4 Reasons I Use Picture Books in My Upper Elementary Classroom

I have been teaching fourth grade for over 20 years. However, I didn’t start out at this level; I actually started my teaching career in kindergarten. And, when I moved to fourth, I thought about all the picture books I wouldn’t be able to read to my students any more. A part of me mourned the passing of my opportunity to read a picture book and see the wonder and awe on my students’ faces. I fully embraced all the new adventures that teaching fourth grade offered, but I also knew it meant less time (or reason) for picture books.

Over the past 2 decades I have found more and more ways to infuse picture books into my units. Picture books do have a place in the upper elementary classroom. Scroll to read 4 resons why I continue to use them with my fourth grade students. 

1. THE STUDENTS LOVE IT!

Students love to be read to. I have always made it common practice to read aloud a novel during a designated section of the day. My teammate does as well. As sure as the sun rises, I know at some point in the year, I will walk by his classroom and hear him reciting the words of Roald Dahl’s BFG; one of his perpetual, yearly choices. I jump around from novel to novel but generally stick to a handful of favorites such as Walk Two Moons, The Best School Year Ever, Holes, and The Tale of Despereaux.

We all read novels aloud…right? It’s less common to read picture books. And, novels do offer some things that a picture book cannot. But, it will truly transform your lessons if you can find places where the perfect picture book can help you practice and master standards (more on that later on).

2. ONLINE SUPPORT

Technology has changed drastically since my overhead projector days. I love how many links and resources are available online for teachers (and students) to bring picture books to life. I do think some of the people who read aloud on YouTube gear their tone toward younger students, but the enthusiasm, audio, and camera work can be quite enchanting. If the reader is a bit “too primary” for my students, I give the students a fair warning before we begin. They might get a giggle at the opening but once the reading begins, they are fixated and engaged.

If I choose a book where I can find a decent video, I will play the video on the board and walk throughout the classroom with the physical copy of the book. I oftentimes notice students watching the front screen and then shifting to the book in my hands while I walk around.

I also make certain to share the link of the read loud with our LMS (Learning Management System). That way, students can always go back and watch the book again. And, I also have the book on display at the front of the room. It is common for students to grab it and re-read it on their own. I love it when they choose a picture book for their Reading Response Journals. 

3. SHIFT IN THE COGNITIVE LOAD

It seems like students today struggle with reading a whole novel, a classic novel, presented in prose and without graphics on every page. In fact, it has become such an issue in my class that I have guided my students to reading a graphic novel “every other book” for their independent reading. Graphic novels are awesome fun and visually appealing…but they are crippling the younger generation. The lack of sticktoitiveness to get through a novel is staggering and scary.

Just as students love graphic novels, they love picture books. It may stem from the visual support they get during the story. They do not need to imagine too much because the illustrators have provided the characters and scene. Students can focus on the plot points.

With all the support the illustrations provide, the cognitive load shifts. Students do not need to engage the section of the brain that would need to imagine the visuals. They can channel their energy toward the plot points and the skills/tasks they are asked to complete.

In a way, their brains are given a “break”; and for many students, it’s a welcome relief.

4. ALLOWS ME TO FOCUS ON ONE SKILL

There are so many ELA standards, it can feel impossible to organize and figure out which standards to focus on during a unit, or even to plan out the entire year.

One way that I have been using picture books is to read the story and focus on a single standard. This past fall I used the picture book Survivor Tree and focused on figurative language (specifically personification). 

It paid off a short time later when my students competed a district-wide benchmark and scored very well on the "personification" question. A little light bulb went off in my head. I decided to look at the gaps my students had and to systematically tackle the gaps using picture books.

I focused on the single skill. Just one. Only one. I read the book and had the students break down the components of the story that addressed the gap skill. It was effective.

Sometimes I plan for one mini-lesson (that focuses on one standard/skill), other times I will plan several lessons. I especially like to plan a set of lessons that gives students an opportunity to work on a writing skill (compare/contrast, evidence-based response, sequence of events, etc…).

Example: Ox-Cart Man - Sequence of Events

For Ox-Cart Man, the students listened to the story and were tasked with filling in a graphic organier with details that described a year on an early/Colonial American farm. This task not only addressed the skill of sequence but also inferencing because the book does not explicitly state farm tasks during the summer. It was a great conversation and helped the students learn a little more about implicit details.

