Using read-alouds to develop vocabulary: Components of a ...
How do your read-alouds work? - University of North … Read... · How do your read-alouds work?...
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How do your read-alouds work? I read aloud to my class every.single.day. Yes, there are days when it feels like a pain because we are pressed for time or the schedule has been changed. But I refuse to shortchange my students when we are deep into a novel! And if I ever feel like we truly don’t have time that day, my students make sure that we make the time (usually by begging)! I begin the school year with a read aloud on the first day of school. From day one, my students see that I value reading and I value reading together as a community. Those first days of school are always crazy- assemblies, extended class periods, getting to know you time, learning the ropes, and all that. Well, that usually makes for lots of downtime. Instead of doing silly bulletin board activities or useless worksheets, we read together. It sets the stage for a great year! When I read to my students, it is usually at the end of our period together. I set aside about 15 minutes (sometimes more, sometimes less) to read each day. My students stay at their desks because we don’t have the time or space to move around- 6th graders are pretty big. They just close their binders, put down their pens, and settle in for a relaxing few minutes. I read and every so often stop to think aloud. These think alouds might model a reading strategy or share a response I have to the text. At other times they will elicit responses from the kids. But I try not to spend too much time talking because that takes away time we could spend reading. I usually read between 1-3 chapters per day (depending on the book and chapter length, of course) and I try to leave my students at the end of a chapter. If I can’t do that, I leave them hanging at a point when the time/action moves forward in a chapter. This means I usually dedicate at least an hour to the read-aloud each week. And honestly? That hour is time that is usually lost otherwise because it’s “extra” or left-over time when we transition or the schedule changes or we have an extra 5 minutes here or there. Learn to use time to your advantage! https://thereadingzone.wordpress.com/2009/04/05/nuts-and-bolts-of-the-read-aloud-in-my-middle- school-classroom/
Transcript of How do your read-alouds work? - University of North … Read... · How do your read-alouds work?...
How do your read-alouds work? I read aloud to my class every.single.day. Yes, there are days when it feels like a pain because we are pressed for time or the schedule has been changed. But I refuse to shortchange my students when we are deep into a novel! And if I ever feel like we truly don’t have time that day, my students make sure that we make the time (usually by begging)! I begin the school year with a read aloud on the first day of school. From day one, my students see that I value reading and I value reading together as a community. Those first days of school are always crazy- assemblies, extended class periods, getting to know you time, learning the ropes, and all that. Well, that usually makes for lots of downtime. Instead of doing silly bulletin board activities or useless worksheets, we read together. It sets the stage for a great year! When I read to my students, it is usually at the end of our period together. I set aside about 15 minutes (sometimes more, sometimes less) to read each day. My students stay at their desks because we don’t have the time or space to move around- 6th graders are pretty big. They just close their binders, put down their pens, and settle in for a relaxing few minutes. I read and every so often stop to think aloud. These think alouds might model a reading strategy or share a response I have to the text. At other times they will elicit responses from the kids. But I try not to spend too much time talking because that takes away time we could spend reading. I usually read between 1-3 chapters per day (depending on the book and chapter length, of course) and I try to leave my students at the end of a chapter. If I can’t do that, I leave them hanging at a point when the time/action moves forward in a chapter. This means I usually dedicate at least an hour to the read-aloud each week. And honestly? That hour is time that is usually lost otherwise because it’s “extra” or left-over time when we transition or the schedule changes or we have an extra 5 minutes here or there. Learn to use time to your advantage! https://thereadingzone.wordpress.com/2009/04/05/nuts-and-bolts-of-the-read-aloud-in-my-middle-school-classroom/
Copyright © Raymond C. Jones, PhD Permission Granted for Classroom Use / All Others Inquire at [email protected]
Copyright © Raymond C. Jones, PhD Permission Granted for Classroom Use / All Others Inquire at [email protected]
3 2 1 ReadingQuest: Making Sense in Social Studies http://www.readingquest.org
3 THINGS YOU FOUND OUT:
2 INTERESTING THINGS
1 QUESTION YOU STILL HAVE
ReadingQuest: Making Sense in Social Studies http://www.readingquest.org
12/7/2015 Breaking Barriers, Building Bridges: Critical Discussion of Social Issues - ReadWriteThink
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© ILA/NCTE 2015. All rights reserved.Technical Help | Legal | International Literacy Association | National Council of Teachers of English
Joy F. MossRochester, NewYork
Grades 6 – 8
Lesson Plan Type Standard Lesson
Estimated Time Six 45‐minute sessions, plus additional time for students to read a bookoutside of class
Lesson Author
Publisher
OverviewFrom Theory to Practice
Students read and discuss a series of picture books that highlights social barriers and bridges of race, class, andgender. Prior to a read‐aloud of each picture book, students participate in activities, such as research orindependent reading, that help lay the context for critical discussion of the read‐aloud. Throughout the series ofreadings, students respond to each book in a writing journal. After all the picture books have been read, studentsuse their journal responses to help them synthesize the themes they encountered in the books. They discuss how theycan take action to break barriers they have identified in their own worlds and to build bridges from what is to whatcould be. Finally, students read the novel Maniac Magee and discuss how the novel relates to the picture books theyhave discussed.
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In their article "Critical Literacy," Leland and Harste argue that "teachers who want to reimagine [the read‐aloud] asan opportunity to engage children in critical conversations about power and social justice can help them begin tounderstand that every text is written from someone's perspective" (468). The use of picture books, which take littletime to read, allows students to explore multiple perspectives around the theme of social bridges and barriers.Picture books can invite students to engage in critical discussion of complex issues of race, class, and gender. They"show how people can begin to take action on important social issues . . . and help us question why certain groupsare positioned as 'others'" (Harste, 2000, p. 507). When they are read aloud, picture books enable students to engagein dialogue as they consider the narratives in terms of historical contexts, the nature of the implied barriers, andhow individuals can take action to promote social justice and equity.
Further Reading
Leland, Christine H. and Jerome Harste. 2000. "Critical Literacy." In K. M. Pierce (Ed.) Adventuring with Books: ABooklist for Pre‐K‐Grade 6 (pp. 465‐487). Urbana, IL: NCTE.
Harste, Jerome. 2000. "Supporting Critical Conversation in Classrooms." Adventuring with Books: A Booklist for Pre‐K‐Grade 6. K. M. Pierce (Ed). Urbana, IL: NCTE.
Moss, Joy. 2002. Literary Discussion in the Elementary School. Urbana, IL: NCTE.
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LESSON PLAN
Breaking Barriers, Building Bridges: Critical Discussion of Social Issues
OVERVIEW
FROM THEORY TO PRACTICE
12/7/2015 Breaking Barriers, Building Bridges: Critical Discussion of Social Issues - ReadWriteThink
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12/7/2015 Catching the Bug for Reading Through Interactive Read-Alouds - ReadWriteThink
http://www.readwritethink.org/classroom-resources/lesson-plans/catching-reading-through-interactive-241.html 1/1
© ILA/NCTE 2015. All rights reserved.Technical Help | Legal | International Literacy Association | National Council of Teachers of English
Cathy J.MortonOgden, Utah
Grades K – 1
Lesson Plan Type Recurring Lesson
Estimated Time Three 30‐minute sessions
Lesson Author
Publisher
OverviewFrom Theory to Practice
This lesson uses an interactive read‐aloud of Miss Bindergarten Stays Home From Kindergarten by Joseph Slate tohelp kindergarten and first‐grade students learn reading strategies and how to prevent the spread of germs in theirclassroom. Students discuss and build knowledge about how germs are spread, how to cope with having a substituteteacher, and how to construct a caring classroom community, all while learning about story structure, newvocabulary, and a variety of reading strategies.
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Barrentine, S.J. (1996). Engaging with reading through interactive read‐alouds. The Reading Teacher, 50, 36‐43.
During interactive read‐alouds, teachers pose questions throughout the reading that enhance meaning constructionand also show how one makes sense of texts.
Dialogue during read‐aloud events supports students as they construct meaning based on the story and draw upontheir personal experiences to build story relevance.
These meaning‐centered interactions engage students with literacy information and demonstrate strategies thatthey can adopt for use when reading independently.
Rog, L.J. (2001). Early literacy instruction in kindergarten. Newark, DE: International Reading Association.
Select high‐quality literature that extends children's knowledge of literature, language, and the world.
Allow students to discuss the text as it is being read to scaffold their construction of meaning.
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LESSON PLAN
Catching the Bug for Reading Through Interactive Read‐Alouds
OVERVIEW
FROM THEORY TO PRACTICE
Create a Character Word Cloud
Part I - Complete Character Rating Scale 1. Choose a character for your Character Word Cloud. It could be a fictional
character from a book, a historical figure, or even yourself! Write your character’s name on the line at the top of the Character Rating Scale.
2. List any 8 character traits below the name of the character. Be sure to choose a variety of traits - some that describe the character very well and some that do not describe the character very well.
3. Rate each character trait from 1 to 10 depending on how well it describes the character. (1 = lowest and 10 = highest) Hint: This activity works best if the scores range between 4 and 10.
Part 2 - Create Character Word Cloud 1. Use your scores on the rating scale to create a Character Word Cloud for the
character. Open a word processing document and type the first character trait. Then copy and paste that word over and over the number of times equal to its score. For example, if you wrote “persistent” and gave it a score of 9, copy and paste the word “persistent” over 9 times. Do the same for the remaining character traits. You’ll end up with one long list of words.
2. Visit a word cloud website such as Wordle.net, ABCya.com, or Tagxedo.com. Look for the “create” or the “word cloud” link and click it to get started creating your own.
3. Copy and paste your list of words into the text area and check to be sure there are no spelling errors. Click Submit.
4. Play with the color, font, and layout options until the words are arranged in a pleasing manner.
5. Check with your teacher before printing your word cloud. 6. If you want to save the word cloud as an image to use later, look for the Save
option. If you can’t find one, you may need to ask your teacher how to capture it with a screen shot and same it as an image.
What’s a Word Cloud? A word cloud is an artistic arrangement of words of different sizes. The size of each word is related to the number of times it appears in the text used to create the word cloud. Frequent words appear larger than words than words that are not used as frequently. See the examples on right.
© 2011 ~ Created by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
absent-minded adventurous ambitious argumentative belligerent bold bossy brave busy carefree caring careless cautious cheerful clumsy conceited confident considerate cooperative courageous cranky creative curious dainty daring dedicated defiant demanding determined devious disagreeable dreamer energetic
fighter friendly fun-loving generous gentle gullible handsome happy hard-working helpful honest humble humorous imaginative impatient independent intelligent inventive joyful lazy leader logical lovable loving loyal messy methodical mischievous obedient observant outgoing optimistic patient
patriotic persistent pessimistic polite proud quiet reckless resourceful respectful rude selfish serious shy sly stubborn studious successful suspicious thoughtful timid unruly unselfish witty
Character Clouds Character Rating Scale
Name ____________________ 1. _________________ ____
2. _________________ ____
3. _________________ ____
4. _________________ ____
5. _________________ ____
6. _________________ ____
7. _________________ ____
8. _________________ ____
Write the name of a character at the top of the character rating scale box. Then list any 8 character traits on the line below their name. Rate each trait from 1 (low) to 10 (high) according to how well it describes the character.
© 2011 ~ Created by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
How to Fold Foldables
Table of Contents
Foldable Page
The 3 Tab ………..………………………. 2
The Booklet ………..………………………. 3
The Tri-Fold ………..………………………. 4
The 4 Door ………..………………………. 5
The Diamond 4 Door ………..………………………. 6
Circle Inlay ………..………………………. 7
Diamond / Octagon ………..………………………. 8
Isosceles Triangle ………..………………………. 9
The Panorama ………..………………………. 10
The Six Door ………..………………………. 11
The Volcano Shape ………..………………………. 12
The 3 Tab
2. Make a fold in one of the pieces 3½ inches away from one of the edges.
3. With the other piece, make a fold 4 inches away from one of the edges.
4. Insert the second piece inside the first so that it looks like this.
5. Open the first page and place a small piece of tape where the first page meets the second.
1. Fold a full sheet of paper in half and cut it so that you have 2 pieces that are 8½ inches by 5½ inches.
The Booklet
1. Fold a full sheet of paper in half and cut it so that you have 2 pieces that are 8½ inches by 5½ inches.
2. Fold one of the pieces in half and make a slit that goes about ¾ of an inch away from either edge of the paper.
3. Fold the other piece in half and cut notches on the fold that are slightly more than ¾ of an inch.
4. Roll (careful not to crease it) the notched piece and slide it halfway into the slit in the other piece.
5. Straighten out the notched piece so that the notches fit into the slit in the other piece and fold it in half so that you have an eight page booklet.
