tag:blogger.com,1999:blog-43396629922942459132024-02-02T14:17:56.865-08:00Made with LoveStacyhttp://www.blogger.com/profile/06593432689447397684noreply@blogger.comBlogger7125tag:blogger.com,1999:blog-4339662992294245913.post-35511635491075623862020-03-17T09:42:00.001-07:002020-03-17T09:42:47.198-07:00School ClosuresDid we all think COVID-19 was something that wouldn't reach us? I'm sure many of us did. And when it finally began to affect us, it happened so quickly. Before we could think it through, our schools were closed. We've been out for two days, TWO days, and I'm already learning so much.<br />
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On Friday morning, March 13th, we found out our school would be closed for one week. By 2:30, it was determined we'd be closed for 3 weeks plus spring break totaling one month. At the end of the day, I excused my students. Parents were waiting outside of our classroom door. Things were a little awkward. I didn't know what to say to them. At that moment, I felt like I had let them down. Both my students and their parents.<br />
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We, as elementary teachers, are trusted to watch 20, 25, 30 students each and everyday. We are here to teach and provide a safe place for students to be watched over while their parents go to work to pay the bills and to keep our economy moving. But on this day, we opened our doors, excused our students, and took away that place for parents to send their kids while they worried about how they would work when their kids had no place to go.<br />
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It was something we had to do, and it was a very difficult decision.<br />
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So, teachers returned on Monday to make a plan. Today, Tuesday, we're working from home. Since we're not a 1:1 classroom, we're sending home packets and communicating with parents through email.<br />
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And like that. . . I began to miss my students. I began to miss those stories you ask them to tell you quickly so you can get backed to the millions of other things you need to do.<br />
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This morning I emailed parents and let them know that if their kids want to tell me anything they can email me and I'll write back. And so they did.<br />
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The first email left me in tears. Not because it was sad, but because I could picture my student telling me this story. She'd have a big smile on her face. She would tell me how the leprechaun visited her, made a mess, and left gold chocolate coins. Another student let me know he jumped in puddles on this rainy day.<br />
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Only two days in and I've learned how much I miss those stories that sometimes take for-ev-er to tell. I've learned that I want to hear them and that from now on, I'll block out the noise and just listen.<br />
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<br />Stacyhttp://www.blogger.com/profile/06593432689447397684noreply@blogger.com0tag:blogger.com,1999:blog-4339662992294245913.post-38926724511882879182019-04-10T20:01:00.002-07:002019-04-10T20:06:11.393-07:00Ready, Set, Read!Yes, yes I'm guilty of participating in one minute timed fluency tests, which encourage students to read as quickly as possible. And if the kid is really experienced in the one minute timed test, he knows that skipping over words is fine because reading as many words as possible is all that matters. Never mind that comprehension didn't take place. Or that the child read like a robot. Forget that the students didn't stop at punctuation. Just read quickly. Am I right?!<br />
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Ugh! That was tough to write. But what is reading fluency, really? I'll tell you and I'll show give you ideas your kids will L-O-V-E.<br />
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Fluency includes three components:<br />
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<b><span style="font-size: large;">Accuracy</span></b><br />
Students often read a passage or book with fewer errors each time that selection is read. They learn new words, they use decoding strategies, and they just get better at that passage with several reads.<br />
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<b><span style="font-size: large;">Rate</span></b><br />
Rate is the speed at which a person reads. It's not too fast and it's not too slow.<br />
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<b><span style="font-size: large;">Prosody</span></b><br />
Prosody is reading like a storyteller. It's to read like we speak. We use expression and we chunk words into phrases. This speaking skill can be utilized during reading.<br />
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Here are some activities you can use to improve students' reading fluency.<br />
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<b><span style="font-size: large;">Read Like a Storyteller</span></b><br />
In this activity, kids retell a familiar story. Since the story is one that has been heard, they will tell the story like a storyteller.<br />
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<b><span style="font-size: large;">Repeated Readings</span></b><br />
Giving students the opportunity to read a passage several times allows them to get better at reading new words. Pointing out words that are difficult to decode, will help them read the passage smoothly. Graphing words read shows students how reading a passage several times increases over time.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMtIJZuLuFHLD5UJllSE7hcsy-bTM1fDsiG3LPLLdxneyxmwPiZ2u10MLWMDArtaFajatn3YrYHqTXUkAJFUtlW0X041XcVW5MwdbghUUFMKakzeOH5XbbE2H40X8iEXIa091Xi4FP8KY/s1600/Slide2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="816" data-original-width="816" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMtIJZuLuFHLD5UJllSE7hcsy-bTM1fDsiG3LPLLdxneyxmwPiZ2u10MLWMDArtaFajatn3YrYHqTXUkAJFUtlW0X041XcVW5MwdbghUUFMKakzeOH5XbbE2H40X8iEXIa091Xi4FP8KY/s400/Slide2.JPG" width="400" /></a></div>
