Digital Design Tips for Teachers

With all the changes going on in education today, it is more than likely you will be building a lesson, response sheet, or presentation for your students at some point. Students are using Google products (Slides, Doc, Forms) or platforms such as Canvas, SeeSaw, or BrightSpace more than ever before. Although there may be some of you who have avoided technology for as long as humanly possible, it is with the start of this school year that you may at long last be forced to face the inevitable: creating within and working intricately with digital resources and platforms.

For me, I wanted to consider the most streamlined approach to creating and sharing content for my students. However, I also recognize that I need to make that content accessible for any learner (think IEPs and 504s) that may be sitting in front of a screen. With that in mind, I have put together a list of 7 Rules To Follow When Creating Digital Resources.

Use the following 7 Rules to keep your students' cognitive load where it belongs. To read more about Cognitive Load click this link ---> Cognitive Load Theory. These digital design tips will apply whether you are simply writing the directions for the students or are building an entire unit from scratch and creating the content the students will be reading and using. 

1. Use Simple Colors

In reality, the fewer the colors, the better. But if you feel a burning need to incorporate color, stick to simple colors. Avoid neon or high contrasting colors that can be hard on the eyes.

Consider: students (and you) will be spending hours looking into a screen. If you open something and you immediate "squint", then reconsider the colors you have chosen. Again, black and white is best...but I know there are those of you out there that absolutely need color. So, choose colors wisely.

2. Use Bullets

Bulleted lists help the students know the sequence and/or expectations. Bullets also help highlight the important information that you want the student to focus in on. If there is too much text, you will lose the reader. 

Consider: large blocks and columns of text will be intimidating for many students. When giving instructions, make it possible for the student to understand what is needed with as few words or sentences as possible.

3. Use Simple English

Keep your instructions clear and minimal. Using metaphors or hyperbole will add to the student's cognitive load and disrupt the energy needed for the task. Your goal is to communicate instructions and what is required, not create a lesson within a lesson's directions or instructions.

Consider: instructions work best when a student can comprehend what is needed. Flowery, verbose instructions detract from the task. Keep the focus on the task.

4. Use A Consistent Layout

I try to use the same graphic organizers with my students to reduce cognitive load; using consistent layouts will do the same. When I assign tasks, the layout in the CRE (Content Rich Editor) is uniform. Every assignment's directions looks the same (or nearly the same). It helps the students work through the instructions and clarifies what is expected.

Consider: every time you change a font, color, size, etc... you are asking the brain to process new information. The goal is to keep the brain focused on the task itself, not the instructions for the task.

5. Break Up The Text

Just as any magazine or newspaper (or blog...) will format and break up the text, you should do the same with your content. Long strings of words and sentences will fatigue the students. Work will take longer, patience will grow thin. In fact, when opening up instructions or text, some students may feel automatically defeated if it looks complicated or exhausting.

Consider: the visual layout of the materials you are creating and/or sharing with your students is going to directly impact their ability to learn the information. Give your students' brains and eyes small breaks when they will be working with a large amount of text.

6. Use Large Clickable Buttons

If you are techie enough that you will be creating clickable buttons and links, think about the layout of those pieces. Using a broader, more-easily clickable button will work better than one than requires precise motor skill.

Consider: have you ever been frustrated when trying to click on a small button? Couple that frustration with other kinds of fatigue (eye strain, cognitive load, anxiety) and your students may not make it through the task. 

7. Use Graphics

Graphics are your friend. Use images or diagrams to support the text, help students make connections, and give them one more pathway to their long term memory. Charts and graphs are a huge benefit to the visual learners out there and gives every student an additional avenue to learn the content.

Consider: not only do graphics help solidify the content, it helps ease the visual strain of the reader. Graphics also help the reader remember "where" they read information and better enable to student to go back and find the information they may need when working on a response.

Please Note: the use of underlines, italics, or CAPITAL LETTERS will make reading and understanding information more difficult for some students; impossible for others. These changes to type are a usual go-to for many people and seem innocuous. However, consider the possibility that using them may hinder your students from understanding your message if you choose to use them.

Reducing Student Cognitive Load

Cognitive Load Theory... such a fancy way to say "how your brain learns". I have been fascinated by cognitive load, and brain research, for many years. The more I learn about how the brain processes information, the better my lessons become. If I can break the information down for the student in a way that creates or strengthens pathways in their brain, then the lesson was a success!

