# data[].attributes.headline
'Read The World' student and teacher resources/websites

# data[].attributes.subject
'Read The World' student and teacher resources/websites

# data[].attributes.headline
'The Role of Phonics in Reading Instruction'

# data[].attributes.subject
'The Role of Phonics in Reading Instruction'

# data[].attributes.attachment_link.title
The Role of Phonics in Reading Instruction

# data[].attributes.headline
'How Many Words Is a Picture Worth? Integrating Visual Literacy in Language Learning with Photographs'

# data[].attributes.subject
'How Many Words Is a Picture Worth? Integrating Visual Literacy in Language Learning with Photographs'

# data[].attributes.attachment_link.title
How many words is a picture worth article

# data[].attributes.body
The Learning Revolution

# data[].attributes.attachment_link.title
The Learning Revolution- From Schooling to Learning: Jonathan Mooney at TEDxYouth@SantaMonica

# data[].attributes.body
by Jonathan Mooney

# data[].attributes.attachment_link.readable_text
Putting our best book forward

Each Great on Kindle book offers a great reading experience, at a better value than print to keep your wallet happy.

Explore your book, then jump right back to where you left off with Page Flip.

View high quality images that let you zoom in to take a closer look.

Enjoy features only possible in digital - start reading right away, carry your library with you, adjust the font, create shareable notes and highlights, and more.

Discover additional details about the events, people, and places in your book, with Wikipedia integration.

# data[].attributes.attachment_link.keywords[]
biography & autobiography / people with disabilities

# data[].attributes.attachment_link.keywords[]
education / special education / learning disabilities

# data[].attributes.attachment_link.keywords[]
special education - learning disabilities

# data[].attributes.attachment_link.keywords[]
special education / learning disabilities

# data[].attributes.attachment_link.keywords[]
adhd; books about adhd; adhd books; dyslexia; neuro-diverse; school; education; neurodiverse; neuroatypical; motivational speaker; public speaker; diverse; learning; opportunity; different; beyond normal; special needs student

# data[].attributes.attachment_link.keywords[]
biography & autobiography / people with disabilities

# data[].attributes.attachment_link.keywords[]
education / special education / learning disabilities

# data[].attributes.attachment_link.keywords[]
special education / learning disabilities

# data[].attributes.attachment_link.title
Normal Sucks: How to Live, Learn, and Thrive, Outside the Lines

# data[].attributes.attachment_link.description
Normal Sucks: How to Live, Learn, and Thrive, Outside the Lines [Mooney, Jonathan] on Amazon.com. *FREE* shipping on qualifying offers. Normal Sucks: How to Live, Learn, and Thrive, Outside the Lines

# data[].attributes.body
After reading this book it made me more aware of all the creative pieces that help students ignite their writing experience. Every morning my students start off their day with a journal entry. They will start by drawing a picture and that's it. The Access Lenses have helped my students become a better thinker when writing these journal entries. They always hear me say "add details", now they hear "what mood is the person in your picture feeling?", why did you select those colors to represent that? My students are able to express more information by using the lenses.

# data[].attributes.body
Now that you have new learning regarding Visual Thinking Strategies and preschool students, what do you still wonder or see as your next steps to get students to improve their thinking skills?

I wonder how these little friends who don't hear stories often in their homes will develop a love for literature. Even just focusing intently on concepts of print - really helped the kiddos improve their thinking skills. I see the next steps as continuing to share books and excitement about books with the kiddos. And moving into more discussion about images and illustrations in the books : )

# data[].attributes.body
How do you support your students' 'storytelling' to help increase their language development?

I have been focusing on letting this kiddos share their stories during morning meeting and LIM. Encouraging them to tell us about their weekend or their experience. There are generally some wild details and the conversations spin off in lots of different directions. I try not to do too much steering but rather ask more prompting questions.

# data[].attributes.headline
I think each day I try to remind myself to "slow down, stop and listen."  In general, we all move too fast trying to accomplish what we need to each day. What we really need to do is to listen.  I also think just spending the time letting children play, talk and share their ideas is critical to their growth!  We can do this in so many ways; asking questions during share time, while reading various stories, and interacting with children while they play. 

# data[].attributes.subject
I think each day I try to remind myself to "slow down, stop and listen."  In general, we all move too fast trying to accomplish what we need to each day. What we really need to do is to listen.  I also think just spending the time letting children play, talk and share their ideas is critical to their growth!  We can do this in so many ways; asking questions during share time, while reading various stories, and interacting with children while they play. 

# data[].attributes.headline
To get these littles to improve their thinking skills, I really feel like adults who are REALLY letting the kids speak and express themselves and then giving each one positive feedback will help them feel validated and special. Even If what they are saying does not totally "make sense" to adults, it does not mean that to them what they are saying is unimportant. ALL kids can contribute and feel important and validated, They are so proud of themselves when they feel a part of a class conversation! Adults can learn a lot about listening from kids, even if they do not agree with others beliefs!

# data[].attributes.subject
To get these littles to improve their thinking skills, I really feel like adults who are REALLY letting the kids speak and express themselves and then giving each one positive feedback will help them feel validated and special. Even If what they are saying does not totally "make sense" to adults, it does not mean that to them what they are saying is unimportant. ALL kids can contribute and feel important and validated, They are so proud of themselves when they feel a part of a class conversation! Adults can learn a lot about listening from kids, even if they do not agree with others beliefs!

# data[].attributes.body
Wipper 4/9
The text solidifies my belief that illustrations are the key to language development in Early Childhood.  Students can use their voice to talk about pictures without there being a right and wrong answer.  While some of the text was not geared to most of the K students, the overall concept works for all students!

# data[].attributes.headline
For me, awareness - keeping the ideas in mind when planning and teaching.  I like the statement from her final thoughts..."it's not the formal elements that drive most people's enjoyment of them; it's that the arts help us to comprehend and connect to our human experience..."

# data[].attributes.subject
For me, awareness - keeping the ideas in mind when planning and teaching.  I like the statement from her final thoughts..."it's not the formal elements that drive most people's enjoyment of them; it's that the arts help us to comprehend and connect to our human experience..."

# data[].attributes.body
I think one of the most difficult thinking skills to teach is different pov. I feel like being able to recognize the pov of another individual comes with maturity and experience. I think one of the best ways we can help develop that skill in preschoolers is to give them the opportunities they need to have conversations and play and problem solve. During story time we can discuss the events of the story, the conflict(s) that the character(s) face and how they resolve it and what the character learned.

# data[].attributes.body
Now that my eyes have been opened to AoC, I have focused more of my lessons to using visuals to teach comprehension.  My students struggle with writing and tend to use simple sentences.  I have started using a vocabulary chart like figure 3.2 to guide them in choosing adjectives.  I realized they were struggling with reading the vocabulary words, so I started drawing pictures/symbols next to the words.  I am looking forward to using the access lenses graphic organizer to support comprehension when I start teaching the animal unit in the next couple of weeks.

# data[].attributes.body
Now that you have new learning regarding Visual Thinking Strategies and preschool students, what do you still wonder or see as your next steps to get students to improve their thinking skills?

# data[].attributes.body
Now that we have finished the text, what did you learn from this experience? What do you still wonder or would like to try?

# data[].attributes.body
Now that we have finished the text, what do you see as your next steps? What would you like to try?

# data[].attributes.body
Now that we have finished the text, what did you learn from this experience? What do you still wonder?

# data[].attributes.body
Using mood in writing was an “ah ha” moment for me. Of course I try to pull it out of them during their narratives but I have not really thought about it for nonfiction. I like the example of Kya’s sentence and how she was trying to suggest a happy mood. She was able to accomplish this with a group discussion about her sentence. Good questioning will have to be modeled throughout and practiced to get them thinking about mood in their writing. I am going to attempt to use this strategy for our opinion writing. My plan is to use the text for my lessons  and model the mood questions in a way to get them to think that way in their writing.

I also plan to implement the wonder wall for the Civil War Unit. I am interested to read what questions or wonders they come up with.

# data[].attributes.body
Using mood in student's drawing has helped them to look at illustrations in the F&P books for running records. I have so many that can now say how a character is feeling just by using the "mood finding" in day to day reading and writing!

# data[].attributes.body
I do see the benefit of teaching mood structure to generate ideas for writing. I am using the graphic on page 93 right now to teach mood changes. I think it is helping my students to organize their writing, making sure there is a beginning, middle and an end. We are talking about Spring, so I had my students pick either a flower or an animal and write a story where the mood changes 3 times.

# data[].attributes.body
I have never used a mood graphic organizer before.  I think it is a great way for students to examine their writing to see how it shows excitement, interest, or if it needs more feelings and emotions.  I think mood structure maps are a great visual to guide students in their writing.  As stated on page 92, I feel students who have difficulty beginning the writing process could benefit from using similar mood structures as a mentor text to guide them.  Many of my students struggle with writing and need a mood pattern to follow until they become confident.  I can see how teaching mood structure strengthens students’ word choice and vocabulary not only in reading but in writing and speaking.

# data[].attributes.body
I find that interpreting music is a great way for students to feel mood. Listening to some different pieces of music may help when it comes to the writing task. As you play the music have the students feel the mood of the music. Watch for their body language, facial expressions, actions as they feel the music. Have students use words to describe the music. If children can interpret the mood in music then it may be easier to interpret the mood in literature.

# data[].attributes.body
I do see the benefit to teaching mood structure in writing. This will help us this quarter while we teach the third Lucy Calkins Unit- Changing the World. I tell students they have to understand their reader and try to get them to think (agree) with them in their writing. That probably does not make much sense :) When you think about positive vs negative moods, it is similar to two sides of an argument that needs to be addressed in persuasive writing. This also reminded me of a behavioral activity from my previous school where students would "map" out their behavior to see the good and not so good consequences (something I used when interviewing here at MCR).

# data[].attributes.body
Safe watching for You Tube

# data[].attributes.attachment_link.title
SafeShare - The safest way to share YouTube and Vimeo videos

# data[].attributes.attachment_link.description
SafeShare reduces advertisements and other unwanted distractions from Vimeo and YouTube videos, so they can be viewed safely. Perfect for Schools!

# data[].attributes.body
A collection of visual resources to pair with comprehension lessons, genre, or book study.

# data[].attributes.attachment_link.readable_text
Welcome to The Literacy Shed - the home of visual literacy. Here at Literacy Shed we aim to provide teachers with high quality films and animations that can be used in the primary classroom to enhance the teaching of reading and writing. All of the films on the site we think are suitable for primary aged children although some films may not be suitable for younger children. We urge that teachers watch any films before showing them to children.

# data[].attributes.attachment_link.description
Welcome to The Literacy Shed - the home of visual literacy. Here at Literacy Shed we aim to provide teachers with high quality films and animations that can be used in the primary classroom to enhance the teaching of reading and writing.

# data[].attributes.body
Animation series about a variety of topics in history and science.

# data[].attributes.attachment_link.keywords[]
"world ahoy" animation education kids learning educative children knowledge culture edutainment fun arts science history

# data[].attributes.attachment_link.description
WORLD AHOY animation series for children. Learning is fun. English and Catalan versions available.

# data[].attributes.body
The school version of TED talks, TED-Ed sparks curiosity and passion in all learners.

# data[].attributes.attachment_link.description
TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

# data[].attributes.body
Smart videos for curious minds of all ages

# data[].attributes.attachment_link.description
The Kid Should See This: Educational videos for curious kids of all ages, a free resource for parents & teachers. Science, art, nature, animals, & more.