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<b><span style="font-size: large;">Fluency Tic-Tac-Toe</span></b><br />
We speak in phrases, or chunks. We do not speak one word at a time, but rather by several words at once. Chunking phrases from the story helps kids to practice prosody. And it's a game. It's a win-win.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikKFpANiPzlI0TF6Ze8NhmCuebgK_dTU38qABC_se1Twn9xMlARU5lT7UR9m92Kqc_0RxdihEfHrD0TGH1RdFFbTacUeulqk_3fhOafLL6wMYYUhDpDOkIi2rhML_IRFZilVbrAjzpefE/s1600/Slide3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="816" data-original-width="816" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikKFpANiPzlI0TF6Ze8NhmCuebgK_dTU38qABC_se1Twn9xMlARU5lT7UR9m92Kqc_0RxdihEfHrD0TGH1RdFFbTacUeulqk_3fhOafLL6wMYYUhDpDOkIi2rhML_IRFZilVbrAjzpefE/s400/Slide3.JPG" width="400" /></a></div>
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<b><span style="font-size: large;">Passage Puzzle</span></b><br />
Passage puzzles are just another way to practice rereading, but this time students must comprehend the text. They will practice accuracy, rate, and prosody with this activity.<br />
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<b><span style="font-size: large;">Rhythm Walk</span></b><br />
Your kids will love this activity! Begin by chunking a passage into meaningful parts. Put one chunk on a page by itself. Set the "chunks" onto the floor like a path. Have students walk and read the passage to practice all components of fluency.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZKRYcPkqy4xKmOtN-_Kw47ESpmQJ1bd5jgjgYFYl0K3ODcAUy6_7HNv6L24-JwAKmuoaVHuLe1Je73bljhCaYAAeh84RD7ACIlgwAz0Eg8z_ywcNTxsJzdBZcg0v3Va0GhBDVyYfZhbw/s1600/Slide7.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="816" data-original-width="816" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZKRYcPkqy4xKmOtN-_Kw47ESpmQJ1bd5jgjgYFYl0K3ODcAUy6_7HNv6L24-JwAKmuoaVHuLe1Je73bljhCaYAAeh84RD7ACIlgwAz0Eg8z_ywcNTxsJzdBZcg0v3Va0GhBDVyYfZhbw/s400/Slide7.JPG" width="400" /></a></div>
<b><span style="font-size: large;">Readers Theater</span></b><br />
Becoming a character is the best way to practice reading fluency. Students practice accuracy, rate, and prosody during readers theater. Not only are students practicing these skill, they are having tons of fun!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmdO779j3fMWgGPMNN7kYACbX8eJFeH_U_8fiVam5ZRpg0wRW43TktksRXFxc4lL_dNs4PZWVs7cGohaqHObNTuYnmPT63sNj-w-EjPyCtbcuG_CsAed3JZSVQMfSIty8CQabWpc_4dFs/s1600/Slide5.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="816" data-original-width="816" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmdO779j3fMWgGPMNN7kYACbX8eJFeH_U_8fiVam5ZRpg0wRW43TktksRXFxc4lL_dNs4PZWVs7cGohaqHObNTuYnmPT63sNj-w-EjPyCtbcuG_CsAed3JZSVQMfSIty8CQabWpc_4dFs/s400/Slide5.JPG" width="400" /></a></div>
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These activities can be used with any story. Improving fluency is essential for teaching kids to read. Here are some resources which include all of the activities you read about.<br />
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<a href="https://www.teacherspayteachers.com/Product/Folktale-Fluency-The-Ultimate-Bundle-4450126" target="_blank"><img alt="" border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTv0j1nHLK0467x2IGm2hTVbZMzGa5_03zYgFWadF92KDY4_Lw5HxT9T2hCf7mUYO1_rGq-L5G-RUe1YOVzL4F0xGdif8uycYodtV_k6MeUn_dMDj75xXFYnfdt9npF7BtBPU-hoSqNkA/s400/COVER+GOLDILOCKS.jpg" title="" width="400" /></a></div>
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<a href="https://www.teacherspayteachers.com/Product/Folktale-Fluency-Mini-Bundle-1-4450098" target="_blank"><img border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTdLW66lnbSHhZJq4JRKfGJW18-W3oLKKAGOGsF35BpWlW3rtYTbp5omq_OIO3mZAzUAc_L1GOBwFLF_0Dc9t_i2SD0FtxtEJC5HE8YvFNTQJK7EIluskT58a9hZz-DnLgfdO7BJVlRqw/s400/mini+bundle+1.jpg" width="400" /></a></div>
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<a href="https://www.teacherspayteachers.com/Product/Folktale-Fluency-Mini-Bundle-2-4450113" target="_blank"><img border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhH-2dfsja-RyHqGwyki0h8cLvW-uQi3-8gIiFFRhGC2cKhNYZkQFgSQQdmbf31YB6HBkTjNVO-RpjiCHKEbPg47bg3ohj3Qwde40gSPVYnnC4XuuARsSqwClrOCAC_wpErN6PnTPhCT78/s400/mini+bundle+2.jpg" width="400" /></a></div>
<br />Stacyhttp://www.blogger.com/profile/06593432689447397684noreply@blogger.com0tag:blogger.com,1999:blog-4339662992294245913.post-53177371761592073712017-11-26T13:47:00.001-08:002017-11-26T14:03:18.119-08:00Academic Conversations in the Primary ClassroomWe know that our students need to be able to use and understand academic vocabulary. It's part of the foundation of their success.<br />
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Of course we need to figure out our part as teachers.<br />
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Years ago, I began using leveled sentence frames, which is a great start. They integrate the academic vocabulary and assist students with forming a grammatically correct sentence. Truth be told, I stopped using them. I don't want to talk about it. But this year, I began using the leveled frames again. This time with more intention. There was more of a purpose. More of an understanding, on my end, of the importance of using them.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeDamIosq2Up8Pvhv1gycAef5zFQJYT3c8W4zymN2fPdKOoumqk-He-3R4U3k9mGW3xtrKVFYsx32bVQTw5aIizZt1aXjv9jikXlrgXXwJOb9CJNpOCY7Xt88S0AhdKgQxsbchJTW62kE/s1600/Slide3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="864" height="568" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeDamIosq2Up8Pvhv1gycAef5zFQJYT3c8W4zymN2fPdKOoumqk-He-3R4U3k9mGW3xtrKVFYsx32bVQTw5aIizZt1aXjv9jikXlrgXXwJOb9CJNpOCY7Xt88S0AhdKgQxsbchJTW62kE/s640/Slide3.JPG" width="640" /></a></div>
