Featured Archives | Ideas by Jivey

3 BIG Reasons Why You Should Throw Out The Vocabulary List

September 14, 2017

Stop teaching vocabulary in isolation! Check out the research that provides three big reasons why vocabulary lists don't work.

Give a list of vocabulary words to look up in the dictionary, write a sentence, and then take a quiz on Friday…… these practices have come and gone! Not only do the students not enjoy this process, it isn’t a best practice.

Research has shown that teaching new words without context (teaching just definitions) will not improve reading comprehension. Here are three BIG reasons, supported by research, why you should throw out the vocabulary list. And if you want to read even more, I suggest starting with No More “Look Up The List” Vocabulary Instruction by Charlene Cobb and Camille Blachowicz, as well as Bringing Words to Life by Isabel Beck, Margaret McKeown, and Linda Kucan! (These two book links are Amazon affiliate links. When you buy through these links, Amazon gives me a few cents which I contribute to my fabulous blog giveaways!)

Words must be presented in context for proper comprehension.

Picture books are vital – yes, even in the upper grades – to allow students to use the images to help with context and infer meaning of words. One way to present vocabulary words effectively is to teach through texts you are already using for other lessons. As Irene Fountas and Gay Pinnell remind us in Guiding Readers and Writers (2001), “if you really know a word, you can:

– Read it in many different contexts, understanding the meaning each time.

– Use it in a decontextualized way, mapping out the different meanings that are possible given the context.

– Realize the connotations that a word may have when used in a certain way (e.g., as part of irony or sarcasm).

– Use the word metaphorically if appropriate.”

Words must be used over time or they won’t “stick.”

In order to effectively employ vocabulary instruction, it is crucial to present opportunities for students to make connections between the words and concepts, and provide repeated exposures to the words. One suggestion from Charlene Cobb and Camille Blachowicz is to have a word wall- but not one that remains on the wall untouched all year. It should be used regularly, with student input.

Definitions mean nothing when the relationship is unknown.

Think of how many words can be used as a noun, an adjective, AND a verb, depending on how it is used, or even as one part of speech having several meanings. How are students supposed to figure this out when given a list? Answer: they don’t. They pick the shortest definition and write it!

You probably know, previewing is so important for comprehension… but that rule does not apply to vocabulary, unless you present it completely in context! In other words, it is not necessary to always “preview” words before reading a text, because the students don’t understand the context. Beck, McKeown, and Kucan advise the best time to introduce the meaning of a word is when it is encountered in the text. This can also be done after reading the entire text by referring back to the pages where the word is found.

THROW OUT THE LIST!

Start teaching your vocabulary through the mentor texts you already use and love in the classroom!

LEARN EVEN MORE about how to incorporate ongoing vocabulary activities with ANY words all year long:

Read the next post of this vocabulary blogging series!

Interested in an entire year of vocabulary taught through mentor texts?

Visit the vocabulary category in my TpT store!

Mentor Texts

Are Picture Books COMPLEX Enough?

September 18, 2017

A question I am asked frequently, because of my use of picture books as mentor texts, is: “Are picture books really complex enough for my upper grade students?”

And my answer always is…

YES YES YES!

There are many aspects that contribute to a text’s complexity- not just the “level” (whether that be Lexile or AR or F&P).

For one, a student’s prior knowledge contributes to complexity. What may be complex for one may not be for another. It will be dependent on their background, exposure, vocabulary, and experiences.

Picture books are not "too easy" for the upper grades students, no matter what the Lexile number might say! Find out why you should still be using picture books to teach in grades 3-5!

Secondly, I totally think picture books are like Disney and Pixar movies… how many times have you laughed at something in one of those movies and a kid looks at you like, what’s so funny?? You can read a book to a kindergarten or first grade class that they enjoy, but a ten-year-old would pick up on underlying themes in that same book that the little ones don’t.

One book example that comes to mind is The Other Side by Jacqueline Woodson. Did you know it has a Lexile of AD490L? If you went strictly by the quantitive element, you wouldn’t think it would be appropriate for an upper grades classroom. But how many six-year-olds do you know that would pick up on the metaphor of the fence in this story? There is such a deep level of understanding that can be discussed with this book on segregation issues!

And that leads me to my next point… YOU as the teacher are one of the BEST aspects that contribute to complexity! You can amp up the rigor of a text simply by asking the right questions!

Choose a book that relates to the standard you are teaching, and as you read, ask comprehension questions throughout to show them the importance of thinking while reading! Not only can you ask questions to prompt them to think the way you want them to, you can also do think-alouds to demonstrate your own thoughts and feelings. This is done so easily with picture books!

In case you needed any more convincing, here are four more reasons that picture books make great mentor texts:

1. The story is usually done in 32 pages. When you refer to parts of the story in your lessons, most likely, students are going to remember. You can read a great picture book one day, and then use it for various lessons for days after that! Often times, you can teach SEVERAL standards with one picture book.

2. Picture books hold students’ attention with illustrations and vivid language throughout. Seriously- some of the BEST examples I’ve found of figurative language, vivid verbs, and sensory details come from picture books.

3. There are so many amazing historical fiction books, science fiction texts, and even math literature. We know there isn’t enough time in the school day to read a book before every lesson (as much as we’d like to) so spread that book as much as you can!

4. Please do not think I’m saying to never read a novel with your students again. Chapter books, extended texts, novels… whatever you want to call them… are still so important! Students have to build stamina and stick with a story that really builds- I totally agree. But students also need to see, hear, and understand so many different styles to become better readers and writers. What better way than to read mentor texts all year long?

Are you interested in learning about how to do more than just “read” a picture book to your students? Do you want to make your read-alouds more meaningful?

Enroll in my Interactive Read-Aloud Mini-Course to get the what, why, and how of reading picture books to promote deeper thinking with your students! Save 20% when you enroll through this post! You’ll have lifetime access to the video lessons, as well as a special exclusive IRA questions bonus AND the lesson and materials for the model/demonstration video I present so that you can implement it in your class, too. There is also a certificate of completion to use for PD credit (if applicable in your district)! You will be excited to start interactive read-alouds right away in your classroom!

Or maybe you’d like to get ready-made mentor text lessons for the week?

Join the club!

No really… there’s a club!

Vocabulary

Make Vocabulary Stick With These Five Activities

September 15, 2017

Vocabulary must be taught in context, and should be an ongoing process, in order for students to truly comprehend the words. Learn about five easy ways you can make vocabulary stick with your students.

As you learned in my previous post, it’s time to throw the vocabulary list OUT! Students need the words in context, and they need practice with the words over the course of the year- not just the week you introduce them.

This post is going to give you five ways you can keep vocabulary instruction alive all year long!

INTERACTIVE WORD WALL

Yes, that’s right. INTERACTIVE. That means it doesn’t stay the same all year. Get student input on how to arrange, and later, rearrange, the words. Words could be sorted by parts of speech. They could be placed on individual strips with room under the words to allow for lists of synonyms. You could even allow students to create illustrations to be displayed with the words. I’m sure students will even have their own ideas of how to sort them!

DETERMINE WORD FUNCTION

In order to use the vocabulary words well, students need to know HOW to use them in a sentence. Determining the function (or part of speech) will help students learn to use them in a sentence. Model for students how to look for patterns to determine the function of the word by looking at suffixes (-ed and -ing often show verb tense, and -ly often indicates an adverb). It might even help to replace the word with another verb or noun to check it.

ACTIVATE PRIOR KNOWLEDGE

“Warm up” the students by discussing a topic the words fall under when applicable (for example, if the book is about bats… ask, “What do you know about bats?”) Show the vocabulary words and allow them to share what they know about how the words relate to bats.

PLAY GAMES

Get students moving!! Allow students to act out vocabulary words (old and new) by asking them, “What does it look like when you…?” Another fun game resembles the game HedBanz. Write the word on a strip of paper long enough to go around their head, stapled (like a crown) – students should not see the word on their head. Students should ask questions about their word to others to help them guess the word that is on their crown.

MARZANO’S WORD WORK

This should be used as a front-loading activity, if you wish to use it. It should NOT replace reading the mentor text and discussing the word in the context of the story, but it is a great way to integrate various learning styles in order to help the words “sink in.”

I had the privilege of hearing Robert Marzano present on his six step process several years ago, and it was a nice way to change up how I had been teaching vocabulary. My kids showed a lot of growth, especially in content-area words. This process is not something you want to do for EVERY word (as in all six steps every time) – you don’t have the time, and the kids would get bored FAST.

Read this great article that explains Marzano’s Six Step Process in more detail.

Here is a short summary of the six steps:

1. Provide a description, explanation, or example of the new term.

(Tell a story that integrates the term or show a picture of the term)

2. Ask students to restate the description, explanation, or example in their own words.

(Correct misunderstandings)

3. Ask students to construct a picture, symbol, or graphic representing the word.

(Draw your own example, too)

Use the following page to create a word journal:

4. Engage students periodically in activities that help them add to their knowledge of the terms.

(Identify prefixes, suffixes, synonyms, antonyms, analogies, reminders of confusion)

5. Ask students to discuss the terms with one another.

(Compare drawings and descriptions)

6. Play games periodically that allow them to play with terms.

(Pictionary, Jeopardy, Charades, Headbands)

Interested in an entire year of vocabulary taught through mentor texts? Visit the vocabulary category in my TpT store!

Mentor Texts

Using Mentor Texts in the Primary Grades {Freebies Included!}

May 1, 2016

Mentor texts help students learn how to read like writers and write like readers- yes, even in the early years! In fact, K-2 teachers are a super-big-help to the upper grades teachers because their use of mentor texts helps ingrain the importance of reading, as well as to write like the authors we love.

Mentor texts help students learn how to read like writers and write like readers- yes, even in the early years! Ideas By Jivey talks about the importance of mentor texts in kindergarten, first grade, and second grade, and gives some freebies to try!

In the primary grades, it’s important to choose mentor texts that are engaging. First, read the book to them for pleasure- you want them to enjoy the book! Once they’ve listened to the book, you can go back and discuss (and maybe re-read) the content for reading comprehension. Finally, you can incorporate the mentor text into your writing lessons! With a good mentor text, you will be able to teach multiple skills across reading, writing, grammar, and maybe even science and social studies!

Read Like a Writer!

Reading like a writer does not come naturally for little ones. You will want to do a lot of modeling and “think-alouds” with a text they are familiar with- point out characters, dialogue, the author’s word choice, the way a problem is solved, the way the author might have surprised you… and so on.

One way to help students notice the style, structure, and conventions of great writing is to use mentor sentences! Students are encouraged to notice what makes the sentence a good sentence, and then are able to practice writing their own sentence just like the mentor sentence. (If you are unfamiliar with mentor sentences, you can read more about them here and here, too!) There is also a grammar focus in first and second grade mentor sentences, so you can touch on parts of speech and conventions during mentor sentence time, too!

Write Like a Reader!

Once you and the students have analyzed how the author wrote a mentor text, you will want them to practice writing that way, too. Try to choose authors that have series of books when you can- it’s a great way to see how consistent they are!

One of my favorite authors to use is Doreen Cronin with her Diary series!

Read these books with your students and take note of the first-person point-of-view diary format with your students. Talk about how the characters reacted to certain events, and how that is similar or different to how they would react in the same situation. Also discuss the things Doreen Cronin included that is typical of that animal (for example, the worm digging in the dirt, and hanging out on the sidewalk after the rain). Have students write their own “Diary of a ____” story with a different animal or insect than in the books!Teaching about animals or insects in science? BONUS! You can incorporate that into your writing time by allowing them to choose something they’ve learned about and include characteristics just like Doreen did! (Diary of a Caterpillar, anyone?!)

You can try out some lessons that I’ve created for Diary of a Worm by clicking on the links below! They are great for first and second graders and MAYBE some high kindergartners, too!

Want to hear more about how I implement these organizers into reading and writing workshop? Attend one of my free webinars by clicking below!

Want to see some more mentor text ideas?

Be sure to check out this pin board, put together by The Reading Crew!

Uncategorized

The Importance of Differentiation in Reading

September 25, 2016

If you’ve been a teacher within the last decade, you know the word “DIFFERENTIATION” isn’t just the latest and greatest buzzword. It’s crucial across all subjects to be able to meet the needs of the different learners in your class.

For a teacher just starting to differentiate, the idea of it can sometimes seem overwhelming. It does require more planning, but once you get to know your students, it becomes easier. This post is going to focus on differentiation in reading instruction, but the ideas can apply to many subjects!

WHAT DIFFERENTIATION LOOKS LIKE

Teaching the standards with a variety of levels of texts to meet different levels
Teaching the standards in tiered levels (providing access to all learners for the standard)
Giving students choice on how they demonstrate their knowledge based on learning styles
LOTS of formative assessments to determine who understands and who needs more support

WHAT DIFFERENTIATION DOES NOT LOOK LIKE

Teaching the same lesson to every small group
Gifted students always teaching low learners
Ability-grouped classrooms

Why should you differentiate instruction in reading? And why AREN'T you differentiating reading assessments? Ideas by Jivey lays it all out for you and helps you head in the right direction!

I will go ahead and tell you upfront, I am NOT a fan of basal programs. They don’t allow for in-depth teaching of reading comprehension and, of course, many students either cannot read the story on their own or should be reading material at a much higher level.

For this reason, I believe in using a reading workshop model. I start with a mini-lesson to teach a standard using a mentor text then I pull small groups of students. While I pull small groups, students are reading independently (from a text on their instructional level). The small groups I pull are generally based on reading level, but sometimes based on skill need.

Ideas by Jivey reminds you to stop leaving students out teaching only whole-group. Teach students in small groups to differentiate for levels of learners.

