Master Meet the Teacher in 5 Easy Steps

Just the mention of Meet the Teacher or Curriculum Night makes most teachers break out into a cold sweat. Why is this? We speak in front of people all day, every day, but the difference is their age. Children will still love us if we make a mistake, get nervous or act silly (they especially love when this happens). Adults by nature are more judgmental and harder to win over. Stop the dread and take back control with these 5 easy steps.

Master Meet the Teacher in 5 Easy Steps

1. Prepare, prepare, prepare: Plan your handouts and student activities at least 2 days before the big event. Don’t wait until last minute–that’s when the copier breaks or the computer runs out of ink.  On each student desk, I place a student information card along with a Welcome to 2nd Grade form that outlines everything students will need on first day of school. Before I start my presentation, I have parents complete the card and read the Welcome to 2nd Grade form as we wait for everyone to get to the classroom. Many schools now combine Meet the Teacher and Curriculum Night and this can be so overwhelming to all parties involved. Parents are often in and out of your classroom during Meet the Teacher, making it difficult to listen to a full curriculum presentation. At Meet the Teacher, I explain that on the first day of school, I will send home a comprehensive Welcome to Second Grade folder. In one pocket of the folder, I include all of my policies and procedures. This includes an introduction, Meet Mrs. Murphy, curriculum overview, grading procedures, specials and classroom schedule, and much more. Parents read these and keep at home as a reference throughout the year. In the other pocket of the folder, I include all the paperwork that needs to be signed and returned. This includes office paperwork, volunteer form, and the classroom directory. Parents return the signed paperwork by Friday. I show them an example as I explain the folder so they know what to look for on Monday.Welcome to second grade 2Welcome to 2nd Grade paperworkWelcome to 2nd Grade folder

Not sure what to say at Meet the Teacher and Curriculum Night? Download our Welcome Back to School Parent Packet for several important customizable letters and forms. Use the coupon code hoot50 for 50% off all of our digital files!

2. Post directions & agenda for the night: Write specific directions for parents to read as they come into the classroom. Make sure they know they must fill out transportation form, room parent slip and student information card. Plus it gives them something to do (other than staring at you) while waiting for the presentation to start. Many parents must attend more than one Meet the Teacher on the same night. Help these parents by posting an agenda (with times) for the night so they can determine the best time to quietly exit and go to next session.Meet the Teacher Agenda

This year, I placed 4 owl rugs around the classroom at the 4 centers I wanted parents to attend before leaving. These centers included OWL About 2nd Grade, Helping is a Hoot, OWL About Transportation and Volunteer Opportunities and WHOOO’s Hungry? (refreshments–see below). On the board, I wrote, “Learn OWL about 2nd grade by traveling to each center marked by an owl rug.” This visual made it easy for parents and students loved discovering each owl center.

Transportation InformationOWL About 2nd Grade3. Serve refreshments: It is polite to serve refreshments for guests in your home and the same etiquette applies in the classroom. I purchase inexpensive cookies (from Target or Walmart) and place on serving trays. Add decorative napkins and flowers as a finishing touch.Whooo's Hungry

4. Provide engaging activities for students: At the beginning of the night, I need to address just the parents and don’t want students talking or running around the room.  While parents are completing necessary paperwork, I gather students (and their siblings) and bring them to the carpet area where I give them a word search, pencil and white board. I explain directions and set expectations for their behavior. I also pass out lollipops to eat–this keeps their mouths busy while I am addressing parents. Be sure to put a garbage can there as well or you will have wrappers and sticks all over the room.Meet the Teacher engaging activities Meet the Teacher student activities

After I speak to parents, I give the kids a scavenger hunt with 9 boxes of items to find in class. I glue small, round stickers to each scavenger sheet; students place a sticker on the box after the item is found. When students are finished, they get to help themselves to refreshments (I set a limit on number of cookies or you will have a couple that will try to take the whole tray–trust me, I’ve learned from experience).

Classroom Bingo

5. Create suggested supplies visual: Each year students come in with random bags of supplies and rarely want to share them with the rest of the classroom. To alleviate this problem this year, I listed specific supplies I wanted to students to bring and then created a visual of what the supplies should look like. I simply purchased a medium-sized pencil case and glued the requested supplies inside and showed it during the presentation, reminding parents to unwrap items and place inside case as shown. This year all the students brought their prepared pencil cases just as I had shown and it was a HUGE time-saver! They simply put inside their desks and we were able to move on to other procedures.

suggested supplies 2

6. Helping is a Hoot: Parents love to donate supplies at the beginning of the year, so I created a Helping is a Hoot tree; each owl has a needed supply written on it. Remind parents to pick an owl or two before they leave for the night. They return the owl with donations during the first week of school. Be sure to thank them for giving a hoot!

Helping is a Hoot 2Helping is a Hoot! owls 2

Most importantly, remember to smile, breathe and believe in yourself! You’ve got thi

jake at meet teacher

Helping other teachers and students is our passion and we are excited to contribute to your classroom success! We know Back to School time is so expensive for teachers and we want to help! Use the coupon code hoot50 for 50% off all of our digital files!

Check out our other Back to School blogs for additional tips and tools: Back to School Organization 101, Back to School Cooking, The Art of Active Listening, and Classroom Management Keys and many more. Happy New Year!

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Guiding Students to Use Context Clues Independently

“Hello, Ramona the Rereading Raccoon is my name.
Using context clues is my favorite game.
As you read, ask yourself:
Does it look right, does it sound right, and does it make sense?
I guarantee my strategy will make you less tense!”

ramona
Ramona the Rereading Raccoon
is one our decoding strategy animals in Hazel’s Reading Roost. Ramona motivates students to use context clues independently. Read more about Ramona’s strategy below…

WHAT is rereading? Rereading along with using context clues can be used a word identification strategy. The context is the words, sentences, and ideas that come before and after a word or phrase. Context clues are words or phrases that hint at what the unknown word means. This helps readers build meaning to increase comprehension.

WHY is rereading important? Rereading using context clues is an essential decoding strategy that promotes independence in beginning readers. It also builds vocabulary, strengthens comprehension and can be used to build fluency.

