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Reflection/Flip

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Author's Purpose

Author's Purpose

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Tone vs. Mood

tone-mood

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CA and Math Proficient Descriptors

3rd Grade Com Arts Checklist

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3rd Grade Com Arts Checklist

To print:

Click on the arrow by the ipaper logo at the top of the document for options. To get all the text on the page, you may want to save first and then print.

• 3rd Grade Comm. Arts Proficient Descriptors + Link
• 3rd Grade Math Proficient Descriptors + Link
• 4th Grade Comm. Arts Proficient Descriptors + Link
• 4th Grade Math Proficient Descriptors + Link
• 5th Grade Comm. Arts Proficient Descriptors + Link
• 5th Grade Math Proficient Descriptors + Link
• 6th Grade Comm. Arts Proficient Descriptors + Link
• 6th Grade Math Proficient Descriptors + Link

The Below Basic, Basic, Proficient and Advanced Descriptors from DESE are clustered for 3rd Grade Comm. Arts in this document. You can use this when tutoring students to chart individual growth or when you're teaching mini-lessons. Be sure to refer back to GLEs/EAT as all GLEs may not be included in this chart.

3rd Grade Math
3rd Grade Math

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3rd Grade Writing Scoring Guide

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3rd Grade Writing Scoring Guide

To print:

• Click on the arrow by the ipaper logo at the top of the document for options.
• To get all the text on the page, you may want to save first and then print.

Teaching Order of Operations with Power Teaching and Links to the How-To Videos

Interested in Power Teaching?
Intro to Power Teaching Video
Intro to Power Teaching Lesson Two Video Clip
Intro to Power Teaching Lesson Three Video Clip

There are many more progressive lesson clips on www.teachertube.com. If you search their site, you'll find them easily. If not, let me know and I'll send them to you. Many teachers at Century are using parts of Power Teaching in their classrooms ... and teachers at Thomas and Inman too. I'd love to hear opinions from you as this technique is something totally new to me.

Love and Logic - How to Handle Whining and Arguing Students

Six Traits of Writing Resource Site

Excellent Website for Teaching the 6 Traits of Writing:

• http://www.kimskorner4teachertalk.com/writing/menu.html

Determine the Reading Level of Books

Once you search and find the book you're looking for, click on the title of the book to get the Lexile, DRA Level and Guided Reading Level for most books.

Scholastic Teacher Book Wizard Widget

http://www.scholastic.com/tbwwidget/

Static Electricity - Hair Standing on End

Visit www.sciencebob.com for more information. He has many videos posted on his site.

Alvin and the Chipmunks Christmas Song

Newer Version

The 3rd Grade Teachers at Thomas are performing this next week ... Looks like fun!

Older Cartoon Version

Guess the Covered Word Lessons

Uploaded on authorSTREAM by cheryl_dick

More Guess the Covered Words Lessons. Simply click the links below.

Caves
Sharks
Volcanoes
Bats
Rivers: Strong Verbs (upper grades)

Guess the Covered Word Directions:

• You can remove each covered piece simply by clicking the right arrow in the PowerPoint.
• Record student guesses for the first word.
• Uncover the onset (all the letters before the first vowel).
• Cross out words that do not have the same onset.
• Gather more words with that onset.
• Uncover the rest of the word.
• Repeat instructions above for each word.

Similes with Nonfiction Text -- Mini-Lesson

Uploaded on authorSTREAM by cheryl_dick

Text: Volcanoes: Nature's Incredible Fireworks by David Harrison

• Did you know that the author of the text used in this lesson is a local author from Springfield, Missouri? Check out David Harrison's work at this website: http://mowrites4kids.drury.edu/authors/harrison/
  

Dialogue Writing Mini-Lesson

Uploaded on authorSTREAM by cheryl_dick

Word Problem Solving Fun

Click on the eyes on the top, right-hand corner to make the book large enough to read.

Writing Mini-Lesson Ideas: Organization, Adding a Grabber

Uploaded on authorSTREAM by cheryl_dick

With M.A.P. approaching, many teachers are using a lot of prompt writing in their classrooms. I had the opportunity to present two mini-lessons to a class this week. One was on organization and the second was on stretching the graphic organizer into an interesting piece of writing (see PowerPoint).

Once I finished modeling my mini-lesson each day, the students continued working on their own writing pieces while the classroom teacher conferred with various students. They did not write to my prompt. It's important to BALANCE free writing with prompt writing.

The mini-lessons are posted for you to use if you'd like.

Writing Prompt Tutorial (Revised PowerPoint on 12/3)

Uploaded on authorSTREAM by cheryl_dick

Simply click the right arrow to view the tutorial. After the prompt appears, it will underline the four most important words in the prompt before proceeding to the next slide. Keep clicking ...

