Thinking Tools for the Classroom

The learning doesn’t end with the story! Take a look at the following thinking tools to help students engage.

When you think of activities around stories, you may think of class discussions around important topics and messages but there are many more activities students can engage in to enhance learning. Story Box Library offers a series of graphic organisers and thinking tools to help students:

• Make connections
• Identify vocabulary and language
• Develop comprehension strategies such as recalling, sequencing, summarising)
• Develop critical reading skills such as identifying the author’s purpose, asking and answering questions, synthesising, comparing and contrasting.

Consider the following thinking tools.

T-Chart

A T-Chart helps learners visually compare and contrast or sort and categorise elements in a story, developing their ability to analyse a text.

Example questions:

• Use a T-Chart to sort the information about microbes as factual or fictional. E.g. Do Not Lick This Book.
• Complete a T-Chart highlighting the pros and cons of where Lizzie lives. E.g. Lizzie Nonsense.
• On a T-Chart, make a list of brave and kind acts demonstrated throughout the story. E.g. The Ricker Racker Club.

Venn Diagram

A Venn Diagram is another great tool for developing the ability to analyse a text, particularly in relation to comparing and contrasting similarities and differences between elements within a text or between texts.

Example questions:

• Use a Venn Diagram to show how the New Year is celebrated in Australia in comparison to other countries. E.g. All Through The Year.
• Complete a Venn Diagram to show the similarities and differences between your house and Jodie’s. E.g. Silver Buttons.
• Use a Venn Diagram to show the similarities and differences between the two teddies in the stories and what they mean to their owners. E.g. Teddy Took The Train.

Story Map

A Story Map is a great visual tool for identifying and summarising the important parts of a story, particularly narratives. It can also be used to identify the emotions experienced by the main character at different points in the story.

Example question: After viewing the story ‘Too Busy Sleeping’ draw emotional faces to show how Eleanor felt during various moments throughout the story.