Friday, September 28, 2012

Spread the Sunshine!

I briefly mentioned Sunshine Notes before.  Now, here's some more!  (Do you like my rhyme? :p)

One of my fabulous grade-level teammates gave me this idea and the slips for it.  Big thanks to her!
This pic certainly wasn't taken on a Friday.  That thing is overflowing by Friday!
When I introduced Sunshine Notes, we talked about how they are a way to say thank you when someone has filled your bucket and a way to fill other's buckets.  We also talked about how specific things fill our buckets better than "you're nice" or "you're a good friend" and brainstormed some specific things.  For the most part, the kiddos are writing great, detailed notes.

Writing Sunshine Notes is one of their options when they finish work early.  We read some Friday afternoons and then just pass the rest out. The kids leave clutching their Sunshine notes like they are made of gold! It is such a great note to end the week on.   I'm keeping a close eye out for students who consistently aren't getting any, but so far no kiddo has gone more than one week without getting at least one.

I love how much classroom community this builds with such a small amount of class time used!

Wednesday, September 26, 2012

Writing Wednesday - Snapshots, Talkshots, and Thoughtshots

Since I love writing so much and feel like it is one of my strongest teaching areas, I'm going to try to regularly write about what we are doing in writing.  I already posted a bit about writing here.

In my district, we don't have a set writing curriculum.  It's a bit of a hodgepodge, do-what-you-want sort of thing.  Our Language Arts curriculum, Treasures, has writing in it.  A few years ago (before I was there), they did 6 Traits of Writing trainings.  I have the materials they got at the trainings.  We each have a teacher's edition and half a class set of Write Source.  Using any of these as the set curriculum  does not prepare students at the right time of year for the three district-wide writing assessments and certainly won't get our 4th graders ready for the state writing test in March.  

So we just do what we want, basically.

Right now, we are working on narratives.  Our first district assessment, which is mid-October (yikes, that's soon!), is fictional narratives, but we start with personal narratives and then move into fiction because it's easier for kiddos to put details in about something that has really happened.

Last week and the beginning of this week, we worked on Snapshots, Talkshots, and Thoughtshots.

For each one, my lesson went the same way:


1.  Read a published example from books most students know (Harry Potter and Rick Riordan books to the rescue!).  

2. Have a class discussion about how they felt as readers (they make you feel in the story) and what kind of information they got from the excerpt. 

3. Take notes.  I do my notes under the document camera, and they copy.  We have a special section in our writing notebooks for notes.



4.  I model from the story I'm working on with them.  I pick out a scene from my Backwards S (our picture mapping) and then do think-aloud writing on the document camera.  I make sure to talk a lot about how I don't remember every exact detail, but I make up reasonable details.  They just watch and listen. Some try to give me ideas.

5.  I tell the students that when they get back from lunch, they will do what I just did from one of their own Backwards Ss. I remind them they need to come in silently.  

6. We have lunch.  I write a reminder of instructions on the board.

7. They come back from lunch, and 99% of them silently get to work.  It is far and beyond the best transition time of my day!

8. When writing time is almost over or I see them getting antsy, they share their work with someone.  We do elbow partners, face partners, stand up - hand up - pair up, and back partners on different days to mix it up.

9. The next day, we start writing by reviewing the most important things about a Snapshot/Talkshot/Thoughtshot to make our mini-poster for our writing wall.  I laminated these before hand and used whiteboard makers, so I'll just be able to erase and use them next year!


We're starting to get good at writing for longer and longer!  Half an hour is my goal for them!

I'm hoping we get through our full personal narrative unit in the next two weeks.  I think for fictional narratives this year, we'll write spooky stories to read on Halloween!

How do you teach writing?  Do you have a curriculum?

Monday, September 24, 2012

Math Strings

What are Math Strings?
They're groups of mental math problems that build on each other in some way.

