Reading a text and answering questions has been part of literacy instruction for ages. However, using text evidence to prove answers, whether literal or inferential, is a must-have skill for the 21st century.
Students need to learn how to evaluate the information in informational text to determine the most important ideas, moderately important ideas, and less important ideas to effectively summarize what they have read. Rank-Order-Retell (Hoyt 2002) assists students in learning to identify the main idea and supporting details. In the activity, students write down phrases they consider important to the topic, taken from the text either directly or indirectly. These phrases should describe the content
Close reading is part of a well-balanced curriculum in language arts and the content areas.
Check out our blog for a close reading strategy that helps students determine word meaning from any text that they read!
Movement is crucial to learning. Here's a creative strategy to get your students moving in the classroom! With this activity, students will create a Kinesthetic Word Web.
You can find more great teaching strategies and ideas in Brain-Powered Strategies to Engage All Learners.
I often joke that one of the ways I realize I am getting older is that when I hear younger people use slang, I cringe. There is probably no greater separator of generational differences than the use of slang. Being able to validate and affirm the current generation's use of slang is a great way to relate and connect with them.
It’s been quite a year, hasn’t it? What a bittersweet time this is, looking forward to the summer while feeling a little tug as you say goodbye to the past school year! To help capture the moment, here’s a poem—with due acknowledgements to the extraordinary Margaret Wise Brown.