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*This post contains affiliate links. Please read my full disclosure policy for more information.

Here we are on Day 5 of Teaching Spelling through Word Study, a 10-day series I'm doing with iHomeschool Network. We've spent a lot of time on the background for word study, so if this is your first day joining me, I hope you'll take a look back (click HERE or on the picture above to see a list of the posts thus far). Today's focus is because they are at the heart of word study!

What are Word Sorts?

Let me start by showing instead of telling. Take for example this ai/ay word sort:

If you were my child and working on these patterns, I'd ask you to cut them apart and sort these words as either having the ai or ay pattern (a visual sort). Your sort would look something like this:

Then, we'd talk about the words and patterns: What do you notice about the long a spelling in the first column/in the second column? When was the ai pattern used? When was the ay pattern used? So what generalization or rule can you form from studying all these words? (Answer: When I hear the long a sound in the middle of the word, I use the ai pattern and when I hear the long a sound at the end of a word, I use the ay pattern.)

The Benefit of Word Sorts

Categorizing is the fundamental way that humans make sense of the world. When students sorts words they are engaged in the active process of searching, comparing, contrasting, and analyzing. Word sorts help students organize what they know about words and to form generalizations that they can then apply to new words they encounter in their reading." (Words Their Way, 61)

1. Word Sorts are Hands-On

With word sorts, students learn by doing. Comparing, contrasting, manipulating, analyzing, formulating, creating; just a few words to describe what the student is doing while sorting the words.

2. Word Sorts Happen at the Child's Instructional Level

We spent some time yesterday on how to find your child's instructional level (also known as ZPD). This is where students learn best. Words for the word sorts are chosen to challenge, but not frustrate the child.

3. Word Sorts are Analytic in Nature

Many phonics programs are synthetic, like a puzzle. You give the child the puzzle pieces and ask him to put it together to form the entire picture. (Here are the letter sounds...now sound out these words.)

With word sorts, students are give the big picture (entire words) and asked to break them apart and analyze them, an important skill in reading and writing unknown words.

4. Word Sorts Don't Rely on Rote Memorization

"Effective word sorts require more than copying the words from a list as seen in traditional spellers. [Copying] the word is not as important as the physical sorting." (Mattmann and Cowan-founders of Spelling Scholar). Students are required to be active, not passive, participants in their own learning and understanding of how words work.

5. Word Sorts are Efficient

Each word sort contains many examples of that particular spelling pattern; more than a typical spelling worksheet. Word sorts (and the activities that accompany them) can also be done in a short amount of time. In our home, the word sorting activities take about 10 minutes maximum each day. And the same word cards can be used over and over for multiple purposes (more to come on this next week).

6. Word Sorts are Flexible

When I first taught in the classroom, all the kids had the same spelling list and everyone worked on the same phonics skill each week. I could clearly see that my spelling instruction worked for maybe 40% of my students, with it being WAY too easy for some kids and WAY too hard for other kids. This meant that at any given time, 60% of my class wasn't truly learning! I was frustrated, but unsure what do about it. When I discovered the word study approach my second year of teaching, my spelling instruction was forever changed. While I'm now homeschooling, it is even more obvious that my children aren't on the same spelling level. Word sorts (and picture sorts) help to differentiate that instruction, providing what each child needs.

{The 6 benefits listed above were adpated from Words Their Way.}

More Resources with Word Sorts:

~Becky

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This post contains affiliate links. Please read my full disclosure policy for more information. Here we are on Day 5 of Teaching Spelling through Word Study, a 10-day series I'm doing with iHomeschool Network. We've spent a lot of time on the background for word study, so if this is your first day joining me, ...

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Anchor Charts 101: Why and How To Use Them

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A primer for newbies and a refresher for anchor chart pros!

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Description:

Word sorts allow students to sort words by different categories. There are different types of sorts such as open sorts where the teacher only provides the list of words and not the categories and the students categorize them on their own, and closed sorts where the teacher provides the categories and the students sort them according to the given categories.

Advantages:

Allows the students to sort words in categories that make sense to them.

Allows the students to categorize words by what they are and what they mean giving the students more knowledge about the words they are sorting.

Disadvantages:

If a student is unsure of the meaning of a word or the categories for the words, he or she might not be able to properly sort the words.

For open sorts, the students might categorize words in a way that makes sense to them, but isn't exactly what the teacher is looking for.

