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I tried this k-web a few times with my co-taught 11th grade English honors class. :) They were not so thrilled to stretch their arms out and form the actual web. :) We are reading Native Son, by Richard Wright and the students are in the process of writing a BCR on Bigger Thomas and a BCR on changing a scene from the novel. I also threw in a social media k-web to keep the students interested. To our surprise, they had trouble organizing some of the “text language.”

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I used the kinesthetic word web as cumulative practice for the various sets of vocabulary we have encountered this school year. The group pictured below were challenged with finding the different elements of plot. I saw a lot of terrific collaboration as students began to unravel the task at hand. Initially students were kind of pairing up and as I gave subtle hints to look and walk around together, they began to notice larger groups being formed and then sought more students to add their duo. It was very productive because students were constantly asking me questions and analyzing the relationships between their words and identifying inconsistencies and performing other types of higher order thinking.

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I used the K-web with my fifth graders to group them for a video notetaking assignment.  I took five traditional fairy tales and found five fractured fairy tales based on those stories for the notecards.  They were able to find their groups and had a good discussion about them before working on their assignment for the day.

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I used the Kinesthetic Word web with my On Level Chemistry classes (grades 10-12) to compare the 2 major types of compounds (ionic and covalent). I had characteristics of both ionic and covalent compounds on their cards as well as examples of ionic formulas and covalent formulas that they had to classify. I also threw in a metallic compound formula as a non-example. The activity worked very well! I had a high level of student discourse even from my struggling students. I also asked for feedback from my students, and the vast majority really enjoyed the activity! They felt that it deepened their understanding of the topic, they had fun, and they liked knowing that they were helping me with my homework. They suggested that I continue using this activity in the future even though I won't "have to." :)

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I did the word web with my 5th graders. We are going over Fitness and heart rates in class. I have two pictures because I made the cards so that there could be two outcomes. One group used the word Fitness as the main point and the other group used Heart rate as the main point and both groups were able to tell me why they pick them.
Boys: Main idea= Fitness
Web around-Jump rope, bear crawl, heart rate,

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Here was my other picture of the girls !
Girls- Main idea= Heart rate
Web around-Jump rope, bear crawl, Fitness, running, walking

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I did my word web on the Elements of Drama for my 4th grade learning center ESOL students. I added pictures to make it more visual for them.

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I loved this activity so much that I used it in three different classes. First, I used the activity for my two 7th grade classes. 7th grade is learning all about Linear Perspective, One-Point and Two-Point. I incorporated several vocabulary words as the main topics, then the rest of the cards were all pictures. At the end of the activity, I asked for feedback and most students said that it helped strengthen their understanding of the vocabulary. Other feedback was that students enjoyed the activity because they were able to move around the room and find their groups, and my infamous student who said he liked it because they could..."touch each other." My only feedback for improvement was that they needed more space for the activity--This was great feedback! I definitely need another classroom to teach my class of 34. :)

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This is my follow up post because I wanted to share images of my 8th graders as well. I did this activity in lieu of them taking notes, which we do every single unit in my class. A lot of the terms were common sense to my 8th graders, so this was an awesome activity to quickly learn some new vocab or refresh on words they already knew. We are currently doing a painting in a mosaic style. The main topics were: Composition, Mosaic, Tertiary Colors, Warm Colors, Cool Colors, and Intensity. For the remainder of the cards I used a variation of definitions, synonymous terms, and images. Oh, I also threw in a WILD CARD for my 8th and 7th graders, as well as a "non-example" They loved it and those kids felt extra-special. The girl in the picture below with her tongue sticking out was the non-example! She loved it.

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I use my word web as a summary with my 9th grade ESOL students in Algebra 1. Some of my students were still struggling using the function vocabulary (reading and writing) and I added some visuals representations to help them getting the concept on their cards. I made two sets with the same key features of a function which include the domain, range, maximum, minimum, x-intercept, y-intercept, increasing, decreasing, dependent variable, independent variable, continuous, discrete. My students did struggle a bit while trying to figure out what group they belong to before realizing that they had two sets. They loved the activity and told me that this really helped them to have a big picture of this topic.

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I used the K-web in my 10th grade Biology classes (contained special ed) to clarify and visualize the relationship between the cell cycle and mitosis. There were two groups of six volunteers and both groups were given six cards including the four main phases of mitosis. The prize (and, an incentive to stay on task) was that the first group to finish with the correct arrangement will get their picture taken for my (this) homework assignment.  At first, the pictured group positioned themselves with ‘mitosis’ as the main idea, but then, they quickly figured out that ‘cell cycle’ was supposed to be the main idea because mitosis is a part/phase of the cell cycle. This was a good ‘check for understanding’ activity since some of these students had been incorrectly using the terms ‘cell cycle’ and ‘mitosis’ interchangeably. With their self-proclaimed human web, (and, in this group, their female ‘lead’), they were able to demonstrate the overall relationship of the cell cycle.

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Hi everybody, I did my word web to express agreement or disagreement with my Spanish 1A 6th/7th graders. The word web shows positive (agreement) words and negative (disagreement) words that my students have learned. The topic to apply those words is the “Me gusta” lesson. I added a piece of string to help them visualize the concept and focus on the main idea. They enjoyed moving around and trying to figure out this challenge. Two of my students were worried because their cards were blank. After a while, a student figured out that those cards were “wild card” so they could join any group and come up with their own word. They had fun and everyone was laughing.

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I used my kinesthetic word web with my second grade ESOL students after learning about the Pilgrims and the Native Americans. On each card I wrote facts students learned from a book we read and discussed and added visuals to each card to help my struggling readers. I work with small groups of students so some students were given two cards. I even played too! My students helped me decide which group I belonged in. In order to take a picture I had one of my students hold my card. I asked students if they enjoyed the activity and they all agreed that it was fun and they would like to do it again.

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Here's the other picture. The students were excited to pose for the camera and be a part of my class project.

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In my Grade 7, ESOL 3 & 4 class we've been doing research projects about different countries and cultures around the world. I had originally showed a slideshow where students had a lot of misconceptions about countries, often confusing them with states, cities, or continents. I did a kinesthetic word web that originally just involved all my students with different countries encircling the student with the country card. Afterwards, we tried another web with cities added into the mix. Some countries had more than one city and others had one or none. It took them a little while at first, but they were able to use their schema to help those who thought that Beijing was part of Brazil or those who thought Rio de Janeiro might be part of Vietnam. We had Mexican, Honduran, Salvadoran, Vietnamese, Brazilian, and Ethiopian students in this class that were able to assist each other in correctly arranging the countries and cities.

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In my Advanced English 6 class, we just began our advertising unit. Rather than begin with definitions, I decided to provide examples and have students use this activity to categorize examples by whichever technique they fit. This activity was great because I was able to let students move and defend their ideas. The visuals were accessible for all of my students regardless of reading level. In addition, students who were unsure were able to look for similar visuals to find their group and then justify their choice verbally. Some examples fit into more than one category, which made for some productive arguments! The below picture shows the gentlemen from the "Slogan" group.