fun and engaging activities pat todd tn dept of ed
TRANSCRIPT
Fun and Engaging Fun and Engaging ActivitiesActivities
Pat ToddPat Todd
TN Dept of EdTN Dept of Ed
Fun and EngagingFun and Engaging
Take a clean sheet of paperTake a clean sheet of paperWhen time is called, start writing on an When time is called, start writing on an experience you have that during the experience you have that during the Reading ConferenceReading ConferenceWhen time is called, stop writing and pass When time is called, stop writing and pass your paper to the person on your rightyour paper to the person on your rightWhen time is called, read what the first When time is called, read what the first person wroteperson wroteWhen time is called, start writing to add to When time is called, start writing to add to the story the first person startedthe story the first person started
Fun and EngagingFun and Engaging
When time is called, stop writing and pass When time is called, stop writing and pass your paper to the person on your rightyour paper to the person on your right
When time is called, read what is written When time is called, read what is written on the paperon the paper
When time is called, start writing to add to When time is called, start writing to add to the story the first and second person the story the first and second person startedstarted
Return the paper to the first writerReturn the paper to the first writer
WRWRWrite – Read Write – Read
You just completed a WR You just completed a WR
It took “0” planning time or prep timeIt took “0” planning time or prep time
It took approximately 6 minutesIt took approximately 6 minutes
All of you were engagedAll of you were engaged
Did you learn something?Did you learn something?
Was it fun?Was it fun?
Extra ScaffoldsExtra Scaffolds
Write and Read (WR)Write and Read (WR)
1. Writing1. Writing Encourages students to think and writeEncourages students to think and writeAllows students to learn from othersAllows students to learn from othersKeeps all students engagedKeeps all students engagedHelps students value teamwork and respect Helps students value teamwork and respect
for others opinionsfor others opinions
Purpose of this SessionPurpose of this Session
Provide you ways that are fun and Provide you ways that are fun and effective in encouraging students to enjoy effective in encouraging students to enjoy learninglearning
Help you teach literacy skills using your Help you teach literacy skills using your content and without taking your time content and without taking your time planningplanning
Forming GroupsForming Groups
Teacher formed – Teacher formed – Magical Computer Magical Computer – Good readerGood reader– Poor readerPoor reader– Successful studentSuccessful student– Struggling studentStruggling student– Analytical mindAnalytical mind– Party animalParty animal– Get the job done mindGet the job done mind
Team RuleTeam Rule
Teamwork begins once every member Teamwork begins once every member has something in their hand to bring to has something in their hand to bring to
the table.the table.
Directed Reading – ThinkingDirected Reading – ThinkingWhat-I-Know SheetsWhat-I-Know Sheets
Allows students to use their curiosityAllows students to use their curiosity
Helps students learn new information and Helps students learn new information and make connections with prior knowledgemake connections with prior knowledge
Helps students draw conclusionsHelps students draw conclusions
Increases higher-order thinking skillsIncreases higher-order thinking skills
What-I-Know Sheets What-I-Know Sheets How it WorksHow it Works
Teacher reviews the text.Teacher reviews the text.
Student works individually to complete a What I Student works individually to complete a What I Know Sheet. Know Sheet.
Students move to a group to discuss what each Students move to a group to discuss what each have written on their sheet. have written on their sheet.
Either the teacher or students read a short portion Either the teacher or students read a short portion of text and students combine answersof text and students combine answers
The teacher leads discussion of answers and The teacher leads discussion of answers and questions the groups raisequestions the groups raise
What I KnowWhat I Know
What I Know What I Want to Learn
Questions
Extra ScaffoldsExtra Scaffolds
What I Know SheetsWhat I Know Sheets
1.1. Disadvantaged ReadersDisadvantaged Readers Allow books open during the What I Know Allow books open during the What I Know
Sheet activitySheet activity Reading aloud to the studentsReading aloud to the students Modeling the thinking required to make Modeling the thinking required to make
inferential answersinferential answers
3-2-13-2-1
Reviews subject matterReviews subject matter
Keeps students engaged in learning, bell Keeps students engaged in learning, bell to bellto bell
Provides what students have learned and Provides what students have learned and what they have questions aboutwhat they have questions about
Provides for opening class discussion or Provides for opening class discussion or reviewing what was learnedreviewing what was learned
3-2-13-2-1How It WorksHow It Works
On a clean sheet of paper, students draw three On a clean sheet of paper, students draw three lines dividing the paper into three equal part.lines dividing the paper into three equal part.
