Skit on Geometry using i Movie

My math class searched places in our school building showing examples of geometry; this was a way of making connections with the real world. Next, I wrote a script for each person to read. Hey look, this bulletin board is a quadrilateral. All students then ask; What is a quadrilateral?  A quadrilateral is a polygon with 4 sides! Hey look, I see a right angle on the window!  What is a right angle?  A right angle has a measure of 90 degrees and it forms a square corner! Hey look, the shape of this tile is a rhombus!  What is a rhombus? A rhombus is a parallelogram with all sides the same length!  Hey look, these lines are parallel lines! What are parallel lines? Parallel  lines never cross!  Also, parallel lines stay the same distance apart!...

Fishing for plurals

Fishing plurals center; s,es,ies,ves

Teacher directions:  On an envelope give an example of when students add s, es, ies or ves.  Next, write words that students will make into plurals on strips of paper and put the answers on the back.  Next, purchase a fishing pole with 4 fish. Write the following with permanent marker on each fish; s, es, ies and ves.  
Student directions:  All of the students in the group write the plural for the word on the paper strip on a white board or paper.  Next, one student uses the fishing pole and picks up the fish with the correct answer.  That same student turns over the word strip to check the answer.  Students make corrections if they need to on the white boards or paper.  Students take turns with the fishing pole. 
Accountability:  The teacher checks the white boards or papers to make sure they are correct.  If the students are using white boards, they put all of their answers on the board and don't erase it until it is checked by the teacher.

READING, PERSUASIVE WRITING, BOOK TALK, AND TECHNOLOGY WITH QR CODES ALL IN ONE

• Students read a book.
• Students write a book talk persuading others to read the book.
• Students create a youtube video persuading others to read the book they have read. Teachers or students will need to create their own account on youtube and upload the video.
• Next, students copy the url code for their youtube video.
• Then, find a website that offers free QR Code Generator from your computer.
• http://www.qrstuff.com/index.html  this is a web site I used
• Once at the site QR Code Generator, you have the option of choosing the data type. The options include website URL, next is youtube video and many more options. You need to click on youtube video and then paste the URL from your youtbube video under video URL.  It is very easy.
• Next, click download QR Code and print it off from your printer.
• Put the QR Codes on a bulletin board.
• Lastly, obtain a QR Code Reader on your ipad (there are many free ones) and have your students, students from other classes, parents... scan the QR Code and watch the videos.
• After you watch the videos you can go to history on your QR Code Reader on the ipad and clear it.

Attention Grabbers

I use one of these attention grabbers  to signal when I am going to give them information pertaining to what we are learning. After the signal I say "mirror" and they copy what I say.

Cinnamon Synonyms

• Students write synonyms of a word on one side from the dictionary app on the ipad or thesaurus
• Students write the antonym on the back side 
• Students make a pumpkin and write words describing it using synonyms to improve their word choice
• Students make a pet monster and write a 3 paragraph story using synonyms to improve their word choice.  Their story includes a description of the pet, what you feed your pet and what you and your pet do together.  

LET'S MAKE CONNECTIONS!

Thoughtful readers stop and think as they read to understand the story.  Good readers make connections before, during after they read. Text to self connection: The reader might make a connection from an event in the story that is similar to something from their life.  (Ex. This reminds me of when I rode a horse.)  The reader might make a connection from how the character is feeling to how they have felt in their life.  (Ex. I have felt scared just like the character when I went on a roller coaster. )  Text to text connection: This book reminds me of another book I've read.  (Ex. The book, Testing the Ice, reminds me of the book, Martin Luther King Jr.)  Text to the world connection: What is happening in the book reminds me of something from history, science, social studies, the news, or from the web.  (Ex. Little House on the Prairie reminds me of the western movement.)

Students wrote a sentence from the book on the left puzzle piece and made an illustration
Then students wrote their connection to the text and made an illustration on the right puzzle piece

Teaching Inference

Make inference anchor poster with scrapbooking paper or wrapping paper. Add ribbon on the bottom  to add pizazz!  TEACHING INFERENCE IS TEACHING HIGHER LEVEL THINKING!
My students had difficulty with inference, so I decided to back up and take baby steps.  Now, they can do it! Teach the students that inferring is taking a guess based on evidence from the book (clues) and their schema (what they already know).  First, I drew a picture of a person smiling and asked them what they infer that means. The clue is the picture. Their schema is what they know.  They know that when people smile they are happy.Thus, they inferred the person was happy. Next, I showed pictures of my family and had students infer about each picture. If I ask students what do you infer?  They answer back stating, "I infer....". Then, I gave situations and had students infer:  I am walking alone in a dark woods.  I infer I would be scared.  A car was speeding down a road. I infer they might get a speeding ticket.  My dog ran away. I infer that I would go and look for the dog.  The baby was crying. I infer the baby is hungry. We bought tickets and popcorn. Then we sat down and waited. I infer that they are at a theater. The man put a hose,  bucket and some soap next to his car. I infer that the man is going to wash his car.
 Next, we viewed a wordless picture book, CHALK, by Bill Thomson and they inferred what might happen next based on the picture clues from the book.  The pictures are amazing. Chalk is one of my favorite books. I used this book with 3rd and 5th graders.

