This document discusses various teaching strategies used in a 3rd grade classroom, including Jigsaw activities, GRASP summaries, T-notes, KWL charts, SQ3R reading method, concept maps, word sorts, and Venn diagrams. It provides examples of how each strategy was implemented in the classroom for subjects like social studies, reading, and language arts. Reflections are also included on developing questioning skills and integrating writing across the curriculum. Background details are given on the school population and subjects taught.

1. CUED6800
Presentation

2.  Social Studies:
 Lecture
 Discussion
 Demonstrations
 Questioning
 Summaries
 Jig-Saw
 GRASP
 T-Note
 SQ3R
 Graphic Organizers
 KWL
 Concept Maps
 Venn Diagram

3.  Reading/Language Arts:
 Lecture
 Discussion
 Questioning
 Summaries of Reading
 Reactions to Reading and Art
 Various Writing Activities
 Learning Log for SPIs
 Graphic Organizers
 Small Group Instruction
 Read Alouds

4.  Jig-Saw Read with Wordle
 The first activity that I had my students complete was a
Jig-Saw read with them putting their information into a
Wordle to present to the whole class. This strategy
seemed very effective as far as the students knowing
about the holiday they read about. After the activity,
students understood the information they had read but
did not know much about the other holidays that were
presented. I think it would have been more effective, if
we would have had time to split into different groups to
explain the information.

5.  GRASP Activity with iPad
 The next strategy that I taught my students to use was the
GRASP activity. I did this activity first by having them use
their textbooks to discover information about famous
artists/writers, and then I had students use a set of iPads to
look up information about other historical figures. This was
the most effective strategy that I have used so far this
semester. Students had truly learned the information after
reading, remembering, summarizing, and writing. At the end
of the week, I had students take an open-notes test over the
famous artists/writers from their text. Many students knew
the information so well that they only used their notes to
check information. I would like to use this activity in more
formats to see if the students are able to do just as well
summarizing using other information.

6.  T-Notes/Two Column Notes
 One of the goals we have in 3rd grade is teaching
students to take notes. This strategy worked well with a
Geography lesson over landforms since it dealt with a
number of terms and ideas that students needed to
know. Students were able to put the terms on one side
and any information that went with the notes on the
other. When we reviewed over the information, students
could easily find the term and any information they
needed to know.

7.  KWL
 For the next section in Social Studies, I decided to have
the students complete a KWL. This lesson worked well
after I adjusted it after the first lesson. The first time I
tried to start the lesson, I was getting information that
had nothing to do with the lesson. The next day, I gave
students a list of words from the selection, and they
were able to understand how to fill out the Know and
Want to Know sections better.

8.  SQ3R
 The SQ3R worked well with my students because it had
a step by step procedure. We completed the activity
together so that students could understand the five
steps better. The students seemed to grasp the concept
quickly when they saw that there were five basic steps
that they had to follow.

9.  Concept Map
 The concept map was an activity I used to help students
understand how regions can be compared and
contrasted. I was not sure how to develop a concept
map, so I relied on a map that I found online. I enjoyed
using the map because the information was easy to
convey on the chart. After completing the map with my
students, I wished I would have developed my own
concept map from the others so that I could have made
some of the relationships easier to understand.

10.  Word Sort
 I used this activity with the ecosystems that we were
discussing in class. Each ecosystem was a heading and
students had to match the descriptions to the words. I think
this activity worked well with my students because the
students started the week’s lesson by completing the word
sort, and I could see what they knew or needed to know. After
the lesson, I had the students complete the word sort
themselves and glue it to a sheet of paper. Students were
allowed to use their books or notes, but most opted not too.
Most of the students did very well and were able to match the
different descriptions. Most students only missed a few
because they mixed up information about the desert and
grassland ecosystems. This word sort showed me what
information students did not understand and what I might
need to reteach.

11.  Venn Diagram
 I used the Venn Diagram to help students understand the
relationship between urban, suburban, and rural areas. I
decided to use a three circle Venn Diagram to compare the
three areas. Students were familiar with the two circle but not
the three, so I made sure to explain each section with them. I
think this activity worked well because we wrote about each
region and then looked at all three sections before writing on
our Venn Diagrams. Students were able to easily compare
urban to suburban and suburban to rural, but they had
trouble telling how rural and urban relate. I think with
activity worked well because I was able to explain each
section, we were able to focus on each part one at a time.

12.  With this practicum, I feel as if I have made myself develop
into a better Social Studies teacher . Many times as a
teacher, I have felt as if I needed to focus on Reading and
Math for TCAP and have pushed the other areas to the side.
With this practicum, I learned that I can easily pull out
strategies that I use for reading and integrate them into the
lessons.
 The Classroom Techniques Survey allowed me to reflect on
how I taught and to see some ways that I may want to
change about my teaching. Even though I have only been
teaching for five years, I have forgotten that there are many
different ways to teach. This survey allowed me to look at
areas that I need to improve (such as my content area
teaching) and areas that I excel in that I could be helping
other teachers become better in.

13.  From the Questioning Survey, I have learned that I need to
develop my questioning skills. I have always had a difficult time
moving up the scale of Bloom’s Taxonomy, but I understand that
I need to help students develop a broader thinking range. With
the new evaluation system and changes being made to how
students are evaluated at the end of the year, I now see that
students are going to have to understand what these types of
questions are asking and how to answer them.
 Teaching writing is an area that I dread. Through the Writing
Across the Curriculum Survey, I noticed that I can integrate
writing into many different areas. I also learned that I can help
students develop needed writing skills without having to develop
an elaborate writing lesson. By giving students different
opportunities to write, I was able to see their strengths and
weaknesses and provide them with opportunities to improve.

14.  Cannon County, Tennessee
 School Population: 496 students (K-8)
 3rd Grade Population: 46 students
 Subjects Taught: Reading/Language Arts and Social
Studies
 This is the first year my co-teacher and I have decided to
specialize in two areas. I am able to focus more on planning
and am able to know all of the third graders instead of just
those in my class. Recently, we have gone back to teaching
Science and Social Studies to our homerooms.
 School Web Address:
http://www.ccstn.net/wgs/site/default.asp