How I Do Them:

  • The kiddos sit "theater seating."  Everyone's chair faces foreword (which involves everyone moving their chair because of how my groups are set up) and they have nothing in their hands.
  • On chart paper, I write a problem.
  • When kiddos have an answer, they make a sign-language letter a, putting their thumb on their mouth (I don't know how to better describe it!)  This shows me they're ready and helps them to not blurt out the answer.
  • I call on one kiddo for the answer and write it down, not saying if it's correct or not.
  • I ask everyone if there are any other answers and write those down too.
  • I call on kiddos to explain how they got their answer and record on the chart paper what they did, putting their name next to it.
  • I have 3-5 kiddos give explanations.  The more difficult the problem, the more strategies I do.
  • If the strategy I'm trying to get them to doesn't come up, I bring it up as my strategy.
  • At the end, if I want them to know the name of a certain strategy, I tell them "what mathematicians call" the strategy some of them were using.  For example, "I want to teach you a new name for a mental math strategy.  Mathematician's call Kevin and Bryan's strategy compensation." (pointing to where I had written Kevin and Bryan's explanations earlier).
The blurred out parts are their names.  "M.F." means memorized fact.


Do you believe the kiddo who said 18 x 3 was a memorized fact?  No, me neither, but I still put it up!
At least no one said 48 x 3 was a memorized fact!


Although I knew about these last year, I only did it once or twice.  I'm doing them almost every day in math now and am getting FANTASTIC mathematical thinking from the kiddos!  

Bonus:  They LOVE it. The one day we didn't do it last week, they were asking why.  Every time I get their attention during math for a transition, they ask if it's mental math time.  I love the excitement!

Saturday, September 22, 2012

Birthdays!

Outside of school, I LOVE birthdays!  In my house growing up, you had a birthday month.  Birthdays were big.

In the classroom, they tend to stress me out.  I think it's because I want to do so many academic things each day with the kiddos that taking even a few minutes for birthdays stresses me.

But, because I love birthdays, we still do a bit.

First off, I'm linking up with Blog Hoppin' for their Birthday Display Link Up.


Here is my display this year:
I love how all the different fonts look together.  I also adore the cupcake border that I inherited with my room.  I cut one strip up to go above each month.

I had originally planned to do the whole pictures of students holding up their birthdays for each month (I've seen it so many places, I don't know where to give credit!). But ... I didn't do it the first week because there were kiddos absent each day ...  the second week, I kept getting told I was getting new students in two or three days, so I waited ... and then it was Back to School Night, and I needed birthdays up, so I just wrote names and dates.  I'm sure some of you deal with that each year and still manage pictures, but it is very much not normal at my school!

 Each month's spot is big enough for a 4x6 picture, so I'm hoping to do that next year.

Our Little Tiny Celebrations:

  • I write Happy Birthday, ________! on the board, and it stays up all day.
  • They get a "birthday balloon pencil." My two kiddos who have had birthdays so far have been so excited with them!
I pick a pencil I think the kiddo will like from the literally hundreds of pencils in my prize box.
  • We have a wellness policy that says no food for birthdays (yes, you read that correctly, not no unhealthy food for birthdays, NO food for birthdays).  If a kiddo wants to bring something, I have them pass it out as the bell rings at the end of the day.
  • I usually have the class sing Happy Birthday, but I just realized we haven't for the two birthdays so far this year!  Opps!  One thing I learned from my wonderful cooperating teacher when I was student teaching was to ask the birthday kiddo if they wanted "cha-cha-chas" or not.  If they say no, no one is allowed to make those sounds at the pauses.  Most kiddos say yes, though, so the class goes crazy cha-cha-chaing at each pause!
  • I also do "un-birthdays" for summer birthday kids on their half-birthday (or as close as we can get ... end of June's birthdays have their half birthdays during Holiday Break).  I will teach the kiddos part of the Alice in Wonderland Unbirthday song for us to sing (if I get on that singing thing again this year) and they will get an "unbirthday balloon pencil."





How do you celebrate birthdays?

Tuesday, September 18, 2012

Behavior Management

Natalie and Rachelle at What The Teacher Wants are hosting a behavior management linky.  I am so excited to link up because What the Teacher Wants was the first blog I started reading.  It is what introduced me to the wonderful world of teacher blogging! 



Last year, I felt like behavior management was my weakest link.

This year, I've put lots in place to make sure that doesn't happen again!

First, foremost, and number one is my clip chart:
Do you see the black clips?  Those two kiddos have already gotten to  Excellent Effort six times, so they got to take their old clip (now covered in six stickers) home and now have a black clip.  Next time, it will be a blue clip!  They are working toward the elusive glitter clip.  I know I got the colored clip idea from someone, but I'm not sure who. Let me know if it was you!