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I wrote down clues and what students inferred from the book Chalk by Bill Thomson. One of the clues or picture from the book shows kids going to a park and seeing a bag hooked on a play dinosaur. Our schema tells us that kids are curious and would probably look inside the bag.  Thus, I infer that the kids in the story are going to look inside the bag. I also wonder what is in the bag.

When the students are done reading the book, have them write down what they are wondering. My students were wondering if other kids would find the chalk. My students also wondered if they kids would tell their parents.

The following are examples of evidence or  text taken from other books and inferences:

I looked and looked at the trash. Then I did a teeny frown. I infer Junie B. Jones is upset.

Toad woke up. Drat he said. This house is a mess. I infer Toad will clean his house.

No matter how hard we pressed, Dad always found a reason not to get into the water. I infer Dad can't swim or is afraid of the water.

Practice inferring with different picture books. Stop at different points and have students write down what they infer. Make sure they start out saying I infer. Give students assistance by asking them to use their schema.  An example is ; if the character is frowning, what does that mean. If your house is a mess, what do you know that means. Students can practice this also when partner reading by telling their partner what they infer on each page.

Twitter Bulletin Board

Story Plate

Students create a story plate on a book that they read. First  they cut out a circle on colored paper.  Next, they fold the paper in half and then fold it in half again. Then they cut a line on both folds. Next,  staple the paper to a paper plate and fold up each section up. On each section of the colored paper have the students write what you want them to draw or write on their plate. I had students draw or write; the characters, setting, conflict and resolution.  They can write the title and author's message around the edge of the plate.  

Story Cube

Students create a story cube by drawing various elements of a story such as; setting, character, conflict and resolution.

Character Trait Activity

Character traits give the reader insight into what a character might do next in a story. As I  read the book Ferdinand by Munro Leaf, students wrote down what Ferdinand did and said in each box. Then the students came up with character traits for Ferdinand. My students came up with; peaceful, gentle, happy and unique. When I got to the part of the book when the men choose Ferdinand for the bull fight, I had the students infer what they thought Ferdinand would do.  Since he displayed peaceful traits, many students inferred that Ferdinand would not fight.

Students drew pictures of the character on a sheet of paper with 2 cut lines.  Then they wrote what the character did and said.  Lastly, they came up with character traits. Students can pull sheet with the words through the sheet with the picture as shown on top.

Story Map Bulletin Board

Chalk by Bill Thomson is a wordless picture book.  I used this book with 3rd and 5th grade students. In the book, children find chalk at a park.  Whatever the children draw, it comes alive.  This is a great book to do inference with.  Then, the students drew pictures of the characters, setting, conflict and resolution.  This bulletin board is easy and meaningful. 

Students used artist pastels to draw pictures that were inspired by the  book Chalk. We also wrote letters to the author and added it to the bulletin board. Wow, I got a lot of compliments on it!

Poetry Bulletin Board

Poetry Bulletin Board

• Students fill a piece of paper with different shades of colored chalk 
• Students rub the colors together with kleenex
• Students cut out a tree ( I gave them a pattern) with back paper and glue it on the chalk paper
• Students write a poem to go with the picture

WHO WHAT WHERE WHEN WHY POEM

• WHO:  Snow
• WHAT:   falls in whispers
• WHERE:  on the trees
• WHEN:  during a moonlit night
• WHY:  so as not to disturb the life below 

PYRAMID POEM

• 1 WORD:  Clouds
• 2 WORDS:  Fluffy, white
• 3WORDS:  Drifting, shadowing, misting
• 4 or more WORDS:  Floats away slowly. Leaves sunshine.

I GOT A LOT OF COMPLIMENTS ON THIS POETRY BULLETIN BOARD!

Among the Hidden

Bulletin Board for the book; Among The Hidden
Students used metacognitive stem; I'm Wondering before, during and after they read the book. Each student wrote what they were wondering on sticky notes before they started reading the book, after each chapter, and when they were done reading the book. After each chapter we viewed the questions from the sticky notes and the students answered the questions that they could. The students discovered that their comprehension improved when they asked questions as they read! Also, view the post on my blog; Thoughtful Readers Ask Questions As They Read for ideas on how to teach this strategy.

Student blog on ways Luke could try to change the law

After the students wrote the blog, other students made comments on sticky notes.

Synthesis

Teachers and students can create lessons using this app; Educreations. This is an app that is a whiteboard that you can create lessons by drawing or you can use pictures like I did below. Students can make lessons: such as explaining place value etc 

My students watched the short video on synthesis from Educreations that I created. Next,  I modeled the strategy using one of Chris Van Allsburg's books.  As I read the book, I used metacognitive stem, I'M THINKING, and stopped at various parts and said "I'm thinking  _______, Now I'm thinking ______, Now I'm really thinking _______, I'm getting it now, I'm thinking _______".  Then, I read another Chris Van Allsburg's book and stopped at various points and had students write on whiteboards what they were thinking.  Finally, students will practice the strategy during guided reading.

