Christmas Freebies

I know the last week before Christmas vacation can be a bit of a scramble, so I have scoured out a few great freebies to help with your planning!

I will be printing out this Trim the Fractions freebie for a few of my higher kids who have advanced to reducing fractions in Accelerated Math while the rest of the class is working on division.

Here is a fun writing prompt that could be used in January as well - If I Was In A Snowglobe Writing Prompt

My Sweet Story is a great way to review adjectives!

If you are trying to teach your kiddos about the true meaning of Christmas, you might want the check out this Kind Kids pack.

Enjoy your week!

Fictional Narrative Writing - Do Over!

Our district has common assessments that our students take approximately every 6 weeks.  Normally they take them during computers, but because last week Monday was a holiday (our usual computer day) we had to take them the old fashioned pencil and paper way.  I figured it would be an easy thing to plug into my sub plans while I took the GRE.  Tests are often my go to for sub days - keeps the kiddos somewhat quiet for the sub.

Anyway, when I got back the next day, along with a 2 page note from the sub (they had a rough day, I'm not going to lie), was a stack of assessments with written responses that looked like this:

and this:

So, I had two choices, 

1.  I could cry about the sub note

2. I could re-teach them how to write a fictional narrative

I chose the second option.  Because this was completely impromptu and unplanned ignore my messy rushed handwriting!

We talked about the steps for writing when answering a written response.  

1. Read the prompt - What is it asking you?  (The prompt was - "Describe the day you woke up as a fish.") So, we decided this was asking us to write a fictional narrative.  

2. Brainstorm and organize your thoughts.

I asked the students, what do fictional stories have? Story elements!  We created quick graphic organizers listing the text elements: characters, setting, problem, solution, beginning, middle, end, feelings, action, dialogue.  We brainstormed what could go under each.  I sent the students back to work on their own brainstorm.

3. Write.  Once everyone was close to being finished with their brainstorming, I showed them how I might begin my own story.

They went back to work, and here are some of their revisions with some before and after as well.  I was so proud I *ALMOST* forgot about the sub note!

Before

After page 1

                                            After page 2 WoW!

I also have a student who needs a bit more support and normally doesn't take the tests with the class, but I had her draw a picture to help her brainstorm.  Here is her writing sample:

Have you ever done a do-over?  

Origami - Learning So Much More Than Paper Folding

Have you ever used origami in your classroom?  I have been amazed at the lessons my students have learned!  So much more than just paper folding!

This year, we have been blessed to have a mom of one of my students come in to teach origami.  If it were not for her, my class would not be learning origami because I am definitely not blessed with the talent of being able to intricately fold paper.

She and I have both joked about how we could "justify" the origami lessons - the students are learning about symmetry, angles, following directions, etc.  But, truthfully, the students and I have learned some important life lessons.

I have always been blessed to be "book smart".  School was easy to me and I have easily scored in the top 10% of just about every standardized test I have ever taken.  However, back in high school when I took the ASVAB, I scored at least two standard deviations below the lowest possible score on the spatial reasoning section ( well, not seriously, but I was definitely in the bottom ten percent).  Origami lessons are the time when I REALLY identify with my struggling learners! I have to have the directions repeated OVER and OVER again.  Often another student has to take my project to re-do the errant folds I have made.  They love being able to teach the teacher.

But, I am not the only one with this experience.  Most of my higher students have learned that they also struggle.  But... just like me they persevere!  They try it again and again until they get it.

My struggling learners have also learned what it feels like to be GOOD at something!  Many of these students are naturals at hands on learning.  Some of them don't even need to hear the directions, they just know how to do it!

The origami lessons have even inspired my students to become teachers!  A few of my boys have been reading the Origami Yoda series and taught us all how to make Origami Yodas!

And... even though I struggled and needed after school tutoring - I FINALLY made my own spinners!

 Updated: Since this post was originally written a few years ago, I obviously no longer have this parent coming into my classroom.  Luckily for me, and for you, I just found these amazing videos that teach kids how to make origami animals. You can find them at Art for Kids Hub. They also have lots of other great art projects as well! I can't wait to try them with my students this year!

Conference Ideas And Resources

We had our last conferences for the school year last week, but I am just getting around to posting about them.  Is it just me or is that week before Spring Break the LOOOONGEST week ever???  Today was our last day before break and boy do we all need a break right now!

