kc1_EHxiabE5L/s2550/thumb3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHrxIBqSpHo9qnS96lsgrC3cN7PA3PdqeIWP5xbc6c7ez3HTfEFEkmOOBvHbeY98sBtX7AjIq7rExxpoC_RzVB21WTd8vfM3XTF_0p_YfG7yrClL8pav6N8P6kXy76F9lRjEkHzwoYQazClGOUcKT2wVwgMpby_2mdksGn_OK0Mx9Kc1_EHxiabE5L/w400-h400/thumb3.jpg" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbZMjkCRonesew2eKu7MixEf2BPH276zmuEhFFSkrGwKlUuZPcJNXa2-Jnip_vki019FalSsz54XIRFk5C9aLXxGHS6Rrp31ALJFOVoMJtG-BCcTTfCtyc0COzFkSMi4LwSiNw33EBMpV0KnY1o3W3JwCrFIPeX_sfRlEQpk8sFmnYClZH4CfLFfAJ/s2550/blog%20editing%20alternate.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbZMjkCRonesew2eKu7MixEf2BPH276zmuEhFFSkrGwKlUuZPcJNXa2-Jnip_vki019FalSsz54XIRFk5C9aLXxGHS6Rrp31ALJFOVoMJtG-BCcTTfCtyc0COzFkSMi4LwSiNw33EBMpV0KnY1o3W3JwCrFIPeX_sfRlEQpk8sFmnYClZH4CfLFfAJ/w400-h400/blog%20editing%20alternate.jpg" width="400" /></a></div><br /><p></p><p>If you want to gather student input prior to giving out the awards, use the Nomination Ballot to let students vote.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhh_Z72N8QHhnhD97TGJQCZ0G7UqkdI5qqZpbEhqLb3AcLRCOJ2my4y4FtXZH3jNUUKM9V3OvXKRaEUSmsf5tQw9M9XPR1wTP6zWzqYWvO-tUIHFHgdyeYo7fP1SQIhuwO6XEhomD59-2OGDgAg6e4hlBE7-5i-WZ8hXXiLSt-sMpKUISaNYU5MRfPB/s2550/blog%20nom%20ballot.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhh_Z72N8QHhnhD97TGJQCZ0G7UqkdI5qqZpbEhqLb3AcLRCOJ2my4y4FtXZH3jNUUKM9V3OvXKRaEUSmsf5tQw9M9XPR1wTP6zWzqYWvO-tUIHFHgdyeYo7fP1SQIhuwO6XEhomD59-2OGDgAg6e4hlBE7-5i-WZ8hXXiLSt-sMpKUISaNYU5MRfPB/w400-h400/blog%20nom%20ballot.jpg" width="400" /></a></div><br /><p></p><p>Print the color versions of the license plate awards on white, or print the blackline versions on color card stock. Laminate them for a snazzy finished look.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiokxPbuSQGqj_ezmGuYFO4vMeUeWzm_KkC_zRZkL3_-w6dnt1NkN8IptmAefQFjyh3j_QZD6Jy6Jjk8V15xeMgwoFuo-1KJGW249U3GiQBRHhAOja0YC5rFj0oiDzGq33toxWkPE2naPC8Prk0RNHlAIPGse8g0X-Ulk4rTqvQyqlqsiv1Z8B0gjPE/s2550/photo%20cardstockdisplayed.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiokxPbuSQGqj_ezmGuYFO4vMeUeWzm_KkC_zRZkL3_-w6dnt1NkN8IptmAefQFjyh3j_QZD6Jy6Jjk8V15xeMgwoFuo-1KJGW249U3GiQBRHhAOja0YC5rFj0oiDzGq33toxWkPE2naPC8Prk0RNHlAIPGse8g0X-Ulk4rTqvQyqlqsiv1Z8B0gjPE/w400-h400/photo%20cardstockdisplayed.jpg" width="400" /></a></div><br /><p></p><p>You can get the End of the Year License Plate Awards right <a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-Awards-License-Plate-Awards-45-Categories-Editable-8037375?utm_source=BlogPost&utm_campaign=LicensePlateAwards" target="_blank">HERE</a>, or by clicking on the image below.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-Awards-License-Plate-Awards-45-Categories-Editable-8037375?utm_source=BlogPost&utm_campaign=LicensePlateAwards" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2550" data-original-width="2550" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpX3XvRegs46TYXNiuWzv7xHeWJm7IRESjEFLuPZ1Kaap1tfzw4vy73Nkdjwxy6DfKnCflxu0xmmPhW77MV__V7M0C9BndBmvjOWgPGSdl5xwGoeu197yOMEBFGnR0wCDWMEJcyUzf39TDUufOdW1QsFb2JxZzgyqV3dsVrC243of78tlPcYlaaaXC/w400-h400/thumb1.jpg" width="400" /></a></div><p> </p><p>And if you're looking for a fun and engaging <a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-Memory-Book-Non-Grade-Specific-Updated-for-2022-2572388?utm_source=BlogPost%20LicensePlateAwards&utm_campaign=MemoryBook" target="_blank">End of Year Memory Book</a>, check out the one below!</p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-Memory-Book-Non-Grade-Specific-Updated-for-2022-2572388?utm_source=BlogPost%20LicensePlateAwards&utm_campaign=MemoryBook" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="3300" data-original-width="3300" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGBPWYKBlmHlXapqtiibaHJYPTQ8F_sTt0lNJqdo1OXGE4j2e3HPRaEC19rt1USG0z6qpKBKBgOQPvn_Gz6CfDyH-ct5oWllCPeNCrT8ECZPBkaa4N-kv1iENfRr2nlYZMRt6p7R-acvj9l_AxZ06s_6nxfNUdQEdpmpuDzdIXoAFxqgvcr46eAO_c/w400-h400/thumb2022%201.JPG" width="400" /></a></div><br /><p>Or check out ALL of my end-of-year resources right HERE! <br /></p><p>Hope you have a great end to your year!</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj68TzeOmJaONhRPI6daQkkbsi8KGp0Qvoty3G0tjss19Q0LBifznM2i7Sh4o2XI9e4Tficsve0ieA7nNwognThii0FZz2O42DaILc-qvuL1a8FngXs3GLNi1iozsb5HOngHnY8hmjbSNOZJH04vHTEkbX3IE8yCM0-6FK4S8yQm5eQjyXqZM8-jQr7kOY/s2415/blog%20signature2%2012-21-23.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj68TzeOmJaONhRPI6daQkkbsi8KGp0Qvoty3G0tjss19Q0LBifznM2i7Sh4o2XI9e4Tficsve0ieA7nNwognThii0FZz2O42DaILc-qvuL1a8FngXs3GLNi1iozsb5HOngHnY8hmjbSNOZJH04vHTEkbX3IE8yCM0-6FK4S8yQm5eQjyXqZM8-jQr7kOY/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><p><br /></p>
<div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-71552400441415573742021-12-28T16:16:00.003-05:002023-12-21T16:18:30.805-05:00What's Your Goal? Meaningful & Memorable Student Goal-Setting <p>Students setting goals can be powerful, whether it be for a New Year's resolution activity, back-to-school activity, or anytime during the school year. But goal-setting can also be challenging for students, so let's make the process meaningful and memorable, with built-in ways to help them follow through and reach those goals. </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Goal-Blocks-Student-Goal-Setting-New-Years-Resolutions-2022-7560838?utm_source=BlogPostLink&utm_campaign=GoalBlocks" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="2250" height="640" src="https://blogger.googleusercontent.com/img/a/AVvXsEjJ8xXib3Yj7_EyNZsOG0yeNhqyupY2mlSJUcr0Yvdbxz0H5Lj6x7YoUsH0Sf4B0cjOjrEGrdUGmIW1WzcTNENMFaqtHcRDwRFOmVH1BA2YFk2CUyrsoyYlCgGqBZQI1TA8E_t56rGI9T_m2Li7vzrfDy00n-uMty6C0usGkJAFZQM8P8tgHXr4ks65=w640-h640" width="640" /></a></div><p></p><p>Enter... Goal Blocks! </p><p>It's a goal-setting approach where the process is broken down into meaningful chunks, with eye-popping, memorable ways to display it.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgzQclvp0JHAb12tzkMZ17MYPYo_GNvLIEVsPrDbk7VTgiWkY_fXnRFWUfDYpqPEmRc1VhTl7VczW7a8a8x0MlHqRDzjIVv6OcizmX1rlUKBwPnvHs_WmZultfVySJ_RLuTcC8az-R08vHGOYv0jJK_6IiuGowCrEjPAEhC7hM9pvS6lsgQPPzOsNem=s2250" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2250" data-original-width="2250" height="640" src="https://blogger.googleusercontent.com/img/a/AVvXsEgzQclvp0JHAb12tzkMZ17MYPYo_GNvLIEVsPrDbk7VTgiWkY_fXnRFWUfDYpqPEmRc1VhTl7VczW7a8a8x0MlHqRDzjIVv6OcizmX1rlUKBwPnvHs_WmZultfVySJ_RLuTcC8az-R08vHGOYv0jJK_6IiuGowCrEjPAEhC7hM9pvS6lsgQPPzOsNem=w640-h640" width="640" /></a></div><p>Both the 2-D and 3-D display options are bold and fun to make!</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjWFTC0qfhAXKwdu1f-JLAzcpArSDcuoN7CZintWDzcHXGfvItI77zIt5K7JufbJY0vg7M7YvT6i2C05erFMKmSz-fK7yv9DyHNviUvR5mmU77OijCHq0V0TQ19gm5ev_y6maC20jYn6GGYr14j3cy4EfLfJzKPrxOCnFQzrku_vx3fuTOcRwOYIHo5=s2250" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2250" data-original-width="2250" height="640" src="https://blogger.googleusercontent.com/img/a/AVvXsEjWFTC0qfhAXKwdu1f-JLAzcpArSDcuoN7CZintWDzcHXGfvItI77zIt5K7JufbJY0vg7M7YvT6i2C05erFMKmSz-fK7yv9DyHNviUvR5mmU77OijCHq0V0TQ19gm5ev_y6maC20jYn6GGYr14j3cy4EfLfJzKPrxOCnFQzrku_vx3fuTOcRwOYIHo5=w640-h640" width="640" /></a></div><p>Let's dig into what students do in each part of Goal Blocks...<br /></p><h2 style="text-align: left;">Part 1: Plan Out Your Goal</h2><p>Students use the letters of the word "GOAL" to break down the goal-setting process. They identify the <u>G</u>uts of the goal, <u>O</u>bstacles, <u>A</u>ction Steps, and then <u>L</u>ook Ahead.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgtb7v-BxQoGql1zIy-HWajw6rMH2gOKimDn5tcpp7gCwksJtXigsBrdm4AUodUC_a8fhc0hEGe21jN0QBYjTZJVD-YaGhGjpCoafsDN42k6VQ735gmvu61-Kc7XDY9KXTOROsQphfkpt6zKZ3RzYBx42FtIcy31CKHLFNPSK02B8X7V4rHB8JrSeOV=s2250" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2250" data-original-width="2250" height="400" src="https://blogger.googleusercontent.com/img/a/AVvXsEgtb7v-BxQoGql1zIy-HWajw6rMH2gOKimDn5tcpp7gCwksJtXigsBrdm4AUodUC_a8fhc0hEGe21jN0QBYjTZJVD-YaGhGjpCoafsDN42k6VQ735gmvu61-Kc7XDY9KXTOROsQphfkpt6zKZ3RzYBx42FtIcy31CKHLFNPSK02B8X7V4rHB8JrSeOV=w400-h400" width="400" /></a></div><br /> <span style="font-size: x-large;"><b>G</b></span> <span> </span>represents the <u>Guts</u> of the goal, which includes choosing a topic, writing a goal statement, setting a standard for success, and setting a time frame. <p></p><p><span style="font-size: x-large;"><b>O</b></span> <span> </span>represents the <u>Obstacles</u> that stand in the way of reaching their goal.</p><p><span style="font-size: x-large;"><b>A</b></span> <span> </span>represents three <u>Action Steps</u> students plan to help them move toward their goal.</p><p><span style="font-size: x-large;"><b>L</b></span> <span> </span>represents <u>Looking Ahead</u> to life afterward, where students visualize how they will feel upon reaching their goal and think about what they might strive for next.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhcRXfqRZI2kgFPkgVtKcJ5cFLpDuU7QOuzvnUXWIeOnkKIZbgTrXQL2kxnAJJOetnXNw-9VbHVEpPDC6StvzPJ4Ygy0R2jbDLEV33R5V-dnUaEtq4YESn3lv2k5aqXcIU_QNQJ8_8j5rFfSP7x-RDYEQpJ4HACiGEMeilapQKPz5RYYHzDgeM3w9TF=s3183" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2250" data-original-width="3183" height="452" src="https://blogger.googleusercontent.com/img/a/AVvXsEhcRXfqRZI2kgFPkgVtKcJ5cFLpDuU7QOuzvnUXWIeOnkKIZbgTrXQL2kxnAJJOetnXNw-9VbHVEpPDC6StvzPJ4Ygy0R2jbDLEV33R5V-dnUaEtq4YESn3lv2k5aqXcIU_QNQJ8_8j5rFfSP7x-RDYEQpJ4HACiGEMeilapQKPz5RYYHzDgeM3w9TF=w640-h452" width="640" /></a></div><p></p><p>A handy goal-planning booklet (shown above) guides students in developing their goal.</p><h2 style="text-align: left;">Part 2: Create a Stunning Display<br /></h2><p>After students have developed their goal, what better way to capture it than with a cool display piece! Whether it be the 2-D or 3-D version, students literally fill the G-O-A-L block letters with their goal.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjI9GK12LOMctopVtyiyh-cNlmQmLjhqFhaaQ0jncpSkvU4BWd_G5qaHA-skAfrVK_J718FIWyU0lbZeR_syBRr3hDQgW7w5sf1aUiWB_c_cFcJOshD-1wmupLgnFoN6wB_Rz-xA127Nkc-J-pybsx0kFoT8Igr4RzK94bjBuX8vFASVr1N_GG4jwQ0=s3183" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2250" data-original-width="3183" height="452" src="https://blogger.googleusercontent.com/img/a/AVvXsEjI9GK12LOMctopVtyiyh-cNlmQmLjhqFhaaQ0jncpSkvU4BWd_G5qaHA-skAfrVK_J718FIWyU0lbZeR_syBRr3hDQgW7w5sf1aUiWB_c_cFcJOshD-1wmupLgnFoN6wB_Rz-xA127Nkc-J-pybsx0kFoT8Igr4RzK94bjBuX8vFASVr1N_GG4jwQ0=w640-h452" width="640" /></a></div><p>Lots of detailed instructions and step-by-step visual guides are included in the resource for putting together the final displays.<br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgwN5uiyyek9ChWrVfRY-g87yuCGmPXHNKjNtvqSU3j0tUrTtSs_PX3TQrK9PPZMcxTlhBr6NOPTj1aShx6I68XQNUey1Pl7MInalk06BR9qFCMmgjtgxhR0t6djj-7-tIGo5TWJ4goVvdVfJ2HOXRMWVzg0t8aXnGF3Wmaz0FqCMm1kBjQF8StK0-C=s3183" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2250" data-original-width="3183" height="452" src="https://blogger.googleusercontent.com/img/a/AVvXsEgwN5uiyyek9ChWrVfRY-g87yuCGmPXHNKjNtvqSU3j0tUrTtSs_PX3TQrK9PPZMcxTlhBr6NOPTj1aShx6I68XQNUey1Pl7MInalk06BR9qFCMmgjtgxhR0t6djj-7-tIGo5TWJ4goVvdVfJ2HOXRMWVzg0t8aXnGF3Wmaz0FqCMm1kBjQF8StK0-C=w640-h452" width="640" /></a></div><p>Check out the video clip below of a full demo of creating the 3-D display.<br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="331" src="https://www.youtube.com/embed/VgyCZ6xUzg4" width="398" youtube-src-id="VgyCZ6xUzg4"></iframe></div><br /><p></p><p>When students finish their goal display, find a place to keep them in easy view, like a bulletin board for the 2-D version or on a windowsill for the 3-D version. They'll act as reminders for students as they begin working towards their goals.<br /></p><h2 style="text-align: left;">Part 3: Follow Through!</h2><p>Once students complete their goal display, the real work begins! An update booklet is used to help students track their goal progress and make adjustments when necessary.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjR2-NJN6FFpUbW0ElJE_6f_FsdX2sjC8usmqSEeX9W8Ahk-o6MKLzn-jhz3TwMgJUrcL3XxMpI7ZyZosBqsTm7BgJX4bS5pWLttRFe0tvGka5pyxjpFN-b28RaMrkpvth6R0WLtGJN4V9UkOO4aNyTYLUZHsVe48J11XPONy014NEhu0YnlmLypoVz=s3183" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2250" data-original-width="3183" height="452" src="https://blogger.googleusercontent.com/img/a/AVvXsEjR2-NJN6FFpUbW0ElJE_6f_FsdX2sjC8usmqSEeX9W8Ahk-o6MKLzn-jhz3TwMgJUrcL3XxMpI7ZyZosBqsTm7BgJX4bS5pWLttRFe0tvGka5pyxjpFN-b28RaMrkpvth6R0WLtGJN4V9UkOO4aNyTYLUZHsVe48J11XPONy014NEhu0YnlmLypoVz=w640-h452" width="640" /></a></div><p>Each week or two, students update their goal progress in their booklet, and then have a... GPGT!<br /></p><p>What's a GPGT? That's a "Goal Partner Get-Together," of course! Having a goal partner can help each student stay with their goal and fight to reach it. Using the GPGT guide, goal partners get together and chat about each other's goals, giving a healthy dose of encouragement and accountability. Small groups of 3-4 also work well. Just change the GPGT to a GGGT (Goal <i>Group</i> Get-Together)!</p><p>Meeting consistently with goal partners or groups can really build trust within the students involved, and these relationships themselves are worth developing, on top of the outcomes of students' goals.<br /></p><p style="text-align: center;">* * *<br /></p><p>Interested in the full resource of Goal Blocks? Find it <b><a href="https://www.teacherspayteachers.com/Product/Goal-Blocks-Student-Goal-Setting-New-Years-Resolutions-2022-7560838?utm_source=BlogPostLink&utm_campaign=GoalBlocks" target="_blank">HERE</a></b>, or tap/click the image below.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Goal-Blocks-Student-Goal-Setting-New-Years-Resolutions-2022-7560838?utm_source=BlogPostLink&utm_campaign=GoalBlocks" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="2250" height="400" src="https://blogger.googleusercontent.com/img/a/AVvXsEgMFfXA791kCW2QAyW8YEP9Hdd4ZQBFcAf0etRuYGrs0MqQamMHoQhArqdJDhPwj9rQZsAdw2NQRsf-xhgGGOkJ-fQu1sbFh-8HGQlxoQ2g9w0P9jALumuS3p7fr_TuQKAFsUcFoGr_numKvD5X-F1NwtMF1ezz371AlxaagDUkM2hPVA0ZaVQMPz8A=w400-h400" width="400" /></a></div><p>The resource includes all the materials and templates I've talked about here and that you've seen in the photos.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Goal-Blocks-Student-Goal-Setting-New-Years-Resolutions-2022-7560838?utm_source=BlogPostLink&utm_campaign=GoalBlocks" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2250" data-original-width="2250" height="400" src="https://blogger.googleusercontent.com/img/a/AVvXsEjSjzeU8yREzltmm8liVuCuwMlytQnHUl9bjrCUp14UcRmlZlVs-EELCWCmwcrhEy5Zd0OIywFKygQu9kONs74lyrgCpQ1YQQFG72YVyavmJxSS7bwYnHcuDUJSFX_mRkLqagq4GxHKmwnu6VCbV6sUJenT2PJnDqilXnVWFjJoEwdkm4-jZLadANc9=w400-h400" width="400" /></a></div><p></p><p>Happy goal-setting, everyone!</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYdKtGdMXNlEgVmCdNBHvuq3Kv-UN0jD21Q-wzY-GbpVpW3hnaKWiSFMeR3dN3g4-pBPG6M8TRR0eH15fEYqF1CVpOQhIg4ZZpVyjsoCzlWAR9wPXziuTV68oNk3R9f90q3B3qIgczMXKR_bA8tFhfd0Ej8TYLseFFxWikwDr47Mo3QTUVqe4vuLDkfOE/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYdKtGdMXNlEgVmCdNBHvuq3Kv-UN0jD21Q-wzY-GbpVpW3hnaKWiSFMeR3dN3g4-pBPG6M8TRR0eH15fEYqF1CVpOQhIg4ZZpVyjsoCzlWAR9wPXziuTV68oNk3R9f90q3B3qIgczMXKR_bA8tFhfd0Ej8TYLseFFxWikwDr47Mo3QTUVqe4vuLDkfOE/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /> <p></p>
<div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>
Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-83726744420216061242021-12-02T14:45:00.003-05:002023-12-21T16:19:59.612-05:00Sequencing Events with The Snowy Day<p><i>The Snowy Day</i>, by Ezra Jack Keats, is one of my favorite winter read alouds. And one of my favorite activities to do with the book is to sort and sequence events, finishing with a fun display of students' work. Sequencing events from the story works well with <i>The Snowy Day</i> because the text has a simple, clear structure with which students can connect.<br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/The-Snowy-Day-Literature-Unit-My-Favorite-Winter-Read-Alouds-452464?utm_source=BlogPost&utm_campaign=SnowDayLitUnit" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2048" data-original-width="1152" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHurQ-ni7waOHgHS6Xa3DPGV39-G3yqqJY2v00F1RANKq_FewDV-kXliWAPAOfH0Doiof4ZK5dsI3Ng5m_GHZTLJ-mMgTnn8F2t_SvW3y8stSzMWGgST3egrOy-LQ2tA-aneCaiHnCAis/w360-h640/blog+pin.jpg" width="360" /></a></div><p></p><p>The materials I use in the photos come from my literature unit for <i>The Snowy Day</i>, which you can find <a href="https://www.teacherspayteachers.com/Product/The-Snowy-Day-Literature-Unit-My-Favorite-Winter-Read-Alouds-452464?utm_source=BlogPost&utm_campaign=SnowDayLitUnit" target="_blank"><b>HERE</b></a>. After reading the story, students cut out 10 story event "snowballs." These snowballs will be used for both parts of the activity.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEsTlT19inBevlwbUUB3Mej0F5DlxJ71LiJ2gnRdo26SniugoO95d6r9k6uVQ2ePPN1mHbuAkH2kTg9K_LbkA7yJ0Ma1UD0dns6tnxyV6oFohjomB4TX8TnVdlHxHQGBTWb5gZg0Ycb1E/s2048/Slide2.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEsTlT19inBevlwbUUB3Mej0F5DlxJ71LiJ2gnRdo26SniugoO95d6r9k6uVQ2ePPN1mHbuAkH2kTg9K_LbkA7yJ0Ma1UD0dns6tnxyV6oFohjomB4TX8TnVdlHxHQGBTWb5gZg0Ycb1E/w400-h400/Slide2.JPG" width="400" /></a></div><p>In the first part of the activity, students sort the snowballs into two piles according to categories you give them. For example, have students sort the snowballs into "Inside Events" and "Outside Events," or "Events Done Alone" and "Events Done Together." </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3mwm9MTudLY79Sf49SZ7TqRGTuJ3TX_cpJVFFmHG-noJrrm43OKaby5l91RD8Csa3_wUkjBMLLsCfSIs1Nplu8P3rGAypWalA3Da-sg8hEPFjlD6uRVoZ72Z5KkDU6x-cSs2tft3F4Nc/s2048/sorting+square+with+text.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3mwm9MTudLY79Sf49SZ7TqRGTuJ3TX_cpJVFFmHG-noJrrm43OKaby5l91RD8Csa3_wUkjBMLLsCfSIs1Nplu8P3rGAypWalA3Da-sg8hEPFjlD6uRVoZ72Z5KkDU6x-cSs2tft3F4Nc/w400-h400/sorting+square+with+text.jpg" width="400" /></a></div><p></p><p>For an extra challenge, pair up students and see if they can come up with their own way to sort the snowball events into two categories, where all (or most) snowballs fit. Have volunteers share by only reading the events in each pile and having the rest of the class try to guess what the categories are.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtxfoTe9wfHTBClPNh95NuHEvo7s67avDd55nCyzzpY3oNU9nHagXY26s_OCPgr8RIcRh5EVml5MHOkL-EtPdPD3iHBQu1GMaQgFtNVQmIKRjw8oydY22EUrgaRk3AMM8fRXQObs2fmXE/s2048/Slide4.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtxfoTe9wfHTBClPNh95NuHEvo7s67avDd55nCyzzpY3oNU9nHagXY26s_OCPgr8RIcRh5EVml5MHOkL-EtPdPD3iHBQu1GMaQgFtNVQmIKRjw8oydY22EUrgaRk3AMM8fRXQObs2fmXE/w400-h400/Slide4.JPG" width="400" /></a></div><p>In part two of the activity, students will sequence their snowball story events. Students prepare a "sequencing strip" by gluing the three pieces end to end, making a fun (and long!) place to hold the events.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzoqebls_o5GnU4Y4qppORwdEcYPFIFsGWN7gCB40qOVACeeKhPFsM9jvbqCBvvh6dHa46DvRdTp_GOkLfZR03lkRbOevjCyjZr_iUCTVfdTigr52c7DNFrmqYaw2GWQFPQNbzz004oGg/s2048/Slide5.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzoqebls_o5GnU4Y4qppORwdEcYPFIFsGWN7gCB40qOVACeeKhPFsM9jvbqCBvvh6dHa46DvRdTp_GOkLfZR03lkRbOevjCyjZr_iUCTVfdTigr52c7DNFrmqYaw2GWQFPQNbzz004oGg/w400-h400/Slide5.JPG" width="400" /></a></div><p>Once students have their snowball events and sequencing strip ready, read aloud <i>The Snowy Day</i> to students a second time. This time, you'll pause after each page to allow students to find the corresponding event snowball and attach it to their sequencing strip.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgExvjLQMx1e3R0LtWrFirEiIuRf6py9JtH9UHznVAqAvnm5t7I3Y1P8oLhkpXsYIgz3cO8pEA0Ta6De-5CiIypn2FmoILc47mBOsAozYGfpe06O__XHNCAcEUgQXPlFZT6j58qRDCdQtw/s2048/Slide6.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgExvjLQMx1e3R0LtWrFirEiIuRf6py9JtH9UHznVAqAvnm5t7I3Y1P8oLhkpXsYIgz3cO8pEA0Ta6De-5CiIypn2FmoILc47mBOsAozYGfpe06O__XHNCAcEUgQXPlFZT6j58qRDCdQtw/w400-h400/Slide6.JPG" width="400" /></a></div><p>Notice how the snowballs, when attached, appear to "sit" on the snow, with part of the snowball peeking above the edge of the strip.</p><p>Once all ten events have been sequenced, check their work by choral-reading each event out loud.</p><p>Last, to add a finished look, especially for a bulletin board display, add construction paper to the background and decorate with snowflakes. I used strips of multiple colors to resemble a snowy sunset with a unique pop of color.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidB3kteiTpdqxhGkVoiAF2thWSTHCf123R3HV0bZ2s6zvY3kDsrzHuXSjzgoIir9YVx3oMKVmlAobUBXtOaR7b0tplFzSp4yOw5lh29KOouj7Sh12ZRsWPvTM0aYpL2354KhLJxDkptto/s2048/finished+closeup+H+with+text.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1220" data-original-width="2048" height="382" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidB3kteiTpdqxhGkVoiAF2thWSTHCf123R3HV0bZ2s6zvY3kDsrzHuXSjzgoIir9YVx3oMKVmlAobUBXtOaR7b0tplFzSp4yOw5lh29KOouj7Sh12ZRsWPvTM0aYpL2354KhLJxDkptto/w640-h382/finished+closeup+H+with+text.jpg" width="640" /></a></div><p>The lesson and all the materials for "Sorting and Sequencing Snowball Events" is part of my literature unit for <i>The Snowy Day</i>. Click <a href="https://www.teacherspayteachers.com/Product/The-Snowy-Day-Literature-Unit-My-Favorite-Winter-Read-Alouds-452464?utm_source=BlogPost&utm_campaign=SnowDayLitUnit" target="_blank">HERE</a> or the image below to check it out.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/The-Snowy-Day-Literature-Unit-My-Favorite-Winter-Read-Alouds-452464?utm_source=BlogPost&utm_campaign=SnowDayLitUnit" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2048" data-original-width="2048" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDWRSf9PyKMtXK_UFNrvgkIf2HMOtiuIQ1KskZy8j2mBWYuXhx6qJt0eYJO_J9GxsBtTGnoJ54pzdFDsMZZngKJqFu557Q4cw3JYW0thVNs3Eg_bi93uokOfz-qorKLI5X0ZXpzhQ98-8/w400-h400/NEWthumb1.jpg" width="400" /></a></div><p>The unit also includes other engaging lessons and activities, including setting analysis, character analysis, cause and effect, opinion writing, and narrative writing.<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYVyQB7Q2g75i5mUVu90ILmZGfsXtkyTdDscqT6qnGZ8mlMIbALJxCAWvNZH1iYhX7FvZpWx7B-93Fb1I6CA6cEtk0X0RmXFgLb1_egUNXEzj4VQ_6fZFYXo0fq_HJHp5zqe8dpuOrNiM/s2048/NEWthumb3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYVyQB7Q2g75i5mUVu90ILmZGfsXtkyTdDscqT6qnGZ8mlMIbALJxCAWvNZH1iYhX7FvZpWx7B-93Fb1I6CA6cEtk0X0RmXFgLb1_egUNXEzj4VQ_6fZFYXo0fq_HJHp5zqe8dpuOrNiM/w400-h400/NEWthumb3.jpg" width="400" /></a></div><p></p><p>The story and unit are appropriate for grades one through three. I hope you check it out!<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgktobrDQtzpf_GLPzRqTSDT4JYTXU3jB9_m5ub3t6tPVx-BzicPuWZxdR59M0l7f8awMcLwes-g0_Cr-JYB5CP3RfChhVrBQhvUW0yiwzDmVfBohTJANNkT_rY0OIdMcrjMl6tSxEd20g/s2048/NEWthumb4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgktobrDQtzpf_GLPzRqTSDT4JYTXU3jB9_m5ub3t6tPVx-BzicPuWZxdR59M0l7f8awMcLwes-g0_Cr-JYB5CP3RfChhVrBQhvUW0yiwzDmVfBohTJANNkT_rY0OIdMcrjMl6tSxEd20g/w400-h400/NEWthumb4.jpg" width="400" /></a></div><p>I also have several other engaging literature units for more of my favorite read alouds. Check them out right <a href="https://www.teacherspayteachers.com/Store/Michael-Friermood-The-Thinker-Builder/Category/Reading-Literature-Units-30244" target="_blank">HERE</a>.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG6eKui0PZKS31DeBcw9hMkwqw5fhzG0nlhUBPxViZAUlhfSPJHGzcNhsa9qq36TchSB7RQMMR_UXR27pvcA0nkoQHkju2ABDzUc6jhv0Xs-6PKXALCGMyE8U1kMADKds8_5B1siY6D-OLfPDKlOyl70dvqRd2cfCdqwTAhVRYioOuAkJ7IKkXQtZzkUg/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG6eKui0PZKS31DeBcw9hMkwqw5fhzG0nlhUBPxViZAUlhfSPJHGzcNhsa9qq36TchSB7RQMMR_UXR27pvcA0nkoQHkju2ABDzUc6jhv0Xs-6PKXALCGMyE8U1kMADKds8_5B1siY6D-OLfPDKlOyl70dvqRd2cfCdqwTAhVRYioOuAkJ7IKkXQtZzkUg/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /> <p></p><div class="separator" style="clear: both; text-align: center;">
<div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script></div>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-51937083846690815162021-01-29T14:58:00.007-05:002023-12-21T16:26:06.236-05:00Getting the Most Out of Reading Response Tasks<p>Do you have students do anything while they read independently? Giving students a task to do while reading, like a reading response prompt or a way to organize and record their thinking (note-taking, annotating text, etc.), has great potential to help students grow as readers. </p><p></p><p>BUT, we need to be aware that <i>always</i> requiring students to be writing about their reading in the same dry ways (or ways for which students don't see a purpose) can choke students' love and excitement about reading. It's okay for kids to just... read. So we need a balance.<br /></p><p></p><p></p> <div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2048" data-original-width="1280" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIP6O3dlOJHg35KE7mh_schJDPK-WkqpQA7cg8Ot40HoFkEp8MLrWYkuYp9P870Js8wOw0fAO2J8_cqjuc4t8Wrxt95JC5L1J7968gqE5FMbpG-1aosCUrW0eCoQFzH3IalJhftKUgiNc/w400-h640/cover+2.jpg" width="400" /></a></div><br /><p></p><p>Let's also remember that simply holding students accountable to "do the reading" is NOT our job as teachers. Our goal is to help students <i>grow</i> as readers, and providing engaging, meaningful tasks that support and empower students as readers can help with this goal. Here are some keys to do just that.<br /></p><p></p><h3 style="text-align: left;">Key #1: Connect the task to a reading lesson.</h3><p>Reading response tasks take on purpose when students can see a connection to what you've been working on together in your reading mini-lessons. The skills and strategies you introduce and practice together as a class or small group can be "tried out" in students' independent reading.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="1365" data-original-width="2048" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEju2oBvu_93sugQO9g2vTAaF2bOGQmCSJC0rrj6i10BhRqmoyJ_M66StErgC1rlTN6Gg3ptH-xXOSDOwlNBVKea-_iR_2welVbfaKpbeLh0hRl2C3ULbNNCNcMoz5STGxqEfnsq1RGzEmY/w640-h426/Slide1.JPG" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" target="_blank">This note-taking T-chart gives students a way to apply the "determining importance" strategy from your reading mini-lessons.<br /></a></td></tr></tbody></table> <p></p><p></p><p>Maybe you're teaching about text features found in informational texts, so you have students find and practice analyzing certain text features within their self-selected informational texts, using a response page like the digital one shown below.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="1365" data-original-width="2048" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRhVVl04xKVXaj0-Uzj3FaKBFD3qHrTlIrGaJv9RAGQcDeJ_ViAvTC0-WhooS0CQT6in1207FM_mQuvjM37WA_n6UHbomFTT3xl5tZos9hZf_paBF16uge3dOF3G3OWvGkfH6uJLM4eSo/w640-h426/Slide6.JPG" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" target="_blank">Students can use a digital response page like this one to connect their reading to a lesson on text features like sidebars.<br /></a></td></tr></tbody></table> <p></p><h3 style="text-align: left;">Key #2: Keep the focus of the task narrow.</h3><p>When asking students to respond to their reading or record their thinking, keep the focus narrow. Open-ended tasks like, "Record what you're thinking about the events," are vague and thus overwhelming to many students. They get so caught up in trying to come up with "thoughts" to record that they lose concentration on what they're actually reading. Giving students a clear direction within the task makes it feel more doable, more worthwhile.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="1365" data-original-width="2048" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4lMEXEgBOmJ5cyRV7da7DpOYjM6GM3_6bWxEbk5guFvHEYzw0HOK_NQtnQS-tmcL-slM-qnifMz6lks34uoPmLP_QhZxKdUXcOpbPJessORRvs_KUasTKl5JrJYFW-Gz23VVLv5m55rA/w640-h426/Slide2.JPG" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" target="_blank">This response page prompts students to focus on one important moment within the text to analyze.<br /></a></td></tr></tbody></table> <p></p><h3 style="text-align: left;">Key #3: Make sure students don't need to finish reading before starting.</h3><p>The best reading response tasks allow students to work on them within the text, before the reading is finished. Students simply pause their reading to respond to the prompt. Tasks that first require the entire text to be read don't allow students to record their thoughts at the point they should be having those thoughts<i>: while</i> they are reading.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="2048" data-original-width="2048" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhivE1F4n_AxuPYp3S4MLN5RyKesvBfYMcj-OG-P_HQ_PnJ9JUN2D_E2_1oX-esLQGXJW0TvaRjqZbg9s-tIISRkwdFBYXjOIllHPboGlFmHKParsmTtHg5upWhY_R9g7uwyrO5N4CibNk/w640-h640/Slide1.JPG" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" target="_blank">This response page is meant to be worked on <i>while</i> students read, at any point in the text. <br /></a></td></tr></tbody></table><p></p><p></p><h3 style="text-align: left;">Key #4: Give a task meaning by using it as a tool for what comes next.<br /></h3><p>If students know that the reading response task you give them will in turn be used for something else, it gives that task more meaning. Maybe students will need their completed response page for a book club meeting or class discussion related to the focus of the response page. These interactions can be particularly rich if each student is using a different text for the same reading task. </p><p>For example, imagine a small group discussion about important decisions a main character makes, finding connections, patterns, and differences in character motivations and influences, and the causes and effects of those decisions. In preparation for the discussion, each student has already identified and analyzed a character decision from their own text through the independent reading task you assigned.</p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="1365" data-original-width="2048" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYd0jk8goMvBxJIgvrzByja_RO_SDCwYvMqNjnlVniihsDzzobl0HfC25LQTzgedGasHuCgTs7T6DaE3eHWT3950yn5lssEAB0eQbRIGAzisOqVDgvpDiXcVr42e-aRBI9oonxKt7R7NM/w640-h426/Slide4.JPG" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" target="_blank">This small group discusses a response page which prompted them to focus on a single decision made by a character in their text.<br /></a></td></tr></tbody></table><h3 style="text-align: left;">Key #5: A bit of novelty and freshness goes a long way.</h3><p>Changing up the types of reading tasks you assign is a big factor in students' engagement. Here are some formats I've had success with:<br /></p><ul style="text-align: left;"><li>Have students jot their thinking on sticky notes, marking the page where the thinking occurred. Then have them choose the one sticky note with their most insightful thinking to bring to a class discussion or stick on the board for an informal assessment.</li><li>Within a reader's notebook, teach students simple graphic organizers that can be applied to lots of situations (e.g. t-chart, web, Venn diagram, flow chart) and then let students set up the organizer in their notebook that makes sense for the reading response topic you give.<br /></li><li>Have students record their response on their desk with a whiteboard marker, then gallery walk to read their classmates' responses ahead of a group chat.</li><li>Allow students to respond visually, with a drawing, diagram, or purposeful doodles, which can then become a jumping off point for a written response.</li><li>Give students some choice. Maybe you provide three options and students can choose the one they want to use. </li></ul><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="1365" data-original-width="2048" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFLe1gZ1AbgqzZWaoU3kQ3uzuCyLfg6tK-6JxKAMGdtUdPcqFEzQ4ixJcuUsGbTZCv8GaPszRvi4-1MEmZTKqpV0XNRSd7m9_zzPOjJWn27HZraTZPjk4HUb3tNAfRoWNaowofxGhggzI/w640-h426/Slide3.JPG" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" target="_blank">Here are three stacks of response pages focused on text events. Students can choose the one that best suits them and their book.<br /></a></td></tr></tbody></table><p></p><ul style="text-align: left;"><li>Kids love little notebooks. They're just drawn to them. Spiral bound steno pads are great, or small 3x5 memo pads are even less expensive (I've found a <a href="https://www.amazon.com/College-Better-Office-Products-Assorted/dp/B07V3TRD65/ref=sr_1_2?crid=2FJHHFLZ2O5FR&dchild=1&keywords=spiral+memo+pads+24+pack+3x5&qid=1611760692&sprefix=24+pack+memo%2Caps%2C190&sr=8-2" target="_blank">24-pack</a> for $15 on Amazon; not an affiliate link) and don't have to last an entire school year to be an effective investment. It's one of the reasons I chose that notebooky-feel when creating <a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" target="_blank">my response pages</a>.</li><li>Use digital reading response tasks, like the digital versions of <a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" target="_blank">my response pages</a> where students use Google Slides to type their response, or try apps like Telegami, ChatterPix Kids, or PicCollage. <br /></li></ul><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="1365" data-original-width="2048" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggtm3R9ZqyPHbxPpYQC1eQ6TnZnITz3C7xldIy-yxcv928Mzk3363ffWpn7uug3X4uExwXND8rKgoSJk_XswKwMhrHGzBJhzb0VS0wrMZVqrqfnpsG9xavZGxx5kjFZJWzal0Xmb6F2Mg/w640-h426/Slide5.JPG" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" target="_blank">In my digital response pages, students use Google Slides to type their responses.<br /></a></td></tr></tbody></table><p>Changing up the structure too often has its drawbacks. You can end up spending more time explaining a new task format than it takes students to actually do it! One solution is to have a rather consistent format that has variety within it, like the <a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" target="_blank">notebook response pages</a> you've seen in the photos. <br /></p><p></p><h3 style="text-align: left;">Want to know more about my reading response pages?</h3><p>I created the response pages (the ones shown in the photos) with a lot of love and care, and with the following characteristics at their heart:<br /></p><p><i>ENGAGING</i></p><p>I tried to create prompts that drew students deeper into the texts they were reading, and pages that were visually appealing and thoughtfully crafted.<br /></p><p><i>VERSATILE</i></p><p>I wanted pages students could use <i>during </i>their reading, at any point in their reading, and with virtually any text. 64 different pages geared to literature and 57 pages geared to informational texts, plus templates to create custom pages, make it easy to have lots of options on hand. Lots of teachers choose single pages to use as stand-alone tasks, but many also build custom reader's notebooks by stapling together a few pages for students to use during the course of a book or to support a student-led book club. Plus, each response page comes in three formats: the original "half-page" format, a "full-page" format, and a digital format using Google Slides.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwOZWAORDICbF1oUlNRVBl2cawdxDLPuJRSwdEDURPPsgyuwMzzas_hvQMSwdaDa3RDGkRWxMTM9ItsOb-ijmHQb49C8idtsu7WTvRoXSKiNCxQFauVB-rHpEOfiKcXigUUCD8PUdPnxM/s2048/thumb2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwOZWAORDICbF1oUlNRVBl2cawdxDLPuJRSwdEDURPPsgyuwMzzas_hvQMSwdaDa3RDGkRWxMTM9ItsOb-ijmHQb49C8idtsu7WTvRoXSKiNCxQFauVB-rHpEOfiKcXigUUCD8PUdPnxM/w400-h400/thumb2.jpg" width="400" /></a></div><br /><p></p><p><i>DIFFERENTIATED</i></p><p>I created three differentiated versions of every single response page. I nicknamed them "light roast," "medium roast" and "dark roast" as a nod to my love for coffee. The differentiation allows you to give different students tasks with similar content but at an appropriate level of complexity for each student. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXviyVoqBmuAsDFkqlD5wNn1JyaEl0nLDAQJ0IvYlgXD3VBDt7jX7m-QZy1VVshrPtn7vkVfYUw9tG6GH26vHpLMIOeKAY3Jn6MqO7fJWqvLrv7MBIft6hXLUEYhk1Dgfoe_oy7lU7sRQ/s2048/thumb3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXviyVoqBmuAsDFkqlD5wNn1JyaEl0nLDAQJ0IvYlgXD3VBDt7jX7m-QZy1VVshrPtn7vkVfYUw9tG6GH26vHpLMIOeKAY3Jn6MqO7fJWqvLrv7MBIft6hXLUEYhk1Dgfoe_oy7lU7sRQ/w400-h400/thumb3.jpg" width="400" /></a></div><br /><p></p><p><i>ORGANIZED</i></p><p>With all the options included (three different formats, three different levels of all three formats!), I wanted to build in ways to make it easy for teachers to find what they want. So within the PDFs are reference guides with clickable page numbers that take you directly to the particular response page, as well as the Adobe bookmark pane with each page categorized by roast and topic. </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpFJfR7g93VSU8cgu0b5Xk1TSYq4Pm88VCiHI7MObO8_8CAkCihvatOH7vjWj11YafrS3qTnkDNAkevSrMlR40tG1iktfwVVm1k_TjqA2RyrO_Y5N-rykCV5TkxtXOP3Xz7sVYoGmbgJU/s2048/thumb4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpFJfR7g93VSU8cgu0b5Xk1TSYq4Pm88VCiHI7MObO8_8CAkCihvatOH7vjWj11YafrS3qTnkDNAkevSrMlR40tG1iktfwVVm1k_TjqA2RyrO_Y5N-rykCV5TkxtXOP3Xz7sVYoGmbgJU/w400-h400/thumb4.jpg" width="400" /></a></div><p></p><p>And in the Google Slides digital versions is a slide equivalent to a clickable table of contents, as well as a slide with tips and instructions for how to create new files with just the slides you want to assign to students.</p><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2048" data-original-width="2048" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKusrRrGHfRHMFijUXpVj5Tt6YxcHBNKpvgXAwUL436irqq-aO0Q7SCA724HBntAjbxeGMUKtua9Tfct-Vp7C_Yo1DRyb1ts9DpQqH8RAeotUnhL5Oo6MRByCH9OIPz3v61Dg4krLNcPA/w400-h400/thumb1.jpg" width="400" /></a></div><p></p><p>Click <a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20What%20do%20your%20students%20do%20while%20reading&utm_campaign=RN%20Bundle" target="_blank">HERE</a> or the image above to see my reading response page resource in my TpT shop!</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUVHlmptpi4_oHVtEvTqq_BTN2mvPMWdXF6XLo9FoFMfbiazcQN8OosD4btNawG9VrhpwG-fTSr0_WVNztZxrvurAdcbzCNmfesk7HVxY3t7rRC76Xzn2eh_mtdde6Rx7RiZqODFoJEhaeUbczKvVPqYycB1Mjqsc_WYK27ozKPiU4uBshlYc92WAG1KI/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUVHlmptpi4_oHVtEvTqq_BTN2mvPMWdXF6XLo9FoFMfbiazcQN8OosD4btNawG9VrhpwG-fTSr0_WVNztZxrvurAdcbzCNmfesk7HVxY3t7rRC76Xzn2eh_mtdde6Rx7RiZqODFoJEhaeUbczKvVPqYycB1Mjqsc_WYK27ozKPiU4uBshlYc92WAG1KI/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /> <p></p>
