Sunday, May 21, 2017

Close Reading, STEM, and Growth Mindset, Oh My!

Looking for a way to teach students close reading, STEM, AND growth mindset?

Our newest close reading packet, A Study of the Inventing Process and Mindset of Inventors: Thomas Edison and Henry Ford, does just that.

Through carefully constructed close reading lessons, your students will dig deeply into challenging texts, examining what the text says, how it works, what it means, and what it inspires them to do. They will learn how to use details from a text to support their thinking and integrate knowledge from multi-genres: historical fiction, text excerpts, non fiction, videos, photographs, and quotes.

These close reading lessons will help your students learn not only how to use details from the text to support their thinking and think critically about challenging text, they also address so many of the Common Core Language Arts Standards and each level of Webb's Depth of Knowledge!

The unit begins with the picture book, The Inventor’s Secret: What Thomas Edison Told Henry Ford, which will inspire all students with the tale of how these two men achieved success through goal setting, perseverance, and learning from their mistakes. 

Through a STEM Mint Mobile Challenge students will better understand the invention process and the mindset it takes to invent. In this challenge, students create, using readily available materials, the fastest car, and a car that can roll the farthest.

Students create a Top Tab Inventor's Log Foldable® to record their process as they create their Mint Mobiles. We’ve included a printable cover and cutting guide and step-by-step directions for how to make the Top Tab Inventor's Log Foldable® and how to use it during the STEM Mint Mobile Challenge.

The text dependent questions, connections across multi-genre texts, and student response activities in this packet will guide students to think critically as they learn about the inventions of Henry Ford and Thomas Edison, their growth mindset, and the invention process they went through. 

Monday, April 4, 2016

Malala Yousafzai and Iqbal Misah: Close Reading Lessons

Ask students what it means to be brave, and often they will associate it with being fearless. By learning about children who risked their lives, even in the presence of fear, students begin to see the qualities that make a person truly brave.

In this lesson series, we use multiple texts, including the picture book, Malala Yousafzia and Iqbal Misah:  Two Stories of Bravery. We guide students with close reading strategies as they read about the lives of the Pakistani children who stood up to injustice in the face of danger and used their voices to make change happen. Students become empowered by the actions of these two brave children.

How can  students be like Malala and Iqbal and make a difference? Of course, we don’t want them to risk their lives, so we’ve included the foldable connected to the picture book, Say Something by Peggy Moss. It can be used to address the issue of bullying and what students can do about it.

Click here to view Malala Yousafzai and Iqbal Misah:  Close Reading Lessons. 

Sunday, August 16, 2015

Unfolding Close Reading

The goal of close reading is to engage students in figuring out a challenging piece of text. It involves reading and re-reading the text, each time with a different purpose. As students read and revisit the text, you ask carefully planned text dependent questions that address the purpose of the particular close reading. We have created a close reading planning guide Foldable®, based on the work by Timothy Shanahan and Fisher and Frey, that can help you as you design your questions.


The Close Reading Planning Guide Foldable®


This four-tab Close Reading Planning Guide Foldable® can be a quick reference guide as you plan your own close reading lessons. To use, print out and copy double sided. Then, fold in half. Cut on the three dotted horizontal lines. Check out any of Dinah Zike's Big Books of Foldables® at Dinah-Might Adventures for the directions for the Top Pocket Foldable®and other Foldable® ideas.

Salt in His Shoes Close Reading Lesson Packet

Using the Close Reading Planning Guide Foldable®, we've created a close reading lesson packet for Salt in His Shoes by Delores Jordan with Roslyn M. Jordan. This close reading can help you build your classroom community and communicate expectations. As students participate in these activities, they will practice the guidelines for discussion and collaboration. This close reading can also provide you with information about your students’ abilities, as we’ve included formative assessments at each step. 
Close Reading Lessons:  Salt in His Shoes

Through this story, we learn that young Michael Jordan feared he'd never be tall enough to play the game that would eventually make him famous. To lift his spirits, his mother told him that salt in his shoes would help him grow. This heartwarming picture book, written by the superstar's mother and sister, and exquisitely illustrated by artist Kadir Nelson, teaches hard work and determination are much more important than size in becoming a champion.
Salt in His Shoes may not be considered a very challenging text for most 3-6 grade students. However, we believe that it is a perfect beginning of the year close reading because of its high interest (basketball and achieving dreams!) and it leads to an inquiry about how people achieve their goals. We’ve also found that the lessons learned from this text connect beautifully to the CCSS mathematical practice Make sense of problems and persevere in solving them, making it an anchor lesson that can be referred to again and again over the course of the year. 