Join me after school on December 15 to look at Writing Prompts, Writer's Workshop and the Six Traits of Writing. This session will focus on writing aloud during mini-lessons and effectively conferring to encourage students to progress to the next level of writing. Please R.S.V.P. if you would like to attend.

Summarizing Lesson with Chewy Louie

Uploaded on authorSTREAM by cheryl_dick

December TOSA Tribune

Tosa Tribune Dec. 08

View SlideShare document or Upload your own.

Modeling Writing

Is your overhead projector gathering dust in your classroom? Even with SmartBoard technology, I still prefer modeling writing with an overhead projector (or document camera if you have one) for management purposes. It allows students to actually SEE how writing is written on paper ... margins, spacing, crossing letters, etc.

Consider placing the overhead on the floor and gathering students close to you. It's my favorite way to model a mini-lesson.

Power Teaching: Management (HOW TO)

You can download resources for FREE at this site if you would like to learn more about Power Teaching:

http://homepage.mac.com/chrisbiffle/Menu38.html

Make Learning Stick!

Uploaded on authorSTREAM by cheryl_dick
Primary Resources: Green Light Classrooms by Rich Allen and Differentiated Instruction in a Whole Group Setting by Betty Hollas

Begin with the End in Mind

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Help! My Entire Class has ADHD!

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Primary Resource: Different Brains, Different Learners by Eric Jensen

DESE ... Hot Off the Press!

Just released from DESE ...
November, 2008

Communication Arts Show Me Standards Interpretations
Check out the questions in this document! They can easily be used with almost any story.

http://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdf

Twisted Fairy Tales

Have you used the http://www.lookybook.com/ site? If you have a SmartBoard, these books should be large enough to read to your class. Several of Gail Gibbons' books are available if you're looking for nonfiction picture books. Thank you, Lori Elliott, for posting this information on your blog! Thank you, Heather Michel, for giving me the idea of embedding a book on my blog. :)

MANAGEMENT, MOVEMENT, MUSIC in Kindergarten

Figurative Language

Duke Ellington is an excellent resource for teaching figurative language. Check out some examples:

...his piano playing wasn't always as breezy as his stride
...Duke's fingers rode the piano keys
...compositions smoother than a hairdo sleeked with pomade
...was spicier than a pot of jambalaya
... was a musical stream that swelled over the airwaves.
...curling his notes like a kite tail in the wind
...a symphony hall so grand even the seats wore velvet




You can also use it when teaching beginning, middle and end in writing.

Instead of beginning the story with something like ... Duke Ellington was born in Washington, D.C. in 1899 and played jazz, the author wrote:

• You ever hear of the jazz-playin' man, the man with the cats who could swing with his band? He was born in 1899, in Washington, D.C. Born Edward Kennedy Ellington.
  

She ended the story with:

• Now you've heard of the jazz-playin' man. The man with the cats who could swing with his band. King of the Keys. Piano Prince. Edward Kennedy Ellington. The Duke.

Teaching Plot with Picture Books

Teaching plot to elementary or junior high students with picture books is fun and effective.

Plot:

• Exposition (introduction of characters, setting, problem)



• Rising Action



• Climax



• Falling Action



• Resolution

If you use your hand as a graph, it's a handy (pardon the pun) visual to reinforce and 'graph' plot.

Plot Gestures:

• Exposition: Introduces characters and problem.
  Have students cross arms in an X position in front of their faces and rest their chins on their X. Then, have them turn their heads sideways with their tongues hanging out.



• Rising Action: Have students squat and gradually rise while saying, “rising, rising, rising, rising ACTION,” in a silly voice.



• Climax: Have students place their arms above their head and say, “Climax.”



• Falling Action: While standing, students gradually lower to a squatting position while whispering, “Falling, falling, falling, falling action.”



• Resolution: While standing, have students rub their hands together like they’re wiping them clean and say, “Resolution.”
  
  
• For names of recommended picure books to align with specific skills, click here: http://cherylsclassroomtipsdi.blogspot.com/2009/02/whats-your-favorite-picture-book.html

Consider these picture books to teach plot as they're being considered for an award this year.

Third Annual NAESP Read Aloud Award

(National Association of Elementary School Principals)

This is your chance to help NAESP give its third annual Principal's Read Aloud Award to a deserving author. After reading nominated books pictured above, please go on-line and cast your vote: http://vovici.com/wsb.dll/s/4282g381b1

Bump UP Questioning

What's more important, the question or the answer?

• The question!

How can we encourage students to ask MORE questions?

• Consider 'planting' questions and having students try to find the mole. For those of you wondering how a mole plays into this, it's a spin on the reality television show, The Mole.
  