This chart was used later on when students completed short response writing that asked about character traits of Colonial farmers and theme.

Example: Blizzard - Compare and Contrast Writing Task

Oh, how I love this book and this writing task! The timing of this task was especially fun this past year when our area experienced an actual blizzard! 

Students fill in a top hat organizer (similar to a venn diagram) with details comparing life in 1978 to life today. The majority of the details come from the illustrations. It challenges students to truly scrutinize the illustrations and make connections. Details such as corded telephones and hot cocoa on a wood stove give students the key details they will use to fill in the organizer and complete the writing task.

The beauty of using a picture book for writing tasks is that they are shorter and easier to digest (compared to a novel). This is especially true when teaching about theme. Because picture books are shorter and offer more visuals to students, there is a shift in the cognitive load required. Additionally, students can sometimes view picture books as “easier” even when the skill you are working on is just as rigorous. There is something to be said for the students’ grit when they are writing about a picture book compared to a novel.

Picture books also offer an opportunity to focus on vocabulary words. I oftentimes have students complete a flipbook with some of the specific vocabulary they will be encountering in the story. The words have a direct connection to the text and give the students an opportunity to focus on the structure of the words (prefixes, suffixes, syllables, etc...). There is also the added "bonus" of learning a few more definitions!

Read about some of the BEST vocabulary strategies here.

Picture books have a place in every classroom. I truly believe that! If you take a close look at your units of instuction and which standards you want to focus on, you can find a picture book to meet your needs!

Don't know where to start? 

No worries... subscribe to get freebie worksheets that incorporate picture books!

Owl Moon - Figurative Language Freebies 

(Simile, Metaphor, Personification)

The Story of Snow - Vocabulary Activities Freebies 

(Knowledge Rating and Flap Books)

Separate Is Never Equal - Vocabulary Activities Freebies 

(Knowledge Rating, 5 Square Organizer, Root Words Organizer)

Ways to Use Reading Response Graphic Organizers in Your Classroom

What if there were reading response organizers that were rigorous, differentiated, and flexible enough to be used with any lesson? And they were free!

Yes, you read that correctly; and you can get them right HERE.

I have been using a particular set of templates over the years that meet all those parameters. I keep an extra set of paper worksheets printed and ready to go. The digital version have their own folder in my Drive so I can find and share them in a few seconds. 

If you limit your responses to a few standard organizers, you will be reducing the cognitive load of your students and allowing their brains to focus in on the specific content you are teaching. They will be able to respond in a deeper and more meaningful way because they will already be familiar with the template.

Although these organizers lend themselves to reading response, they can also be used during your math lessons or as a summative response. For example, students can be assigned a Memory Box or 3-2-1 Response after a field trip (virtual or in-person). Click over to the Best Virtual Field Trips for Your Elementary Classroom for field trip links!

Let me share with you my 5 "go to" response sheets:

FOR FICTION AND NONFICTION

5 Square Organizer 

Some people refer to this as a 4 Square Organizer; despite the spot in the middle. However, the basic premise is that one particular topic or question is presented in the middle (or top) of the graphic organizer. Then, students use the 4 remaining spaces to input data, opinions, notes. 

Ideas for a 5 Square Organizer:

• Place a vocabulary word in the center and have students fill in the four remaining spaces with things related to the word such as: definitions, antonyms, synonyms, sentences, drawing/graphics, text citations. This would be applicable to math vocabulary, too!
• Put a character's name in the middle and have students cite details from the text that help them understand the character. These examples could be related to character traits or physical traits.
• Similar to starting with a charcter in the middle, you could start with a character trait in the middle. Ask students to cite examples in the text where a character demonstrates that trait.
• Name a text (or section of text) in the middle. Ask students to fill in the spaces using categories such as: People, Objects/Symbols, Vocabulary, Message/Theme, Problem/Solution, Cause/Effect, Favorite Part.

3-2-1 Response

This one is a classic. If you've been in teaching for a few moons, you've probably seen some variation of this response. Basically, it asks students to share 3 interesting words or people, 2 things they learned, and 1 question they still have.

When I assign this response I make sure to explain the expectations. For instance, no "repeat" of ideas and use complete sentences on the 2 and 1 response.

A 3-2-1 Response lends itself to some great post-lesson discussions. When I assign this as a digital response, I will oftentimes answer the question while grading the work. It's a nice opportunity to connect with students on an individual level. The "1 Question I Still Have" can also be used to start discussions the following lesson. 