  • A definition of close reading and the Close Reading Planning Guide Foldable® – We included a simple, working definition of close reading and also turned it into a Foldable® so you can use it to plan other close readings.
  • A pre-reading activity Prior to reading the story, students will connect to their own lives, thinking about something that they have accomplished that was challenging. We’ve included a worksheet for students to complete. 
  • An activity to hook the students and build background knowledge To help students access the text and build some background knowledge, can they  watch videos of Michael Jordan’s amazing basketball feats. We’ve included the links to the videos and a note-taking organizer. 
  • Close reading lessons for each level of close reading We’ve included teacher directions, text dependent questions and response activities for each close reading level.  
  • Text dependent question Post-it! Notes We know how tricky it is to go back and forth from picture book to questions. So we’ve included the questions on a master, ready for printing. This way you can place each question right inside the picture book at the place where you will ask it.  Just place blank Post-It! Notes (or any other brand of notes as long as they are the correct size) on the template and print the text-dependent question master. Voila! Post-It! Questions ready to be placed in the book.
  • Blank Post-It! Template – Using this template, you can also write your own questions for printing.
  • Graphic organizers We’ve included graphic organizers for students to complete and for you to use on your Interactive Whiteboard.
  • Multi-genre texts The last activity goes beyond the text as student explore how Michael has continued to apply hard work and determination throughout his basketball career. We’ve included a nonfiction article and commercials for students to closely read.

Wednesday, June 27, 2012

Read Like a Writer

We are sharing our love of the written word as a part of the Superb Writers’ Blogathon. In partnership with Grammarly grammar checker, this series is bringing helpful hints to all kinds of students.

CCSS Writing Anchor Standard 5 says that students should be able to “develop and strengthen writing as needed by planning, revising, and editing” with expectations for revision increasing with age.


Revision includes elaboration. One way to elaborate is to focus on getting your meaning across through the use of a variety of author's craft. Reading texts like a writer will help your students discover and use author's craft.

Katie Wood Ray in her book Wonderous Words says,
When we read with the eyes and ears of a writer, we focus less on what the writer is trying to say and more on how the writer is saying it. Specifically, we look at the craft moves the writer makes to get his or her message across and the way those moves affect us as readers.  When we notice an author’s intentional use of craft we have a window into the mind of the writer and we can begin to teach our students how to use these techniques in their own writing and stand on the shoulders of professional writers.
It is during close re-readings of texts that you can shift your instructional focus from what the piece is about to how the author wrote it. This type of reading will help students apprentice themselves to great writers, taking apart the writing to see what they can learn from it.  

Reading like a writer does not come naturally to everyone. In his book, LIVE Writing, Ralph Fletcher compares it to watching a magic trick.
Don't be surprised if this kind of reading feels new and awkward at first. It may be a kind of reading you've never done before. Then again, you may not respond to a piece of writing in the same way I do. That's okay. Writing is not an exact science. Each of us will learn something different from the same piece of writing. Reading like a writer is like watching a magic act. The magician cuts a rope into three pieces, puts it into a hat, wave the wand, and pulls it out:  Presto! The rope is back in one piece!  Our first reaction to a magic trick is: "Whoa! Awesome!" But that is quickly followed by a second reaction: "How did he do that?" And a split second later there is usually a third reaction:  "Do it again so I can figure out how to do it myself."
How do you teach students to read this way? Use the CCSS Language Arts standards to provide you and your students a focus for the close reading.

Here is an example. 

The focus of this series of lessons will be CCSS Anchor Standards W-5, RL-4 and L-5a, more specifically grade 5, with the goal of having students recognize and interpret figurative language and to then be able to elaborate in their writing using what they’ve learned. We are going to focus on metaphors, similes, and personification.

We chose the book Owl Moon because it is so rich in figurative language. If you haven’t read the book before, make sure that you first read it to your students for enjoyment. After the first read, ask "What did you think? Did you like it? What were you thinking about or wondering as I read it?" 

