The exciting and informative live chat #MasteryChat that takes place on Twitter between 8 and 9PM on Thursdays discussed the topic of “Visual Thinking” on January 10th, 2019. I’ve always held the belief that the more connections students make to a lesson, the more they will remember. Also, the more emotionally attached they become to their learning, the more they will get out of it.
Teaching nonfiction text can seem like a boring topic. Here is a way I get kids creative about their learning: They make mini booklets about the text features that help them navigate through nonfiction texts.
This is great because it gives them a reason for listening: They need to know what to include in their books. Each page models and defines a different text feature or part of a nonfiction book.
The learning tool becomes a toy. Students love looking through their creations all year long. They are proud of what they produce, and show them to their peers and parents.
Here’s how it works. First, I spark the class’s excitement by showing telling them they are going to make books. Then I show them a mini book. Everyone loves that! They begin antsing to make one. That is when I share a unique style of nonfiction text; The “instructional text” that tells how to make a mini book. I point out the sequence words, and we picture in our minds what is happening to the paper.
After students display good listening skills, it is time to hand out paper. I walk around and model as well as help make the folds. The cutting from fold to the center of the paper is tricky. There is always, without fail, a couple of kids who mess it up and have to start over.
Once they have their booklets made, students number the pages. This year, to get everyone back on track, listening carefully, I made this process hilarious by acting like the students couldn’t possibly guess what the next number was going to be. For some of them, I made up riddles and algorithms. Even though the kids obviously knew that the numbers were simply chronological order, they loved it. They were recreating my jokes days afterward in new contexts.
The next thing that we do is put the vital information on the cover of the book. The project usually takes several days to complete, and I don’t want any books to get lost. The “Locating Info Mini Booklet” by (name of student) is placed in “Unfinished Work” folders, to be continued later.
When we work on the mini booklets again, I have students label each page. They look at the list that I post on the board for them. Then we make a “Table of Contents”. Finally, students write explanations for each text feature on its page. Some of them, like the “Title Page”, are virtually self-explanatory. Others, like “Graphic Organizers”, require many examples. Students are only permitted to decorate, which they are all iching to do, AFTER all of the information is completed.
This project is more than just visual. The crafty nature of creating your own learning tool is sure to coat axons with much myelin.