The Tri-Fold
1. Fold an 8 ½ by 11 piece of paper in half the long way.
2. Hold the long way and fold it in thirds by making two folds 3 ¾ inches from the edges.
3. Cut down the two folds to the fold in the center of the paper.
4. Fold the three flaps down.
5. Fold the two side flaps on to the center panel.
The 4 Door
1. Fold a full sheet of paper into quarters.
2. Make 2 folds along the short way of the paper so that it is divided into 4 equal rows.
3. Cut slits into the folds at the top and bottom of the page.
4. Fold over the flaps so that there are four “doors”. Fold that over one more time so that the “doors” hidden inside.
The Diamond 4 Door
4. Fold all of the corners of the square into the center of the X.
3. Fold the square so that the opposite corners touch. Unfold the paper to reveal an “X”.
2. Cut the small flap from the bottom of the paper to make a square. Discard the small flap.
1. Fold the top edge of the paper so that it is even with the side edge of the paper. Fold the remaining flap of paper even with the edge that you have folded down.
Circle Inlay
3. Paste the lower half of the next largest circle to the lower half of the largest circle. Continue to do so with the smaller circles
2. Fold all of the circles in half
1. Cut the circles from the paper provided.
3. Paste the lower half of the largest circle to the center of a blank piece of paper.
Diamond / Octagon
2. Cut the small flap from the bottom of the paper to make a square. Discard the small flap.
1. Fold the top edge of the paper so that it is even with the side edge of the paper. Fold the remaining flap of paper even with the edge that you have folded down.
3. Fold the large square in half twice to create a small square.
4. With the paper folded into the smaller square. Measure 4 cm from the corners indicated. Draw a line and cut across the line.
4 loose ends 2 loose
ends
0 loose ends
5. If the measurements and cuts were made from the proper corners you will unfold an octagon that looks like a diamond when folded up.
Isosceles Triangle
1. Fold an 8 ½ by 11 piece of paper in half the long way.
2. With the paper folded in half, use a ruler to draw a line to the opposite corners of the paper. Cut along this line.
3. Keeping the paper folded in half, fold the top corner down to the croner with the right angle
4. Fold the other corner of the triangle over to the right angle.
5. The end result should look like this
The Panorama
Fold a piece of 8 ½ by 11 inch paper in half the short way then cut on the fold.
Fold each of the pieces in half.
TAPE
Join the two halves together end to end with a piece of tape.
Fold the two end panels in toward the center, then fold that in half again.
The Six Door
6. Fold the two side flaps in toward the center.
5. Fold all of the cut flaps in toward the center.
4. Cut along the two folds at either ends of the paper.
3. Fold in thirds the long way.
1. Fold an 8 ½ by 11 piece of paper in half the short way.
2. Now fold the paper into quarters like this.
The Volcano Shape
1. Fold an 8 ½ by 11 piece of paper in half the short way.
2. Fold the bottom flap up and cut the corners so that they are even with the edges of the triangle.
3. Fold lower flap inside the two side triangle flaps.
4. Fold the two side triangles into each other.
Dinah Zike's e-Group
Graphic Organizer of the Month
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CHART TABLEClick on yourinstructional level to see photographed examples
Elementary
Middle & High School
www.dinah.com for information onworkshops and conferences, books, and upcoming events.
Tables are organized alongvertical and horizontal axes, while charts are organizedalong one axis, either horizontal or vertical.
Intructions:
1. Fold the vertical columns needed to make the table or chart.
2. Fold the horizontal rows needed to make the table or chart.
3. Label the rows and columns. Use the folds in the chart
or table as guides to draw easy, straight
vertical and horizontal lines.
Elementary
Manipulatives/Catalog/Workshops&Seminars/Latest News/E-Group/Quotes/Home
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Middle & High School
Manipulatives/Catalog/Workshops&Seminars/Latest News/E-Group/Quotes/Archives/Home
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Dinah Zike's e-Group
Graphic Organizer of the Month
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Focus Skill: Causes & EffectsClick on yourinstructional level to see photographed examples
Elementary
Middle & High School
www.dinah.com for information onworkshops and conferences, books, and upcoming events.
Encourage students to addpersonal opinions or observations when appropriate
Instructions:
1. Fold a sheet of paper in half horizontally (hamburger) sothat one side is one inch longer than the other side.
2. Cut the shorter side in half, up towards the fold (mountaintop) to create two flaps.
Write a paragraph orsentences summarizing a specific cause and effect
Elementary
Manipulatives/Catalog/Workshops&Seminars/Latest News/E-Group/Quotes/Home
Cause and Effect Ideasfor Elementary Levels:
leaf color changehuman growthnight and daywinda growing communityextinction of the Dodobird or an animal becoming endangeredwater pollutionexplorationa character's actionsin a storywater cycle
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Middle & High School
Cause and Effect IdeaJoggers for Middle & High School:
westward expansionimmigrationindustrial revolutionVietnam Wardisease (could be aspecific one such as malaria)dominant traitserosionheat transfer ormolecular movement and/or nuclear fusionmechanical wavesliterature based uponsocial issues, protests, or propagandapatriotic writings
Manipulatives/Catalog/Workshops&Seminars/
Latest News/E-Group/Quotes/Home
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Engaging Students With Foldables US History to 1877
41st Annual Conference Virginia Social Studies Educators November 4, 2005
Presented by
Susie Orr, Elementary Social Studies Specialist Fairfax County Public Schools
This packet contains foldable templates that were modeled after the folding techniques of Dinah Zike. These models correlate to specific Virginia SOL objectives and essential knowledge for United States History to 1877. The CD in your folder contains templates for every unit in US History to 1877, plus photos of foldable models. It is strongly recommended that when sharing the templates with colleagues, you either demonstrate the folding techniques or refer to Dinah’s book. A reference book, Dinah Zike’s Big Book of United States History, or Dinah Zike’s Big Book of Social Studies, includes clear technique directions on how to complete each of the folds used in these templates.
Dinah Zike’s Big Book of Social Studies, Elementary K-6 ISBN # 1-882796-20-9 Stock Number: CCC103
Dinah Zike’s Big Book of United States History ISBN 1-882796-24-1 Stock Number: CCC107 Dinah’s books can be ordered directly from:
www.dinah.com 1-800-99-DINAH MAPS Maps are often used with the foldables. The maps included in the templates are from Mapmaker Toolkit and National Geographic. The Mapmaker Toolkit maps can only be duplicated if your school has a site license for this program. Maps can also be downloaded from other map sources such as: www.eduplace.com/ss/mapswww.nationalgeographic.com/xpeditions/atlaswww.lib.utexas.edu/maps/
The Folding Techniques
Today, we will practice a variety of folds used in the templates on the CD. There will not be time to make each template, but by practicing the different folds, participants should be able to easily make all the templates on the CD.
1. Two-Tab Book – USI.4b Cultural Interaction
2. Three-tab with Venn diagram – USI.7c Emergence of Two Political Parties
3. Five-Tab Book- USI.3 Locating American Indians
4. Shutter Fold – USI.6b Key Philosophies in the Declaration of Independence
5. Four-Door – USI.5a Factors Leading to Colonization
6. Matchbooks – USI.2b Geographic Locations
7. Tiny Flip Ups- USI.2c Locate and Identify Water Features
8. Bound Book – USI.6c Key people of the Revolution
9. Pocket–Book – USI.9d Roles of Civil War Leaders
10. Accordion Fold – USI.4a Explorers
11. Layered Look Book USI.6c- Key Events of the Revolution
12. Pocket Book Extra - Tarry Lindquist style
General Tips: Use bright colorful paper, such as Wausau Paper Astrobrights, available at
office supply stores such as Office Depot, or Staples. Costco also offers a pack of brightly colored paper at a reasonable price.
Glue sticks make for less mess and less wrinkles. Wet glue makes for longer lasting strength. Choose what works best for you and your students.
Store foldables in a zipper lock bag. Write names, objective numbers, or other information with a Sharpie, then place clear packing tape over the writing to preserve. Clip corners to let air out and keep flat.
Make models for yourself and store them by unit/objective #. Glue the objective and objective number on the back of the teacher models. Some teachers like to glue the direction sheet to the back.
Susie Orr, Fairfax County Public Schools
2
Instructional Support Services Elementary Social Studies Team 2005
Sentence Strips| . Take two sheets o{'paper (8 l/2" x I l ") and
fold into hotnburecr.r. Cut along the fbldlines makins four half sheets. (Use as ujanyhall 'sheets as necessafy for additronal pagesto yoLrr book.)
2. Fold each sheet in hal i l ike a / ior r /o l .
3. Place the folds side by side and staple thenttogetlrer on the left side.
4. One inch fron the stapled edgc. cut the I 'r 'ontpage of each lblded secrion Lrp to thenrountain top. Tlrese cuts lbnrr f laps that carrbe raised and lowered.
NOTE: To rnuke u hulf t'ovcr. use u shcat o.f'(ott.\ lrucliot1 pop(r on( inch lrntgcr than the book.Gluc tlrc buc'k ol thc lost shcct to thc t 'ort.structiotrpope r firip, leuvirtl4 tute irtclt on the le.fi sicle to
.lolt l ovcr urrl cot,t,r ' l l tc ori i4irtol .stuplc.s. Stuplctlt i ,t l tul.f un,cr in plucc.
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1. Place a large piece of chart paper on table or desks with a passage/text/excerpt in the center 2. Have a student/students read the passage aloud. 3. Students then write reflections, questions or thoughts on the larger piece of paper. 4. Have a student/students read the responses.
Wallwork 1
The Hole Truth
A unit based on the novel Holes by Louis Sachar
Eve Wallwork
RE 5730
Wallwork 2
Table of Contents
1. Rationale p.3
2. Resource List p. 3-4
3. Reading outline p. 5-6
4. Vocabulary p. 7-16
5. Before activities p. 17-21
6. During activities p. 22-32
7. After activities p. 33-37
8. Rubric p. 38-39
9. NCSCOS alignment p. 40-41
10. References p. 42
Wallwork 3
Rationale
The book that I chose to do for the Integrated Unit is Holes, by Louis
Sachar. Holes is a fourth/fifth grade reading level book, though sometimes it can
be used in sixth grade. I chose Holes for this unit because it nicely integrates into
the North Carolina curriculum for fifth grade, students can relate to themes
throughout the book and I think it is important for students to read novels that
have been made into movies. Holes is a fun book to read and is challenging for
elementary school readers, but not too much so. The plot is interesting and there
is never really a dull moment in the book. The characters are also very relatable to
5th graders because the main character, Stanley, is around the same age as the
students, so, that connection will help to keep them engaged. The plot is complex
enough connecting the present and the past with flashbacks.
The characters in Holes struggle with issues that students at this age can
relate to such as, being in the wrong place at the wrong time and remaining hopeful,
even when things are bad. Students can also relate to themes of family customs
and values, whether to help others, or just look out for yourself. Holes has
multiple qualities of good young adult literature. Students can relate to the
themes, the plot is complex and exciting, the story is basically optimistic an deals
with emotions that are important to this aged reader.
This book is an example of a tall tale, one of the North Carolina Standard
Course of Study goals. Students have learned about tall tales in previous grades,
so I thought this book would be a good way to revisit classic tall tales, such as
John Henry and Johnny Appleseed, but also think of tall tales in a new way and how
Louis Sachar integrates aspects of a tall tale into the novel. I also decided to have
students research an inventor. The main character in Holes, Stanley, has a father
who is an inventor, so having students research an inventor is a great way to have
the students do some research in order to relate to the book.
Resource List
1. Sachar, Louis. (2003). Survival Guide to Camp Green Lake:
Yearling Books. – This book is by the same author of Holes and
was released after it. The book is about a “more pleasant” trip to
Camp Green Lake, the place where Holes took place.
Wallwork 4
2. Blair, Walter. (1987). Tall tale america : a legendary history of
our humorous history. Chicago : University of Chicago Press. –
This book is about legendary characters that we all know of, such
as Paul Bunyan and Davy Crockett, and is told as if the
characters were real. It covers most of the nations history and
is humorous, hence the title of the book.
3. MacLeod, Elizabeth. (2007). Alexander graham bell. Toronto:
Kids Can Press.- This book is kid friendly and an easy read to
engage students in the lives of some of the greatest inventors in
history.
4. Carlson, Laurie. (2006). Thomas edison for kids. Chicago: Chicago
Review Press.- This book teaches students all about the life of
Thomas Edison. It is written to inspire students to become
scientists and inventors.
5. Time . (2005). Benjamin franklin: a man of many talents. New
York: Harper Collins.- This book tells all about the life of
Benjamin Franklin and about all the things he did for our history.
It also teaches students about the importance of biographies.
6. Time . (2005). Thomas edison: a brilliant inventor. New York:
Harper Collin.- This book is a fast-paced biography of Thomas Edison,
the scientist who perfected the light bulb and propelled America into the
twentieth century.
7. Great americans for children. (2003). Wynnewood: Schlessinger
Media. – This book also includes a video and audio cassette to
help enhance the experience for students. This book discusses
various important inventors in history and why they were so vital
to how our nation is today. 8. www.louissachar.com
9. http://www.scholastic.com/holes/index.htm
10. http://ettcweb.lr.k12.nj.us/forms/Lament.htm
11. http://www.youtube.com/watch?v=_uoo-h6cnoQ
12. http://thinkexist.com/quotation/the_only_disability_in_life_is_a_bad_attit
ude/219108.html
Wallwork 5
Reading Outline Week 1
Before reading
Holes All Around Us (whole group)
Making Predictions(individual)
Tall Tale (small group)
Section 1: Chapters 1-5 (in school)
“Wanted” poster Stanley (small group)
o Before reading: introduce activity
o During reading: pay attention to characteristics of Stanley
Section 2: Chapters 6-10 (at home)
Section 3: Chapters 11-15 (in school)
Instant Lament (small group)
o Before reading: introduce activity and discuss what a lament is
o During reading: pay attention to how Stanley acts in these chapters
and connect to previous chapters
Section 4: Chapters 16-20 (at home)
“I-poem” (individual)
o Before reading: introduce activity, try example as class
o During reading: pay close attention to Stanley’s character traits
Section 5: Chapters 21-25 (in school)
ToonDo (individual)
o Before reading: introduce activity, try example as class
o During reading: pay attention to the plot and be able to summarize
what has happened thus far
Week 2
Section 6: Chapters 26-28 (in school)
Section 7: Chapters 30-35 (at home)
Stanley vs. Zero (partners)
o Before reading: introduce activity, clarify rules of Venn Diagram
o During reading: pay attention to character traits of Stanley (how has
be progressed) and Zero
Section 8: Chapters 36-40 (in school)
Parallel Lives (individual)
o Before reading: introduce activity
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o During reading: pay close attention to how the plot develops and how
stories are beginning to relate
Section 9: Chapters 41-45 (at home)
Theme Quote and song (small group)
o Before reading: introduce activity
o During reading: think about the themes of the novel
Section 10: Chapters 46-50 (in school)
Internet Workshop (individual)
After reading
Talk Show with Stanley and Zero (small groups)
Research and inventor (individual)
Make Spiced Peaches (whole group)
Letter to the Author (individual)
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Vocabulary
Week 1 Words
Tier 2
Perseverance p. 8
Juvenile p. 12
Preposterous p. 34
Excavated p. 34
Tier 3
Warden p. 3
DAY 1 - Introduce words and provide a student friendly definition:
Tier 2
Perseverance- continuing or repeating behavior, determination
Juvenile- young person, not grown up
Preposterous- very unlikely or unbelievable
Excavate- to dig up and remove material from the ground
Tier 3
Warden- a person who is responsible for or guards someone or something
Students will copy down words and definitions into their vocabulary notebooks.
Activity 1- “Never Have I Ever” The teacher will say a phrase that begins with
“never have I ever,” continue the phrase with one vocabulary word in context and
end with “because”. In groups of 4 or 5 students end the phrase with an
explanation and share with the entire class.
1. Never have I ever seen a Warden in action because…
2. Never have I ever had to excavate dinosaur bones because…
3. Never have I ever seen a juvenile doctor because…
4. Never have I ever had the perseverance to run a marathon because…
5. Never have I ever read a preposterous article in the newspaper because…
ANSWER KEY: Answers will vary.
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DAY 2- Students will fill in the synonym/antonym chart
ANSWER KEY: Answers can vary but should be along with following lines:
1. Perseverance- synonym: determination, antonym: laziness
2. Juvenile- synonym: child, antonym: adult
3. Preposterous- synonym: absurd, antonym: reasonable
4. Excavate- synonym: uncover, antonym: fill
5. Warden- synonym: guard, antonym: inmate
DAY 3- In their vocabulary notebooks students will respond to the following
statements/answer the following questions:
1. Describe a time when you had to persevere.
2. What age person would likely have juvenile diabetes? Why?
3. Would humans living on Jupiter be preposterous? Why or why not?
4. Why is the term excavate often associated with time capsules?
5. Describe some of the duties of a warden.
ANSWER KEY: Answers will vary due to students’ experiences with words.
Speed Round 1- Students are given 60 seconds to answer 10 True/False questions:
1. You would see a warden fighting on a war battlefield.
True or false?
2. “Not quite! Try again.” is a message encouraging perseverance.
True or false?
Synonym Word Antonym
Perseverance
Juvenile
Preposterous
Excavate
Warden
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3. A juvenile boy is allowed to stay up after midnight on a school night.
True or false?
4. It is preposterous to read a children’s book in one day.
True or false?
5. A bulldozer could excavate an area for the foundation of a new house.
True or false?
6. Men in prison are required to listen to the warden.
True or false?
7. An area just excavated would be full of dirt.
True or false?
8. Driving across the USA in one day is preposterous.
True or false?
9. Abraham Lincoln showed great perseverance when he tried many times to
get elected to office.
True or false?
10. An eight year old boy would be tried in juvenile court.
True or false?
ANSWER KEY:
1. FALSE 2. TRUE 3. FALSE 4. FALSE 5. TRUE
6. TRUE 7. FALSE 8. TRUE 9. TRUE 10. TRUE
DAY 4- Students will draw an image that represents/ depicts each vocabulary
word.
Speed Round 2- Chose the word that is most clearly associated with the vocabulary
word
1. Which word relates to warden?
(prison, school, hospital)
2. Which word relates to excavate?
(computer, bulldozer, television)
3. Which word relates to perseverance?
(happy, determination, characteristically)
4. Which word relates to juvenile?
(home, brother, childish)
5. Which word relates to preposterous?
(absurd, relative, telephone)
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ANSWER KEY- 1. Prison 2. Bulldozer 3. Determination 4. Childish 5. Absurd
DAY 5- “Thumbs up or thumbs down” Students will give a thumbs if the statement
is an example or the word, or thumbs down if the statement is not an example
1. Is this an example of perseverance?
a. Training for a marathon. (up)
b. Campaigning to become president. (up)
c. Eating an ice cream sundae. (down)
2. Is this an example of juvenile?
a. An art professor at a University. (down)
b. A fourth grade student. (up)
c. My grandfather. (down)
3. Is this an example of preposterous?
a. Riding a horse through the hallways at school. (up)
b. Completing 5 math problems for homework. (down)
c. Justin Bieber performing at our school. (up)
4. Is this an example of excavate?
a. Covering up a hole dug in the sand. (down)
b. Uncovering a time capsule hidden underground. (up)
c. Digging up an artifact in the desert. (up)
5. Is this an example of a warden?
a. A soldier in the army. (down)
b. A soccer goalie. (down)
c. A guard at a prison. (up)
ANSWER KEY- 1. a-up, b-up, c-down 2. a-down, b-up, c-down 3. a-up, b-down, c-up
4. a-down, b-up, c-up 5. a-down, b-down, c-up
Final Assessment: Choose the best answer for the questions below:
1. If a person was described as having perseverance, you would expect that
person to:
a. have patience
b. give up easily
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c. have no motivation
2. If a person is a juvenile, he or she is most likely:
a. an adult
b. an elderly person
c. a young person
3. If a person sees a warden every day, you would expect that person to:
a. work at a doctor’s office
b. be in some type of trouble
c. go to school
4. If a person sees a preposterous act, you could say that act:
a. happens on a daily basis
b. is kind-hearted
c. is unbelievable
5. If you saw a man excavate a dinosaur bone, you could say he:
a. dug up the bone
b. ran over the bone
c. carry the bone
ANSWER KEY- 1.A 2.C 3.B 4.C 5.A
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Week 2 Words
Tier 2
Contritely p. 179
Inexplicable p. 190
Drenched p. 127
Incarcerated p. 222
Lurch(ed) p. 148
DAY 1 - Introduce words and provide a student friendly definition:
Tier 2
Contritely- feeling deep guilt for a wrongdoing and wanting to make it right
Inexplicable- cannot be explained
Drenched- soaked or completely wet
Incarcerated- to be kept in prison
Lurch- a sudden, unsteady movement
Students will copy down words and definitions into their vocabulary notebooks.
Activity 1- “Have You Ever” The teacher will say a question that begins with “Have
you ever,” and continue the phrase with one vocabulary word in context. In groups
of 4 or 5 students end the phrase with an explanation and share with the entire
class.
1. Have you ever felt contrite after doing something wrong?
2. Have you ever seen an inexplicable situation?
3. Have you ever been drenched?
4. Have you ever been incarcerated?
5. Have you ever been in a car when the car lurched?
ANSWER KEY: Answers will vary.
DAY 2- Word lines: Students place word phrases on a line that represents a
continuum and to explain their placements
How surprised would you be if:
You found out your teacher was incarcerated?
You felt a lurching movement on a roller coaster?
You weren’t drenched after a thunderstorm?
Your mom made you feel contrite after you lied to her?
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You saw an inexplicable alien at the park?
ANSWER KEY: Answers will vary due to students’ experiences.
DAY 3- Students will fill in the synonym/antonym chart
ANSWER KEY: Answers can vary but should be along with following lines:
1. Contritely- synonym: regretfully , antonym: indifferent
2. Inexplicable- synonym: unexplainable, antonym: explainable
3. Drenched- synonym: saturated, antonym: dry
4. Incarcerated- synonym: jailed, antonym: free
5. Lurch- synonym: stagger , antonym: smooth
Speed Round 1- Chose the word that is most clearly associated with the vocabulary
word
1. Which word relates to contritely?
(healthy, happy, guilty)
2. Which word relates to inexplicable?
(non-fiction, mysterious, helpful)
3. Which word relates to drenched?
(straw, water, stomach)
Synonym Word Antonym
Contritely
Inexplicable
Drenched
Incarcerated
Lurch
Least Surprised Most Surprised
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4. Which word relates to incarcerated?
(prisoner, engineer, teacher)
5. Which word relates to lurch?
(lunch, kick, wobble)
ANSWER KEY- 1. Guilty 2. Mysterious 3. Water 4. Prisoner 5. Wobble
DAY 4- “Thumbs up or thumbs down” Students will give a thumbs if the statement
is an example or the word, or thumbs down if the statement is not an example
1. Is this an example of contrite?
a. Wanting to confess after telling a lie. (up)
b. Explaining yourself when you are caught in a lie. (up)
c. Helping your mom clean the kitchen. (down)
2. Is this an example of inexplicable?
a. A shooting star. (down)
b. Aliens landing on Earth. (up)
c. Reading a book. (down)
3. Is this an example of drenched?
a. Running inside soaking wet from the rain. (up)
b. Riding on a boat. (down)
c. Standing under a waterfall. (up)
4. Is this an example of incarcerated?
a. Helping the mechanic fix your moms car. (down)
b. Staying in jail for 3 weeks. (up)
c. Living in prison for 16 years. (up)
5. Is this an example of a lurch?
a. A peanut butter and jelly sandwich. (down)
b. A smooth ride on a yacht. (down)
c. A sudden jerk to avoid a pothole. (up)
ANSWER KEY- 1. a-up, b-up, c-down 2. a-down, b-up, c-down 3. a-up, b-down, c-up
4. a-down, b-up, c-up 5. a-down, b-down, c-up
Speed Round 2- Students are given 60 seconds to answer 10 True/False questions:
1. You would feel contrite after helping an elderly woman cross the street.
True or false?
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2. I would be incarcerated if I robbed a bank.
True or false?
3. After watching it rain from my living room I would be drenched.
True or false?
4. A smooth u-turn would be described as lurch.
True or false?
5. A newborn baby reading a speech would be inexplicable.
True or false?
6. Standing outside during a hurricane would cause me to be drenched.
True or false?
7. Going to school is inexplicable.
True or false?
8. A man who committed murder would be incarcerated.
True or false?
9. A sudden lurch of the boat would make the rower drop his oar.
True or false?
10. A nun should feel contrite if she stole money from the church.
True or false?
ANSWER KEY:
1. FALSE 2. TRUE 3. FALSE 4. FALSE 5. TRUE
6. TRUE 7. FALSE 8. TRUE 9. TRUE 10. TRUE
DAY 5- Students will write a response to the picture describing why the picture
represents a vocabulary word.
Contritely
Drenched
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Incarcerated
Inexplicable
Lurch
ANSWER KEY: Answers will vary depending on students explanations.
Final Assessment: Write a response for the following:
-Describe how a person feeling contrite would act.
-List three reasons why a person might be incarcerated.
-How would a person who was drenched look?
-Why would a driver’s education teacher experience a lot of lurch
movements?
-Describe what makes a situation inexplicable.
ANSWER KEY- Answers will vary.
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Before reading: 1. Introduction
2. Prediction chart
3. Tall Tales
Wallwork 18
Holes All Around Us
Introduce Holes by finding phrases or songs which contain the word holes/wholes.
Divide the class into 2 groups. Have each group brainstorm to see which group can
come up with the most phrases or song titles in a five minute time period that
contain either the word whole or hole. Examples: buttonholes, a hole in one,
"holesome/wholesome", "pigeon-holed" or songs such as "There's a Hole in the
Bucket, or "Whole lot of Shakin' Going On" or "He's Got the Whole World in his
Hands." It covers homophones in a fun way.