Explain to students that they will now be reading the story again but this time like a writer. During the first re-reading, ask students to highlight words and phrases that help them to  see, feel, and hear what is going on in the story.  "What are the words that helped you feel like you are right there, in the story?" Then ask students to turn and talk with a partner. "Tell your partner what the word/phrases were and tell him or her what the word/phrase did for you as a reader." This important step helps students to not only solidify their own understanding but to also gain another person’s perspective.

Introduce similes and metaphors as one of the techniques that authors use. Ask students to go back to their highlighted phrases and find metaphors or similes. Have them share whole class. Create a list of the metaphors and similes they've found. Explain to students that they will be creating a writing tool for the class writing center, a Similes and Metaphor book.

Using 8 1/2 x 11 paper, have students make a ¾ Book Foldable®.  On the inside of the left tab, students will write one of the similes or metaphors. (the snow below it was whiter than the milk in a cereal bowl ) On the outside of the upper right tab students will write the comparison (snow is being compared to milk in a cereal bowl), underneath the right tab, write the interpretation of the metaphor or simile (It means that the snow is very white and clean looking) and on the bottom of the right side, draw an image of the simile or metaphor. Glue all of the students ¾ books side by side to make the class Similes and Metaphors book.

Next, assign partners pages from a previously read chapter book. We like The Mostly True Adventures of Homer P. Figg, which is filled with rich figurative language. With a partner, they will locate more similes and metaphors, and create additional ¾ books of their favorites for the class side- by-side book. Be sure to provide time for students to share. 

Create a 2 Tab Foldable® for the last page of the book. Glue it side by side to the last 3/4 book. Label one tab similes and one tab metaphors. Tell students that they are going to find similes and metaphors in all of the great books that they are reading and that you'd like them to keep adding similes and metaphors to the class book. They can collect them under the tabs on this last page (or pages if you need more).

Have students read a piece of writing that they’ve been working on to a peer. Together they will find places where the writer could elaborate with similes or metaphors and then add similes or metaphors to the piece.

After these introductory lessons, continue to observe your students' understanding and use of figurative language. Are they noticing similes and metaphors in the texts they read? Are they able to interpret what they mean and what impact they have on the reader? Are they using similes and metaphors in their own writing?

We've created a formative assessment tool to help you monitor the progress of your students and ensure the implementation of the targeted standards. We developed a progress map using the The National Center for the Improvement of Educational Assessment (NCIEA) Learning Progressions Frameworks. The Learning Progressions Frameworks was designed for use with the Common Core State Standards. They help you see your students along a continuum of learning, rather than simply seeing some students “behind” in their learning (Hess, 2008a). To use the assessment tool, look for evidence of your students demonstrating the descriptors/progress indicators. Jot down the evidence underneath the descriptors/progress indicator that is being demonstrated by the student on the progress map.  

The next step would be for students to repeat this process looking for the figurative language of personification.

Check out Dinah-Might Adventures for directions for the 3/4 Book Foldable® and other Foldable® ideas.

Thursday, April 19, 2012

Unfolding the Common Core

These days we are expected to implement the Common Core State Standards. Well, at least forty-five states have adopted them so far. So, over the next series of blog posts, we will be focusing on a variety of Foldables® that can help you teach in ways that will bring your students to the the Common Core Standards' level of work in reading. There are 10 Common Core State Anchor Standards for Reading and they progress through the grades with the goal of ensuring that all students are college and career ready in literacy by the time they leave high school.  

The CCSS requires that:
“Students cite specific evidence when offering an oral or written presentation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.” (CCSS for ELA and Literacy inHistory/Social Studies, Science, and Technical Subjects, Introduction, p.7)

Therefore, the focus of each of our posts will be on CCSS Reading Anchor Standard 1, 
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text, as it serves another Reading Anchor Standard. 

This post will target Anchor Standard 3, more specifically grades 3-5, with the goal of describing characters, drawing on specific details in the text which students will then use to support their thinking when writing or speaking.

We will show you how we did the lesson for grade 4 but depending on your focus at your grade level you can modify it to fit your needs.

