Wednesday, April 12, 2017

Easter Text Comparison

It has been waaaaay too long! I've been MIA in blogger land for the past few months. My time that I usually gave to blogging has been taken over with online classes. I'm loving my classes, but I miss blogging! I have a super quick blog post for you today though! I've been reading Easter books to my kids at night. This week, we read these two books. As I was reading the second book, we all couldn't' help but notice all the similarities between the two. So, I decided to share my thoughts with you all about how I would use these books to practice comparing and contrasting two texts. What I love about this is that you could compare story elements AND you could also compare the structure of the stories. 

Comparing Texts


Story Structure and Story Elements
In the first freebie, you can choose one of the following pages. They are all basically the same idea, but there are some subtle differences. (In the download, I gave ideas for how to fill these out.) They are all about comparing the stories' elements. The next one is all about comparing the stories' structure using a time line format.


Click here to download these free activities. 




Need more Easter ideas? Click HERE





Click here to see printables, a science investigation, and other literacy ideas!



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Monday, January 23, 2017

Author's Style Jan Brett

Last year, I added this author's style menu to my Jan Brett unit. This unit already had several activities for many Jan Brett books, but I realized I needed to add something to tie it all together. After all, the point of an author study to help kids make those connections and see those similarities among different books. 

I sat down and thought about some common characteristics of many of Jan Brett's books. Here is what I came up with: 





1. Unique settings that affect the story: Jan Brett always has stories that are set in places she's been to or studied. The setting affects her character choice and the plot of her stories. This is especially evident in some of her retellings, like The Three Snow Bears and The Umbrella. 


2. Retellings of common folktales. You can compare Jan Brett's version to another version. There are SEVERAL pages to help scaffold this process and different formats to choose from. 


3. Additional information or story details in the borders: Jan Brett borders are one of my favorite characteristics of her books. I love how the borders tell their own story. She said on her website that she couldn't fit al that she wanted to illustrate into one picture per page so she used the borders. I've included activities that asks kids to look at these borders and tell what is happening to the borders and compare to what is happening in the main story. In some cases, they predict what will happen next (like in the Hat.) In other books, it shows what other characters are doing at the same time in another scene.



4. Animal characters: Jan Brett usually has animal characters. I included some activities for kids to look deeper at their actions and feelings. Another activity asks them to compare the animals in the story to the real life animal.






Another characteristics of Jan Brett books is great word choice. The menu has activities where students will be looking for good adjectives and verbs. 






This is just a small part of my entire Jan Brett unit. To see another post with other activities from the unit, click here

To get this resource in my TPT store, click here

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Thursday, January 19, 2017

Digging Deeper with The Mitten

The Mitten is such a classic book to teach in the primary grades. There is SO much you can get out of it, yet it seems like we tend to stick to the basics: sequencing events. I wanted to shake it up a bit and show you some comprehension activities you could do with this lovable book that require other, more complicated, comprehension skills. 

Two goals I have for these activities are to (1) dig deeper with this well-loved book and (2) provide enough support for my students to be successful so that they can transfer these skills later. 

Analyze characters in the Mitten

One difference in Jan Brett's version of The Mitten that stood out to me was why the animals agreed to make room for the other animals in the mitten. In the older version by Alvin Tresselt, the animals make room because it is cold out and they are kind animals, worried about the other animals. In Jan Brett's version, she using descriptive language to show the reader why the animals in the mitten may feel like they have to make room. The owl has "glinty talons" and the fox has "shiny teeth." 

1. These  are these great examples of adjectives to share with our kids! 
2. We can dig deeper by asking our  students how those descriptive details help the reader understand the characters in the mitten. What if Jan Brett just were to say, "The mole was afraid of the rabbit so he moved over," or "The animals knew the fox could eat them." 
3. Point out the inferences that need to be made. Explain to your students that we need to make an inference that the animals are scared in order to understand why they moved over. Point out that Jan Brett's description of these animals' predatory traits are actually text evidence for us.
4. Make it into a writing activity that can be scaffolded. 

Here is how I would do this activity in class. 










If you are interested in the printable shown above, it is part of my enormous Jan Brett unit. This unit has several activities like this one. To see more about this unit, click HERE

Comparing Jan Brett's version of The Mitten to another version

Another way to dig deeper while providing enough scaffolding to ensure student success is with comparing Jan Brett's version of The Mitten with another version.

