Award Season!! (book edition)

It's my favorite season- award season!  I spent my Sunday evening grooving with the Grammys.  It was not school related at all.  But today...

The American Library Association released it's list of award winners!  These books are going to be sporting some brand-spanking-new jewelry as part of their cover art.

You've probably heard of these books before, but (not) surprisingly, I haven't read a single one yet!  Have you?  I better get reading!

The big winners are:

Caldecott Medal:

"Locomotive"

Written & Illustrated by Brian Floca

John Newbery Medal:

"Flora  & Ulysses: The Illuminated Adventures

by Kate DiCamillo

For a complete list of winners, make your way over {here to the ALA website}.

I was also pretty stoked that one of my favorite authors (not for 4th graders, but for me personally), Markus Zusak, won the Margaret A. Edwards Award for an author's "significant and lasting contribution to young adult literature".  Mr. Zusak is the author of The Book Thief and I am the Messenger.  If you haven't seen "The Book Thief " movie that was out this winter, you should!  I absolutely adored it.  Keep some tissues nearby though, because it tugs at the heartstrings.

So...do you agree with the choices?  Are there any books you would like to have seen on the list?

Happy Teaching!

In the News and a freebie

Happy Saturday! 

Congratulations, you made it to the weekend.

I haven't done an In the News post in awhile, although I've tagged a bunch of articles I thought were interesting and they are starting to pile up.  I sorted through and tried to get rid of a few that were awhile ago now, but there's still quite a few things I enjoyed or found interesting that I wanted to post.

If you don't want to read the news and just want the freebie, it's at the end.  I don't judge.

Here's what I've collected:

In The News

First, from the White House:

"There's nothing more important to this nation's future than investing in our young people."  I think all teachers agree, otherwise we wouldn't take on this job and responsibility.  I like what they're saying, but I think we need to be careful of putting years (in 2020, we want the US will be the leader in college graduation rates) on our "goals" because it sounds a little like NCLB.  I get why they do that...but it's still a lot of pressure.  So....we'll see what comes of this.  The testing is up and the pressure is on...still.

{How Common Core Became Education's Biggest Bogeyman}

First, is that how you spell bogeyman?  Because I would have spelled it boogeyman.  All around interesting read.

{Screen Time Study Finds Education Drop Off}

Not all "educational" technology is really educating.  Is there an age where the educational value lowers? (and similarly, check out Kids and Screens below)

{University of Michigan Student Sells Ad Space on Grad Cap to Pay College Debt}

I mean, this is a little awesome, right??

{In the Age of School Shootings, Lock Down is the New Fire Drill}

Kids practice lock downs as much as any other drill now.  Sad...but true.

{Makerspaces in the Classroom}

From Make magazine: project based curriculum in the classroom.

{Some College Athletes Play Like Adults, Read Like 5th Graders}

This is kind of disturbing.

{Roald Dahl Wanted His Magical Matilda to Keep Books Alive}

I mean, who doesn't love a Roald Dahl book?

{Kids and Screens}

A nice collection (in the first paragraph) of articles about kids and screen time.  Food for thought.

{10 Facts About Americans and Public Libraries}

Printed books still rule.  Mothers love libraries.  The public’s highest priorities for libraries center on kids and literacy.

{Bookless Public Library Opens in Texas}

This is where my worlds collide.  I'm a huge fan of books- like actual books.  I don't have a problem reading a book on a tablet, but I love actual books.  I also love technology.  I love this, but a tiny part of me also hates it.  But mostly I think I love it.


Hey!  Thanks for hanging with me as I shared all the news nerdiness I've been reading lately.  I hope there was something there that got you thinking, was motivating, thought provoking, or just plain interesting to hear about.

Here's my freebie for sticking with me (or for passing the news and scrolling down).  I use Marzano's 4 point scale for rating student's understanding and l-o-v-e it.  I do a quick check with my students and we review each level and then I have them show me with their fingers how comfortable they are feeling with a concept.  We also log our number in our math or reading data collection folders.  I use it when we start a concept, a few times in the middle, and then at the end before (or after) we assess.