Memory Box

A Memory Box is about as flexibile a response as you can find. The basic idea is that students need to fill in the spaces with information from the text or lesson. Teachers can increase rigor by giving specific parameters for the Memory Box. 

For math applications: have students write the different fact families for a given number. Or, ask them to describe the properties of a particular shape. 

Way to increase rigor with a Memory Box:

• Require students to use complete sentences.
• Quote statements from the text and indicate if they are fact or opinion.
• State inferences from the text and cite the pages/quote that led to the inference.
• Describe cause and effect events within the text.
• Cite text evidence that demonstrates character traits for a given character, or give the students a character trait and ask them to find evidence of that trait in different characters.

FOR FICTION

Story Elements

This is a classic graphic organizer that helps students break down a story. It is loosely designed to mimic a 5 Square Organizer. The title of the text is written in the center of the page. The Characters and Setting are at the top, the Plot at the bottom. Plot can always be divided up using a Problem/Solution format.

Chapter/Section Summary Sheet

For a more detailed look at a chapter or section of text, teachers can have students fill out a Summary Sheet. This organizer asks students to fill in the chapter (or section) and explain what happened. 

When students first start to fill in the "What Happened" section they can sometimes be very generic with their responses. I encourage students to sum up the section by sharing something from the beginning, something from the middle, and something from the end. That small bit of guidance gives students just enough direction to put together a quality summary.

In addition to those two basic parts, students are also asked to share what their thoughts are about the section and to then make a prediction! These two parts help students to make connections to text, consider their opinions about events, and to do a little bit of thinking about how events they have already read may impact events later on in the book.

The "My Thoughts" and "My Prediction" sections are usually the most challenging for students. Oftentimes, students will write very shallow and basic responses such as "I like it" or "It is good". It can take a bit of modeling to get them to internalize what they are reading, formulate their own specific thoughts, and convey them in writing. 

Click here to get a set of these 5 graphic organizers for reading response for FREE!

Other Blog Posts You May Be Interested In:

• How to Host a Book Tasting in an Elementary Classroom
• Easy Back to School with Picture Books
• Best Character Analysis Strategies for Your Elementary Classroom
• Best Vocabulary Strategies for Your Elementary Classroom
• Best Comprehension Strategies for Your Elementary Classroom

The Story of Snow Upper Elementary Literature Study

THE STORY OF SNOW is a perfect text to engage elementary students with nonfiction content. Mark Cassino and Jon Nelson present layers and layers of information through eye-catching graphics and text. Aside from the in-depth look at the formation of snow crystals and snowflakes, teachers can use this book to also teach vocabulary, comprehension, and writing skills.

INTRO ACTIVITY

To start this literature study, I use discussion questions and pre-reading probes. These two simple activities help students to get thinking about the text and the content we will be learning. They also give them an opportunity to practice their listening and speaking skills.

Questions I pose to the class might be:

• What do you know about snow?
• What connections can you make to the number 6?
• What do you think of when you hear the word "crystal"? Explain.
• Have you ever caught a snowflake? Explain.

These questions can be asked in a whole group setting, small group, or with pairs/triads. It is important to have established guidelines for sharing ideas and small group discussion. 

Help improve your students' speaking and listening skills with these free Listening and Speaking Task Cards in my TpT store.

VOCABULARY ACTIVITIES

Teachers can build their students' vocabulary knowledge with terms that are specific to this text. When they encounter these words again, students will be able to build upon their word base even more. For instance: star, plate, column, and crystal are homographs. Within the context of this book they will have one meaning. When used other ways, they will have another. 

Free Vocabulary Resources!

CLICK HERE to Download 2 FREE Resources (Knowledge Rating and Flap Books) to Support Vocabulary from the text The Story of Snow

KNOWLEDGE RATING

These are a favorite in my classroom. I don't know if it's because they are student-specific, ask students to self-assess, or offer the opportunity to see short-term growth... but my students love to fill these out and talk about their ratings.

Student will fill out their rating once at the beginning of the unit and once again at the end. The goal is to see an increase in their rating.

You can read more about knowledge ratings and other Vocabulary Strategies for Your Elementary Classroom. 

FLAP BOOKS

Flap books are a great way for students to have an easy-to-make and readily-accessible reference tool while working through a unit of study.

