Instructional Strategies List

1. Sketch to StretchShort, K., Harste, J. (with Burke, C.). (1996). Creating classrooms for authors and inquirers. Porstmouth, NH: Heinemann.

Description: This strategy helps students to discuss their individual questions from the text/assigned readings with the rest of the classroom. In the strategy, students choose the most important idea from their reading or reading log and create a visual representation of the idea. They are then asked to write why they chose to represent this particular idea, how it is important to them personally, and give an explanation of the visual they drew to represent it. The discussion of these visual ideas is started when the students participate in a "gallery" tour of the artwork. Students hang pictures around the room or leave on their desks while the entire class wonders about to look at the visual representations. Students make note of the name of the artist that created a powerful piece and this artist later stands before the class to explain how/where their drawing was created from the text. The discussion will then begin because students will make a connection to the text, the art, and their own lives.

Classroom use: I think this strategy has various uses in my classroom. The one that first comes to mind is during my poetry unit. I would use this strategy to teach about the “images” the author and poetry creates when it is read. I would read an example of a poetry piece that creates many images and have students create a picture of their favorite part or most important part of the poem. I would then have the students walk around the “gallery” of pictures to see which best represents the poem. I would have the person chosen describe their picture and decided on what to draw from the poem. Once the gallery is created from the poetry reading, it could even be used as a bulletin board reminder of the importance of details and descriptions in poetry. Another use is during novel studies, to summarize a chapter or to discuss important events in the text. I also think I could use this strategy as a summary tool or important event synthesis of science or social studies text.

2. Exit SlipsExit Slips. (2008). Retreived March 5, 2010 from http://www.readingrockets.org/strategies/exit_slips

Description: Exit slips are used to help students reflect on what they have learned and express their ideas. The teacher asks students one or two questions about the lessons taught or ideas presented and the students write their responses on an index card to be turned in as their “exit” from the classroom. Questions could include: What is one thing you learned today? What could you take from today’s lesson and how would you use it in the real world? One thing I did not understand… or I want to learn more about… The teacher uses the cards to review student comprehension and make judgments on the lesson: what needs to be retaught, what was done well, what students still need. This is a quick informal assessment that helps student and teacher.

Classroom Use: This strategy could be used at the end of any subject matter or lesson, depending on what you want the students to tell you. I would use this as a quick assessment of a new math topic, to see who has understanding or who needs further instruction. This could be a

great tool for use in differentiating instruction. I would also use these slips to ask students a question about our novel study or reading, which I would then use as a discussion starter for the next class meeting. This could also work well as an “end of the day” reflection before leaving the classroom discussing the days learning.

3. SQR3Sqr3 reading method. (2006). Retrived from http://rcn.icu.ehc.com/cpm/sqr3_reading_method.pdf

Description: SQR3 stands for Survey, Question, Read, Recite, and Review. Students create a five column chart on paper with the headings S, Q, R, R, R. Students first “survey” their reading assignment by looking over the material for clues about how the text is organized. Students must being to think about what they already know about the reading or topic and any experiences they may have related to the topic. These ideas are written in the “S” column of the chart. They must also scan for a look at photos, tables, or other graphic sources. The second step in SQR3 involves students predicting questions that could be answered by the material, which gives the reader a purpose and meaning for the text. The students write the questions in their chart under the “Q” to further help them focus on interpretation of the information. Students then read the text, noting any useful information in their chart. Any useful information or the answers to their questions that are found in the text are written in the “R” column. Once they have read a section, students then take time to “recite” by taking time to see if they can recall facts or important points from what they have just read. Students can do this with a partner, small group, or whole class. This helps readers learn to summarize information instead of focus on all specific details. When students finish reading and reciting, they “review” the entire text by seeing how all the information fits together. This is best done whole group with a teacher guiding discussion questions. Students are able to add their ideas to the whole class setting. They evaluate the reading and try to organize all the information to fit prior knowledge and questions. They list these evaluations in the last column on the chart.

