Students love Dr. Seuss books because of their engaging, rhymed text, memorable characters, and whimsical illustrations. But, Dr. Seuss books are so much more. They are the ideal tool for teaching central message because each one focuses on a specific theme or life lesson. Plus, the majority of students have had multiple exposures with these books; they are familiar with characters and sequence of events. This background knowledge and literal level of understanding makes it easier to determine the central message, a higher-level comprehension skill.
During our Dr. Seuss study, I preselected books which have the strongest themes and central messages. Students had the opportunity to read many books during guided reading group and independent reading time. I used Sharon the Summarizing Squirrel to teach central message and theme (read more about Sharon’s strategy here). We discussed these messages and themes during reading group time and students cited textual evidence that supported these themes. Students used Sharon’s Central Message Anchor Chart to help them summarize each message or theme. I found Dr. Seuss quote posters in Target’s Dollar Section and purchased 4 as a central message culmination activity. I posted the posters around the room and students took a Quote Walk, silently reading each quote to determine Dr. Seuss’ message. They recorded their central messages and themes in their Reading Response Journals. They colored in the strategy animals used during each reading response entry. Sharon the Summarizing Squirrel helped students summarize each central message and theme while Vern the Visualizing Vulture helped them visualize each quote. Check out the quote posters and students’ central message jourmal responses:
Mathematical understanding means that students understand the story problem and follow the problem-solving steps. Understanding story problems can be very challenging because it requires multi-step, higher-level thinking processes. Students are required to process several pieces of information before starting any mathematical operations. If students do not understand the problem, they will solve it incorrectly, even if they have a strong repertoire of strategies. Strengthen your students’ mathematical understanding with these 4 easy steps:
1. Scaffold instruction: Mathematical understanding includes many steps: identify question; identify key information; get rid of erroneous information; determine the operation; solve using an appropriate, efficient strategy.Since mathematical understanding involves so many steps, teachers should teach each step explicitly and introduce the next step after proficiency is demonstrated. This allows the teacher to isolate individual steps first and then gradually integrate the steps together.
2. Incorporate multi-sensory activities: Allow students to act out the problem and use manipulatives to help students build understanding. In my classroom, students use Upton Understanding Fish to help them complete the problem-solving steps. I purchased a inexpensive, yellow Webkinz fish from Ebay to use as our classroom Upton.
During direct instruction, I model each of the problem-solving steps, thinking aloud as I go. I hold Upton right beside me and will often talk to him during my think-alouds. The students think it is funny, but it keeps them engaged. During guided practice, I toss Upton to different students, asking them to help me complete one of the problem-solving steps. Students also take turns using Upton to assist during independent problem-solving time.
The stuffed Upton fish has become a pivotal piece of my problem-solving instruction because it helps kids feel safe to take risks and discuss problem-solving steps. In fact, a few of my students have even asked their parents for their own Upton as a birthday or Christmas gift.
3. Use discussion questions and prompts:Students are more successful at solving math problems when they monitor and reflect upon their thinking and problem-solving steps as they work through problems. We often assume that students know how to thoroughly discuss their mathematical thinking and problem-solving steps, but like an other concept or skill, this must be taught in depth. Teachers must model the self-questioning process and provide multiple opportunities and support for students to practice it until they can use the questioning strategies independently.
I use Upton’s self-reflection questions and peer discussion prompts to facilitate mathematical discussion. I introduce one prompt or question at a time and add additional prompts in subsequent lessons.
During lunch (before our problem-solving time), I leave the new prompt or question right by Upton as if he is presenting it to the class. When I pick the kids up for lunch, I tell them that Upton left us something and they get so excited to read his new question or prompt.
4. Provide anchor charts: Post the problem-solving steps in a prominent place in classroom. I add a visual cue for each step to promote understanding. As you teach problem-solving, refer to these posted steps and encourage students to do so when solving independently as well.
The Science Fair usually brings a mix of emotions. Students love the hands-on learning but for teachers, the Science Fair can be nightmare. What project(s) should the class do? How can I organize students’ work samples? How do I involve parents? Use these 5 tried-and-true tips to survive the Science Fair.
1. Select experiment:Since my students are required to learn the life cycle process, I bought caterpillar and tadpoles for them to study. I also picked a variety of leveled text on butterflies and frogs to use during my guided reading groups to make it a cross-curricular project. It may to tempting to choose an experiment that just seems fun and interesting, but always be sure that it aligns to your grade level standards and curriculum. This helps to extend learning and create a richer learning experience.
2. Provide scientific tools: Use a variety of hands-on tools and materials. Allow students to use magnifying glasses and rulers and they observe their specimens. I bought a few men’s white button-down dress shirts and called them “lab coats’ which the students absolutely loved. They felt like real scientists!
3. Teach journaling skills: The Science Fair is the perfect opportunity to teach vital journaling skills. My students learned how to tell time to the nearest minute, write a detailed observation in complete sentences, and draw a scientific diagram. They also highlighted new vocabulary terms which they compiled into a glossary. Plus, I used their observations as writing grades. Download this journal here
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4. Showcase students’ work:Dedicate a bulletin board or showcase table to display students’ learning and scientific work samples. Creating a portfolio of their work is another great option.
My students made these “Meet the Scientists” for our Science Fair night. They were a huge hit!
5. Invite families: Have students create a formal invitation inviting families to the Science Fair. This is a great opportunity for students to share their new learning; parents are always so proud and impressed. You may also want to consider providing probing questions for parents to ask their children and an activity for children to showcase their skills. Be sure to provide refreshments (I bought inexpensive cookies from Target).
Authors use many different types of characters to tell a story. Characters help us feel like we are a part of the story and give us an opportunity to see into their hearts and examine their motivations.Since characters play such an essential role in literature, character analysis is critical in developing a deeper understanding of the text. While the author may explicitly include character traits, often readers are required to make an inference about these traits, using textual evidence and background knowledge. Clearly using textual evidence to analyze and describe character traits is an important comprehension skill, but often a difficult one to teach. Try one of these four creative ways in your classroom:
1. Model through read-alouds: Young students don’t have a lot of experience with character traits and this needs to be built through read-alouds that include strong, memorable characters. Select a read-aloud with a character that students can easily relate to such as Alexander from Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst. As you read each of Alexander’s bad experiences, describe how you think he feels by pointing out specific textual evidence. After modeling, encourage students to participate in the conversation. Provide think time by incorporating a Stop and Jot or Think-Pair-Share before discussing with the class.
2. Use a Trait Tree: Young students have a limited vocabulary and often need support to select an appropriate character trait. Use Sharon the Summarizing Squirrel’s Trait Tree as a word bank scaffold. Pre-made and customizable versions are available allowing you to differentiate to meet the needs of your students. My students have this in their reading folders and binders and reference it often.
3. Incorporate written response: It is so important for students to respond to text through writing and Sharon the Summarizing Squirrel’s Character Analysis Graphic Organizers allow students to record their thinking and textual evidence. These are perfect to use during guided reading groups, centers, and homework.
4. Embed art: Written responses don’t have to be limited to reports, they can include murals, posters, poems, or dioramas. During our Charlotte’s Web study, my students used our Trait Tree to analyze Wilbur’s personality, citing textual evidence for support. Afterwards, they made these adorable crayon-resist Wilbur portraits. I hung them up on our “Some Pig” bulletin board. My principal came in as we were creating these and was so impressed with students’ character analysis and loved the integration of art. These were a hit!
