English Language Arts: Communication Skills and Evaluating Data

K-12: Standard 4

• Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes

K-12: Standard 7

• Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English, Copyright 1996 by the International Reading Association and the National Council of Teachers of English. Reprinted with permission.

Source: NCTE/IRA Standards for the English Language Arts

Guessing games engage students in positive learning experiences, especially in small peer groups. Students quiz one another in identifying objects based on prior knowledge. Through this process, students learn to think critically and draw conclusions. The teacher can create individual clue cards for particular objects, or add inserts to reuse one card for various clues. Visual images of clues can be posted or manipulated by students to increase understanding. Students can also be encouraged to develop their own clue cards to quiz each other in various subject areas.

Figure A

Figure B

Supplies Used: Cardstock, Double-Sided Tape, Glue, Pen, Pencil, Scissors

The teacher will die-cut the materials for student use prior to the lesson.

1. Fold a 5" x 10" piece of gold cardstock or construction paper in half lengthwise. To make the booklet, place the folded edge of the paper inside the cutting rule along one long edge of the AllStar Book, Open (Figure A) and die-cut.
2. Hand print the words "What Am I?" on the front cover (see Main Photo).
3. The inside of the Book may be hand written or computer printed with three or more hints to identity an animal, insect, etc. If computer generated, trim and adhere inside the Book (Figure B).
4. Students will take turns reading the hints one at a time as classmates guess the identity of the animal or insect being described. Die-cuts could be displayed on a bulletin board to aid in the identification. If die-cuts of the animals or insects are displayed, they may be embellished as desired (see Main Photo).