Classroom Use: I find this strategy especially useful in science and social studies text. Since much of the informational text seems more difficult for students to understand after just one reading, I believe this method helps students organize all the questions and facts gathered while reading. It also gives students a chance to talk about their different interpretations and facts gained from the reading. I have recently used the strategy when discussing animal adaptations. Students were able to create questions about the text and review their learning after reading when using this strategy. This method also works well when reading a novel when discussing author’s word choice, interpretations of certain events, and plot structure. For example: when discussing a chapter in “Pinballs,” the SQR3 method could be used as a pre-, during, and after reading activity. I would have the students complete an SQR3 sample chart with a chapter whole group. Then I would have them use the same strategy in pairs for another chapter. I like that students are able to use the strategy to come to a purpose for reading the text and what they hope to gain from the reading. It teaches students to be involved in the reading and requires their participation in group discussions of interpretations.

4. K-W-L Charts

Instructional strategies online. (2009). Retrived March 1,.2010 from http://olc.spsd.sk.ca/DE/PD/instr/strats/kwl/

Description: A K-W-L Chart is a way for students to organize information by activating prior knowledge and connecting it with new information. The teacher introduces a new topic to the classroom and has students create a three column chart with the topic indicated above. The column titles: “K”-Know, “W”-Want to Know, and “L”-Learned. Students then fill in the “know” column before reading or learning new information about the topic. This allows students to activate prior knowledge about the topic and will help them connect their knowledge with the learned information. The “Want to know” column is filled out next as the students write questions they have about the topic or what they want to know about the topic. This helps students set a purpose for reading and engages them in the text. After the teaching, reading, and learning takes place, students fill in the “Learned” column with new information that will connect to their prior knowledge. This chart helps students organize the steps of comprehension.

Classroom Use: I use the KWL strategy in all subject areas. Using this organizer in my classroom has proved to create an interest in a topic that would otherwise not have related to a student. We have currently used a K-W-L chart in discussing the NC history of the Wright Brothers by reading informational text in reading and social studies classes. Students first filled in the “K” and “W” portions of their chart to activate their prior knowledge about aviation and create questions they had about the Wright Brothers as people and the event they created. We shared our questions in a whole group discussion before reading. Students were able to add any questions to their chart that were created after whole group discussions. After reading the informational text and further researching the topic for video simulations and memorial information, students added to their charts any information gained from the readings in the “learned” column. The information that was gained from the reading and research was shared with a partner. These steps are easy to replicate for any content areas, thus the KWL chart is a great way to organize information and help students connect prior knowledge to current learning.

5. Think-Tac-ToeSamblis,K.,(2006, April). Think-tac-toe, a motivating method of increasing comprehension.

Retrived from http://www.reading.org/Publish.aspx?page=/publications/journals/rt/v59/i7/abstracts/rt-59-7-samblis.html&mode=redirect

Description: Think-Tac-Toe menu boards allow for student choice and increases comprehension of text by relating to student interests and learning styles. Students are able to choose their assignments to go along with text when they are given a 3x3 matrix of assignment ideas, much like a tic-tac-toe board. These assignments are created to appeal to all types of intelligences and interests of the students, so that all students are given an opportunity to make creative and well-thought out work products based on their individual strengths. Students also enjoy the game-like quality of the board because they are able to choose which three tasks to complete from the board. They do not have to complete all tasks on the board, just the three that best suit their interests and strengths. Students may complete extra tasks for extra credit.

Classroom Use: I have used the Think-Tac-Toe technique in my classroom several times to give students a choice of tasks related to topics. This technique is used as an after reading activity for students to show interpretation and comprehension of text. It works well as a differentiation activity for all learners in the classroom because different interest and learning style tasks are represented in the 3x3 matrix. Currently, I am using this technique as part of our research project of North Carolina Pirates. Students chose a pirate from a bag of six names, locate research (books and online texts) about their pirate, record and site their research, and complete a Think-Tac-Toe to synthesize and apply their learning about the pirate. On the board are different tasks: creating a song, pirate dictionary of terms, pirate flag, poem, PowerPoint, etc. Students are asked to choose one task from each row of the matrix to complete, for a total of three tasks completed.

