Review Simplified

As we look at digging deeper into our learning with kids we realize that it truly is QUALITY over QUANTITY.  We know that for Reading comprehension and Math problem solving to improve, less is more. If we are going to get kids to the level of understanding they need to reach we don't have time to do LOTS of practice questions, but instead do a better job on a few.

 

With this thinking, yes it is easy to panic about "reviewing" enough so kids won't lose what they have learned. A couple of thoughts on this:

1. If we have more quality learning to start with that allows kids to understand concepts that they will be able to apply in many different ways we won't have to "drill and kill".

2. Yes, there is a time for some "basic" level learning that students need to have in order to be fluent readers and mathematicians.

So, here are some "quick review ideas" to help spiral in concepts that kids just need repeated exposure to develop fluency:

• Carpet Game: when students finish an activity and are moving to the carpet (or to their seat) have them play a simple game that looks similar to the "quiet game". It will help with transitional management and at the same time review skill/s.

• Math example: have the "leader" of the game grab a white board and marker and model a number (using squares for flats, lines for longs, and dots for units). The other students will raise their hand until being called on and if they get the number correct, they become the leader.

• ELA example: the leader can write a word and hide it and then give clues (such as it starts like snake, rhymes with at and is one syllable)

• This is also a way to get in some academic vocabulary. You could give them a bag of numbers and have them hold up 2. Then the students would have to say 2 comparative statements using both words on the board (greater, less)

• Line-Ups: when students are lining up have them do some oral practice

• Math example: count by 2s or 5s or 10s or backwards

• ELA example: say the short vowel sounds over and over until they are in line

• Hallway Learning: On the way to PE/Music, computer, lunch, etc. give them a "card" to keep them thinking even in the hall

• Math example: a number or clock that they have to read and tell you as you come by

• ELA example: give them a word or picture and have them tell you the prefix, suffix, or if it's a noun, verb or adjective, or a rhyming word. Or as simple as reading the word with a certain word part you have been practicing or finding the word part, etc. You could also give them a sentence with a blank or darkened word and have them figure out the word and/or give a synonym or antonym.

• This is once again a good time to hold them accountable to using that academic vocab.

• "In Between Lessons": write something on the board when you have an extra minute or two and create a routine for kids to know that they have to watch and think so they are ready to answer or turn and talk about it.

• Math example: write number patterns for skip counting forward or backwards and have the kids tell you the rule (like -10)

• ELA example: write five words and have the students tell you what they have in common or give clues for a "mystery word" from the word wall.

As you try these ideas consider having a blank checklist with student names on hand so that you can have a quick formative assessment to check their learning or form a quick re-teach small group.