Don't mind those uber attractive holes in the wall.

If you follow me, then you know that I love the research and info to back up what I'm doing.  If you want the quick guide to this 4 point scale, check out this {easy to read PDF} for a fast read about how it works.  If you want to read any of a number of books by Robert Marzano, then you can check him out on Amazon {here}.


Reasons I like using this scale:

1. Students tell me how they feel about something and they have to actually think about how much they know.

2. I can gauge class confidence in about 5 seconds.

3. Sometimes my data shows that a kid gets something, but they don't feel comfortable with it, which means I need to do something to change that feeling or help them along.

4. Student ownership in a concept.

Click your way over to TpT and {download these posters for free}.

And just a reminder, make it easy on yourself and set up a Bloglovin' or Feedly account to follow all the blogs you love.  My buttons are over on the right, so be sure to follow and get updates from all your favorites!

            

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What will your students remember about you?

This article has been wandering aimlessly around Facebook, and I just really appreciated the point it was making.  We get wrapped up in the busy-ness (business?) of our job as educators (as well as our actual lives!) and it's good to take a moment and remember what it's all about.

{What Students Remember Most About Teachers}

Our school has an 8th grade brunch at the end of the year where the 8th graders share stories from their past 8+ years (we are a pre-k through 8th school) at the school.  As their former elementary teachers, we don't get to go since we have our own classes at that time, but I often hear about the stories shared.  I'll be honest, while they are wildly amusing, they aren't necessarily my best teaching moments and there are times when I'm thinking, "that's what you remembered...and shared...after four years?!?"  Demonstrating the crocodile dance and teaching the Cupid Shuffle weren't exactly in the curriculum, but my students did get to know me a little more... and we had fun.  And in the end, students learn more if they feel connected to their teacher.  I'm pretty sure there's a study or two out there that proves that.  

Live in the moment.  Teach your heart out.  ...and don't forget to BE.  

I may have posted this before, and I bet I'll post it again, because it's probably the quote I think of the most in my professional life. 

Keep up the great work, fellow teachers!  It is worth it.

Happy Teaching!

Guided Math: What centers look like in my classroom

This is my last Guided Math post and then I'll leave it alone for awhile.  I'm walking through each center I have out right now, so this post is a bit lengthy with lots of pictures (promise?), a few links to products or freebies along the way...plus a lot of my activities don't take money and use minimal supplies, so they are easy to get together!

If you missed my four part Guided Math posts, you can start {here with part 1}, {part 2}, and {part 3}.

Let me start with.... I structure Guided Math and Guided Reading time extremely differently.  There's a lot of student choice in both, but reading is much more timed and structured in my classroom.  The biggest difference is that I time them very differently.

Here's a peek at what my students have been working on while I've been busy meeting with groups.  We've been practicing like crazy, because I give my students a lot of choice during center time.  A really mature group can handle it very well, a more challenging group takes a lot of practice, and with some classes, this approach just won't be as effective...

I let my students choose what they want to do during centers.  I don't do assigned rotations.

I know!  I let go of a lot of control during center time!

The idea behind not doing rotations was that students finish their centers at different rates, and if I have them in assigned rotations, some may finish "early" and then not know what to do and start messing around or being off task.  In Reading, if a student finishes reading early, they know to go back and read it again.  I'm not going to tell a student in Math to go back and start the problems over again.  So instead, they check into a center of their choice, and if/when they finish that center, they move to another.  Some centers take longer than others.

This frees me up in a couple ways.  First, it doesn't mean that I have to have their rotation up and ready for them to see.  I know that sounds silly, but there are so many weekly boards to change that I get behind super easily.  I started assigning them as student jobs, because they don't have enough to do already either....  Of course, I still plan who I'm seeing each day and what we are doing.