<div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-31048012677246952712020-08-03T17:27:00.004-04:002023-12-21T16:27:36.381-05:00Digital Back-to-School Activity: "Who Am I?" Photo Reveal!<div>Is the start of the 2020 school year going to look a little different for you? Maybe you'll be starting out with virtual learning or distance learning, or maybe your district has set up a hybrid framework. Having students get to know each other might be a little trickier this back-to-school season, huh? If you're looking for a fun get-to-know-you activity that is completely digital (using Google Slides), this is it! <br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/DIGITAL-Who-Am-I-Back-to-School-Activity-Google-Slides-5861228?utm_source=Blog%20Post&utm_campaign=Who%20Am%20I%20Digital" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2048" data-original-width="2048" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivfw9HaYSsWQ26NrBkbC1QTmDC8YtQ7I-6j6yy2e6ygw75_T3QdZjXZc01yoXZTUQLti6OE-JS89P7U54JSADX5b3FDxt8ebzBWR-tiH-Nc6uPReZ8NDpDj-fPMJKwGGGgsOrxrZH3aK0/s640/thumb1.jpg" /></a></div><div><br /></div><div>Students use Google Slides to create a layered "Who Am I?" slide, consisting of a photo and clues about themselves. <i>(Detailed instructions and video demonstrations guide students through the entire process. Score!) </i><br /></div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaawANyM0TvI3pxiQFvCDmuTsHXp55iRLgl_9dqctanRWknWySj-Xp_8JbZeGb4Qo3CfpWzxG2siSKiDwiGRh6qDdwNMd3DfX7aQ-uAvU7JMN2P6o5MclPnVFYtHAcYt9EyoPcPHZIT1U/s2106/blogpostphotos1.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1011" data-original-width="2106" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaawANyM0TvI3pxiQFvCDmuTsHXp55iRLgl_9dqctanRWknWySj-Xp_8JbZeGb4Qo3CfpWzxG2siSKiDwiGRh6qDdwNMd3DfX7aQ-uAvU7JMN2P6o5MclPnVFYtHAcYt9EyoPcPHZIT1U/s640/blogpostphotos1.jpg" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">With step-by-step directions and a video demonstration, students learn <br />how to insert and edit a photo of themselves for the "big reveal."<br /></td></tr></tbody></table><div><br /></div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj25gJUdYVvyKhBj7PKLrW2z5ZhF1caD2aDIEHNkGomMgKRweigxcf_SYZYdKBf57pFp-I_EW4XSqg5MMx5CZKW2Sck5RXKOmdqgsj-yp486ES9lFpDB2wwdy9a4PUnfopZ8o5YbBy4-50/s2106/blogpostphotos2.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1011" data-original-width="2106" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj25gJUdYVvyKhBj7PKLrW2z5ZhF1caD2aDIEHNkGomMgKRweigxcf_SYZYdKBf57pFp-I_EW4XSqg5MMx5CZKW2Sck5RXKOmdqgsj-yp486ES9lFpDB2wwdy9a4PUnfopZ8o5YbBy4-50/s640/blogpostphotos2.jpg" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Students fill out the clue prompts about themselves. These pieces will "cover up" their photo.<br /></td></tr></tbody></table><div><br /></div><div><br /></div><div>Then you, the teacher, will compile students' finished slides and meet with your class to share the slides. <i>(Yup, detailed instructions included for this, too!)</i><br /></div><div><br /></div><div>You can meet in-person and use your classroom projector, OR hold a virtual meeting (like a Zoom meeting) where you can "share your screen" with students. With each slide, you'll drag the clues, one by one, out of the way, slowly revealing the identity of the student within the photo underneath! Pretty cool, right? Watch the video below for a demonstration:<br /></div><br /><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzd2xq-ZPjTxckJ6EnvGZlD-gPjovl7YZfZD8PGTLcUzRIqqfNJAbTt8f5TJ-TomxNNpVLuiVZRJOYp0hl0Bg' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><div><br /></div><div>You'll drag the pieces away as the class watches and tries to guess who might be hiding behind the clues!<br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/DIGITAL-Who-Am-I-Back-to-School-Activity-Google-Slides-5861228?utm_source=Blog%20Post&utm_campaign=Who%20Am%20I%20Digital" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2048" data-original-width="2048" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBG3wKul0iuzy9Pt6Oz7SQjK-N05GVD0q5i6t_UsYe3kCrgfge-rrRvmZOakt4c9lRkrxhwzmat82bhyKuwwYqnRTyc6gwBucfj11Skf2kZEHSudgYKCl2buLpc5K9unQT4UNYdAIzMqM/s640/thumb2.jpg" /></a></div><div><br /></div><div>When all the clues have been removed, the student is revealed! Ta-dah! <br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/DIGITAL-Who-Am-I-Back-to-School-Activity-Google-Slides-5861228?utm_source=Blog%20Post&utm_campaign=Who%20Am%20I%20Digital" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2048" data-original-width="2048" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ_0RSbaNWpgWgmskmPfIz09764jUiRKwZJG5vC0DveDG-ye9PF5ZxafG8yVCWtEF_7URHnS6AxkEAJ_HLHYWpIDqTrA6qK0gldgUpIsnb7GOhO8W_1ukY2XwwT6VWtibnD_p4NzlmMpg/s640/thumb3.jpg" /></a></div><div><br /></div><div>Check out my <a href="https://www.teacherspayteachers.com/Product/DIGITAL-Who-Am-I-Back-to-School-Activity-Google-Slides-5861228?utm_source=Blog%20Post&utm_campaign=Who%20Am%20I%20Digital" target="_blank"><b>"Who Am I?" Digital Back-to-School Activity</b></a> in my Teachers Pay Teachers store!</div><div> </div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJXhWyLJboNZ5a-lnPfraapW1RwWh_mD_nwDSP5g6ofcOS6Tn4PAsalCQkklE2iNbyxo0CBI08YqHp_OTp-6QhOdvBWK3PJ0o9D5JZsK5BxNFf-2FuagF-saBMbs_CptqggTJp8oRG6Pbi6dd-rib3jP5LwukknNW9z94SzAf0_jy7Ob7jKEhdSyHGsxs/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJXhWyLJboNZ5a-lnPfraapW1RwWh_mD_nwDSP5g6ofcOS6Tn4PAsalCQkklE2iNbyxo0CBI08YqHp_OTp-6QhOdvBWK3PJ0o9D5JZsK5BxNFf-2FuagF-saBMbs_CptqggTJp8oRG6Pbi6dd-rib3jP5LwukknNW9z94SzAf0_jy7Ob7jKEhdSyHGsxs/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /></div><div><p></p></div>
<div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-78592307208479954482019-07-31T16:34:00.006-04:002023-12-21T16:31:20.054-05:00A Maze of New Friends: Back to School ActivityHave you ever played Classmate Bingo with your class during the first week of school? It's a pretty common back to school activity, where each student tries to find classmates who match the clues on their bingo board. You know... "find someone who is an only child," or "find someone with blue eyes."<br />
<br />
I like a lot of things about Classmate Bingo: it gets students up and moving around the room, and it gets students interacting and learning things about their new classmates in a low pressure situation.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha-Dlul4aIffzfD6_hC6D8GwQdB6SAZM6Nw6E0JV24nK_3QnOW6h-1uRaKGa-dl-ZR2Dr5yT3ywkVQqARhvMJNs0S-0dAu4w2ghS8HQpSiIvzvcjFcCLe9uihu300CLUtt3EG2Bjc9fts/s1600/cover+v.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="“A Maze of New Friends” is a fun and fresh version of the old Classmate Bingo game. Makes a great get-to-know-you activity for the first week of school. Read more about it here! (The Thinker Builder)" border="0" data-original-height="1600" data-original-width="850" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha-Dlul4aIffzfD6_hC6D8GwQdB6SAZM6Nw6E0JV24nK_3QnOW6h-1uRaKGa-dl-ZR2Dr5yT3ywkVQqARhvMJNs0S-0dAu4w2ghS8HQpSiIvzvcjFcCLe9uihu300CLUtt3EG2Bjc9fts/s640/cover+v.jpg" title="" width="338" /></a></div>
<br />
The only thing I don't love about it is that it's a bit... tired. Some may say, "It's an oldie but a goodie," and that's fine, but I've come up with a fresh twist to re-engage students. I call it... <u>A Maze of New Friends</u>. It's part of my <a href="https://www.teacherspayteachers.com/Product/Back-to-School-Activities-Get-To-Know-You-First-Week-of-School-1348248?utm_source=Blog%20Maze%20of%20Friends&utm_campaign=BTS%20Pack%201%2035" target="_blank"><b>Fun and Fresh Get to Know You Activities</b></a>.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzKo74cA9q2iXvrWYRjhtoTg1XwPScISyP97mmS1Dpfq6cGLKgJyWSRipvFkVXl96oGe-QkTgAEcxaqo_RLIw' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<br />
<br />
Here's how it works:<br />
<br />
Each student gets a maze and the "page of doors."<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaA6386noZMH5RutvhwSXewObjjEax8z45-lohj_712Pk-nAu2dR_YT5yCI0fwAvs8c2tAgoi8lOJYT91TV-_EaOMivkB0mr497XFD00BHjebLo5mjTsKolTa9oL2mMCtDfSwW27fbsTE/s1600/square1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaA6386noZMH5RutvhwSXewObjjEax8z45-lohj_712Pk-nAu2dR_YT5yCI0fwAvs8c2tAgoi8lOJYT91TV-_EaOMivkB0mr497XFD00BHjebLo5mjTsKolTa9oL2mMCtDfSwW27fbsTE/s400/square1.jpg" width="400" /></a></div>
<br />
The goal is to simply get through the maze. Many different routes can lead to the maze's exit. However, spread throughout the maze are 26 different doors (one for each letter of the alphabet). In order to pass through a door and continue through the maze, the student must find a classmate who fits the particular door's clue.<br />
<br />
So let's say Maddie wants to try to get through Door T, for instance. On the "Page of Doors," Maddie sees that in order to unlock Door T, she needs to find someone who currently has a messy bedroom.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9uiizuQfoZyVeO2IHomOSnyIHeIvLvQ3Pd81NBU7qBtlo0S-sP6I6EVc03Y2hBDSP3u_1JAebKNroX3uHQygQVQnFHFSuH-MYPIM6asLbVuNih9wj6I1FlKfGQNZaNhjvJYcpv-7ZMlI/s1600/square2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9uiizuQfoZyVeO2IHomOSnyIHeIvLvQ3Pd81NBU7qBtlo0S-sP6I6EVc03Y2hBDSP3u_1JAebKNroX3uHQygQVQnFHFSuH-MYPIM6asLbVuNih9wj6I1FlKfGQNZaNhjvJYcpv-7ZMlI/s400/square2.jpg" width="400" /></a></div>
<br />
<span id="goog_1789757243"></span><span id="goog_1789757244"></span>
So Maddie takes her clipboard and mills about the room (as do her classmates), and she sees Kenzie at a table. Maddie walks over and says hi (or introduces herself if she doesn't know her name yet).<br />
<br />
"Hi Kenzie. I was wondering, do you have a messy bedroom?"<br />
<br />
Kenzie giggles. "Um, yes! I definitely do!"<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLVrP_gWfoeuYTq0QOf2usGfIZ4MMLbdAyrZwajg-G_aYffOYMaY9mJwY4KANsPg-7y0t3xqCkIrhAjRO0jKdl4LbwLsNr46BHQfR0NgH_SrdoLYd6UGba-Jp2PDcouHsYbiota37zj6Q/s1600/square3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLVrP_gWfoeuYTq0QOf2usGfIZ4MMLbdAyrZwajg-G_aYffOYMaY9mJwY4KANsPg-7y0t3xqCkIrhAjRO0jKdl4LbwLsNr46BHQfR0NgH_SrdoLYd6UGba-Jp2PDcouHsYbiota37zj6Q/s400/square3.jpg" width="400" /></a></div>
<br />
"Oh perfect!" Maddie says. Maddie writes Kenzie's name inside Door T on her Page of Doors, and then travels through Door T on her maze.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh1jzBVt5KqnLYWHdrij2mHx9lQCkACT5VIY6hu3j0huJWg1Af3D08yfhYe0m2E6FeJroKSfoFnrBydueFfkNdnz8tgiVj_-CWc_weDekJZVBJOUmb9EOuoX8R9a-ECKoZO9fbBDGYAG4/s1600/square4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh1jzBVt5KqnLYWHdrij2mHx9lQCkACT5VIY6hu3j0huJWg1Af3D08yfhYe0m2E6FeJroKSfoFnrBydueFfkNdnz8tgiVj_-CWc_weDekJZVBJOUmb9EOuoX8R9a-ECKoZO9fbBDGYAG4/s400/square4.jpg" width="400" /></a></div>
<br />
On Kenzie's maze, she has come to a branch that could lead to Door K or Door L. Door K says, "Find someone who likes books more than movies," and Door L says, "Find someone who likes movies more than books."<br />
<br />
Kenzie finds out that Maddie likes books more than movies, so Kenzie records Maddie's name in Door K and takes the corresponding route on her maze.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNuzzxcPD3XGqe_fJLBlDm3z55izk2rL7-td6V6RraCh-CxwEufhQ0oP95cl8DLlC9e2jeaOwRth7lIq3Q4I2lEkribQWCuujE44UBEEDbGX1Y_DI3lbYpcL9w4rK72eDIE1lRC-MCp0A/s1600/square5.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNuzzxcPD3XGqe_fJLBlDm3z55izk2rL7-td6V6RraCh-CxwEufhQ0oP95cl8DLlC9e2jeaOwRth7lIq3Q4I2lEkribQWCuujE44UBEEDbGX1Y_DI3lbYpcL9w4rK72eDIE1lRC-MCp0A/s400/square5.jpg" width="400" /></a></div>
<br />
Kenzie and Maddie then go their separate ways and find more classmates to help them unlock doors and make it through the maze!<br />
<br />
<div style="text-align: center;">
* * *</div>
<br />
A Maze of New Friends is just <i>ONE</i> of my fun and fresh "get to know you" activities for back to school. And I don't take those two words lightly: fun <i>AND</i> fresh. <br />
<br />
You can check out the bundle of all 14 activities right <a href="https://www.teacherspayteachers.com/Product/Back-to-School-Activities-Get-To-Know-You-BUNDLE-2-Packs-1984515?utm_source=Blog%20Maze%20of%20Friends&utm_campaign=Bundle%20BTS" target="_blank"><b>HERE</b></a>. which includes the following:<br />
<ul>
<li>
"A Maze of New Friends"</li>
<li>"Who's In Your Circles?"</li>
<li>Word Makers: "Names" Edition</li>
<li>Classmate Crossword</li>
<li>"A Map of My New Classroom"</li>
<li>Back-to-School Pen Pals and Text Chats</li>
<li>"Who Am I?" Poster</li>
<li>Memory Item Mix-Up</li>
<li>"About Me" Dice</li>
<li>Truth, Twist, or Total Fake!</li>
<li>"School Rules" Skits</li>
<li>Build-a-Story: "Secret Words" Edition</li>
<li>3-D Dream Bedroom</li>
<li>Time Capsule</li>
</ul>
Or, get a jump on your stock of end of year activities with my <a href="https://www.teacherspayteachers.com/Product/BUNDLE-Back-to-School-AND-End-of-Year-Activities-4-Packs-2527271?utm_source=Blog%20Maze%20of%20Friends&utm_campaign=Big%20Bundle%20BTS%20and%20EOY" target="_blank"><b>BIG Bundle</b></a> of 14 back-to-school activities and 12 end-of-year activities.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/BUNDLE-Back-to-School-AND-End-of-Year-Activities-4-Packs-2527271?utm_source=Blog%20Maze%20of%20Friends&utm_campaign=Big%20Bundle%20BTS%20and%20EOY" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/BUNDLE-Back-to-School-AND-End-of-Year-Activities-4-Packs-2527271?utm_source=Blog%20Maze%20of%20Friends&utm_campaign=Big%20Bundle%20BTS%20and%20EOY" border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwbsv1509SQZeVpK0nm-AP5pTQ3k2yzWwTCRZz-d_goA6rHCuiA0Q8LA_E5P1r83xCKAB1Q6BAncrq64baF8X4U3SYdU9_1x3qeoThp2tgSgvXj-Efrq0rr9Lc70O4etcFLFP_z2AxBRI/s400/thumb+1b.jpg" width="400" /></a></div><p>
<br />
Have a great beginning to your year!</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim7z8SJ_f3T_xKtBy8XF_PX9wh3-KNhJdTKzIX3ZRoiQnYGFk-d2TqYPvykqa9uXnlFoIb017fVvuG00k9m85-C_ADDxs7qg-wvL8hmhYeX09ot0Oo4ZSq93X3yH0MVuaKujJ672TTiCCLP2GnjlkMBpc5myyn_jrJLvYbsZ0W0KmJEwy6rr46b1YrtgU/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim7z8SJ_f3T_xKtBy8XF_PX9wh3-KNhJdTKzIX3ZRoiQnYGFk-d2TqYPvykqa9uXnlFoIb017fVvuG00k9m85-C_ADDxs7qg-wvL8hmhYeX09ot0Oo4ZSq93X3yH0MVuaKujJ672TTiCCLP2GnjlkMBpc5myyn_jrJLvYbsZ0W0KmJEwy6rr46b1YrtgU/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div> <p></p><p><br /></p><div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-91678267584706416892019-03-27T10:48:00.003-04:002023-12-21T16:36:48.423-05:00Giving End of the Year Awards to Your StudentsHave you been thinking about giving your students end of the year awards? Class awards help make the end of the school year special and memorable.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXYSRY0ku5dA1jIlNB6urMavDLZRh-uxdK-8GTTDVAlsobF_csijigzEMq4kMiKhOw9N7RAH_iiOCl51oZoKzyloxdHtghmek2GCJ9XuqLRmMuqKamovaRNtW3-jksUUAzwc2qqjPRfJc/s1600/Slide1.JPG" style="margin-left: 1em; margin-right: 1em;"><img alt="Tips, ideas, and resources for giving students end of the year awards that are both fun and memorable." border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXYSRY0ku5dA1jIlNB6urMavDLZRh-uxdK-8GTTDVAlsobF_csijigzEMq4kMiKhOw9N7RAH_iiOCl51oZoKzyloxdHtghmek2GCJ9XuqLRmMuqKamovaRNtW3-jksUUAzwc2qqjPRfJc/s400/Slide1.JPG" title="" width="400" /></a></div>
<br />
Let's look at a few keys to making the most of your end of year awards.<br />
<br />
<h2>
<u>Take a Creative Twist on Traditional Certificates</u></h2>
Sure, those very official-looking plain white certificates printed with professional fonts have their place. But for awards given to a single class of students from you, their teacher, try branching out a bit.<br />
<br />
Like the fresh <a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-AWARDS-Customizable-40-Categories-3130968?utm_source=Blog%20EOY%20Awards&utm_campaign=Award%20Ribbons" target="_blank"><b>End of Year Award Ribbons</b></a> you see below.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-AWARDS-Customizable-40-Categories-3130968?utm_source=Blog%20EOY%20Awards&utm_campaign=Award%20Ribbons" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/End-of-the-Year-AWARDS-Customizable-40-Categories-3130968?utm_source=Blog%20EOY%20Awards&utm_campaign=Award%20Ribbons" border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGDMHCz3lwgB5BQmFgbTYFFEHiJrUi6szcrmhIhT4LEi9vPiNaAm96EA_lhTT5ekiNKRflMoVKKrlazzv-P6xFTWW6_5Li4WepMyITML1Fc1N_c6IUynZ7qhx39QQCXz5VYM4hEXM0Zi0/s400/Slide2.JPG" width="400" /></a></div>
<br />
From the shape to the snappy little quotes of kudos, they add the perfect amount of flair to a set of awards.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAl9Dl0xd5Rdp4MmMdRV4mQThuKT1XyRU6Ftg6VGC_WmYN2C34mTJAAdOyOiOzAHK21vO03VLTfFeh7rQo5KXdCb0yfCwc0FKurQHD8f5diS4ctxGRCTJ2yhP6oQYtl4_0n_XvaKvWlFc/s1600/Slide1.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="425" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAl9Dl0xd5Rdp4MmMdRV4mQThuKT1XyRU6Ftg6VGC_WmYN2C34mTJAAdOyOiOzAHK21vO03VLTfFeh7rQo5KXdCb0yfCwc0FKurQHD8f5diS4ctxGRCTJ2yhP6oQYtl4_0n_XvaKvWlFc/s640/Slide1.JPG" width="640" /></a></div>
<br />
<h2>
<u>Use Fun Yet Meaningful Award Categories</u></h2>
<br />
Try to strike a balance with the chosen award categories between fun and meaningful. Consider giving awards for more than just academics. Think about character traits, multiple intelligences, and "most likely to" types of superlatives.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmuM2PXCHpnjwkJ_BbKS-SRCQ-3I6sTc6orroXRU4JvqaKIbYtFiSWrxdmywWOGfoSIK7F7ATctz8xPOeTgR5vrU3GnbWWwSh0N7yLr0Rqh8Hmy9jUdqhvYl2mdqX-hBsROCEJF0gLHJs/s1600/Slide2.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="425" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmuM2PXCHpnjwkJ_BbKS-SRCQ-3I6sTc6orroXRU4JvqaKIbYtFiSWrxdmywWOGfoSIK7F7ATctz8xPOeTgR5vrU3GnbWWwSh0N7yLr0Rqh8Hmy9jUdqhvYl2mdqX-hBsROCEJF0gLHJs/s640/Slide2.JPG" width="640" /></a></div>
<br />
The Award Ribbons in the pics come with 40 categories. Some of my favs include Legendary Leader, First-Class Friend, Stellar Citizen, Master Mathematician, Most Dependable, Most Fearless, and Most Likely to Invent Something Awesome. Click <a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-AWARDS-Customizable-40-Categories-3130968?utm_source=Blog%20EOY%20Awards&utm_campaign=Award%20Ribbons" target="_blank"><b>here</b></a> to see the full list of categories.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEid-C3gO2mA4iC4YnEZe5PMFeHRV3LNzJT0zsTjCm_ERsNTtxQL8GmBfL9y6mCO6ugEzpQwm9BtE0Lm8tINlQpyxq75fxApMJ6az0IuHGiT2XzgQkkhvuxuNxnpjFxmokFy5i1_ElqS43I/s1600/Slide3.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEid-C3gO2mA4iC4YnEZe5PMFeHRV3LNzJT0zsTjCm_ERsNTtxQL8GmBfL9y6mCO6ugEzpQwm9BtE0Lm8tINlQpyxq75fxApMJ6az0IuHGiT2XzgQkkhvuxuNxnpjFxmokFy5i1_ElqS43I/s400/Slide3.JPG" width="400" /></a></div>
<br />
<h2>
<u>Find Something for Every Student</u></h2>
Some students will stand out. You'll think, I could give this student a dozen different awards and they'd all be deserved. And you'll have a handful of students that will be difficult to find many awards that fit. Just remember, it's often these students who need the positive recognition and grace the most.<br />
<br />
When you are going about matching students with an award, try <i>starting</i> with the most challenging students. Having trouble still? Try connecting the award to one single event in which the student exemplified the trait or superlative. And don't be afraid to double up categories. Maybe you select a smaller
number of awards but give each one to multiple students. <br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihdebAcKX72Hn7zac8UvDoW_ocy6Ih2xfbjpuwi15zs_LMGB8DCj009pbOFf6oJWIPB_5k5OWLMvJxRvB_LMTFgg70Abbye_XYRi_ecbhWzEYkQNVepYAmMIN5R6wfXHHCBd56a2aByCg/s1600/Slide3.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="425" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihdebAcKX72Hn7zac8UvDoW_ocy6Ih2xfbjpuwi15zs_LMGB8DCj009pbOFf6oJWIPB_5k5OWLMvJxRvB_LMTFgg70Abbye_XYRi_ecbhWzEYkQNVepYAmMIN5R6wfXHHCBd56a2aByCg/s640/Slide3.JPG" width="640" /></a></div>
<br />
If you have a particularly unique award in mind for certain students, the <a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-AWARDS-Customizable-40-Categories-3130968?utm_source=Blog%20EOY%20Awards&utm_campaign=Award%20Ribbons" target="_blank"><b>Award Ribbons</b></a> come with an editable page so you can customize the award category. (You can also add the student name, teacher name, and date.) <br />
<h2>
<u>Dress It Up</u></h2>
For a unique look, try printing the awards on brightly colored card stock, and writing the students' names and dates with a metallic sharpie or paint pen.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO2rbYGNNUGZ2KUvNLJ3OLH6EJG26pCliNip_TGa9NP_IDwIpl09r0PkY6U5EdGP6gWHnLFNHl6FkAvZiPW1eAgFgAplWCDUF-_kSrwH5cStHU9p7AxKRNP1bsZ3UC_FDgRGES0xV7wDE/s1600/Slide4.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="425" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO2rbYGNNUGZ2KUvNLJ3OLH6EJG26pCliNip_TGa9NP_IDwIpl09r0PkY6U5EdGP6gWHnLFNHl6FkAvZiPW1eAgFgAplWCDUF-_kSrwH5cStHU9p7AxKRNP1bsZ3UC_FDgRGES0xV7wDE/s640/Slide4.JPG" width="640" /></a></div>
<br />
Add a coordinating bow for a finishing touch.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzPgq3y8vxYfu-hA4Z70hwibwQ82wIoYUAA-KgiTE3PFD7ZL31vvoer1UDZmKl0cOWjVtuIIsXZbwuxUfsqy9Mhom-s0Mv_maxBDNWQWiKNJi405Ofoi0z-jpqQbmXK60zbsUBNuCvYM8/s1600/Slide5.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="425" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzPgq3y8vxYfu-hA4Z70hwibwQ82wIoYUAA-KgiTE3PFD7ZL31vvoer1UDZmKl0cOWjVtuIIsXZbwuxUfsqy9Mhom-s0Mv_maxBDNWQWiKNJi405Ofoi0z-jpqQbmXK60zbsUBNuCvYM8/s640/Slide5.JPG" width="640" /></a></div>
<br />
Planning on sending students home for the summer with the gift of a new book? Stick their awards inside like a bookmark and present them together!<br />
<h2>
<u>Or, Let Your Students Decide!</u></h2>
One of the coolest things about this <a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-AWARDS-Customizable-40-Categories-3130968?utm_source=Blog%20EOY%20Awards&utm_campaign=Award%20Ribbons" target="_blank">End of Year Awards resource</a> is the option to allow students to give awards to their peers.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQE4WGcmn_LtqEFlochcOSUpO2Mgx_Xfp9W67rRqxbKxa1Uj9kdwzX_haJ91aibNQkYTAU05b8W5XnrpzTUUlvSZ_xvZvI5VPXUWT0cNC0jovOGSpHh7JnKqqal8nKFCwWwrnUvZNC3mU/s1600/Slide6.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="425" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQE4WGcmn_LtqEFlochcOSUpO2Mgx_Xfp9W67rRqxbKxa1Uj9kdwzX_haJ91aibNQkYTAU05b8W5XnrpzTUUlvSZ_xvZvI5VPXUWT0cNC0jovOGSpHh7JnKqqal8nKFCwWwrnUvZNC3mU/s640/Slide6.JPG" width="640" /></a></div>
<br />
You could choose to give each student a nomination sheet to vote for each award, and then tally the results privately. In this way, each student would still receive one award, but their classmates have a voice in who gets which one.<br />
<br />
But often, a more meaningful plan is to allow each student to give an award to EVERY STUDENT. Yeah, that's right. <i>All students</i> give <i>all students</i> an award. How? It's actually pretty simple with the materials included.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjulfyngABi4lzdCDr8Ub_4BbNuq2mIqY1fZAGqkRmevetZXpl1nSblvMu14d26tsyhhYeHKxO4xw-otMhmKt9CytQko9_03X53bPm1O7S-ekQkOhRRSg50-9A3BZTYg4dOlADEM-mXJqE/s1600/Slide7.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="425" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjulfyngABi4lzdCDr8Ub_4BbNuq2mIqY1fZAGqkRmevetZXpl1nSblvMu14d26tsyhhYeHKxO4xw-otMhmKt9CytQko9_03X53bPm1O7S-ekQkOhRRSg50-9A3BZTYg4dOlADEM-mXJqE/s640/Slide7.JPG" width="640" /></a></div>
<br />
Each student gets a nomination sheet and a set of mini-ribbons. Then give the class time to individually choose which award to give each classmate.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNbCN1og92huPpwV3kUCJ4OhxYRtUg7GBfMJqBOjSJQRN4F5_E9Z-QbxVm23uXH-cWZBswVjCmudyFA3hG9tOI4upqPYqGnsQ5FjZTFHQSeb3DasT3ZkKUY46NkvmtP4qk2KyZlKpoN4o/s1600/Slide8.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="425" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNbCN1og92huPpwV3kUCJ4OhxYRtUg7GBfMJqBOjSJQRN4F5_E9Z-QbxVm23uXH-cWZBswVjCmudyFA3hG9tOI4upqPYqGnsQ5FjZTFHQSeb3DasT3ZkKUY46NkvmtP4qk2KyZlKpoN4o/s640/Slide8.JPG" width="640" /></a></div>
<br />
Then, students fill out the appropriate mini-ribbons with their chosen recipients, cut them out, and punch a hole at the top. Once students have their awards ready, have all students take walk about the room and set each award on the desk of the matching student.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRItzeTXV_7iWEYyoWxZD08TQ1XR3Bjlhveht9yKb4w4HJs5vHzo7sVdMLLf7HNd44rVUM6dLJW6i4Mxv4jAN2Yu3m5rZq_It_4Toa5lWo3z-9CNThXoh64GrAe6e_cbQ8qtUkPDebUmU/s1600/Slide9.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="425" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRItzeTXV_7iWEYyoWxZD08TQ1XR3Bjlhveht9yKb4w4HJs5vHzo7sVdMLLf7HNd44rVUM6dLJW6i4Mxv4jAN2Yu3m5rZq_It_4Toa5lWo3z-9CNThXoh64GrAe6e_cbQ8qtUkPDebUmU/s640/Slide9.JPG" width="640" /></a></div>
<br />
When students return to their seat, they'll find a whole slew of awards, one from each of their classmates, thoughtfully chosen just for them.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq4SinTGD0HBsXl597Zx4R9OA_dadBRhNP0dcQILq4B7AMt5mnNdw_c3WGWR7auuo9l8-zR3SomknaIUOFYd90H6AFQzlGqHDTkLUND2-FiuK0Ylyy8PI79zhMW9UoaRybq4E5EePSAcM/s1600/Slide4.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq4SinTGD0HBsXl597Zx4R9OA_dadBRhNP0dcQILq4B7AMt5mnNdw_c3WGWR7auuo9l8-zR3SomknaIUOFYd90H6AFQzlGqHDTkLUND2-FiuK0Ylyy8PI79zhMW9UoaRybq4E5EePSAcM/s400/Slide4.JPG" width="400" /></a></div>
<br />
Hang them on a metal ring, and each students get to take home a whole stack of awards!<br />
<br />
<div style="text-align: center;">
* * *</div>
<br />
You can get the End of the Year Awards seen in the photos of this post by clicking <a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-AWARDS-Customizable-40-Categories-3130968?utm_source=Blog%20EOY%20Awards&utm_campaign=Award%20Ribbons" target="_blank"><b>HERE</b></a> or the picture below.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-AWARDS-Customizable-40-Categories-3130968?utm_source=Blog%20EOY%20Awards&utm_campaign=Award%20Ribbons" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/End-of-the-Year-AWARDS-Customizable-40-Categories-3130968?utm_source=Blog%20EOY%20Awards&utm_campaign=Award%20Ribbons" border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdqoMA8H4g2DmdhrQvttBy03FHdewSrT-X8e5hJzQ0iYkFkyqxth-36dvuL5LIRhzslATGSJJun5226z8rhgULFpQ5nCFLDbBlDo1V70k3So9evb6BTT6Wy9Cwo3tbfSbeUSUXyMqMjyU/s400/Slide2.JPG" width="400" /></a></div>
<br />
During your year-end celebration, in addition to passing out the class awards, it's a great time to have students sign each others' yearbooks or the <a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-Memory-Book-Non-Grade-Specific-2572388?utm_source=Blog%20EOY%20Awards&utm_campaign=Memory%20Book%20NGS" target="_blank"><b>memory books</b></a> they've been working to finish. See my memory book for grade <a href="https://www.teacherspayteachers.com/Product/End-of-Year-Memory-Book-1st-Grade-2559663?utm_source=Blog%20EOY%20Awards&utm_campaign=Memory%20Book%201" target="_blank"><b>one</b></a>, <a href="https://www.teacherspayteachers.com/Product/End-of-Year-Memory-Book-2nd-Grade-2482895?utm_source=Blog%20EOY%20Awards&utm_campaign=Memory%20Book%202" target="_blank"><b>two</b></a>, <b><a href="https://www.teacherspayteachers.com/Product/End-of-Year-Memory-Book-3rd-Grade-2462985?utm_source=Blog%20EOY%20Awards&utm_campaign=Memory%20Book%203" target="_blank">three</a></b>, <a href="https://www.teacherspayteachers.com/Product/End-of-Year-Memory-Book-4th-Grade-2463035?utm_source=Blog%20EOY%20Awards&utm_campaign=Memory%20Book%204" target="_blank"><b>four</b></a>, <a href="https://www.teacherspayteachers.com/Product/End-of-Year-Memory-Book-5th-Grade-2463048?utm_source=Blog%20EOY%20Awards&utm_campaign=Memory%20Book%205" target="_blank"><b>five</b></a>, or <a href="https://www.teacherspayteachers.com/Product/End-of-Year-Memory-Book-6th-Grade-Elementary-2551634?utm_source=Blog%20EOY%20Awards&utm_campaign=Memory%20Book%206" target="_blank"><b>six</b></a>.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-Memory-Book-Non-Grade-Specific-2572388?utm_source=Blog%20EOY%20Awards&utm_campaign=Memory%20Book%20NGS" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/End-of-the-Year-Memory-Book-Non-Grade-Specific-2572388?utm_source=Blog%20EOY%20Awards&utm_campaign=Memory%20Book%20NGS" border="0" data-original-height="1067" data-original-width="1600" height="425" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoW9I849i0l7mO11OyJwTFca9aHCoX_Nme-H784ZGnhMBmGYmV12T33OWU6hyqMlPlWXctyIVS7-jZmG0ghIz10fAXSRM27xUZ9uwnUbDFsIvesZXgmng-Avdq5YeWtCqIiJx0pY8UHOw/s640/memory+book+pic.jpg" width="640" /></a></div>
<br />
It's also a great time for students to share a few of their finished <a href="https://www.teacherspayteachers.com/Product/END-OF-THE-YEAR-Activities-Fun-Fresh-1247856?utm_source=Blog%20EOY%20Awards&utm_campaign=EOY%20Activities%2035%20Pack%201" target="_blank"><b>end of the year activities</b></a> with each other, like their "Song-and-Dance of Learning" or their "Summer Goals Flap booklets."<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFdAeJMsOvCuZPzI91ewh_B-I8uKB7vU3TRKDfwG6Q0jx_2wA3pFuuq0CjmWRZaEDcHh6-VnU15KR_X4VAiE7wE4kShK_sqS3PivO4U1KiBC09ezHbUAttxa5U8Qa5A9qy0q6HEhXmxQ8/s1600/activities+pic.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFdAeJMsOvCuZPzI91ewh_B-I8uKB7vU3TRKDfwG6Q0jx_2wA3pFuuq0CjmWRZaEDcHh6-VnU15KR_X4VAiE7wE4kShK_sqS3PivO4U1KiBC09ezHbUAttxa5U8Qa5A9qy0q6HEhXmxQ8/s640/activities+pic.jpg" width="640" /></a></div>
<br />
Check out the <a href="https://www.teacherspayteachers.com/Product/END-OF-THE-YEAR-Activities-Fun-Fresh-1247856?utm_source=Blog%20EOY%20Awards&utm_campaign=EOY%20Activities%2035%20Pack%201" target="_blank">Grades 3-5 edition</a> or the <a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-Activities-Fun-Fresh-Grades-1-2-3809380?utm_source=Blog%20EOY%20Awards&utm_campaign=EOY%20Activities%2012" target="_blank">Grades 1-2 edition</a>.<br />
<br />
And if you're looking for a completely different spin on end of the year class awards (and you have a sense of humor), check out my <a href="https://www.teacherspayteachers.com/Product/End-of-Year-Awards-The-Of-Course-Awards-32-Categories-3728189?utm_source=Blog%20EOY%20Awards&utm_campaign=Of%20Course%20Awards" target="_blank">"Of Course" Awards</a>.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/End-of-Year-Awards-The-Of-Course-Awards-32-Categories-3728189?utm_source=Blog%20EOY%20Awards&utm_campaign=Of%20Course%20Awards" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/End-of-Year-Awards-The-Of-Course-Awards-32-Categories-3728189?utm_source=Blog%20EOY%20Awards&utm_campaign=Of%20Course%20Awards" border="0" data-original-height="800" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpWjGqoJevSUAd_uQqoIoHOrb4tGlN0jZnGlWxbsFqT7Ieji62LERrOiKV_M8Ilx3x4WS2VLOHX1Y6vhdhm-k8Mw-_P-jktEYv0AD4gRojCD0HE4ueAtq09b98Jj2ny1LCedZSYZu5UMg/s640/double+wide+of+course.jpg" width="640" /></a></div><p>
<br />
Whatever activities and resources you use at the end of the year, I hope it's memorable!</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxsk64OA3Lv0y9z16N452FdkVX8NwgCzo1kf7jXbiwAKyzytSg0AzGcAlBmB1E-YcefJCmhJ4jmNBgRmT5y9dgWz1fVvV-2HR0s396Try8WSqPhT1p94nY9W1U5Ez3hCta9PZ-L1jofes9EUoQvK8sEycQ6iDrJ4s1tZF7ft_vuoWxoRKH8XmMy-vVxfI/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxsk64OA3Lv0y9z16N452FdkVX8NwgCzo1kf7jXbiwAKyzytSg0AzGcAlBmB1E-YcefJCmhJ4jmNBgRmT5y9dgWz1fVvV-2HR0s396Try8WSqPhT1p94nY9W1U5Ez3hCta9PZ-L1jofes9EUoQvK8sEycQ6iDrJ4s1tZF7ft_vuoWxoRKH8XmMy-vVxfI/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /> <p></p>
<div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-17999612015150299942018-12-26T11:41:00.006-05:002023-12-21T21:34:07.371-05:00What to Do with the Rest of the Class during Reading Workshop or RotationsThe question I get asked by teachers more than any other is what to do with "the rest" of the class during your reading block, while you are meeting with small groups or holding one-to-one conferences.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhI-7ZiKiYzq4qn4_iK1YDD1xJPFWViJyGIx0r32CXyDiP4v4TWUwo4Owo0hE8JMUZa04qFWRZKU_ln7CPxGY-dIf2qAAhyphenhyphenTq-560gCS8bj20WqXEmAzcuiYs0PieOaGYkzCsVB5eU_hok/s1600/cover+hor+whole+class.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="883" data-original-width="1600" height="352" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhI-7ZiKiYzq4qn4_iK1YDD1xJPFWViJyGIx0r32CXyDiP4v4TWUwo4Owo0hE8JMUZa04qFWRZKU_ln7CPxGY-dIf2qAAhyphenhyphenTq-560gCS8bj20WqXEmAzcuiYs0PieOaGYkzCsVB5eU_hok/s640/cover+hor+whole+class.jpg" width="640" /></a></div>
<br />
I've written a lot about <a href="https://www.thethinkerbuilder.com/2015/07/organize-your-literacy-block-without.html" target="_blank">your literacy block schedule</a>, <a href="https://www.thethinkerbuilder.com/2015/07/how-to-organize-your-small-groups-to.html" target="_blank">organizing and managing your small groups</a> and <a href="https://www.thethinkerbuilder.com/2015/09/tracking-readers-in-sustainable-simple.html" target="_blank">tracking your students' reading progress</a>, so I wanted to take some time to focus on the rest of the class. Because, as you know, the most amazing small group lesson you have planned will fail if "the rest" of your students are disengaged and disruptive.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbs8wFeiosk8vJrU7UF4yomy_WO-T2vI_lfwDRvO76YnesuMfQYR0jZZziMXInN-yjer81bNtOMbX-ynejezP3MytR8mjzSJrSN4TZ7WNHOq6hCKYHigwAw296PAPYqmKeGxt5EDcM1G0/s1600/cover+vertical+combo+2.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt=""What to Do with the Rest of the Class during Reading Workshop or Roations" Blog post from The Thinker Builder with info, ideas, and tips for how to structure your time so while you meet with small groups, the rest of the class is engaged in meaningful tasks. With free download of editable slides and student sign-up forms." border="0" data-original-height="1600" data-original-width="690" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbs8wFeiosk8vJrU7UF4yomy_WO-T2vI_lfwDRvO76YnesuMfQYR0jZZziMXInN-yjer81bNtOMbX-ynejezP3MytR8mjzSJrSN4TZ7WNHOq6hCKYHigwAw296PAPYqmKeGxt5EDcM1G0/s640/cover+vertical+combo+2.jpg" title="" width="274" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
