As the deadline nears for our next book (working title: Smarter Charts, Too!) we find ourselves a little strapped for time! This does not mean we are not going to continue to bring you great resources for your classroom, but rather it may occasionally be in different forms. Here are some of the options for keeping up with the latest thinking in charts and tools for independent readers and writers:
Come See Us!
We (Kristine Mraz and Marjorie Martinelli) will be featured speakers at the Literacy for All Conference in Providence, Rhode Island. If you will be in attendance, you can see us on November 4th and 5th. On Monday we will present a workshop titled “Visible Learning: Charts in Action” (which will be repeated on Tuesday) and then on Tuesday a workshop titled “Beyond the Basics: Optimizing Classroom Charts for Independence.” We hope to see you there!
We will also be presenting at the NCTE Conference on November 23rd in Boston, Massachusetts, with Maria Paula Ghiso and Patricia Martinez-Alvarez. Our workshop title is “Writing Workshop Is for All Students: Using Visuals, Oral Language, and Digital Tools to Maximize Success and Independence for English Language Learners.” If you have never had the chance to attend a NCTE Conference, it is definitely worth investigating!
We will also be signing copies of Smarter Charts at both conferences.
Tweet With Us
Chartchums’ twitter account (@chartchums) has been busily tweeting away. We are in the middle of our Fall project: chart-a-day, in which we tweet or retweet particularly powerful classroom charts. Here is a little taste of what we have tweeted thus far:
Growing charts across days!
We are 20 days in, which means 20 days of great classroom charts that can help you think (and rethink) about your classroom walls and resources. We hope you will join us on twitter and tweet your powerful charts at us, so we can share them with the world!
Now, back to our manuscript!
Kristi and Marjorie
In many writing classrooms the year starts off with children sharing personal memories and writing stories and teachers modeling how to find stories if stuck, how to tell a story sequentially, and how to elaborate a story using step by step actions and descriptive details. There are a few key charts you may want to consider making with your students to support this ambitious work – a writing process chart, a strategy chart, an exemplar chart, and a conventions chart.
Helping children understand that writing is a process is important work, especially at the beginning of the year. Donald Murray, author of A Writer Teaches Writing (1968, 2004), first described this process as a way of breaking down writing into understandable steps, to show how writing is made so he could teach others. Writers collect ideas, draft, revise, and edit. While there are many variations of the writing process this is a good basic one to teach our young writers. It lets them know that writing is not perfect the first time pictures and words are put down on paper, that it takes lots of starts and stops, trials and errors, before it ends up published. We typically show the writing process as a circle to emphasize its endlessness, although we know that that there are many times writers jump around for example from revising to editing, then back to more revising. The most important thing we want our student writers to know is that when a writer finishes one piece the cycle starts all over again. Below is a chart that Kristi made that continues to be a favorite of many teachers.
Another chart you will definitely need is a strategy chart, or what we now refer to as a repertoire chart. As we described in Smarter Charts, this kind of chart records a list of strategies for a big skill, which allows children to self-select the strategy that matches what they need to do. It also typically grows over multiple lessons. Increasing children’s skill of elaboration is one goal that encourages revision.
Setting clear expectations for what a well-written story looks and sounds like is best accomplished by showing children examples of books written by other children their same age. Then, by looking at the exemplar piece of writing together and naming what the writer has done to make it so good, can really underscore all that you have been teaching and even provide ideas for other things to teach and for students to learn. Once the piece of writing is annotated it becomes an exemplar chart that children can compare their own writing to or refer to when looking for other things they could try.
Editing is an important part of the writing process because writing is meant to be read by others. This means that writers work hard to make their writing easier to read by trying to make their pictures clear with enough details to show what is happening and where. They also write in a way that makes the words easier to read, like using spaces, punctuation, and the best spelling they know how to do. Creating a chart that highlights strategies for these types of conventions will be a useful tool for all your students. This is the type of chart that is often turned into an editing checklist to be used regardless of genre.
When deciding which charts you will need it always helps to start with the big goals of your unit and to use these as your guide for selecting which charts might be needed most. Too many charts can be overwhelming and become more like print pollution than helpful scaffolds. And, as with any chart, make sure you and your students refer to each chart often, celebrating their use by all.
