Back to Basics in an Elementary Classroom

I've been teaching for over 20 years. It's never been like this. Ever. Some of my hardest weeks occurred in the last 2 months of school (and I taught during a lockdown and subsequent remote/hybrid teaching the following year)!

When people ask me what it's like in the classroom right now, it's very hard to articulate the experience. Many people assume that because we are back to "normal" that everything is normal. It's not. I oftentimes tell people it's a "different kind of chaos". So, what's going on?

I've thought about it and I've come up with some ideas. But, in a nutshell, the basic views of school and the expectations we sometimes think are natural or ingrained in our students simply no longer exist. In seeking solutions, I've tested out some techniques and approaches to getting students back to the basics of school.

Use Simple, Basic Rules

My rules have evolved over time. At this point in my career I have whittled them down to the 4 basic rules listed below. Pre-Covid, students understood these rules. Posting them and occassionally reminding students of the rules was enough to keep classroom behaviors in check. Post-Covid, students need a little more support.

1. Follow Directions Quickly

2. Raise Your Hand for Permission to Speak

3. Make Smart Choices

4. Keep Your Eyes on the Target

At this point, students need more than occassional reminders. Some days we will pause and discuss a rule at length with specific examples of what it looks like in a clasroom. I will also thank students when they follow the directions. For example, "Thank you, Jane, for raising your hand." or "I love that you have your eyes on the target, John." It can be exhausting to constantly affirm when students are following directions. But, it helps remind students of the expectations for following the rules and gives a bit of praise to those who are already doing it.

Start with One Step Directions

My students are struggling with following directions. I no longer give more than one direction at a time. Some days that means I need to start with, "Put a pencil in your hand." Yes, that sounds extreme, but that's the reality. I've also implemented a lot of pointing and checking during directions and instruction such as, "Put your finger on the word 'directions'" or "Put your finger on number 1." 

Having the students point to and physically work their way down the page helps keep them focused. It also helps teach them how to navigate a page. For many students they have been working on computer screens and platforms which have been automatically turning pages or advancing through question sets. For my students (and maybe yours), they haven't had to physically navigate through worksheets or packets in quite some time.

By giving one step directions I can also make sure everyone is pacing together. It keeps me pacing at a correct rate and gives the students the support needed to stay with me during the lesson. It has slowed me down; which is a good thing. The students sitting in front of me cannot work through the content at the rate my students could in 2019. There are too many gaps: educationally, mentally, socially, etc... I anticipate the need for one step directions for the next couple of years.

Practice Basic Expectations

WALKING IN A LINE

I worked with my students for 180 days. They still struggled with walking in a line. Fourth Graders. Struggling. Walking in a Line. I even practiced with them- extensively. Like, we would take 4 loops around the building to practice. And they still struggled. I have no explanation for why it was such a struggle. But, I will be reviewing the exact fromation that is expected: hands by sides, walk in front of or beind - not next to, alphabetical order.

AUDIENCE MANNERS

In-person school assemblies took a hiatus during Covid. We used the power of video and live stream to get together as a building. We did get together in the auditorium as a whole grade level before the end of the building. But, students have been passive audience members for a very long time. They need to learn and adjust to what it looks and sounds like when you are a live audience and there is something being presented or performed on a stage in front of you. Making noises, calling out, shuffling around, or leaving your seat may be acceptable when you are seated behind a screen and can mute the mic and turn off the camera. However, it is not when seated in an auditorium with a couple hundred people seated around you.

Students need to learn how to sit and attend. To get my students better prepared for sitting in a large auditorium, we will practice sitting attentively and quietly in the classroom. I plan to start will shorter videos (such as a BrainPop) and build their stamina.

HANDS TO YOUR OWN BODY

This one is always a struggle. It continues to be. Even post-Covid some students need to be reminded every day to keep their hands (and feet) to their own body. This is reflected in Basic Rule #3: Make Smart Choices. My fourth graders know the rule- most elementary students know the rule. We still need to remind and practice keeping our hands to our own body.

TAKING TURNS

Taking turns is one of those skills that is oftentimes taught and practiced in the primary grades. In a post-Covid world, the students walking into the classroom have not had the practice. I plan to use a lot of tangible ways to help students remember and navigate taking turns.

