Genius teaching idea

Making Science Connections with Storyworks Jr.

By
Beth Orticelli

Editor's note: See how superstar second-grade teacher Beth O serves up a great curriculum tie-in to her science standards using our Paragraph Power article from the March/April issue of Storyworks Jr. It's about an incredible kid named Khloe, who took initiative to help homeless women in her community. Frankly, we never even thought that it could be connected to science! Take a look at this innovative way to use our Paragraph Power article and see if it can work for you.

As we get busier and busier with new curriculum each year, I am always searching for ways to integrate science and social studies into reading and writing.  One article in the March/April issue of Storyworks Jr. really seemed to tie in to our Next Generation Science Standards for second grade: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

I made my reading groups a copy of "This Kid is Changing Her City," so that they could easily take it around the room and talk about matching it up to the Engineering Design Process we are starting to learn about. (We have student-made posters for science around the room.) 

After reading about how Khloe, a 9-year old girl, made a difference in her city and possibly beyond, students were searching for that always-important text evidence that would support how she developed her plan.

They could easily relate to the first step of designing something, which is ASK. They were able to locate the proof they needed that Khloe had noticed a problem with homeless women and then asked her mom how she could help them.

Next, she learned about and MODELED strong fabric bags that would last a long time and hold items like soap and socks.

She was also able to EXPLAIN how homeless people might feel just trying to survive. This happened to be exactly the process that we've been talking about in class when we discuss people who make a difference!

Students were eager to point out that at the end, she EVALUATED her idea, realized it was a success, and now wants to make it even bigger by bringing it to Africa. My kids were inspired to think about how they could make a difference.

The best part is always turning around the teaching, and letting students make their own connections to the design process. With use of schema and text evidence, my little second graders were able to read and search the text for what they needed, and our ELA resource offered up the perfect science lesson.

 

Making Infographics: A New Approach to Reports

Editor's Note: We can always count on superstar teacher Jackie Rabinoff to squeeze every last drop out of her Storyworks subscription, and we love her for it! Her latest lesson takes a new approach to the old-fashioned research report using Storyworks' infographics as mentor texts of sorts. We love this activity because it's research-focused, cooperative, creative, and super-fun! Most importantly, it's simple and doable. Take it away, Jackie!

It is nearly impossible to exhaust all the resources that Storyworks provides. Just when I thought I had examined every nook and cranny of the Storyworks website, I found something new. This time I discovered "Make Your Own Infographic"—a step-by-step activity that will help students craft an infographic about a topic of their choice. It is a reproducible provided every month which can be found with the other Infographic activity sheets. I had been seeking a project that included research and I thought this would be an enjoyable, motivating activity.

First, as a class, we examined many infographics from past issues of Storyworks. I directed the students to take note of what each had in common. I wanted them to notice that these infographics had more pictures than words (hence infographic), were persuasive in nature, and had topics that were unusual yet thought-provoking.

I informed the class they’d be working in groups to design their own infographic. We debated the appropriate group size for this activity and it was decided that three in a group would best fit our needs. I “randomly” clustered them (or so they thought) and it was time to begin. I handed out a brainstorming sheet of open-ended questions I created to help them come up with a topic. I reminded them that our goal was to persuade an audience so the topics needed to be something atypical. I had each group dream up three ideas and label them “first” “second” and “third” choice. I collected the sheets and was able to divide up the choices so each group had different topics.

Next I handed out the “Make Your Own Infographic” worksheet from Storyworks, which served as a step-by-step guide for my students to follow. Using laptops in the classroom and taking several visits to the computer lab, the children conducted research for many days. They gathered as much information as possible before deciding which material would be most suitable for their purposes—something they learned from watching Lauren Tarshis’ behind-the-scenes videos on the Storyworks website! 

After a quest for the perfect accompanying graphics and pictures, the writing and editing process began. Aside from just typical grammar and mechanics, the children had an abundance of practice in summarizing, since they needed to condense information into a small blurb. In addition, the more time spent on the computer, the more adept they became at keyboarding, cutting and pasting, changing font color and size, using spell check, etc…

Lastly, I gave each group a big piece of construction paper and let them create their final product. I displayed the infographics in the hallway and the eye-catching pictures and clever topics caught the attention of all who passed by. Thanks to Storyworks, I now have a cooperative learning, child-centered alternative to the old-fashioned “report.” Take a look at what they came up with below:

An entertaining research project? Sounds like a topic for an infographic!

Use Storyworks to Teach Introduction Writing!

By
Allie Curtis and Shannon Seigler

Editor's note: Safe to say we are smitten with Allie and Shannon, two ELA instructional geniuses from Florida. They blew us away with their first post to the Ideabook, and they've done it again with this simple gem! Here, they use Storyworks as a mentor text to teach students how to write good introductory paragraphs. Don't be intimidated by all the steps: Allie and Shannon have provided an awesome flipchart to accompany the lesson, so a lot of the work is done for you! Try this lesson with your students and let us know how it goes.

What you'll need:

First, download our flipchart by clicking the link above. Then follow our easy steps!

Step 1: (Flipchart pp. 1-3) Display the hook for three Storyworks articles, asking students if they want to find out more about these topics.

Step 2: (Flipchart p. 4) Explain to students that the introduction of a piece of writing must first hook the reader.

Step 3: (Flipchart pp. 5-7) Lead a discussion about the author's choice in the hooks.

Step 4: (Flipchart p. 8) This goes with the "3 Ways to Hook Your Reader" handout. Explain that there are a lot of great ways to hook the reader and we are going to practice three different ways: Start with a shocking statement; Start with a question; Start with an interesting fact.

Step 5: (Flipchart p. 9) Display the Storyworks infographic from the December 2016/January 2017 issue, "Why You Must Learn to Juggle." Point out the wrting prompt. Remind students that before anything is read or written, we always PAT down the prompt!

Step 6: Guide students to PAT down the prompt. 

  • P: inform
  • A: parents
  • T: explain why you want to take an after-school juggling class.

Step 7: (Flipchart p. 10) Before reading the text, restate the prompt: "I should take an after school juggling class." Explain that this is the controlling idea that will be introduced in the first paragraph, but before any writing takes place you have to read the text to determine what evidence will be used to support the controlling idea.

Step 8: (Flipchart p. 10) Read the infographic with students.

Step 9: (Flipchart p. 10) Work with students to determine what evidence should be used while answering the prompt.

Step 10: (Flipchart p. 11) Using the chosen evidence, model how to hook the reader. Model how to write the three different types of hooks discussed.

Step 11: (Flipchart pp. 12-13) Choose a favorite hook and demonstrate how to combine the hook and the controlling idea with a connecting sentence(s) to form an interesting introduction.

This next section of the lesson can be done on the same day or on another day!

Step 12: (Flipchart p. 14) Time for students to practice! Show them the infographic "Our New National Bug: The Spider."

Step 13: (Flipchart p. 14) Remind students to PAT down the prompt!

  • P: explain/inform
  • A: teacher (teacher is the audience if not noted)
  • T: explain why the spider is a great choice for America's national bug.

Step 14: (Flipchart p. 15) Have students rewrite the prompt: The spider is a great choice for America's national bug. Explain that this is the controlling idea that will be introduced in the first paragraph, but before any writing takes place you have to read the text to determine what evidence will be used to support the controlling idea.

Step 15: Assist students in reading the infographic, instructing them to determine what evidence will be used in their writing.

Step 16: (Flipchart p. 16) Using the evidence students have chosen, they should write an example hook for all three types using the "3 Ways to Hook Your Reader" handout.

Step 17: (Flipchart p. 17) After writing hooks, students will then independently choose their favorite lead and will practice combining the hook and the controlling idea with a connecting sentence/sentences to form an interesting introduction. Assist students as needed. This can be done independently or with a partner. Use our handout if you'd like!

Step 18: (Flipchart p. 18) After students write their introduction, students will turn them in to you. You'll display students’ introductions anonymously, one at a time, and have students randomly read introductions. After an introduction is read, students will vote to determine if they “Love it” and want to read more, or would “Leave it” because it needs a stronger, more exciting hook.

Next steps: Teach students how to flip the introduction to create a conclusion.

Introduction: Hook, Connector, Controlling Idea 

Conclusion: Controlling Idea, Connector, Hook (Ending Thought)

Example introduction: I just learned about a brain-boosting skill that could help me prepare for FSA Math. I’m so excited that I can’t wait to get home to tell you all about the brain-boosting skill of juggling. I am going to use my new knowledge about juggling to convince you that I should take an after-school juggling class!

Example conclusion made by flipping introduction: In conclusion, I definitely should take an after-school juggling class. Juggling will give my brain a much needed boost. With this boost, I just know I’m going to ace FSA Math!

Bonus Extension: Our fourth-grade teachers taught this mini-lesson last week. Then, after a close and careful read of "Disaster in Space" from the February 2017 issue of Storyworks, they provided a writing template (download it here to use with your students!) for students to practice the application of writing an introductory paragraph. The kids did great! 

A Creative New Approach to Character!

By
Emily Hayden

Editor's note: Emily Hayden is a Literacy Specialist for students in grades 1-4 in Kenilworth, IL. The Storyworks Ideabook crew were thrilled when she reached out to Lauren Tarshis with such a brilliant, doable point of view lesson. This is the type of email we love getting and sharing - which is exactly why the Storyworks Ideabook was born. Her lesson included everything we love: (1) A simple-to-try idea that can work with many stories, (2) a delightful opportunity for engaging classroom discussion about reading, (3) arts and crafts. Give this one a try with your students and share your point of view ideas in the comments. Thanks Emily! 

The Poisonous Duck from the December 2016/January 2017 issue of Storyworks provided a perfect opportunity to introduce point of view to my third graders. 

In this story, two brothers, Thaddeus and Linus, have a verbal exchange that grabs the reader’s attention and keeps us wondering. Thaddeus, ever the wise trickster, is out to use his advanced vocabulary and wild imagination to convince his gullible brother that there is a poisonous duck at the lake.  Linus tries to work around Thaddeus’s tricks by asking question after question about this so-called poisonous duck, “So what does a poisonous duck look like? How does one tell them apart from ordinary ducks?”  The ending shows how two brothers can spend time verbally duking it out, while still admiring each other’s talents.

Here’s how you can this story to develop understanding of point of view:

I  had the students read the story several times, silently and out loud, taking notes about the language, the characters and the plot. After discussing point of view, as part of a formative assessment, I had them fill out a Character Perspective Chart for Thaddeus and Linus. (See  Shanahan, T. and Shanahan S., Character Perspective Charting: Helping Children to Develop a More Complete Conception of Story, The Reading Teacher, May 1997).

A Character Perspective Chart is actually really easy to create and complete: Just make two columns on a piece of paper, put each character’s name on the top, and then fill add rows for each of the following: Setting, Problem, Goal, Attempt, Outcome, Reaction, Theme.  As the students fill in the information from the story according to each character’s point of view, they begin to see how differently the story plays out, depending on the character.  This is a great opportunity to review plot structure, theme, etc. as well as point of view.  It was a challenging but fun activity for the students, and a great way to see how well they understood the story.

 

Finally, to make use of the students’ visual skills, I had them color in a paper cutout of a human shape, drawing Thaddeus on one side and Linus on the other. Each student then wrote information from the Character Perspective Chart on drawing. They loved using their knowledge of the text to create their own versions of the characters,  as well as adding the information from their chart.

That’s it! Close reading, point of view, and a visual created by each student. Point of view made easy!!

The Context Clue Carousel: A Delightful Vocab Approach

By
Allie Curtis and Shannon Seigler

Editor's Note: Allie and Shannon, two ELA instructional gurus from Walton County, Florida, use Storyworks in amazing ways. We've been aching for their contribution to the Ideabook, but these ladies are busy. See below for their first installment: a delightful vocabulary approach that will have your students thinking about cotton candy while they learn new vocabulary in context. They've given you all the tools to give it a try in your classrooms—even the cute carousel music!

 

Materials needed:

Before the lesson: The teacher places each of the Context Clue Carousel Word Meaning Cards around the classroom in separate locations (in order, starting with number 2). 

Step 1

Use the Teacher Model Word Meaning Card to demonstrate finding the bolded word in the text, then reading before, through, and after the sentence containing the vocabulary word. Model by thinking aloud about how to use the context clues to infer the meaning of the unknown word, relying on the text to give the meaning.

Step 2

Divide students into six groups, and assign each group a number between 2 and 7. Give each student the Context Clue Carousel Activity sheet. Each group will begin at the corresponding number Word Meaning Card location they are assigned and rotate clockwise (2 goes to 3, 3 to 4, etc.) At each Word Meaning Card location, groups will work together to use context clues in the play to infer the meaning of each word. Groups will discuss and work together to determine the correct answer on the Context Clue Carousel Activity Sheet.

Step 3

Give each group about 2-3 minutes to determine the meaning of each vocabulary word as it is used in the text.  Explain that each group will listen for the carousel music, which is the signal to rotate to the next Word Meaning Card. *Note: You can find the music we use here.

Step 4

Once all groups have rotated through the six Word Meaning Card locations, the teacher will facilitate discussion about what the students think the text will be about. This is based on their manipulation with vocabulary words within the text.

Step 5

Direct instruction using the Storyworks Vocabulary Slideshow - Teacher will facilitate discussion and direct instruction for each vocabulary word and reveal the correct answer to each word on the “Context Clue Carousel Activity Sheet."

Download a printable version of this post here!

 

No iPads? No Problem! A Simple Tech Activity

By
Thomasine Mastrantoni and Deborah Goldstein, the Link Ladies

Editor's Note: Enjoy this 21st-century twist on the old-school "Wanted" poster for a super-fun, easy-to-try approach to help students share their thinking and practice text evidence. The Link Ladies, library media specialists in Harrison, New York, explain how they'll use the paired texts in the February issue of  Storyworks (about unlikely invasive species), offering up a great website and a 5-step lesson for skill-building support. 

 

Knowing so many districts don’t yet have devices available to students, we want to share with you a fantastic website that can help your students engage with text. Any time we can find ways for kids to express what they understand and use text evidence to “prove it,” we go for it.

The website: Poster My Wall

Why we use it: Poster My Wall is an easy-to-use design website. It allows students to create a response to reading or share their thinking on any topic. Poster My Wall has tons of free templates to choose from. They make responding to text fun and engaging.  

Skill Focus:

  • Citing Text Evidence
  • Comprehension
  • Assessment
  • Fluency

Time:

1 class period

What you’ll need:

The set-up:

Go to postermywall.com. Create an account for the students to log in to. We have used a simple password for them to access. The site does allow you to create a teacher account for free.

 

The Lesson:

Read the Storyworks paired text articles "Monster Goldfish" and "Pigs on the Loose."

After reading these two great articles, it is plain to see how even cute animals can sometimes cause trouble. We split up the class into two groups: one focuses on the goldfish and one on the pig. Have students brainstorm and identify evidence from the text that shares how this animal went from being innocuous to a destructive invasive species.
Go to www.postermywall.com and sign in using the class account you previously set up. Click "Create a Design" and select "New Design" from the dropdown menu.

 

Click "Blank Canvas" to start from scratch (without using a template), or use the search feature to find a template (and replace text and pictures).

 

Scroll down and pick any design type. Since we're designing a Wanted poster, we chose "Poster" as our design type. When prompted to choose between landscape and portrait, choose portrait.

 

We searched in "Browse Backgrounds" for wanted posters.

 

Perfect!

Use the tool bar along the LEFT side to add features to customize your poster. We added images and text to create the poster. Use the tools on the RIGHT to customize the features (color, font, etc.) that you have added. Students will need to search the internet for an image that depicts the dangerous animal.

 

When adding text, students should be prompted that the description on the poster should include text evidence that describes the danger these animals pose. They should use descriptive writing and creativity. They can also include text about what people should do to help or prevent the problem.

You can save (blue box in top right) if you made an account, or download (yellow button in top right) for free.  Then you can post to your blogs, websites, or print and display.

This activity takes a simple comprehension activity to the next level. Using a Wanted poster ensures that students can explain why the seemingly harmless "pet" has turned dangerous, how the problem occurred, and how it can be fixed. Finding a “mug shot” for Goldie or Piglet is half the fun, too.

Engage Your Class in the Great Chocolate Milk Debate

By
Erin Burns

Editor's note: Both Storyworks and Storyworks Jr. feature debates in every issue. We try to tackle topics that kids really care about—and the debate from the December 2016/January 2017 issue of Storyworks about whether schools should ban chocolate milk definitely fits the bill! We love seeing creative ways you teach our debates, and we just had to highlight this amazing, effective strategy from New York teacher Erin Burns. The best part: You can use it with any debate.Without further ado, here's Erin's 4-day debate plan:

Day 1

What you'll need:

  • Storyworks magazine
  • Highlighter
  • Pen

Students read the debate aloud. We look through it to see what facts we can pull out to prove both sides of the argument. We highlight the strongest evidence. Together we fill in the "What Do You Think?" activity at the bottom of the page. Students then choose the side they feel most strongly about. At this point we break into teams to design a poster to inform the public. This month we tackled the debate of whether chocolate milk should be banned from schools.

Days 2-3

What you'll need:

  • Poster board or construction paper
  • Markers, rulers, colored pencils, etc.
  • Storyworks magazine (to reference back)

Students will work together to design a poster to represent their argument. We focus on how to best organize information and grab people’s interest. Students begin discussing their phrasing.

Day 4

Students have the opportunity to show their work and share with their classmates. We then hang their posters in the hallway and keep them on display for the month. Students are in a different reading group who are pulled from the class get to hear the debate and look at the posters. They conference with their group and pick the side of the debate that has persuaded them. They must have at least three reasons why they were persuaded. This gives time for both debate teams to reflect on their work and to get feedback on what worked or what didn’t.

 

I was so impressed with (and amused by) my students' rationale. These quotes, from children who wanted to ban chocolate milk, cracked me up:

“Chocolate milk may be good for your bones, but it will help rot your teeth.”

“16 tsp. of sugar? Do you know what that really looks like? I mean, it’s like drinking mashed up M&Ms!"

And from my students who want chocolate milk to stick around:

“You may take my chocolate milk, but it will make me drink juice, and that has a lot of sugar too—so what’s the difference?”

“It does have sugar, no argument there, but….it has 30% of my daily dose of calcium, and that is sweet!”

The audience that watched the debate and looked at the posters ultimately sided with the group that advocated keeping chocolate milk in schools. They were convinced by the point that everything seems to have sugar in it these days, and at least the milk provided some good nutrients. The "judges" also agreed that if kids knew about the sugar, they could choose it as a treat instead of as a daily drink. And they decided that this group's posters were more visually appealing.

It's so heartening to see how much effort my students put into these activities. And it's fascinating to see the ways they try to convince their peers of their opinion. This is exactly why the Storyworks debate is one of my favorite stories to teach—and there's no debating that!

Steal This Teacher's Differentiation Tools!

By
Michele Miner

Michele Miner is a rockstar Storyworks Jr. Adviser and veteran teacher of special education for 24 years, and we hold her very dear to our hearts. She is a longtime Storyworks Adviser too, and has helped to open our eyes to the very specific needs and supports that would most benefit the special population of first- through fourth-grade students she works with each year. We know that lots of innovative teaching takes place in the Pittsford, NY, area school district where she works, because we've seen it firsthand. We also are thrilled to see how many inclusion classrooms she lovingly mentors on how to use Storyworks and Storyworks Jr. to its fullest potential. Here is a sampling of Michele's special sauce for you to try in your classroom.

 

As a special-education teacher in a 3rd-grade inclusion classroom, we have students with a wide range of reading and writing abilities within one class. We love using Storyworks Jr.'s digital articles and activities in a differentiated way. Here's a brief rundown of some of the tools we use to help differentiate according to students' needs and abilities.

We read the article "The Uninvited Guests" from the October/November issue of Storyworks Jr.  Before we started, I downloaded both the on-level and higher-Lexile story PDFs to our teacher "share" folder online. I also downloaded the Pause and Think and Comprehension activity sheets to the share folder.

Day 1 included a large group pre-reading activity. After some vocabulary discussion we listened as a whole class to the audio version of the article. Then we used a giant graphic organizer on the smartboard to pick out things like key evidence from the text. The use of graphic organizers as a comprehension strategy can’t be beat!      

Day 2 involved a close read of the article in our differentiated groups (because fiction stories do not come in lower-Lexile or Starter levels, my RTI students did this as a “shared reading” activity with me). Later that morning, we used various writing tools based on students' levels (some students have dysgraphia and visual needs). Our entire 3rd-grade class was on laptops and pulled up both the story and the worksheet in PDF for their level story. (When we use all Lexile levels available, we label them Story A, B, C, etc.) Then the task was to use the digital highlighting tool to find key text evidence based on the Pause and Think questions.

A great way to help the students visually was to have them place both PDFs side-by-side so they didn't have to toggle between screens. Finally, they typed in the answers to the Pause and Think questions and printed when complete.

Another tool some of the students use while typing is the WordQ program that gives text-to-speech and word prediction options while typing. This is a wonderful tool for the students who really struggle with spelling or work at a slower pace. The beauty of doing a lesson this way is that everyone appears to be doing the same thing, but everyone's getting what they need.

 

Do you have students who struggle with fine motor writing needs and work pace weaknesses? I recommend an App called Snap Type Pro. (It is a paid app, $4.99,  but worth every penny!) Here it is in action:

Snap Type allows you to take a picture of a worksheet or any document on the iPad and easily import that into the Snap Type program. Then students simply have to touch the screen where they want to type; a keyboard pops up on the screen (also with word prediction), and they type in your responses. For kids who need to see less on a page, the screen can zoom in and out as needed. Features like Dropbox or Airdrop allow you to send your work to the teacher. It gets even better: There’s an onscreen keyboard microphone for speech-to-text if needed.

Being able to utilize differentiated Lexile levels, video and audio support in Storyworks Jr., as well as accommodations for student's writing needs, allows so many more students become active participants in class.

 

Do you have some differentiation hacks you'd like to tell us about? Comment below or email us at storyworksideabook@scholastic.com!

Enhance Opinion Writing With This Free App!

By
Thomasine Mastrantoni and Deborah Goldstein, the Link Ladies

Editor's note: Our favorite library media specialists, The Link Ladies, are back to share one of their essential “App-Style Learning” ideas for back to school. Any Link Ladies-approved app follows some basic guidelines: It's easy to use, it's fun and effective, and it's free. Your classroom toolkit would not be complete without one of our favorite apps, Chatterpix. This already popular app is an amazing engagement tool that can offer real learning benefits, especially when used with the great ELA content found in Storyworks and Storyworks Jr. If you are not familiar with it, this is a MUST-TRY, especially during your first few weeks back in the classroom. 

The App: Chatterpix

How it works: The Chatterpix App is a fun, free, easy-to-use app that allows the user to take any picture and make it “talk.”  

Why we use it: Chatterpix is one of our favorite ways to help students voice their opinion or take a side on a debate topic. By using this app, you’ll find your classroom discussions come to life. Through the act of debating, students build self-confidence, find their voice, work hard to find solid text evidence, and even open a dialogue with their peers. Plus, recording helps them develop their voice and fluency. Imagine that one quiet kid who has a hard time contributing to class discussions being able to express their opinions, make connections to a text, and shine—Chatterpix can help you make all that happen!

How you can use it: Each Storyworks and Storyworks Jr. issue has a debate article, and our students love them. Using the Chatterpix app is a great way to have students share their opinions and back them up with text evidence. Your students' opinion matters, as does how they sell their ideas. Using these debate articles will also provide you with the opportunity to make direct connections to curriculum-writing units and persuasive writing skills-development lessons.   

Learning objective: to aid comprehension and build fluency by creating reading responses using supporting text evidence. 

What you’ll need:

The Lesson: Students read the debate article and use the fact-collecting graphic organizer in the magazine to gather text evidence for both sides of the debate. They then decide, based on what they think combined with what they have learned from the article, which side of the debate they’d like to take a stand on. The example shown below is using the article “Can Your Lunch Help Save the Planet?” from the April/May 2015 issue of Storyworks

Follow the steps below to learn how to create your own App-Style debate lesson using Chatterpix.

 

Step 1: 

Open the app.

 

Step 2: Students choose an image to use in Chatterpix.

This image should provide you with another level of assessment to see how well the student can represent the content with their picture choice. You can choose a primary source, a Google image or even a picture of the text your student is reading. (Expressing a rationale for the image choice provides an opportunity for students to demonstrate their point of view and understanding of the content.)

 

Step 3: After uploading or taking a photo, students will choose NEXT, which will lead them to the screen where they draw the “mouth” that will talk. (The longer the line, the wider the mouth will open.)

 

Step 4: After they are happy with where they have drawn the mouth, students will choose NEXT. This will lead them to the recording screen. Students will record their opinions and describe the text evidence that best supports their idea.  

Students can add text and/or stickers to image as well.  

 

Step 5: The Chatterpix can be saved to the Chatterpix gallery within the app, or it can be exported to the Camera Roll and shared from there like any other video file.

 

Click here for a peek at what the finished product looks like!

 

We hope your students will love this awesome app-style learning experience! Let us know how it works in your classroom in the comments below.

Take the Vocab Slideshow One Step Further!

By
Kriscia Cabral

Editor's note: The Vocabulary Slideshow is a new feature that we're super excited about. These slideshows reinforce the vocabulary from our magazines in a way that is especially helpful for auditory, visual, and English language learners. Top teaching blogger Kriscia Cabral has a really great method for taking this one step further with her own unique twist. This post was originally published on the Top Teaching blog.

 

Scholastic's Storyworks is way more than a comprehensive collection of articles to engage young readers. There is more to it than just a student magazine that covers fictional text, information text, poetry, vocabulary skills, opinion, creative, and description writing. Not only does it cover the above, it is a Common Core State Standards-aligned student magazine that focuses on language arts skill development, with the added bonus of online resources! If I haven’t sold you on this magazine yet, read on to see how I implement one of the Storyworks tools to help guide my instruction and enhance student learning.

 

Teacher's Guide

The first place I look when my Storyworks package arrives is in my Teacher’s Guide. This is where the magic for teachers begins. The Teacher’s Guide offers a complete teaching kit for every piece of writing in the magazine. The Teaching Support Package has everything from background information; Lexile, guided reading and DRA levels; learning objectives; content area connections; key skills that can be taught; and correlations to the standards. There are step-by-step lesson plans that begin with preparing to read, close reading, and skill building. There is support to differentiate your teaching and so much more! Storyworksprovides students the opportunity to fall in love with reading in a whole new way.

 

Vocabulary Slideshow

My new favorite tool that has been added to the online teacher support page is the vocabulary slide show. This feature adds a visual support to the definitions that you are prompted to preview prior to your reading of the article. This tool supports the ELL students in your class and excites everyone when they start to wrap their head around the text they are getting ready to read. Here’s what I’ve tried with the vocabulary slide show tool!

 

An Idea to Try

One activity that I have done with my students is I take a screen shot of the images given in the slide show of the vocabulary words and create my own slide show without the vocabulary word.

I’ve also created my own slide shows using the Preview Vocabulary section that is given in the Teacher’s Guide, and found images of my own to complete the same activity. Here is an example from the October/November issue.

  • Before starting our reading, I show students my vocabulary images with no word, just an image. 

  • I ask students to share a word that comes to mind when they see the image on the screen. This gives students an opportunity to find a connection to the word prior to learning what the word means. 

  • Students share with peers at their table group what their thoughts are on the word. 

  • After we discuss our thoughts on what they word could be, I click to show the word above the image. 

  • Students then elaborate on their thinking of what the word could mean. After students see all of the images, we use the images as clues to predict what our featured article will be about. 

My prompt at this point for students is, "Based on the words that we’ve learned, look through your Storyworks magazine and turn to what you believe to be the article that matches those words."What I find the most interesting is the evidence that students use to prove what text we will be reading and how it is connected to the vocabulary that was shared.

Storyworks is a win-win. The range of learning experiences stretches far beyond any teacher’s expectations. The amount of support leaves you as a teacher feeling like you can deliver quality reading instruction with a team of skilled professionals to offer all kinds of resources to enhance your lessons by your side.

Do you use Storyworks with your students? What great ideas would you like to share? The Storyworks website also offers an Ideabook site, in case you’re looking for more ways to use magazines in the classroom.

Thank you for reading.

Smiles,

Kriscia