# data[].attributes.body
I agree that the mood graphic organizer allows students to define evidence of mood in their stories and realize what may be missing in their writing. With the graphic organizer, they have the ability to revise and elaborate, and like the author stated, 'move between comprehension and craft.'
The questions they can ask themselves: 1. Do I have a clear mood? 2. Have I shown my mood through different lenses? 3. Can I use another additional lens to show it, too? 4. Do all of my words support the mood? all help them focus, whether writing both narrative and informational text. And word choice! So important for mood! :)

# data[].attributes.body
The mood structure is a powerful image for students to use when thinking about their writing and gives them a 'map' to follow the mood of their ideas. Like the author stated, 'A clear mood helps them in so many parts of writing-with leads, word choice, and elaboration'...students can ask themselves, 'What's the mood, and how can I show it?'
I also think having students use a 'mood outline' is a powerful visual. It reminded me of the old outlines I had to use in school to organize my writings and I never liked using them (remember them, with the Roman Numerals?) But the mood outline allows the writer to 'see' what each part of their story needs to do.
I thought the Mood Poems were a great exercise also. You can first incorporate an illustration or image, then have students come use the Access Lenses to show the mood of the characters in the image then write sentences describing the mood, then put those into a mood poem. Loved this!

# data[].attributes.body
Reading how to incorporate the Access Lenses into writing finally had it all come together for me. I love to write, but struggle sometimes to understand where my writing is going. But using the Access Lenses gave me a visual that I could put into words. I also felt the 'mood structures' allow students to understand the mood of their story, where it's going, and it's purpose - like a map. I also agree with the the author when he tweaks the mini framework questions for writing-What's causing the mood? How can you show that? (in your writing?) Clear understanding for students. Great chapter :)

# data[].attributes.body
I love the idea of reading chapter books to your PreK students and getting them to recall what happened in earlier chapters, as well as the deep discussions you can have around new vocabulary. It allows the introduction of images to support their learning, as well as bring in those 'life experiences'. And, bringing in 'mood' and how the characters feel deepens their comprehension of mood structure in a story (positive to negative; negative to positive to negative). Getting your students to understand mood opens so many doors to comprehension!

# data[].attributes.body
I try to give my kids a lot of time to talk and discuss. When we do a picture walk before reading a picture walk, I ask them what they think the story is about/what is going to happen?/how do they think the characters feel?/etc. I also read chapter books to them and have them retell what they can recall from our last read. While reading stories I always ask about what may be a new word to them.

# data[].attributes.body
I found it interesting that our students are using the lenses without realizing it in their work. Drawing the details like facial expressions and the sun gives the picture the feel of what the story will be. Modeling and then conferring with students to point out what they are doing will be important to have students use this intentionally in their work.

# data[].attributes.body
Yes, as the book states, "...when students structure their story with Mood structure, they are setting themselves up for sucess." This allows the students to connect their writing with professional writing. This in turn molds them to become more "professional" writer in theory. The graphic organizer allows for thought, organization, and connection.

# data[].attributes.body
Do you see the benefits of using a 'mood graphic organizer' (pg 93), along with the mood structures, to help students create a draft an outline for their short stories?

# data[].attributes.body
Do you see the benefit of teaching mood structure (pg. 87-91 ex. negative to positive; positive to negative to positive) to help generate ideas for writing through mood? Have you tried a 'mood graphic organizer'? (pg. 93)

# data[].attributes.body
How can you instruct students to show mood through their illustrations using the Access Lenses? (pg. 108-109) In what ways can you increase their 'mood' vocabulary?

# data[].attributes.headline
Infographics have been especially useful for my visual learners who have limited fluency skills.  When I have students comprehending information up to 2 grade levels above their reading levels, infographics assist greatly since they have the ability to capture attention and convey information in a more concise manner.

# data[].attributes.subject
Infographics have been especially useful for my visual learners who have limited fluency skills.  When I have students comprehending information up to 2 grade levels above their reading levels, infographics assist greatly since they have the ability to capture attention and convey information in a more concise manner.

# data[].attributes.headline
Sisco       Infographics are used to allow the student to  interperate information in a different way and to reinforce what they read or will read.  Often times it isn't necessary to read closely and still interperate and comprehend the message or information. It is great for visual learners and ESOL students. My class has been working on visual texts by brainstorming adjectives to describe characters. Today we drew pictures depicting that visual text in relation to a hyperbole. 

# data[].attributes.subject
Sisco       Infographics are used to allow the student to  interperate information in a different way and to reinforce what they read or will read.  Often times it isn't necessary to read closely and still interperate and comprehend the message or information. It is great for visual learners and ESOL students. My class has been working on visual texts by brainstorming adjectives to describe characters. Today we drew pictures depicting that visual text in relation to a hyperbole. 

# data[].attributes.body
Chapters 4 & 5
Remembering back to when I taught 4th and 5th grade ELA, mood is a difficult concept for students to understand. I like the simplicity of Figure 4.1 to assist students in better understanding this concept. I also like the idea of using the less complicated stories when introducing or helping students understand mood before delving into more challenging texts. I also like how Table 4.4 gives specific examples for what students can look for to determine mood.
I love the da Vinci quote about painting and poetry! It is so true that we always seem to teach different ways depending on print or pictures. Using the Access Lenses, the Framework, and the Mood Structures to teach all types of texts makes sense. Students will become experts no matter the type of media. I think the tables are helpful in planning to use this with students. Reading the text, discovering the relevant access lenses, then making inferences or meaning - modeling these will help the students be more successful.