• Talking Trays: One way I use talking chips is to get a dollar store tray and place numbered chips (1-6) inside the tray. Each student is assigned a number and they are given a certain number of chips. As they chat and participate in the group discussion, they place a chip from the outside section into the middle. The chips help students keep track of who has spoken and who still needs a turn. When all of the chips are in the center, students can re-sort and start the process over. See Talking Trays in this blog post.
• Speaking and Listening Cards: Students work in pairs with this activity. I go over the expectations and model the first couple of exchanges. If students see the behavior and activity modeled, they will have better success when completing it with a partner. Students are given sentences starters and prompts to help them become familiar with the process and engage in meaningful conversation. You can get a FREE set of Speaking and Listening Cards in my TpT Store. 

• Getting to Know You Games: Students love to play games. My students especially love games where they get to talk about themselves. Why not combine taking turns with some speaking and listening and a little game board fun? I usually play some getting to know you games in the fall to set the expectations. I keep the groups to no more than 4. And, I usually play these games after we have done a couple rounds of speaking and listening cards. (I plan these activities throughout the whole first month of school.) Once the students are familiar with the format and expectations, I will leave Getting to Know You Games in my sub plans (when necessary). See the games I use here.

 

Grit

When we were remote/hybrid it was tempting to close a chromebook when the struggle became too much. Too many students gave in, closed the computer, and did not re-engage in the lesson. After a couple of years of this practice, some of my students were now faced with all day instruction where there wasn't an escape from the productive struggle required for growth. This lead to more meltdowns and shut downs than in previous years. 

Many, many (did I say many?) times I had a student walk up to me and stand there with an open Chromebook. Sometimes they expected me to be able to read their minds, or look at the screen and know what the problem was. We spent a lot of time as a classroom community discussing how to articulate frustrations and explain where the exact breakdown in understanding was happening. It was difficult to near impossible for some kids. 

To help get the communication going, I oftentimes had students start at the beginning and asked them to walk me through what they had completed. If they struggled with that, I would begin by starting with the first part of the activity or assignment and ask them yes or no questions. "Do you know how to..." "Do you understand how to..." "Where you able to..." I would also ask them to "tell me where you are" or "what is the next part you need to work on?" 

I was also careful with my word choices. I avoided using the word "can't". I would use phrasing such as: "Where's the hiccup?" "Which part is the biggest struggle right now?" "How can I help you?" "What have you tried?"

Using affirming language also helps ease tensions and discouragement. "We'll try it another way." "Let's see if we can get this figured out together." "Please ask for help, that's why I'm here." "Yes, it's hard. That's why you are feeling a bit frustrated- we are trying something new." "Trust yourself, you can do this!" "It will be easier next time." "That's a tough one. Let's break it down one step at a time."

Practice, Practice, Practice

FINE MOTOR SKILLS

Tech has invaded classrooms like never before. Teachers were churning out digital lessons as quickly as their fingers could type. Students learned keyboards at an unprecedented rate. All these advances in tech came at the expense of fine motor skills and eye-hand coordination. Once I was out of the worry of quarantined students I reverted straight back to pencil/paper and color/cut/paste. It's the first time in over 20 years of teaching that I had students moaning when I told them they would need scissors and glue for a lesson!

My students (fourth graders!!!) struggled with cutting on a straight line. Some students were struggling with the proper way to hold paper and/or scissors. This is not an exaggeration. It's a fact and an unintended consequence of the level of tech used the past couple of years. This fall I am going back to as much color/cut/paste as I can. We are going to slow down and practice what it looks like to cut on a line, color inside lines, glue pieces together that are lined up correctly. We are going to practice fundamentals. To prep for these particular lessons, I will be making extra copies. One way students stayed motivated to cut or color slowly and neatly was to know if they did not, they would get a fresh copy to try again. We had several discussions about it being better to work slowly and neatly than rush your work and have to start over.

  

LETTER FORMATION

This has always been a tough one; it's been tougher since handwriting was taken out of the curriculum. However, students are now faced with a double ding. Poor fine motor skills coupled with poor letter formation.

I can only speak to my own classroom, but I race against the clock all day every day. However, I do find time to squeeze in a little bit of letter formation. I sneak it in during my phonics or vocabulary instruction. I restrict it to writing single words. I model the formation and encourage students to do the same.