Write several questions on index cards; be sure to include higher-level thinking questions. Select a few students and meet with them privately before class. Their job is to memorize the question given and to ask it when you say, "Does anyone have any questions?"

The other students in the class know there are moles; their job is to try to figure out who they are. How many of you would have students pretending to be the mole? This, in itself, should boost questioning in your classroom, and it's fun!

Read more about this strategy in Betty Hollas' book, Differentiating Instruction in a Whole-Group Setting. It's called, "I Do Have a Question."

During Reading is the Most Important Part

Remember, whoever is doing the most work is doing the most learning. The best way to become a better reader is to read, read, read, read, read.

When teaching reading, how much time do your students actually spend reading? The answer should be about 20-25 minutes of a 45 minute lesson.

Structure of a Four-Blocks Guided Reading lesson:

• Before: Teach mini-lesson and set purpose for reading (about 10-15 minutes)


• During: Students read and teacher monitors (about 20-25 minutes)


• After: Wrap-up mini-lesson/Closure (about 10-15 minutes)

During reading is the key; what do students DO when they're finished with the selection? They simply read it again; rereading builds fluency.

If students read and summarized the first time, have them practice a different good reader strategy (connecting, questioning, inferring) the second time.

Partner reading is one of the BEST methods for the during component of a Guided Reading lesson when used effectively. Make sure the listener has a job (summarizer, questioner, connector). If you don't, it's simply ping-pong reading ... round robin reading times two.

If you partner a high reader with a medium reader and a medium reader with an emergent reader, it's very effective and differentiated. Never pair an advanced readiness reader with an emergent readiness reader, it's frustrating for both.

How much do students read before taking turns? A page is too much ... about three inches of text seems to work best. After the reader reads, the listener DOES something with the text (summarizes OR questions OR ...) before switching roles.

After 20 or so minutes of reading, instruct students to thank their partners for reading before having students return to their seats (or the carpet) for the after activity.

What do you do with students who don't finish the selection? They still had time to practice reading for at least twenty minutes, right? They'll catch up on the content of reading in the after discussion. Unless they're filling out a comprehension question paper, they may not need to finish the reading. Is the day's objective to FINISH the selection or to use the selection to learn a skill?

It's very important to have Self-Selected Reading EVERY day too. In Guided Reading, you TEACH skills. In Self-Selected Reading, students PRACTICE reading text on their independent reading level while the teacher confers individually with students. It's a win-win situation, and time will simply fly during your reading lessons.

Eric Jensen's Presentation

I would like to take a minute and thank our administrators for planning the professional development day on November 4. Not only did we have a top-notch International presenter, we had breakfast, lunch and an afternoon snack too! I really appreciate all the work that went into organizing and preparing for the day.

Many of you asked about ordering information for Eric Jensen's book, Tools for Engagement. It can be found at www.amazon.com.

Pete's Powerpoint Station/Content Games (FREE Resource)

When you have time, you will definitely want to check out this site. If you see clipart like the photo above, you can download it for FREE from Pete's Powerpoint Station. There are so many free resources posted here for ALL grade levels, I don't even know where to begin. Let me know what you think.

http://www.pppst.com/

Math:

• http://games.pppst.com/math.html

Language Arts:

• http://games.pppst.com/languagearts.html

Social Studies:

• http://games.pppst.com/socialstudies.html

Science:

• http://games.pppst.com/science.html

Graphic Organizers

If you need a graphic organizer, chances are you'll find it at this site for FREE:

• http://www.edhelper.com/teachers/graphic_organizers.htm

Check out the tools for reading, writing and thinking graphic organizers here:

• http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/Index.htm
  

Good Readers Evaluate

When you're teaching 'good reader' strategies, how do you teach students to evaluate books? Evaluations are personal opinions of the text. I've used "Booger Love" for years when teaching this strategy to teachers. Some of you will LOVE it ... and some will have different opinions. Regardless, prepare to be grossed out ... By the way, I happen to be one who loves it!

Booger Love

Written by: Brod Bagert

I love this little booger,

All shiny green and black.

You can hold it for a minute,

But I want my booger back.

It stays right where I put it,

It sure knows how to stick.

And if it gets too dry ...?

It just needs a little lick.

I can hold it on my finger,

I can flick it in the air,

I can stick it underneath a desk,

Or underneath a chair.

I can make a ball and roll it

Just to see which way it goes.

I love this booger anywhere ...

Except inside my nose.

What's your evaluation (opinion) of the poem? By the way, my book, Giant Children, is falling apart because it's been read so many times by children.

You can find this poem and many others in the book, Giant Children, written by Brod Bagert. His website is: http://www.brodbagert.com/

~Poem posted with author's permission