# data[].attributes.body
Using the graphic/mood organizer to help students answer the following questions:
1. What's the mood?; 2. How do you know the mood; 3. What's causing the mood
can be beneficial for both fiction and non-fiction texts. For example, students can review images/pictures from the American Revolutionary War and determine the mood by pondering the colors, bodies/action, faces etc.
represented in the image. Hopefully with practice,  the use of this mood/graphic organizer can facilitate strong-link connections.

# data[].attributes.body
I liked the section on second grade students talking about the nonfiction book, "The Naked Mole Rat". The introduction of the "big" picture was simple and helped the students to use their access lenses to draw conclusions and make predictions that connected with information they already knew and made them think of new information they would like to discover.

# data[].attributes.headline
The more you use the access lense the more ownership the students take before reading.  The students are now making connections between various texts.  They enjoy looking for "Mood" or moon as some call it!! This is helping them to pwn their reading!

# data[].attributes.subject
The more you use the access lense the more ownership the students take before reading.  The students are now making connections between various texts.  They enjoy looking for "Mood" or moon as some call it!! This is helping them to pwn their reading!

# data[].attributes.body
I also thought it was interesting to take a mood walk  while using a nonfiction text. I'm thinking back to using articles from the Comprehension Tool Kit (Polar Bears and Titanic) and how I can adjust my beginning lessons. Making a poster of the steps will be helpful.

# data[].attributes.body
I really appreciated the portion of the chapter about “mental representations” (pg. 53-54). Ericsson and Pool break down how students can process large amounts of information, and then Trevor Bryan shows how we can use the grid of AoC to support that. Teaching our students strategies to find the information they need in text, analyze it, synthesize it, talk about it, and make sense of it is so important.

In non-fiction text, a mood walk could begin with skimming some of the more “visual” text features like photos, diagrams, flow charts, and graphs. I also think mood walks would be incredibly helpful when discussing historical non-fiction (Revolutionary War or Civil War) or even reading text related to current events. One of the benefits would be helping students make connections from their own lives (living through the pandemic!) to the mood of the nation at different points during the wars. With the right text, a mood walk could amplify those connections. Using graphic organizers similar to the one on pg. 58 would guide the students along and help them focus. but like he says on pg.76--the access lenses help our students harvest information, even when studying a text that has almost no mood.

I’ve been using the book Animals by the Numbers to support our math lessons about data we glean from graphs. One of the infographics is a flowchart showing the choices an animal (I think it’s an armadillo) can make in response to a predator. I think a mood walk of even just that one portion of the book would be interesting.

# data[].attributes.body
Using Access Lenses is beneficial and a great way to help students connect with nonfiction text. It allows an opportunity to create predictions based on the image prior to reading. Using the access lense students can focus in on what is important and have a productive conversation. Utilizing mood structure in a nonfiction text will assist students to synthesize real world information and help them make connections.

# data[].attributes.body
I love the idea of mood walks through nonfiction text. It would definitely make the student look at the subject of the book more closely. When we read nonfiction books we focus more on the illustrations and settings, not the mood of the book. I recall when we read about polar bears, the mother bear leaves the cub at a young age and it goes on to survive on its own. One of my students made a comment about how terrible it was that the mom separated from its cub. We had some meaningful conversations based on the emotions they were feeling about this cub. I look forward to reading more nonfiction texts with my class and determining the mood of the book.

# data[].attributes.attachment_link.readable_text
Building comprehension skills with struggling readers can be challenging. While close reading is a great way to get students to dig deeper into text, many readers struggle with decoding and fluency. This makes it impossible to get the most out of text-based close reading activities. However, photos allow these students to build higher-level comprehension skills like inferring, main idea, and summary.

Since many struggling readers also struggle with writing, each week also includes a picture-based writing prompt. This helps students become comfortable with different genres of writing - including personal narrative, expository, persuasive, and descriptive writing. Embedded checklists for revising and editing help create a seamless way to build writing skills without overwhelming reluctant learners.

This product was designed as a whole class warm-up, small-group Tier 1 intervention, or literacy station.
Your download includes:

40 weeks of double-sided language arts warm-ups (2 options for lines)

Visual Table of Contents with Cross-Curricular Connections

Teachers Guide with half-page versions of photos for display (pdf)

Weekly Routine:
❑ Monday: Observe the photo & record details

❑ Tuesday: Generate questions based on the photo

❑ Wednesday: Generate inferences based on observation

❑ Thursday: Write a main idea to title the picture

❑ Friday: Write and edit a short composition based on a given prompt.
Reading & Writing Skills Addressed:
✔Main idea & summary

✔Inferring & drawing conclusions

✔Activating prior knowledge

✔Vocabulary development

✔Connections

✔Questioning

✔Identifying key details

✔Supporting details

✔Understanding the writing process

✔Writing for a variety of purposes

✔Generating ideas for writing

✔Drafting, editing, and revising with purpose

✔Personal narratives

✔Expository writing

✔Persuasive/Opinion writing

✔Descriptive writing

✔Letter writing
Benefits of Using Weekly Photo Activities

Approachable and engaging for all learners

Avoids the barriers often faced by students learning English or those with disabilities

Quick and easy to implement without taking up much instructional time

Format is easy-to-follow and focused on essential language arts skills

Encourages conversations and higher-level thinking

Prefer the digital version? Get it here: Digital Read & Write Photo Prompts

# data[].attributes.attachment_link.title
Read & Write Photo Prompt Bundle: Picture of the Week Comprehension Activities

# data[].attributes.attachment_link.description
Building comprehension skills with struggling readers can be challenging. While close reading is a great way to get students to dig deeper into text, many readers struggle with decoding and fluency. This makes it impossible to get the most out of text-based close reading activities. However, photos ...

