A Learning Experience

Entries tagged as ‘Teaching’

Books for Reluctant Readers, Part II: Third-Fourth Grades

March 13, 2010 · 3 Comments

Welcome to a new series on finding books for reluctant readers! This four-part series will be divided by grade level, from kindergarten through sixth grades. by Elizabeth Cossick, M.Ed.

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There is a plethora of fantastic kid lit for children ages 8-10. In fact, I take it as a personal insult if I ever hear a child in third or fourth grades say that they hate to read. Nonsense! They just haven’t been introduced to some of these outstanding books, below. This list contains a book for nearly every personality and reading preference out there; I promise! (Tip: This might be a good list to share with parents or send home for recommended summer reading.)

Favorite Titles:

The King’s Equal by Katherine Paterson
Gooseberry Park by Cynthia Rylant
Skylark by Patricia MacLachlan
Where the Sidewalk Ends by Shel Silverstein
Stuart Little by E.B. White
The Indian in the Cupboard by Lynne Reid Banks
Tales of a Fourth Grade Nothing by Judy Blume
Tucker’s Countryside by George Seldon
Chester Cricket’s New Home by George Seldon
Ralph S. Mouse by Beverly Clearly
Ramona Forever & Ramona’s World by Beverly Clearly
Skinnybones by Barbara Park
Tuck Everlasting by Natalie Babbitt
Trumpet of the Swan by E.B. White
Joey Pigza Swallowed the Key by Jack Gantos
Because of Winn-Dixie by Katie DiCamillo
A View from Saturday by E.L. Konigsburg
Frindle by Andrew Clements
Harriet the Spy by Louise Fitzhugh
Bridge to Terabithia by Katherine Paterson

Series/Authors:

Mandie series by Lois Gladys Leppard
Cul-de-Sac Kids series by Beverly Lewis
American Girl series by Susan Adler, et al
Encyclopedia Brown series by Donald J. Sobel
Magic Tree House series by Mary Pope Osborne
The Boxcar Children by Gertrude Chandler Warner
The Cooper Kids Adventures series by Frank Peretti
Trailblazer fictionalized biography series by Dave and Neta Jackson
Any books by:
• Laura Ingalls Wilder • Bill Myers • Beverly Cleary • Andrew Clements

Next in the series~ Part III: Fifth Grade Book Picks

Categories: Academic Success · Parenting · Reading · Summer Learning · Teaching · comprehension · reading aloud · reluctant readers
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Gotta Love Facebook

February 27, 2010 · Comments Off

Eleven years ago, I took the helm of my very first classroom. On that first day, I stared into the faces of 23 fourth-graders and knew, unequivocally, that I had found my calling.

Since that day, those students have gone on to graduate and attend college, but I have been able to reconnect with many of them via Facebook. It has been wild to see their (graduation!) photos and hear about their (college!) experiences. And it’s even better to get messages like this one, which I received from one of my precious former students this week:

I can’t tell you how much I love Facebook in moments like this so that I can fill you in on things :) I am doing a senior “my life” project for a class, and one of the things that we needed to have in our power point were people that have influenced you in your life, and you were one of the people I put in the power point!

I will always credit you as the one who taught me how to read…not just read the words but to comprehend what it is that I am reading, and to actually enjoy reading! Without your amazingly creative reading activities I don’t know when I would have ever learned HOW to really read.

You also helped me grow. 4th grade was still a “blooming year” for me; I was at the school for my first year and I was scared, but you were the perfect person that God placed in my life to help me learn how to reach out. Not only did you introduce me to friends the first day at lunch, but you also helped me and [several of the girls] become such good friends for so long. Also, you helped me learn how to reach out and ask questions when I didn’t understand, and to be ok with the fact that I didn’t understand something. Raising my hand was the hardest thing for me to do for a while :).

Sooo, this extremely long message is basically to say thank you. Thank you for being that special person that God made you to be, I will forever be thankful for all the many many things you taught me. I am truly blessed to have been taught by you!

Yes, I’ll admit it. I teared up a bit (okay,  a lot) when I got this message. Because, as teachers, we put in so much, don’t we? And there’s no such thing as overtime, is there? But this is why we do it. This is what makes it all worth it. This is why we teach.

by Elizabeth Dondiego Cossick, M.Ed.

Categories: Motivation · Teacher Inspiration · Teaching
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Using “Hangman” to teach writing…creatively!

