5 for Friday March 21 - Vote to Win a Freebie of Your Choice!

  Time to link up with Doodle Bugs Teaching for Five For Friday for a look back at our week.

This week we had parent teacher conferences.  I had mentioned in an earlier post about how I have my students lead the conferences and evaluate themselves.

On Monday I had them complete these "report cards" evaluating their own work habits.

They often write funny things on their papers, but this one really cracked me up!  I might have to buy him a tub of sour cream one day!

We also presented our animal reports this week.  They really did a great job!

This little one was even dressed to match her project -love the tights!

We played a game with the counselor this week using special balls that the students passed to each other and then answered the questions under their thumbs.  I have seen this idea before for math facts or comprehension questions - it was a good reminder for me.  I think I will be incorporating this activity into our test prep coming up the next two weeks.

I just absolutely LOVE this picture!  They were having so much fun!

Spring craziness and parent conferences always makes for a rough week - so we decided to indulge in a healthy snack during Daily 5 with a fruit tray.  The students loved it since they don't normally get to eat in class!

Last, but not least- our school is in the running for $10,000 to improve our playground which is in dire need of repairs.  Please take a moment to vote to help us win!  You can vote even if you aren't local, and you can vote once every 24 hours.  Voting ends Sunday!  It is really neck and neck and we would love your help and support!

As an extra incentive, I will give everyone who votes (and leaves a comment below) any item of your choice from my 

TpT store.

 Vote here!  Our school is Fernley Elementary :)

Enjoy your weekend!

Teaching Students - What Does Good Work Look Like? Thursday Throwdown

One thing that I have really struggled with is getting my students to edit their work and to edit the work of their peers.  They want to glance over it and tell me how wonderful it is.  Then they turn it in and the errors are basic and glaring!  Usually sentences started with lowercase words, horribly spelling, run-on sentences galore - you know what I am saying? Right?  Please tell me I am not the only one who has problems with students not able to improve their work.

Well, I may have found the solution!

I ran across this video awhile back, and decided to show it to my students to see what their reaction might be. They were amazed to see what a six year old was capable of as an artist.  I asked them, what things stood out to you?

Their thoughts:

                       "He made six drafts."
                       " He kept working until it got better and better."
                       "He persevered."
                       "His friends helped him to make it better."

My thoughts,
                    "If a first grader could do this couldn't fourth graders?"
                    "Could we translate this to our writing as well?"



 They were up to the challenge.  We decided to add some scientific pictures to our animal reports. Once they learned how to critique each other's drawings (and how to use that feedback to improve) we would use those skills to edit our writing.

Some of the students were clearly inspired by the video to research butterflies.

I was blown away by the amount of care that went into their drawings (some even pulled out their cell phones to match details).  Their feedback was amazing and clear too.  No one said, "It's great." and no one said. "That's awful."  Instead the feedback was clear and direct, "You need to angle this a little more, look at it carefully."  No one took offense to the suggestions (not even my most sensitive souls) - they all reacted by saying things like, "You're right, I'll go try that!"

And they did!

Here are a few other animals in progress:

Sugar gliders

Coyotes

Scorpions

Jaguars

We are still working on the drawings and reports, so I will share more as they progress.  I just wanted to share what happened so far in case it is something you would like to use with your students. 

 I am linking up with Erin at Loving Lit for her monthly Thursday Throw Down.  I get some of the best ideas and inspiration from these posts - I hope you do too!

How to Determine Student's Prior Knowledge

I found this info-graphic and I just had to share!  I love all of these ideas!  I already have used a few of these, but there are definitely a few new to me ideas that I am going to try out!


Find more education infographics on e-Learning Infographics

Assess Deeper With Multiple Choice Questions

 I recently got a new professional book that I am totally obsessed with!

The book, Beyond the Bubble, is about using multiple-choice tests to improve math instruction, but I have been taking it so much further, and I am glad that I have been.

This post contains affiliate links. I earn a small commission each time someone makes a purchase using one of my links, which helps to support the blog.  All opinions are my own and I only promote brands and products that I have used myself and truly love. 

  Recently I had my students read a passage about the Pony Express from Edhelper.  Then they answered multiple choice questions.  I sat down with each one and asked them to explain WHY they chose their answers.  The book focuses on the why of their answers.  I am so glad that I started doing this because of one particular student's work so far.  Normally, if a student answers questions correctly, I tend to move on thinking that the student "gets it".  But in the case with this student it couldn't have been farther from the truth.

I'm not sure if you can see the text clearly in the picture, if you can't click on it and it should make it bigger.  Anyway, the question she answered correctly was "How many years did the Pony Express run?"  Her answer was C. 18 months. The place in the passage that answers the question is circled in red and states that the Pony Express ran for a year and a half.  When I asked the student where she found the answer she pointed to the two years that were listed (circled in blue), 1840's and 1860.  She said because there were 18s in the years, she thought that meant 18 months.  She lucked into the correct answer without any understanding of what the question really was asking, or how to find it.  If I hadn't asked her directly, I never would have known.

How many times have you used formative assessment in your class only to find that the students who "got it" bomb the state tests?  I know for me it has happened way more often than I would like.  I feel like going deeper into the multiple choice is a great way to really see what they are thinking.  I have also started to give less questions, but asked them to explain in writing why they made their choice.  It has really helped me tease out their misconceptions.

Have you ever asked your students to explain their thinking when taking a multiple choice quiz?

What Are We Learning About? The Pony Express!

We live in Nevada and Nevada Day is on Halloween!  We now get the day off the Friday before, but we are still going to celebrate at school by having a Pony Express between our elementary school and another elementary school in town.  The students at each school are writing each other friendly letters which will be delivered via "Pony Express".  To get the students ready, I decided to have us learn a little bit more about the Pony Express.

To get the kiddos excited, and engaged we did a pre-activity where I had pictures in various spots around the room.  The students wrote down what they noticed and what they wondered about each picture.

 

Then we came back together to talk about what was written about each picture.

 

 

On one of the pictures someone had written, I wonder if there will be a fire.  That confused me a little, so he came up and showed me that there was a fire extinguisher in the picture.

See it?

It always amazes me the things they notice!

Then we wrote predictions about what we thought we were going to be learning about.

Some great guesses, and one of them hit the nail on the head.

 

 

Do you ever have your students guess your teaching topic ahead of time to build anticipation?  What other anticipation activities do you use?

 

Making Our Own Kaboom Games

I really want my students to start motivating themselves to study and learn.  I decided to have them make their own Kaboom Games as a way to do this.  They each told me what skill they wanted to work on (from spelling, to multiplication, to fractions) and they partnered up with another student with the same goal.  Each duo got twelve index cards.  I asked them to write Kaboom!  on two of the cards and to make flash cards for their particular challenge using the other ten.  They had a blast!  I will definitely be doing this again!

The Day The Crayons Quit Writing Prompt

A few weeks ago we read the most adorable book, The Day The Crayons Quit! The students (and I) LOVED it! It is about a pack of crayons who quit coloring, and they write letters to their owners explaining why they are on strike.

This post contains affiliate links. I earn a small commission each time someone makes a purchase using one of my links, which helps to support the blog.  All opinions are my own and I only promote brands and products that I have used myself and truly love.

We have been working on writing narratives (Common Core Standard W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.), so I thought it would be perfect for them to write a letter to themselves from their crayon's point of view.  They came out so good!  Here are a few of the letters:

Organizing Research Writing

When I worked on the Common Core Units and District Assessments, I had the opportunity to work with some AMAZING teachers from all around our district.  One of the teachers there shared this organizational system for research that she uses with her students during the research unit for 4th grade. In our district several grades have to write research papers, so it could work for many grades.  I remember using a similar system with note cards when I learned how to write a research paper in 7th grade.  I love the way that her system stores the note cards though!  I am sharing some quick pics I snapped with my iphone, but I will share more when I use this with my students this upcoming school year.

The blue strip at the bottom is construction paper stapled to the folder (which is legal size).

The fabulous teacher who shared this with us told us that she just has the secretary at her school order library card envelopes (240 = 8 per student X  30).  The other teachers and I mentioned that you could make the envelopes yourself with construction paper or cut envelopes.  I have seen these at the Dollar Tree as well.

Here is a close-up of a few of the cards out of the pockets.  I LOVE this idea and can't wait to use it with my kiddos! 

How do you teach research writing?