This past summer I had the privilege, and I mean the privilege, of attending an English Language Development (ELD) training. I learned so much, but the idea that stuck with me is the academic language component of language development. The presenter had so much passion for the topic that it was impossible not to take the passion and make it my own.<br />
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I'm not sure about other states, but in California we are required to have a separate differentiated ELD time block. Students are leveled by their language levels and move to different classrooms to be taught at their levels. The purpose of this time is to teach children academic language and to understand the structure of English. Wow! Big job!<br />
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My students use the sentence frames (pictured above) during ELD and ELA time. My ELD class, the expanding level, uses the blue level and challenges themselves with the green level, once they are ready.<br />
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So we were happily using our sentence frames when I realized the kids could use more. They needed to move beyond giving a one or two sentence response and begin by conversing with one another.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2JWAAJUVqwmMeTktyHndamPDiWxeR0HWq6MLI-eBGrsuAjoTmncElrDoBgdPdgtPOwisxICIjPKttJd9pGwFaZsjvsoneq-eByXgSODGl997S8XAx6zb5cqx9fN5KItI8JrHcAclwTTA/s1600/Slide2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="864" height="568" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2JWAAJUVqwmMeTktyHndamPDiWxeR0HWq6MLI-eBGrsuAjoTmncElrDoBgdPdgtPOwisxICIjPKttJd9pGwFaZsjvsoneq-eByXgSODGl997S8XAx6zb5cqx9fN5KItI8JrHcAclwTTA/s640/Slide2.JPG" width="640" /></a></div>
I made these <i>conversation squares</i>™, which I placed in the center of a group. Each student was responsible for speaking about a selection using the color coded sentence frames and and <i>conversation squares</i>™. I really liked these, the kids were engaged, but I wanted more. More!<br />
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So I came up with the idea of <i>Conversation Placemats</i>™. The kids need more than one sentence frame to increase academic language acquisition. They need to have conversations. Conversations make us think. They help us learn from one another.<br />
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<a href="https://www.teacherspayteachers.com/Product/Academic-Conversation-Placemats-3503664"><img border="0" data-original-height="768" data-original-width="864" height="568" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUFoiqgkU0lGTu3ZhTnfdKGuiGc9w2dW_cxkbhk3O-m4oSdfJHqPCq5FavqMe26allfN0oxbwQzX6TXndQj8tqqHVY7ZkP5ipr_5AWqbVB40F3O0lAIRFJqBlWZPd5X6PSBO1zEoSmF-s/s640/Slide1.JPG" width="640" /></a></div>
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Each placemat encourages students to speak in complete sentences and to use academic language. There is a before, while, and after reading section, and discussion frames to promote students questioning one another.<br />
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<a href="https://www.teacherspayteachers.com/Product/Academic-Conversation-Placemats-3503664"><img border="0" data-original-height="768" data-original-width="864" height="568" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6-8y0zWl7PhdmL55vqmybaNBuF_Q03m_JVmHhteXkogniq0MjWEc4aaAHGsxuUQ__qO8lbaQ7GIPeGbgwcUebc-aVzcg1OZr_NXQMjHQayRiTNYWfWkZn_XUHgruOB_DcDHflX4h72GA/s640/Slide4.jpg" width="640" /></a></div>
These placemats can be differentiated or you can use the same one for each student. Either way, students will be having discussions. And discussions will increase students' abilities to listen, speak, read, and write.<br />
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You find this resource <a href="https://www.teacherspayteachers.com/Product/Academic-Conversation-Placemats-3503664">here</a>.Stacyhttp://www.blogger.com/profile/06593432689447397684noreply@blogger.com1tag:blogger.com,1999:blog-4339662992294245913.post-69221227541626912422017-07-25T20:21:00.000-07:002017-07-25T21:14:11.155-07:00Reciprocal Teaching for Beginning ReadersWhen I first learned of reciprocal teaching, that was the last.<br />
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Why? It just seemed too complicated.<br />
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That was before I looked into it again and realized it didn't have to be too complicated. Not only is it not too complicated, it can be made E-A-S-Y.<br />
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I spent the last school year simplifying reciprocal teaching for teachers, but challenging students. Challenging students to collaborate with others. Challenging students to think about their reading using reading strategies.<br />
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<a href="https://www.teacherspayteachers.com/Product/Reciprocal-Teaching-for-Beginning-Readers-3268274"><img alt="https://www.teacherspayteachers.com/Product/Reciprocal-Teaching-for-Beginning-Readers-3268274" border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLiRuuIWOFKHqPO6MgzAvHofjQcRXMdYIsho12DKYnR3AldOit749k3LlJdXydZgKZH-s0ox11GMYFicudFMv_LGqIdr1AGQetQj5cLY0zuo7JSv9ut-RjihfE83IBoD_1bL9C3Gud9I0/s400/preview.jpg" title="reciprocal teaching" width="400" /></a></div>
According to <a href="http://www.readingrockets.org/strategies/reciprocal_teaching">Reading Rockets</a>, reciprocal teaching is an "instructional strategy in which students become the teacher in small group reading sessions."<br />