Marjorie & Kristi
We know from experience that teaching revolves around the seasons like the earth revolves around the sun. At the start of each school year we resolve to make it the best ever, using all we have learned over the summer and the years past. The challenge is knowing what to continue and what to change. What seems to work year after year? What seems to need revising based on each new group of students entering our classrooms? These questions are what make teaching so invigorating and challenging. It is what keeps us going forward with energy and excitement.
As we began this new school year we found ourselves anticipating some typical scenarios that happen during a writing or reading workshop each and every year. Very quickly we came up with the standard lament heard across the world, “I’m done!” How many of you have already heard this lament? How many times so far? As teachers we have two choices. We can tear our hair out at the instantly greying roots or we can take a breath, smile knowingly, and pull out some full proof plans that have worked again and again in years past.
Well, that is what we have done here. We have taken a breath, smiled knowingly, and pulled out a previous post that deals with this very predictable dilemma that occurs each and every year. “I’m done!” Well, to quote Lucy Calkins and Leah Mermelstein, “When you are done, you have just begun!” Specifically, when it comes to writing it is important that children understand that writing is a never-ending process. This week we revisit Tricia Newhart’s workshop classroom where writers think and plan, sketch and write, and revise with joy! She shows that charts are never static, but grow and change over time. Thank you Tricia for continuing to inspire us all!
Charts, like all living documents, need to be created with your classroom community and grow as you teach more, or as classroom needs change. Below is a series of photos from a first grade classroom that records how the writing process chart grew and changed over the first few days of school. These photos come from the incredible Tricia Newhart, who teaches in Orinda, California. A word about Tricia- when we close our eyes and imagine the ideal “workshop classroom”, Tricia’s room comes to mind. Her responsiveness to children, knowledge about reading and writing, and her absolute fearlessness and bravery in trying new things makes her an inspiration to all!
Here is Tricia’s writing process chart at the very beginning of school. You will notice that she has photos up of children actually doing each part of the chart. Like concrete samples, photos are a great way to capture complex ideas in an accessible way. It also makes the chart tailor-made to each classroom and much more engaging to children. We all tend to look more closely at things when we have been ‘tagged’ in the picture!
At this point, each child has his or her name on a post it, so that they can mark which step of the writing process each child is on. This is a great technique for any chart. Children can put their names on post-its for strategies they want to try, or as Tricia did, to keep track of where they are in a multi-step process.
Here we have that very idea in action!
Here you can see the chart in its final stage stage. Now that children are close to revising, Tricia has added some student work with the actual revisions highlighted in yellow and annotated with sentence strips. If you have been looking close, you will see that the bulk of children moved from planning into the sketching and writing. Tricia is well aware of where they are and taught the next thing that MOST children would need.
Slowly building the chart as needed makes each part more accessible and memorable for children. It also keeps students from getting overloaded from day one. Tricia painted the big picture of the process on day one, but introduced parts more specifically (using post-its to make a plan, ways to revise) as the children needed it.
And one last lovely idea from Tricia:
Here Tricia gives some space for children to put story ideas that pop into their heads during the day. Children can go back to access this during writer’s workshop. Again, the interactive nature of Tricia’s room shows the amount of independence she expects of children and the honor she gives to their thinking and writing.
Enjoy the week ahead and let us know the ways you deal with the expected and the unexpected challenges of teaching and learning!
Until next time, happy charting!
Marjorie and Kristi
Yes, it’s that time of year again when the Sunday papers are twice as thick due to all the Back to School advertisements and circulars to excite and entice students, teachers, and parents alike. There’s nothing more satisfying than a shiny new binder, a brand new pencil case, and never before used pens, pencils and markers, especially for teachers. These are the tools of our trade. So as you are clipping coupons, marking your calendars with Teacher Appreciation events, and calling everyone you know to pick up a dozen one cent pocket folders (because that’s the limit per person), we thought we would share with you a few of our thoughts about the tools you will need to make the best charts ever this year.
One of the most important tools is the invaluable felt-tip marker. When shopping for markers there are a few things to consider:
The type of tip you choose will depend on some personal preferences, like how it fits in your hand. After all you will be holding these markers all day, every day. Marker tips also come in several different shapes. For example, if you like your printing to have a calligraphy-type look, then a chisel point or a brush tip might work best. If you worry about how your handwriting looks, try a bullet tip marker because this kind of tip has a more consistent line and the thickness makes the writing stand out. If you tend to press down really hard as you write then a pointed hard tip might work best. Also, markers that have intense, rich, ‘juicy’ color that does not bleed through are always desirable, as are ones that last a long time. Another suggestion is to stock up on black and blue markers because these are the ones we recommend using for the bulk of the writing on any chart, which means they will tend to run out more often. The other colors are used more for accents or highlights, so last longer. As for price, shop the sales and clip those coupons.
The other tool chart makers will need is paper. For those of you who have been following us for awhile, you know that in addition to the classic chart paper pads (both lined and unlined, white and colored, full-size and half-size), we often use large florescent colored sticky notes which allow us more flexibility in how we build charts with students. Ready made 6” x 8” post-its come in neon green, orange, yellow, pink, blue, and red and are available in many office supply stores, retailers and on the internet. But, we also love being able to turn any piece of paper into a sticky note with the use of a repositionable or restickable glue stick. What’s nice about this favorite tool is we can purchase multi-colored 8-1/2 x 11 copy paper and use this to make our charts. Besides being able to be used over and over again, there is no sticky residue left behind. Below is an example of a chart that used both the ready-made post-its and the self-made sticky notes.
Lastly, children love seeing themselves on the charts hanging around the room, so plan on having some kind of digital camera, smart phone, or tablet that will allow you to take snapshots of your students in action as they follow the strategies and steps you have taught. Together you and the children can choose which photos are the clearest examples and add them to the chart to remind and reinforce the problem-solving stance that will help everyone become more independent and resourceful as learners. If you adhere these photos to the charts using a repositionable glue stick it will make it easier to change and update the photos as needed. Remember, the more you touch a chart and revise it, the more likely the children will pay attention to it and actually use it!
Have fun shopping and let us know if you have any other must-have tools in your chart-making toolkit.
Marjorie and Kristi
With the official arrival of summer and the 4th of July already come and gone, we here at Chartchums began to reflect on the past year by looking back over the 30 posts since the publication of our book Smarter Charts (Heinemann, 2012). We feel so fortunate to have so many supporters and to have met so many of you this year. We thought it might be fun to have a “Top Ten” list of favorite posts or to do a “Best Of” chart photos, but as we continued to think what would be most useful to teachers we came to the conclusion that simple might be best. A simple Table of Contents to help you find what you need when you need it, just like a good chart. We hope you agree and we definitely hope you find it helpful.
Chartchums 2012-2013 School Year Table of Contents
- Getting Back in the Groove (management & routines)
- Going for the Gold: Creating Charts that Challenge and Rally Children (Olympic inspriations)
- Here! Hear! (QR codes)
- Let’s Talk About How to Draw
- Let’s Talk More About Drawing
- Keeping Charts Close (table charts)
- From Mine to Ours (co-authoring charts)
- Live From New York…It’s Chartchums! (webcast with education-talk radio)
- Clarity is Key (using charts to help plan lessons)
- Revising Charts for Clarity and Purpose
- Stay Tuned to Education Talk Radio!
- Chartchums, Not Just For Literacy Anymore (choice time, social studies & science)
- Sharing is Caring: Ideas, Tools, and Charts (charting ideas from teachers)
- Chart Q & A (answers to most asked questions about charts)
- Vocabulary Visuals – Using Charts to Help Make Words Stick
- Life Imitates Chart (community building & management)
- Guest Post: A Special Educator Weighs in on the Writing Workshop (Kathryn Cazes)
- A New Year, A New Start (a focus on independence)
- Planning with charts: What came first, the chart or the teaching?
- Keeping Charts Close – Part 2 (more ideas for using table charts)
- Chat and Chart (co-creating charts with children)
- Charting Celebrates Effort (supporting stamina and volume)
- Inquiring Minds Want to Know (using charts to support inquiry study)
- What’s Play Got To Do, Got To Do With It? (Answer: Everything) (goal-setting)
- So your students are starting to read chapter books!… (guest post by Jennifer Serravallo)
- Whether Gearing Down or Revving Up…Setting kids up for independence (supporting children to use what they have been taught)
- The Upside of Downtime (summer suggestions for teachers)
Marjorie & Kristi
We have received many requests from teachers looking for ways to use charts that reinforce their teaching of information writing, so when Katie Wears, a staff developer at the Reading and Writing Project, shared with us some photos of science writing charts her teachers at Kiel Elementary School in Kinnelon, New Jersey had made during their “Writing Like Scientists” unit, we immediately asked if they would share their process with all of us at here at Chartchums. They generously agreed and the following guest blog post is the result. Our thanks to Liz Mason, first grade teacher, Jenna McMahon and Nicole Gillette, second grade co-teachers, and to Katie Wears for bringing us all together!