# data[].attributes.headline
Using the Question Formulation Technique article

# data[].attributes.subject
Using the Question Formulation Technique article

# data[].attributes.body
Watch the video in the next column to see it in action

# data[].attributes.attachment_link.readable_text
This video shows how the Question Formulation Technique (QFT) may be used as a formative assessment - to determine students' understanding of a concept or their knowledge of a topic. Educators can use the QFT to assess their students at the beginning of a unit, as seen in this video, in the middle of the unit, and toward the end of the unit.

There are other creative ways to use the QFT, including as a summative assessment (see: " Making Questions Flow " to read more about how to use student questions).

In this video, Lucy Canotas, a fourth-grade teacher in Manchester, New Hampshire, uses the QFT for formative assessment purposes. "I'm interested to see what they can bring as questions to make me understand where they're still stuck or what they still don't know," she explains. To elicit students' questions about fractions, she designed a visual Question Focus (QFocus). She found that using the students' questions and work helped her better understand what they knew about this mathematical concept. This video shows each step of the QFT in an elementary-school classroom, and it shows how Canotas uses the QFT to collect information that helps her fine-tune lessons.

# data[].attributes.attachment_link.title
Using the Question Formulation Technique (QFT) for Formative Assessment - Right Question Institute

# data[].attributes.attachment_link.description
This video shows how the Question Formulation Technique (QFT) may be used as a formative assessment - to determine students' understanding of a concept or their knowledge of a topic. Educators can use the QFT to assess their students at the beginning of a unit, as seen in this video, in the middle of the unit, and toward the end of the unit.

# data[].attributes.attachment_link.readable_text
Share the Strategy and Source RQI Our materials are available under a Creative Commons Sharealike license. To comply with this license, you must include the following language on all materials you use, share, adapt, or create: "Source: The Question Formulation Technique (QFT) was created by the Right Question Institute (rightquestion.org)." As long as you include this source language, you are welcome to use, adapt, and share our strategies and materials for noncommercial use. You may also create new materials that reference the Question Formulation Technique (QFT) and/or other Right Question Institute strategies as long as you include the source language above. If you are interested in sharing RQI's resources for commercial purposes you must contact us by selecting the "Permission for Use" option on the contact form.

# data[].attributes.attachment_link.description
Share the Strategy and Source RQI Our materials are available under a Creative Commons Sharealike license. To comply with this license, you must include the following language on all materials you use, share, adapt, or create: "Source: The Question Formulation Technique (QFT) was created by the Right Question Institute (rightquestion.org)."

# data[].attributes.headline
PBS Educational Blog: How 'Just one Change' in the classroom can lead to greater curiosity

# data[].attributes.subject
PBS Educational Blog: How 'Just one Change' in the classroom can lead to greater curiosity

# data[].attributes.attachment_link.readable_text
How many times has a teacher posed, "Are there any questions?" - only to be met with deafening silence from their learners. How often have students understood this question as rhetorical rather than a genuine invitation to articulate their curiosity and wonder in the form of a question? Better yet, how can we cultivate learning environments that authentically value and lead with students' questions and curiosity rather than hastily elicit them as an afterthought?

Educators want their students to ask questions. Indeed, research has found that students only ask about 1/5 th the amount of questions educators would like them to ask. Yet many educators report that it can feel like "pulling teeth" to get their students to ask questions, and other research has found that educators ask about two questions per minute while students ask about two questions per hour. Which students are the ones formulating two questions per hour? One study found that lower income students tend to pose fewer questions at school than their moderate-income counterparts, and another study found that lower achieving students tend to ask fewer questions than their higher achieving peers. Not only are students asking markedly fewer questions than the teacher and significantly fewer questions than teachers would like them to ask, some students are asking fewer questions than their fellow students.

How can education remedy this feeling of "pulling teeth" and actualize a vision of all students asking their own questions and classrooms brimming with curiosity? One way is by deliberately teaching students how to ask their own questions.

The Question Formulation Technique

The Question Formulation Technique (QFT), a strategy first described by Dan Rothstein and Luz Santana in their book Make Just One Change: Teach Students to Ask Their Own Questions. The book describes a simple yet powerful strategy supporting the concept that students learning how to formulate their own questions is one of the most essential skills for learning.

At the beginning of the QFT, the educator shares the four rules students will follow while formulating questions:

1) Ask as many questions as you can

2) Do not stop to discuss, answer, or judge any questions

3) Write down every question exactly as stated

4) Change any statement into a question

The rules help to create an equitable, constructive space free of judgment so students can ask their questions as they percolate.

Students discuss what may be challenging about following the four rules and the educators reminds students that it is their job to hold themselves and their peers accountable for following the rules. And, one of the roles of the educator/facilitator is to remind students to follow the rules while generating questions. Beyond the QFT, there will be time to investigate, dig deeper into questions, and even answer them, but the QFT itself is a time devoted to asking, thinking about, and understanding the value of questions.

Adding the QFocus

Next, the educator provides students a Question Focus (QFocus), a prompt or stimulus for students to ask questions about. The QFocus can be anything-a picture or photograph, a short video clip, a demonstration or experiment, a phrase, the cover of a book-as long as it is not a question. The educator should think critically during the QFT planning process about what kinds of questions students may ask as they respond to the QFocus and how these questions will dovetail into the next steps of the lesson or unit.

Once students are presented the QFocus, they:

1) Formulate their own questions while following the four rules

2) Identify different types of questions (i.e. open-ended and closed-ended) and they name advantages and disadvantages of each type of question

3) Reword two questions and learn how the phrasing of a question may elicit different information

4) Prioritize questions based on instructions the educator provides (e.g. Select your three most important questions)

5) Discuss next steps with the educator as more details are shared about how students will use their questions going forward

6) Reflect on the process and the new knowledge they co-constructed simply through asking questions (e.g. What did you learn? How did you learn? What was helpful about this process? What would have made this process more helpful for you?)