With this fall being a challenge for educators and students everywhere, cognitive load will be more important than ever before. For some of us, students (and families) will need to navigate new digital platforms while simultaneously adapting to a new teacher, new school environment, new schedule, new content, etc... cognitive load will be at the forefront (and heaviest) like never before. 

As I look at my plans for the fall I am carefully planning ways to decrease cognitive load for my students. So, what is cognitive load? And, how can we reduce cognitive load for our students?

COGNITIVE LOAD THEORY

In the late 1980's, researcher John Sweller did a study in which he determined that working (short-term) memory plays a significant role in learning. Working memory has limitations in size and functionality. Yet, information must pass through working memory to make a pathway to long-term memory. He theorized that if the amount of effort required within working memory can be reduced, the ease at which the information can make its way to long-term memory will be improved.

Each of us handles cognitive load differently. The amount of load that we can operate varies significantly between individuals as well the areas that are impacted. I worked with a colleague that could not have any extraneous noise (load) around her when trying to learn new material. For instance: pencil tapping, music, chatter, and the like, would shut down her ability to focus on the new learning. The extraneous load would become so heavy she could not shift energies to the intrinsic or germane load. This was a grown woman with a master's degree... Now imagine the same processing system in a ten-year old child.

As a teacher, we can take a look at the three different types of cognitive load and take explicit steps to reduce the load in one area in order to improve the capabilities of the others.

Types of Cognitive Load

• Intrinsic: the amount of effort associated with a topic
• Extraneous: the amount of effort given toward outside factors that interfere with the brain learning the topic
• Germane: the amount of effort required to move the information from short-term to long-term memory

Intrinsic Cognitive Load cannot be altered. The level of difficulty is the level of difficulty. For example, multi-digit multiplication is an inherently difficult topic. We cannot change the level of difficulty. However, we can change the way the process is presented to students. We can alter the extraneous and germane cognitive loads and help the student build pathways to mastering the algorithm.

Ask yourself the following when considering intrinsic cognitive load:

• How complex is this material?
• Can I present this information in smaller chunks?
• How many times will I need to present this information?

Extraneous Cognitive Load is very flexible. This is where lesson design and presentation can make a huge impact. As teachers, we can reduce the amount of extraneous cognitive load quite easily. Teachers can consider the physical learning environment, a student's individual needs, and the presentation of the lesson itself, to determine the level of extraneous load that will be required and make specific changes to reduce the load. Using the same graphic organizers to present information is one simple way to reduce the extraneous load. The student's brain will not need to process the graphic organizer: how it works, what the components are, where to write information, etc...They can focus on the material. Because the extraneous load has been lightened, the student's brain will shift gears to the intrinsic and germane loads and start to construct schemata. 

Ask yourself the following when considering extraneous cognitive load:

• How can I present this information?
• What other input is distracting the student from processing this information?
• Can I simply the steps?
• Can I present this information in a different way?
• How can I reduce the exterior distractions?
• How can I amplify the focus on instruction?

 Reduce Cognitive Load: 

Display Vocabulary Words in the SAME ARRANGEMENT 

as they will presented to students on paper. 

(L: Bulletin Board; R: Interactive Notebook)

Germane Cognitive Load is the effort used to pull from previously learned information to help master new information. Although generally thought to be immutable, we can use certain techniques to help lighten this load. It is the cognitive load that connects the present information with previously learned information. Referring back to the graphic organizer example: the student will see the familiar organizer, their brain will automatically process what is expected, and they will start to create pathways from their short-term memory (the new information in the organizer) that will connect with their long-term memory (previously used organizers).

Reduce Cognitive Load:

Use familiar graphic organizers to present and discuss new information.

(L: Breaking down The Great Law of Peace; 

R: Breaking down the vocabulary word "journey".)

Ask yourself the following when considering germane cognitive load:

• What has the student already mastered that can help them process this new information?
• How can I maximize the connections between new and mastered material?
• What have I already taught that connects to this new learning?
• How can I facilitate pathways for connecting short-term and long-term memory?

KEY TAKEAWAY

You can change the content or the presentation; but DO NOT change both. 

