Anchor Chart Link-Up

So, I bet you came over here expecting to see a long list of buttons and thank you notes, but... NOPE! I am D-O-N-E ... Done with that assignment. (That doesn't make me less grateful, it just makes me glad that I completed SOMETHING!)

Today I am linking up with my sweet friend, Kristen, of Ladybug's Teaching Files, who has a Linky Party going on that invites you to share an anchor chart or two (or several!)

If you haven't been by to visit Kristin lately, you have GOT to see how she has revolutionized the teaching of CAFE and Daily 5.  That girl is a GENIUS!  And she is generous with her sharing too. I could look at those cute little circle cut-outs all day long!

At the moment, the anchor charts in my room focus mostly on reviewing for The Test.  I will post some of those later this week.  Today I am sharing two strategy charts that we have just revisited.

My students often distance themselves from their reading.  They seem to be more intent on turning pages and proclaiming (to my dismay) "DONE!" I feel like I am constantly asking them to engage with the text (and the characters when we are reading a narrative) and to think more deeply about what they are reading.

I urged them to go back to their September strategies: Ask Questions, Visualize, Determine Importance, Make Connections, etc. We had just read a story and were were making connections to the text.  Soon the whole discussion seemed to devolve into who had done the same thing as the author. They struggled, however, to make their connections support meaning-making in their reading.

We had been talking about a text which included the character's affection for her dog. One person had shared a connection--and then that connection inspired more "connections," and we moved further and further away from the text. Five minutes into the "discussion" and it was hard to remember what the TEXT was about. They weren't making connections that helped them make sense of the text!

The last three graphics are from DJ Inkers clipart

So we made two charts. First, we talked about the different kinds of connections we can make when we are reading.  This sparked the need to add Text-to-Media connections because that comes up a lot when sixth graders participate in a discussion. Then we discussed how the BEST connections bring you back to the text and help you make meaning. I simplified the concept so that all of my kids can understand the idea--even those with limited English skills.

I recopied the charts at home (because my on-the-spot printing is atrocious). You can't tell because of the poor lighting in our room, but the connections chart has little plastic "connecting" chain links--and the link back to the text has a glittered pathway. I never added sparkle to an anchor chart before.  I think I might like it!

This morning things went a little better. As our discussion was about to get sidetracked (again), one student suggested we were "getting off topic." Another added that we were "moving away from the text."

Suddenly sunshine flooded the room and I could hear angels singing... Okay, that didn't really happen. But I did point to the chart and ask them, "How does your connection help you understand the text?"

It's hard to get 'tweenagers to invest in their reading.  Maybe this strategy review will help draw them back into the text.

The Week Ending October 14th: Quick and Easy Match-Up Games

If you have read any of my posts, you know that I like games and activities that are quick and easy--and inexpensive. This activity is a variation on an old favorite--and it meets all of those requirements...


For our vocabulary study this week, I wrote each word on one half of a paper plate and the definition on the other half.  I made sure the "half-plates" were well-shuffled and then passed them out face-down.

I asked the students to guess how long it would take for each plate to find its partner.  After settling on a reasonable time (a bit inflated, mind you), I set the timer.  The goal is for everyone to find their match before the time runs out.  This encourages teamwork instead of competition.  By agreeing that those who are finished can help the "unmatched" find their partners, there is more involvement throughout the game--and more exposure to the words.

Once everyone has found their match, we stop the timer.  By challenging them to beat that time, you can usually squeeze in a few more rounds of practice.  I am always amazed when they clamor, "Can we play again?  Just one more tiiiimmmmeee?"

I often have students in my classroom who are not able to participate fully in the core curriculum, but are a part of our classroom and need a way to participate.  For these students, I make a notch in the plate so they are looking for a "puzzle piece" match instead of a content match.  With this support, they can participate with their peers. For those with more significant struggles, I may also outline the plate middle in a color.  Yellow works best because it is not as obvious to the student who has the other side of the plate and is looking for a content match.

There are a hundred (or more!) adaptations:  antonyms/synonyms, math facts, even my beloved algebra!

Don't you have some aging paper plates in the back of your cupboard?  A quick activity for Monday may be easily within your reach!

Have a great weekend!  Head on back to the party at Clutter-Free Classroom !

The Week Ending September 23rd

  

It was a busy week in our classroom!

We are still reviewing routines, but things have fallen into place... well, okay, I'll admit: Some days it seems things are falling elsewhere!

We are doing word sorts in "Word Study."  Our District doesn't have a formal spelling program, so we do Sorts and I try to differentiate.  Some kids were responsible for learning meanings of new words (as part of Daily 5 work) as well.

So many "big kids" today don't have a strong grasp of phonics.  And don't get me started on their spelling!  It was pretty funny to see them concentrating so hard, murmuring "ch, ch, ch" and "zsh, zsh, zsf."  Maybe next week "shure" and "mesher" will look closer to the original!  I've attached the sort in case you have the same problem!

https://docs.google.com/document/d/11lQX2q6GSBUBgRK4rMoejAVhryIflrQ2g_INMYg8zOs/edit?hl=en_US

In Language Arts, we are working on interacting with the text, so we annotated different excerpts and asked questions of the author.  I tried a "game" called "Say Something."  Students walk around with their texts, and each time I ring the chimes, they stop and discuss their questions about the text with the person standing closest to them.  We also started a Read Aloud.  It's an "oldie-but-goodie" called Heads, I Win by Patricia Hermes.  It touches on respecting differences (socioeconomic ones, in particular).  Kids love the author's sense of humor (which can be a little over the top, so I have to censor occasionally).  It's great to see something that holds the attention of 34 kiddos for longer than 2 minutes!

We're still working on linking decimal quantities to fractions.  Using the colored dot dice I mentioned in a previous post, we play one of several variations of a game called ZAP.  The object is to get one whole frame filled with tenths and hundredths before you roll a ZAP.  You need to exchange (1 tenth for 10 hundredths) as you accumulate pieces--and sometimes break them apart when you need to subtract.  It was loud, but fun, and some of my strugglers are beginning to catch on.

We are working on geography before we study ancient civilizations in social studies.  It was AMAZING to me that very few kids could name the continents and oceans--and that Orlando, Texas, and China had apparently been designated, without my knowledge, to continent status!.  Here's the song I taught them to try to cement these details in their brains.  It may be primary (great for second or third grade), but we'll call it review and move on!

We also started Literature Response Logs this week.  Each week, the students write a letter to me in their Response Notebook (AKA spiral!) about their reading.  It works out to 8 or 9 kids each day) and I write a few notes back.  I can already tell I will be a maniac trying not to fall behind on this one, but some of them were really excited about writing letters.  I guess that just proves you never know what will catch their interest!

I'm looking forward to a new week of learning together...

Here's the link back to the Linky Party..

http://clutterfreeclassroom.blogspot.com/2011/09/peek-in-my-planbook-week-in-review_23.html