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Most reciprocal teaching models include summarizing, clarifying, questioning, and predicting. The reciprocal teaching I am most familiar with includes picture walks, predicting, setting the purpose, clarifying, questioning, visualizing, and retelling/summarizing.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhs4WDFWgcRdTfr62FDqJPkerhxA_vDXc3n5vtU0t09-zLw4S6cEuKy6Wz1yM5V5uv4t8Ei05we0YGYV2tM5NlL0yOtw555juui44Wsr-LPTeum1lA1yQwzQvyNsgtDQgpRlPECM4MvZNg/s1600/Slide1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="visual literacy" border="0" data-original-height="1056" data-original-width="816" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhs4WDFWgcRdTfr62FDqJPkerhxA_vDXc3n5vtU0t09-zLw4S6cEuKy6Wz1yM5V5uv4t8Ei05we0YGYV2tM5NlL0yOtw555juui44Wsr-LPTeum1lA1yQwzQvyNsgtDQgpRlPECM4MvZNg/s320/Slide1.JPG" title="picture walk" width="247" /></a></div>
<b>Picture walks</b> and <b>visual literacy</b> includes having students look closely at illustrations and understand that illustrations give us clues. You can begin with showing your students a wordless movie and have them discuss what is going on based on the illustrations. The following is a great video to practice. <br />
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<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/hHzWp1JV2hI/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/hHzWp1JV2hI?feature=player_embedded" width="320"></iframe></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEievMa2hdo1bGHTjEot5QH-oL2Dx6X_9mMI-mt5lGCcOY4WelgPN8yb59S8O6K4n4eX2tUfxNXYCNKOyJ_43sqnCHTNe99iywkEdVnHacTQnJEx1Q-d5xUz3Kua1IYNj9b3GuXq4JLA2FU/s1600/Slide2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="reciprocal teaching" border="0" data-original-height="1056" data-original-width="816" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEievMa2hdo1bGHTjEot5QH-oL2Dx6X_9mMI-mt5lGCcOY4WelgPN8yb59S8O6K4n4eX2tUfxNXYCNKOyJ_43sqnCHTNe99iywkEdVnHacTQnJEx1Q-d5xUz3Kua1IYNj9b3GuXq4JLA2FU/s320/Slide2.JPG" title="predictions" width="247" /></a></div>
Good readers <b>make predictions</b>. They make predictions before they begin reading and as they continue to read. The second step of reciprocal teaching in making predictions. Pretty simple, right? So far so good.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZ5Vy9-AQrSJv_GRTU2PQ8yjlKATmfHKSi1CavQMTx8tvN4Youp7rvafx88X_OJEUZvkRvsg0kpTMHzvvWwqxRXnaKMeQWCfYi8grghTI7zfhPoOKCiXNROFHLRQXWj7aDVXlcXOwdrAY/s1600/Slide3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="reciprocal teaching" border="0" data-original-height="1056" data-original-width="816" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZ5Vy9-AQrSJv_GRTU2PQ8yjlKATmfHKSi1CavQMTx8tvN4Youp7rvafx88X_OJEUZvkRvsg0kpTMHzvvWwqxRXnaKMeQWCfYi8grghTI7zfhPoOKCiXNROFHLRQXWj7aDVXlcXOwdrAY/s320/Slide3.JPG" title="set the purpose" width="247" /></a></div>
<b>Setting the purpose </b>is to state why a person is going to read a certain story. For example, <i>I am going to read the story to find out where the wild things live. </i>This, like the other reading strategies used in reciprocal teaching, just takes practice. But it can be done. And it's another strategies good readers use.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhx0K_tDkec9nv7O9PT4J50vQ76Xnh-PrKEzmmjFBTANW7hwufcfnrjgv5_3S1Zh2B792YoWPAKJXOLaCkBSs8dVDHxRUKJKj82a6S7s06PdabAyAwWDECvjb8VFg8e_tW8EKCPBcUrVD8/s1600/Slide4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="reciprocal teaching" border="0" data-original-height="1056" data-original-width="816" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhx0K_tDkec9nv7O9PT4J50vQ76Xnh-PrKEzmmjFBTANW7hwufcfnrjgv5_3S1Zh2B792YoWPAKJXOLaCkBSs8dVDHxRUKJKj82a6S7s06PdabAyAwWDECvjb8VFg8e_tW8EKCPBcUrVD8/s320/Slide4.JPG" title="monitor clarify" width="246" /></a></div>
<b>Monitoring </b>and <b>clarifying </b>is a pretty important skill. Reminding our students that we need to pay attention is a skill they must be taught. I love this short video which show students how to do this.<br />
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<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/CBzRMRy0LIk/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/CBzRMRy0LIk?feature=player_embedded" width="320"></iframe></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMWTPy_2ejF8Vrdrm45yDvmDL8bfHmDQ74k0JNI0CdSMz2HLdx4Y1awNDIccGzkMkd1CaNIJsDvSYMUOJu_-NGnp78eneC9gyyegVwOW9GR5JUfDZBMyezyTnq_JaX4P0Q02yWmhQn2N0/s1600/Slide5.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="reading strategies" border="0" data-original-height="1056" data-original-width="816" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMWTPy_2ejF8Vrdrm45yDvmDL8bfHmDQ74k0JNI0CdSMz2HLdx4Y1awNDIccGzkMkd1CaNIJsDvSYMUOJu_-NGnp78eneC9gyyegVwOW9GR5JUfDZBMyezyTnq_JaX4P0Q02yWmhQn2N0/s320/Slide5.JPG" title="ask questions" width="247" /></a></div>
Good readers ask themselves <b>questions </b>as they read. Therefore, students must be explicitly taught this strategy.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsCc_2rIx-AQjp2HTqCcUd9diecmO0YYevNb5W-5uGWnhTLQ7d1Stg9vcdqOaIlIe31vIaYnlJQnsyGuBhuwObdDqRnmHkIe_kTMpB5XitDhoRnj0dA0o0AyGhZ13mr4JOrs-ayS5EbQY/s1600/Slide6.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="reading strategies" border="0" data-original-height="1056" data-original-width="816" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsCc_2rIx-AQjp2HTqCcUd9diecmO0YYevNb5W-5uGWnhTLQ7d1Stg9vcdqOaIlIe31vIaYnlJQnsyGuBhuwObdDqRnmHkIe_kTMpB5XitDhoRnj0dA0o0AyGhZ13mr4JOrs-ayS5EbQY/s320/Slide6.JPG" title="visualize" width="247" /></a></div>
