Category: Literacy

Are Your Students Escape Artists?

5/20/2015

Always on the search for new ways to motivate students to read carefully and closely, I decided to craft a lesson about being an escape artist. Two recent experiences inspired this lesson - a trip to the awesome Denver Escape Room and a visit to a Houdini museum exhibit in Appleton, WI.

Students were "locked" into Room 1, our first Google doc. In order to escape, they had to read this document and answer the questions (questions represented the lowest two levels of Bloom's Taxonomy.) If they answered correctly, they were given a code by the teacher (a tiny url) that would get them into Room 2. Again, they had to read text and answer questions, this time from the two middle levels of Bloom's Taxonomy. If correct, they received the code to get into Room 3 where they encountered a high level challenge based on our recent energy unit.

Check out and download the documents here.
Escape Room 1
Escape Room 2
Escape Room 3

Because escape artists usually have time constraints, we projected a visual timer on the board and gave students 40 minutes to try to escape all three rooms. Individual accommodations were made for a few students (text to speech, visual highlighting of key sections, etc.) and an extra challenge for early finishers.

Motivation and engagement was very high. However, we also had students who were highly frustrated. (Most of the mistakes came from rushing or not attending to details.) This led to great conversation with students about the need for persistence in the face of difficulty.

The structure worked really well and my co-teachers and I are already planning on designing more of these for next year. We will try to use text and questions that we already have, rather than creating from scratch like I did with this lesson. As student skills progress during the year, the escapes can become more challenging.

If any of my supremely tech savvy followers can think of a way to do this even more seamlessly, please let me know!

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How is architecture like writing?

9/12/2014

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Rick Wormeli, in his thought provoking book, Metaphors and Analogies, encourages teachers to frequently weave analogies into instruction. Analogies help students make connections with prior knowledge and paint a visual image that strengthens retention.

My co-teachers and I have decided to use an architectural analogy to teach students the various text structures they will encounter throughout the year. Our introductory lesson began by giving them blueprints to explore.

We then created a Venn Diagram to compare architecture to written text (both have plans, both have purposes that determine structure.)

Next students examined a variety of photos showing buildings with interesting architecture. They were asked to choose a building whose structure represented the structure of a poem (and then a story, an opinion piece, etc.) and be prepared to justify their thinking. Some students struggled but we encouraged them to work with a partner and develop their rationale. We made it clear that there was not a correct answer, as long as they could justify their thinking.

One student chose this photo to represent the structure of a fictional story because of all the twists and turns and unexpected surprises usually found in a good story.

Try it yourself! Which of the following buildings would you to choose to compare to the structure of a poem? Why?

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Informational Text Questions with a #Teaching Twist

4/1/2014

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Here's a simple challenge that can lead students to read their texts very closely. After providing your students with the assigned reading material, pass out sticky notes. Tell them that their challenge is to write a question about the topic that is NOT answered by the text. This causes them to read, and reread, and maybe reread again to make sure that the answer isn't in the text. Not only does this lead to interesting questions, but the repeated readings with a purpose lead to improved comprehension and retention.

This photo represents all the questions students generated about the 3 branches of government. Before adding a question to the chart, they had to be sure that the text did not already answer it. Tomorrow we will explore finding answers to some of these thoughtful questions!

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How do you compare 2 informational texts?

2/4/2014

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How do you compare 2 informational texts? One of the anchor standards for reading expects students to be able to analyze two or more texts on similar topics to compare approaches the authors take. My co-teachers and I worked on this standard with our students this week, and, as usual, I wanted to be put a visual/tactile spin on it.

We distributed pieces of yarn, about 12 inches in length, to each student, and broke the students into two groups. They read a passage in the history book, and then another document detailing the same event in history. The second text was chosen in part because it portrays the event with different facts.

After reading each text, we asked a series of questions designed to encourage students to read closely. For example, “Who was Edward H. Moffat?” This historical figure is described very differently in each text. We then asked the students to use their piece of yarn to connect the location in each text so that we could compare. This forced them to be very focused on the textual evidence, before beginning to draw inferences. We then had robust discussion about why the authors chose to describe the person so differently.

The yarn served a great purpose of focusing students on specific evidence, and engaging tactile learners during a difficult reading task. Simple yet effective!

PS Some students chose to tape the yarn in place using restickable highlighter tape.

image by Lori Ann mamawit.wordpress.com

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Question the Text

12/4/2013

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Years ago I read an article by Alfie Kohn in which he claimed that teachers were ruining students' abilities to think critically. He wrote that the educators tend to prefer students who are compliant (very true) and that by demanding compliance from students, we were squashing their natural inclination to question things.

While I didn't fully agree with him, it did get me questioning my own practices. Was there a way that I could encourage students to challenge authority in a respectful, appropriate way?

Out of that reflection grew my Challenge Authority Cards. While I have developed a variety of them, I particularly like these that ask students to challenge or question the text they are reading. This skill is especially important as students read information on unscreened internet sources.

I find this is a great way to engage some of the higher level thinkers in a class - or early finishers. If you keep these handy, you can use them on the spur of the moment. So, just Copy These Questions, cut them up and hand them to students who are ready for a challenge.