If you are interested in free resources to help lighten cognitive load, subscribe to Fourth and Fritcher and receive 5 digital templates. These templates are versatile, editable, and can be used over and over again to help your students learn new information and create pathways connecting their short-term and long-term memory. Click below and receive your templates today!

Given the amount of "new learning" that will take place in the next few months, cognitive load is more critical than ever before. Lighten the load in as many ways possible to ensure that pathways are clear, schemata is developed, and mastery learning is taking place.

Back to School 2020

Educators, it's time to Embrace the Suck.

We live in uncertain times.There is no question that our current circumstances will impact how education is planned, coordinated, and delivered for Back to School this fall and for years to come. When we went into quarantine last March, I'm sure many of us (including me) thought it would be back to system's normal in a few short weeks; or, at worse, the following fall. 

However, that's not how pandemics work. The reality of the far-reaching impact of this pandemic is starting to smash the dreams of those of us who were mentally prepared to endure distance learning for a few short months with the promise of getting back into crowded classrooms with in-person instruction the next school year.

Alas, it's time to Embrace the Suck. 

You may ask, "But, Nancy, what does that mean?" Allow me to explain...

My great-uncle Sut was a lifelong Marine. While he was on this earth, he proudly donned his wedge cap and handed out poppies every November. As a veteran who served during Korea (in country) and Vietnam (stateside), he knew a lot about Embrace the Suck. 

Rosario "Sut" Ardizzone

Embrace the Suck is a military term. Urban Dictionary will tell you it means, "to consciously accept or appreciate something that is extremely unpleasant but unavoidable for forward progress". Our members of the military are experts at Embracing the Suck. We can be, too.

It means that we must resign ourselves to accept that school is going to be different. We are going to need to push ourselves to learn new technologies, schedules, people, approaches. 

We are going to need to accept the cognitive load that is coming; and it IS coming. For some of us it will feel like the first semester of college when you're walking around wide-eyed trying to absorb it all. When there is so much coming at you that you feel like shutting down, dismissing it all, and crawling back into bed while pulling a comforter over your head. But, this time, we have students and families waiting for us to lead and that's not an option. So, Embrace the Suck.

How To Embrace the Suck

You may feel like it's all too much to handle. There may be feelings building inside of you that are about to uncontrollably break open if you do not choose to recognize them and determine the pathway you want them to take. That uncomfortable feeling means you will need to make a choice; choose to channel those feelings in a positive direction. That's where Embracing the Suck will help.

Body Language

Recognize your feelings of being overwhelmed and cognitively choose to sit/stand up straight. Avoid crossing your arms if you're in a meeting or PD. Don't let your body language take a negative turn. If you feel your shoulders start to sag, immediately correct them.

This can apply during the days leading up to when students arrive and during instruction as well. Positive body language works not only in the classroom but in all parts of your life.

Keep your body language positive and open to ideas. Amy Cuddy's Ted Talk breaks down the connections between our body language, our mindset, and the impact on outcomes. She specifically talks about the connections between body language and our hormone levels (testosterone and cortisol). And, she details the progression from "Fake It 'Til You Make It" to "Fake It 'Til You Become It".

When I look back at the very first "live" YouTube I did in March for my students, my body language looks very different compared to the last broadcast in June. It all circles back to how our body language is connected to our mindsets. That first "live" was a mess. I anticipated it being a mess as I hit the "go live" button. But, I Embraced the Suck and did it anyway. It was a necessary step toward a better tomorrow. The mess and uncomfortable feelings were required in order for me to grow as a remote educator. This coming fall I will have no problem hitting the "live" button.

Words and Tonality

Choose your words (and how they come out of your mouth) carefully. Misery loves company and its doors are wide open right now. There is a part of the human condition that needs to voice its annoyance with any given situation. That is certainly the case with what we are facing. However, when you say, "This is insane!" say it with a smile and a nod of the head. Put those thoughts out into the universe but give them positive body language and tone. 

Acknowledge the reality of the situation without giving the negativity power.

Last spring, during morning announcements or video meetups, I would tell my students when something challenging was on the schedule. "This is going to be a challenge, but I know we can do it!" I didn't pretend that everything was going to be easy. I didn't claim to know how to do everything. I approached new things as learning experiences where if it didn't go smoothly or as planned, we would learn from it and do better next time.

