tag:blogger.com,1999:blog-5566085601810052342024-03-13T08:45:14.653-04:00Get in the Fold!Relevant, Engaging, Authentic LearningDonna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.comBlogger38125tag:blogger.com,1999:blog-556608560181005234.post-40203883198557159642019-10-04T17:11:00.000-04:002019-12-21T07:09:25.806-05:00Folding VKVs into the Study of Root Words<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: inherit;"><a href="https://www.teacherspayteachers.com/Product/Buddy-Bio-Poems-Fun-Poetry-Writing-Activity-for-Partners-2025733"><img border="0" data-original-height="350" data-original-width="350" height="200" src="https://1.bp.blogspot.com/-YTQPM_l3h0I/XZhue94JlLI/AAAAAAAAAu4/kLQ9Gf2MVuQ42avDt1dt806cbCsQ6zV7QCLcBGAsYHQ/s200/buddybiopoems.jpg" width="200" /></a></span></div>
<span style="font-family: inherit;">Sometime within the first few weeks of school, I always do Bio Poems with my class. <a href="https://www.teacherspayteachers.com/Product/Buddy-Bio-Poems-Fun-Poetry-Writing-Activity-for-Partners-2025733">Laura Candler's Buddy Bio Poems</a> lessons are fun and produce great poems that I have on display at our fall open house. <span style="background-color: white; color: #222222;"><a href="https://www.teacherspayteachers.com/Product/Buddy-Bio-Poems-Fun-Poetry-Writing-Activity-for-Partners-2025733">Buddy Bio Poems</a> is a partner writing activity in which students interview a classmate and write a bio poem about him or her.</span> This year, I seized the opportunity to do some root word study before writing the poems.</span></div>
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<a href="https://www.teacherspayteachers.com/Product/Root-Word-Mix-Up-Bio-Words-4853487" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="350" data-original-width="270" height="320" src="https://1.bp.blogspot.com/-pFLqCc3S9Bc/XZer_S6SsWI/AAAAAAAAAt8/yg0t6OYEzBYSoj9lq6EK0Tl9BjVfyTCcQCLcBGAsYHQ/s320/original-4853487-1.jpg" width="244" /></a></div>
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I began with our free <a href="https://www.teacherspayteachers.com/Product/Root-Word-Mix-Up-Bio-Words-4853487">Root Word Mix Up</a> Bio Words cooperative word work activity. My students loved moving around and mixing up, trying to figure out together the meaning of the root word bio.<br />
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<a href="https://1.bp.blogspot.com/-5K_fCnI2Yt8/XZe_EQUWS_I/AAAAAAAAAus/5ROCXKpbpBciIrveeF9pfbG-fQc15kJ1wCLcBGAsYHQ/s1600/vkvimage.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="439" data-original-width="351" height="200" src="https://1.bp.blogspot.com/-5K_fCnI2Yt8/XZe_EQUWS_I/AAAAAAAAAus/5ROCXKpbpBciIrveeF9pfbG-fQc15kJ1wCLcBGAsYHQ/s200/vkvimage.JPG" width="159" /></a>The next day, I showed my students how to make VKVs with the root word bio. The acronym VKV is short for <a href="https://www.dinah.com/product-lines/vkvs">Dinah Zike's Visual Kinesthetic Vocabulary</a> manipulatives. They are designed to allow students to manipulate and change words and phrases. My students shrieked with delight when they saw how they could make multiple words with one folded piece of paper. I used this <a href="https://www.teacherspayteachers.com/Product/VKV-Foldable-Template-4916579">free template </a>to help them understand how to fold and cut on the lines. I showed them how to first cut on the solid lines, then write the word bio before the dotted line, making sure it was close to the dotted line. Then, I showed them how to fold on the dotted lines and write their bio words. <br />
They loved the results!</div>
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<b>Click to get your free downloads! </b></div>
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<a href="https://www.teacherspayteachers.com/Product/Root-Word-Mix-Up-Bio-Words-4853487">Root Word Mixup</a>: Bio Words</div>
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<a href="https://www.teacherspayteachers.com/Product/VKV-Foldable-Template-4916579">VKV Foldable Template</a></div>
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Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-66946694622321573762019-08-31T09:24:00.002-04:002019-09-01T08:05:55.822-04:00Why invest the time in teaching students academic discussion skills?<h2>
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It prepares students for the world they are going to go into in the 21st century.</span></h2>
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<span style="font-family: "trebuchet ms" , sans-serif;">Using academic discussions puts the 21st century skills of communication, collaboration, critical thinking, problem solving, flexibility, and social skills into practice. Through academic discussions, students can grow into someone who is more willing to be a diverse thinker and open to global perspectives. Students learn how to appreciate multiple points of view in the classroom and outside the classroom. Frequent practice in quality conversations helps students develop an open mindset. When students realize they learn from others during these discussions, they are so much more willing to have an open mindset in future conversations.</span><br />
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The skills involved in productive, quality conversations</span></h3>
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<span style="font-family: "trebuchet ms" , sans-serif;">• Taking turns</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">• Listening to and respecting others’ points of view and opinions</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">• Listen effectively in order to agree, disagree, add on, Recall and summarize</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">• Communicate orally thoughts and feelings and experiences</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">• Speak fluently and with confidence</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">• Build new understandings by listening to others’ opinions and ideas</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">• Respect and valuing others’ contributions</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">• Accept and provide feedback</span><br />
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Investing time up front to teach students how to have effective discussions will pay off with more productive classroom time!</span></h2>
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<span style="font-family: "trebuchet ms" , sans-serif;">Learning how to have effective discussions isn’t easy. It requires many skills that students have not yet developed. The time and effort that you invest into teaching and practicing discussion skills will pay great dividends. Students will grow into their ability to discuss gradually and over time productive conversations becomes a classroom norm. You will find yourself spending less time teaching the skills and more time observing, guiding and helping students hone their skills through academic conversations in all content areas. Students grow into independent learners as they begin to apply the skills learned through discussions to support their own learning.</span><br />
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It builds classroom community.</span></h2>
<span style="font-family: "trebuchet ms" , sans-serif;">The biggest barrier to students getting along is lack of communication. Learning how to have effective conversations teaches empathy and the ability to listen to others’ points of view. It requires students to put their thoughts, feelings, and experiences into words that others can understand. Academic discussions helps to create a safe learning environment where they learn to share, listen, reflect, and care.</span><br />
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It develops executive function skills.</span></h2>
<span style="font-family: "trebuchet ms" , sans-serif;">Effective discussions require students to apply and practice the following executive function skills</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">• Working memory</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">• Flexible thinking</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">• Paying attention</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">• Staying focused on task</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">• Understanding different points of view</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">• Regulating emotions</span><br />
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<span style="font-size: large;"><span style="color: red; font-family: "trebuchet ms" , sans-serif;">We've created lessons to help you get started! </span></span></h2>
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<span style="font-size: large;"><span style="font-family: "trebuchet ms" , sans-serif;"><br /></span><a href="https://www.teacherspayteachers.com/Product/Getting-Started-with-Academic-Discussions-4819853"><span style="font-family: "trebuchet ms" , sans-serif;">Getting Started with Academic Discussions</span></a></span></h2>
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Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-88168833752396314022018-11-12T09:48:00.000-05:002018-11-12T15:03:15.267-05:00Bring Characters to Life with Voki Book Hooks!<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/Bringing-Characters-to-Life-Voki-Book-Hooks-4190693" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1237" height="400" src="https://3.bp.blogspot.com/-yW3T42uXQKU/W-mRuTYe-LI/AAAAAAAAAr8/tKxpAJco3pUGs_FTtsAdComDzydvo1CrACLcBGAs/s400/Voki%2BBook%2BHook%2Bcover%2B2.jpg" width="308" /></a></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Are you looking for an EASY, ENGAGING, FUN way to use technology AND help your students improve their reading comprehension?</span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Make Voki Books Hooks and your students will bring their characters to life!</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In this <a href="https://www.teacherspayteachers.com/Product/Bringing-Characters-to-Life-Voki-Book-Hooks-4190693">series of lessons,</a><b> your students will LOVE creating a Voki</b>, a talking avatar, which tells listeners about exciting or interesting parts of a book without giving away the ending.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Creating a Voki is simple, fun and engaging and it guaranteed to hook even your most reluctant readers.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Check out these sample book hooks created by 4th grade students!</b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://tinyurl.com/y6uyhagb" rel="noopener noreferrer" style="background-repeat: no-repeat; border-style: solid; border-width: 0px; box-sizing: inherit; color: #067c64; font-size: inherit; line-height: inherit; margin: 0px; padding: 0px; text-decoration-line: none; touch-action: manipulation; transition: all 0.2s ease-in-out 0s;">Santa Paws</a> URL <a href="http://tinyurl.com/y6uyhagb" rel="noopener noreferrer" style="background-repeat: no-repeat; border-style: solid; border-width: 0px; box-sizing: inherit; color: #067c64; font-size: inherit; line-height: inherit; margin: 0px; padding: 0px; text-decoration-line: none; touch-action: manipulation; transition: all 0.2s ease-in-out 0s;">http://tinyurl.com/y6uyhagb</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://tinyurl.com/ycbgc4aq" rel="noopener noreferrer" style="background-repeat: no-repeat; border-style: solid; border-width: 0px; box-sizing: inherit; color: #067c64; font-size: inherit; line-height: inherit; margin: 0px; padding: 0px; text-decoration-line: none; touch-action: manipulation; transition: all 0.2s ease-in-out 0s;">The Witches</a> URL <a href="http://tinyurl.com/ycbgc4aq" rel="noopener noreferrer" style="background-repeat: no-repeat; border-style: solid; border-width: 0px; box-sizing: inherit; color: #067c64; font-size: inherit; line-height: inherit; margin: 0px; padding: 0px; text-decoration-line: none; touch-action: manipulation; transition: all 0.2s ease-in-out 0s;">http://tinyurl.com/ycbgc4aq</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://tinyurl.com/y8ta9n39" rel="noopener noreferrer" style="background-repeat: no-repeat; border-style: solid; border-width: 0px; box-sizing: inherit; color: #067c64; font-size: inherit; line-height: inherit; margin: 0px; padding: 0px; text-decoration-line: none; touch-action: manipulation; transition: all 0.2s ease-in-out 0s;">Shredderman</a> URL <a href="http://tinyurl.com/y8ta9n39" rel="noopener noreferrer" style="background-repeat: no-repeat; border-style: solid; border-width: 0px; box-sizing: inherit; color: #067c64; font-size: inherit; line-height: inherit; margin: 0px; padding: 0px; text-decoration-line: none; touch-action: manipulation; transition: all 0.2s ease-in-out 0s;">http://tinyurl.com/y8ta9n39</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Through the creation of Voki Book Hooks, your students will:</span><br />
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">analyze book jacket blurbs and movie trailers</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">create a list of tips for “How to Persuade Others to Read a Book”</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">write a script for a book hook that builds suspense and persuades others to read a book</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">use evidence from the text to bring a book character to life</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">read with fluency and expression</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">use details from the text to create character voice</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">use technology to make a talking character book hooks</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This product includes:</span></div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Three detailed lesson plans</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Student printables</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">A Scoring Rubric</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Information about how to get started on Voki.com</span></li>
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<a href="https://www.teacherspayteachers.com/Product/Bringing-Characters-to-Life-Voki-Book-Hooks-4190693"><img alt="" border="0" data-original-height="1600" data-original-width="1237" height="400" src="https://3.bp.blogspot.com/-yW3T42uXQKU/W-mRuTYe-LI/AAAAAAAAAr8/iAFwFxd8Xy8cayuMNieJvagA5TsD16UvACEwYBhgL/s400/Voki%2BBook%2BHook%2Bcover%2B2.jpg" title="" width="308" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.teacherspayteachers.com/Product/Bringing-Characters-to-Life-Voki-Book-Hooks-4190693"> Bringing Characters to Life: Voki Book Hooks</a> at our TPT store</span></div>
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<b><span style="color: #c00000; font-size: 14.0pt; line-height: 107%;"><span style="font-family: "arial" , "helvetica" , sans-serif;">What is Voki?<o:p></o:p></span></span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background: white; color: #5e5e5e; font-size: 12.0pt; line-height: 107%;">A Voki
is an easy, fun, educational tool that allows users to create their very own
talking character. </span><span style="color: #5e5e5e; font-size: 12.0pt; line-height: 107%;"><br />
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<span style="background: white;">Voki characters can be customized to look like
historical figures, cartoons, animals, and realistic characters! You can give
your Voki a voice by recording with a microphone, using a dial-in number, or
uploading an audio file. Voki characters can be emailed, shared on social
media, and embedded on websites!</span></span><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></span></div>
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<b><span style="color: #c00000; font-size: 14.0pt; line-height: 107%;"><span style="font-family: "arial" , "helvetica" , sans-serif;">How much does it cost?<o:p></o:p></span></span></b></div>
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<span style="font-size: 12.0pt; line-height: 107%;"><span style="font-family: "arial" , "helvetica" , sans-serif;">There are
several membership options for new users of Voki.com. You can sign up for free,
with limited characters and user settings. Voki also offers classroom packages,
starting at 4.99 a month for a class of 30 students. It is well worth the price
to purchase a classroom license, but if you want to give it try first, go with
the free Basic membership. <o:p></o:p></span></span></div>
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Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-39082188565032762522018-11-09T11:42:00.000-05:002018-11-09T11:47:13.167-05:00Students Pursuing Their Passions<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-nH-GxAaxZXI/W-W1eVeTN8I/AAAAAAAAArU/1fYKRBezs5kNc3vq7tIvQK2EvSQ_9jIqACLcBGAs/s1600/5184AClbPdL._SX258_BO1%252C204%252C203%252C200_.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="324" data-original-width="260" height="320" src="https://1.bp.blogspot.com/-nH-GxAaxZXI/W-W1eVeTN8I/AAAAAAAAArU/1fYKRBezs5kNc3vq7tIvQK2EvSQ_9jIqACLcBGAs/s320/5184AClbPdL._SX258_BO1%252C204%252C203%252C200_.jpg" width="256" /></a></div>
The message in this book, <b>follow your passions no matter what other people may say,</b> provides a great starting place for a discussion about student's passions.<br />
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<a href="http://www.amazon.com/Rocks-Head-Carol-Otis-Hurst/dp/0060294035?ie=UTF8&tag=boohoo0a-20&link_code=btl&camp=213689&creative=392969" target="_blank">Rocks in His Head</a><img alt="" border="0" src="http://www.assoc-amazon.com/e/ir?t=boohoo0a-20&l=btl&camp=213689&creative=392969&o=1&a=0060294035" height="1" style="border: medium none ! important; margin: 0px ! important; padding: 0px ! important;" width="1" /> is the true story about author Carol Otis Hurst's father. With great affection and an appealing nostalgia, Hurst recounts the story of her father, an avid rock collector from the time he was a boy.<br />
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When people commented that "he had rocks in his pockets and rocks in his head," he would answer with an agreeable "Maybe I have," then reach into his pocket and eagerly add, "Take a look at this one."<br />
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As a young man, he opens a filling station, where he displays his labeled rocks and minerals and learns how to repair the then-new Model T. After the Depression shuts down his business, he moves his cherished collection into the attic of his home, finding odd jobs wherever he can.<br />
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The story's conclusion will prove as satisfying to readers as it was to Hurst's father: the director of the local museum offers him a dream job the position of curator of mineralogy. You can show a video of the story read aloud <a href="https://www.youtube.com/watch?v=N44z4R088tk">here. </a><br />
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Follow-up this story with the question, "What is in your head?" Have students make a mind-map of their head, placing a picture of themselves in the center and mapping things that they think and wonder aobut. Use an online mapping tool like <a href="https://coggle.it/">Coggle</a> or an app like <a href="http://popplet.com/">Popplet</a>. Follow up with Genius Hour or Passion Projects. In our Teachers Pay Teachers store, we offer <a href="https://www.teacherspayteachers.com/Product/Genius-Hour-Made-Easy-3559773">Exploration Projects: Genius Hour Made Easy,</a> a way for you to get started on genius hour in a more structured wasy.Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-49731257651202709962018-08-10T08:56:00.002-04:002018-08-10T18:14:53.984-04:00Amal Unbound: 2018 Global Read Aloud Teacher's Guide<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/Amal-Unbound-Global-Read-Aloud-Teaching-Guide-3983973" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1237" height="400" src="https://2.bp.blogspot.com/-ZGa6NW-MWSc/W22LZjlKavI/AAAAAAAAApo/kY1wVfr2QjEma6duEkPSuZ4cgkJ-ErHGACLcBGAs/s400/amalcover.jpg" width="308" /></a></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Have you participated in the <a href="https://theglobalreadaloud.com/2018/05/03/if-you-are-new-to-the-global-read-aloud-read-this-gra18/">Global Read Aloud?</a> The project was created in 2010 by <a href="https://pernillesripp.com/">Pernille Ripp</a> as a way to connect classrooms from around the world with one book. The project has grown over the years from one book to <a href="https://theglobalreadaloud.com/2018/08/10/information-for-2018-global-read-aloud-gra18/">several books</a> so that students from from kindergarten to high school can participate. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The Global Read Aloud runs <span style="background-color: white; color: #404040;">from October 1st – November 9th, 2018. Prior to that, classrooms make connections with each other, and make plans for students to virtually meet during the read aloud, through Skpe, Google Hangouts, blogs, Padlet, Edmodo, or some other technology communication tool. Weekly chapters have been assigned and as a participant you are assured that it is okay to fall behind but please don't read ahead! </span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This year's 2018 upper elementary-middle school global read aloud selection, <a href="https://www.amazon.com/Amal-Unbound-Aisha-Saeed/dp/0399544682/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr=">Amal Unbound by Aisha Saeed,</a> is a <span style="background-color: white; color: #222222;">wonderful opportunity for your students to experience what it is like living in a place where learning to read is luxury and owing money could cost you your freedom!</span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br style="background-color: white; background-repeat: no-repeat; border-style: solid; border-width: 0px; box-sizing: inherit; color: #222222; line-height: inherit; margin: 0px; padding: 0px;" /><span style="background-color: white; color: #333333;">Amal, a young girl living in a quiet village in Pakistan, is busy pursuing her dream of becoming a teacher one day. Her dreams take a turn when her mother becomes ill and as the eldest daughter she must stay home from school to take care of her siblings. Amal doesn’t lose hope and finds ways to continue learning. But the unimaginable happens, after an accidental run-in with the son of her village’s corrupt landlord, Amal must work as his family’s servant to pay off her own family’s debt. </span><span style="background-color: white; color: #222222;"> Through Amal’s journey, students learn that standing up to what one knows is right and the risk taking involved in that brave act is what leads to change. </span></span><br />