I don't intend to be all-encompassing about your options, because, well, there is plenty of stuff out there that doesn't meet my essential criteria. But there is plenty that does, and it can be difficult to choose a system that jives with your particular group of students and with your own style.<br />
<br />
So what are my essential criteria? The system you implement should:<br />
<ul>
<li><u><b>be student-doable.</b></u> (Students need to be able to become independent about the expectations and procedures so that they don't need <i>you</i>.)</li>
<li><u><b>be teacher-doable.</b></u> (The framework and tasks need to be manageable. Not a ton of set-up. Not a ton of prep. The idea is to <i>support </i>what you are doing with your small groups, not make your life more stressful.)</li>
<li><u><b>include engaging, meaningful tasks.</b></u> (Not just engaging. Not just meaningful. <i>Both</i> of those words.)</li>
<li><b><u>have the flexibility to adapt and evolve.</u></b>
(As students grow and change over time, as sticking points arise, as
needs change, you're going to want to be able to adjust expectations,
tweak procedures, layer in new pieces or remove old ones<i>.</i>)</li>
</ul>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxPU89MdPNDL1-5wZxmN1-6lwhNJEhZUc_Vxn9Ce9iQ0XnIVeH_CYwPURyw6CqE7uCMK8wcKgLW775FogBe0vROE7z7SzdV3rSL1afU3JWi40i8vIgmhmsLltBIQZdwtziUyP0t0U70eE/s1600/essential+criteria.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="701" data-original-width="1600" height="280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxPU89MdPNDL1-5wZxmN1-6lwhNJEhZUc_Vxn9Ce9iQ0XnIVeH_CYwPURyw6CqE7uCMK8wcKgLW775FogBe0vROE7z7SzdV3rSL1afU3JWi40i8vIgmhmsLltBIQZdwtziUyP0t0U70eE/s640/essential+criteria.jpg" width="640" /></a></div>
<br />
Since we need a way to organize our options, I've chosen to zero in on two key factors: <b><u>framework</u></b> and <b><u>tasks</u></b>.<br />
<h2 style="text-align: center;">
FRAMEWORKS</h2>
We're going to look at two frameworks, one more structured and one less structured.<br />
<br />
A <u><b>rotation</b></u> framework is more structured, where the block of time is broken into chunks. When you as the teacher meet with your first group of students, the rest of the class is involved in their first rotation. When you transition to your second group of students, the rest of the class transitions to their second rotation, and so on.<br />
<br />
A <u><b>workshop</b></u> framework is less structured, where students are given a span of time within which to work on tasks. When you as the teacher meet with a particular group of students, the rest of the class does not necessarily need to transition to another task.<br />
<h2 style="text-align: center;">
TASKS</h2>
And we're going to categorize student tasks into two main types: one more controlled in which student tasks are <u><b>assigned</b></u> by the teacher; and one less controlled in which tasks are <u><b>chosen</b></u> by students.<br />
<br />
We could sort tasks in a number of other ways, like independent/partner/small group tasks, reading/writing/word study tasks, or one-sitting/week-long/never-really-finish tasks. But for now, let's stick with assigned tasks and chosen tasks.<br />
<br />
<div style="text-align: center;">
* * *</div>
<br />
Let's look at each combination created from our two frameworks and two task types.<br />
<br />
Take a minute to look at the graphic below: <br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidbxfDszorgzrPt23UZLZWym124z-ckEgYUnC-SfIbYOEnUv_BuY5yumYtyx6elP7lHjCiO-1C4h27C6KO-AOHMq0KUo4065z_Oi9dUUevADSyt72p9sxyIBzIO3rNOGzbHuPwElWNLug/s1600/main+color+chart.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1404" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidbxfDszorgzrPt23UZLZWym124z-ckEgYUnC-SfIbYOEnUv_BuY5yumYtyx6elP7lHjCiO-1C4h27C6KO-AOHMq0KUo4065z_Oi9dUUevADSyt72p9sxyIBzIO3rNOGzbHuPwElWNLug/s640/main+color+chart.jpg" width="560" /></a></div>
<br />
Our <u><b>tasks</b></u> are represented on the x-axis, and our <u><b>frameworks</b></u> are represented on the y-axis, with the most structure and control in the lower-left quadrant, and the least structure and control in the upper-right quadrant.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhavGylloQpbKiwn9tnC7hMRUpZ07hxC7TDRL36Q4fvlTRvcLWCFsH6wyrGKYnXQeTYKc61Mw_Ma1Lr6WhRN-DGB1hAbiAtvIHvqZCB2OZgLVWoO5qbAGUYZ8SNU7Zfvg7O16lZnmC4AbU/s1600/Slide3.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="450" data-original-width="450" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhavGylloQpbKiwn9tnC7hMRUpZ07hxC7TDRL36Q4fvlTRvcLWCFsH6wyrGKYnXQeTYKc61Mw_Ma1Lr6WhRN-DGB1hAbiAtvIHvqZCB2OZgLVWoO5qbAGUYZ8SNU7Zfvg7O16lZnmC4AbU/s200/Slide3.JPG" width="200" /></a></div>
<h2>
Rotation Framework - Assigned Tasks</h2>
In this combination, you have a set number of rotations each day, and students rotate at the same time to different assigned tasks. During the first rotation, you meet with a small group of students, and the rest of the class works on an assigned task, often in the form of a station or center. (Students may or may not be working on the same task at the same time.) When you transition to a second small group of students, the rest of the class transitions to a different assigned task, and so on. On a day with three rotations, for instance, students work on three different assigned tasks, unless they meet with you during a rotation, which means they would have two different assigned tasks.<br />
<h2>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnvrCCQEQ4P-h-fIKYZtHAJxM03DAzgR0SS99tAqXrjJb5uihsjtms5iPOaMfU2ArGgXhjUpHMJcQRLfxepVIcJyo2de7JcGde5NhggJdu7MzgJ8T_FE2VuHauuin1dCUZgle1PnuA56k/s1600/Slide4.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="450" data-original-width="450" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnvrCCQEQ4P-h-fIKYZtHAJxM03DAzgR0SS99tAqXrjJb5uihsjtms5iPOaMfU2ArGgXhjUpHMJcQRLfxepVIcJyo2de7JcGde5NhggJdu7MzgJ8T_FE2VuHauuin1dCUZgle1PnuA56k/s200/Slide4.JPG" width="200" /></a>Rotation Framework - Choice of Tasks</h2>
In this combination, you have a set number of rotations each day, and students rotate at the same time, but students have a choice in which task they rotate to. These choices might be made on the spot, when it's time to rotate, but more likely these choices are made at the beginning of the day or week, chosen from a list of possible tasks that have already been introduced and modeled. <br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUuwx_vsDLMHpRQn_wdTx_u4SDrtpqVHV4yuRXgmRO0WmfkDJXBpXbeIFNvwfi0C-qPLULtImFdgoukY2_WISkEY1WnoXqoG4S5APCLCWmmwLim4_n0wWe6c4qwUD4GD1TGsu6473CJRg/s1600/Slide1.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="450" data-original-width="450" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUuwx_vsDLMHpRQn_wdTx_u4SDrtpqVHV4yuRXgmRO0WmfkDJXBpXbeIFNvwfi0C-qPLULtImFdgoukY2_WISkEY1WnoXqoG4S5APCLCWmmwLim4_n0wWe6c4qwUD4GD1TGsu6473CJRg/s200/Slide1.JPG" width="200" /></a></div>
<h2>
Workshop Framework - Assigned Tasks</h2>
In this combination, you have a span of time in which you meet with small groups. Because the rest of the class need not change tasks when you change groups, you have more flexibility with the groups you meet with and for how long you meet with them. Meanwhile, students (who aren't currently in a group with you) work on assigned tasks, be it one or several. You might give a set list of tasks to complete during the workshop time, or you might give a set list of tasks to complete within the week.<br />
<br />
<h2>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEfPq9-mjoFOAAWVqCr7qmXixrNzyqQvMz0XXRf9eqvrxY8a63wYeFjj97jXVGa-lyP_Yi61mJ2VS4rHLyl3SPduOSvaoimLWJJRUuP2gjejitEiQ2h3Ic7CVos4c7yUf2YkHPpkimfF0/s1600/Slide2.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="450" data-original-width="450" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEfPq9-mjoFOAAWVqCr7qmXixrNzyqQvMz0XXRf9eqvrxY8a63wYeFjj97jXVGa-lyP_Yi61mJ2VS4rHLyl3SPduOSvaoimLWJJRUuP2gjejitEiQ2h3Ic7CVos4c7yUf2YkHPpkimfF0/s200/Slide2.JPG" width="200" /></a>Workshop Framework - Choice of Tasks</h2>
In this combination, you have a span of time in which you meet with small groups and/or individuals. Meanwhile, the students not meeting with you have chosen tasks on which to work. The options available to students are known and understood, and students most likely have made their choices beforehand.<br />
<br />
<br />
<h2 style="text-align: center;">
THE HYBRIDS </h2>
Though it's nicely organized to separate the four systems above in isolated quadrants, it's much more realistic to consider hybrid versions. <br />
<br />
A <u><b>hybrid framework</b></u> pulls from a rotation model and a workshop model (and/or others). For
example:<br />
<ul>
<li>You might have all students working/reading in small groups
simultaneously, and <i>you</i> rotate to different groups to facilitate or teach. </li>
<li>Or maybe you have certain small groups you want to meet with in a day, but the points at which students change tasks are flexible and don't necessarily line up with you transitioning to a new group.</li>
</ul>
<br />
A <u><b>hybrid set of tasks</b></u> contain some sort of mix of assigned tasks and student choice. For example:<br />
<ul>
<li>You might assign the tasks but students can choose the order in which they do them. </li>
<li>Or maybe you have certain tasks students <i>must do</i> first, and then proceed to chosen tasks thereafter. </li>
<li>Or you might separate types of tasks into groups and students must choose a certain number of tasks from each group.</li>
</ul>
<br />
Okay, so we've laid down some heavy groundwork. Now let's get into specifically, what might your "system" look like? How will you manage it? And what exactly are the "rest" of the students going to be doing?<br />
<br />
<h2 style="text-align: center;">
THE SYSTEM I PREFER</h2>
Since we can't go through every scenario, let me show you the system I prefer and why I prefer it.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlcvjTgVFGdmMMpt2kZd_YHvOqrK8Iy8eAU6bl-uMxwZz3rHoDQCBThBRwfGt9zZDi22tlH5RtWx4W1kVqtbWejcmY95BHLoSO5IID5iz-SeJYxMS43LC_AIEPs1TsHErP0ro1GHnvoAA/s1600/main+color+chart+MY+CIRCLES.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1404" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlcvjTgVFGdmMMpt2kZd_YHvOqrK8Iy8eAU6bl-uMxwZz3rHoDQCBThBRwfGt9zZDi22tlH5RtWx4W1kVqtbWejcmY95BHLoSO5IID5iz-SeJYxMS43LC_AIEPs1TsHErP0ro1GHnvoAA/s640/main+color+chart+MY+CIRCLES.jpg" width="560" /></a></div>
<br />
<h3>
<u>FRAMEWORK:</u> </h3>
I prefer to begin with a rotation framework. As the year progresses, the goal is to evolve to more of a workshop framework (with elements of our original rotation framework).<br />
<br />
The two key reasons why I want to evolve into a workshop are:<br />
<ol>
<li>It's inherently more flexible, particularly for me. </li>
<ul>
<li>In a workshop, I'm not constrained as much to specified time allotments, allowing me to be more responsive and immediate in my small group and one-to-one interactions. And it allows more freedom, if I want it, to vary the types of interactions I have: Need to meet with half the class for five minutes about a particular need? Sure thing. Is it more important to check in with individual students working on a particular workshop task than meet with a guided reading group today? No problem.</li>
</ul>
<li>It gives students valuable practice with time management.</li>
<ul>
<li>In a workshop, since we don't all rotate at the same time, students must manage their time in order to be successful with their tasks.</li>
</ul>
</ol>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSBxiXzI5TSPXMEnYiOCGa9lVavHQv8u7LXeR5OIfE8oxFoiLASa7lmvCcxanxUKWxkP8lVkeiKQ55NMy-ZCtNNxTw2FeBZJQoC8lq_821wzHLMD79iTJP0unn4WL53kt4UqZh_ZfOYyk/s1600/square+cover.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt=""What to Do with the Rest of the Class during Reading Workshop or Roations" Blog post from The Thinker Builder with info, ideas, and tips for how to structure your time so while you meet with small groups, the rest of the class is engaged in meaningful tasks. With free download of editable slides and student sign-up forms." border="0" data-original-height="1551" data-original-width="1551" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSBxiXzI5TSPXMEnYiOCGa9lVavHQv8u7LXeR5OIfE8oxFoiLASa7lmvCcxanxUKWxkP8lVkeiKQ55NMy-ZCtNNxTw2FeBZJQoC8lq_821wzHLMD79iTJP0unn4WL53kt4UqZh_ZfOYyk/s400/square+cover.jpg" title="" width="400" /></a></div>
<br />
So why not just start out with a workshop model? For me, the answer is simply about a gradual release mentality, where we gradually release responsibility over to students.<br />
<br />
At the beginning of the year, I cannot expect students to be able to work for such a lengthy period of time, as much as 45 minutes or more, managing and prioritizing multiple tasks, and budgeting their time for different tasks appropriately. Heck, I can't even do it very well.<br />
<br />
A task list or organizer of some kind will help, and we'll get to some options soon. But beginning with a rotation framework, with shorter chunks of time (15-20 min) and tasks appropriate for those chunks of time, can really ingrain good time management habits.<br />
<br />
We then gradually evolve into more of a workshop framework:<br />
<ul>
<li>As students become accustomed to 15-20 minute chunks of work time, we continue using them as time landmarks. For me, when I'm finished with a small group and am ready to transition to another, I do a "check-in" with the rest of the class. It might sound something like this: "Okay class, I'm ready to meet with my next group. If you are not meeting with me now, please see if you are on track: You've been working for __ minutes. Are you still working hard? Are you ready to move to your next task? Do you need a few minutes to finish up? We have __ minutes remaining." Students check their task sheet to see how they <i>planned</i> to spend their time today and self-assess and make decisions about what remains.</li>
<li>As the days and weeks go by, I'm personally checking in with students during the transitions between small group meetings, following up about their self-pacing and productivity.</li>
<li>Eventually, I signal our landmark transition times with a bell. Less-intrusive. Releasing responsibility. But the same meaning: Check yourself. Are you on track? </li>
<li>Setting up a timer on my phone or computer app with an auditory signal (like chimes) every 15 minutes or so (rather than personally ringing a bell upon finishing a small group meeting) further moves the class into a workshop framework by separating the timing of my small groups from the landmark chimes of students working. The automatic chimes not only help keep "the rest" of the class on track, but me as well!</li>
</ul>
<br />
And guess what.<br />
<br />
The same "gradual release" reasoning applies to the control of tasks. I prefer to start the year with more control of students' tasks, with some choice built in. And as the year progresses, more and more choice and options are layered in.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwAUgrMQmf5SD4occIXsqrgRXdduFwgf4oX7K5mOtpP8prFDwJ0ythxJgVM8bWYEuhwn-EPGoueL8wUvUm27P8Qd0DNhYeMrL_zGpgJxcXQgYpNrRivCbmUWHLJoNEy6MmJqHV2xMmoAE/s1600/my+cut+out+circles.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1052" data-original-width="1600" height="262" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwAUgrMQmf5SD4occIXsqrgRXdduFwgf4oX7K5mOtpP8prFDwJ0ythxJgVM8bWYEuhwn-EPGoueL8wUvUm27P8Qd0DNhYeMrL_zGpgJxcXQgYpNrRivCbmUWHLJoNEy6MmJqHV2xMmoAE/s400/my+cut+out+circles.jpg" width="400" /></a></div>
<br />
So let's get into the tasks.<br />
<h3>
<u>TASKS:</u> </h3>
This is a big section, because the most important ingredient to what the "rest of the class" is doing while you are meeting with small groups and individuals is <i>what</i> they are actually doing, right?<br />
<br />
So first I'm going to flood you with lots of tasks that fit that essential criterion of being both meaningful and engaging. Then I'll show you ways to organize the tasks for students and how the control of the tasks might evolve. <br />
<br />
<u>READING TASKS:</u><br />
At the heart of any strong reading workshop or rotation framework is <i>reading</i>. So I like to include plenty of options that involve reading.<br />
<br />
<b>Independent Reading</b> is a foundational task, one I like to have students do every day, or at least several times a week. I like to give students time to read good-fit books just for the sake of reading. But I also like to balance that time with having students respond to their reading, whether with sticky notes, their reader's notebook, or with more structured response pages like you see below.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiL67YiEnNlp4jrv-AU09TAfVUacpQAOSmijuHTvK8_yjoZWFGY7UT9OilxqbihKjTIWzp5WsQsLlu91vtSGEyb4Oa7t2cXDQZGRxWB5A_F4EixeCOYdSHNEHpZ7eVXjXvlBHRfitwa-k/s1600/Slide1b.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="733" data-original-width="1600" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiL67YiEnNlp4jrv-AU09TAfVUacpQAOSmijuHTvK8_yjoZWFGY7UT9OilxqbihKjTIWzp5WsQsLlu91vtSGEyb4Oa7t2cXDQZGRxWB5A_F4EixeCOYdSHNEHpZ7eVXjXvlBHRfitwa-k/s640/Slide1b.jpg" width="640" /></a></div>
<br />
Assigning a response page to complete during independent reading or <b>Partner Reading</b> gives a measure of accountability. However, giving students two or three options from which to choose builds in a layer of choice. And those 6"x9" clear plastic envelopes you see in the photo make it easy and organized to stick stacks of half-sheet response pages inside and lay them out on a counter.<br />
<br />
The reading response pages mentioned above can be done <i>while</i> <i>reading</i>, before a book is even finished, which makes them highly versatile. But I also like having some <i>post-reading</i> options, for when students finish a book.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS-rAVuqEKZHhdq25OODdPN2bKUw5MQU8-TSX9dwF71cvX5b8sHlj2u2xDX3RhjOU1hJoSNlW0bLyR5yItVxG0JwnqidDAamlTrcUUYKbDzZW1OQYtPIon0G6XcAug-Cto0PZK-rP5_48/s1600/slide7+top+3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="733" data-original-width="1600" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS-rAVuqEKZHhdq25OODdPN2bKUw5MQU8-TSX9dwF71cvX5b8sHlj2u2xDX3RhjOU1hJoSNlW0bLyR5yItVxG0JwnqidDAamlTrcUUYKbDzZW1OQYtPIon0G6XcAug-Cto0PZK-rP5_48/s640/slide7+top+3.jpg" width="640" /></a></div>
<br />
The Top-3 List pages featured above get students thinking critically about the book they've read. These pages are particularly powerful for partners to complete upon finishing a book they've read together, as it brings in an element of discussion and negotiation. (You can read more about my Top-3 List response pages in <a href="https://www.thethinkerbuilder.com/2016/11/my-favorite-way-to-get-students.html" target="_blank">this post</a> later.)<br />
<br />
<b>Research Projects</b>, whether independent or in partners, involve massive amounts of reading and are highly motivating to students if they are choosing their own topics. Research projects have their challenges, though: students need to be able to find and use resources on their own, stay organized and focused on their topic, and create some sort of end-product that doesn't overtake the entire classroom. Using a guided research notebook like in the photo below can really help.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFAtkbgoZvzP3cg833sSAQ84vy0pl3u4pTrlLbR4C5rGbWQz99sZd7wy4IVlSlIxKuhXFtBTU7yyz5t_LVaBtpcULTDPclbleryq1oOBd87jwVh6sX8y5OAIoObzt_blR-mlQDdg_179E/s1600/Slide3b.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="733" data-original-width="1600" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFAtkbgoZvzP3cg833sSAQ84vy0pl3u4pTrlLbR4C5rGbWQz99sZd7wy4IVlSlIxKuhXFtBTU7yyz5t_LVaBtpcULTDPclbleryq1oOBd87jwVh6sX8y5OAIoObzt_blR-mlQDdg_179E/s640/Slide3b.jpg" width="640" /></a></div>
<br />
Also, my post on helping students become independent on <a href="https://www.thethinkerbuilder.com/2015/11/inquiry-research-moving-students-toward.html" target="_blank">Student-Led Inquiry Research Projects</a> might be one to bookmark for later.<br />
<br />
<b>Book Clubs</b> are a highly valuable source of reading and discussing texts among peers. Students love making schedules and holding their own meetings. It takes some front-end training on how to have a productive book club meeting in which everyone included participates and pulls their weight. Using notebooks with the group's reading schedule on the front can help considerably.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTQPB0_hpG30auwSVi0M1f-TO3-gNX7lHaAxkOHKWLqPqFmHm52jwm8fSrxILeij_7ervU6zqUpBye1cZi3MkyBMK65-1dwK6iEveVI4VBHiSnqj6q8eRutfFcfs2pAMMzsyJ4GJGBJlo/s1600/Slide2b.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="733" data-original-width="1600" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTQPB0_hpG30auwSVi0M1f-TO3-gNX7lHaAxkOHKWLqPqFmHm52jwm8fSrxILeij_7ervU6zqUpBye1cZi3MkyBMK65-1dwK6iEveVI4VBHiSnqj6q8eRutfFcfs2pAMMzsyJ4GJGBJlo/s640/Slide2b.jpg" width="640" /></a></div>
<br />
Research projects and book clubs would not be the first tasks I introduce to students, but as the year progresses, they are two highly engaging options to incorporate.<br />
<br />
<u>WORD WORK TASKS:</u><br />
Your workshop or rotation framework might also include word study activities, related to <b>spelling</b>, <b>vocabulary</b>, and/or <b>grammar</b>.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFLHVCyEecqVl3N6YPwsVyrlS4JE5Wq0TJ8msV6gVxVbafw0tGRG1AMlWPcT2hTC4HjN4XDsAy0Q0Ihx9xPH7lxouMFp1KOVonmXTkkC2G-1ngoSIWSIAvQvW415YTQPGGTzGvyqZktPs/s1600/Slide6b.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="733" data-original-width="1600" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFLHVCyEecqVl3N6YPwsVyrlS4JE5Wq0TJ8msV6gVxVbafw0tGRG1AMlWPcT2hTC4HjN4XDsAy0Q0Ihx9xPH7lxouMFp1KOVonmXTkkC2G-1ngoSIWSIAvQvW415YTQPGGTzGvyqZktPs/s640/Slide6b.jpg" width="640" /></a></div>
<br />
The <b>Making Words</b> activity above is my favorite word work task to use because (1) it's simple and straightforward (the letters are even right there at the bottom of the page for students to cut out), (2) <i>lots</i> of spelling patterns are included, and (3) an element of competition can be used to heighten the engagement even more.<br />
<br />
<u>WRITING TASKS:</u><br />
Infusing your workshop/rotation time with a few engaging writing options gives students more variety, as well as valuable "low-stakes" writing practice. (And by "low stakes" I don't mean "not important," just that the writing pieces produced during this time can be different than the key pieces being written and worked on during your actual writing instruction.)<br />
<br />
Writing tasks might be more open-ended, like <b>journal writing</b> or <b>free-writing</b> in students' writer's notebooks. Or they might take on the form of <b>writing centers</b> or stations that include a variety of creative, interchangeable writing activities.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN1BroqdNahUqyRL2XcI06BScxrasWlymxlaglxHFB-iCpJfgbBniUyEhK6MawkGi7rqZCbSdHOo_yLsuid5CS9Is6PqIobu_WG7o5cFNPLK49EbUO0vGCepYyu1Wl_uZd1WrF8ErlDXk/s1600/Slide4b.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="733" data-original-width="1600" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN1BroqdNahUqyRL2XcI06BScxrasWlymxlaglxHFB-iCpJfgbBniUyEhK6MawkGi7rqZCbSdHOo_yLsuid5CS9Is6PqIobu_WG7o5cFNPLK49EbUO0vGCepYyu1Wl_uZd1WrF8ErlDXk/s640/Slide4b.jpg" width="640" /></a></div>
<br />
The writing centers shown in the picture above are "housed" within folders so students can take a folder back to their seat to work. Having 3-5 available to students (out of the 17) to sign up for, and then simply swapping them out each week or so, gives a layer of choice and keeps the options fresh.<br />
<br />
Each center itself also includes easy ways for the teacher to change it so the same center can be used again in the future. For example, with the center "Writing Battles, one week students might be planning and writing a persuasive piece about why gum is better than a sucker, and another week it might be why video games are better than board games.<br />
<br />
<b>Story Starters</b> are another favorite writing task because it adds a bit more structure and predictability, but with the right ones, is still highly engaging.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVAsWlZj2IeRLt-Nz1v8EbVS-PbjEZqRuXBlHtKbkEVFCoQHdawjIF0NhhyphenhyphenFSMjD46WG9KSR1xLX-O4L09OqpEC7GL3Af_0nZfg39b7kn2RTlzFe1ssCZTqUh1M-HLa93qHJq71QVRz-I/s1600/Slide5b.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="733" data-original-width="1600" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVAsWlZj2IeRLt-Nz1v8EbVS-PbjEZqRuXBlHtKbkEVFCoQHdawjIF0NhhyphenhyphenFSMjD46WG9KSR1xLX-O4L09OqpEC7GL3Af_0nZfg39b7kn2RTlzFe1ssCZTqUh1M-HLa93qHJq71QVRz-I/s640/Slide5b.jpg" width="640" /></a></div>
<br />
In the story starter sets shown above, which have fascinating photos paired with compelling prompts, you can see two different methods of organization I've used: (1) On the left, each photo is clipped together with its four story starters on a ring, and then each set hangs from a hook for students to grab. (The hooks are attached to the inside of a binder for portability's sake, but could also attach to a cabinet or board.) The writing paper with the matching photos are organized nearby for students to choose. (2) On the right, the writing paper for a particular photo is inside a manila folder, with the photo attached to the outside of the folder, creating a little pocket for the prompts.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb8h8av1o14wkertvc5wl9pKp6gDpCxoAeHmegUV5UbdM3pC_kHAGbPi50u6ChZxp71bLutTI18qQ-_yYDWyQ4MjypjvyK54hP5u9g8abpFS8icUWm5Bf9LASGtBCiCjSJMdbA7iI4ILk/s1600/resource+pics+ss+2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="921" data-original-width="1600" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb8h8av1o14wkertvc5wl9pKp6gDpCxoAeHmegUV5UbdM3pC_kHAGbPi50u6ChZxp71bLutTI18qQ-_yYDWyQ4MjypjvyK54hP5u9g8abpFS8icUWm5Bf9LASGtBCiCjSJMdbA7iI4ILk/s400/resource+pics+ss+2.jpg" width="400" /></a></div>
<br />
A student can choose a set based on the photo they are drawn to, and then can choose from the four prompts that go with each photo. It's another example of choice being layered into students' tasks during this time.<br />
<br />
<div style="text-align: center;">
* * *</div>
<br />
Are you teetering on idea overload?<br />
<br />
Our huge pile of engaging, meaningful tasks <i>must</i> be paired with a clear, organized method for students to select, start, and be held accountable for them. (And I have a free file for you of all the slides and forms I'm about to share. Let's look at them together first.)<br />
<br />
I like to have a visual way for students to see the tasks. If we're starting out with more of a <u>rotation framework</u>, I might have the following slide displayed on the overhead screen:<br />
<br />
<u></u>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpjsitANlV3T-Ac16J4RdH1XWisK7SDIAN0yS-e1izZjGOUbXcQAxkUX-ufoRxaORQk1NUu2zJj5OmUdusGpIKwLpGzwgilQK1fBDZA9-q-VA9Mk8rxG-Xs4wJ_tDMoMN1vqWzGcimgpg/s1600/slide+rotation+example+1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1600" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpjsitANlV3T-Ac16J4RdH1XWisK7SDIAN0yS-e1izZjGOUbXcQAxkUX-ufoRxaORQk1NUu2zJj5OmUdusGpIKwLpGzwgilQK1fBDZA9-q-VA9Mk8rxG-Xs4wJ_tDMoMN1vqWzGcimgpg/s640/slide+rotation+example+1.jpg" width="640" /></a></div>
<br />
<u></u>
You can see three sections:<br />
<b>Meeting</b>, where I display which group I'll be meeting with during each rotation;<br />
<b>Must Choose</b>, which shows the tasks students must do that day; and<br />
<b>You Choose</b>, which shows additional tasks students can choose.<br />
<br />
The level of choice is limited early on as we're still introducing new tasks and giving students plenty of time to set good habits.<br />
<br />
Students have a simple sign-up sheet at their desk, where they can use sticky-notes in each square, or if it's covered with clear tape they can write-on with a dry erase marker and wipe-off for the next day.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjImij5KwbhuKhtvjhwcNg-CDmjzzRLMkdYUpaFxfaVFwdjazD7D1ovB0KMzvLg9EaLI8iKimCkkgnXxhMhkb4ixryXiOEArzpqqSZphl_cyWDq7fRjPIfsDComNBZlzQz4teVr-JWN7KI/s1600/sign+up+photo+3+task+sticky+note.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="921" data-original-width="1600" height="368" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjImij5KwbhuKhtvjhwcNg-CDmjzzRLMkdYUpaFxfaVFwdjazD7D1ovB0KMzvLg9EaLI8iKimCkkgnXxhMhkb4ixryXiOEArzpqqSZphl_cyWDq7fRjPIfsDComNBZlzQz4teVr-JWN7KI/s640/sign+up+photo+3+task+sticky+note.jpg" width="640" /></a></div>
<br />
The rotation slide might evolve into something like the following, in which the "Must Choose" list has just one task, and the "You Choose" list has grown to include more options.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKC-e5SaA79TTwDmYxSuSeYVwfBGYjtIKHW5j4dL8kLOk7LiHBXIQF9cRm9LNWrIxhLc1kNeJk89feZb4-O5JrvvnHWONGkCOchF0AXSfsdWHEYSn-F1Ydy3EysIbGXK5HAlRfX3U2cpw/s1600/slide+rotation+example+2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1600" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKC-e5SaA79TTwDmYxSuSeYVwfBGYjtIKHW5j4dL8kLOk7LiHBXIQF9cRm9LNWrIxhLc1kNeJk89feZb4-O5JrvvnHWONGkCOchF0AXSfsdWHEYSn-F1Ydy3EysIbGXK5HAlRfX3U2cpw/s640/slide+rotation+example+2.jpg" width="640" /></a></div>
<br />
Some teachers might prefer students to keep a more detailed record of their daily tasks, like with the half-sheet sign up form below.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdxpE1nRifkig9oq8cAw9QNXuvRHb9a2JgmcXC-00KxGYa2XtdGI265su5JzKYk_PSb1NRINp0hUKQx7EvjwYp0iPrlP-za56ZWQOqAnuWUdC9y6TyIyWQVrz_ENGRD3uvHYlImFaEoic/s1600/half+page+example.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1036" data-original-width="1600" height="258" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdxpE1nRifkig9oq8cAw9QNXuvRHb9a2JgmcXC-00KxGYa2XtdGI265su5JzKYk_PSb1NRINp0hUKQx7EvjwYp0iPrlP-za56ZWQOqAnuWUdC9y6TyIyWQVrz_ENGRD3uvHYlImFaEoic/s400/half+page+example.jpg" width="400" /></a></div>
<br />
You can see the choices are listed on the right side, and students sign up with the appropriate code on the left side while noting any relevant details. That day's small group meetings and/or must-do assignments are simply listed on the board somewhere for student reference.<br />
<br />
The daily sign-up sheet might evolve into a weekly sign-up sheet, where students have more choice in when they schedule their tasks, like in what you see below:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXtg4mf2XyMGQIEyG8H4kiTkQVqSG0-MvKR2v6dTayg_VYrzhNhTVeHlTNRgOinTwGBfAzgUT4fnoNA4jsBHe-j78AxipQrkE1MHutAAjoOi8y8XkYza6zNyQghurHLnzbe16uhoJgLKw/s1600/sign+up+weekly+3+squares+EXAMPLE.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1237" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXtg4mf2XyMGQIEyG8H4kiTkQVqSG0-MvKR2v6dTayg_VYrzhNhTVeHlTNRgOinTwGBfAzgUT4fnoNA4jsBHe-j78AxipQrkE1MHutAAjoOi8y8XkYza6zNyQghurHLnzbe16uhoJgLKw/s400/sign+up+weekly+3+squares+EXAMPLE.jpg" width="307" /></a></div>
<br />
<br />
As we move through the year and evolve into more of a <u>workshop framework</u>, a daily slide like the one below, displayed for students during the workshop time, helps keep students on track.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinkF6PorGp5FA74QR7mT0VdzJYKRAxul7VAC-YKTiIhZUo-no7M544vOGLy0PX4CfLFTBNZT1HYBRVmmkjQB48oFzwVVrynv9pUisAnHFxnMmpVwHHufz3wITFil5xR7HCsy2Wu9Tf28E/s1600/slide+workshop+example+1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1600" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinkF6PorGp5FA74QR7mT0VdzJYKRAxul7VAC-YKTiIhZUo-no7M544vOGLy0PX4CfLFTBNZT1HYBRVmmkjQB48oFzwVVrynv9pUisAnHFxnMmpVwHHufz3wITFil5xR7HCsy2Wu9Tf28E/s640/slide+workshop+example+1.jpg" width="640" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
And we might even evolve into a weekly workshop slide like the one below that lists all the must-do assignments for the week, moving even more time management and responsibility to students.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTF34NKZmZBKM4aPTo_3-M7GZcJLZgAFZ49W5gw0Df5fMQuODR67OCogopL0A8FmN4putD1ITtdG-T8bgsAWfrlWSBGmomGLJJMUyS3HgeWxQqg-lOgYjcHHc9TIga075N4taU9X9VKHs/s1600/slide+workshop+example+2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1600" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTF34NKZmZBKM4aPTo_3-M7GZcJLZgAFZ49W5gw0Df5fMQuODR67OCogopL0A8FmN4putD1ITtdG-T8bgsAWfrlWSBGmomGLJJMUyS3HgeWxQqg-lOgYjcHHc9TIga075N4taU9X9VKHs/s640/slide+workshop+example+2.jpg" width="640" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
We might not need or want to use <i>all </i>of the visual slides and sign-up forms. It really depends on your particular group of students and how they handle the transitions into additional responsibility, choice, and independence.<br />
<br />
<div style="text-align: center;">
* * * </div>
<br />
To help you out, I've gathered all of the student-task resources I've mentioned above into a special bundle geared for grades 3-5. Check it out <a href="https://www.teacherspayteachers.com/Product/The-Rest-of-the-Class-WorkshopRotations-Student-Task-Resource-Bundle-4270134?utm_source=Blog%20Rest%20of%20the%20Class&utm_campaign=Resource%20Bundle" target="_blank"><b>HERE</b></a>, or click the image below.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/The-Rest-of-the-Class-WorkshopRotations-Student-Task-Resource-Bundle-4270134?utm_source=Blog%20Rest%20of%20the%20Class&utm_campaign=Resource%20Bundle" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/The-Rest-of-the-Class-WorkshopRotations-Student-Task-Resource-Bundle-4270134?utm_source=Blog%20Rest%20of%20the%20Class&utm_campaign=Resource%20Bundle" border="0" data-original-height="1600" data-original-width="1564" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8aDJc2FaN9E-xeZdgHUwbdmVerySu-m55au9Fdy63-bJLmcqzkIdNpr43gY-l94f8djbkLYBfTjfXEzQs3aXY9UQimGPevSXrt6uEV-yUme3qt4wo63O6i8V_XtHh5Vo6eGb619msQzM/s400/special+bundle+image.jpg" width="390" /></a></div>
<br />
The bundle includes my:<br />
<ul>
<li><a href="https://www.teacherspayteachers.com/Product/Reading-Response-Pages-for-Literature-HALF-PAGE-SET-766284?utm_source=Rest%20of%20the%20Class&utm_campaign=RN%20Lit" target="_blank"><b>Response Pages for Literature</b></a></li>
<li><a href="https://www.teacherspayteachers.com/Product/Reading-Response-Pages-for-Informational-Text-HALF-PAGE-SET-1045191?utm_source=Rest%20of%20the%20Class&utm_campaign=RN%20Info%20Text" target="_blank"><b>Response Pages for Informational Text (with Research Notebook component)</b></a></li>
<li><a href="https://www.teacherspayteachers.com/Product/Reading-Response-Pages-Top-3-Lists-Edition-Half-Page-Format-3675916?utm_source=Rest%20of%20the%20Class&utm_campaign=Top%203%20Lists" target="_blank"><b>Response Pages "Top 3 Lists" Edition</b></a></li>
<li><a href="https://www.teacherspayteachers.com/Product/Make-Words-Word-Work-Word-Study-Activity-368214?utm_source=Rest%20of%20the%20Class&utm_campaign=Make%20Words" target="_blank"><b>Make Words! Word Work Activity</b></a></li>
<li><a href="https://www.teacherspayteachers.com/Product/Story-Starters-Full-Year-BUNDLE-Not-Your-Ordinary-Writing-Prompts-2216139?utm_source=Rest%20of%20the%20Class&utm_campaign=Story%20Starters" target="_blank"><b>Not-Your-Ordinary Story Starters for the Year</b></a></li>
<li><a href="https://www.teacherspayteachers.com/Product/Writing-Centers-BIG-BUNDLE-Keep-It-Fresh-All-Four-Packs-2095030?utm_source=Rest%20of%20the%20Class&utm_campaign=Writing%20Centers" target="_blank"><b>Keep It Fresh! Writing Centers</b></a></li>
</ul>
<br />
<i>AND</i>, I've also gathered all of the rotation and workshop slides and student sign-up forms into two editable PowerPoint files for you, for <i>FREE</i> when you sign up for my free email newsletter. Use the sign-up box below the following image.<br />
<br />
<div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioyeQlf6kIs0g95of_nOUu-nSnFFAVJmfQk2VBbf6-jgWOU8jnGOpP0kj428sdWHILEcfD6MaTPOFXsRmn3eEq1Va89JTgJvjTq_SEnCtqDH7l5FpdybOA-DLFH9xfpaQdxkOpeBMtsfumxYwSNit03sodI452rGzs5YeL-QmCakitToWx05tQ0vMEpmg/s3396/free%20forms%20collage2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1695" data-original-width="3396" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioyeQlf6kIs0g95of_nOUu-nSnFFAVJmfQk2VBbf6-jgWOU8jnGOpP0kj428sdWHILEcfD6MaTPOFXsRmn3eEq1Va89JTgJvjTq_SEnCtqDH7l5FpdybOA-DLFH9xfpaQdxkOpeBMtsfumxYwSNit03sodI452rGzs5YeL-QmCakitToWx05tQ0vMEpmg/w640-h320/free%20forms%20collage2.jpg" width="640" /></a></div><br /></div>
<br />
<div id="fd-form-6580ed449ef5229a1e3f9aee"></div>
<script>
window.fd('form', {
formId: '6580ed449ef5229a1e3f9aee',
containerEl: '#fd-form-6580ed449ef5229a1e3f9aee'
});
</script>
<br />
Wow. That was a lot to take in. We've looked at several framework and task combinations, some hybrid, some intentionally evolving into others.<br />
<br />
But don't let all of it overwhelm you.<br />
<br />
Start small, with a few things that make sense to you and your particular group of students, and build from there. It's just that now you have a more detailed blueprint of what you are building.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCcva99cl1NovgEvMQjRjpHpJi3RrsmVIk6cfvIReD7ENnp-2WpOcx6maTFE25nnjgrjqd9mg_g2IyXN9SPGzESDNAmky3TORZrNH589JqqZr8A3VVFqfqAFxEsx-2uV9ef-CuNKNpcQOjLzr0bQYdkeq8v5tWKAL44ouy-trbZK97mo2I8qexFoiNfkI/s2415/blog%20signature2%2012-21-23.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCcva99cl1NovgEvMQjRjpHpJi3RrsmVIk6cfvIReD7ENnp-2WpOcx6maTFE25nnjgrjqd9mg_g2IyXN9SPGzESDNAmky3TORZrNH589JqqZr8A3VVFqfqAFxEsx-2uV9ef-CuNKNpcQOjLzr0bQYdkeq8v5tWKAL44ouy-trbZK97mo2I8qexFoiNfkI/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br />Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-179500835546208772018-03-22T11:36:00.008-04:002023-12-21T21:29:07.145-05:00How to Have Successful Writing Conferences with Student Writers<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6VVznLb52s6yuMJLwfnMN9hw04ZdFqg0ZlVqpiQ4Fd2xxHllzPYZjXcRbTqv7m5n1U0g_8uLpC1DvaICyi7pXYG2aQMxiPG_qBiLzytNd9CtTLvGLFb0QWAZglTkndee9w-YoHq0bZB0/s1600/first+image+horizontal+2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6VVznLb52s6yuMJLwfnMN9hw04ZdFqg0ZlVqpiQ4Fd2xxHllzPYZjXcRbTqv7m5n1U0g_8uLpC1DvaICyi7pXYG2aQMxiPG_qBiLzytNd9CtTLvGLFb0QWAZglTkndee9w-YoHq0bZB0/s640/first+image+horizontal+2.jpg" width="640" /></a></div>
<br />
Do you hold one-to-one writing conferences with your students? Conferring with a student writer is a really effective way to help him/her grow. And holding a writing conference with one student is doable. Energizing even. You feel like you made a difference with that kid.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicdpNih3IelJsWxLUa88MlY7YmA0rt0WV9ssdNrURgdVV3QPw8MW9LHnqmxguL837s7w1hmk11cEY3RIh9X012qP4upyzKiDTj5Q6VH_T47rQvQw03hkzjU25dsbcOWznkZFqE2Xfhjok/s1600/vertical+cover+2.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Learn all the ins and outs of creating a system of one-to-one writing conferences with you students, a system that not only helps each writer grow, but is also practical enough to sustain throughout the year. (Blog post from The Thinker Builder)" border="0" data-original-height="1600" data-original-width="760" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicdpNih3IelJsWxLUa88MlY7YmA0rt0WV9ssdNrURgdVV3QPw8MW9LHnqmxguL837s7w1hmk11cEY3RIh9X012qP4upyzKiDTj5Q6VH_T47rQvQw03hkzjU25dsbcOWznkZFqE2Xfhjok/s640/vertical+cover+2.jpg" title="" width="304" /></a>But then. (You know where I'm going, don't you.)<br />
<br />
But then, you start doing the math. "Let's see, I just spent 8 minutes with this kid (and it was awesome, productive, all that and a bag of chips). I have 28 kids and about 20 minutes for them to write on a normal day... so at this rate it'll only take me... hmmm... 9,000 years to meet with everyone."<br />
<br />
It quickly gets overwhelming and you may start wondering, why even bother? I'll just skim the surface of the class as they work, putting out fires, waiting until their writing is finished and turned in to grade and give feedback (even if that feedback is ignored or too late to impact the student).<br />
<br />
Before you go down that spiral that I know I've been in before, let's take a step back. Let me show you some keys to making writing conferences an integral, rewarding (for you and for students) part of your writing block.<br />
<br />
This post is part of my series related to literacy block planning and structure. Be sure to check out the entire series: <br />
<ul>
<li><a href="http://www.thethinkerbuilder.com/2015/07/organize-your-literacy-block-without.html" target="_blank">Organize Your Literacy Block Without the Headache </a></li>
<li><a href="http://www.thethinkerbuilder.com/2015/07/how-to-organize-your-small-groups-to.html" target="_blank">How to Organize Your Reading Groups </a></li>
<li><a href="http://www.thethinkerbuilder.com/2015/07/steal-back-minutes-finding-extra-time.html" target="_blank">Steal Back the Minutes! Finding Extra Time in Your Literacy Block</a></li>
<li><a href="http://www.thethinkerbuilder.com/2015/09/tracking-readers-in-sustainable-simple.html" target="_blank">Tracking Readers in a Sustainable, Simple, & Significant Way</a></li>
<li><a href="https://www.thethinkerbuilder.com/2018/12/what-to-do-with-rest-of-class-during.html" target="_blank">What to Do with the Rest of the Class during Reading Workshop or Rotations</a> </li>
<li><a href="http://www.thethinkerbuilder.com/2018/03/how-to-have-successful-writing.html" target="_blank">How to Have Successful Writing Conferences with Student Writers</a> </li>
</ul>
<br />
<h2>
THE OTHERS</h2>
If we are working with a student, that leaves twenty-odd other students we <i>aren't</i> working with. We've got to be able to depend on them to still be productive so we can focus on helping the student we are with, without distractions or interruptions. That means two big things: (1) gradually building students' writing stamina (we can't just suddenly expect them to write for twenty minutes independently), and (2) having procedures that address common problems that come up, procedures that students understand and follow <i>without</i> us. Consider creating an anchor chart with an "If, Then" framework like the one below. It has a few common issues with example procedures.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuaP1iL9rWL6AT_lVfpxPV1eporTD-XtAM_ufs-1n0e5qywSOg0w_A0SAZwKzu1nCEtAbnAwNMI3QurSC7IN_biG5T464bV3PvFOOt7O0vdlbKttVIF8aN5ZfANotxxwgaAxArTOh31QI/s1600/if+then+chart.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1000" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuaP1iL9rWL6AT_lVfpxPV1eporTD-XtAM_ufs-1n0e5qywSOg0w_A0SAZwKzu1nCEtAbnAwNMI3QurSC7IN_biG5T464bV3PvFOOt7O0vdlbKttVIF8aN5ZfANotxxwgaAxArTOh31QI/s640/if+then+chart.jpg" width="640" /></a></div>
<br />
<i>Note: If you're interested in my revising strategy cards mentioned in the chart above, read more <a href="http://www.thethinkerbuilder.com/2017/08/big-impact-revising-strategies-for.html" target="_blank"><b>here</b></a>. If you're interested in my not-your-ordinary story starters, download a free set <a href="https://www.teacherspayteachers.com/Product/FREEBIE-Story-Starters-Not-Your-Ordinary-Writing-Prompts-1941402" target="_blank"><b>here</b></a>.</i> <br />
<br />
We create the chart together with the class. We ask them what kind of problems come up when it's time to write. We gauge their understanding, and take a few days to practice the logistics if needed. We might even consider wearing a special hat or necklace during our writing conferences, signifying to the rest of the class to not interrupt. But whatever we do, we are laying some groundwork for what comes next.<br />
<br />
<h2>
TWO MINUTES</h2>
Now that our independent writing time is conducive to meeting with students one-to-one, let's dig into that writing conference itself. It is absolutely unreasonable to consistently hold 8-minute writing conferences... 5-minute writing conferences are tough, too... and so are 4-minute writing conferences.<br />
<br />
2 minutes.<br />
<br />
That's where we want to be.<br />
<br />
Now, before you start rolling your eyes telling me you'll never get anything out of a two-minute conference, hang on. Let's just for a second assume that you CAN have a meaningful, productive writing conference with a student in two minutes. Okay? If that's the case, what would that allow?<br />
<br />
If we had two-minute conferences with a class of 30 students, it will only take us <u>four</u> 15-20 minute writing sessions to meet with every student one-to-one. Less than a week to see everybody! That's motivating.<br />
<br />
Now I need to prove to you that two minutes is enough. That with two minutes, we can scooch a student writer forward. So let's dig into how to have a worthwhile two-minute writing conference.<br />
<br />
<b><u>The Right Perspective</u></b><br />
No matter how long a one-to-one writing conference lasts, we need to go into it with the frame of mind to help the <i>writer</i>, not the writing. Now, the student's writing will probably be what we use to help the writer, but if we're only focused on what the student has written, (1) we're going to try to tackle too much (we can't address everything the student has written in one conference!), and (2) we're going to worry too much about "fixing" things instead of giving the student strategies and coaching that will transfer to future writing. <br />
<br />
So when we go to have a writing conference, we're going to let go of the desire to look at an entire piece of writing a student is working on, and instead think of it as a resource we will pull from to help the student grow as a writer.<br />
<br />
<u><b>The Breakdown</b></u><br />
Let's look at the components of a two-minute writing conference now. Because every writer is different, and every piece of writing and the stage at which he/she is working is different, and every teacher's communication style is different, I'm not going to pretend that a magic formula or script exists that works every time. But in my experience, using a 3-part framework of Learn-Show-Push is a simple guide to get started.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAGYlT7g4FeJc-JpZmw8T7VmIoqA8phMguOmJgzNF4ufXtaBIoLob0NidHlW6HqOteE2m4LZt7eLK1ljLaMPhEVu2Z12ihY36ru2WZJH8nKV_WL_PLuk4O21VMe00tOkcpuQNdE4OVpGc/s1600/3+parts.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1000" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAGYlT7g4FeJc-JpZmw8T7VmIoqA8phMguOmJgzNF4ufXtaBIoLob0NidHlW6HqOteE2m4LZt7eLK1ljLaMPhEVu2Z12ihY36ru2WZJH8nKV_WL_PLuk4O21VMe00tOkcpuQNdE4OVpGc/s640/3+parts.jpg" width="640" /></a></div>
<br />
<u><b>The Nitty-Gritty</b></u><br />
Now let's take our 3-part framework and apply it to our 120 second goal. How does it really look, from the time before you even sit down with a student all the way through to leaving that student and beginning another conference?<br />
<br />
First of all, let's make sure we're using simple forms that are conducive to a two-minute writing conference. I prefer to have a form with students' names, with a few boxes, one for each conference to allow me to see several at once. And within each box I can jot down a couple of quick notes, specifically, the date and the main focus of our interaction. <br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4O0jEu5BpJWtA_XgnLigrxLC_WSaqYcAYlmlAe3HvG4p2L6fgM6jL-UOX6k39pzFXnYSaLfc6xy0TT5R53uD2mqai9JjJmqE8Yt87PrCCfYYPJG0pNI5s8GgUq2jd09zvr4KPCodgR4U/s1600/simple+records.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1000" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4O0jEu5BpJWtA_XgnLigrxLC_WSaqYcAYlmlAe3HvG4p2L6fgM6jL-UOX6k39pzFXnYSaLfc6xy0TT5R53uD2mqai9JjJmqE8Yt87PrCCfYYPJG0pNI5s8GgUq2jd09zvr4KPCodgR4U/s640/simple+records.jpg" width="640" /></a></div>
<br />
You can see in the example above that a simple record-keeping sheet, paired with a quick-reference list of possible focus topics, allows us to (1) keep track of what we are helping each student with so we can build on those things in future conferences, (2) keep an overall sense of who we've met with and how often, and (3) not get caught up in writing down <i>too much</i>, which uses up precious moments we could otherwise be using interact with students.<br />
<br />
<i>Note: You can have the forms above, plus more that I'll explain below, by signing up for my email newsletter. Keep reading and be on the lookout for the sign-up box.</i><br />
<br />
With our simple record-keeping forms in hand, we pull a chair up next to the student with whom we're going to confer. Let's say it's Morgan. How did we choose Morgan? Well one thing is for sure, we didn't make some big elaborate inflexible system. We either glanced down at our record sheet and noticed we haven't met with Morgan for awhile, or we've chosen to have conferences today with all five students who sit at Table Group 3 (thus shortening our chair-dragging distances), or we're simply going in order down our list.<br />
<br />
"Hi Morgan."<br />
<br />
And boom... our two minutes have begun. The image below shows the basic layout of our time with Morgan.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFL_zpWQ7W7ZMZV74LZq_UfAcryCMZ7dB5RV2DQCHVkCL4BBedfK4P-SRuVBB6qoADDtnOfzSuyZuFLz6d4xI89YJ_gM7sZqtWqAGAHqb2b1zcCmObTawv3-_g8KkBngTpbtTlhTUN1qw/s1600/two+minute+breakdown.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="550" data-original-width="1600" height="220" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFL_zpWQ7W7ZMZV74LZq_UfAcryCMZ7dB5RV2DQCHVkCL4BBedfK4P-SRuVBB6qoADDtnOfzSuyZuFLz6d4xI89YJ_gM7sZqtWqAGAHqb2b1zcCmObTawv3-_g8KkBngTpbtTlhTUN1qw/s640/two+minute+breakdown.jpg" width="640" /></a></div>
<br />
I want you to keep in mind this isn't meant to be a formula, but I also recognize that it can be really helpful to see <i>exactly </i>how those two minutes might get filled. So let's break down even further what this conference might look like.<br />
<br />
With the first thirty seconds or so, we <b><i>LEARN</i></b>.<br />
<ol>
<li>We check our notes for the focus of recent conferences with Morgan. (We do this quickly, like 5 seconds quick: <i>Okay, I met with Morgan about transitions and topic sentences recently.</i>)</li>
<li>We orient ourselves to what Morgan is working on right now in her writing. (We do this quickly, like 5 seconds quick: <i>Okay, Morgan looks to be in the middle of drafting her persuasive essay about cats being the best pet for kids. Ugh, cats.</i>)</li>
<li>We scan a chunk of Morgan's writing, preferably what she's been writing today and/or yesterday, looking for something to focus on with her:</li>
<ul>
<li>We're looking for progress related to the focus of one of our recent conferences. (In Morgan's case, we look for transition words and an example of a topic sentence. We might also ask Morgan how she's doing with one of these skills.)</li>
<ul>
<li>Do we need to <u>revisit</u> one of these skills? Or,</li>
<li>Can we <u>build</u> off one of these skills, either by taking the skill to a more sophisticated level or by choosing a related skill to focus on?</li>
</ul>
</ul>
<ul>
<li>We're also open to a glaring need, unrelated to a recent conference, that we think should be a priority to address and therefore trumps the skills we were focusing on before.</li>
<li>What if <i>nothing</i> jumps out at us? As a default, we'll use the writing skill/strategy we taught in a recent whole-group minilesson as the focus for this writing conference.</li>
</ul>
</ol>
<br />
With the next sixty seconds or so, we <i><b>SHOW</b></i>.<br />
<br />
This is the meat of the conference: the teaching part, the coaching part, the modeling part. We've chosen something to focus on, so let's do it!<br />
<ol>
<li>With Morgan, let's imagine we noticed her attempting topic sentences to begin her paragraphs, but there is clearly some room to grow with this skill. So we're going to first show Morgan what we noticed: <i>"Let's look at this little part you wrote here, Morgan. I see that you included a topic sentence at the beginning of this paragraph. I can tell you are trying to think about that part of your writing. You wrote, 'Cats can take care of themselves.'"</i></li>
<li>Then we model something new for Morgan: <i>"So Morgan, when writers are trying to write persuasively, the topic sentence to a paragraph should do two things, and one of them you are doing really well, which is giving the topic of the paragraph. But let's work on the second thing, which is to really pull the reader into that paragraph</i><i>. For example, let's say I was writing about how dogs make the best pets, and I have a paragraph about how a pet dog is always excited to see its owner. Maybe my topic sentence started out as, 'Dogs are always excited to see their owners.' Do you see how that's similar to your cat topic sentence? But let's see if we can use this sentence to really hook our reader. I might write, 'You might have friends, maybe even lots of friends, but imagine having a friend that is </i>always<i> excited to see you, no matter what.' What do you notice that's different, Morgan? Do you see how I took my original topic sentence and revised it? I didn't scrap it completely. I used it as a base to build a more intriguing topic sentence."</i> Notice that for this example with Morgan, we modeled using a parallel idea. But we also could have used one of her topic sentences to model a revision.</li>
</ol>
<br />
With the last 30 seconds or so, we <b><i>PUSH</i></b>.<br />
<ol>
<li>We transition from showing and modeling to giving the student an action step. <i>"So Morgan, take a look at your topic sentence here. How could you revise it to hook your reader into this paragraph?"</i></li>
<li>Now we feel out the student. Dots might be connecting. Or blank stares might be forming. Or anything in between: </li>
<ul>
<li>If Morgan starts revising that topic sentence right away, we observe and simply be a sounding board for her. </li>
<li>If Morgan struggles to get started, we might make a suggestion or ask a leading question to help her get the ball rolling.</li>
<li>If Morgan stares blankly at the sentence, not sure what to do, that's okay. She might not be ready to make this jump, or maybe she does understand but this particular topic sentence is just stumping her. Again, we might make a suggestion or ask a leading question.</li>
</ul>
<li>Depending on the student and the situation, we don't necessarily need to stay and continue to watch the student work. We leave the student with a closing push: <i>"As you continue writing, Morgan, and you get to a new paragraph, I want you to try to get that new topic sentence to tell the topic AND draw your reader in."</i></li>
</ol>
Our two minutes have ended. Now we make a quick note on our record sheet. If the student is struggling with the skill, we consider adding him/her to a strategy group to follow up and reteach, noting it on a form like the one below.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOmNns6_hRDtP6ibk1EVbP8cejyYqpeEjdkBvPuSGeLAaxLMpEq4L-aJ8wgvDK7CLhAroQNOxPELIEipEf_ySKOWqq90cQmf7aP8DZzpM4me_m9BfumujjI355lJWN75PzRm7H638GBHc/s1600/strategy+group.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1000" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOmNns6_hRDtP6ibk1EVbP8cejyYqpeEjdkBvPuSGeLAaxLMpEq4L-aJ8wgvDK7CLhAroQNOxPELIEipEf_ySKOWqq90cQmf7aP8DZzpM4me_m9BfumujjI355lJWN75PzRm7H638GBHc/s640/strategy+group.jpg" width="640" /></a></div>
<br />
I highly encourage you to get out your phone, set it on the student's desk, and have the stopwatch running during the conference. It's the only way to really keep the timing a priority. There will be conferences when you think, this student needs more of my time, I can't just whisk along and move on here. I get it, that's understandable. Just remember though, if you do that very often, you're going to be right back where you started in this whole thing.<br />
<br />
<h2>
OTHER INTERACTIONS</h2>
Two-minute writing conferences may be the main interaction we have with our student writers during independent writing time, but it's not the only type we can have.<br />
<br />
<u><b>Strategy Groups</b></u> <br />
As mentioned earlier, strategy groups fit nicely as a complement to our one-to-one conferences, and help to ease the pressure of trying to do too much in two minutes. When we notice a student who could use some additional guidance or reteaching on a particular skill, we add him/her to a list that we can later meet with as a small group. Still, our strategy group meetings need to be focused and to the point, lasting 5-10 minutes.<br />
<br />
<u><b>10-Second "Quick-Check"</b></u><br />
Sometimes we want to get a "pulse" of the class in regards to a certain writing skill or strategy we've been teaching. So we might do a quick-check, where we ask students to take a highlighter (or marker) and mark a spot in the writing they've done today that shows evidence of this skill/strategy. For example, you might ask students to circle a transition word, or put a star in the margin next to a topic sentence, or underline a sensory detail. Then you travel around the class and quickly check these marked places in students' writing, making a simple but impactful record. The Check-Up form below works great for this interaction. <br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ38wrenu96nUyDuaC5FW-crTeJioWVC_whSQegTelt5ZKgBSTRrBv3DH_-2vM2CpFsX43LHcFnT4fR_9L8_Si9OpAmQZxFBZF1ybYBLFwXmFqo6Yukxz_KEgxkVR5ynxhDkASenfiqOI/s1600/quick+check.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1000" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ38wrenu96nUyDuaC5FW-crTeJioWVC_whSQegTelt5ZKgBSTRrBv3DH_-2vM2CpFsX43LHcFnT4fR_9L8_Si9OpAmQZxFBZF1ybYBLFwXmFqo6Yukxz_KEgxkVR5ynxhDkASenfiqOI/s640/quick+check.jpg" width="640" /></a></div>
<br />
A quick-check doesn't work for everything, as some skills/strategies we teach in writing are hard to boil down to a single spot to check. It's also worth noting that this type of interaction isn't really a writing conference at all. We barely have time to talk to the students as we are checking because we are trying to get through the whole class in five minutes max.<br />
<br />
<u><b>30-Second "Pop-In"</b></u><br />
A sort of hybrid between the quick-check above and our standard two-minute conference is a 30-second pop-in. Like the quick-check, we're still looking at a common skill and still having students mark a spot in their writing ahead of time, but here we can take the time to have a short conversation with each student about the skill, make a suggestion or do a bit of coaching. With 30 seconds a pop, we can still make it around to an entire class of 30 students in 15 minutes. We can use the Check-Up form above and have our strategy group form handy as well for students who "spillover" and need additional help.<br />
<br />
<h2>
PUTTING IT ALL TOGETHER</h2>
So how do we meld together all these types of interactions during independent writing? Let's use our two-minute one-to-one writing conferences as our foundation. And let's look at our writing strategy groups as running parallel--we're forming those groups based on our one-to-one conferences. And then we'll use our pop-ins and quick-checks in more of an "as needed" basis, particularly when we want to formatively assess a writing skill/strategy we've introduced whole-group.<br />
<br />
Let's step back a little further and look at your whole writing block. Improving your system to meet with students about their writing in the vacuum of a single day is one thing, but let's start fitting more pieces together. Particularly, let's think about our independent writing time laterally, over the course of several days or weeks, <i>and</i> let's look at how our independent writing time fits into our writing schedule as a whole.<br />
<br />
Below is a sample set-up for a 35-minute writing block with a class of 30 students, using a writer's workshop framework where each day includes a minilesson, independent writing time, and a short time for sharing at the end.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiP2QpQ2HUFPZMMpTc_V9HbO3eyYuI6Tkazn_ycyPPuZC8y0dq60WyZYCvhVuAefrldLzCogJHCN1AE93H6Kcf6gPHtG-yTSdZ5X-ngdTADR7nouRyG44HzswJQTBFQqoIeTJKXpzXEsAw/s1600/schedule.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="889" data-original-width="1600" height="354" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiP2QpQ2HUFPZMMpTc_V9HbO3eyYuI6Tkazn_ycyPPuZC8y0dq60WyZYCvhVuAefrldLzCogJHCN1AE93H6Kcf6gPHtG-yTSdZ5X-ngdTADR7nouRyG44HzswJQTBFQqoIeTJKXpzXEsAw/s640/schedule.jpg" width="640" /></a></div>
<br />
You can see I broke down a week's worth of the independent writing time to show you an example of how you could interact with your students in different ways. Notice that within one week, we got a one-to-one writing conference with all 30 students, did a quick-check formative assessment of a writing skill on all 30 students, and had two strategy group meetings with small groups. And that's just within our twenty-minute independent writing chunk of our writing block, and usually with time to spare!<br />
<br />
We can start sketching out a weekly plan on a planning sheet like the one below.<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4lc7hid8_g4fkh8-g40Ec5NFRhp2koW0yGzTTUDr143yX_yW3H-oVFOhUWsLeNQNqdzgkmbr0YUhEI_THx9146hzwDeJof345rdHKnhEQ-xIIXO4WziNsyiysIShX6mD66CWWPkMg_Pw/s1600/week+planning.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1000" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4lc7hid8_g4fkh8-g40Ec5NFRhp2koW0yGzTTUDr143yX_yW3H-oVFOhUWsLeNQNqdzgkmbr0YUhEI_THx9146hzwDeJof345rdHKnhEQ-xIIXO4WziNsyiysIShX6mD66CWWPkMg_Pw/s640/week+planning.jpg" width="640" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
Maybe you don't have 35 minutes each day to devote to writing. That's okay. It's a bummer, but it's okay. We can still make this work. With a 25 minute daily writing block, we can adjust the following:<br />
<ul>
<li>For four days a week, we have a 10 minute minilesson and 15 minutes of writing time (no sharing)</li>
<li>For the fifth day of the week, we have 15 minutes of writing time and 10 minutes of sharing (no minilesson)</li>
<li>With those fifteen minutes of daily writing time, we could have six one-to-one writing conferences a day, every day for a week. And then the following week, we have strategy groups, quick-checks, and "as-needed" additional writing conferences.</li>
</ul>
<div style="text-align: center;">
* * *</div><p>
You can have ALL the forms I used in this post (the conference notes form, the choose a focus list, the strategy group form, the check-up form, and the weekly planning template) by signing up for my email newsletter below...<br />
</p><p><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm5CXMErUpUqlKNZHLCH2ak6YyyXjhlot3rtUf7MJPFaV0jrTwEq_1VxOOJdJmaDkxdCh5ql2o4TpHZfLsXslqGVM5uRi-1ZYNyMVgQwbCuqPgM-JVvLk39MV5d6enujTSroBU7Sxulqk/s1600/sign+up.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1000" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm5CXMErUpUqlKNZHLCH2ak6YyyXjhlot3rtUf7MJPFaV0jrTwEq_1VxOOJdJmaDkxdCh5ql2o4TpHZfLsXslqGVM5uRi-1ZYNyMVgQwbCuqPgM-JVvLk39MV5d6enujTSroBU7Sxulqk/s640/sign+up.jpg" width="640" /></a><br />
</p><div class="separator" style="clear: both; text-align: center;">
</div><div class="separator" style="clear: both; text-align: center;">
<div id="fd-form-658344af48588d2f6621017c"></div>
<script>
window.fd('form', {
formId: '658344af48588d2f6621017c',
containerEl: '#fd-form-658344af48588d2f6621017c'
});
</script></div><p> </p><p>Interacting with our students about their writing, more than what we get through whole-group instruction, is so important to their growth as writers. We need face-time, time to be responsive to each student's current needs, and we need some consistency so we can really get to know each student as a writer, and observe and <i>affect</i> their progress. But we need to do it with practicality and perspective so we can sustain it throughout the year.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfmzaRDFCn21jCLhPqPrJfSs-uYuF94pq28yu9ItLjp72Fgr9VyMPlnvUZ8oB83joL2VcMLYrowInR35kolSiD0ni84s3t_yW7r9G_vHqFCfBSGqwjuhUzgLqXSPzkR5ChidlkFkYtOfP5zPFfvzh0Vu_jZcMKk4IwyXAEhZ3cyQsGUghwyOL94DeCPmQ/s2415/blog%20signature2%2012-21-23.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfmzaRDFCn21jCLhPqPrJfSs-uYuF94pq28yu9ItLjp72Fgr9VyMPlnvUZ8oB83joL2VcMLYrowInR35kolSiD0ni84s3t_yW7r9G_vHqFCfBSGqwjuhUzgLqXSPzkR5ChidlkFkYtOfP5zPFfvzh0Vu_jZcMKk4IwyXAEhZ3cyQsGUghwyOL94DeCPmQ/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /><p><br />
</p>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-74573433518246395162018-02-07T11:37:00.007-05:002023-12-21T22:22:40.300-05:00Levels of Love: Valentine's Day Close Reading<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmfHWORqa75h7D1pi4GDlK37hS43DDuIudmKFveYCHpcnWG_N0rEuvJlV5y4JYLuH3apVhMVSYfxgR_oXHFpkNuihncZCRy9BOZRQSzc75vEeQh8Qxug4nHumKIjt-8GJX1Lhy6p7bqpQ/s1600/first+image+horizontal.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmfHWORqa75h7D1pi4GDlK37hS43DDuIudmKFveYCHpcnWG_N0rEuvJlV5y4JYLuH3apVhMVSYfxgR_oXHFpkNuihncZCRy9BOZRQSzc75vEeQh8Qxug4nHumKIjt-8GJX1Lhy6p7bqpQ/s640/first+image+horizontal.jpg" width="640" /></a></div>
<br />
Valentine's Day is coming up, and one of my favorite reading activities to pair with the holiday is something I call "Levels of Love." It's a close reading lesson that digs deep into character interactions.<br />
<br />
I start by gathering students around and I tell them we're going to talk about <i>love</i>. <br />
<br />
Cue the giggles.<br />
<br />
I play up the awkwardness a bit, let my vague introduction linger for a moment. But soon I lean in and we get down to business. We start an anchor chart, where I divide "love" into two categories: <u>shallow love</u> and <u>deep love</u>.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi75SpRdp4BKMlbvhdnsDfi1iC00a5Q1MssG1ZI1oVnAuUdRL4R90G94QbotoMN3SWnpUp8jy-V9ILEKXrl__HFIKC2x0LRqfigow0aHEKqchT8lzr0rNTlXHgZ-jno-vPi2GoahAePfeY/s1600/photos+square+anchor+chart+square.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1323" data-original-width="1323" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi75SpRdp4BKMlbvhdnsDfi1iC00a5Q1MssG1ZI1oVnAuUdRL4R90G94QbotoMN3SWnpUp8jy-V9ILEKXrl__HFIKC2x0LRqfigow0aHEKqchT8lzr0rNTlXHgZ-jno-vPi2GoahAePfeY/s640/photos+square+anchor+chart+square.jpg" width="640" /></a></div>
<br />
Together, we identify characteristics of what shallow love looks like and what deep love looks like. For example, shallow love is often selfish or short-lived, or based solely on appearances. But deep love is genuine, lasting, and more about inner beauty. This is an important step, so we spend some quality time forming our anchor chart.<br />
<br />
Next I pull out a couple of recent read alouds to show students a few good examples, especially of deep love. For instance, from <i>Shiloh</i>, we talk about Marty's love for Shiloh, how we know it was so deep because he was willing to do <i>anything</i> for that dog.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeo0UR0Jf_tPxZ4mhulVFSTSpR-Hi2iO9AN3QmPkBBJ8Yhv97yvp-SZ-rF0pBzkuuWm4AOi0b442VwxyAdh-fvfSVOTEG__3VF_R1npmdAob4QeJBNiSSxnWkOtPx6V2ZH1_ZrBdZbVuA/s1600/examples.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeo0UR0Jf_tPxZ4mhulVFSTSpR-Hi2iO9AN3QmPkBBJ8Yhv97yvp-SZ-rF0pBzkuuWm4AOi0b442VwxyAdh-fvfSVOTEG__3VF_R1npmdAob4QeJBNiSSxnWkOtPx6V2ZH1_ZrBdZbVuA/s640/examples.jpg" width="640" /></a></div>
<br />
After students have a few good anchor examples of love being shown, be it shallow or deep, between characters in texts we've read previously, we settle down to read a copy of <i>The Ugly Duckling</i>.<br />
<br />
In close-reading style, I first read the whole story aloud to the class so that we all have a common understanding of the main events. Then we go back and pull out certain pieces of the text to reread with the lesson's main purpose in mind: we use these excerpts to analyze the relationships and interactions between characters. In this case, the excerpts focus on the mother duck and her ugly duckling.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzladhooU7eoyjfu46ZluF_CYX8TdKkvwGk-knebc04Xl4I3a5YY2BbhBZRHXfcThj_RX4ZDqS-GN4iHSlwjRvcfOili04KMSONVCrHr8XuSoRKoG4wKSaopSW5wuis1PfhIb_-av3JgY/s1600/reading+group.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzladhooU7eoyjfu46ZluF_CYX8TdKkvwGk-knebc04Xl4I3a5YY2BbhBZRHXfcThj_RX4ZDqS-GN4iHSlwjRvcfOili04KMSONVCrHr8XuSoRKoG4wKSaopSW5wuis1PfhIb_-av3JgY/s640/reading+group.jpg" width="640" /></a></div>
<br />
We use our anchor chart for reference to interpret the characters' actions and words as examples of either shallow love or deep love. <br />
<br />
With the excerpts we pick out, what's interesting is students often interpret the "love situations" differently; some see shallow love, while others see deep love. For example, when the story tells us the mother duck waits and waits for the last egg to hatch, many view that as an example of deep love. But others see it as shallow love, since the mother duck says she'll only wait one more day for the egg to hatch. These students see the mother basically giving up on the egg.<br />
<br />
These situations lead to dynamic, sometimes heated, text-based discussions, and I <i>looooove </i>it.<br />
<br />
<i></i>
After hashing out our thoughts, students record their thinking in writing.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjI3lotmOtX3wPAnM0Lxx64c4YwF_aGiw_VcyjOkUtQNDGVO2Wov-8esB8u3kR39iWZ1BVlldDo4USY674fUXWAVDTqbs9YJlOzqmZVnpE_GTJOSN8tPXfdTBAjiDy7Srlye2NuHYatcPc/s1600/photo+1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjI3lotmOtX3wPAnM0Lxx64c4YwF_aGiw_VcyjOkUtQNDGVO2Wov-8esB8u3kR39iWZ1BVlldDo4USY674fUXWAVDTqbs9YJlOzqmZVnpE_GTJOSN8tPXfdTBAjiDy7Srlye2NuHYatcPc/s640/photo+1.jpg" width="640" /></a></div>
<br />
The next day, we extend our "Levels of Love" into one more story, <i>The Frog Prince</i>. Again, I read the story aloud to the class first, but then I scaffold back my involvement, allowing students to reread and record their "love analyses" on their own.<br />
<br />
Since these interactions between characters, where love is the focus, need not be restricted to Valentine's Day, we start tracking great examples of Deep Love that we find in other stories we read.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjdZoQNaeW55gjpaKDpwrAcF4nxkrSsBSQ6cge53ZS9dobgqwAcJ-8G5-l6YrLxueY8t1fADUV6nO4eE6cniiEGK8J7VtgvYtCIPuSVtpQOBMhi7eHtXWws9CazMK62wJbbYwUb0z7dSQ/s1600/photos+square+examples.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1323" data-original-width="1323" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjdZoQNaeW55gjpaKDpwrAcF4nxkrSsBSQ6cge53ZS9dobgqwAcJ-8G5-l6YrLxueY8t1fADUV6nO4eE6cniiEGK8J7VtgvYtCIPuSVtpQOBMhi7eHtXWws9CazMK62wJbbYwUb0z7dSQ/s640/photos+square+examples.jpg" width="640" /></a></div>
<br />
You can get all the materials from this lesson--the plans, anchor chart poster, passages, note-taking
forms, and tracking sheet right <a href="https://thethinkerbuilder.myflodesk.com/xaq8075ur3" target="_blank"><b>HERE</b></a>, or click the image below!<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://thethinkerbuilder.myflodesk.com/xaq8075ur3" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/Valentines-Day-Close-Reading-Levels-of-Love-Analyzing-Character-Interactions-1095852" border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkI_Pl_cPkRDCP7Q1tTyLPSs4RW4zk3OKC-EwD3swQ02H2EztVizOfG_2o8AucVSJ3_E11a6tuszCOknWGLk6fm-Q7I1_KgBr-wMZgiEXxc0vNlSw4IkUJILVTVE5jD3g2Ks0Jz05wCgo/s400/thumb+1.jpg" width="400" /></a></div><p>
<br />
It's fun to see students get so invested in a lesson, especially one that started out with giggles and eye rolls!</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjptZ2NHkgdelPGdL-EUz7nQpS9DoZ_uDBklPXDxIS4_CafJgQOMjkcx6WS_aKlMH68ADMWsJLdQ70hPoe-SIKnostNFdHhY3CmryqrXiG73FK24cacpivZv76zly-3gnSnwYUByGnnMbavDsguSxSMb1X9bQIbgBjaUWeUbWYjLRDAT6ORlUelEti4OKU/s2415/blog%20signature2%2012-21-23.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjptZ2NHkgdelPGdL-EUz7nQpS9DoZ_uDBklPXDxIS4_CafJgQOMjkcx6WS_aKlMH68ADMWsJLdQ70hPoe-SIKnostNFdHhY3CmryqrXiG73FK24cacpivZv76zly-3gnSnwYUByGnnMbavDsguSxSMb1X9bQIbgBjaUWeUbWYjLRDAT6ORlUelEti4OKU/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /><p><br /></p>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-50696241287013172952017-10-09T12:34:00.006-04:002023-12-21T17:10:41.643-05:00The Tower of Books Challenge: A Reading Log AlternativeThousands of teachers have used my <a href="https://www.teacherspayteachers.com/Product/Reading-Log-Alternative-Tower-of-Books-An-Independent-Reading-Challenge-684824?utm_source=Blog%20Post&utm_campaign=Tower%20of%20Books" target="_blank">Tower of Books Challenge</a> with their students as an engaging independent reading challenge, often replacing a stuck-in-a-rut reading log. (You know the one... that chart with good intentions of ensuring students are consistently reading but eventually becomes a roll-of-the-eyes chore void of any student motivation. Yeah, that one.)<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3saj0LVX1cGqkmRvWtAvY70HrLTCu8lZkeuWP_ZAXrvWxNTv2iaXZfy8ssFdmMHbwyvQ7LU2OoTYcDLtnYSYOcEP4b0om8Q2gTo8ts4_MZlsMk-_zISDKKEaBysy7GcJIu5ffmWFiEOE/s1600/header+pic.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3saj0LVX1cGqkmRvWtAvY70HrLTCu8lZkeuWP_ZAXrvWxNTv2iaXZfy8ssFdmMHbwyvQ7LU2OoTYcDLtnYSYOcEP4b0om8Q2gTo8ts4_MZlsMk-_zISDKKEaBysy7GcJIu5ffmWFiEOE/s640/header+pic.jpg" width="640" /></a></div><p>
</p><p>Let's dig into what The Tower of Books Challenge actually is, and answer several commonly asked questions on how to get the most out of the resource.
<br />
</p><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMecstLb7KKHOSz3IoYF3CNkuNcdck5d9vhYBiT3cA4KOO5V6_0WINif6l5pTjkHrBByazNHtiUMeWsuxfFpl5s8I0nCHBeauXSrKkOqJSVq6hTpVrCeNPEsPE6a8US_46Xhpf1GWWjEE/s1600/cover+v+collage.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="The Tower of Books Challenge is an independent reading challenge, great for a summer reading assignment or to replace that hum-drum reading log your students dread. An engaging format and tons of options! Read more about it in this blog post by The Thinker Builder." border="0" data-original-height="1600" data-original-width="800" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMecstLb7KKHOSz3IoYF3CNkuNcdck5d9vhYBiT3cA4KOO5V6_0WINif6l5pTjkHrBByazNHtiUMeWsuxfFpl5s8I0nCHBeauXSrKkOqJSVq6hTpVrCeNPEsPE6a8US_46Xhpf1GWWjEE/s640/cover+v+collage.jpg" title="" width="320" /></a></div>
<br /><br /><div style="text-align: center;">
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *</div>
<h2>
<span style="font-size: x-large;"><span style="color: #45818e;"><i>What IS the Tower of Books Challenge? </i></span></span></h2><p>
The Tower of Books Challenge is based on two core ideas: to widen students' reading choices and to provide a fresh and motivating way to keep track of what they read.<br />
<br />
Students are given a reading list (I call these the "category lists") with numerous genres and categories of books
they must read to meet the challenge. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis7jmyPMxIWftXaQClxspVHhuUdsRZb0fVhjBC27wP5yNnEjrSLNPzAfRmrUU5NJ_w5iBAlgypCObzzTCb9-Vgugai_CbeBODlPX3X-kqgBLOeTWOHsgb-pquBHMd39ZvnCzNRJFJ-V6ehuLQspFh_DRIUB_Peh0hkB2LgRYX-rYJ1qvtFETbkx1ZaQ5M/s2700/list6x9.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1800" data-original-width="2700" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis7jmyPMxIWftXaQClxspVHhuUdsRZb0fVhjBC27wP5yNnEjrSLNPzAfRmrUU5NJ_w5iBAlgypCObzzTCb9-Vgugai_CbeBODlPX3X-kqgBLOeTWOHsgb-pquBHMd39ZvnCzNRJFJ-V6ehuLQspFh_DRIUB_Peh0hkB2LgRYX-rYJ1qvtFETbkx1ZaQ5M/w640-h426/list6x9.jpg" width="640" /></a></div><p></p><p>For each book students read, they
create a book cut-out from the printable files, fill in their book
information, and begin forming their… Tower of Books!<br />
<br />
Towers can be built with 2D book spines, each one representing a book read from the category list:<br />
<br />
</p><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEif0zozdUdjYZN7m_rFB6DZlgKj9y4EFFSN9FLgFW0UJr2LyFh54SC7EcFBtypupkCtpCyX-BSFeIypkvHEx0Ie-oUUdpTRS_c6msUSl2l6KyxdYRNVbtj0S7shwYU0_uXPIYUs2zZLkG0/s1600/2dcollage6x9.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEif0zozdUdjYZN7m_rFB6DZlgKj9y4EFFSN9FLgFW0UJr2LyFh54SC7EcFBtypupkCtpCyX-BSFeIypkvHEx0Ie-oUUdpTRS_c6msUSl2l6KyxdYRNVbtj0S7shwYU0_uXPIYUs2zZLkG0/s640/2dcollage6x9.jpg" width="640" /></a></div>
<br />
Or, towers can be built with 3D book look-a-likes, each one representing a book read from the category list:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5NelnCBsphPT-tTGdCHz0j2Pdk_pholDjWU6qAQeejT2F_v0P5L1VNovz-8S4ybpZ8Hmp1QfqTUthtXEIuHf8m0OJz7ZL4SkeHwvmCGSyX0mor1l0TKc13YIOZpc125Bbv3rB9Pd2I3I/s1600/3dcollage6x9.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5NelnCBsphPT-tTGdCHz0j2Pdk_pholDjWU6qAQeejT2F_v0P5L1VNovz-8S4ybpZ8Hmp1QfqTUthtXEIuHf8m0OJz7ZL4SkeHwvmCGSyX0mor1l0TKc13YIOZpc125Bbv3rB9Pd2I3I/s640/3dcollage6x9.jpg" width="640" /></a></div>
<br />
Lots of different category lists are are included to help you suit the challenge to your students, as well as parent letters, a reader pledge and other activities to help with accountability, and even "Master Stacker" award certificates.<i> </i><br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<br />
<div style="text-align: center;">
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *</div>
<h2>
<span style="font-size: x-large;"><span style="color: #45818e;"><i>Michael, there are so many options. Can you walk me through the decisions I need to make to get this thing up and running?</i></span></span></h2>
<br />Tower of Books has grown to include lots of choices, designed to (1) help you suit your needs for your specific group of students, and (2) allow you to have future challenges that are different from your first.<i> </i>If you're just getting started, consider the following steps as a "Quick Start Guide" to get The Tower of Books Challenge up and running:<br />
<ul>
</ul><p><span style="font-size: large;"><u>STEP 1: HOW MANY BOOKS?</u> </span> How many books do you want your students to read to complete the challenge? Choose a 20, 30, or 40 book challenge. Think about the age of your students and the time frame you have in mind.<br /></p><p><span style="font-size: large;"><u>STEP 2: WHICH LIST?</u></span> Choose a category list. Students will read books that fit into each category on the list you choose. There are now 13 different lists, each one varying in genre, book type, and quirkiness, and each one comes in all three amounts (20, 30, and 40 books). And there's an editable category list too, in case you want to customize a list even more.</p><ul>
</ul>
<ul>
</ul><p><span style="font-size: large;"><u>STEP 3: WHICH FORMAT?</u></span> Choose a format for how students will keep track of the books they read. You can do the two-dimensional version or three-dimensional version, or there's even a "paper saver" version where everything's recorded onto one sheet of paper.</p><p> </p><ul>
</ul>
Whether you do the 2-D or 3-D version, you get to pick which color scheme you prefer: a <u>retro chevron theme</u> or a <u>bright colors theme</u>, or save some ink and use the blackline version. <br />
<br />
<div style="text-align: center;">
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *</div>
<h2>
<span style="color: #45818e;"><span style="font-size: x-large;"><i>Michael, I love the idea of the Tower of Books Challenge but I don't think I have the space to display it all. What suggestions do you have?</i></span></span></h2>
<br />
Space to display the lengthy two-dimensional tower mats or the the three-dimensional stacks of paper prisms might be limited. Many teachers find it helpful to have students keep their towers at home, even if the bulk of the challenge is done in class. But keeping everything at school might still be doable! Consider some of these ideas:<br />
<ul>
<li><i><span style="font-size: large;"><b>For 2D towers kept at school</b></span></i>, an easy solution to not having enough display space is to simply not display the towers. Instead, have students keep their tower mats rolled up like a scroll. When students need to add another book spine to their tower, they simply unroll their scroll. But if you <i>are</i> looking for space to display the tower mats, consider using the hallway, which often has miles of unused space. Still, I'm not sure any place beats hanging the tower mat on the refrigerator at home. </li>
<li><b><i><span style="font-size: large;">For 3D towers kept at school</span></i></b>, consider using window sills, tops of book cases, or that often unused floor space underneath your whiteboard. It might not take long for towers to start falling over, so consider having students add a bubble of tape in between each book prism. You also might consider asking your media specialist if you can stack towers on top of book cases in the school library. </li>
</ul>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikxcIul9tSRMqAF0KMh2P3viGvhu5DSCpIPm1Eq0baCMvQbez5FAWz3nDckIU-i96fJUMAtFwdX2_4dEUDRZMtxMZCA8RctYv4dDt4kJ0lpIaEqurO0N7RFbjl8eTTrpovEvkduBA_L6A/s1600/paper+saver.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1237" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikxcIul9tSRMqAF0KMh2P3viGvhu5DSCpIPm1Eq0baCMvQbez5FAWz3nDckIU-i96fJUMAtFwdX2_4dEUDRZMtxMZCA8RctYv4dDt4kJ0lpIaEqurO0N7RFbjl8eTTrpovEvkduBA_L6A/s320/paper+saver.jpg" width="247" /></a></div>
<br />
If none of those options will do the trick, consider using the Paper Saver version of the challenge, which condenses the 2D tower mat onto one sheet of paper. It's obviously not as dramatic of a way to track students' reading but the practical trade-off might be necessary.<br />
<br />
One strategy that makes a lot of sense is to use one of the original tower methods for the first Tower of Books Challenge that you do with your class, but then with future challenges, use the Paper Saver version of tracking. Changing the category list for these future challenges keeps them fresh and student engagement high.<br />
<br />
<div style="text-align: center;">
* * * * * * * * * * * * * * * * * * * </div>
<h2>
<span style="color: #45818e;"><span style="font-size: x-large;"><i>Michael, does Tower of Books have to be an independent challenge?</i></span></span></h2>
<br />
While the original intent of Tower of Books was to be an independent challenge, it has the flexibility to be used in other ways too. Here are three of the coolest ideas teachers have come up with:<br />
<ul>
<li><span style="font-size: large;"><i><b>Whole Class Record:</b></i></span> Many teachers have used Tower of Books to keep track of all the books read aloud in class. Whether novels, mentor text picture books, or even basal stories, using Tower of Books in this way is a fun way to see all the reading the class has done together as well as the wide array of genres, too!</li>
<li><span style="font-size: large;"><i><b>Class vs. Class:</b></i></span> If multiple classes have a license for the Tower of Books, try a friendly class vs. class competition, or even a challenge between the whole grade level!</li>
<li><span style="font-size: large;"><i><b>Small Group Teams:</b></i></span> My favorite spinoff for Tower of Books is to form small group teams with about 2-4 students per team, where each team works together to complete the challenge. It's a great way to incorporate some interpersonal skills, hold each other accountable, AND it really cuts down on the materials needed. <b>I've even added "team challenge" materials to the resource!</b><br /></li>
</ul>
<br />
<div style="text-align: center;">
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *</div>
<h2>
<span style="color: #45818e;"><span style="font-size: x-large;"><i>Michael, I worry about accountability. How can I ensure students are really doing the reading?</i></span></span></h2>
<i></i><br />
Holding students accountable for <i>actually </i>reading the books for the challenge can be tricky. As with anything, the more accountability measures you take, the more risk you have of decreasing student excitement and increasing your own workload. So, try to strike a balance so students are still motivated to read and complete the challenge, but do so with integrity.<br />
<br />
I've added several pages to the Tower of Books resource to help give you ideas for more accountability. One of the simplest is a "Reader Pledge" that you can have students sign prior to starting the challenge.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg87nvFXbMs6ZGND8utXzPA1lO9mNpP_HPl20o8OhcUt3aZY0686ab8bCmFqz_FfQvBP4NIZtmk24IayM2A65AhL2cAw3IHJBUzsYptdCS_qs3F2CC9t9haHzHRq6LEDEyZaCfWS0jDoj8/s1600/pledge+halfpage.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg87nvFXbMs6ZGND8utXzPA1lO9mNpP_HPl20o8OhcUt3aZY0686ab8bCmFqz_FfQvBP4NIZtmk24IayM2A65AhL2cAw3IHJBUzsYptdCS_qs3F2CC9t9haHzHRq6LEDEyZaCfWS0jDoj8/s640/pledge+halfpage.jpg" width="640" /></a></div>
<br />
I like how the pledge makes clear that "an honest short tower is better than a dishonest tall tower." Of course, this may not suddenly make someone honest. As Taylor Swift says, <i>fakers gonna fake.</i> But at least this pledge lays out the foundation for what's important.<br />
<br />
Once the challenge has started, try choosing a couple of the new activity sheets to help hold students accountable for reading the whole book. These pages include summary sheets, book reviews, and book recommendations. <br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtS5_IravxEy4FQPdssg1_HoWajfbyehzZUfV0MuVOWHDn_C2fcaA-RWpPcUcBuwbtl6TOsth57Zr2d_h8UNy0kMF_KS6yJNGMg2WfK9KWWftzEeM0mOnOItzmeEBQ__St59E6Aq__5lI/s1600/3sheets.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtS5_IravxEy4FQPdssg1_HoWajfbyehzZUfV0MuVOWHDn_C2fcaA-RWpPcUcBuwbtl6TOsth57Zr2d_h8UNy0kMF_KS6yJNGMg2WfK9KWWftzEeM0mOnOItzmeEBQ__St59E6Aq__5lI/s640/3sheets.jpg" width="640" /></a></div>
<br />
Now, if it's me, I would not want to require students to write a full-on summary for <i>every</i> book they read for the challenge. The motivation factor can really start to dwindle after a week or so. Plus, who wants to check all those summaries? Not me.<br />
<br />
I know what you're thinking... <i>If I only require students to write summaries for certain books, then they'll just make sure to read those books only.</i> Here's the trick: you require a certain number of summaries (or reviews, or recommendations, or a combination) for the books read in the challenge, BUT, you don't tell them which books they'll do summaries for until after they've added them to their towers. For example, you tell students, "Boys and girls, after you have five books in your tower, I'll tell you for which one of those five books you need to write a summary. So be sure you've really read all five books so you are prepared."<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzhq18dzwtZMXUMevj0skWJKflKlaXO4SExL7MWwUUuixP4qIUxXATS45Dym0VKb3qAH40gschAL4o1jF1H_QB9_pRBe6Br8dVI_09IcHC6dfDhaRhsiDE2zBDPauf7xv2lIXodnUxEpg/s1600/booksort.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1237" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzhq18dzwtZMXUMevj0skWJKflKlaXO4SExL7MWwUUuixP4qIUxXATS45Dym0VKb3qAH40gschAL4o1jF1H_QB9_pRBe6Br8dVI_09IcHC6dfDhaRhsiDE2zBDPauf7xv2lIXodnUxEpg/s320/booksort.jpg" width="247" /></a>One way to do this is to roll a die after every five books to determine which of the five books students must summarize. If a two is rolled, students summarize the second book in their tower, and so on. Or for every ten books, flip a coin: heads, you write book reviews for all the even numbered books in your tower; tails, you do the odds.<br />
<br />
Another method of accountability is to, from the outset, make students aware that throughout the challenge you will be asking them to complete activities involving the books they read and add to their towers. (Not the actual, physical book, though. That would be impractical to keep them all handy. But that's okay, because students have a record of their books within their towers!)<br />
<br />
The key here is not to show all your cards at the beginning. Informing students that they'll need to have really read their books, beginning to end, in order to complete these activities, is all you really want to tell students at the beginning. Leaving the details for later is important in preventing certain students from finding the loopholes.<br />
<br />
One engaging and not-super-time-consuming activity to throw in once or twice at any point in the challenge is a book sort. Maybe halfway through, when you know all students have completed a certain number books, ten for instance, have a book sort. (Some students may be well beyond ten books--that's okay!) You randomly choose five numbers within the minimum number of books completed and students use those books for the sort. For example, "Boys and girls, I want you to check your towers and use the books with the following numbers for the sort: #3, #5, #6, #9, and #10." Then have students sort these five books into two groups. You can have students determine how to sort them, or use the included sort, "Books I'd read again" and "Books I would not read again." Students then explain their reasoning behind sorting each book the way they did.<br />
<span style="color: black; font-family: "century gothic"; font-size: 10.5pt;"><br /></span>
<br />
<div style="text-align: center;">
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *</div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/Reading-Log-Alternative-Tower-of-Books-An-Independent-Reading-Challenge-684824?utm_source=Blog%20Post&utm_campaign=Tower%20of%20Books" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/Reading-Log-Alternative-Tower-of-Books-An-Independent-Reading-Challenge-684824?utm_source=Blog%20Post&utm_campaign=Tower%20of%20Books" border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6Ss72MNrZr0nUHL_A6wsx6yqoCmZuCb3RVfYwy6R3107eHS84yAB6_kabrKnBkgw3rhqXzZK0AJ9IXyPYp9XO4J36oaSb_hle7d8i-DKzKpH187gTMzaUl9qgLKGYxuQILBIEVQdanME/s400/thumb1cover.jpg" width="400" /></a></div><p>
<br />For details on purchasing The Tower of Books Challenge from my TPT shop, click <a href="https://www.teacherspayteachers.com/Product/Reading-Log-Alternative-Tower-of-Books-An-Independent-Reading-Challenge-684824?utm_source=Blog%20Post&utm_campaign=Tower%20of%20Books" target="_blank"><b>HERE</b></a> or the image above.<br />
<br />
Now get to stackin' everybody<style type="text/css">
</style>!</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8pMOdbn2ScOtV4rlrX8hTuyZ9bEhOlcVBySjxeVchEWSQskRrxtxeCTnXGvgp3sbFzz7qTFAsUzvcVb7Vl_axA0g2Dm_szvgrs0abIIf43xISlIGVxuSWx-A5YIGQ2qCCeCzO-cZIRnTOd45N3LoE1eBrremN33hT0ag_bFmffMUKUymV-5BcD4pIjyo/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8pMOdbn2ScOtV4rlrX8hTuyZ9bEhOlcVBySjxeVchEWSQskRrxtxeCTnXGvgp3sbFzz7qTFAsUzvcVb7Vl_axA0g2Dm_szvgrs0abIIf43xISlIGVxuSWx-A5YIGQ2qCCeCzO-cZIRnTOd45N3LoE1eBrremN33hT0ag_bFmffMUKUymV-5BcD4pIjyo/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /> <p></p>
<div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-36353183109870801632017-08-21T16:10:00.005-04:002023-12-21T17:14:56.637-05:00"Big Impact" Revising Strategies for Student WritersRevising. How often does it get shuffled to the back of the writing line, skimped, or morphed into glorified editing? Probably a little too often. But revising has the potential to be a powerful part of student writing, where opportunities to grow as writers are thick.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiE2V6iyR5WIzQyk0H7hhEsxSNn_8V9YlTLYlIARSY0kZjCOPbc4-tYXcuJcGySkelRwe6BNHDJDA143Ow_C5GK2sP1rkIUkpkFoVllqQUwz4IUG9BTqgvjtT-1FN-8rUBdH9OhHFpk_bE/s1600/header+pic+b.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiE2V6iyR5WIzQyk0H7hhEsxSNn_8V9YlTLYlIARSY0kZjCOPbc4-tYXcuJcGySkelRwe6BNHDJDA143Ow_C5GK2sP1rkIUkpkFoVllqQUwz4IUG9BTqgvjtT-1FN-8rUBdH9OhHFpk_bE/s640/header+pic+b.jpg" width="640" /></a></div>
<br />
In my last post, I gave you a plan to <b><a href="http://www.thethinkerbuilder.com/2017/06/revising-hard-changing-our-classroom.html" target="_blank">change the classroom writing culture</a> </b>so that revising played a significant, <i>vital</i> part of student writing. I also promised you specific, practical revising strategies that would help students get the most out of this part of the writing process, and in turn, help get the most out of their writing.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4kCQa43Yv1UEeRSWyMHW8ftGpWXheV10sqOa7ZEEba-8iOX7HJAqDmySaf3b2g66R-swkTYO9aLMYABKg4OrrYqCMXZUOurIoF-u5O4fhsGViZvCvaKTB3voyrRVPSZJFRANWuk0vaAM/s1600/cover+v.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="Learn twelve "big impact" revising strategies for students to use to improve their writing. (The Thinker Builder)" border="0" data-original-height="1600" data-original-width="1040" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4kCQa43Yv1UEeRSWyMHW8ftGpWXheV10sqOa7ZEEba-8iOX7HJAqDmySaf3b2g66R-swkTYO9aLMYABKg4OrrYqCMXZUOurIoF-u5O4fhsGViZvCvaKTB3voyrRVPSZJFRANWuk0vaAM/s640/cover+v.jpg" title="" width="416" /></a></div>
<br />
Well, here they are: twelve "big impact" revising strategies to introduce to your students. Each one jives really well with a one-column rough draft format, which you can read about in my post called <b><a href="http://www.upperelementarysnapshots.com/2017/05/rethinking-rough-draft-simple-strategy.html" target="_blank">Rethinking the Rough Draft</a></b>. It's a simple change but will help set the stage for students to implement these revising strategies.<br />
<br />
Now let's get rollin' with the strategies... <br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6BXOMqmKp2YOGyJ9VKjq_2OcVoMUqUTNoLZaGnF6kEy3s58NDeeEf_mFjQ_XXDdbqLS1LwSXEGt0fCF5rPx99U7rb7vCH8O5r9kexqHSaPjKyO8t_hS8xsgyRE6qn8M-d5OpHT6i4gz0/s1600/Slide1.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="207" data-original-width="1600" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6BXOMqmKp2YOGyJ9VKjq_2OcVoMUqUTNoLZaGnF6kEy3s58NDeeEf_mFjQ_XXDdbqLS1LwSXEGt0fCF5rPx99U7rb7vCH8O5r9kexqHSaPjKyO8t_hS8xsgyRE6qn8M-d5OpHT6i4gz0/s640/Slide1.JPG" width="640" /></a></div>
<br />
Students mark a bracket around the first few sentences of their rough draft, narrowing their focus to just the beginning of the piece. They read this marked section carefully and think about the feeling they want to give the reader and how to grab their attention. Then students try rewriting their beginning differently. (It's important to emphasize with students that even if they <i>like</i> their beginning, to go ahead and try writing it differently because they might stumble onto something even more successful.) After a rewrite, students ask themselves a series of reflection questions: Which beginning gives the right feeling to my reader? Which beginning grabs my reader's attention more? Which beginning makes my reader want to read on? Have I chosen the right place to start? Do I need to back up? Do I need to skip ahead?<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5qfqrTCpNbmrZ00rJ6mSBn4HnyiKYQy472hxZr49sMwkSXUJzqiWrV3gzMJxwU9Ea3voYoXjL-rNxgufPB1MzJz0lV-0gSJmLx_0Nwq_3H5SIaQDfBI_jM8OY77L933AGSAYx6LBEZ20/s1600/Slide2.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="207" data-original-width="1600" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5qfqrTCpNbmrZ00rJ6mSBn4HnyiKYQy472hxZr49sMwkSXUJzqiWrV3gzMJxwU9Ea3voYoXjL-rNxgufPB1MzJz0lV-0gSJmLx_0Nwq_3H5SIaQDfBI_jM8OY77L933AGSAYx6LBEZ20/s640/Slide2.JPG" width="640" /></a></div>
<br />
Students mark a bracket around the last few sentences of their rough draft, narrowing their focus to just the ending of their piece. Similar to "Lead the Way," students read their ending and think about the feeling they want to leave the reader with and how to bring the piece to a close. Would an unexpected ending be a good choice? Would an ending that summarizes information be a good choice? Then students try rewriting their ending differently. Afterward, students think about which ending would be more satisfying to the reader.<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-eZTonB3mOHhyPPtcloDNjvzyItLd1CXjcy84H7AGSVCZ7yi8V9-A8cWYJ08h_5xVvMhzokZV5oCQSjeoBiTTGQeQPWBjBvFdEgF9_vCcvLT54tCaFGJl7b9003Jd3sg9T3Ln-vYgeTo/s1600/Slide3.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="207" data-original-width="1600" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-eZTonB3mOHhyPPtcloDNjvzyItLd1CXjcy84H7AGSVCZ7yi8V9-A8cWYJ08h_5xVvMhzokZV5oCQSjeoBiTTGQeQPWBjBvFdEgF9_vCcvLT54tCaFGJl7b9003Jd3sg9T3Ln-vYgeTo/s640/Slide3.JPG" width="640" /></a></div>
<br />
Students choose a medium-length section, around 6-10 sentences, of their writing in which they <i>like</i>. They read the section carefully. They think about what they like about it and if there's a way to do it even more. Then students try rewriting the section. Since they already like what they have, students are encouraged to take some risks with the second attempt. They can always choose to keep their first attempt, but you never know, they might go from good to great! After the rewrite, students ask themselves a series of reflective questions: What did I write in my second attempt that is strong? What did I write in my second attempt that didn't work as well? Which attempt do I want to keep? Or are there parts of both that I want to use?<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibZ60Nws_QBi3X8yN8u50pekCDAeEye_3GhgYs2ImvKjBcgYBzvW_ODFffyYbJPqhvdEi1o7XFBBjcBbqHWT8TGKsHB4Q9eb2CPcYK16TsCkpUQbrBhiMztNQMBjp6VDYBztpwJQkNOb4/s1600/good+to+great.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1259" data-original-width="1600" height="502" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibZ60Nws_QBi3X8yN8u50pekCDAeEye_3GhgYs2ImvKjBcgYBzvW_ODFffyYbJPqhvdEi1o7XFBBjcBbqHWT8TGKsHB4Q9eb2CPcYK16TsCkpUQbrBhiMztNQMBjp6VDYBztpwJQkNOb4/s640/good+to+great.jpg" width="640" /></a></div>
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0gG9BZuV15_kqnWEZDmDFX0qeOEslB42NqAQ1nRzh2rtDlb7LTf5nOQAtmSQZpCacnmSozPOu-7ZkNhpNbzYEnHMjimGn-j9Cb2JS51fwspGxKyWgBRJy4y-UjdU3DJuf6xMKZxZLLmc/s1600/Slide4.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="207" data-original-width="1600" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0gG9BZuV15_kqnWEZDmDFX0qeOEslB42NqAQ1nRzh2rtDlb7LTf5nOQAtmSQZpCacnmSozPOu-7ZkNhpNbzYEnHMjimGn-j9Cb2JS51fwspGxKyWgBRJy4y-UjdU3DJuf6xMKZxZLLmc/s640/Slide4.JPG" width="640" /></a></div>
<br />
With a medium-length section of their draft, students read carefully and underline details that could be combined to say the same thing, could be stated more simply, or are off-topic or lead the reader astray. Then students look back at the parts they underlined and decide whether or not to keep each part, asking themselves: How would this section sound without the part I'm considering removing? If I <i>had </i>to remove one sentence, which would it be? Is the section better without it? If I remove <i>all </i>the parts I underlined, would this section be better. Afterward, students make any other needed adjustments so the draft still flows together.<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyWIttJ0CuKVbBqWZCNerl56gcVFEAtk7K60CCA4UJwbVKy7psT-geVypUa3a8UYp1Vi3aW54j1OprwYb7LUVu3GnGTTUUWZWAIIlhMzj0R2u1N_TdfulZvTgJyNYYd0SxQOEidfV4oHE/s1600/Slide5.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="207" data-original-width="1600" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyWIttJ0CuKVbBqWZCNerl56gcVFEAtk7K60CCA4UJwbVKy7psT-geVypUa3a8UYp1Vi3aW54j1OprwYb7LUVu3GnGTTUUWZWAIIlhMzj0R2u1N_TdfulZvTgJyNYYd0SxQOEidfV4oHE/s640/Slide5.JPG" width="640" /></a></div>
<br />
Students choose a small section of their writing (a few sentences or one paragraph). After reading it carefully, they find one place to add a whole new detail sentence, and one more place to add <i>two </i>whole new detail sentences. To help find places to add details, students ask themselves: What part of this section could I explain or describe more? How can I use my senses to add more details that "paint a picture" for my reader?<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhaBk5ylyps1Dlf6RyrdP_ggD7USNb20WyPSQQpk0mIBRcW16EZ-aPmAdCXPEgFYyomg1B88Az6QMep7n3LshJXGnmyX7cYs4PVQUY_KI3xgpxc70mdxb49zksLvA_qOJ1Wn3PY-EaAeM/s1600/Slide6.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="207" data-original-width="1600" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhaBk5ylyps1Dlf6RyrdP_ggD7USNb20WyPSQQpk0mIBRcW16EZ-aPmAdCXPEgFYyomg1B88Az6QMep7n3LshJXGnmyX7cYs4PVQUY_KI3xgpxc70mdxb49zksLvA_qOJ1Wn3PY-EaAeM/s640/Slide6.JPG" width="640" /></a></div>
<br />
With a small section of their writing, students first look for a word they remember choosing carefully, putting a start nearby to show it off. If they don't find one, that's okay! Then students find three more places to choose a word that is the perfect fit: an exact word, a special word, a word that is "just right" for the situation. They might replace two words with a single perfect word, or add a describing word, or change a word for one that better shows or describes what they want.<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtjUfbn1TWoElOpQuE468Ce0Qc0gHy6-peIrnfqoTGOBRDoAInCgdM0izrSaZ2vhl4q92T9fKn2Dz80HxlnHysVvuI3w-BAUi6gu_w_NeJdU3AXw3ovnit1Suz4cB8fKMwAuFQyScM9AE/s1600/Slide7.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="207" data-original-width="1600" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtjUfbn1TWoElOpQuE468Ce0Qc0gHy6-peIrnfqoTGOBRDoAInCgdM0izrSaZ2vhl4q92T9fKn2Dz80HxlnHysVvuI3w-BAUi6gu_w_NeJdU3AXw3ovnit1Suz4cB8fKMwAuFQyScM9AE/s640/Slide7.JPG" width="640" /></a></div>
<br />
With a medium length section of their writing, students use their pencil to track the words as they read them out loud. It's important that they are able to hear their own voice. As students read, they pay attention to their voice. For any parts they stumble on, get stuck on, or even have to pause at, they underline them<i>,</i> thinking of them as rough spots that need smoothing out. Then students rewrite the section, revising the underlined parts so that when they read it out loud again, it's easier to read smoothly. Afterward, students ask themselves: Is my revised section easier to read now? Are there any parts that need touched up a little more?<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFUFO4apTK9yRCn9Tl9Vr8RkhP0QavuEm9Zsh2OYs05nVhjpBsA40GG2Ixm50P11h6oBVybNlgdRVxC8w31jXW_tCnV8YGCBmUolIHdBCpHFeijnx48dChGj_lyrl0dIZt6pT6ungtBOE/s1600/smooth+it+out.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1259" data-original-width="1600" height="502" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFUFO4apTK9yRCn9Tl9Vr8RkhP0QavuEm9Zsh2OYs05nVhjpBsA40GG2Ixm50P11h6oBVybNlgdRVxC8w31jXW_tCnV8YGCBmUolIHdBCpHFeijnx48dChGj_lyrl0dIZt6pT6ungtBOE/s640/smooth+it+out.jpg" width="640" /></a></div>
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicMIhNh8sjblT10LgGdzhNMnMJkwm0hrtR5ddqfgoK7sPpchQVWZ0wlesxk-5vr-GKa8jsQZXWU1WO4hrySyzkQbtDyRWwaImCElt0DpA7x-OOR7KJeZhQjIDNS_nHXfk_gpqVCfVRy2k/s1600/Slide8.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="207" data-original-width="1600" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicMIhNh8sjblT10LgGdzhNMnMJkwm0hrtR5ddqfgoK7sPpchQVWZ0wlesxk-5vr-GKa8jsQZXWU1WO4hrySyzkQbtDyRWwaImCElt0DpA7x-OOR7KJeZhQjIDNS_nHXfk_gpqVCfVRy2k/s640/Slide8.JPG" width="640" /></a></div>
<br />
Students choose a small section of their piece and read it carefully, being sure to get the full gist of what they wrote. Without looking back at the chosen section, students rewrite it. They can change a little or a lot but they make sure it still connects to the sentence before and the sentence after. Students then read their "second take" and without looking back they rewrite the section for a third time, trying to make it even better. Afterward, students reflect on questions like: Which of my three "takes" do I think is the strongest? Are there bits of one take I like and bits of another I also like? Should I try one more take to blend them? Do I need to change anything to make this section fit back into the whole piece?<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYIxGx8kHXKXUdvkN-Gm6IibCzDf-V4M_EdkHb5YqzwetG0TQVRzOvxlXSw7tIGwjE6XYyNj_W7q7MpaK6MkcOKgGKrVv_V02j0tfuQHKxUeDqQq6IWD4DD-O_2YxVcyqhX3QXTyCP3Ck/s1600/Slide9.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="207" data-original-width="1600" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYIxGx8kHXKXUdvkN-Gm6IibCzDf-V4M_EdkHb5YqzwetG0TQVRzOvxlXSw7tIGwjE6XYyNj_W7q7MpaK6MkcOKgGKrVv_V02j0tfuQHKxUeDqQq6IWD4DD-O_2YxVcyqhX3QXTyCP3Ck/s640/Slide9.JPG" width="640" /></a></div>
<br />
For this strategy, students use their whole draft. As they read it, they look for places where there seems to be a hole. They mark these places in the margin with a circle. Maybe they find a gap in their story or they simply forgot to tell a part. Or maybe they realize they jump from one part to another too quickly. After reading and marking their draft, students revisit the places they marked and write the missing pieces so the holes get filled. Afterward, students ask themselves: Have I closed the gaps that need closing? Was I careful to only add details that help make the piece more clear?<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwbSv0AsSoqFVZ7sAWrE50O8hPcnqS0SstXqyDwaIcSYCqpf9sdPqeOSK5clPMEsdp3s_8UGOa-W-nKX_MbNCVir0oxisbGyRKXgKTPWpKQLqO2pVzVqZfOJWA4Fq09YyjMdR6r58YcbE/s1600/Slide10.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="207" data-original-width="1600" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwbSv0AsSoqFVZ7sAWrE50O8hPcnqS0SstXqyDwaIcSYCqpf9sdPqeOSK5clPMEsdp3s_8UGOa-W-nKX_MbNCVir0oxisbGyRKXgKTPWpKQLqO2pVzVqZfOJWA4Fq09YyjMdR6r58YcbE/s640/Slide10.JPG" width="640" /></a></div>
<br />
Students use their whole draft for this strategy. Before doing anything else they think carefully about the purpose of their piece as a whole... Why did they write this? What is this piece truly about? What did they want to make sure their reader knows or feels after reading it? Next, students read their draft carefully, pausing after each half-page to decide if the section is on track with the big picture they thought about before beginning. If they think the section might be off-track, they mark the margin with a circled question mark. Students then revisit the places they marked and make revisions to bring them back on track, asking themselves: How can I change this section so it fits better with my purpose? How can I get it back on track?<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2f-mo0eI59LtDcko_JL-rbRFS7J4r1FYA2Gc-CcdYIp7SZzecE3cUSbpqd5S4IjV8b3IOtjEvmHUiTMwbL0FHKh3keRSZSo9rT9gbh8slztni_OEMzWUQw6bAvxynafmegP_ZpcCUxKA/s1600/Slide11.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="207" data-original-width="1600" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2f-mo0eI59LtDcko_JL-rbRFS7J4r1FYA2Gc-CcdYIp7SZzecE3cUSbpqd5S4IjV8b3IOtjEvmHUiTMwbL0FHKh3keRSZSo9rT9gbh8slztni_OEMzWUQw6bAvxynafmegP_ZpcCUxKA/s640/Slide11.JPG" width="640" /></a></div>
<br />
This is a partner strategy. Students split their draft into four sections, using the margin to number each section, 1-4. Then they trade drafts with their partners. Students read each section of their partner's draft, thinking about what's working well and what might not be working as well... How easy is this section to understand? How easy is this section to imagine in your mind? After reading all sections, they choose which section is working the best and they tell their partner why they think so. Then they choose one section that could use a little more work and tell their partner why they think so. Partners then trade back drafts and reread the section that might need a little more work, revising it where needed, asking themselves: How can I make this section work better? Why did my best section work so well? Can I use any of those strategies here?<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpMknHrlCwl6YtiUZsP69EY4ukPc5f6-vg1JFsU4BVnv9vTsUmx6YDRFCoIDnOmIwa8nvq0YbgSXqvE-XIzmFLpe54Om6ULltiCbsbWfZ8UjroXtniEg1Ujlnkvo56J4LcNGg60r231hc/s1600/Slide12.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="207" data-original-width="1600" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpMknHrlCwl6YtiUZsP69EY4ukPc5f6-vg1JFsU4BVnv9vTsUmx6YDRFCoIDnOmIwa8nvq0YbgSXqvE-XIzmFLpe54Om6ULltiCbsbWfZ8UjroXtniEg1Ujlnkvo56J4LcNGg60r231hc/s640/Slide12.JPG" width="640" /></a></div>
<br />
This strategy is a spin-off of the other "smooth it out" strategy, adapted to partners. Students trade drafts with their partners and sit side by side. One partner reads one page of the draft out loud (we'll call this partner the reader) while the writer of the draft follows along. For any spot where the reader stumbles, gets stuck, or that the writer has to explain, the writer marks the margin of the draft with a dark dot. (The writers do not attempt to fix or revise these spots while their partners are reading. They just mark the margin for now and let their partners continue reading.) After one page, students change roles, working with the other person's draft. Students then trade drafts back to the owners and revisit the spots marked in the margins of their own drafts. They make choices about what needs to be revised in order to smooth out the writing. Some spots might be a quick fix or change, and other spots may need a bigger revision.<br />
<br />
<div style="text-align: center;">
* * *</div>
<br />
You'll notice that most of the strategies have students isolate a
portion of their draft with which to revise. Putting serious effort into
revising can quickly become overwhelming, but when balanced with just a
bite-size chunk of their draft, it's much easier for students to be in
the right frame of mind. They can always (or you can always have them)
apply the same strategy to additional portions of their draft if needed.<br />
<br />
Be sure to check out my <a href="https://www.teacherspayteachers.com/Product/Revising-Strategies-for-Student-Writers-3348544?utm_source=Blog%20Post&utm_campaign=Revising%20Strategies" target="_blank"><b>full pack of revising strategies</b></a>, including all twelve you read about here, plus <b>four
BONUS strategies</b>, all designed on handy half-page cards. Each card
breaks down the strategy into sections: What to Use, What to Do, and
What to Ask Yourself. Then I include an example of using the strategy
so students can have some context and see the logistics of implementing
it.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT7gY6-nJdHJgMN1h_okP4pRPRQo0FE5pnITWl04fE9V8qmpMQIoThkv1okbLNmsgmAYFEuQa-5RlbvsTB5uS-LfctrOOoEaMKahuR-yu_p867Lga0fnAIOnnN0eFXuSvJaWK1UH-TjjI/s1600/double+wide.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="670" data-original-width="1600" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT7gY6-nJdHJgMN1h_okP4pRPRQo0FE5pnITWl04fE9V8qmpMQIoThkv1okbLNmsgmAYFEuQa-5RlbvsTB5uS-LfctrOOoEaMKahuR-yu_p867Lga0fnAIOnnN0eFXuSvJaWK1UH-TjjI/s640/double+wide.jpg" width="640" /></a></div>
<br />
Print and laminate the cards and stick them on a ring, or create
mini-booklets for each student! The resource comes with color and
blackline versions of all the strategy cards, as well as helpful posters
for student reference, booklet "accessory pages," and teacher notes.
Click <a href="https://www.teacherspayteachers.com/Product/Revising-Strategies-for-Student-Writers-3348544?utm_source=Blog%20Post&utm_campaign=Revising%20Strategies" target="_blank"><b>HERE</b></a> or the image below to check out the resource in my TeachersPayTeachers store.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/Revising-Strategies-for-Student-Writers-3348544?utm_source=Blog%20Post&utm_campaign=Revising%20Strategies" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="http://bit.ly/RevisingStrategiesTpT" border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYxKr-i90YBNeOFOOsZgGsqXP3afYbIW5gpWqF2aRMPFflkV4C0cWznb2aJmS7dM5Dza1b7GVsvB-t2e3HJ3E3GB_GA7sXpiNb2kaCI0PEeAs3fxskd9tlj88UOH643kNm0vV7oaiZ-Vo/s400/thumb+1.jpg" width="400" /></a></div>
<br />
<br />
These strategies also show that revising <i>hard</i> is much more than a little tweak here and a little tweak there. Trying to make your writing better comes in a variety of actions. To help drive home this way of thinking, I made the "Revising Is..." poster shown below. You can download it FREE by clicking <a href="https://drive.google.com/file/d/1vk5CQxoZ2040bFMWLDFOh21wCnf_kyNS/view?usp=sharing" target="_blank"><b>HERE</b></a>.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://drive.google.com/file/d/1vk5CQxoZ2040bFMWLDFOh21wCnf_kyNS/view?usp=sharing" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="http://bit.ly/RevisingPosterFreebie" border="0" data-original-height="1600" data-original-width="1237" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfevdIYijAklDEWVclcVxuYyVS7GucohDM_pmCAvIt-og6zv3BjXgi2Q-Sc2y0XSHAf-Zpxa1D-5d-_SRHerMnDqGgFVlA9aBgge3P7sMGm4YdAf4S24J1Ngi2NZFFjhaJUtoLwqAmIAE/s400/poster+1.jpg" width="308" /></a></div><p>
<br />
Whether it be by discussing and displaying the poster, teaching your class one (or all!) of my <a href="https://www.teacherspayteachers.com/Product/Revising-Strategies-for-Student-Writers-3348544" target="_blank"><b>revising strategies</b></a>, changing the format of <b><a href="http://www.upperelementarysnapshots.com/2017/05/rethinking-rough-draft-simple-strategy.html" target="_blank">how students draft</a></b>, or breaking down one revising's status quo <a href="http://www.thethinkerbuilder.com/2017/06/revising-hard-changing-our-classroom.html" target="_blank"><b>obstacles</b></a>, I encourage you to take a purposeful step forward into the powerful world of revising.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTlh0WHJugKTP9Fj-iOou8wteK2WZMkOC6FUglK_31CvlDFMP3hgI6a2HOH9CwjRXV4hOR4pA9xK1eyVX8Mbnq-JXoJxxfGkCsNDf3eNejEj2UO1iZ9LoUOCftPFR4dFBlqOOiKx8OWGjXKFLrcjXh-6AS7V6HG9cNNzVc7QZK25uWTOjZciNQooWZzpA/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTlh0WHJugKTP9Fj-iOou8wteK2WZMkOC6FUglK_31CvlDFMP3hgI6a2HOH9CwjRXV4hOR4pA9xK1eyVX8Mbnq-JXoJxxfGkCsNDf3eNejEj2UO1iZ9LoUOCftPFR4dFBlqOOiKx8OWGjXKFLrcjXh-6AS7V6HG9cNNzVc7QZK25uWTOjZciNQooWZzpA/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div>
<div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-81662709515907429602017-07-29T17:55:00.003-04:002023-12-21T17:18:25.993-05:00"About Me" Roll-Ups: A Fun and Fresh Back-to-School DisplayLooking for a fun and fresh "About Me" activity for back-to-school?<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
Check this one out!<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsqc48RMPr9MoFJIz_xJ8lyopd5JGE6TVJuCAuaGXzuLJxU_e0yrexngIJ439ADO0kCa_GP09r0RvHjfyeLe1BjlAWizU6H7tcg5lJRoZnlNR87Cta6k10PKeWHgfPm_yBpjj_s9VuFLk/s1600/cover+v+singleroll.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="This "About Me Roll-Up" is perfect for the first week of school! Students fill out the front and back get-to-know-you sections, cut out the peek-through windows, and then roll their paper and glue the edges, forming a stand up tube. Classmates and visitors can then see all the fun info by turning the roll-up around AND peeking through the windows! (The Thinker Builder)" border="0" data-original-height="1600" data-original-width="817" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsqc48RMPr9MoFJIz_xJ8lyopd5JGE6TVJuCAuaGXzuLJxU_e0yrexngIJ439ADO0kCa_GP09r0RvHjfyeLe1BjlAWizU6H7tcg5lJRoZnlNR87Cta6k10PKeWHgfPm_yBpjj_s9VuFLk/s640/cover+v+singleroll.jpg" title="" width="326" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
This <a href="https://www.teacherspayteachers.com/Product/About-Me-Roll-Up-Back-to-School-Activity-3291085?utm_source=Blog%20Post%20About%20Me%20Roll%20Up&utm_campaign=About%20Me%20Roll%20Up" target="_blank"><b>"About Me" Roll-Up</b></a> gives students a chance to share a ton about themselves in a unique, interactive, and space-saving display. Classmates and visitors can see all the info by turning the roll-up around AND peeking through the cut-out windows! <br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div style="text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwDLriunLoioD3Rac7yEV4xWoBzegOu9lLJqZnmzitfc2y82wJevLsyqG6iyLkE582Xp8gOxdYbE9IYtawvXA' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<br />
You can do the one-page (front-and-back) roll-up, or the "double" roll-up, with two pages for an extra large roll!<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4gAPAyx-FIX70TavNH7hwOntwNS6Wx6EpXgsjlNIZvMcsamRopBNNc1G6BzHmI87lqZdI0XRSEyc8Zuj6vZv3NrHBkhREk_Y2d-4LSITjb9uoQFBI7KSTIJCcAaDFJF3E9rPLO9An8Rw/s1600/square+double+roll.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4gAPAyx-FIX70TavNH7hwOntwNS6Wx6EpXgsjlNIZvMcsamRopBNNc1G6BzHmI87lqZdI0XRSEyc8Zuj6vZv3NrHBkhREk_Y2d-4LSITjb9uoQFBI7KSTIJCcAaDFJF3E9rPLO9An8Rw/s400/square+double+roll.jpg" width="400" /></a></div>
<br />
<br />
Let me show you how it works. For the single-roll, first copy the two pages front to back. Have students fill out all the sections. The front side includes "quick facts," a "favs corner," space to tell some activities they enjoy, space to tell what they are excited about and nervous about for the new school year, and a self portrait.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2RRYmxvtTSmRdWAEIeYuf9EzSiHwrpu6dBgrPMmbJBtdfYISwOoMZHRoeGjMrgl051Ga0SJqBygPKaLVBXvpt4rXqr4dgicj4YU30-M32Z79SKGpxr1SxTd152txfBcbBnW-2C2g7eHE/s1600/1+front.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1249" data-original-width="1600" height="311" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2RRYmxvtTSmRdWAEIeYuf9EzSiHwrpu6dBgrPMmbJBtdfYISwOoMZHRoeGjMrgl051Ga0SJqBygPKaLVBXvpt4rXqr4dgicj4YU30-M32Z79SKGpxr1SxTd152txfBcbBnW-2C2g7eHE/s400/1+front.jpg" width="400" /></a></div>
<br />
On the back, students record five positive traits about themselves, and fill out a picture and caption for something few people know about them. Once the paper is rolled up, these two sections will only be seen through the the peek-through windows.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEOUHnVTy48ZbgtIk4AJ0iyRmnbRmevvYg3jfCC372PL85jz1fgLnrHusoCH3R2LJMqLREjLVKelX0A8i-zxqVb0o81Y3zXANzumu9iiy8PW3k-_Xnwkzad9qJef1XZH8fTsxK7kCzeYo/s1600/2+back.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1249" data-original-width="1600" height="311" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEOUHnVTy48ZbgtIk4AJ0iyRmnbRmevvYg3jfCC372PL85jz1fgLnrHusoCH3R2LJMqLREjLVKelX0A8i-zxqVb0o81Y3zXANzumu9iiy8PW3k-_Xnwkzad9qJef1XZH8fTsxK7kCzeYo/s400/2+back.jpg" width="400" /></a></div>
<br />
Next, students cut out their peek-through windows. <br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5L6W9QibYkc4YynE4l8Rd7yVVhKIL_WKozWLxVf3t8Tnj8pb8s0znk8LwAx1FhxUUOA8LRPiU5VSloGXJFxna15uTpS5PcLdq4t8qYptnrxxvy3oJX2Y6Teq5xF4j92_zkmBi_vvrHyM/s1600/3+cut+out.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1249" data-original-width="1600" height="311" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5L6W9QibYkc4YynE4l8Rd7yVVhKIL_WKozWLxVf3t8Tnj8pb8s0znk8LwAx1FhxUUOA8LRPiU5VSloGXJFxna15uTpS5PcLdq4t8qYptnrxxvy3oJX2Y6Teq5xF4j92_zkmBi_vvrHyM/s400/3+cut+out.jpg" width="400" /></a></div>
<br />
Now the roll-up is ready to... roll up! Students add a little glue to the edge section and attach the sides together.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieZMlN2DlVVkFYNIEpRp8drpF3H3uy4U7wp28O9SJJacxiMtCzyGY92Gn976wCtCMiQW4tOc-4yeh_k8jDHXugElyhy4NYiME-ChSuZGcVQxXWRPj9JWojNBbsRqKu-qIlgvo89VchUPU/s1600/4+glue.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1082" data-original-width="1600" height="270" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieZMlN2DlVVkFYNIEpRp8drpF3H3uy4U7wp28O9SJJacxiMtCzyGY92Gn976wCtCMiQW4tOc-4yeh_k8jDHXugElyhy4NYiME-ChSuZGcVQxXWRPj9JWojNBbsRqKu-qIlgvo89VchUPU/s400/4+glue.jpg" width="400" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
The sections on the inside line up just right with the peek through windows to make a fun little surprise for the viewer.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcom9Kkn3MJrue4u4nA_HpN0dvPMB_5aXJ5C88xknIfk4yPnTft0OgL_qlEGVTxVrTRJSjGJM9oNZ2qSZFxhTC8qnaAyEFDpvCopI7U9bahUVawH0sUreWbUWmXHaUCRY_7BGAkAebFY0/s1600/5+peek+through.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1249" data-original-width="1600" height="311" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcom9Kkn3MJrue4u4nA_HpN0dvPMB_5aXJ5C88xknIfk4yPnTft0OgL_qlEGVTxVrTRJSjGJM9oNZ2qSZFxhTC8qnaAyEFDpvCopI7U9bahUVawH0sUreWbUWmXHaUCRY_7BGAkAebFY0/s400/5+peek+through.jpg" width="400" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
Stand the "About Me" Roll-Ups on the corner of students' desks for a perfect display piece for Back-to-School or Meet-the-Teacher Night. Or simply use them for a gallery walk for your own class to get to know each other.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyx-qT5DNoQZXeVqEIBXGwb-7DOa6BB29yce_ryuF-Ino_iluUif4hirtvm_EzjFyrSCOfA9tJ5FYplYwF0lX19JIN0VRbvGFwq05qzwqSDRPcbBc2AaWnMhR-vx9BYuDee10AaXvYOuk/s1600/double+roll+progression.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1000" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyx-qT5DNoQZXeVqEIBXGwb-7DOa6BB29yce_ryuF-Ino_iluUif4hirtvm_EzjFyrSCOfA9tJ5FYplYwF0lX19JIN0VRbvGFwq05qzwqSDRPcbBc2AaWnMhR-vx9BYuDee10AaXvYOuk/s640/double+roll+progression.jpg" width="640" /></a></div>
<br />
You can get this ready-to-go activity from my TeachersPayTeachers store right <a href="https://www.teacherspayteachers.com/Product/About-Me-Roll-Up-Back-to-School-Activity-3291085?utm_source=Blog%20Post%20About%20Me%20Roll%20Up&utm_campaign=About%20Me%20Roll%20Up" target="_blank"><b>HERE</b></a>, complete with the all the printables for the single roll AND the double roll, as well as student directions (with photos!) and teacher tips. Or click the pic below!<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/About-Me-Roll-Up-Back-to-School-Activity-3291085?utm_source=Blog%20Post%20About%20Me%20Roll%20Up&utm_campaign=About%20Me%20Roll%20Up" target="_blank"><img alt="Click to check it out in my TpT shop!" border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVgKjQEmRrPa16aAClrCmGbGbhV32O9_6_UhxY-ME1V0Y6UoEHtgUDcN1ihsIONBSVNdtC2y_hdsJsVRNLFdrNtSb2evBogqwWUNuo_bqaKVjLqw_siX8aPsuNVZ9Xkh3Qii7zVik7_hU/s400/thumb+1.jpg" width="400" /></a></div>
<br />
You might also be interested in more of my popular <a href="https://www.teacherspayteachers.com/Product/Back-to-School-Activities-Get-To-Know-You-BUNDLE-2-Packs-1984515?utm_source=Blog%20Post%20About%20Me%20Roll%20Up&utm_campaign=BTS%20Pack%201%20and%202%20Bundle" target="_blank"><b>Back to School Activities</b></a>.<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/Back-to-School-Activities-Get-To-Know-You-Pack-2-1984341?utm_source=Blog%20Post%20About%20Me%20Roll%20Up&utm_campaign=BTS%20Pack%202" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/About-Me-Roll-Up-Back-to-School-Activity-3291085?utm_source=Blog%20Post%20About%20Me%20Roll%20Up&utm_campaign=BTS%20Pack%201" border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhahUW7VgkULB5nIo6bvI6KitWSH-P75aQBL14baxj3-H3fO_J_zDXuKTEAaTPSjQ5l1qiKRSRPN2AcIjwKl1QKnsZyjYlZlbjbtrxkyaKdZv8kdpClRirYRAIgFFlUv8iuzWr78T1YRjw/s400/thumbphoto1.jpg" width="400" /></a></div><p>
<br />
You can check out Pack #1 <b><a href="https://www.teacherspayteachers.com/Product/Back-to-School-Activities-Get-To-Know-You-First-Week-of-School-1348248?utm_source=Blog%20Post%20About%20Me%20Roll%20Up&utm_campaign=BTS%20Pack%201" target="_blank">HERE</a></b> and pack #2 <b><a href="https://www.teacherspayteachers.com/Product/Back-to-School-Activities-Get-To-Know-You-Pack-2-1984341?utm_source=Blog%20Post%20About%20Me%20Roll%20Up&utm_campaign=BTS%20Pack%202" target="_blank">HERE</a></b>.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUQ453ix_k-DozFSJuALZ5qF3DDJVxEnUcNKFYrsjCtuQwMgukvulV4kDlQ-k17tQDRb1nBcs2aIKpAMt6IiQKBTaxggMPyWwuFV93pDiJAPEomRPSl5Gl2ohSuij2fS-ntiC6J4031IJ4mpieaSsETzag91QeGOAIzbsPDaSyKpxhHohqX5SaagBdVRQ/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUQ453ix_k-DozFSJuALZ5qF3DDJVxEnUcNKFYrsjCtuQwMgukvulV4kDlQ-k17tQDRb1nBcs2aIKpAMt6IiQKBTaxggMPyWwuFV93pDiJAPEomRPSl5Gl2ohSuij2fS-ntiC6J4031IJ4mpieaSsETzag91QeGOAIzbsPDaSyKpxhHohqX5SaagBdVRQ/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-3635103136813982952017-06-29T17:56:00.004-04:002023-12-21T17:22:39.798-05:00Revising HARD! Changing Our Classroom Writing Culture<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
You should have seen the first draft of this post.<br />
<br />
Yikes. <br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV6mcWr6dJ7W4dliHhJzfzPnqHwXsc7UTTOUGCqy2_iA77zYKGF97eTV1P7ylYecTcMB0MI34wQSldsk2K8TbdmRms5NrFCbpzpbWlJo5qBiO-2Y4MTn8DW3kneEsA-sEwAka3mwpBvgI/s1600/header+pic.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV6mcWr6dJ7W4dliHhJzfzPnqHwXsc7UTTOUGCqy2_iA77zYKGF97eTV1P7ylYecTcMB0MI34wQSldsk2K8TbdmRms5NrFCbpzpbWlJo5qBiO-2Y4MTn8DW3kneEsA-sEwAka3mwpBvgI/s640/header+pic.jpg" width="640" /></a></div>
<br />
You
probably would have clicked the back-arrow pretty quickly. And a buck
gets ten you'd never have returned to my blog again because of the
scattered, drab, downright <i>stanky</i> taste left in your mouth from your visit.<br />
<br />
Seriously, you would have been looking at a big ol' hot mess.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZacEEE1Ng74As9JI1F_MB3vtuhdvbBDOnYQDIj6JdXfWvp6FSzxDaby7EQS9nJ_YRGT1rzqf73xNePMOsvSF2pkUEv7g5ZKPZ6-HjnldsYZgcOkD97BAeSwraAq15fnODir5h_jLq6f8/s1600/cover+1+vertical.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="Revising often takes a back seat in our writing block. But revising "hard" not only leads to better writing, it creates stronger writers. Here's how to change your classroom writing culture. (The Thinker Builder)" border="0" data-original-height="1600" data-original-width="1067" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZacEEE1Ng74As9JI1F_MB3vtuhdvbBDOnYQDIj6JdXfWvp6FSzxDaby7EQS9nJ_YRGT1rzqf73xNePMOsvSF2pkUEv7g5ZKPZ6-HjnldsYZgcOkD97BAeSwraAq15fnODir5h_jLq6f8/s640/cover+1+vertical.jpg" title="" width="426" /></a></div>
<br />
But here's the thing: I knew it was scattered. I knew it was drab. I knew it was a stanky hot mess.<br />
<br />
And I was good with that. Why?<br />
<br />
Because
I knew the revisions would be coming. I knew I would make my crappy
first draft better. A lot better. All the way to the level you are
reading now.<br />
<br />
How did I know? <br />
<br />
Because that's just how I write. I write <i>something</i>. And then I revise it...<i>hard</i>.
And continue to do so until it's right. And a buck gets ten that's how
most writers write. Improving something that's there is just easier than
trying to get it all right the first time. But this isn't the norm with students.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSFQC_fyjvRAFmkr0OAY4QNQAjSNyvjxVJAtD2P71FPucBfyXPjvk0-gSVYT_8ucMzsydyfD1BBPtMkHXZ2PzqaHCrGW9CFK7utqJHTykVCaT3T9VlrBi6xXuLQLjj2HTzcQ8RdHKAk3o/s1600/quote+1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSFQC_fyjvRAFmkr0OAY4QNQAjSNyvjxVJAtD2P71FPucBfyXPjvk0-gSVYT_8ucMzsydyfD1BBPtMkHXZ2PzqaHCrGW9CFK7utqJHTykVCaT3T9VlrBi6xXuLQLjj2HTzcQ8RdHKAk3o/s320/quote+1.jpg" width="320" /></a></div>
<br />
<h2>
<span style="font-size: x-large;">WHAT REVISING IS (AND ISN'T)</span></h2>
For students, making a revision is seen as "fixing" something.
And if something needs fixing, it had to be wrong in the first place.
And students don't like to be wrong. I can't blame them. In much of the
other work students do (e.g. math homework, spelling tests, <i>any </i>tests), being correct the first time is the desired outcome. And this mentality spills over into their writing. The
revising stage of the writing process often gets whittled down to what
amounts to glorified editing: a little tweak here, a little correction
there, an extra adjective over there.<br />
<br />
Revising is more than that.<br />
<br />
At it's core, revising is all about making decisions, with each choice intended to make something better.<br />
<br />
If you revise your living room <i>hard</i>, you aren't simply fluffing the pillows or vacuuming dog hair. You are painting walls, rearranging furniture, ripping up floors. Revising your writing <i>hard </i>involves big changes and small changes, adding and eliminating, rearranging and experimenting.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJlBFtWjHx3EvQz4edu5hoxoRVM6gv9vOOCwEPlAOTa95ikFENqvcZp1qKIOMIObQF3ktzZaTh6hxqalgHiRjdc-XvKq6VCy9TjgZ4neQ7aojDdXjTW5vKat0HxEQm98pTJrUExYjcidg/s1600/quote+3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJlBFtWjHx3EvQz4edu5hoxoRVM6gv9vOOCwEPlAOTa95ikFENqvcZp1qKIOMIObQF3ktzZaTh6hxqalgHiRjdc-XvKq6VCy9TjgZ4neQ7aojDdXjTW5vKat0HxEQm98pTJrUExYjcidg/s320/quote+3.jpg" width="320" /></a></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<h2>
<span style="font-size: x-large;">WHAT'S THE BIG DEAL?</span></h2>
When
the revising stage gets passed over, or is done superficially, massive
opportunities to improve the piece of writing go missed.<br />
<br />
But more importantly, opportunities to improve as a writer also go missed.<br />
<br />
I used to think the easiest way to become a better writer was to write a lot. But just as important to improving as a writer is <i>revising</i>
your own writing. It's here in the trenches of looking critically at
our writing, of making decisions about what's working and experimenting
with alternatives... it's here where we learn and grow. A ton.<br />
<br />
And as revising becomes a more natural part of how students write, you're going to see another benefit creep up. When students know (like, really <i>believe</i> in their hearts) that their writing gets better when they spend time revising it, the initial drafting phase actually becomes a lot less stressful. Students don't need to have everything figured out prior to getting started. Stuck on a part? Give it a shot and revise it later.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdl0tyeRdZYebzt07CPQ7-Z5mbyIEAt2MWanLob2reQ36u505HsCdila0c_pj-vRSXzAz9ngpaMmedsmlV2gib_cOOy1QM6jHzTaYYTvYmOeTs8JbYN4QY6Iz6_GW5KA0nNO0Y2oK4Xcg/s1600/quote+4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdl0tyeRdZYebzt07CPQ7-Z5mbyIEAt2MWanLob2reQ36u505HsCdila0c_pj-vRSXzAz9ngpaMmedsmlV2gib_cOOy1QM6jHzTaYYTvYmOeTs8JbYN4QY6Iz6_GW5KA0nNO0Y2oK4Xcg/s320/quote+4.jpg" width="320" /></a></div>
<br />
<h2>
<span style="font-size: x-large;">CHANGING THE CULTURE</span></h2>
So how do you get a revising-filled writing culture in your classroom?<br />
<br />
<h3>
<span style="color: #45818e;">Step One: Set an Example</span></h3>
It starts with you. If students never see you revise, don't expect to see them do much either. <br />
<br />
Maybe you already incorporate modeled writing, where you introduce a new writing skill or strategy by modeling it in front of the class. Whether you realize it or not though, you aren't just modeling the new skill. You are modeling all of the surrounding writing behaviors, too.<br />
<br />
It used to be that when I intended to do some teaching through modeled writing, I would plan the writing piece ahead of time, often writing the entire thing on a sticky note so when I went to write it on chart paper during the lesson, I could do it perfectly without a second thought.<br />
<br />
But such silky smooth modeled writing is costly. Even though it allowed me to focus my attention on teaching a new writing strategy or skill, my surrounding writing behaviors said, "Hey kids, watch me suddenly pump out this perfectly organized, polished paragraph without even breaking a sweat. This is how writers write. Don't you want to be able to do this?"<br />
<br />
Yikes! Unintended and indirect though it may have been, that was the way students <i>always</i> saw me write. So I changed. I stopped prepping the writing I would do in front of the class. (Don't get me wrong, I still had a plan for the lesson, but I didn't plan every little detail of the written model.) I stopped trying to write a final draft right off the bat. I intentionally revised portions of what I modeled, thinking aloud so students heard the process.<br />
<br />
Writing this way in front of students took some getting used to for me. The getting stuck, the messing up, the crossing out, the struggle, the muddling through. But it was ten times more realistic. And I'm telling you, the muddling is exactly what kids NEED to see. They need to see it in order to break down the stereotype that a "good writer" writes exactly what they want right away. They need to see the unsettled feeling that it's not quite right yet, the hem and haw over a single word, the move-on-and-come-back.<br />
<br />
These behaviors do not show weakness. It's an authentic path to making the writing <i>strong</i>.<br />
<br />
While I do want to end up with a strong model of the new skill I want students to practice, I also want to model how to get there. It takes a little more time during the lesson, sure. But I also saved time by not planning out every little word and phrase ahead of time. And the more students saw me revise the writing I did in front of them, the more natural revising became.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiy8XGR79kJ-qaMj3Fsyzgy9scY1XWj-rlDvWq96xyT6e1wP6jvQN5AcFS4UvXoFRCyJSc2x9QTpyydgaWY0rxt0gnv7cKo6i7zw_zRb1PKXU0YWzu-e9pWhpzI9TerakbaEkaaaVMrQys/s1600/quote+5.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiy8XGR79kJ-qaMj3Fsyzgy9scY1XWj-rlDvWq96xyT6e1wP6jvQN5AcFS4UvXoFRCyJSc2x9QTpyydgaWY0rxt0gnv7cKo6i7zw_zRb1PKXU0YWzu-e9pWhpzI9TerakbaEkaaaVMrQys/s320/quote+5.jpg" width="320" /></a></div>
<br />
<h3>
<span style="color: #45818e;">Step Two: Remove Obstacles</span></h3>
Help change the classroom writing culture by removing obstacles that get in the way of revising <i>hard</i>.<br />
<br />
One obstacle that always pops up is simply <i>where</i> to revise. Often, students fill their paper with drafting, which makes it cumbersome to make significant revisions. Little tricks can help, like skipping lines or drawing arrows, but I've got a solution that sets up the rough draft in a way that's super conducive to revising <i>hard</i>. You can read about it right <a href="http://www.upperelementarysnapshots.com/2017/05/rethinking-rough-draft-simple-strategy.html" target="_blank"><b>HERE</b></a>, a post I wrote for the Upper Elementary Snapshots collaborative blog.<br />
<br />
<i>Time </i>can be an obstacle, especially if we're trying to add a bunch more revising into an already cramped writing block. Remove this obstacle by shortening the length of the piece of writing. Instead of having students write, say, five pages, scale down to one to two pages. This gives students more time (and less to deal with) when revising.<br />
<br />
A third obstacle, which can often be the largest, is student motivation. Revising <i>hard</i> is a different way of looking at your writing, one that accepts the idea that your first attempt is not your best. We know this idea doesn't come naturally to most students. Add to this the fact that many students will see the idea of more revising as simply more work, and motivating students to revise <i>hard</i> can be a challenge. But once the tide turns, it's like a snowball effect.<br />
<br />
Shorter pieces of writing naturally help the motivation factor for some students. However, I've found two other keys to be even more instrumental: a meaningful topic and past success.<br />
<br />
Students <i>have</i> to be writing about an idea that is meaningful to them in order to care enough to revise it <i>hard</i>. When the topic or story is close to their heart, it's easier for students to <i>want</i> to do it justice.<br />
<br />
Your attempts at moving to a culture of big-time revising will be short-lived if students do not see the fruits of their labor. Make it a priority to highlight the difference in quality, like the before/after photos on an HGTV room makeover. Students need to see how much a piece of writing has improved as a direct result of revising it <i>hard</i>. They need anchor examples of personal success which can then serve as motivation for future writing.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfs_oslg540fmtRcX7Jh1L4OucaDxuOhBWOOEPMGC4SeVwv-oF1ks-K7rv4FC6Q2sCIJUzIm8wTwSvY2rWk4hHGRVAQCXQ9i_JZktaL0BXE_ck1cuCGv_S3Kw2ZDKTGO_wM5CTh8qjOFc/s1600/quote+6.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfs_oslg540fmtRcX7Jh1L4OucaDxuOhBWOOEPMGC4SeVwv-oF1ks-K7rv4FC6Q2sCIJUzIm8wTwSvY2rWk4hHGRVAQCXQ9i_JZktaL0BXE_ck1cuCGv_S3Kw2ZDKTGO_wM5CTh8qjOFc/s320/quote+6.jpg" width="320" /></a></div>
<br />
<h3>
<span style="color: #45818e;">Step Three: Teach Specific Revising Strategies</span></h3>
Back in the day, I often found myself asking students to revise their work, assuming they would know what to do, and then I'd get frustrated when I saw their piddly little attempts at making their writing better. But my efforts to explain what it meant to revise were general, even vague.<br />
<br />
How did I expect students to do something they've never really done before unless I taught them how. So I began to develop very specific, practical revising strategies, some that could stand alone as a revising lesson and activity, and many that could be applied to whatever it is students were writing.<br />
<br />
And students' revising "toolbox" grew fat.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqbUbpxeNMb6J4WHOgodpLTeIyHiiBevti-tXldEZTItEMbxvZ9Bc_EleH-i2wvxcayLhnsoDKi41vds6rgAD9PcyP4Wmh_dGRp5o_cVfImRm2fOGK0deFkK2RBggOIeL3mhc-LzZM3VA/s1600/quote+7.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqbUbpxeNMb6J4WHOgodpLTeIyHiiBevti-tXldEZTItEMbxvZ9Bc_EleH-i2wvxcayLhnsoDKi41vds6rgAD9PcyP4Wmh_dGRp5o_cVfImRm2fOGK0deFkK2RBggOIeL3mhc-LzZM3VA/s320/quote+7.jpg" width="320" /></a></div>
<br />
I share a bunch of these revising strategies with you in my next blog post <a href="http://www.thethinkerbuilder.com/2017/08/big-impact-revising-strategies-for.html" target="_blank"><b>HERE</b></a>, but before you go read it, step back and think about your own writing and the revising you do, whether it be an email to an administrator, a post to your classroom blog, or the welcome letter for Meet-the-Teacher Night.<br />
<br />
What little nuggets of revising gold can you extract and share with your students?<br />
<br />
<div style="text-align: center;">
* * *<br />
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Let's saturate our writing block with undertones of improving what we write, because developing a culture of revising breeds stronger, more thoughtful writers. </div>
</div><p>
<br />
So revise.<br />
<br />
Revise <i>hard</i>.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgU6EkERk-LHijH_-RR9eV9fmP814tIO2Ng9BbFu3JeOyMbzLfAkwArTwinIVlCq71MjUTJj5Dx4yk5BSsYMTR69XkJe9mBTKB3qUvqNB37-X2UYn1XH3EtF8cbbQL1rS8V5h7LB9_ipxkfvzNqPuSxtD1ngr_Uv9_IP8y18EjIt63VRoqKzlO2jvvRGFM/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgU6EkERk-LHijH_-RR9eV9fmP814tIO2Ng9BbFu3JeOyMbzLfAkwArTwinIVlCq71MjUTJj5Dx4yk5BSsYMTR69XkJe9mBTKB3qUvqNB37-X2UYn1XH3EtF8cbbQL1rS8V5h7LB9_ipxkfvzNqPuSxtD1ngr_Uv9_IP8y18EjIt63VRoqKzlO2jvvRGFM/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><p>
</p><div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>
<br /><p><br />
<i>(Hey there. You're still here? Cool. I thought it would be interesting, as an example of how much revising this particular post went through, to show you exactly how the title for this post evolved. Below is the list, from where it started to where it ended.)</i><br />
- How to Be a Better Model-Writer<br />
- How to Do Modeled Writing Like a Boss<br />
- Why You Should Be Writing in Front of Your Students<br />
- Flipping the Narrative on Modeled Writing<br />
- Messing Up: The Most Important Part of Modeled Writing<br />
- The Most Important Thing About Modeled Writing<br />
(Side Note: At this point, I realized that what I wanted to say was much more about revising than about modeled writing.) <br />
- A Revising Revolution! <br />
- Revising Revising<br />
- Revising How We Go About Revising (Hint: It Starts with You)<br />
- Revising <i>Hard:</i> A Change We Need <br />
- Revising <i>Hard:</i> Shifting to a Revising Mindset<br />
- Revising <i>Hard:</i> Revising the Writing Culture in Our Classroom<br />
- Revising <i>Hard!</i> Changing the Writing Culture in Our Classroom<br />
- Revising <i>Hard!</i> Changing Our Classroom Writing Culture <br />
<br />
</p><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLvUKpux9yI-y0pSufhgh86leyziUCZm9EQ8cNVgxsOSDhCglmn95NC0QN0axHCjJn5xnj0Cichbn1INZx5gFReDzACEC6q27D5DfPJxKSF_0FnrJLxwd3OMkQouP-eS4EedCyNU3HMoY/s1600/revolution+squard.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLvUKpux9yI-y0pSufhgh86leyziUCZm9EQ8cNVgxsOSDhCglmn95NC0QN0axHCjJn5xnj0Cichbn1INZx5gFReDzACEC6q27D5DfPJxKSF_0FnrJLxwd3OMkQouP-eS4EedCyNU3HMoY/s400/revolution+squard.jpg" width="400" /></a></div>
<br /><p></p>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-47598794015108153152017-03-02T21:26:00.008-05:002024-01-16T17:28:35.717-05:00How a Simple THOUGHT BUBBLE Can Send Students Deep into Literature<div style="text-align: justify;">
When you read, do you ever think about what a character is thinking?</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
This is not a trick question.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
You do, right? Of course you do. You may not even realize the extent to which you do it.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
If we slow down the process (like, <i>The Matrix</i> slow-motion slow), an experienced, engaged reader gives a lot of consideration to a character's thoughts.</div>
<div style="text-align: justify;">
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHS-1ByeIJdaawU5YyrVic_UShbbyGw1j221tnlNCsDIxTxMS0DBwGoMC6Do3FVceLF39D2e0-AHSMPQPhKm41HOtpBwNnDG3BrpXtSTXOOKZ-zg3LVv7uMDGoeWHr_jFwmIgZMv9Cv1w/s1600/header+pic.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHS-1ByeIJdaawU5YyrVic_UShbbyGw1j221tnlNCsDIxTxMS0DBwGoMC6Do3FVceLF39D2e0-AHSMPQPhKm41HOtpBwNnDG3BrpXtSTXOOKZ-zg3LVv7uMDGoeWHr_jFwmIgZMv9Cv1w/s640/header+pic.jpg" width="640" /></a></div>
<br /></div>
<div style="text-align: justify;">
Let me give you an example.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Let's say I'm reading <i>Harry Potter</i> (the first one) and I'm in the part towards the beginning when Harry's Uncle Vernon refuses to allow Harry to open any of the letters from Hogwarts, and goes to great lengths to keep them from Harry, even moving the whole family to a dreary rock of an island in the middle of the sea.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
So what do I<i> </i>think Harry is thinking?</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<i>I think Harry must be streaming several lines of thought. He detests living with his Aunt and Uncle and Dudley but has become rather hopeless that his situation will improve, and then along comes a letter addressed to him. He allows himself a glimmer of hope, but then his Uncle destroys the letter as well as the subsequent letters that follow. Harry is probably coming to terms with the idea that his Uncle will go to any length to keep him from opening the letter. Which is a bummer. </i></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<i>But. </i></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<i>But, he also has to be thinking about the logic that whatever is inside those letters must be pretty significant if his Uncle is willing to move the family to the middle of nowhere in the middle of a storm just to keep more letters from being delivered. Which is intriguing. </i></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<i>And Harry also must have given some thought to the persistence of whomever is sending the letters. If they've continued to mail him dozens of letters, hundreds even, why wouldn't they continue until he has received one? Which is promising.</i></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEji8fj5Fl7qcrLbpRzRjyV3YWOmiLMmDf-vkmqyQMb8e3nuFVLeXmPCYSlrRmS2WIsdSAWw3ZS4RWRZ8Fgk-m-F_9Q2gmvYqWgBFCrLinGsqZUZvoCivSCeeGiWEjCX1yrfU8oYB7AzEx4/s1600/cover+v+with+photos.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Find out how to use thought bubbles as a jumping off point for inferring a character's thinking and making sense of it." border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEji8fj5Fl7qcrLbpRzRjyV3YWOmiLMmDf-vkmqyQMb8e3nuFVLeXmPCYSlrRmS2WIsdSAWw3ZS4RWRZ8Fgk-m-F_9Q2gmvYqWgBFCrLinGsqZUZvoCivSCeeGiWEjCX1yrfU8oYB7AzEx4/s640/cover+v+with+photos.jpg" title="" width="348" /></a>I want students to be able to do what I just did there.</div>
<div style="text-align: justify;">
<br />
I want them to be able to use a character's words and actions and the surrounding events given to them by the author and be able to infer a character's thinking.<br />
<br />
But not only do I want students to be able to infer those thoughts, I want them to be able to make sense of them. To make decisions and draw conclusions based on them.<br />
<br />
But not only do I want students to make sense of those thoughts, I want them to be able to then <i>explain </i>it all. To verbalize it. Even to write it.<br />
<br />
Whoa. <br />
<br />
That's a lot.<br />
<br />
But by slowing down the process of inferring and making sense of a character's thoughts (you know, <i>Matrix</i> slow-mo)--breaking it down, talking it out, recording it on paper--students begin to do it more naturally when they read.<br />
<br />
So what?<br />
<br />
What's the big deal? Why do I want students to be able to do all of this? Three reasons: When we become adept at thinking about what a character is thinking,<br />
<ol>
<li>we <b>understand</b> the character better and more deeply. We understand the choices and actions he/she makes, and can even better predict future choices and actions from that character.</li>
<li>we <b>connect </b>to the character. We get to know him/her and the similarities to our own life. We can identify with, relate to, even <i>learn from</i> that character.</li>