I would be honest but remain positive:
"OK team, we are going to try a Kahoot! tomorrow during our meetup. Let's give it a shot and see what we are able to do!" After the Kahoot! I got feedback from the students and we shared ideas on how to make it better. We played Kahoot! a few more times before the school year ended. We grew as a distance learning classroom. 

Voicing the challenge you are about to face gives your psyche the needed release. Keeping positive body language and tone is how you Embrace the Suck. 

Take Action

Part of the stress in this situation is the feeling that you don't have control. That is true... for the most part. We can't control the virus. We can't control the recommendations or regulations that will be required. But we can control our reactions. 

Take inventory on how you are reacting. Think about your body language and tone. But, also consider this: how have you contributed to solving the problems? What have you offered as solutions to the many challenges facing our administrators and government leaders?

I've seen plenty of people posting realities to this most challenging situation. Believe me, I get it. I agree. I understand. I am on the front line of those going back into the trenches. We all know the challenges. Along with citing the challenges, what can you offer as a solution?

I find it a more valuable use of my time to offer solutions, to think outside the box, to contact representatives in a respectful manner. Memes are great visuals (and can offer humor during these serious times) but they do very little for policies and procedures. They don't offer solutions.

There are going to be decisions made that you do not agree with. That is inevitable. I would submit that trouble-shooting the next step in that process will help you accept the decision. My district is going to start a new Learning Management System this fall that will be implemented K-12. The decision has been made. Essentially, I have two choices: complain and fight the inevitable or Embrace the Suck. I choose the later. 

I choose to Embrace the Suck because in the long run it's what's right for the students. In the long run it will help me deliver instruction no matter if I'm in front of students or sitting at my dining room table. I choose the later because it's the part I can control and better for my mental health. I will not waste my energy complaining. On the contrary, I will now expend my energy toward using this new platform to the utmost of its capabilities. 

Each of us has something to offer. We educators are a creative group. The newbies tend to bring fresh ideas and energies to the table; whereas the veterans bring their experience and a more comprehensive viewpoint. Collectively, we can do anything. Take inventory of what you have to offer and do it. Someone out there needs your expertise. Choose to add to the problem solving and the positivity; avoid the Negative Nellys in your thoughts and other people. 

Keep your Back to School "To Do" list short:
Acknowledge the realities of our situation. 
Find positive and constructive ways to move forward. 
Embrace the Suck. 

Social Studies Lapbooks - Time Management - Part 5 of 5

This is Part 5 of a 5 Part series. 
You can read other parts by clicking the links below:
SS Lapbooks - Part 1 - The Basics
SS Lapbooks - Part 2 - Alternate Uses
SS Lapbooks - Part 3 - Written Responses
SS Lapbooks - Part 4 - Vocabulary Development

One of the biggest struggles for any teacher is time. We never seem to have enough. We can plan our lessons down to the minute and we will still be greedy for more. 

As an elementary teacher it was always a struggle to find time for social studies and science. The screaming needs of ELA and math catapulted those subject areas to the forefront and left the other two standing around like wallflowers waiting for their turn to dance.

I have found ways to "sneak" the illusion of more time into my day while also addressing the social studies curriculum. Try one of these methods for finding more time in your day to teach social studies and get through the inquiries...

30 Minutes a Day

Commit to teaching the inquiry for 30 minutes a day. If you can ensure that a half hour is designated for social studies, you can get through the inquiries; even if you have all 6 inquiries to move through. Each inquiry takes about 2-3 weeks to cover from initial lesson to the summative 4-point response. At 3 weeks per inquiry (6 inquiries total) you will have used up approximately 18 weeks of instruction.

Writing Block

Use the 2-point and 4-point responses as your writing block. Keep your 30 minutes for socials studies focused on the content. When you reach a place where students will be responding in writing, you can shift those lessons to your writing block. That will keep your designated time for social studies concentrated on social studies and you'll still be able to work with students on their writing.

Using your writing block also gives you "permission" to take a bit longer with the writing pieces. If the time planned is a writing lesson (as opposed to a social studies lesson) you will approach it differently and have a different mindset going into the writing components of the inquiry.

Thematic ELA Block

If you're feeling particularly ambitious, approach ELA in a thematic fashion. Create topics or units of study around the inquiry. There are a lot of resources available that might otherwise be considered enrichment materials. Picture books, novels, articles, videos, and the like can be used to create a homogeneous unit of instruction. Use the inquiry as the base and build from there.