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<span style="background-color: white; color: #222222;"><span style="font-family: "arial" , "helvetica" , sans-serif;">The author of the book, Aisha Saeed, will be an active participant during the Global Read Aloud. She is offering Skype visits, Q and A sesssions, letters to classroom, and links to resources. Read about it <a href="http://aishasaeed.com/2018/07/10/amal-unbound-updates-and-global-read-aloud-information/">here</a>.</span></span><br />
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<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">Sounds exciting, doesn't it? So how do we fit Global Read aloud into our curriculum? We know you will want to ensure that the experience is meeting your goals for your students as readers, thinkers, and learners. So we've created an Amal Unbound Global Read Aloud Teacher's Guide for you, FREE to download. You can download it <a href="https://www.teacherspayteachers.com/Product/Amal-Unbound-Global-Read-Aloud-Teaching-Guide-3983973">here</a>.</span></span><br />
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<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">We would love to hear from anyone using this guide! This is the first time we've developed activities for an interconnected project. If you used any part of this, did you find it helpful? Please let us know what you think by<a href="https://www.teacherspayteachers.com/Product/Amal-Unbound-Global-Read-Aloud-Teaching-Guide-3983973"> leaving feedback at our TPT store. </a></span></span><br />
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Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-76477958957151173782018-02-25T11:05:00.002-05:002018-02-25T11:13:53.444-05:00Updated Close Reading with Salt in His Shoes: Includes Mindset for Learning LessonsWe have greatly improved our <a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-Salt-in-His-Shoes-2035909">Close Reading with Salt in His Shoes</a> resource!<br />
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<a href="https://4.bp.blogspot.com/-YImmin2S_lY/WpLgXsJ9ggI/AAAAAAAAAoY/Vv4caMYzmWEuHw6MmM_mARnaUx28QjWhgCLcBGAs/s1600/Screen%2Bshot%2B2018-02-25%2Bat%2B11.08.39%2BAM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="784" data-original-width="601" height="400" src="https://4.bp.blogspot.com/-YImmin2S_lY/WpLgXsJ9ggI/AAAAAAAAAoY/Vv4caMYzmWEuHw6MmM_mARnaUx28QjWhgCLcBGAs/s400/Screen%2Bshot%2B2018-02-25%2Bat%2B11.08.39%2BAM.png" width="306" /></a></div>
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<a href="https://2.bp.blogspot.com/-xPkgK043nUg/WpLaBh3Xa-I/AAAAAAAAAnU/etzGZYQiqQAgQzz4Qm5oLjy9uhz6JpnDACLcBGAs/s1600/cvr9780689834196_9780689834196_lg.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://2.bp.blogspot.com/-xPkgK043nUg/WpLaBh3Xa-I/AAAAAAAAAnU/etzGZYQiqQAgQzz4Qm5oLjy9uhz6JpnDACLcBGAs/s320/cvr9780689834196_9780689834196_lg.jpg" /></a>We LOVE using REAL people to teach students about growth or learning mindset and Michael Jordan is a perfect person to introduce a learning mindset.<br />
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In the book Salt in His Shoes, young Michael Jordan feared he'd never be tall enough to play the game that would eventually make him famous. To lift his spirits, his mother told him that salt in his shoes would help him grow tall enough to make baskets. This heartwarming picture book, written by the superstar's mother and sister, and exquisitely illustrated by artist Kadir Nelson, teaches hard work and determination are much more important than size in becoming a champion. <br />
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We believe that it this is perfect close reading picture book because of its high interest (basketball and achieving dreams!) and it leads to an inquiry about how people achieve their goals. We’ve also found that the lessons learned from this text connect beautifully to the CCSS mathematical practice 1: Make sense of problems and persevere in solving them, and the concept of having a mindset for learning, making it an anchor lesson that can be referred to again and again over the course of the year. <br />
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Michael Jordan’s mindset played a huge role in achieving his dream of being able to make baskets. His mindset is what continued to help Michael achieve great basketball success throughout his career. <br />
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<a href="https://3.bp.blogspot.com/-LxuOZYer2xM/WpLaGjoy7yI/AAAAAAAAAnY/-bwL0RAKrVIjXikFuLPkWSWbGT3yh1uqwCLcBGAs/s1600/mindset-for-learning.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://3.bp.blogspot.com/-LxuOZYer2xM/WpLaGjoy7yI/AAAAAAAAAnY/-bwL0RAKrVIjXikFuLPkWSWbGT3yh1uqwCLcBGAs/s1600/mindset-for-learning.jpg" /></a>In our updated product we have lessons and posters that introduce and help students practice the Mindset for Learning traits, found in the book A Mindset for Learning by Kristine Mraz and Christine Hertz. <br />
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The Mindset traits are: </h3>
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Optimism: Putting aside fear and resistance to learn something new. <br />
Persistence: Keeping at it, even when a task is hard.<br />
Flexibility: Trying different ways to find a solution.<br />
Resilience: Bouncing back from setbacks and learning from failure.<br />
Empathy: Learning by putting oneself in another person’s shoes. <br />
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<img border="0" src="https://3.bp.blogspot.com/-Tb0xmitDO40/WpLZhHt662I/AAAAAAAAAnM/w47hvwRyqKgQX-wjbounALgdoB_K7E_iwCLcBGAs/s640/mindset.jpg" /></div>
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In our Close Reading with Salt in His Shoes resource we include:</h3>
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<ul><a href="https://2.bp.blogspot.com/-Cy5XQhxdp-4/WpLa6nF_e0I/AAAAAAAAAno/KLhCFNHNqnQaI5a181J2C0Ub0-tyhhVgACLcBGAs/s1600/Screen%2Bshot%2B2018-02-24%2Bat%2B2.47.34%2BPM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://2.bp.blogspot.com/-Cy5XQhxdp-4/WpLa6nF_e0I/AAAAAAAAAno/KLhCFNHNqnQaI5a181J2C0Ub0-tyhhVgACLcBGAs/s400/Screen%2Bshot%2B2018-02-24%2Bat%2B2.47.34%2BPM.png" /></a>
<li>Close reading questions to stick into the book Salt in His Shoes. (see<a href="http://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long-close.html"> our post about Post-It Sticky Notes)</a></li>
<li>Mindset Posters to hang up with a place under each trait for students to sign when they are "caught" using a trait</li>
<li>Eight Step-by-step lessons that include close reading for what the text says, how the text works, and what the text means</li>
<li>Student Printables </li>
<li>Intertextual Connections- nonfiction, video</li>
<li>Links to videos and challenging tasks resources </li>
<li>An inquiry lesson about Achieving Dreams</li>
<li>Application of learning through Goal Setting</li>
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Close Reading With Salt in His Shoes is a comprehensive unit with everything you need to to integrate close reading and growth mindset in an authentic and relevant way! <br />
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Students will be engaged and inspired by young and older Michael Jordan as he overcame his barriers to achieving his dreams. <br />
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<a href="https://4.bp.blogspot.com/-D53XGLSjb4E/WpLeMmyIhUI/AAAAAAAAAoE/-bUleZxclgcEZ3CSpErM25Y8gIXgb6ItQCEwYBhgL/s1600/Screen%2Bshot%2B2018-02-24%2Bat%2B1.52.32%2BPM.png"><img border="0" src="https://4.bp.blogspot.com/-D53XGLSjb4E/WpLeMmyIhUI/AAAAAAAAAoE/-bUleZxclgcEZ3CSpErM25Y8gIXgb6ItQCEwYBhgL/s640/Screen%2Bshot%2B2018-02-24%2Bat%2B1.52.32%2BPM.png" /></a><br />
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<img border="0" src="https://1.bp.blogspot.com/-DSrQwfacuaw/WpLeKLILR2I/AAAAAAAAAoA/1XZLdHFWT7wlpURRlXAKoyiXN06POVWpgCLcBGAs/s640/Screen%2Bshot%2B2018-02-24%2Bat%2B1.50.20%2BPM.png" /></div>
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<a href="https://4.bp.blogspot.com/-6h_NIgrIClU/WpLbCW4znOI/AAAAAAAAAnw/lxOVeIXD5rwqORbWRMn1T6_U00gTY9zpgCEwYBhgL/s1600/Screen%2Bshot%2B2018-02-24%2Bat%2B2.34.06%2BPM.png"><img border="0" src="https://4.bp.blogspot.com/-6h_NIgrIClU/WpLbCW4znOI/AAAAAAAAAnw/lxOVeIXD5rwqORbWRMn1T6_U00gTY9zpgCEwYBhgL/s400/Screen%2Bshot%2B2018-02-24%2Bat%2B2.34.06%2BPM.png" /></a></div>
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Visit our <a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-Salt-in-His-Shoes-2035909">Teachers Pay Teachers store</a> to preview this incredible resource!</div>
<br />Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-30795519937076297642018-02-17T07:00:00.000-05:002018-02-17T08:24:24.164-05:00The Inventor's Secret Teach A-Long: The Mint Mobile Challenge<h3>
Keep At It!</h3>
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To infer meaning, students must understand the author’s purpose. In the story, <i>The Inventor's Secret</i>, understanding what it means to “Keep at it” like Edison and Ford “kept at it”, requires students to experience “keeping at it” as they go through their own invention process. Therefore, this activity contextualizes the meaning of “keep at it”, enabling students to understand the author’s purpose at a deeper level.<br />
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In this lesson, students design, build and test model race cars made from simple materials (lifesaver-shaped candies, plastic drinking straws, popsicle sticks, index cards, tape). They measure the changes in distance and speed traveled by the addition of weight or revision of design features. Students also practice the steps of the engineering design process by brainstorming, planning, building, testing, and improving their "mint-mobiles."<br />
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<i>Note: This lesson is part of our product <a href="https://www.teacherspayteachers.com/Product/Inventors-Who-Changed-the-World-The-Study-of-Thomas-Edison-and-Henry-Ford-3163884">The Inventor's Secret: The Study of Two Inventors Who Changed the World</a>.</i><br />
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Making the Inventor's Log Top Tab Foldable®</h3>
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Before you begin the Mint Car Challenge, set a time for students to make their Inventor's Log Foldable®.<br />
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You will need different colored copy paper if possible. If not, white will also work. Cut the sheets of copy paper in half and place them with copies of the cover of the Inventor's Log on a table. I tell my students to take one of each color (I provided six different colors) along with the cover. Then, walk the students through how to cut each piece, using the cutting guide on the cover. The directions included in the unit are easy to follow. Older students may be able to follow them on their own.<br />
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Introducing the Innovation Process</h3>
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Follow the lesson steps to introduce the Innovation Process. Start by watching the National Science Foundation's video, <a href="https://www.nsf.gov/news/special_reports/innovation/whatisinnovation.jsp">The Science of Innovation.</a> Use the video viewing questions found in the Mint Mobile Challenge PowerPoint to help focus your students' viewing and stimulate discussion about the process of innovation. I gave my students a copy of the questions to take notes and stopped the video at a few places for them to share their notes.<br />
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After viewing the video, students are ready to label the tabs of their Inventor's Log Foldable®. Go through the step by step directions in the unit for labeling the tabs. They connect the video to the book, <i>The Inventor's Secret</i>.<br />
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Start Your Engines! Designing the First Mint Mobile Model</h3>
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I followed the lesson steps for the Mint Mobile Challenge but added some of the following for classroom management.<br />
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<li>Because of the nature of my 4th graders this year, I put students in groups of two and three. Mostly pairs. </li>
<li>I did not set up the ramp ahead of time to discourage testing while making their first model. </li>
<li>After students made their first model, I had them name it. I wrote the name of their cars on index cars along with their names and placed it on a shelf, creating "parking lots". I told them that when they finish, they needed to clean up and "park" their Mint Mobile in its spot.</li>
<li>I gave them a time limit. After about 20 minutes, I announced they had 20 more minutes to complete their Mint Mobile. </li>
<li>I limited the mints to six. I had extra mints that I handed out for eating while they designed their models. </li>
<li>I did not limit the other materials. </li>
<li>I had students test their models, one group at a time, during an independent work time. Other students were busy working on something else while I pulled on group at a time to test their car and record the time and distance. I had two helper students time and measure the distance. I set up the ramp under my Smartboard, so we could easily record the results on the results chart. </li>
<li>When you set up the ramp, test it with a Hot Wheel car first. I had two students create the ramp and test it.</li>
<li>Be sure you have a piece of tape to indicate the starting line and the ending line. The ending line is where you will stop timing. You will measure the distance where the car actually stops. </li>
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<a href="https://4.bp.blogspot.com/-IciPH6R_VsI/WogloUqinHI/AAAAAAAAAmo/Uo-3A-HnEwEs79bWdhy6ZtRR9NYZ-jWlwCEwYBhgL/s1600/mintcar4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="320" src="https://4.bp.blogspot.com/-IciPH6R_VsI/WogloUqinHI/AAAAAAAAAmo/Uo-3A-HnEwEs79bWdhy6ZtRR9NYZ-jWlwCEwYBhgL/s320/mintcar4.jpg" width="240" /></a><a href="https://1.bp.blogspot.com/-PCMKkGYHmBU/WoglnuIp7fI/AAAAAAAAAmk/_vvxJlT4kBwVCFO2xC3awNewDnDzUwC9ACEwYBhgL/s1600/mintcar5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="320" src="https://1.bp.blogspot.com/-PCMKkGYHmBU/WoglnuIp7fI/AAAAAAAAAmk/_vvxJlT4kBwVCFO2xC3awNewDnDzUwC9ACEwYBhgL/s320/mintcar5.jpg" width="240" /></a></div>
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After the Initial Test!</h3>
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After all students tested their Mint Mobiles and the results were recorded in the chart, I passed back their Inventor's Log Foldable® and their Mint Mobiles. Under the Test tab, I had them draw a sketch of the Mint Mobile and record their test results. Together, as a class, we looked at the results. <i>Which car was fastest? Which went the straightest? Which went the furthest? Could a car have gone further if it were straighter? </i>I had students whose cars produced good results in these categories share their design features and explain why they thought the car did well.<br />
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Then, I reminded the students that innovators get inspiration from each other and maybe the designs will give them ideas for improving their own models.<br />
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I asked students to complete this sentence in their Inventor's Log Foldable®: We plan to improve our Mint Mobile by ________________________.<br />
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The Final Design</h3>
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Before starting their final design, I reminded my students of Henry Ford. I asked, "Do you think that with each innovation, Henry Ford built onto the previous model or did he make a whole new model?" Of course, they knew he designed a new car, using what he learned from the previous model, and with that I gave them the option of either making a whole new model or revising the old. (I had more mints).<br />
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This time, students could test and retest as they built their final design. Once they had it to where they were satisfied, they parked it in the parking lot for the final test. I followed the same procedure for the final test as I did the first test.<br />
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Debrief and Reflect</h3>
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We finished our challenge by looking at the results. Everyone was happy because even if their Mint Mobile wasn't the fastest or furthest, it still was an improvement on their previous model. We filled in the last two tabs of the Inventor's Log Foldable®. Under Inspire, I asked students to write about who they inspired and/or who inspired them. Under the Reflect Tab, I asked students to answer <i>What design feature worked? What they would do differently? and What did they learn about the Innovation process? How was the process you went through similar to Henry Ford's process?</i><br />
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<a href="https://3.bp.blogspot.com/-IBe5kPBc94Q/WogUurzxodI/AAAAAAAAAmM/JXDlJdaD3bIRPy46EFBd3eYoXH0OajvhgCLcBGAs/s1600/henrydreamingcropped.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="833" data-original-width="1600" height="206" src="https://3.bp.blogspot.com/-IBe5kPBc94Q/WogUurzxodI/AAAAAAAAAmM/JXDlJdaD3bIRPy46EFBd3eYoXH0OajvhgCLcBGAs/s400/henrydreamingcropped.jpg" width="400" /></a></div>
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My student LOVED this STEM challenge and I hope yours do, too.<br />
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Do you want to use the Innovator's Log Top Tab Foldable WITHOUT purchasing this unit? </h3>
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Would you like to try the Mint Mobile Challenge?</h3>
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<a href="https://4.bp.blogspot.com/-N3eURzGsQ2k/WWOGJU7eYlI/AAAAAAAAAZU/T9hLbKLKx4MFGVQGiLjSPNPrrQEQxEEqwCPcBGAYYCw/s1600/Preview%2BPage%2BMindset%2Bof%2Ban%2BEngineer.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1237" height="320" src="https://4.bp.blogspot.com/-N3eURzGsQ2k/WWOGJU7eYlI/AAAAAAAAAZU/T9hLbKLKx4MFGVQGiLjSPNPrrQEQxEEqwCPcBGAYYCw/s320/Preview%2BPage%2BMindset%2Bof%2Ban%2BEngineer.jpg" width="247" /></a></div>
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The Innovator's Log Foldable can be used with any STEM activity. We have created a product called <a href="https://www.teacherspayteachers.com/Product/Developing-an-Engineering-Mindset-with-the-Engineers-Log-Foldable-3243600">Developing the Mindset of an Engineer</a>, which provides everything you need to make the Innovator's Log and do the Mint Mobile Challenge with your students.<br />
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<a href="https://www.teacherspayteachers.com/Product/Developing-an-Engineering-Mindset-with-the-Engineers-Log-Foldable-3243600">Purchase it here! </a></div>
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<span style="color: #cc0000;">Previous Post: </span><a href="https://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long-close.html">The Inventor's Secret: Close Reading a Picture Book</a></h4>
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<span style="color: #cc0000;">Next Post: </span> </h4>
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<br />Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-1104788196106683602018-01-21T09:48:00.001-05:002018-02-17T06:56:41.719-05:00The Inventor's Secret Teach-a-long: Close Reading a Picture Book<br />
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<a href="https://4.bp.blogspot.com/--hRJbqcRWPo/WmShK1x8bCI/AAAAAAAAAk4/wqh06saAU-IRQAluu7F37c9GPSr-XOSxgCLcBGAs/s1600/Screen%2Bshot%2B2018-01-21%2Bat%2B9.14.28%2BAM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="773" height="320" src="https://4.bp.blogspot.com/--hRJbqcRWPo/WmShK1x8bCI/AAAAAAAAAk4/wqh06saAU-IRQAluu7F37c9GPSr-XOSxgCLcBGAs/s320/Screen%2Bshot%2B2018-01-21%2Bat%2B9.14.28%2BAM.png" width="309" /></a></div>