Citation: http://thisreadingmama.com/word-sorts-the-heart-of-word-study/

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*This post contains affiliate links. Please read my full disclosure policy for more information.

Here we are on Day 5 of Teaching Spelling through Word Study, a 10-day series I'm doing with iHomeschool Network. We've spent a lot of time on the background for word study, so if this is your first day joining me, I hope you'll take a look back (click HERE or on the picture above to see a list of the posts thus far). Today's focus is because they are at the heart of word study!

What are Word Sorts?

Let me start by showing instead of telling. Take for example this ai/ay word sort:

If you were my child and working on these patterns, I'd ask you to cut them apart and sort these words as either having the ai or ay pattern (a visual sort). Your sort would look something like this:

Then, we'd talk about the words and patterns: What do you notice about the long a spelling in the first column/in the second column? When was the ai pattern used? When was the ay pattern used? So what generalization or rule can you form from studying all these words? (Answer: When I hear the long a sound in the middle of the word, I use the ai pattern and when I hear the long a sound at the end of a word, I use the ay pattern.)

The Benefit of Word Sorts

Categorizing is the fundamental way that humans make sense of the world. When students sorts words they are engaged in the active process of searching, comparing, contrasting, and analyzing. Word sorts help students organize what they know about words and to form generalizations that they can then apply to new words they encounter in their reading." (Words Their Way, 61)

1. Word Sorts are Hands-On

With word sorts, students learn by doing. Comparing, contrasting, manipulating, analyzing, formulating, creating; just a few words to describe what the student is doing while sorting the words.

2. Word Sorts Happen at the Child's Instructional Level

We spent some time yesterday on how to find your child's instructional level (also known as ZPD). This is where students learn best. Words for the word sorts are chosen to challenge, but not frustrate the child.

3. Word Sorts are Analytic in Nature

Many phonics programs are synthetic, like a puzzle. You give the child the puzzle pieces and ask him to put it together to form the entire picture. (Here are the letter sounds...now sound out these words.)

With word sorts, students are give the big picture (entire words) and asked to break them apart and analyze them, an important skill in reading and writing unknown words.

4. Word Sorts Don't Rely on Rote Memorization

"Effective word sorts require more than copying the words from a list as seen in traditional spellers. [Copying] the word is not as important as the physical sorting." (Mattmann and Cowan-founders of Spelling Scholar). Students are required to be active, not passive, participants in their own learning and understanding of how words work.

5. Word Sorts are Efficient

Each word sort contains many examples of that particular spelling pattern; more than a typical spelling worksheet. Word sorts (and the activities that accompany them) can also be done in a short amount of time. In our home, the word sorting activities take about 10 minutes maximum each day. And the same word cards can be used over and over for multiple purposes (more to come on this next week).

6. Word Sorts are Flexible

When I first taught in the classroom, all the kids had the same spelling list and everyone worked on the same phonics skill each week. I could clearly see that my spelling instruction worked for maybe 40% of my students, with it being WAY too easy for some kids and WAY too hard for other kids. This meant that at any given time, 60% of my class wasn't truly learning! I was frustrated, but unsure what do about it. When I discovered the word study approach my second year of teaching, my spelling instruction was forever changed. While I'm now homeschooling, it is even more obvious that my children aren't on the same spelling level. Word sorts (and picture sorts) help to differentiate that instruction, providing what each child needs.

{The 6 benefits listed above were adpated from Words Their Way.}

More Resources with Word Sorts:

~Becky

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This post contains affiliate links. Please read my full disclosure policy for more information. Here we are on Day 5 of Teaching Spelling through Word Study, a 10-day series I'm doing with iHomeschool Network. We've spent a lot of time on the background for word study, so if this is your first day joining me, ...

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Description:

For word ladders, students are given a starting and ending word. These words are the same length such as "fly" and "cry". The students must change one letter at a time in each ladder to try to get from the starting word to the ending word.

For example:

Fly

Fry (l-->r)

Cry (f--->c)

Advantages:

Word ladders allow students to work with words and their spellings and think about different words that will help them get to the ending word.

Students work often with rhyming words when doing this activity.

Disadvantages:

If a student struggles with spelling they might struggle with this activity.

Students might get confused with how to get to the ending word if it is too complicated for their vocabulary.

