The numbers on the posters represent individual student numbers. If you don’t assign numbers to your students, you could write initials there; it helps with accountability. I usually have five or six questions posted in the room and students answer as many questions as they can in the allotted time – knowing that all students won’t have time to answer all questions. As long as they’re diligently working, the lesson differentiates itself. The advanced readiness students will answer more and the early readiness students will answer less. The numbers are to help me track the ‘lazy students’ and return post-its with incorrect responses.
Wednesday, October 29, 2008
- To infer means to draw meaning from a combination of clues in the text without EXPLICIT reference to the text. It's basically 'reading in-between the lines.'
- To predict means to use context and content clues to ANTICIPATE what might happen next. Predictions can be validated or invalidated through reading.
Now, try this:
Sunday, October 26, 2008
- develop their IDEAS.
- ORGANIZE their writing with a beginning, middle and end.
- let their VOICE be heard.
- think about WORD CHOICE and choose their words wisely.
- use a variety of sentence structures for SENTENCE FLUENCY.
- use proper CONVENTIONS throughout their writing (Editor's Checklist).
- If you're not modeling, you're teaching something else.
6 + 1 Traits of Writing: The Complete Guide Grades 3 and Up
By: Ruth Culham (2003)
A Sample of My Writing Ideas:
- A: Ann Taylor, Albuquerque, NM, Anniversaries (20 years on Nov. 18)
- B: Boys, Brain-Based Certification, Baskets (Longaberger), Books, Birthdays, Blogging
- C: Creative Memories, Cruise to Cozumel, Coca-Cola and the Coach Store in Vegas with Lori (Cheesecake Factory too), Costume Party, Cooking, College Life (being the mother of a college student), Cross Country (being the mother of a junior-high cross country runner)
- D: Daisy, my Golden Retriever; Denver, CO; Diamonds, Dusting, D. Reid (yes, she's a friend, but she deserves her own category)
- E: Express, Exercise, Education
- F: Friends, Family, Fair, Farm in Buffalo
Kids love Dog Breath! In fact, it's one of the five read-aloud award finalists from NAESP for 2008.
It has a clear beginning, middle and end. I love to read this book to students and then to stop after the middle. They WANT to know how it ends ... and that's a good time to teach the importance of a beginning, middle AND end. After sufficient begging, I always finish the book. :)
This book also teaches foreshadowing through pictures ... the author has wanted signs posted in pictures before the burglars ever come into play. Alliteration is also evident in the newspaper adds. Think about how many objectives older students can learn from this picture book. I'd love to hear your ideas too.
This graphic organizer has proven itself to be successful! It was modified from one Carla Wilcox shared with 3rd grade teachers at Mathews Elementary. If you want to 'bump' the grade even more, have students PLAN to use a few similes in the details section of the graphic organizer.
This graphic organizer helps students ORGANIZE their topic and closing sentences before they begin writing in the large rectangular boxes . The first, then and finally arrows help organize the THREE paragraphs in the body of the personal narrative. The little bubbles in the body of the organizer are for similes.
Yes, I know that Ann Taylor is having a huge sale, but I'm going to have a memorable day with my family at the races. Kids grow up way too fast, and it's important to spend quality time together. Besides, once Jimmy Johnson takes the lead, I can nonchalantly surf Ann Taylor's site on my cell phone and purchase with my credit card. They'll be so engrossed in the race, they'll never know ... until my packages arrive. I'll have to explain THAT later, but that's DAYS away.
This resource is a MUST have; I don't know how I ever taught writing without it. The Onomatopoeia Poem, Strong Verb Poem and Simile City Play will definitely encourage your students to add spice to their writing. There's a page on writing a Paul Revere sentence many different ways which will help you teach fluency. A fluent paper sounds good when read aloud.
Start small with your editor's checklist and add to it as the year progresses. Be sure your editor's checklist doesn't get too long. Consider consolidating capitalization, punctuation and spelling. I've seen the mnemonic device: CUPS (capitalization, verb usage, punctuation, spelling) in many classrooms.
Adjectives usually answer three questions: What kind? Which one? How many?