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It's time to read the book, <i>The Inventor's Secret!</i> In the previous lesson, students acquired background knowledge about Edison's inventions and Ford's innovations through inquiry. Today, you will read aloud the story, using close reading questions that guide students in thinking about the key ideas and details and to clarify confusions about what the text says literally. After reading and discussing the text through these questions, students should be able to summarize the text, using vocabulary from the story.<br />
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<i>Note: This lesson is part of our product <a href="https://www.teacherspayteachers.com/Product/Inventors-Who-Changed-the-World-The-Study-of-Thomas-Edison-and-Henry-Ford-3163884">The Inventor's Secret: The Study of Two Inventors Who Changed the World</a>.</i><h4>
Preparation</h4>
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<ol><a href="https://1.bp.blogspot.com/-AVQ6L6ZbHxQ/WmSZaersZ9I/AAAAAAAAAjs/1n_t-yaYOeoMVeHolel2ZZEwSE5sqrDlgCLcBGAs/s1600/PostitNoteThumbnail4.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1070" data-original-width="825" height="320" src="https://1.bp.blogspot.com/-AVQ6L6ZbHxQ/WmSZaersZ9I/AAAAAAAAAjs/1n_t-yaYOeoMVeHolel2ZZEwSE5sqrDlgCLcBGAs/s320/PostitNoteThumbnail4.png" width="246" /></a>
<li>Print out the three pages of close reading questions (06InventorsStickyNotes.pdf) and the sticky note printing template (07StickyNotePrintingTemplate.pdf) </li>
<li>Place Post-it® notes on the printing template. Be sure to line them up with the outline of the squares on the template. Make sure they are lying flat to the page. </li>
<li>Place the printing template with the Post-it® notes attached into a printer or copy machine, front side down, so that the Post-it® notes are facing down in the printer or copy machine. If using a copy machine, use the Stack Bypass setting.</li>
<li>Copy or print the questions onto the Post-it® notes.</li>
<li>Place the printed Post-it notes into the book at the page numbers where you will be asking the questions.</li>
<li>Have the photographs of Henry Ford's car models, used in the last lesson. Place them in the order in which they were created, starting with the Quadricycle and ending with the Model T.</li>
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The Lesson</h4>
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To introduce the story, I gathered my students on the rug and explained that today we would be reading the book, paying close attention to what the story is about. I showed them the summary worksheet that they would be completing after the read aloud, and explained that I'd be asking questions that would help them understand the details of the story.<br />
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As I read the book to my students, I pulled off each sticky note and placed it on the back cover, before showing the illustrations. I did not use every single question. I knew my goal was for students to understand the main idea and theme of this story, so as I went along I monitored their understanding by their responses.<br />
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When we read about Henry Ford's car models, starting with the Quadricycle and ending with the Model T, I posted up the photographs of his real cars onto a chart. <br />
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After we read the story, the students completed the summary. We corrected it together. <br />
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The students loved that Thomas and Henry were curious as kids and that their curiosity got them in trouble...a lot! By the time we got to the secret that Thomas shared, keep at it!, they really understood the message. So much that for the rest of the day, my students and I used the phrase <i>"Keep at it!" </i>when experiencing challenging tasks.<br />
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<h4 style="text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/Post-it-Note-Question-Printing-Template-3604180">Post-it® Note Question Printing Template: </a> Make your own questions to print onto Post-it®Notes!</h4>
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We realize that not everyone wishes to purchase the complete <i>Inventor's Secret </i>unit. So we have put together a product at our Teachers Pay Teachers store. the<a href="https://www.teacherspayteachers.com/Product/Post-it-Note-Question-Printing-Template-3604180"> Post-it® Note Question Printing Template. </a>It includes a template for creating and printing custom questions onto Post-it® notes, the questions for <i>Inventor's Secret,</i> ready to print, and the<i> Inventor's Secret</i> summary worksheet. <br />
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Join the <a href="http://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long.html">Teach-a-long</a> for the unit: </h3>
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<a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-The-Inventors-Secret-3163884"> The Inventor's Secret</a> </h3>
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<span style="color: #cc0000;">Previous Post: </span><a href="http://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long_17.html"> Invention Predictions: Ford's Cars</a></h4>
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<span style="color: #cc0000;">Next Post: The Mint Car Challenge</span> </h4>
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<br />Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-81341728494691798692018-01-17T10:13:00.001-05:002018-01-21T09:54:00.031-05:00The Inventor's Secret Teach-a-long: Invention Predictions Part 2<h3 style="text-align: center;">
Invention Predictions: Ford's Cars</h3>
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"I have a challenge question for you! A golden ticket goes to the first person who raises a hand with the correct answer! Ready? <i>What is the difference between an innovation and an invention</i>?" </div>
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That is how I started the session today. In Part One of the <a href="https://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long_14.html">Invention Predictions</a> lesson, my students had examined Thomas Edison inventions. Today, I wanted to prepare them to make some predictions about Henry Ford's car models. My goal was to quickly get their attention by offering a reward (a golden ticket) to whomever knew the answer to my question, and to have our conversation start moving into the concept of innovations. By offering a reward, I was sending the message to my students that this information is important. (What we reward or measure communicates what we value)</div>
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One of my students quickly shot up her hand and presented a precise, accurate definition. Most importantly, she emphasized <b>that innovations made something previously invented better than before. </b></div>
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Introduction: Phone Innovations</h3>
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<a href="https://2.bp.blogspot.com/-rv_9fROLU_U/Wl9nKAeNqDI/AAAAAAAAAic/GcH5G0GELwAJgPH5i7QmZda5VG-vYZDNQCLcBGAs/s1600/Slide10.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="405" data-original-width="720" height="112" src="https://2.bp.blogspot.com/-rv_9fROLU_U/Wl9nKAeNqDI/AAAAAAAAAic/GcH5G0GELwAJgPH5i7QmZda5VG-vYZDNQCLcBGAs/s200/Slide10.jpg" width="200" /></a><a href="https://3.bp.blogspot.com/-Nmqmrx8_mPI/Wl9nIvVy-9I/AAAAAAAAAiY/0D73fpVafJUbokna-ticBE2HJ9Wrq6yKQCLcBGAs/s1600/Slide05.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="405" data-original-width="720" height="112" src="https://3.bp.blogspot.com/-Nmqmrx8_mPI/Wl9nIvVy-9I/AAAAAAAAAiY/0D73fpVafJUbokna-ticBE2HJ9Wrq6yKQCLcBGAs/s200/Slide05.jpg" width="200" /></a></div>
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I then invited students to join me on the floor in a circle and explained that I had some innovations of an invention that is near and dear to them, the phone. I randomly placed ten photographs of phone innovations, from the first phone to the smart phone in the center of the circle. (Note: These phone photographs are not included in the Inventor's Secret unit, but you can <a href="https://www.teacherspayteachers.com/Product/Telephone-Innovations-3596096">download them free here</a>)</div>
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I said to my students, "Your job is to try to put these in the order in which they were made. Look carefully at the photographs. Which do you think came before the others?"<br />
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<a href="https://4.bp.blogspot.com/-zmRei5K2c-A/Wl9nF0HycZI/AAAAAAAAAiQ/Z62nv1DoH5woysTdFPcvn78gqH485X9QwCLcBGAs/s1600/Slide02.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="405" data-original-width="720" height="112" src="https://4.bp.blogspot.com/-zmRei5K2c-A/Wl9nF0HycZI/AAAAAAAAAiQ/Z62nv1DoH5woysTdFPcvn78gqH485X9QwCLcBGAs/s200/Slide02.jpg" width="200" /></a>One student chose the first phone and I had him move it to the far left so that the photos would be arranged horizontally in a timeline fashion. </div>
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I asked the student to explain why he chose that one; what in the photo provided clues? I then asked, "Which phone do you think came next? Which one made this one better?"</div>
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A student chose this candlestick phone and I asked her, "How did that phone improve the last one? What made it better?" She pointed out the earpiece, the mouthpiece, and the "candlestick" which made the phone easier to hold and use.</div>
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I continued this way until we had a phone timeline created. As we worked through the photos, other students were excited to add their ideas to other student's thinking, using details from the photographs. </div>
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<h3 style="text-align: center;">
Henry Ford's Cars</h3>
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Then, I introduced Henry Ford's cars. Oh, first, another golden ticket opportunity! I asked, "Yesterday we learned about Thomas Edison's inventions. Who remembers the other inventor we are going to be reading about?" Of course, someone remembered Henry Ford. I said, "Edison was considered an inventor, Ford was an innovator of cars."</div>
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At this point, students had a good understanding of innovations as well as their task. They worked in their small groups to put the photographs of Ford's cars in order. I was very impressed with their focus and how well they used the details in the photos to support their thinking. As they examined the photos, I observed them making changes as they compared the cars. The conversation was always around the features that they thought made each model better than before. </div>
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<a href="https://3.bp.blogspot.com/-WC65TMsK_oo/Wl9PrKmc-DI/AAAAAAAAAho/l-6VzVpq9RcNnWaR01y01jV4HcoHqJCegCLcBGAs/s1600/ford1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://3.bp.blogspot.com/-WC65TMsK_oo/Wl9PrKmc-DI/AAAAAAAAAho/l-6VzVpq9RcNnWaR01y01jV4HcoHqJCegCLcBGAs/s320/ford1.jpg" width="240" /></a><a href="https://4.bp.blogspot.com/--CF3hJyBsj4/Wl9PtuuzELI/AAAAAAAAAhw/f5kNxSPGKcETS2ovwtLoPHXxcEWDCeSGgCLcBGAs/s1600/ford3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://4.bp.blogspot.com/--CF3hJyBsj4/Wl9PtuuzELI/AAAAAAAAAhw/f5kNxSPGKcETS2ovwtLoPHXxcEWDCeSGgCLcBGAs/s320/ford3.jpg" width="240" /></a></div>
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<a href="https://1.bp.blogspot.com/-p1obZsfB4bU/Wl9PtbZwJ_I/AAAAAAAAAhs/KIlNcgJjWvcj78cT8sfmDcPlFKxx5bW2QCLcBGAs/s1600/ford2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://1.bp.blogspot.com/-p1obZsfB4bU/Wl9PtbZwJ_I/AAAAAAAAAhs/KIlNcgJjWvcj78cT8sfmDcPlFKxx5bW2QCLcBGAs/s320/ford2.jpg" width="239" /></a></div>
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<h3 style="text-align: center;">
Self Checking Their Predictions</h3>
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In the lesson, it suggests that you end the lesson by going over Ford's cars with the class on the PowerPoint. I thought about that and decided it was going to be difficult for students to hold the order in which they placed the cars in their head in order to check if they were correct. I wanted instead, to have a quick self check for students. So I printed a copy of the slides handouts, 9 slides per page. I wrote the number in which they were created below the car model image. When the groups were satisfied with their order, they used this answer key to check their work. </div>
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<a href="https://3.bp.blogspot.com/-YTnQNwAlEMI/Wl9PtudqA7I/AAAAAAAAAh0/E_oiAgqfL2U99_kKpO3DeeUWS9rjQ7_JACLcBGAs/s1600/ford4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1473" height="320" src="https://3.bp.blogspot.com/-YTnQNwAlEMI/Wl9PtudqA7I/AAAAAAAAAh0/E_oiAgqfL2U99_kKpO3DeeUWS9rjQ7_JACLcBGAs/s320/ford4.jpg" width="294" /></a></div>
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<h3>
Join the <a href="http://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long.html">Teach-a-long</a> for the unit: </h3>
</div>
<div style="text-align: center;">
<h3>
<a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-The-Inventors-Secret-3163884"> The Inventor's Secret</a> </h3>
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</h4>
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<span style="color: #cc0000;">Previous Post: </span> <a href="https://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long_14.html">Invention Predictions</a></h4>
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<span style="color: #cc0000;">Next Post: </span> <a href="https://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long-close.html">Close Reading a Picture Book</a></h4>
Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-38930413459917979172018-01-14T09:37:00.001-05:002018-01-17T10:42:23.475-05:00The Inventor's Secret Teach-a-long: Invention Predictions<div class="separator" style="clear: both; text-align: center;">
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<h3 style="text-align: center;">
Lesson Two: Invention Predictions</h3>
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</h3>
I love this lesson! Students look at real photographs of Edison's and Ford's inventions and innovations. They have to first predict what Edison's inventions are and then they have to try to put Ford's cars into the order in which they were made.<br />
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<h4>
After this activity, students should be able to:</h4>
<ul>
<li>Make inferences and predictions about a primary source, using clues from the document to support their thinking.</li>
</ul>
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A critical element in an inquiry-based learning classroom is helping students learn how to effectively access and analyze primary and secondary sources. This activity serves two purposes:<br />
<ol>
<li>It provides students with some background about Thomas Edison and Henry Ford's inventions and innovations while engaging them in inquiry and;</li>
<li>It teaches students how to make predictions about primary source photographs using the details in the pictures to support their thinking.</li>
</ol>
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Preparation:</h4>
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</h4>
You should already have made the copies of the invention photographs from the Edison Ford Inventions PowerPoint (04EdisonFordInventions.ppt) when you prepared for teaching the unit. If you haven't done so yet, <a href="http://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long_6.html">see this post for the details.</a> Make copies of the Invention Prediction worksheet (05InventionsPredictions.pdf), one for each group. You will also want to print the notes in the PowerPoint that tells about each invention.<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-SwW8qr5uHzE/Wltq9IRu8cI/AAAAAAAAAhY/h1qUltkAscs9txqRlzuET3NwEMwNspN4QCEwYBhgL/s1600/Screen%2Bshot%2B2018-01-14%2Bat%2B9.33.08%2BAM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="480" data-original-width="549" height="279" src="https://3.bp.blogspot.com/-SwW8qr5uHzE/Wltq9IRu8cI/AAAAAAAAAhY/h1qUltkAscs9txqRlzuET3NwEMwNspN4QCEwYBhgL/s320/Screen%2Bshot%2B2018-01-14%2Bat%2B9.33.08%2BAM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Notes Pages</td></tr>
</tbody></table>
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<h3>
The Lesson<br />Part One: Thomas Edison's Inventions</h3>
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</h3>
I divided this lesson into two sessions. In the first session, we only made predictions about Thomas Edison's Inventions. I started by sharing some of the examples of inventions and innovations students found at home.<br />
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I then projected the first Thomas Edison invention in the Edison Ford Inventions PowerPoint (04EdisonFordInventions.ppt) and had the Invention Prediction worksheet (05InventionsPredictions.pdf) copied onto my Smartboard so that I could write in it.<br />
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I modeled how to look at the invention and fill in the Invention Prediction sheet. I had students get into groups of 2 or 3. We talked about working collaboratively, what that would look like and what I would expect to see in a group working well together. I let students decide who would fill in the sheet or if they would take turns filling it in. We discussed coming to some sort of an agreement before filling it in and the importance of really using the details in the picture to support their ideas.<br />
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After everyone finished, I projected the Edison Ford Inventions PowerPoint (04EdisonFordInventions.ppt) and went over each invention one by one. I had each group share their predictions and I asked some to share their thinking. What in the photo made them think that? Then I revealed what the invention actually is, using the notes in the Powerpoint. A note about the notes. The notes are pretty extensive. I highlighted only what I thought was most important and interesting for my 4th grade students to know. I did not read the entire notes section to my class.<br />
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My students LOVED doing this. So much that some groups wanted to keep doing it even when it was time to take a recess break. I was so impressed with the ideas that they came up with. All of their predictions were rooted in evidence from the picture as well as their background knowledge. My 4th graders definitely worked best in pairs so I made enough copies of the photos to support that grouping.<br />
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<h3 style="text-align: center;">
Join the <a href="http://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long.html">Teach-a-long</a> for the integrated unit: </h3>
<h3 style="text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-The-Inventors-Secret-3163884">The Inventor's Secret</a></h3>
<br />
<h4>
<span style="color: #cc0000;">Previous Post:</span> <a href="https://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long-whats.html">What's an Invention?</a></h4>
<h4 style="text-align: right;">
<span style="color: #cc0000;">Next Post:</span> <a href="https://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long_17.html"> Invention Predictions- Part Two</a></h4>
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Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-84247912479174240402018-01-14T08:36:00.001-05:002018-01-14T09:50:59.571-05:00The Inventor's Secret Teach-a-long: What's an Invention?<br />
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<a href="https://3.bp.blogspot.com/-GjXC6bzJrlw/WltWLXONAUI/AAAAAAAAAgA/7FBV751WJME_I2nzewOGf4gsDyqFPxrqACLcBGAs/s1600/Slide01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="720" height="240" src="https://3.bp.blogspot.com/-GjXC6bzJrlw/WltWLXONAUI/AAAAAAAAAgA/7FBV751WJME_I2nzewOGf4gsDyqFPxrqACLcBGAs/s320/Slide01.jpg" width="320" /></a></div>
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<h3>
Lesson One: What's an Invention?</h3>
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In the book, <a href="https://www.amazon.com/Inventors-Secret-Thomas-Edison-Henry/dp/1580896677">The Inventor's Secret,</a>
we learn about Thomas Edison who invented many things over his
lifetime. We also learn about Henry Ford, who was an innovator. His goal
was to make the car more affordable for the average household. The
difference between what an innovation is and an invention seems minor
but it is important. This lesson helps students develop a common
understanding of the word invention and innovation. It also helps them
see how integral they are to their daily lives.<br />
<h4>
After this activity, students should be able to:</h4>
▪ Identify inventions and innovations in their lives.<br />
▪ Understand the characteristics and the purpose of an invention or innovation.<br />
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<h4>
Preparation</h4>