6. JigsawAronson, E. (2010). Jigsaw classroom. Retrieved from http://www.jigsaw.org/. Description: The jigsaw technique is a cooperative learning strategy that makes each student responsible for group success. Students are divided into small groups of five or six per group. They are given a topic to learn more about and each student is given a specific part of the text or research to become responsible for. Eventually students will come back to the group to share their “chunk” of the information and listen to their peers provide the rest of the information needed to fully understand the entire topic. To make sure that students give accurate information about their piece of the responsibility, students meet with students from other groups that have the same assignment to discuss before sharing with their original group. Students become “experts” on their topics and feel welcomed in the group for their information. They also do not become bogged down by the full weight of reading on the topic.

Classroom Use: This strategy can be used as all three parts of the reading process: before, during and after. I use this technique in my classroom especially when discussing Social Studies or Science text/ideas. Due to the different reading levels represented in my classroom, as well as the intense factual recall that is needed when reading information text, I have learned that many students have trouble breaking down the text because they feel they have to remember everything at once. I take an informational content area text and break it into parts for groups to become “experts” on. These expert groups then share the facts in “kid-friendly” language so the entire class gains a better understanding of how the topic relates to prior knowledge. This strategy is especially helpful with lower level students because they are given an opportunity to know more about a specific topic than their peers and be given a chance to teach a concept. I have most recently used this strategy when discussing our rocks and minerals science unit. Each student was responsible for a chunk of the information and I grouped these students to share their information with each other. They also completed a graphic organizer of the information to pull all their peers information together.

7. RAFT

Buehl, D. (2009). Classroom Strategies for Interactive Learning: Third Edition. Newark, DE. International Reading Association.

Description: The RAFT strategy allows students to create a mental role-playing of characters and events to help improve their reading comprehension and writing technique. Authentic reading and writing activities have proven to facilitate understanding and the RAFT strategy gives students a chance to use imagination and creativity for better quality writing. The RAFT acronym stands for: R-Role of the writer, A-Audience for the writer, F-Format of the writing, T-Topic to be addressed in the writing. To prepare the activity, the teacher must analyze the important events or information the student needs to understand from the text. Then the teacher must brainstorm ideas of roles, audiences, writing formats, and topics to address when relating to the text. Students can be given the list of ideas for each area, or the whole class may be given the same role, audience, etc. The teacher should also help students discuss an understanding of their role and have students brainstorm the role with peers. The teacher can also provide examples of specific RAFT projects for students to consult before writing their own piece. Students take the role, audience, format, and topic to combine in an original writing piece that engages students based on their comprehension and interpretation of the text and class discussion.

Classroom Use: I have used this technique in my classroom as a conclusion to a novel reading. I have used the RAFT strategy to create discussions and understanding of the novel, Charlotte’s Web. I gave students a list of roles or characters from the text, audiences, formats, and topics that we had discussion when reading the novel as a class. We then discussed the list of options as partners and shared our writing ideas or possible interpretations with the class. After our discussion, students picked their favorite role, audience, format, and topic to create an original writing piece to show their comprehension of the text. These writing pieces allow students to be creative and think “outside the box” when writing about their interpretation of the text. This strategy could also be a wonderful way for students to gain a different perspective from social studies text and events such as: war, battles, equal rights movements, etc.

8. Concept MapsBuehl, D. (2009) Classroom Strategies for Interactive Learning: Third Edition. Newark, DE. International Reading Association

Description: A concept map is a diagram or organizer that helps students organize and link information. It is an excellent strategy to use when teaching new vocabulary or concepts in content areas. The teacher provides students with a blank copy of the map, the main term or concept students are learning about being in the middle. The teacher then asks questions about the vocabulary or concept such as: What is it? What is it like? What are some examples of it? Students complete the map by adding information from prior knowledge or research on the topic. When students have finished creating their concept map, they make a complete definition for the vocabulary term on concept, using their own words. This definition is put in the “my explanation” box below the map brainstorm.