January 31, 2010 · 1 Comment

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Getting your kids excited about writing

by Sandra Jacoby

I have been extremely lucky this year in that I have a classroom full of kids who will just write, draw, cut and paste all day! Unfortunately, we all know this is not the norm; many times it is hard to get kids motivated to write.  But just today, I was reintroduced to a way to make writing exciting and challenging for kids of all ages…using the classic game of hangman!

Higher Grades

In high school, middle school, and even upper elementary, hangman can be used to introduce the topic of the assignment and build excitement and anticipation about writing!  Just think of a topic, spell it out in blanks on the board (Wheel-of-Fortune style), and then have the students guess letters until the topic is revealed. This will work if the topic is 10 words long or one word long. To get students even more motivated to write, allow a student to lead the game by calling on classmates to fill in the blanks.

For more advanced classes, have the students each create a topic they would like to write about and put it in a jar at the beginning of the school year.  Approve the topics, and then, when it is time for a new writing prompt, allow a student to draw a topic from the jar and set up the hangman game on the board.  This encourages freedom and ownership, which students of all ages appreciate!

Elementary

In addition to writing lessons, hangman can also be used as an original way to practice spelling words. Instead of just hearing the word and putting the letters in order (as in a spelling bee), hangman allows the children to see the letters come together to make the word. This way, they practice visualizing and analyzing the order of the letters.

Primary

Set up the game in front of the class on the chalkboard or on a sheet of paper in front of a small group.  Use your students’ names or your name or simple words that go along with your theme of the week.  You can help students guess letters by giving them a sound of one of the letters used.  For example, give the students /s/ and see if they can guess S.

You could also play using the alphabet.  Students can give you all the sounds they know, and you put the letters in the appropriate places. For sounds they repeat or make up, they get an arm or leg!

Do you have a creative way to get your students excited about writing? We’d love for you to share it with a comment on this post (and be entered to win a $20 School Box gift certificate)!

This article was submitted by Sandra Jacoby. Sandra graduated from Texas A&M University-Corpus Christi in December, 2008, with a BS in Interdisciplinary Studies. She currently teaches pre-kindergarten in Fredericksburg, Texas.

Categories: Academic Success · Assessments · Motivation · Teaching · Writing
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Unique Assessments III: Reader’s Theater

December 10, 2009 · 2 Comments

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This is part three in a three-part series on unique assessment ideas. (Part one and part two can be found here and here.) Here is an idea for using reader’s theater to evaluate comprehension.

Reader’s Theater is essentially just creating a skit based on a book or historical event. Because the skit will encompass all of the main ideas surrounding the historical event or plot of a book, it is a superb way to assess student comprehension. Here are some quick steps to generate reader’s theater skits with your students:

1. Groups. First, break students into groups of four to six. Assign (or allow a chance to pick) a different historical event or portion of a novel to each group.

2. Main Ideas. The groups need to first brainstorm the main ideas of the event of story and list them chronologically. You might want to model this first as a whole class, using a different book or historical event than those assigned to the groups.

3. Characters. Next, the groups should list all characters and major players.

4. Skit Conventions. Now would be a great time for a mini-lesson on playwriting conventions, such as format, use of colons after each speaker’s name, use of parentheses to describe emotion or voice inflection, dividing the story into Acts and Scenes, etc).

5. Plot. Next, review the elements of a story’s plot (beginning, conflict, rising action, climax, falling action, conclusion). Students can fill out this printable form to help organize their story into these plot components.

6. Writing. Now the groups are ready to turn their lists of main events, plot elements, and characters into a skit! Model this as a class, first.

7. Practice. Allow time to practice, create props, sets, etc. This can get as elaborate or as simple as you desire. Simple props work just fine!

9. Then…perform! While the rest of the class will LOVE watching the other groups perform, other possible audiences include parents, other classes or younger students. Your students can complete this printable Reader’s Theater Audience Feedback Form on each group, as well.

This is a fun and unique way to assess comprehension while also encouraging public speaking and cooperative learning!

written by Elizabeth Cossick, M.Ed.

Categories: Assessments · Classroom Community · Cooperative Learning · Teaching
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Unique Assessments: 3-D Projects

December 8, 2009 · 1 Comment

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This is part two in a three-part series on unique assessment ideas. While paper-and-pencil assessments have their place, children also need authentic, hands-on opportunities to showcase their learning. Here are a couple ideas to inspire you!

Part Two: 3-D Assessments

First of all, the word “3-D” just sounds cool. If you tell your class you’re going to complete a book report, you will be met with guaranteed groans. But, if you say it’s time to work on 3-D visualizations, that’s a whole different ball game.