<b>Visualization </b>is a strategy that comes naturally to some. It comes naturally while one is reading or completing math problems. For others, visualization does not come as easy. A great way to practice this strategy is to have students draw pictures while the teacher is reading chapter books.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB9yJq-zfazNlt9M1dokh7bGN39SFfmliFTTd_gNbbj926Fi3ZbYCZskDB00teu7jLxsAiLjwxFTid8slDDlIJslnJ820Qu1DimcIUoZGV3L01spwf4iZ0jCHvcNE1rt4bRKXDBjcQ3DA/s1600/Slide7.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="collaboration" border="0" data-original-height="1056" data-original-width="816" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB9yJq-zfazNlt9M1dokh7bGN39SFfmliFTTd_gNbbj926Fi3ZbYCZskDB00teu7jLxsAiLjwxFTid8slDDlIJslnJ820Qu1DimcIUoZGV3L01spwf4iZ0jCHvcNE1rt4bRKXDBjcQ3DA/s320/Slide7.JPG" title="story retelling" width="247" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEq2kuRr1yqDnfXgwleQhVKFAC9i5K20420ImNbAnYHjSDSHUGRSknwcl9PLuJhtzo7YCF0uAortMngKV9EU20ZD1POkxWGkqZp_X2uMIQFhDM471ELoLfMbIA01d8-pPbL9W_jY9KZrY/s1600/Slide8.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="collaboration" border="0" data-original-height="1056" data-original-width="816" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEq2kuRr1yqDnfXgwleQhVKFAC9i5K20420ImNbAnYHjSDSHUGRSknwcl9PLuJhtzo7YCF0uAortMngKV9EU20ZD1POkxWGkqZp_X2uMIQFhDM471ELoLfMbIA01d8-pPbL9W_jY9KZrY/s320/Slide8.JPG" title="summarize" width="247" /></a></div>
The final step of reciprocal teaching is <b>retelling </b>or <b>summarizing</b>. Retelling requires students to tell about the characters, setting, beginning, middle, end, problem, and solution. In other words, it is LONG. Summarizing is quick. Students in the lower grades might be more comfortable retelling. Eventually, students will be ready to summarize stories.<br />
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Do you have to invest time in teaching these strategies? Yes.<br />
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Can it be made easy? Yes.<br />
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The lessons I wrote for <a href="https://www.teacherspayteachers.com/Product/Reciprocal-Teaching-for-Beginning-Readers-3268274">Reciprocal Teaching for Beginning Readers</a> were written to be practiced during read alouds. If you love read alouds like I do, you can easily begin reciprocal teaching in your classroom. Once students have mastered the strategies, you can begin having students working collaboratively using these strategies. <br />
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Thanks for stopping by!Stacyhttp://www.blogger.com/profile/06593432689447397684noreply@blogger.com0tag:blogger.com,1999:blog-4339662992294245913.post-54579458247405736512016-08-06T10:16:00.000-07:002016-08-06T20:14:58.573-07:00Room to Write #2: Ideas & DetailsI hope you caught my last post--Room to Write #1: Sequence of Events! If not, you can find it <a href="http://www.madewithloveteaching.com/2016/07/room-to-write-1-sequence-of-events.html">here</a>.<br />
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In this post I will let you in on my little secret for teaching ideas and details.<br />
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<a href="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-2-Ideas-and-Details-PowerPoint-2643703"><img alt="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-2-Ideas-and-Details-PowerPoint-2643703" border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjb9HdxsKWxYyMKhz9g9zGUsSDICUWwwth2fyNJ8iOJCK8ksM-z0fQvC3l-y_JrqbmokT_GiOrnYhCGHimfam9QKiB8H_pe2afKqOVkahJcZrog2z-kthu24wnwI3qf3ggWyM2SVj32350/s400/Slide2.JPG" title="Room to Write" width="400" /></a></div>
How many times have your students said, "I don't know what to write about."? I used to hear that all the time, but now I hear it very little. I don't do anything spectacular. I have just found a way to keep it from happening :)<br />
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Students use this worksheet and I draw one on the board.<br />
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<a href="https://drive.google.com/file/d/0B4dkVYoybDGRVEtTT1hUM0M3TjQ/view?usp=sharing"><img alt="brainstorming, writing, narrative writing" border="0" height="307" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi12KNRzD80xvAbtls8uEJ-dG47_zx9-P8KLislY9SLK4UlFpUtewK4nNNfbE8-xc8jdkV-y993MmKNLYtX39fFy0jdWMQwZSHcYoah0-oQmJU81TPinDJTdTD3NA5TdRPu5fPL_xXXTek/s400/Slide1.JPG" title="circle map" width="400" /></a></div>
I tell the students they will be writing a narrative. I ask for some ideas of things they can write about. While they think, I give some of my own ideas and I write them in the big circle. Before I finish writing, hands begin to shoot up. I call on students. I write their ideas.<br />
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I like to give kids ideas that anybody could experience. . . going to the park, going to Grandma's house, a party, the first day of school. . . I want kids to know that they can write about something other than going to Disneyland.<br />
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Once kids begin to hear the ideas of other students, they get their own ideas.<br />
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And that, my friends, is how I get each of my students to have an idea!<br />
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In <a href="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-2-Ideas-and-Details-PowerPoint-2643703">Room to Write #2: Ideas and Details</a>, you can find more ideas for helping students with finding ideas or topics.<br />
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These cards give children ideas for writing. They get their imaginations going. <br />
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<a href="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-2-Ideas-and-Details-PowerPoint-2643703"><img alt="topic ideas" border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWRawDZL-8YqiTre7ULcL5TTbDAPXQPerjW9cd8Dv-U7hMSGr5OWukIEK1T0Fw9VmyYv7a_H8B_-bjW3eDZUqg_nX_u-50AMOGVEcy0gXPjMF33lBnRY0RcVjOelGQ7E4TbNpau6qtUYk/s640/Slide1.JPG" title="writing ideas" width="372" /></a></div>