I didn't do a clip chart last year because I thought 4th graders were too old for it.  WRONG!  They love it, and it makes such a great impact.  The third day of school was first time I had a kiddo clip down.  Later that day, I told him he could clip up.  "Even though I clipped down before?" he asked.  "Yes!  You are making better choices now.  You're showing me you're ready to learn," I responded.  He happily clipped up and we had quite a while before our next issue (which is quite a feat with this kiddo).

I also have a class raffle, so sometimes I hand out raffle tickets.  I like to do this when kiddos are going above and beyond in some way, when a kiddo is already on Excellent Effort, but deserves another clip up, and with my math class (a partially different group of kiddos, so I don't have clips for everyone).  We pull raffle tickets any day that we are ready to go home before the bell rings.  It's a great way to make our afternoon routine go smoothly.


I am also going to start a class paper chain, but I haven't yet.  We don't seem to need it yet.  The paper chain will start at the ceiling and they will get a link when the whole class deserves a reward.  When it reaches the floor, we'll have a little celebration.

What do you use for behavior management?  Link up with Natalie and Rachelle to share!

Sunday, September 16, 2012

Tell Me Something Good

I'm linking up with Rowdy in First Grade for her Tell Me Something Good Linky.  What a great reminder to focus on the positives, both at school and at home!




At School:
Well, just about everything about this class!  Their behavior is fantastic and when it starts to slip, I remind them that they can do better, and they do!  I think part of this is just the group of kiddos, part of it is better management on my part, and part of it is the classroom community we're building.  We have read and talked about being a Bucket Filler and have "Sunshine Notes" they can write to each other that we read on Fridays.  We're really starting to work as a team!

At Home:
I am making time for myself to read.  I stop working at least 20 minutes before bed and spend that time reading a book or magazine that is in no way, shape, or form school related.  Even this small amount of me-time is so much more than I did last year!

What's going good for you? 
 Link up with Rowdy in First Grade to share with us all!

Saturday, September 15, 2012

Big Smiles and Writing Workshop


Big Smiles:

Even though I am exhausted at the end of the day, almost every day in our three weeks of school have had so many more great moments than bad.  I am having a fantastic year so far!  Great group of kiddos, and I know so much more about what I'm doing this second time around.  It feels great, and I can honestly say this year that I am LOVING being a teacher and am looking forward to work each day.  I am so happy!


Ok, so on to one of those great things going on in my classroom this year:  Writing Workshop


Now, I LOVE writing.  I was a creative writing major.  I was the kid with a notebook full of stories from the time I could write.  And this year's group (at least many) seem to be on that page with me.  Writing Workshop was the last part of our normal routine that I got going.  By Back to School Night, we had only done two days of writing and still about a third of my class wrote that it was their favorite part of 4th grade in their note to their parents.  My kind of kids!

I've been taught how to teach writing to kids by multiple people who have read and/or been trained in Lucy Calkins, so if you're familiar with her writing instruction, I bet you'll see pieces of it in mine!

We stared off making lists of important people, places, and events.  Lots and lots of lists.

Then we talked about Seed Stories and Watermelon Stories.  This lesson went FABULOUS!  They seemed to really get it, even my space-cadet kiddos!  I started by group brainstorming a description of a watermelon.  Then, I told them we were going to focus on two parts of it - that watermelons are big and have seeds (both of which were on our list).  I modeled the beginning of a boring watermelon story (it was about 2 minutes and we didn't even get to Disneyland in the story).  At this point, about eight kids were practically jumping up and down because they got it before I even talked about seeds.  So, I had one of them explain seed stories.  We wrote in our notes just a few things about seed stories and then worked together to find a few seed stories out of our watermelon ideas.  Last, students used the worksheet below to find the seeds in their watermelon ideas.  They wrote the watermelon idea on the rind and then seed ideas in each seed.  It worked great!  They "wrote" for 22 minutes that day - blowing our last stamina record out of the water.  I love that it validated their watermelon ideas and helped them realize they could write about so many different parts of their trip or memories.  I had to make extra copies because they want to keep finding seeds!
Font: Oh {Photo} Shoot by Kevin and Amanda
Watermelon: Coloring page from About.com (© Sherri Osborn - familycrafts.about.com)
Click the picture to go to my google doc!


Now we've mapped out our stories using pictures and started writing descriptive "snapshots."  The kids can consistantly write for about 15 minutes now!