3-D Shoe Box Diorama. Students LOVE to build miniature versions of a story’s setting. For this project, each student needs a shoe box and a variety of art supplies, such as clay (see recipe below), popsicle sticks, yarn, construction paper, cotton balls, dry uncooked grits (for sand!), glitter, miniature animals or cars, sticks and leaves, empty milk cartons (for buildings), etc. Tell students that their job is to recreate the book’s setting (such as Zuckerman’s farm from Charlotte Web) or a scene from history (like the Boston tea party or Native American dwellings).

First, have students list all of the details they visualize about the scene or setting. Then, have them draw or sketch the scene or setting on paper with as much detail as possible. Now they’re ready to begin creating their 3-D depiction!

Have students cover the outside of their boxes in construction paper (or you can spray paint them prior to the project). Allow several afternoons in class for students to complete their 3-D depiction. Then, have students write a paragraph describing the details of their setting; attach paragraphs to the shoe boxes. Finally, allow time for the students to share and/or walk around and explore each others’ dioramas. See if the finished dioramas can be displayed in the school’s media center, as well!

3-D Venn Diagram. Use this project to compare/contrast two topics, such as two different novels, two historical time periods, two versions of the same folk or fairy tale, two different cultures or countries, or two sides in a war. For this project (which can be done in groups or individually), each group or student needs a piece of art foam board. On the board, draw two concentric circles that overlap in the middle (a Venn diagram).

It’s helpful if students plan their project on paper, first, so have them draw a Venn diagram on paper and list the different components before beginning construction on their 3-D version. Next, allow time in class for students to visually portray the different elements of their Venn diagrams. For example, if they are comparing Sid Fleischman’s The Whipping Boy to the traditional tale of The Prince and the Pauper, they could build a castle in the  middle of the circles, to show that both settings include a castle. Other elements might include characters, major plot events, and the moral of the tale. Each element should be portrayed visually; written captions are also a good idea.

Recipe for quick and easy flour-salt dough:

2 cups plain flour
1 cup table salt
1 cup water

Combine flour and salt in a mixing bowl. Gradually add the water, mixing to form a soft dough. If the dough is too sticky, add more flour. Too dry? Add water. When mixed, remove from the bowl and knead dough for five to 10 minutes to make it smooth. Dough can be stored in the fridge in an air-tight container for up to a week before using. When exposed to the air, the clay will air dry in a matter of hours.

Unique Assessments Part Three (coming soon!): Reader’s Theater

submitted by Elizabeth Cossick, M.Ed.

Categories: Academic Success · Assessments · Teaching · Writing
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Introducing Poetry: Makin’ it Cool with Music

November 28, 2009 · Comments Off

by Elizabeth Cossick M.Ed.

The first year I introduced poetry to a class of too-cool-for-school eighth graders, I was optimistic…but skeptical. I had grand visions of unearthing a poetic genius from this unlikely crew, and I just knew that they would connect with the authentic voices of Langston Hughes, e.e. cummings and Maya Angelou. If I could get them to keep an open mind. Which–for eighth graders–is a big if.

Sure enough, when I announced the unit on the very first day, the word poetry was met with groans and rolled eyes. I knew I had to change the students’ perceptions. Clearly, they were thinking of poetry that’s limited by rules and rhymes. I wrote the word “poetry” on the board and asked them for a definition. As they called out phrases (“it rhymes,” “it’s all mushy and lovey-dovey,” “boring”), I wrote them on the board.

Then I told them we were going to read some of my favorite poems. I pulled out the overhead projector and put up an overhead with a long poem on it. We started reading it, and they were still groaning. It was a love poem. But, what they didn’t know was that it was actually a song; I’d typed out the lyrics to a song by Boyz II Men (who were seriously hot stuff at the time). But I kept that little secret to myself and just let the students tear into the “poem.”

Then, without saying much, I hit play on my CD player, and the song started playing. It took them a minute to catch on, but when they realized that they were listening to the words on the screen being sung by Boyz II Men…well, let’s just say I had them hooked on poetry.

After the song was over, I pointed out the obvious: music is poetry. If you like music, you like poetry. And so, with that revelation in mind, I erased their previous definitions of poetry and asked for new ones. This time, they filled the board with phrases like “meaningful,” “you can connect with it,” “sometimes it tells a story,”  etc.

By the end of the poetry unit, I was right. They had connected with Huges and Angelou and cummings. And…quite a few unlikely poetic geniuses had also been unearthed.

To search for song lyrics, check out www.allthelyrics.com.