Song Titles-
A Whole New World
He's Got the Whole World in His Hands
There's a Hole in the Bucket
Whole lot of Shakin' Going On
Phrases
a hole in one
"pigeon-holed"
an ace in the hole
ozone hole
dig yourself into a hole
The hole closed in on him.
black hole
Shut the hole in your head.
down a rat hole
Look in every hole and corner.
Pry into every hole.
Wallwork 19
I can't believe he ate the whole thing.
pothole
the whole nine yards
making sense as a whole
fun for the whole family
whole person - whole child
a whole lot easier
the whole story
Wallwork 20
Making Predictions
Use the words below and the title of the book to make
predictions about the following elements of story.
Vocabulary: camp, Stanley, warden, holes, campers,
innocent, nickname, Zero, desert, curse, punishment,
redemption, dig
Setting
What is the setting likely to be?
Characters
Who are possible characters in the
novel?
Problem
What might some problems be for
the characters?
Characters’ Goals
What are likely goals for some of the
characters?
Solution
What are possible solutions to the
problems?
Prediction/Questions
Any other predictions? Questions?
Wallwork 21
Tall Tales
Part of what makes Holes such a good read
is the way Sachar weaves together realism
and fantasy, by including elements from
fables and folktales in his story. Tall tales
are a popular form of folktale in the Unites
States. Find out about the characteristics
of this kind of narrative by reading some
tales. Pay attention to how the writers of
these tales use exaggeration to create
humor. Watch for repetition of phrases
and themes, and notice how animals often
function as helpers. Then, try writing a tall
tale of your own.
Some famous tall tales include:
Paul Bunyan
John Henry
Johnny Appleseed
Read some tall tales from the following books then, research the elements of a tall
tale:
1. Tall Tale America: A Legendary History of Our Humorous Heroes by Walter
Blair
2. American Tall Tales by Mary Pope Osborne
Wallwork 22
During: 1. Wanted poster
2. Palindromes
3. “I-poem”
4. ToonDoo
5. Venn Diagram
6. Comparison Chart
7. Internet Workshop
Wallwork 23
Your job is to create a Wanted
Poster for Stanley
You will create an artistic representation of the suspect and then
complete the following information for the wanted poster:
Wanted:
Character name
Time and Place Last Seen
Physical Description
How he acts
Likes
Dislikes
Where he hangs out
Suspected Whereabouts
Reward amount
~Remember that this information, plus the artistic creation of the
suspect, must fit inside the white box in your wanted poster. If you
choose, you may use your own creative template instead of the one
given on the following page.
Wallwork 24
Wallwork 25
Instant Lament
A lament is a song, poem, or piece of music
expressing grief, regret or mourning. In this section
and in the book up to this point, Stanley has had a lot
of reasons to feel unhappy. Visit
http://ettcweb.lr.k12.nj.us/forms/Lament.htm and
write a lament that expresses some grief or
mourning that Stanley has felt. Feel free to write a
lament freestyle. Here is an example:
Stanley’s Lament
I am loneliness
The dark of night is my cloak
I vacation in the arms of solitude
Sadness and depression are the cousins I would joyfully
disinherit
At a welcoming smile.
by Nancy Polette
Wallwork 26
“I-Poem”
Write an “I-Poem” from the point of view of one of
the characters from Holes. Try to get inside your
character; help the reader identify with the
character’s thoughts, actions, emotions, and
personality. If possible, include personification and
similes in your poem.
FIRST STANZA
I am (two special characteristics you have)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)
SECOND STANZA
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
THIRD STANZA
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort to do)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
Wallwork 27
ToonDoo
We are halfway through the book, create a ToonDoo
that summarizes what we have read so far and make a
prediction about what is going to come. Think about the
title of Part II “The Last Hole”
Go to www.toondoo.com and create!
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Stanley vs. Zero
Complete the Venn Diagram comparing characteristics of Stanley
and Zero.
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|| Parallel Lives ||
Answer the question by filling in the chart below: how do the events in Stanley's
and Zero's lives parallel those of Stanley's great-great-grandfather and Madame
Zeroni?
Stanley and Zero Stanley’s great-great-grandfather
and Madame Zeroni
1. Stanley digs a 5-foot hole every
day and becomes strong
2.
1. Elya climbs a mountain every day
and becomes strong
2.
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Relate This…
Throughout the book so far we have seen a theme of
hope. How does the following quote and song relate to
the whole book and this section particularly?
“The only disability in life is a bad attitude.” –Scott
Hamilton
“I Will Survive” by Stephanie Bentley
Done a lot of things that I'm not so proud of.
Took a lot of turns, turned out wrong.
That's a worn out song.
Day by day moment by moment.
Taking my chances, trusting my heart.
It wasn't to smart.
Lonely, as lost as I could be.
No way it's up to me.
I will survive
I will endure
When the going is rough
you can't be sure
i'll tough it out
I won't give in
If i'm knocked down I'll get up again
As long as my dreams alive I will survive
Letting go of my bad habits.
Hangin on the hope for better times.
I'll be fine.
Learning to sleep in the bed that I made.
Laying the blanket where it belongs.
I've gotta be strong.
Tear drops no one sees but me.
I won't stop, I'll always believe.
I will survive
Wallwork 31 I will endure
When the going is rough
You can't be sure
I'll tough it out
I won't give in
If I'm knocked down I'll get up again
As long as my dreams alive
I will survive, yeah!
As long as my dreams alive
I will survive
I will endure
When the going's rough
You can't be sure
I'll tough it out
I won't give in
If I'm knocked down i'll get up again
As long as my dreams alive
I will survive
I will survive
I will survive
I will survive!
Oh yeah!
No I will survive!
Yeah I will survive
I will survive
Write a one paragraph response to the quote and song and how they relate to the
book so far. You can listen to the song by visiting:
http://www.youtube.com/watch?v=_uoo-h6cnoQ
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Louissachar.com
Go to www.louissachar.com. Explore the author’s
website. Then complete the following tasks:
1. Click on the book Holes. Read the Holes Q & A. Write down three
interesting facts you learned about Holes.
2. Click on the tab “Holes- The Movie.” This will bring you to the Disney
Website. Read the plot summary. Write down any differences you see
between the movie and the book.
3. Go back to www.louissachar.com. Click on the tab “Author Booklist.”
Choose two other books written by Louis Sachar and write why you want
to read these books.
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After Reading
1. Talk Show with Stanley and Zero
2. Research an Inventor
3. Spiced Peaches
4. Letter to the Author
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Talk Show with Stanley and Zero
Stage a talk show with Stanley and Zero
as the guests. Work in a small group.
Each member of the group must have a
role in this performance. Remember that
you even need to have questions to ask
the audience, so that means some people
will have to be audience members. Have
the other boys from Camp Green Lake
surprise them by coming on the show.
What would the boys say to Stanley and
Zero? What might Stanley, Zero, and
the others say about the closing of Camp
Green Lake? Ask Stanley to share what
he learned most from his experiences
there.
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Research an Inventor
Stanley's father is an inventor. Although it is said that an inventor must have
intelligence, perseverance, and a lot of luck, Stanley's father never seems to have
such luck. You need to research inventors such as Benjamin Franklin, Alexander
Graham Bell, Thomas Edison, and the Wright brothers. How did luck play a role in
their inventions? Create a short speech to share with the rest of the class about
your findings.
Wallwork 36
Miss Katherine’s Spiced Peaches
Every summer Miss Katherine would pick bushels of
peaches and preserve them in jars with cinnamon,
cloves, nutmeg, and other spices. Zero calls the
sweet, muddy liquid he find in jars under the
rowboat “sploosh”, and it helps keep him alive in the
desert after he runs away from camp. Here’s the
recipe.
Ingredients: 1 can (29 ounces) peach halves, drained (save the syrup in a separate bowl)
2/3-cup apple cider vinegar
1-cup light brown sugar, packed
¼ teaspoon salt
8 whole cloves
1 cinnamon stick
¼ teaspoon ground nutmeg
Directions: In a saucepan, combine 2/3 cup of the peach syrup with all the other ingredients
except the peaches. Simmer uncovered for 10 minutes.
Pour over peaches. Cool, then cover and chill for at least 24 hours (or 110 years!).
Bring to room temperature and eat. Any leftover peaches will keep in refrigerator
for a week.
Wallwork 37
Letter to the Author
Write a letter to Louis Sachar. Follow proper letter
writing format. Your letter could address some of the
following:
Response to the book
Questions to Louis Sachar
Favorite part
Favorite character
Ideas for a sequel
Wallwork 38
Rubric for Grading
Activity Points Holes All Around Us discussion
Participated in discussion /5
Prediction Chart Fully complete
Uses vocabulary provided to complete
chart
/10
Tall Tales Research tall tales
Wrote tall tale about prediction of Holes
Participated in group
/15
Wanted Poster All elements are addressed
Drawing is appropriate
/10
Instant Lament Wrote a lament from the point of view
of Stanley
Collaborated with group
/5
I-poem Complete
From Stanley’s point of view
/10
Week I Vocabulary Participated
/5
ToonDo Summarized book thus far
Made a prediction
/10
Relate This
Wrote a paragraph that connected quote
and song to theme
Collaborated with group
/15
Week II Vocabulary Participated
/5
Internet Workshop Explored internet site
Completely answered questions
/15
Talk Show with Stanley and Zero Group participation
Participated in talk show
Talk show information was relevant
/15
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Research an Inventor Researched an inventor
Presented to class
/15
Spiced Peaches Participated in making spiced peaches
/5
Letter to Author Followed letter format
Addressed Louis Sachar
/10
Vocabulary Assessments Week I vocab assessment (worth 25
points) Week II vocab assessment (worth 25
points)
/50
Total: /200
Wallwork 40
North Carolina Standard Course of Study and
Correlating Activities Competency Goal 2
The learner will apply strategies and
skills to comprehend text that is
read, heard, and viewed.
2.03 Read a variety of texts, such
as:
fiction (tall tales, myths).
nonfiction (books of true
experience, newspaper and
magazine articles, schedules).
poetry (narrative, lyric, and
cinquains).
drama (plays and skits).
Tall Tales
Competency Goal 3
The learner will make connections
through the use of oral language,
written language, and media and
technology.
3.01 Respond to fiction, nonfiction,
poetry, and drama using interpretive,
critical, and evaluative processes by:
analyzing word choice and
content.
examining reasons for a
character's actions, taking
into account the situation and
basic motivation of the
character.
creating and presenting a
product that effectively
demonstrates a personal
response to a selection or
experience.
examining alternative
Venn Diagram
“I” Poem from one character’s
point of view. Instant lament
Wallwork 41
perspectives.
evaluating the differences
among genres.
examining relationships among
characters.
making and evaluating
inferences and conclusions
about characters, events, and
themes. 3.06 Conduct research (with
assistance) from a variety of sources
for assigned or self-selected
projects (e.g., print and non-print
texts, artifacts, people, libraries,
databases, computer networks).
Research an Inventor
Competency Goal 4
The learner will apply strategies and
skills to create oral, written, and
visual texts.
4.05 Use a variety of preliminary
strategies to plan and organize the
writing and speaking task considering
purpose, audience, and timeline.
Talk show with Stanley and
Zero
Wallwork 42
References
Sachar, Louis. (1998). Holes. New York: Scholastic Inc.
Sachar, Louis. (2003). Scholastic Bookfiles: A Reading Guide to Holes. New York:
Scholastic Inc.
http://www.mce.k12tn.net/reading39/holes.htm
http://www.randomhouse.com/teachers/catalog/display.pperl?isbn=978044022859
2&view=tg
Investigate a Book - Fiction or Non – fiction
K.Torrisi Word Logic and Maths Space and Vision Body Music People Self Nature Remembering * Write an
Acrostic poem using the main aspect of the book. *Make an A to Z list from your book. *Use your white hat and list information about your text.
*Draw a pie graph to illustrate facts from the text. * Construct a timeline relating to your text.
* Make a visual chart of things from your book -Write 5 words to describe them. *Do a drawing of an interesting part of the book.
* Basic mime – happy, sad etc. discuss and model steps for miming. * Move like something from your text. Play statues. *Use your face to create some emotions you may have felt when reading your book, or emotions portrayed by characters.
*Does music play a part in this text? Describe how. *Learn a new song about this topic. *Look for song about the text. *Name sounds you would hear in the text- list them.
*Work with others to make a list of the “Top 5” most important parts of the text. *Tell a partner 10 things you know about your book.
* Write a learning log – what you have gained or learnt from the book. * Draw and write about your favourite part of the book. * Do you already know anything about this book or had any experiences relating to the text. If so, write about them.
* Are there any animals or natural settings in your book? If yes, draw and describe them. If no, could their have been? Draw and describe them.
