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Fun and Engaging Activities Pat Todd TN Dept of Ed.

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Presentation on theme: "Fun and Engaging Activities Pat Todd TN Dept of Ed."— Presentation transcript:

1 Fun and Engaging Activities Pat Todd TN Dept of Ed

2 Fun and Engaging Take a clean sheet of paper When time is called, start writing on an experience you have that during the Reading Conference When time is called, stop writing and pass your paper to the person on your right When time is called, read what the first person wrote When time is called, start writing to add to the story the first person started

3 Fun and Engaging When time is called, stop writing and pass your paper to the person on your right When time is called, read what is written on the paper When time is called, start writing to add to the story the first and second person started Return the paper to the first writer

4 WR Write – Read You just completed a WR It took 0 planning time or prep time It took approximately 6 minutes All of you were engaged Did you learn something? Was it fun?

5 Extra Scaffolds Write and Read (WR) 1. Writing Encourages students to think and write Encourages students to think and write Allows students to learn from others Allows students to learn from others Keeps all students engaged Keeps all students engaged Helps students value teamwork and respect for others opinions Helps students value teamwork and respect for others opinions

6 Purpose of this Session Provide you ways that are fun and effective in encouraging students to enjoy learning Help you teach literacy skills using your content and without taking your time planning

7 Forming Groups Teacher formed – Magical Computer Teacher formed – Magical Computer –Good reader –Poor reader –Successful student –Struggling student –Analytical mind –Party animal –Get the job done mind

8 Team Rule Teamwork begins once every member has something in their hand to bring to the table.

9 Directed Reading – Thinking What-I-Know Sheets Allows students to use their curiosity Helps students learn new information and make connections with prior knowledge Helps students draw conclusions Increases higher-order thinking skills

10 What-I-Know Sheets How it Works Teacher reviews the text. Student works individually to complete a What I Know Sheet. Students move to a group to discuss what each have written on their sheet. Either the teacher or students read a short portion of text and students combine answers The teacher leads discussion of answers and questions the groups raise The teacher leads discussion of answers and questions the groups raise

11 What I Know What I Want to Learn Questions

12 Extra Scaffolds What I Know Sheets 1. Disadvantaged Readers Allow books open during the What I Know Sheet activity Allow books open during the What I Know Sheet activity Reading aloud to the students Reading aloud to the students Modeling the thinking required to make inferential answers Modeling the thinking required to make inferential answers

13 3-2-1 Reviews subject matter Keeps students engaged in learning, bell to bell Provides what students have learned and what they have questions about Provides for opening class discussion or reviewing what was learned

14 3-2-1 How It Works On a clean sheet of paper, students draw three lines dividing the paper into three equal part. Write 3, 2, and 1 at the top of the sections On the first section (#3) write Three Things I Learned Today On the second section (#2) write Two Things I was Surprised to Learn On the third section (#1) write One thing I Have a Question About

15 3-2-1 How It Works Teacher collects the sheets and scans them for understanding Column # 1 should be used for class discussion on what the students have questions about

16 Extra Scaffolds Reading aloud those things students learned Reading aloud those things students learned and those things they were surprised to learn and those things they were surprised to learn Provides for review and repetitive actions Provides for review and repetitive actions Keeps students engaged in learning Keeps students engaged in learning

17 Anticipation Guide Uses prediction for engaging reading Opens new materials with a class activity Allows teacher to know how the student thinks on a subject Teaches students to value their personal opinions on a particular subject

18 Anticipation Guide How It Works Teacher develops a guide of 5 to 10 statements that guide students to the key concepts of new material/text Students mark the statement they believe to be valid based on their prior knowledge Encourages students to think and interpret large segments of text

19 Anticipation Guide How It Works Students break into groups and discuss their answers first with the books closed Students begin silently reading or teacher reads aloud keeping the anticipation guide on the desk to verify or change their answers Students document their answers by placing the page #s, paragraph #s and sentence #s to valid their answers

20 Anticipation Guide How It Works Consensus is made in each group. Begin working on consensus with the entire class. Take the opportunities posed to reference the skill of predicting

21 Extra Scaffolds Anticipation Guides 1.Low performing Students Read aloud the anticipation guide statements to the students Read aloud the anticipation guide statements to the students Pause at each one to facilitate a discussion of each of the statements and its relative merit. Pause at each one to facilitate a discussion of each of the statements and its relative merit.

