1. Level Up! Pushing Students to the Next Level
By: Susan Hoch- Reading Specialist Jessica Kidd- 5th Grade Language Arts Teacher

2. Integrating the 5 C’s Using fiction/ nonfiction Communication
Creative/Critical Thinking
Collaboration
Citizenship/Cooperation
Investigation, Exploration, and Creativity

3. Linking It All Together
Engage with the text
Prepare students to engage with the text/ skills (explicit instruction)
Focus on comprehension
Synthesize what you’ve read, responding through writing, extending through research
“Research should be collaborative, cross-curricular, and integrated throughout the year.”

4. The Reading and Writing Connection
Students’ ability to respond through writing, correlates directly with their reading development.
“As readers, we find meaning, and as writers we apply what we have learned to inform others, and develop a better understanding of what we have read.”

5. Project Based Learning
Small groups
Student-led learning
Goal oriented
Fosters collaboration in the classroom
Open-ended projects allow for creativity and communication between students

6. PBL- Kid Inventors Inventor and Inventions Article-A-Day Set:
Readworks Articles
Additional Kid Inventor Books
Recipes or Directions for Inventions
Research Kid Inventors & Share
Make Inventions or Recipes
Peer Brainstorm – New Inventions
Make/Draw New Inventions & Share with the Class.

7. PBL- Second Grade- Stone Fox
Read the book together, working on skills
Student Choice Projects:
Race maps, race poster, triaroma, book covers, etc.
Peer Projects:
Write a skit and act out one chapter of the book
Presentations:
Students presented projects and acted out skits which were videoed and pieced together to make their own movie of the book

8. PBL- Upper Elementary- Titanic Slide 1
Book: Titanic: An Interactive History Adventure by B. Temple
Build Excitement
Historical knowledge through online PowerPoint
Interactive QR code activity
Hook Them
Explain the layout of the book
Read the first chapter aloud

9. PBL- Upper Elementary- Titanic Slide 2
Let It Go
Group students to finish reading
Students pick project and complete
Project ideas: Create a timeline, rewrite the ending, design a poster around the theme of your section, work with character traits, write a cause and effect statement from events in your section

10. “I Spy” Interactive Reading
Whole or small group interactive reading that builds an understanding of:
How to view a selection
Read an informative & enjoyable selection
Stop & think
Visualize for understanding
Focus on locating key words in questions
Understand question/answer relationships
Go back & find answers.
Great cross curricular integration- habitats, civilizations, famous Americans, etc.

11. Poetry Leads to More
Linking poetry to weekly fiction/nonfiction reading selections
Poetry written by the teacher or selected weekly to introduce the weekly reading selection
Great way to engage students while introducing the main selection
Great way to tie in reading for enjoyment & for fluency practice as you reread it daily
Great way to teach poetry strand throughout the year

12. Autobiography vs. Biography Studies
Teacher explicitly teaches differences in autobiography vs. biography using text as examples
Student groups create T-chart posters comparing & contrasting autobiography vs. biography
Students chose graphic biographies to research
Students create their own biography projects
Examples - Cereal box biographies
Kite Krispies (Benjamin Franklin)

13. Doodle-A-Story Select a text on instructional level
Prior to reading to the students, pick and tag 6 important events
Read the book to the students without showing the pictures.
Stop at each flagged event and ask students to doodle on their map
After reading, ask the students to write a sentence for each event

14. Next Step: Doodle-A-Summary (Slide 1)
Read aloud a story to the students. Have the students doodle the beginning, middle, and end.  The students determine the transitions between beginning, middle, and end.
The students will use their doodles to recall the events in the beginning, middle, and end of the story.
As the students recall the details, the teacher records them in a list on the board.

15. Next Step: Doodle-A-Summary (Slide 2)
The list is divided into beginning, middle, and end. Students will determine placement of lines that the teacher will draw between the three parts.
Together, the list is reread and unnecessary details are crossed through.  
From the remaining details, a summary is created in this format:
In the beginning, ___________.  In the middle, ___________. In the end, ______________.

16. FUNneling- Nonfiction
Show students a funnel.
Then explain to the students they will be looking through a nonfiction text and “funneling” it down to the text features
Have students look through the whole text for headings, captions, and bold words.
Then use this information to write a prediction.
While reading, students will write down important facts they find.
After reading, they will use all their information to funnel the story down to a main idea.

17. CSI- Clues to Solve It Fill a bag with “trash.”
Make up an elaborate story of how and why you stole your neighbor’s trash.
Ask students to help you understand your neighbor by digging through their trash one piece at a time.
Make a conclusion about the neighbor and what he has been up to.
Write a letter to your neighbor explaining what you did and what you figured out.

18. What Are You Thinking? Students will look at a picture to:
Generate conversation about the picture
Encourage peer collaboration
Begin a writing topic
Work on critical thinking
Practice forming questions

19. Bibliography Slide 1
Baumann, J. F., Chard, D. J., Cooks, J., Cooper, J. D., Gersten, R., Fountas, I. Lipson, M., Vogt, M. (2011). Journeys. Orlando, FL: Houghton Mifflin Harcourt.
G., & Sewekk, M. (1998). Stone Fox. New York: HarperTrophy.
Lester, J., & Pinkney, J. (1999). John Henry. New York: Puffin Books.
Rice, D., & Rice, W. B. ( ). Roberto Clemente. Huntington Beach, CA: Teacher Created Materials.

20. Bibliography Slide 2
Steve Jobs. (2012). Saddleback Educational Publishing.
Temple, B. (2016). TITANIC: An interactive history adventure. S.l.: CAPSTONE PR.
Thomas Edison. (2008). Saddleback Educational Publishing.
(n.d.). Retrieved from

21. Thank You
We want to thank you for coming to our presentation.  If you have any questions, please feel free to contact us.  Also, if you use one of the strategies we discussed, let us know how it goes- good or bad!  We would love to hear from you!
Susan Hoch-
Jessica Kidd-

22. Disclaimer
Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.