Understanding * Retell an interesting part of the book in your own words. * Recount own experience in relation to the book. *Make a wordsearch from the text. * Write a set of true or false questions about the book.
* Design a puzzle or maze that presents the main setting / topic of the text. * Develop a “How to ….. relating to the text.
* Design a bookmark featuring the title author and a summary of your book. Decorate the bookmark with pictures about the book. *To show what you know about the book make a picture book/ mural/ poster/ collage. * Illustrate the main idea of the book.
* Play charades with names of books you have read on this topic. * Act out movements from your book. * Do some mimes relating to your book.
* Choose a passage from the text. Read aloud and make sound effects with different objects to link with the text. * Describe the sounds you would hear in the text. * Record sound effects for your book.
* Role play an important part from your book. * In a group, design 5 questions that could be put on a test about your book.
-Draw a picture about how the text makes you feel. *Explain in a diary entry how the text makes you feel.
*Find Photographs in magazines which could be included in your book. Under each picture write why and where they would be included.
Word Logic and Maths Space and Vision Body Music People Self Nature
Applying
*Write a radio advertisement for your book telling people why they should buy it. Refer to title and author. *Write a postcard to someone about your book. *Locate 5-10 words you found difficult to read or understand. Use a dictionary to find the meaning of these words. Write the words and their meanings.
* Make up a number problem relating to the text. *Draw a plan/map to scale relating to your book. * Compile all the information from your text you would need in order to solve a problem.
* Make the following relating to your book so students could learn while they are using them; - a cartoon - pop-up book - mural - jigsaw - poster - collage - puppets - maps - diorama - wanted poster - mobile
* Use sign language to teach skills or information from your book to others. *Do Theatresports relating to your book.
*Write words for a radio jingle about the book to encourage people to read it.
* Play celebrity heads relating to your book. *Share some of your work with the class. * Sharing circle – share your thoughts/beliefs and opinions about the book with others.
*What was good, not so good and interesting - complete a PMI relating to your book. * Write a diary entry from the main character or the authors point of view about the most interesting part in the book. * Are there any problems in your book? If so list the problems and write how you would solve them.
* Could this book help you in any way with the study of the environment? If yes how?
Analysing *Compare and contrast -Storylines, characters, attitudes using a Venn Diagram.
* Play 20 questions relating to your text. * Do a PMI ( Plus Minus Interesting) relating to your text. * Design a survey and graph the results relating to your book.
* Design a new front cover for the book you have read. Make it visually appealing so it will attract readers. Refer to other book covers to see what to include. * Use a Venn diagram or semantic web to display the main concept of your book.
* Write and present a play or a skit about your book. * Physically demonstrate a “How to……” realting to your book.
* Create a soundscape for your favourite part of the book. Tape and play it for the class/ group.
* Debate with a friend–The reasons not to miss this book - Why not to read this book. * Conduct an interview with another person who has also read your book. Take notes and present it to the class. * Analyse a problem from the story from 2 different perspectives.
* If you met the author or a character from your book what 5 questions would you most like to ask them? List them.
*
Word Logic and Maths Space and Vision Body Music People Self Nature Evaluating
*Review the book from someone else’s perspective. * Write recommendations to…….
* Use your Black/ Yellow/ Red hats to clarify your perspectives on the book. * Give your book a rank or rating. Write why you gave it this rating, compared to other books.
* Do you think this book needs illustrations? Write 3 reasons why or why not by referring to the text. Explain and draw some illustrations you would include. *What changes would you make to the illustrations? Draw some. *Develop criteria for evaluating book covers. Create a checklist.
* Evaluate your own performance, write criteria and give yourself an overall comment with recommendations for improvement. *Evaluate someone else’s performance using the criteria above.
* Choose a sound to represent each of the characters in the book. List them.
* Develop a set of 5 criteria to decide if the book will interest other people. Survey students. * Write a letter to someone recommending they read your book – give reasons why.
* Explain your feeling to a particular part of the book – why do you think you feel this way?
Creating *Use the information you have gained from the book to create a debate. Write pro’s and con’s. *Write a new ending for the book. * Design a set of test questions that the teacher might give to someone who has read this book. Include an answer sheet.
*Create a board game about the text. Give it a name. Make the board, rules etc. Teach and play it with a friend. * Create a code relating to your book. * If the answer is….. Write 5 questions for each answer. *Create a crossword puzzle about your book.
*Draw a new ending for your book. Write about it. *Design an all new board game relating to your book.
* Devise an entertaining puppet play relating to your book. * Create your own sign language which would help others understand the book. *Design a rap, dance or mime which displays your understanding of the book.
* Create a sound for each of your six favourite *Make up and perform a TV.Ad using your jingle. *Write a song or nursery rhyme with the same title as your book.
* With a partner or in a group conduct a debate relating to the book. *Devise an educational campaign to promote reading. Mention your book as an example for students to read..
*Explain what you are still confused about/ don’t understand from the book. Create a list of things that could help you to better understand when reading. * Make some predictions about what might happen in the future – relating to the book.
* Collect material from nature to create a picture/ scene to compliment your book. Write about the process you undertook and why you chose the picture. Also write which part of the book it compliments and why.
Based on Bloom Taxonomy, Gardners Multiple Intelligences and De Bono’s Six hats
Line Dancing: Reading Line Breaks on the Page and on the Stage
Developed by John S. O’Connor* August 2014
CCSS.ELA-Literacy RL.9-10.1, 9-10.4, 9-10.10, 11-12.1, 11-12.4, 11-12.7, 11-12.10
NCTE Standards: 1-6; 11-12
(Two Periods)
Overview
Most poems at once look different on the page, a sure sign of their uniqueness, their immediate claim to extra-ordinariness. This is because of the line unit and the line break; line breaks are one of the super powers poets have at their disposal. Like a musical measure, a line and the way a sentence may be broken over lines of poetry can create moments of surprise and delight. The surprising arrangement of words, phrases, and clauses, and sentences into lines is one of the richest sources of interpretation and pleasure in poetry, but it may also be one of the reasons that many students see poetry as strange and confusing. This exercise will help students become more comfortable with line breaks, to think about the ways in which they can inform not only the meaning of a poem on the page and the reader’s experience of its language, but also how understanding line breaks may aid in the performance of poetry out loud as well.
From Theory to Practice
In my book Wordplaygrounds, I wrote that ―deciding where and how to create line breaks is one of the most challenging aspects of writing poetry.‖ The same holds true for reading poetry. One of the most confusing aspects of poetry to many readers is the lineation of words on the page, because students have usually not had a lot of experience reading poems and considering lines.
Materials
Excerpt from Toni Morrison’s Jazz
Kay Ryan’s poem ―Sharks’ Teeth‖
Excerpt from Walt Whitman’s poem ―Song of Myself‖
Kevin Young’s poem ―Negative‖ (Kevin Young uses line breaks to devastating effect in many poems. You might also try ―Ode to the Hotel Near the Children’s Hospital‖; and ―I am trying to break your heart‖).
* John S. O’Connor teaches at New Trier High School and in the School of Education and Social Policy at Northwestern University. He is the author of Wordplaygrounds: Reading, Writing and Performing Poems in the English Classroom, and This Time It’s Personal: Teaching Academic Writing through Creative Nonfiction. O’Connor’s poems have appeared in places such as The Cortland Review, Rhino, and Poetry East.
Further Reading
Morrison, Toni. Jazz. (1992). New York: Alfred A. Knopf.
O’Connor, John, S. Wordplaygrounds: Writing, Reading and Performing Poetry in the English
Classroom. (2004). Urbana, Illinois: NCTE Press.
Rebecca Hazelton, ―Learning the Poetic Line,‖ www.poetryfoundation.org
Objectives
Students will:
Explore the relationship between line length and the subject matter of the poem.
Practice close reading by considering the line as a unit of meaning.
Choose a favorite line from a poem they will read with the class and use it to inspire an original poem of their own.
Take a piece of recent writing (not necessarily poetry) and recast a section of that piece with new line breaks.
Session One
1. Ask students to list the differences between poetry and prose on the board. This list will highlight important differences in visual presentation (poems usually look different than prose) and the list will offer an opportunity to highlight the focus of this lesson: reading the line as a key unit of meaning in poetry.
2. Pass out copies of two poems: ―Sharks’ Teeth‖ by Kay Ryan, and ―Song of Myself‖ by Walt Whitman.
3. Ask students to stand up, move away from their desks and form a circle.
4. Announce that we are going to play a variation of musical chairs. One student will read ―Song of Myself‖ aloud. Everyone else in the class will walk in a circle as the reading starts. At the end of each line the reader will say, ―Stop,‖ and the walkers will stop moving. The reader will start again, and the circle will move again as before. (The Whitman poem is long, so we might just use its first section.)
5. Repeat the activity with a new reader for the poem ―Sharks’ Teeth.‖
6. Ask students what they thought and felt as they walked. Here students are literally thinking on their feet—and with their feet. Whitman covers a lot more ground with each line (and there are more metrical feet, or stressed syllables, per line) in part because his ambitions are huge. His is a poem about the limitless possibilities of the self and the magnificent expanse of America. Some have even suggested his Leaves of Grass is a paean to the American notion of manifest destiny as our nation continued to grow westward and outward. Kay Ryan’s poem features very short lines (only 3-5 words per line) that seem well suited to her topic: carving out small moments of quiet in our noisy technological age.
7. As a follow up, ask students to portray a line in a dramatic tableau: a wordless ―frozen picture‖ in which students ―perform‖ the line for the class. (See the attached photograph ―Tableau‖ from my classroom). This, again, reinforces the idea of reading individual lines as carrying their own meaning within a poem.
8. For homework, invite students to write a response to a single line from one of the poems they read today.
Session Two
1. Pass out the Excerpt from Toni Morrison’s novel Jazz. This is part of a large prose paragraph, so there are no line breaks within the paragraph. Yet the words are striking, beautiful, and ―poetic.‖ Ask students to rewrite the passage in poetic lines. The length of each line is up to each student, but they should have a rationale for the choices they have made. Perhaps the ―poem‖ will be tall and narrow like the cityscape she is describing; perhaps students will decide to end lines on the most interesting words; perhaps the words will be written in long, slack lines that imitate the narrative sentences of the passage. There is no ―right‖ answer. Instead, this exercise gives students the opportunity to play around with language, the way poets do.
2. Having considered the line as the fundamental unit in poetry, ask students to read Kevin Young’s poem, ―Negative.‖ First have the class read the poem silently, then have the class take turns reading one line at a time. The breaks in this poem are playful and sometimes even comment ironically on the ―narrative‖ of the poem. Reading the poem line by line will help students hear the speaker’s voice more clearly.
3. Have a student (or two, or twenty!) read the poem aloud seeing if they can convey some of that line-play in their reading. Encourage students, for example, to pause slightly at the end of some lines so that the audience can hear what suggestions the lines contain in addition to the meaning of the sentences in which they occur.
Excerpt from Toni Morrison’s novel Jazz (Alfred A. Knopf, 1992).
I’m crazy about this City.
Daylight slants like a razor cutting the buildings in half. In the top half I see looking faces and it’s not easy to tell which are people, which the work of stonemasons. Below is shadow where any blasé thing takes place: clarinets and lovemaking, fists and the voices of sorrowful women. A city like this one makes me dream tall and feel in on things. Hep. It’s the bright steel rocking above the shade below that does it. When I look over strips of green grass lining the river, at church steeples and into the cream-and-copper halls of apartment buildings, I’m strong. Alone, yes, but top-notch and indestructible – like the City in 1926 when all the wars are over and there will never be another one. The people down there in the shadow are happy about that. At last, at last, everything’s ahead. The smart ones say so and people listening to them and reading what they write down agree. Here comes the new. Look out. There goes the sad stuff. The bad stuff. The things-nobody-could-help stuff. The way everybody was then and there. Forget that. History is over, you all, and everything’s ahead at last. In halls and offices people are sitting around thinking future thoughts about projects and bridges and fast-clicking trains underneath (p. 7).
Classroom Tableau
Common Core State Standards
ELA-Literacy RL.9-10.1, 11-12.1: Cite Strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
ELA-Literacy RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
ELA-Literacy RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
ELA-Literacy RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
ELA-Literacy RL.11-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
ELA-Literacy RL.11-12.10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
NCTE Standards
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
12/7/2015 Poetry Out Loud : Teacher Preparation
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1. Have students browse the poems.
Allow time for the students to explore, either as homework or a classroom activity.
2. Begin class with a poem a day.
A good way to expose students to poetry is to have a poem read or recited at the start of eachclass period. The homepage has a poet of the day feature, including poems and poetbiographies.
3. Have students select poems to memorize.
Allow students to choose their own poems. Encourage them to build up range and complexity,keeping in mind that long poems are not always the most difficult. By memorizing and reciting,students internalize the author’s message and further explore phrases and lines they could notmaster initially.
