I found myself constantly asking students to answer these elements in a graphic organizer during reading reflections. Students use this reference as a guide when reflecting in reading workshop and drafting their stories during writer’s workshop. This is the meat of the book and often hooks readers. There is often a problem that the characters must solve. Kids love that! When they retell a story, I ask them to think about the choices of the characters that allow the story to speed up, explode, and slow down. The beginning, middle and end of a story follows a general pattern known as ” The Witch’s Hat.” The rising and descending action make the timeline of a story look like a witch’s hat. We do often utilize the word “sequencing”, but to keep it simple I kept the language consistent. Our curriculum utilizes the word “retell” so I am not going to confuse students. Self explanatory- to make a prediction students use their own background knowledge plus the details in the story to create a prediction. But is that the point of the book? Or is the book a story about determination? My students get it with my help, but I created this visual reminder to get their brains OUT of the book and reflect about the meaning of the story. My students often say the main idea of a story is…ex. They utilize the characters and the plot to teach you that. The author is trying tot ell you something- friendship, struggle, planning ahead. They often do not have to do with the characters or the details in the book. whoosh, my kids are S.T.R.U.G.G.L.I.N.G.!! This anchor chart came about as I realized I kept using my hands above my head to illustrate main ideas are over-arching ideas. Writer’s/Reader’s Mini Lessons: Main Idea and details…. My students are allowed to “cheat” every now and again, but they must also take time for the Just Right books. I got them hooked on my favorite childhood series!), but the content and language of those books does not encourage higher level thinking. My students love Berenstain Bears (I’m guilty. A reader will never progress if they stay in the “Safe” zone. This is another visual reminder of choosing a book that is comfortable but a challenge. There are many more, but these basic examples help to jump start students’ thinking. A few examples are listed to help students: sounds, 5 senses, question, or conversation. They pull them in to the story in various ways. Writers know this because they do it themselves! In knowing this little secret, writers entice readers by their first sentence. Writing Workshop: Hooking a reader so that they want to continue reading your story! We often discuss how students walk to the book shelf, peruse the options, and make a snap judgement by looking at the pictures, back cover, or even the first few sentences of the book. These essential questions help students reflect on a book so that they can read comfortably, enjoy the story, but also challenge their ability to tackle harder texts. Students need to know how to judge a book… not just by its cover (what a lesson on so many levels, right?!). Thanks to Pinterest for being a springboard for these ideas, so that I could add my own flare and make it work for my students. This post serves as a visual of visuals! Below are some of the anchor charts I utilize in the classroom thus far. This way of transparent teaching guides the students’ minds to see what I see so that they can rise to the expectation- no surprises. Plus, it helps me teach a concept when I can refer to what I see going on in my head. I know my students learn in many ways and a visual aide may help the information sink in deeper. I am such a visual person that in order for me to learn I have to “See” it.
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