Great questions Josh! And I know you are excited about trying this approach out in your classroom.
Anchor charts- It all depends on the lesson. I like to follow the gradual release of responsibility model, so it might go like this.
Step 1: Watch me. I begin with a blank anchor chart and begin charting my thoughts while I read on the chart. This works for reading and writing. Today's lesson, we looked at Byrd Baylor's writing and how she uses certain conventions to make us read it differently (dashes, sentence fragments, italics, etc.)
Step 2: Let's try it together. New day, different lesson. I might have one partially filled out, but the pattern continues and students turn to a partner. We complete a chart together.
Step 3: Now try it on your own. I may hand students a graphic organizer that is like the one we used in class. They would apply this information to their own reading and writing. It is usually assessed at this point.
On the other hand, sometimes I do make the charts before hand. It all depends. I don't want my lesson to last more than 15 minutes.
Keeping up with the charts- I JUST received/got approved for my anchor line chart. I was dying without it. I hang them up and they stay there UNLESS two things aren't happening:
1. If I don't refer to them, how do I expect my student's to refer to them? It goes off the wall.
2. If my student's aren't applying it/it's not needed anymore, it goes down. This includes bulletin boards.
Hope that helps!
Sign up today for free teaching ideas, lesson plans, online activities, tips for your classroom, and much more.
Choose your grade range:
See a sample >