Rollin', Rollin', Rollin'

Friday, February 14, 2014
your funny Valentine, Suzanne

First, let me start by saying...
We LOVE sharing our classrooms with you and cannot thank you enough for welcoming our resources and ideas into your own.  Each like, re-pin, and post read makes our HEART swell.

It's the end of our first week of...
Next week, we have five more strategies that will carry you through this homestretch.

Today lets look at a strategy that will have your kids rollin'- Cube It.  This idea was introduced by our instructional dean and can be adapted to work with any text or content area.  

What you need:
-student groups
-answer sheet

Here's how it works:
Provide students with an answer sheet numbered 1-6 or have them make their own by folding a colorful piece of paper into thirds and then in half.  Students will roll the die and circle the number they land on.  Note: there shouldn't be duplicates.  If a students rolls the same number, have them roll again.  Partners could roll three times to make sure all questions are taken; groups of three could roll twice.  For groups larger than three, have each student select their unique number, and remaining numbers can be answered together.  

They are responsible for answering the question that goes with the number they rolled.  They will report back to their group at the end of a designated period of time.  (Think Jigsaw.)  I type questions up on a Power Point slide, but you could make a copy for each group.  Here is the Cube It I did for an excerpt of Antigone:
It is SO easy to adapt for what you are working on!

Literature Circle Roles (Have them roll for a new role each period or week.)
1. Summarizer
2. Vocabulary Investigator
3. Travel Tracer
4. Character Chronicler
5. Illustrator
6. Key Questioner

Writing Review (used with a mentor text)
1.  Write (or record from reading) a complex sentence.
2. Write a rhetorical question that could be added to paragraph 2. 
3. Write a pitchforked sentence that could be used to start the essay.
4. Write (or record) a sentence that uses commas to set apart unnecessary information.
5. Rewrite sentences 15 and 16 as a compound sentence.
6. Rewrite sentence 4 so that it begins with a transition word. 

The possibilities are endless!  
How could you use this strategy in your classroom?

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