Classroom Use: I use concept maps to link prior knowledge to new knowledge on concepts or vocabulary terms we are studying in all content areas. Many times, when students can relate to and write out ideas, they are better able to comprehend information on a topic or word. One

excellent place I have used concept maps is when discussing major events in social studies or ideas in science. These maps allow us to relate specific details and examples, as well as properties and characteristics of the topic. These ideas tend to be much more abstract at such a young age, but the concept map allows students to get a “big idea” of the topic to use later in life when adding details to it. Most recently, we created a concept map of Rocks and one of Minerals, to show differences and similarities.

9. Vocabulary Word Maps

Jones, R. (2006). Vocabulary Word Maps. Retrived from: http://www.readingquest.org/strat/wordmap.html

Description: A vocabulary word map is a visual organizer that creates understanding of new vocabulary terms. The new vocabulary term goes in the middle of the map and the reminder of the page is split into four parts. One part of the page is used for a written definition of the term in the students own words. The second part of the page is used for synonyms that relate to the word so that the student sees how the new word relates to others they know. The third section of the map is for antonyms so that students understand what the word is not. The last part of the word map is left for a student created picture that relates to the definition of the word. The student is allowed to use a drawing of the picture to help them remember what the word means. This visual aid encourages comprehension and retention of vocabulary terms.

Classroom Use: I have used vocabulary maps in my classroom with novel studies, as well as with content area terms. Most recently, I have created mini-booklets (notebooks cut in half) of vocabulary word maps with terms discussed when reading our novel, Pinballs. When discussing the novel and characters, if students came to a word they had not heard before, we added it to their booklets. I also chose several words from each chapter for us to discuss and add to booklet whole group. Students also added terms they did not understand when reading on their own. After reading, students shared a few of their new favorite terms they had learned from the novel with a partner. The pictures created on the vocabulary word maps turned out to be a great representational visual aid for the students. Several students added words to their booklets based on their partners sharing.

10. Think, Pair, Share Reading Rockets. (2008). Classroom strategies: think-pair-share. Retrived from March 6th, 2010 from http://www.readingrockets.org/strategies/think-pair-share

Description: Think, Pair, Share is a strategy designed to activate students thinking and prior knowledge before learning more information about a topic. This thinking and any ideas are then shared with a partner. Students are forced to be actively involved in their learning and are given a chance to discuss ideas with a classmate. Students are first paired off with another (either near them in the classroom, or chosen by the teacher). The teacher introduces a new classroom topic, for example: a math subtraction problem, and asks the students to think about how they would solve the problem. The students are first told to think “on their own” for about 10 seconds. Then they are asked to turn to their partner and share their ideas. These partners should be

changed often to allow each child to hear more than one point of view. Partners can also be used when collaborating on answers to teacher lead questions or solving a problem.

Classroom Use: This strategy is used often in my classroom, due to the fact that my students love to discuss or share ideas with their peers and myself. I use this strategy before, during, and after reading for giving students a chance to see different points of view, ideas, and understandings. Many times I use this strategy just so students have extended time to think and discuss before calling out the first thing that comes to mind in whole group discussion. This also works well when pairing a high and low level student together to discuss difficult concepts and have students “teach” each other more about a topic in a kid-friendly language. In math, Think-Pair-Share allows students to think about a strategy to solve a problem and try it out with partner before giving the answer in class. In reading, students are able to use the strategy to share their interpretations and prior knowledge with others. In Science and Social Studies, Think-Pair-Share works well during observation times and scientific process routines.

Instructional Strategy Overview Sheet

Name of Strategy- Think-Tac-Toe

Source: Buehl, D. (2009). Classroom Strategies for Interactive Learning: Third Edition. Newark, DE. International Reading Association.

Text students will read:McGraw-Hill. (2005) North carolina *Many other sources for research: books and online.

