Smarter Charts K-2

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Discipline

Professional Resources

Copyright

2012

Delivery Method

Print

Imprint

Heinemann

Author(s)

Marjorie Martinelli,
Kristi Mraz

“Your charts don’t need to be perfect, just thoughtful. You don’t even have to be able to draw. Just put the child before the chart.” — Marjorie Martinelli and Kristine Mraz

Commercially available charts leave you hanging? Want the secret to jump-off-the-wall charts that stick with kids? Trust Smarter Charts.

Did you ever want to know:

What do great charts look like?
How many is too many?
Where are the best places for them in my classroom?
How long do I keep them?
How do I know if they are working?

Then you’ll want to meet Marjorie Martinelli and Kristine Mraz. They struggled with the same questions, and Smarter Charts shares not only the answers, but the best practices they’ve discovered as well. Amp up the power of your charts with tips on design and language, instructional use, and self-assessment. Even better, discover surprising strategies that deepen engagement, strengthen retention, and heighten independence—all by involving students in chart making.

Packed with full-color sample charts from real classrooms, Smarter Charts shares simple, brain-based strategies proven to make your classroom an even more active, effective space for literacy instruction and classroom management.

INTRODUCTION

Our Beliefs About Teaching and Learning
Charting Our Course: The Questions That Guide Our Process
Advertisers Know What They Are Doing
It’s All in Your Head: Charts May Not Be Rocket Science, But They Are Brain Science
Visual Literacy: A Picture Really Is Worth a Thousand Words But Is Faster to Read
Above All, Charts Engage and Lead Students Toward Independence
A Field Guide to the Charts in This Book
Directions for the Reader

SECTION 1: What Do I Put On My Charts?
Write Headings That Address Common Problems

What Are You Teaching?
Now How Will You Write it?

Use Written Language That Reflects Students’ Reading Levels

Choose Vocabulary That Mirrors Students’ Oral Language

Differentiating Language for Kindergartners and First Graders

CHARTS IN ACTION: Making Thoughtful Language Choices on Charts

Use Icons, Drawings, and Color as Shorthand for Text

What Visuals Do I Use?
But How Do I Draw That?!
What About Color?
Using Student Work and Photographs of Students

CHARTS IN ACTION: Visuals on Charts Help Students Recall and Relive the Teaching Focus

SECTION 2: How Can I Help My Students Use the Charts Independently?
Making Charts with Students, or with Students in Mind

When Should I Make Charts with Students?
But Won’t That Take Forever? Ideas for Efficient Chart Making
But What If I Am a Perfectionist? Making the Best Chart in the Least Amount of Time

CHARTS IN ACTION: Co-Creating Charts with Students

Making Charts Accessible and Adaptable

Classrooms with Multiple Spaces for Charts
Classrooms with One Bulletin Board
Classrooms with Restricted Wall Use
Make It Stick: Providing Up-Close Access to Charts

Making Charts Memorable: Using Music, Chanting, and Rhyme

Charts, Chants, and Cheers
Musical Moments Can Make Anything Memorable
Using Charts for Shared Reading
Using Charts to Make Reading-Writing Connections

CHARTS IN ACTION: Making a Chart Memorable for Students

SECTION 3: HOW DO I ASSESS THE SUCCESS OF MY CHARTS
How Did I Do? Children Can and Should Self-Assess

Thinking Through Questioning: The Greatest Gift a Teacher Can Give

Looking and Listening for Signs of Our Own Teaching

Sharing Charts and Chart Assessments with Evaluators

Assessing Our Charts: Just What Should We Look For?

CHARTS IN ACTION: Using Charts to Self-Assess

Revise or Retire Charts When the Time Is Right

Revising: What Is Old Becomes New Again
Retiring: When to Retire a Chart

CHARTS IN ACTION: Bringing a Chart Back to Life by Revising

APPENDIX

A. Field Guide to Types of Charts
B. What Should I Write on My Chart?
C. Areas of Teaching and Sample Goals
D. Self-Assessment Sheet
E. Chart Behaviors Observation Sheet
F. Commonly Used Chart Visuals
G. Suggested Resources and Supply List

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