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<a href="https://2.bp.blogspot.com/-lvLNjYQiH-c/WltWpfIYu3I/AAAAAAAAAgI/6xFfc6rV5dYngGqVMGINGmzw8OSnTZ-IgCLcBGAs/s1600/Slide03.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="540" data-original-width="720" height="150" src="https://2.bp.blogspot.com/-lvLNjYQiH-c/WltWpfIYu3I/AAAAAAAAAgI/6xFfc6rV5dYngGqVMGINGmzw8OSnTZ-IgCLcBGAs/s200/Slide03.jpg" width="200" /></a></div>
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This lesson takes very little preparation. All you need is the Inventions and Innovations PowerPoint and copies of the Invention Search homework. I also copied the Inventions/Innovations in Our Classroom chart onto my Smartboard.<br />
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<h4>
The Lesson </h4>
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<a href="https://4.bp.blogspot.com/-JK3dZ5jD-CQ/WltdQkoWH2I/AAAAAAAAAgo/gpOsGAdh2MIvk2fF4gHkkfx2ks7asAfeACLcBGAs/s1600/Slide05.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="720" height="150" src="https://4.bp.blogspot.com/-JK3dZ5jD-CQ/WltdQkoWH2I/AAAAAAAAAgo/gpOsGAdh2MIvk2fF4gHkkfx2ks7asAfeACLcBGAs/s200/Slide05.jpg" width="200" /></a>The
lesson went so well! Students were engaged and very interested in the
topic. The Inventions and Innovations PowerPoint stimulated a lot of
discussion in my class and after presenting it, my students were able to
create quite an extensive list of inventions and innovations in our
classroom.</div>
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<a href="https://2.bp.blogspot.com/-XtW5zFt6oH0/WltdTsiOZjI/AAAAAAAAAgs/tmkIxm2wVuomWMcEbmfA6f5O-XQNrnsywCLcBGAs/s1600/Slide07.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="720" height="240" src="https://2.bp.blogspot.com/-XtW5zFt6oH0/WltdTsiOZjI/AAAAAAAAAgs/tmkIxm2wVuomWMcEbmfA6f5O-XQNrnsywCLcBGAs/s320/Slide07.jpg" width="320" /></a></div>
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They were excited to complete the Invention Search homework. </div>
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<a href="https://2.bp.blogspot.com/-IqImaNGBeJQ/WltaW0f2k_I/AAAAAAAAAgc/clnQUtjxGoEw3hXhXO-f1ZsT3yojSMx_ACLcBGAs/s1600/Screen%2Bshot%2B2018-01-14%2Bat%2B8.22.12%2BAM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="704" data-original-width="910" height="307" src="https://2.bp.blogspot.com/-IqImaNGBeJQ/WltaW0f2k_I/AAAAAAAAAgc/clnQUtjxGoEw3hXhXO-f1ZsT3yojSMx_ACLcBGAs/s400/Screen%2Bshot%2B2018-01-14%2Bat%2B8.22.12%2BAM.png" width="400" /></a></div>
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<h3>
Join the <a href="http://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long.html">Teach-a-long</a> for the unit: </h3>
</div>
<div style="text-align: center;">
<h3>
<a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-The-Inventors-Secret-3163884"> The Inventor's Secret</a> </h3>
</div>
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</h4>
</div>
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<h4>
<span style="color: #cc0000;">Previous Post: </span> <a href="http://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long_6.html">Preparing to Teach the Unit</a><span style="color: #cc0000;"> </span></h4>
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<h4>
<span style="color: #cc0000;">Next Post: </span> <a href="https://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long_14.html">Invention Predictions</a></h4>
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Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-73517220154693893152018-01-06T08:31:00.000-05:002018-01-17T10:47:40.135-05:00The Inventor's Secret Teach-a-long: Preparing to Teach the Unit<br />
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There are some things you'll want to prepare before you
begin the first lesson. I started preparing these materials a few days
ahead of time.<br />
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<h3>
Before You Begin Teaching the Unit</h3>
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<span style="color: #674ea7;"><span style="color: blue;"><b>If you don’t have your own copy of the unit yet, you can purchase and <a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-The-Inventors-Secret-3163884">download it</a> in our Teachers Pay Teacher GetReal! store.</b></span></span><br />
<span style="font-size: small;"><br /></span></div>
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<span style="font-size: small;"><i>Unzip the file and store it somewhere on your computer or in the cloud. I uploaded my files to my Google Drive so I can easily link to them from my <a href="https://www.planbookedu.com/">online planbook.</a> </i></span></div>
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<span style="color: blue;"><br /></span>
<b><span style="color: #674ea7;"><span style="color: blue;">Get a copy of the book, The Inventor's Secret: What Thomas Edison Told Henry Ford, by Suzanne Slade</span></span></b><br />
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<i>Find it in your library, order it from <a href="https://www.amazon.com/Inventors-Secret-Thomas-Edison-Henry/dp/1580896677/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=1515247105&sr=8-1">Amazon</a> or <a href="https://www.barnesandnoble.com/p/the-inventors-secret-suzanne-slade/1120913135/2672399150031?st=PLA&sid=BNB_DRS_Core+Catch-All,+Low_00000000&2sid=Google_&sourceId=PLGoP79700&gclid=CjwKCAiAhMLSBRBJEiwAlFrsTrePP67oZ-jo-Bp6zN184v762UAQiCU7Bv9S_h1GsvTlooO_LFWGuhoCcEkQAvD_BwE">Barnes and Noble</a>, or <a href="https://www.teacherspayteachers.com/Product/The-Inventors-Secret-What-Thomas-Edison-Told-Henry-Ford-2321671">purchase the e-book </a>on Teacher's Pay Teachers. </i><b><span style="color: #674ea7;"><span style="color: blue;"><br /></span></span></b><br />
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<span style="color: #674ea7;"><span style="color: blue;">P<b>rint the file, 00InventorsSecretTeachersGuide.pdf.</b></span></span></div>
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<i>This is your teachers guide.</i><br />
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<span style="color: #674ea7;"><span style="color: blue;"><b>Open the file, 22EdisonFordQuotes.pptx</b></span></span><br />
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<i>This is a PowerPoint of growth mindset quotes by Edison and Ford. Print out the slides and hang the quotes around your classroom. I laminated mine. To make them POP out, you might want to back them with colorful paper. These quotes will be hanging up during the unit and they will be used in one of the last lessons of the unit.</i><br />
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<span style="color: #674ea7;"><b><span style="color: blue;">Open the file, 01InventionsandInnovations.pptx </span> </b></span><br />
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<i>Print the following slides, in color, if possible: 2-7, 10-17, and 20. Then, make enough copies to support groups of 3 or 4 students. This is going to depend on how many students you wish to have in the small groups. I am grouping my 4th grade students into groups of 2 and 3, because that is how they work best. </i></div>
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<i>You may wish to laminate these so you can reuse them.</i></div>
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<span style="color: #674ea7;"><span style="color: blue;"><b>Print the file, 03InventionSearchHomework.pdf. </b></span></span><br />
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<i>Make a copy for each student. This homework is assigned after Lesson One.</i></div>
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<span style="color: #674ea7;"><span style="color: blue;"><b>Read through Lesson One: What's an Invention?</b></span></span><br />
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Okay, that's it! Let me know in the comments if you have any questions!<br />
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Join the <a href="http://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long.html">Teach-a-long</a> for our integrated unit: </h3>
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<a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-The-Inventors-Secret-3163884"> The Inventor's Secret</a> </h3>
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<span style="color: #990000;"><span style="color: #cc0000;">Previous Post:</span> </span> <a href="http://getinthefold.blogspot.com/2018/01/inventors-secret-teach-long-introduction.html">Introduction to the Inventor's Secret Unit</a></h4>
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<span style="color: #cc0000;">Next Post: Lesson One: <a href="http://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long-whats.html">What's an Invention?</a></span></h4>
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Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-35120367800411137322018-01-05T11:29:00.004-05:002018-01-14T10:11:29.717-05:00Inventor's Secret Teach-a-long: Introduction to the Unit<br />
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Why did we develop this unit?</h3>
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<b>We LOVE to have kids study and learn about the character of REAL people who's actions have changed the world.</b><br />
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It’s important that our children understand that <b>success comes with hard work, persistence and content knowledge as well as good ideas.</b><br />
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We wanted to provide a way for teachers to introduce the <b>Engineering Process/Invention Process </b>(NGSS) to students with a hands-on, fun, non threatening activity that was embedded in their learning and had a purpose beyond “checking off a standard”.<br />
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We design our units specifically to use close reading as a way for students to:<br />
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<li>build knowledge and vocabulary, </li>
<li>study author’s craft and author’s reason for writing</li>
<li>engage in reading, writing and speaking around a common interest/content </li>
<li>come up with their own ideas!</li>
</ul>
We believe that <b>learning should be connected to an essential purpose</b> or idea and not just random lessons and activities.<br />
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Why did we choose the book, The Inventor's Secret: What Thomas Edison Told Henry Ford as our anchor text? </h3>
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<a href="https://4.bp.blogspot.com/-Lgby-xnmfiE/WkprfyATq7I/AAAAAAAAAbI/fxF6wazkIpQyhbW-I88831YgCl0gRqElgCPcBGAYYCw/s1600/Screen%2Bshot%2B2018-01-01%2Bat%2B12.06.56%2BPM.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://4.bp.blogspot.com/-Lgby-xnmfiE/WkprfyATq7I/AAAAAAAAAbI/fxF6wazkIpQyhbW-I88831YgCl0gRqElgCPcBGAYYCw/s200/Screen%2Bshot%2B2018-01-01%2Bat%2B12.06.56%2BPM.png" /></a>This book ends with an important message for the reader. <b>Never Give Up!</b> And, it uses two very successful inventors to prove the point.<br />
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It is a great book to study <b>author’s craft and character traits.</b><br />
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Using a picture book with close reading activities <b>allows all students to access knowledge and ideas no matter what their reading level.</b> This book introduces the content to be learned in a way that makes students want to know more because it talks about inventions that they know about first-hand.<br />
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The book brings up lots of topics/idea that <b>students can pursue individually as mini research enrichment projects. </b><br />
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Where might this unit fit into your curriculum?</h3>
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I am using this unit because I am currently doing an Energy Unit in science. Studying two inventors that used two different kinds of energy, mechanical (Ford) and electrical (Edison) to power their inventions is a natural fit.<br />
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<a href="https://4.bp.blogspot.com/-DzW9ojETtbU/Wkpea9LfVlI/AAAAAAAAAak/EFdcGcGldEgIJMTbJ-wPyZfq5wrXBCzjgCPcBGAYYCw/s1600/Screen%2Bshot%2B2018-01-01%2Bat%2B11.11.01%2BAM.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://4.bp.blogspot.com/-DzW9ojETtbU/Wkpea9LfVlI/AAAAAAAAAak/EFdcGcGldEgIJMTbJ-wPyZfq5wrXBCzjgCPcBGAYYCw/s320/Screen%2Bshot%2B2018-01-01%2Bat%2B11.11.01%2BAM.png" width="248" /></a><br />
However, this unit can also connect with the following curriculum topics:<br />
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<li> Inventions </li>
<li>Growth Mindset </li>
<li>The Engineering Process </li>
<li>Timelines </li>
<li>Biographies </li>
<li>Nonfiction Reading </li>
<li>Close Reading </li>
</ul>
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Join the Teach-a-long for our integrated unit: </h3>
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<a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-The-Inventors-Secret-3163884">The Inventor's Secret</a>: Close Reading, STEM, Growth Mindset and Inquiry</h3>
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<span style="color: #cc0000;">Previous Post:</span> <a href="https://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long.html">The Inventor's Secret Teach-a-Long!</a></h4>
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<b><span style="color: #cc0000;">Next Post:</span> <a href="http://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long_6.html">Preparing for the Unit</a></b></h4>
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<br />Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-22171341077999873162018-01-05T11:07:00.003-05:002018-01-17T11:08:04.231-05:00The Inventor's Secret Teach-a-long!<h3 style="text-align: center;">
The Inventor's Secret: Close Reading, STEM, Mindset, and Inquiry</h3>
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<a href="https://2.bp.blogspot.com/-a_gAyFFXQaw/Wl90oeUiOhI/AAAAAAAAAjM/rUUC2ACSuyY0I-NHyqn4Q--cxZ_UkeVxgCLcBGAs/s1600/Screen%2Bshot%2B2018-01-17%2Bat%2B9.03.24%2BAM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1094" data-original-width="845" height="400" src="https://2.bp.blogspot.com/-a_gAyFFXQaw/Wl90oeUiOhI/AAAAAAAAAjM/rUUC2ACSuyY0I-NHyqn4Q--cxZ_UkeVxgCLcBGAs/s400/Screen%2Bshot%2B2018-01-17%2Bat%2B9.03.24%2BAM.png" width="308" /></a></div>
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Welcome to the Teach-a-long!</h3>
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<a href="https://4.bp.blogspot.com/-Lgby-xnmfiE/WkprfyATq7I/AAAAAAAAAbI/fxF6wazkIpQyhbW-I88831YgCl0gRqElgCPcBGAYYCw/s1600/Screen%2Bshot%2B2018-01-01%2Bat%2B12.06.56%2BPM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="317" data-original-width="256" height="200" src="https://4.bp.blogspot.com/-Lgby-xnmfiE/WkprfyATq7I/AAAAAAAAAbI/fxF6wazkIpQyhbW-I88831YgCl0gRqElgCPcBGAYYCw/s200/Screen%2Bshot%2B2018-01-01%2Bat%2B12.06.56%2BPM.png" width="161" /></a>Teach along with us as we walk you through each lesson of our integrated unit, <a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-The-Inventors-Secret-3163884">The Inventor's Secret: A Study of the Inventing Process and the Mindset of Inventors.</a><br />
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This series of step by step lessons begin with the beautifully written picture book, <b> The Inventor’s Secret: What Thomas Edison Told Henry Ford</b>, which tells the tale of how these two men achieved success through a growth mindset;<b> goal setting, perseverance, and learning from their mistakes. </b><br />
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Our goal is to help you have the most successful experience
possible as you implement close reading in your classroom and this teach-a-long gives you another method for learning.<br />
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Our posts will feature clear instructions and photos meant to
supplement the Teacher's Guide that comes with the unit.<br />
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Your Teacher </h3>
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Your teach-a-long will be taught be me (Rebecca). </div>
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I have been an educator for 26 years and have experience teaching grades PreK-6. I left the teaching profession for 10 years, providing professional development and instructional coaching for teachers. This is my 9th year back in the classroom as a 4th grade teacher. </div>
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I can't wait to teach the unit, <a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-The-Inventors-Secret-3163884">The Inventor's Secret,</a> with you!</div>
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How it Works</h3>
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Our Teach-a-longs are simple. We’ll publish a series of posts detailing
each step in the process of implementing the unit. You can teach
along with us, ask questions, and share your experiences and ideas with
others.<br />
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Feel free to leave comments with thoughts, questions, and photos. We
try our best to answer as many questions as possible, but encourage you
to jump in and help each other out as well.<br />
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If you can't join us real-time, no worries! These posts will always be available and we will be here to respond to your comments and questions.<br />
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What We Cover </h3>
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<a href="http://getinthefold.blogspot.com/2018/01/inventors-secret-teach-long-introduction.html">Introduction to the Unit</a></span><span style="font-weight: normal;"><i> <br />Get the details on why we created this unit, why we love it, and where it might fit into your curriculum.</i></span></h4>
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<b><span style="font-weight: normal;"><a href="http://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long_6.html">Preparing for the Unit</a></span></b><i><span style="font-weight: normal;"> </span></i><i><span style="font-weight: normal;"><br />What you need to get ready before you begin teaching the lessons.</span></i><br />
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<a href="http://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long-whats.html"><span style="font-weight: normal;">Lesson One: What is an Invention?</span></a><i><span style="font-weight: normal;"><br /></span></i><i><span style="font-weight: normal;">This lesson helps students develop a common understanding of the word
invention and innovation. It also helps them see how integral they are
to their daily lives. </span></i></h4>
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<a href="https://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long_14.html"><span style="font-weight: normal;">Lesson Two: Invention Predictions- Part One</span></a><i><span style="font-weight: normal;"><br /></span></i><i><span style="font-weight: normal;">Students look at real photographs of Edison's inventions and
innovations. They have to first predict what Edison's inventions and support their thinking with evidence from the photographs. </span></i></h4>
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<span style="font-weight: normal;"><a href="https://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long_17.html">Lesson Two: Invention Predictions- Part Two</a></span><i><span style="font-weight: normal;"><br />Students examine photographs of Ford's car model. They look carefully at the pictures, looking for innovations, things that made each model better than the last. They put the cars in the order in which they think they were made. </span></i></h4>
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<i><span style="font-weight: normal;"> </span></i></h4>
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Join the <a href="http://getinthefold.blogspot.com/2018/01/the-inventors-secret-teach-long.html">Teach-a-long</a> for our integrated unit: </h3>
<h3 style="text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-The-Inventors-Secret-3163884"> The Inventor's Secret</a></h3>
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<span style="font-weight: normal;"><span style="color: #cc0000;">Next Post: </span> </span><b><a href="http://getinthefold.blogspot.com/2018/01/inventors-secret-teach-long-introduction.html">Introduction to the Unit</a></b><span style="font-weight: normal;"><i> </i></span></h4>
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Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-37741918455441155412018-01-01T11:24:00.000-05:002018-01-01T11:24:04.001-05:00Teachers Pay Teachers Sale and New Freebie!<div class="separator" style="clear: both; text-align: center;">
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<a href="https://www.teacherspayteachers.com/Product/Malala-Yousafzai-and-Iqbal-Misah-Close-Reading-Lessons-2468571">Close Reading Lessons: Malala and Iqbal</a></div>
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Free Download! </h2>
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We are offering Close Reading Highlighting Keys free!</h3>
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Do you have your students highlight while they closely read a text?