I recently completed a similar project after reading Click, Clack, Moo Cows That Type from our second-grade basal, students analyzed the cows’ character traits and cited textual evidence. On Friday, they made cows to hang up with their traits.
Love these ideas? Download Sharon Summarizing Squirrel’s Character Analysis unit to help your students master character analysis within authentic text! This Character Analysis Unit is a sub-skill unit which is also part of our Sharon Summarizing Squirrel Bundle including the following sub-skills: Cause & Effect, Central Message & Lesson, Character Analysis, Compare & Contrast, Main Idea & Key Details, Retell, and Sequencing.
“I’m Chloe the Connecting Coyote, and I make connections.
Connections help you understand your reading selections.
Link the story to your life or what you’ve read in a book.
These text connections are guaranteed to get you hooked.”
Chloe the Connecting Coyote is one our comprehension strategy animals in Hazel’s Reading Roost. Chloe encourages students to make meaningful connections while reading. Read more about Chloe’s strategy below…
WHAT are text connections? Efficient readers comprehend text through making strong connections to the story by using prior knowledge and linking it to something in their own lives, another text, or current events in their community or the world around them.
WHY are text connections important? Making text connections helps students strategically monitor their thinking as they draw on previous experiences and background knowledge. Text connections engage students, increasing comprehension and motivation.
HOW do I teach text connections? Direct modeling of the active thought process is the first step in teaching the text connection strategy. Begin with an engaging passage or story to which students can easily relate. It is best to introduce and practice one type of connection at a time and then build upon each other. Teach text-to-self connections first as they are fairly easy for students to make. Once students are proficient, teach text-to-text connections, requiring that students make a text-to-self and a text-to-text connection.
Introduce Chloe and read accompanying poem. Set the purpose for reading by telling students that while listening to the story, they are to think of a connection or a similar experience in their own lives.
Read Alexander and the Terrible, Horrible, No Good, Very Bad Day by J. Viorst. As you read, stop to model specific text-to-self connections. Be specific and detailed to avoid surface text connections.
Strong text-to-self example: “I can connect to Alexander because I am short and so I always get stuck in the middle seat, which is so stuffy and claustrophobic.”
Surface text-to-self example: “I can connect to Alexander because I always get stuck in the middle seat.”
Use these sentence stems to help frame the think-aloud:
I can connect……
________________ reminds me of ……..
________________helps me understand……
A text-to-self connection I have is ……..
A text-to-world connection I have is …….
A text-to-text connection I have is ……..
After you model, allow students to try the making connections strategy. Read the rest of Alexander and the Terrible, Horrible, No Good, Very Bad Day by J. Viorst. Remind students to stay alert and listen for text-to-self connections. After reading aloud, prompt students to Think-Pair-Share to discuss their connections with partner.
Students can also record their connections on the Connecting Coyote Reproducible. Allow students to walk around the room and share connections with other classmates. Come back together as a class to discuss.
If students create connections that do not make sense, prompt them to explain their connection and help them adjust accordingly. If students are still having difficulty, try another short read-aloud section.
As students grasp the making connections strategy, incorporate into daily reading activities. Making connections teaches students to become active readers and critical thinkers.
WHEN should I use text connections? Explicit reading strategy instruction should be included in a balanced literacy program. Chloe the Connecting Coyote can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Chloe:
Guided Reading: Review the strategy by reading the Chloe Connecting Coyote Poem. Read a selected passage from your guided reading text. Model recording your connection(s) on the Connecting Coyote Reproducible. As you describe your connections to students, be sure to incorporate textual evidence. Distribute Connecting Coyote Reproducibles and copies of the guided reading text. Prompt students to read and create connection(s), recording on the Connecting Coyote Reproducible. After students are finished, discuss connections and encourage them to refer to the textual evidence used.
Connecting Coyote Center: Create a portable reading center: Place Connecting Coyote Reproducibles and a book or text at students’ reading level in a large manila envelope with a copy of the Connecting Coyote Poem glued onto the front. Instruct students that during center time they are to take an envelope to their desks and use the Connecting Coyote Reproducible to record connection(s) created while reading the text.
Reading Response Journal: Use the Reading Response Journals to make independent reading accountable in school and at home. Instruct students to log independent reading information and respond to the text using one or more of comprehension strategy animal prompts. To reinforce the predicting strategy, encourage students to use Chloe the Connecting Coyote’s sentence stems in their responses.
Helpful Hints:
Create Reading Response Journal. Print the Reading Response Journals to create individual journals for each student. Print cover page on cardstock and laminate. Use a blank piece of laminated cardstock for the back cover. Print several copies of the Reading Response Log page and staple or bind together to form a journal. These journals can be used in class during independent reading time or sent home to record reading time for homework. The Reading Response Journal sets a purpose for independent reading and promotes student ownership and accountability. Journal responses allow teachers and parents to easily assess understanding and engagement.
Purchase Quality Reading Response Journals. Use these Astute Hoot Reading Comprehension Journals from Really Good Stuff to practice the questioning strategy along with other comprehension strategies. Hazel and friends guide students through a variety of comprehension strategies in this helpful journal that can be used with authentic literature or basal readers.
Display Connecting Coyote Anchor Chart. Print and post Connecting Coyote Anchor Chart located in the unit. Display near your guided reading center for easy reference. Encourage students to use the sentence stems during discussions and in their written response.
Chloe’s unit is perfect for general education, special education, RTI and reading intervention. Download the complete unit here.
“My name is Dexter the Detecting Deer. Now let me tell you why I’m here.
I’ll help you look for picture clues,
So you don’t get the reading blues.
Look at the pictures to figure out
What the words are all about!”
Dexter the Detecting Deer is one our decoding strategy animals in Hazel’s Reading Roost. Dexter helps students to practice critical early decoding skills. Read more about Dexter’s strategy below…
WHAT is detecting? Detecting is using picture clues from text to help students read unknown words and make meaning.
WHY is detecting important? Detecting, or using picture clues, is a key strategy for beginning readers. Pictorial clues can serve as a bridge to decoding strategies such as sounding out and blending and also compensate for weak decoding skills in struggling readers. Pictures can also increase comprehension by providing elaboration for a text explanation and improve recollection and retention. Teaching students to use the detecting strategy will help support other reading strategies as they learn how to read fluently and accurately.
HOW do I teach detecting? Explain that Dexter helps readers use picture clues from the text to read unknown words. While modeling using Dexter’s strategy, show students how pictures can be used alongside other clues to figure out unknown words such as initial sounds, blending, chunking and context clues.
WHEN should I use detecting? Explicit reading strategy instruction should be included in a balanced literacy program. Dexter the Detecting Deer can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Dexter:
Detecting Practice: Divide students into pairs or work in a small reading group and distribute Picture Clue Windows and Dexter’s Picture Clue Practice Pages to each pair or group, keeping one to use. Read Dexter Detecting Deer Poem to introduce the strategy of using picture clues from the story to help students read unknown words and make meaning. Model using the Picture Clue Window to locate pictures that could help students read the blocked out words on the Picture Clue Practice Pages. Using a think-aloud, demonstrate how picture clues are used alongside other reading strategies to confirm or deny guesses at unknown words. Discuss how the pictures can give several ideas about what a word can be and initial sounds help you determine which word matches the letters.