Anyway... I just wanted to share a few things that I do during conferences.  If possible, I have the student run the conference.  I have them complete the sheets below which I found from Lesson Plan SOS.  This really helps them guide what they tell their parents and I have found the students to be VERY honest.  Their reflections usually match their grades closely, and light bulbs seem to go off in many of their heads about their work habits.

They are often tougher on themselves then I would be, but that is often a great teaching point in itself!

 

 

 



This conference I also asked them to write a short note to their parents telling them one thing that they are proud of this quarter and one thing that they are still working on.  It worked great for the conference but also as a mini-assessment.

 

 

I also found these forms from Ms. York's class that I think I might use next year.  I will use the ones above for the beginning of the year conference, and then the ones below for the end of year. 

Do you have your students write self-reflections for conferences?  Do you have any other tips for having successful conferences?

Testing Craziness

My poor kiddos have been subject to a crazy amount of tests in the past two weeks.  Last week we had MAPS testing as well as our common assessment pre-tests.  Our district has common assessments that we use before and after teaching a unit.  Our upcoming unit is on fractions. 

I don't know about you, but sometimes I get the craziest of answers from my kiddos!  Here are a few of the highlights:

I have no idea where this student got the idea of ice cream from the given question, but she sure knows how to write her own problem when she doesn't know the answer!

Food was a common theme - as they all wanted to add food to the number line problem.  This student was into pizza.

This kiddo decided, when in doubt, just copy the question - that has to be worth at least 1/2 a point right? LOL!

At least I figured out where the pizza came from!

I am usually really good at figuring out what to do with student errors and misconceptions, but in this case I am almost at a loss.  I know this is just a pre-test, but almost all of my students didn't even read the problem (or couldn't understand what it was asking).

Any suggestions for reading test questions and following directions?

Can We Get A Class Pet? Freebie!

If you have been reading my blog for a bit, you might already know that my kiddos have a way of "hijacking" my lessons as I like to call it. I already told you about the time one of them brought in a tomato hornworm, but that wasn't the only time.  We will be in the middle of something I had planned when one of them will go on a tangent and the next thing I know we are in a learning frenzy.  I am learning to love their spontaneous lessons as I let go more and more to their student centered learning.

A few weeks before Christmas break it happened again.  We were in the middle of our morning meeting and I don't remember what happened right before (if anything) a student raised his hand (YEAH - Following rule #2 Raise your hand for permission to speak - yes I am a WBT addict).  Anyway, he asks, "Mrs. Malloy, could we get a class pet?"

And the lesson was on!

Could we get a class pet? Could we? What do we have to do? Let's write down all of our questions.



Who would we have to ask/convince? Mrs. Malloy and our principal.

How much would it cost? How could we pay for it? Off to the computers to research pet costs and pet grants. "We could apply for a grant Mrs. Malloy!!!!"



What type of pet should we get? More research, and maybe we should take a vote!


Asking and answering questions while reading Non-fiction texts is the common core standard we were focused on - and I think my formative assessment would say they got it!


Then we were off to write persuasive letters to both Mrs. Malloy and our principal. We also wrote about our pet with a research project.  We made a budget and applied for a grant (which we received!).  Fun, fun learning with a real world purpose! Loved it!

So... I decided to create a unit based on what we did over the holiday break and this is what I came up with:



 

Can We Get A Class Pet? A Lesson in Persuasive Writing and Research

If you are thinking about getting a pet for your classroom, you will also want to check out this great blog:

Critters in the Classroom

Download the preview for a freebie!  And, I am giving away this unit to a few of my followers! Be one of the first three commenters with you email address and I will send it your way!

Hopefully the pics are ok in this post- Blogger is being a problem today :(   

The Daily 5 Book Study Chapter 5 - My Notes

I am participating in the book study at  We Read, We Blog, We Teach.

Chapter 5 Read to Someone and Listen to Reading

According to the Sisters, and mountains of research, "reading with someone helps students read independently and grow as readers".

This is the part of Daily 5 that seemed to be the most difficult when I was a student teacher.  It seemed like the students who picked partner reading would often make this choice in order to goof off with a friend.

  I did find this post by Beth Newingham (one of my teaching idols) about Buddy Reading.  She suggests assigning partners and having them  read on their own, and then partner up to ask and answer each other thick questions.  I think this will help with accountability.