Citation: http://www.byrdseed.com/puzzle-word-ladders/

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These word ladder worksheets are an excellent tool for teaching phonics, basic vocabulary, and reading. Students will practice critical thinking skills as they work through a word letter and change letters in words to make new words. Check out these printable reading worksheets today!

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Description:

Readers theater allows students to read from a script without the use of costumes, or memorization. It adds fun to the reading and allows the students to use different voices and gestures to read through the story. It allows the students to become active in reading the story by picking the character they choose to be and reading their lines from the script in the story.

Advantages:

Students are allowed to choose who they want to be.

Students are involved in the reading and can act it out making it more fun for them to read.

Disadvantages:

Some students might choose not to participate and might be embarrassed to read aloud or act out a script in front of their classmates.

Citation: http://www.literacyconnections.com/readerstheater-php/

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Reader's theater is an engaging way to practice fluency, but add an iPad to it and suddenly students are begging for the next rehearsal! I'm going to share with you 3 simple ways to upgrade a typical readers theater classroom performance using the iPad.

First you need to decide how to set up and run your class reader's theater.

You can have students stand in the front of the classroom facing the audience in a line and step forward when it is their turn to talk. Or for more informal practice, have students sit in a circle on the rug or carpet.

Older students love "pop and talk," which is where they sit at their desks with their script then stand and deliver their lines. This is especially fun if you do not reveal parts ahead of time; students have to pay extra attention so they know when it is their turn to "pop and talk."

Regardless of how you choose to set up the classroom, for the following suggestions students will each need access to an iPad with the recommended app and a script with their role highlighted.

1. Use MouthOff during reader's theater performance

With the free app MouthOff, students can select a mouth that will pop up on the iPad full screen. Holding the iPad up below their noise with the screen facing forward, students can talk and the lips of the mouth they selected will move.

The free version of MouthOff comes with a variety of "mouths" to choose from.

Since students are holding their iPads up, I have them tape the script to the back of the iPad. This method works best for a quick reader's theater script where students each have only have 1-2 lines.

Students can change the "sensitivity" of the MouthOff lips should they want them to move more or less with their voices. For a students that tends to read very quiet, a less sensitive setting may motivate him or her to read louder.

2. Prerecord roles on ChatterPix or TACU.

This works best for shorter scripts of 1 line/part per student. Chatterpix Kids and TACU are two of my favorite workhorse apps that I have created resources around and written about on this both. They are both extremely kid friendly and fun too.

Both the apps Chatterpix Kids and Tacu allow students to record a short (30 seconds to 1 minute long video respectively) of their voice over a picture of an object. With Chatterpix, students are inserting the mouth and with TACU students place an animated mouth on top of an image.

For this version of reader's theater, hand out roles then have students illustrate a portrait of their character. Remind students to draw just the eyes and nose on the face - leave the mouth blank since they will insert it with the app. Students should then take a picture of their illustration, open it in the app, add the mouth and record the character saying his or her line.

Next have students set up for the theater. When it comes their turn, students press play, hold up the iPad and let the character "say" his or her line. You can also combine individual movie clips into iMovie on the iPad, but you would first need to have students "turn in" their videos to you in one location (scroll down on this post to see how I use Work Collector to do that).

3. Use a mask app to enhance a selfie

There are several free apps for the iPad where students can select from an assortment of masks to place on top of a selfie. The premise of using them is mostly the same. First students open the app and take a selfie. They need to make sure their face is in the lines. Next they select a mask or object to add onto their selfie. The process takes students about 1 minute.

Some of the selfie-mask apps I recommend are Mojo Masks, Mustache Mojo, Mojo Masks Chinese New Year, Face Decorator and Animal Face Maker.

For this version, I suggest having students sit down either in a circle or at desks. That way when it is their turn to read, students just hold the iPad up and read from the script in their lap or on the desk. Download the apps then drag them into a folder called Reader's Theater. That way, you have students gather, make their character, hand out scripts, and get going in about 5 minutes!

You can also have students save their mask selfie, then upload these into Chatterpix to make an app-smashing version of suggestion #2 on my list. We used my Sugar Skull Selfie resource to first research and "Sugar Skull" ourselves before performing a Day of the Dead Reader's theater.

This works great in a small group for a guided-reading theater as well since it requires so little set up.

Be sure to follow my Reader's Theater Pinterest board for more ideas:

Follow Technology Erintegration's board Reader's Theater on Pinterest.