Guided Reading: Introduce or review the strategy by reading the Dexter Detecting Deer Poem. Read aloud your selected guided reading text and model using the Picture Clue Window to read unknown words in context and/or determine meaning. Distribute text and Picture Clue Windows to each student. Call on individual students to use the Picture Clue Window with additional words. Activate engagement using a turn and talk to allow students to discuss how they use Dexter and compare their selected picture clues.
As an extension, have students use the Picture Clue Windows to identify key story elements in the pictures to make connections between text and illustrations. In addition, Picture Clue Windows can be used as an introduction to citing evidence when answering text-dependent questions. Students can use the Picture Clue Windows to show the illustrations that help them answer the questions. Encourage students to use Dexter Detecting Deer’s strategy when they are reading independently as well.
Detecting Deer Reading Center: Create a portable reading center: Place a Picture Clue Window, a book with engaging pictures with key words covered up with small Post-Its, and a pencil in a large manila envelope with a copy of the Dexter Detecting Deer Poem glued onto the front. Instruct students that during center time they are to take an envelope to their desks and use the Picture Clue Window to practice using picture clues to read unknown words. Create several portable Detecting Deer reading centers using a variety of illustrated, leveled texts.
Independent Practice: Have the Picture Clue Windows available for student use during independent reading time. This promotes transfer of reading strategies and self-correction techniques.
Helpful hint:
Create a class set of Dexter Detecting Deer’s Picture Clue Windows. Print Picture Clue Windows onto cardstock and laminate. Distribute to class and model how to use during reading. These Picture Clue Windows can keep students actively engaged during choral reading, independent reading and small group. Sturdy, pre-made Picture Clue Windows are available from Really Good Stuff here.
Dexter’s unit is perfect for general education, special education, RTI and reading intervention. Download the complete unit here.
“Welcome, I’m Peter the Predicting Possum.
Making guesses while you read is…oh…so awesome!
Use picture and word clues to guess what will happen next.
Then read on to find the outcome in the text.”
Peter the Predicting Possum is one our comprehension strategy animals in Hazel’s Reading Roost. Peter teaches students to make purposeful predictions. Read more about Peter’s strategy below…
WHAT is predicting? Predicting involves thinking ahead before and during reading to anticipate information and events in the text. Predictions are created using pictures, titles, headings, and text, as well as background knowledge. After making predictions, students can read through the text to refine, revise, or verify their predictions.
WHY is predicting important? Predicting helps students activate prior knowledge and make meaning out of the text. Making predictions about the text before, during, and after reading, actively engages students and connects them to the text by asking them what they think might occur in the story based on what they already know and clues from the text.
HOW do I teach predicting? Explain that Peter helps readers use clues from the text to make predictions before and during reading to help them make meaning. Provide explicit instruction in making and confirming or revising predictions. Incorporate think-alouds that focus on using background knowledge in addition to text features and illustrations to make predictions.
WHEN should I use predicting? Explicit reading strategy instruction should be included in a balanced literacy program. Peter the Predicting Possum can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Peter:
Guided Reading: Review the strategy by reading the Peter Predicting Possum Poem. Using a think-aloud with your selected guided reading text, make predictions and then read on to confirm or revise predictions using textual evidence. Model recording your predictions on the Predicting Possum Reproducible. Distribute Predicting Possum Reproducibles and copies of the guided reading text in which you have pre-selected and marked stopping points with Post-It notes. It is also helpful to number the pages if the text does not have page numbers. This allows you to guide students to read to a specific stopping point. Prompt students to make and discuss predictions using textual evidence, illustrations and background knowledge. Have students write or draw their predictions on the Predicting Possum Reproducible At the pre-selected stopping points, have students confirm or revise their predictions and record on their Predicting Possum Reproducibles.
Helpful Hints:
Create Reading Response Journal. Print the Reading Response Journals to create individual journals for each student. Print cover page on cardstock and laminate. Use a blank piece of laminated cardstock for the back cover. Print several copies of the Reading Response Log page and staple or bind together to form a journal. These journals can be used in class during independent reading time or sent home to record reading time for homework. The Reading Response Journal sets a purpose for independent reading and promotes student ownership and accountability. Journal responses allow teachers and parents to easily assess understanding and engagement.
Purchase Quality Reading Response Journals. Use these Astute Hoot Reading Comprehension Journals from Really Good Stuff to practice the predicting strategy along with other comprehension strategies. Hazel and friends guide students through a variety of comprehension strategies in this helpful journal that can be used with authentic literature or basal readers.
Display Predicting Possum Anchor Chart. Print and post Predicting Possum Anchor Chart located in this unit. Display near your guided reading center for easy reference. Encourage students to use the sentence stems during discussions and in their written responses.
Peter’s unit is perfect for general education, special education, RTI and reading intervention. Download the complete unit here.
Panic, paranoia, shutting down, frustration, and lack of confidence are all symptoms of math anxiety. Math anxiety has been defined as feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations Math anxiety can cause one to forget and lose one’s self-confidence (Tobias, S., 1993).
Unfortunately, math anxiety affects thousands of students everyday, but thankfully, there are things teachers and parents can do to help:
1. Provide multiple opportunities for success by starting with easier review problems.
2. Use multi-sensory strategies such as hands-on materials, manipulatives, visuals, and cooperative groups to allow students to explore mathematical concepts.
3. Incorporate games to practice math skills such as Battleship, Monopoly, Yahtzee, Tangrams, etc.
4. Include technology in your math lessons and centers for additional review and reinforcement.
5. Make math safe and fun by using friendly characters to teach strategies.
To combat these feelings of anxiety and help students approach math with confidence and success, we’ve created 10 math strategy animal characters, each with a specific job. In our FREEbook, Hazel Meets the Math Strategy Friends, Hazel swoops down to catch her dinner at the local pond when she grabs Upton, an enchanted fish. Upton oversees Problem-Solving Pond and promises to introduce Hazel to his animal friends, all who teach a special problem-solving strategy. Using these strategies and Upton’s guidance, Hazel blossoms into an accomplished mathematician who is able to tackle problems with ease.
Astute Hoot’s unique cast of strategy animals make learning safe and fun while teaching critical strategies in a child-friendly way. Students make an immediate connection to the animals and relate to Hazel’s struggles. These delightful animals and rhymed text motivate the most reluctant students and alleviate math anxiety.
Teachers love using these resources too! “I am using the Astute Hoot math strategy animals and my kids LOVE them. They couldn’t name a single EngageNY strategy but one week into your material and they are all over it – “break apart badger! hopping hare!” THANK YOU SO MUCH. I used to dread teaching math and now it’s really fun.” ~Andrea, 2nd grade teacher
“I’m Vern the Visualizing Vulture; use me like a TV.
Events, characters, and settings are what I help you see.
If you picture these in your mind like your favorite movie,
Then understanding what you read will be so groovy!”
Vern the Visualizing Vulture is one our comprehension strategy animals in Hazel’s Reading Roost. Vern supports students in visualizing what they read. Read more about Vern’s strategy below…
WHAT is visualizing? Efficient readers use all 5 senses to visualize or create images in their mind as they read. These images help readers draw conclusions, make predictions, interpret information and assist with overall comprehension.
WHY is visualizing important? Visualizing helps students develop a thorough understanding of the text as they consciously use words to create mental images. Visualizing also creates personal connections between the readers and text; readers who can picture events or characters are more actively engaged and invested in their reading.