For time constraints, I am also hoping to implement buddy reading with a lower level class.  Since I am new to this school and district I haven't planned it yet, but I am friends with one of the first grade teachers, so I am hoping it will work for her as well.

I am planning on using this Read to Someone Coaching Sheet to help the students remember how to coach each other.

According to research, students benefit from listening to fluent readers, either in the form of teacher read alouds, volunteers, or books on tape, CD, or mp3 players. Despite the evidence, it seems that many teachers of older students (third and up) might forgo due to time constraints.

I myself have been tempted not to include this portion, but I realize how important it is especially for struggling readers who may not be able to access grade level texts.

I plan on having the students listen to chapters from the science and social studies text to help incorporate those subjects and to save time.

What are your plans for reading to someone and listening to reading?

The Daily 5 Book Study - Chapter 4 - My Notes

I am participating in the book study at  We Read, We Blog, We Teach.

Chapter 4 Read to Self 

"Having children read to themselves is the first step in Daily Five and is the foundation for creating independent readers and writers" (pg. 46).

When I was in elementary school, I always felt like there was never enough time for me to do what I really wanted to do, which was of course read to my self.  That is one thing that I really love about the Daily 5 is the opportunity that the students have to read books of their own choice - how motivating!

Then this is where I really have questions - the Sisters advocate teaching three ways to read a book - is this necessary for older kids who are reading chapter books?  Any thoughts from teachers who have been there done that?

The Sisters advocate working with your students to develop an I-chart that tells them what they should be doing as readers during read to self.

After a few minutes of modeling, the students practice for 3 minutes, debrief, and try again.  Each day students work to increase their stamina.

The Daily 5 Chapter 1 - An Intoduction Book Study (My Notes)

When I did my student teaching, my lead teacher was just starting to implement Daily 5 and the CAFE, so my experience with it was very much learning along with her as she read and discovered.  It was really nice to have someone to talk to and bounce ideas off of as I was reading myself.  That is why I jumped at the opportunity to participate in the summer book study at  We Read, We Blog, We Teach.

The book study is a bit of a necessity for me because the district I am moving to REQUIRES that all teachers use Daily 5 - CAFE is optional, but highly suggested.  Since I have been teaching 7th grade math, I have had to dig out the big anyway to refresh myself.

The first thing I noticed when I pulled this book off of my shelf (besides the dust - shhhh!) were multi-colored tabs that I had placed in specific spots.  I can't remember what the color coding meant at the time, but if I remember I will let you know. I like the tabs though, because I can remember where things are - (I believe the orange stickies were for anchor charts to make.  I have been getting lots of inspirational ideas from Pinterest that I will share as I make them.

So.... onto Chapter 1: (Quotes from the books are in green - my takeaways are in red)

The book opened with a Regie Routman quote 

 "The typical teacher has children doing a lot of "stuff".  How is what I am having children do creating readers and writers?" 

This is really important for me to focus on and keep in sight.  Because I am moving from middle school down to elementary a big part of me is caught up in the "cuteness" factor of elementary.  I really need to keep in mind that although I may cutesy things up, my main focus must be on instruction and creating readers and writers.

P. 11 Has a chart that outlines the research base behind Daily 5 which is extensive.

The reason why the district I am moving to has adopted Daily 5 is because of the strong research base behind it.  I really love the headings on top of each of the components and am thinking about a way to share with my students to provide them with a "Real World" purpose for each of the elements.

I guess I am just a figure girl today, because I was also drawn to figure 1-4 on p.14 which outlines the Daily 5 Literacy Block.

During student teaching I felt like the area that could be most improved was our focus lessons -they seemed to lack, well focus to be honest with you.  I like the idea of focusing each mini-lesson on the topics listed.  For example, the first focus lesson of the day would be a comprehension lesson, the second would be a reading strategy, the third would be word work, the fourth would be writing, and the fifth and last would be a sharing author's sharing where we review the skills and strategies we worked on that day.

I am feeling a bit more confident after just re-reading the 1st chapter, and am excited to continue this journey. 





If you would also like to participate, the information is below:

Please check out the summer book study! 

(It is not too late to start)

http://www.wereadweblogweteach.com/

There is a calendar available to keep you on track at the blog: