Level Up! Pushing Students to the Next Level

1. Level Up!Pushing Students to the Next Level By:Susan Hoch- Reading SpecialistJessica Kidd- 5th Grade Language Arts Teacher

2. Integrating the 5 C’s • Using fiction/ nonfiction • Communication • Creative/Critical Thinking • Collaboration • Citizenship/Cooperation • Investigation, Exploration, and Creativity

3. Linking It All Together • Engage with the text • Prepare students to engage with the text/ skills (explicit instruction) • Focus on comprehension • Synthesize what you’ve read, responding through writing, extending through research • “Research should be collaborative, cross-curricular, and integrated throughout the year.”

4. The Reading and Writing Connection • Students’ ability to respond through writing, correlates directly with their reading development. • “As readers, we find meaning, and as writers we apply what we have learned to inform others, and develop a better understanding of what we have read.” www.k12reader.com

5. Project Based Learning • Small groups • Student-led learning • Goal oriented • Fosters collaboration in the classroom • Open-ended projects allow for creativity and communication between students

6. PBL- Kid Inventors • Inventor and Inventions Article-A-Day Set: • ReadworksArticles • Additional Kid Inventor Books • Recipes or Directions for Inventions • Research Kid Inventors & Share • Make Inventions or Recipes • Peer Brainstorm – New Inventions • Make/Draw New Inventions & Share with the Class. • https://www.readworks.org/article/Inventors-and-Inventions

7. PBL- Second Grade- Stone Fox • Read the book together, working on skills • Student Choice Projects: • Race maps, race poster, triaroma, book covers, etc. • Peer Projects: • Write a skit and act out one chapter of the book • Presentations: • Students presented projects and acted out skits which were videoed and pieced together to make their own movie of the book

8. PBL- Upper Elementary- Titanic Slide 1 • Book: Titanic: An Interactive History Adventure by B. Temple • Build Excitement • Historical knowledge through online PowerPoint • Interactive QR code activity • Hook Them • Explain the layout of the book • Read the first chapter aloud

9. PBL- Upper Elementary- Titanic Slide 2 • Let It Go • Group students to finish reading • Students pick project and complete • Project ideas: Create a timeline, rewrite the ending, design a poster around the theme of your section, work with character traits, write a cause and effect statement from events in your section

10. “I Spy” Interactive Reading • Whole or small group interactive reading that builds an understanding of: • How to view a selection • Read an informative & enjoyable selection • Stop & think • Visualize for understanding • Focus on locating key words in questions • Understand question/answer relationships • Go back & find answers. • Great cross curricular integration- habitats, civilizations, famous Americans, etc.

11. Poetry Leads to More • Linking poetry to weekly fiction/nonfiction reading selections • Poetry written by the teacher or selected weekly to introduce the weekly reading selection • Great way to engage students while introducing the main selection • Great way to tie in reading for enjoyment & for fluency practice as you reread it daily • Great way to teach poetry strand throughout the year

12. Autobiography vs. Biography Studies • Teacher explicitly teaches differences in autobiography vs. biography using text as examples • Student groups create T-chart posters comparing & contrasting autobiography vs. biography • Students chose graphic biographies to research • Students create their own biography projects • Examples - Cereal box biographies • Kite Krispies (Benjamin Franklin)

13. Doodle-A-Story • Select a text on instructional level • Prior to reading to the students, pick and tag 6 important events • Read the book to the students without showing the pictures. • Stop at each flagged event and ask students to doodle on their map • After reading, ask the students to write a sentence for each event

14. Next Step: Doodle-A-Summary (Slide 1) • Read aloud a story to the students. Have the students doodle the beginning, middle, and end.  The students determine the transitions between beginning, middle, and end. • The students will use their doodles to recall the events in the beginning, middle, and end of the story. • As the students recall the details, the teacher records them in a list on the board.

15. Next Step: Doodle-A-Summary (Slide 2) • The list is divided into beginning, middle, and end. Students will determine placement of lines that the teacher will draw between the three parts. • Together, the list is reread and unnecessary details are crossed through.   • From the remaining details, a summary is created in this format: • In the beginning, ___________.  In the middle, ___________. In the end, ______________.

16. FUNneling- Nonfiction • Show students a funnel. • Then explain to the students they will be looking through a nonfiction text and “funneling” it down to the text features • Have students look through the whole text for headings, captions, and bold words. • Then use this information to write a prediction. • While reading, students will write down important facts they find. • After reading, they will use all their information to funnel the story down to a main idea.

17. CSI- Clues to Solve It • Fill a bag with “trash.” • Make up an elaborate story of how and why you stole your neighbor’s trash. • Ask students to help you understand your neighbor by digging through their trash one piece at a time. • Make a conclusion about the neighbor and what he has been up to. • Write a letter to your neighbor explaining what you did and what you figured out.

18. What Are You Thinking? • Students will look at a picture to: • Generate conversation about the picture • Encourage peer collaboration • Begin a writing topic • Work on critical thinking • Practice forming questions

19. Bibliography Slide 1 • Baumann, J. F., Chard, D. J., Cooks, J., Cooper, J. D., Gersten, R., Fountas, I. Lipson, M., . . . Vogt, M. (2011). Journeys. Orlando, FL: Houghton Mifflin Harcourt. • G., & Sewekk, M. (1998). Stone Fox. New York: HarperTrophy. • Lester, J., & Pinkney, J. (1999). John Henry. New York: Puffin Books. • Rice, D., & Rice, W. B. (92649-1030). Roberto Clemente. Huntington Beach, CA: Teacher Created Materials.

20. Bibliography Slide 2 • Steve Jobs. (2012). Saddleback Educational Publishing. • Temple, B. (2016). TITANIC: An interactive history adventure. S.l.: CAPSTONE PR. • Thomas Edison. (2008). Saddleback Educational Publishing. • (n.d.). Retrieved from http://www.readworks.org/

21. Thank You • We want to thank you for coming to our presentation.  If you have any questions, please feel free to contact us.  Also, if you use one of the strategies we discussed, let us know how it goes- good or bad!  We would love to hear from you! • Susan Hoch- susanhoch@galaxschools.us • Jessica Kidd- jessicakidd@galaxschools.us

22. Disclaimer • Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.