LET'S GET WEBBING!

Let’s explore how to use another popular graphic organizer today. You could model using webs for large group instruction, assign them for independent work, or use them for partner or small group projects. 

Webs can be done on any topic from science to literature, phonics, math, special friends – you name it! Webs can be done as a traditional bubble with lines coming off, or you can make webs that reflect your theme. For example: a spider shape, flower, tree, etc. Webs are open-ended and encourage creativity and thinking outside the box. 

Brainstorm – concept in the middle and then add comments

Phonics – letter in the middle and add words or pictures

Numbers – number in the middle and different ways to make that number

Shape – shape in the middle and objects that are made with the shape

Vocabulary – word in the middle with synonyms

Affixes – prefix or suffix in the middle with words made with the affix

Science or social studies– topic in the middle with facts

Writing prompt - facts to include

Special friend – child’s name in the middle with positive comments around

Assessment – This is a fantastic strategy to show individual learning. When you start a unit give children a sheet of paper and ask them to do a web about what they know on the topic. Date and save. At the end of the unit ask them to make another web with everything they’ve learned about the topic. Date and staple with the initial one. Send home with a note to the parents that says: “These webs show what your child has learned during our study of _____.”


How can you use a web today instead of a worksheet???

MAPS FOR THE MIND

Graphic organizers are super simple and super challenging for any grade level or any content area. These visual graphics can help children organize, brainstorm, and problem-solve. They also enable children to classify and visually “see” how things fit together. Think of them as putting a picture in the brain. And, they are perfect for differentiated instruction!

I found several good (free) websites where you can download graphic organizers and explore some of the skills they can reinforce:

eduplace.com/graphicorganizers
edhelper.com/teachers/graphic_organizers
teachervision.com

Today, let’s take a look at TIC-TAC-TOE: THIS IS WHAT I KNOW! (aka Lotus Diagram)

*CHALLENGE!  How could you use this instead of a worksheet today?

Phonics – put a letter in the middle and draw objects or write words that begin with that sound

Math – put a number in the middle and write different combinations that equal that amount

Tasks – children write the activities they need to do each day or during the week (They can color them in as they complete assignments.)

Affixes – write the prefix or suffix in the middle and then write words using the affix

Vocabulary or Spelling – children write words in each section and then the teacher calls out words for children to color in

Facts – write a science or social studies topic in the middle and then write facts about it in each frame

Directions – children listen and follow directions (For example: Put a smiley in the upper right hand corner. Draw a star in the middle section on the left. Write your middle name in the middle, and so forth.)

Word Bracelet
I was getting ready to throw away an empty tape dispenser when I remembered this idea. Write words (or letters or numbers or shapes) you are working on around the cardboard roll. Children who can read all the words get to wear the bracelet for the day. (Yea, dumb I know, but I bet your kiddles might like it!)

SONG FOR THE MIND!

How about a new video my webmaster just created to add some fun to the brain?

https://youtu.be/rtdqrRLzuik

YES/NO QUICKIE

If you've got 2 or 3 minutes after you've read a story or taught a lesson, these are some quick ways to assess learning and recall information. These ideas can be adapted for fiction or non-fiction literature, math, science, or social studies. All your students will be engaged and can reflect on what they've learned. That's a win/win!!

Sign Language
Teach children sign language for “yes” (make a fist and nod it up and down) and “no” (extend middle and index finger from thumb and open and close. As you ask questions, children respond with the appropriate sign.

Show Me
You will need two index cards. Write “yes” on one and “no” on the other. Children place these on the surface in front of them. As the teacher asks questions, the children hold up the appropriate word.

Envelope
Seal an envelope and cut it in half. Write “yes” on one side and “no” on the other side.

Schema
Teach sign language for "connection" (thumbs make circles with index fingers and join like a chain). Discuss that when they connect what is in the book with what is in their brain they make a "schema." If they've made a "schema" they can show you with their hands. Call on random students to explain how they connected personally with the book.

Stump the Teacher
Explain to the children that they get to be the teacher and ask you questions. Remind them to think about what they want to ask you before raising their hand. They must also know the answer to the question they are going to ask.

