The Importance of Cause and Effect

“Choices made, whether bad or good, follow you forever and affect everyone in their path one way or another.”

― J.E.B. Spredemann, An Unforgivable Secret

Everything in life has a cause and an effect. You study for a test you get a good grade. You forget your umbrella when it rains, you get wet. You break a rule you have a consequence.

 

Kids cause, deal with, and are involved in cause and effect situations every day, all day long; however, they may not know that they are dealing with cause and effect.

It is important for students to know and understand what cause and effect situations are. They should be able to identify an event that is responsible for the cause that resulted in an effect.  Identifying these three things can help create analytical thinkers and minds that can work through complex problems. It will also help students socially; they will understand and be more willing to accept the consequences for their actions –whether good or bad. 

People that are good at identifying cause and effect scenarios and enjoy finding those connections make great investigators (police, insurance, mechanics) and researchers (doctors, scientists, historians). 

Teachers can foster this strategy by giving students ample opportunity to talk and write about WHY? Children are naturally curious and always ask WHY – Why did you do that? Why do fish swim? Why is the sky blue? Why do birds fly? 

As teachers, we are the ones that now need to ask WHY?. I think it is quite funny that my favorite questions to ask are WHY questions and my students’ least favorite questions to answer are WHY questions, even though they LOVE to ask their own WHY questions.

 Students don’t like why questions because they have to write more than a one word answer, they have to think about the cause and effect and they need to explain how and why they are connected.

Given the opportunity and continued practice students will gradually see the connections and uncover the events, causes and effects that happen all around them.  To ensure that students recognize cause and effect and know how to properly answer the cause and effect questions they need to know key words and phrases to help focus their thinking.

Key words to help find cause and effect statements: so, because, therefore, since, if, then, so that, without, cause, effect, how, explain.

These words are key because they will help students to identify cause and effect questions and statements as well as be able to write sentences that show the cause and effect relationship.

To immerse your students in cause and effect, teachers should ask questions using question stems so that students get used to the language. For lower students you can give questions that require them to answer with a yes or no answer or they can point to pictures to show the answer. Regardless of the question, each answer must contain text evidence. They must show something from the text that proves their thinking and shows the relationship between the event, the cause and the effect.

Question stems:

·         Did _____ cause _____?

·         Was ____ the cause of ___ or was _________ the cause?

·         Why did/didn’t __________?

·         Tell me why _____________. 

·         Tell me what happened when ____.

·         Why _______________?

·         What causes ________________?

·         How did ___ effect ___?

·         What is the effect of ____?

·         Explain why _________________.

·         Why did _____________?

·         What did ________ do as soon as ____?

·         If you want _____, you should not …

·         Which sentence best tells why ____?

·         According to paragraph ___, when ____ happens, what happens next?

·         Why do you need _______________?

·         In the passage, how did _____ show _________?

·         What effect did ___ have on ___?

·         According to the text, why ___?

·         What caused the character to ____?

·         In paragraph ___ why did _____________?

·         According to paragraph ___, why _____?

·         Why was the narrator ______?

·         If _____, how would the end of the story be different?

·         What would have most likely happened at the end if _______?

Linguistic pattern and response frames:

·         _____ because _____.

·         ______, so _______.

·         The cause is _____________.

·         ____ causes _____________.

·         _____ happens because _____.

·         Because ____, ____________.

·         _____, so __________.

·         If you want ____, you should not ____.

·         According to the text, ________.

·         Since _____, _______.

·         You need ______ because ______.

·         In the passage, ____ showed ____ by ______.

·         ____ thus, ____.

·         According to the text, _______, thus, ____________.

·         __ made the character _____.

·         In paragraph ____, ___________ because __________.

·         According to paragraph ____, ______, which led to _______.

·         Due to the fact that ____, ____.

·         ________ as a result of____.

·         If ______, the end of the story______________.

·         Based on ______, _____________.

There can be many causes and effects that are the result of one event, for example:

When it comes to the cause and effect from a story it is important to show students all the possibilities. Some cause and effect examples may be better than others but they are all connected. 

For example, take David Goes to School by David Shannon. Here are some example questions that use the question stems above.

Using a multi-flow map you can quickly and easily show the event, cause and effect connections. For this story, the event is that David goes to school; the events that connect to this are all the things that happen because David is at school.

