tag:blogger.com,1999:blog-7527304588762069402024-03-19T10:21:25.613-07:00Red Hill ResourcesAnonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.comBlogger17125tag:blogger.com,1999:blog-752730458876206940.post-26038041601935706642017-08-12T08:24:00.002-07:002017-08-12T08:26:42.137-07:00Number Talks - The First Lesson<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: "arial";"><span style="font-size: 14.6667px; white-space: pre-wrap;">Below you will find a quick write up of how I introduce number talks to my students. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Number Talks - Day 1 </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Goal/objective: Students will understand the basic routine and brainstorm ways to respond to each other. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Step 1 - Choose 2-3 sets of Number Talk problems to use throughout this lesson. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I always begin with whole numbers (or dot pictures in PK and K) that are fairly easy for my kids (so that they meet success quickly) and then I ramp up the level of difficulty over the first 3-5 days (depending on the group of kids). You really have to gauge it based on your students. Every class, as you well know if you have been teaching for 2 or more years, can be vastly different in how they think and interact with each other from others (even at the same grade level). If you have the Sherry Parrish book you will see that she divides it up by grade level. In grade 3-5 the first lessons she has look really simple but, for kids who have not had number talks before, are a great place to start. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Last year I used this number talk string on the first day in grade 3:</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b><i>Step 1 - Optional - Video </i></b></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">You could choose to show your students a video of a number talk that is similar to what you will be doing before you begin. Then you could have your students reflect on what they see the other students doing and how they are interacting with each other. Some videos can be found in the Number Talks book by Sherry Parrish or on <a href="https://www.teachingchannel.org/search?utf8=%E2%9C%93&q=number+talks">teachingchannel.org</a>.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Lesson</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">1. I introduce the following before putting up the first problem (I only put up one problem at a time).</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Number Talks are a set of problems that we will solve mentally and share out so that we can learn different strategies and ways of thinking from each other.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJFMYop3E2sERFGqRwzaFqrzJ7dtIwIUd1j4jJBpfD-GzHk_wOvdhg-hWTB39WKiq0s4MDZPA8mtdkxS8DXLyadaeOHXq8_hLOS_jbpaKfJWVYznAp3FfAvHvgIx1kL_bk6AFZFdqwXsgF/s1600/hand+signals.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="350" data-original-width="263" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJFMYop3E2sERFGqRwzaFqrzJ7dtIwIUd1j4jJBpfD-GzHk_wOvdhg-hWTB39WKiq0s4MDZPA8mtdkxS8DXLyadaeOHXq8_hLOS_jbpaKfJWVYznAp3FfAvHvgIx1kL_bk6AFZFdqwXsgF/s320/hand+signals.jpg" width="240" /></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">There are many different ways to solve a problem.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I will write up one problem at a time and we will think quietly about how we would solve it and the solution. When they know they have a way to solve it they should give me a “thumbs up” on their chest. I explain that we don’t put our thumb in the air because it might block the view of others or distract them while they are thinking. I will be able to see when they put their thumbs up on their chest. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Explain that we will share out more than one solution and that if someone share something that they also thought they can use the “me too” hand signal. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">2. I write the first problem for all students to see. I remind them to give me a thumbs up on their chest when they have a solution (not to raise their hands because it is distracting to students who are thinking). When I have lots of students showing me the “thumbs up” signal I ask a student to share how they solved the problem. Then I share out the discussion statements. I explain that we will use these statements to help them learn to communicate and discuss in a kind way. The statements I then share are these:</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I agree with (insert student name) because…</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I disagree with (insert student name) because…</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I did not understand (insert name or what you didn’t understand). Could you explain it again?</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(insert name) how did you decide to…</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">3. Next I tell students that I’m going to write the next problem on the board and that they might be able to use something we learned from the first problem to help them solve this problem. Again I wait for students to give me that “thumbs up” signal on their chest. I remind that them they should use the discussion statements to help them to respond to each others thinking. I elicit several ways to solve the problems from the students and record the thinking. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">4. I continue reinforcing the “thumbs up signal” and discussion strategies the first day with the remainder of the first sting of problems. Then I tell them that we will do one more string that it a little harder but could utilize the same strategies that we have already shared. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">5. I ask students, at the end of the time, to share out some things they learned about solving problems today AND some things they learned about how we can discuss our thinking with each other (to reinforce what we have learned). </span></div>
Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-18710512216665444102017-08-11T05:24:00.003-07:002017-08-11T05:33:10.113-07:00Number Talks - Getting the Math Mathematical "Bang for your Buck" <span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Number Talks have been around for many years but are gaining momentum again with Jo Boaler's book, Mathematical Mindsets and her <a href="http://youcubed.org/">Youcubed.org</a> site and Facebook page. This wonderful math routine is an easy way to begin to change the culture of mathematics and thinking in any PK-8 classroom. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Many teachers, who have not yet experienced the power of regular number talks are beginning to search out ways to incorporate this routine into their classrooms. They are asking things like...."where do I begin?" and "how do I teach my kids to do number talks?".</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">In our county, Washington County, MD we purchased the original Sherry Parrish book, for every classroom teacher K-5 in our county. The book comes with videos so you can see number talks in action. Through the use of the book we began using (just trying them out really to see what would happen) them in our classrooms. Personally I found that the most important thing is teaching children that this is a thinking conversation and that it is important for students to question each other about their thinking and reasoning (in a kind way) is vital to creating a great math mindset in your classroom. </span><br />
