Anchor Charts

DO YOU SEE WHAT I SEE??

I am such a visual person that in order for me to learn I have to “See” it. I know my students learn in many ways and a visual aide may help the information sink in deeper. Plus, it helps me teach a concept when I can refer to what I see going on in my head. This way of transparent teaching guides the students’ minds to see what I see so that they can rise to the expectation- no surprises.

This post serves as a visual of visuals! Below are some of the anchor charts I utilize in the classroom thus far. Thanks to Pinterest for being a springboard for these ideas, so that I could add my own flare and make it work for my students. Please use as and share as you wish!

Students need to know how to judge a book… not just by its cover (what a lesson on so many levels, right?!). These essential questions help students reflect on a book so that they can read comfortably, enjoy the story, but also challenge their ability to tackle harder texts.

Writing Workshop: Hooking a reader so that they want to continue reading your story! We often discuss how students walk to the book shelf, peruse the options, and make a snap judgement by looking at the pictures, back cover, or even the first few sentences of the book. Writers know this because they do it themselves! In knowing this little secret, writers entice readers by their first sentence. They pull them in to the story in various ways. A few examples are listed to help students: sounds, 5 senses, question, or conversation. There are many more, but these basic examples help to jump start students’ thinking.

This is another visual reminder of choosing a book that is comfortable but a challenge. A reader will never progress if they stay in the “Safe” zone. My students love Berenstain Bears (I’m guilty.. I got them hooked on my favorite childhood series!), but the content and language of those books does not encourage higher level thinking. My students are allowed to “cheat” every now and again, but they must also take time for the Just Right books.

Writer’s/Reader’s Mini Lessons: Main Idea and details….. whoosh, my kids are S.T.R.U.G.G.L.I.N.G.!! This anchor chart came about as I realized I kept using my hands above my head to illustrate main ideas are over-arching ideas. They often do not have to do with the characters or the details in the book. The author is trying tot ell you something- friendship, struggle, planning ahead. etc. They utilize the characters and the plot to teach you that. My students often say the main idea of a story is…ex. The boy learned to swim. Well, that’s a great detail. You’re right,t he boy did learn to swim. But is that the point of the book? Or is the book a story about determination? <lightbulbs!!> My students get it with my help, but I created this visual reminder to get their brains OUT of the book and reflect about the meaning of the story. It is a working progress. Stay tuned!

Self explanatory- to make a prediction students use their own background knowledge plus the details in the story to create a prediction.

Sequencing and retelling are similar. Our curriculum utilizes the word “retell” so I am not going to confuse students. We do often utilize the word “sequencing”, but to keep it simple I kept the language consistent. The beginning, middle and end of a story follows a general pattern known as ” The Witch’s Hat.” The rising and descending action make the timeline of a story look like a witch’s hat. Kids love that! When they retell a story, I ask them to think about the choices of the characters that allow the story to speed up, explode, and slow down. There is often a problem that the characters must solve. This is the meat of the book and often hooks readers. Students use this reference as a guide when reflecting in reading workshop and drafting their stories during writer’s workshop.

I found myself constantly asking students to answer these elements in a graphic organizer during reading reflections. To not place myself on repeat, I created a chart to outline what my expectations are when I ask for the following requirements: characters, setting, plot. Students know the visual cues do not illustrate how I want the reflection to be written, but it does remind them of the vocabulary and gain ideas for how to respond.

What anchor charts do you refer to as you teach students a new concept? Include a picture if you can!