4. Discuss the poems in class.
Teacher Preparation
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Understanding the text is the most important preparation for reciting poetry. If a studentdoesn’t understand the text, neither will the audience.
5. Share these memorization tips with your students:
Rewrite your poem by hand several times. Each time, try to write more and more of it frommemory.
Read your poem aloud before going to sleep at night, and repeat it when you wake up.
Carry around a copy of your poem. You’ll find several moments throughout the day toreread or recite it.
Practice your poem by saying it to family and friends.
6. Model recitation skills in the classroom.
With the class, develop a list of bad habits that take away from a performance, such asinaudible volume, speaking too quickly, monotone, fidgeting, overacting, etc.
Then develop a list of elements of a successful recitation, such as sufficient volume, anappropriate speed with the proper pauses, voice inflection, evidence of understanding, etc.
Play portions of the audio and the videos as further examples.
Recite poems yourself--this is a powerful way to show students it can be done.
7. Practice the poems.
Allow class time for students to practice their poems. Have each student practice with adifferent partner each session. Partners should offer constructive criticism, using thecontest evaluation sheet and evaluation criteria as a guide.
8. Include creative writing exercises.
Creative writing is a natural complement to Poetry Out Loud. We offer a number of optionalwriting exercises and lesson plans for teachers.
Read Aloud Snapshot
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© 2012 ~ Created by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
How to Ensure Rigorous Questioning for Higher Level Thinking
Question Stems from Revised Bloom’s Taxonomy
Level 1: REMEMBERING What is…? Where is…? How did _______ happen? Why did ….? When did….?
How would you show? Who were the main…? Which one…? How is…? When did _____happen? How would you explain…?
How would you describe…? Can you recall…? Can you select…? Can you list the three…? Who was…?
Level 2: UNDERSTANDING How would you classify the type of…? How would you compare…? Will you state or interpret in your own words…?
How would you rephrase the meaning of…? What facts or ideas show…? What is the main idea of…? Which statements support…? Can you explain what is happening?
What is meant…? What can you say about…? Which is the best answer…? How would you summarize…?
Level 3 APPLYING How would you use…? What examples can you find? How would you solve___ using what you’ve learned? How would you organize ___ to show…?
How would you show your understanding of…? What approach would you use to…? How would you apply what you learned to develop…? What other way would you plan to…?
What other way would you plan to…? What would result if…? What facts would you select to show…? What questions would you ask in an interview…?
Level 4 ANALYZING What are the parts or features of…? How is ___ related to …? Why do you think…? What is the theme of…? What motive is there…?
Can you list the parts? What can you infer…? What conclusions can you draw…? How would you classify…? How would you categorize…? Can you identify the different parts…?
What evidence can you find…? What is the relationship between…? Can you distinguish between…? What is the function of …? What ideas justify…?
Level 5: EVALUATING Do you agree with the actions…? What is your opinion of…? How would you prove…? Disprove? Can you assess the value or importance of…? Would it be better if…?
Why did they choose...? How would you rate the …? What would you cite to defend the actions of…? How could you determine…? What choice would you have made if…? How would you prioritize…?
What judgment would you make about….? Based on what you know, how would you explain…? What information would you use to support the view…? How would you justify…? How would you compare…?
Level 6: CREATING What change would you make to solve…? How would you improve…? Can you elaborate on the reason…? Can you propose an alternative…?
Can you invent…? How would you adapt ___to create a different…? How could you change or modify the plot…? What could be done to minimize (or maximize)…? Can you predict what ___if…?
What could be done to improve(change)…? Suppose you could ____what would you do…? How would you test…? Can you formulate a theory? Can you construct a model that would change…?
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Jan MillerBurkins
ABOUT THIS STRATEGY GUIDECOMMENTS
RESEARCH BASIS
STRATEGY IN PRACTICE back to top
Grades K – 12
Author
Publisher
Strategy GuideSeries
Teaching Literacy Across the Gradual Release of Responsibility
See All Strategy Guides in this series
Research BasisStrategy in PracticeRelated Resources
Teacher read‐alouds demonstrate the power of stories. By showing students the ways that involvement with textengages us, we give them energy for learning how reading works. By showing them how to search for meaning, weintroduce strategies of understanding we can reinforce in shared, guided, and independent reading.
Marie Clay (1991) writes that when teachers read aloud to students “meanings can be negotiated in discussion before,during, and after the story reading” (p.171). Reading aloud to students should include think‐aloud or interactiveelements and focus intentionally on the meaning “within the text,” “about the text,” and “beyond the text” (Fountas& Pinnell, 2006, p.33). Read aloud, as part of the gradual release of responsibility, feeds naturally into shared,guided, and independent reading as teachers demonstrate for students the ways the reading process works (Burkins &Croft, 2010).
Among the many benefits of read aloud, Rog (2001) lists the following:
building vocabulary
developing understandings of story structures
supporting developing connections between print elements
encouraging high levels of understanding
teaching the reading process in a meaningful context
modeling fluency
motivating students to read
Burkins, J.M., & Croft, M.M. (2010). Preventing misguided reading: New strategies for guided reading teachers. Newark, DE: InternationalReading Association. Patterson, Nancy. "Becoming Literate in the Ways of the Web: Evaluating Internet Resources." Voices from the Middle 10.3 (March 2003):58‐59. Fountas, I.C., & Pinnell, G.S. (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K‐8.Portsmouth, NH: Heinemann. Rog, L.J. (2001). Early literacy instruction in kindergarten. Newark, DE: International Reading Association.
STRATEGY GUIDE
Teacher Read‐Aloud That Models Reading for Deep Understanding
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RELATED RESOURCES back to top
Part 1: Before Reading Aloud
Consider the speaking vocabulary of the class. A read aloud text should engage students at the edge of theirspeaking vocabulary, usually a grade or two above their grade‐level.
Among text options, select based on relevant criteria below:
Will students enjoy it?
Is there a big idea or theme to explore?
Are there opportunities for thinking deeply?
Do students have necessary background knowledge?
What are the vocabulary demands?
Are the illustrations compelling?
Do the story and the illustrations present cultural diversity?
Consider the deep understandings you want to support students in reaching through discussion. What is a “big idea”you want students to explore?
Working backward from your big idea, write open‐ended questions on sticky notes or in the margins in the placesyou want students to discuss them. Develop questions that will support student discussion and depth of thought asthey move in the direction of this big idea. This isn’t a search for “right answers,” nor does it eliminate thepossibility of other ideas surfacing during discussion. This guiding idea is simply a plan for supporting thoughtfuldiscussion.
Examine the vocabulary in the text. Are there words that students must know in order to arrive at understandingsaround the “big idea”? Develop a plan for introducing words quickly before or during reading.
Practice reading the text aloud.
Part 2: During & After Reading (four parts)
Introduce preliminary vocabulary. Don’t spend too much time on this.
Read the text aloud fluently, stopping to ask the questions you wrote during planning. Allow students to discussthem with partners and then share out with the group. Continue this process until you reach the end of the story.
After reading, support deeper conversation in the direction of the big idea. Support students as they mine forconnections and push for deep thought, particularly around the big idea.
Make the text available for shared, guided, and independent reading opportunities. Locate related texts for sharingwith students.
For further reading:Anderson, N.P. (2007). What should I read aloud? A guide to 200 best‐selling picture books. Newark, DE: InternationalReading Association.
Burkins, J.M., & Croft, M.M. (2010). Preventing misguided reading: New strategies for guided reading teachers.Newark, DE: International Reading Association.
Hickman, P., & Pollard‐Durodola, S.D. (2009). Dynamic read‐aloud strategies for English learners: Building languageand literacy in the primary grades. Newark, DE: International Reading Association.
Grades 6 – 8 | Lesson Plan | Standard LessonBreaking Barriers, Building Bridges: Critical Discussion of Social Issues
Through a series of picture book read‐alouds, students engage in critical discussion of complex issues of race,class, and gender.
Grades 3 – 5 | Lesson Plan | Standard LessonLiterature as a Catalyst for Social Action: Breaking Barriers, Building Bridges
Students are invited to confront and discuss issues of injustice and intolerance in response to reading a varietyof fiction and nonfiction texts.
Grades 2 – 5 | Lesson Plan | Standard LessonWriting Acrostic Poems with Thematically Related Texts in the Content Areas
Students read thematically related texts, scaffolded from simple to complex, to help them gather necessary
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concept vocabulary and background knowledge in a content area. They then write acrostic poems to organizeand present their learning in a creative way.
Grades 3 – 5 | Lesson Plan | Standard LessonThundering Tall Tales: Using Read‐Aloud as a Springboard to Writing
Imagination and application are key to this tall tale lesson in which students take what they know about talltales to spin a yarn of their own.
Grades K – 4 | Lesson Plan | Standard LessonDigging Deeper: Developing Comprehension Using Thank You, Mr. Falker
A read‐aloud of Patricia Polacco’s Thank You, Mr. Falker helps promote deeper comprehension throughquestioning to achieve personal connections and discussions of character and theme.
Grades K – 1 | Lesson Plan | Recurring LessonCatching the Bug for Reading Through Interactive Read‐Alouds
Students learn about story structure, new vocabulary, and a variety of reading strategies by participating in aninteractive read‐aloud of Miss Bindergarten Stays Home From Kindergarten by Joseph Slate.
Grades K – 2 | Lesson Plan | Standard LessonShhh! Bear's Sleeping: Learning About Nonfiction and Fiction Using Read‐Alouds
Students explore the distinction between the fiction story Bear Snores On and the nonfiction book Every AutumnComes the Bear.
FOCUS THE LEARNINGIntroduction: Our point of view is the way we look at situations, in our reading, in our writing, and in our daily lives.Have you ever looked at something differently from your parents? Your point of view about bedtime, for example,could be very different from your parents’ point of view. When we read, we need to think carefully about the pointof view. Who is telling the story? How does the storyteller’s point of view affect the information that we receive asreaders? As we read excerpts from The Outsiders by S.E. Hinton, we’ll consider point of view.
The OutsidersS. E. Hinton
INTERACTIVE READ-ALOUDModel and Guide Practice
READ CHAPTER 1 THROUGH “THAT’S JUST THE WAY THINGS ARE.”
One thing I notice right away is the word I. The narrator,Ponyboy, is telling the story himself. This is called the first-person point of view. This point of view has good points andbad: it’s interesting to know the thoughts of one of the char-acters, but it can also be limiting. I won’t know other charac-ters’ thoughts unless they share them with the narrator. I canalready tell a lot about this narrator, his family, his situation,and how he feels about other people. I would characterizethis narrator as matter-of-fact, realistic, and independent. Hispoint of view seems to be that there are differences betweenpeople, and we can just accept them for what they are.
Think about the narrator and his point of view. Evaluatemy statements based on evidence in the story.
IN CHAPTER 3, READ FROM “SODA HAD THIS BUCKSKIN HORSE . . .”
TO “. . .THE SAME SUNSET.” At first, Ponyboy talked about thedifferences between Socs and Greasers. But now that he hashad time to talk with a Soc, I am wondering if his point ofview is changing a little bit.
What might be changing in Ponyboy’s point of view?What causes his point of view to change? Mine thetext for evidence.
IN CHAPTER 3, READ FROM “‘BIG-TIME SOCS’ . . .” TO “IN THE COUN-
TRY. . .” Now I am seeing points of view of other characters. Wecan’t hear Johnny’s inner thoughts, but we can hear his pointof view though his dialogue and Ponyboy’s reactions.
Explain what you can figure out about Johnny’s pointof view in this part of the text. Compare and contrasthis point of view with Ponyboy’s point of view.
MINE THE TEXT FOR MORE EXAMPLES. Read more examples anddiscuss points of view. Chapter 6 and Chapter 7 show outsiders’points of view. Chapter 7 and Chapter 11 include conversationsbetween Ponyboy and Randy that show their points of view.Johnny’s letter in Chapter 12 reveals his point of view.
END OF STORY REFLECTIONThis story makes me think deeply about point of view. Whatmakes point of view a bit challenging here is that we have awindow into the thoughts of only one character. I wonder, forexample, how the story might be different if Cherry or Randywere telling it, or a parent of one of the children Johnny saves.When authors carefully craft point of view in a text, they candeliver a message, perhaps in a way we didn’t think of before.The points of view in The Outsiders challenge my thinkingabout how different groups of people might get along—or not.
Evaluate the author’s choice of point of view. Why do youthink she chose Ponyboy to tell the story? How would thestory be different if another character were telling it?
Literary Elements and Devices
POINT OF VIEW
LITERARY ELEMENTS AND DEVICES • 207
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208 • LITERARY ELEMENTS AND DEVICES
EXTEND THE LEARNINGWork point of view into a content-area lesson. In a healthlesson, for example, students can analyze media messagesfor points of view on issues such as nutrition and exercise.In social studies, students can read texts that offer varyingpoints of view on historical events.
Invite students to retell a story they have read in class,telling it from a different point of view.
