Blog

Background Knowledge {Close Reading Mini-Series}

Background Knowledge & Close Reading - too much or too little

This is perhaps the biggest debate in close reading. Period.

Here’s why in simple terms:

Teachers have sometimes given students SO much background knowledge, that they were able to answer questions about the text before even reading it! (I mean, really, that sounds just plain crazy!) What is the point in reading if they kids already know the answers? Boring to kids. Waste of time for teachers.

…in walks Common Core…

I have heard so many times that Common Core says a big fat “NO!” to background knowledge. This is not true by any means. But I do know where the idea stems from. Educators were afraid that TOO much background knowledge was given before reading. So they started encouraging teachers to pull back.

However, background knowledge has been proven to have an impact on student comprehension. Many researchers believe that you do not have to instruct kids on the topic before reading because it can be very easily done during reading. I agree with this. I would rather jump into reading and tackle questions as they come rather than spoon-feeding the kids before they have a chance to think!

It is important to:

-Set a purpose for reading

-Give definitions of unknown words that are essential to understanding the text

-Not tell the students what to expect from the reading

-Allow students to interact with the text.

-Address clarification as needed throughout.

Think about this:

“For the purposes of Close Reading, it is essential to distinguish between the background knowledge that is required to understand the text and the knowledge sought to be gained from reading the text” (Brown & Kappes, 2012).

Remember: Some students may only have to ADD information from the text to their schema (what they already know) so that they understand. On the other hand, some students will lack background knowledge and are less likely to accurately understand.

You know your students. You know what they have absolutely no clue about. You also know what they are familiar with. Use that to your advantage and help those who need it!

Keep reading to find out more about close reading – Complex Text & Text-dependent Questions

What is Close Reading? {Close Reading Mini-Series}

Close reading - What's it all about? Understanding the in's and out's of close reading in an elementary classroom

Close reading is the big hype these days with Common Core and the push to expose ALL students to complex texts. One of my final Master’s research papers was focused on close reading, so I decided to share some of the big ideas with you. Hopefully, this will answer some common questions that are floating through teacher minds!

These 5 topics are essential to close reading.

1. What is close reading?

2. Background Knowledge

3. Complex Texts & Text Dependent Questions

4. Repeated Readings

5. Annotation

Articles and research are included throughout these posts. A citation page is included here in case you are interested in learning more.

What’s close reading all about?

Close reading: “an instructional routine in which students critically examine a text, especially through repeated readings” (Fisher & Frey, 2012a).

Close reading was used in high school and college in the past, BUT the implementation of Common Core has pushed teachers to use close reading in elementary school.

So, there must be some modifications made in elementary schools. The teacher must build students toward independent reading. As teachers help students dig through reading passages, they are helping students to build habits of great readers.

I think this quote explains it perfectly: “The teacher’s goal in the use of Close Reading is to gradually release responsibility to students – moving from an environment where the teacher models for students the strategies to one where students employ the strategies on their own to when they read independently” (Brown & Kappes, 2012).

Close reading gives students the opportunity to take NEW information from the text and add it to their background knowledge and experiences. When they do this, they increase their schema (what they already know).

Close reading can be used with:

-Several genres

-Several formats

-Literature

-Informational text

BUT, {This is a biggie!} it is only appropriate with some texts.

Close reading does not work with everything. It should not be used with long chapter books or even some multiple page passages. It is not an appropriate strategy for everything and anything. You have to be thoughtful and purposeful when you choose a passage.

AND, it should go along with other instructional practices throughout the school day.

This is simple. Just don’t make it the only thing you do. Yes, there’s a huge push for it in schools. Yes, it is great for students in certain environments. I love how Brown and Kappes (2012) explain it, “Close Reading of text is one important strategy for fostering independence and analytic skills.”

Remember: It is only one strategy. It is not the only strategy to use in the classroom. There are many others that are successful in the classroom. Choose a strategy that fits your students, your topic, and your teaching style.

Until next time! Click here to learn more about another close reading topic – Background Knowledge.

Inspirational Quote Freebie – Deanna Jump

So, we all know Deanna Jump. She is an inspiration to teachers everywhere! Not only did she start out on TPT wayyy before many of us, but she paved the way and showed us all how to be successful teacher-preneurs. I look up to her and wish that I could’ve met her in Vegas this year. {I will definitely be there next year!}

I’ve seen this quote floating around blogs and Instagram. Seriously, it made me tear up when I first read it. This quote explains everything we do as teachers and TPT sellers. I knew I had to print it out and hang it in my office, so I created this little freebie for my store. I hope you all enjoy it! Click the freebie link or the picture below to grab it!