So now that you are armed and ready, you and your students should have lots of fun finding those cause and effect connections. Don't forget to look at and recognize those connections...everywhere!

You can pick up the poster set from my TpT store.

Happy teaching!

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Adding a Feedly Button To Your Blog

I know everyone has migrated from Google Reader to your new chosen reader. Many of you have selected Bloglovin' as your preferred reader and have added the Bloglovin' button to your blog. 

I however, have chosen to use feedly instead of Bloglovin' as my reader. I chose this for a few reasons, but the main one was that Bloglovin' stopped working on my phone for a very long time, so I made the switch and I love feedly.

On my blog, I have both the "Follow with Bloglovin'" button as well as the "Follow with feedly" button so potential new followers have a choice. I have come across many new blogs that I want to follow, but my only choice is to follow with Bloglovin'. If I follow with Bloglovin' I never see your posts because they don't show up on my feedly feed. 

I have too many things going on to remember the names of all the new blogs to search in my feedly account. If however you have a "Follow with feedly" button I can quickly and easily start to follow your blog.

Here is the link to the feedly site to create your own Feedly button. I do have to warn you, it is not as streamline and easy as Bloglovin' but it is doable.

Anyway, this is just a suggestion, especially because I know we all watch our numbers so closely.

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There's a Nightmare in My Closet by Mercer Mayer - Teaching Ideas

There was once a nightmare in a boys closet. The boy was afraid of this nightmare, until the day he shot him with his toy gun. After being shot the nightmare cried and cried and the boy didn't know what to do. He finally tucked the nightmare into bed with him, but not before he shut the closet door...just in case.

This is such a wonderful story and Mercer Mayer draws the best monsters! Your students will certainly be able to identify with the boy in the story, and more than likely have stories to share about what they are afraid of in their room when the lights go out.

Below are a list of reading skills, strategies and ideas you can use to extend your read aloud. I have also created a "My Nightmare" freebie for you to use after sharing this classic.

Reading level: 3.4

Theme/subject: bedtime, confronting fears

Genre: fiction

Suggested Vocabulary/phrases: nightmare, creeping

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what a nightmare is. I wonder why the nightmare is in the closet.  {possible questions during} I wonder why his mom and dad are not helping to get rid of the nightmare. I wonder what the nightmare was going to do in the boys room. {possible questions after} I wonder if they boy is going to be afraid of the other nightmares anymore.  **Remember to have your students answer/reflect their questions.
• Author's point of view – First. Be sure to find 3 pieces of evidence to support this (I, my).
• Author's purpose - Entertain {evidence} The boy went to bed with his toy gun and his army helmet. The nightmare was not very scary looking. It was sad when the nightmare was crying. All these things make a very entertaining story.
• Beginning, middle, end - {most important event from beginning} The boy closed his closet door before going to bed. {most important event from middle} The nightmare started to cry when he got shot. {most important event from end} The little boy let the nightmare sleep with him.
• Cause and effect – Why did the boy close his closet? So the nightmare wouldn’t come out. Why wouldn’t the boy look behind him? Because he was afraid of what he might see.  Why did the boy have a toy gun and army helmet in bed? So he could protect himself from the nightmare. Why did the nightmare start to cry? Because the boy shot him. Why did the boy bring the nightmare to bed with him? Because he was crying. Why did the boy close the closet door at the end of the story? Because the nightmare was afraid there might be a nightmare in the closet.
• Character analysis - describe the boy. Describe the nightmare. {looks like, feelings, thoughts, character}
• Character changes – at the beginning of the book the boy was afraid of the nightmare in his closet. At the end of the story the boy was no longer afraid of the nightmare.
• Compare & contrast – Your nightmare and the boy’s nightmare.
• Connections - {possible text-to-self connections} being afraid of something in your closet. Wanting to take something to bed to help protect you.
• Drawing conclusions & inferencing – Why did the nightmare go to sleep with one eye open? {text clues} the nightmare pointed to the closet when he was in bed and looked scared. The nightmare smiled when the boy closed the closet door. {what I know} The boy was afraid of a nightmare in the closet and felt a little better when the closet door closed.  {my conclusion} I think the nightmare fell asleep with one eye open because he was afraid of a nightmare in the closet.
• Main idea & details - {main idea} The story is mostly about the nightmare in the closet. {details} the boy went to bed with a toy gun and an army helmet to protect him from the nightmare. The nightmare came out of the closet and the boy scared him.
• Plot - the turning point or climax in the story was when the boy shot the nightmare.
• Predict – What do you think the story is about? Do you think there is a nightmare in the closet? What do you think the nightmare will look like? What do you think the nightmare will do when he sees the boy? What do you think the boy will do to the crying nightmare? Do you think another nightmare will come out of the closet?
• Problem & solution - {problem} The boy was afraid of the nightmare in his closet.  {solution} the little boy went to bed with a toy gun and an army helmet to help protect him.
• Sequencing – The little boy closed his closet door. In bed the boy would sometimes peek. The nightmare came creeping out. The boy shot the nightmare. The nightmare started crying. The boy brought the nightmare to bed to help him stop crying. The boy tucked the nightmare into bed. The boy closed the closet door. The boy and the nightmare fell asleep.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – The boy went to bed with a toy gun and an army helmet to keep him safe from the nightmare in the closet. What do you do or your parents do at night to make you feel safe?
• Theme – sometimes what you are most afraid of is more afraid of you.
• Visualize – What does your nightmare look like?