HOW do I teach rereading? Explain that Ramona helps readers use clues from words and sentences surrounding an unknown word in order to decode it and make meaning. Provide explicit instruction in recognizing context clues and using them while reading authentic text. Incorporate think-alouds that focus on using each specific type of clue to decode and determine meaning (e.g., synonym, antonym, example, definition, inference). Model rereading the sentence and answering Ramona’s question prompts to determine if a word or meaning is correct.

Watch this video to see how to teach context clues in three easy steps:

WHEN should I use rereading? Explicit reading strategy instruction should be included in a balanced literacy program. Ramona the Rereading Raccoon can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Ramona:

  • Ramona’s Re-Readers: Divide students into pairs or work in a small reading group and distribute Ramona’s Re-Readers to each pair or student in the small group, keeping one to use. Read Ramona the Rereading Raccoon Poem to introduce the strategy of using context clues to decode words and make meaning. Select targeted unfamiliar words from text to model using Ramona’s Re-Readers by placing her “tail” beneath the sentence with the unknown word. Demonstrate reading around the word (i.e., read text before and after the word). Make a prediction about what the word could be or its possible meaning. Reread the entire sentence using the predicted word and ask the following questions to confirm accuracy, “Does it look right? Does it sound right? Does it make sense?”. Explain that if the answer is “yes” to all three questions, then the word is correct.
Ramona Rereader RGS website
  • Guided Reading: Review the strategy by reading the Ramona Rereading Raccoon Poem. Read aloud your selected guided reading text and model using Ramona’s Re-Readers. Distribute text and Ramona’s Re-Readers to each student. Call on individual students to use the Ramona’s Re-Readers as they read aloud if they get stuck on decoding a word or are unsure of a meaning. Prompt students to use the questions listed on the Ramona’s Re-Readers as they reread to self-assess and monitor understanding. Discuss the context clues students used to help them determine unfamiliar words and meanings. Encourage students to use Ramona the Rereading Raccoon’s strategy when they are reading independently as well.
Guided reading
  • Ramona’s Task Cards: For additional context clue practice, use Ramona’s Context Clue Task Cards during partner or independent work.  Students read sentences selected from authentic literature and use Ramona’s strategy to decode and make meaning of the underlined word.
    Ramona task card sample
  • Rereading Raccoon Center: Create a portable reading center: Place a Ramona’s Re-Reader and a book or text at students’ reading level in a large manila envelope with a copy of the Ramona Rereading Raccoon Poem glued onto the front. Instruct students that during center time they are to take an envelope to their desks and use the Ramona’s Re-Reader to use context clues and self-assess understanding while reading. Create several portable Rereading Raccoon centers using a variety of leveled texts.
  • Independent Practice: Have Ramona’s Re-Readers available for student use during independent reading time. This promotes transfer of reading strategies and self-correction techniques while helping students stay focused on the text.
Ramona center

Helpful hints:

  • Create a class set of Ramona’s Re-Readers. Print Ramona’s Re-Readers onto cardstock and laminate. Distribute to class and model how to use during reading. These can help keep students actively engaged during choral reading, independent reading and small group. Sturdy, pre-made Re-Readers can be purchased from Really Good Stuff here.
  • Display an anchor chart of types of context clues. Print and post Types of Context Clues located in this folder or create your own anchor chart that includes the various types of context clues along with examples and visual cues. Display near your guided reading center for easy reference during reading time.
Context clues poster

Ramona’s unit is perfect for general education, special education, RTI and reading intervention.  Download the complete unit here.

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Making Meaningful Text Connections

“I’m Chloe the Connecting Coyote, and I make connections.
Connections help you understand your reading selections.
Link the story to your life or what you’ve read in a book.
These text connections are guaranteed to get you hooked.”

Chloe with text

Chloe the Connecting Coyote is one our comprehension strategy animals in Hazel’s Reading Roost. Chloe encourages students to make meaningful connections while reading.  Read more about Chloe’s strategy below…

WHAT are text connections? Efficient readers comprehend text through making strong connections to the story by using prior knowledge and linking it to something in their own lives, another text, or current events in their community or the world around them.

WHY are text connections important? Making text connections helps students strategically monitor their thinking as they draw on previous experiences and background knowledge. Text connections engage students, increasing comprehension and motivation.

Connecting Coyote 2

HOW do I teach text connections? Direct modeling of the active thought process is the first step in teaching the text connection strategy. Begin with an engaging passage or story to which students can easily relate. It is best to introduce and practice one type of connection at a time and then build upon each other. Teach text-to-self connections first as they are fairly easy for students to make. Once students are proficient, teach text-to-text connections, requiring that students make a text-to-self and a text-to-text connection.

Introduce Chloe and read accompanying poem. Set the purpose for reading by telling students that while listening to the story, they are to think of a connection or a similar experience in their own lives.

Chloe I Can Poster

Read Alexander and the Terrible, Horrible, No Good, Very Bad Day by J. Viorst. As you read, stop to model specific text-to-self connections. Be specific and detailed to avoid surface text connections.

alexander-terrible-day-cover

Strong text-to-self example: “I can connect to Alexander because I am short and so I always get stuck in the middle seat, which is so stuffy and claustrophobic.”

Surface text-to-self example: “I can connect to Alexander because I always get stuck in the middle seat.”

Use these sentence stems to help frame the think-aloud:

I can connect……
________________ reminds me of ……..
________________helps me understand……
A text-to-self connection I have is ……..
A text-to-world connection I have is …….
A text-to-text connection I have is ……..

After you model, allow students to try the making connections strategy. Read the rest of Alexander and the Terrible, Horrible, No Good, Very Bad Day by J. Viorst. Remind students to stay alert and listen for text-to-self connections. After reading aloud, prompt students to Think-Pair-Share to discuss their connections with partner.

Students can also record their connections on the Connecting Coyote Reproducible. Allow students to walk around the room and share connections with other classmates. Come back together as a class to discuss.

Connecting Coyote 3

If students create connections that do not make sense, prompt them to explain their connection and help them adjust accordingly. If students are still having difficulty, try another short read-aloud section.

As students grasp the making connections strategy, incorporate into daily reading activities. Making connections teaches students to become active readers and critical thinkers.

