Brandi J. Clark

Writer and Educator

How Mr. Rogers Can Help Us with Remote Learning

by Brandi Clark | Leave a Comment

Mr. Rogers said, “In times of remote learning, look for the “helping” verbs!”

Okay, he didn’t say that… exactly!

But verbs with the addition of “I can” (which is a helping verb) do anchor our outcomes and appear cross-curricular.  

For example, here are some outcomes from the grade 2 program of studies that use the verbs – compare and contrast – sequencing (order)

SOCIAL – Grade 2

I can compare and contrast information from similar types of electronic sources, such as information collected on the Internet. (Social Studies grade 2 – 2.S.1)

I can arrange events, facts and/or ideas in sequence (Social Studies grade 2 – 2.S.2)

SCIENCE – Grade 2

I can compare and contrast small animals that are found in the local environment. These animals should include at least three invertebrates—that is, animals such as insects, spiders, centipedes, slugs, worms. (Science – Topic E – outcome 2.)

MATH – Grade 2

I can compare and order numbers up to 100. (Math  grade 2 – Number – outcome 5)

I can gather and record data about self and others to answer questions (Stats and Probability)

I can construct and interpret concrete graphs and pictographs to solve problems. (Stats and Probability)

ENGLISH LANGUAGE ARTS – Grade 2

I can retell the events portrayed in oral, print and other media texts in sequence (2.2 Respond to Texts

I can categorize related ideas and information, using a variety of strategies, such as finding significant details and sequencing events in logical order (3.3 Organize, Record and Evaluate)

What I want you to notice and to focus on, is the verbs!

Here are some guiding questions:

How can you have students practice these verbs at home?

What data can they collect at home? (inside/outside)

What data can they order and sequence?                     

What data can they compare and contrast?

Is their data from previous learning/readings?

Is their data from an online story or factual video?

Can they use hands on material to build graphs from their data? (like lego blocks, toy cars, etc)

Can the data be pre-gathered and supplied by the teacher? (Students will be asked to order or sequence the data).

Is their data coming from Social Studies content?

Is their data coming from Science content?

What have you used to teach sequencing this year? (Have the students wrote narratives or “how to’s”?)

What organizers have your students used this year and are familiar with? (With the current situation, do not introduce a new organizer. Here are some examples.)

  • T-charts (compare and contrast)
  • Timeline (sequence)
  • Venn Diagram (compare and contrast)
  • First, Next, Then, Finally (sequence)

Would it be reasonable to have students view two stories and compare/contrast them?

Or choose one story and sequence it? 

How will the students know they have been successful? (Have you provided an example/sample and success criteria?)

Could you provide an example of a sequence for one story and then ask them to apply the skill to the other story?

Again, like I said, it is important to consider how you can engage them in these verbs in a practical way, easily accommodated in my households.

How can they show you what they know? (Flipgrid, an uploaded picture or drawing)

I hope this has helped you with your planning.

Any questions? Please ask!

Until Next Time,

Love Coach Clark

About Brandi Clark