My only challenge with writing is that they are so worried about doing it "right" that a million hands go up as soon as they start practicing.  I'm really trying to get them to just write, but I'm having a hard time getting the idea across to them that if they are writing, it isn't wrong!  Do you have any tips for getting this idea across? 

Thursday, September 13, 2012

Heads Down and Planning Difficulties

A quick positive and struggle from yesterday:

On the positive side ...
My students' behavior started slipping yesterday.  I had the whole class put their heads down and talked about how I know how respectful and responsible they can be.  I talked for about a minute about all the great things they usually do to help us learn.  When they lifted their heads, they were great again for the rest of the day!

And a struggle:
I'm really trying to plan earlier this year so that I don't spend my whole weekend planning.  I posted earlier this week about my plan.  I've been ok about following it so far.  Then we had a grade level meeting today and I found out a BUNCH of changes for next week.  Like, to the point that I might throw away the plan pages I started and start over.  I'm really disappointed because I was ahead of things and it just turns out I wasted time making those plans.  I know it won't happen every week, but it's really discouraging during my first week of trying to get ahead!

How far ahead do you get in planning?  What do you do to deal with those changes?

Wednesday, September 12, 2012

Trying Out Daily 5

Daily 5 has been like a whisper on the wind for a few years now for me.  When I volunteered in a 2nd grade classroom during my undergrad, it was something the teacher down the hall did.  During my credential program, it was something some of my fellow teacher-candidates were experiencing in their placements.  Last year, it was something mentioned at every single district literacy meeting.  I started to get more familiar ... it was a way to do Universal Access.  Then, I started reading blogs and saw how so many of you used it.  Finally, last month, I went to a one day Daily 5/CAFE training/workshop and got the book.  

The training/workshop was super helpful.  It was for 4th-6th grade teachers in my district.  That meant we were all working on adapting it for slightly older than The Sisters teach and dealing with integrating it with the same curriculum.

A brief overview of my "Reading Workshop" last year:

  1. I went week by week with the curriculum, except for grammar because I just couldn't find a way to teach what a complete sentence was before I taught what a noun was.
  2. I used some activities from the curriculum, but also haphazardly tried to create hands on, fun activities that mostly confused students.
  3. Using the theme and strategy for the week, I found more difficult reading passages for my advanced kiddos.
  4. I typed out instructions for each station.
  5. I made students a checklist.
  6. I was exhausted and never actually planned what I would teach small group.
This process took basically an entire day each weekend.  

In the beginning of the year, the kids rotated through the stations, including small group.  Later on, I let them choose the order and just called groups back.  Kids were off task and my small group was tossed together last minute.  It wasn't very differentiated in anything but reading level difficulty.  


Reading was where I felt the worst last year.

Now I'm trying aspects of Daily 5 and so far it is fabulous! I'm still calling it Reading Workshop ... I like that better.  We are working up to doing Daily 4: Read to Self, Read to Someone, Word Work, and Work on Writing.

As most people I know and bloggers I follow do, I give students a bit more structure about what has to be completed than The Sisters do.

Read to Self: This is the one I'm keeping the most open - the kids read what they want and their only recording is the title and author.  I'm playing around with the idea of letting them take one AR test each week during this time, but I'm not sure yet.  Suggestions?

Read to Someone:  This is where I'm having them read stories from our curriculum, but I'm not necessarily going in order.  I'm picking what works best with the strategies I'm teaching and with our social studies and science curriculum.  I like that by using curriculum stories, both partners can have a copy of the same thing to read.  This is also where I'm having kids use graphic organizers based on strategies we're working on.  They will have something to turn in from this station each week.

Word Work:  This station has must-dos and may-dos for grammar/vocabulary.  The must-do so far has been pages from their workbook and the may-do is more hands on.  Again, they have things to turn in from this station.

Work on Writing:  I'm going to introduce this today!  Each week, they will have to write a reading response (a la Book Whisperer meets Notebook Connections).  Then, if they do more Work on Writing, they'll have lots of choices, such as another reading response, continuing what they're working on in writing workshop, writing a letter, writing another story, writing something persuasive ... you get the idea!

I made a recording sheet, but it will look the same each week (I already have the next two weeks photocopied!).  On Mondays, the students and I will fill in the must-dos on their checklists and they'll keep track of their progress during the week by marking when they do what and recording what they read.  The kids are getting a bit confused by all my Must-Do/May-Do categories (because each Daily has them plus some Dailies are must-dos and some are may-dos), so I'm thinking I need to tweak this.
 Click HERE for the google doc!