HOW do I teach visualizing? Direct modeling of the active thought process is the first step in teaching the visualization strategy. Begin with an engaging passage with several examples of descriptive language appropriate for students’ listening level.
Watch this video to see how to teach visualizing in three easy steps:
Introduce Vern and read accompanying poem. Then tell students to close their eyes and listen carefully to the passage being read aloud and ask them to see if they can imagine the scene the words describe. Tell them to pretend they are making a movie—what would they see behind the camera?
Read the passage aloud. After reading passage, share your visualization with a detailed think-aloud as you draw it for students. Be as specific as possible with your think-aloud, citing specific descriptive words and phrases from the text. Make connections and predictions as you share your visualization. Use this sentence frame to structure the think-aloud:
While reading, I visualized ______________________________________________
In my brain I can see ___________________________________________________
The author showed me _________________________________________________
I can taste/smell/feel/hear _____________________________________________
After you model, allow students to try the visualization strategy. Record a descriptive paragraph on the Visualization Reproducible and read aloud while students close their eyes and visualize. Remind students to stay alert and listen for what the characters smell, taste, feel, hear and think. After reading aloud, prompt students to draw their visualizations. Allow students to put up privacy folders while they are drawing so they aren’t tempted to look at others’ visualizations for inspiration.
After everyone is done, have students put down their privacy folders and take a Visualization Venture, a silent walk around the room while students study each others’ visualizations. Provide time to Think-Pair-Share to discuss similarities, differences and any other observations. Emphasize that everyone’s visualizations will differ somewhat because everyone has different background knowledge and experiences, but there should be some common elements based on evidence from the text.
If students create images that do not fit the words, help them question their image and adjust. If students are having difficulty, try another short read-aloud section.
As students grasp the visualization strategy, incorporate into daily reading activities through drawings and mental imagery. Be sure to use not only physical images but also characters’ feelings and ideas. Visualization teaches students to become active readers and critical thinkers.
The Visualizing Vulture Reproducible has 2 options to allow for differentiation:
You can write the descriptive paragraph or passage on the lines below Vern’s TV and make copies for class. Students will read this paragraph and highlight key words and phrases that helped them create visualization. Instruct students to draw their visualization inside Vern’s TV. This is ideal for introducing the visualization strategy.
As students become more proficient with the visualization strategy, prompt them to record the evidence used to create the visual, citing directly from the text.
WHEN should I use visualizing? Explicit reading strategy instruction should be included in a balanced literacy program. Vern the Visualizing Vulture can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Vern:
Guided Reading: Review the strategy by reading the Vern Visualizing Poem. Read a selected passage from your guided reading text. Model recording your visualizations on the Visualizing Reproducible. As you describe your visualization to students, be sure to incorporate textual evidence and make personal connections. Distribute Visualizing Vulture Reproducibles and copies of the guided reading text in which you have pre-selected passages. Any illustration should be covered with Post-Its. Prompt students to read and create visualization, recording in Visualizing Vulture Reproducible. After students are finished, discuss visualizations and encourage them to refer to the textual evidence used in the visualization.
Visualizing Vulture Center: Create a portable reading center: Place Visualizing Vulture Reproducibles and a book or text at students’ reading level in a large manila envelope with a copy of the Vern the Visualizing Vulture Poem glued onto the front. Instruct students that during center time they are to take an envelope to their desks and use the Visualizing Vulture Reproducible to record a visualization created while reading the text.
Reading Response Journal: Use the Reading Response Journals to make independent reading accountable in school and at home. Instruct students to log independent reading information and respond to the text using one or more of comprehension strategy animal prompts.
To reinforce the predicting strategy, encourage students to use Vern the Visualizing Vulture’s sentence stems in their responses.
Helpful Hints:
Create Reading Response Journal. Print the Reading Response Journals to create individual journals for each student. Print cover page on cardstock and laminate. Use a blank piece of laminated cardstock for the back cover. Print several copies of the Reading Response Log page and staple or bind together to form a journal. These journals can be used in class during independent reading time or sent home to record reading time for homework. The Reading Response Journal sets a purpose for independent reading and promotes student ownership and accountability. Journal responses allow teachers and parents to easily assess understanding and engagement.
Purchase Quality Reading Response Journals. Use these Astute Hoot Reading Comprehension Journals from Really Good Stuff to practice the questioning strategy along with other comprehension strategies. Hazel and friends guide students through a variety of comprehension strategies in this helpful journal that can be used with authentic literature or basal readers.
Display Visualizing Vulture Anchor Chart. Print and post Visualizing Vulture Anchor Chart located in the unit. Display near your guided reading center for easy reference. Encourage students to use the sentence stems during discussions and in their written responses.
Vern’s unit is perfect for general education, special education, RTI and reading intervention. Download the complete unit here.
Students are more successful when they monitor and reflect upon their thinking and learning. Cultivate a classroom of self-reflective learners using these concrete strategies from our recent blog post at Really Good Stuff.
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Our journey took flight as we collaborated with the fantastic Really Good Stuff team to turn our digital resources into hands-on products. We’ve learned so much along the way about product development, manufacturing, merchandising, and distribution. One year later, the boxes of sample products finally arrived.
Opening the boxes was better than Christmas morning! It was such an amazing feeling to see how years of dedication, passion, and perseverance came together and turned out better than we could ever imagine! Our dream of bringing multi-sensory tools into the hands of students and teachers around the world has come true!
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“I’m Charlie the Chunking Chipmunk. What’s new?
I break words into small chunks and you can, too.
Look for little words or sounds that you already know,
Join these sounds together to be the star of the show!”
Charlie the Chunking Chipmunk is one our decoding strategy animals in Hazel’s Reading Roost. Charlie motivates students to use strategies to decode multisyllabic words. Read more about Charlie’s strategy below…
WHAT is chunking? Chunking means breaking multisyllabic words into small units such as onsets and rimes, phonograms or letter combinations, syllables or morphemes.
WHY is chunking important? As students begin reading multisyllabic words, it is important for them to know how to break words into units larger than individual sounds. Identifying individual syllables is important because it helps students determine the correct vowel sound. By following syllabication rules, students can learn how to properly divide or chunk a word into syllables, which improves decoding and spelling.
HOW do I teach chunking? Explain that Charlie helps readers decode larger, unknown words by breaking the word into smaller chunks. Teach specific syllable types to show students how to chunk words. Decide which syllable types to teach based on your students’ instructional levels.
Closed syllable: A syllable with one short vowel ending in one or more consonants (e.g., sunset, dishpan, lunchbox)
Open syllable: A syllable that ends with a long vowel sound, spelled with a single vowel letter (e.g., open, myself, redo)
Vowel consonant –e: A syllable with a long vowel, spelled with one vowel and one consonant and a silent e (e.g., shipmate, athlete)
Consonant –le: An unaccented final syllable that contains a consonant before /l/, followed by a silent e (e.g., apple, little)
Vowel team: A syllable with long or short vowel spellings that use two to four letters to spell the vowel (e.g., toaster, season)
Vowel –r: A syllable with er, ir, or, ar, or ur in which vowel pronunciation often changes before /r/ (e.g., return, perfect)
Rather than teaching syllabication rules and types in isolation, integrate direct instruction with time for application of the skill in authentic literature. Practice many examples of each syllable rule and type to achieve mastery of that pattern before moving on to the next. In addition to using strategies such as dictation, marking words and flashcards, push students to find words with targeted syllable types in literature and use those words in their writing.
We recommend using our Charlie Chunking Chipmunk resources as a supplement to a research-based, multi-sensory phonic program that includes structured, explicit, systematic, cumulative instruction. Although we do not endorse a specific program, our students have demonstrated great success using the Wilson Language System and the Spalding Method. Read reviews of specific literary programs at What Works Clearinghouse.
WHEN should I use chunking?
Explicit reading strategy instruction should be included in a balanced literacy program. Charlie Chunking Chipmunk can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Charlie:
Phonics Fun: Choose several two- or three-syllable words from a weekly spelling list or phonics word study list. Choose a multi-sensory strategy (see below) to count syllables. Guide students through syllabication of each word on laminated Charlie’s Syllable Slates (see below). First students write each syllable in one of Charlie’s acorns and then write the whole word on the line below. Discuss syllable types and rules as applicable.
Guided Reading: Introduce or review the chunking strategy by reading the Charlie Chunking Chipmunk Poem. Read aloud your selected guided reading text and model using Charlie’s SyllableSlate to read multisyllabic words in context. Call on individual students to practice using Charlie’s Slate with additional words. Encourage students to use Charlie Chunking Chipmunk’s strategy when they are reading independently as well.
Chunking Chipmunk Reading Center: Create a portable reading center. Place Charlie’s Syllable Slate or a laminated copy of the Two-Syllable Chunking Chipmunk Reproducible and/or Three-Syllable Chunking Chipmunk Reproducible, dry erase marker, eraser, and 10 to 20 targeted multisyllabic words written on index cards or preprinted on flashcards in a large manila envelope with a copy of the CharlieChunkingChipmunkPoem glued onto the front. Instruct students that during center time they are to take an envelope to their desks and apply Charlie’s strategy to practice reading the words and then practice spelling by using the dry erase marker to write the words on the laminated reproducible or slate.
Helpful hints:
Create a class set of Charlie Chunking Chipmunk Syllable Slates. Print slates onto cardstock using color printer and laminate. Distribute to class and explain specific procedures for using the slate (e.g., write one syllable in each acorn; no doodling, etc.). Use the slates to provide opportunities for strategy practice and application. They are perfect for spelling words, targeted phonics patterns or syllabication practice in a whole group, small group or one-on-one setting. These slates keep students actively engaged and serve as an informal assessment.
Incorporate multi-sensory components. Introduce a variety of ways to determine the number of syllables in words.
Visual: Using Charlie’s Syllable Slate, have students draw a scoop under each acorn, reading the syllable aloud as they draw.
Auditory: Prompt students to clap each part of the word to determine the number of syllables as they say the word aloud.
Tactile: Instruct students to put their hands under their chins and say the word. Tell them the number of times your hands move down is the number of syllables in the word.
Kinesthetic: Break apart the word and jump each part. Demonstrate how the number of jumps is equal to the number of syllables. Practice different syllable types using the Charlie Chunking Chipmunk game board.
Use Chunking Chipmunk Slide and Learns. With these fun hands-on slider tools, Charlie the Chunking Chipmunk makes breaking words into chunks easy. Just slide the acorn along the window to reveal one syllable at a time. Available for purchase at Really Good Stuff.
Display Syllable Word Wall. Print out Charlie’s Nutty About Syllables Word Wall and display in a prominent location near the guided reading table. Post each syllable type as it is introduced to students; use color-coded acorns to add examples of words used in instruction. Model referencing the Word Wall during reading and writing lessons.
Charlie’s unit is perfect for general education, special education, RTI and reading intervention. Download the complete unit here. Check out our complete line of supplemental hands-on resources at Really Good Stuff.
Wondering how to integrate multiple strategies within context of authentic literature? Are you overwhelmed at thought of planning a comprehensive literature study? At last, the secret to successful literature studies is revealed in 5 simple steps. Sound too good to be true? It’s not!
“I’m Sally the Sounding-Out Snake. S-s-say, have you heard?
Stretch out all the sounds that you see in a word.
Blend sounds together, it’s really quite nice.
S-s-smooth out the words. That’s my advice.”
Sally the Sounding-Out Snake is one our decoding strategy animals in Hazel’s Reading Roost. Sally motivates students to practice critical early decoding skills. Read more about Sally’s strategy below…
WHAT is sounding-out? Sounding-out, or decoding, is the process of translating print into speech by rapidly matching a letter or combination of letters (graphemes) to their sounds (phonemes).
WHY is sounding-out important? Sounding-out, or decoding, is important because it is the foundation on which all other reading instruction builds. Proficient readers need to be able to segment words and hear individual phonemes in words. If students cannot decode words their reading will lack fluency, their vocabulary will be limited and they will struggle with reading comprehension.
HOW do I teach sounding-out? Explain that Sally helps readers decode unknown words by stretching the words out by sound and putting the sounds together to make a new word. Teach specific patterns to help students decode efficiently.
CVC: Words with the consonant-vowel-consonant pattern (e.g., run, sad, beg, fit)
Double consonants: Words with the double consonants f, l, s, or z pattern (e.g., puff, bell, kiss, fuzz)
Vowel consonant –e: Words with a long vowel sound, spelled with one vowel and one consonant and a final silent e (e.g., date, bike, cone, rule)
Blends: Words with a group of consonants whose sounds blend together (e.g., slim, flag, grip, crib)
Digraphs: Words with a pair of letters representing a single speech sound such as sh, ch, th, wh (e.g., shed, chin, math, whip)
Vowel –r: Words with the er, ir, or, ar, or ur pattern in which vowel pronunciation changes before /r/ (e.g., park, term, dirt, hurt)
Rather than teaching phonics patterns solely in isolation, integrate direct instruction with time for application of the skill in authentic literature. Practice many examples of each pattern to achieve mastery of that pattern before moving on to the next. In addition to using strategies such as dictation, marking words and flashcards, push students to find words with targeted patterns in literature and use those words in their writing.
We recommend using our Sally Sounding-Out Snake resources as a supplement to a research-based, multisensory phonic program that includes structured, explicit, systematic, cumulative instruction. Although we do not endorse a specific program, our students have demonstrated great success using the Wilson Language System and the Spalding Method. Read reviews of specific literary programs at What Works Clearinghouse.
WHEN should I use sounding out? Explicit reading strategy instruction should be included in a balanced literacy program. Sally Sounding-Out Snake can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Sally:
Guided Reading: Introduce or review the sounding-out strategy by reading the Sally Sounding-Out Poem. Read aloud your selected guided reading text and model using a Sally Sounding-Out Slates to decode unknown words in context. Call on individual students to practice using Sally’s Slate with additional words. Encourage students to use Sally Sounding-Out Snake’s strategy when they are reading independently as well.
Phonics Fun: Choose several one-syllable words from a weekly spelling list or phonics word study list. Guide students through verbally segmenting, or stretching out, the sounds of the word. Then have students write each individual sound (phoneme), in one of Sally’s scales on laminated Sally Sounding-Out Slates (see below). Last, students write the entire word on the line and blend the sounds together to read the entire word.
Independent Practice: This unit contains a set of reproducibles for each phonics patterns, including sounding-out worksheets, flashcards and sentence writing practice. Copy and distribute appropriate materials for independent practice or homework activities. As an extension activity, direct students to find words with a specific pattern in authentic literature or leveled texts and record them on the Sounding-Out Snake reproducibles.