Comprehension/Aha!

Checking Comprehension Using Highlighter Tape

Figuring out the answer to a question is like turning on a light bulb.  Aha, now you know the answer to that question.  I call it the aha moment.  To aid student comprehension I have students predict or infer what they think the title of the chapter means. When inferring, they are to use the clues from the book.  The clues encompass words in the title,  pictures, and what has been happening in the story up to this point in the book.  The students are each given pieces of  highlighter tape and are instructed to put it on parts of the book that explains the title of that chapter.  Students may have different answers, that's ok if their answer makes sense. Then each student explains their reasoning for where they put their tape. This is an easy way to check comprehension using a manipulative.  

Higher level thinking: have students create a new title for the book or chapter.

Teaching Compound Words Using Tae Bo

Teaching compound words with the movement of tae bo.
Tell students if they come to a compound word that they don't know how to read, they can figure out either part of the word first.  Cover up one part and read the other part.  In the video the students punch out each word part and then put their hands togethers, because when you write a compound word there is no space between the two parts.
Use higher level thinking and have students create a new compound word.

Thoughtful Readers Ask Questions As They Read

Uses Metacognition Stem: I'm Wondering
To introduce the strategy of students asking questions when reading, or what they are wondering; place a bag with something in it and show it to the students.  Ask students what are you wondering?  Students will say; I'm wondering what is in the bag? I tell students that when they ask questions, their brains are thinking. I then tell students that  asking questions or stating what they are wondering as they read is a strategy to understand the story. I model the strategy by reading a picture book and stopping at various points and telling them what I am wondering.
This is a video of a teacher introducing the strategy of asking questions.
http://www.youtube.com/watch?v=jGio3Bk1wj4
Next, give students sticky notes.  Tell students that thoughtful readers ask questions BEFORE, DURING AND AFTER reading.  I read the book; Maggie and the Pirate by Ezra Jack Keats.  Students wrote questions, or put I'm wondering if... BEFORE, DURING AND AFTER the reading of the book on the sticky notes.  They placed the sticky notes on the poster.  Example of questions; BEFORE:  Where do they live?  Are the pirates mean?  What do the pirates do? I'm wondering how old the pirate is.
DURING:  Why do they live in a bus?  Will they find the cricket?  Why did the pirate take Niki?
AFTER:  I'm wondering if  they going to all be friends?  Will she like her new cricket?  Is Maggie happy now?
 After reading, have students take  the sticky notes off and answer the questions.  GREAT MANIPULATIVE!  Students will be able to answer the questions and understand the story by this strategy.

Character Traits

Teaching character traits gives students insights into what a character might do.  In the Magic Treehouse Books; Jack writes notes about the places they are going to visit and likes to be prepared.  We see this trait through out the books where he is cautious before going to a new place and as he travels around in the new place.  To teach character traits, I read the book, The Farmer, by Mark Ludy and used the anchor chart above.  I told the students that what a character does, gives us evidence to describe a character trait.  I read a page or two of the book, The Farmer, and stopped and asked the students; what did the farmer do, and what character trait would that be.  Examples from the book would be; he scratches the cow and is affectionate; he pulls the weeds and is a hard worker; he replants his crops and is persistent and patient; he takes care of the animals when a disaster strikes and is brave and caring; he gives food to his neighbors and is helpful and unselfish.
After I read the story we discussed if the farmer and the Frumps were flat or round.  Flat means the character stayed the same, and round means they changed.  We thought that the farmer was flat because he always worked hard, was loving and caring throughout the story.  We thought that the Frumps were round.  In the beginning of the story they were careless and selfish.  At the end of the story they were giving and kind.
Ex. of character traits are: silly, honest, selfish, gentle, considerate, hostile, cruel, friendly, creative, inventive, lazy, persistent, bossy, daring, adventurous, brave, timid, mischievous, wise, and cunning.
Also, discuss with your students the motivation of the character. What did the character want, and what did the character do to try to get it.  In the book Swimmy, the fish wanted to survive.  In order to survive they worked together as a team. WHEN DISCUSSING CHARACTER TRAITS AND MOTIVATION OF THE CHARACTERS, IT WILL IMPROVE STUDENT UNDERSTANDING OF THE STORY!

Character traits from Swimmy using wordle
Next, read a different book and have students come up with character traits.  Above, the students made fish out of paper plates and wrote character traits using wordle.  Then I put them up on a bulletin board. 

Character traits of Pa Ingalls

Anchor Chart: Books Follow Patterns

This anchor chart is made with a file folder and post it notes.  Tell students that our brains are like file folders.  Everything we know is stored in our brains. This is called our schema. There are things that we know.  We know that if we go to a grocery store, there is food.  We know that libraries contain books.  We know that a zoo has animals.  Fiction books contain patterns.  We know they contain; characters, setting (the problem is influenced by where the story took place and when; such as in the past / present/ or future), conflict (CLIMAX), resolution (not all stories have resolutions / pay attention to how the characters try to solve the problem) and author's message.  The post it notes can be taken off of the file folder and a student can identify part of a story, such as the characters, and put it back on the file folder.