Care to go on an Informational Text Feature Scavenger Hunt?

Anyone glancing through the Common Core clearly notices right away the major focus on our young learners' reading and writing informational text on a regular basis-- as young as pre-K...yikes!  It's up to us to fill our readers' invisible backpacks with the tools needed to navigate through informational text and the distinct manner in which the information is presented.  We can't just assume that a transition from narrative text to informational text comes natural.  Teaching the text features we often encounter as adult readers when we read for information (WWW, menus, pamphlets, brochures, textbooks, magazines, newspapers etc.) is essential in order for our readers to make sense of what they are reading.  

According to the informational text guru, Nell K. Duke (2004), whom I have had the pleasure to hear speak,

     "More than anything, struggling readers need plenty of      

     opportunities to read text that makes sense to them. Requiring 

     students to spend most of their school time reading books that 

     are too difficult makes it impossible for them to learn and to 

     develop as readers (Allington, 2002).

     "Students should spend most of their school reading time with 

     texts that they can read and want to read. Students tell us that 

     when we give them interesting materials that they can read 

     without too much difficulty, they will read (Ivey & Broaddus, 

     2001). Providing books that span the content areas, match 

     students' reading levels, and encompass a variety of formats and     

     genres is nonnegotiable if we want struggling readers to 

     improve."

The text that students "want" to read is clearly informational--I see this on a regular basis.  This being said, I've put together an "Informational Text Feature Scavenger Hunt" that can help reinforce some of the most common features found when we read for information.  I decided to premiere this activity at our Family Literacy Night held this Tuesday.  I worked with my fellow first grade teachers.  Here's how it works.  Bring on the pics!

Above you see the informational text signs I printed out (graph and diagram).  My first grade team and I searched through our classroom libraries to find the perfect example of each text feature.    Here I am scanning a bar graph of how much a tiger eats.  Then we used poster board and sticky photo squares to make our informational text feature posters.  On each poster went the feature name and the example.  Here are some terrific examples starting with the tiger feeding graph.  We also cut and added arrows to target the feature and to avoid confusion.  

Once our posters were laminated,  we assembled the Informational Text Feature clue books for our young detectives.  In the book are the clues that describe each text feature with a blank for an answer (the name of the text feature found on the posters).

Since literacy night was for the whole school, we did half of the features for K-2 to make it more age-appropriate and all the features for grades 3-5.  We hung the posters along the basement hall where our literacy night station was positioned.  Here is a side of the hall.

Since our youmg detectives were going to be using their clues to hunt for the correct informational text feature, they needed magnifying glasses and we needed detective hats-- both easily found on Amazon.com.  

 

While on the case, our sleuths needed a clipboard.  I made sure I had plenty on hand for students and their families.

This activity was a favorite among students, families and my colleagues.  Look at my first grade colleague, Mrs. Girard spying 

an example she found depicting a table of the planets.  Shhh!  This information remains classified!

  

Oh, no!  Top secret.  I was caught spying a neat table of contents.  This better not be a red herring to throw me off track.

My Informational Text Feature Scavenger Hunt includes all of the informational text feature signs and clue book.  Also, you get directions and an answer key.  Just click here.  You need to find your own examples in your classroom, school, or local library to add to the poster.  Obviously, I can't include them due to copyright issues.  We happened to hang our posters in the hall for our school event, but they can easily be hung in a classroom for a hunt.  You may also be interested in creating informational text visuals to use as teaching points BEFORE you do this hunt.  Click here for a past blog post about this.  Have fun sending your readers on the case of locating the correct informational text feature!

The Things We LOVE!

It's been a real crazy time of the year!  No school this past Friday and no school today = 100 Day and Valentine's Day on THE SAME DAY.  Yikes!  Tomorrow night is our Family Literacy Night (blog post to come).  Can you say crazy?  I've decided to celebrate Valentine's Day with a quick and fun writing workshop.  I plan to do this tomorrow, so I may post some pictures when I'm done.  Just in case your week is going to be as hectic as mine, I thought I would share this item.  Get it by clicking HERE.

First, I plan to read aloud some fun Valentine's Day poems from this book by my favorite children's poet, Jack Prelutsky.  

After that, we will brainstorm things that we "love" on chart paper.  I always like to start with a nice "work bank" to get the creative juices flowing.  Next, for prewriting, I plan to have students list BIG and little things they love.  We have been working on categories, so this fits in nicely.  I love when that happens.  Here is the organizer I have created.

After a quick edit, I will have my young authors copy their lists in random order on a heart I plan to copy onto construction paper.  Little things will be written small and BIG things will be written, well...LARGE, of course.  Two heart halves have been included for you to trim and assemble to make a whole heart.  I hope you and your students have a fantastic Valentine's Day AND an exciting 100 Day if, like me, they are close together.  Looking for more fun Freebies like this one?  Click below.