Saturday, October 25, 2008
___ I work hard to build positive relationships with my students.
___ I create a positive and caring classroom environment.
___ I have high, yet appropriate, expectations.
___ I teach with brain-friendly strategies and assess the written curriculum.
___ I teach all GLEs and remember to pay close attention to R2C, R3C and R1H in Comm. Arts.
___ I teach all Goal Process Standards and remember to pay close attention to 1.6, 2.2, 3.5 in Comm. Arts.
___ I use the Communication Arts Interpretations Standards for Secret Recipe Questions in Reading. “I know this because the text says _____________________ and ____________.”
___I give COLD assessments with descriptive feedback to students over GLEs taught in the classroom.
___I use the Depth of Knowledge Wheel and spend a lot of time in the skills/concepts level (level II) and strategic thinking level (level III).
___I use the D.E.S.E. Math GLE examples for morning work in my classroom.
___I teach the vocabulary from D.E.S.E. in Communication Arts, Math and Science with connections, movement and visuals.
___I have my students write friendly letters AND respond to prompts. Their writing has a beginning, middle and end AND lots of details, details, details!
___I eat well, get plenty of rest and exercise.
This is meant to be a stress-reduction checklist. If you’re doing the items on this list, you’re on the right track. Hang in there!
Thursday, October 23, 2008
This is a fun song! Let me know what you think. :)
- Multiplication Facts
- Multiplication Facts (Spanish version)
- Multiplication Facts, Deck B harder facts: 5 through 12 times tables
- Addition Deck (25 cards)
- Who Has? Doubles deck
- Who Has? Doubles deck
- More or Less Deck
- Fractions Deck
- Base Ten Deck
- Place Value Deck
- Algebra Variable Expression Deck
~Strategically distribute cards to ensure success with your early readiness learners and to challenge your advanced readiness learners.
~Consider discreetly giving advanced readiness students more than one card.
~Set a timer and see how long it takes the class to complete the game. Record the time.
~When you play the game on another day, the challenge will be to get a better time.
Wednesday, October 22, 2008
Differentiate Instruction through:
Use storytelling as a NOVEL approach to memorize this list of minerals IN ORDER from the softest mineral to the hardest.
This story was modified from one written by G. Hopkins, D. Meinders and P. Seal.
There once was a hillbilly named Min --- Earl Scale. Earl talced funny. He had a girlfriend who dressed like a gypsum. Every night they checked the cattle at the cal-cite. Then they would come sit on the fluorite next to the dog, Opalite. Their favorite sport was to go out to the fields and spar (feldspar). The winner would get a Quartz of Mountain Dew. Topaz the rest of the time, they corundumed up the mountain and back down again. After five trips up and down the mountain, they would die in mounds (diamonds).
Find the False Item
Modified from Find the Fib (Kagan Cooperative Learning Strategy)
Hint … Three are true and one is false.
____1. Two angles meet at the vertex.
____2. A right angle is ALWAYS 90º.
____3. An obtuse angle is 90º or larger.
____4. An acute angle is smaller than an obtuse angle.
Students write four statements, three true and one false. Have students mark the false item.
Collect and check for accuracy.
Play Music/Mix/Freeze to Review
Instruct students to walk around the room. When the music stops, they freeze.
On teacher’s cue, students find partners.
Instruct partners closest to the teacher to go first and see if their partner can find the false item on the list. Then, have them switch roles.
Turn the music and play again!
Use CONNECTIONS when teaching vocabulary!
4th Grade Math Term: Mode
Mode --- Commode
A mode is like a commode …
Mrs. Connie Rikard once told her students that the COMMODE is often the most used item in house. There may be one, more than one or no mode in the house. In that case, let’s hope there’s an outhouse.
Mode (feature of a data set): the number that appears the most frequently in a set of numbers. There may be one, more than one, or no mode.
- Partner one reads a section.
- Partner two paraphrases, summarizes or questions.
- Then, partners switch roles.
In guided reading, MOST of the time should be spent READING. If you partner read in the above manner, it will score a 5 or 6 (a HIGH score) on the Instructional Practice Inventory (IPI).
A Typical Guided Reading Lesson:
- Before: About 10 minutes (teach a mini-lesson)
- During: Actual READING … about 20 minutes … I did partner reading with a purpose about 80% of the year.
- After: About 10 minutes (closure on the mini-lesson taught in the before section)
If you simply have students take turns reading when partner reading, that's the same thing as round-robin reading. Be sure the listener has a job to do and that students take turns reading and completing the job.
Check this out. Even Hannah Montana uses movement, music and dance to remember the location of the bones!