 

IT'S FREE!!

Happy planning!

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BTS13

Today is the day!

Be sure to visit TpT today and tomorrow to save money on all those wishlist items that are going to help make your school year extra fun, organized, more time efficient, and super cute.

Happy shopping!

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We Share Everything by Robert Munsch - Teaching Ideas

Jeremiah and Amanda are not used to sharing anything, and when they get to kindergarten they must share everything. Jeremiah and Amanda are having a hard time with sharing, they each throw a bit of a fit when the other won't share. The teacher continually comes prancing over to them to explain that in kindergarten "we share everything". Finally, Jeremiah and Amanda have a great idea, they decide to share their clothes. They share their shirts, pants, shoes and socks. This "sharing" shocks the teacher and delights the rest of the class.

Once again Robert Munsch writes a story that  your students will find quite funny and at the same time it is a great story to segue into what it means to share.

Listed below are the reading skills and strategies and ideas you can use to create a meaningful lesson. Below you will also find a freebie I created to go with this book.

Reading level: 2.5

Theme/subject: school, behavior

Genre: humorous

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder if they really will share everything.  {possible questions during} I wonder if Jeremiah and Amanda will ever share. I wonder if Jeremiah and Amanda will get their clips moved down.  {possible questions after}  I wonder why Jeremiah and Amanda got in trouble for sharing their clothes. **Remember to have your students answer/reflect their questions.
• Author's point of view – Third. Be sure to find 3 pieces of evidence to support this (he, they, the teacher).
• Author's purpose – Entertain {evidence} The illustrations of the teacher floating around with flowers and birds around her head are silly. It was funny when Amanda stuck the book in Jeremiah’s mouth. Jeremiah and Amanda looked silly wearing each other’s clothes. All these things make a very entertaining story.
• Beginning, middle, end - {most important event from beginning} Jeremiah and Amanda started kindergarten. {most important event from middle} The teacher told Amanda and Jeremiah that in kindergarten they are supposed to share everything. {most important event from end} Jeremiah and Amanda decided to share their clothes.
• Cause and effect – Why did Amanda put the book in Jeremiah’s mouth. Because Jeremiah yelled when Amanda wouldn’t share the book with him. Why did Amanda kick down Jeremiah’s block tower? Because he wouldn’t share the blocks with her. Why did the teacher come running over to Jeremiah and Amanda after Amanda kicked the blocks down? So she could tell them that in kindergarten they are supposed to share everything. How come the paint went flying all over the room? Because Amanda and Jeremiah wouldn’t take turns painting; they tried to both be first to paint. How come Jeremiah and Amanda decided to share their clothes? Because they were told they had to share everything.
• Character analysis - describe Amanda. Describe Jeremiah. {looks like, feelings, thoughts, character}
• Character changes – at the beginning of the story both Amanda and Jeremiah didn’t know how to share. At the end of the story Amanda and Jeremiah were sharing their clothes.
• Classify & categorize – Classify things – things that are good to share and things that shouldn’t be shared.
• Compare & contrast – Amanda and Jeremiah. You and Amanda or Jeremiah. Your class and Amanda and Jeremiah’s class. Your teacher and Amanda and Jeremiah’s teacher.
• Connections - {possible text-to-self connections} Not wanting to share what you have. Having someone not wanting to share with you. Sharing your clothes with a friend.
• Drawing conclusions & inferencing – Why did the author draw the teacher with birds and flowers around her head and to look like she was flying? {text clues} The teacher  has a smile on her face and looks really happy and nice.  {what I know} I know that flowers, and bird and smiles are all nice happy things. {my conclusion} I think the author drew the teacher to look like she was flying to show that she is a really nice teacher.
• Main idea & details - {main idea} The story is mostly about Jeremiah and Amanda not sharing. {details} Jeremiah yelled when Amanda would not share her book. Amanda kicked down Jeremiah’s block tower when he would not share the blocks.
• Plot - the turning point or climax in the story is when Jeremiah and Amanda decided to share everything.
• Predict – What do you think the story is about. What do you think Amanda is going to do after Jeremiah yells in his face? What do you think Amanda is going to do to Jeremiah’s block tower? What do you think will happen to Jeremiah and Amanda after they made a mess with the paint? Do you think Jeremiah will ever share anything? What do you think Amanda and Jeremiah will end up sharing? What do you think the teacher will do when she sees Jeremiah and Amanda in each others clothes?
• Problem & solution - {problem} Jeremiah and Amanda are not sharing. {solution} Amanda and Jeremiah finally decide to share their clothes.
• Sequencing – Amanda and Jeremiah start kindergarten. Amanda won’t share her book. Jeremiah won’t share his bocks. Amanda and Jeremiah both want to be first to paint. Amanda and Jeremiah decide to share their clothes. The teacher faints and all the kids share their clothes.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – It looks like Amanda and Jeremiah don’t know how to share. How would you explain to them how to share?
• Summarize - {someone} The teacher {wanted} wanted Amanda and Jeremiah to share {but} but they never did {so} so the teacher had to keep telling them that in kindergarten they are supposed to share everything. {then} Then Jeremiah and Amanda decided to share their clothes.
• Theme – It is important to share. There are some things that you shouldn’t share.