Mr. Giso's Room to Read's Bright Idea #11

Use a Hanging Closet Jewelery Organizer 

for Your Center Rotation Display

Looking for a way to display your center rotations that is quick to make, inexpensive, and (best of all) portable?  I've done magnets, Velcro, posters, pocket charts, index cards and those library card pockets that always rip--all to no avail.  I found this handy dandy jewelery organizer in a local craft store on clearance and knew I could use it for something.  They come in all sizes, shapes and patterns like this one...

When I brought it into school, I thought it would be perfect to use each row of the organizer as a center choice with popsicle sticks to display each student's name.  Since I already had my center icons, it was pretty easy to put together.  Here is what the whole thing looks like.  I can hang it anywhere.  Anyone that knows me would appreciate my being able to use the side of my easel for display purposes!  I'm not an animal print kind of guy, but it works for me.

Here's a close up of how nicely these little cards with each student's name fit into the pockets.

I have larger signs around the room (see below) that match the center icons.  Some of the clipart you see is free for teachers from Shutterstock.  Just click here to visit the website.  

Lastly, I have clipped a signed contract going over the rules for center time as we all know how crucial effective classroom management is for a successful and productive center block!  Hope this tip works for you.

Solving Number Stories

As part of our new system of teacher evaluation, teachers in my district were asked to create a SMART goal based on "student achievement."  This is quite new and daunting for a lot of reasons. We all know that the effective teacher has high expectations for ALL his or her students.  Conversely, we also know that there are many barriers that we as educators must overcome to get all learners to meet our high expectations.  Typical hurdles include different cognitive abilities, different levels of parental involvement, different levels of English-speaking, different levels of support staff and materials at hand and different socio-economical statuses.   These are just a sampling of what we as teachers encounter daily.
Since literacy is definitely "my thing," I chose to focus my student-achievement goal on mathematics--solving number stories-- in particular.  I used data from my previous first graders' end-of-the-year mathematics assessment results which indicated to me that the number of my students that were able to solve number stories had room for improvement.
From there, I needed to make a principal-approved action plan to boost student achievement.  My plan roughy included the following steps.
     1.  Create Number Story Journals:  I made one out of a small blue exam book for each of my students.  In this book, I glued our strategies for solving number stories visual that had been previously taught.

     2.  Develop a Rubric:  I devised a rubric to measure each of my first grader's responses to solving a number story.  Consulting our state's open response rubrics, I created my original, student friendly version.

     3.  Get Baseline Data: I glued a number story in the journals and let my students answer the first story problem "cold turkey."
     4.  Introduce Rubric:  I graded the first responses according to a scale of 1-4, and went over my rubric that had been glued into their journal.  I went over the scores and the rubric.
     5.  Introduce Checklist:  My students were concerned about having so much to remember to "get a 4."  They were pleased when I showed them my checklist to help them come up with the best solution.

     6.  Get Round 2 Data:  I glued in a second number story and students solved it using all three visuals (the rubric, the checklist and the solving number story strategies reminder).
     7.  Score Round 2 Responses:  I scored and noted differences in my students' responses.
     8.  Repeat:  Continue to showcase exemplars of high quality responses using my ENO Board and document camera and keep track of my data for the remainder of the year.  In addition, it will be necessary to make some small groups of students who need further support and interventions with solving number stories successfully.
So far, my results have been quite impressive!  My last record shows that 51% of my first graders had their score (1-4) increase since the baseline assessment.  How's that for results?  Check out these before the checklist and rubric and after the checklist and rubric pics. BEFORE Notice the brief, limited responses and poor record of thinking.

AFTER Notice the elaborated, detailed responses and use of multiple thinking strategies.

Grab all three Solving Number Stories visuals by clicking here.  Overall, it's pretty neat that I was able to set this goal, specifically fine-tune my teaching based on a need and see very quick results.  I'm happy, and my young mathematicians are happy!  I'd love to hear any goals you have created based on student achievement too.

Room 120's Snowy Day

Recently, I saw this terrific writing project that my teaching buddy/ neighbor did with her first graders.  I immediately went to TpT and  purchased the item by Laurie Gibbons (get it by clicking here) and was not disappointed in the results.  I had to share what my talented firsties created all inspired by our first heavy snow of the season.  Look at this view from our classroom window.  How could we not take advantage of this teachable moment?  Shh!  No core program today.

This week long writing workshop began with a shared reading experience.  Students had copies of the Caldecott Award winner, The Snowy Day by Ezra Jack Keats.  I'm very fortunate to have an ENO board in my classroom, so I played the book's DVD...it actually snowed on the screen.  My firsties enjoyed the book and noted some of their favorite snow words from the text such as "crunch," "plop," "deep" and "heaping."  I love talking about an author's craft and word choice so that my young writers can be inspired to use similar descriptive language.  It's so important to me that they know what author's do, and that they see themselves as authors.

After enjoying the book, I tied in comprehension of course.  I used the provided organizer that asked students to record what Peter did in the snow.  We referred to the text to make sure we were remembering all the details  (my readers are trained well).  After that, we discussed the story's setting, again using the graphic organizer included in this item.  We listed images from the text in three categories using our sense of sight, hearing and touch.  This tied in nicely, as I had done some minilessons on categorizing weeks before.