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<b><span style="color: blue;">What resources did I use to learn about Number Talks?</span></b></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzM5Q9wY7A5FMExDAPH8G32kJR5RiOc28_3M_jbUfWKjytA0cx47Za-GbaUayFduxmD4UDy66FUE2t7KtnakvNdGtyCovvp0e_9CDPAo7IiAeAVdjXi4vX6sg4_cz_J5jmkDKkwsB9Qu8U/s1600/whole.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><img border="0" data-original-height="251" data-original-width="201" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzM5Q9wY7A5FMExDAPH8G32kJR5RiOc28_3M_jbUfWKjytA0cx47Za-GbaUayFduxmD4UDy66FUE2t7KtnakvNdGtyCovvp0e_9CDPAo7IiAeAVdjXi4vX6sg4_cz_J5jmkDKkwsB9Qu8U/s200/whole.jpeg" width="160" /></span></a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Number Talks by Sherry Parrish was the very first exposure I had to Number Talks. It is comprehensive in introducing someone to this powerful routine. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><a href="https://www.teachingchannel.org/search?utf8=%E2%9C%93&q=number+talks">Teachingchannel.org</a> also has some good videos of Number Talks in action. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoqoaDkLIj4sF3c_zPhpfYPEQYVzapUxigrJQ66aG6eTDKQenPepPhfSQgKfptBgaJHUhwXXunkO1Q4hoSt9XMhx3Y_u0b6WrvDwJNrgZ00lYjdbG51dc7e49EBQ6-KDaVzMQw198648NA/s1600/frac.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><img border="0" data-original-height="250" data-original-width="202" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoqoaDkLIj4sF3c_zPhpfYPEQYVzapUxigrJQ66aG6eTDKQenPepPhfSQgKfptBgaJHUhwXXunkO1Q4hoSt9XMhx3Y_u0b6WrvDwJNrgZ00lYjdbG51dc7e49EBQ6-KDaVzMQw198648NA/s200/frac.jpeg" width="161" /></span></a><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">After the original Number Talk book had been out for several years, Sherry Parrish released the long awaited Fraction Number Talks book! I could hardly wait to get my hands on this text. We purchased, at the </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">school level, a copy for each teacher in grade 3-5 and begin dipping into the text last year. I hope to model more of these lessons this year in my new building! This book also has links to videos to help teachers get started.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">I also found the book Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3 by Jessica F. Shumway. This book is also a great resource but I still think that the Sherry Parrish books are much more comprehensive. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">I hope to be able to help you think about how you might "kick off" a year of Number Talks in your classroom here on this blog. I will tell you that once you start Number Talks and get them up and running, it becomes fairly simple to plan them. </span><br />
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<b><span style="color: blue; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Number Talks - A Mental Exercise</span></b><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">I want to first make sure to explain that number talks are meant as a mental math exercise with thinking being recorded in a place where all students can see it. This is sort of like a "shared reading" experience where the class class being able to "see the math thinking" is vital! I am a number talks PURIST in that I believe kids need to being doing their thinking mentally and not on dry erase boards or paper. We share the thinking they do in their heads on a common recording - chart paper, dry erase board, under the document camera, etc.... I really like capturing our thinking from day to do so we can refer back to it. One year I had a reacher who used a composition book to do the class recordings and projected it under the document camera. That way, each day they could "flip back" to thinking from prior days if they needed to. It was also a great way to capture student thinking to reflect on as a teacher. </span><br />
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<b><span style="color: blue; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Number Talk - Location, Location, Location</span></b><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Location, I believe, is important when setting up number talks. I think kids need a "change of venue" for this routine. Brain research says that you can active the brain by moving. I like, even with big kids, to get them out of their seats and move them to a different location. For me, ideally, it is a common carpet area. This might dictate how you and your students record their thinking. If you are on your carpet you may not be able to view your boards and will need a dry erase easel or chart paper in the area to capture their thinking. </span><br />
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<b><span style="color: blue; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Initial Number Talks Lesson Timing</span></b><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Keep in mind that number talks are a routine that should be completed in a session of 10-15 minutes each time you do them. I will tell you that when I am introducing them the first 3-5 lessons take longer than normal because I am teaching my students routines and setting the stage for great discussions. I am upfront with my kids and tell them that once we get up and running we will only do these for 10-15 mins. I have never had a class that did not LOVE number talks once we got them going but because of this the kids tend to want to spend a lot more than 10 minutes with them. I often have to set a timer because it is easy for me to let these great conversations go and then miss out on the other great thinking activities we need to be doing in the rest of our math block. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">In the Parrish book she has "sets" or strings of problems listed by strategy. Keep in mind that these problems can be solved with many different strategies even if they are listed as one particular strategy. But, if you use them for a while, you will see why she crafts the strings of the problems the way she does to build that particular strategy. Once I am up and running I use one or two (depending on how fast they solve) strings of problems per day. Here is a sample string I use early on in grade 5 if I am hoping to highlight the "friendly number" strategy:</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">19 + 2 This first string is very accessible to all students in that they can make 20 and </span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">19 + 5 </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">then </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">add on the remaining amount. After we solve this string (and they do </span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">19 + 8 </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">quickly) I amp </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">up the level.</span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">19 + 12</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">99 + 5 Here is a place I might go if they did well with the first set (in the same day).</span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">99 + 15</span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">99 + 26</span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">99 + 51</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">In the first several lessons I set the stage for a year of number talks by facilitating lessons that help them learn these things:</span><br />
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">the purpose of number talks.</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">how we grow our minds through thinking and discussing.</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">how we "kindly" talk (student to student) and question our thinking.</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">how we can utitlize the strategies we have learned to solve problems in multiple different ways.</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">how they can share their thinking even if they haven't figured out the final answer in their head.</span></li>