<li>we really hit some Common Core standards full on in the face. (Check <a href="http://www.corestandards.org/ELA-Literacy/RL/3/#CCSS.ELA-Literacy.RL.3.3" target="_blank">CCSS.ELA-Literacy.RL.3.3</a>, <a href="http://www.corestandards.org/ELA-Literacy/RL/4/#CCSS.ELA-Literacy.RL.4.3" target="_blank">CCSS.ELA-Literacy.RL.4.3</a>, and <a href="http://www.corestandards.org/ELA-Literacy/RL/5/#CCSS.ELA-Literacy.RL.5.2" target="_blank">CCSS.ELA-Literacy.RL.5.2 and 5.3</a>.)</li>
</ol>
So let's dig into how to get students going. </div><div style="text-align: justify;"> </div><div style="text-align: justify;">Enter, the thought bubble.</div>
<div style="text-align: justify;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div style="text-align: justify;">
I love using a thought bubble because it gives students a concrete starting point for something that's not very concrete. And it becomes an anchor symbol that helps trigger the thinking about a character's thinking.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Before we get too far into a character's thoughts, it's really important to first show students how to slow down and explain <i>their own</i> thoughts.</div>
<br />
<iframe allowfullscreen="" class="giphy-embed" frameborder="0" height="270" src="//giphy.com/embed/WuVdPqDSsRbjy" width="480"></iframe><br />
<a href="http://giphy.com/gifs/matrix-WuVdPqDSsRbjy">via GIPHY</a><br />
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
</div>
<br />
<div style="text-align: justify;">
To practice recording students' own thinking, with lots of elaboration and details, try this preliminary activity:</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Have students get out a notebook and pencil and prepare a large, empty thought bubble on their page. It should fill most of the page. Make sure you have one on the board, too.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwjV4rUrZGrTMKzNjUqVjSKcJD-3xkE2OFYiD9cYvY0juxR9QwcPAjKOIjR8YGWIHlbizHdIJ26D9jN593LnK2Ga5T-dOZGFSVw1Le-jLTIBHEXiXpPpuOSzuIDImurJUVt2O_muCSzIA/s1600/towel.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwjV4rUrZGrTMKzNjUqVjSKcJD-3xkE2OFYiD9cYvY0juxR9QwcPAjKOIjR8YGWIHlbizHdIJ26D9jN593LnK2Ga5T-dOZGFSVw1Le-jLTIBHEXiXpPpuOSzuIDImurJUVt2O_muCSzIA/s320/towel.jpg" width="320" /></a>Then go behind your desk and without students seeing, put something small, like a stapler or a glue bottle, in your hand and then hide it by draping a towel over it. Bring the covered item to the front of the room and dramatically explain to students that you have a surprise addition for the classroom. Jiggle the item slightly, as if it moved on its own, and then whisper-scold it to stay still.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Then, without revealing what the item is, say something like, "Let's pause right there for a moment, boys and girls. I want you to write down what you are thinking. What thoughts went through your mind when I brought this thing out? Write inside your thought bubble. Be honest, and be as detailed as you can."</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
After a few minutes, have a few students share their writing. (All the while, you are holding the covered item in your hand.) As each student shares, prod him/her and the class with questions to help them see opportunities for further elaboration.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Maybe a students writes, "I'm wondering what is under the towel," but after some prompting it could turn into, "My teacher just brought up something in her hand but it's covered with a towel. I'm wondering what is under the towel. Is this a joke? It looks like it just moved a little bit, so maybe it's alive. But Mrs. T. hates critters, so why in the world would she be holding something alive? I think she's just messing with us. But why is she messing with us? And even if it's not alive, I still would like to know what she is holding. Maybe it's a rock. Maybe we're going to do a unit on rocks."</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Finally, reveal the item to students. "Don't you love it, boys and girls?" Egg them on a bit, and then stop them again. "Okay boys and girls, I want you to draw another thought bubble, and write down your thinking again. I want you to try to be even more detailed than before." </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Give students a couple of minutes to write. As they work, turn to the board and write the words, "If I were you..." outside the thought bubble you drew and record a model example. Maybe something like, "When Mrs. T. took the towel off of the stapler, I was outraged! How could she think we'd enjoy this 'new addition' to our classroom? But then I calmed down a bit and realized she was probably doing all of this just to give us something to write our thinking about. But still, why couldn't she have done it with a gerbil or a frog or something? Like a new class pet. Would that have been so hard?! Oh dear, the outrage is returning!"</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Before sharing with the class this time, have students pair up and read their thought bubbles to each other, comparing them and making suggestions on how to elaborate even more.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: center;">
* * *</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
In your next lesson, transition to the thoughts of a character in a story. Refer to the elaborate thinking students recorded of their own and how they'll now apply this technique to explain a character's thinking.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Prepare a large thought bubble to model with a picture book. You can download a copy of the thought bubble you see in the images below by clicking <b><a href="https://thethinkerbuilder.myflodesk.com/v6qnmxopd7" target="_blank">HERE</a></b>.<br /></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwvjEunJt7gWiwXBnYntw5J1H7tIZSJjBQm1kWJmyTCOxSMUYhl10fkN5M5FJtAzGD7ho7MY6gJiiiFR0X2IHDR9agModE0sfdIDdEqUNHezFs1J4n3-9MGJCe52LtzG5IiRnkRA8gFt0/s1600/double+horiz.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="284" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwvjEunJt7gWiwXBnYntw5J1H7tIZSJjBQm1kWJmyTCOxSMUYhl10fkN5M5FJtAzGD7ho7MY6gJiiiFR0X2IHDR9agModE0sfdIDdEqUNHezFs1J4n3-9MGJCe52LtzG5IiRnkRA8gFt0/s640/double+horiz.jpg" width="640" /></a></div>
<br /></div>
<div style="text-align: justify;">
Some of my favorite books to use with this lesson are: <i>The Old Woman Who Named Things</i>, by Cynthia Rylant, <i>The Gardener</i>, by Sarah Stewart, any <i>Henry and Mudge</i> book (yes, even for upper elementary), <i>Some Birthday!</i> by Patricia Polacco, and <i>Owl Moon</i>, by Jane Yolen.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Gather students with their notebooks and pencils. Read aloud a portion of the story, and then pause at a certain point to record a character's thoughts in your thought bubble. As you write, point out evidence from the story, both from text and illustrations, that helped you infer the character's thoughts. (Which sort of means you're thinking about your thinking about the character's thinking. Whoa. Never mind, don't think about that.)</div>
<div style="text-align: justify;">
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEAAUObFJomXeK0SbTEi6IvhYXXczxsUz9rpI-Ts8392Y2Lr9IJJBJOAA1ySeD4WHtFSsTauHq_lxBAKWwU81gCOqzgvs52Yta1kHR97R6dmnruHJ-1TDt6pfiOJ7bLRsxFEyizqyRp5w/s1600/old+woman.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEAAUObFJomXeK0SbTEi6IvhYXXczxsUz9rpI-Ts8392Y2Lr9IJJBJOAA1ySeD4WHtFSsTauHq_lxBAKWwU81gCOqzgvs52Yta1kHR97R6dmnruHJ-1TDt6pfiOJ7bLRsxFEyizqyRp5w/s640/old+woman.jpg" width="640" /></a></div>
<br /></div>
<div style="text-align: justify;">
Continue reading. Then pause at another point and have students draw a thought bubble in their notebook and record what the character is thinking. As students write, erase your own thought bubble and fill it in with the character's new thinking. Then have a brief discussion with students about what they wrote and what you wrote.<br />
<br />
<div style="text-align: center;">
* * * </div>
</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
When students get used to thinking about and recording a character's thoughts in detail, it's a good time to begin transitioning into doing it more naturally. As a stepping stone, have students record "thought bubble thoughts" on sticky notes.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgj80rNVV4YVerEkV7ufXeRflAX_FqdoYp6ryeajc99laTFy0bUAJ8zrSHsx5l0vxiQoU2UBH1X_tOnrCw_f8eq8hyNaNjTORK__BcqNdSQXm7rDU-e95t0UIVlGZp78-svtGZZ-MQItMg/s1600/sticky+note+in+book.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgj80rNVV4YVerEkV7ufXeRflAX_FqdoYp6ryeajc99laTFy0bUAJ8zrSHsx5l0vxiQoU2UBH1X_tOnrCw_f8eq8hyNaNjTORK__BcqNdSQXm7rDU-e95t0UIVlGZp78-svtGZZ-MQItMg/s640/sticky+note+in+book.jpg" width="640" /></a></div>
<br /></div>
<div style="text-align: justify;">
If you do a class novel read aloud, use it to model for students how to find an important moment to pause, and how to record notes about what the character is thinking. Show students that since the sticky note is small, we have to be more succinct in how we write, maybe in a "jot it down" notes-style rather than complete sentences, but be clear that the thinking stays just as intense.<br />
<br />
After modeling a sticky-note-thought-bubble with your novel read aloud, give all students a sticky note. Continue reading and choose a new spot to pause for students to practice for themselves. Discuss the sticky notes or collect them for a quick formative assessment check.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiPZq6OZck8G057HJk9XFKnQ6hblI7TasHO3fG4kX40GTztlgiYFqxfhksqqu0MLJOq2IEMAzZFEZRF2VVBdhpWCP01WpRw7OKUBVcqsaY2cDFmf4H1qjSaaPocskniB1VZDbTxDemFWY/s1600/sticky+note+collage.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiPZq6OZck8G057HJk9XFKnQ6hblI7TasHO3fG4kX40GTztlgiYFqxfhksqqu0MLJOq2IEMAzZFEZRF2VVBdhpWCP01WpRw7OKUBVcqsaY2cDFmf4H1qjSaaPocskniB1VZDbTxDemFWY/s640/sticky+note+collage.jpg" width="640" /></a></div>
<br />
Choosing a common spot in the book for all students will help you assess how each student is progressing. Don't forget that having students discuss their inferences about a character's thinking can be just as meaningful as <i>making</i> the inferences.<br />
<br />
It's also really interesting to use the thought bubbles to infer the thinking of a supporting character, not just the main character. Particularly with a book written in first-person, where the main character gives much of his/her thinking just by narrating the story, try changing students' perspectives and digging into the thoughts of one of the other characters in a scene.<br />
<br />
Eventually, have students practice recording sticky-note-thought-bubbles with self-selected books they are reading in class. Keep the large laminated thought bubble handy to use with future texts and to be a reminder to students as they read on their own.<br />
<br />
<div style="text-align: center;">
* * *</div>
<br />
Ah, thought bubbles. They are such simple little things, but with the right guidance and modeling, they can be the jumping off point for some seriously deep and rewarding reading work.<br />
<br />
Be sure to read my post about the Thought Bubble's more outspoken cousin, the Speech Bubble. You can read it <a href="https://www.thethinkerbuilder.com/2022/09/5-ways-to-boost-reading-instruction.html" target="_blank">here</a>.</div><div style="text-align: justify;"> </div><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilcQ1XZqiUvI5qK79k1S4AuQgXTK1rk-Xka60R_EyNC4KqBO1zoRtjbgQCkb7d3HRfxWIj9iSjR6BKQ2b5TvvR_bY-J9-yIl44aPOasObsCM-wKt3_SJT9TPFn0-cWF6bW3buLHGGzZFPefKr15F4U8D89BTIO5YVRux1AfgAqkAHH9mz-YZCLj_41z-s/s2415/blog%20signature2%2012-21-23.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilcQ1XZqiUvI5qK79k1S4AuQgXTK1rk-Xka60R_EyNC4KqBO1zoRtjbgQCkb7d3HRfxWIj9iSjR6BKQ2b5TvvR_bY-J9-yIl44aPOasObsCM-wKt3_SJT9TPFn0-cWF6bW3buLHGGzZFPefKr15F4U8D89BTIO5YVRux1AfgAqkAHH9mz-YZCLj_41z-s/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /> </div>
<div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>
Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-71506930997461838272017-01-07T18:09:00.001-05:002023-12-21T17:25:49.805-05:009 Ways to Differentiate Your Whole Group Instruction<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
Differentiating your instruction can be overwhelming. I get it. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
When you hear the word "differentiation" do you automatically start breaking your class into <a href="http://www.thethinkerbuilder.com/2015/07/how-to-organize-your-small-groups-to.html" target="_blank">small groups</a>? Or maybe you start scouring Pinterest for ways to differentiate the <a href="http://www.upperelementarysnapshots.com/2017/01/8-practical-ways-to-differentiate.html" target="_blank">task</a> students will do after you teach a lesson.</div>
<div style="text-align: justify;">
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC4st5IfDYr9w57YTkxLiwE3O_Xb9J-s_BDYbTY-tiLEgdjTadzwuw7at3HS9CW9LweijID1aFh4DcaUnnzCt_g6xqXQY5urHHUYhm4T7xlIvgaFRPbWOsm1teYDVfLTOLrzOnMYiOGOM/s1600/header+pic.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC4st5IfDYr9w57YTkxLiwE3O_Xb9J-s_BDYbTY-tiLEgdjTadzwuw7at3HS9CW9LweijID1aFh4DcaUnnzCt_g6xqXQY5urHHUYhm4T7xlIvgaFRPbWOsm1teYDVfLTOLrzOnMYiOGOM/s640/header+pic.jpg" width="640" /></a></div>
<br /></div>
<div style="text-align: justify;">
What I want to share with you here are ways you can differentiate your <i>whole group instruction</i>... tailoring the teaching you do to your whole class so it better fits each of your student's needs.</div>
<div style="text-align: justify;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgG7M6AAo367PL_FVLax5Cks39xaz3JaxMvuHf8K59QVuIxwk1DWgQhMG-r2jJCgb-uIKIjRBHyT4IhMiUhGaRoXA7njtNckR3-jgzeIopt8aUgH7nxNZQtgqA7O4Hrls0b_70GCJG0pi4/s1600/cover+v.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="Here are 9 ways you can differentiate your whole group instruction. These differentiation ideas will really help you meet each student's needs during the lessons you already teach." border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgG7M6AAo367PL_FVLax5Cks39xaz3JaxMvuHf8K59QVuIxwk1DWgQhMG-r2jJCgb-uIKIjRBHyT4IhMiUhGaRoXA7njtNckR3-jgzeIopt8aUgH7nxNZQtgqA7O4Hrls0b_70GCJG0pi4/s640/cover+v.jpg" title="" width="404" /></a></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Hang on now. Doesn't differentiation butt heads with a whole group setting? How can you differentiate a lesson being taught to the whole class?<br />
<br />
Here are nine ways:</div>
<div class="separator" style="clear: both; text-align: justify;">
</div>
<div class="separator" style="clear: both; text-align: justify;">
</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiK-JTmy8I9nldVzsJjeYJXhzVxIm6Xv0PzqbikmdXbC6N3r4KgeRvvBaMIXUfo8v6mphqj5HeeKyW1pOOOZjMXelnk4roQd9aGgnZQOa0IM_SWeWjuxPu4-cvo_loY-Zw1E5BER3tn0bI/s1600/1mini.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiK-JTmy8I9nldVzsJjeYJXhzVxIm6Xv0PzqbikmdXbC6N3r4KgeRvvBaMIXUfo8v6mphqj5HeeKyW1pOOOZjMXelnk4roQd9aGgnZQOa0IM_SWeWjuxPu4-cvo_loY-Zw1E5BER3tn0bI/s1600/1mini.jpg" /></a><span style="color: #45818e;"><b><span style="font-size: x-large;">PRE-TEACH TO A SMALL GROUP</span></b></span></div>
<div style="text-align: justify;">
Let's say you are planning to introduce a new reading strategy tomorrow, "synthesizing" for instance. You know this first lesson will probably go right over the heads of your lower readers and you'll be playing catch-up during guided reading for the next two weeks.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Instead, <i>today</i> try pre-teaching the main focus of the lesson to that small group of students. Do it just like you plan to do it tomorrow to the whole group. It's like you are letting these students in on a little secret. They'll be one-up on their classmates heading into tomorrow, a feeling they rarely have when it comes to reading, and you'll have them primed for the content to really sink in. Plus, you'll get a feel for the flow and the wording, like a dry run.</div>
<div style="text-align: justify;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkKwiPBDL-MqJodjm0jVcnmr058xIw3zv2feERY4EmCW1CuxrR-_5FITiwk0mCb3axCWZs1UGzXXofwWtOa9jdx_UUF2owhNTiK0Z91G2OvVtKItWgcN8fgpGSB9Oa6yFlCG1oM7VtFN0/s1600/H+small+group.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkKwiPBDL-MqJodjm0jVcnmr058xIw3zv2feERY4EmCW1CuxrR-_5FITiwk0mCb3axCWZs1UGzXXofwWtOa9jdx_UUF2owhNTiK0Z91G2OvVtKItWgcN8fgpGSB9Oa6yFlCG1oM7VtFN0/s640/H+small+group.jpg" width="640" /></a></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
You don't have to choose your lower level students either. Even pulling six <i>random</i> students for a pre-teaching group still gives you six students during tomorrow's whole group lesson who will have a basic understanding and will know what to expect, able to help those nearby whom you can't always reach right away.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjC2B4mI1mZ7nNKhyphenhyphenMJ9csVUm73qcg0dv45-0KY7MSvZblZyisCXmFpte-S9bNJRk-cmlZD-1db0yjR-UIKIucTBwiwK_EydNQX7lU3S9p0p4Hu40IW-q06dTxBfvXXZnspAy0DPI4BWxA/s1600/2mini.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjC2B4mI1mZ7nNKhyphenhyphenMJ9csVUm73qcg0dv45-0KY7MSvZblZyisCXmFpte-S9bNJRk-cmlZD-1db0yjR-UIKIucTBwiwK_EydNQX7lU3S9p0p4Hu40IW-q06dTxBfvXXZnspAy0DPI4BWxA/s1600/2mini.jpg" /></a><span style="color: #45818e;"><span style="font-size: x-large;"><b>ARRANGE STUDENTS' SEATING</b></span></span></div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
Where students sit can be effective in helping you differentiate your lesson. I like bringing students to a gathering area on the floor, having them sit where they choose. Then I do a quick scan and make some changes: "Charlie, switch spots with Luke. Anna, switch with Tommy. And Ria, you switch with Harley." </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
My goal is to move some students, who I expect to struggle, forward so I can interact with them more easily. To avoid any stigma getting attached to which students I move, I don't always move the same students, and I always make an "unexpected move." Maybe I move Super-Smart-Samantha to the front, just so the class doesn't start thinking the movers always need help.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
If I did any pre-teaching, I'm also looking to spread out those students so they can help coach others. But in general, I'm trying to set a tone that says the spots students pick for themselves are not permanent. I want to be able to move Tanya up close to me halfway through the lesson, after I notice a totally confused look on her face, and it won't be a big deal at all to the rest of the class.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEij7xrR-xrTNx7CCS75RlMLSEzxP7TJdCG_w2J_gWQvc4EJKznV-gBSNfknNbyI9Z3etW8ny2UqiuIp5zmsg0195rJKeoRVemfxtQ54FuevXNkR13dnfeaiFnUN3BMBdOB1LoSuQXYI6GM/s1600/3mini.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEij7xrR-xrTNx7CCS75RlMLSEzxP7TJdCG_w2J_gWQvc4EJKznV-gBSNfknNbyI9Z3etW8ny2UqiuIp5zmsg0195rJKeoRVemfxtQ54FuevXNkR13dnfeaiFnUN3BMBdOB1LoSuQXYI6GM/s1600/3mini.jpg" /></a><span style="color: #45818e;"><b><span style="font-size: x-large;">KEEP A VISIBLE RECORD</span></b></span></div>
<div style="text-align: justify;">
No matter how eloquent you are with your words, your visual learners are going to benefit greatly from <i>seeing</i> the lesson, rather than just hearing it. So as you teach, keep a visible record of what you are saying, whether it's with an <a href="http://minds-in-bloom.com/anchor-chart-intervention-secrets-to/" target="_blank">anchor chart </a>or simply using the board.</div>
<div style="text-align: justify;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiL6b9IzFVI_25X_xN4ouFBWLNIQhNScUrAfDkL5I4I1yQKyD240lmkhwX6nwmLSLMVlqZxzhWUbJnX1hdO28frWbLGk-iOrDGTPMjA5BL7JrL8Gn1-ZAJE6d23sGNa7sG2LnEZWgK9yY0/s1600/H+anchor+chart.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiL6b9IzFVI_25X_xN4ouFBWLNIQhNScUrAfDkL5I4I1yQKyD240lmkhwX6nwmLSLMVlqZxzhWUbJnX1hdO28frWbLGk-iOrDGTPMjA5BL7JrL8Gn1-ZAJE6d23sGNa7sG2LnEZWgK9yY0/s640/H+anchor+chart.jpg" width="640" /></a></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
A huge benefit that comes along with making your teaching visible is the natural tendency to simplify and organize information when recording it. I encourage you to play up this tendency: use lists, charts, graphic organizers, and symbols. What you are really doing is conveying your message a second time, just in a different form. And by doing so, you are connecting to more students. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv4JLIv3a5dGQuFQv3jClxDZnnDognEe7gQuzftkmem6s2zzVjR-qqySTZ3_zKeyr3mAFW3LVlwWDldcl4gEiP1zv0iJZ796MmbHn0Gtuxs7J12jKsBnW2aoiJNVjN-vt2zz-SQXLD-JM/s1600/4mini.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv4JLIv3a5dGQuFQv3jClxDZnnDognEe7gQuzftkmem6s2zzVjR-qqySTZ3_zKeyr3mAFW3LVlwWDldcl4gEiP1zv0iJZ796MmbHn0Gtuxs7J12jKsBnW2aoiJNVjN-vt2zz-SQXLD-JM/s1600/4mini.jpg" /></a><span style="color: #45818e;"><b><span style="font-size: x-large;">CRAFT QUESTIONS CAREFULLY</span></b></span></div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
Changing how we ask questions to the class during a lesson can help with differentiation. Specifically, try using these two types:</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<u>Split Question</u></div>
<div style="text-align: justify;">
With a split question, you actually ask two related questions, one more sophisticated than the other, and have students answer the one that better fits their current understanding. It might sound like, "Boys and girls, I'm going to write two questions on the board, and I want you to jot down your thinking to the one question that challenges you just right. Either, 'which detail tells us the most about Roy?' or, 'why do you think the author told us so much about Roy's shoes?'" </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<u>Build-On Question</u></div>
<div style="text-align: justify;">
With a build-on question, you ask the class a question and give an additional step for those who finish the first part. "Boys and girls, try highlighting the words in this paragraph that personify the wind. If you finish that, write down another way the author could have used personification for the wind."</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH3_qbp4RWUs9SlcTbOA-1AKe5JuEUB-2nIy7DCy028CfPLn09o2R78fDlK2oR6BnWPkTkk6YAZd_W0haKMOs4tRxcWHA4uaDFhl4RE_jt8xoFwSl-eIKpWgcMw8M-pTs_llarlb0RWwE/s1600/5mini.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH3_qbp4RWUs9SlcTbOA-1AKe5JuEUB-2nIy7DCy028CfPLn09o2R78fDlK2oR6BnWPkTkk6YAZd_W0haKMOs4tRxcWHA4uaDFhl4RE_jt8xoFwSl-eIKpWgcMw8M-pTs_llarlb0RWwE/s1600/5mini.jpg" /></a><span style="color: #45818e;"><b><span style="font-size: x-large;">BE ACTIVE DURING TURN & TALKS </span></b></span></div>
<div style="text-align: justify;">
When you have students <a href="http://www.thethinkerbuilder.com/2014/08/working-together-blog-hop-with-whos-who.html" target="_blank">turn and talk</a> to a neighbor about something related to the lesson you are teaching, you are adding student engagement and an easy way to formatively assess students' progress. But if you get in there and get involved in these turn and talks, you add a way to differentiate your instruction, too. </div>
<div style="text-align: justify;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjg2J0Bm_3dH4N1jMaJX940U7KkxPnCTns3RzA3BPieIbWLi807mknkulMWbZpjCG2kJ5f2Qo-xyn8Tm0gfWuihrd_TwP1k4_XngK0oMFuqS43O6NmLPbiPZo2r2UsFzGuXaxKwm4XQjCY/s1600/H+turn+and+talk.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjg2J0Bm_3dH4N1jMaJX940U7KkxPnCTns3RzA3BPieIbWLi807mknkulMWbZpjCG2kJ5f2Qo-xyn8Tm0gfWuihrd_TwP1k4_XngK0oMFuqS43O6NmLPbiPZo2r2UsFzGuXaxKwm4XQjCY/s640/H+turn+and+talk.jpg" width="640" /></a></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Pose a question to the class or statement to think about and have them turn and talk about it with a neighbor. Then try popping into one or two of the conversations that ensue. As you listen, be aware of opportunities to differentiate: to push some partners further and to help some get back on track.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkXrGpQ0lLO6ShqJdBbA_WLbWJ-If8ompbjch7yiTjGuCcd15HSdY8frCD1-5b9_BER-FDaWUeYJR626FK7rsZ8ZRcL1uYSka0HvTxm0dJS0FruDcYHt3ATzVOzE8NRMjYtZum3UoIqfQ/s1600/6mini.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkXrGpQ0lLO6ShqJdBbA_WLbWJ-If8ompbjch7yiTjGuCcd15HSdY8frCD1-5b9_BER-FDaWUeYJR626FK7rsZ8ZRcL1uYSka0HvTxm0dJS0FruDcYHt3ATzVOzE8NRMjYtZum3UoIqfQ/s1600/6mini.jpg" /></a><span style="color: #45818e;"><b><span style="font-size: x-large;">GIVE MORE WAIT-TIME</span></b></span> </div>
<div style="text-align: justify;">
An easy way to add a bit of differentiation to your lesson is to simply give more <a href="http://www.thethinkerbuilder.com/2016/09/power-of-pause-using-wait-time-to-push.html" target="_blank">wait-time</a>. When you ask the class to share their thinking, don't immediately call on the first student who raises her hand. If you wait before allowing a response (even if you end up calling on that same student), you are giving your lower students more time to process and think things through.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZuXZk-q_5r7M37y-EDg6TqVtYRwZdZEGP9arcz1Fx_2u-OjjDRc1DI08lzzNzTsufK5Z5bl8qS_PWE7AhOu4vVo9pGkHttyjEpIDFhBEeC65kE1tLcPUbwzXfKowCOrQNqScljA3SM78/s1600/7mini.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZuXZk-q_5r7M37y-EDg6TqVtYRwZdZEGP9arcz1Fx_2u-OjjDRc1DI08lzzNzTsufK5Z5bl8qS_PWE7AhOu4vVo9pGkHttyjEpIDFhBEeC65kE1tLcPUbwzXfKowCOrQNqScljA3SM78/s1600/7mini.jpg" /></a><span style="color: #45818e;"><b><span style="font-size: x-large;">USE A STUDENT ASSISTANT</span></b></span></div>
<div style="text-align: justify;">
Bring up a student or two during your instruction to use as an assistant, even for the simplest of things: holding up a poster, pointing to items on the chart, scribing what you say, modeling an action (e.g. "Every time we use the word 'synthesize' Henry is going to do his special move.") Your assistant's tasks may not even be truly necessary, but it's an easy way to pluck a struggling student from the crowd and engage him before he tunes out, OR to give a thriving student some extra responsibility.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEOAjik0PCc6qdGgOrfD_BqAe6ECD7JbLeovKQugZ1q-ZxJvhhesUZDwvFHGLGnPISNQelqIKXsu-Q4XNQ55t5UVj6DCmRYxd2-HFvulMY4A3ZeTdj4HUczryuekKbD9gOguVYg88YUxc/s1600/cover+h.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="380" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEOAjik0PCc6qdGgOrfD_BqAe6ECD7JbLeovKQugZ1q-ZxJvhhesUZDwvFHGLGnPISNQelqIKXsu-Q4XNQ55t5UVj6DCmRYxd2-HFvulMY4A3ZeTdj4HUczryuekKbD9gOguVYg88YUxc/s640/cover+h.jpg" width="640" /></a></div>
</div>
<div style="text-align: justify;">
My favorite, and simplest, way to involve a student assistant is during a lesson in which I would model my own thinking. Instead of explaining my thinking out loud to the class, I attribute that same thinking to the student who I pulled up with me. "Now, boys and girls, let's say Henry is a synthesizing master. So right at this moment, I know he's thinking about how this new text detail is going to fit into what he already understands from the story. Isn't that right, Henry?"</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWHbKUbHQDypTy60ytvb-8pzHNWv2b9OIEh_SoCD7n5oRzBqWIEgD_EEoh3Emhs8g9RybMMWhqNj4PY5Hkm9zfEIZ0SWB2jCfDe_mnliUGEfFJ-UINdiSLVp-quCKGtCZIZ-TSOGGe-mI/s1600/8mini.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWHbKUbHQDypTy60ytvb-8pzHNWv2b9OIEh_SoCD7n5oRzBqWIEgD_EEoh3Emhs8g9RybMMWhqNj4PY5Hkm9zfEIZ0SWB2jCfDe_mnliUGEfFJ-UINdiSLVp-quCKGtCZIZ-TSOGGe-mI/s1600/8mini.jpg" /></a><span style="color: #45818e;"><b><span style="font-size: x-large;">VARY AN ELEMENT</span></b></span></div>
<div style="text-align: justify;">
Think about differentiating one element of the lesson. For a lesson on a reading strategy, you might provide two or three different texts to use, each at a different level. Or if you're confident the skill you are teaching could apply to any text, have students choose their own book to bring with them to practice the new strategy that you'll teach them.<br />
<br />
In a writing lesson, try varying the topic in order to interest more students, since the skill probably isn't based on the topic with which you'll use to practice it. Maybe you are teaching paragraph structure with an anchor chart. Instead of modeling with a topic you had prepared, try splitting the chart in half, asking volunteers to suggest <i>two </i>topics, and model the paragraph structure techniques with both topics, one on each half of the chart. Or dip into #7 above, and use a student assistant to model with one topic while you model with the other. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpym6GWR4fayaJ-ECFcYdMp6g_hJJ2E1HemZJtDCW2MoI_hfxJHm5P-5DeYACn-OZUsRTDiZ3PuifNHyYYE6RhqW4kpMc8wkuy6ax1veI6PRBmQD4YecCFSNQRt0uXewfKmVgGn7gjmjc/s1600/9mini.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpym6GWR4fayaJ-ECFcYdMp6g_hJJ2E1HemZJtDCW2MoI_hfxJHm5P-5DeYACn-OZUsRTDiZ3PuifNHyYYE6RhqW4kpMc8wkuy6ax1veI6PRBmQD4YecCFSNQRt0uXewfKmVgGn7gjmjc/s1600/9mini.jpg" /></a><span style="color: #45818e;"><b><span style="font-size: x-large;">ALLOW A HEAD START</span></b></span></div>
<div style="text-align: justify;">
After introducing a new strategy or skill within your lesson, you often want to give students a chance to respond, reflect, or try it for themselves before you move on to the next stage. Especially with something brand new, try allowing a head start, and then following up with some help. "Boys and girls, I want you to try writing in your notebook what the author is really trying to tell you in the section we just read. Give it a go. Now, if you need a little jump start, I'll be giving some guidance in just a moment."</div>
<div style="text-align: justify;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrcaKkqRlIuj4LBEw1YATldI5kygMPtq9TLWlTITfl9isVYE2GVODTF_nkUYmkKV_AoacgusYt_gOzuK64VJdkL6QnFHbh6Vi3T9iAttVWjwJff1prPlGgEt4lkQ_gCNQgDmJCje2tj6E/s1600/cover+sq.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrcaKkqRlIuj4LBEw1YATldI5kygMPtq9TLWlTITfl9isVYE2GVODTF_nkUYmkKV_AoacgusYt_gOzuK64VJdkL6QnFHbh6Vi3T9iAttVWjwJff1prPlGgEt4lkQ_gCNQgDmJCje2tj6E/s400/cover+sq.jpg" width="400" /></a></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Differentiation need not always require drastic changes to your lesson. Utilizing a few of the ideas I've shared will help your whole group instruction better sink in to each student.<br />
<br />
As you transition from the teaching to the task with which students will use to practice, be sure to read about the <a href="http://www.upperelementarysnapshots.com/2017/01/8-practical-ways-to-differentiate.html" target="_blank">8 Practical Ways to Differentiate a Student Task</a> I wrote for <i>Upper Elementary Snapshots</i>.<br />
<br />
<div style="text-align: center;">
* * * </div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/Readers-Notebook-Response-Pages-for-Literature-HALF-PAGE-SET-766284" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/Readers-Notebook-Response-Pages-for-Literature-HALF-PAGE-SET-766284" border="0" height="382" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghn1oA-X_eVIG8e8n3bB6pB51cGwMGjbphgtXXQ89wDvnc9NgZZUzzzbz_YZGNuJyfSQ2Bhsu-MIDYnorX2tOPVTGcDE-kUUD6qk5pG0zRqayItrCmk-X19zGl11IhGjlGHDkz-pruucE/s640/notebook+collage.jpg" width="640" /></a></div>
<br />
If you're looking for differentiated resources to help your students respond to their reading, be sure to check out my <a href="https://www.teacherspayteachers.com/Product/BUNDLE-Readers-Notebook-Response-Pages-HALF-PAGE-SET-1065128" target="_blank">Reader's Notebook Response Pages</a> for <a href="https://www.teacherspayteachers.com/Product/Readers-Notebook-Response-Pages-for-Literature-HALF-PAGE-SET-766284" target="_blank">Literature</a> or for <a href="https://www.teacherspayteachers.com/Product/Readers-Notebook-Response-Pages-for-Informational-Text-HALF-PAGE-SET-1045191" target="_blank">Informational Text</a>.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/BUNDLE-Readers-Notebook-Response-Pages-HALF-PAGE-SET-1065128" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/BUNDLE-Readers-Notebook-Response-Pages-HALF-PAGE-SET-1065128" border="0" height="434" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGFcFKT5jdIE0iPfU0hbchp1vmF8SgtmLKULhZdhtbL9FC7-eyJnjo_QgUp938d0EONaJikI443-oL-u7cWyeuLAG7valhm8Ej2lkGff15kY1QUwq5_k9_z9CXmy0-W8e-9w-ncLP8IdY/s640/three+levels+notebook.jpg" width="640" /></a></div>
<br />
The pages are differentiated at three levels to meet each student right where they need to be.</div><div style="text-align: justify;"> </div><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjECK6co7jGXBb2oKva4b5WrwDdcDfi080YVYKuMEM5fwYyPybguDKfkqPOt-QbBoEnp7jmRSlSh3vzUDq58On2IRynbqOxuRh6Vfin8U-Oe2zQ_g4jxePkTUG-HSMFqLW-s7WP2q6mGDIRYXkpDF8tVrQH_e-A9rmGVmqUiqU_ZJQLw87nsFYtyX8tqL0/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjECK6co7jGXBb2oKva4b5WrwDdcDfi080YVYKuMEM5fwYyPybguDKfkqPOt-QbBoEnp7jmRSlSh3vzUDq58On2IRynbqOxuRh6Vfin8U-Oe2zQ_g4jxePkTUG-HSMFqLW-s7WP2q6mGDIRYXkpDF8tVrQH_e-A9rmGVmqUiqU_ZJQLw87nsFYtyX8tqL0/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /></div>
<div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-54002769790368690352016-11-30T22:44:00.007-05:002023-12-21T21:46:38.647-05:00How to Get Students Thinking Critically about their Reading<div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDjFIrYtth-vZWDcjZA3DPxaPP1BCAy7FYD21FGgnY9pf8kK5RDgr8yjGtnRB3yZIIi10BP0jeNqSN3Bv2bQOmId4ELGcasf8iG8rvTiZQHfgSXHADuS42SdNUU3xaIW8Y6RdTzuF3P28/s2048/cover+vert+lime.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="2048" data-original-width="1361" height="532" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDjFIrYtth-vZWDcjZA3DPxaPP1BCAy7FYD21FGgnY9pf8kK5RDgr8yjGtnRB3yZIIi10BP0jeNqSN3Bv2bQOmId4ELGcasf8iG8rvTiZQHfgSXHADuS42SdNUU3xaIW8Y6RdTzuF3P28/w354-h532/cover+vert+lime.jpg" width="354" /></a></div>
Growing up, I was a little obsessed with lists, to the great annoyance of my big sister. A list was often the cause of vast stretches of silence during our family car trips. The preliminary back-and-forth went something like:<br />
<br />
<b>Amanda</b>, reading Babysitters' Club #578 in the car.<br />
<b>Michael</b>, <i>not </i>reading in the car (ya' know, motion-sickness): "So, whatcha readin' there, sis?"<br />
<b>Amanda</b>: Sideways glance. Quick flash of the cover. Back to reading. <br />
<b>Michael</b>: "Is that a good one?"<br />
<b>Amanda</b>: "Yep."<br />
<b>Michael</b>: "Like how good?"<br />
<b>Amanda</b>, sensing me spiraling out of control: "Just good." <br />