Provide students with a focus while they closely read with these
Close Reading Highlighting Keys. These can be used with any article or text excerpt.</div>
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<br />Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-19272625038322882632017-07-07T17:54:00.000-04:002017-07-10T09:50:45.004-04:00Developing an Engineering MindsetThe NGSS Framework recommends that students explicitly learn how to
engage in engineering design practices to solve problems. Engaging in
engineering practices requires an engineering mindset. <b> </b><br />
<br />
<b>So how do we develop an engineering mindset in our students? </b><br />
<br />
<b>Teach students how to track their own thinking processes during STEM challenges!</b><br />
<br />
<b>The Engineer’s Log Top Tab Foldable® can be used with any STEM challenge. </b>
Students label the steps of the engineering design process on the tabs. There is plenty of room under each tab for them to jot down their thinking, draw diagrams, and record data. Using it to track their process will help students develop an
engineering mindset as they learn the importance of asking, imagining,
designing, testing, improving and reflecting, all thinking processes
that are central to engineering design.<br />
<br />
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<a href="https://1.bp.blogspot.com/-UmLjIAlJuf0/WWACKT6-ulI/AAAAAAAAAYY/Y6KEI_DhUCUasdDvi5VwKSDfHDv5cfkhQCLcBGAs/s1600/FullSizeRender%25281%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="248" data-original-width="320" src="https://1.bp.blogspot.com/-UmLjIAlJuf0/WWACKT6-ulI/AAAAAAAAAYY/Y6KEI_DhUCUasdDvi5VwKSDfHDv5cfkhQCLcBGAs/s1600/FullSizeRender%25281%2529.jpg" /></a></div>
<br />
<br />
<b>We've created a packet that includes the following:</b><br />
<br />
-A lesson to introduce the engineering design process to your students<br />
-A Engineer's Log Foldable<b>® </b>cover and cutting guide and directions for how to make top tab foldables<b>®</b> that will be
used as logs for students to track their engineering design process
during STEM challenges <br />
-A STEM lesson, The Mint Mobile Challenge, to use with the Engineer's Log Foldable<b>®. The lesson includes questions for the teacher to ask which will guide students log entries.</b><br />
-A Powerpoint presentation that introduces the STEM Mint Mobile Challenge<br />
-A printable Engineer's Log Question Guide which will help students remember what to record in their logs during STEM challenges<br />
<br />
We have included a sample STEM activity, The Mint Mobile Challenge,
which will provide students with a problem to solve as they apply the
engineering thinking processes. <br />
<br />
Using this Foldable® to capture their thinking as they complete STEM
challenges will help students develop the mindset of engineers; <b>understanding
that asking questions, engaging in teamwork, learning from trials and
errors, being flexible to new ideas, recording data, and reflecting on
results</b> will all lead to better solutions.<br />
<br />
You can find the<a href="https://www.teacherspayteachers.com/Product/Developing-an-Engineering-Mindset-with-the-Engineers-Log-Foldable-3243600"> Engineer's Log Foldable<b>®</b> packet</a> at our Get Real TPT store.<br />
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<a href="https://1.bp.blogspot.com/-N3eURzGsQ2k/WWOGJU7eYlI/AAAAAAAAAZQ/wWjpyjuheoIxF28--vzYHgl0oGBJJ2UewCLcBGAs/s1600/Preview%2BPage%2BMindset%2Bof%2Ban%2BEngineer.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1237" height="320" src="https://1.bp.blogspot.com/-N3eURzGsQ2k/WWOGJU7eYlI/AAAAAAAAAZQ/wWjpyjuheoIxF28--vzYHgl0oGBJJ2UewCLcBGAs/s320/Preview%2BPage%2BMindset%2Bof%2Ban%2BEngineer.jpg" width="247" /></a></div>
<br />
<br />Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com1tag:blogger.com,1999:blog-556608560181005234.post-83444277279062019752017-05-28T07:26:00.001-04:002017-05-29T11:18:30.975-04:00Are your close reading lessons preparing students for the world they will inherit? <style>
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</style><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">Do a search in Teachers Pay Teachers for <i>close reading</i> and you will discover that
for many teachers, <b>close reading has become a practice of students reading
short passages, annotating the text, and then writing answers to text dependent
questions or filling in a graphic organizer. </b>There are hundreds of ready to print
close reading passages and comprehension questions available for purchase. You
can buy passages for any popular topic, holiday or season. Students can complete them for morning
work, homework, busy work, and daily practice during the reading block. <b>Teachers
are happy because they are “doing” required close reading with their students. </b></span></span></span></span></span></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span><br />
<div style="text-align: center;">
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><b>But, what do these close reading short passages achieve?</b></span></span></span></span></span></span></div>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span></span><br />
<ul>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">Bored students who groan at the
thought of another close reading worksheet.</span></span></span></span></span></span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">Students who view close reading as
a dry, isolated task that you do in school for the teacher.</span></span></span></span></span></span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">Students who are prepared for more
annotation of short passages and more answering of teacher created questions.</span></span></span></span></span></span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">Students who see close reading
questions as ends to themselves rather than as a means.</span></span></span></span></span></span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">Students who think the word text
refers to a short passage of text in a test or on a worksheet.</span></span></span></span></span></span></li>
</ul>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span></span><br />
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><b><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><i>If the deep
understanding that students develop through the process does not extend into
meaningful talk or writing, students will see close reading questions as ends
to themselves rather than as a means.</i>
ReadWriteThink.org</span></span></b></span></span></span></span></div>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span></span><br />
<div class="MsoNormal" style="margin-left: 0.25in;">
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><br /></span></span></span></span></div>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span></span><br />
<div class="MsoNormal" style="text-align: center;">
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><b>What should close reading achieve?</b> </span></span></span></span></span></span></div>
<ul>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">Students who are inspired by the texts that they read
closely, seeing how they are relevant to their own lives.</span></span></span></span></span></span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">Students who are prepared for more than just more school
assignments, they are better prepared for the challenges of their future.</span></span></span></span></span></span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">Students who view close reading as a way to better
understand the challenging texts they encounter.</span></span></span></span></span></span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">Students who understand that the word text can refer multi
genres and multimedia: an article, a book, an excerpt, a web page, photographs,
documents, or videos.</span></span></span></span></span></span></li>
</ul>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span></span><br />
<div class="MsoNormal">
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><b><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"> <i>I would like to think
that beyond preparing students for more book learning, we are also preparing
them for the world they will inherit.</i> Nancy Boyles, Closer Reading: Grades 3-6</span></span></b></span></span></span></span></div>
<div class="MsoNormal">
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><br /></span></span></span></span></div>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span></span><br />
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><b>Can close reading make a positive difference to students own well-being
and the well-being of others?</b></span></span></span></span></span></span></div>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span><br />
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><br /></span></span></span></div>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span><br />
<div class="MsoNormal">
<span style="font-family: "trebuchet ms" , sans-serif;"><b><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><i>I hope that our close
readers of today will look back on their education, even their elementary
school years, and conclude that those complex texts they labored to read have
somehow made a positive difference, not just to their own well-being but to the
well-being of others. </i>Nancy Boyles, Closer Reading: Grades 3-6</span></span></span></span></span></b></span></div>
<span style="font-family: "trebuchet ms" , sans-serif;"><b><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span></b></span><br />
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><br /></span></span></span></span></div>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span></span><br />
<div class="MsoNormal">
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><b>When we develop a series of close reading lessons, we need to think
about the following questions:</b></span></span></span></span></span></span></div>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span></span><br />
<ul>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">What do we want students to do with the texts they have read
and the close reading they have done? What bigger goals beyond the standards do
we hope to achieve? </span></span></span></span></span></span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">How is the meaning they glean from these texts relevant to
their lives? How will it promote respect and responsibility?</span></span></span></span></span></span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">How will the close reading experiences inspire students to
take action in making a difference in their lives and the lives of others?</span></span></span></span></span></span></li>
</ul>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span></span></span><br />
<div class="MsoNormal" style="text-align: center;">
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><b> GetReal Close Reading Lessons</b></span></span></span></span></span></span></div>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><br /></span></span></span></span>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">Besides this blog, we have a TeachersPayTeachers store called <a href="https://www.teacherspayteachers.com/Store/Get-Real">GetReal. </a>We are committed to authentic literacy learning and lately our passion has been to develop <b>close reading lessons that go beyond close reading for the sake of close reading. </b></span></span></span></span></span></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><br /></span></span></span></span></span></span>
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beliefs, values, character, and mindset.</b> </span></span></span></span></span></span></div>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">Our lessons require the teacher to be an active facilitator of the close reading process, asking text dependent questions, probing<b> students to think deeply, as they uncover the layers
of meaning in the text, and reflecting on how the message of the text is relevant to their own lives.</b> </span></span></span></span></span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><br /></span></span></span></span></div>
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</b>such as What is brave? How do we achieve our dreams? and What is the secret to
people’s success?</span></span></span></span></span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><br /></span></span></span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">We use multi-genre text sets so that students <b>synthesize meaning across texts, integrating knowledge and making it their own. </b></span></span></span></span></span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><br /></span></span></span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b><span style="font-size: small;"> Available Close Reading Lessons</span></b></span></span></span></span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><br /></span></span></span></span></span></span></div>
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<b><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><i>How do we achieve our dreams? </i></span></span></span></span></span></span></b></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-Salt-in-His-Shoes-2035909">Close Reading with a Picture Book: Salt in His Shoes</a></span></span></span></span></span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><br /></span></span></span></span></div>
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<b><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><i>What is brave? <span style="font-weight: normal;"> </span></i></span></span></span></span></span></span></b></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><a href="https://www.teacherspayteachers.com/Product/Malala-Yousafzai-and-Iqbal-Misah-Close-Reading-Lessons-2468571"><span style="font-weight: normal;">Malala Yousafzai and Iqbal Misah: Close Reading Lessons</span></a></span></span></span></span></span></span></div>
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<b><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><br /></span></span></span></span></b></div>
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<b><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><i>Who are Thomas Edison and Henry Ford and what is the secret to their success? </i></span></span></span></span></span></span></b></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><a href="https://www.teacherspayteachers.com/Product/Thomas-Edison-and-Henry-Ford-Close-Reading-Lessons-and-STEM-Challenge-3163884">Thomas Edision and Henry Ford: Close Reading Lessons and STEM Challenge</a></span></span></span></span></span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: inherit;"><a href="https://2.bp.blogspot.com/--NwIk9U3nhU/WSqzdf5gBPI/AAAAAAAAAYA/UQEwW58tFssMK9qPDnkfgswDwqNsGbRFgCLcB/s1600/255117.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="140" data-original-width="140" src="https://2.bp.blogspot.com/--NwIk9U3nhU/WSqzdf5gBPI/AAAAAAAAAYA/UQEwW58tFssMK9qPDnkfgswDwqNsGbRFgCLcB/s1600/255117.jpg" /></a></span></span></span></div>
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</span></span></span></span></span>Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-54926143431390960982017-05-21T13:03:00.002-04:002017-05-28T06:16:16.643-04:00Close Reading, STEM, and Growth Mindset<h3 style="text-align: center;">
Looking for a way to teach students close reading, STEM, AND growth mindset?</h3>
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<a href="https://2.bp.blogspot.com/-xs6mJZ_3uNw/WSHGfubSXGI/AAAAAAAAAXg/E0MYdvYrd2AerCZZsUh2hNHr44GSZ-MqgCLcB/s1600/original-3163884-1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://2.bp.blogspot.com/-xs6mJZ_3uNw/WSHGfubSXGI/AAAAAAAAAXg/E0MYdvYrd2AerCZZsUh2hNHr44GSZ-MqgCLcB/s320/original-3163884-1.jpg" width="246" /></a>Our newest close reading packet, <a href="https://www.teacherspayteachers.com/Product/Thomas-Edison-and-Henry-Ford-Close-Reading-Lessons-and-STEM-Challenge-3163884"><b>A Study of the Inventing Process and Mindset of Inventors: Thomas Edison and Henry Ford,</b></a> does just that.<br />
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Through carefully constructed close reading lessons, your students will
dig deeply into challenging texts, examining what the text says, how it
works, what it means, and what it inspires them to do. They will learn
how to use details from a text to support their thinking and integrate
knowledge from<b> multi-genres: historical fiction, text excerpts, non fiction, videos, photographs, and quotes. </b><br />
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These close reading lessons will help your students learn not only how
to use details from the text to support their thinking and think
critically about challenging text, they also address so many of the <b> Common Core Language Arts Standards </b> and each level of <b> Webb's Depth of Knowledge! </b><br />
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The unit begins with the picture book, <a href="https://www.amazon.com/Inventors-Secret-Thomas-Edison-Henry/dp/1580896677/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr="> <b> The Inventor’s Secret: What Thomas Edison Told Henry Ford</b>, </a>which will <b> inspire all students </b> with the tale of how these two men achieved success through <b> goal setting, perseverance, and learning from their mistakes. </b><br />
<a href="https://1.bp.blogspot.com/-cQLnr-r7qsw/WSHEMLTC9EI/AAAAAAAAAXQ/eQiwyHTB0FYGeHvXJtnMX52qFuwQ7U6XgCLcB/s1600/inventorssecret.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://1.bp.blogspot.com/-cQLnr-r7qsw/WSHEMLTC9EI/AAAAAAAAAXQ/eQiwyHTB0FYGeHvXJtnMX52qFuwQ7U6XgCLcB/s200/inventorssecret.jpg" width="160" /></a><b><br /></b><br />
Through a <b>STEM Mint Mobile Challenge</b> students will better
understand the invention process and the mindset it takes to invent. In
this challenge, students create, using readily available materials, the fastest car, and a car that can roll the farthest. <br />
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Students create a <b>Top
Tab Inventor's Log Foldable® </b>to record their process as they create their Mint Mobiles.