WHEN should I use text connections? Explicit reading strategy instruction should be included in a balanced literacy program. Chloe the Connecting Coyote can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Chloe:

  • Guided Reading: Review the strategy by reading the Chloe Connecting Coyote Poem. Read a selected passage from your guided reading text. Model recording your connection(s) on the Connecting Coyote Reproducible. As you describe your connections to students, be sure to incorporate textual evidence. Distribute Connecting Coyote Reproducibles and copies of the guided reading text. Prompt students to read and create connection(s), recording on the Connecting Coyote Reproducible. After students are finished, discuss connections and encourage them to refer to the textual evidence used.

Chloe graphic organizer

  • Connecting Coyote Center: Create a portable reading center: Place Connecting Coyote Reproducibles and a book or text at students’ reading level in a large manila envelope with a copy of the Connecting Coyote Poem glued onto the front. Instruct students that during center time they are to take an envelope to their desks and use the Connecting Coyote Reproducible to record connection(s) created while reading the text.
  • Reading Response Journal: Use the Reading Response Journals to make independent reading accountable in school and at home. Instruct students to log independent reading information and respond to the text using one or more of comprehension strategy animal prompts. To reinforce the predicting strategy, encourage students to use Chloe the Connecting Coyote’s sentence stems in their responses.

Chloe journal sample

Helpful Hints:

  • Create Reading Response Journal. Print the Reading Response Journals to create individual journals for each student. Print cover page on cardstock and laminate. Use a blank piece of laminated cardstock for the back cover. Print several copies of the Reading Response Log page and staple or bind together to form a journal. These journals can be used in class during independent reading time or sent home to record reading time for homework. The Reading Response Journal sets a purpose for independent reading and promotes student ownership and accountability. Journal responses allow teachers and parents to easily assess understanding and engagement.
  • Purchase Quality Reading Response Journals.  Use these Astute Hoot Reading Comprehension Journals from Really Good Stuff to practice the questioning strategy along with other comprehension strategies. Hazel and friends guide students through a variety of comprehension strategies in this helpful journal that can be used with authentic literature or basal readers.

Journal

Chloe RGS sample 2

  • Display Connecting Coyote Anchor Chart. Print and post Connecting Coyote Anchor Chart located in the unit. Display near your guided reading center for easy reference. Encourage students to use the sentence stems during discussions and in their written response.

Chloe Connecting Coyote Anchor Chart

Chloe’s unit is perfect for general education, special education, RTI and reading intervention.  Download the complete unit here.

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Use Picture Clues to Support Decoding & Comprehension

“My name is Dexter the Detecting Deer.
Now let me tell you why I’m here.
I’ll help you look for picture clues,
So you don’t get the reading blues.
Look at the pictures to figure out
What the words are all about!”

Detecting Deer_with text

Dexter the Detecting Deer is one our decoding strategy animals in Hazel’s Reading Roost. Dexter helps students to practice critical early decoding skills. Read more about Dexter’s strategy below…

WHAT is detecting? Detecting is using picture clues from text to help students read unknown words and make meaning.

WHY is detecting important? Detecting, or using picture clues, is a key strategy for beginning readers. Pictorial clues can serve as a bridge to decoding strategies such as sounding out and blending and also compensate for weak decoding skills in struggling readers. Pictures can also increase comprehension by providing elaboration for a text explanation and improve recollection and retention. Teaching students to use the detecting strategy will help support other reading strategies as they learn how to read fluently and accurately.

HOW do I teach detecting? Explain that Dexter helps readers use picture clues from the text to read unknown words. While modeling using Dexter’s strategy, show students how pictures can be used alongside other clues to figure out unknown words such as initial sounds, blending, chunking and context clues.

Dexter I Can

WHEN should I use detecting? Explicit reading strategy instruction should be included in a balanced literacy program. Dexter the Detecting Deer can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Dexter:

  • Detecting Practice: Divide students into pairs or work in a small reading group and distribute Picture Clue Windows and Dexter’s Picture Clue Practice Pages to each pair or group, keeping one to use. Read Dexter Detecting Deer Poem to introduce the strategy of using picture clues from the story to help students read unknown words and make meaning. Model using the Picture Clue Window to locate pictures that could help students read the blocked out words on the Picture Clue Practice Pages. Using a think-aloud, demonstrate how picture clues are used alongside other reading strategies to confirm or deny guesses at unknown words. Discuss how the pictures can give several ideas about what a word can be and initial sounds help you determine which word matches the letters.

Dexter materials 3

  • Guided Reading: Introduce or review the strategy by reading the Dexter Detecting Deer Poem. Read aloud your selected guided reading text and model using the Picture Clue Window to read unknown words in context and/or determine meaning. Distribute text and Picture Clue Windows to each student. Call on individual students to use the Picture Clue Window with additional words. Activate engagement using a turn and talk to allow students to discuss how they use Dexter and compare their selected picture clues.

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As an extension, have students use the Picture Clue Windows to identify key story elements in the pictures to make connections between text and illustrations. In addition, Picture Clue Windows can be used as an introduction to citing evidence when answering text-dependent questions. Students can use the Picture Clue Windows to show the illustrations that help them answer the questions. Encourage students to use Dexter Detecting Deer’s strategy when they are reading independently as well.

  • Detecting Deer Reading Center: Create a portable reading center: Place a Picture Clue Window, a book with engaging pictures with key words covered up with small Post-Its, and a pencil in a large manila envelope with a copy of the Dexter Detecting Deer Poem glued onto the front. Instruct students that during center time they are to take an envelope to their desks and use the Picture Clue Window to practice using picture clues to read unknown words. Create several portable Detecting Deer reading centers using a variety of illustrated, leveled texts.
  • Independent Practice: Have the Picture Clue Windows available for student use during independent reading time. This promotes transfer of reading strategies and self-correction techniques.

Helpful hint:

  • Create a class set of Dexter Detecting Deer’s Picture Clue Windows. Print Picture Clue Windows onto cardstock and laminate. Distribute to class and model how to use during reading. These Picture Clue Windows can keep students actively engaged during choral reading, independent reading and small group.  Sturdy, pre-made Picture Clue Windows are available from Really Good Stuff here.

Dexter’s unit is perfect for general education, special education, RTI and reading intervention.  Download the complete unit here.