Encouraging Students to Become Curious, Engaged Learners

Through using the QFT, students hone their question formulation skills and become more curious, self-directed learners. These developing skills and learning traits extend beyond the QFT- research has found that high school students who learn the QFT are more curious, divergent thinking, engaged learners, and an action study discovered that five times as many kindergarten students ask on-topic questions as compared to their peers who did not learn the QFT. As one teacher from Ohio shared, "The engagement and curiosity from the QFT just explodes into every other aspect of the classroom."

Even the earliest learners begin to make new connections about questions and sharpen their ability to effectively inquire-one kindergarten teacher in Pike County, Kentucky used the QFT while teaching students about "question words" (e.g. who, what, where, when, and why). The teacher, Sheila Varney, shared how after the QFT, students themselves identified how there can be question words other than the 5 w's and that "is" can be a question word depending on how it is used. Just by asking and working with their questions, students' thinking on questions became more sophisticated.

An Inquisitive Year Ahead

When reflecting on the question "why do we ask questions," Ayaka, a first grader from just outside Detroit, Michigan responded, "so we can be curious about what we are learning and want to know more." As the new school year begins, think about how teaching your students how to ask their own questions can help foster thinking, learning, and newfound curiosity. Emerging research continues to find that curiosity is critically important for learning, and a recent study from the University of Michigan found that "the promotion of curiosity may be a valuable intervention target to foster early academic achievement, with particular advantage for children in poverty." To make obsolete the rhetorical, "are there any questions?" and to facilitate more student curiosity, wonderment, and equitable learning this academic year, use the QFT or other pedagogies, strategies, or practices to teach students how to ask their own questions.

# data[].attributes.attachment_link.keywords[]
how ‘just one change’ in the classroom can lead to greater student curiosity

# data[].attributes.attachment_link.title
How 'Just One Change' in the Classroom can Lead to Greater Student Curiosity | PBS Education

# data[].attributes.attachment_link.description
How many times has a teacher posed, "Are there any questions?" - only to be met with deafening silence from their learners. How often have students understood this question as rhetorical rather than a genuine invitation to articulate their curiosity and wonder in the form of a question?

# data[].attributes.body
Ok for kids to access: more middle school and up focus, but wanted to share resource

# data[].attributes.attachment_link.description
Science News for Students publishes news from all fields of science for students from middle school and up, with resources for parents and educators.

# data[].attributes.attachment_link.title
DOGO News - Kids news articles! Kids current events; plus kids news on science, sports, and more!

# data[].attributes.attachment_link.description
DOGO News has fun articles for kids on current events, science, sports, and more! There are also lots of stories, pictures, videos, games and the DOGO news map for kids! Add your comments, read reviews of cool websites, and more!

# data[].attributes.body
Ok for kids to access

# data[].attributes.attachment_link.title
SmithsonianTweenTribune | Articles for kids, middle school, teens from Smithsonian | tweentribune.com | Current events, lesson plans, quizzes, assessments

# data[].attributes.attachment_link.description
Lexile leveled current events, lesson plans, quizzes, assessments

# data[].attributes.body
Ok for kids to access

# data[].attributes.attachment_link.title
SmithsonianTweenTribune | Articles for kids, middle school, teens from Smithsonian | tweentribune.com | Current events, lesson plans, quizzes, assessments

# data[].attributes.attachment_link.description
Lexile leveled current events, lesson plans, quizzes, assessments

# data[].attributes.headline
Using the Question Formulation Technique (QFT)

# data[].attributes.subject
Using the Question Formulation Technique (QFT)

# data[].attributes.attachment_link.title
Using the Question Formulation Technique (QFT) for Formative Assessment

# data[].attributes.body
I don't often think of finding the mood of a nonfiction book or even spending too much time inferencing with them. I found it interesting when talking about the naked mole rat, how much students could inference just by looking through the access and big and small lenses.

# data[].attributes.attachment_link.description
astronomy picture of the day dated archive listing

# data[].attributes.body
Ok for kids to access

# data[].attributes.attachment_link.description
Thousands of copyright free and copyright friendly images and photos for teachers and students.

# data[].attributes.body
Ok for kids to access

# data[].attributes.attachment_link.readable_text
Search now to download properly attributed, Creative Commons photos for school!

Teachers have told us they need a place to access safe images that are available to be used in the classroom and for educational purposes. Plus, they want accurate image citations. We've heard you and created "Photos For Class" to meet your needs for images!

Age Appropriate Images - All images are appropriate for the school setting, thanks to Flickr and Pixabay SafeSearch and our proprietary filters - Read More

Automatic Citation - Downloaded images automatically cite the author and the image license terms - Read More

Creative Commons - All photos shown are, to the best of our (and Flickr's / Pixabay's) knowledge, licensed by Creative Commons for public use

# data[].attributes.attachment_link.title
Photos For Class - The quick and safe way to find and cite images for class!

# data[].attributes.attachment_link.description
The World’s easist way to search for safe, creative commons images and cite them.

# data[].attributes.body
Ok for kids to access

# data[].attributes.attachment_link.readable_text
Infographics (information + graphics) can be great resources! Print them out and post them where you (and others) can use some nutrition information and tips. They are also great to share on social media.

# data[].attributes.attachment_link.description
Infographics (information + graphics) can be great resources! Print them out and post them where you (and others) can use some nutrition information and tips. They are also great to share on social media.

# data[].attributes.body
Ok for students to access

# data[].attributes.attachment_link.description
© Copyright 2023 Kids Discover. All Rights Reserved.

# data[].attributes.headline
NY Times What's Going on with this Graph?

# data[].attributes.subject
NY Times What's Going on with this Graph?

# data[].attributes.attachment_link.description
Graphs, maps and charts from The Times -- and an invitation to students to discuss them live.

# data[].attributes.body
Filter for Elementary students

# data[].attributes.attachment_link.title
Beautiful Free Images & Pictures | Unsplash

# data[].attributes.attachment_link.description
Beautiful, free images and photos that you can download and use for any project. Better than any royalty free or stock photos.

# data[].attributes.body
Filter for elementary students

# data[].attributes.body
Filter for elementary students

# data[].attributes.attachment_link.description
Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world's treasures online.

# data[].attributes.body
Filter for elementary students

# data[].attributes.attachment_link.readable_text
DPLA provides free digital access to banned books

DPLA has launched The Banned Book Club to ensure that all readers have access to the books they want to read. The Banned Book Club makes e-book versions of banned books available to readers in locations across the United States where titles have been banned via the free Palace e-reader app.

# data[].attributes.attachment_link.description
The Digital Public Library of America brings together the riches of America's libraries, archives, and museums, and makes them freely available to the world.

# data[].attributes.body
Filter for elementary students

# data[].attributes.attachment_link.description
National Geographic is the source for pictures, photo tips, free desktop wallpapers of places, animals, nature, underwater, travel, and more, as well as photographer bios.

# data[].attributes.headline
NY Times What's Going on in This Picture?

# data[].attributes.subject
NY Times What's Going on in This Picture?

# data[].attributes.body
Filter for elementary students

# data[].attributes.attachment_link.description
Intriguing Times images stripped of their captions -- and an invitation to students to discuss them live.

# data[].attributes.body
I also enjoyed reading about the mood walk. As I was reading, I was hoping something would come up about non fiction text. I think the benefit of a mood walk for nonfiction would be that the students can relate and still make strong-link connections. The challenging part may be trying to get them started by thinking about the mood and causes and how they would feel. I liked the example about the category 5 cyclone, and asking how the people would feel when the cyclone was closing in on the island.

# data[].attributes.body
Fredrick
When thinking about the idea of mood and non-fiction, my mind goes to the author's purpose. I think a good conversation might be establishing how the author feels about the subject and why he/she wrote the book. There is mood in non-fiction but it is harder to see-especially for the lowest level texts. We have to be strategic in book choice in order to help with this challenge. One strategy that comes to mind is using two different texts about the same subject with very obviously different moods/purposes. Fore example: a book about snakes as pets versus a book about venomous snakes.

# data[].attributes.headline
I love the visual representation of the mood structures for ESOL students. It provides a concrete representation to guide the discussion and make predictions about the book. I am going to try letting the students predict the mood structure by drawing a quick arc on their wipe board. After we read the story, they can refer to their arc as a reference point to talk about what happened using the sentence frames on page 59. 

# data[].attributes.subject
I love the visual representation of the mood structures for ESOL students. It provides a concrete representation to guide the discussion and make predictions about the book. I am going to try letting the students predict the mood structure by drawing a quick arc on their wipe board. After we read the story, they can refer to their arc as a reference point to talk about what happened using the sentence frames on page 59. 

# data[].attributes.body
Laurie Tucker

# data[].attributes.body
Chapter 4: The Mood Structures

# data[].attributes.body
Chapter 3
I read an image by decoding or listing all aspects of the image. I also use colors, expressions, shapes etc. to help with making inferences, predictions, decoding the main idea, and identifying the mood.
I like how the author discussed that he usually completes step 1 orally as he is aware of how labor intensive writing can be, even for proficient writers. Implementing the 6 steps of the Framework  while "reading an image" is such a wonderful strategy to use especially for English language learners. I need to work on ensuring I am using all 6 steps consistently.

# data[].attributes.body
How do you support your students' 'storytelling' to help increase their language development?

# data[].attributes.headline
o	Peterson What new thinking/knowledge did you gain from other Padlet responses?

# data[].attributes.subject
o	Peterson What new thinking/knowledge did you gain from other Padlet responses?

# data[].attributes.body
I think that you all make good points and thought provoking ideas and a lot of what is happening in your classrooms and experiences are happening in here also. i found it 'validating' to hear that getting discussions started is difficult for others as well. I also learned from reading your posts that there is no correct or incorrect way to interpret and image :) I think that you are all right in that encouraging the kiddos to "tell me more" is a great way to keep the kiddos talking and thinking deeper. It also helps the kiddos feel secure in their ideas and their ability to share them.
March 10th

# data[].attributes.body
I found the idea of a mood walk interesting and it would be easier with fiction as Cory mentioned. But, mood walks also set a purpose for the reading and engage the students in a certain way to deepen their ways to connect and make meaning with the text. That is always helpful with non-fiction of unknown topics.

# data[].attributes.body
What do you see as benefits/challenges to using infographics in a text set?

# data[].attributes.body
How can your students go on a 'mood walk' with Non-fiction text? What do you see as challenges/benefits?

# data[].attributes.body
What is your thinking of the Mood Structures and Access Lenses when applied to Non-fiction texts? What are the benefits/challenges?

# data[].attributes.headline
I agree that the picture walk really helps students make some predictions regarding the text.  I also use Learning A-Z and on that site, there is the option of using the wordless books.  This has been valuable for my students to create their own text, which may not be what the author's focus is but helps my students try to create a story, which is typically a very difficult thing.

# data[].attributes.subject
I agree that the picture walk really helps students make some predictions regarding the text.  I also use Learning A-Z and on that site, there is the option of using the wordless books.  This has been valuable for my students to create their own text, which may not be what the author's focus is but helps my students try to create a story, which is typically a very difficult thing.

# data[].attributes.body
While working with after school friends I showed just the pictures from The Mystery of Harris Burdick.  The students were eager to tell what they were thinking. They were able to look at facial expressions and infer what was going on in the picture. I encouraged everyone to support their thinking.
In my own classroom I think it is beneficial that we have an overarching  question then read several texts to help respond with evidence to support our thinking.