Happy Planning!

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Oh My Gosh! Clip Art by Book Buddy Graphics

I just completed my second clip art pack it is called Oh My Gosh!

I used the clip art in my Mrs. McNosh Reading Skills and Strategies pack as well as my Mrs. McNosh Match the Rhyme game.

You can find this clip art set in my TpT store.

 Enjoy!

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The New Bear at School by Carrie Weston - Teaching Ideas

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When the students of Miss Clucks class learned that they were getting  new student, they were all so excited, until Boris walked in. He was big and hairy, and scary. All the kids immediately decided that they were not going to be friends with a big, hairy, scary bear. Boris was so sad! By the end of day Boris was a very lonely bear. As Boris walked home by himself he came upon the kids in the class being bullied by the rat pack. Boris however, didn't realize that they were being bullied, he thought they were playing, so when Boris walked up with a big grin on his face wanting to play, the rat pack got scared and ran away. You see, when Boris smiles his big pointed teeth make him look mighty fierce. Because Boris saved them, the kids no longer thought he was a big, hairy, scary bear!

This is a great beginning of the year book with a great lesson about judging people before you get to know them, as well as how you should treat a new student.

This book also works really well with many of the reading skills and strategies. Take a look below at the examples and ideas to help create a great lesson.

I have also created a packet including just about all of the skills and strategies listed below.

Reading level: 2.6

Theme/subject: school, friends, new life experiences

Genre: fiction

Suggested Vocabulary/phrases: squealed with delight, enormous, grizzly bear, proud, fierce, scattered, panic, scampered, plodded, the rat pack, trembled, greet,