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Making Purposeful Predictions

Making Purposeful Predictions 2

“Welcome, I’m Peter the Predicting Possum.
Making guesses while you read is…oh…so awesome!
Use picture and word clues to guess what will happen next.
Then read on to find the outcome in the text.”

Peter Predicting Possum Poem

Peter the Predicting Possum is one our comprehension strategy animals in Hazel’s Reading Roost. Peter teaches students to make purposeful predictions. Read more about Peter’s strategy below…

WHAT is predicting? Predicting involves thinking ahead before and during reading to anticipate information and events in the text. Predictions are created using pictures, titles, headings, and text, as well as background knowledge. After making predictions, students can read through the text to refine, revise, or verify their predictions.

I Can Poster 3

WHY is predicting important? Predicting helps students activate prior knowledge and make meaning out of the text. Making predictions about the text before, during, and after reading, actively engages students and connects them to the text by asking them what they think might occur in the story based on what they already know and clues from the text.

HOW do I teach predicting? Explain that Peter helps readers use clues from the text to make predictions before and during reading to help them make meaning. Provide explicit instruction in making and confirming or revising predictions. Incorporate think-alouds that focus on using background knowledge in addition to text features and illustrations to make predictions.

Making predictions with Peter

WHEN should I use predicting? Explicit reading strategy instruction should be included in a balanced literacy program. Peter the Predicting Possum can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Peter:

  • Guided Reading: Review the strategy by reading the Peter Predicting Possum Poem. Using a think-aloud with your selected guided reading text, make predictions and then read on to confirm or revise predictions using textual evidence. Model recording your predictions on the Predicting Possum Reproducible. Distribute Predicting Possum Reproducibles and copies of the guided reading text in which you have pre-selected and marked stopping points with Post-It notes. It is also helpful to number the pages if the text does not have page numbers. This allows you to guide students to read to a specific stopping point. Prompt students to make and discuss predictions using textual evidence, illustrations and background knowledge. Have students write or draw their predictions on the Predicting Possum Reproducible At the pre-selected stopping points, have students confirm or revise their predictions and record on their Predicting Possum Reproducibles.

Cover text with Post-ItsRemove Post-It to reveal answer

Record predictions on graphic organizer

Helpful Hints:

  • Create Reading Response Journal. Print the Reading Response Journals to create individual journals for each student. Print cover page on cardstock and laminate. Use a blank piece of laminated cardstock for the back cover. Print several copies of the Reading Response Log page and staple or bind together to form a journal. These journals can be used in class during independent reading time or sent home to record reading time for homework. The Reading Response Journal sets a purpose for independent reading and promotes student ownership and accountability. Journal responses allow teachers and parents to easily assess understanding and engagement.

ReadingResponseLogandJournal-2

  • Purchase Quality Reading Response Journals.  Use these Astute Hoot Reading Comprehension Journals from Really Good Stuff to practice the predicting strategy along with other comprehension strategies. Hazel and friends guide students through a variety of comprehension strategies in this helpful journal that can be used with authentic literature or basal readers.

Journal

  • Display Predicting Possum Anchor Chart. Print and post Predicting Possum Anchor Chart located in this unit. Display near your guided reading center for easy reference. Encourage students to use the sentence stems during discussions and in their written responses.

Peter’s unit is perfect for general education, special education, RTI and reading intervention.  Download the complete unit here.

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Teaching Visualization to Increase Comprehension

“I’m Vern the Visualizing Vulture; use me like a TV.
Events, characters, and settings are what I help you see.
If you picture these in your mind like your favorite movie,
Then understanding what you read will be so groovy!”

Visualizing Vulture_with text

Vern the Visualizing Vulture is one our comprehension strategy animals in Hazel’s Reading Roost. Vern supports students in visualizing what they read.  Read more about Vern’s strategy below…

WHAT is visualizing? Efficient readers use all 5 senses to visualize or create images in their mind as they read. These images help readers draw conclusions, make predictions, interpret information and assist with overall comprehension.

WHY is visualizing important? Visualizing helps students develop a thorough understanding of the text as they consciously use words to create mental images. Visualizing also creates personal connections between the readers and text; readers who can picture events or characters are more actively engaged and invested in their reading.

HOW do I teach visualizing? Direct modeling of the active thought process is the first step in teaching the visualization strategy. Begin with an engaging passage with several examples of descriptive language appropriate for students’ listening level.

Watch this video to see how to teach visualizing in three easy steps:

Visualizing I Can Chart

Introduce Vern and read accompanying poem. Then tell students to close their eyes and listen carefully to the passage being read aloud and ask them to see if they can imagine the scene the words describe. Tell them to pretend they are making a movie—what would they see behind the camera?

Read the passage aloud. After reading passage, share your visualization with a detailed think-aloud as you draw it for students. Be as specific as possible with your think-aloud, citing specific descriptive words and phrases from the text. Make connections and predictions as you share your visualization. Use this sentence frame to structure the think-aloud:

While reading, I visualized ______________________________________________
In my brain I can see ___________________________________________________
The author showed me _________________________________________________
I can taste/smell/feel/hear _____________________________________________

After you model, allow students to try the visualization strategy. Record a descriptive paragraph on the Visualization Reproducible and read aloud while students close their eyes and visualize. Remind students to stay alert and listen for what the characters smell, taste, feel, hear and think. After reading aloud, prompt students to draw their visualizations. Allow students to put up privacy folders while they are drawing so they aren’t tempted to look at others’ visualizations for inspiration.

The cutest dog visualization

After everyone is done, have students put down their privacy folders and take a Visualization Venture, a silent walk around the room while students study each others’ visualizations. Provide time to Think-Pair-Share to discuss similarities, differences and any other observations. Emphasize that everyone’s visualizations will differ somewhat because everyone has different background knowledge and experiences, but there should be some common elements based on evidence from the text.

Visualization Venture 3

If students create images that do not fit the words, help them question their image and adjust. If students are having difficulty, try another short read-aloud section.

As students grasp the visualization strategy, incorporate into daily reading activities through drawings and mental imagery. Be sure to use not only physical images but also characters’ feelings and ideas. Visualization teaches students to become active readers and critical thinkers.

The Visualizing Vulture Reproducible has 2 options to allow for differentiation:

  1. You can write the descriptive paragraph or passage on the lines below Vern’s TV and make copies for class. Students will read this paragraph and highlight key words and phrases that helped them create visualization. Instruct students to draw their visualization inside Vern’s TV. This is ideal for introducing the visualization strategy.

Vern-Vulture-visual-3

  1. As students become more proficient with the visualization strategy, prompt them to record the evidence used to create the visual, citing directly from the text.

WHEN should I use visualizing? Explicit reading strategy instruction should be included in a balanced literacy program. Vern the Visualizing Vulture can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Vern:

  • Guided Reading: Review the strategy by reading the Vern Visualizing Poem. Read a selected passage from your guided reading text. Model recording your visualizations on the Visualizing Reproducible. As you describe your visualization to students, be sure to incorporate textual evidence and make personal connections. Distribute Visualizing Vulture Reproducibles and copies of the guided reading text in which you have pre-selected passages. Any illustration should be covered with Post-Its. Prompt students to read and create visualization, recording in Visualizing Vulture Reproducible. After students are finished, discuss visualizations and encourage them to refer to the textual evidence used in the visualization.
  • Visualizing Vulture Center: Create a portable reading center: Place Visualizing Vulture Reproducibles and a book or text at students’ reading level in a large manila envelope with a copy of the Vern the Visualizing Vulture Poem glued onto the front. Instruct students that during center time they are to take an envelope to their desks and use the Visualizing Vulture Reproducible to record a visualization created while reading the text.
  • Reading Response Journal: Use the Reading Response Journals to make independent reading accountable in school and at home. Instruct students to log independent reading information and respond to the text using one or more of comprehension strategy animal prompts.

Visualizing Vulture 2
To reinforce the predicting strategy, encourage students to use Vern the Visualizing Vulture’s sentence stems in their responses.

Vern Visualizing Vulture Anchor Chart

Helpful Hints:

  • Create Reading Response Journal. Print the Reading Response Journals to create individual journals for each student. Print cover page on cardstock and laminate. Use a blank piece of laminated cardstock for the back cover. Print several copies of the Reading Response Log page and staple or bind together to form a journal. These journals can be used in class during independent reading time or sent home to record reading time for homework. The Reading Response Journal sets a purpose for independent reading and promotes student ownership and accountability. Journal responses allow teachers and parents to easily assess understanding and engagement.
  • Purchase Quality Reading Response Journals.  Use these Astute Hoot Reading Comprehension Journals from Really Good Stuff to practice the questioning strategy along with other comprehension strategies. Hazel and friends guide students through a variety of comprehension strategies in this helpful journal that can be used with authentic literature or basal readers.

Journal

  • Display Visualizing Vulture Anchor Chart. Print and post Visualizing Vulture Anchor Chart located in the unit. Display near your guided reading center for easy reference. Encourage students to use the sentence stems during discussions and in their written responses.

Vern’s unit is perfect for general education, special education, RTI and reading intervention.  Download the complete unit here.

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Flash FREEBIE Friday!!!!

 

 

Flash FREEBIE Friday:   Beginning of the School Year Ice Breakers and Community Building Activities

You know the horrible feeling when you walk into a room and you don’t recognize a single soul? Even worse, everyone else already knows each other, happily mingling together. Most adults shudder at the thought, yet as teachers, we fail to consider how these situations make our students feel. Many students come to school on the first day without knowing anyone, much less bathroom and cafeteria locations. We fill the first days with procedures, rules, and other endless explanations without taking any time to help students feel comfortable and safe, two basic conditions required for learning.

Here are my top 3 icebreaker activities:

  • Student Scavenger Hunt: Make a Bingo board and write an interesting fact in each (e.g.,Went to Disneyland this summer). Students will hunt for a classmate who matches the fact and record his/her name in the box. This activity gets students moving and talking, both of which they are hesitant to do the first few days. It also allows time to practice important transitions and procedures such as freezing at teacher’s signal, cleaning up and active listening.

 

Scavenger Hunt
Scavenger Hunt
  • Me Bags: Me Bags are a great way to build community. Send home a brown bag with a cute label asking students to bring 3-5 items that represent them. These items can be favorite toys, colors, pictures or special treasures. All items must fit in the bag. Set aside 10-15 minutes each day to share the Me Bags. The students will love learning about each other and discovering all the similarities they have! This is also a great activity to strengthen listening and speaking skills.
Me Bag
Me Bag
  • Friendship Salad: Purchase 3 cans of fruit, bag of marshmallows, 1 large container of yogurt and an old, very rotten banana. Read a friendship book (Horace, Morris But Mostly Delores is a great choice) and stop right after friends get in a fight. Discuss possible strategies to solve the disagreement. Then make the Friendship Salad. Show the bowl and tell students this represents the classroom; it is empty and needs many things such as good friends, happy days and lots of learning. Pour in one can of fruit—these are kind kids in the room who help others (can elaborate). Pour in the second can of fruit—these are the hard workers in our room—they always give their best effort and complete their work. Pour in the third can—this represents students who share. Dump in the bag of marshmallows—these represent respectful, polite words used with each other. Add the yogurt—this is for smooth, happy days. Stir together and walk around to let the kids see and sniff. Then show, the secret ingredient—the rotten banana! Start to peel and put in and students will start to scream in disgust. Explain that it only takes one person with rotten behavior or a rotten attitude to ruin the whole classroom. Extend the explanation to the story (i.e., Horace and Morris were being rotten friends when they excluded Delores). The moral of the lesson—don’t be a rotten banana!
Friendship Salad
Friendship Salad

Like these ideas? Download our Beginning of the School Year Ice Breakers and Community Building Activities on Teachers Pay Teachers for 85 pages of engaging plans and exercises.  Please follow us on TPT!  We appreciate your ratings and feedback.  Thanks!!

Back to School Ice Breakers
Back to School Ice Breakers

for one day only: Friday, August 13, 2014Fr

Free for one day, August 13, 2015! Check out the rest of our store and use code owlk3 for 20% off of all digital files. Check out our accompanying hands-on tools at Really Good Stuff and use coupon code ten15 for 10% off!

 

We hope you have an amazing start to your school year!

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Strengthening One-to-One Correspondence in Beginning Readers

“Hi, I’m Paco the Pointing Porcupine.
Point with me as you read each line.
I’m here to help you to keep your place
And remind you that reading is not a race.”

paco

Paco the Pointing Porcupine is one our decoding strategy animals in Hazel’s Reading Roost. Paco encourages beginning readers students to use one-to-one correspondence. Read more about Paco’s strategy below… 

WHAT is pointing? Pointing is a strategy that promotes one-to-one-correspondence, which refers to the ability to match written word to spoken word while reading.

WHY is pointing important? Pointing, or one-to-one correspondence, helps beginning readers make text-to-word connections. This also helps students with directionality, visual tracking and keeping their place while reading.

HOW do I teach pointing? Explain that Paco helps readers point to individual words while reading aloud to help make text-to-word connections. Model both good examples and non-examples of this strategy. Encourage students to chorally read aloud as you point to each word using the Paco Pointing Porcupine Pointer. Practice this together until students understand how the pointers work.

Watch this video to see how to teach one-to-one correspondence and directionality.

WHEN should I use pointing?

Explicit reading strategy instruction should be included in a balanced literacy program. Paco the Pointing Porcupine can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Paco:

  • Pointing Practice: When first introducing the pointing strategy, use the Pointing Practice Pages, which include sentences pulled from books on CCSS Exemplar Text List. The sentences have visual cues beneath each word to guide students as they point to each word using the pointers or their fingers.
  • Guided Reading: Introduce or review the strategy by reading the Paco Pointing Porcupine Poem. Read aloud your selected guided reading text and model using the Paco Pointing Porcupine Pointer to point to each word as it is read. Distribute text and pointers to each student. Call on individual students to use the pointers as they read aloud.

As an extension, have students use the pointers to identify key vocabulary or sight words. Paco’s Pointers can also be used to make connections between text and illustrations and to demonstrate understanding of the organization and basic features of print (e.g., first word, capitalization, ending punctuation). In addition, pointers can be used to cite textual evidence when answering text-dependent questions. Encourage students to use Paco the Pointing Porcupine’s strategy when they are reading independently as well.

  • Pointing Porcupine Reading Center: Create a portable reading center: Place a pointer and a book or text at students’ independent reading level in a large manila envelope with a copy of the Paco Pointing Porcupine Poem glued onto the front. Instruct students that during center time they are to take an envelope to their desks and use the pointer to practice keeping their place while reading and making text to word connections. Create several portable Pointing Porcupine reading centers using a variety of leveled texts.
  • Independent Practice: Have the pointers available for student use during independent reading time. This promotes transfer of reading strategies and self-correction techniques while helping students stay focused on the text.

Helpful hint:

  • Create a class set of Paco Pointing Porcupine Pointers. Print pointers onto cardstock and laminate. Distribute to class and model how to point to words while reading aloud. These pointers can keep students actively engaged during choral reading, independent reading and small group.  Sturdy pre-made pointers are also available from Really Good Stuff here.

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Paco’s unit is perfect for general education, special education, RTI and reading intervention.  Download the complete unit here.

Microsoft Word - Paco Preview.doc

The Owl Has Landed…

‘OWL’ of our hard work has paid off! We are thrilled to announce the launch of our products at Really Good Stuff, a leading educational catalog company that sells high-quality, innovative teaching tools. Really Good Stuff discovered us and were impressed by our inspirational mission of awakening the joy of learning in all students. Driven by this mission, we created a unique line of hands-on, strategy-based resources. Sharing a common goal of making a difference in the lives of teachers and students, Really Good Stuff and Astute Hoot formed a partnership and got right to work.

Our journey took flight as we collaborated with the fantastic Really Good Stuff team to turn our digital resources into hands-on products. We’ve learned so much along the way about product development, manufacturing, merchandising, and distribution. One year later, the boxes of sample products finally arrived.

RGS box

Opening the boxes was better than Christmas morning! It was such an amazing feeling to see how years of dedication, passion, and perseverance came together and turned out better than we could ever imagine! Our dream of bringing multi-sensory tools into the hands of students and teachers around the world has come true!

Opening RGS box

Our products support, enhance, and integrate well with any reading and math curriculum program. They help teachers effectively differentiate for all learners. Best of all, students love them!

Hazel Learns to Read

We are delighted to help awaken the joy of learning and to contribute to the creation of proficient readers and mathematicians everywhere with these innovative products!

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Meet our strategy animals and see how they come to life in our newest video. Check out our complete line of products at Really Good Stuff  along with our digital resources available on our website to bring some magic into your classroom!

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Teacher Appreciation Deals 2015

Happy Teacher Appreciation Week! To honor all of our fellow educators, we are having a 25% off sale off all of our digital downloads with coupon code 123teach. Get $10 off of a $50 purchase at Really Good Stuff, plus a summer coupon for back-to-school shopping with coupon code RW15T.

Check out these other fantastic deals to add a little sparkle to your week:

  • Clothes: 30% off at  New York & Company for all teachers and nurses! Show any school I.D or pay stub and you can receive 30% off in stores through Wednesday, May 7. Redeem online with promo code 9818.
  • Coffee: From 5 a.m.-8 p.m. on May 5, teachers can stop in at McDonald’s and show their school ID and buy a McCafe Beverage – in return, they will score a free small McCafe beverage keytag, valid for a free small McCafe Beverage daily through 12/31 – while supplies last. McCafe beverages include Iced or Hot Coffees, Premium Hot Chocolate, Iced Mocha drinks, Frappes, Latte’s, McCafe Shakes, and real Fruit Smoothies.
  • Chick-fil-A: During the week of May 4-8, select Chick-fil-A stores are offering a free chicken sandwich with a valid school ID.
  • Check out this complete list of 2015 freebies and deals from Capitally Frugal.

Thanks for OWL of your hard work and dedication! I hope you have a wonderful Teacher Appreciation Week!

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Mastering Multisyllabic Words

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

“I’m Charlie the Chunking Chipmunk. What’s new?
I break words into small chunks and you can, too.
Look for little words or sounds that you already know,
Join these sounds together to be the star of the show!”