# data[].attributes.headline
Reading an image starts with taking a picture walk.  But with 5th  graders there may not be pictures in the novels they are reading.  We look at the cover photo and make predictions about what the book will be about and stating the 'obvious' about the picture (a boy, a cow, blue sky), then dig deeper to see if we can identify the mood or tone by looking more closely.  Modeling during read aloud encourages the students to do the same before they start reading a new book.

# data[].attributes.subject
Reading an image starts with taking a picture walk.  But with 5th  graders there may not be pictures in the novels they are reading.  We look at the cover photo and make predictions about what the book will be about and stating the 'obvious' about the picture (a boy, a cow, blue sky), then dig deeper to see if we can identify the mood or tone by looking more closely.  Modeling during read aloud encourages the students to do the same before they start reading a new book.

# data[].attributes.body
I love the idea of using the framework as a ladder to build student comprehension through the access lenses. Bryan states that it isn't designed to help students find the answer, rather to help them explore texts. I think that in math, we get so hung up on the correct answer that we don't take the time to listen to a child's thinking, or help them explore the possibilities.
I like Step 1 of the framework because we have a huge ELL population, and I feel like if this step is done correctly, they will have more opportunities to contribute to conversations. Especially encouraging Step 1 to be done orally, helping all students, but especially ELL's build their vocabulary.
The chart (Figure 3.2) on page 35 reminds me of my "Dead Words" I used when I taught 5th grade. We would actually create tombstones and put "dead words" to sleep, while creating lists of other words we could use instead. This really helped my students expand their vocabulary.

# data[].attributes.headline
Just yesterday I shared the front and back cover of What if the Sharks Disappeared. I was interested in their responses. Some were very black and white, for example, I see fish. After many of those responses one student said the shark on the front is outlined like it can be cut out and on the back the sharks are missing, like they disappeared. I felt that these answers related to chapter 3 because they first began to decode the covers then began to think deeper and make inferences about the covers.

# data[].attributes.subject
Just yesterday I shared the front and back cover of What if the Sharks Disappeared. I was interested in their responses. Some were very black and white, for example, I see fish. After many of those responses one student said the shark on the front is outlined like it can be cut out and on the back the sharks are missing, like they disappeared. I felt that these answers related to chapter 3 because they first began to decode the covers then began to think deeper and make inferences about the covers.

# data[].attributes.body
Murdaugh

# data[].attributes.body
Like all of you, I'm learning more about how mood plays such a key role in really understanding an artist's or illustrator's interpretation of what they are trying to convey. And you're right, once you learn look beyond the obvious, your understanding starts to shift, and connections begin as to what is causing the mood. And what is amazing, is that every student brings their life experience to the discussion. It's a powerful shift when that happens... and I have always been a huge believer in drawings and illustrations of vocabulary to help convey meaning. Even for students who have difficulty with writing to describe their thinking should draw or sketch it. We have to give our students avenues of understanding, and allow those strong-link connections, which impact both reading and writing.

# data[].attributes.body
Just think how amazing your picture walks can be using the basics of the Framework and Access Lenses with your students! Your classroom conversations will be amazing! :)

# data[].attributes.body
When taking picture walks in reading groups, we look at the pictures to identify the setting, characters and mood of the story. We also make predictions on what may happen throughout the story based on the picture. In whole group reading, students are able to share with others what they see and make connections based on prior knowledge or experiences.

# data[].attributes.body
Chapter 3
Near the beginning of Chapter 3, he writes that the framework isn't designed to help students find the answer, but to explore texts so they can "construct possible answers in a meaningful and efficient manner." I love that. So much of their life at school is finding the right answer. Depending on the text we read, comprehension and inference are full of possible answers. When you factor in a student's schema--stories and text can become personal.
I also appreciate that the framework can be explicitly taught. For my students, following the steps will be a good way to start. Beginning with listing everything you can see gives all readers the opportunity for success. One of the strategies I'm excited about is helping my students build from making weak-link connections toward making strong-link connections...which then leads to creativity and innovation.

# data[].attributes.body
When I meet with a guided reading group I sometimes make a web of all the things they see on the cover. For example, we read a book about going fishing. Students examined the book, cover and pictures in between and we wrote down everything we saw. We write down information about the characters, setting, specific vocabulary related to the topic of the book. I think the more we examine the artwork the stronger the connections will be for the students. This is also a great way to incorporate our teaching of nouns and adjectives.

# data[].attributes.body
woops hit enter.
"seeing" their personal connection. Always being very concrete helps.

# data[].attributes.body
The Framework for esol anchor chart?
1. What do you see?
2. How does it feel
3. Why that feeling
4. Big Idea
5. Symbols
6. Connections

Just a thought. I actually read a 2/3 post that mentions putting your finger on the things you can see to help students understand the difference between listing actual things they see and "seeing" the mood and "seeing

# data[].attributes.body
I thought chapter 3 was interesting with the idea that the framework is like a ladder; success built upon success. I think its a great idea to start with "what do you see that you can PUT YOUR FINGER ON". This gives students a concrete idea of what to list. As it said, some students will skip to just saying they see "happy". & I don't like skipping steps. So saying "can you put your finger on it?" is a good way to keep students focused on what they can list. THEN we can determine the mood. The goal is to list at least 20 things, but start with 5 and build up by increments of 5.

The book says to use the framework as a "flexible friend" not a "fixed format" and gives a great analogy of teaching reading and guiding a group up a mountain trail.  I plan to start out slow and teach these steps in order (since I don't like skipping steps 😉), build proficiency, then be able to go with the flow of the trail 🏔

📝Samantha Wood