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<b><span style="color: blue; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Stay tuned for initial lesson specifics in the coming days! </span></b></div>
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Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-42877780060718703912017-05-28T18:03:00.004-07:002017-05-28T18:03:48.438-07:00The LONG Summer of...reading, relaxing, and rejuvenating!Two and one half school days remain for our WCPS students this year (and a mere 4 for teachers)! This will be the longest summer of my 21 years of teaching as our state has declared that no one can start school until the day after labor day. We have, in the last few years started school as early as August 17. In addition, we only had 1 (yes 1) snow day! So, our last day is JUNE 1 and our kids won't return to school until September 5....that is a full 3 months off! <div>
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So, this summer I have a HUGE pile of professional books, children's and young adult literature, and for fun books that I want to read. In addition I look forward to spending time with my boys, husband, and our parents both on some short trips and here at home! </div>
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This summer I'm going to try to return to the blogging world. I'm going to commit to try to chronicle my reading. I had a teaching friend, retired, who wrote down every book she ever read in a journal (many journals). Each year she would, on the first day of school, ask each of her students their birthdate and tell them the book she was reading on the day they were born....how cool is that!!!! I always wished I had done that. But, at least I can start chronicling them here whether anyone reads this or not! </div>
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So, here goes..... After reading OUT OF MY MIND I instantly became a Sharon M. Draper fan! This is absolutely one of my favorite books and a great read aloud. So, when I found that she wrote STELLA BY STARLIGHT I knew I couldn't pass up this book! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5V1SRqh8HfhEmDHFeT8bkzMIUAG5MSNJF74BNov9UCvtJx45dvz4_Xuf01vNoHNAGmw4dw9BggiCYGxxUfDH5GVeDMsQjUvKzWUPtFwAdVF_FOBy0R20bvnM511iIBXffWsadHuknW_P7/s1600/51ICzAaldML._SX328_BO1%252C204%252C203%252C200_.jpg" imageanchor="1"><img border="0" data-original-height="499" data-original-width="330" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5V1SRqh8HfhEmDHFeT8bkzMIUAG5MSNJF74BNov9UCvtJx45dvz4_Xuf01vNoHNAGmw4dw9BggiCYGxxUfDH5GVeDMsQjUvKzWUPtFwAdVF_FOBy0R20bvnM511iIBXffWsadHuknW_P7/s320/51ICzAaldML._SX328_BO1%252C204%252C203%252C200_.jpg" width="211" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyDIb6j5x4Emn3m_93I_BicTjmmXzxPAlaB6aNQyl4BnlIWwlS1awRw1Ut9H5F3N4NxsNlY0lCHdUV63ALl90kM_H1Vpck1ySi5li6DCqQAXrgUsTJ6mWu73oo0sM4x0pmX98dYs4e7oXV/s1600/355932.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="850" data-original-width="597" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyDIb6j5x4Emn3m_93I_BicTjmmXzxPAlaB6aNQyl4BnlIWwlS1awRw1Ut9H5F3N4NxsNlY0lCHdUV63ALl90kM_H1Vpck1ySi5li6DCqQAXrgUsTJ6mWu73oo0sM4x0pmX98dYs4e7oXV/s320/355932.jpg" width="224" /></a></div>
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The book on the left is the original cover....it was the one that drew me into the story. The cover to the right is the one I purchased because was hardback and on sale at the Scholastic Fair BOGO for $7.99. I am not in love with the newer cover ... it doesn't give you a window to the story and I think the girl looks nothing like a child of 1932 but, none the less, the price was right! </div>
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This is the story of a child, from a small, segregated North Carolina town, who comes upon the Klu Klux Klan late one night. The reader, gets to experience, through Stella's eyes, what it feels like to be black in the south in the 1930's. In addition to the historical context, Stella is also a struggling writer. She likes to write but sometimes struggles to get her thoughts on paper the way she wants. Stella's writings (and her mistakes and corrections) are scattered throughout the story. </div>
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This book is steeped in history and culture and written with fabulous diction. I couldn't help but underline passages that would make for lively book group discussions! Add this book to your list for a read aloud (grades 3-6) or for books clubs (grades 4-6). This book is a F&P level V book. </div>
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Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-69242656605498976332016-06-05T18:56:00.000-07:002016-06-05T18:56:08.339-07:00What are you reading this summer?Summer is almost here (2.5 student days left in our school system)!! Teachers are dreaming of lazy days without alarms clocks and bells along with a little sand, surf, and sun. Like many teachers I have a pile of "for fun" books that have been calling my name for months! But...in addition to those fun books I also have a pile of books that I've been saving to my professional reading wishlist all year. <br />
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At the end of the school year I always treat myself to some professional books (as well as fun book) that I strive to read during the summer to prepare for the next school year. I would love to hear about what you are reading as well! Be sure to comment with your summer reading books.<br />
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Here my summer 2016 professional reads:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirvmQmaTADPwLIyuyO7pHxH8jaMQuawNHje0j4qekAFObXgvmWO0pzR-nd95UgNBfDjGjmcQ07kJchmqUdmqI9MPHKNONNGVYlGae-_MIa0bouBcoxCkZzU0TcYClcbiuTUFe2tfvcgeMn/s1600/1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirvmQmaTADPwLIyuyO7pHxH8jaMQuawNHje0j4qekAFObXgvmWO0pzR-nd95UgNBfDjGjmcQ07kJchmqUdmqI9MPHKNONNGVYlGae-_MIa0bouBcoxCkZzU0TcYClcbiuTUFe2tfvcgeMn/s200/1.jpg" width="133" /></a></div>
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Kids Deserve It! Pushing Boundaries and Challenging Conventional Thinking <span style="font-weight: normal;">by Todd Nesloney and Adam Welcome</span></h4>
<span style="font-weight: normal;">I got hooked into this book through Twitter and the #TLAP (Teach Like a Pirate) group. I'm excited to see what these authors have to inspire me. This book was just released last week and after everyone started tweeting great quotes I couldn't help but purchase the Kindle version. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFchqyeguBEGs-B0l0uBBi3qCkiZbj-Hlk5B4ZJI7iTaPnfsl8tPRWvpcllsLjVmjG1wS9Lu3UHoi0IPrvkLT3RYeyw6P7WrQdhXVo3_mCLwqwMTs2cLbq7EXicYpZd0Bz8v98Q9yeN1X8/s1600/2.jpg" imageanchor="1" style="clear: left; display: inline !important; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFchqyeguBEGs-B0l0uBBi3qCkiZbj-Hlk5B4ZJI7iTaPnfsl8tPRWvpcllsLjVmjG1wS9Lu3UHoi0IPrvkLT3RYeyw6P7WrQdhXVo3_mCLwqwMTs2cLbq7EXicYpZd0Bz8v98Q9yeN1X8/s200/2.jpg" width="155" /></a></h4>
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The Big Book of Details: 46 Moves for Teaching Writing to Elaborate <span style="font-weight: normal;">by Rozlyn Linder</span></h3>
<span style="font-weight: normal;">As a person who spent many years teaching math exclusively, writing is not my strongest subject to teach. Writing, in my school, is something that our students struggle with. So, I set out to arm myself with writing strategies to help our students (and myself). This is a FABULOUS book with lesson built right into the text. The lessons include references to mentor text. These references not only give you a good text but the exact page where the model text is found. I have read 2 chapters and have already learned so much that I can't wait to use my new skills with kids next year!</span><br />
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Story: Still the Heart of Literacy Learning <span style="font-weight: normal;">by Katie Cunningham</span></h3>