We’ve included a printable cover and cutting guide and step-by-step directions for how to make the Top Tab Inventor's Log Foldable® and
how to use it during the STEM Mint Mobile Challenge.<br />
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<a href="https://4.bp.blogspot.com/-pdkx7s_ebNA/WSHH4AYyDwI/AAAAAAAAAXw/xgDtHJanS5wqZnPZ2ZmgqPnkUIh_0oRGwCLcB/s1600/toptabinventors.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="217" src="https://4.bp.blogspot.com/-pdkx7s_ebNA/WSHH4AYyDwI/AAAAAAAAAXw/xgDtHJanS5wqZnPZ2ZmgqPnkUIh_0oRGwCLcB/s320/toptabinventors.jpg" width="320" /></a></div>
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The text dependent questions, connections across multi-genre texts, and
student response activities in this packet will guide students to think
critically as they learn about the inventions of Henry Ford and Thomas Edison, <b>their growth mindset,</b> and <b>the invention process</b> they went through.<b> </b><br />
<br />Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-90128310132576873512016-04-04T15:08:00.001-04:002016-04-04T15:26:18.018-04:00Malala Yousafzai and Iqbal Misah: Close Reading LessonsAsk students what it means to be brave, and often they will associate it with being fearless. By learning about children who risked their lives, even in the presence of fear, students begin to see the qualities that make a person truly brave.<br />
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<a href="http://www.amazon.com/Malala-Brave-Girl-Pakistan-Iqbal/dp/1481422944"><img alt="http://www.amazon.com/Malala-Brave-Girl-Pakistan-Iqbal/dp/1481422944" border="0" src="https://4.bp.blogspot.com/-txBFuvmeeog/VwK7Jhsz5yI/AAAAAAAAAWM/lnRabjr9nE4uQKq-7wfHTBfQUnKtxFMRg/s1600/th.jpg" /></a></div>
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In this <a href="https://www.teacherspayteachers.com/Product/Malala-Yousafzai-and-Iqbal-Misah-Close-Reading-Lessons-2468571">lesson series,</a> we use multiple texts, including the picture book, <a href="http://www.amazon.com/Malala-Brave-Girl-Pakistan-Iqbal/dp/1481422944">Malala Yousafzia and Iqbal Misah: Two Stories of Bravery. </a>We guide students with close reading strategies as they
read about the lives of the Pakistani children who
stood up to injustice in the face of danger and used their voices to
make change happen. Students become empowered by the actions of
these two brave children.<br />
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How can students be like Malala and Iqbal and make a difference? Of
course, we don’t want them to risk their lives, so we’ve included the foldable connected to the picture book, <a href="http://getinthefold.blogspot.com/2010/09/say-something.html">Say Something</a> by Peggy Moss.
It can be used to address the issue of bullying and what students can do
about it.<br />
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Click here to view <a href="https://www.teacherspayteachers.com/Product/Malala-Yousafzai-and-Iqbal-Misah-Close-Reading-Lessons-2468571">Malala Yousafzai and Iqbal Misah: Close Reading Lessons. </a><br />
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Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-18703071556788746912015-08-16T14:49:00.001-04:002015-08-22T18:21:56.673-04:00Unfolding Close Reading<style>
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<a href="http://1.bp.blogspot.com/-0DoyzmWxdlw/VdDab1O-aeI/AAAAAAAAAVg/xzNbmyDIu94/s1600/closereadingfoldable.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://1.bp.blogspot.com/-0DoyzmWxdlw/VdDab1O-aeI/AAAAAAAAAVg/xzNbmyDIu94/s1600/closereadingfoldable.jpg" /></a><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">The goal of close reading is to engage students in figuring
out a challenging piece of text. It involves reading and re-reading the text, each time with a different purpose. As students read and revisit the text, you ask carefully planned text dependent questions that address the purpose of the particular close reading. We have created a close reading planning guide Foldable</span></span><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: x-small;">®</span>,
based on the work by <a href="http://www.shanahanonliteracy.com/2012/06/what-is-close-reading.html">Timothy Shanahan</a> and <a href="http://www.amazon.com/Text-Dependent-Questions-Grades-K-5-Pathways/dp/1483331318/ref=sr_1_2?ie=UTF8&qid=1439567662&sr=8-2&keywords=close+reading+fisher+fry">Fisher and Frey</a>, that can help you as you design your questions.</span></span></div>
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<b><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"> </span></span></b></h2>
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<b><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">The Close Reading Planning Guide Foldable</span></span></b><span style="font-size: x-small;">®</span></h3>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">This four-tab <a href="https://www.teacherspayteachers.com/Product/Close-Reading-Planning-Guide-Foldable-2035982">Close Reading Planning Guide Foldable</a></span></span><a href="https://www.teacherspayteachers.com/Product/Close-Reading-Planning-Guide-Foldable-2035982"><span style="font-size: x-small;">®</span></a><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"> can be a quick reference guide as you plan your own close reading lessons. To use, print out and copy double sided. Then, fold in half. Cut on the three dotted horizontal lines. </span><span style="font-family: "Trebuchet MS",sans-serif;">Check out any of Dinah Zike's Big Books of Foldables® at <a href="http://www.dinah.com/"><span style="color: #9600ff;">Dinah-Might Adventures</span></a> for the directions for the Top Pocket Foldable<sup>®</sup>and other Foldable<sup>®</sup> ideas.</span></span><br />
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<b><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Salt in His Shoes Close Reading Lesson Packet</span></span></b></h3>
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Using the Close Reading Planning Guide Foldable</span></span><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: x-small;">®</span>, we've created a <a href="https://www.teacherspayteachers.com/Product/Salt-in-His-Shoes-Close-Reading-Packet-2035909">close reading lesson packet</a> for </span></span><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><a href="http://www.amazon.com/Salt-His-Shoes-Michael-Pursuit/dp/0689834195/ref=sr_1_1?ie=UTF8&qid=1439568190&sr=8-1&keywords=salt+in+his+shoes">Salt in His Shoes</a> by Delores Jordan with Roslyn M. Jordan.</span></span> This close reading can help you build your classroom
community and communicate expectations. As students participate in these activities,
they will practice the guidelines for discussion and collaboration. This close
reading can also provide you with information about your students’ abilities,
as we’ve included formative assessments at each step. </span></span><br />
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-Salt-in-His-Shoes-2035909" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://3.bp.blogspot.com/-JPCiyXbV4ZQ/Vdj1eC9KbmI/AAAAAAAAAVw/Q2nNbCdSyjE/s320/original-2035909-1.jpg" width="245" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Close-Reading-with-a-Picture-Book-Salt-in-His-Shoes-2035909">Close Reading Lessons: Salt in His Shoes</a></td></tr>
</tbody></table>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><br /></span></span>
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Through this story, we learn that young Michael Jordan feared he'd never be tall enough to play the game that
would eventually make him famous. To lift his spirits, his mother told
him that salt in his shoes would help him grow. This heartwarming
picture book, written by the superstar's mother and sister, and
exquisitely illustrated by artist Kadir Nelson, teaches hard work and
determination are much more important than size in becoming a champion. </span></span><br />
<h3>
</h3>
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<a href="http://www.amazon.com/Salt-His-Shoes-Michael-Pursuit/dp/0689834195/ref=sr_1_1?ie=UTF8&qid=1439568190&sr=8-1&keywords=salt+in+his+shoes" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="http://www.amazon.com/Salt-His-Shoes-Michael-Pursuit/dp/0689834195/ref=sr_1_1?ie=UTF8&qid=1439568190&sr=8-1&keywords=salt+in+his+shoes" border="0" height="320" src="http://3.bp.blogspot.com/-QATBZ20RrL0/Vc4QhritdbI/AAAAAAAAAUs/c8d0rWcBuDk/s320/518X5TDFBKL.jpg" width="239" /></a></div>
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><a href="http://www.amazon.com/Salt-His-Shoes-Michael-Pursuit/dp/0689834195/ref=sr_1_1?ie=UTF8&qid=1439568190&sr=8-1&keywords=salt+in+his+shoes">Salt in His Shoes</a> may not be considered a very challenging
text for most 3-6 grade students. However, we believe that it is a perfect
beginning of the year close reading because of its high interest (basketball
and achieving dreams!) and it leads to an inquiry about how people achieve
their goals. We’ve also found that the lessons learned from this text connect
beautifully to the CCSS mathematical practice <i>Make sense of problems and
persevere in solving them</i>, making it an anchor lesson that can be referred to
again and again over the course of the year. </span></span></div>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"></span></span><br />
<br /></div>
<div class="MsoNormal">
<h3>
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">The <a href="https://www.teacherspayteachers.com/Product/Salt-in-His-Shoes-Close-Reading-Packet-2035909">close reading lesson packet</a> includes:</span></b></span></span></h3>
</div>
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<li class="MsoNormal" style="margin-bottom: 6pt; margin-top: 0.1pt;"><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><b>A definition of close reading </b>and <b>the Close Reading Planning Guide
Foldable</b><b>® – </b>We included<b><sup> </sup></b>a simple, working
definition of close reading and also turned it into a Foldable® so you can
use it to plan other close readings.</span></span></li>
<li class="MsoNormal" style="margin-bottom: 6pt; margin-top: 0.1pt;"><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><b>A pre-reading activity</b> <b>– </b>Prior to reading the story, students will connect to their
own lives, thinking about something that they have accomplished that was
challenging. We’ve included a worksheet for students to complete.<b> </b></span></span></li>
<li class="MsoNormal" style="margin-bottom: 6pt; margin-top: 0.1pt;"><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><b>An activity to hook the students and
build background knowledge</b> <b>– </b>To help students access the text and build some background knowledge, can they watch videos of Michael Jordan’s amazing basketball feats. We’ve
included the links to the videos and a note-taking organizer.<b> </b></span></span></li>
<li class="MsoNormal" style="margin-bottom: 6pt; margin-top: 0.1pt;"><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><b>Close reading lessons for each level
of close reading</b> <b>– </b>We’ve
included teacher directions, text dependent questions and response
activities for each close reading level. <b> </b></span></span></li>
<li class="MsoNormal" style="margin-bottom: 6pt; margin-top: 0.1pt;"><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><b>Text dependent question Post-it! Notes</b>
<b>– </b>We know how tricky it is to
go back and forth from picture book to questions. So we’ve included the
questions on a master, ready for printing. This way you can place each
question right inside the picture book at the place where you will ask it.
<b> </b>Just<b> </b>place blank Post-It! Notes (or any other brand of notes as
long as they are the correct size) on the template and print the
text-dependent question master. Voila! Post-It! Questions ready to be
placed in the book.</span></span></li>
<li class="MsoNormal" style="margin-bottom: 6pt; margin-top: 0.1pt;"><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><b>Blank Post-It! Template – </b>Using
this template, you can also write your own questions for printing.</span></span></li>
<li class="MsoNormal" style="margin-bottom: 6pt; margin-top: 0.1pt;"><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><b>Graphic organizers</b> <b>– </b>We’ve included graphic
organizers for students to complete and for you to use on your Interactive
Whiteboard.</span></span></li>
<li class="MsoNormal" style="margin-bottom: 6pt; margin-top: 0.1pt;"><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><b>Multi-genre texts</b> <b>– </b>The last activity goes beyond
the text as student explore how Michael has continued to apply hard work
and determination throughout his basketball career. We’ve included a
nonfiction article and commercials for students to closely read. </span></span></li>
</ul>
<span style="font-family: inherit;"><span style="font-size: small;"><span style="line-height: 115%;"> </span>
</span></span>
<br />
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<h3>
</h3>
Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0tag:blogger.com,1999:blog-556608560181005234.post-32156798841338737222012-06-27T16:58:00.001-04:002012-06-28T16:29:47.151-04:00Read Like a Writer<div class="MsoNormal" style="font-family: inherit;">
<span style="font-size: small;">We are
sharing our love of the written word as a part of the Superb Writers’
Blogathon. In partnership with Grammarly <a href="http://grammarly.com/">grammar
checker</a></span><span style="font-size: small;">, this series is bringing helpful hints to all kinds of students.</span><br />
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="font-family: inherit;">
<span style="font-size: small;"><a href="http://1.bp.blogspot.com/-f7UowqGoKxs/T5B19yB1wAI/AAAAAAAAARs/1vYCyeKrh6w/s1600/Common_Core_State_Standards_logo.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="71" src="http://1.bp.blogspot.com/-f7UowqGoKxs/T5B19yB1wAI/AAAAAAAAARs/1vYCyeKrh6w/s200/Common_Core_State_Standards_logo.png" width="200" /></a></span><span style="font-size: small;">CCSS Writing Anchor
Standard 5 says that students should be able to “develop and strengthen writing
as needed by planning, revising, and editing” with expectations for revision
increasing with age.</span><br />
<span style="font-size: small;"><br /> </span></div>
<div class="separator" style="clear: both; font-family: inherit; text-align: center;">
<span style="font-size: small;"><a href="http://2.bp.blogspot.com/-3lZDyIQujCA/T-eBEPbIx0I/AAAAAAAAASE/0jtCYuaZeNw/s1600/CCSS+Writing+Standard+5.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="166" src="http://2.bp.blogspot.com/-3lZDyIQujCA/T-eBEPbIx0I/AAAAAAAAASE/0jtCYuaZeNw/s400/CCSS+Writing+Standard+5.JPG" width="400" /></a></span></div>
<div class="separator" style="clear: both; font-family: inherit; text-align: center;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="font-family: inherit;">
<span style="font-size: small;">Revision
includes elaboration. One way to
elaborate is to focus on getting your meaning across through the use of a variety of author's craft. Reading texts like a writer will help your students discover and use author's craft.</span></div>
<div class="MsoNormal" style="font-family: inherit;">
<span style="font-size: small;"><br /></span></div>
<div style="font-family: inherit;">
<span style="font-size: small;"><a href="http://2.bp.blogspot.com/-aMa8i9aUWcM/T-tE-idlNcI/AAAAAAAAASQ/GvUlilIguiM/s1600/wonderous+words.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/-aMa8i9aUWcM/T-tE-idlNcI/AAAAAAAAASQ/GvUlilIguiM/s200/wonderous+words.jpg" width="200" /></a></span><span style="font-size: small;">Katie Wood Ray in her book <a href="http://www.amazon.com/Wondrous-Words-Writers-Elementary-Classroom/dp/0814158161"><i>Wonderous Words</i> </a>says,</span></div>
<blockquote class="tr_bq" style="font-family: inherit;">
<span style="font-size: small;"><i>When we read with the eyes and ears of a writer, we focus less on what
the writer is trying to say and more on how the writer is saying it.
Specifically, we look at the craft moves the writer makes to get his or
her message across and the way those moves affect us as readers. When
we notice an author’s intentional use of craft we have a window into the
mind of the writer and we can begin to teach our students how to use
these techniques in their own writing and stand on the shoulders of
professional writers.</i></span></blockquote>
<div style="font-family: inherit;">
<span style="font-size: small;"><i>
</i></span></div>
<div class="MsoNormal" style="font-family: inherit;">
<span style="font-size: small;">It is during close re-readings of texts that you can shift your instructional focus from what the
piece is about to how the author wrote it. This type of reading will help students apprentice themselves to great writers, taking apart the writing to see what they can learn from it. </span></div>
<div class="MsoNormal" style="font-family: inherit;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="font-family: inherit;">
<span style="font-size: small;">Reading like a writer does not come naturally to everyone. In his book, <i>LIVE Writing</i>, <a href="http://www.ralphfletcher.com/">Ralph Fletcher</a> compares it to watching a magic trick. </span></div>
<div class="MsoNormal" style="font-family: inherit;">
<blockquote class="tr_bq">
<span style="font-size: small;"><i>Don't be surprised if this kind of reading feels new and awkward at first. It may be a kind of reading you've never done before. Then again, you may not respond to a piece of writing in the same way I do. That's okay. Writing is not an exact science. Each of us will learn something different from the same piece of writing. Reading like a writer is like watching a magic act. The magician cuts a rope into three pieces, puts it into a hat, wave the wand, and pulls it out: Presto! The rope is back in one piece! Our first reaction to a magic trick is: "Whoa! Awesome!" But that is quickly followed by a second reaction: "How did he do that?" And a split second later there is usually a third reaction: "Do it again so I can figure out how to do it myself."</i></span></blockquote>
</div>
<div class="MsoNormal" style="font-family: inherit;">
<span style="font-size: small;">How do you
teach students to read this way? Use the CCSS Language Arts standards to provide you and your students a focus for the close reading.</span></div>
<div class="MsoNormal" style="font-family: inherit;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="font-family: inherit;">
<span style="font-size: small;">Here is an example. </span><br />
<br /></div>
<div class="MsoNormal" style="font-family: inherit;">
<span style="font-size: small;">The focus
of this series of lessons will be CCSS Anchor Standards W-5, <span style="color: black;">RL-4 and L-5a, more
specifically grade 5, with the goal of having students recognize and interpret figurative language and to then be able to elaborate in their writing using
what they’ve learned. We are going to focus on metaphors, similes, and personification.</span></span></div>
<div class="separator" style="clear: both; font-family: inherit; text-align: center;">
<span style="font-size: small;"><a href="http://1.bp.blogspot.com/-34QBk82X6Xo/T-eA9zBwuFI/AAAAAAAAAR8/cwx33X3G4gQ/s1600/CCSS+Standard+4+RL.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="125" src="http://1.bp.blogspot.com/-34QBk82X6Xo/T-eA9zBwuFI/AAAAAAAAAR8/cwx33X3G4gQ/s400/CCSS+Standard+4+RL.jpg" width="400" /></a></span></div>
<div class="separator" style="clear: both; font-family: inherit; text-align: center;">
<span style="font-size: small;"><br /></span></div>
<div style="font-family: inherit;">
<span style="font-size: small;"><a href="http://3.bp.blogspot.com/-fDkblOa1Zuo/T-d--D_x97I/AAAAAAAAAR0/EKDMrh27OEg/s1600/OwlMoon.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/-fDkblOa1Zuo/T-d--D_x97I/AAAAAAAAAR0/EKDMrh27OEg/s200/OwlMoon.jpg" width="154" /></a></span></div>
<div style="font-family: inherit;">
<span style="font-size: small;">We chose
the book <i>Owl Moon</i> because it is so rich in figurative language. If you haven’t
read the book before, make sure that you first read it to your students for
enjoyment. After the first read, ask <i>"What did you think? Did you like it? What
were you thinking about or wondering as I read it?" </i></span></div>
<div style="font-family: inherit;">
<span style="font-size: small;"><br /></span></div>
<div style="font-family: inherit;">
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</span><span style="font-size: small;">Explain to
students that they will now be reading the story again but this time like a
writer. During the first re-reading, ask students to highlight words and phrases
that help them to see, feel, and hear what is going on in the story.