Write 3, 2, and 1 at the top of the sectionsWrite 3, 2, and 1 at the top of the sections
On the first section (#3) write “Three Things I On the first section (#3) write “Three Things I Learned Today”Learned Today”
On the second section (#2) write “Two Things I On the second section (#2) write “Two Things I was Surprised to Learn”was Surprised to Learn”
On the third section (#1) write “One thing I Have On the third section (#1) write “One thing I Have a Question About”a Question About”
3-2-13-2-1How It WorksHow It Works
Teacher collects the 3-2-1 sheets and Teacher collects the 3-2-1 sheets and scans them for understandingscans them for understanding
Column # 1 should be used for class Column # 1 should be used for class discussion on what the students have discussion on what the students have questions aboutquestions about
Extra ScaffoldsExtra Scaffolds
3-2-13-2-1 Reading aloud those things students learnedReading aloud those things students learned
and those things they were surprised to learnand those things they were surprised to learn
Provides for review and repetitive actionsProvides for review and repetitive actions
Keeps students engaged in learningKeeps students engaged in learning
Anticipation GuideAnticipation Guide
Uses prediction for engaging readingUses prediction for engaging reading
Opens new materials with a class activityOpens new materials with a class activity
Allows teacher to know how the student Allows teacher to know how the student thinks on a subjectthinks on a subject
Teaches students to value their personal Teaches students to value their personal opinions on a particular subjectopinions on a particular subject
www.maxteaching.comwww.maxteaching.com
Anticipation GuideAnticipation GuideHow It WorksHow It Works
Teacher develops a guide of 5 to 10 Teacher develops a guide of 5 to 10 statements that guide students to the key statements that guide students to the key concepts of new material/textconcepts of new material/text
Students mark the statement they believe Students mark the statement they believe to be valid based on their prior knowledgeto be valid based on their prior knowledge
Encourages students to think and interpret Encourages students to think and interpret large segments of textlarge segments of text
Anticipation GuideAnticipation GuideHow It WorksHow It Works
Students break into groups and discuss Students break into groups and discuss their answers first with the books closedtheir answers first with the books closedStudents begin silently reading or teacher Students begin silently reading or teacher reads aloud keeping the anticipation guide reads aloud keeping the anticipation guide on the desk to verify or change their on the desk to verify or change their answersanswersStudents document their answers by Students document their answers by placing the page #s, paragraph #s and placing the page #s, paragraph #s and sentence #s to valid their answers sentence #s to valid their answers
Anticipation GuideAnticipation GuideHow It WorksHow It Works
Consensus is made in each group.Consensus is made in each group.
Begin working on consensus with the Begin working on consensus with the entire class. entire class.
Take the opportunities posed to reference Take the opportunities posed to reference the skill of predicting the skill of predicting
Extra ScaffoldsExtra Scaffolds
Anticipation GuidesAnticipation Guides1.1. Low performing StudentsLow performing Students
Read aloud the anticipation guide statements to Read aloud the anticipation guide statements to the students the students
Pause at each one to facilitate a discussion of Pause at each one to facilitate a discussion of each of the statements and its relative merit.each of the statements and its relative merit.
Extra ScaffoldsExtra ScaffoldsAnticipation GuidesAnticipation Guides
2. Teacher reads out loud to the students from the text. 2. Teacher reads out loud to the students from the text.
Pause after reading 6 or 7 paragraphs and ask Pause after reading 6 or 7 paragraphs and ask students if they can prove or disprove, at this time, students if they can prove or disprove, at this time, any of the statements on the anticipation guide.any of the statements on the anticipation guide.
Students explain where they found the information Students explain where they found the information in the text.in the text.
Students must read the citation aloud or summarize Students must read the citation aloud or summarize in their own words in an attempt to convince the in their own words in an attempt to convince the others in the class to their way of thinking.others in the class to their way of thinking.
Note:Note: If the read a loud is used, wean the students as If the read a loud is used, wean the students assoon as possible to encourage them to read silently and soon as possible to encourage them to read silently and to construct personal meaning from text.to construct personal meaning from text.
Stump the TeacherStump the Teacher
Previews subject matterPreviews subject matter
Reviews subject matterReviews subject matter
Motivates studentsMotivates students
Rewards students Rewards students
Stump the TeacherStump the TeacherHow it WorksHow it Works
All students read the text silently, (one or All students read the text silently, (one or two pages) ortwo pages) orTeacher reads the text to the students as Teacher reads the text to the students as they follow along silently, (one or two they follow along silently, (one or two pages)pages)Teacher closes his/her book and sets a Teacher closes his/her book and sets a timer for questioningtimer for questioningStudents pose questions that the teacher Students pose questions that the teacher might not be able to answer correctly might not be able to answer correctly
Stump the TeacherStump the TeacherHow it WorksHow it Works
When timer goes off, students close their books When timer goes off, students close their books and the teacher begins to pose questions to and the teacher begins to pose questions to themthem
No penalty for wrong answers: only positive No penalty for wrong answers: only positive rewards for contributing to a correct answer rewards for contributing to a correct answer (usually 1 bonus point to the responding (usually 1 bonus point to the responding student) student)
Note:Note: it is easy to contribute some small part of a it is easy to contribute some small part of a
more complex answer and many students will more complex answer and many students will usually contribute something to the answer usually contribute something to the answer
Stump the TeacherStump the TeacherHow it WorksHow it Works
QUESTION MARKQUESTION MARK
BOOKMARK FOR QUALITY BOOKMARK FOR QUALITY
CROSS-EXAMINATION CROSS-EXAMINATION
QUESTIONINGQUESTIONING
Question Mark – Cross ExaminationKnowledge – Identification and recall of information Who, what, when, where, how • Describe __________. Comprehension – Organization and selection of facts and ideas• Retell in your own words.• What is the main idea of __________?