We are honored to be contributing to Chartchums; a place where educators from all over come to collaborate and be inspired by Marjorie, Kristi, teachers, and the students they work with. Thank you for letting us share some of the things we have been working on.
When spring arrived, the teachers at Kiel Elementary School were excited to think more about science and science writing. We planned with each other and brainstormed many possibilities for the science units and how to inspire science writing and thinking. Currently, First Grade is finishing up their study of Properties of Matter and Second Grade is studying Forces and Motion.
One goal was to help students better understand the scientific process and be able to feel successful with this “new” kind of writing. We created these two charts to provide a scaffold for the students and to support independence with the scientific process and writing about science.
Exemplars were created to give the young scientists a vision of how their writing could go. This chart was created to support students with the procedure part of the lab report. It was exciting to see the children discuss the things they noticed in the exemplars and put those things into their own lab reports. The children were eager to use the exemplars as models for their own writing, to set goals, and to become independent. Young scientists looked at their own writing alongside the exemplars and used the exemplars to give their partners “stars” and “wishes” or compliments and tips.
Here are some other exemplars that were created during the first part of our units.
Another goal of this unit was to increase academic vocabulary. These charts and tools give students the vocabulary they need to share their learning and thinking during discussions and through their writing. The vocabulary was introduced and reinforced through real alouds, shared reading, video clips, experiments and writing. The young scientists use these charts to show everything they know.
We also wanted the young scientists to be able to use writing and the scientific process to be able to deepen their understanding and thinking. Scientists analyzed their results to draw conclusions and share their thinking. The writing on this chart was done with Jenna’s second grade class during shared writing. The chart was then created during writing minilessons when Jenna and Nicole were teaching students how to develop their conclusions and revise their thinking. They give students a model of how to share their learning through their writing.
Small versions of the charts were made and are available for the young scientists to use.
The young scientists are now using these charts and tools to support each other and work collaboratively in science clubs. In their clubs they make decisions, have different roles, formulate questions, and go through the process of gathering the materials to conduct experiments.
The prompts on the charts guide the students and help them have more meaningful scientific conversations about their learning and discoveries. As a result, each student has developed an identity as a scientist who is curious about the world and knows how to search for answers and share scientific results and thinking with others.
Best of luck,
Liz, Jenna, Nicole, and Katie
April is Poetry Month and poems are everywhere – on the web, in classrooms, in subways, and in pockets. Teachers are teaching how to read poems and how to write poems. And they are making charts to capture it all. This week we highlight how charts can be used to capture our lessons, provide examples, offer strategies, and create challenges to strive towards.
Immersion Into Poetry
Charts capture our teaching and provide helpful reminders for our students in the way of tips and examples. How this might look in poetry is really no different than any unit where we begin with immersion into the genre or form we plan on reading and writing. Every poet will tell you that in order to write poems, you need to read poems – lots of poems. Poems of all shapes and sizes. Poetry is meant to be seen, heard and felt.
The chart below was built with some second grade students at Glenwood Landing Elementary School in North Shore, Long Island who were learning how to read poems closely. Marjorie (inspired by Rachel Rothman, one of our colleagues at the Reading and Writing Project) introduced three lenses they would listen through: movie, message, and music. When thinking which kind of visual supports would be most helpful, Marjorie decided to use examples generated by the students themselves. What she prepared ahead of time were the three prompts written out, enlarged copies of the poems (in this case two poems from Nathaniel Talking by Eloise Greenfield – “Education” and “When I Misbehave”) and some blank, large sticky notes.
Each reading of the poem was prompted by one of the lenses. This let the children know what to pay attention to as they listened. Then the children turned and talked to their partner, and came back together to share out what they had talked about. Examples of the children’s visualizations, feelings, and thinking were written down. This became an exemplar chart the children could use as a model when they went off and tried this on their own with another poem, “When I Misbehave” and any time thereafter, whenever they read a poem. The children actively listened and excitedly shared their thinking and ideas with each other and couldn’t wait to go off and do it again on their own.