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Teaching Students How to Read Infographics

9/9/2013

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Infographics, the newest form of internet wallpaper, are complex representations of information. Because they seem to be popping up everywhere, students will need to be able to read and comprehend them. Yet, the characteristics and layout of infographics are varied - some more readable than others.

To help students approach these complex text forms, we printed out several types for them to explore. Each infographic was placed inside a page protector. Students used dry-erase markers to mark various elements of the info graphics. (You can do something similar with iPads and annotation apps.)

For example:

Place a star next to the very first thing that catches your eye.
Place a circle around the one word that best describes the topic.
Place a square around important quantitative information
Draw an arrow to point out the best graphic that helped you to understand the topic.
Put a smiley face next to the data source.
Draw an arrow showing the best pathway to follow to read all of the important information.

Students were able to realize that not all infographics read from left to right, top to bottom; not all infographics have sources listed and therefore may not be reliable; some infographics use much more effective visuals to make a point, and some have too much information! At the end of the lesson, students had to choose which infographic they are thought was the best and

If you would like to use some of the infographics we used in the lesson, you can find them at this weebly site.

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Reading Comprehension Booster

7/23/2013

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After more than a year in development, my Reading Comprehension Booster iPad app is now available on the App Store! Many of my regular readers have attended my workshops and seen the app in the early stages. I welcomed your input and changed the design to include your suggested features. Testing with children of various ages also improved our design to the point where I believe it will be an asset to any literacy program.

What makes my app different? I have reviewed many apps tagged as reading comprehension apps. What I found was that most of these provide students with text to read and then answer questions. It seems to me that this assesses reading comprehension but doesn’t work on the skills needed to improve reading comprehension! Reading Comprehension Booster targets the foundational elements of understanding fiction and non-fiction and engages students in interactive responses to these. The app is also fully accessible - children can respond with audio recordings, drawings, text and drag and drop.

Click here for a video overview of the app, or read below for the specific details. If you feel that it is worthwhile, I would appreciate you spreading the word for me through your contacts, blogs and other networks. I will also welcome your feedback as we work on updates. I already have ideas for adding more non-fiction features in a future release.

Boost reading comprehension with this set of interactive tools! Based on the idea of paper bookmarks, each booster encourages the child to record responses, while they are reading, based on a specific reading focus. No more wondering if your child or student was actually paying attention while s/he was reading!

Booster bookmarks were designed by an expert in the field of differentiated instruction, and are based on essential instructional elements identified in literacy, brain and learning research. Each booster has a variety of interactive options to tap into different ability levels and interests. Users can read or listen to directions, draw, type, drag or record responses, and much more. Children can choose from Characters, Connections, Story Seeds and other bookmarks, or use several simultaneously. Children can easily email their work to a parent or teacher for review and discussion.

Features

•    Interactive tools to increase reading engagement and comprehension

•    Each bookmark provides cues to prompt thinking

•    For beginning readers through early teens

•    Allows for multiple users for classrooms sharing iPads

•    A range of response options increases accessibility

•    Data can be emailed to parents, teachers, RtI specialists, IEP team members

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Visually Enhanced T-Charts

4/15/2013

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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.

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Gift Wrap Writing

12/19/2012

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‘Tis the season…to rip paper off of gifts! If that happens in your home, be sure to save as many scraps of paper as you can. Cut them into small pieces (about 4x4). Hand them out to students in the New Year and provide them with a writing prompt meant to elicit a brief response. After students have written their response, direct them to fold the paper up as if it was a gift, and exchange it with a peer.

Such a simple way to add some novelty, emphasize that sharing ideas is similar to gift giving, and reuse wrapping paper!

Merry Christmas and Happy New Year!

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Reading Trios

12/10/2012

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Recently I was asked about ideas for engaging students in cooperative reading. One that has stood the test of time is called Reading Trios. I originally learned this strategy as part of a reading comprehension workshop by Dr. Ed Gickling. It is both simple and effective, two criteria that are important to most teachers. It can also be used at any grade level or in any content area.

Begin by assigning students to trios. Generally, it is best to make these mixed-ability trios if everyone will be reading the same content.

One student takes on the role of READER. Her task is to read aloud the text (usually 1 – 3 paragraphs.)

One student takes on the role of RETELLER. His task is to retell what was read aloud to their trio.

One student takes on the role of CHECKER. Her task is to listen closely and try to catch the reteller missing something.

Engagement levels are very high during Reading Trios. Why? The READER is reading aloud, the RETELLER is paying very close attention because they don’t want to get caught missing something, and the CHECKER is engaged because they hope to catch the reteller missing something.

An additional benefit of this strategy is that it provides valuable roles for students who may not be strong at reading aloud. Often, students with reading disabilities have learned to be very good listeners.

I facilitated this strategy in three different classrooms last month and all three teachers agreed that it is an approach they will add to their reading tool kit.

Interested in seeing the strategy in action? View this excerpt from a BER video entitled Making Inclusion More Successful and see fourth graders using reading trios to explore social studies text.