Increasing Retention with Purposeful Movement

Movement with Shurley English.jpg

Is purposeful movement an integral part of your instructional toolbox? I was reminded lately of the power of using motion to assist the brain in the retention of information.  I recently set a goal for myself to memorize a favorite portion of scripture, I Corinthians 13, The Love Chapter, which is commonly quoted at weddings.  As I pondered how to best attack this lofty goal, I was reminded of the units that my former coworker and I designed for our third grade students, years ago.  

You see, we took the vocabulary words in the lessons and brainstormed rhyming definitions that incorporated movement. We found these to be quite successful with the classes in assisting them not only to retain the information, but also to have fun while learning it! So, personally, I used this same method to learn the verbs and phrases associated with knowing how to love unselfishly, and it worked!

Now, I am not a brain expert by any means, but there is certainly something that takes place in the mind when you add purposeful movement to words or phrases. It adds that extra bit of distinctiveness which sticks in the memory bank and causes retention levels to soar!

Why not try adding some motions with muscle to your classroom lessons? It does take some preplanning, but it adds fun and a reason for movement to the learning process.  The Shurley English Jingles are a perfect learning tool to help you add movement into your language arts lessons (…and you can find them for FREE on our YouTube Channel).

As you listen to and learn the jingles, think about each line of text. Pay careful attention to the most important words, especially the verbs. Think of purposeful movements you can associate with the texts of each jingle. You will improve the community feel of your classroom by involving kids in the choreography planning, so don’t be afraid to give them the reins. Of course, you will need to be the final judge about whether the motions they want to use make a good association to the jingle text, but their engagement in this process will be invaluable to them in the long run.

Grammar Reinforcement: Creating Confidence Cards

Confidence with SHurley English.jpg

I love teaching!  I love the challenge of finding ways to teach children how academic content connects to their real life.  My love of teaching has carried over into the world of life coaching, and in this capacity, I can help teens feel good about who they are.

Let’s be real.  Life can be tough for many children these days, and many of them could benefit from a little more positivity in their lives.  For this reason, I found a way to connect my passion for helping teens develop a positive sense of self by using sentence patterns taught in Shurley English. 

Shurley English teaches seven sentence patterns.  All of the patterns include action verbs except for Pattern 4 and Pattern 5.  These two patterns include a linking verb (LV).  A linking verb expresses a state of being and shows no action.  Study the following chart to review the core parts of the seven sentence patterns:

Sentence Patterns with Shurley English.png

The core parts of a Pattern 5 sentence include a subject noun (SN), a linking verb (LV), and a predicate adjective (PA).  The linking verb links the simple subject to an adjective in the predicate part of the sentence that modifies the subject.  As students recite the Question and Answer Flow, a step is included to help them understand clearly that a predicate adjective modifies the subject.  Here’s an example:

Pattern 5 Sample with Shurley English.png

Now that I’ve refreshed your memory about the core parts of a Pattern 5 sentence, I’d like to share an idea that will focus on Pattern 5 sentences AND help your students develop a strong sense of self.  It’s called, “Writing Confidence Cards.”

To get started, you will need ten index cards for each student.  After passing them out, follow these steps:

  1. Review the core parts of a Pattern 5 sentence. 

  2. Write the words: “I am ____.” on the board. 

  3. Tell students that they will be choosing a positive predicate adjective to fill in the blank that will describe them.

  4. Model some positive word choice examples (SP LV PA):

    I am creative.

    I am beautiful.

    I am confident.

    I am intelligent.

  5. Tell students to write a different sentence on each index card.

  6. Review the sentences to make sure they have written appropriate sentences.

  7. Ask students to illustrate and decorate each card.

  8. When students have completed their set of Confidence Cards, they will be able to use them in a variety of ways.  (See below.)

Here are a few “Confidence Card” activities to utilize in your classroom:

  • Ask students to choose one card from their deck as their journal writing topic.

  • Create a class deck.

  • Choose a card from your class deck as the topic for a class discussion as part of your morning routine.

  • Make a duplicate card deck for a think-pair-share activity.  Pass out the deck, making sure two of the same cards have been handed out.  Have students with the same card pair up and discuss how their “I am___.” statement applies to them.

  •  Invite the school counselor to your classroom for a team teaching opportunity to discuss the benefits of positive self-talk.

As you can see, Confidence Cards provide a unique way to reinforce the Pattern 5 sentence and boost your students’ self-esteem. Do you have a unique way to reinforce grammar study in your classroom? If so, we would love to hear your ideas in the comment section below.

Spring Bulletin Board: See How We've Grown!

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It’s not always easy to see how much we’ve grown in one year, especially for a child.  Physical growth might be the most noticeable because we can feel it in several ways.  For instance, we can tell when our clothes are too big or too small; they don’t fit right.  We know when our feet have grown because our shoes are too tight, and our feet hurt.  Also, we can tell when our hair has grown when it starts covering our eyes and ears. 

Intellectual growth, on the other hand, is much more difficult to notice.  Other people, like a parent or teacher, seem to notice this type of growth before the individual realizes it!  Everyone enjoys being told how much they’ve grown intellectually, so here’s a way for you to do that in your classroom.

Image Source:  Volunteer Spot

Image Source: Volunteer Spot

Throughout the year, Shurley English students have spent a lot of time building their vocabulary skills to improve their word choice strategies.  They have created their own synonym/antonym booklet, a vocabulary notebook or notecards, and also learned how to use “Power Words” in their writing.  Now, they can use all of these learning tools to help create a spring bulletin board. This bulletin board idea gives your students an opportunity to reflect on the words they’ve learned  and written in their notebooks and to realize how their vocabulary word bank has grown. 

Below are the steps to follow in order to build a “See How We’ve Grown” garden in your classroom:

Step 1: Create a Synonym List:

Materials Needed:

  • Synonym/Antonym Booklet

  • Vocabulary Notebook/Vocabulary Notecards

  • Power Words (found in Shurley English Student Textbook)

  • Shurley English Student Textbook

  • Thesaurus

  • Paper

  • Pencil

To Do:

  1. As a class, create a list of basic words your students overused at the beginning of the year.  (e.g., good, bad, friend, happy, sad, etc.) 

  2. Allow students to work in pairs and assign basic words to each group. 

  3. Have each pair create a list of three to five synonyms for their assigned word(s). 

  4. Encourage students to use their Shurley English resources and a thesaurus to complete the activity.

  5. Monitor students’ work by walking around the room to assist each group.

 

Step 2: Create Vocabulary Flower:

Materials Needed:

  • Circles (pre-cut)

  • Long strips of colored paper (pre-cut)

  • Glue

  • Stapler

  • Black markers

  • Pipe cleaners

  • Green leaves (pre-cut or *create a pattern)

  • *Green construction paper

  • *Scissors

To Do:

  1. Write the basic word in the center of the circle with a black marker.

  2. Write the synonym for that word on half of the long strip of paper.

  3. Loop the long strip of paper so the half with writing on it is on top. (See example below.)

  4. Glue the two ends of the loop together.

  5. Repeat for each synonym.

  6. Once all leaf-loops are constructed for that basic word, glue or staple the leaves under the circle to complete the flower.

  7. Students continue to create flowers to fill your bulletin board. (You might even want to add a clothesline with a few writing pieces on them.)

Source:  IMGLabs

Source: IMGLabs

 Finally, use your own creative flare to build a beautiful spring garden that showcases your students’ growth!  Don’t forget to discuss and celebrate their growth as a class.  When our efforts and growth are recognized, the acknowledgement gives us the extra motivation to keep going.  This is a wonderful way to keep your students engaged and excited about finishing the school year.