Mnemonic Devices & A fun quick review strategy

ROPE - a Mnemonic for Short Answer Questions

I learned about this strategy last year, and I think it would work perfect for constructed response on K-Prep, or even short answer questions. When students answer a short answer encourage them to do the following in their answers:

R—RESTATE the Question

O—State their OPINION— or give the answer

P—PROVE it—with evidence. This could be examples or quotes from the text

E—EXPLAIN & ELABORATE on how the evidence helps to answer the question.

Speaking and Listening Tip - a Mnemonic

When working with students on how to engage in group discussions, this SLANT mnemonic from Mrs. Bongers’ Life in 4B might help. S: Sit up, L: look at the person speaking, A: Act like you Care, N: Nod your head, T: Take turns talking. You could also give them “Sentence Starters” for discussion.

Be sure to check out Life in 4B for other great ideas.

Above is a bookmark to help students remember SLANT—find it to print here

Cootie What? A Way to Review with Origami

When I was in fourth grade, I was totally obsessed with those little folded paper fortune teller games where you had to ask your friend to choose a color and then a number and so on, until they got what obviously would be their future— “you will be happily married to Corey Haim and have three dogs and twenty cats.”

Over the weekend, I came across the idea to use “Cootie Catchers” as a class icebreaker activity (I didn’t even know they were called Cootie Catchers). As I was thinking about it, I realized, you could use that little origami gem for all sorts of classroom applications.

Consider using a blank cootie catcher template, from the Organized Classroom Blog to help students review for a test. At Peacocks and Penguins in the Classroom, they’re using them for math.

The possibilities really are endless. Don’t believe me? Google “Cootie Catchers for Learning”. There are lots of examples and even more free templates available!

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Library Centers for Kindergarten & First Grade

Center Inspiration After much debate at the end of last school year, I was able to get 10 extra minutes added on to each of my classes for this year boosting class library time from 35 minutes a week to 45 minutes a week for my fixed schedule. For me, 35 minutes a week, just wasn't enough to pack in all the awesomeness I wanted to achieve. It seemed like we would just be getting started into something great when it was time to go. I was thrilled to know that this year I was going to have the extra time to work with my classes on research skills and technology projects while working in more time to allow them to browse the shelves and look at books. That being said, truth be told, I was completely freaked out about what to do with my kindergartners for 45 minutes. Did I mention in my former life, I was a high school English teacher? Four years ago, my first two weeks in an elementary library were a complete culture shock to me. I was used to walking into a ro...

Project Genre-fy the Fiction Section!

After a lot of thinking, I finally decided to take the leap this summer and move the fiction section of my elementary library from the traditional first-three-letters-of-the-last- name organization to a genre based organization. Now that the project is almost complete, I cannot wait to get the kids back in the library so I can show them! Deciding Factors There are many reasons individual teacher librarians might choose to genrefy their library. For me, I was driven to start with the fiction section because I've noticed an alarming drop off in students checking out books by the time they get to fifth grade. This drop off could be for any number of reasons: increased activities after school, loss of interest in the materials they see on the shelf, lack of time, or they could be overwhelmed by book after book organized by letter. I realized, too, that although my 3-5 graders don't ask for "funny" books or "animal" stories, they seem to get stuck on c...

Digital Interactive Notebooks: Getting Started

Post appeared also on FtEdTech It's no real secret that I love Digital Interactive Notebooks. I create them every chance I get and encourage teachers to use them for everything from long term Project Based Learning (PBL) projects to weekly unit work with vocabulary . The Interactive Notebook (INB) has long been a staple of the classroom to engage students more directly with their notes. The traditional interactive notebook often includes traditional student notes, questions, and interactives that students cut, fold, color and paste into their notebooks. You might find graphic organizers, pockets with measuring tools, data charts, and foldables that act as study aides. In the NSTA article " Science Interactive Notebooks in the Classroom " Jocelyn Young explains the benefits of INB when she shares that " By using notebooks, students model one of the most vital and enduring functions of scientists in all disciplines—recording information, figures, and d...

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