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<a href="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-2-Ideas-and-Details-PowerPoint-2643703"><img alt="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-2-Ideas-and-Details-PowerPoint-2643703" border="0" height="305" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPiCLWfOtqYIbjbOLVlP6OYwlQRsRc-vLnd96cbvWuYwKuMA4wQUCxCcQ4xmkSRX3IAbQ6yuBp39VMXWWbCZo6aijFRgj9XoKp8y2GQYPN6a1pCvAi4eBcmCOE-TJjTBAKnSpWxfQg4zg/s400/Slide1.JPG" width="400" /></a></div>
<i>My Writing Ideas</i> envelopes help students keep their ideas organized. They can add ideas as they come up, but they can be used for future writing. <br />
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<a href="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-2-Ideas-and-Details-PowerPoint-2643703"><img alt="room to write ideas envelope" border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD7K6f4ipfUOfQ2COU_oXMZ9lbInAicHSBVbv503rKU-4uuQOhPeFO9zsmM2BY2R0GDYlZOesKD8qPEFJLlLI1H4l_p4N7v5jNiSfCWABLNDRz54wcZNdK8ckDTWFq8xjybIdo7vG_TR4/s640/Slide2.JPG" title="writing ideas" width="372" /></a></div>
In the past, I used to sit down with students, read their writing, and after reading ask them to add more details. I used to say this over and over again. Then one day it occurred to me that I have never explicitly taught the meaning of details. Am I embarrassed for telling the world this, yes.<br />
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So I thought about how to teach the meaning of details. I made an entire freebie, which you can download <a href="https://www.teacherspayteachers.com/Product/A-Dollop-of-Details-Activities-for-Adding-Details-to-Writing-1289217">here</a>. <br />
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<a href="https://www.teacherspayteachers.com/Product/A-Dollop-of-Details-Activities-for-Adding-Details-to-Writing-1289217"><img alt="https://www.teacherspayteachers.com/Product/A-Dollop-of-Details-Activities-for-Adding-Details-to-Writing-1289217" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQoZXjJd-WbeZYFK9WxXrzBIvUMejnas1KNfahktYTTR7oi4s3_Z96P9NobpWqpl5hvUPJq85Xp-7vd5ecP_7qpGU2Up1OolMXJIu9Jto6vyJ0IF7jG7AkGMkZIqbEahDxA5OF8WoWFZ0/s320/Slide1.JPG" width="320" /></a></div>
Or you can use this. . .<br />
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<a href="https://drive.google.com/file/d/0B4dkVYoybDGRVEtTT1hUM0M3TjQ/view?usp=sharing"><img alt="adding details, writing, primary writing, narrative" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCD9lMZnfwEulZUt2SQjNQlwFVGkZNa_pVkj7EsHj-HA_RJfE_sx2oSHNRDhoohxUy7wk2vKbOUlhuIUb73rIED6SXVFfCXBYX8l0ajoiLXJtbW1CQYX4X3mKei0Msnx_ZQOSsqfVRGJk/s320/detail+worksheet.jpg" title="details" width="247" /></a></div>
Before handing out the worksheet, ask kids to imagine a birthday party. What would you do to make your birthday party amazing? Would you have balloons? Would you have a birthday cake? How about some streamers?<br />
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These things that make our parties more exciting are details. The words we add to our writing to make it more interesting are also called details.<br />
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Hand out the worksheet and tell the students that they will be adding details to this birthday party.<br />
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I find students have a much better understanding of reading and writing concepts once they understand the meaning of details. If there is one word I spend time explicitly teaching, it is details. I think it is such a valuable word. . . until I think of a new one :)<br />
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Here are some activities included in <a href="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-2-Ideas-and-Details-PowerPoint-2643703">Room to Write #2: Ideas and Details</a>. . .<br />
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These activities help students develop ideas and give students a conceptual understanding of the term. <br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img alt="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-2-Ideas-and-Details-PowerPoint-2643703" border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5QJWFnW4dfYD3WwKMMHXQYfywkuo_UTikX8bOAvbvfHzr9j8DEkNnEOFTOhlLroDN3CboLmEv4RtbU3Z2BrFHb2ku7KsWBTd41ShyphenhyphenPPehczyBH_HC6HCk-1Qe3pSvE-Mu8rWi3OZwN6c/s640/Slide4.JPG" style="margin-left: auto; margin-right: auto;" title="Room to Write" width="374" /></td></tr>
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These activities teach students the meaning of details. Once they have developed an understanding, they practice adding details to writing.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiB8C0cFsyDh0QnvBEj6VjYTsvq11-L7m6DuDFAi357j31SJZrXtFwq4P7O1MxwTQiBmVA4KGDaNmzNeIEeJS0L2Wz95vWWde7in0LmOqarWqHvlzaLBiN8V9zGSm-3_CfcuZdZN_Kb9Jo/s1600/Slide4.GIF" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="488" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiB8C0cFsyDh0QnvBEj6VjYTsvq11-L7m6DuDFAi357j31SJZrXtFwq4P7O1MxwTQiBmVA4KGDaNmzNeIEeJS0L2Wz95vWWde7in0LmOqarWqHvlzaLBiN8V9zGSm-3_CfcuZdZN_Kb9Jo/s640/Slide4.GIF" width="640" /></a></div>
Once students develop an understanding ideas and details, it is time to write!<br />
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Before having children write a narrative with a focus on ideas and details, these samples help students see how to add ideas and details. Children read both samples and discuss the similarities, differences, and what makes one better than the other.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYVth2Mgis-gMTu_oZa9zezNPZkty_jRfrsRuZ9uKmswRQZXEaJ14gOCpleSwpSFqI4H7GVViQ0ijndowcb-6nS0-R4JpeZoVFF2j_pdMrN2fIVgJ8gynFDigSshRNVv7HggMoAtfl-7E/s1600/Slide3.GIF" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="488" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYVth2Mgis-gMTu_oZa9zezNPZkty_jRfrsRuZ9uKmswRQZXEaJ14gOCpleSwpSFqI4H7GVViQ0ijndowcb-6nS0-R4JpeZoVFF2j_pdMrN2fIVgJ8gynFDigSshRNVv7HggMoAtfl-7E/s640/Slide3.GIF" width="640" /></a></div>
And finally, students choose a graphic organizer and write a narrative with a focus on ideas and details.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg89inhY43uFP4Zzgf-kDxGHYAyG2RvVkHODuzARdzqxUiFxfk-qC2bBGTrvEmBKAz7BBewhq3I3OpEaUGA601t0pE1xA3PMUJtZ7wuCu1uqjyItggd20UqdX_dYiVLZJUzuG9U9DQgr7U/s1600/Slide5.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg89inhY43uFP4Zzgf-kDxGHYAyG2RvVkHODuzARdzqxUiFxfk-qC2bBGTrvEmBKAz7BBewhq3I3OpEaUGA601t0pE1xA3PMUJtZ7wuCu1uqjyItggd20UqdX_dYiVLZJUzuG9U9DQgr7U/s640/Slide5.JPG" width="374" /></a></div>
To continue reminding students about writing vocabulary, these writing vocabulary posters are a great addition to the classroom.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjE02rzyvVSuP3QopLWl3ShjqSbnq1oLogL-6lKYAn_TGXhiaLwwJI9iy_hUbyLE91wLGcIIAmDmOXduupuuSghNOQgeENbOaxkvkWpgy7iAwb3lo4BH8X-QEmWXHMUQiFgL37OQi0y0-Q/s1600/ideas2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" height="305" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjE02rzyvVSuP3QopLWl3ShjqSbnq1oLogL-6lKYAn_TGXhiaLwwJI9iy_hUbyLE91wLGcIIAmDmOXduupuuSghNOQgeENbOaxkvkWpgy7iAwb3lo4BH8X-QEmWXHMUQiFgL37OQi0y0-Q/s400/ideas2.jpg" title="writing vocbaulary" width="400" /></a></div>
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If you would like to use some of these activities in your classroom, click <a href="https://drive.google.com/file/d/0B4dkVYoybDGRTmlMdVFaelBXck0/view?usp=sharing">here</a>.<br />
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For more lessons, which include PowerPoint presentations and more activities, click <a href="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-2-Ideas-and-Details-PowerPoint-2643703">here</a>.<br />
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<a href="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-2-Ideas-and-Details-PowerPoint-2643703"><img alt="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-2-Ideas-and-Details-PowerPoint-2643703" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_GZJCd97XSiH3wkV8W1MliNlRfKtNfW08MKVP8Pjx94QPbDGirry1rBqIADjwdyGwfAdsHuL8EbjasO4RSI6clNz0gpulIN3pzdueTSQcGJ-nfp9vH-TPsh5hifQWjfLVjWWxCrOo8y0/s320/Slide2.JPG" width="320" /></a></div>
I hope you found this helpful! And I hope you can use these ideas to write with your students.Stacyhttp://www.blogger.com/profile/06593432689447397684noreply@blogger.com0tag:blogger.com,1999:blog-4339662992294245913.post-89570906077440551642016-07-20T20:18:00.001-07:002016-07-20T20:21:22.924-07:00Room to Write #1: Sequence of Events If you ask me what I enjoy teaching the most, I'd have to say writing. Writing! Writing! Writing!<br />
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At the beginning of each year, I start out simple. I start with teaching students how to write a sequence of events. It's one of the easier concepts for students to grasp, and it's a great way to to incorporate shared writing in the classroom.<br />
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<span style="font-size: large;"><u>Getting Started</u></span><br />
Like I mentioned, I begin the year teaching a sequence of events. I like to use shared writing to write about the first day of school or just any day at school. It's something we all know about and we all know the order of our day.<br />
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I like to use pictures because kids get ideas from them. Pictures give kids a visual.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrMyLQdNiYTDr26AaOdhL7uKn2NhyphenhyphenUkFA2esUF9KHY1JvHM_stXyI7Gr6xVpQDbX8uLziuWM1GBpr3lxv4CH1_LlUfeK3Ad-0dwViutBS3AoxjLE1inmkaU8-akcbVwSSGjW2zz4-wxXk/s1600/Slide1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrMyLQdNiYTDr26AaOdhL7uKn2NhyphenhyphenUkFA2esUF9KHY1JvHM_stXyI7Gr6xVpQDbX8uLziuWM1GBpr3lxv4CH1_LlUfeK3Ad-0dwViutBS3AoxjLE1inmkaU8-akcbVwSSGjW2zz4-wxXk/s640/Slide1.JPG" width="640" /></a></div>
<span style="font-size: large;"><u>Shared Writing </u></span><br />
I begin by having my students help me put some pictures in order. I glue them to chart paper and tell the students that we are going to tell about our day in order. We will be giving a sequence of events.<br />
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I have them look at the first picture and decide what it is showing. Then I ask them to think of a sentence. I ask them to begin their sentences with the word <i>we </i>because we are pretending we are the kids in the pictures.<br />
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After they think, I have the kids share their sentences with a buddy. I randomly select a few kids to share their sentences. I praise each child for some fabulous sentences and write one of their sentences or a combination of all of them by the picture.<br />
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Once we're finished, we practice reading our <i>very</i> short narrative together. We discuss why we put it in order and discuss the term <i>sequence of events</i>.<br />
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<span style="font-size: large;"><u>Independent Writing</u></span><br />
Now I let them practice on their own. This worksheet is similar to the shared writing, so the students will feel excited about writing something they know and understand.<br />
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Because I am teaching the term sequence of event, I don't expect a real elaborate narrative. I just want them to write a story in order. As we continue throughout the year, I'll expect more because we will have learned more writing skills and strategies.<br />
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I hope this helps you to get started! <a href="https://drive.google.com/file/d/0B4dkVYoybDGRNFJhdWJLbEV2TVE/view?usp=sharing">Here</a> are the resources for this lesson.<br />