If your students need support with finding similarities and differences, make it a whole-class collaborative activity:
  • You can use sentence strips or try using these laminated strips. I just laminate paper and cut it into strips of different sizes. Place a magnetic dot on the back. (Keep in mind since they are laminated, you can reuse them for other Venn Diagrams.)
  • Then I draw a huge Venn Diagram on my magnetic white board.
  • Guide students in finding similarities and differences. Ask if the characters were the same, then ask if the events were sequenced the same. Go through the beginning, middle, and end of the stories and look for similarities and differences. 
  • As you find these similarities and differences, have students write them on the sentence strips using white board marker. 
  • As a class, place them on the Venn Diagram.



If your students have already had some practice with finding similarities and differences, then you can still provide some scaffolding with prepared sentence strips, like below. Here, students don't have to come up with all the ideas on their own, but the DO have to determine where they belong on the Venn Diagram. 


Here is just another graphic organizer you could use. Here, students will go through both stories, listing characters, events from the beginning, middle, and end, and any other important details. Then they will highlight things that are the same about each story. This helps to support comparing stories while maintaining a sequence, which may help when they have to write about it.


Using different writing frames may also help your students to get their ideas out in an organized way. Most often, my students are able to sort similarities and differences, but then they have no idea how to communicate these ideas. By providing this scaffolding frame for them, we open the door to understanding and success on future comparison assignments. We provide our students with the structure and language they need. Here, I've shown two different formats: one shows differences and the other shows similarities. I have another that has both similarities and differences. 


This last version is for more experienced writers who have already had practice with the writing frames. I still provided support in the form of sentence stems (pictured below left) and organization (middle page.) Students can refer to these resources while writing their papers. Please note that you will need to teach them how to effectively use these. :) 


You can find these resources HERE.

Some other Mitten activities in this unit:





And other activities from this pack:






















Thursday, January 12, 2017

Winter Book Snippet

Today I'm home again because it's a snow day! We have more snow than I can ever remember having, which of course is SO exciting. All this snow has me in the mood to read snowy-themed books with my boys before bed. One we read last night is one that we've read several times already. I usually think of it as a simple book to read simply for enjoyment. I love turtles, and the main character is a lovable tortoise. But last night when I read it, I started seeing more teaching ideas- ways you could take this simple book and turn it into a lesson. So today I'm giving you five different ways you could take this simple book and apply some meaningful comprehension skills. I would love to make this "Winter Book Snippet" a regular thing, too!













I hope you got some good ideas here and I hope even more that I can make time to do more "book snippets" for you. ;) I love digging deeper with lovable children's books!

Time for me to go sledding again!

Wednesday, December 28, 2016

Alphabet Activities for Winter

After a little holiday break, I'm back at it. I needed to get this done before returning to school next week. Breaks always fly by, don't they?! I'll be using these activities with my kindergarten small groups. I'm working with students who need more practice to master their letters and sounds. They loved the activities from the fall set, so I went ahead and made a winter set of alphabet activities

A few things to know about these activities:

1. They can be used as centers, but were created to be used as an intervention resource guided by the teacher with a small group or one-on-one. The feedback and guidance from a teacher assures that the students are getting much needed repetition and exposure with correct identification of letters and sounds. If you students are proficient with these skills, then these are perfect for centers! Even kids who know their letters need review and practice to gain automaticity with sound/symbol recognition  needed for fluent reading. 

2. There are several options for each activity. I split the letters into smaller groups. Each activity follows the same groupings of letters. For example, there is a board in the letter race with six letters and 3 other boards with different sets of six letters. These same combinations of letters are used for the Find it, Cover it boards. Why? With my students, I've found more success with grouping letters and teaching them in a sequential, systematic way. I teach letters in smaller sets, so I wanted to make sure this product followed that model. I'll be making all of my seasonal sets with the same groupings, so no matter where your students are at different points in the year, they will have a set ready for for them to use (for all 6 activities/games.) Note: Some activities have 2-3 letters as a review from the previous set as a review.

3. I also included an editable version so you could put in any letters you want for these activities (when it is applicable.)



There are three versions of the Find it, Cover it activity. One is with pictures, another with a spinner, and the third just with the board and a teacher. 




















You can find this HERE:



To see all of my alphabet activities, click HERE.



Want more posts about the alphabet?

To read a detailed post about teaching the alphabet to your intervention groups, check out this post HERE: