Using a Word Splash to meet the demands of the Common Core

We all know that the Common Core calls for a larger amount of informational text to be incorporated into the classroom.  That’s fine and dandy, but incorporate it how?  Most understand that at the elementary level, informational text should comprise 50% of the literature read, and at the secondary level, up to 70%.  It’s one thing to just read informational text, but how does one use informational text to help students analyze text and close read?

I’ve recently found a resource that is invaluable to me for beefing up instruction, and getting students to think critically.  Illinois has published two very useful Common Core Strategies documents, complete with strategies and examples for all grade levels.  For the elementary one, click here.  For the grades 6-12 one, click here.

I recently provided a workshop in activating and summarizing strategies for my district during summer trainings for educators.  During my session, I used an activating strategy from Illinois that is easy to implement into any grade level; Word Splash (Hammond 2005).  In my presentation, I provided participants with the directions of one possible way to conduct a word splash, I provided an example from the Illinois 6-12 document, then I allowed participants to try the strategy by providing short snippets of information about early Americans (3^rd grade Social Studies standard in my district).

Usually, during a Word Splash, the teacher would read through the text and decide on key words, phrases and concepts in the text that will give students ideas of what the text is about or words that may need further clarification.  The teacher would type or write these words, then copy for individual students or small groups.  Once distributed, the teacher allows students a few minutes to read through the text and discuss listed words and phrases with others. They may ask others for clarification, or to elaborate some items.  Give enough time to allow students to make predictions about the central idea of the text in their groups. Bring students back together and ask them for their predictions, encouraging all students to contribute. Students may write or present their information to the class or in small groups.  (Hammond, 2005)

 

Of course, I tweaked the process, and for my presentation, I showed teachers the following picture, and asked them to infer what the passage may be about.


 

Responses varied somewhat, but generally there were thoughts of pirates, death, disease.  I then showed the passage these words came from (shortened for this post):

Two hundred years ago, men setting out on a long sea voyage had a 50% chance of returning.  Major causes of death were not pirates, sharks or being washed overboard.  In the 1740’s a crew of 400 British sailors was reduced to 200 primarily as a result of scurvy.   Approximately 250 years ago a British physician set out to learn what caused scurvy.  The symptoms of the disease he described as follows:  large, discolored spots over the body, “swelled” legs, “putrid” gums, no energy, ulcers on legs, rotten bones, and fungus flesh.

I then allowed participants to create groups of 3-5 people, and handed each a short snippet on a topic from the early Americas.  Their objective was to spend 5 minutes creating a word splash that they could use as an activator for students, without giving away the title or topic, and the rest of us would try to figure out their concept.  I included a short passage about Betsy Ross, Minute-Men, abbreviated version of the Declaration of Independence, and the Whiskey Rebellion (I couldn’t find anything about martinis from the early Americas).  Following are some pictures from their presentations.

[gallery ids="669,670,671,672,673,674,675,676,677,678"]

 

After the presentations, we discussed how a Word Splash could be used in any grade level, any subject.  Participants agreed that creating a Word Splash helped them pull out the main ideas and key words from a passage, and that they or students could easily produce a Word Splash.  I hope you’ll try it too.