But, before we begin, we want to share a quote that truly resonates with us.
“The ultimate purpose of reading literature is to explore what kind of person we want to be as well as how to become that kind of person and avoid becoming something else.  That’s why we love literature and find it such a powerful pursuit to undertake with the students. We think that the lessons on understanding character … help students experience something of the feelings about literature that we have.  That’s an important goal – one that’s well worth the effort to achieve.” (Smith &Wilhelm. Literary Elements. New York: Scholastic, 2010, p.59)

We used this quote because we couldn’t have said it any better ourselves.  The standard as it stands alone is an important reading skill and could easily be taught in isolation. But teaching students in a way that involves them in learning from the characters in stories and looking to books for insights about themselves and the lives of others gives them purpose for reading. We love the impact that literature can have on our own lives in that our own learning about life can be enhanced through our reading about the lives of the characters in books.

So, how can teachers help their students to understand the importance of really knowing the characters, learning about their own lives as they read about the lives of others?  Well, we hope that the strategies that we are providing in this post will be a good beginning.     

The following activity uses a Foldable® template found in Dinah Zike's Notebooking Central: Notebook Foldables®: Literature Response Including Literature Circles.

We used this lesson in a literature unit that uses the book Where the Mountain Meets the Moon, as an anchor text. Students explore the essential questions; How did I become who I am today? What will influence who I become? as they closely study the journey of fictional characters, keeping track of the effects that each significant encounter with an event or character has on him or her. It is critical in this unit that students understand the characters fully in the beginning of the story.

In this lesson, students begin by re-reading closely part of the story to find textual clues about the main characters. Then they use those clues to make inferences about the character's personalities, beliefs, values, and emotions.

Close Reading:  Minli Characterization Clues 

Begin by showing students how to fold, glue, and cut the Characterization Clues Foldable®. First, cut out the Foldable® along the outer solid double lines. The “Clues” column on the left is the anchor tab to be glued down into their notebooks. After gluing into their notebooks, show students how to fold along the dotted line and cut the rows up to the dotted line. 

Pass out packets made up of pages 2-4 and pages 8-15 from the book. We chose these pages from the beginning of the story because there are many character clues about Minli. Students will need a pink highlighter. Introduce the activity by asking students how well do they think they know Minli so far? Say, "Did you realize that the better you know the characters in the story the more you will get out of the book? Really knowing the characters not only helps you better understand the story but it also makes it more enjoyable." Tell students that authors leave clues in the story that help readers get to know their characters. Say “Today we are going to get to know Minli by being reading detectives. We are going to find the character clues that the author has left.” 

Begin to closely read the first page together. Project the story either  using a document camera, overhead or SMART Board so students can follow as you model. Ask students to help you look for clues that the author leaves that reveal information about Minli. Refer to the headings on the left of the Characterization Clues Foldable®. Begin by looking for those clues about the character that the the writer tells us directly, then move onto the other clues;  the writer tells us the words the character speaks, the writer tells us the character’s thoughts and feelings, the writer tells us the character’s actions, and the writer tells us how others react to the character. 

As you look for clues, first model as students follow along and highlight the clues you’ve found, then gradually release responsibility to the students. For example, ask students to read the next paragraph to themselves or with a partner, highlighting the clues they found and then have them share with the class. 

Sort the Characterization Clues. 

Work with the students to sort the highlighted information found during their Close Reading under the appropriate clue types on the Characterization Clues Foldable®. There is room for only two examples for each type of clue. Have students individually decide which clues they think are the most important to put under the tabs and explain why. As they sort, discuss what they are learning about Minli from the clues. 

Partners: Ma and Ba Characterization Clues 

Assign partners for either Ma or Ba. Have students use yellow for Ma and green for Ba. Their task is to highlight clues and sort them into another Characterization Clues Foldable® that they’ve cut, folded and glued into their notebooks. When finished, have groups report out.

Make the Characterization Bulletin Board. 

To make the bulletin board display, ask for volunteers to draw the main characters they have encountered in the story so far, Minli, Ma, and Ba.  Arrange the characters on a bulletin board.

