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Visualizing Strategy:Reading Comprehension and Developing a First Draft

September 11, 2014

Aligned TEKS

K.10(A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations;

1.14(A) restate the main idea, heard or read;

2.14(A) identify the main idea in a text and distinguish it from the topic;

3.13(A) identify the details or facts that support the main idea;

4.11(A) summarize the main idea and supporting details in text in ways that maintain meaning;

5.11(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order;

Visual learners may benefit from viewing and discussing folk art.
Students can view a colorful, detailed folk art piece and identify the topic and details of the piece.
They can be asked to restate the main idea they visualize.
Students can then be asked to identify details or facts that support the main idea.
Students can use a graphic organizer to write a sentence that summarizes the main idea.  Then they can add the detail sentences.
After visual learners have practice identifying the topic, main idea, and details of a piece of folk art, they will be able to transition into using these skills to comprehend a passage that is read.
Use this Power Point for discussion.
After spending time with different pieces of art, students can then be asked to draw their own piece of folk art.
Remind students to think of the theme, the main idea, and the details of their folk art.
Students will then write the story depicted in their folk art.
Use this Power Point for discussion and whole group writing.
After the class has written a story together, they can then be directed to draw their own picture and write the story.

Aligned Writing TEKS
K.13(B) develop drafts by sequencing the action or details in the story (with adult assistance);

1.17(B) develop drafts by sequencing ideas through writing sentences;

2.17(B) develop drafts by sequencing ideas through writing sentences;

3.17(B) develop drafts by categorizing ideas and organizing them into paragraphs;

4.15(B) develop drafts by categorizing ideas and organizing them into paragraphs;

5.15(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

Writing a Personal Narrative: Kevin Henkes Touchstone Books

September 4, 2014

Reading Unit: Becoming an Active Reader
Focus: Activate & Connect
SE: Fig. 19 (F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence

Writing Mode: Personal Narrative Writing Process: Prewriting, Editing
SE: 3.17 (B) develop drafts by categorizing ideas and organizing them into paragraphs
3.17 (D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric

Kevin Henkes is an award winning author. Students easily connect to his characters and message.
Click on Lesson Plans for plans that include writing prompts, and integrated reading and writing activities.
There are many graphic organizing apps and web resources that could increase student engagement and success.

Reading Poetry: The Swing by Robert Lewis Stevenson

September 2, 2014

Readiness Standard 3.8 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

Supportive Standard 3.6 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).

The Swing This is a Power Point that includes the poem and questions based on the TEK/STAAR  format.
I suggest that the poem be read aloud each day.
Students can illustrate what the poem helps them to visualize.
Students can use the Think-Pair-Share cooperative learning strategy to ask relevant questions and discuss what they think about the poem.
Students can practice fluency by reading the poem to each other.
The teacher can discuss the elements of poetry used by the poet.

Project Based Activities for Reading and Writing: Love That Dog

September 2, 2014

Love That Dog by Sharon Creech
love that dog
Students can be grouped to choose from a list of differentiated reading and writing activities based on the ideas from Love That Dog.

Students can practice reading non-fiction articles from Time for Kids.
If you have access to Brainpop jr., you can view the video about taking care of pets. The site offers various online activities on the topic of taking care of pets.
Brainpop jr. also has a video and activities on the topic of poetry.
Students can also use World Book Online to research topics related to the book, such as dogs, pets, tigers, poetry, or the poets read about in the book.
Read Write Think offers activities for writing  online acrostic poems and  online shape poems.

Tools 4 Students is an app that offers organizer templates.

Events Organizer                   Chapter                                What I Learned Today (research organizer)

Events Chapter NotesWhat I Learned Today

Problem Solution Organizer                Character, Setting, Plot

Problem Solution Organizer         Character, Setting, Plot

Reading and Writing Poetry

September 2, 2014


love that dog Love That Dog by Sharon Creech
This is an excellent book to read in an integrated reading and writing unit.
The lessons that I am providing are based on the aligned ELA TEKs for K-5.
The standards and TEKS are cumulative. The lessons can be adapted to meet differentiated and grade level needs.
Aligned ELA TEKS poetry This is an overview of the aligned TEKS for reading and writing poetry from K-5. It can be used as a resource in planning.
The Red Wheelbarrow by William Carlos William This is one of the poems that Sharon Creech includes in Love That Dog. Lesson plans are provided, along with samples of using apps such as popplet and sticky.
stickypoem Using the Sticky app to publish   verbwagon Using the popplet app to make a verb graphic

The Red WheelBarrow This is a Power Point that includes the poem and has TEKs and STAAR based questions. (3rd grade) This Power Point can be converted to Smart Board and used interactively.
The Apple This is a pdf of a concrete poem included in Love That Dog. It is written by  S.C. Riggs, the pseudonym of Sharon Creech. K-4 can write a basic concrete poem using words that provide imagery. Fifth graders can add onomatopoeia. Students can create these shaped poems on paper, or they can use tagxedo, a word cloud tool.
The Apple Power Point This is a Power Point that includes discussion questions.

Love That Boy This is a poem by Walter Dean Myers. It is the poem that inspires Jack to write about his dog. The Power Point includes questions based on TEKS and STAAR format.

Educreations is a web tool that allows students to publish and record.
They can insert photos or illustrate their topics.
After recording and publishing, students can take a photo of their educreations poem.
Then they can use the QR Code Generator to post their poetry on the bulletin board for the public to hear them read their poem.

I found this PDF lesson plan for Love That Dog  literature circles activities and questions.