I know some teachers that have been using morning work to practice. They take a few minutes at the start of the day to go over how to form letters and the students review and practice independently. 

Use Extended Wait Time

Woah, Nelly! I speak fast, I too often teach fast. I have been battling my pacing from the first day I walked into a classroom. I've slowed down quite a bit but I continue to hone my craft.

With that said, I have learned to embrace Wait Time. After asking a question, I wait longer now than ever before. Like, what feels like a millennial; and some days it's outright painful. But, its what my students need. Processing time post-Covid looks very different. Students are still adapting to learning in a classroom environment (and all that entails). Their brains need more time to process both the information going in and getting information out.

One way you can extend your wait time but know when the group is ready to respond is to ask students to give you a thumbs-up (against their torso) when they have an idea or answer they would like to share. One quick glance around the room let's me know who's ready. It also gives me a clue as to how fast (or slow) I need to pace the instruction for a given topic or time of the day.

I also have taught my students to give me the sign language sign for "wait" if I am moving too fast. This is especially helpful when taking notes from the board. It's a quick (and semi-private) way to let me know they need a bit longer to get the information down on their page. Students are great at note-taking while signing "wait" with one hand.

If we have had time to process and think about a response, I ask students to share with a neighbor. This gives everyone a chance to share their ideas. It also gives students who may not have an idea something to share in the event they are called on. It's a win-win. 

To Sum Up

When I stand before my class this fall I will look at them as if it is their first day in a classroom. I'm going to assume everyone is starting from "zero". My strategy is to dig deep into my days from teaching kindergarten and give every student a chance to learn things for the "first time" as well as the time needed to process the expectations and learn the routines. Putting the time and energy during the first month (or so) of school into teaching the basics will save time and energy for the rest of the school year.

For some additional ideas check out these blog posts! 

Questioning Techniques in an Elementary Classroom

Morning Routine in an Elementary Classroom

Learning Student Names

Paired Texts with Katherine Johnson

I remember when paired texts made their way onto the reading stage. Students would read one fiction text and one nonfiction text. They would answer questions about both texts individually and then move toward answering questions that connected the two texts. It was genius. I loved giving my students equal exposure of the two genres while using engaging content.

"Paired texts" was a phrase oftentimes used with the primary grades. Once students entered the upper elementary level, it shifted to "paired passages". It was a similar concept but there was a shift to using a greater variety of texts. The second passage would includes things such as recipes, interviews, directions, etc... If you have seen or worked with state assessments you know this formula well.

The last few years I have been using picture books more often. I have found ways to incorporate them into my units of instruction and have witnessed my students' levels of engagement and interest increase. Some of the most effective picture books for upper elementary students include one of the following: a person in history, a specific event, or stunning illustrations. 

With Katherine Johnson paired texts, I like to start with the picture book. It is visually appealing and offers better opportunities for discussions and connections for the students. It is easier for students to move to the less visually engaging nonfiction text when they have a vested interest in the subject matter. So, in this case, I like to hook them in with Johnson's story told through text and illustrations and then move them toward the other nonfiction text that is more fact-driven and offers different opportunities for using text features, understanding vocabulary, interpreting quotes, and working with timelines. 

You can see the money-saving bundle of these resources here.

Picture Book: Counting on Katherine

There are so many choices when deciding on which picture book to use. For me, I love the illustrations and the flow of the story in Counting on Katherine. Helaine Becker gives readers a concise and accurate look into the challenges and triumphs Katherine Johnson experienced in her life. Dow Phumiruk's illustrations helps readers to connect to the events in Johnsons's life through beautiful art work that contains a perfect blend of visual appeal and information. The overall messaging of the book constantly circles back to the character strengths of perseverance and teamwork. 

You can see the full resource of Counting on Katherine here.

Vocabulary Development

Counting on Katherine allows teachers an opportunity to work on vocabulary words such as: catapulted, segregated, and precise. I ask students to rate themselves using a knowledge rating at the start of the book. Once the students have had an opportunity to work with the vocabulary and digest the information, students will take another knowledge rating to see if their overall understanding of the words increased. It's a great way for students to see their own individual growth in a short amount of time. 