Helpful hints:
Create a class set of Sally Sounding-Out Slates. Print slates onto cardstock using color printer and laminate. Distribute to class and explain specific procedures for using the slate (e.g., write one sound in each scale; no doodling, etc.). Use the slates to provide opportunities for strategy practice and application. They are perfect for spelling words, targeted phonics patterns or syllabication practice in a whole group, small group or one-on-one setting. These slates keep students actively engaged and serve as an informal assessment.
Use the Sally Sounding-Out Slates as Elkonin Boxes. Elkonin boxes are an instructional method used in the early elementary grades to build phonological awareness by segmenting words into individual sounds. Each box represents one sound or phoneme of a word. On the Sally Sounding-Out Slate, each scale is a box. To use Elkonin boxes, a student listens to a word and moves a token into a box for each sound or phoneme. In some cases different colored tokens may be used for consonants and vowels or just for each phoneme in the word.
Incorporate multisensory components. Introduce a variety of ways to segment or sound-out words.
Visual: Using the Sally Sounding-Out Slate, have students draw a scoop under each scale, reading the sound (phoneme) aloud as they draw.
Auditory: Prompt students to clap each part of the word to segment the phonemes as they say the word aloud.
Tactile: Refer to the Elkonin box strategy listed above.
Kinesthetic: Break apart the word and jump each sound or phoneme. Demonstrate how the number of jumps is equal to the number of sounds.
Sally’s unit is perfect for general education, special education, RTI and reading intervention. Download the complete unit here.
Do you love our reading strategies animals but aren’t sure how to incorporate into your classroom theme? It’s as easy as 1, 2, 3! You don’t need to have an owl or woodland theme at all. Create your own personalized Guided Reading Roost in 3 easy steps:
1. Determine Reading Roost location: Display reading strategy animals in a prominent location near the guided reading table, carpet area, or on a large, central bulletin board.
2. Create the magical tree: There are many ways to create the magical tree in the reading roost. Purchase a silk tree from local craft store or garage sale to use as the focus of the Reading Roost.
Lightly dust with gold glitter spray paint and cut out glitter foam leaves for a magical look.
Use a pre-made tree like this one from Really Good Stuff. Simply purchase and assembly; add extra leaves as desired.
Make your own tree by crinkling brown butcher block paper to make a large, textured trunk and branches. Add green butcher block paper leaves or purchase fabric leaves from local craft store to complete the look.
3. Print strategy animals: Use a color printer to print reading strategy animals on thick, durable cardstock and laminate for durability.
Place self-adhesive Velcro to the back of each animal and accompanying place where each animal lives (i.e., leaf or branch of Reading Roost tree). This allows you to pull appropriate strategy animal(s) to greet the students and teach the lesson.
Here are a few helpful tips to make our reading strategy animals fit into any “habitat” or classroom theme:
1. Pick a tree that works with your classroom: My classroom has a woodland theme, so the silk tree with the large, green leaves works perfectly. However, if you have a jungle, pirate, nautical, or tropical theme, a palm tree would be best for your roost. Trees are an integral part of most habitats and locations so it is natural to see one in any type of setting.
2. Add your own touch: Add minimal, themed items to enhance your tree. For this pirate themed, classroom, I found a variety of fun decorations at Hobby Lobby and added them to give it a personal touch.
Hazel’s eye patch is my favorite feature! This pirate-themed Reading Roost is just one of the many possibilities.
Other suggestions to incorporate into popular classroom themes include:
Ocean – Make a tropical palm tree and add shells and beach decor around base of tree with the saying, “A Sea of Strategies”
Bees – Add a bee hive to tree and hang a few buzzing bees around the tree with the saying, “We Are Buzzing With New Strategies!”
Sports -Add a few balls or sports-themed items around the tree with the saying, “Strategies Are A Ball!”
Get creative and think outside the box! Download our Guided Reading Strategies Bulletin Board Set to get started. Need suggestions or ideas to get started? Email me at jessica@astutehoot.com — I would love to help you bring the magical world of Astute Hoot to your students too!
Hazel Hoot, an adorable green screech owl, is a struggling learner as she lacks the strategies needed to help her succeed. In our charming book, Hazel Meets the Reading Strategy Friends, Hazel stumbles upon a magical tree in the forest.
Out of the tree appear 10 colorful woodland animals that each introduce a research-based, standards-aligned reading strategy. These animals guide Hazel to become a proficient reader.
In the sequel, Hazel Meets the Math Strategy Friends, Hazel swoops down to catch her dinner at the local pond when she grabs Upton, an enchanted fish.
Upton oversees Problem-Solving Pond and promises to introduce Hazel to his animal friends, all who teach a special problem-solving strategy. Using these strategies and Upton’s guidance, Hazel blossoms into an accomplished mathematician who is able to tackle problems with ease.
Astute Hoot’s unique cast of strategy animals make learning safe and fun while teaching critical strategies in a child-friendly way. Students make an immediate connection to the animals and relate to Hazel’s struggles. These delightful animals and rhymed text motivate the most reluctant readers and alleviate math anxiety.
Take a glimpse into the magical world of Astute Hoot by downloading See What The Hoot’s About, a comprehensive file with samples of our most popular resources and tools. Check out our store at www.astutehoot.com for complete units guaranteed to spark enthusiasm in your classroom.
Guiding reading can be daunting, especially with the new instructional shifts and standards. Teachers are asking themselves such questions as: “What text do I use?” “What strategies do I teach?” “How do I keep all students engaged?” “How do I foster rich literary discussions?”
One of my New Year’s Resolutions is to incorporate additional informational text and shared research into my classroom so I created Owls Are A Hoot: An Informational Text Unit to meet these these needs in an engaging way. Before the unit, I gathered a variety of leveled informational text sources, purchased owl pellets fromamazon.comand created these cute owl folders to hold student work. I set up a an owl research center as part of our daily reading rotations.
Before starting the unit we brainstormed a list of questions and students completed a foldable KWL owl.
During reading time, I grouped students by instructional level. I provided a variety of owl informational text sources including brochures, books, poems and magazine articles. The sources provided were at a variety of levels–most were at students’ instructional level, but I also included more challenging text to increase stamina and push students to read complex text. I’ve found that when students read high-interest text, they are motivated to tackle difficult text, even if it is slightly above their level.
Students read to find answers to their owl questions, citing textual evidence with owl pointers. They recorded their information on the owl report template.
Students edited and published their own owl report, adding craft feathers and googly eyes after completion.
During science time, students worked in groups of 2 to dissect an owl pellet. They formed hypotheses, discussed observations and recorded conclusions in their own Owl Pellet Investigation Book (included in the unit). I gave them ‘lab coats’ (a.k.a. men’s white button down dress shirts) to wear during the investigation which they absolutely loved!
After a thorough hand-washing session, I passed out these owl pellet snack bags using the owl treat bag topper included in the unit.
As a culmination to the unit, students played an owl review board game. Students answered all questions on white boards, citing textual evidence to support answers.
Students had so much fun and learned so many new facts during our owl study. I wanted to display this in an engaging way so I created our O.W.L: Observe, Wonder, Learn door.