Source of PDF:








Back to School Backpack

August 20, 2014

This summer I read books by Alan November. He provides great ideas and resources for empowering students and creating learning environments. I was particularly interested in his The First Five Days.
When I first started integrating technology into the curriculum, I worked under the misconception of  “waiting until the students were ready”. I quickly realized the students were ready, and I wasn’t.
We only get one chance to make a first impression, so just imagine the impact of starting the first five days of school by setting up an engaging, self-directed, learning environment using technology.
Integrated activities can be set up for students to learn about themselves, their classmates, the school rules, classroom rules, and procedures.

  • Click on MyLifein5Letter for fun, getting- to- know you homework.
  • Picture 041Imagine yourself as a young student walking into a classroom. On your desk you see a Neo waiting for you to explore. The teacher can project a welcome and introduction letter to her/his students on the screen or whiteboard. Students can then write their own letter of introduction to their teacher.
    Another Neo activity could be to give the students My Teacher Needs to Know sentence starters  from which to choose. This activity could give the teacher a snapshot of information about the students.
  • Students can create an All About Me Sticky Note by using the Sticky app for iPhone and iPad.
    It is easy for students to manage. Use the iPad to take individual photos of each student.
    Read and discuss the Characteristics Word Bank. Encourage students to add other words.
    Then students can create their own Sticky Notebook. The notebook can be saved by using the iPad to take a picture and emailing it to the teacher email. The teacher can then save it to a file and print, or insert into a blog.
    stickyStudents can use these words to help them write an “I am…” poem.
  • Students will enjoy sharing information about themselves in the form of trading cards.
    Read Write Think provides an excellent interactive activity for making trading cards.
  • Students can create a visual word cloud using Tagxedo. It is easy to use, save, and print.
    The student can upload a self-photo or choose from a variety of symbols that are provided.
    boytagxedo Students can use these descriptive words to write a descriptive narrative.
  • Students can create an interactive All About Me presentation by using ThingLink.
    Students can upload an image or avatar that represents them. Then they can add tags with information about themselves.  Click on Tutorial 1 and Tutorial 2 for some information as to how to use ThingLink. This valuable tool can be used in so many ways in the classroom. My first grade students created their interactive presentation on ThingLink as their end product of an animal research project. Have fun!

Setting Up the Classroom

August 16, 2014

As I drove past schools this week, I could see the parking lots were filled with teachers giving up their last free days to set up their classrooms.
Setting up the classroom use to be a stressful time for me, until I realized that less is better.
A beginning resource for me at the time was Spaces and Places: Designing Classrooms for Literacy by Debbie Diller. My school closet use to be packed with items that had not been used in years. I turned it into a functional closet that stored items that were used and easily accessible.

My principal was also a resource. He provided the opportunity for me to visit other schools with the purpose of looking for efficiency and student centered rooms. This principal also provided me the opportunity to have furniture on wheels. Mobile furniture is more conducive to setting up a  student centered classroom. It was exciting to see that there were mobile furniture booths at the TCEA convention.
Hopefully, more principals will elect to furnish their schools with mobile furniture.

The mobility factor in furniture, led to a more mobile and differentiated view of setting up the room in learning areas. There are six areas needed to set up a student based learning environment.

1. Class Library: This is a comfortable area that contains leveled reading material and books of different genre. Most of the books are my personal collection, but I also check out school library books for seasonal or unit topics. Students are encouraged to recommend books they would like to place in the class library.
Students are involved in setting up the library and organizing the books in tubs that they label.
They have ownership of the library and know where to look for the books and where to return the books.

2. Community Center: This is a carpeted area that is the gathering point for class meetings, routine procedures, small group, and other similar purposes.
Students may also choose to utilize this area to work in a group, with a partner, or individually.
(I provide portable lap tables and small pillows for the students to use in this area or in any other area of the classroom.)

3. Peace Pad: This is an area for anyone who needs to regroup, reflect, or just take a break. It is not a punishment area. Books about feelings and emotions, landscapes, and places are provided. I recently purchased a Buddha Board for myself, and I highly recommend that this be included in the Peace Pad.
I had my iPod with soothing music available in this area.

4. Resource Area : Instead of setting up stations for each subject, I use mobile utility carts that have 4 drawers. Each drawer has the resources necessary for students to work on subject area tasks, projects, and activities. Students take the drawer to their workstations or wheel the cart to a central locality for others to use. I also have the iPads on a utility cart for student access.

5. Supplies : A mobile utility cart is also used to store a range of supplies for all subjects. Different types of paper, pads, pens, crayons, markers, pencils, etc. Students may wheel this cart around to any working area, or just pull a drawer.
A small shelf is used for math manipulatives and supplies. Construction paper is stored in a construction paper storage sorter.

6. Work Stations: If mobile tables are not available, I recommend asking for rectangular or round tables.
(Arrangements can be made for seating during state testing.) If individual table desks are available, I recommend that they are arranged in work clusters. The most efficient cluster is four desks, but sometimes it is necessary to arrange six in a cluster. These are work stations, and not individual desks, so students get to choose where they sit each morning when they arrive. The seating changes as they begin their tasks and are working in groups that have been formed according to differentiated criteria. The desks are turned so the opening is not available. This helps in keeping the room organized and clean. As previously mentioned, students may choose to work on the floor using the lap tables.

It was a personal choice to remove the teacher desk in order to provide more space in the classroom.
I did use one of the mobile tables for small group. My personal teaching supplies were stored in a utility cart with drawers. The top of the cart had a flat surface that was used as my desk.
I also used the bottom shelf of utility cart that held the teacher lap top computer to store other items that were needed for instruction.
Large file cabinets are a thing of the past, since curriculum and lesson ideas are all stored online.
I used a small rolling file cabinet for any private documents. This was locked in a closet.



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