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder how the new bear felt at school. I wonder if the other kids like the new bear. I wonder if the new bear will have a good day at school. {possible questions during} I wonder if the other kids will ever be nice to Boris. {possible questions after} I wonder if the kids will fall asleep during story time because they are sitting on Boris’s cozy lap.  **Remember to have your students answer/reflect their questions.
• Author's point of view – Third. Be sure to find 3 pieces of evidence to support this (he, him, and everyone, Boris).
• Author's purpose – entertain {evidence} Bear’s don’t go to school. Animals don’t talk. The illustrator drew cute pictures. All these things make an entertaining story.
• Beginning, middle, end - {most important event from beginning} The kids in the class screamed when Boris walked in. {most important event from middle} Boris cried because he was a hairy, scary, grizzly bear. {most important event from end} Boris scared away the rat pack and saved the kids.
• Cause and effect – Why was everyone excited? Because there was going to be a new animal in the class. How come everyone screamed when Boris walked into the class? Because Boris was an enormous, hairy, scary grizzly bear. How come Boris had to sit on the floor? Because he broke the chair he sat in.  Why was there panic in the room? Because Boris showed his teeth and sharp claws when he showed the kids the picture in his new book. How come Boris ate lunch all by himself? Because nobody would move over on the bench. Why did Maxwell start to cry? Because when Boris counted his voice boomed. How come Boris sat by himself and cried? Because he was a scary, hairy, big grizzly bear. Why were Leticia, Maxwell, Fergus and the mice trembling? Because the rat pack circled them. Why did the rat pack get scared and run away? Because Boris greeted the rat pack with his biggest, widest bear grin. Why didn’t the kids mind that there was no room on the floor at story time? Because the kids all had a soft warm place to sit.
• Character analysis - describe Boris {looks like, feelings, thoughts, character}
• Character changes – Boris was sad in the beginning of the story because all the kids were afraid of him. At the end of the story Boris was happy because all the kids loved him.
• Classify & categorize – Classify ways to treat a new student. Categorize positive and negative ways.
• Compare & contrast – compare and contrast Boris to the other kids.
• Connections - {possible text-to-self connections} starting a new school. Feeling lonely. Not having any friends. Crying at school because of no friends. {possible text-to-text connections} Connect this book to any first day of school book.
• Drawing conclusions & inferencing - What kind of bear were the kids expecting to start school? {text clues} Leticia held up a picture of a pink fluffy bear. Maxwell showed a picture of a brown bear with velvet paws. Fergus thought any teddy bear would be good. {what I know} If I have never seen something in real life it is hard to picture what it will really be like.  {my conclusion} I think the kids have only seen teddy bears and bears in books so they were expecting a small little bear like a teddy bear.
• Fact & opinion – {fact} Miss Cluck was the teacher. The kids screamed when Boris walked in. Boris ate his lunch by himself. Boris cried. Boris scared the rat pack away. {opinion} Boris was scary. The kids were mean to Boris. Miss Cluck thought Boris was a trouble maker. The rat pack was going to hurt the kids. 
• Main idea & details - {main idea} Boris started school and everyone thought he was a hairy, scary, big grizzly bear. {details} Miss Cluck introduced Boris to the class. The kids screamed when they saw Boris. Boris ate lunch by himself. 
• Plot - the turning point or climax in the story was when Boris scared away the rat pack.
• Predict – What do you think the story is going to be about? How do you think the kids will react when they see Boris?  Do you think the kids will ever be friends with Boris? What do you think will happen when to the rat pack when Boris walks up? What will the kids think of Boris now that he scared the rat pack?
• Problem & solution - {problem} the kids think Boris is a hairy, scary big grizzly bear. {solution} Boris scared away the rat pack and now the kids think Boris is a hero.
• Sequencing – Miss Cluck told the class they were getting a new student. The students tried to guess what kind of bear the new student would be. The kids screamed when Boris walked in the class. Boris sat in a chair and broke it. The kids wouldn’t move over on the bench. Boris ate lunch by himself. Boris made Maxwell cry when he counted in a loud voice. Boris cried because he didn’t have anyone to play with or talk to. All the kids walked home. The rat pack jumped out and circled all the kids. Boris walked up to the rat pack with the biggest grin. The rat pack got scared and ran away. The kids told Miss Cluck how Boris saved them. The kids cuddled in Boris’s lap during story time.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – Boris was crying in the classroom because he didn’t have anyone to talk to or play with. What would you say to the kids about how they treated Boris and what would you tell them they should do instead?
• Summarize - {someone} Boris {wanted} wanted to be friends with the kids at school {but} but the kids were afraid of him {so} so he was lonely and sad. {then} Then Boris saved the kids from the rat pack and {finally} was happy at school.
• Theme – Don’t judge a book by its cover. Treat others, as you would want to be treated.
• Visualize – Usually smiling at someone makes them feel good, but whenever Boris smiled everyone around got scared.  Visualize yourself starting a new school, what would you do to show you were a friendly nice person?

Happy planning!

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