I would love to hear how you are integrating iPads into Reader's Theater in your classroom! Is it still Reader's Theater if it is prerecorded? Share your thoughts in the comments!

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UPGRADE READER'S THEATER WITH THE IPAD - Erintegration

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Reader's theater is an engaging way to practice fluency, but add an iPad to it and suddenly students are begging for the next rehearsal! I'm going to share with you 3 simple ways to upgrade a typical readers theater classroom performance using the iPad.

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Descriptions:

Interactive read alouds allow the teacher to read to the students while scaffolding the students understanding of the book that is being read. The book is often read three different times, changing the way it is read each time such as allowing the children to read along, or fill in certain words in the story. Throughout the read aloud, the teacher is asking questions to make sure that the students have an understanding of what they are reading.

Advantages:

Allows the students to develop background knowledge for understanding the topic that is being read.

Allows the student to follow along with the reading, and it allows the students to interact with the teacher and other students during the read aloud.

Disadvantages:

Some students might struggle with the questions or the content area of the story that is being read aloud.

Citation: http://www.k5chalkbox.com/interactive-read-aloud.html

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Every teacher should know how to do an interactive read aloud. Here is why it works and how to do it.

When you consider a framework for best literacy methods within a classroom, daily read alouds from a variety of genres should be a foundational teaching practice.

There are a variety of purposes for reading books out loud. Sometimes it is simply for pleasure, and that is an experience many students never received.

develop background knowledge necessary for understanding a topic

target vocabulary development

demonstrate prosody

learn how to inference, make judgements and use meta-cognition strategies

integrate higher order questioning skills

set the stage for a unit or lesson

develop connections to a text (text-to-self, world or another text)

meet academic content standards at a students frustration level

However you choose to use reading aloud to kids, it should be done in a variety of ways across different genres, every single day.

What is an Interactive Read Aloud?

An interactive read aloud is comprised of a series of purposeful activities that also incorporates reciprocal teaching.

Previewing the book

Scaffolding on prior knowledge

Modeling vocabulary development

Teaching reading fluency

Emphasizing elements of the story

Asking purposeful questions

Using think-alouds to assist comprehension

Summarizing the story to bring closure

Texts used during the interactive read aloud should be from a wide variety of genres. They should tap into the readers' interests and be full of rich vocabulary. These same texts can be used as part of a focus lesson where kids learn to read during the Reading Workshop.

Stories about Cinderella are fabulous for interactive read alouds!

Strategies for Reading Aloud

Previewing the book is the first step of an interactive read aloud. It means to look at the elements of the text before reading to children. During the preview time I begin scaffolding the students prior knowledge to those elements.

This means taking what the students already know and helping them to use it to make sound predictions about the text. Each prediction should be based on what they see or hear in the preview. Always ask why they made the prediction.

Look at the cover and predict if the book is fiction or non-fiction and why. Older grades should predict what specific genre they think the book is. What story elements would they expect to find in this particular genre (i.e. fairy tales have animals that talk).

Ask what the title is, who the author is and if there is an illustrator shown. This is especially important for primary grades who need continual reinforcement of basic story elements.

Discuss the type of artwork used on the cover. The artwork is often a clue to the type of genre a book is. I also like to refer back to this if the students write a story similar to the read aloud as they can include artwork like the author and illustrator did. A great example of this is "Little Cloud" by Eric Carle.

Read the back cover. This is a great teaching moment for discussing a "hook" that draws readers into the story and allows an opportunity for refining predictions.

Take a picture walk - that means do not read any of the text! Give the students a chance to look at the pictures to begin to construct meaning. If it is not a picture book, take a chapter walk - use the chapter titles in the table of contents to make predictions about each part of the book.

Scaffolding on prior knowledge means that the teacher is helping students to make predictions and connections to what they already know. This is critical for deep comprehension. Think about it: if I was asked to read a book about biochemical engineering, I can guarantee you that I would understand very little of it.

They need you to help them relate to the text in order to make concise, accurate predictions and connections. This is also the time to introduce rich vocabulary words found in the text.

*Using read aloud books is a great Tier 1 Response To Intervention. It is simply a best teaching practice that is good for all learners.