In my small groups, I generally expand on the mini-lesson skill using a leveled text appropriate for the readers in the group. Depending on where we are in a chapter book, this isn’t always possible, so sometimes it is a review of previously learned skills. The students are learning grade-level standards, but not necessarily with grade level appropriate texts: some are lower, some are higher.

Activities in reading also look different, based on my students. They are STILL working on the same grade-level standard as everyone in the class, but with modifications. I might provide a sentence stem, partially filled graphic organizer, or word bank for students who are below level. Students who are above level will have more open-ended opportunities to complete the activity. (This is called tiered-level learning.)

Why are we differentiating instruction, but not differentiating assessments?

Reading assessments should also look different! After all, are you assessing whether they understand the skill, or assessing whether they can read the text? I believe if you are determining whether students have mastered a comprehension standard, the student should be able to read the assessment passage on their instructional level.

Using differentiated reading assessments has only recently become a common practice. For this reason, there aren’t many resources out there with grade-level appropriate questions with differentiated passages… which is when I come to the rescue. 🙂

I have created assessments for grades 3-5 that you can mix and match based on what your students need. The passages are written on four levels (2nd, 3rd, 4th, and 5th) so that you can assess on your grade level, but provide instructional level texts.

There are six fiction and six nonfiction passages for each strand: key ideas and details, craft and structure, integration of ideas, and all standards combined.

There are also a variety of ways to mix and match the assessments to create long and short assessments on different standards! I didn’t number the questions so that you can use as many passages as you’d like in your test. You might also consider assessing on just one standard with a few texts, or assessing multiple standards with just one text. You can even assess a standard with fiction and nonfiction! The possibilities to mix and match are endless!

Get your assessments from my TPT store by clicking here!

3-5, K-2, Mastering Mentor Sentences

Stop Teaching Grammar in Isolation!

May 24, 2016

Ideas by Jivey reviews research-based reasons why grammar in isolation doesn't work. Teach grammar in context using mentor sentences and students will become better writers!

One of the questions I get asked the most about using mentor sentences is, “Don’t you review all the grammar concepts before starting mentor sentences?”

And my answer is always, “Nope!”

Now, I am not “one of those” telling you to stop teaching grammar. Understanding grammar is beneficial to proper communication. Instead, grammar should be taught in context- not in isolation.

Expecting students to “find” errors in a sentence that they’ve never seen before isn’t going to help students learn grammar or become better writers.

Simply telling students what an adverb, adjective, or preposition is and having them “find” those parts of speech in random lists doesn’t help them utilize it in their own writing.

Diagramming or labeling a sentence just for the sake of labeling doesn’t help students write more effectively.

Showing students well-written sentences and discussing why these sentences are excellent will help them know what to do in their own writing. Using the same sentence the students have studied and discussed to later practice editing skills (alter a few things about the sentence for students to identify) will help them apply those skills in their own writing.

Explaining parts of speech when seeing/identifying them in context will help students understand them. Practicing with those parts of speech in writing and speaking will help the skill “stick” and usage is more likely in writing later.

Labeling the sentence to discuss how parts of speech are used in context will help students see how the words work together to form an awesome sentence that they can imitate in their own writing.

**note the difference from the isolated labeling: students are discussing why and how they know the parts of speech they are labeling vs. just diagramming and moving on.**

I know what you’re thinking… “At the beginning of the year, how can we expect students to find everything we want them to find about the weekly mentor sentence?”

Simple answer: You don’t!

Students will begin to “soak up” the language and the skills as you consistently use mentor sentences. I promise! It will take some time and a few weeks of modeling the expectations.

And as for “finding everything” – not in the beginning! When you start, take baby steps and work up to “everything.” Will they all understand all the skills at the same time? Of course not- just like everything else you teach, students are going to be all over the map when it comes to understanding… but the GREAT thing about using mentor sentences is the spiral of the basic skills every week!

Their mentor sentence notebook also becomes a resource and reference tool for their writing!

Do you own any of my mentor sentence products? You can check them out in my store!

They are perfect for all levels of learners- from ELL and students with disabilities all the way to gifted students! Mariane R. says about using the mentor sentences products in my store: This has to be my absolute favorite. The lessons are easy to follow and use and my students have been getting a lot out of each week’s lessons. I teach in a special education classroom for students with hearing loss. A lot of resources and products they cannot understand or access but they have really gotten in to these lessons and I have seen improvement in both their comprehension and their writing.

Have you used mentor sentences in your classroom to replace your isolated grammar instruction? Tell us about how it went in the comments! I love to hear from you!

If you want even more IN-DEPTH step-by-step help with implementing mentor sentences, check out my courses!