Explanation of Strategy: Think-Tac-Toe menu boards allow for student choice and increases comprehension of text by relating to student interests and learning styles. Students are able to choose their assignments to go along with text when they are given a 3x3 matrix of assignment ideas, much like a tic-tac-toe board. These assignments are created to appeal to all types of intelligences and interests of the students, so that all students are given an opportunity to make creative and well-thought out work products based on their individual strengths. Students also enjoy the game-like quality of the board because they are able to choose which three tasks to complete from the board. They do not have to complete all tasks on the board, just the three that best suit their interests and strengths. Students may complete extra tasks for extra credit.

North Carolina Curriculum Goals:Social Studies:Goal 3 The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse

people's ideas.

Objectives3.02 Identify people, symbols, events, and documents associated with North Carolina's history.

Technology:Competency Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.

Objectives:

1.03 Recognize, discuss, and use responsible, ethical, and safe behaviors when using technology resources (AUP/IUP). (1)

1.04 Recognize that Copyright Laws protect creative work of individuals/groups/companies by citing sources. (1)

1.09 Recognize and discuss the importance of citing sources of copyrighted materials in documents. (4)

1.11 Identify and discuss the use of multimedia tools to report content area information. (5)

1.14 Recognize and discuss telecommunications terms/concepts (e.g., browser, keyword, URL, hypertext, www). (6)

1.15 Recognize, discuss, and model responsible and safe behavior using online resources as a class/group/individual. (6)

Reading:Competency Goal 2

The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

2.01 Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., reread the text, consult other sources, ask for help, paraphrase, question).2.02 Interact with the text before, during, and after reading, listening, and viewing by:

setting a purpose using prior knowledge and text information.

making predictions. formulating questions. locating relevant information. making connections with previous experiences, information, and ideas.

Competency Goal 3

The learner will make connections through the use of oral language, written language, and media and technology.

3.06 Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

Lesson Plan:

This strategy will be used after reading and research and will take several days to complete.

Before Reading: Discuss pirates, their history in NC, and prior knowledge about pirates.

During Reading: Students research individual pirates using a variety of sources: online and print. Students will complete a research chart and cite sources.

After reading: I will say to students, “You will use the information you have gained in your research of a North Carolina pirate to decide how you would like to bring the information together to share with others. You will have a many choices of assignments you may complete; however, you must complete at least three.” I will introduce the Think-Tac-Toe menu board by passing out a copy to each study. I will explain, “This is an example of a Think-Tac-toe, which gives you a chance to choose which assignments you would like to complete to show your understanding and synthesis of your research. You will notice there are 9 squares are this board. It looks much like the ‘Tic-Tac-Toe’ game you play. You will choose one square, or task, from each row to complete for part of your grade on this pirate project.” I will explain and give examples of each square. I will also explain that each row is worth more points than the last, outlined in the rubric-also given to students. Students will then take a highlighter and choose one task from each row to complete. Because several choices require a computer, students will not be able to change their choices in the middle of class time for project completion—thus the use of highlighters instead of pencils. Once students have chosen their tasks to complete, I will once again discuss expectations and quality of work. I will also discuss use of creativity and self evaluation as part of the rubric points. I will make a list on the board of materials that may be used as well as a sign-up of computers for technology uses.

Extra Credit:I have recently used this Think-Tac-Toe lesson in my social studies class. The students have absolutely loved having the choice of which assignments they would like to complete, and for once, I had students that wanted to do MORE than what was expected! The hardest part for many was making a choice of what tasks to complete. I wish I would have talked more about “playing to your strengths” because I think it would have helped students pick tasks that would be work for them. Many students chose to create PowerPoint because we had just created PowerPoint about North Carolina factual information. We also have just received our first Mini-laptop cart in our school. Since so many of the students were excited to use the technology, I would have included other areas of technology use so that the entire class could use computer lab time/ mini-

lab time wisely. I have also now realized I could have incorporated pod casting with the poetry readings or wanted posters. We could have used this casting to create a movie to share with the other fourth grade classrooms to show off students work. It would have also given students a chance to take pride in their work. Since not all of my students have completed the Think-Tac-Toe tasks, I may have some students try this out! The only other major correction I can make to my Think-Tac-Toe is the option of a “free space” where students can create an idea for a project and have it approved as part of their requirements. I had several students who had some great ideas: ship diagrams, pirate stories, and treasure maps. I think several students in my classroom would have loved the chance to try out their creative ideas and it would have given them even more of a sense of excitement for the finished product.