3. Emphasizing Elements of the Story

When you choose a book to use as an interactive read aloud, be aware of the elements of the story. Elements of a story are generally concerned with setting, characters, and the plot (problem and solution) in the primary grades. If you are working with older students, you then need to address exposition and climax, as well as introducing the terms conflict and resolution instead of problem and solution.

This is also the appropriate place to discuss what readers would expect to find within certain genres. These elements should be discussed through predictions, scaffolding and as you read the story. For example:

"Once upon a time..."

Conflict between good and bad characters

Magic

Events often occur in threes or sevens

Characters are people who really could have lived at that time

Place and time are set in a real historical period/location

Most events are historically accurate

Characters are shaped by the setting

Consider the questions you model, if they are of real value, and where they fall within Bloom's Taxonomy Questions.

Gear your questions towards a specific comprehension skill you are working on, such as inferencing or recalling a sequence of events. Kids learn to read and comprehend when they are hear the teacher model purposeful thinking using Think Alouds and are given opportunities to respond either orally or in writing.

"I wonder why did the character said that?"

"Who is going to be the hero in this situation? Why?"

"That is a great word the author used to describe the character! It must mean ____, because I remember he did this earlier."

"This story reminds me of another one I read..."

"What do you think the author is trying to tell us on this page?"

5. Summarizing and Sharing Thoughts About the Story

Summarizing the story is essential to solidify your students' comprehension of the text. An interactive read aloud should always include how the students related to the story.

Making deep connections and inferences are critical reading comprehension skills that are embedded in helping kids learn to read. Reading stories isn't a waste of class time - it's an intelligent and purposeful use of our time.

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Interactive Read Aloud: How To Do It and Why It Works

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Every teacher should know how to do an interactive read aloud. Here is why it works and how to do it. When you consider a framework for best literacy methods within a classroom, daily read alouds from a variety of genres should be a foundational teaching practice.

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Description: The student reads a book or story on something that interests them or is a topic that he or she knows well. The other students ask the student in the hot seat questions about the story and the student in the hot seat answers these questions.

Advantages:

It allows students to ask questions and dig deep on what they are learning.

It allows the student in the hot seat to use context clues to answer the questions that some students might have.

Disadvantages:

Some students might ask questions that are not able to be answered using text evidence.

Some students might be uncomfortable asking questions, or being asked questions, and reading aloud to students in the classroom.

Citation: https://www.responsiveclassroom.org/the-hot-seat/

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Are you looking for interactive learning structures that will help your students gain a deeper understanding of content while also developing and practicing higher level thinking skills? The Hot Seat is a strategy I've used successfully across disciplines with 3rd and 4th grade students. I borrowed it from Jeffrey Wilhelm, a well-known secondary level literacy educator, and modified it for use with elementary students.

The basic idea is that a student plays the role of a character (from a book, from history, or any topic they know well) and takes questions from an audience of classmates. For instance, during a unit in which each student chose an animal to research and study, they took turns on the hot seat "being" their animal and answering questions about their adaptations, survival strategies, and so on. The hot seat technique is great for exploring characters' motivations. For example, when we read Skeleton Man, we put the character "Molly" on the hot seat and asked her "Why did you keep coming back to your so-called-uncle's house when your gut told you he wasn't your uncle?"

I found this structure to be a great way to get students to dig deeper and think about what they were learning. It provided opportunities for students to hone their skill at questioning, making inferences, and supporting opinions with evidence from the text. Plus, it was fun and engaging for the child on the hot seat and for the audience.

However, to use this strategy successfully, you'll need to lay some groundwork first. Here are some things to consider:

1. Students have to know how to ask and answer questions, and they should know the difference between questions that have a single, factual answer and questions that require deeper levels of thinking or analysis. I explicitly taught these skills and others such as turn-taking, listening, and referring to a text for evidence to my students. We practiced them in Morning Meeting and at other times as well. If you'd like a guide to teaching fundamental thinking, listening, and speaking skills, I highly recommend the new Responsive Classroom book, The Language of Learning!

2. Adapt the technique to fit your class and your students. With some classes it makes sense to use the classic "one person in the hot seat, everyone else in the audience" format, but you may want to build up to that by doing it first in small groups. One year I had a class where what worked best were partnerships, with each partner assuming the role of a character and the partners asking each other questions. You may have students who will be more at ease in the hot seat if they are part of a panel instead of being alone in the hot seat. (This format is also great for comparing different points of view on the same question: for instance one year my class interviewed a panel of "founding fathers" when they were researching historical figures such as George Washington, Abigail Adams, and Ben Franklin.)