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If you would like the complete unit, find it <a href="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-1-Sequence-of-Events-PowerPoint-2643689">here</a>.<br />
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<a href="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-1-Sequence-of-Events-PowerPoint-2643689"><img alt="https://www.teacherspayteachers.com/Product/Room-to-Write-Unit-1-Sequence-of-Events-PowerPoint-2643689" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCE85ihHrcNZclXxXxxHfp5ImXroNpGsfJS5R60BmSHYDe18VKo2RJxpFZZWEYO9WoBuViZkse3clMV9s1B9Th9pQZFvNYWgGbVldZPCwsTshkwGMZ4cjrsYrySO0m5g1q49mmh2Tvru8/s320/Slide1.JPG" width="320" /></a></div>
<br />Stacyhttp://www.blogger.com/profile/06593432689447397684noreply@blogger.com16tag:blogger.com,1999:blog-4339662992294245913.post-80944135700112889392015-08-13T20:49:00.000-07:002015-08-13T20:55:53.068-07:00Teaching Ideas with Mentor Text (I'm Not Afraid of This Haunted House)So far, I have shared ideas for teaching <i>ideas</i> with<a href="http://www.madewithloveteaching.com/2015/07/teaching-ideas-with-mentor-texts.html"> </a><i><a href="http://www.madewithloveteaching.com/2015/07/teaching-ideas-with-mentor-texts.html">Rocket Writes a Story</a> </i>and <i><a href="http://www.madewithloveteaching.com/2015/08/teaching-ideas-with-mentor-text-enemy.html">Enemy Pie</a>. </i>This post will focus on <i>ideas</i> using the book <i>I'm Not Afraid of This Haunted House</i> by Laurie Friedman. I picked up this book at Barnes and Noble and thought it looked cute. Little did I know, this book would be a classroom favorite and a great way to teach writing.<br />
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Simon Lester Henry Strauss is a young boy that is not afraid of a haunted house. Around each corner, Henry sees ghosts, witches, vampires, ghouls, and many other scary creatures. The author uses her <i>ideas</i> and rhymes to keep children engaged. With each scary creature that shows up in this book, we can ask our students, "What could you find in a haunted house?"<br />
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And this is where our next lesson on <i>Ideas</i> comes in. Students will use their <i>ideas</i> to think of creatures they might find in a haunted house. Click on any of the worksheets to download for free.<br />
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Give students the worksheet. Let them draw pictures and/or words to tell what they could see in a haunted house. Remind students to use their <i>ideas</i>, which can come from books or movies they have seen. <br />
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<a href="https://drive.google.com/file/d/0B4dkVYoybDGRNV9Cd3JHV2puMzg/view?usp=sharing"><img alt="https://drive.google.com/file/d/0B4dkVYoybDGRNV9Cd3JHV2puMzg/view?usp=sharing" border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimYedPY4EnHzgYNYfYoaRbpKyWDbBsys-Y-12GwLkEUYzVDsJU6LssiMUA9Re0euiTA5qKLtUOFk7oZ4uUOIeUsZ1vBHwsLZzbi7pTeBj95DLiSBGU9AQnMYJ5Jg-O4RC05cme3fHCGS4/s400/Slide1.PNG" width="308" /></a></div>
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It doesn't end there! You can also have your kiddos write their own haunted house stories. <br />
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Have students use the web to help plan their stories. Use the pictures to decide which three things they will find in a haunted house. Cut out them out and glue in the web. <br />
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<a href="https://drive.google.com/file/d/0B4dkVYoybDGRNV9Cd3JHV2puMzg/view?usp=sharing"><img alt="https://drive.google.com/file/d/0B4dkVYoybDGRNV9Cd3JHV2puMzg/view?usp=sharing" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYcbpbavpf4p9ab3-oITDgahlwdgZoG9fexBLbdyvxuWBiYNWFyWNnXDOQsZ9PoXYTkautmjfBkELGlAmlfG-G9hBeoVMHic0OwMiFBYVdwdn3RaJVop4FnrGV_bJQcNsKPSKGdw2-kxw/s320/Slide2.PNG" width="247" /></a></div>
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<a href="https://drive.google.com/file/d/0B4dkVYoybDGRNV9Cd3JHV2puMzg/view?usp=sharing"><img alt="https://drive.google.com/file/d/0B4dkVYoybDGRNV9Cd3JHV2puMzg/view?usp=sharing" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgn1-3DDdIXQuHmwKMou_92UkmZf6SkFUq7FZJzY4Swbbbz-POWB0nGbDXxXelehAyYmU6QMacJTlOsw4SFx44_6eYFE5eZNwlC-n7tTLsSc5hGMkcKmbHK9hN_8mkltmhyd_ySjKcuAw0/s320/Slide3.PNG" width="247" /></a></div>
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To write a story, use the topic sentence provided--<i> Last night I visited a haunted house. </i>Next use the pictures to help create a story. For example, <i>First I saw a black bat flying in the air. Next I heard a witch laughing while she made a potion. Finally I saw a white ghost coming toward me! I ran out of the haunted house as fast as I could. </i><br />
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Now I don't use this activity during Halloween, which would probably be more appropriate, but that's OK. This lesson is a great way to use what the students have learned from the first two lessons to use <i>ideas</i> in writing.<br />
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Don't forget to check out my other posts to download the free traits of writing posters.<br />
<a href="http://www.madewithloveteaching.com/search/label/Rocket%20Writes%20a%20Story">Teaching Ideas with Mentor Text (Rocket Writes a Story)</a><br />
<a href="http://www.madewithloveteaching.com/search/label/Enemy%20Pie">Teaching Ideas with Mentor Text (Enemy Pie) </a><br />
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Thanks for stopping by! Coming up, the next trait, Organization!<br />
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Stacyhttp://www.blogger.com/profile/06593432689447397684noreply@blogger.com1