Categories: Motivation · Poetry · Teaching
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Turn a read-aloud into a think-aloud

November 15, 2009 · 1 Comment

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Quick question: Parents, do you read aloud to your children? Teachers, do you read aloud to your class? Chances are, you just answered “yes.” Well, to maximize the effectiveness of your read-aloud time, here are a few quick tips for fostering critical thinking skills with your children.

Tip One: Think Out Loud

As an accomplished reader, you have lots of great thoughts pinging around that noggin of yours while you’re reading– and you probably take them for granted. But if you can become aware of them- and then share them aloud with your children or students- you will be providing a great model for critical thinking. For example, if you’re reading about the kitchen in Little Women, and you can picture curtains at the window, a braided rug on the floor, and a worn wooden table against the wall, tell your children that’s what you’re picturing. Then ask them what they think might be in the kitchen, too. Are pictures hanging on the wall? Who is in the pictures? This may seem like a simple conversation, but you’re actually practicing visualizing and inferring– two traits of critical thinkers and readers.

Tip Two: Be Socratic

The Socratic Method, termed thus after Socrates, uses questioning to teach learners to think for themselves. To be Socratic during a read-aloud, simply stop every page or so and ask a question. Some basic questions you could use are:

  • What do you think is going to happen next? Why?
  • Why do you think he/she did that? (or felt that way?)
  • Have you ever been in a similar situation? What happened?
  • What do you think it would be like to do that (or go there)? Would it be fun/boring/scary? Why?

Tip Three: Pull out the Art Supplies

Before reading, pass out blank paper and coloring supplies (crayons, colored pencils, etc.) Ask students to illustrate what they’re visualizing while you read. Tell them to add as many details as possible–even if they have to infer (or guess) to fill in details if the author didn’t tell exactly what color something was or how something looked. Again, this will reinforce visualizing (making mind pictures) and inferring (making guesses)– two skills necessary for advanced reading and thinking. And don’t worry- most students can actually listen better while doodling!

Tip Four: Post it!

Finally, if you can’t remember to stop and do these things while reading aloud, take a stack of sticky notes and stick them every few pages. Then, when you get to a sticky note, share a thought you’re having about the book or ask a question. If you have time, write down a question or thought on the notes beforehand.

And remember–no matter what you do while reading aloud, applaud yourself! Reading aloud to children is one of the most effective ways to model fluency and comprehension…not to mention that you’re making reading an enjoyable experience!

Written by Elizabeth Cossick, M.Ed., who holds a master’s degree in Literacy from Lesley University, Cambridge, and a bachelor’s in education from The University of Georgia.

Categories: Reading · Teaching · comprehension · reading aloud
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Practical Tips for Increasing Reading Comprehension

November 11, 2009 · 3 Comments

3186570_lowPart two in a two-part series by Dr. Connie H. Hebert

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What are some ways we can increase comprehension for readers who don’t seem to understand what they read?

  • Always set a purpose for reading that is meaningful and engaging, as opposed to asking students to read up to a certain page. Falling readers comprehend better when they have a mission: something to read to find out, to figure out, to search for, or to be accountable for.
  • Divide long pieces of text into small manageable “chunks” for students while ensuring they know what you want them to find out.
  • Do not rely on “retelling” to be the sole determinant of comprehension. Falling readers need questioning strategies, graphic organizers, both oral and written ways of showing what they read, sticky notes to identify important points in the text, and open-ended questions as opposed to yes/no questions.
  • Students who read ‘word by word’ are not reading fluently. Fluency is the act of putting words together as we talk. Model this for children by saying, “I’ll read a page, you read a page, or I’ll read a line, you read a line.” Through this practice, they will hear what fluent reading is and they will imitate you. We learn by watching others model for us!
  • Allow students to select what THEY want to learn from the index of a non-fiction text. They don’t always need to start at the beginning of every book. Shake up routines!
  • Teach falling readers how to go return to the book to search for evidence that supports their responses and understandings. Encourage them to do this often so they learn how to search, confirm, and self-monitor while reading.

With these practical tips, readers will be able to experience the success they need to make reading a lifelong, enjoyable experience!

Dr. Hebert is an author, professor of reading and nationally acclaimed teacher of teachers. She has taught and inspired parents and teachers in 47 states and 3 countries and presented at many literacy conferences around the country such as IRA, NAESP, RRCNA, & MRA. Her internet radio show, Help Your Child Succeed: Ready, Set, Read can be heard every Sunday evening at 8:00 PM. For more information, please visit: www.conniehebert.com or email her at dr.conniehebert@comcast.net.