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My friend and co-worker Carroll Sager visited our school for some professional development. She mentioned that she was in love with this book. Since Carroll had recommended the fabulous book, <b>Readicide</b>, to me I knew this would be a great read also. This book reminds us how important stories are and how to find them in the world around us. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyS6lrA6tTNcTeP4db5kbmhh6pGLkvvQiaTR5EVIznVo4fcVCdKKx6m4XotOXcc6zEv922yGNba2Th1uZFuEtSLsU6e7z4NYOS7uI83xsYjMnBtnTEBEk7M8wy7P-a5ZDtDyx38KOVgPx7/s1600/4.jpg" imageanchor="1" style="clear: left; display: inline !important; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyS6lrA6tTNcTeP4db5kbmhh6pGLkvvQiaTR5EVIznVo4fcVCdKKx6m4XotOXcc6zEv922yGNba2Th1uZFuEtSLsU6e7z4NYOS7uI83xsYjMnBtnTEBEk7M8wy7P-a5ZDtDyx38KOVgPx7/s200/4.jpg" width="159" /></a></div>
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<b>Amplify: Digital Teaching and Learning in the K-6 Classroom </b><span style="font-weight: normal;">by Katie Muhtaris and Kristin Ziemke</span></h3>
Those that know me know that I'm not only a "math nerd" but also a "techie". I can't help myself when it comes to technology. Since our school system went Grade 3-12 full one-to-one with ipads I thought this would make for a good resource for our technology pd next year. So, far I have read some of the first chapters but am most intrigued by all of the QR code links that I need to explore in the pages. So, far this book seems to affirm what I know about moving up the SAMR scale. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC3jMZK2Hg2qPBRIRzddQE8h9j7cwPRr6l7puDOZDuuxvhzsfDqERzFCdGvY6jWhfh9DmDO7eWirOFqi5Qhsa-e328V_cQhkoZ2f76KtohF13lK7KgOleUTkXqn6QrPeedID38mjn3TdLx/s1600/5.jpg" imageanchor="1" style="clear: left; display: inline !important; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC3jMZK2Hg2qPBRIRzddQE8h9j7cwPRr6l7puDOZDuuxvhzsfDqERzFCdGvY6jWhfh9DmDO7eWirOFqi5Qhsa-e328V_cQhkoZ2f76KtohF13lK7KgOleUTkXqn6QrPeedID38mjn3TdLx/s200/5.jpg" width="150" /></a>The Writing Thief <span style="font-weight: normal;">by Ruth Culham</span></h3>
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<span style="font-weight: normal;">Unlike the other books, this book is several years old (all of the rest of my reads are fairly new). Since we use Culham's 6+1 writing traits, I thought this book might be a nice companion. Who doesn't need more mentor text to teach writing? I read a lot of fiction but I can't always think up great mentor text on my own. Another plus for me, is that, in flipping through the book I spied another of my favorite writing authors, Ralph Fletcher. So, I think I picked a good one. We will just have to see..... </span></div>
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So, there you have it...my long list of summer school reads. I'd love to know what you're reading! Drop me a comment or email and let me know. Hopefully you all will help me add some more great resources to my "wish list"!<br />Happy Summer!</h3>
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<br />Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-77572457573889854352016-05-29T16:55:00.002-07:002016-05-29T16:58:35.949-07:00App Happy<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBCCcUX58tTSC9TecIIUZW2s1iqxacAjMjUESTMvhXkjdT5rGgn_F4h_UK4jJb3NFXdoYKDE2uJfw-Jr-Gg16a8W2nZbqqRLGKzSi-qrqvGaSv4ZLfjcYRhD2ZS9XhboW5Ri7C1kin9lKI/s1600/Screen+Shot+2016-05-29+at+7.41.34+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBCCcUX58tTSC9TecIIUZW2s1iqxacAjMjUESTMvhXkjdT5rGgn_F4h_UK4jJb3NFXdoYKDE2uJfw-Jr-Gg16a8W2nZbqqRLGKzSi-qrqvGaSv4ZLfjcYRhD2ZS9XhboW5Ri7C1kin9lKI/s200/Screen+Shot+2016-05-29+at+7.41.34+PM.png" width="197" /></a><span style="font-size: 14.0pt;">Have you ever been so excited
about something that you just couldn’t put it down or couldn’t stop?<span style="mso-spacerun: yes;"> </span>Well…..that is what happened to me this
week.<span style="mso-spacerun: yes;"> </span>I got so “app happy” that I couldn’t
wait to get back to school and share it with our teachers and students!<span style="mso-spacerun: yes;"> </span>What is this app, you may ask?<span style="mso-spacerun: yes;"> </span>This wonderful app allows students as well as
adults to create quick and easy presentations with their voice recorded over
slides is <b style="mso-bidi-font-weight: normal;">Adobe Spark Video</b> (formerly
Adobe Voice).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-size: 14.0pt;">The possibilities with this
app are endless!<span style="mso-spacerun: yes;"> </span>The first great part is
that students simply hold down the record button on each screen while talking
and the app records their voice.<span style="mso-spacerun: yes;"> </span>If they
are unhappy with the result, recording again, is as easy as pushing the record
button a second (or third, fourth, etc….) time.<span style="mso-spacerun: yes;">
</span>The recording is automatically synced with the slide.</span></div>
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<span style="font-size: 14pt;">Another wonderful feature is
that students can create on screen visuals to go with the voice over simply and
easily.</span><span style="font-size: 14pt;"> There are three basic functions,
layout, themes, and music. The themes are chosen from the menu at the top and can be </span><span style="font-size: 18.6667px;">customized</span><span style="font-size: 14pt;"> as well.</span><span style="font-size: 14pt;"> </span></div>
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<span style="font-size: 18.6667px;">These is also a full menu of music that can be used in the presentations. The app even automatically adjusts the volume of the music so that it voice over can be easily heard while the music is playing. You can also add your own music if you choose to.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvxEJaVU9futcJUXyLZ9lttASjr1Rg3GnJ4D0mb-MjsBzp2wOPrQC63fVm-bXJlcqo3RGA4dfF5A-EQMky8l46vHoiXvFSe84fmqKlzDCA-QCS-Ct0TQ4-HvNVA5RcoLxhspKHS_I3hIaw/s1600/Screen+Shot+2016-05-29+at+7.49.01+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="123" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvxEJaVU9futcJUXyLZ9lttASjr1Rg3GnJ4D0mb-MjsBzp2wOPrQC63fVm-bXJlcqo3RGA4dfF5A-EQMky8l46vHoiXvFSe84fmqKlzDCA-QCS-Ct0TQ4-HvNVA5RcoLxhspKHS_I3hIaw/s320/Screen+Shot+2016-05-29+at+7.49.01+PM.png" width="320" /></a></div>
<div class="MsoNormal">
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<div class="MsoNormal">
<span style="font-size: 14.0pt;">Just like in any
presentation app the slides can be easy re-arranged.<span style="mso-spacerun: yes;"> </span>When the music and/or theme is selected it
automatically takes everything already in the presentation and matches it to
the newly chosen theme or music.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span><span style="font-size: 18.6667px;">If you try this app you will find that it is so simply it makes Powerpoint, Google Slides, or iMovie look hard.</span><span style="font-size: 18.6667px;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEip8xvc69eTxKpiKJcv7tdcqP29whSqGOuPaTHuKzf2CWGIEH-CQxgi4uw4dzDMXqFTChj93ji9PyzbHd84Mt6hbrhrmplea2gKfiimaU-LrwJ8Xy2idU9wzFErb2YiH4vX0DYOgaz8liNk/s1600/Screen+Shot+2016-05-29+at+7.50.11+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEip8xvc69eTxKpiKJcv7tdcqP29whSqGOuPaTHuKzf2CWGIEH-CQxgi4uw4dzDMXqFTChj93ji9PyzbHd84Mt6hbrhrmplea2gKfiimaU-LrwJ8Xy2idU9wzFErb2YiH4vX0DYOgaz8liNk/s320/Screen+Shot+2016-05-29+at+7.50.11+PM.png" width="320" /></a><span style="font-size: 14.0pt;">Once you download the app and
play around with it for just a few minutes you will find that it is so
simplistic that it is perfect for even our youngest of learners.<span style="mso-spacerun: yes;"> </span>In fact last Thursday I took a group of four
Kindergarten students and helped them use the app to turn the story their class