Starting to Write Poetry
As with any writing unit, learning to generate topics is always one of the starting points and poetry is no different. A repertoire chart can capture possible options when reaching for something to write a poem about. The brilliant poet, Georgia Heard, offered many possibilities for poets and teachers alike in her book, Awakening the Heart, where she suggested that poets found topics by entering different doorways, such as the observation door, the heart door, the wondering door, and the concerns about the world door (as a start). The chart below is an example of a repertoire chart used in a first grade classroom at PS 192 in Brooklyn. First, Marjorie knew that kids love looking for things that hide, so used that idea
to create a heading that would grab the students’ attention and lead them on a search to find ideas for poems. Then she started by presenting a repertoire of strategies for generating poems: looking closely, feeling strongly, and things we wonder about. The idea of starting with a few options is important since not any one strategy will work on any given day.
One of the most delightful aspects of poetry is word play. Poets use words in delightful and unexpected ways. The more words you know the more options available to you. Words are a poet’s paintbrush that create images as vivid as a painting or photograph. Creating a chart that collects and sorts words poets can use can be a most useful tool. The following chart was launched by Marjorie in a second grade classroom at PS 192 in Brooklyn, but will grow and expand as kids find and discover more and more examples of specific nouns, vivid verbs, and descriptive adjectives. The thing to note is that each category is color-coded so when kids discover other examples they will write them on the colored index card that matches the category.
Another aspect of word choice is how words are used to compare one thing to another, called similes and metaphors. Similes help children go beyond literal observations towards adding in their imaginations and connections. It comes from the latin word “similis” to mean “like.” This might explain the misspellings on the chart. The word should be spelled “simile” not “similie.”
The teacher had previously defined what a simile was by giving some examples. The lesson Marjorie taught was designed to help children understand the many ways they could come up with similes by using their senses. Each post-it is a reminder of just how to do this. The visuals are familiar icons from earlier lessons when the senses were used to describe and elaborate writing.
Poetry offers so many opportunities to get excited about language, structure, and process. Another possible chart to create might highlight revision and all the possible ways a poet might revise a poem: changing words, layout, repetition, additional stanzas, or taking away unnecessary words.
Charts can be used to help students reflect and make goals based on what they have tried or not tried, or to create a rubric. This final example shows how this end of unit reflection happened in one first grade CTT classroom at PS 176 in Brooklyn. The children were taught to ask themselves two key questions, “What have I learned about writing poems?” and “What do I still need to work on?” They used a checklist to help with these questions by tallying each time they had used a particular strategy on the checklist. The strategy they had used the most was the one they were then expected to teach others.
The checklist included the things the teacher had taught during the poetry unit of study. They included “I used my senses,” “I used comparisons,” “I used repetition,” “I used special words,” and “I used white space.” Examples of each of these were included to the left of the checklist. In other words, this was a miniature version of the strategy chart created during this unit. Charts, as always, are only as effective as they are used.
Until next time, happy charting!
Marjorie and Kristi
Hi Everyone! We hope you had a few days of relaxation over the long weekend (or week for some of you!) Marjorie went to visit her daughter in Israel, and Kristine went to visit her sister in California. Now we are back from our far flung (ish) adventures and ready to talk charts! Kristine has had chart puns rolling in her head for days: unCHARTered waters, Top o’ the CHARTS, Conversation CHARTS (a play on conversation hearts- for a Valentine’s themed post) CHARTlize Theron (she also understands that many of these are going nowhere), and Ready, Set, CHART! (As an aside, we would welcome your chart puns in the comments!) Sadly, none of them quite match the idea of today’s post, co-creating charts with children.
In our book, Smarter Charts, we talk about the challenges of creating charts with children. We want them to look good and be clear so that children will use them again. We also want children to be off the rug as soon as possible. Now that Kristine is with 4 and 5 year olds all day, the question that haunts her every day is, “How can I make sure this is as powerful as possible in the least amount of time?” Small children + Extended time on the rug as one searches for the red marker = Nightmares beyond what was ever imagined.
This is where some of the advice we give in our book comes in handy: act like the chef in a cooking show. We have all seen cooking shows, Kristine herself is obsessed with the Barefoot Contessa (that house! that kitchen! her own boat?!), and one of the advantages to being a chef on a cooking show is that most of the prep is done for you, ahead of time. The Barefoot Contessa is not chopping every item in front of you, she only shows what she needs to show, and the rest is prepped off to the side for her to use when she needs it. That is the key to quick and clear charting: know what to create in the moment, and what to prep ahead of time.