Second, if we are working on something that a lot of students are understanding, but some are not, I can check their in class assignments as they finish and tell them to go check into a center.  They can choose what they want to go do for the day, and it gives me plenty of time to check in with each student as they finish, plus the few that are really struggling will be left and I can have them all meet with me while we work through it together.  Even as I'm typing that, I'm not sure if it makes sense.  I wish I had a video to show.

This approach will not work in every classroom.  You have to do what works best for you and for your students.  Make it your own!

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 When my students check in to their center, they have 60 seconds to get the center out and begin.  There are three centers they must complete each week:

 The "Must Do" centers in my math class are:
1. Fact Buddies: practice multiplication and/or division facts with a friend.  I also allow students to get on XtraMath as a replacement for this center to practice facts.

2. Number of the Week from Kristi Conwell from Learning's a Hoot:  {get it FREE here}  I use the blank page at the end of the file and then I made a bunch of numbers that I keep in an envelope.  Students draw a number and complete the page once a week.  I have a first semester envelope and second semester envelope so that the numbers get bigger as the year goes on.

3. Krista Wallden's Boggle Math:  I love this!  {get it here for $4} I copied each board on bright yellow paper and laminated them.  One board is out each week and a bunch of copies of the board for students to work on.  Students know where I keep the boards, so they grab the next one on Mondays.

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If students have completed their Must Do's (time management!!), they can get out a Teacher's Choice activity.  These are the centers I rotate out every 6-8 weeks.  Here's what we have out right now:

 My Teachers' Choice Centers are:
1. 2x2 and 2x3+ Multiplication Dice Game: This is pretty simple.  Students set up a blank multiplication problem (standard algorithm or matrix; I let them choose which they are most comfortable with).  Roll the dice, students place the number where they want- not letting their partner see where they put it.  Keep rolling and placing numbers until your problem is ready.  Solve.  Whoever got the larger (or smallest- they play both ways) product gets a point.

2. Factors and Multiples Game:  I actually got this from this {online game} that we LOVED.   My teacher brain kicked in full time with "How can this be a center?" and I grabbed a bunch of hundreds charts and put them in my Smart Pals and suddenly I had a whole center activity ready.  First student picks a number between 1-50 and colors it in.  Their partner then has to pick a number that is either a factor or a multiple of that number.  Keep going like that until your partner can't choose a number (that number is prime!).  

3. Spoons Number Form Game: Students play spoons using numbers forms.  I use the Advanced Level because it has numbers in the hundred thousands and millions.  {get it here for $1.50}

4. Finally, {SuccessMaker}.  My school has a subscription to Pearson's SuccessMaker.  I have some students that I require to be on SuccessMaker at least once each day for Math.  Those students have an assigned time.  During centers, anyone can go back and get on it.  It is an awesome program that works at each students' individual math level and takes them from there.  This is our second year with it, and I love the data it gives me.

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 Finally (thanks for sticking around...), here's what we are doing during whole group instruction:

I always teach the upcoming center during our whole group instruction or small group time.  I give practice during that time as well so that I know that students are playing correctly and know what to do.  Modeling and teaching each game is super important before giving students full reign of the activity.  Leftovers will become our next center when we finish our division unit.  If I have another division game, I will replace two of our current Teacher's Choice centers.  You can get the {Leftovers game here} for $2.


I keep all my centers in drawers for students to go back and grab when it is time.  They cannot do math centers at any other time of the day.

Whew!  

Finally, if you want to read up on best practices and Guided Math instruction, there are a ton of great books.  Links are below.  Here are a few:

 Guided Math; Guided Math in Action; Math Work Stations; Number Talks; Math Misconceptions; 

and Math Sense.

Have one to add to the list?  Leave a comment and let me know!

            

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Guided Math: How do centers work?