My hope is that this is a daily reminder to you and your families. We will do the work, when He shows us the way.

Homework Checklists

This project has been a favorite of mine! Not only is it extremely helpful during the school year for teachers, but it is also a life saver for students. Keep reading to get a little walk through…

So, this is the sample homework checklist.

Spelling words and homework are listed in a clear format for students. I like this setup because it is thin enough for me to simply staple into student agendas on Monday morning. (Plus, two checklists per page means less copy paper!) Once stapled, they are set for the week!

My editable pack features three options.

1) Labels, titles, and cutesy fonts are NOT editable, but all other information is.

2) Labels are editable in case you split your spelling words differently or need to add sight words or vocabulary.

3) Literally everything here is editable. This is a great option for teachers who want to use their own cute fonts and borders.

Homework Policy:

Homework varies drastically depending on your school. I have certain things that I HAVE to give students. Homework is evaluated on our report cards. I am also mandated to give nightly homework instead of a weekly packet. So, how do you keep 6 & 7 year olds on track with nightly homework AND how do you as a teacher know who is completing what? My OCD kicked in this past school year.

Last Year: I had a homework sheet with spelling words and nightly homework stapled into student agendas. Then, I had this on a clip board and would check off each student’s homework each day. This way I have proof for report card time. This year I am definitely going to make this chart more eye appealing. 🙂

Now, I have taken the old form that was stapled into the student agendas and transformed it. This copy is MUCH more concise. I feel that it is easier for students to follow along. It has the weekly dates at the top (This helps for teacher planning and for parents). Spelling words are then listed by category. I like this system of breaking them up by skill, pattern, and no-excuse words (aka sight words). Under that are the nightly requirements.

When I check homework first thing in the morning, students open their agendas to this checklist page. I then check off on my teacher checklist (that blah one above) and also on the student checklist that it is complete. If homework is not done or is forgotten, that assignment is highlighted on both my checklist and the student’s. This serves as a reminder to parents after school and to me during report card time. And that’s that! An easy peasy way to give homework and keep track of it during the busy school year! Check them out here.

Math Centers – A How-to Guide!

Last week I put all of my math center information together into one How-To pack in order to help those of you who are interested in beginning math centers as part (or all!) of your math block. It has over 90 pages worth of math center goodness! This post will give you a bit of an inside scoop into my math center setup. Enjoy!

Before I explain each center, take a look at this overview.

I have 4 student groups. Each group has 4-7 kids depending on my class size.

My math block lasts for 1 hour and 15 minutes, so the chart matches that time frame. Tweak the time to work for you.

I teach a short mini lesson for 5-10 minutes when we first start. This may be the “We Do” pages from our math textbook or just some practice problems that I want to do with the kids. I do not keep students in whole group for a long time. I have found that most students do their best work in centers when the centers are engaging and filled with movement. Soooo, I give them what they need and send them off to do their best!

Each student goes to 4 rotations each day: Independent, Centers, Computer, and Small Group.

Independent: a workbook page or handout usually at desks

Centers/Stations: one of the 5 activities listed below usually on the carpet

Computer: i-Ready Math Online Lesson

(We have to use this program, so use whatever math program or website you prefer.)

Small Group: This is your time to teach & provide remediation!

The groups rotate through this setup using the chart above. I laminate the cards and write student names on top of the cards in permanent marker. That way, I can easily erase names (Expo on top of Sharpie works wonders!) when groups change. These cards are all available in the How-To pack.

If you have never had students complete math centers, it can be overwhelming at first. I have created a system that works for me because it is S-I-M-P-L-E. Seriously. Simple.

Like I said, students go through 4 rotations each day: Independent, Centers, Computer, & Small Group. One of those rotations is centers. I have 5 different centers – one for each day of the week. (See the “Math Centers” chart on the math block overview page above.) Below are some close up pictures to show you a few activities that may take place in each of the centers. A full description of each center with images and links to each activity are in the Math Centers – How-To pack.

Monday

1. Review Your Skills:
What do they already know but need practice in?

Tuesday

2. Currently…Day 1:

What are you teaching right now?

Wednesday

3. Fact Practice:
What facts should they practice?

Thursday

4. Currently…Day 2:
What are you teaching right now?

Friday

5. Math Journal:
What fun journal activity will help them master the topic?

Many people see math centers as “too much prep”. I’m here to tell you it is not! I have a detailed description of what you NEED to prep and what you do NOT NEED to prep each week. These ideas will help you when you are developing your own ideas.

Here’s a peek at some labels that are included in the pack. The color option has a yellow background. The labels shown below are in black and white and would look wonderful if printed onto brightly colored paper. Print, cut, & laminate the labels before attaching to your center bins to ensure that they last the entire year!

I love math centers because the kids feel free to move around. They are not stuck in their seats with a workbook. Plus, what kid wouldn’t want to play games during math. Heck! They don’t even realize they’re learning. 🙂 What more can a teacher ask for???

I hope I answered some questions about implementing math centers. Be sure to check out my Math Center How-To Guide for step-by-step instructions, student grouping ideas, detailed descriptions of each center with activity links, rotation chart labels, and center bin labels!

Please let me know if you have any questions!

Teacher Friends & the Color Run

This past weekend, one of my best teacher friends across the hall and I ran the Ft. Lauderdale Color Run. When we aren’t swamped at work, we enjoy running together. The Color Run was more fun than I expected and MUCH more fun than running a half marathon…believe me!

What do you and your teacher friends enjoy doing together outside of school?

Be sure to check back with Christina and many more wonderful teachers here!

Cafeteria Rewards

The cafeteria is definitely not a place where I want to hang out. It is L-O-U-D, LOUD! Administration at my school uses red, yellow, and green, and teal cups to promote good behavior in the same way that we do in the classroom. Luckily, my kiddos are always on green or teal when I come pick them up. The classes who are on teal all week, receive ice pops the following week. Here we are chowing down in the tiny bit of Florida shade!

What does your school do to control cafeteria expectations/behavior/rewards?

Be sure to link up with Christina at Miss DeCarbo’s Second Grade Sugar & Spice for more Wordless Wednesday pictures.

Informational Writing – Red Eyed Tree Frog

We’ve been working on informational writing for the past week or so, and today I taught a mini lesson. Here is the process in images…

First, we read a big book called Red-Eyed Tree Frog. Then, we decided to write about it! I created this chart with the kiddos. As I wrote, they tried to guess what words I was about to write and chanted them out loud. They thought it was hilarious…although I’m not quite sure why…

Gotta love 6 & 7 year olds!

I picked a few students to write example sentences on Post Its for each part of an informational writing piece: introduction, key details, and closure. They then came up and put their Post Its on the chart.

We read all of the Post Its and talked about why some were “super duper” and why others needed a tiny bit of fixing. Then we put them in order. Other volunteers came up to write those Post It sentences onto our chart paper. We used different colors to color code our paragraph into three parts. These parts matched our anchor chart.

Believe me. Give a scented marker to a kid, and BAM instant hard work!

And of course I needed some form of assessment at the end of the day, so my students completed an informational writing piece about the red eyed tree frog. Here is one piece of hard, hard, hard work. I’m so proud of them!

Grab this writing freebie here!And of course, we had to make some little frogs to match! This craft was made using this free printable tree frog from Learn Create Love.

—————————-

This writing assignment is part of our unit on the rainforest. We practiced close reading using these passages while we learned about the different forest layers.

At the end of the week, my students were asked to write about the emergent layer. I explained the importance of looking back to our anchor chart to make sure that all three parts (intro, details, conclusion) of their writing were included. Two samples of students at different levels are shown below. Click here to see a preview of this rainforest unit!

Student Funnies!

We learned about Meerkats last week and worked on the format of informational writing. One of my firsties gave me this beautiful drawing. She called them “carrot tails”. (Look close for the humor…I couldn’t believe my eyes!) LOL

What crazy/inappropriate pictures have your kids drawn in class?

Leave a comment below and then head back to Sugar and Spice to link up with other teachers!

Money, Money, Money

Happy Thursday!

This week my firsties began counting money. They’ve been doing pretty well because we have incorporated it into calendar math since the beginning of the school year. However, the kids often mistaken nickels and quarters and have trouble adding on with larger valued coins.

So, on Tuesday in math small group we sorted coins using these great yellow mats from my second grade friend across the hall. The kids thought this was SO fun! (which made me laugh inside…)

After they sorted all the coins in front of them, we practiced skip counting. We counted by 1’s to find the value of the pennies. We counted by 5’s to find the value of the nickels. (You get the picture.) We also compared the total amount on each child’s mat. They were very excited to discover who had the most money!

This is one of this week’s favorite math centers. It’s called Scavenger Hunt Riddles.

Kids take a recording sheet (there are 8 varieties). They then choose the cards that match the color indicated on the recording sheet. For example, the recording sheet pictured here is for the GREEN cards, so kids choose the money cards with the green background. They count the coins inside the magnifying glass and then match it to the same number on their recording sheet. They write the word on the card under the correct amount of money. If they correctly identify and count the coins, they will answer the riddle!

Let me tell you. This is a HUGE hit! You can find this adorable center for FREE here!

Enjoy!

Blog

Footer