Have students do a survey of selected Internet sources byexamining them for instances of bias. They can determinethe usefulness of certain websites by looking for evidenceof slanted points of view.
Students will enjoy reading The True Story of the Three LittlePigs by Jon Scieszka and comparing it to the traditional tale.How do the two stories vary in their points of view?
Students can write editorials for their school newspaperon a topic of interest. Reflect on their points of view andthe best ways that they could support those points of view.
ASSESS THE LEARNINGHave students identify point of view in independent read-ing selections. Assess their ability to identify the speaker aswell as their ability to determine how that speaker affectsthe delivery of the message.
Ask students to write about a content-area topic from twopoints of view. In science, for example, they might writefrom the point of view of both predator and prey. Assesstheir understanding of point of view based on their writing.
SHARE THE LEARNINGFocus on Point of View
Read the first para-
graph. Ask students if they
can figure out from whose
point of view “One Simple
Device?” is told. Read on to
check students’ predictions.
What details in the text
helped them determine
how the speaker feels?
One Simple Device?
I’m getting very tired of how youtake me for granted. I keep yourpants closed and where they belong.All those mosquitoes buzzing aroundyour tent? I keep them out!Remember when you dropped yourbackpack? None of your books fellout, all because of me.
People call me a simple device,but I rely on physics. I’m smarter thanI look! My inventor called me a clasplocker when he created me in thelate 1800s. The B. F. GoodrichCompany gave me the snappiername, zipper, when they used me onsome rubber boots in the early 1900s.
I actually have something in common with a doorstop. A doorstop is awedge that holds a door open by exerting an upward force to the base ofthe door. I have teeth on either side of me, and each tooth has a hook on it,alternated with a hollow space. My zipper pull has wedges. Whensomeone zips me up, the wedges exert the force that moves the teethtogether. It sounds easy, but believe me, this takes precision. The teeth andhollow spots have to be the same size. The wedge and the teeth have tobe at the right angle to properly apply the force. But if all of this works, I’mvery strong when I’m zipped up.
See how impressive I am? Show me some respect!
LITERARY ELEMENTS AND DEVICES • 209
© 2009 by Linda Hoyt and Lynnette Brent Sandvold from Interactive Read-Alouds, 6–7 (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only.
Explain that “Points
of View” contains three
“episodes,” each with sev-
eral voices that have dif-
ferent points of view. Ask
students if they can iden-
tify the various speakers.
What clues in the text sug-
gest the various points of
view? Remind students to
use their voices to convey
the viewpoints.
Tip for Share the Reading Tip for Readers Theater Script
210 • LITERARY ELEMENTS AND DEVICES
Points of View
Voice 1: I’ve told you before, you shouldn’t do that! It will take seven years to digest.
Voice 2: I don’t see how that’s possible. Seriously! I’ve swallowed it before, and if it took
that long, I’d have huge gobs in my stomach. I’d be sick. It can’t be true.
Voice 3: Research has shown that the only way gum would stay inside your stomach
that long would be if it were so large, it got trapped in your intestines. It would
have to be larger around than a quarter.
Voice 4: Gum is pretty immune to the digestive process. It usually just leaves the body
looking the same as when it came in.
Voice 5: So it won’t harm you to swallow gum, but it’s probably a good idea not to.
Voice 1: Don’t cross your eyes! You know if they do that, they’ll stay that way.
Voice 2: But it looks funny. And I don’t keep them crossed that long. I’ll be okay.
© 2009 by Linda Hoyt and Lynnette Brent Sandvold from Interactive Read-Alouds, 6–7 (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only.
INFUSION OF FORMAL LANGUAGETest-style language
The point of view offered in
The Outsiders is that of
A. Johnny.
B. Cherry.
C. Ponyboy.
D. an outside narrator.
Ponyboy’s viewpoint is
A. greasers deserve the
lives they have.
B. he could never be a
friend with a Soc.
C. it is easier to live
without parents than
with them.
D. the sunset looks the
same, no matter where
you see it.
Hoyt_IR67_4_Literary 3/11/09 4:10 PM Page 208
One Simple Device?
I’m getting very tired of how youtake me for granted. I keep yourpants closed and where they belong.All those mosquitoes buzzing aroundyour tent? I keep them out!Remember when you dropped yourbackpack? None of your books fellout, all because of me.
People call me a simple device,but I rely on physics. I’m smarter thanI look! My inventor called me a clasplocker when he created me in thelate 1800s. The B. F. GoodrichCompany gave me the snappiername, zipper, when they used me onsome rubber boots in the early 1900s.
I actually have something in common with a doorstop. A doorstop is awedge that holds a door open by exerting an upward force to the base ofthe door. I have teeth on either side of me, and each tooth has a hook on it,alternated with a hollow space. My zipper pull has wedges. Whensomeone zips me up, the wedges exert the force that moves the teethtogether. It sounds easy, but believe me, this takes precision. The teeth andhollow spots have to be the same size. The wedge and the teeth have tobe at the right angle to properly apply the force. But if all of this works, I’mvery strong when I’m zipped up.
See how impressive I am? Show me some respect!
LITERARY ELEMENTS AND DEVICES • 209
© 2009 by Linda Hoyt and Lynnette Brent Sandvold from Interactive Read-Alouds, 6–7 (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only.
Hoyt_IR67_4_Literary 3/11/09 4:10 PM Page 209
210 • LITERARY ELEMENTS AND DEVICES
Points of View
Voice 1: I’ve told you before, you shouldn’t do that! It will take seven years to digest.
Voice 2: I don’t see how that’s possible. Seriously! I’ve swallowed it before, and if it took
that long, I’d have huge gobs in my stomach. I’d be sick. It can’t be true.
Voice 3: Research has shown that the only way gum would stay inside your stomach
that long would be if it were so large, it got trapped in your intestines. It would
have to be larger around than a quarter.
Voice 4: Gum is pretty immune to the digestive process. It usually just leaves the body
looking the same as when it came in.
Voice 5: So it won’t harm you to swallow gum, but it’s probably a good idea not to.
Voice 1: Don’t cross your eyes! You know if they do that, they’ll stay that way.
Voice 2: But it looks funny. And I don’t keep them crossed that long. I’ll be okay.
© 2009 by Linda Hoyt and Lynnette Brent Sandvold from Interactive Read-Alouds, 6–7 (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only.
Hoyt_IR67_4_Literary 3/11/09 4:10 PM Page 210
LITERARY ELEMENTS AND DEVICES • 211
Voice 3: Your eyeballs are controlled by six muscles. If you look up, down, or sideways,
the muscles move. Crossing your eyes makes those muscles move that way.
If something comes really close to your face, your eyes cross naturally.
Voice 4: Crossing your eyes may very well strain those eye muscles. You could have
spasms or twitches, and your eyes could feel very tired. But no evidence
suggests they would stick that way for more than a short time.
Voice 5: So your eyes would feel normal after an hour or so. But do you really want to
have tired eyes? Besides, it’s not nice to torment your little brother.
Voice 1: Those little silica packets say “Do not eat” for a reason. They’re in that bottle to
keep the contents dry, not to eat.
Voice 2: I heard that if you eat those, you can dry out your entire body. They probably
don’t taste very good, but I wonder what would happen if you ate them.
Voice 3: Silica is nearly harmless. Silica absorbs and holds moisture. If you happened to
put some in your mouth, you would have a very bad case of dry mouth.
Voice 4: Ingesting silica could have a few irritating side effects, such as dry eyes and
throat and an itchy nose. But a 210-pound man would have to consume 58,800
packets of silica gel to soak up all the water in his body!
Voice 5: I think we agree on this one. Not harmful, but not fun! Let’s just throw those
packets away.
© 2009 by Linda Hoyt and Lynnette Brent Sandvold from Interactive Read-Alouds, 6–7 (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only.
Hoyt_IR67_4_Literary 3/11/09 4:10 PM Page 211
ReadingQuest.org Making Sense in Social Studies
ReadingQuest.org http://www.readingquest.orgPermission Granted for Classroom Use Only. All Others Inquire at [email protected]. Copyright ©Raymond C. Jones. All Rights Reserved.
T H E S I S - P R O O FThesis Proof
SUMMARY PARAGRAPH
ReadingQuest.org Making Sense in Social Studies
ReadingQuest.org http://www.readingquest.orgPermission Granted for Classroom Use Only. All Others Inquire at [email protected]. Copyright ©Raymond C. Jones. All Rights Reserved.
T H E S I S - P R O O FThesis:
Evidence Supporting Evidence Refuting
CONCLUSION
Acknowledgements This resource has been made possible through the generous donations of private individuals, foundations and corporations who support The Curriculum Foundation, the charitable arm of Curriculum Services Canada. For more details please see www.curricululm.org and click on “Grants for Teachers.”
© Jennifer Cronsberry, 2004 page 3
Word Walls: A Support for Literacy in Secondary School Classrooms
Introduction Each year students must learn and use thousands of new words in their various subject discipline studies. They are required to perform complex tasks using new vocabulary. The use of a word wall in a classroom can be a highly effective teaching strategy to improve literacy skills. Word wall activities encourage active student participation. Gestures, such as pointing to key words during a lesson, offer visual reinforcement which can be very helpful for students. Word wall activities engage students while they learn key vocabulary, whether it be learning to explain a word, to compare it to other key concepts, or to spell it.
A word wall is a group of words that are displayed on a wall, bulletin board, chalkboard, or whiteboard in a classroom. The words are printed in a large font so that they are easily visible from all student seating areas. These words are referred to continually throughout a unit or term by the teacher and students during a variety of activities.
Word walls:
• provide an approach to meaningful teaching of vocabulary with an emphasis on student engagement and higher level thinking skills;
• build vocabulary, thereby improving reading comprehension and writing style;
• reinforce understanding of subject-specific terminology with a focus on students internalizing key concepts;
• help students improve spelling and awareness of spelling patterns;
• provide visual cues for students;
• encourage increased student independence when reading and writing.
© Jennifer Cronsberry, 2004 page 4
Curriculum Connections
Word wall activities can be used to improve literacy in all curriculum areas by helping students build vocabulary, improve spelling in written work, and explain ideas through oral communication.
Examples
In English curriculum students:
• use specialized literary terms in analysis and explanations of reading materials;
• comprehend new vocabulary encountered in reading materials;
• increase effectiveness in writing style through increased awareness of diction and a broader vocabulary.
In Science curriculum students:
• communicate scientific ideas, procedures, results, and conclusions using appropriate language and formats;
• recognize and describe the major components of the universe using scientific terminology and units.
In Geography curriculum students:
• demonstrate understanding of terms and concepts;
• demonstrate a knowledge of geographic terms.
In Arts curriculum students:
• use appropriately language specific to each of the arts when doing critical analysis;
• describe dance works, using the language of dance criticism.
In Business curriculum students:
• define key information technology terms;
• use current information technology terminology appropriately.
In Mathematics curriculum students:
• communicate the findings of investigations, using appropriate language and mathematical forms.
© Jennifer Cronsberry, 2004 page 5
Basic Organizational Principles
How Many Words and How Often? Vocabulary instruction using a word wall focuses on a small number of targeted vocabulary words that are key to student success in a unit and the course overall. Teachers decide whether to introduce new words weekly or to begin the unit by introducing all new vocabulary as an overview. The approach would depend on the focus of the word wall and the unit with which it coincides.
The words selected for a word wall are addressed continually, using a wide variety of engaging activities.
Creating the Word Wall In secondary schools, where different teachers, different courses, and different grade levels often share the same classroom, finding sufficient space for a word wall may prove to be a challenge. In the Resources section of this document there are references to sources of ideas from teachers who have found ways to display word walls in limited space. When space is limited, the word wall may need to be changed for each unit rather than keeping key terms up all year. Ideally, key terms from a previous unit could be moved to another space in the room to remain available for visual reference throughout the course.
Ideas • Mount the words on construction paper or card stock and
laminate them.
• Colour code the words, either using coloured markers for lettering or coloured paper for mounting. Colour coding can be used in numerous ways, e.g., same colours can be used to highlight homonyms, synonyms, parts of speech, frequently misspelled words, or categories.
• Use a wall area that is visible to all students. If the word wall is to be used effectively, students need to be able to glance at the word wall from their desks while they are working.
• Mount words on the wall in alphabetical order. Using alphabetical order makes it easier for students to skim the list and find words.
• Make access to the words easy, e.g., use tape or tacks to mount the words so students can move individual words.
© Jennifer Cronsberry, 2004 page 6
Types of Words
All courses have subject-specific terminology that can be used for a word wall.