had written into a Spark Video.<span style="mso-spacerun: yes;"> </span>It took
us less than 20 minutes to import the pictures of their pages, record their
voices and download the presentation.<span style="mso-spacerun: yes;"> </span>Click
<a href="https://voice.adobe.com/a/HkHjKdVm/">here</a> to see and hear them
reading their class book titled, <i>Samantha Snake Goes to the Jungle</i>.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Not only is this app fabulous
for students but it is also a great teacher tool.<span style="mso-spacerun: yes;"> </span>The first night I went home and created two
math problems using the app.<span style="mso-spacerun: yes;"> </span>The first
was a closed problem about <a href="https://voice.adobe.com/a/rk5Fe67m/">pencils</a>
and the second was an open-ended 3act like problem titled, <a href="https://voice.adobe.com/a/H1OujAQQ/">cookies</a>.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">I have one teacher at another
school who is going to have her students try responding to one of these
problems by creating a Spark Video that show both in writing and their own
voice recordings how they went about solving the problem.<span style="mso-spacerun: yes;"> </span>I can’t wait to see how they turn out!<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiL9NP3_zJEKLsXSKGBXqQsz2Ehzy5CbATplOLw25ITKffOTDPBai4HLVscZviNxtGsgVRizzi-e2lvtd-Y-1fAtLoty22LGGBauN0USy98fLU4xwovkatwZstrzT6aR8E8IYYPMtAxbEnz/s1600/IMG_0777+2.JPG" imageanchor="1" style="clear: left; display: inline !important; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="112" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiL9NP3_zJEKLsXSKGBXqQsz2Ehzy5CbATplOLw25ITKffOTDPBai4HLVscZviNxtGsgVRizzi-e2lvtd-Y-1fAtLoty22LGGBauN0USy98fLU4xwovkatwZstrzT6aR8E8IYYPMtAxbEnz/s200/IMG_0777+2.JPG" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgp51iQBJoyb_cUft8IiV07ceWTRPgRe2y8N1zk8rBRgcr5HIIWO_yOjRiQ9jZTSLbmRppVZ7YF9_0udmO42gEpUzasHg4adr-WpndVo-DScfkfMPS6uHaXu4d4RB1OmHnIf6lRikB9cVbW/s1600/Screen+Shot+2016-05-29+at+7.51.46+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="199" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgp51iQBJoyb_cUft8IiV07ceWTRPgRe2y8N1zk8rBRgcr5HIIWO_yOjRiQ9jZTSLbmRppVZ7YF9_0udmO42gEpUzasHg4adr-WpndVo-DScfkfMPS6uHaXu4d4RB1OmHnIf6lRikB9cVbW/s200/Screen+Shot+2016-05-29+at+7.51.46+PM.png" width="200" /></a><span style="font-size: 14.0pt;">In addition to this Adobe app,
there are several more incredibly simple and useful apps in the Adobe
family.<span style="mso-spacerun: yes;"> </span>One is called Spark Post.<span style="mso-spacerun: yes;"> </span>This app allows you to create graphics.<span style="mso-spacerun: yes;"> </span>In fact, I redesigned the header for this
blog and the (my favorite) quote, shown here, using the app.<span style="mso-spacerun: yes;"> </span>Again, this tool
makes something difficult, graphic designing, simple for those of us who are
not trained artists.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4t8Ij7F4Oc1BjYoR4s24ptMrGSDbJe5CWoDvAZo0cWfvRhX8q5Nf3ExGHza1Xhk8bOtsH1hoWUfMoDhx013SCZWPH1OSneQ9adDQ1ltAUjzo3ZJxIHXhU9PYVyvmkA3Ew_DrLY1CPqj8s/s1600/Screen+Shot+2016-05-29+at+7.52.06+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4t8Ij7F4Oc1BjYoR4s24ptMrGSDbJe5CWoDvAZo0cWfvRhX8q5Nf3ExGHza1Xhk8bOtsH1hoWUfMoDhx013SCZWPH1OSneQ9adDQ1ltAUjzo3ZJxIHXhU9PYVyvmkA3Ew_DrLY1CPqj8s/s1600/Screen+Shot+2016-05-29+at+7.52.06+PM.png" /></a><span style="font-size: 14.0pt;">The other app in the Adobe
family, that I’m currently in love with, is Spark Page.<span style="mso-spacerun: yes;"> </span>This app allows me to dress up and design
fabulous web pages.<span style="mso-spacerun: yes;"> </span>I’ve only just
tipped the scales on this app but it is easy as Spark Video and Spark
Post.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">When I got back to school on
Thursday, I think everyone thought I had lost my mind.<span style="mso-spacerun: yes;"> </span>I was running around the building sharing
Spark Video with anyone who would give me just a few moments of their
time.<span style="mso-spacerun: yes;"> </span>Trust me, it was not an easy sell
considering there are less than 8 (now 6) days left in the school year.<span style="mso-spacerun: yes;"> </span>But, I will not be deterred….I will continue
to try and get my teachers and students to see what a wonderful resource it is.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
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<div class="MsoNormal">
<span style="font-size: 14.0pt;"><b>I hope, this summer, you will
add these FREE apps to your list of great apps to check out and think about
using for the 16-17 school year.<span style="mso-spacerun: yes;"> </span>If you
do, please share with me what you came up with!<span style="mso-spacerun: yes;"> </span></b><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Happy Summer!<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
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Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-78200403178219888952016-02-07T18:52:00.001-08:002016-02-07T18:52:19.052-08:00Need a NEW 3 Act Lesson??My grade 3 teachers are getting reading to have their students do some work applying the concept of multiplication to calculating area. Third graders, in CCSS, need understand that area is additive so I created a NEW Soda Display 3 Act lesson just for grade 3. <br />
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If you are a WCPS teacher, this 3 Act Lesson is in our <a href="https://drive.google.com/drive/folders/0B5W64FecuRP3R1ZEa3ozQUF5NlE" target="_blank">portal</a>. If you are not a WCPS teacher, you can still find the lesson components on my <a href="https://sites.google.com/a/wcps.k12.md.us/3-act-lessons---elementary/" target="_blank">3 Act Lesson Page</a>. Once you get to the page scroll down to the INTERMEDIATE 3 Act lesson box and then click on the folder that says, "3 Act - Soda Display - Grade 3".</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJPi56Narb9nrLyyaOi0aIpWG8mvHgxTxAz2YTtumrkqtJz0OV0YUu1UVGG-NTcb4khvVKvCch5RGGHqnhiuPdFzBxIUf5Vmp7vXmfXd6oakECM4SjY7wlaqaBmq8Ysjc-t58nDzp0lwxg/s1600/Screen+Shot+2016-02-07+at+9.43.46+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJPi56Narb9nrLyyaOi0aIpWG8mvHgxTxAz2YTtumrkqtJz0OV0YUu1UVGG-NTcb4khvVKvCch5RGGHqnhiuPdFzBxIUf5Vmp7vXmfXd6oakECM4SjY7wlaqaBmq8Ysjc-t58nDzp0lwxg/s640/Screen+Shot+2016-02-07+at+9.43.46+PM.png" width="640" /></a></div>
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Once you open the folder you will see 3 Acts. If you are not familiar with a 3 Act Lesson check out the links and overview at the top by my <a href="https://sites.google.com/a/wcps.k12.md.us/3-act-lessons---elementary/" target="_blank">3 Act Lesson Page.</a> In act 1 you will show the movie and have students brainstorm what they NOTICE and WONDER. Then from the WONDER list, choose a class question to answer. </div>
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It is VERY likely the question will either be: </div>
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<li>How many soda boxes did it take to make this flag? </li>
<li>How many cans of soda are in this flag/soda display?</li>
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The second question is much more advanced and I would suggest that this could be an extension question for those students who are more accelerated. </div>
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The Act 2 folder contains pictures that might be helpful. Please note, I don't just give these to students, I make them decide that they need them. For this lesson I would have a photocopied page sized picture of the soda display run off for each student so that when they ask for it, I have it. This will help them be able to draw in the arrays that are easy for them to calculate. </div>
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Also note that that are 13 rows of soda here - you can sort of see it but, it might be difficult unless you are looking for it. The reason there are 13 rows is that there are 13 stripes on the flag. You will see a picture in the act 2 folder which states this. Have students calculate 13 complete rows. </div>