3. Before you put students in the hot seat, use Interactive Modeling to show them exactly how it works and what you expect them to do. Just as it does with other procedures, Interactive Modeling give students an opportunity to observe the teacher doing what they will be doing, to notice in detail what is expected of them, and to practice. (If you haven't thought about using Interactive Modeling to teach academic procedures, here's an article to check out: "Interactive Modeling for Academic Success.")

I'd love to hear about interactive learning structures you use in your classroom and what makes them work!

Tags: Engaging Academics, Language Arts, Public Speaking

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Are you looking for interactive learning structures that will help your students gain a deeper understanding of content while also developing and practicing higher level thinking skills? The Hot Seat is a strategy I've used successfully across disciplines with 3rd and 4th grade students.

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Description:

A wall with words that the students can refer to and use as an easy reference to spelling words, or remember their sight words. Allows the teacher to show the sight words, keywords, and some subject specific terminology. It can help the students get involved in independent reading and writing if they have the knowledge of these words.

Advantages:

Students can refer back to the words and use them as a reference when they need help with spelling, reading, or writing.

Disadvantages:

The word wall doesn't include a definition of the words so it might allow the students to use the words from the wall in the wrong context.

Citation:http://www.readingrockets.org/strategies/word_walls

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DOWNLOAD THE WORD WALL HERE! There's no better thing than a freebie! Here is my FREE Rainbow Word Wall Pack. I recommend using a blac...

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Description:

Think- alouds are used to allow students to come up with their own thoughts by speaking. Teachers can think aloud when they are reading to the class to model to the students what they should do when they are reading aloud or to themselves.

Advantages:

It allows the students to activate their prior knowledge.

It also allows the students to use the thought process to ask themselves questions throughout a reading.

Disadvantages:

Some students are hesitant to share their ideas or thoughts because they think they might be wrong.

Citation: http://www.readingrockets.org/strategies/think_alouds

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Think-alouds have been described as “eavesdropping on someone’s thinking.” With this strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they’re doing as they read to monitor their comprehension. The purpose of the think-aloud strategy…

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Description:

Venn diagrams are used to compare and contrast two different things. They can also be used to show different possibilities of sorting two things, such as in the example of sorting land and water animals.

Advantages:

The information that is put into the Venn diagrams can sometimes be used as a visual for the students.

It allows the students to identify the similarities and differences of two items.

Disadvantages:

Sometimes the diagram circles can be too small if the student draws them on their own and can cause cramming on the diagram.

Some students don't understand where things go in the diagram.

Citation: http://www.readwritethink.org/classroom-resources/printouts/venn-diagram-circles-c-30196.html

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Venn Diagram Practice with Felt Board App

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Easy and fun way to practice creating Venn Diagrams with young kids using Felt Board. I print the example at the bottom of this post and the kids use that to help write the words. Center Example Sh...

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Description:

The Frayer model is a graphic organizer consisting of four different parts. It is used for understanding vocabulary. For the Frayer model, students are asked to write the definition of a word, the characteristics or to draw the word, examples of the word, and non-examples of the word.

Advantages:

Gives students many different ways to remember what a word is and its meaning.

Allows students to expand their thinking with both examples of the word and non-examples.

Disadvantages:

Some students might struggle to find examples and non-examples of some words.

Students might take too much time drawing out a picture of the word.

Citation: http://www.theteachertoolkit.com/index.php/tool/frayer-model

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The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word.

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Description:

Anchor charts build literacy in the classroom by giving the students visuals. Posting anchor charts around the room will allow students to refer back to the charts as a reference when they have a question, need to expand ideas, or contribute to discussions and problem solving when they are in class. Students and teacher fill the anchor chart out together. The teacher should have part of it filled out before the lesson is taught.

Advantages:

Students can help fill out the anchor chart with their own examples that they come up with.

Students can create an image that will help them remember the concepts that they are learning.

Disadvantages:

Students might not learn using visuals. Students may create an image that will not help them remember a concept.

citation: https://www.weareteachers.com/anchor-charts-101-why-and-how-to-use-them-plus-100s-of-ideas/

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Anchor Charts 101: Why and How To Use Them

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A primer for newbies and a refresher for anchor chart pros!