Categories: Academic Success · Reading · comprehension
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Tips for Teachers and Parents of “Falling” Readers

November 9, 2009 · 2 Comments

Part one in a two-part series by Dr. Connie H. Hebert

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3186311_blogMany of us teach or live with children who struggle with learning to read, write and think. A “falling” reader is a student who is not reading ON or ABOVE grade level, as defined by text readability levels. The first and most important thing we can do for any struggling reader is to help them feel successful. Don Holdaway, founder of the big book and the practice of shared reading said, “If children could work on literature tasks most of the time, at a level of success, we would have solved the biggest problem in learning to read and write.” It is essential that we provide opportunities for falling readers to experience immediate and consistent success. There is no time to lose if we expect them to become proficient, independent readers.

What are some ways we can create success for readers who struggle?

  • Back struggling readers to easier text levels where they feel successful and motivated. They need to read lots and lots of books at independent levels.
  • Find a genre that “hooks” the student, such as fiction, non-fiction, newspapers, cookbooks, comic books, manuals, catalogs, menus, maps, dictionaries, driver’s education manuals, SAT practice books, etc. Structure a schedule that provides the child with DAILY opportunities to sit down and read without spending any time searching for something to read. They must read to get better at reading!
  • Create frequent opportunities for falling readers to read to others: younger students, former teachers, the school principal, Grandparents, family members, etc.
  • Flash sight phrases as opposed to isolated sight words in order to increase fluency, meaning, vocabulary, visual tracking and sight word automaticity.
  • Provide audio-books for falling readers to listen and read along with, especially in the car.
  • Send home five to seven independent, motivating texts EVERY SINGLE NIGHT, and instruct the student to read at least four books to someone.

With daily opportunities to experience success, falling readers can be taught and caught. Let’s catch them ALL!

Dr. Hebert is an author, professor of reading and nationally acclaimed teacher of teachers. She has taught and inspired parents and teachers in 47 states and 3 countries and presented at many literacy conferences around the country such as IRA, NAESP, RRCNA, & MRA. Her internet radio show, Help Your Child Succeed: Ready, Set, Read can be heard every Sunday evening at 8:00 PM. For more information, please visit: www.conniehebert.com or email her at dr.conniehebert@comcast.net.

Categories: Academic Success · Reading
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Dude, I Totally Get Shakespeare

October 29, 2009 · Comments Off

ShakespeareUncovering Literature-Phobia in Secondary English Classrooms

by Anastasia Teasley

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It can be difficult to present Shakespeare (or other curriculum-required writers) to high school students summoned to their seats at 8:00 in the morning with nothing on their minds but not to be there. Students commonly find these writers to be too hard to read, outdated by a few hundred years, or boring—having no practical application in their own drama-filled lives. While looking for creative ideas to teach Hamlet, I discovered wonderful approaches to presenting literature that I believe will benefit other teachers looking for inspiration.

The English Journal, a resource for teachers published by the National Council of Teachers of English, provides journal articles written by professionals who have faced down their own classroom’s challenges. Here are some of their unique ideas:

  • “Using the Original Approach to Teach Shakespeare” by Bruce Robbins: Role Play! Let the students read over a piece of literature and clarify any uncertain words or meanings. Have the students act out the parts, but not just by reading out of the book. Robbins had students read the same text in different ways from a script made on homemade scrolls. The students not only identified with a character’s situation, but they identified with another student’s perspective and had fun doing it.
  • From Tabes-Kawk: Use Music! Have students pick out music that, in their opinion, would best fit a scene of a story. Encourage students to bring music from home and play the music while the student reads that scene aloud and justifies their musical choice with a literary explanation. Says Tabes-Kawk, “This assignment brought even the toughest student to class on time with a rewarding, ‘this is awesome!’”
  • From Cindy Bowman and Brendan Pieters: Use WebQuest! WebQuest is a computer program that incorporates the Internet, word processing, and story building programs to stretch a student’s understanding of a literary work. The students can research a play, write something about it, and build a model of a particular scene or act. The program pre-approves appropriate sites for use beforehand, allowing students to have access only to scholarly resources. Students can do everything from creating their own story boards to designing costumes and stages.
  • Chat It Up! By using chatting software, teachers can group students in partners or small groups, where they then take on a character’s role and chat to each other based on the story line. These chats are recorded and can be printed for a grade. Discuss (http://www.discussware.com/discuss/) is an example of this software.

Hopefully these techniques will work to bring Shakespeare (and his peers) into the 21st century for your students!

Anastasia Teasley is a freelance writer with a bachelor’s degree in English from Kennesaw State University. Read more by Anastasia at www.tandemmedia.net.

Categories: Reading · Teaching
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