Chunking Chipmunk_with textCharlie the Chunking Chipmunk is one our decoding strategy animals in Hazel’s Reading Roost. Charlie motivates students to use strategies to decode multisyllabic words. Read more about Charlie’s strategy below…

Mastering Multisyllabic Words

WHAT is chunking? Chunking means breaking multisyllabic words into small units such as onsets and rimes, phonograms or letter combinations, syllables or morphemes.

WHY is chunking important? As students begin reading multisyllabic words, it is important for them to know how to break words into units larger than individual sounds. Identifying individual syllables is important because it helps students determine the correct vowel sound. By following syllabication rules, students can learn how to properly divide or chunk a word into syllables, which improves decoding and spelling.

HOW do I teach chunking? Explain that Charlie helps readers decode larger, unknown words by breaking the word into smaller chunks. Teach specific syllable types to show students how to chunk words. Decide which syllable types to teach based on your students’ instructional levels.

  • Closed syllable: A syllable with one short vowel ending in one or more consonants (e.g., sunset, dishpan, lunchbox)
  • Open syllable: A syllable that ends with a long vowel sound, spelled with a single vowel letter (e.g., open, myself, redo)
  • Vowel consonant –e: A syllable with a long vowel, spelled with one vowel and one consonant and a silent e (e.g., shipmate, athlete)
  • Consonant –le: An unaccented final syllable that contains a consonant before /l/, followed by a silent e (e.g., apple, little)
  • Vowel team: A syllable with long or short vowel spellings that use two to four letters to spell the vowel (e.g., toaster, season)
  • Vowel –r: A syllable with er, ir, or, ar, or ur in which vowel pronunciation often changes before /r/ (e.g., return, perfect)

Rather than teaching syllabication rules and types in isolation, integrate direct instruction with time for application of the skill in authentic literature. Practice many examples of each syllable rule and type to achieve mastery of that pattern before moving on to the next. In addition to using strategies such as dictation, marking words and flashcards, push students to find words with targeted syllable types in literature and use those words in their writing.

We recommend using our Charlie Chunking Chipmunk resources as a supplement to a research-based, multi-sensory phonic program that includes structured, explicit, systematic, cumulative instruction. Although we do not endorse a specific program, our students have demonstrated great success using the Wilson Language System and the Spalding Method. Read reviews of specific literary programs at What Works Clearinghouse.

WHEN should I use chunking?
Explicit reading strategy instruction should be included in a balanced literacy program. Charlie Chunking Chipmunk can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Charlie:

  • Phonics Fun: Choose several two- or three-syllable words from a weekly spelling list or phonics word study list. Choose a multi-sensory strategy (see below) to count syllables. Guide students through syllabication of each word on laminated Charlie’s Syllable Slates (see below). First students write each syllable in one of Charlie’s acorns and then write the whole word on the line below. Discuss syllable types and rules as applicable.

Syllable Slate

  • Guided Reading: Introduce or review the chunking strategy by reading the Charlie Chunking Chipmunk Poem. Read aloud your selected guided reading text and model using Charlie’s Syllable Slate to read multisyllabic words in context. Call on individual students to practice using Charlie’s Slate with additional words. Encourage students to use Charlie Chunking Chipmunk’s strategy when they are reading independently as well.
  • Chunking Chipmunk Reading Center: Create a portable reading center. Place Charlie’s Syllable Slate or a laminated copy of the Two-Syllable Chunking Chipmunk Reproducible and/or Three-Syllable Chunking Chipmunk Reproducible, dry erase marker, eraser, and 10 to 20 targeted multisyllabic words written on index cards or preprinted on flashcards in a large manila envelope with a copy of the Charlie Chunking Chipmunk Poem glued onto the front. Instruct students that during center time they are to take an envelope to their desks and apply Charlie’s strategy to practice reading the words and then practice spelling by using the dry erase marker to write the words on the laminated reproducible or slate.

Vowel Consonant e Syllable Unit

Helpful hints:

  • Create a class set of Charlie Chunking Chipmunk Syllable Slates. Print slates onto cardstock using color printer and laminate. Distribute to class and explain specific procedures for using the slate (e.g., write one syllable in each acorn; no doodling, etc.). Use the slates to provide opportunities for strategy practice and application. They are perfect for spelling words, targeted phonics patterns or syllabication practice in a whole group, small group or one-on-one setting. These slates keep students actively engaged and serve as an informal assessment.

Syllable Slates

  • Incorporate multi-sensory components. Introduce a variety of ways to determine the number of syllables in words.
    • Visual: Using Charlie’s Syllable Slate, have students draw a scoop under each acorn, reading the syllable aloud as they draw.
    • Auditory: Prompt students to clap each part of the word to determine the number of syllables as they say the word aloud.
    • Tactile: Instruct students to put their hands under their chins and say the word. Tell them the number of times your hands move down is the number of syllables in the word.
    • Kinesthetic: Break apart the word and jump each part. Demonstrate how the number of jumps is equal to the number of syllables. Practice different syllable types using the Charlie Chunking Chipmunk game board.

Charlie Chunking Chipmunk Syllable Gameboard

  • Use Chunking Chipmunk Slide and Learns.  With these fun hands-on slider tools, Charlie the Chunking Chipmunk makes breaking words into chunks easy. Just slide the acorn along the window to reveal one syllable at a time.  Available for purchase at Really Good Stuff.

Charlie Chunking Chipmunk Slider

  • Display Syllable Word Wall. Print out Charlie’s Nutty About Syllables Word Wall and display in a prominent location near the guided reading table. Post each syllable type as it is introduced to students; use color-coded acorns to add examples of words used in instruction. Model referencing the Word Wall during reading and writing lessons.

Nutty for Syllables Word Wall

Nutty for Syllables Example

Charlie’s unit is perfect for general education, special education, RTI and reading intervention.  Download the complete unit here.  Check out our complete line of supplemental hands-on resources at Really Good Stuff.

Charlie Sylla_Divide twins

Charlie Chunking Chipmunk PREVIeW

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Literature Studies Made Easy

Wondering how to integrate multiple strategies within context of authentic literature? Are you overwhelmed at thought of planning a comprehensive literature study? At last, the secret to successful literature studies is revealed in 5 simple steps.  Sound too good to be true?  It’s not!

Read our guest blog at Really Good Stuff to learn how to expertly plan and implement effective, engaging literature studies.