I started with a large piece of white butcher block paper and sketched the owl using a projected image from my document camera. I used white paper because my classroom door is brown and I wanted a contrast between the two. I added large googly eyes (from Target dollar section) and colored craft feathers. I then cut brown flap feathers to hold and display our new facts. After completing the L from our KWL foldable owls, I had each student write his/her new fact(s) on a white square and glue inside one of the brown feather flaps. I then glued all of the brown feather flaps on the owl and used a glue gun to adhere the owl to our classroom door (don’t tell the janitor).
Students, teachers, and parents have all stopped by and read our facts as they pass by our classroom. My students are so proud when they see someone stop to read our owl. This was a powerful closure activity, one that my students will always remember.
Download the complete unit to get your students to hoot and holler over informational text and shared research!
There are still a few more weeks until winter vacation, but Santa, stockings and sugar are the focus of children’s minds! Olive the Other Reindeer is coming to the rescue! Our adorable Olive the Other Reindeer Unit will capture students’ attention while engaging them in integrated reading and writing activities aligned to Common Core Standards. Olive the Other Reindeer is one of my favorite holiday books and my students always come to love Olive each year too!
Activate background knowledge and build excitement:To begin the unit, make a foldable reindeer KWL. Discuss why it is important to think about what we know before starting a lesson, ask questions about what we want to learn and summarize our learning at the end of the unit.
Introduce key vocabulary terms: Teach key vocabulary terms using vocabulary anchor charts and accompanying graphic organizer.
Make predictions with Peter Predicting Possum: Teach students how to make predictions using background knowledge and text features and use textual evidence to confirm or revise predictions.
Introduce Peter Predicting possum and read his poem to teach predicting strategy. Explain that good readers make predictions before and during reading. They stop to confirm or adjust predictions based on evidence from the text. This makes reading more enjoyable and helps build comprehension.
Model prediction strategy by using the cover of the book. Think aloud as you explain, “I’m reading the title, Olive the OtherReindeer and looking at this picture. I see a dog hanging from a sleigh, but I know that reindeer guide Santa’s sleigh. I think that Olive is a dog who will serve as a reindeer on Santa’s sleigh. I will have to read to see if my prediction is correct.As I read, I will look for clues and evidence that support my prediction or will help me change my prediction. Then read the first two pages of the text and discuss. “Based on what I’ve read, I am going to confirm my prediction. Olive thinks the song says, ‘Olive, the other reindeer’ and so she thinks she is a reindeer.
Make predictions on the following pages:
Read until Olive gets to the North Pole just in time. Make a prediction–will Olive join the sleigh? Ask students to support prediction using clue from the text. After confirming that Olive will join Santa’s sleigh, brainstorm a list of dog behavior and discuss how these behaviors might be helpful to Santa.
Read until the sleigh crashes into the tree. Have students read the first 3 paragraphs of the page and discuss. Refer back to dog’s behavior list and ask what behavior might be helpful in this situation Students will make a prediction and then pull Post-It to read, confirming or revising prediction.
Turn the page and show students only the picture of falling gumdrops. (You can cover the text on opposite page with a large Post-It.) Use background knowledge about dogs to help make a prediction about how Olive will keep the sleigh safe from falling gumdrops. Remove Post-It, confirming or revising prediction.
Turn the page and have students stop right before, “Olive had to howl louder than the wind instruments. Cover this sentence and rest of text on page. Repeat prediction process using background knowledge.
Read the first paragraph on the page with North Pole Fog (the rest of the text should be covered). Repeat prediction process. Lift Post-It, read and confirm or revise prediction.
Read the last page and have students stop right after, “There was just one present left. It was for Olive.” (The rest of the text should be covered). Repeat prediction process.
Students’ reactions are priceless as they reveal the Post-It to confirm or revise prediction.
Integrate informational text: Each student uses his/her question from KWL reindeer and records it on the question and answer reindeer printable. I set up a reindeer research center with key vocabulary terms and leveled reindeer text where students can read and research to answer the question.
Have fun: Students can read and follow directions to make Reindeer Munch while practicing key measurement skills.
Wear your hair in a bun and add googly eyes, pipe cleaner antlers, and a red pom-pom for a festive hairdo.
Children love superheroes so what better way to engage them in writing than with Letterman?
During my second-grade friendly letter study, Letterman, our Friendly Letter Superhero, visits the classroom each day to teach a specific friendly letter skill. He leaves colorful L’s on the classroom door to signal his visits. My students are true believers! They are so excited to see L’s on the door in the morning; they race over to the Learning Nest to read his latest letter.
Letterman first introduces himself and asks students to write a letter to him, a perfect pre-assessment. The next day, he teaches the parts of a friendly letter with a color-coded letter and special chant. During subsequent lessons, he teaches students how to plan, draft, edit, revise and publish letters. Students pull name sticks to determine which classmate they will write to. Using Letterman’s superhero skills, students complete the writing process and mail the letters after publishing.
I pick a mail carrier to deliver the mail using authentic United States Postal Service materials. Students love wearing the mail carrier shirt, hat and mailbag as they walk around to classmates’ desks, delivering the much-anticipated letters. Students read and share their letters with each other.
As a post-assessment, students write a friendly letter to me to demonstrate their new friendly letter superhero skills. I copy all of the letters, including the pre- and-post-assessments and make a Line of Letters for all students. I fold 12×18′ construction paper in half like a book. On the back, I staple the pre- and post-assessments next to each other and glue the accompanying rubric underneath the letters. On the inside of the construction paper, I staple the student’s letter to classmate with classmate’s response and rubric underneath. These are perfect to share at parent-teacher conferences or to send home with report cards.
Letterman comes to visit the class throughout the year to keep students’ friendly letter superhero skills sharp.
Click here to bring Letterman to life in your classroom, too!
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We are nearing the end of the year (seriously summer can’t come soon enough) and my students are growing more hyper and less productive by the minute. In an effort to increase engagement and keep my sanity, I channeled their love of animals into a cumulative animal research unit. Follow these steps to implement this project in your room; download the complete unit here.
1. Create a research bulletin board: I created a research bulletin board with the text features poster set from Really Good Stuff. I enlarged an American black bear printout from enchantedlearning.com as my primary resource. I laminated 8 different colors of paper and hung up next to the bear printout; each color represents a different topic (i.e. anatomy, habitat, diet, etc.). I model how to record key words for each topic on corresponding card.
2. Select leveled nonfiction animal books: Look for books rich with text features (headings, captions, photographs, etc.) are best. I highly recommend selecting sets of these books for guided reading groups; this is a great way to teach children how to ask questions and effectively use text features to find answers in the text. National Geographic Kids and readinga-z.com offer a wide range of quality, engaging options.
3. Help children find research sources: I let each student pick animal to research (this promotes ownership and engagement) and print an animal printout from enchantedlearning.com. These printouts are easy to read and all include a diagram and headings. I send home a letter asking parents to send in supplemental research and colored photographs to use in report (I remind parents to preview first to avoid mating details and photos.)
During our research unit, I follow these steps:
1. Read a variety of animal nonfiction books, pointing out different features of nonfiction text and their purpose(s). I also use sets of leveled nonfiction texts during guided reading groups; students ask questions about the animal and use learned text features to find answers in the text.
2. Each student picks an animal and completes a KWL chart (included in the downloadable unit).
3. Explain the report process and review the rubric with them (included in the downloadable unit).
4. Model completing research with the American black bear printout from enchantedlearning.com. Each day I pick one topic to research (diet, anatomy, habitat, locomotion, etc.). If the topic is diet, model finding diet in the text. Write key words on that color-coded card. I organize the key words with bullets. They should fit all key words on one card; remind them not to copy whole sentences. If there is a word that students do not know, I have them highlight the word; these words will go into their glossaries.
