T-Charts are a common graphic organizer to assist students in thinking about the differences between two things that are related in some way. At times they are used to show examples and non-examples of one thing. Visually, they typically look like an capital or lowercase t. 

   For students who struggle with language, whether because they are learning English or a student with a disability, T-charts can be enhanced by using pictures in addition to the traditional words. Here is a photo of a student-generated T-chart to show the differences between narrative writing and expository essay writing. Students worked with a partner. Each pair was given a paper with either a word or a picture. Pairs came up and placed the paper in the correct column and justified their decision.


  Research is clear that non-linguistic representations are very powerful. The next time you are using a graphic organizer, whether on chart paper or the computer,  consider adding simple drawings, printed pictures, or photos. 

  

Last week I had the wonderful opportunity to meet a dynamic co-teaching pair, Nicole Martin and Jenny Tuttle, at Franklin Middle School in Franklin, NH. They had previously attended a workshop I gave in which I shared an idea for using plastic picnic plates with transparency markers. They decided to tweak and twist my idea and came up with Instructional Twister.

As you can see from the photo they took four different colors of plates and laid them out on the floor, Twister style. Using transparency (water-based) markers, they wrote vocabulary from their recycling/ecology unit. The teacher would call out a definition and the student had to find the correct plate to place a hand or foot. If needed, the teacher would provide a hint by sharing the color. 

Jenny and Nicole said their middle school science students loved it! I love it because it is multi-sensory, has a game-like feel for students, and requires very little work on the part of teachers! Thanks for sharing your idea!

Do you have an idea you would be willing to share with teachers around the country? If so, please email me and add a photo if you have one. The more we collaborate, the better our instruction can become!

With the school year coming to a close, this is a great time for students to share their knowledge with next year’s incoming class. One strategy for accomplishing this is “Pay it Forward Post-Its.”

Here’s how we used it this week. I was working with students on

 CCS RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

After students had a solid understanding of the different types of informational text, they were each given several sticky notes. At the top of each they were directed to write “Example of _______,” filling in the text type name. Underneath, they drew a visual representation that might aid their comprehension or note taking. For example, underneath “Example of Compare/Contrast” might be a Venn Diagram.

Students were then given time to wander the classroom, looking for informational texts. As they browsed a text, they looked for a page on which they could stick their note, showing a good example of that text type. These sticky notes will be left in the books until next year, when new students will come across them as they explore books. This will expose the new students to the concepts and vocabulary in real contexts.

Pay it Forward Post-Its can be used in a variety of content areas. For example, students in a math class could place sticky notes in their math texts that identify certain types of problem solving (i.e. decomposition.) Students in social studies could place sticky notes that identify specific types of conflict (i.e. territorial.) Next year’s students will have a head start on understanding these concepts by occasionally coming across these notes, and this year's students have an opportunity to reinforce their current understanding before heading off on vacation. A win-win!

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