Teachers can quickly and easily diffferentiate flap books. 

• For an easy activity: simply hand out the pieces and parts as they are printed. The flap book terms line up to the pre-filled definitions. Students can cut, fold, and paste a vocabulary reference page in a few minutes.

• For a little bit of a challenge: hand out the flap book parts and hand out the definitions- but pre-cut them so they are mixed up, or have students cut and mix them up. Then, ask students to match up the terms to the definitions.

• For more of a challenge: hand out the flap book parts. Have students look up the definitions in a dictionary (or online) and determine which is the correct definition as the term is used in the text.

During the unit, encourage students to use their vocabulary flap books. Find ways to reference it and use it throughout later lessons.

COMPREHENSION

Students are oftentimes used to answering questions that have only one correct answer; usually using the text to support their answer. I like to use Evidence Charts to push my students' thinking and increase the rigor. A statement such as "Stars and plates are alike" forces the student to break down the text and consider which evidence from the text supports the statement and which evidence refutes the statement. Evidence charts are always wonderful conversation starters. Students love to present their thinking and the text evidence that supports their ideas. The discussion is richer and more rigorous.

WRITTEN RESPONSE

Nonfiction text can be a wonderful opportunity to work on compare/contrast or sequence of events writing. With this text, I ask students to compare and contrast snow crystals and snowflakes. It's a great way to reinforce the skill and give them a chance to use the writing terms that are most often used with compare/contrast writing.

For a longer, more in-depth writing piece, I ask them to explain the formation of one type of snow crystal. Students can choose between a star, plate, or column. Then, they have an opportunity to research the specifics of each crystal. Once they have compiled their research they will write a sequence of events. It's the perfect time to practice using transition words in writing!

To see all the details of my literature study for THE STORY OF SNOW click HERE.

EXTENSION/LINKS

• Here is a great read aloud on YouTube by Read Aloud Kids Book Time: The Story of Snow

• Excellent YouTube from Be Smart that breaks down exactly how snow crystals are formed and reinforces the terms and sequence in the text The Story of Snow --> https://youtu.be/fUot7XSX8uA

• I love this website --> http://snowcrystals.com/ Prepare to spend a nice chunk of time exploring all the nooks and crannies of information that has been compiled and organized! A teacher could build a whole unit of instruction using just the information contained within this website. Thank you, Kenneth G. Libbrecht! 

• Keep the conversations going! Download these FREE DIGITAL TEMPLATES that you can use for student response. 5 different templates that will work with any text or lesson you teach! 

Looking for more awesome resources to deliver content? 

Click a link below!

You are invited to the Inlinkz link party!

Click here to enter

Questioning Techniques in an Elementary Classroom

Questioning can be the harderst part of a lesson. How can we, as educators, ensure that students are learning the material, feel confident in their responses, and have a sense of contributing to the classroom community?  

I've learned a lot through the years and I've had my fair share of victories and mistakes. Throughout that time, I've been able to pull from different techniques in an attempt to give each student the confidence to raise their hand and take a chance. 

Pick the Hesitant Kid First

We all know which kids will be the first to shoot their hand up to answer a question. They love to share their knowledge and thrive off of answering correctly. On the flip side, we know which kids never put their hand up and would rather feed it to a wood chipper than volunteer a response. 

So, if the wood chipper kid goes for it, call on them! They are taking a huge risk. Support them; even if you suspect it may be a bit messy getting to an answer.

If the hesitant kid never puts their hand up... ever, and you would like to hear from them, I have a technique that will ease them into raising their hand and sharing ideas. 

Ask a very basic question; a question that has multiple correct responses or is based on thoughts/feelings. Or, a question that does not have an incorrect answer. Ask that question, give the students time to think, then choose the hesitant kid. Choose them first so that the "easy answer" can't be said by someone else first.

Examples:

• Name a character in this story.
• What is your favorite holiday?
• What does the word "xxx" mean to you?
• What is a multiple of the number 5?

By giving the hestitant kid a chance to answer the easier questions, you will be helping them build up the confidence to tackle a harder question later on.

Think Time

If you've been in the trenches for awhile, you know that students process at different speeds. Even if their hand is up, they may still need a bit of time to process a verbal answer. Give them time. Be patient. 

If it looks like they can't retrieve the information, ask them, "Do you need a bit longer?" If they want the time, let them off the hook and tell them to pop their hand up once they've got it. Promise to come right back to them and then keep your word. You'll have to keep scanning for their their hand to go back up, but it will be worth it when you go back to them and make sure they are part of the conversation.

Keep a Balance

Years ago I had an adminstrator keep a tally during an observation. She marked how many times I called on a boy versus calling on a girl. I hadn't even thought about that! I was close to even, but that was a happy coincidence. Moving forward, I always keep a running score in my head. If I call on two girls in a row, I then call on two boys. Make a cognitive effort to keep it even. It may not seem like other people notice (admins, students, TAs), but they do.

One Student Owns the Question

Once you have selected a student to answer a question, they own it. I will work with that student as long as necessary to get them to an answer. I use a delving technique (see below) to help guide them to a correct response. 

If all the attempts to delve and guide do not work, there are two choices: give the answer or have the student choose someone to assist. The question being asked determines which choice I make. For instance, if it's a math question (where there is oftentimes just one correct answer) I will have the student choose a person to answer. If it's an open-ended question, I might give one possible answer or list what's been already shared, to see if it triggers another idea from the student.

One common occurrence will be for other students to raise their hands when the student called on is struggling to come up with an answer. Refuse to call on them. Stay focused on the student who owns the question. For the first couple of months it is very common for me to say, "Put your hands down, it's Johnny's question." I let the class know that raising their hand for another student's question is futile. 

Over time, students learn that if they are called on they own the question. And if assistance or ideas are needed, they are the ones who will call on someone for help. The only person who can call on another student is the one who owns the question.

Delve the Question

Questioning techniques take time and experience to develop. The way I question students now is vastly different from the way I did when I first started out teaching. I've learned over time that delving is highly effective and is an excellent way to help a student work their way toward an answer.

Delving can be difficult at first. There is an art and science to it. However, think of a funnel. Structure your questioning by starting with the widest possible question that offers many options for a correct response. Granted, this doesn't work for everything, but you can use this technique in many parts of the day. If the student you have called on struggles to come up with an answer, start to "funnel down". This is the delve. If a student has had appropriate think time, ask the question again in a different way. Depending on the student, a differently worded question will prompt a response. For others, it may be a simple repeat. 

The next step will be to ask again and narrow down a parameter of the question. Keep moving down the funnel. At some point, you may be asking the student a 50/50 question. Cross your fingers they pick the correct answer. But, even if they don't, it's ok. Give the correct answer. Do not call on another student. I will write it again - do not call on another student. Once a student has been called on for a question - they own it. As stated above, the only person that can call on another student is the student who owns the question.

One example of how to delve a question:

T: Who can name a European explorer who sailed to present day New York?

S: Christopher Columbus.

T: Ohh- great start. We know that he sailed from Europe and journaled about his time in the Caribbean. But, we don't have any documents that tell us he sailed this far north. Can you think of someone else?

S: ...

T: We know that Columbus was Italian and sailed for Spain. We learned about other explorers that sailed for Spain. Also, England, the Dutch, and France. Can you remember any of those guys?

S: ...

T: We have some things in New York named after them. Can you think of any famous rivers or lakes or bridges named for a European explorer?

S: ...

T: What is one of our famous rivers that we have learned about?

S: The Hudson?

T: Right! Do you remember that guy's first name?

S: Ummm, Henry?

T: Yup. What else do you remember about his voyage?

Once you get to an asnwer, you can always follow up with a short Q and A to keep the conversation going and give the student another opportunity to share their knowledge.

If they can't recall a name, you can try to give them a "fill in the blank". 

T: What is one of our famous lakes we have learned about?

S: ...

T: In the northern part of the state. 

S: ...

T: Lake _______

S: ...

T: Samuel de _______

S: Champlain.

T: Yes! What else can you remember about his voyage?

Again, follow up with a bit more about Champlain. Invite the student to keep sharing and give them another opportunity to be in on the conversation.

Repeat Responses

If you have called on a student after some answers have been given, and the student is coming up short, try to list off what has been already shared to give their brain a jolt.

T: Who can name another European explorer?

S: ...

T: We have heard the names Columbus, de Champlain, and Hudson. Who else sailed over here? 

S: ...

T: Who was the Italian guy that has a bridge named after him, the one who sailed for France?

S: Verrazzano.

Connect Their Dots

Many times a student may give a wrong answer for a good reason. Their brain may be firing and connecting to something they learned from another lesson or experience. The connection might be caused by things such as: a vocabulary word, a time frame, or geographic area. Help them connect the dot to why that answer popped into their head and solidify a correct connection in their memory bank.

One example of how to connect a dot:

T: Who can name a European explorer who sailed to present day New York?

S: Lewis and Clark.

T: Ahhh, I can see why you might think that. They were very famous explorers hired by our 3rd president, Thomas Jefferson. They explored the land west of the Mississippi River. They documented their travels much like the European explorers we have learned about. But, they explored during the early 1800's; a couple hundred years before the time we are talking about. Can you think of someone who explored during the Age of Exploration? (1400s-1600s)

In this example the teacher can help the student correctly connect the dots between the question being asked and their thinking. Giving a bit more information to the student (explaining why their answer connects to the question) and helping them wire it correctly for the next time they need the information. 

If you have a timeline to reference (or other visuals), show the student "where" their answer lies and "where" the question lies. Or, if your students have notebooks, digital notes, etc... you can also have them refer back to discover a correct answer. Too often, students think that using resources is a "cheat". I try to instill in my class that it is actually the opposite. I want them to feel the empowerment of looking up a correct answer, knowing the correct place to find information, and connecting their own dots.

Keep Practicing

Questioning techniques take years to develop. Just as we tell our students that the best way to become a better reader is to read, the best way to become a better questioner is to question! 

If you do misstep, dust yourself off and try again. And, don't be too discouraged when you give the answer while in the middle of questioning... after 20+ years it still happens to me. I've resigned myself to the fact there is no cure for that particular "whoops"!

Easy Back to School with Picture Books

It's time for back to school! Are you ready? Do you have your lessons planned and your materials ready to go? I always find the first couple weeks of school some of the most exciting (and challenging) to plan. 

Trying to find a good balance between Team Building and Academics can be tough. In addition, there is the added challenge of trying to re-engage brains that have been on summer break. How much are they going to remember? What information will need to be reviewed? 

Save yourself time and frustration by using picture books, QR Codes, and a little bit of strategy!

EASY BACK TO SCHOOL 3 STEP STRATEGY

1. Choose a Picture Book

To help meet back to school challenges I use picture books! Picture books are a great way to build community through discussions, review skills or content, and also introduce new material. Picture books have the added benefit of offering flexibility to teachers when planning lessons and meeting the needs of all learners.

Students in the upper elementary grades appreciate a picture book, it's too often that they are expected to read and respond to only novels. There is a certain reduction in cognitive load when using picture books.

2. Print the Materials

Plan for print and go materials. Once you have a book in hand, the next step will be to print your materials. Choosing items that can be sent to the printer and have minimal prep will make your back to school planning easier than ever.

Once printed, sort out your materials based on when you will need them for your lessons. I also grab one copy of each printed page to keep in my plan book for reference as I work my way through the unit. 

3. Plan Your Pacing

Once you have a plan for which materials you will be using, plan your pacing. Think about using each picture book in two chunks of lessons. The first chunk of your lessons will be to address the reading standards. The second chunk of your lessons will be to address the writing standards.

Choose a picture book that will lend itself to a connected writing piece. For instance, if you are reading a fairy tale, plan for students to write their own fairy tale. The first chunk of lessons should focus on things such as: components of the text, how the author structured the story, or the elements that make the story entertaining. Build your student's knowledge base about the text structure. 

Then, when the second chunck of lessons are delivered for writing, students will have a firm grasp of how to draft their writing and structure their own story. They will also have the notes and responses from the picture book to remind them of what good writing looks and sounds like.

VOCABULARY & QR CODE ACTIVITIES

Vocabulary is such a key component in learning; especially in content areas. And, let's face it, it can be pretty dry and boring. So, I am always looking for ways to make it a bit more engaging for the students. 

To start, it helps to have visually appealing word cards (font and graphics). I prefer word cards that have some sort of icon to help students anchor the word in their brains. Engaging different parts of the brain when working with vocabulary will give students more than one area to pull from when they encounter or use the word later on.

Aside from word cards with graphics, it's also good practice to have students breaking the words down, doing their own word work, and looking at other ways the word shows up in our language. 

I like to have several copies of vocabulary worksheets printed and ready to go at any given moment. Not every word works with both sheets. Some words lend themselves better to one over the other. And, I don't break down every word. I will choose a word or two that I want the students to truly master. Those are the words I use to extend the learning and plan time for a deeper dive into the word.

Literary Terms; Vocabulary Worksheets

Once students have had some exposure to and use of the words, QR Code scavenger hunts are a great way to reinforce and celebrate their learning. They are one of the most popular activities in my classroom. There is something magical about scanning a code and completing a task. 

For the first hunt of the year, students will be working their way around the room matching literary terms to definitions. Beginning with literary terms is a great way to open the year because students should have some working knowledge of the terms, it's great for review, and gets their brains geared for the school year. Plus, I know I will be using these terms regularly throughout the year. The deeper the mastery of the terms, the easier subsequent lessons will be.

QR Code hunts are also a great way to get students out of their seats while working on mastery of the material while building community. Students typically complete the hunts with a partner but they can be done individually as well. 

To Prep:

• Print and post the codes around the room.
• Print recording forms (if students are working in pairs/triads, teachers will need to decide if students will share a recording form or be responsible for their own).

Literary Terms; QR Code Scavenger Hunt

Click HERE to get the Literary Terms Vocab Kit!

NATIVE AMERICAN PICTURE BOOKS

In the fall I use the following picture books to enhance my lessons about the Haudenosaunee while simultaneously hitting on many of the reading and writing standards. Although students will gain a lot of knowledge reading nonfiction text, I like to incorporate fiction and picture books whenever possible. The change up in text and illustrations keep the interest level up and the students engaged with the content.

The Rough-Face Girl

I can still recall the first time I heard this Native American Cinderella tale. The illustrations were as powerful then as they are now. Accompanied by David Shannon's masterfuly crafted illustrations are Rafe Martin's words telling this timeless tale which highlights those things which are most sacred to Native Americans. 

I love to use this book to examine character traits and delve into the values and beliefs of the Haudenosaunee culture. Students have an opportunity to evaluate the charcters and their behaviors. This book also provides excellent examples of simile, metaphor, and personification; not only through the words but the illustrations themselves.

Additionally, this picture book is a fantastic opportunity to lead your students through a compare and contrast writing piece. Most students are familiar with a Cinderella tale. However, even if they are not, it is easy enough to read another version to build up the knowledge base for the writing.

The Rough-Face Girl; Evidence Chart

You can find find my print and go resource for The Rough-Face Girl HERE.

You can find plenty of read alouds for this picture book on the internet. Two that I like are listed below:

The Rough-Face Girl read by Rafe Martin

The Rough-Face Girl (Read Aloud)

Thirteen Moons on Turtle's Back

This beautifully illustrated text leads readers through the 13 moons in a year as a grandfather teaches his grandson about the significance of the turtle and its connection to the moons; thirteen different moons as observed and celebrated by thirteen different nations. 

Within the poetry that presents like prose, students will learn about the time of year, the cultural traditions of the people, as well as experience interwoven personification that brings nature to life for each moon's story.

Thirteen Moons gives readers another look at the Native culture which views many elements of nature as people/beings that have direct impact on our Earth and demonstrate how all things are connected.

Students can examine the construct of the Lunar Calendar versus the Gregorian Calendar. This will give students an opportunity to craft an opinion writing piece about which calendar they prefer.

Thirteen Moons on Turtle's Back; Moon Note Catcher

You can find find my print and go resource for Thirteen Moons on Turtle's Back HERE.

Teachers can use the two links below to enhance the students' experience with the text and give them a deeper understanding of Native culture.

Chris & Kathy: 13 Moons on turtles back a Native American calendar.

George Couchie and Faith: 13 moons on a Turtles back

Rabbit's Snow Dance

Who doesn't love a fable? This funny and entertaining traditional Iroquois fable invites readers to watch Rabbit's attempt to make snow during the summer. Told with changing fonts and perfectly paired illustrations, readers are transported to a world where the animals are characters that have personality flaws and will learn a lesson by the end of the tale. 

Students will encounter a traditional Iroquois drum and song as Rabbit brings on snow in the midst of summertime! Along with the interwoven drum and song, students will learn how Native Americans explain the existence of pussy willows. This fable gives students a simple story that cleverly incorporates many of the cultural beliefs and traditions of the Iroquois. 

After students have had an opportunity to read and break down the different elements of this fable, they are then set to write one of their own! Rabbit's Snow Dance is a simple and direct way to build up a student's knowledge base for drafting their own fable. A fable is a structured creative writing piece that lends itself to many different approaches and gives the students an opportunity to truly put their creative juices to work.

Rabbit's Snow Dance; Summary Sheet

You can find find my print and go resource for Rabbit's Snow Dance HERE.

There are many read alouds for this picture book on the internet. Two options are listed below (the first link read aloud is more decorative with graphics and music, the second is a more direct and simplistic approach).

Read Aloud Rabbit's Snow Dance

Rabbit's Snow Dance

Other PRINT and Go Picture Book Resources:

American Revolutionary War Stories BUNDLE

Women's Suffrage Stories BUNDLE

Other Picture Book Blogs:

• 4 Reasons I Use Picture Books in My Upper Elementary Classroom
• Easy Back to School with Picture Books
• Best Picture Books for Women's Suffrage and Women's History
• Owl Moon - Upper Elementarty Literature Study
• Paired Texts with Katherine Johnson
• The Story of Snow - Upper Elementary Literature Study
• Teaching Vocabulary with Mentor Texts - Separate Is Never Equal

Best Vocabulary Strategies for Your Elementary Classroom

Vocabulary can be so tricky. It can make or break a student's understanding of text; this is especially true when working with content-specific vocabulary. There are many ways to introduce, develop, and master vocabulary. 

In this post I will share with you 2 student-specific strategies, which work for any subject you teach, that will help your students master vocabulary.

Knowledge Rating

Knowledge ratings are a simple way to introduce words that students will encounter in upcoming lessons or text. Knowledge ratings can be used for any subject and with any number of terms you may need.

Students are presented with a given list of terms. For each term, the student will rank themselves on a 4-point scale. A score of 1 means the student has never seen or heard the word. A score of 4 means the student has mastered the word and can teach it to someone else.

Knowledge Rating Vocabulary Strategy

Once students have completed the individual scoring of each term, they add up the individual numbers and have their rating. When using a knowledge rating for a unit of study (social studies, science, math) have them keep the rating. At the end of the unit, ask them to rate themselves again. The goal will be for students to increase their rating. If using a knowledge rating for a novel study, break the terms up by chapter or section. Once students have completed the section, go back to the rating and rate once again.

Knowledge Ratings are a great way for students to consider their own level of understanding and mastery of upcoming vocabulary. Using a rating allows students to consider where they currently are with particular terms and gives them a focus for improvement throughout the upcoming lessons.

Vocabulary Card

Vocabulary Cards are basically 4-Square Organizers that give students a space to write words they find interesting. They are organized by part of speech. (I also arrange my Word Wall by Part of Speech.) As students read a novel or work through a unit of study, they can add words to the appropriate spot and refer back to them later on.

Vocabulary Card Strategy

When meeting in a small group, I will ask students to share words they have added to their cards. Where did they find them (page number)? What do they think the word means? What might be a synonym for the word?

Allocating 10-15 minutes to this discussion gives students an opportunity to steer the lesson in a direction they find interesting. 

Different from a glossary, in which particular words are given to the students, vocabulary cards give students the opportunity to create a collection of words they find interesting. It is very student-specific and helps keep students engaged in what might otherwise be a very bland topic of conversation.

For other ideas to develop vocabulary click a link below:

4 Steps to Building Vocabulary

Teaching Vocabulary with Mentor Texts

Developing Vocabulary in Social Studies

No matter what the subject is, vocabulary can be a tough obstacle to overcome. With a few student-driven vocabulary strategies, you can keep your students engaged and on their way to mastering vocabulary!

You can read about other strategies to use during your ELA instruction by clicking a link below:

Best Comprehension Strategies for Your Elementary Classroom

Best Character Analysis Strategies for Your Elementary Classroom

Grab your own set of editable vocabulary activities (along with other reading responses) to use with your students from my TpT store here: Reading Response Worksheets or by clicking the image below.

Your download will include:

Google Slides

• Cover Slide

• 3 Vocabulary Slides

• 5 Comprehension and Character Study Slides

• 5 Author's Craft, Summary/Sequence Slides

• 3 Theme Written Response Slides

PDF Printables 

• Pre-Reading Activities

• Vocabulary

• Literary Devices

• Comprehension

• Character Analysis

• In-depth Analysis

• Summary & Sequence of Event Responses

• Theme Written Response

• Organizers & Rubrics