Read-Read from beginning to end. Stop to answer questions.
During this part of the process, students will read the text from beginning to end. Students will answer the questions ask during the question phase of the process.Students answer the questions on the back of the post it notes in my classroom. I have also used index cards. (Students write questions one side and answer on the other side, or students write question on top half of the card and answer on the bottom half of the card. this all depends on the size of the students' handwriting.) I have also used notebook paper for older students. During the teach, model, scaffold phase, my students write the answers to their questions on the back of the booklet we are making.
QUESTION-Write questions for key points. Ask who, what, when, where, why or how.
For this lesson, the students began by adding to the six fold booklet, the what is questioning during the SQ3R process. (We have discussed THICK and thin questions in previous lessons. Therefore, the students understood this process completely.) However, we used the same article and each student wrote his/her questions on the post-it notes. (The students love doing this. There are several questions on each post-it, as well as, students' index cards. Index cards are purposeful and helpful during the reading process.) Again, the students practiced independently using his/her leveled reader or article. His/her questions were written on the back of the booklet.
Last time, I discussed how the second graders worked on becoming familiar with non-fiction. If you missed out, check out Non-Fiction-What is it? Post. As our lessons continued from teacher modeling/scaffolding, the students began practicing using text mapping and using non-fiction text features to predict and answer reading comprehension questions. I used a variety of non-fiction books, as well as, articles from Read Works for students' practice. (If you have not checked out Read Works, you need to do so because it is an incredible resource.) After several articles, I introduced SQ3R.
SQ3R stands for Survey, Question, Read, Recite, and Review.
Each lesson was a component took 1-2 days of teaching and modeling, scaffolding, and practicing independently.
SURVEY-BEFORE reading look and discover the non-fiction text features. Students will make predictions about the text. Asking self-What am I going to read? What do I think this article, story, book, excerpt, .... will be about?
We began by making a 6 fold booklet. At the beginning of each lesson, the students defined the SQ3R component on the inside flap. Then, we used an article (from Read Works) as our modeled part of the lesson. During this lesson, students used the non-fiction text features (headings,subheadings, bold print, photographs, captions, glossary, and charts). The students made predictions on post-it notes. This is what you see in the pictures. Students were given a chose of non-fiction books and/or articles to practice independently. They wrote their predictions from SURVEYING on the back of their folding booklet.
You are probably wondering how do problem solving and dinner go together. Well, sometime dinner is a problem we all have to solve. Therefore, I have one Monday Made It for you related to solving your problems for dinner, one for dinner planning, and one for your students to help when problem-solving in Math.
What's for dinner?
Tonight my family is having Slow Cooker Salsa Chicken from My Real Food Family. I placed on a whole-wheat tortilla, added some cheese, and some black beans. Viola!
The second item is a menu planner to ease your dinner problem-solving stress.
Last, you can ease the stress in Math. I am always telling my AC Math students to show their work. We created an anchor chart together of what that means. I have it hanging in the front of the room. I also taught them to use this activity sheet, Math Problem-Solving Model, as a guide especially when solving word problems. They are no longer in the novice stage of where to begin when I say, "Prove It" of "Show Your Work" because this guides them to use pictures, math thinking in words, and numbers (equations). Each area also has a short explanation.
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New Year's is here! Don't leave your students out! Here are two ways that I have incorporated New Year's Resolutions with my students.
The person above is simply a circle the students decorate to look like him/herself. Add a triangle party hat with some designs made with construction paper scraps. The horn blower is also construction paper that has been rolled into a cylinder and taped to the mouth.
(This the one I made last year.)
The picture of above is three bells that students traced onto construction paper and cut out. The student made three resolutions. One resolution was a resolution for home, school, and self. Not only did the students write the resolution, but write a way or two that the resolution could be accomplished. The students then glued the bells onto a complimentary color of construction paper, added words, graffiti, have students share. Display with the above person and a heading such as "Ringing in the New Year" and viola. You are done!
This year, I want to begin a memory jar for my family. There are all kind of memory jars out there. Look at this Pinterest Memory Jar board. There are lots and lots as you can see. However, I like Jaden's from a Steamy Kitchen idea the most. I agree with her, in that, we do remember the BIG memories. However, the little memories are usually forgotten. This is a great idea. Therefore, I found this jar. Tonight at the dinner table I explained the process to the family. Immediately, my daughter set off to find some paper. (I did not have any cute paper at home. We decided for me to bring some home from school tomorrow, but a piece of white scrap paper for today.) We added that on Jan. 1, 2013 it was a dreary, rainy day. We watched movies, the Capital Bowl (Go Dawgs!), and kept a fire in the fireplace all day. (I am also on a mission to get a larger jar, and then we can decorate it.)
For the classroom, I found this idea from Math Mojo also on Pinterest. Since, I don't have a homeroom, I am going to tweeked it just a bit for my students. For my AC 4th grade and 5th grade Math classes, I am going to have the students focus on Math "Cans" and adapt or add a goal-setting portion to the project. My second grade and fifth grade Focus students will complete the project also. Be sure to check out my January Pinterest Board for other ideas for the New Year and January.
I will have more January ideas in days to come. I head back to work tomorrow after a wonderful, relaxing break enjoying time with my family and friends. Students come back on January 3 in my district.
What new traditions will you begin for your home, classroom, or self?