Create an Envelope Foldable® for each character. You can find directions for how to make an Envelope Foldable® in any of Dinah Zike's books. Label each tab on the Envelope Foldables® with the following: Feelings, Character Traits, What He/She Believes, What He/She Cares About. Staple the Envelope Foldables® next to the pictures of the characters on the bulletin board. Depending on your goals, you can use this board in a variety of ways. You can use it to display the characterization of each of the main characters, to keep track of the relationships between the characters, to compare and contrast characters, or as in our case, to follow the characters' journeys in the story, noting the impact that significant people and events have on them.

Character Envelope Foldables®  

Together, discuss and fill in under the tabs on the Envelope Foldable® for Minli, using the textual evidence that the students have collected in their notebook Characterization Clues Foldable®. Be sure students can support their ideas with evidence from the text. 

Divide students into groups of four, made up of two students who have collected clues about Ma and two students who have collected clues about Ba. In their groups, have them create two Envelope Foldables® like the ones on the board, one for Ma and one for Ba. Give the group about 15 minutes to fill in the information under the tabs, using the evidence they collected in the Characterization Clues Foldables®. After groups have completed their Foldables®, share whole class and combine their ideas into the Ma and Ba Foldables® on the bulletin board. 

Later in the story, students will encounter the Dragon, another main character. Use this as an assessment opportunity and have students individually find evidence, fill out a Characterization Clues Foldable® and make an Envelope Foldable®

A Note About the Text

Where the Mountain Meets the MoonWhere the Mountain Meets the Moon by Grace Lin is one of the 4-5 text exemplars list in Appendix B  of the CCSS. Be sure to read our earlier post about this book, Hero's Quest Shutterfold  Foldable® Project.

Thursday, November 10, 2011

Why We Love Patricia Polacco

It is important for students to not only recognize how a character learns and grows, but to also understand how the story's unfolding events affected those changes. This Foldable® has students consider the underlying reasons of why a main character changed, supporting their ideas and inferences with evidence from the text.

We love to use Patricia Polacco's autobiographical books to teach this concept because she is able to express the feelings she experienced so vividly. It is obvious from reading her stories that she has been influenced by so many events and people in her life.

We used the book Mrs. Mack for our whole class model.

How a Character Changes Top-Tab Foldable®
Begin by having the students make a Top Pocket Foldable® with 11 X 17 card stock. Cut the left and right inside Shutterfolds® into 4-tabs. Label the tabs on each side with the following: What She Does, What She Says or Thinks, How She Looks, and How Others Respond to Her. On the outside cover of the left shutterfold, write At the Beginning and on the outside cover of the right Shutterfold®, write At the End. Write the name of the main character, in this case, Patricia on the front cover, too. We also glued illustrations from the beginning and end of the story, but you could have students draw their own illustrations.

In the middle of the inside of the Foldable®, glue a 2-tab made out of a half sheet of 8 1/2 X 11 paper. Label the upper tab "How the Main Character Changed" and "Why She Changed". 

Have students fold a sheet of paper into fourths, hot dog style, and then into fourth's , hamburger style, creating a 4x4 table.  Label the left column of the table with the following: Event, How Patricia Reacted, How Others Responded, and Why I Chose This Event. Have students fold the table so that it fits into the pocket of the Top Pocket Foldable®.

Introduce the whole class guided activity by discussing these questions, Think about yourself a year ago. Have you changed? How? How has your behavior changed? How have you as a person changed? Is there anything that you used to be nervous about and are not anymore? What made you change?

On an index card, ask students to respond to this question: "What makes people change?" Save as a pre-assessment. Tell students that they will be learning about why people change through characters in stories. This will help them better understand themselves, better understand others, and better understand the stories they read.

Read the first few pages of the story (to the second paragraph on page 14) and fill in the left side of Foldable® with evidence from the text. Using that information, discuss what it tells you about Patricia so far. What character traits does she have? What does she care about? What is her attitude? What is she feeling? How do you know?

Read the rest of the story. Go back and fill in the right side of the Foldable®, again using evidence from the story. Using that information, discuss Patricia at the end of the story. What character traits is she showing? What does she care about? What is her attitude? What are her feelings?

After filling in all of the information, open up the left and the right side tabs so that students can easily compare the character at the beginning of the story with the end of the story. Discuss, what has changed?

Ask, when did she change? Did she change all at once or did it happen over time? Which events do you think changed her? List those events on the board. Go back to the text and analyze the events. Discuss, which three events do you think made the most impact on Patricia's change? Why are those the most important? 

Have each student determine his/her three key events, and then fill in all the cells on his/her table, (event, how she reacted to the event, how others responded to the events and why this event was chosen). After completing their tables, have students discuss Patricia's changes using all of the evidence they collected. How did she change and why? Students then write about Patricia's changes under the tabs the 2-tab Foldable®.

To differentiate and provide guided and independent practice, choose from the following Patricia Polacco autobiographical books. Students can work with partners, small groups or individually, making and filling in a How Characters Change Top Pocket Foldable® and events table for the character in each book they read. 

Mrs. Mack

The Junkyard Wonders

Thunder Cake

Rotten Richie and the UltimateDare

My Rotten Redheaded Older Brother Story

Thank you, Mr. Falker

The finished Top Pocket Foldables® make a wonderful display as students share and discuss the comparisons and connections between the characters in the books they've read. An author study would be a natural extension, as students learn about Patricia Polacco's life, customs, beliefs, and values through her stories.

As a post assessment have students respond to the following questions:
How do people change?
Why do they change?
What does this tell you about people in general?
How does understanding characters and how they change teach you? How does it help you as a reader and a writer?

Check out any of Dinah Zike's Big Books of Foldables® at Dinah-Might Adventures for the directions for the Top Pocket Foldable®and other Foldable® ideas.

Saturday, August 13, 2011

The Forces That Move Us

Student teams in the process of creating their castles

I wanted to give my students an exciting science project to work on that would require them to apply all the team building skills they had developed during the year. My last unit in Science was Forces and Motion, so I decided that since my students are into fantasy, each team would need to create a castle, out of everyday "junk”, that uses forces, motion and six simple machines in its design.

I introduced the concept of forces and motion with the first chapter in the book, A Crash Course in Forces and Motion with Max Axiom, Super Scientist by Emily Sohn. The graphics and fast paced text kept my 4th graders engaged as we read about a superhero who uses the amusement park to explain the science behind forces and motion. I also purchased the Audible Audio Edition of the book for $2.95, which was used in a center, along with the book, as a way of reinforcing their learning.

Before listening to the first chapter, I asked my students, "Think about your favorite amusement park ride. What are some words to describe how you move when you are on that ride?" As they shared their responses, I asked, "What is the ride doing? What is happening to your body? How does it make you feel?"

The students were equipped with pencils, paper and clipboards. Their job was to write down science words as they were introduced in the story. I asked them to raise their hand when they heard a word and I would stop reading while we all jotted the words down on our paper.

We discussed our word list and narrowed it down to words that supported the concept of force and motion. Then, we counted up the number of words we had left and created a 3/4 Book Foldable® out of yellow copy paper for each word. Students wrote the word on the outside of the tab and we talked about what we remembered from the book. Students stored their 3/4 Books in Ziploc baggies.

Science instruction for the next few weeks focused on students gaining a deeper understanding of the concepts introduced through the Max Axiom book. Students learned about force, push, pull, gravity, friction, inertia, and acceleration as they hunted for examples around the school, performed simple physics experiments and used print and multimedia as resources. As students learned the concepts they filled in the remaining spaces on the 3/4 Book Foldables® with the following: Under the tab, a definition. Below the definition, real-life examples. To the left of the tab, a labeled picture.

After the students learned about the forces and motion concepts, we moved on to simple machines. Students had already been introduced to a few of the simple machines when they constructed force and motion science kits purchased from the Eli Whitney Museum website. They continued to learn about the six simple machines, the ramp, the inclined plane, the lever, the pulley, the screw, and the wheel and axle through a Bill Nye video, EdHeads, BrainPop and their favorite online game, Twitch. Using green copy paper, they made a 3/4 Book Foldable® for each simple machine, writing the name of the machine on the outside, a sentence underneath, examples, and a picture. All of the 3/4 Book Foldables®, the yellow forces and motion words and the green simple machine words, were glued side-by-side and bound together with a strip of scrap booking paper.

Finally it was time to do the culminating team project, the castles. Students referred to their 3/4 side-by-side Books as they created a castle that used all six simple machines.

Check out Dinah-Might Adventures for directions for the 3/4 Book Foldable®and other Foldable® ideas.