Instructional Strategy Overview Sheet

Name of Strategy- RAFT

Source: Buehl, D. (2009). Classroom Strategies for Interactive Learning: Third Edition. Newark, DE. International Reading Association.

Text students will read: White, E., (1952). Charlotte’s web. New York, NY. HarperCollins

Explanation of Strategy: The RAFT strategy allows students to create a mental role-playing of characters and events to help improve their reading comprehension and writing technique. Authentic reading and writing activities have proven to facilitate understanding and the RAFT strategy gives students a chance to use imagination and creativity for better quality writing. The RAFT acronym stands for: R-Role of the writer, A-Audience for the writer, F-Format of the writing, T-Topic to be addressed in the writing. To prepare the activity, the teacher must analyze the important events or information the student needs to understand about the text. Then the teacher must brainstorm ideas of roles, audiences, writing formats, and topics to address when relating to the text. Students can be given the list of ideas, or the whole class may be given the same role, audience, etc. The teacher should also help students discuss an understanding of their role and have students brainstorm the role with peers.

North Carolina Curriculum Goals:

Reading:Competency Goal 2

The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

2.01 Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., reread the text, consult other sources, ask for help, paraphrase, question).2.02 Interact with the text before, during, and after reading, listening, and viewing by:

setting a purpose using prior knowledge and text information. making predictions. formulating questions. locating relevant information. making connections with previous experiences, information, and ideas.

CompetencyGoal 5

The learner will apply grammar and language conventions to communicate effectively.

5.01 Use correct capitalization (e.g., names of languages, nationalities,musical compositions) and punctuation (e.g., commas in a series, commas indirect address, commas and quotation marks in dialogue, apostrophes inpossessives).5.02 Demonstrate understanding in speaking and writing by appropriateusage of:

pronouns. subject/verb agreement. verb tense consistency. subject consistency.

5.03 Elaborate information and ideas in writing and speaking by using:

simple and compound sentences. regular and irregular verbs. adverbs. prepositions. coordinating conjunctions.

5.09 Create readable documents through legible handwriting (cursive) and/or word processing.

Lesson Plan: Strategy will be used after completing the novel, Charlotte’s Web.It will take several weeks to complete the reading of the novel. I have included prior activities as well.

Before Reading: Author study and predictions.

During Reading: Character and plot anaylsis, vocabulary word maps, theme discussion, questioning, connections, etc.

After reading: I will say, “We have discussed the characters, problems, solutions, and themes in our novel study of Charlotte’s Web. To build on what we have learned from the book, I have created some RAFT technique. A RAFT is when you choose a “Role”-a character from the book, an “Audience”-who you choose to write to, a “Format”-what type of writing you will do, and a “Topic”-something you will be discussing in your writing. You choose a role, audience, format, and topic to combine into a writing piece that will show what you have learned and interpreted from your reading.

For example:

Instructional Strategy Overview Sheet

Name of Strategy- Sketch to Stretch

Source: Short, K., Harste, J. (with Burke, C.). (1996). Creating classrooms for authors and inquirers. Porstmouth, NH: Heinemann.

Text students will read:Creech, S. (2001). Love that dog. New York, NY: HarperCollins.Meyers, W. (1993). Love that boy. Retrived March 1st 2010 from http://my-ecoach.com/project.php?id=9756

Explanation of Strategy: This strategy helps students to discuss their individual questions from the text/assigned readings with the rest of the classroom. In the strategy, students choose the most important idea from their reading or reading log and create a visual representation of the idea. They are then asked to write why they chose to represent this particular idea, how it is important to them personally, and give an explanation of the visual they drew to represent it. The discussion of these visual ideas is started when the students participate in a "gallery" tour of the artwork. Students hang pictures around the room or leave on their desks while the entire class wonders about to look at the visual representations. Students make note of the name of the artist that created a powerful piece and this artist later stands before the class to explain how/where their drawing was created from the text. The discussion will then begin because students will make a connection to the text, the art, and their own lives.