I also have this pocket chart up with must-dos and may-dos for the kids to reference.  Work on Writing isn't up yet since it isn't a workshop choice yet.  We're practicing whole class this week!  I'm not sure how I'll fit it on there ... going to have to get creative!
I posted these before, but click HERE if you didn't get them the first time!
Another genius idea from Clutter Free Classroom:  Use whiteboard markers on pocket charts!


I'm really enjoying taking the time to set up the procedures and practice stamina, but I am also feeling panicky about not having taught a lot yet during reading.  It's also really hard to keep whole class lessons to 10 minutes, but I'm getting better.

This year vs. last year:

Planning takes less time than last year.

The kids are more on task than last year.

There's less busy work than last year.

There's fewer papers for me to grade than last year.

Yep, I'm loving it!

Monday, September 10, 2012

One Class, Many Cultures - Freebie!

I've mentioned this project/bulletin board a few times, and now that this year's group has done it, presented it, and I've (almost) finished reading their reports, I'm going to tell you more about it!

We tweaked it this year, and I'm so happy with the results!  We tied it into our social studies curriculum by telling the kiddos (and putting it on the instructions sheet for the parents) that we will learn throughout the year how California is made up of immigrants and migrants from many places, so their first task as 4th grade social studies learners is to find out how their family got here and learn about the country/ies their families came from.  This tie-in wasn't as specific last year, and I'm really excited to be able to reference this project throughout the year!

Here are the parts:
  1. Report - we give very detailed instructions about what should be in the report.  I modeled for students that if their family has come from many different places, they could start with something like "My family came from many countries, such as ___, ___, and ___.  I am going to focus on my ____, who came from _____."  So that the kiddos with many countries didn't feel overwhelmed.  Most of my students' parents moved here after they got married in another country, though, so they just had one country to write about.
  2. Presentation - The students presented on their family history, one interesting fact they learned, and showed their Mini-Me.
  3. Mini-Me - I give them each one of these cute little popsicle sticks.  Last year, I let them choose from the boy or girl ones ... which left me with about 25 girl sticks and 8 boy sticks.  One of my fabulous teammates suggested breaking off the skirts.  Yay for not having to buy more!  I broke off the skirts for all of the boys before handing them out and, then had any girls who wanted the skirts taken off raise their hands, and I quickly did theirs.
Click HERE to get them on Amazon
... so much cheaper than they were at the teacher supply store!

Most of the kiddos did fantastic on the presentation, though there were some who just read their report (totally not following directions)!  I did have to have a few re-write their reports for handwriting/neatness issues and a few whose parents clearly helped a bit too much, but overall the reports came out great (especially for the beginning of the year). 

This is such a great project because the kiddos love it, it gives me a great baseline of their writing (and how much their parents help) and presentation skills, and we get to know about each other better!  I'm working on planning some activities for them to compare and contrast their history or country with others.  We're definitely going to do a Venn diagram.  You could also do a lot of things with graphing and data as far as how many kiddos are from where (just look at all my kiddos whose families came from China!).  


It also makes a wonderful board that can be left up all year long!
I didn't do great at planning os the kids were spaced out.
 I'm thinking about putting some flags in the blank areas.



Now for the freebies!  
(Click on pictures to go to google docs!)
**Note: These documents are a collaboration between my grade level team and myself**

My bulletin board letters:
Assignment Instructions:




Sunday, September 9, 2012

Designating Task Days

I'm loving Clutter Free Classroom's new daily posts, especially Teacher Time Saver Tuesday.  I am working slightly less this year than last, and I feel more relaxed, but I still greatly envy those teachers I know who don't work all weekend long.

This past Tuesday was possibly the most brilliant and "duh" time saving tip possible:
Designate Task Days
Take a look at Clutter Free Classroom's post here.

Basically, figure out what you do every week and plan when you will do it.

So, here is my plan.  I'm going to try my hardest to stick to it starting tomorrow.

Monday:
Before school: Copy things for today and put everything else I need for the week in for copy helpers.
Prep:  Laminate and cut anything I need for this week
After School: Hang student work and/or do something off of my still to be done for my classroom list.

Tuesday:
Before School: Plan Social Studies or Science for next week
After School: Check off homework/classwork (ungraded things), week-specific things
Aide Time:  Grade and enter spelling test from last week, file student work

Wednesday:
Before School: Plan Math for next week
After School: Check off homework/classwork (ungraded things)

Thursday:

Before School: Plan Reading for next week
After School: Check off homework/classwork (ungraded things), week-specific things

Friday:
Before School: Plan Writing for next week
Prep: Update bulletin boards
After School: Check off homework/classwork (ungraded things)

Weekend:
Grade and enter (except spelling tests)
Make any worksheets/activities that I didn't make during planning times

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Although this doesn't leave my weekends totally free, it leaves them much freer than they have been in the past.  I really feel like this plan is do-able, except maybe when I have meetings with parents before school, which happens about once per month.

Thanks for the tip, Clutter Free Classroom!

Friday, September 7, 2012

Back to School Night

Is there anything that can make a four day week feel longer than Back to School Night?

Last night was the night.  For the second year in a row, I was sick.  As in, I'm only going to school today because it's Back to School Night sick.  And around noon, I lost my voice.  My voice is almost completely back now.  It just took a vacation for the time I had to talk at all of the parents.

Enough of my pity party.

Last year, our back to school night was a full month after school started.  This year, it was two weeks.  It was a very different dynamic.  It also meant making my room perfect way sooner!!!

I wanted to share with you (and document for myself) some things that went well and some things I'll do differently next time.

Went Well:

  • Having a power point, but not just reading from it.  I love that this year I know enough of what's going on to not just read from them.  One parent told me this morning that it was the best Back to School night she'd been to for just this reason.
    • Side note:  I HATE just talking at the parents the whole time.  It feels so strange to hear my own voice for 40 minutes straight!
  • Giving handouts of the powerpoint.  Made it less of a big deal that I didn't get through all of the slides (see below). Also, parents aren't frantically writing.
  • Having lots of student work and class made charts on the walls. Most of the parents didn't even try to talk to me before because they were so engrossed with the room!
  • Having two copies of everything on my kiddo with divorced parents' desk.  I thought they were going to hug me they were so happy to each have their own copy!


Change:

  • Have someone else proofread my power point and handouts.  I found two mistakes during the presentation (embarrassing!)
  • Open my door a few minutes earlier so that everyone is in, signed in, and ready to go right when it starts
  • Time myself better.  I still had about 7 slides to go when it ended!
  • Tell parents that they have to write a letter back to their child.  The kiddos all had letters on their desks to their parents, and there were some sad faces from the kiddos whose parents didn't write back this morning.

Major TGIF this week for me!  :)

Monday, September 3, 2012

Currently and Monday Made-It

Thank goodness for Labor Day weekend!  I got tons of work done and still took half a day completely off from anything school related (except, of course, blogs!).

As my kiddos excitedly pointed out to me on Friday, it is now September.  This is exciting for them because at the end of each month, any unused bathroom passes become raffle tickets.  With only eight days of school in August ... let's just say we have a very full raffle bin!



So, first up .... Currently!

Thanks Farley for hosting!

First off, I have to say that I LOVE this month's currently template.  I am all about bright colors right now.  Let's hope that lasts since my classroom is covered in them! :)

I absolutely adore my class this year!  With the exception of two (aren't there always), they are so well behaved and so excited about what we're doing!  I have quite a few space cadets (Student #1: "Is this social studies or math?" (holding up a worksheet full of addition problems).  Student #2: "Uhhh ... I think we did that one during social studies." No. We didn't. We did it during math).  I prefer space cadets to naughty kiddos, though.

Favorite Things:
1.  I got a Kindle this summer.  I am reading so much more now.  I used to read constantly.  Then college happened.  I was a Literature/Creative Writing major, and I stopped reading for fun.  Being able to instantly get new books on my Kindle is making me love reading again!
2.  Last year's plan binder was plain white (that is, except for the stains on it...).  This year's binder is pretty and that makes me happy every time I take it out!

3.  No, I don't have a new couch.  I just didn't appreciate it all summer like I do at the end of a day of teaching.  So it makes the list!




And now ... Monday Made It! (with freebies for you)


Daily 5 Board
So, I'm not quite done making these, but I created, printed, cut, laminated, and cut.  All that's left to do is arrange them in the pocket chart!  I'm going to post more later about how I am adapting Daily 5 to fit my classroom, but basically I'm doing Daily 4, calling it Reading Workshop, and giving some must-do and some may-do activities for each choice. Here are the labels for you!