The following two writing charts were created by Kristine (The Barefoot Chartessa? You decide) with her kindergarten class using this method.
Chart One: The Writing Process (A Process Chart)
This writing process chart has been hanging in Kristine’s classroom for months, but somewhere along the way it became unused. Kristine was finding books with no words or no pictures. Books with one page done, and books that were just scribbled on. To address this, she decide to revisit the writing process with her class in a more interactive way. Before the lesson, Kristine prepared the matching colored paper and drew the pictures. She left the words off the smaller paper and covered the backs of everything with the restickable glue stick (a favorite tool that turns any ordinary piece of paper into a sticky note).
For the lesson, a blank piece of chart paper was hung on the easel and all the pieces placed on the ground in front of her. The class sat in a circle around the rug. Kristine presented this issue: “Last night, when I was reading your “done” books at home with my hot chocolate, I noticed a problem… Friends, not all the books were done!!! Some of them were missing parts! It was so very sad to miss out on parts of your amazing books. I thought today we could explore all the things we need to do to write a book — and make a new chart for us to follow!” Kristine spread the pictures out so they could all be seen and asked the class, “What do you think we do first?” The students came up to put the pictures on the chart in a sequence that made sense to them. On the first attempt the order was a little scrambled, with turn the page coming very high on the list. Other students suggested revisions to the order until this one was reached and agreed upon by everyone. (Which, by the way, was the order of the original process chart) Kristine then put the smaller pieces of colored paper next to the pictures and asked children to go “knee to knee” and think about what we could call each step. Since children in Kristine’s class are familiar with the language of writing, this went very quickly. Kristine wrote the label next to each one, everyone reread the chart, and then the children went off to write.
Because of the prep work ahead of time, the entire lesson was 8 minutes — most of that was spent on revising the order of the steps, thinking about what would make sense for writers. And the best part was seeing the children renewed spark and interest in making sure their books used all aspects of the writing process from start to finish.
Chart 2: Easy to Read Writing (An Exemplar Chart)
In NYC select students come in for early morning support. Kristine used this time for interactive writing to support the group with hearing beginning and ending sounds and writing a story across pages. She then took one page from the book that the small group wrote to use in her writing workshop minilesson. Before the lesson, Kristine had the small group work on the interactive writing page, and she also pre-cut colored paper. She wrote on some of the papers: spaces and sight words and drew the pictures. The other pieces of cut paper she left blank.
For the minilesson, Kristine put a piece of unreadable writing up on the document camera and said, “You guys, when I got home yesterday, Geoff (my husband) said he had left me a note on the fridge and this is what it looked like!” Kristine gestured towards the “writing” and the kids responded with the appropriate amount of shock. One student exclaimed that it was “just scribble-scrabble!” Kristine then put up the piece of interactive writing the morning group had created (with no papers attached) and said, “I think I need to show him what we know about easy to read writing!”
The class then read the writing and Kristine asked them to go “knee to knee” to study and say what made the page so very easy to read. As children named spaces and sight words (which Kristine had anticipated since they had focused on that as a class) she handed the pre-made papers to children to stick up on the piece. Then as other children named that the letters were “good” (renamed clear by Kristine) she quickly made another paper to put up, and did the same when another child noticed the “punatation” (a good attempt at remembering and saying the word “punctuation”). Kristine reviewed all the things that made the writing easy to read and asked the children to set a goal for the 1 or 2 things they would really practice to make their writing easier to read that day (and every day). The chart was hung up and next to it was Geoff’s “note” (poor Geoff):
The whole lesson, start to finish, was about 8 minutes, thanks to the work that had been done already. Having some items prepped, and then having the children help to co-create the chart kept these charts looking clear and useful, while maintaining their useability for children. Both of these charts are referenced by the children frequently, in part because they are the ones who built them for the class.
In other, unrelated, news, we have a new app to tell you about! Valerie Geschwind, Kristine’s colleague, introduced Kristine to ifontmaker for the iPad. It allows you to make your own font from your handwriting and use it with Microsoft Word. It is easy to use and addictive. Two classroom uses:
1. You can create a class font from student handwriting for use on family letters
2. You can make your own wingdings — which Kristine used to draw some frequently used chart icons so when she types up charts, she can just insert the same icons that she would usually hand draw.
We are sure you have many more ideas for how this exciting app can be used, and we look forward to hearing about them in the comments.
Kristine and Marjorie
Hi again! We are back with a bonus mid-week post to give some more tips on drawing for your charts that will help every child in your classroom achieve independence in learning. We have also noticed quite a few new visitors, so before we get to the drawing bits, we would like to take a moment to reintroduce ourselves. Chartchums is made up of Marjorie Martinelli and Kristine (Kristi) Mraz.
Marjorie Martinelli is currently a literacy consultant at the Teachers College Reading and Writing Project, which works in schools across New York City, the country, and the world. Marjorie is also an artist and was formerly a New York City public school teacher.
Kristine (Kristi) Mraz is a current kindergarten teacher at PS 59 in Manhattan. She was a literacy consultant with the Teachers College Reading and Writing Project before returning to the classroom. Kristi is a crafter, which means she has a lot of yarn taking over her apartment.
Together we have written a book called Smarter Charts about building independence through effective charts (available now-click on the picture at the right!). We also consult in schools, present at conferences, and lead workshops, all on charting, independence and accountability.
One aspect we ALWAYS cover is drawing, (no matter what!) because drawing is a quick way to bring our words and concepts to life. Our new book has lots more on the importance of visuals and their role in memory, but for this post we want to cover one more quick and easy art lesson: figures!
Call it a bias, but we don’t do stick figures. There is nothing inherently wrong with a stick figure, but more well rounded figures (pun intended) are more expressive, easier to manipulate, and more like what children do naturally and thus able to do independently. Even if you never explicitly teach drawing (through we think you should!) children will learn from watching you make these simple figure drawings capture complex acts.
So first, warm up:
Can you draw an O shape? Yes? Great. Make a few quickly.
Can you draw a stick? Yes? Perfect! You now know EVERYTHING you need to draw people.
The Body and Beyond
Draw one O on top of another O so it looks like an 8. Don’t worry about a neck, simple is better.
Now come the arms:
Lots of times arms are drawn sticking straight out of the ribcage (as shown on left). Look at your own body, wave your arms around and you will see that your arms really come out at the very top of your body (as shown on right), which is good because otherwise you could never scratch your head.
Once you have the figure on right, you can move to legs:
Again, this is a place to slow down and study your body again. If you have a history of drawing stick figures, you will likely draw legs like the figure on the left. Be kinder to yourself, your legs do not shoot out at funny angles from the middle of your body. Instead they come straight down at about the width of your head (see the figure on the right). That is pretty much it! If/when you teach this to your students, it is helpful to do lots of studying of bodies to really see how arms and legs fit together. It is also a great opportunity to build language and vocabulary, not just of body parts, but words like: above, below, longer, shorter, and so on.
Once you have the basic figure, you can bend the arms and legs to show basic movements.
On the left is Kristine trying to find the adult scissors she knows she put somewhere under the pile of math manipulatives that still need to be sorted. On the right is Marjorie enjoying a little time off to practice tree pose (before she is back in the hustle and bustle).
Figures can easily be turned around:
Add feet at an obtuse angle (larger than 90 degrees) on your forward facing figure (on far left). To turn a figure sideways, start with the same double O body shape, but only add one arm and one leg, both in the middle. Add one eye and a foot facing the direction the figure is looking and the body is now in profile (in middle). Last, draw the same exact body, arms, and legs as the front facing figure. Now, draw the feet at an acute angle (less than 90 degrees) and color in some hair. You are now looking at the back of the figure (far right). Voila!
Near and Far
Perspective begins with setting a horizon, for most instances, that can be the middle of your paper. Anything drawn below that line is “near” and therefore larger, anything on or above the line is “far” and smaller:
Usually the near figures will take up most of the frame, and extend above the horizon line.
For More Information
Here is another favorite book to teach you and your students more about drawing figures:
Make a World by Ed Embereley
Here are a couple of books about teaching and using drawing:
Talking, Drawing, Writing by Martha Horn and Mary Ellen Giacobbe
Smarter Charts by (us!) Marjorie Martinelli and Kristine Mraz
We will be back again soon with another new post. In our upcoming installments we will be tackling charts at the beginning of the year, charts across grades, adaptive charts for students with special needs, and more!