It's a windy little Saturday on a four day weekend (yesterday we had a work day, and we have Monday off), so I'm working on a bunch of fun projects at home.  While the four day weekend is nice, these four day weeks are hard on our classroom routine.  

Before I get started, I'm currently working on a professional teaching portfolio.  I probably should have been keeping up on this every year that I've been teaching, because now it's a rather large project.  Any ideas?  I had one from student teaching, but that was nine years ago, and I don't think it's relevant at all anymore.  Do you have one?  Did you take it when you interviewed?  Did anyone actually look at it?  What was in it?  Thanks!!!  

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

I'm back with another riveting segment about Guided Math instruction (this is part three of a four part Guided Math post session, so check my two previous posts to get all caught up!).  Brought to you by the letter C for Centers.

I just started Guided Math in my own classroom last year.  I attended a conference last fall for Guided Math, and then traveled to Chicago last summer for a train-the-trainer Guided Math institute (that was a quick review for those of you who have read my last couple posts).  I loved all of it.  I found that the biggest adjustment for me was finding enough lessons and activities to keep students working hard.  Centers can be a little tricky, because you do need to keep rotating them throughout the year.  I find Guided Reading centers and Daily 5 much easier to implement and prepare.  

I want the easiest, quickest, and most effective way to implement math centers in my classroom.  Don't we all?  There are other things I want to do with my time away from school, even if it is just cozying up on the sofa with tea and a movie.  

What the heck are we supposed to do with the rest of the class while we are focused and teaching our 5-6 students in their small group?  How do we keep the rest of the class focused?  How do we keep them on task?  How do we get them to buy into this approach and look forward to this time?  That's what I'm tackling today.  As always, your ideas are welcome!  Let me know what you're doing in your classroom.

Your centers should be review activities that reinforce concepts that have already been taught in your classroom.  None of your center activities should be over a concept you are currently teaching.  You may, however, have students complete an assignment over what you just taught before they can check into their center.  After they turn it in, they can start their center activity for the day. 

Students should be engaged in activities while you are working.  You don't want them coming up and asking you questions and interrupting your precious 10-15 minutes with your small group.  If they are working on something you are currently teaching, they may be unsure and want to ask a question for clarification.  Likewise, they may also do the entire activity incorrectly for a few days before you realize they've been doing it all wrong.  By that time, they've developed an unhealthy habit that will be harder to break.

I don't mean for that to sound mean.  I'm not walking around ignoring students all day long.  When you are first introducing your Guided Math time to students, it is important to be very consistent about the "Do Not Interrupt" rule.  If I'm meeting with a small group of students and another student walks up and asks a question, I keep teaching or working with my group and do not respond.  It feels weird.  It might take a few times, but finally that student will realize that you were serious about not answering questions during small group time.  If you continue to answer their questions, no matter how big or small (ie: May I use the restroom?), you have taught your class that it is ok to come up and interrupt.  

To use the restroom, my students go over by the door and raise their hand.  When I see them, I wave for them to use the restroom.  This way, they are not interrupting my group and we can communicate without words.  Generally speaking, my center time is an ok time for them to take a restroom break.  However, if it is a student that is trying to avoid checking into a center, I will shake my head for them to return to what they were doing.  

My math gurus wear necklaces (leis or mardi gras beads) so that students know who they can ask if they have a question.  If neither of my math gurus can answer the question, and students cannot continue the center without the answer, then that center closes for the day.  I will address the issue after center time so that it's taken care of for later.  Since all of my students are "trained" to be gurus, it is pretty easy for them to figure out where something is if it is missing from the center drawer.

Here's the kicker.  6-8 weeks.  Don't stress yourself out making task cards every week for center time.  I have one or two center activities for each concept I teach throughout the year, and those will trade out as we work through our curriculum.  I don't necessarily use the same activity or game every year, but there are a few of my stand by favorites that I grab.  You want activities that will keep students engaged that entire time, and that can be tricky.  I try to find one activity or game that they can play that is just slightly different each time.  More on that later.