For some teachers, they have a 90 minute block of instruction for ELA. If you approach it using a thematic approach, you have now increased your "social studies" time to 2 hours.

If you're wondering about fitting in grammar, vocabulary, phonics, etc... consider the idea of using the vocabulary and texts from the inquiry as the basis of those lessons.

Catch Up Day

If you find yourself falling helplessly behind in pacing, stop everything and teach social studies the whole day. This is usually a "Hail Mary" in lesson planning but can be very effective in catching you up.

I have done Catch Up Days for a whole day. Yes, it can be done. I caution you, though, to keep it interesting. If your plan is to plow through the material in order to declare that it has been taught, it might not go so well. You will still need to break the day down into manageable chunks. You will need to have students working in various groupings and be sure to change up the methods of delivering instruction. Use a combination of video, text, picture books. Make sure students have various ways to respond to instruction and are being engaged in different ways to break up the monotony.

Can't give a whole day to Catching Up? Half Days work well too...They are especially powerful if you will have an uninterrupted block of time between the students getting off the bus and dismissal time.

Some is Better Than None

In the end, there will be times when the conversations needed to be shorter, when you didn't get to every lesson, when the 2-point question was glossed over (or skipped altogether). It's OK. Really.

The students are still learning and gaining insight. They are adding to their knowledge base of the world and how they fit into it. Put the inquiry away and commit to teaching it better next year. Your pacing and delivery will be better. Promise.

You can see a range of grades and topics for social studies in my Teachers Pay Teachers store by clicking the links below:

IOWA SOCIAL STUDIES INQUIRIES
NEW YORK STATE SOCIAL STUDIES INQUIRIES
SOCIAL STUDIES RESOURCES: K-2
SOCIAL STUDIES RESOURCES: 3-6

Social Studies Lapbooks - Vocabulary Development - Part 4 of 5

This is Part 4 of a 5 Part series. 
You can read other parts by clicking the links below:
SS Lapbooks - Part 1 - The Basics
SS Lapbooks - Part 2 - Alternate Uses
SS Lapbooks - Part 3 - Written Responses
SS Lapbooks - Part 5 - Time Management

Inquiry design is amazing. When crafted and presented properly, your students will be engaged and discussing topics with more depth and critical thinking than you thought possible. To help students dig deeper and think more critically, we need to help them develop the vocabulary necessary to have inquiry discussions. Inquiry topics will have very specific vocabulary that needs to be used with ease and with immediate understanding. For instance, when discussing the Iowa Caucuses, we can't expect students to hold meaningful conversations if they don't know what "primary" and "caucus" means. Content and vocabulary are intertwined and we need to ensure they don't become unraveled.

My inquiry resources include several ways you can develop your students' vocabulary. Each resources contains a set of vocabulary words specifically chosen for the topic. These words will help a student develop a deeper understanding of the inquiry question, lead students to better discussions, and improve a student's overall lexicon.

Primary inquiries will have 4 word per inquiry at the kindergarten level, 6 words for first grade. All other grade levels will have between 8-10 words with most inquiries having 10. Some words are repeated throughout a grade level in order to give students an opportunity to work with that word more than once. For instance, words such as community, culture, or government will be a vocabulary word for more than one inquiry.

Vocabulary Support:
Primary Examples K and 1st Grade (top) and Intermediate Example 5th Grade (bottom)

I've read that students need to hear a word up to a dozen times before learning the word. But, that's just recognizing it though auditory processing. We also expect students to be able to speak, read, and write these words. While repeating and using a word many times for students to create long term pathways in the brain for the word is a great start, we must also create avenues for them to be able to say, read, and write the word as well.

You can read a more in-depth discussion for vocabulary development in this blog post:
4 Steps to Building Vocabulary

Within my inquiry lapbooks there are a few tools that help students master vocabulary:

Flap Books

Every inquiry resource includes flap books for the vocabulary. I usually have the students construct the vocabulary section before reading any text. Vocabulary has its own designated section of the lapbook. Even if I choose to construct a simple folder (without the third panel) I will still have students place vocabulary on a cardstock page and keep it in their folders. The vocabulary section becomes a glossary for the students to refer back to throughout the inquiry.