<b>Michael</b>: "Well, like is it better than the last one? I<i> </i>bet it's not better than the <i>first</i> one, is it? Would you put it in the top ten Babysitters' Club books of all time? Wait, what <i>are</i> the top ten Babysitters' Club books of all time? Could you rank them? In order, from one to ten please."<br />
<b>Amanda</b>, eyes rolling: "No."<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
Okay, so maybe the list itself wasn't so much the cause of the sighs and ensuing silence as was the person trying to force said list onto the sister.<br />
<br />
But there's just something about a good, ordered list that I enjoy. The 100 Greatest Hitters of All Time, the 25 Best Seinfeld Episodes, Top Vacation Spots on a Budget... whatever it is, I've always liked dissecting them, especially lists with an element of opinion.<br />
<br />
Over the years I honed my craft, and as a teacher I began using my "mad list skills" to get students thinking critically, discussing possibilities, and defending opinions. A major part of my evolution from Annoying Little Brother to List Master Facilitator was reducing the list load from ten (or more) to just three... a top 3 list. <br />
<br />
A Top-3 List. <br />
<br />
It sounds like such a specific, "maybe-I'll-use-it-once" idea, but actually it's super versatile. Any setting in which you ask a question, the potential for a top-3 list is there, lurking, waiting to pounce on your students and drag them into deeper waters.<br />
<br />
Just so we're on the same page, let me give you an example of how to take a commonly asked question during a reading lesson and turn it into one that can spark a rich, powerful little discussion, all based on a top-3 list.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhD2S6dvnPmsUiUckLNhfUIRegm5tk5mkqK_h545Hhe0LDMgPWu2zfJ13UCuHAZKq5Algr5Ek9dW1O2ptwQUGjNg3LWF_MicCdRSYulR1FRWc2tk_TtGVe3FcG9rqse2kyf8lZJfzQw3Jc/s1600/text.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="106" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhD2S6dvnPmsUiUckLNhfUIRegm5tk5mkqK_h545Hhe0LDMgPWu2zfJ13UCuHAZKq5Algr5Ek9dW1O2ptwQUGjNg3LWF_MicCdRSYulR1FRWc2tk_TtGVe3FcG9rqse2kyf8lZJfzQw3Jc/s640/text.jpg" width="640" /></a></div>
</div><br />
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
Did you see what happened there? We morphed a simple question (which has its place, sure) into one with layers and meat. Using a phrase like "most important" within a key question opens the door for opinion. It automatically encourages students to start mentally organizing characters based on their importance in the story.<br />
<br />
When asked for only the <i>single</i> most important character, students can usually pluck one pretty quickly from the upper crust of characters (unless the story has two protagonists, like Jack and Annie from the <i>Magic Tree House</i> series for example, which would be an interesting mental decision). But when the question expands to asking for the <i>top 3 </i>most important characters, ranked in order of importance, the door opens even wider. And if you have students create their lists with a partner, the door pretty much gets blown off its hinges. The task...<br />
<br />
<h2>
...involves brainstorming and listing</h2>
Now with three answers needed instead of just one, students think more broadly about the possibilities, the characters in a book in this case. They think back through the book, maybe creating a list of choices from which to choose the finalists. They snatch up the main character or two, but must also consider several supporting characters for their remaining spots... better jot them all down for now.<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqRkX30RJr6Ce01ls_jbCmRwOSps3ikayjtJEDdaatQfj589OH5NYtzCQsWdZdhsVdA_Hrb0poEtwXHJaQz81PdIohmNHQpmoLm5oRA3iQi2eh_vSy3070QBdlz9E8_TmJ_RzCXlJ4Ae4/s1665/cover+square+new4+no+title.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1665" data-original-width="1665" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqRkX30RJr6Ce01ls_jbCmRwOSps3ikayjtJEDdaatQfj589OH5NYtzCQsWdZdhsVdA_Hrb0poEtwXHJaQz81PdIohmNHQpmoLm5oRA3iQi2eh_vSy3070QBdlz9E8_TmJ_RzCXlJ4Ae4/w400-h400/cover+square+new4+no+title.jpg" width="400" /></a></div>
<h2>
...involves making (a lot of) judgments and decisions</h2>
Creating an ordered list, where the chosen order is up to students, requires lots of decision-making. For this question, which characters are more important than other characters? Who's not going to make the cut? And once the top three characters have been identified, who will rank higher and lower than each other? Who gets the top spot? Who gets number two and three?<br />
<br />
<h2>
...involves developing criteria and reasons</h2>
In order to make good decisions and judgments, students start to form criteria to help them choose (which may come naturally to some, and to others may take some prompting). This question is all about the importance of the character. So what factors matter? What exactly makes a character important? Is a bigger role proportional to a character's importance in the story? Does a character need to be part of every chapter to be considered? Does a character have to be "good" to be important? Should "bad guys" be considered? Can a character have a small but important role? Is there a character who appears less often but makes a big impact?<br />
<br />
The criteria students value will give them a base for making the tough decisions in a thoughtful way. <br />
<br />
<h2>
...involves negotiation and reasoning</h2>
If students work with a partner to create their top three list, they'll be negotiating with each other on what factors matter most when making decisions, practicing key reasoning and compromising skills. The task consists of so many variables it's the perfect situation to involve another person. It's important, however, for students to look at their partnership like a single unit throughout the process, not one against the other, and save the debating for the whole class discussion.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifisEkQCKIkFEdv9MRrmdVdM0EaqjpEEwfzNQHJpB6XPmSy4t6Y6v8NZsNKB7D_BJbhW3xuxLPF_rvkBmfB7g9dMLclzNyrKAUYyW1f4LHcjqTCXZPQkLPrdJvJtq6CguHIRGtli01Egs/s1665/cover+square+new5+no+title.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1665" data-original-width="1665" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifisEkQCKIkFEdv9MRrmdVdM0EaqjpEEwfzNQHJpB6XPmSy4t6Y6v8NZsNKB7D_BJbhW3xuxLPF_rvkBmfB7g9dMLclzNyrKAUYyW1f4LHcjqTCXZPQkLPrdJvJtq6CguHIRGtli01Egs/w400-h400/cover+square+new5+no+title.jpg" width="400" /></a></div><div style="text-align: justify;">
<h2>
...involves discussing and defending</h2>
Bring the class together after pairs have created their top three lists for a class discussion, and with only a few well-timed prompting questions, you'll find students motivated to take a stance, share and defend their opinions, analyze others' decisions, and even be open to revisions of their own. That last part can be tricky with questions that are more personal, like "What's your favorite...?", but our "What's the most important...?" question is one we can help students try to look at objectively, considering factors and criteria other classmates bring up during a discussion.<br />
<br />
Here's one way to guide a discussion like this, using <i>Charlotte's Web </i>as a just-finished read aloud:<i> </i><br />
<br />
<i>So what do you think, boys and girls... who are the top three most important characters from our book, </i>Charlotte's Web<i>? Who'd like to share their list to get us started? </i>(sharing) <i>Okay, so tell us why you put Wilbur in your number one spot. </i>(sharing) <i>Who agrees with that? Raise your hand if you also have Wilbur as the number one most important character? Do your reasons match? What else makes Wilbur so important?</i> (sharing) <i> </i><br />
<br />
<i>Not everyone has Wilbur #1, so who else? Charlotte? Why her? </i>(sharing) <i>Interesting. So let's dig into that more in a moment to see if we can decide who should be at the top of our list. But I'm curious: does everyone have Wilbur and Charlotte in their first two spots? </i>(sharing) <i> </i><br />
<br />
<i>What about the third spot on your list? </i>(sharing)<i> Let's dig into Fern's situation more: if I asked for the most important characters from the first chapter, I think we'd all agree that Fern would be close to the top. But what about the story as a whole? How did you go about judging Fern's importance? </i>(sharing) <i>Let's discuss Templeton. How important is he? Whose list did he make? </i>(sharing) <i> </i><br />
<br />
<i>Take a minute and talk to your partner about your list. See if there are any changes you'd like to make </i>(talking). <i>Now let's get back to the Wilbur vs. Charlotte discussion. Who really deserves the title of most important character? </i>(sharing)...<i> </i><br />
</div>
<div style="text-align: justify;">
<div style="text-align: center;">
</div>
<div style="text-align: center;">
<div class="separator" style="clear: both; text-align: center;">
<br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioapLTTBzKeg26Tqyl2P3MVhXqTioRqi-ardKQsQkLqNId6IcZNhSitXLbC8y3m7njYKyGSrEj_VCkn-PCheB3YuUf24V2U_hyphenhyphen-Ena4-XFrpColjiKUPbrTh1SmTu7Z196ha_OVQck0i4/s1665/cover+square+new3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1665" data-original-width="1665" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioapLTTBzKeg26Tqyl2P3MVhXqTioRqi-ardKQsQkLqNId6IcZNhSitXLbC8y3m7njYKyGSrEj_VCkn-PCheB3YuUf24V2U_hyphenhyphen-Ena4-XFrpColjiKUPbrTh1SmTu7Z196ha_OVQck0i4/w400-h400/cover+square+new3.jpg" width="400" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br /></div>
<div style="text-align: justify;">
<div style="text-align: center;">
* * * </div>
We've been working with the same sample question for awhile now, but many questions you ask during your reading time could be styled into a top-3 list.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhta9UxvV0imCFrug5QZcm0xk8kfoKs3TE2ElLjPqmHM7w-1ygOiw_WEFuHD2Jq8n8fTc6GJk9RHv455vOxhhZhhWRb23YJSiWL7liiaEVR63FjCEDfjcMp0l1R5JiyRJlwCYvYdxE-JZ8/s1600/text2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="106" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhta9UxvV0imCFrug5QZcm0xk8kfoKs3TE2ElLjPqmHM7w-1ygOiw_WEFuHD2Jq8n8fTc6GJk9RHv455vOxhhZhhWRb23YJSiWL7liiaEVR63FjCEDfjcMp0l1R5JiyRJlwCYvYdxE-JZ8/s640/text2.jpg" width="640" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
With the question above, moving from the word "favorite" to "memorable" removes some of the subjectivity while keeping it an opinion-oriented response. Prompt students to think about what exactly makes a part "memorable" to them: action? emotion? a twist?</div>
<div style="text-align: justify;">
<br />
What about a top-3 list to go along with an informational book?</div>
<div style="text-align: justify;">
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1W-eGQffBgUtwZ7CZukqwfcjxyumXuDe8X3ERvHCRPBrqE62t2Fz6S-tV-6VgfGTjXOu_VPkyOoQ3VLCZkGlNT1WNaUJB3mE8mzQwu6rY7eAqBQ9PgGULn1RMs0avVsIifNVvk6vPVmA/s1600/text3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="106" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1W-eGQffBgUtwZ7CZukqwfcjxyumXuDe8X3ERvHCRPBrqE62t2Fz6S-tV-6VgfGTjXOu_VPkyOoQ3VLCZkGlNT1WNaUJB3mE8mzQwu6rY7eAqBQ9PgGULn1RMs0avVsIifNVvk6vPVmA/s640/text3.jpg" width="640" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
</div>
<div style="text-align: justify;">
Here we move from a "check-up" style question that centers on what students learned about the topic of the text, to a question that centers less on the topic and more about determining the importance of each piece of information read. Prompt students to think about what makes a fact important. How closely should your chosen facts relate to the main topic? If you were asked for the three most <i>interesting</i> facts, how would your list change?</div><div style="text-align: justify;"> </div><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpGQHkErahwN3gyy0ajl_xM_fPeTJ-aqd2c5ZJZ1Xi5l-pU982GhSaQuqVU4ca0x5TIQ23L2MRSkY4Ilm0PmA_7iivVvBgaSLV_z_1cuVZuosadCHvcF9JMGPtXnVMOo0yQyKD6V47aGA/s2048/updated+free+pic2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1583" data-original-width="2048" height="309" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpGQHkErahwN3gyy0ajl_xM_fPeTJ-aqd2c5ZJZ1Xi5l-pU982GhSaQuqVU4ca0x5TIQ23L2MRSkY4Ilm0PmA_7iivVvBgaSLV_z_1cuVZuosadCHvcF9JMGPtXnVMOo0yQyKD6V47aGA/w400-h309/updated+free+pic2.jpg" width="400" /></a></div><br />
Download a FREE top-3 list response page (in three differentiated levels, printable AND digital) by signing up below. </div><div style="text-align: justify;"> </div><div id="fd-form-65811d81bfbb80a8d156bcd6"></div>
<script>
window.fd('form', {
formId: '65811d81bfbb80a8d156bcd6',
containerEl: '#fd-form-65811d81bfbb80a8d156bcd6'
});
</script>
<div style="text-align: justify;"> </div><div style="text-align: justify;"> </div><div style="text-align: justify;">You can also check out my full <b>"Top 3 List Reading" Response Pages</b> resource, with 27 differentiated pages, plus customizable templates, right <a href="https://www.teacherspayteachers.com/Product/Reading-Response-Pages-Top-3-Lists-Edition-Half-Page-Format-3675916?utm_source=Blog%20Posts&utm_campaign=Thinking%20Critically%20Post" target="_blank"><b>HERE</b></a>. It includes printable (half-page and full-page) as well as digital (Google Slides) versions!<br /></div><div style="text-align: justify;"> </div><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-Pages-Top-3-Lists-Edition-Half-Page-Format-3675916?utm_source=Blog%20Posts&utm_campaign=Thinking%20Critically%20Post" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2048" data-original-width="2048" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc_oVt0k6QLICmmZ7m9peQ-OXWWs5KNPB2dPoxgxQEerU1a7YoWlLM3JKNWBNAkApPH2dfE8zEjvI0OIrZvWcF7gcO-3rsqvlXFmDD3GLbxmcaFa5luuH0dUo3YxBXbYGBfb1H-t98c4M/w400-h400/cover+square+full+resource.jpg" width="400" /></a></div>
<br />
We've focused our top-3 list questions on reading topics, which is awesome, but I also expanded the idea into a morning work framework with some fun topics like, <i>What are your top 3 dream jobs?</i> and <i>Who are the top 3 coolest superheroes?</i><br />
<br />
The process students go through for each topic is broken up into bite-size chunks spread throughout the week, formatted as a presentation to display each morning, and with a student record sheet to go along. Click <a href="https://www.teacherspayteachers.com/Product/Morning-Work-with-Meaning-Top-3-Lists-BUNDLE-Set-One-Two-Three-2796261?utm_source=Blog%20Post%20Ad%20Top3List&utm_campaign=Top3List%20Morning%20Work%20Bundle" target="_blank"><b>HERE</b></a> to see details!<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/Morning-Work-with-Meaning-Top-3-Lists-Set-One-2744193" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/Morning-Work-with-Meaning-Top-3-Lists-Set-One-2744193" border="0" height="256" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizdj0OI93KSPgd7nGDQZqUB05u9G6a59W0BL6dUNMbjBdLeH1Cz6E2UZADt3Fdu2E48tocH8-CnYnuZ7FRjq59Dlun9C-cH4BLJj7zy6zsb3UuVI5VHQeobiQdCj4Fttxowi6MhrWgYoQ/s640/double+pic.jpg" width="640" /></a></div>
<br /></div><br />
<div style="text-align: justify;">
And if you like the reader's notebook style of the top-3 list freebie, you should also check out my popular <u>Reading Response Page BUNDLE for Literature and Informational Text</u>. Click <a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20Post%20Ad%20Top3List&utm_campaign=ResponsePageBundle" target="_blank"><b></b></a><b><a href="https://www.teacherspayteachers.com/Product/Readers-Notebook-Response-Pages-for-Literature-HALF-PAGE-SET-766284" target="_blank">HERE</a></b> for details.<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Reading-Response-BUNDLE-for-Literature-Informational-Text-PRINT-DIGITAL-1065128?utm_source=Blog%20Post%20Ad%20Top3List&utm_campaign=ResponsePageBundle" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1583" data-original-width="2048" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0rGk-jADlOO01ZNl8L6Hx8dOlenqgpF03XKsa3kJmiwrSxRKsQeDKaMg8wdG0Boj1scTjqgGtPIo-Grdx9T_dR0GiEjiBAgM8jEUvobjCB2Z2PONG8hOxDtefRg_yCxWLRkRpomfwSXA/w640-h494/rnotebookbundleimage.jpg" width="640" /></a></div><br />
<br />
If I were making a list of my top 3 favorite ways to get students thinking critically and defending their opinions, using top-3 lists would definitely be at the top of my list.</div><div style="text-align: justify;"> <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmE1b0L6IhOcR47F27NAbhm2Nc5aXA5HdDALmrmbJKm7H3CfF5wShR9TErC2iQRjI6MCRI7DgDx4_P2Kdu8qA31JVq8XeHQEDQkt2is4t2cBd-9n0RyYXi3wqkhu7aSw8bbh5__mIYlugP14Ic3JTm-LjHqzsftVEA4gStNIrLt6TjROcQxhAVQ_hvz6Y/s2415/blog%20signature2%2012-21-23.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmE1b0L6IhOcR47F27NAbhm2Nc5aXA5HdDALmrmbJKm7H3CfF5wShR9TErC2iQRjI6MCRI7DgDx4_P2Kdu8qA31JVq8XeHQEDQkt2is4t2cBd-9n0RyYXi3wqkhu7aSw8bbh5__mIYlugP14Ic3JTm-LjHqzsftVEA4gStNIrLt6TjROcQxhAVQ_hvz6Y/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /></div>
</div>
Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-13062041983522685202016-10-27T17:30:00.001-04:002023-12-21T17:29:16.060-05:006 Tips to Give Feedback Like an Effective Coach<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEju4p9tFdhzwlZEsgKxPJ2QR-NhsUw-RBzA3KQoqrZLNA1B5qQEW_rvGo9dJgpJ3HbL2d7TsGZW174hNEUDRnRiMlr69JEiqCz-XtL_r461p_BesU2Ig5adudopOj7r7Ib_sCO8YGldZPo/s1600/vert+cover.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Read six tips on how to give effective feedback to students, all of which parallel how a great coach goes about coaching. (The Thinker Builder)" border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEju4p9tFdhzwlZEsgKxPJ2QR-NhsUw-RBzA3KQoqrZLNA1B5qQEW_rvGo9dJgpJ3HbL2d7TsGZW174hNEUDRnRiMlr69JEiqCz-XtL_r461p_BesU2Ig5adudopOj7r7Ib_sCO8YGldZPo/s400/vert+cover.jpg" title="" width="286" /></a>My daughters are in gymnastics. We're not on the fast track to Olympic glory mind you, but they each have fun in their own little classes.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
I was sitting in the stands with my wife the other day while our girls were out in their groups. I was watching my oldest work on her, um, half-pike saulter with a twist, or a spritz. Yeah that's it, a spritz.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Or something.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
But then a little off to the side, in a separate group, I overhear, "Hmm, okay. Not bad. But you're sticking your chest out too far."</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
It's a coach working with three girls. My wife leans over and whispers, "They're on <i>the team</i>."</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
I nod. "Gotcha," I whisper back.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
The 'team' is for serious, competitive gymnasts. But I didn't need my wife (a competitive gymnast herself growing up) to tell me that. It was pretty obvious. I mean, they were working on double-back Winnebagos and full aerial tuckers for crying out loud.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Or something. Something fancy.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
But it wasn't the gymnasts' fancy gymnastics that caught my attention. It was their coach. And for the next few minutes I watched the coach do her coaching thing.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
It may as well have been a PD session for teachers. Nuggets of teaching gold abounded, and I've pulled a few out here that center around <b>feedback</b>. So here are six tips on giving effective feedback to students, all stemming from my observations of the gymnastics coach working with her gymnasts. </div>
<div style="text-align: justify;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisd_BJHQgxRfbaeigwduX09ycJv5fVQF3rdltZY4aKpaqbBHc_M3jJb8rV2ishrnM5uQ7wz7AI-_YMRNu7K0SUHSC2MAKyVhRPFCewK5q8pQkjcgxK0z1XZZ9ToIL6g1lMmoOaVBgMWfI/s1600/horiz+cover.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisd_BJHQgxRfbaeigwduX09ycJv5fVQF3rdltZY4aKpaqbBHc_M3jJb8rV2ishrnM5uQ7wz7AI-_YMRNu7K0SUHSC2MAKyVhRPFCewK5q8pQkjcgxK0z1XZZ9ToIL6g1lMmoOaVBgMWfI/s640/horiz+cover.jpg" width="640" /></a></div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
<br /></div>
<h2 style="text-align: justify;">
<span style="font-size: x-large;">#1 The Sooner the Better</span></h2>
<div style="text-align: justify;">
The coach was right there on the mat with the girls, and as soon as a girl did a tumbling pass, the coach immediately gave feedback to her. The girls expected it. For some attempts the feedback took the form of a short phrase or tip, often relating back to something that particular girl has heard before. Sometimes the feedback was a hand or arm motion, and sometimes it was more interactive, but whatever the feedback was, it happened right after an attempt occurred.<br />
<br />
Sometimes it's hard to give immediate feedback to students, especially if we're talking about feedback on written work that you are grading. But when possible, give feedback to a student as soon as possible, while the attempt is fresh. "Live," in-person feedback is even better because you can really get a sense of what the student was trying to do and carry the conversation to the next step. This can be done during one-to-one conferences and small group sessions especially, but also when your large group is working on a task, and you check in with a student or group here and there.</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqwHOTqvYMfc-9FWTRum2cOThhIQzZwjTqmMI7fKmcVQEe9VgH2fTi0rGRM0sXfHvpCxcr0kX6GGIfy62mckjMqI-qoL8_fneqwD4xtjh0W-7VnD9TeaMX2TxLmQUlTcAsu1vtIXcF7pg/s1600/blue+line.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="2" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqwHOTqvYMfc-9FWTRum2cOThhIQzZwjTqmMI7fKmcVQEe9VgH2fTi0rGRM0sXfHvpCxcr0kX6GGIfy62mckjMqI-qoL8_fneqwD4xtjh0W-7VnD9TeaMX2TxLmQUlTcAsu1vtIXcF7pg/s400/blue+line.png" width="400" /></a></div>
<div style="text-align: justify;">
<br /></div>
<h2 style="text-align: justify;">
<span style="font-size: x-large;">#2 Maintain High Expectations</span></h2>
<div style="text-align: justify;">
These gymnasts were on <i>the team</i>, so they already had some serious skill. Everything they did looked great to me, but not everything satisfied the coach's expectations. One girl in particular, the one for which the coach's comments drew my attention in the first place, was working on the same skill several turns in a row. And it would have been so easy for the coach to eventually just say, "Good job," or move her on to a different skill, but she didn't. It was clear that the coach knew what the skill <i>should</i> look like and that the gymnast was ready for it. But the coach was not going to lower the standard, even if that meant changing how she instructed the gymnast several different times.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
As a teacher, we also need to have high expectations, keeping in mind what's appropriate for our students. Setting the bar high can sometimes insinuate a fold-your-arms-and-stick-your-nose-up attitude, but just like the gymnastics coach did, you can set the bar high and then scaffold instruction to help reach that bar.</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0C6Bvx_UUlQyRWj2nGDDIQ4B4HOIoo-MsWfa_uhy1cLDTRXwiFc6LzoE1gDbueeskhRGmpIe5GY5R1gUfbLE58u5ey-ts4UqX9lFsPbRwlY87LX2mWFLxP8A3dwwlkEJ_AM-X4u-9EeY/s1600/blue+line.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="2" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0C6Bvx_UUlQyRWj2nGDDIQ4B4HOIoo-MsWfa_uhy1cLDTRXwiFc6LzoE1gDbueeskhRGmpIe5GY5R1gUfbLE58u5ey-ts4UqX9lFsPbRwlY87LX2mWFLxP8A3dwwlkEJ_AM-X4u-9EeY/s400/blue+line.png" width="400" /></a></div>
<div style="text-align: justify;">
<br /></div>
<h2 style="text-align: justify;">
<span style="font-size: x-large;">#3 Be Honest yet Constructive</span></h2>
<div style="text-align: justify;">
The first piece of feedback I heard the coach give--"Hmm, okay. Not bad. But you're sticking your chest out too far."--is a great example of giving honest, constructive feedback. It was given in a conversational tone, but in a straightforward, clear manner. It was short and to the point: no beating around the bush.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Be real with students. They will appreciate your honesty about what they are trying to get better at, because they also know you will help them do it better. Being direct and honest with your feedback also will save you time! I know it can be more difficult with a student who is really struggling with something, but as long as your response includes something constructive, something that helps him/her move forward on the next attempt, then your directness will pay off.</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0C6Bvx_UUlQyRWj2nGDDIQ4B4HOIoo-MsWfa_uhy1cLDTRXwiFc6LzoE1gDbueeskhRGmpIe5GY5R1gUfbLE58u5ey-ts4UqX9lFsPbRwlY87LX2mWFLxP8A3dwwlkEJ_AM-X4u-9EeY/s1600/blue+line.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="2" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0C6Bvx_UUlQyRWj2nGDDIQ4B4HOIoo-MsWfa_uhy1cLDTRXwiFc6LzoE1gDbueeskhRGmpIe5GY5R1gUfbLE58u5ey-ts4UqX9lFsPbRwlY87LX2mWFLxP8A3dwwlkEJ_AM-X4u-9EeY/s400/blue+line.png" width="400" /></a></div>
<div style="text-align: justify;">
<br /></div>
<h2 style="text-align: justify;">
<span style="font-size: x-large;">#4 Get them to feel it </span></h2>
<div style="text-align: justify;">
After two attempts at the particular tumbling pass, the coach changed her feedback strategy. She got in there <i>with </i>the gymnast, taking her arms into the correct position, placing a hand on her tummy, and even boosting the gymnast into the air midway through the next attempt so she could <i>feel</i> what it was supposed to feel like.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
In the classroom, we often will follow up a feedback statement with modeling, like: "You didn't read it with expression. Here, listen to me read it... Did you hear the difference?" Sounds pretty effective, right? But I encourage you to go further than just modeling. What if the coach would have only done the tumbling pass herself as feedback, like: "There. See the difference, young gymnast?" The gymnast might have seen the difference, but that doesn't mean she could do it. By moving the gymnast's body differently, the coach helped her <i>feel </i>the difference.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
So try to connect your feedback and your modeling with getting the student to <i>feel it</i>. Not in the same way as a gymnast, of course. Guide the student through another attempt, maybe like: "You didn't read with expression. Here, listen to me read it. Now read it with me. Match my voice... wait, did you hear that? My voice rose; your voice needs to rise too. Let's do that part again."</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
This type of feedback and subsequent guidance is really the essence of good coaching, isn't it? </div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0C6Bvx_UUlQyRWj2nGDDIQ4B4HOIoo-MsWfa_uhy1cLDTRXwiFc6LzoE1gDbueeskhRGmpIe5GY5R1gUfbLE58u5ey-ts4UqX9lFsPbRwlY87LX2mWFLxP8A3dwwlkEJ_AM-X4u-9EeY/s1600/blue+line.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="2" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0C6Bvx_UUlQyRWj2nGDDIQ4B4HOIoo-MsWfa_uhy1cLDTRXwiFc6LzoE1gDbueeskhRGmpIe5GY5R1gUfbLE58u5ey-ts4UqX9lFsPbRwlY87LX2mWFLxP8A3dwwlkEJ_AM-X4u-9EeY/s400/blue+line.png" width="400" /></a></div>
<div style="text-align: justify;">
<br /></div>
<h2 style="text-align: justify;">
<span style="font-size: x-large;">#5 More encouragement than praise</span></h2>
<div style="text-align: justify;">
Something I did not hear much from the gymnastics coach was praise. Not a lot of "good job" or "that was awesome." Instead, she encouraged. The difference? Praise is about what already happened. Encouragement is about what's next. Instead of praising a gymnast on what she just did, the coach pointed out what was correct or incorrect, in an honest, constructive manner (like we talked about in tip 3). She followed this up with a bit of encouragement for what the gymnast was to do next. "On the next one, really reach straight up. You can do it."</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhv5R9RAgfarOVO3v_FHQWwoswHU_ct0e4i5LrIYyDD7wtFH_J6kA4ZQ__iKxLG1gU5lW9DXfGyfPNIrEDhtRpVSRMfBCJnJFzd6YyeImq3hLQR7XYaVMKc8cRMjxXK9Qaa-kDRPDnsQ3E/s1600/square+quote.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhv5R9RAgfarOVO3v_FHQWwoswHU_ct0e4i5LrIYyDD7wtFH_J6kA4ZQ__iKxLG1gU5lW9DXfGyfPNIrEDhtRpVSRMfBCJnJFzd6YyeImq3hLQR7XYaVMKc8cRMjxXK9Qaa-kDRPDnsQ3E/s320/square+quote.jpg" width="320" /></a></div>
Giving too much praise can change students' mindset to one that simply tries to please you, instead of one that tries to grow and get better. But you can still be positive by <i>encouraging</i> students. An encouraging comment keeps you and the student moving forward, looking ahead with a positive attitude. Giving praise might feel very positive, but it can also form an underlying current of judgment. And we want to be more of a coach than a judge.</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0C6Bvx_UUlQyRWj2nGDDIQ4B4HOIoo-MsWfa_uhy1cLDTRXwiFc6LzoE1gDbueeskhRGmpIe5GY5R1gUfbLE58u5ey-ts4UqX9lFsPbRwlY87LX2mWFLxP8A3dwwlkEJ_AM-X4u-9EeY/s1600/blue+line.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="2" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0C6Bvx_UUlQyRWj2nGDDIQ4B4HOIoo-MsWfa_uhy1cLDTRXwiFc6LzoE1gDbueeskhRGmpIe5GY5R1gUfbLE58u5ey-ts4UqX9lFsPbRwlY87LX2mWFLxP8A3dwwlkEJ_AM-X4u-9EeY/s400/blue+line.png" width="400" /></a></div>
<div style="text-align: justify;">
<br /></div>
<h2 style="text-align: justify;">
<span style="font-size: x-large;">#6 See the Big Picture</span></h2>
<div style="text-align: justify;">
For the entire time I watched, the gymnasts were working on only one skill. It clearly fit into a fuller, more complicated tumbling pass, which I assume fit into a complete routine. Though the coach was isolating a certain piece to improve upon, even I could tell there was a "bigger picture" involved by the way the girls entered and exited the tumbling pass. And it's this big picture that helped guide the coach's feedback.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
When giving feedback as a teacher, keep the bigger picture in mind. It can help guide how you respond to a student's attempt. You know the stages of developing the skill, and where the skill fits into the scope of other connected skills.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: center;">
* * *</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Students need feedback. And trust me, I know it's hard to feel like you're giving enough of it. But maybe instead of worrying about giving <i>more</i>, first try to make the feedback you do give <i>more effective</i>, maybe by taking a page from the gymnastics coach that I watched for a few minutes the other day.</div><div style="text-align: justify;"> </div><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRE0ojuPjfa9v_3vG9HIen3jSdTSSw5UIZE6ho3IEcD_4wpqmUlOcQQ7MqP9JzYS2upGR6M3JzfCEob8MjTHB2dLwvh4UKeujurHokfdOTsO5QBP6bEH16dVOGa4PFrykF74LWJAiXNYLpNiRxeT7eiScLwbYUJrJlmbUtZz_CIvq8kiM56CPG5bnpmOY/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRE0ojuPjfa9v_3vG9HIen3jSdTSSw5UIZE6ho3IEcD_4wpqmUlOcQQ7MqP9JzYS2upGR6M3JzfCEob8MjTHB2dLwvh4UKeujurHokfdOTsO5QBP6bEH16dVOGa4PFrykF74LWJAiXNYLpNiRxeT7eiScLwbYUJrJlmbUtZz_CIvq8kiM56CPG5bnpmOY/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br /> </div><div id="fd-form-6580dea69ef5229a1e3f9ac0"></div>
<script>
window.fd('form', {
formId: '6580dea69ef5229a1e3f9ac0',
containerEl: '#fd-form-6580dea69ef5229a1e3f9ac0'
});
</script>
Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.comtag:blogger.com,1999:blog-5127536805763991421.post-17568099890573500492016-09-28T12:12:00.001-04:002023-12-21T17:30:58.336-05:00Power of the Pause: Using Wait-Time to Push Students Deeper<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzglj7mxUAvT5-IOV_MTxXNuHOTx2X9bZhR78cnqyPVU_wQSCkMqpaRTwo66YuvFuNfJCtp7nJ74BcQOofzr0ua8lOWSXQM8iG2BNsAW0HFLskKNBJSYfQkWMKse4R8atYNTrOUKKFRyA/s1600/Vertical+Cover.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Three effective ways to use wait-time to engage more students and get them thinking harder." border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzglj7mxUAvT5-IOV_MTxXNuHOTx2X9bZhR78cnqyPVU_wQSCkMqpaRTwo66YuvFuNfJCtp7nJ74BcQOofzr0ua8lOWSXQM8iG2BNsAW0HFLskKNBJSYfQkWMKse4R8atYNTrOUKKFRyA/s640/Vertical+Cover.jpg" title="" width="384" /></a>You've heard about it.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Or read about it.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Or tried it.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Or brushed it off as a waste of time. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Or maybe even use it regularly.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
What? you wonder.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<i>...(I'm pausing here on purpose. Don't worry.)...</i></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<i>...(Getting a bit awkward, I know. Stay with me.)...</i></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>Wait-time.</b> <i>(See what I did there?)</i></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Wait-time
is giving students, particularly a large group of them, time to think
before calling on someone to respond aloud. In my blog post on <b><a href="http://www.thethinkerbuilder.com/2016/03/7-ways-to-get-kids-deeper-into-text.html" target="_blank">Ways to Get Kids Deeper Into Text</a></b>,
I call it "Pause with Intention." And now on the <u>Upper Elementary Snapshots</u> blog, I zoom in on this idea
of wait-time and show you the power it can have on how your students
think. I pair some simple techniques with that nice long
paaaaaaauuuuuuse and look at the different effects it has on your
class.</div>
<br />
Come read about the "Power of the Pause" right... <a href="http://www.upperelementarysnapshots.com/2016/09/power-of-pause-using-wait-time-to-push.html" target="_blank"><b>HERE</b></a>.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEAqhGu4PPDXMpZEoF3UtBy-rjGL5B7nzfyGM7sax6TSc66oDvoav9kKu9mikndLRj9_9X1H5Euyew9rbSkqt2D5hFcuDh345Z2rgw9vUSCEM1epqk_BoRFXnmQOpSd6s5XiCHbmMJpOat7KTDpIpvxexwLHoQgXT-J8cekeLobsy8mk5Zs1UuW1EwyJg/s2415/blog%20signature2%2012-21-23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1050" data-original-width="2415" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEAqhGu4PPDXMpZEoF3UtBy-rjGL5B7nzfyGM7sax6TSc66oDvoav9kKu9mikndLRj9_9X1H5Euyew9rbSkqt2D5hFcuDh345Z2rgw9vUSCEM1epqk_BoRFXnmQOpSd6s5XiCHbmMJpOat7KTDpIpvxexwLHoQgXT-J8cekeLobsy8mk5Zs1UuW1EwyJg/s320/blog%20signature2%2012-21-23.jpg" width="320" /></a></div><br />
<br />Michael Friermoodhttp://www.blogger.com/profile/10044773018925816550noreply@blogger.com