5.Create an animal research report outline. First model how to write an interesting beginning (usually a question or interesting fact) along with a transition sentence. Model how to write a main idea and key fords for the supporting sentences. Students also write the heading above each main ideas so that it is ready for them when they draft. This outline can be completed during small group time.
6. Draft, edit, revise and publish report (drafting paper, table of contents and glossary are all included in the downloadable unit). Review elements of the rubric frequently and how to score each report using the rubric so students are familiar with expectations.
7. Share reports with class. Students can practice presenting to a partner or small-group before presenting to the whole class. This activity meets several listening and speaking Common Core State Standards. I put completed reports in the class library so students can read during silent reading time.
We’d love to hear any research project ideas you have!
Emmy Equating Earthworm here. I help you write a variety of equations without any fear. Horizontally or vertically, it doesn’t matter the direction, I will help you solve each one to numerical perfection.
Emmy Equating Earthworm is our newest animal in our Problem-Solving Pond: A Common Core Math Strategy Unit. The Problem-Solving Pond was created to help teachers overcome Common Core math challenges and employ problem-solving strategies with confidence and fidelity. Emmy’s unit is perfect for general education, special education, RTI and math intervention. Read more about Emmy’s strategy below or download the complete unithere.
WHAT is an equation? Students write an equation, or number sentence to solve a story problem or show their work after using another method (e.g., drawing a picture, using manipulatives, making a table, etc.). Solving equations is the very beginning of being able to do algebra. The basic idea behind solving equations is to be able to find the missing number. Students can use a variety of strategies to solve equations, including traditional algorithms. Traditional algorithms involve repeating a series of steps over and over as in carrying in addition and borrowing in regrouping.
WHY are equations important? Traditional algorithms have been the core of many elementary mathematics programs for years as educators focused on quick, precise calculations and paper-pencil drill. Math instruction has drastically changed the last few years with the implementation of Common Core State Standards and the heavy emphasis on science and math instruction. Students are now required to solve real-world math problems using a variety of strategies while explaining thinking and justifying solutions.
Traditional algorithms, or equations, are still acceptable to use as secondary strategies to double-check work and to summarize the mathematics behind the problem-solving process.
HOW do I teach equations?The first major step is to teach students how to find a missing number. This means that students need to be familiar with their basic facts first. Practice a variety of ways to find the missing number using many different equations. Next, teach addition and subtraction without regrouping; once proficiency is demonstrated, introduce regrouping.
WHEN should I introduce equations?Basic equations and number sentences should be introduced when you begin teaching the problem solving process. This is also an ideal strategy for proficient mathematicians who have a strong number sense foundation, fluency with basic facts, and are able to quickly conceptualize a problem and use a traditional algorithm to solve. It is most effective to introduce traditional algorithms after students are able to regroup numbers using place value manipulatives. It is critical that students understand and can articulate the regrouping process before using a traditional algorithm.
Helpful hints:
Model writing equations and number sentences. Regularly model using think-alouds to demonstrate how equations are used as part of the problem-solving process. Be explicit in your models to show students how equations can also be used to check their work after using a different strategy to solve the problem.
Provide place value and equation building practice. Students need a strong place value foundation to use traditional algorithms effectively. Provide regular practice through center games and kinesthetic activities. Simple games such as “Race to 100” where students roll dice and add numbers using place value manipulatives are engaging and effective. Incorporate equation building activities into weekly center rotations as well.
Use visual support. Use the following Subtraction Poem to reinforce regrouping. Place value and regrouping posters are also helpful tools to post while students are using the traditional algorithm method.
Howdy, I’m Tom Tabling Turtle and I make tables- These are columns and rows with numbers and labels. Always organize your information, is what I say, So you can discover patterns and relationships in a logical way.
Tom Tabling Turtle is our newest animal in our Problem-Solving Pond: A Common Core Math Strategy Unit. The Problem-Solving Pond was created to help teachers overcome Common Core math challenges and employ problem-solving strategies with confidence and fidelity. Tom’s unit is perfect for general education, special education, RTI and math intervention. Read more about Tom’s strategy below or download the complete unit here.
WHAT is the table strategy? Students make a table complete with labeled columns and rows. The table strategy helps students write information in an organized format, allowing them to easily identify number patterns and relationships.
WHY is the table strategy important? When students make a table, they organize information in a logical way and critically examine data patterns to create a solution.
HOW do I teach the table strategy? When you introduce and practice the strategy, give students a pre-made table. Todd’s turtle shell provides scaffolding with space for labels and organized columns and rows for neat data entry. As students become proficient with the table strategy, teach them to make their own table so they can use this strategy independently without the need for a pre-made table.
WHEN should I use the table strategy? This is an ideal strategy for developing mathematicians who have a solid number sense foundation. It is most effective for repeated addition or multiplication story problems.
Helpful hints:
Use a pre-made table.Young students often lack fine motor skills needed to construct a table, but are perfectly capable of using this strategy. Provide a pre-made table, such as Tom’s turtle shell or a simple table made in Microsoft Word so students can easily input data.
Provide visual support. After teaching students how to construct a table, be sure to write and post directions (along with visual support) in a prominent place during problem-solving time. Students would also benefit from an anchor chart like this one as well.
Standardized testing is stressful for everyone! Prepare these Test Prep Bags to help motivate and encourage your test-takers. Sugar cures everything!
Simply purchase treat bags or paper lunch sacks and select the candy to be used. I choose the camo pattern because my class is the Test Prep Troops. During our practice sessions, students say a special test prep chant, wear dog tags and use camo pencils.
A week before testing, I send home a donation letter asking parents to provide healthy snacks and treats. I include the candy I need for the Test Prep Bags so I don’t have to purchase myself.
The day before testing, I gather kids at the carpet and we read, “Oh, The Places You’ll Go” by Dr. Seuss. We discuss the story’s message and I tell them how proud I am of their hard work and dedication. I remind them that they are prepared for the test and I believe in them whole-heartedly. At dismissal, I pass out their Test Prep Bags and have them open at home.
Students absolutely love this inexpensive gift and you will love priceless encouragement and motivation it provides. Download our other standardized testing tips here.
I found Dr. Seuss quote posters in Target’s Dollar Section and purchased 4 as a central message culmination activity. I posted the posters around the room and students took a Quote Walk, silently reading each quote to determine Dr. Seuss’ message. They recorded their central messages and themes in their Reading Response Journals. They colored in the strategy animals used during each reading response entry. Sharon the Summarizing Squirrel helped students summarize each central message and theme while Vern the Visualizing Vulture helped them visualize each quote. Check out the quote posters and students’ central message jourmal responses:
Looking for additional Dr. Seuss activities? Download our FREE Cat in the Hat Snack recipe and read our latest blog, Celebrate Dr. Seuss In Style. Happy Read Across America week!
My students made these “Meet the Scientists” for our Science Fair night. They were a huge hit!
I’d love to hear your great Science Fair ideas!
Charlie the Chunking Chipmunk is one our decoding strategy animals in Hazel’s Reading Roost. Charlie motivates students to use strategies to decode multisyllabic words. Read more about Charlie’s strategy below…
