Station 10- Literature
Skill: The student will use a picture graph to represent and compare data.
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Objective: The student will create a picture graph of items they find during a picture walk of a book.
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Materials: Books with pictures of many items (see examples below), recording sheets, pencils, crayons, colored pencils, I Can page
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Book Examples:
Giganti, P. (1988). How many snails? New York: Greenwillow Books.
I like this book because every page is filled with bright pictures of items that can be categorized in different ways. Whether the kids look at color, size, shape, or any other quality, they can take the reins over what they want to graph. Additionally, each page has a different quantity of items which makes this book easy to differentiate. Students needing more of a challenge can choose to graph larger quantities of items while students who need extra assistance can choose to graph only a few items.
Giganti, P. (1988). How many snails? New York: Greenwillow Books.
I like this book because every page is filled with bright pictures of items that can be categorized in different ways. Whether the kids look at color, size, shape, or any other quality, they can take the reins over what they want to graph. Additionally, each page has a different quantity of items which makes this book easy to differentiate. Students needing more of a challenge can choose to graph larger quantities of items while students who need extra assistance can choose to graph only a few items.
Leedy, L. (2005). The great graph contest. New York: Holiday House.
This book is great for this station because it has a variety of pictures of items for kids to graph and talks about graphing them. While the pictures are not as easy to pick out on every page as other books, the verbiage on each page can assist students in where to start or what to look at. This book can also be easily differentiated by the number of items a student decides to graph according to the number of images on a page.
This book is great for this station because it has a variety of pictures of items for kids to graph and talks about graphing them. While the pictures are not as easy to pick out on every page as other books, the verbiage on each page can assist students in where to start or what to look at. This book can also be easily differentiated by the number of items a student decides to graph according to the number of images on a page.
Reid, M.S. (1990). The button box. New York: Dutton Children's Books.
This book is also great for its wonderful pictures and the selection children will have when doing a picture walk with this book. While not all students will be able to read the text, if they can it will help them to categorize the buttons in the book in ways that they might not have thought of. Because the pictures in this book are all of the same thing, buttons, students can graph across different pages if they find characteristics that are interesting to them. This book, like the ones before it, is great for differentiating because different students with different needs can graph the quantity of items and difficulty of classification that they need and that they think works for them.
This book is also great for its wonderful pictures and the selection children will have when doing a picture walk with this book. While not all students will be able to read the text, if they can it will help them to categorize the buttons in the book in ways that they might not have thought of. Because the pictures in this book are all of the same thing, buttons, students can graph across different pages if they find characteristics that are interesting to them. This book, like the ones before it, is great for differentiating because different students with different needs can graph the quantity of items and difficulty of classification that they need and that they think works for them.
At This Station Kids Will... do a picture walk through one of the books you have selected for the station. During the picture walk, they will choose a page or two of images that they are going to graph based on a characteristic of their choice. For example, students may choose to graph a page of buttons based on their color. Based on the images on their chosen page(s), students will create a picture graph on the recording sheet.
Differentiation: This station can be differentiated in a few ways. Students can differentiate for themselves when doing the picture walk and choose how many items they want to graph. Some students may need extra encouragement to try to graph a larger number of items or a smaller number of items, so use your best judgement when letting certain students graph items by themselves. You can also write out a list of characteristics for certain books to help students think about characteristics that they can observe and graph. Provide graphing recording sheets with a variety of structure on them as well so that students who need a challenge create the picture graphs by themselves and the students needing extra support will have the proper scaffolding.
Formative Assessment: While walking around the stations, you should see students picking out pictures to graph and hear kids talking about different characteristics to observe. You should also see your students graphing according to what is in the pictures.
Summative Assessment: Students will turn in their recording sheet at the end of the station so you can ensure that students are graphing properly. |
Kid Friendly Directions:
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