Picture Front to Back:
Vocabulary Card, Primary Vocab Card, File Folder Vocabulary Section

I will select one color (of copy paper) for the vocabulary flap books. Whichever color I choose in the beginning of the year will be the color I use for the remainder of the year. I rarely use it for any of the other foldable pieces. I want the students to see the color and associate it with vocabulary.

Flap Books Differentiation
To differentiate the flap books, teachers have a few options. You can hand out the definitions in the correct order with the correct books (that is most streamlined and easiest). For a bit more of a challenge, you can cut up the definitions and have the students match the definitions to the terms. The most challenging would be to have the students research the definitions for each term and write the definition in the flap book.

Matching Game

A matching/memory game is included within my inquiry resources; along with a foldable envelope to store the pieces. These pieces are great for earlier finishers or when you have 5-10 minutes to fill in until the next section of your day.  

Matching Game Differentiation
When I print the pieces for the matching/memory game there are a couple of easy ways you can differentiate the pieces. You can use colored paper to help in differentiation  or the numbers of terms you assign the student.

You can print the vocabulary terms on one color and the definitions on a different color.
You can print one half of the terms and definitions on one color and the other half on a different color.

You can give your students half of the pieces (terms and definitions) during one lesson and give them the second half at a later time.

Other Interesting Words

This foldable piece is an opportunity for students to explore and record the words they find interesting. I use a collapsible shape for Other Interesting Words and it is usually the piece that people struggle with the most when constructing a lapbook.

Once students have had an opportunity to record and collect a few words, we talk about them. Oftentimes, students select the same words. If time permits, teachers can group students based on the words they have selected and have them explore them or complete word work activities using those words.

Teachers can also create a classroom anchor chart with Other Interesting Words or place words on index cards and put them on a Parts of Speech Word Wall. 

You can read about Parts of Speech Word Walls here:
Word Walls for Big Kids

And ways to use them here:
3 Ways to Use a Parts of Speech Word Wall

Enrichment Options

I am always looking for ways to expand on vocabulary. The more students are exposed to and word with vocabulary, the better that word becomes embedded in their brain. Aside from the activities already included in the inquiry resources, there are several ways you can expand on vocabulary development.

QR Code Scavenger Hunts
My students love anything connected to tech. If it involves using a computer or a gadget, the engagement goes way up. If I add in the ability to be up and out of their seats, then engagement is through the roof! QR Code Scavenger Hunts give the perfect blend of tech and movement.

I hang QR code cards on the walls and students work their way around the room scanning and solving each clue. The design of the hunts enables students to start at any clue, spreading around the room, and helps to avoid a bottleneck. The end result is a cyclical answer key that has the same order of answers regardless of where the student begins.  

QR code scavenger hunts are excellent for enrichment lesson plans, wrapping up a unit, or substitute teacher plans. Once students understand the process they are able to quickly gather materials and begin the hunt. Hunts are flexible enough that students can work with a partner (or independently) to solve clues. I usually walk around and monitor students with an answer key in hand. If a student completes the cycle, I quickly check their work to see if they are correct. If not, I send them back to find their error. Depending on the error (and the student) I might guide them a bit to help them know where their mistake was made.

Word Walls
Word Walls are popular. I stopped organizing my word wall alphabetically years ago. I much prefer to organize by Parts of Speech (see link above).

Invite students to add to your wall! To start, students choose a word from the vocabulary list or their own Other Interesting Words section. Then, have the students write the word on an index card and place it in the proper spot on the wall. This activity works well for any student in your class, but it is especially powerful for students who need additional support with vocabulary. Writing the word themselves and taking ownership of the card creates a firmer understanding of the word.

Making Words
One morning, while I was waiting for a meeting to begin, I was cutting up letters for making words. A coworker asked, "What are those for?" I answered, "We're making words later today." My coworker replied, "Making words in fourth grade? That's awesome."

Making words is well-known for giving primary students an opportunity to create new words by adding or subtracting a letter or two. It fosters a deeper understanding of our language and helps create pathways that will solidify over time and become permanent in the student's brain. 

While most often used in the primary grades, making words with upper elementary students is an excellent way to dive deeper into vocabulary. Students have an opportunity to explore different combinations of letters and put their phonics skills to use when trying to form words with clusters, blends, and the like. Additionally, the manipulation of the letters allows for students to explore the possibilities while providing a challenge for them to figure out a word that uses all of the letters.

Oftentimes, my students know that the word they are seeking is most likely on the word wall. One partner will move letters around making smaller words while the other scouts out the word wall looking for the bonus word.

You can see Making Words resources here:
Fourth and Fritcher Making Words Resources

Parts of Speech 5 Square Organizer

The brain loves to chunk information. Whether it's going into the right side or the left side of the brain, if the information is chunked, it is easier to access and use. One way to help students chunk their vocabulary is to have them use a 5 Square Organizer. I use these organizers for everything. And I do mean, everything.

Keeping the same format for introducing and or exploring information helps keep the students' cognitive load in the proper place. Students will be familiar and comfortable with the format, thus their cognitive load will shift to the actual information itself rather than the presentation.

For vocabulary, I use the center space for the name of the unit or topic. The four outer squares are the parts of speech: noun, verb, adjective/adverbs, and other.

5 Square Organizer for ELA Module 1A

Vocabulary is such a vital part of our language and the ability to access information. In our current education system, it feels as though it is put on the back burner in favor of the content itself. However, without the vocabulary, the content won't make much sense. I'm not suggesting that it is not addressed or accounted for in curricula. But, it is too often taught as an isolated lesson. We need to infuse it more often into our plans while delivering the content. Vocabulary and content should be approached as interdependent entities that when bound together create a lasting educational experience for our students.

You can see a range of grades and topics for social studies in my Teachers Pay Teachers store by clicking the links below:

IOWA SOCIAL STUDIES INQUIRIES
NEW YORK STATE SOCIAL STUDIES INQUIRIES
SOCIAL STUDIES RESOURCES: K-2
SOCIAL STUDIES RESOURCES: 3-6

Social Studies Lapbooks - Written Responses - Part 3 of 5

This is Part 3 of a 5 Part series. 
You can read other parts by clicking the links below:
SS Lapbooks - Part 1 - The Basics
SS Lapbooks - Part 2 - Alternate Uses
SS Lapbooks - Part 4 - Vocabulary Development
SS Lapbooks - Part 5 - Time Management

Inquiry design is unique. It offers students an opportunity to ask questions, engage with one another, and consider opposing views. I love the way the small pieces throughout the inquiry lead to students constructing a response for the bigger question at the end of the inquiry. 

The three supporting questions posed during the inquiry are the pathway to formulating the summative response. As students build their evidence base with the three 2-point supporting questions, they are simultaneously building a draft for the summative 4-point response. When writing for their summative question, I expect students to use the evidence they have accumulated throughout the inquiry from their three supporting questions.

Before students are expected to navigate RADD writing on an independent level, I model the structure and the expectations for them during the first inquiry. I plan 2-3 lessons to break down RADD writing. I demonstrate how to restate the question, formulate an opinion, and cite the evidence that will support the answer. It can be a slow and torturous task, but it is worth slowing down and setting the expectations in the first part of the year. Eventually, students will be able to read, draft, and write a RADD response within one lesson block.

R.A.D.D. Writing: 2-point Responses

I have been using a writing process called "RADD" for quite a few years. The acronym stands for: 
Restate the Question
Answer the Question
Detail
Detail

Bulletin Board Display From My Coworker's Classroom

This simple acronym helps remind students of the steps needed to write a 2-point response. If they construct their writing around this acronym, they will easily earn full credit. Some students get into the habit of writing the acronym on the top of their paper and will check off each letter as they complete the steps.

Within my inquiry resources, students have each of the supporting questions prepared for them and the RADD method is built into the planning section of the page.

3rd Grade Migration Inquiry (mapping, graphics, and text for question 1)

Building a RADD

Restate the Question
This is basically the topic sentence. What is the question asking? What are we talking about? I encourage students to use the words already written within the question. Most of the time, students can change a couple of words and change the punctuation from a question mark to a period and have an excellent topic sentence crafted.

Answer the Question
This is the section where students state their opinion on the topic. Inquiry design often has more than one "correct" response. So, this step is critical for students to understand and master. It is their response to this section which will determine what evidence they need to find and cite to support their response. The answers in inquiry are oftentimes opinions. Two students can have diametrically opposing views with evidence to support their ideas and both students can earn full credit. Students choosing a position is one part of the process. They must then be able to find and cite the evidence which supports their opinion.