Application – Use of facts, rules, principles, and demonstrates• How is ____ an example of _________?• How is ____ related to _____________?• Why is _____significant?• Explain the _____ process.
Analysis – Separation of a whole into component parts• What are the parts or features of ____?• Classify ____ according to _____.• Outline/diagram/web _______.• How does __ compare/contrast with __?• What evidence can you list for ____?
Question Mark-Cross Examination Question Mark-Cross Examination
Synthesis – Combination of ideas to form a new whole• What would you predict or infer from __?• What ideas can you add to ____? • How would you create/design a new __________?• What might happen if you combined _____ with ____________? • What solutions would you suggest for _________?• Troubleshoot ______________.
Evaluation – Development of opinions, judgments, or decisionsDo you agree _________________?• What do you think about ____________________?• What is the most important __________________?• Prioritize ________________________________?• How would you decide about ________________?• What criteria would you use to assess _________?
Extra ScaffoldsExtra Scaffolds
Stump the TeacherStump the Teacher
1.1. Assist low performing readers with the Assist low performing readers with the task of constructing meaning from the task of constructing meaning from the texttext
Read aloud to the students while they read Read aloud to the students while they read along silently.along silently.
Allow students to immediately reprocess the Allow students to immediately reprocess the text silently while the teacher’s book is text silently while the teacher’s book is closed. closed.
Reward StudentsReward Students
Award bonus points (usually 5) on the next Award bonus points (usually 5) on the next test if a student asks a question that you test if a student asks a question that you are not able to answer correctly. are not able to answer correctly.
Let the student win some!!Let the student win some!!
It is a great confidence builder!It is a great confidence builder!
Focused Free WritesFocused Free Writes
Finds out what the student knowsFinds out what the student knows
Reviews subject materialReviews subject material
Uses time just before the bell ringsUses time just before the bell rings
Focused Free WritesFocused Free WritesHow it WorksHow it Works
Students take out a clean piece of paperStudents take out a clean piece of paperThe writing assignment is on the material or The writing assignment is on the material or project covered during the class periodproject covered during the class periodTeacher sets a timer (starting with 30 seconds Teacher sets a timer (starting with 30 seconds and building up to 4 minutes)and building up to 4 minutes)Students begin writing and cannot stop until the Students begin writing and cannot stop until the timer ringstimer rings
Note:Note: If the student cannot think of anything to If the student cannot think of anything to write they simply re-write the last statement they write they simply re-write the last statement they wrote until another thought comes to their mind.wrote until another thought comes to their mind.
Focused Free WritesFocused Free WritesHow it WorksHow it Works
Teacher collects all the free writes and Teacher collects all the free writes and scans them for understandingscans them for understanding
Focus Free Writes Focus Free Writes should not be gradedshould not be graded
Teacher may use information gathered on Teacher may use information gathered on the Focused Free Writes to develop the the Focused Free Writes to develop the opening for the next class meetingopening for the next class meeting
Extra ScaffoldsExtra ScaffoldsFocused Free WritesFocused Free Writes1.1. Vocabulary TermsVocabulary Terms
List vocabulary terms on List vocabulary terms on board before writing a free board before writing a free write. write.
Instruct the student to use Instruct the student to use as many of these key terms as many of these key terms correctly as they can.correctly as they can.
The Purpose of ActivitiesThe Purpose of Activities
Involves students in their own learningInvolves students in their own learning
Provides engaging activities that are fun Provides engaging activities that are fun
Let the student’s sense of humor ariseLet the student’s sense of humor arise
Extends learning beyond the textExtends learning beyond the text
Reinforces learningReinforces learning
Enhances team building skillsEnhances team building skills
Helps Students Learn New Subject Helps Students Learn New Subject MatterMatter
Keeping Students EngagedKeeping Students Engaged
Follow-upFollow-up
Use at least one strategy per weekUse at least one strategy per week
Add additional strategies to encourage Add additional strategies to encourage students students
Help students feel involved and a part of Help students feel involved and a part of the classthe class
Keep instruction up-beat and positiveKeep instruction up-beat and positive
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http://www.mavcc.org
Are You Engaged?Are You Engaged?