22 Extra Scaffolds Anticipation Guides 2. Teacher reads out loud to the students from the text. Pause after reading 6 or 7 paragraphs and ask students if they can prove or disprove, at this time, any of the statements on the anticipation guide. Pause after reading 6 or 7 paragraphs and ask students if they can prove or disprove, at this time, any of the statements on the anticipation guide. Students explain where they found the information in the text. Students explain where they found the information in the text. Students must read the citation aloud or summarize in their own words in an attempt to convince the others in the class to their way of thinking. Students must read the citation aloud or summarize in their own words in an attempt to convince the others in the class to their way of thinking. Note: If the read a loud is used, wean the students as soon as possible to encourage them to read silently and to construct personal meaning from text.

23 Stump the Teacher Previews subject matter Reviews subject matter Motivates students Rewards students

24 Stump the Teacher How it Works All students read the text silently, (one or two pages) or Teacher reads the text to the students as they follow along silently, (one or two pages) Teacher closes his/her book and sets a timer for questioning Students pose questions that the teacher might not be able to answer correctly

25 Stump the Teacher How it Works When timer goes off, students close their books and the teacher begins to pose questions to them No penalty for wrong answers: only positive rewards for contributing to a correct answer (usually 1 bonus point to the responding student) Note: it is easy to contribute some small part of a more complex answer and many students will usually contribute something to the answer

26 Stump the Teacher How it Works QUESTION MARK BOOKMARK FOR QUALITY CROSS-EXAMINATIONQUESTIONING

27 Question Mark – Cross Examination Knowledge – Identification and recall of information Who, what, when, where, how Describe __________. Comprehension – Organization and selection of facts and ideas Retell in your own words. What is the main idea of __________? Application – Use of facts, rules, principles, and demonstrates How is ____ an example of _________? How is ____ related to _____________? Why is _____significant? Explain the _____ process. Analysis – Separation of a whole into component parts What are the parts or features of ____? Classify ____ according to _____. Outline/diagram/web _______. How does __ compare/contrast with __? What evidence can you list for ____?

28 Question Mark-Cross Examination Synthesis – Combination of ideas to form a new whole What would you predict or infer from __? What ideas can you add to ____? How would you create/design a new __________? What might happen if you combined _____ with ____________? What solutions would you suggest for _________? Troubleshoot ______________. Evaluation – Development of opinions, judgments, or decisions Do you agree _________________? What do you think about ____________________? What is the most important __________________? Prioritize ________________________________? How would you decide about ________________? What criteria would you use to assess _________?

29 Extra Scaffolds Stump the Teacher 1. Assist low performing readers with the task of constructing meaning from the text Read aloud to the students while they read along silently. Read aloud to the students while they read along silently. Allow students to immediately reprocess the text silently while the teachers book is closed. Allow students to immediately reprocess the text silently while the teachers book is closed.

30 Reward Students Award bonus points (usually 5) on the next test if a student asks a question that you are not able to answer correctly. Let the student win some!! It is a great confidence builder!

31 Focused Free Writes Finds out what the student knows Reviews subject material Uses time just before the bell rings

32 Focused Free Writes How it Works Students take out a clean piece of paper The writing assignment is on the material or project covered during the class period Teacher sets a timer (starting with 30 seconds and building up to 4 minutes) Students begin writing and cannot stop until the timer rings Note: If the student cannot think of anything to write they simply re-write the last statement they wrote until another thought comes to their mind.

33 Focused Free Writes How it Works Teacher collects all the free writes and scans them for understanding Focus Free Writes should not be graded Teacher may use information gathered on the Focused Free Writes to develop the opening for the next class meeting

34 Extra Scaffolds Focused Free Writes 1. Vocabulary Terms List vocabulary terms on board before writing a free write. List vocabulary terms on board before writing a free write. Instruct the student to use as many of these key terms correctly as they can. Instruct the student to use as many of these key terms correctly as they can.

35 The Purpose of Activities Involves students in their own learning Provides engaging activities that are fun Let the students sense of humor arise Extends learning beyond the text Reinforces learning Enhances team building skills

36 Helps Students Learn New Subject Matter Keeping Students Engaged

37 Follow-up Use at least one strategy per week Add additional strategies to encourage students Help students feel involved and a part of the class Keep instruction up-beat and positive

38

39 Are You Engaged?

40 Thank You Thank You Pat Todd TN Dept of Ed


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