CONTACT US

* Required

×

teaching with nonfiction

Insect Superfood: Two Sources + Cheat Notes

Entomophagy is the human consumption of insects as food. While we were in Mexico last summer, my husband and I tried avocado toast with crickets at La Gruta, a restaurant near Teotihuacán, Mexico. There tasty! This week’s sources for remote learning (during COVID-19 pandemic) are on this high interest topic. Geared towards 2nd-5th grade. I’ve included …Read more

Hey, Mom! Guided Writing

“Who will you tell?” This is a conversation I’ve started having with students at the guided reading table before they write in response to an informational source. I usually start by saying something like the following: When you go home tonight and your mom asks about school, you could just say, “It was okay” OR …Read more

Orally rehearsing with key words can boost writing

Do your students struggle to compose sentences about nonfiction topics that make sense or sound right? Do they lack structure at the sentence and paragraph level? Here’s a few tricks I’ve been trying with small groups of late-early and transitional stage readers. As part of a conversation generate key words they will use to orally …Read more

Discourage students from taking notes like this. Here’s why.

If students are reading multiple texts on a topic and taking notes on each of those sources, I require that (or strongly suggest) they write notes in phrases–just enough words to help them remember what they learned or what the author was saying or the student’s response to information. In most cases, I strongly encourage …Read more

Explode to Explain

Are your students citing “text evidence” without really having control of the meaning of the quote they choose? Do they state “in the text it says” and then fill in the next blank with a quote they may not really understand? Do they forget to explain further or elaborate? Here’s an idea a group of …Read more

Critical Thinking Across Multiple Texts – Choosing Texts Part 2

I’m hooked on the art of locating and layering texts for students to read and think across. In my last entry, I described a series of lessons where middle school students used an evolving definition of “honorable” to think critically about the role of medieval age warriors and modern warriors. We chose text excerpts and …Read more

Check out these reading responses!

A few posts ago I wrote about shaking up how we ask students to write in response to texts–creating hall of fame posters, designing two-page layouts for trade books, and writing letters. One of my colleagues in the field, Britany, a fifth grade teacher, gave this a go! She asked students who’d read the book …Read more

Writing with Mentor Texts – App Reviews in Grades 6-8

Is anybody else sick of the five-paragraph essay? The book Writing with Mentors (Marchetti & O’Dell, 2015) was so refreshing to read as I ponder how to keep students excited about reading and writing analytically. The authors provide insight into how we can engage students in writing for authentic purposes in a variety of non-five-paragraph …Read more

Are your students tired of writing summaries and analytic essays?

I’m shaking up how students respond to informational texts. I’m experimenting with letters, Hall of Fame posters for a bulletin board in the classroom entitled “People Who Have Changed the World,” designing and writing content for a book entitled Did You Know, and classified ads. Regardless of the format, though, I’m still  REQUIRING students to …Read more

What about using the language of text structure to help students compare texts?

Teaching the language of text structures can help students compare and contrast texts more easily. I gave a lesson to a 5th/6th grade class a few weeks ago with two current event articles on drones. The first article “How can you get a bird’s eye view?” from Wonderopolis is written in an enumerative (or descriptive) …Read more