Detail, Detail
They say "the devil is in the details". For inquiry process, this is true. Students can answer the question in more than one way- so it is vital they choose one pathway. They will need to form an opinion and provide evidence (details) to support that opinion. Some students will struggle with the concept of there being more than one correct answer; or that the answer earns points because of the details provided. 

Some students may be uncomfortable choosing a position and will try to address the question by covering all options. I do give credit for those answers (if they provide evidence), but not full credit. It is the student's opinion on the topic that will determine the details they will need. 

Some students will need guidance on which details/evidence apply to a particular answer. While we move through the texts I will oftentimes have students notate on the text. Over the years I have tried different methods: highlighters, underlining, circling. They all work. 

One way I have used that works exceptionally well is color-coding. This is especially helpful when students will be marking up text for details that will support opposing views. I will select one color for one opinion and a different color for the other. Using color-coding helps the students find the correct evidence to support a particular opinion.

4-point Response versus 2-point Response

Once students have had an opportunity to explore and discuss the 3 supporting questions, they are ready to write a 4-point extended response. The 4-point response is the culminating writing activity for the inquiry.

Inquiry units are designed to make students think, consider opposing views, defend a position. For some, they will struggle with discussing their opinions because inquiries move beyond what students have encountered thus far in their educational career. Asking if people should live in ethnic enclaves is a much more complex subject than asking a student their favorite character in a book.

4-point responses are longer than a 2-point response. They encourage students to use evidence from the previous 2-point responses as well as any other evidence found within the inquiry. A 2-point response can be answered using 4-6 sentences whereas as a 4-point response may require 4-6 paragraphs.

Students who have thought through the 2-point questions can use them as a framework going into their 4-point response. I have the students use their 2-point responses to help them draft their 4-point question. If a students viewpoint has changed during the inquiry, or their 2-point response doesn't support their 4-point response, I guide them back to the text, graphics, and notes taken throughout the inquiry. Students are encouraged to use any evidence from the inquiry that will support their 4-point response.

5th Grade Segregation Inquiry (notes and graphics for question 3)

Rubrics

All inquiry resources include rubrics for the written responses. There are 2 different rubrics, one for the 2-point response and one for the 4-point response. The rubrics were constructed a few years back using a combination of the New York State rubrics and the input of my students.

The rubrics are written using student-friendly language. I use the same rubric with the students that i use to grade heir work. It is common practice to hand out copies of the rubrics and ask the students to grade their responses on the rubric. I then will collect their rubrics and attach a copy of my rubric with the grade. 

Rubrics aren't just used for grading. I use the rubrics to conference with students about their writing. They are also used when students meet in pairs or small groups to discuss their writing as well.

Another rubric that I started using last school year is a single point rubric. I am enjoying this new format of rubrics. It helps keep the students focused on the minimal parts needed to earn maximum points. I also like the way a single point rubric can demonstrate to the students and their families the work required to exceed expectations (and earn 4 points).

You can read an in-depth blog about single-point rubrics here:
Single Point Rubrics For Writing

Anchor Papers and Exemplars

I oftentimes get requests for anchor papers or exemplars. I hear you. I understand the need. I totally get it. Nonetheless, my answer is no. But before you grab your pitchforks and tiki torches, please let me explain.

In theory, I could provide exemplars. However, there are endless ways a student could answer any of the questions asked in an inquiry and receive full credit. By submitting one example for a teacher, I worry that it becomes THE example. 

I highly recommend walking your students through a couple questions in a slow and deliberate fashion. The model writing you create during that time will become the anchor papers for your classroom. Keep them, use them throughout the year (or even subsequent years), and refer back to them often.

Teachers, you are the professionals. Use your craft and judgement. Trust your training and instincts to guide your students through these writing pieces. You can do it!

You can see a range of grades and topics for social studies in my Teachers Pay Teachers store by clicking the links below:

IOWA SOCIAL STUDIES INQUIRIES
NEW YORK STATE SOCIAL STUDIES INQUIRIES
SOCIAL STUDIES RESOURCES: K-2
SOCIAL STUDIES RESOURCES: 3-6