Thursday, February 28, 2013

Non-Fiction and SQ3R (Review)

Non-Fiction-Final SQ3R post


SQ3R stands for Survey, Question, Read, Recite, Review



Before teaching the SQ3R process, I did some research (as I do before I fathom tricky or unknown territory). During my research, I stumbled upon the book, Summarizing, Paraphrasing, and Retelling: Skills for Better Reading, Writing, and Test Taking  written by Emily Kissner, and the book is a Heinmann publication. In this book, the author distinguishes the differences in paraphrasing, retelling, and summarizing. Chapter two also extinguishes myths about each and gives the reader a better understanding of paraphrasing, retelling, and summarizing. Here are some things she states about summarizing:

1. A summary should be shorter than the original text.

2.A summary should include the main ideas of the text. 

3. A summary should reflect the structure and order of the orignal text.

4. A summary should include important details. 
In this series of lessons, the students had a lot of practice summarizing using fiction and non-fiction. I started with fiction first using a variety of strategies and graphic organizers.  Then, students summarized non-fiction using different graphic organizers.
Before teaching my students how to summarize, I had them practice retelling fiction and non-fiction texts. During the lessons detailing summarizing, I wanted the students to understand how to summarize fiction and non-fiction. I had determined that I wanted  them to be able to :
  •  locate important events from the story of fiction texts, passages, and articles. I introduced my students to the Somebody, Wanted, But, So graphic organizer.  Be sure to visit The students used this organizer during and after reading to help them remember what they read, summarize, and gather supporting details. Class discussions, lessons, and modeling consisted of each part of the organizer. Students also had to "prove" using evidence from the story to support their findings during their reading. After much discussion, we began creating thoughts and phrases that helped us with our evidence from the text(s). Therefore, I created a large anchor chart similar to this one at Create.Teach.Share. Then, I downloaded this for each student's notebook.  Reading skills used during these applications include identifying conflict/resolution, identifying differences, goals, and motivations, identifying main idea, and details, recognizing cause and effect relationships, making generalizations, understanding how shifting the point of view changes the aspect of the story. To grab the booklet organizer ready for students to use with reminders of each task, click here or visit my TpT store.
  •  teach students how to identify text structures (compare and contrast, problem/solution, chronological order, cause and effect, etc.) to improve reading comprehension in non-fiction. (I used the SWBS organizer for non-fiction also, but I also have other organizers to aide in the text structures process-to be uploaded soon.) Other organizers used for non-fiction include the 3-2-1 and this booklet.

     How do you summarize in your classroom?

    Saturday, February 23, 2013


    LOOK! What I have just added to my TpT store . It is an I Have, Who Has  vocabulary game and quiz about the Life and Times of Cesar Chavez I am super excited because it includes  13 vocabulary words, but the quiz reaching into various depths of knowledge including multiple choice questions, constructed response questions, and a document based question. 
    Here is a sneak preview:

    *I am going to give one away  to the FIRST person that comments on this post.
     Be sure to leave your email in the comment.

    Friday, February 22, 2013

    Are you keeping your resolutions? (Freebie too)

    Have you forgotten you New Year's Resolutions ?

    or Are you keeping your New Year's Resolutions?

    Are you continuing to set goals, check your goals, and improve?

    Here are some ways that I have been keeping my resolutions:
     Spending time with my daughter at Statewide Honor Chorus (Bragging Time--Not only is she gifted, she is also talented with voice and dance.)

    Spending time with my older son as he loves all sports.
    Spending time with my hubs.

    Valentines fun with my family-complete with chocolate covered strawberries for one, Nerds candy for the other, and banana for another. Look at all Valentines!
    Universal Fun

    You know you are a teacher when you are exercising at the gym with these crazy socks.

    I have been blogging (more often). Be sure to read my posts on SQ3R.

    I have been researching and increasing my professional knowledge, analyzing, and applying to classroom.

    I have been creating new units and items to sell at my TpT store (Check back often.)

    Here is one freebie:

    Be sure to comment to tell me how you are keeping your resolutions. I can't wait to hear.

    Saturday, February 9, 2013

    Non-Fiction and Animoto

    Take a look at my 2nd grade Focus students research projects after our unit on Italy.

    Click the link below to watch:
    Non-Fiction Pastabilities

    This was created using Animoto. If you have not heard about this website, you are missing out. It is easy to use and create videos such as this. Check it out at

    Friday, February 1, 2013

    Non-Fiction and SQ3R (Recite)

    Non-Fiction Part 5

    SQ3R stands for Survey, Question, Read, Recite, and Review

    Recite-Answer your questions aloud or teach another person what you learned.

    Several lessons were modeled, scaffolded, and practiced during this part of the process. We used non-fiction and fiction to help us understand recite. Recite is a synonym for retell. Therefore, I began the first lesson by asking the students to retell their elbow partner what they did yesterday after school I listened to the students. After each partner had a turn, I called the class together and told them what I had heard. We created part of the Venn-Diagram you see below, as well as, a list of transition words used by people when retelling. We discussed that they have been retelling stories since before Kindergarten. I also told them when teachers ask them to tell or write about a story with a beginning, middle, and end that this is retelling. I also told them that retelling, however, is mostly done outside of school (classrooms) using words (by talking). I related this to books that also have retold by and an author's name. We discussed how stories from long ago were "handed" down or told by elders. (Somewhat an introduction to legends and folktales that are to come in the curriculum.)

    Here is a little outline of how the lessons in this segment were completed:
    • Day 1-Introduce (What is recite?)-Retell a friend about what you did yesterday after school. Make a list of what heard during converstion and make a list of transition words heard. Discuss what transitions words are and purpose. Students create flap on booklet. Students read a fiction book of choice.
    • Day 2- Reread/review anchor chart and what is means to recite. Teacher read a book aloud to students. Stopping for students to retell to elbow partner throughout the book. Students finish reading and/or reread fiction book. Retell to puppet. Add to anchor chart.
    • Day 3-Review anchor chart and transition words. Students read a different fiction book. Students retell a partner. Add to anchor chart.
    • Day 4-Use document camera and students have a copy of text (non-fiction). Read in segments, stopping to retell elbow partner.Add to anchor chart/reread.
    • Day 5-Students will use leveled readers (non-fiction) to read and retell to partner.

    Be sure to check out these SQ3R posts

    See you next time for Review !

    Be sure to check out my TpT store for activity sheets that might be useful (to come) as a post first.