Suggestions
Geography
• terms and concepts associated with geographical regions
• vocabulary for forms and characteristics of systems, e.g., social services, transportation, resource management, political structures, energy networks
French
• verbs conjugated with “etre” for passé compose
• reflexive verbs
• unit vocabulary
Mathematics
• vocabulary for math concepts and terms course topics, e.g., integers, polynomials, equations, analytic geometry, measurement, coefficient, slope
Science
• terminology to describe major concepts
• biological reproduction processes, e.g., mitosis, prophase, metaphase, anaphase and telophase
• types of asexual reproduction in plant species
Arts
• elements common to all arts, e.g., space, time, form, contrast, unity, variety, movement, balance
• historical periods with stylistic links in the arts, e.g., baroque, pre-Raphaelite
• terms used in photography, sculpture, etc.
English
• literary terms or media terms, e.g., camera techniques
• theme words or transition words
• graphic text features
• synonyms or homonyms
• mood/atmosphere words
• vivid verbs
• prefixes, suffixes, roots
• easily confused words, e.g., accept/except
• parts of speech
• commonly misspelled words
© Jennifer Cronsberry, 2004 page 7
Classroom Activities Using Word Walls • There are many creative ways to use word walls to engage students in learning. The
activities may be full lessons, or brief exercises that encourage students to refer to the word wall and review key terms. Shorter activities encourage students to ‘play with’ language and can be beneficial for reinforcement of basic skills.
• Where possible, students should interact with the word wall words whether it be to affix a prefix, or a plural ‘s,’ or to move words so they are intrinsically engaged by the active, creative, and participatory nature of word wall activities.
• Some classroom activities suggest the use of word cards. These activities require at least one set of the words on cards such as recipe cards. The words could be generated from a computer and glued to recipe cards when multiple sets are needed.
• Students should maintain a personal word wall. To make the word wall list stand out, provide an organizational handout that students glue to three-holed construction paper. The construction paper fits into a binder, but sticks out a little more than regular binder paper, thus making the word wall list easily accessible.
• The suggested activities are organized as whole class, small groups/partners, or individual activities. Unless specifically indicated, the activities are done with all the words posted on the word wall. Some of the activities could be completed with just the new word(s) introduced on a given day.
• The word wall activities are suggestions only and can be adapted or modified for use within different grade levels and subject disciplines.
• In presenting word wall activities, teachers must be sensitive to students who may be uncomfortable with completing a task in front of their peers, e.g., spelling exercises are suggested as individual or partner activities.
Whole Class Activities
Mystery Word Introduce a new word by writing the letters in a scrambled order. To assist students in unscrambling the word, give clues, either about the word’s meaning or about how it is spelled. Students apply their knowledge of spelling patterns, as well as activate their prior knowledge, depending on the clues given.
Visiting Word After students have worked on a word wall for a substantial period of time, add a “visiting” word. This encourages students to do a review of the word wall as they hunt for the new word. Present the visiting word as the new word for the day.
© Jennifer Cronsberry, 2004 page 8
Missing Word Take one of the words off the word wall and rearrange the remaining words. Students scan the word wall and figure out which word is missing. Give clues to help to determine the missing word.
Quick Definitions Provide a definition (orally and/or written on the board) of one of the word wall words. Students choose and write the word to match the definition. Repeat the process encouraging students to review all the words as they select the answer.
Looking at Spelling Students use masking tape to ‘underline’ the part of the word that is typically difficult to spell (e.g., because it is an exception to a rule, a homonym, hard to hear phonetically).
Using coloured strips of masking tape, students underline common spelling patterns in the words such as ‘i’ before ‘e,’ double consonants, or ‘qu.’
Small Group Activities
Word Pictures Working in teams, students select one of the words from the word wall and illustrate it on the board or on chart paper. The opposing team gets a point for a correct guess and illustrates another word.
Word Relationships Each student shares the word on their word card with a partner, and together, they decide on a way that their two words are related or have something in common. A time limit could be imposed after which students rotate to a new partner and repeat the process. After doing this a few times, the pair could join with another pair, and see if they can find a relationship between the four words. Discussing similarities and differences helps students to master new vocabulary meanings.
Word Cards Partner Game Pairs of students take turns choosing a word card and offering a definition for the word. The partner guesses and spells the word.
Parts of Speech Each small group is given a part of speech and must decide which words on the word wall fall into the category. If more than one group is looking for the same part of speech, they compare lists and discuss any discrepancies.
Small cards can be affixed adjacent to the words on the word wall to identify the part of speech for each word.
Drama Students choose a word from the word wall and improvise a situation that portrays the word. Peers guess the word.
© Jennifer Cronsberry, 2004 page 9
Plurals Small groups are assigned a group of words to pluralize. Students identify the nouns and tape the plural ending of the word on the word wall. Discuss each group’s work as a class.
Word Ad Each group chooses a word, and brainstorms all the possible uses of the word. They create a radio or television ad to ‘sell’ one of the words from the word wall and present it to the class.
As a variation, students think of a product for which they create a radio advertisement, using as many words as possible from the word wall. The group avoids making direct reference to the product and asks the class to guess what it is that the ad is trying to sell.
Categories Students create categories and group the words from the word wall to fit those categories. Set the number of words that are allowed in a “miscellaneous” category and create a maximum and minimum number of categories that can be used. This activity could be done individually first; then students share and compare their categories with a partner. They share their groups of words with the class who guess the principle behind the sorting.
Musical Words In groups of five or six, with each group member having one word card, students circulate the cards within their groups, while music is playing. When the music stops, the group members take turns giving the meaning of the word they have. Group members can challenge the correctness of the definition offered by their peer. If a group member cannot provide a definition, the group members discuss the meaning, asking the teacher for assistance, if necessary.
Prefixes and Suffixes Each small group is given a set of the suffix and prefix cards and decides to which words on the word wall they can add them.
As a variation, assign each group a set of words from the word wall for which they must decide the appropriate suffixes and prefixes.
Contextualization Students write about a situation in which a word wall word would be commonly used. The student reads the situation to the class, who then guess the relevant word.
As a variation, students portray multiple contextual situations, if applicable, e.g., brackets are something that could be spoken about in both writing and construction contexts.
Word Origins and Root Words Each group finds the word origin and root words of a set of word wall words and presents its findings to the class.
As a variation, groups give the origin of a word and the class guesses the corresponding word wall word.
© Jennifer Cronsberry, 2004 page 10
Names for Musical Groups Students brainstorm creative names used by musical groups from both the past and present. After looking at the unique and varied nature of the names, students use one to three words from the word wall to create a name for a musical group.
As an extension, students could write a description of the fictitious group and its style of music.
Individual Activities
Definition Bingo Students fill in a bingo-type grid with word wall words. As definitions are read out, students cross out the corresponding word on their grid. The first person to get a complete line of words wins.
As a variation: give synonyms or antonyms for appropriate word wall words.
Reading Bingo Students fill in a bingo card with new words for a unit. As students complete the unit’s reading, they fill in the page numbers where the unit’s words appear. Acknowledge the first person who gets a straight line completed, then assign completion of the entire grid for everyone in the class.
As a variation: Students skim text to find words they have listed on their card.
Word of the Day Choose a “Word of the Day.” Encourage students to use the “Word of the Day” meaningfully during the class and highlight appropriate use. Add the word to the word wall.
Words in Writing Encourage students to use the word wall words in their daily classroom writing. When work is collected or read in class, highlight the words from the word wall that are used appropriately.
Memory Association Encourage students to make connections and increase comprehension by selecting a word wall word that connects to a positive personal memory. Students explain the connection in writing and share their writing with a partner. Volunteers read their writing aloud to the class.
Maximum Words in a Story Students write a story involving as many words from the word wall as possible within a given time frame. Students underline all the word wall words they used and share their stories in small groups. Each group decides which to read aloud, e.g., the story with the most words or the most creative story.
© Jennifer Cronsberry, 2004 page 11
Unfolding Five Words in a Story Students are given a word wall word every two-minutes for ten minutes (five words in total) to incorporate into a story they are writing on a topic of their choice. When a new word is given, students work that word into their story immediately. Encourage students to write continuously and quickly during the ten minutes. Students share their stories in small groups and each group chooses one story to be read aloud to the class.
Words within Words Students make a list of as many words as possible by reorganizing some of the letters of a word wall word. Students could write the word on a piece of paper and then cut the letters apart so that they can move them around and try different combinations.
Note: Limits can be set such as that the words must have at least three letters and names do not count.
Poetry Students write a poem related to the topic under study using as many words as possible from the word wall. As a variation, students choose just one word from the word wall and write a poem about that word. Students share their poetry.
Making Connections Students give an example of someone from history or the present for each of the traits on the character traits word wall. For a shorter version, students choose ten of the traits for which they could give one example.
Note: This activity could be adapted to suit other word wall topics.
Word Connotation Students indicate words with positive or negative connotations from their personal word wall list, using a set of plus (+) and minus (–) cards. Student volunteers indicate which words have positive connotation and which words have negative connotation by placing the appropriate card beside the word wall word.
Word Search Students use the words from the word wall to create a word search puzzle. Students exchange word searches with a partner and find the word wall words.
Concept Ladder Students place a word wall word at either the top or the bottom of a ladder image. In each successive part of the ladder, students fill in information about a different aspect of the word, e.g., what is it like, what is it opposite of, where is it found, how is it used.
Concept Map Students create a concept map for words that define complex concepts. They place the word in a circle or box on the centre of a page and then draw other circles/boxes branching off the centre to contain subtopics which can then be further broken down.
© Jennifer Cronsberry, 2004 page 12
Media Re-naming Ask students to re-name a television show or movie using at least one of the appropriate word wall words. Students write the new name on a piece of paper, along with the original name. Use the papers periodically at the end of class by reading out the new title and asking students to guess the original name of the show or movie.
Rankings Students individually list the word wall words, in writing, from most difficult to easiest for them to understand or to spell. If this activity is done at the beginning, middle, and end of a unit, students can note how their rankings have changed.
Visual Representation Students choose one word from the word wall to convey its meaning visually. Encourage students to not just add illustrations around the word, but to use the letters of the word to convey meaning appropriately. Post the visual representations around the room and/or the word wall.
Rhyme Time Students select three to five word wall words with which they can rhyme words. Students list as many rhymes for each word as they can in a given time limit.
Metaphors and Similes Students practise their abstract thinking skills by choosing five words from the word wall and creating either a simile or metaphor for each of the words. Students can share their similes and metaphors with others in the class.
As an extension, each student chooses one simile or metaphor and writes the comparison on construction paper, which is displayed around the classroom. The teacher reads a few comparisons each day to reinforce the concept of similes and metaphors.
Links to Assessment Assess student learning through their use of the targeted vocabulary in the larger scope of their classroom activities and assessments.
Depending on how the words are introduced – whether daily, at the beginning of the week, or at the beginning of a unit – diagnostic assessment should be brief. Vocabulary assessment could also be incorporated into larger diagnostic assessments done for a unit.
If students already have some familiarity with the words, the activities that focus on higher-level thinking skills and extending meaning are suitable. If students have little initial understanding of a group of words, start with something like a concept map or concept ladder to scaffold meaning.
Student understanding of the words from the word wall should not be assessed through isolated vocabulary tests that assess only rote memorization of words rather than genuine understanding of their meaning.
© Jennifer Cronsberry, 2004 page 13
An observation checklist could be created to assess student mastery of the word wall words:
Volunteers accurate answers in whole class word wall activities
Completes word wall activities with ease
Uses word wall vocabulary appropriately in class and peer discussions
Demonstrates use of words in a variety of contexts, during independent work
Uses words in class work appropriately
Spells word wall words correctly in written work
Glances to the word wall during class
Refers to personal word wall list
Students should be assessed for their increased knowledge of and skills with the word wall words as part of larger performance tasks at the end of a unit/study.
Examples • Assess students’ ability to spell the word wall vocabulary accurately, in completing a
major assignment.
• Assess students’ increased vocabulary by looking at their ability to use word wall words effectively in a writing piece at the end of a unit.
• Assess students’ understanding of key concepts inherent in the words by their ability to answer terminology-based questions on a test.
© Jennifer Cronsberry, 2004 page 14
Resources
Allen, Janet. Words, Words, Words. Portland: Stenhouse Publishers, 1999. 1-57110-085-7
Beers, Kylene. When Kids Can’t Read: What Teachers Can Do. Portsmouth: Heinemann, 2003. 0-86709-519-9-90000
Callella, Trisha. Making Your Word Wall More Interactive. Huntington Beach: Creative Teaching Press, 2001. 1-57471-773-1
Cunningham, Patricia C. and Richard L. Allington. Classrooms That Work: They Can All Read and Write. Boston: Allyn and Bacon, 1994. 0-205-35541-2
Interactive Word Wall http://www.teachnet.com/lesson/langarts/wordwall062599.html
Ontario Ministry of Education. Think Literacy: Cross Curricular Approaches Grade 7-12, 2003. Ontario: Queen’s Printer For Ontario, 2003. 0-7794-5426-X
Peel District School Board. Reaching Higher: Supporting student achievement in literacy. Ontario: 2000.
Word Walls http://www.theteacherscorner.net/writing/wordwall/index.htm
Working with Words http://www.wfu.edu/~cunningh/fourblocks/block4.html