Noun Sort
My first Word Work activity!  Students will sort the sentence cards into the four categories, then record the nouns on a recording sheet.  Lots of laminating and cutting here! Here are the sentences and recording sheet for you!
The sorting page.
Their recording sheet doesn't have the "not nouns" category,
 but there will be cards that go in there!


Card baggie is stapled to the back of the sorting chart.
Each set of cards is also a different color.
Crossing my fingers for no supplies lost!
They sort by the underlined words.


Writing Wall Name Tags
Lots of typing, printing, coloring in the parts where my printer was running out of ink, laminating, and cutting.  I think they are going to look great next to the black backgrounds for their writing!


California Regions Fact File
Most of the first chapter of our social studies textbook is on the four regions of California.  The textbook takes three lessons to do this and each lesson talks about all four regions.  By the end of it, I even have details about the regions mixed up!  This year, as we read those lessons, the kiddos are going to organize the info by region.  Here is the document, if you want to use it!  They need to be printed double sided and then folded into a booklet.  Note:  There is one page that I am doing some old fashioned copy-pasting, so it's blank now!  You can put your own map of California there!  Font from Kevin and Amanda!

The page on the right will have a map.





That's all for now!  Have a wonderful week!

Saturday, September 1, 2012

Math Workshop



First full week of school complete!  I wasn't sure I or the kiddos were going to make it those last couple of hours, but we did. 





We're starting to get into full academic swing now.  As I mentioned in my Monday Made It post, I'm trying out Math Workshop this year.

I'm really excited and nervous about it.  We switch classes for math, but we don't have the same kiddos all year.  We've divided the curriculum into six parts.  The first we do with out homeroom kids at the beginning of the year, the second we do with a leveled group.  Then, we each take one of the remaining four parts and teach it four times, once to each leveled group.  It works out to having each group for just over a month.  One group I'll have twice (first and last rotation).  I love getting to really focus in on one part of the curriculum so that I can develop awesome lessons, but the rotating kids makes establishing routines difficult.

I decided to spend time this week really getting down math workshop with my homeroom kiddos while still getting through what I need to in order to be ready for our first rotation.  Since I'll have some of them in each math group, I hope that their knowledge of my routines will help others learn them faster.

We did two full rounds of math workshop this week, one on Monday/Tuesday and one on Wednesday/Thursday.  Each day, students did two rotations.  On the first day of the round, I did a short whole class lesson first and on the second day, I gave a short quiz at the end.   Friday was the test for the topic.

My plan is to continue with that basic schedule, except when we do investigations or longer problems that take a whole math class.

What I'm Loving:
  • Meeting with every kiddo in a small group.  I don't think there was any point last year that I had such a good idea of where individual students are as I do now.
  • Quote from a (somewhat difficult) kiddo on day two: "Are we doing math workshop again today?"  Me: "Yes we are."  Kiddo: "Yes!" (complete with celebratory arm gesture)
  • I'm actually fitting in automaticity practice.
  • The quick quizzes have shown me holes in their understanding and knowledge that can be so easy to correct once I know they're there.  On the first quiz almost everyone missed "What is the value of the underlined digit?" questions.  The next day, I taught them what the question asked.  They almost all got it right the next time!


Challenges:
  • Math took almost an hour and a half every day this week.  Once we start rotating, I get an hour.
  • I haven't found time to correct their At-Your-Seat work.  I'm worried their practicing incorrectly and that they don't feel accountable for it.
  • Of course there are those trouble makers who aren't actually working when they aren't at my small group.
  • I want to spend more small group time with my struggling kiddos, but since it is a rotation, if I don't keep the time of each one equal, they aren't all getting to do everything.  Maybe I need to make it more workshop-like. Hmmm...
  • This week, our pacing was one lesson per day, so I did two lessons per rotation.  Next week, we're doing two or three lessons per day.  I'm not sure how to fit all of that in!


Even though my challenge list has more items than the things I'm loving list, the ones on the things I'm loving list are so important to me and make me feel like I am doing the best for the kiddos.  All of the challenges are things I can play around with to try to work out.

How do you structure your math time? Have you figured out how to deal with any of my challenges?