We choose to read Tuck Everlasting as a class and wanted to dive in deep to this text. This is one image from the larger packet that we used as a reading strategy for reading comprehension. While the questions are there, we used them as a launching point of discussion.

This images is from our mystery unit. Students were given a vocabulary word to learn about in groups and share with the class. Students then found examples of the word and displayed the word, definition, and image to help explain the word.

In our class novel, Tuck Everlasting, students created missing posters. Winnie Foster is kidnapped by the Tucks and students had to look at elements of a missing poster. They were also asked to use text evidence provided at the point in the story to properly show Winnie.

My classroom chose to study the Amazon Rainforest for our research topic. Students had been researching for a week and had gathered a lot of information at this point. I noticed some had notes that were not important to answering their inquiry question so we created a web map to see where the information fell. Students then rotated and commented on links they saw between other research and questions.

At the beginning of the year, students created inspirational posters. They were challenged to work with new classmates (beginning of 6th grade) and create a brand new saying. They then presented them and it was displayed in our classroom all year. I left some on the door so they could see it each time they left the classroom.

This photo shows students in the middle of the process of their inquiry feedback. Many students asked others how the information would support their inquiry question. The sticky notes (containing research) were placed instead of writing it on the paper so that students can move it after reading feedback and looking back on their findings.

Students practicing SWBS (Somebody Wanted But So) strategy. This comprehension strategy is helpful in summarizing the main points of a chapter, few pages, or half a book. Students worked with their tables to complete SWBS and we then shared out loud. It was displayed to view progress.

In order to prepare for a test, I often have students create practice tests. In this image, students worked with peers to develop this practice test in order to prepare for a reading unit test. Students then gave feedback to groups and evaluated what they were still uncertain about. They enjoy creating a few challenging questions and being able to check it.

This year we tried as a grade level to incorporate more poetry. After studying adjectives, our class created adjective poems. They then wanted to create a poster to demonstrate the details in their poem and share with the class.