North Carolina Curriculum Goals:Reading:

Competency Goal 2

The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

2.01 Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., reread the text, consult other sources, ask for help, paraphrase, question).

2.09 Listen actively by:

asking questions. paraphrasing what was said. interpreting speaker's verbal and non-verbal messages. interpreting speaker's purposes and/or intent.

Competency Goal 3

The learner will make connections through the use of oral language, written language, and media and technology.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

analyzing the impact of authors' word choice and context. examining the reasons for characters' actions. identifying and examining characters' motives. considering a situation or problem from different characters' points of view. analyzing differences among genres. making inferences and drawing conclusions about characters, events and themes.

Lesson Plan:This plan will be part of an ending to a novel study of “Love That Dog” by Sharon Creech.

Before Reading: I will begin a discussion of how and why authors create imagery in poetry-“pictures in your mind”- to help you understand what a poem is written about. I will ask students why they think an author tries to use detailed descriptions in poetry to create these mind pictures and how they help the reader as they read the poem. I will show a full copy of Walter Dean Myers poem “Love That Boy” on the internet projector. I will ask students how this poem title relates to our reading in our poetry novel “Love That Dog.” I will ask students to read the last page of “Love That Dog” again to see Jack’s poem inspired by Walter Dean Myers. I will then ask students to predict what Walter’s poem will be about.

During Reading: I will tell students, “As I read this poem created by Walter Dean Myers, I’d like you to think about the part that stands out in your mind the most. Think about what it would look like in real life as I read. I will then have you read it a second time with a chorally with a partner, and a last time on your own. The reason we need to read it three times is to get a good picture in your mind of the most detailed or important part you see. I would like for you to create a drawing of the part that creates a strong mental image in your mind or what you see when you read his writing. I will give you ten minutes. I will model read the poem “Love That Boy” by Walter Dean Myers with emotion. I will then give students a chance to partner read and read silently. Students will be given paper to draw their picture.

After Reading: When ten minutes are up, I will tell students, “You will leave your art on our desk and take a trip around the room looking at each others pictures—what each student saw when reading this poem. We will then vote on one picture that we think best represents the poem and why.” Students leave their picture creations on their desk and the class as a whole walks around to look at each representation. I will tell students, “Think about the poem you have just read when walking around to look at the art gallery everyone has created. Think about which picture you see that creates the strongest understanding of the text.” Give students about 5-8 minutes to walk around to discuss and view pictures. After students have seen all the pictures and have picked the one that best represents the poem, I will ask everyone to return to their seats. By class vote, we will pick the top three pictures that relate to the poetry reading. These students will give an explanation of their drawing, tell how it shows the important events of the poem, and why they drew what they did. We will then take one last vote as a class on the best representation and explanation of the poem through imagery. This student is given a special reward or award.

Extra Credit:

I was really impressed with how well this strategy turned out. I was nervous at first that students would not be motivated or engaged in the poetry reading to be able to create an image their peers would understand. I think I should have had students collaborate in pairs for the first time participating in “sketch to stretch” just to give a confidence boost to those who don’t consider themselves artists. I had several kids who had to be reassured we weren’t looking for

“masterpieces” just a great representation of what they saw in the poem. I also wish I would have tried the strategy with a simpler poem that creates vivid images, possibly something about spring. Students would be given a chance to try out the strategy before using it with the novel. I did think of a great extension twist to use while creating this “sketch to stretch” lesson. Students created their own “Love That ___” poetry inspired by Walter Dean Myers. Students picked a peer to read their poetry and their peer drew a picture to put with their original poem creation. These poems and pictures are now hanging in our room with brightly colored paper, just like Miss Stretch berry’s class in the book! The students are absolutely beaming over their work!