Behavior Over Time Graph

This is one of my all time favorite reading responses. 

My students love this reading response as well. In my classroom, I read aloud at least once a day. During this read aloud, the students (out of habit) grab their Reading Journals and prepare to write and/or draw as I'm reading. While I'm reading, I often engage the students in a discussion at certain parts of the story.

This reading response is often a tool the students gravitate towards in order to express their thinking throughout the story.

The Behavior Over Time Graph (or BOTG as we refer to it in my classroom) is part of Systems Thinking. Yes, with all my students K-2, I have used Systems Thinking visual tools including the BOTG.

More information about Systems Thinking

Behavior Over Time Graph

Introducing BOTG

I use a familiar story the first time I expose the BOTG to the students. This first time, the students do not have their own copies. We complete a BOTG on chart paper. You will have to create your own on chart paper. I have a digital copy on Notebook for SmartBoard. On this digital copy, I have a star that can move along the bottom of the graph to show time moving. 

On the side of the graph, we draw a happy face at the top and sad face at the bottom. In between, I ask the students for suggestions of feelings that would be in between these two. 

On the bottom (to show time), I explain that as we turn pages in the story, the star moves along the line. So when we get to the middle of the story, the star will be in the middle of the line. When we get to the end of the story, the star will be at the end.

I begin reading and reiterate that the star on the graph is at the beginning or start of the time line. 

You will not always mark on the graph for every page. Only plot for important parts of the story.

As soon as we identify an initial feeling of the main character, I stop and ask the students what the character is feeling and why. I then bring their attention to the star on the time line and slid my finger up to the feeling we identified and draw a dot. I also label the dot. Example: Maybe the character was happy because it was his birthday so I write 'birthday' above or next to the dot.

I continue reading and stop again when the characters feeling changes. At this time, I explain that I'm moving the star because we are no longer at the beginning of the story. We've moved on in time inside the story so the star has to move. I again ask the students what the character is feeling now and why. I start at the star and slide my finger up to the identified feeling, draw a dot and label. We continue this throughout the story.

At the end, we review the graph and I have students explain in pairs or to the class how the character felt and changed throughout the story. Naturally, you will notice this is also a great tool to foster retelling. 

**If you don't have a SmartBoard and are using chart paper, I place my chart paper on the board and use a magnet along the time line.**

Before having the students do this on their own, I scaffold over time. We will complete a few class BOTGs then class BOTGs with student copies then on their own with class read alouds then on their own with their guided reading books. 

Organizing Base Ten Blocks

I have spent way too many hours trying to figure out a nice and neat way to organize my base ten blocks. It sounds crazy, I know, to obsess over this but I did!

And I finally figured it out! 

I have 6 tubs - one for each table. When we use the blocks, each table picks up their tub from the math shelf and places it in the middle of the table for easy access for everyone at their table. It's quick and easy for the students to locate the blocks they need - no more digging for those tiny ones blocks. 

Clean up is just as simple too!

Telling Time

Telling Time

I use this clock during the first week of the Unit.

Students respond well to the color coding. We keep this clock in our math folders for a week or two and then I transition to the Mini Judy Clocks.

(Check back for the template - I need to scan the face of the clock, sorry)

Insect PowerPoint

Insect PowerPoint Rubric

Problem and Solution

Identifying Problem and Solution

Reading Response 1

Reading Response 2

I use the Reading Response 1 for both reading and writing. This graphic organizer helps the students visualize and organize the sequence of events in a story and identify the problem in the story and what the character did to try to solve that problem.

First, I introduce this to my students as a reading response. We read books that introduce a clear problem and show the choices the character makes to try to solve the problem. Verdi by Janell Cannon is a great book to use to introduce this reading response. (A list of books to use for this are on the way...)

After the students have had several opportunities to use this independently, I have the students use this to plan their own stories. Again, we use the same books we read as models for our stories.

Process:
Identify the problem
Identify one of the ways the character tries to solve the problem
Write a sentence about the possible solution
Write a sentence about how the solution failed
Identify the next possible solution and so on

Text to Self Connection

Making Meaningful Text to Self Connections

Reading Response

This provides enough room for students to draw and write their connections to a story. I require my students to explain the characters actions and feelings as well as their own actions and feelings. I encourage them to reflect on their connection to be sure their personal experience is similar to the character and relevant to the story. We talk about making meaningful connections that will help us remember the important parts or meaning of the story.

Important Part

Identifying Important Part

Important Part Reading Response

Activity to introduce Important Part
Give students 5 minutes to draw and/or write about everything they can remember about their weekend.
After 5 minutes, have students work in small groups to share their weekend stories. Give students a few minutes to discuss and share.
Next, have each student take 3 sticky notes (my students always have a pad of sticky notes on hand during reader's workshop.
Students have to choose only 3 things from their weekend they think are the most important or exciting things to tell the entire class. Give students a few minutes to think and write and/or draw.
Give students a few minutes to share their 3 important events from the weekend or go right into sharing with the class.
When I have students share with the class, they have to pick one of their 3 sticky notes - the most important event! As students share, I prompt them to be able to explain why they picked that event. When students share, I have them come to the front of the class and place their sticky note on the white board.
Class discussion - Why did they pick those events? Why not share when and what they ate for breakfast or brushing their teeth?

Read Aloud
After the activity, I pick a familiar book that I have already read to the kids. Most of the time, when I introduce new reading responses, I use a book that we have already read. I emphasize to my students that rereading books is a Strong Reader strategy. I have my students pick a comfy spot on the floor to sit and listen with their sticky notes. As I read, they will write down events from the story that they think are important - one idea/event per sticky note.
After the story, we go through the same process as above.
Students share their sticky notes.
Students discuss and explain why they chose those ideas/events.
Narrow down their ideas to only 3 sticky notes.
Complete reading response independently or with a reading buddy (teacher choice).