All it takes is a clear purpose and some pre-planning. It’s easy to incorporate anchor charts into your lesson plans. You really don’t need any special materials or artistic skills-just chart paper and a colorful assortment of markers. Anchor charts build a culture of literacy in the classroom by making thinking-both the teacher’s and students’-visible. As you teach a lesson, you create a chart, together with your students, that captures the most important content and relevant strategies. What is an anchor chart?Īn anchor chart is a tool used to support instruction (i.e., “anchor” the learning for students). Once you get started, we’re pretty sure anchor charts are going to be one of your favorite go-to strategies. So we’ve created this primer to help you out! Also included is a huge list of anchor chart round-ups to use as a resource. If you’re new to teaching, you may have lots of questions about what anchor charts are, what purpose they serve, how to get started, and when to use them. Click HERE or the button below.One of the best, most effective tools for the classroom is anchor charts, although you won’t find Anchor Charts 101 on most teacher training programs’ syllabi. This bundle includes 20 total resources – 10 Informational Text and 10 Fiction Differentiated Passages and Questions. Click HERE or the button below to check it out! This resource is now included in a large bundle with over 300 differentiated passages. You can see the entire resource by clicking HERE or the button below. Additionally, they are asked to make increasingly-detailed critiques of other summaries to identify issues and explain how to improve the summary. I also ask them to read a summary and identify different issues (irrelevant details, opinions, not enough information, retelling events out of order, etc.) Once students progress through this resource and become familiar with the summary-writing process, I remove the use of a graphic organizer and ask them to write their own summaries. It provides students with a practical process that initially guides them to relevant information from the text using the Someone, Wanted, But, So, Then strategy in a graphic organizer. The goal of this resource is to help students sharpen their ability to summarize. In addition to using the Someone, Wanted, But, So, Then strategy, I also guide students to dig a bit deeper with their reading in my Summarizing: Differentiated Reading Passages and Questions. What are some tips and tricks you use for teaching higher level summary writing and non-fiction summary writing? These resources are now digital! Use them as a part of your digital or distance learning. The above questions will be our next feat to tackle! But, until then, we are practicing, practicing, and practicing some more! Questions I asked my readers today: What happens when the author does not use the format of problem-solution? What about when an author doesn’t present the information in the exact order that the graphic organizer is laid out? What happens when the author doesn’t come out and neatly provide the reader with any of the above information but instead uses figurative language or forces the reader to infer things like problems and solutions? Unfortunately, my friends, this is just the beginning. I got a few, THAT’S IT? and WHERE HAS THIS BEEN ALL MY LIFE! comments. Having differentiated passages ready to go at three different levels has been so helpful to master this skill. In addition to practicing with the above mentor texts, we also practiced with differentiated passages from my Summarizing: Differentiated Reading Passages and Questions found HERE.
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