Train of Thought: 3rd Grade Language Arts
Lesson Objective:
According to the New Jersey Learning Standards for ELA, one of the major Progress Indicators for Language at the third-grade level is demonstrating command of standard English grammar conventions and usage when writing or speaking. This involves:
Understanding parts of speech in general and their function in particular sentences,
Ensuring subject-verb and pronoun-antecedent agreement,
Being able to use coordinating and subordinating conjunctions,
And producing simple, compound, and complex sentences.
Considering the role that dyslexia plays in inhibiting the cognitive sequencing skills of young learners, this can be a slower process for some students that standard learning curriculums often do not account for. As such, this activity serves to ensure that the sequencing skills required to form basic sentences are solidified so students feel more confident when forming and processing more complex structures. On a deeper level, the project additionally helps students get in touch with their emotions and preferences. As they begin to form their own perspectives, it is crucial to their self-esteem that children grow up understanding that their opinions and thoughts have value and play an important part in their identity.
Materials:
Spinner printout materials (spinner board, pointer)
Cardboard/Cardstock
Thumbtack
Train part printouts
Paper for the final poster
Writing/coloring materials (pencils, colored pencils, etc.)
Pre-Activity Set-Up (for Parents and Teachers):
Build the spinner
Print and cut out the spinner and arrow
Glue the spinner on a piece of cardboard/cardstock
Place a thumbtack through the hole of the arrow and the center of the spinner (on top of the logo) and into the cardboard
Prepare the train parts
Print multiple copies of each prompt
Cut out the trains and separate each train car
Group the train cars by prompt, but mix them up in each group
Teach a lesson on parts of a sentence and the basic subject + verb + predicate structure of a sentence
Provide examples of each and, if needed, practice identifying them
Recommended resource: Subject and Predicate - Parts of a Sentence
Preliminary activity about identity: Complete the Magic Mirror Activity
Take a brain break: Use the Box Breathing Worksheet to take a brief brain break before diving into the activity!
Activity:
Spin the wheel
Answer the prompt that the wheel settles on
Guide the student to choose the most general form of the answer (ex. arcade rather than Chuck E. Cheese) to decrease the stress of spelling/writing a word that may be too complex for the student at this stage
Take ou.t train parts for that category - work with students (as needed) to organize a grammatically correct answer to the prompt in sequential order
Ex. I, (don’t), like, to, go, to, _______ (student fills the blank with their answer)
Students can choose to answer the prompt with
If the spinner lands on “COMBINE TWO,” choose two prompts to answer and combine them with the coordinating conjunction (“and”) provided
Once ordered into a grammatically correct sentence, glue the train cars together to create a complete “train of thought”
Repeat. steps 1-3 until all prompts have been answered at least once; try to think of a new answer each time.
Build the final poster
Build the poster background (see the Poster Creation Guide for an example)
Use a large piece of poster paper or glue four pieces of printer paper together to ensure there is enough space
Designate six areas along the edges to serve as the “train stations” where students will draw their answers to the prompts
Designate a large space (“Central Station”) in the middle for students to draw their self-portrait
Make sure there is enough space between the Central Station and the smaller exterior stations for the trains themselves to fit between them.
Ask students to look at all of the trains they made for each prompt; have them choose one answer for each prompt that means the most to them (this includes the things they said they like and don’t like, as each is equally important to their identity)
In the smaller exterior train stations, ask them to draw out their answers to their favorite prompt
Glue ea.ch train “on route” to the Central Station, where students can draw a self-portrait that combines ALL of their answers
Post-Activity Reflection and Discussion:
Reinforce the grammatical lesson about sentence structure - look back at each train with your student and identify the subject, verb, and predicate as well as the parts of speech (nouns, verbs, etc.)
Facilitate a discussion around identity -
Ask students to think about each answer they came up with: Why did you choose that? What about it do you like or not like? What emotions does it make you feel?
Revisit the Magic Mirror portrait from the beginning of the activity; ask your student: Did you learn anything new about yourself that maybe you hadn’t considered before?
Emphasize the idea that there are multiple aspects that make up a person and all of them are valuable - that includes things we like and things that we dislike. Some of these things may be better or make us feel happier than others, but they still make up important parts of who we are.
Recite the mantra: “My identity is made up of multiple parts. All of them are valuable because they make up who I am.”
Learning More for Parents:
Studies show a correlation between sequential processing deficits and dyslexia:
What is “sequential processing”?
Sequential processing simply refers to our ability to complete tasks or organize things in a specific order. Sequential reasoning plays an important role in how our minds process and organize information, from solving math problems to telling stories and grammatically composing sentences. Being able to process sequential information is crucial for building phonemic awareness, or the ability to be aware of and consciously think about individual speech sounds (phonemes), which is an essential skill for spelling and reading (International Dyslexia Association).
How does it relate to dyslexia?
Recent studies have demonstrated that there is a strong relationship between serial order learning in children and adults and reading ability, as well as a general trend of serial-learning deficits in people with dyslexia (Peter, et al., 2018). As such, this can cause difficulty when students are encoding and processing sequential information, which is related to the “disordered processing of written language” that typically characterizes dyslexia (Peter, et al., 2018).
These impairments can slow down the process of developing essential "pre-reading skills" that are necessary to read and write effectively. Such skills include understanding sequences of events through storylines, which is essential for being able to compose sentences and recognizing story patterns. Dyslexic learners may take longer to develop these skills than the traditional school curriculum allows, leaving "holes" in their learning that can remain undetected until they are expected to be "independent," as parents with dyslexic children have attested (Dyslexia and Writing: Teaching Sequential Thought).
This activity serves to ensure that sequencing skills in forming basic sentences are solidified so students feel prepared to tackle processing more complex writing structures, as well as learn the importance of being able to express one’s identity in a coherent manner.
What can you do to help your child?
Keep it simple - Students who struggle with cognitive sequencing may become discouraged when forced to process complex instructions with multiple steps to remember. As a result, try using brief, single-step directions that are easy to follow and, if needed, provide written instructions that can be used as a reference. When children are faced with complex procedures, work with them to break them down into key component skills and teach them separately before working on integrating them (U-M DyslexiaHelp).
Take the time - Make sure students are actively engaged in the lesson and give them several opportunities to participate and get involved. Try to give them regular interaction with the topic so they can strengthen their working memory and receive immediate feedback. Ensure that your student has a firm grasp on the material that has already been covered before moving onto a new topic, and incorporate regular reviews in your schedule. (U-M DyslexiaHelp)
Practice the Coloring Confidence Affirmation!
Created by Isabella Thomas
Join Dr. Pali to reflect on your Train of Thought project!