WHISPER AND RELEASE

Some children need more “thinking time” than others. When students blurt out the answer, it deprives some students of that time. These strategies will also develop self-regulation and encourage your students to think of divergent answers.

Whisper and Release
Have children hold up their hand and whisper their answer in their fist. When most children have responded say, "1, 2, 3, release!" Children open their fist and whisper their answer.

Thumbs Up Thinking
Explain that you are going to ask a question. If they know the answer they can put their thumb up next to their chest.

*If they know more than one answer, they can put up a finger for each additional thing they know.

Pop Up Q & A
To review information, divide children into partners. Ask the question or give a math problem. Students discuss the answer with their partner and then stoop to the ground. When all the groups are squatting down, the teacher says, “One, two, three!” Children pop up and say the answer. If they arrived at different answers, let the class evaluate the correct response.

Pick Sticks
Ask each child to write his/her name on a large craft stick. Color one end green and one end red. Place the red end in the bottom of a can. Ask a question, and then choose a stick. That child gets to answer the question. Return their stick to the can with the red end up.

Me Too!
Teach children sign language for “me too!” (Extend thumb and pinky finger and place the middle three fingers on your palm as you point your thumb toward your chest.) Tell children when you are reading a book they can use the sign to let you know they’ve had a similar experience.

CRITICAL THINKING CARDS

Many times when teachers are evaluated they are criticized for not using higher order questions. I’ve created these prompt cards that may help you improve in this area. You can download them and then cut out the ones that are most appropriate for your grade level. Glue them to index cards, punch a hole, and attach them to a book ring.

https://drive.google.com/file/d/0B1SnEagA4jljVTNCemZnbUJVMVk/view?usp=sharing&resourcekey=0-n2sk1JhhwMTdf0rxDX2Y2Q 

*Hint! Color code the different levels. For example, you could outline level one questions with a green marker. Outline level two with a blue marker, and so forth.

THAT'S A GOOD QUESTION

Isn’t it interesting that one of the most powerful teaching strategies is frequently overlooked? Between screens and assessment, there is the hidden secret of asking GOOD questions. As simple as it may seem, that’s something we can all practice and improve in 2025.

Why ask questions?

*Spark children’s interest

*For assessment

*To evaluate teaching effectiveness

*To see where students are to set new goals

*Evaluate children’s level of understanding

*Motivate students to seek information

*To encourage children to see new relationships

*To challenge children to think critically

*To help students make personal connections with the information

*To encourage communication and learning among students

*To summarize and evaluate


Here are some general tips for asking good questions:

Open-ended – Ask open-ended questions, rather than “yes” or “no.”
Convergent questions have one answer, but divergent questions encourage students to make new connections and think outside the box.

Phrase Questions Clearly – Focus on one aspect at a time.

Acknowledge Responses - Avoid judging answers by repeating their response. “Good thinking!” “That’s close.” “I never thought about that before.” “Kiss your brain!”

How did you know that? Encourage children to “think out loud.” This will help peers develop higher thinking skills.

Probe – Extend students’ thinking by having them clarify an idea or support an opinion.

Give Time (Smile! ) – Help children think about what they want to say and provide for individual differences by asking children to smile if they know the answer. Allow at least 3-5 seconds of think time.

Pause – Pause a few seconds after students have responded. This may encourage them to think more deeply or to elaborate.

Come back tomorrow for some specific strategies that are easy to implement and could have powerful results!

WHAT'S IN YOUR WALLET?

Here's a simple "hands on" activity that you can use this week.  Children can "save" sight words, letters, math facts, colors, shapes, and other skills you want them to master in their wallets.

How to Make a Wallet

Materials: construction paper 9” x 12”, markers, green paper cut 4” x 2”

1st Place the paper lengthwise and fold up the bottom to an inch from the top.

2nd Fold in half.

3rd Open and glue both sides.

4th Let the children decorate the outside.

5th Cut 4 ½ ” x 2 ¼ ” green rectangles and write high frequency words on them.
When children learn a word they get to “save” it in their wallets.

Letter Wallets
Younger children could save letters, numbers, or shapes in their wallets.


Math Wallets - Write addition and subtraction facts on dollars and save them in math wallets.

Vocabulary - Have children write vocabulary words on dollars and store them in their wallets.