Now comes the fun part.  It's something I have never done in 15 years of teaching.  I took my firsties to our all-glass stairway, and we sat and watched the snowstorm.  It was magical.  We probably should have had a snow day, but we didn't.  As we watched the snow fall heavily, we recorded descriptive, "juicy" words to depict the beauty of the snowstorm.   I even went out and collected a snow sample.  We kept track of this fun "matter specimen" all 
day-- I was introducing our new science unit on the states of matter.  Talk about a throwback to thematic teaching!  Check out all these snow words.

In the next lesson, the students were introduced to the writing prompt.  "If this day was full of snow, What would I do?  Where would I go?"  Students first drew a picture of what they would do on a snowy day.  Check out this budding artist of mine in action.

After illustrating, students wrote about their snowy day.  I told them they had to use a minimum of three snowy words from our brainstorm.  As they were writing, students got to observe the snow sample with their hand lenses to add even more rich detail to their writing.  These "sloppy copies" were then edited while the students worked on their publishing craftivity included, too.  They created themselves bundled up just like Peter from the story.   I was sure to have my multicultural-colored markers at hand.  Snow sample anyone?

By the end of the day, our solid had changed to a liquid.  We had a text connection to discuss; the same thing happened to Peter's snowball after he had placed it in his pocket before returning home

I whipped up a "Peter" out of poster board for my outside bulletin board display.  How cute?

Look at this finished project.  My first grader captured the style of The Snowy Day and the mood of our snowstorm perfectly.

Here are the finished projects.  How impressive are these?

I'm proud to share this terrific idea by a fellow TpT seller with you, and how I turned a writing assignment into a complete week of activities incorporating reading, categorizing, use of the senses, author's craft, adjectives and science!  

Good Reader Strategies at Work in Room 120

For those of you current or former first grade teachers out there, I definitely enjoy how well my students can "suddenly" read after the winter break.  Months of phonics, word work, guided reading and sight word practice just seems to click this time of year.  That's when I choose to formerly and explicitly teach our good reader strategies.  We use them all year, but by this point in the year they are ready to better express, through writing, their use of each strategy.  Each strategy is introduced one by one with the following steps.  Click here for a former blog post where I had  introduced these teaching tools.  Here they are again at the top of my bulletin boards.

Step 1:  Interactive Read Aloud-- 

I select a book that is perfect for introducing the good reader strategy.  I discuss the strategy, provide examples and model using the strategy as I do my read aloud.  I use the same activity sheet they will be using to do this (this is key).  We use the appropriate visual for the strategy to reinforce what we are doing.

Step 2:  Guided Practice--

I give my students time to practice using the new good reader strategy in a book that is at their instructional reading level.  Students either work with a partner, myself (in their guided reading group) or independently with a paraprofessional checking in and guiding them along the way every so often.  Again, they use the same activity sheet as I did in my introduction in step one.

Step 3:  Independent Practice--

I give my students their "Good Reader Strategies" book which you can get by clicking here.  Using a book from their browsing boxes [(a box of books too easy (for fluency), a little challenging (for scaffolding purposes) and just right], they read a book of their choice and perform the reading strategy.  Again, the "Good Reader Strategies" book has the same activity sheet at steps 1 and 2.  The key here is that I provide minimal support.

This week we are well into our "Asking Questions" strategy, so I have some pictures I'm excited to share with you for the more visual learners (like myself).

To model this strategy in my interactive read aloud, I used the Reading Rainbow book entitled Lion Dancer Ernie Wan's Chinese New Year.  First, I read the cover and the inside title page and made my question sentence.  "I wonder why there is a dragon."

Next, I read a little more, noting the features of informational text such as the photographs, captions, labels, etc.  As I read, I decided to stop and model a few more of my questions.  If my "I wonder" statement was answered, I circled yes.  When I got to the end of the book, there was one question that did not get answered.  There was a red mixture rubbed on the lion costume's face.  I wondered why, but the book didn't tell me.  Does anyone know?

Note how I have a glitter-foam arrow that I cut out and hot-glued  to a clothespin clipped on the "Ask Questions" strategy.

After some guided practice with a partner where I closely monitored what I needed to reteach, clarify or celebrate, we used our "Good Reader Strategies" books to use the strategy independently.  One of my firsties read the book Marvin's Woolly Mammoth by Jill Eggleston (Sails program by Rigby).  Here is the student's book and "I wonder" statements.

If you read the second one, this student wrote (spelling fixed of course) "I wonder what's a mammoth."  Pretty spot on question, based on the title!  Upon reading further, this reader encountered this text on the eighth page.

The reader was delighted to discover that woolly mammoths were like elephants, had long hair and long tusks.  A "yes" was circled right away noting that the text had answered the question.

Although this student also wanted to also see if they live in the Arctic, that question never got answered.  Next week my first graders are very excited to move on to our next strategy... visualizing!