"<i>What are the words that helped you
feel like you are right there, in the story?"</i> Then ask students to turn and
talk with a partner. "<i>Tell your partner what the word/phrases were and tell him
or her what the word/phrase did for you as a reader." </i>This important step helps
students to not only solidify their own understanding but to also gain another
person’s perspective.</span></div>
<div style="font-family: inherit; margin: 0.1pt 0in;">
<span style="font-size: small;"><br /></span></div>
<div style="font-family: inherit; margin: 0.1pt 0in;">
<span style="font-size: small;">Introduce
similes and metaphors as one of the techniques that authors use. Ask
students to go back to their highlighted phrases and find metaphors or similes. Have them
share whole class. Create a list of the metaphors and similes they've found. Explain to students that they will be creating a writing tool for the class writing center, a Similes and Metaphor
book.</span></div>
<div style="font-family: inherit; margin: 0.1pt 0in;">
<span style="font-size: small;"><br /></span></div>
<div style="font-family: inherit; margin: 0.1pt 0in;">
<span style="font-size: small;">Using 8 1/2
x 11 paper, have students make a ¾ Book Foldable<sup>®</sup>.</span><span style="font-size: small;"> </span><span style="font-size: small;">On the inside of the left tab, students
will write one of the similes or metaphors. (the snow
below it was whiter than the milk in a cereal bowl
) On the
outside of the upper right tab students will write the comparison (snow is being
compared to milk in a cereal bowl), underneath the right tab, write the interpretation
of the metaphor or simile (It means that the snow is very white and clean looking)
and on the bottom of the right side, draw an image of the simile or metaphor.
Glue all of the students ¾ books side by side to make the class Similes and
Metaphors book.</span><br />
<br /></div>
<div style="font-family: inherit;">
<span style="font-size: small;"><a href="http://1.bp.blogspot.com/-8jKXDYlJNu0/T-tn7OjpBzI/AAAAAAAAASc/QlAs1NoTyJg/s1600/homer_lg.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="http://1.bp.blogspot.com/-8jKXDYlJNu0/T-tn7OjpBzI/AAAAAAAAASc/QlAs1NoTyJg/s320/homer_lg.jpg" width="220" /></a></span></div>
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<span style="font-size: small;"><span style="font-weight: normal;">Next, assign partners pages from a previously read chapter
book. We like </span><span style="font-weight: normal;"><i>The Mostly True Adventures of Homer P.
Figg</i>, which is filled with rich figurative language. </span><span style="font-weight: normal;">With a partner, they will locate more similes and metaphors, and create
additional ¾ books of their favorites for the class side- by-side book. Be
sure to provide time for students to share. </span></span><br />
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<span style="font-weight: normal;">Create a 2 Tab Foldable<sup>® </sup></span><span style="font-weight: normal;">for the last page of the book. Glue it side by side to the last 3/4 book. Label one tab similes and one tab metaphors. Tell students that they are going to find similes and metaphors in all of the great books that they are reading and that you'd like them to keep adding similes and metaphors to the class book. They can collect them under the tabs on this last page (or pages if you need more).</span></span></div>
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<span style="font-size: small;">Have
students read a piece of writing that they’ve been working on to a peer. Together they will find places where the writer could elaborate with similes or metaphors and then add similes or metaphors to the piece. </span></div>
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<span style="font-size: small;">After these introductory lessons, continue to observe your students' understanding and use of figurative language. Are they noticing similes and metaphors in the texts they read? Are they able to interpret what they mean and what impact they have on the reader? Are they using similes and metaphors in their own writing? </span></div>
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<span style="font-size: small;">We've created a </span><span style="font-size: small;"><a href="http://foldables.wikispaces.com/file/view/Formative+Assessment+Progress+Map.pdf">formative assessment tool </a></span><span style="font-size: small;">to help you monitor the progress of your students and ensure the implementation of the targeted standards. We developed a progress map using the The National Center for the Improvement of Educational Assessment (NCIEA) </span><span style="font-size: small;"><a href="http://www.nciea.org/publication_PDFs/ELA_LPF_12%202011_final.pdf">Learning Progressions Frameworks</a></span><span style="font-size: small;">. The </span><span style="font-size: small;"><a href="http://www.nciea.org/publication_PDFs/ELA_LPF_12%202011_final.pdf">Learning Progressions Frameworks</a></span><span style="font-size: small;"> was designed for use with the Common Core State Standards. They help you see your students
along a continuum of learning, rather than simply seeing some students
“behind” in their learning (Hess, 2008a). To use the assessment tool, look for evidence of your students demonstrating the descriptors/progress indicators. Jot down the evidence underneath the descriptors/progress indicator that is being demonstrated by the student on the progress map. </span></div>
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<span style="font-size: small;">The next step would be for students to repeat this process looking for the figurative language of personification.</span></div>
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<span style="font-size: small;">Check out <a href="http://www.dinah.com/">Dinah-Might Adventures</a> for directions for the 3/4 Book Foldable® and other Foldable® ideas. </span></div>
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<br /></div>Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com1tag:blogger.com,1999:blog-556608560181005234.post-77602878619018913032012-04-19T17:17:00.003-04:002012-04-20T11:07:53.892-04:00Unfolding the Common Core<a href="http://1.bp.blogspot.com/-f7UowqGoKxs/T5B19yB1wAI/AAAAAAAAARs/1vYCyeKrh6w/s1600/Common_Core_State_Standards_logo.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="71" src="http://1.bp.blogspot.com/-f7UowqGoKxs/T5B19yB1wAI/AAAAAAAAARs/1vYCyeKrh6w/s200/Common_Core_State_Standards_logo.png" width="200" /></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">These days we are expected to implement the Common Core State Standards. Well, at least forty-five states have adopted them so far. So, over the next series of blog posts, we will be focusing on a variety of Foldables</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"> that can help you teach in ways that will bring your students to the the Common Core Standards' level of work in reading. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">There are 10 Common Core State Anchor Standards for Reading and they progress through the grades with the goal of ensuring that all students are college and career ready in literacy by the time they leave high school. </span><br />
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">The CCSS requires that:</span></div>
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><i>“Students cite specific evidence when offering an oral or written presentation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.” (<a href="http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf" target="_blank">CCSS for ELA and Literacy inHistory/Social Studies, Science, and Technical Subjects</a>, Introduction, p.7)</i></span></blockquote>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">Therefore, the focus of each of our posts will be on CCSS Reading Anchor Standard 1, </span><br />
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<i><span style="font-family: Arial, Helvetica, sans-serif;"><strong><span style="background-color: transparent; color: black; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific</span><span style="background-color: transparent; color: black; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"> textual evidence when writing or speaking to support conclusions drawn from the text, </span></strong></span></i><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>as it serves another Reading Anchor Standard.</strong></span> </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">This post will target Anchor Standard 3, more specifically grades 3-5, with the goal of describing characters, drawing on specific details in the text which students will then use to support their thinking when writing or speaking. </span><br />
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<a href="http://3.bp.blogspot.com/-gmtMBQpwVqg/T475lIb32TI/AAAAAAAAAQ8/lLCAAL4AiOk/s1600/CCSS+Standard+3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="126" src="http://3.bp.blogspot.com/-gmtMBQpwVqg/T475lIb32TI/AAAAAAAAAQ8/lLCAAL4AiOk/s400/CCSS+Standard+3.jpg" width="400" /></a></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">We will show you how we did the lesson for grade 4 but depending on your focus at your grade level you can modify it to fit your needs. </span><br />
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<span style="font-family: Arial,Helvetica,sans-serif;">But, before we begin, we want to share a quote that truly resonates with us.</span></div>
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><i>“The ultimate purpose of reading literature is to explore what kind of person we want to be as well as how to become that kind of person and avoid becoming something else. That’s why we love literature and find it such a powerful pursuit to undertake with the students. We think that the lessons on understanding character … help students experience something of the feelings about literature that we have. That’s an important goal – one that’s well worth the effort to achieve.” (Smith &Wilhelm. </i></span><span style="font-size: small;"><a href="http://www.amazon.ca/Fresh-Takes-Teaching-Literary-Elements/dp/0545052564" rel="nofollow" target="_blank"><span style="font-family: Arial,Helvetica,sans-serif;"><i>Literary Elements</i></span></a></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><i>. New York: Scholastic, 2010, p.59)</i></span></blockquote>
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<span style="color: black; font-family: "Arial","sans-serif";"><span style="font-family: Arial,Helvetica,sans-serif;">We used this quote because we couldn’t have said it any better ourselves. The standard as it stands alone is an important reading skill and could easily be taught in isolation. But teaching students in a way that involves them in learning from the characters in stories and looking to books for insights about themselves and the lives of others gives them purpose for reading. We love the <span style="font-family: Arial,Helvetica,sans-serif;">impact that literature can have on our own lives in that our own learning about life can be enhanced through our reading about the lives of the characters in books.<o:p></o:p></span></span></span></div>
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<span style="color: black; font-family: "Arial","sans-serif";"><span style="font-family: Arial,Helvetica,sans-serif;">So, how can teachers help their students to understand the importance of really knowing the characters, learning about their own lives as they read about the lives of others? Well, we hope that the strategies that we are providing in this post will be a good beginning.</span> <o:p></o:p></span></div>
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<a href="http://1.bp.blogspot.com/-gQBQUPZMKug/T49OIL4IOSI/AAAAAAAAARk/U0O4-jjDJqI/s1600/literature+response.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-gQBQUPZMKug/T49OIL4IOSI/AAAAAAAAARk/U0O4-jjDJqI/s1600/literature+response.jpg" /></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">The following activity uses a Foldable</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"> template found in Dinah Zike's <a href="http://notebookingcentral.com/index.html" target="_blank">Notebooking Central</a>: Notebook Foldables</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">: <a href="http://dinah.mybigcommerce.com/dinah-zikes-notebooking-central-notebook-foldables-literature-response-including-literature-circles/" target="_blank">Literature Response Including Literature Circles</a>. </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">We used this lesson in a literature unit that uses the book <i><a href="http://www.amazon.ca/Where-Mountain-Meets-Moon-Grace/dp/0316038636/ref=sr_1_1?s=books&ie=UTF8&qid=1334789185&sr=1-1" target="_blank">Where the Mountain Meets the Moon</a></i>, as an anchor text. Students explore the essential questions; </span><span id="internal-source-marker_0.1643190619698507" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">How did I become who I am today? What will influence who I become?</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"><i> </i>as they</span><span id="internal-source-marker_0.1643190619698507" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">
closely study the journey of fictional characters, keeping track of the
effects that each significant encounter with an event or character has
on him or her.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"> It is critical in this unit that students understand the characters fully in the beginning of the story. </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">In this lesson, students begin by re-reading closely part of the story to find textual clues about the main characters. Then they use those clues to make inferences about the character's personalities, beliefs, values, and emotions.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;"><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">Close Reading: Minli Characterization Clues</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Begin by showing students how to fold, glue, and cut the Characterization Clues Foldable</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. First, cut out the Foldable</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">® </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">along the outer solid double lines. The “Clues” column on the left is the anchor tab to be glued down into their notebooks. After gluing into their notebooks, show students how to fold along the dotted line and cut the rows up to the dotted line. </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Pass out packets made up of pages 2-4 and pages 8-15 from the book. We chose these pages from the beginning of the story because there are many character clues about Minli. Students will need a pink highlighter. Introduce the activity by asking students how well do they think they know Minli so far? Say, "<i>Did you realize that the better you know the characters in the story the more you will get out of the book?</i> <i>Really knowing the characters not only helps you better understand the story but it also makes it more enjoyable." </i>Tell students that authors leave clues in the story that help readers get to know their characters. Say “</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Today we are going to get to know Minli by being reading detectives. We are going to find the character clues that the author has left.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">” </span><br />
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<a href="http://4.bp.blogspot.com/-O34cBwK6mh8/T48-TCXuRdI/AAAAAAAAARU/fBTXBbjxf8w/s1600/Character+Clues+Foldable+2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="http://4.bp.blogspot.com/-O34cBwK6mh8/T48-TCXuRdI/AAAAAAAAARU/fBTXBbjxf8w/s320/Character+Clues+Foldable+2.jpg" width="314" /></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Begin to closely read the first page together. Project the story either using a document camera, overhead or SMART Board</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">so students can follow as you model. Ask students to help you look for clues that the author leaves that reveal information about Minli.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Refer to the headings on the left of the Characterization Clues Foldable</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. Begin by looking for those clues about the character that the the writer tells us directly, then move onto the other clues; the writer tells us the words the character speaks, the writer tells us the character’s thoughts and feelings, the writer tells us the character’s actions, and the writer tells us how others react to the character. </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">As you look for clues, first model as students follow along and highlight the clues you’ve found, then gradually release responsibility to the students. For example, ask students to read the next paragraph to themselves or with a partner, highlighting the clues they found and then have them share with the class. </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">Sort the Characterization Clues.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Work with the students to sort the highlighted information found during their Close Reading under the appropriate clue types on the Characterization Clues Foldable</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. There is room for only two examples for each type of clue. Have students individually decide which clues they think are the most important to put under the tabs and explain why. As they sort, discuss what they are learning about Minli from the clues. </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">Partners: Ma and Ba Characterization Clues </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Assign partners for either Ma or Ba. Have students use yellow for Ma and green for Ba. Their task is to highlight clues and sort them into another Characterization Clues Foldable</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> that they’ve cut, folded and glued into their notebooks. When finished, have groups report out.</span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">Make the Characterization Bulletin Board.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">To make the bulletin board display, ask for volunteers to draw the main characters they have encountered in the story so far, Minli, Ma, and Ba. Arrange the characters on a bulletin board. </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Create an Envelope Foldable</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">® </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">for each character. You can find directions for how to make an Envelope Foldable</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> in any of Dinah Zike's books. Label each tab on the Envelope Foldables</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> with the following: Feelings, Character Traits, What He/She Believes, What He/She Cares About. Staple the Envelope Foldables</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> next to the pictures of the characters on the bulletin board. Depending on your goals, you can use this board in a variety of ways. You can use it to display the characterization of each of the main characters, to keep track of the relationships between the characters, to compare and contrast characters, or as in our case, to follow the characters' journeys in the story, noting the impact that significant people and events have on them.</span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">Character Envelope Foldables</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;"> </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Together, discuss and fill in under the tabs on the </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Envelope Foldable</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">® </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">for Minli, using the textual evidence that the students have collected in their notebook Characterization Clues Foldable</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. Be sure students can support their ideas with evidence from the text. </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Divide students into groups of four, made up of two students who have collected clues about Ma and two students who have collected clues about Ba. In their groups, have them create two Envelope Foldables</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> like the ones on the board, one for Ma and one for Ba. Give the group about 15 minutes to fill in the information under the tabs, using the evidence they collected in the Characterization Clues Foldables</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. After groups have completed their Foldables</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">, share whole class and combine their ideas into the Ma and Ba Foldables</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> on the bulletin board. </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Later in the story, students will encounter the Dragon, another main character. Use this as an assessment opportunity and have students individually find evidence, fill out a Characterization Clues Foldable</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> and make an Envelope Foldable</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">A Note About the Text</span><br />