Literary Devices

Literary devices seem to be one of those concepts that teachers need to constantly reintroduce and reinforce. No matter how many times I teach similes and metaphors, it always feels like the first time! Counting on Katherine has a few literary devices teachers can focus on to help students master simile and metaphor. It also contains some examples of personification and idioms.

This is one activity where I would break students up into four different teams. Assign one literary device to each team. Challenge them to find the device within the text and report back to the whole class what they found. Teams can also be tasked with creating class anchor charts to display the devices and use them as reference tools beyond the lesson.

Comprehension

Comprehension can be approached in so many ways. I have a few go-to strategies I like to use with my students. Evidence charts rank high. They are one of my first choices when helping students develop their comprehension skills. Even though some might view a picture book as "easier reading", that doesn't mean the rigor in the comprehension is less.

When students are asked to find evidence that supports or refutes a statement, the rigor automatically goes up. Some of the deepest and broadest thinking happens. It invites students to "think outside the box" when considering response and demonstrates that there can indeed be more than one correct answer.

Statements I use for Counting on Katherine:

• Katherine enjoyed math.
• Numbers were important to Katherine.
• Computers are machines.
• Space travel is dangerous.

 Short Written Response

Oftentimes educators can become so focused on vocabulary and comprehension that written response becomes secondary. Yes, students need to be able to understand what they are reading in order to write about the topic. However, teachers can tackle these equally important standards with a bit of forethought. I like to task students with written responses that directly connect to a comprehension activity completed earlier in the unit/study. 

One example from Counting on Katherine is students fill in a Character Traits Mat that examines the traits demonstrated by Johnson and the text evidence that supports the trait. Once students have sucessfully filled in the mat, they will have several examples to choose from when drafting a short response later on.

My students have learned over time that it is smart practice to completely and thoroughly fill in their notes and activity sheets. They never know when they will need to refer back to them for tasks assigned later in the unit! 

Extended Written Response - Opinion Writing

I am always looking for ways to integrate standards and increase rigor. Sometimes it's an easy adjustment, other times it takes careful thought and consideration. Aside from the short responses, I like to assign students an extended response that connects to previous lessons and discussions.

There are many topics to discuss and explore when reading Counting on Katherine. There are themes and issues that extend beyond Johnson's achievements such as: segregation, gender roles, personality traits. For an extended response, I ask students to reflect back on an earlier discussion point using a quote from the text: "All the computers were women. They were given the tasks that men thought were boring and unimportant". 

I like using this quote because it touches on two aspects of Johnson's story: gender roles/expectations and teamwork mentality. This writing prompt reflects back to the discussion card questions shared before reading the book. Students have had a bit of time to digest and think about tasks they may think of as boring or unimportant and see the approach Johnson took when working through tasks at NASA. 

Opinion writing can be a challenge when students haven't had time to think and digest a topic. By the time students are presented with this question, they have had several opportunities to hear, speak, read and reflect on the phrasing "boring and unimportant". They will have a better base to build an argument, the drafting won't be as laborious, and the details will be stronger.

Katherine Johnson Nonfiction Reading

Once students have had some time to go through the different activities and discussions using Counting on Katherine, I start using the other nonfiction text. This second text is more fact-driven and is less dependent on visual appeal. It is structured more like an article in an encyclopedia or a magazine. 

You can see the full resource of Katherine Johnson Nonfiction Reading here.

The structure lends itself to working with students on text features, breaking down vocabulary, and tiered comprehension. There are posters included to give teachers bulletin board focal points and/or visuals to use during instruction. Students also have an opportunity to think about quotes from Katherine Johnson and interpret one of them. 

Listed below are some additional links teachers can use to deliver an even more comprehensive unit about Katherine Johnson. As a supplement for student response, teachers can subscribe to my list and receive 5 Google Slides for Reading Response for FREE! Read about them here.

Additional Links:

• Katherine Johnson Biography (via NASA)
• Katherine Johnson (via National Geographic Kids)
• Katherine Johnson (via Biography)
• YouTube read aloud of Counting on Katherine: Animation Series: Counting On Katherine
  

The world lost a special woman when Katherine Johnson died in 2020. I am grateful to have plenty of ways to remember and celebrate her accomplishments. Whether your planning involves a few lessons or an entire unit, there are ample choices when using these paired texts. With many ways to offer flexibility and differentiation, teachers can craft a series of lesson their students will never forget!

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"!

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