The Life-Changing Moment of My Teaching Career

Before Spring Break, I announced to the class that there would be a big surprise when they returned. Some guessed it would be different seats, others said new name tags, but I had a much grander revelation in store. After a year of collaboration and production, all of our Really Good Stuff tools and products finally arrived and I couldn’t wait to share them with the class. Our reading and math strategy animals are an integral part of my classroom as they support and enhance the district prescribed curriculum. Students have such a connection with the animals; some even believe the animals are real so I knew they would be delighted to see the accompanying hands-on tools. I decided to host a Premiere Party to share the exciting news.

First, I added the new decoding and comprehension banners to the Reading Roost (my guided reading area) along with the problem-solving strategy banners at Problem-Solving Pond.

Reading Roost center

To enhance the surprise, I added these special reveal curtains using plastic tablecloths and a winking Hazel as a special clue.

Reveal curtains

Next, I planned special centers in which students would be able to explore all of the new hands-on products and tools.

Math ToolsFinally, I made these adorable owl cupcakes and  wrote a special note on the door as a hint to the big surprise.

Owl cupcake

Reveal sign

When the class walked in, they were silent, staring at awe at the new room arrangement, balloons and cupcakes. I announced that we were having a Premiere Party to reveal a huge surprise. I explained that Really Good Stuff, a company that produces and sells teaching products, found our strategy animals online and loved them so much, they turned them into hands-on tools. I showed them the Really Good Stuff website with all of our products and they oohed and aahed.  As I scrolled through the products, I explained that they would get to explore each one in special Astute Hoot centers and they squealed in delight.

Reveal

Briana watching video

As students rotated through each Astute Hoot center, I was so moved by their excitement and enthusiasm. They were truly captivated by these new tools and demanded to know when we were going to use them “for real”. Their comments were so touching. “I’m so proud of you, Mrs. Murphy! You are amazing!” and “Mrs. Murphy, I am so lucky that you are my teacher.” My favorite was, “I know you are going to be famous so I better get your autograph.”

Rereading racoon

Reading Hazel books

Hazel Books

Modeling Mouse CountersMath mats

Problem-Solving Poster

Paco Pointer

Problem-Solving Journals

A few students even asked to write reviews and testimonials of the products. They are truly our biggest fans!

Erika Testimonial

Connor TestimonialBrody Testimonial

Briana Testimonial

Josh Testimonial

These pictures don’t fully convey the true joy of learning I saw as students explored all of the new materials. This was definitely the most monumental moment in my teaching career and one that will stay with me forever. Not only are my students getting to use these new, innovative tools to help them learn, but they witnessed that with drive, determination, and dedication, dreams do come true.

Check back each week to see these exclusive Really Good Stuff hands-on in action. Download See What The Hoot’s About, a comprehensive sample file that contains a glimpse into the magical world of Astute Hoot, guaranteed to spark enthusiasm in your classroom.

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Guided Reading Strategies That Actually Work

 

 

 

Guiding reading can be daunting, especially with the new instructional shifts and standards. Teachers are asking themselves such questions as: “What text do I use?” “What strategies do I teach?” “How do I keep all students engaged?” “How do I foster rich literary discussions?”

Check out our guest blog at Really Good Stuff’s Teachers’ Lounge Blog to read about four essential instructional practices to maximize guided reading time.

Ready to Research

 

 

We are nearing the end of the year (seriously summer can’t come soon enough) and my students are growing more hyper and less productive by the minute.  In an effort to increase engagement and keep my sanity, I channeled their love of animals into a cumulative animal research unit. Follow these steps to implement this project in your room; download the complete unit here.

1. Create a research bulletin board: I created a research bulletin board with the text features poster set from Really Good Stuff. I enlarged an American black bear printout from enchantedlearning.com as my primary resource. I laminated 8 different colors of paper and hung up next to the bear printout; each color represents a different topic (i.e. anatomy, habitat, diet, etc.). I model how to record key words for each topic on corresponding card.

Research bulletin board_WEB

2. Select leveled nonfiction animal books: Look for books rich with text features (headings, captions, photographs, etc.) are best. I highly recommend selecting sets of these books for guided reading groups; this is a great way to teach children how to ask questions and effectively use text features to find answers in the text. National Geographic Kids and readinga-z.com offer a wide range of quality, engaging options.

Research books_WEB

3. Help children find research sources: I let each student pick animal to research (this promotes ownership and engagement) and print an animal printout from enchantedlearning.com. These printouts are easy to read and all include a diagram and headings. I send home a letter asking parents to send in supplemental research and colored photographs to use in report (I remind parents to preview first to avoid mating details and photos.)

During our research unit, I follow these steps:

1. Read a variety of animal nonfiction books, pointing out different features of nonfiction text and their purpose(s). I also use sets of leveled nonfiction texts during guided reading groups; students ask questions about the animal and use learned text features to find answers in the text.

2. Each student picks an animal and completes a KWL chart (included in the downloadable unit).

3. Explain the report process and review the rubric with them (included in the downloadable unit).

4. Model completing research with the American black bear printout from enchantedlearning.com. Each day I pick one topic to research (diet, anatomy, habitat, locomotion, etc.). If the topic is diet, model finding diet in the text. Write key words on that color-coded card. I organize the key words with bullets. They should fit all key words on one card; remind them not to copy whole sentences. If there is a word that students do not know, I have them highlight the word; these words will go into their glossaries.

Animal report 9_WEB

5. Create an animal research report outline. First model how to write an interesting beginning (usually a question or interesting fact) along with a transition sentence. Model how to write a main idea and key fords for the supporting sentences. Students also write the heading above each main ideas so that it is ready for them when they draft. This outline can be completed during small group time.

Animal report  10_WEB

6. Draft, edit, revise and publish report (drafting paper, table of contents and glossary are all included in the downloadable unit). Review elements of the rubric frequently and how to score each report using the rubric so students are familiar with expectations.

Animal report 4_WEB

 

Animal report 5_WEB

Animal report 6_WEB

7. Share reports with class. Students can practice presenting to a partner or small-group before presenting to the whole class. This activity meets several listening and speaking Common Core State Standards. I put completed reports in the class library so students can read during silent reading time.

We’d love to hear any research project ideas you have!

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