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Graphing - An extension of lessons and concepts already taught.

Objective: Our students will take information from the newspaper and create line, bar and other graphs. They will learn to identify the difference between a list of information and material that can be used to form graphs.

Example: Scores from all the baseball games listed that day can be graphed and compared to who had the most runs, errors, etc. The guide of the TV Journal is a listing of channels not of data or information that is comparable. Students read text articles and transfer this information into graphs. Students can create and label their own graphs and it is done in the FCAT format, which helps with future testing.

Visual Tracking and Sight Word Recognition

Students use any common word such as the article "the." (Reading level does not matter). Students use a highlighter and mark everytime that word appears in the news story. They then count the number of times they found that word and compare it to the numbers found by the other students. Using words such as "the," "and," "there," as well as spelling words, can help students who struggle with basic words become more fluent with these words. Using words such as "was" and "saw" or "no" and "on", will help the students to become aware and more conscious of word formations. This is very useful for students who have problems reversing letters in words.

Students love the competition. Depending on the students involved, I time them to see how many of them can find a word within one minute. Students love it anytime I bring out the newspapers. Students find all of these activities fun and do not consider it work. These activities inspire our students to do the same activities with joy and enthusiasm that they would normally complain about in the textbooks or on worksheets.

Marcella Arias
ESE Intermediate
Tomoka Elementary

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