Until then, happy charting!
Kristine Mraz and Marjorie Martinelli
Like our book? Leave a review on amazon.com and tell the world!
In full disclosure, this post comes with heavy coaching from an amazing teacher we met at the August Reading Institute, Alli Newell. Alli teaches in California at a school that values and supports technology in the classroom. She generously shared her tech knowledge with other first grade teachers in her section, and we wanted to pass on one tool that has huge applications in the primary classroom, for charts and beyond. Thank you Alli!
You know those codes – they are black and white – and are everywhere! You can scan them with an ipad or iphone, or just about anything with an app. And those codes bring you to some sort of content (usually trying to sell you something). They look like this:
Alli taught us how we can make those codes and attach them to audio content.
Consider this for a moment… All one has to do is scan this code with some sort of device, be it an iphone, ipad, or other app-enabled piece for equipment and it will talk to them. Now imagine: what if you put this code next to a display of children’s writing, so parents could scan and hear their children reading the story? What if you placed it next to a display of student art and someone could walk by and scan the code to hear children talking about the process? What if you attached it to a book and made every book a book on tape? Just imagine, what could you use it for in reading workshops? Writing workshops? Homework?
The one catch is that to create and listen to the QR codes, one needs access to some sort of smart phone, tablet, or computer. Think though for a moment. How many families in your school have access to a smart phone? We know in some communities, computers and tablets are not as accessible to children outside of school, but smart phones may be more common. On the other hand, in some schools iphones may be banned, but many schools now have a bank of tablets that classrooms can borrow, and if not, there are many grants available to support technology in schools. We have worked in a number of schools that have gotten ipads through grant writing.
We imagine this first as a powerful tool for parents, QR codes on homework, student writing, bulletin board displays, etc, and as the year goes on, finding other smart ways to make this a meaningful scaffold for students: directions in a center, an audio post-it, a book on tape, an additional reminder on a chart… the possibilties feel endless! We are sure you have even better ideas, so once you learn how to use these tools, let us know what happens!
Step One: Download the Apps
You will need two apps: QRafter Pro ($2.99) and Audioboo (free)
Step Two: Record Audio Content
Open audioboo and click record on the homescreen, it will bring you to this screen:
It will only record about 3 minutes at a time, and you can pause and resume recording at any point. Once you have captured the audio you would like (say a child reading his or her writing), hit publish. You will be prompted to name it, let’s say “Kristine’s Book” and then save and upload the recording. You then go to ‘My Boos’ and select one of your recordings. It will bring you to this screen: (Kristine recorded in Greenpoint- hello to fellow Brooklynites!)
Click on the upper right hand corner (box with arrow shooting out) to save it online. You will get several options, Alli suggests saving in Safari. To get there, clink on “More…” and choose Safari.
This will bring you to the internet where your recording now happily lives, and you are ready for the next step – generating a QR code that will play this recording for people. Before you open QRafter, take a moment and copy the whole URL from the top of the webpage. URL codes start with http://
Step Three: Attach a QR Code
Once you have copied the URL, go to your home screen and open up the QRafter Pro app. It opens with option to scan an already existing QR code, go to “create” on the bottom menu instead. It will want to know where the content is:
Click on URL, and it will prompt you to enter the URL. Just click in the space and paste the URL you copied from before:
Delete the extra “http://” and then select “preview content” from the upper right hand corner. This will show you all sorts of technical information that no one really needs to know, but from there, hit create in the upper right hand corner. This will generate a unique black and white QR code. Alli recommends saving it to your photos, and from there you can print it or email it. That’s it!
To see what happens when you scan it, use your Qfactor app on the one below (You can do it on the computer)
So, just to recap how to:
“Make it talk!”
- Open audioboo & click “Record”
- Record (3 mins)
- Name it, save it, upload it!
- Go to MyBoos & click arrow (upper right corner), then “More…” & save to Safari
- Copy URL
“Make Your Own QR Code!”
- Open the QRafter Pro app
- Click on URL & paste URL
- Delete extra “http://” & select “preview content”
- Hit “create” (upper right corner)
- Save it to your photos
We’d love to hear how you innovate with this technology in the upcoming year. Our deepest thanks to Alli Newell for teaching us about this tool. Until next time, Happy Charting!
Kristine Mraz and Marjorie Martinelli