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<a href="http://www.amazon.ca/Where-Mountain-Meets-Moon-Grace/dp/0316038636/ref=sr_1_1?s=books&ie=UTF8&qid=1334789185&sr=1-1" target="_blank"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></a><a href="http://www.amazon.com/Where-Mountain-Meets-Moon-Grace/dp/0316038636?ie=UTF8&tag=boohoo0a-20&link_code=bil&camp=213689&creative=392969" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="Where the Mountain Meets the Moon" src="http://ws.amazon.com/widgets/q?MarketPlace=US&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL160_&ASIN=0316038636&tag=boohoo0a-20" /></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"><i><a href="http://www.amazon.ca/Where-Mountain-Meets-Moon-Grace/dp/0316038636/ref=sr_1_1?s=books&ie=UTF8&qid=1334789185&sr=1-1" target="_blank">Where the Mountain Meets the Moon</a></i> </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">by Grace Lin is one of the 4-5 text exemplars list in <a href="http://www.corestandards.org/assets/Appendix_B.pdf" target="_blank">Appendix B </a> of the CCSS. Be sure to read our earlier post about this book, <a href="http://getinthefold.blogspot.com/2011/06/where-mountain-meets-moon.html" target="_blank">Hero's Quest Shutterfold Foldable</a></span><a href="http://getinthefold.blogspot.com/2011/06/where-mountain-meets-moon.html" target="_blank"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 9px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super;">®</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><a href="http://getinthefold.blogspot.com/2011/06/where-mountain-meets-moon.html" target="_blank"> Project. </a></span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><br /></span>Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com2tag:blogger.com,1999:blog-556608560181005234.post-56850030565427595722011-11-10T07:39:00.259-05:002011-11-26T16:23:44.833-05:00Why We Love Patricia Polacco<div class="separator" style="clear: both; text-align: left;"><a href="http://1.bp.blogspot.com/-2zV8XcQmt1Q/TtERBh1fH0I/AAAAAAAAAPA/pBIHpUXt4DA/s1600/Mrs.+Mack+cover.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a></div><a href="http://1.bp.blogspot.com/-2zV8XcQmt1Q/TtERBh1fH0I/AAAAAAAAAPA/pBIHpUXt4DA/s1600/Mrs.+Mack+cover.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="http://1.bp.blogspot.com/-2zV8XcQmt1Q/TtERBh1fH0I/AAAAAAAAAPA/pBIHpUXt4DA/s320/Mrs.+Mack+cover.jpg" width="257" /></a><br />
It is important for students to not only recognize how a character learns and grows, but to also understand how the story's unfolding events affected those changes. This Foldable<span style="font-family: Calibri;">® </span>has students consider the underlying reasons of why a main character changed, supporting their ideas and inferences with evidence from the text.<br />
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We love to use Patricia Polacco's autobiographical books to teach this concept because she is able to express the feelings she experienced so vividly. It is obvious from reading her stories that she has been influenced by so many events and people in her life.<br />
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We used the book Mrs. Mack for our whole class model. <br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-9jMu7el1NzY/TptsERleilI/AAAAAAAAAOA/BJB_6pqRwGk/s1600/How+Characters+ChangeTop+Pocket.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="296" src="http://3.bp.blogspot.com/-9jMu7el1NzY/TptsERleilI/AAAAAAAAAOA/BJB_6pqRwGk/s400/How+Characters+ChangeTop+Pocket.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small;">How a Character Changes Top-Tab Foldable<span style="font-family: Calibri;">®</span> </span></td></tr>
</tbody></table>Begin by having the students make a Top Pocket Foldable<span style="font-family: Calibri;">® </span>with 11 X 17 card stock. Cut the left and right inside Shutterfolds<span style="font-family: Calibri;">®</span> into 4-tabs. Label the tabs on each side with the following: <b>What She Does</b>, <b>What She Says or Thinks</b>, <b>How She Looks</b>, and <b>How Others Respond to Her</b>. On the outside cover of the left shutterfold, write <b>At the Beginning</b> and on the outside cover of the right Shutterfold<span style="font-family: Calibri;">®</span>, write <b>At the End</b>. Write the name of the main character, in this case, Patricia on the front cover, too. We also glued illustrations from the beginning and end of the story, but you could have students draw their own illustrations.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-b_VIWWyt2Kw/TtEW7xowDmI/AAAAAAAAAPI/DdDrABCQEfw/s1600/How+Characters+Change+Top+Pocket+insides+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="http://2.bp.blogspot.com/-b_VIWWyt2Kw/TtEW7xowDmI/AAAAAAAAAPI/DdDrABCQEfw/s400/How+Characters+Change+Top+Pocket+insides+2.jpg" width="335" /></a></div><div class="separator" style="clear: both; text-align: center;"></div><br />
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<a href="http://3.bp.blogspot.com/-xQo6Gf1_RTc/TtEC-jTyWaI/AAAAAAAAAO4/XUsDDYJnI8s/s1600/2+tab+how+characters+change.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="187" src="http://3.bp.blogspot.com/-xQo6Gf1_RTc/TtEC-jTyWaI/AAAAAAAAAO4/XUsDDYJnI8s/s200/2+tab+how+characters+change.jpg" width="200" /></a>In the middle of the inside of the Foldable<span style="font-family: Calibri;">®</span>, glue a 2-tab made out of a half sheet of 8 1/2 X 11 paper. Label the upper tab "<b>How the Main Character Changed</b>" and "<b>Why She Changed</b>". <br />
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</div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-34lwOJIulGA/TrvEueEv9GI/AAAAAAAAAOw/cvQc3AXqe2c/s1600/Event+table+foldable.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="273" src="http://2.bp.blogspot.com/-34lwOJIulGA/TrvEueEv9GI/AAAAAAAAAOw/cvQc3AXqe2c/s320/Event+table+foldable.jpg" width="320" /></a></div>Have students fold a sheet of paper into fourths, hot dog style, and then into fourth's , hamburger style, creating a 4x4 table. Label the left column of the table with the following: <b>Event</b>, <b>How Patricia Reacted</b>, <b>How Others Responded</b>, and <b>Why I Chose This Event</b>. Have students fold the table so that it fits into the pocket of the Top Pocket Foldable<span style="font-family: Calibri;">®</span>.<br />
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Introduce the whole class guided activity by discussing these questions, <i>Think about yourself a year ago. Have you changed? How? How has your behavior changed? How have you as a person changed? Is there anything that you used to be nervous about and are not anymore? What made you change?</i><br />
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On an index card, ask students to respond to this question: "<i>What makes people change?</i>" Save as a pre-assessment. Tell students that they will be learning about why people change through characters in stories. This will help them better understand themselves, better understand others, and better understand the stories they read.<br />
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Read the first few pages of the story (to the second paragraph on page 14) and fill in the left side of Foldable<span style="font-family: Calibri;">® </span>with evidence from the text. Using that information, discuss what it tells you about Patricia so far. <i>What character traits does she have? What does she care about? What is her attitude? What is she feeling? How do you know?</i><br />
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Read the rest of the story. Go back and fill in the right side of the Foldable<span style="font-family: Calibri;">®</span>, again using evidence from the story. Using that information, discuss Patricia at the end of the story. <i>What character traits is she showing? What does she care about? What is her attitude? What are her feelings?</i><br />
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After filling in all of the information, open up the left and the right side tabs so that students can easily compare the character at the beginning of the story with the end of the story. Discuss, <i>what has changed? </i><br />
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Ask, <i>when did she change? Did she change all at once or did it happen over time? Which events do you think changed her?</i> List those events on the board. Go back to the text and analyze the events. Discuss, <i>which three events do you think made the most impact on Patricia's change? Why are those the most important? </i><br />
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Have each student determine his/her three key events, and then fill in all the cells on his/her table, (event, how she reacted to the event, how others responded to the events and why this event was chosen). After completing their tables, have students discuss Patricia's changes using all of the evidence they collected. <i>How did she change and why?</i> Students then write about Patricia's changes under the tabs the 2-tab Foldable<span style="font-family: Calibri;">®</span>.<br />
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To differentiate and provide guided and independent practice, choose from the following Patricia Polacco autobiographical books. Students can work with partners, small groups or individually, making and filling in a How Characters Change Top Pocket Foldable<span style="font-family: Calibri;">®</span> and events table for the character in each book they read. <br />
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<b><span style="font-family: "Calibri","sans-serif"; font-size: 14pt;"><a href="http://www.amazon.com/Mack-Picture-Puffins-Patricia-Polacco/dp/0698118871/ref=sr_1_1?s=books&ie=UTF8&qid=1322324000&sr=1-1">Mrs. Mack<o:p></o:p></a></span></b><br />
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<b><span style="font-family: "Calibri","sans-serif"; font-size: 14pt;"><a href="http://www.amazon.com/Junkyard-Wonders-Patricia-Polacco/dp/0399250786/ref=sr_1_1?ie=UTF8&qid=1322323767&sr=8-1">The Junkyard Wonders<o:p></o:p></a></span></b><br />
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<b><span style="font-family: "Calibri","sans-serif"; font-size: 14pt;"><a href="http://www.amazon.com/Thunder-Cake-Patricia-Polacco/dp/0698115813/ref=sr_1_1?s=books&ie=UTF8&qid=1322323817&sr=1-1">Thunder Cake<o:p></o:p></a></span></b><br />
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<b><span style="font-family: "Calibri","sans-serif"; font-size: 14pt;"><a href="http://www.amazon.com/Rotten-Richie-Ultimate-Patricia-Polacco/dp/0399245316/ref=sr_1_1?s=books&ie=UTF8&qid=1322323860&sr=1-1">Rotten Richie and the UltimateDare</a></span></b><br />
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<b><span style="font-family: "Calibri","sans-serif"; font-size: 14pt;"><a href="http://www.amazon.com/Rotten-Redheaded-Brother-Aladdin-Picture/dp/0689820364/ref=sr_1_1?s=books&ie=UTF8&qid=1322323894&sr=1-1">My Rotten Redheaded Older Brother Story<o:p></o:p></a></span></b><br />
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<b><span style="font-family: "Calibri","sans-serif"; font-size: 14pt;"><a href="http://www.amazon.com/Thank-You-Falker-Patricia-Polacco/dp/0399237321/ref=sr_1_1?s=books&ie=UTF8&qid=1322323933&sr=1-1">Thank you, Mr. Falker<o:p></o:p></a></span></b><br />
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The finished Top Pocket Foldables<span style="font-family: Calibri;">® </span>make a wonderful display as students share and discuss the comparisons and connections between the characters in the books they've read. An author study would be a natural extension, as students learn about Patricia Polacco's life, customs, beliefs, and values through her stories.<br />
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As a post assessment have students respond to the following questions:<br />
<i>How do people change?</i><br />
<i>Why do they change?</i><br />
<i>What does this tell you about people in general?</i><br />
<i>How does understanding characters and how they change teach you? How does it help you as a reader and a writer?</i><br />
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Check out any of Dinah Zike's Big Books of Foldables<span style="font-size: xx-small;">®</span> at <a href="http://www.dinah.com/"><span style="color: #9600ff;">Dinah-Might Adventures</span></a> for the directions for the Top Pocket Foldable<sup><span style="font-size: xx-small;">®</span></sup>and other Foldable<sup><span style="font-size: xx-small;">®</span></sup> ideas.<br />
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<i> </i>Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com3tag:blogger.com,1999:blog-556608560181005234.post-33429806023784342752011-08-13T16:17:00.153-04:002011-12-10T09:10:05.534-05:00The Forces That Move Us<div style="text-align: center;"><div style="text-align: center;"><img border="0" height="0" src="http://c.gigcount.com/wildfire/IMP/CXNID=2000002.0NXC/bT*xJmx*PTEzMTMyNjY*MjA4MjUmcHQ9MTMxMzI2NjQ1MzEyMyZwPTU*NDMxJmQ9Jmc9MSZvPTc5OGY3YzVkMDZlZjRhNmZiZjc4/MTFhYTg3OGQxYWI*Jm9mPTA=.gif" style="height: 0px; visibility: hidden; width: 0px;" width="0" /></div><div align="center" style="text-align: center;"><img border="0" height="0" src="http://c.gigcount.com/wildfire/IMP/CXNID=2000002.0NXC/bT*xJmx*PTEzMjM1MjYwNzYwMTEmcHQ9MTMyMzUyNjA4MjMyNyZwPTU*NDMxJmQ9Jmc9MSZvPTc5OGY3YzVkMDZlZjRhNmZiZjc4/MTFhYTg3OGQxYWI*Jm9mPTA=.gif" style="height: 0px; visibility: hidden; width: 0px;" width="0" /><object height="170" width="100%"><param name="movie" value="http://www.slideoo.com/slider.swf"></param><param name="wmode" value="transparent"></param><param name="flashvars" value="setId=72157627300602803&size=_m&max=12&userid=49511548@N03&setname=HMS%204P%20Castles&randomize=0"></param><embed src="http://www.slideoo.com/slider.swf" type="application/x-shockwave-flash" wmode="transparent" flashvars="setId=72157627300602803&size=_m&max=12&userid=49511548@N03&setname=HMS%204P%20Castles&randomize=0" width="100%" height="170"></embed></object><br />
Student teams in the process of creating their castles</div><br />
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<div style="text-align: left;">I wanted to give my students an exciting science project to work on that would require them to apply all the team building skills they had developed during the year. My last unit in Science was Forces and Motion, so I decided that since my students are into fantasy, each team would need to create a castle, out of everyday "junk”, that uses forces, motion and six simple machines in its design.</div><br />
<div style="text-align: left;"></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-fx7u5M1pcF0/TkbqWYFITxI/AAAAAAAAAN8/i_EvbMi4xDg/s1600/maxaxiom" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-fx7u5M1pcF0/TkbqWYFITxI/AAAAAAAAAN8/i_EvbMi4xDg/s200/maxaxiom" width="200" /></a></div>I introduced the concept of forces and motion with the first chapter in the book, <a href="http://www.amazon.com/Course-Scientist-Graphic-Science-Library/dp/0736878904/ref=sr_1_1?ie=UTF8&qid=1313263855&sr=8-1"><span style="color: blue;">A Crash Course in Forces and Motion with Max Axiom, Super Scientist</span></a> by Emily Sohn. The graphics and fast paced text kept my 4th graders engaged as we read about a superhero who uses the amusement park to explain the science behind forces and motion. I also purchased the <a href="http://www.amazon.com/Crash-Course-Forces-Motion-Scientist/dp/B001MAPKXE/ref=tmm_aud_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1313263855&sr=8-1"><span style="color: blue;">Audible Audio Edition</span></a> of the book for $2.95, which was used in a center, along with the book, as a way of reinforcing their learning.<br />
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</div><div style="text-align: left;"></div><div style="text-align: left;">Before listening to the first chapter, I asked my students, "Think about your favorite amusement park ride. What are some words to describe how you move when you are on that ride?" As they shared their responses, I asked, "What is the ride doing? What is happening to your body? How does it make you feel?"<br />
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</div><div style="text-align: left;"></div><div style="text-align: left;">The students were equipped with pencils, paper and clipboards. Their job was to write down science words as they were introduced in the story. I asked them to raise their hand when they heard a word and I would stop reading while we all jotted the words down on our paper.<br />
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</div><div style="text-align: left;"></div><div style="text-align: left;"></div><div style="text-align: left;">We discussed our word list and narrowed it down to words that supported the concept of force and motion. Then, we counted up the number of words we had left and created a 3/4 Book Foldable<sup>®</sup> out of yellow copy paper for each word. Students wrote the word on the outside of the tab and we talked about what we remembered from the book. Students stored their 3/4 Books in Ziploc baggies.<br />
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</div><div style="text-align: left;"></div><div style="text-align: left;"></div><div style="text-align: left;">Science instruction for the next few weeks focused on students gaining a deeper understanding of the concepts introduced through the Max Axiom book. Students learned about force, push, pull, gravity, friction, inertia, and acceleration as they hunted for examples around the school, performed simple physics experiments and used print and multimedia as resources. As students learned the concepts they filled in the remaining spaces on the 3/4 Book Foldables<sup>®</sup> with the following: Under the tab, a definition. Below the definition, real-life examples. To the left of the tab, a labeled picture.<br />
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</div></div><iframe frameborder="0" height="375" src="http://www.schooltube.com/embed/b55dc8014453182dc356" width="500"></iframe><br />
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After the students learned about the forces and motion concepts, we moved on to simple machines. Students had already been introduced to a few of the simple machines when they constructed force and motion science kits purchased from the <a href="http://www.eliwhitney.org/new/workshop/school-programs/mail-order-first-factory"><span style="color: blue;">Eli Whitney Museum</span></a> website. They continued to learn about the six simple machines, the ramp, the inclined plane, the lever, the pulley, the screw, and the wheel and axle through a <a href="http://www.gamequarium.org/dir/SqoolTube_Videos/Science/Simple_Machines/bill_nye_on_simple_machines_part_1_7830.html"><span style="color: blue;">Bill Nye video</span></a>, <a href="http://www.edheads.org/activities/simple-machines/"><span style="color: blue;">EdHeads</span></a>, BrainPop and their favorite online game, <a href="http://www.msichicago.org/fileadmin/Activities/Games/simple_machines/index.php"><span style="color: blue;">Twitch</span></a>. Using green copy paper, they made a 3/4 Book Foldable<sup>®</sup> for each simple machine, writing the name of the machine on the outside, a sentence underneath, examples, and a picture. All of the 3/4 Book Foldables<sup>®</sup>, the yellow forces and motion words and the green simple machine words, were glued side-by-side and bound together with a strip of scrap booking paper.<br />
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Finally it was time to do the culminating team project, the castles. Students referred to their 3/4 side-by-side Books as they created a castle that used all six simple machines. <br />
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<div style="border: currentColor;">Check out <a href="http://www.dinah.com/"><span style="color: #9600ff;">Dinah-Might Adventures</span></a> for directions for the 3/4 Book Foldable<sup><span style="font-size: x-small;">®</span></sup>and other Foldable<sup><span style="font-size: x-small;">®</span></sup> ideas.</div>Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com2tag:blogger.com,1999:blog-556608560181005234.post-85550254125000957052011-07-07T15:34:00.008-04:002011-07-08T08:08:24.565-04:00A Few of Our Favorite Foldables®Most of the time when it comes to what’s good for students, we only hear from adults. In this post, we decided that instead of hearing yet again from adults, we wanted to share some students’ thoughts on the subject of their favorite Foldables<sup>®</sup>. The students in the video were all volunteers who gave up their free time on the very last day of school when most students were already in “summer” mode. <br />
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As you will see in the video, what the students say about why they like to use Foldables<sup>®</sup> only reinforces what we already know and believe about this powerful teaching strategy.<br />
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What are a few of your favorite Foldables®? Please share!Donna and Rebeccahttp://www.blogger.com/profile/03026085784778534163noreply@blogger.com0