If you keep a center around for awhile, students will know just what to do when they get it out.  It will reinforce whatever concept you have chosen to have out for that time period so that students get really comfortable with the topic.  

For me personally, I don't use task cards for centers because if I leave those out for 6 weeks, students will have already completed all twenty cards in the first week.  Plus, it takes a ton of time to get those prepped for one time use per year.  I'm all about maximizing their time learning and minimizing my time preparing.  It takes a lot of planning to prep all your small groups, let alone center activities.  

My next post will show just what activities I have set in my classroom right now and how I implement this time with my students.  Check back Monday!

            

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Guided Math: Struggling Learners

Soooo...

I said "tomorrow" I would post something about struggling learners, and that was on Sunday.  And well, today's not Monday.  It's actually Thursday.  You can have your students do the math, but I'm pretty confident I'm three days late.  So let's get right to it.

The great thing about Guided Math is that you get special time with those students that just aren't getting it, plus those that are light years ahead of what you know are teaching.  But today, we're focusing on your struggling students.  Maybe them just don't have a "math brain" or they just need a little extra time to catch a concept and really understand.  With a little extra support, you can help get them to stretch their math knowledge a little further.

These students are probably not the ones raising their hands and jumping into the conversation.  They might be slow to start, easily distracted, or just really good at looking busy.  They have developed great coping skills to cover for their lack of understanding in math.

To start, meet with these students in a really small group.  Any "guided" small group time is recommended for around 5-6 students, but with my struggling learners, I try to stick to no more than 3-4.  That can be really tricky if you have a lot, so you may need to have a few struggling groups.  This is their time.  You are giving them the opportunity to ask questions and take a risk without the pressure of the entire class being part of it.

I've read about small groups being same ability and mixed ability and information backing up both sides of the argument.  When I group to meet with students, I typically stick with same ability so that we can work on what they really need.  Then when we do whole class activities or projects, I try to mix abilities.  That way I can get the best of both worlds and can really focus on the task at hand in my small groups.  It's really important for teachers to know their class and figure out the best way to manage their groups.

Of course, small groups don't make students magically "get it".  There's a lot of hard work happening during this short period of time.  {My last post} focused on leaning in when teaching, and leaning out when students are working or responding.  This is extra important with your struggling learners.  I have found that with these students, I tend to lean in to help and then stay there.  Usually I'm anticipating that they will need more help so I'm hovering close by.  Now I'm tweaking my technique- lean in and prompt and lean back out.  Don't stick around for them to ask another question.  Instead, wait to see how far your prompt will take them.

Your struggling learners are (usually) trying really hard, and still struggling.  As teachers, we need to be careful how we are praising our students.  We should be praising the effort and not the correct answers.  I try to remember this throughout the day, especially during whole group instruction.

Try asking step by step questions instead of just looking for an answer.  "Who can tell us how they started this problem?" might be easier for a struggling student to answer than "What answer did you get?".

Sometimes, I like to give my students a difficult problem and give them time to solve.  When I ask for someone to tell me how they solved it, they all stare at me.  No one is willing to try and risk getting it wrong.  Then I ask: "Who wants to take a wild guess?"

I like to say "wild guess" because it gives a sense of safety in the answer because I'm not just looking for the correct answer.  It only takes one student to break the ice and now you can follow up with "Did anyone try to solve it a different way?".

This gives me the opportunity to follow it up with something like, "Yes!  That's a great guess.  What made you think that?"  or "Ooohhhh, I didn't even think of that!  That's why we share our ideas out loud!"  Then, after each guess I can help guide their thinking.

It doesn't hurt to have your teaching tricks and tools tucked up your sleeve or somewhere nearby.  We all have special ways to help students grasp a math concept.


My next post- who knows when, maybe tomorrow, or in four days- I'll be sharing about what the rest of the class should be doing while you're with you're with your guided group, and those lovely center activities that keep them actively learning...

            

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