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Act 3 has a movie with the answer to the question, "how many soda boxes did it take to make this soda display"? Also included in the movie is the answer to the second question (total cans) in case you have students who answer this problem. </div>
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Three Act lessons are so fabulous for teaching critical thinking, problem solving skills, and the math practices. If you have not ever tried one with your students....what are you waiting for?? They love them and learn so much!</div>
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<br />Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-59274034691945417752016-01-03T18:06:00.002-08:002016-01-03T18:09:44.443-08:00Think Tac Toe Choice Projects<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjrOT1Qqq1xTDdVkIN2u2hJZN82_8bFv1Eo33qlaRubTP2O6DNWL6vEhLUlP2Ju2fg2RO3koi8Tfr-eA-9haurWtpAAZNaKEIAQjxZ986cXgWCr_XeQOA44sntRP6ChsfWOSSDvIMDZu4Y/s1600/ic+tac.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjrOT1Qqq1xTDdVkIN2u2hJZN82_8bFv1Eo33qlaRubTP2O6DNWL6vEhLUlP2Ju2fg2RO3koi8Tfr-eA-9haurWtpAAZNaKEIAQjxZ986cXgWCr_XeQOA44sntRP6ChsfWOSSDvIMDZu4Y/s200/ic+tac.jpeg" width="200" /></a><span style="font-family: Verdana, sans-serif;"><span style="font-family: Verdana, sans-serif;"><br /></span>
Who doesn't like having choices? Students often thrive and are engaged when they have choice in their learning. </span><br />
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<span style="font-family: Verdana, sans-serif;">I've been reading the book, "<a href="http://www.amazon.com/Teach-Like-Pirate-Engagement-Creativity/dp/0988217600" target="_blank">Teach Like a Pirate</a>" by David Burgess. </span><span style="font-family: Verdana, sans-serif;">This book inspired me to create a choice project board for 5th grade. Choice project boards like "Think Tac Toe" and "Menus" are not new; they have been around for a long time. Now, that we have more technology in our county, this type of choice activity can be even more varied and interesting for students. Student, choose 3 projects from the board in a row, column, or diagonal to complete in a designated period of time. </span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Verdana, sans-serif; font-size: xx-small;"><a href="https://docs.google.com/document/d/1rsGKg2EI4U1Uty-5w6IZr77HL1ODab_v5aVz1LHsRnE/edit" target="_blank">If you would like a copy of this project click here.</a></span></td></tr>
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<span style="font-family: Verdana, sans-serif;">Tomorrow, when our 5th graders return, they will continue in their fraction unit, specifically multiplying fractions. So, I created a choice board for that topic. This board gives students the choice of projects to show what they know about multiplying fractions. </span><br />
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<span style="font-family: Verdana, sans-serif;">This project board, that I created, has a mixture of presentation, video creation, extended task problems, and open-ended problems. You will notice that in the Dog House task students are ask to choose a dog and then will need to use the internet to find that dog's "average" height, length, and width. This is something, before we had widespread technology, that would have been difficult but now is possible. Students should and need to be able to use google to find information, even for a math task. </span><br />
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<span style="font-family: Verdana, sans-serif;">Teachers can choose to give students a full week of time to work on and complete 3 projects or a short period of time can be given each day (or every couple of days) over the course of a couple weeks. Teachers can assign separate due dates for each of the three choices or give students one deadline for all of their choices. </span><br />
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<span style="font-family: Verdana, sans-serif;">Regardless of how teachers schedule time to work on the projects, teachers should pull small groups and conferencing with students as they are working on their choices. </span><br />
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<span style="font-family: Verdana, sans-serif;">In addition to the choices I created, I included a rubric from <a href="http://elmwoodparkschools.org/UserFiles/Servers/Server_79757/File/Math%206%20Choice%20Board.pdf" target="_blank">Elmwood Park Schools</a>. This rubric scores students on math concepts, explanations, effort, neatness, use of time and completion. You certainly could use other rubrics but I thought this one was nice for this project. </span><br />
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<span style="font-family: Verdana, sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-Ehd3DZO0LU-Y0junNfg-1tecb5yhPZBI-ntDrwQOPN-DSukePUeaPZF9G4UhybReDgc1G3SsmAAmcgUQp5JZWYI90B4EWEX2c-bZTt2o3gnCXhnVwWkYXGgGcpBwjnBr8NyhLHDxt4MC/s1600/Screen+Shot+2016-01-03+at+8.49.23+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="457" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-Ehd3DZO0LU-Y0junNfg-1tecb5yhPZBI-ntDrwQOPN-DSukePUeaPZF9G4UhybReDgc1G3SsmAAmcgUQp5JZWYI90B4EWEX2c-bZTt2o3gnCXhnVwWkYXGgGcpBwjnBr8NyhLHDxt4MC/s640/Screen+Shot+2016-01-03+at+8.49.23+PM.png" width="640" /></a></span></div>
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<span style="font-family: Verdana, sans-serif;">If you would like more information and additional samples of choice boards this website might be helpful: <a href="http://www.alexiscullerton.com/uploads/2/4/7/2/24729748/choice_boards_packet.pdf" target="_blank">Choice Boards</a> - Tic Tac Toe and Menus.</span></div>
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<span style="font-family: Verdana, sans-serif;">Please note that these boards can be used in all subjects and can be much broader than just one topic (like multiplying fractions). This is just one example that I created since we might be able to use this in our school. </span></div>
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<span style="font-family: Verdana, sans-serif;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb6aXHxZFnJwTcGGtZd6WG4-pWf557J3olWBFOtKn3enW4n0qZJBTj34LD44cfOaeOXf23uPCtCDjcKfSL2K7DJoWaknk30u6x8FFnANAU-d64Ip-VQ9-WTrim-A8yiYVUsQM9M1ap2YfE/s1600/download.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb6aXHxZFnJwTcGGtZd6WG4-pWf557J3olWBFOtKn3enW4n0qZJBTj34LD44cfOaeOXf23uPCtCDjcKfSL2K7DJoWaknk30u6x8FFnANAU-d64Ip-VQ9-WTrim-A8yiYVUsQM9M1ap2YfE/s200/download.jpeg" width="132" /></a><span style="font-family: Verdana, sans-serif;"><b><br /></b></span></b></span></div>
<span style="font-family: Verdana, sans-serif;"><b>Side Note: </b> If you haven't yet, read <u>Teach Like a Pirate</u>! W<span style="font-family: Verdana, sans-serif;">hether you are a new or seasoned teacher, t</span>his book is FABULOUS and INSPIRATIONAL and if you haven't read it you should!</span><br />
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Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-67376581834944736212015-10-05T18:12:00.001-07:002015-10-05T18:12:40.750-07:00More FREE online books for kids!Tonight, I'm not going to blog about math. You know, I love math, but I love BOOKS too!! In fact, as a mom of a 3rd and 7th grader I'm constantly on the search for books to read at home with my kiddos. My husband says that I'll never be happy until I have library the size of Thomas Jefferson and....he's probably right. The wonderful part of living in a digital age is that I don't have to have hundreds of book shelves, I just need access to wifi. <br />
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Recently I have come across 2 wonderful sources of books for kids. Both sites include LEVELED....yes that's right, I said LEVELED text! The first is <a href="http://www.schoolwide.com/zing" target="_blank">ZING</a> (thanks Diane for sharing this)! <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTPcC2WiXFwUdKNMk1de4TUGUnXZhP755iibetGhbkDUAc-2ZBIYn7knhayL_bjpyVYaZUGG_0ZsLM5rqXxSf69y9k71q6_GgDTn4F2dSLjXB8rW2bwgGSE0-_CD2BdVPIFkvOhTFragX-/s1600/Screen+Shot+2015-10-05+at+8.53.22+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="332" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTPcC2WiXFwUdKNMk1de4TUGUnXZhP755iibetGhbkDUAc-2ZBIYn7knhayL_bjpyVYaZUGG_0ZsLM5rqXxSf69y9k71q6_GgDTn4F2dSLjXB8rW2bwgGSE0-_CD2BdVPIFkvOhTFragX-/s640/Screen+Shot+2015-10-05+at+8.53.22+PM.png" width="640" /></a></div>
Check out Zing's <a href="https://vimeo.com/122571716" target="_blank">promo video</a> here. This site has books leveled by F&P level as well as lexile. I'm also so impressed that each book includes response and multiple choice questions at the end of each book. In addition students can highlight and make notes. Each teacher can set up and assign books to individual students or the whole class. Also impressive to me is that they have a good selection of text about MATH!! Sign up for a free account and check it out!<br />
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Another site for books is <a href="https://www.getepic.com/educators/" target="_blank">EPIC</a>. I used to PAY for this service for my 3rd grader (who is a struggling reader) so that I would have more books of his level to choose from at home but it's now FREE for educators! These books are leveled by grade (so for my struggling 3rd grader I ask for grade 2 books). They use their own leveling assessment but it will at least give you a place to start. This site has many books to choose from and as students read rewards them with items to decorate their avatar. One other feature I like is that it tells students if they have read the book too fast and will not give them credit if they just flip pages. Additionally, students can hear the books read to them by pressing the audio button. I really like the selection of books at this site. My son love the Scaredy Squirrel book series and they can all be found on the site! Be sure to select that you are an educator when you sign up. This site also has an APP. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggfKmYHemH9bPjpknb6yoiDgkRKNPawtdwDWNE29ZsBq6jJuTPCNq6FBPv6YFuk5syRmzhH6chT2MiDObSEvzqXqFwUkhQgQ_DCRtVBFPpro07sbxfuQ22spb5e6JQMb_2lXn4oUYNa5BQ/s1600/Screen+Shot+2015-10-05+at+8.59.06+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggfKmYHemH9bPjpknb6yoiDgkRKNPawtdwDWNE29ZsBq6jJuTPCNq6FBPv6YFuk5syRmzhH6chT2MiDObSEvzqXqFwUkhQgQ_DCRtVBFPpro07sbxfuQ22spb5e6JQMb_2lXn4oUYNa5BQ/s640/Screen+Shot+2015-10-05+at+8.59.06+PM.png" width="640" /></a></div>
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You can also find some ebooks on the <a href="http://www.wegivebooks.org/" target="_blank">WeGiveBooks</a> site. This is a site where the books are ever changing. The more books you read on the site, the more money they give away to promote literacy across the world through this nonprofit organization. The books at this site are not leveled and books that are there today might be gone tomorrow. But...none the less...great and popular books can be found here for FREE. </div>
Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-52603236754456028702015-08-23T16:02:00.004-07:002015-08-23T16:02:47.846-07:00We're NOTICING and WONDERING to explore Math Tools!!If you have read my previous blogs you know that I'm pretty obsessed with NOTICING and WONDERING. If you do not know about this strategy, scroll down to my first post about the strategy.<br />
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This past Friday I was privileged to be a part of a first grade classroom that was NOTICING and WONDERING on the <b>3rd</b> day of school (in fact several of my grade 1 classrooms did this)! I absolutely LOVE to see the students and the teacher's responses the first time they notice and wonder so I was thrilled to be apart of this.<br />
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In the class I was in the teacher was having her students explore 5 different manipulatives/tools that they are going to be using in math this year. She gave each group a box of the manipulative and a piece of large paper that looked like this:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis4UmUjq-a_qNc41yS3qeCnYc6tRnNd7VIxx6rSDioxmVBaihVIlA8tR6UteAszNewVP4pdSv0NpPbiuz_IJayYksfAW0ZAJgSk9pTh4XLn6W6Lu43ZE2_tL_dQnCfP_e6PUTC41IIK3s2/s1600/Screen+Shot+2015-08-23+at+6.46.41+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis4UmUjq-a_qNc41yS3qeCnYc6tRnNd7VIxx6rSDioxmVBaihVIlA8tR6UteAszNewVP4pdSv0NpPbiuz_IJayYksfAW0ZAJgSk9pTh4XLn6W6Lu43ZE2_tL_dQnCfP_e6PUTC41IIK3s2/s400/Screen+Shot+2015-08-23+at+6.46.41+PM.png" width="307" /></a></div>
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One column asks students what they NOTICE about the manipulatives and the other column asks them what they WONDER. I typed up this copy so you could see it better but the teacher just hand made the posters on large paper using markers and it worked just fine. </div>
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Students were divided into groups and asked to explore the manipulative and <u>write down</u> what they noticed and wondered about the manipulative. They were also told that at the end the class would discuss how they might use each manipulative in math this year. </div>
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By the time all students had rotated through each station all of the chart paper were FILLED!! This was quite amazing to me as many first graders still struggle with writing this early in the year. The teacher, through observation during the process, noticed that most of the things that students wrote were <i>noticings, </i>even the ones in the <i>wonderings</i> column. So, in the wrap up, she took time first to help students understand the differences between the two. The students defined <i>noticing</i> as things that they <i>see, hear, feel, and touch.</i><i style="font-weight: bold;"> </i>Wondering was much harder - many students said it's things you "think". Which is true but, ideally we were looking for the fact that wonderings are questions that you think. This is a hard concept for very young students because they just want to give a statement, as opposed to a question. With practice they will get better at it. The teacher then took time to discuss some of their noticings as well as their ideas about how they might use them. </div>
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I felt like this was a really fabulous way to explore the manipulatives as it forced students to look at the attributes of the tool and how they might use it. For example, with the math racks this class noticed that:</div>
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<li>there were 10 beads on each row</li>
<li>there were 5 white and 5 red beads on each row</li>
<li>there were 20 beads total</li>
<li>that by have 5 red and white beads they could "count on" instead of "counting all" the beads</li>
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When these teachers go to use this tool students will already have some ideas about how it will help them to count, add, and subtract! </div>
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Bravo to these teachers for using this strategy to help students begin to explore tools that they will use in math this year! </div>
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<br />Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-22380352770105502922015-08-12T17:36:00.003-07:002015-08-12T17:38:06.385-07:00Back to school....consider asking these questionsHow many of you ask your students, "What did you do this summer?" If you do, read on and consider these questions instead of the age old question of what they did this summer.<br />
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Jenny Froehle, in her blog suggests that in this tech age when we are tasked with growing students as problem solvers and critical thinkers we should rethink the questions we ask students. She suggests the following questions and a few <i>different</i> ways to ask them. <br />
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Keep in mind that these questions are not geared to one specific grade band so, the language or the way they are asked may need to be modified for your age group. <br />
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I agree with Jenny when she talks about the need to help students:<br />
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<li>identify and quickly understand a need or problem,</li>
<li>creatively design solutions,</li>
<li>analyze what it takes to build answers,</li>
<li>collaborate with others,</li>
<li>communicate findings and results,</li>
<li>critique and revise without fear, </li>
<li>know where to go to learn what they need to solve a problem or complete a project,</li>
<li>etc....</li>
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These questions push us to help kids start "digging deeper" and actually apply and transfer their knowledge in real world kinds of ways. </div>
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When I read Jenny's blog post I was really struck by how we can take simple "back to school" questions and make them so much more in-depth teaching questions. I can't take credit for most of this, I just summarized and reformatted much of what she shared.</div>
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As our teacher's getting ready to go back to school TOMORROW...I couldn't help but share these thing. I want to wish all of our WCPS teachers (you know who you are) a wonderful start to the 2015-16 school year! </div>
Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-51032514936288072632015-08-07T07:26:00.002-07:002015-08-07T07:27:29.017-07:00Thinking about your math instruction? Consider this...First let me say, that because I have spent the last 10 years in elementary school (and before that 10 in middle school), much of what I'm going to write is from that perspective but know that this is not exclusive to elementary classrooms and it is something that middle and high school classrooms need to think about as well.<br />
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Most of us realize that the way we were taught math (sit and get or chalk and talk) is not effective for most students today (or then for that matter). In a push for differentiated and/or individualized instruction many teachers have ditched the notion of whole group instruction and opted for 5 day a week small group instruction and/or centers (or workstations). I applaud teacher's creativity in trying to help students learn more math content in a student centered conceptual way but....have we increased the application or transfer of that content through the sole use of small group instruction? While we are presenting the material in a more engaging way (games, less worksheets, etc...), are we really teaching kids to understand math and apply or transfer those concepts more than the old traditional ways of math instruction?<br />
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The beauty of the Common Core and the thing that I believe ties all of the new standards together, be it Next Gen, C3, Math or ELA CCSS, is teaching in an inquiry based way so that students become problem solvers and critical thinkers. Honestly, if you have attended on of my workshops, you have heard me say at least once (if not a dozen times), "If my kids only take away a few things from math instruction, I hope it is the Math Practices because if they are proficient with those habits of mind they can do anything"! <br />
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Consider this, how are we building those Math Practices in small group and centers? I think <i>some</i> of that can happen there but I think that critical thinking and problem solving is best learned from each other in whole group settings as well as the teacher. Often when teachers group students for centers they are placed in homogeneous groups. But, I contend that students learn these critical thinking and problem solving skills for students of all levels. Some of our "lowest" math students tend to "think outside the box" where some of our "high" math students are very linear in their thinking - both groups of students can benefit from each other. <br />
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<b>So I'm not saying do away with small groups....I'm advocating for a BALANCE of whole and small group instruction. There are benefits of both. </b><br />
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What should that whole group instruction look like? It should be filled with things like Number Talks, 3 Act Lessons and other intriguing problems to solve, open-ended problems, Noticing and Wondering, etc... This should be a time where students are collaborating, working together, and sharing. Most importantly this time should end with at least 10-15 minutes of whole group sharing of learning, questioning, and thinking aloud together. Teacher's don't need a page of math problems for this -- they need 1 or just a couple of good ones! <br />
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This whole group time should not just focus on the content but the <b>thinking</b> as well. I worked with a fabulous group of grade 5 magnet students (with a wonderful young teacher) for a 3 Act Lesson this year. These kids had lots of math SKILLS!!! They knew how to do math but, not surprising to me struggled to solve a problem that they generated in a 3 Act Lesson. They were quick to "erase" their thinking if it didn't seem to work out. When I noticed this, we stopped and had a quick whole group discussion about the value of analyzing what went wrong and just setting it aside in case they might need some of those calculations again (this is something we also talked about it in the conclusion of the lesson). These students also did lots of calculations but didn't label much and therefore struggled when they had to explain what they did to remember why they did those calculations. We talked, in the end about how solving this problem was a lot like doing a science experiment - if the math didn't work out we had to analyze what went wrong and then determine another path to take to solve the problem instead of just scrapping everything and doing something different or giving up. Their teacher told me, after the lesson, that his kids didn't so much learn new math that day but they really learned the value of analyzing one's thinking and communicating in a more concise way, their thinking through what they wrote on paper. He told me that the kids really enjoyed the lesson and learned so much that they could apply to future problems. <br />
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So, what should the teacher's role in these whole group sessions be? The teacher should be the facilitator and questioner. The teacher doesn't even have to have the "answer" to the problem - the teacher just needs to know how to question kids when they get stuck and when to stop and talk about the problem solving methods (as needed). The teacher also needs to skillfully set up the class to help kids develop those habits of mind - whether to use pairs, small groups, and when to use protocols to cross pollenate those ideas. <br />
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One of those ideas that I use to cross pollenate ideas is called "Send a Spy". Often if kids are working in small groups I will stop them and tell the groups that it is time to "send a spy". Sometimes I appoint the spy in each group and sometimes I let the group choose. Each group send their spy to look at the work of other groups as they continue to work. We have rules for this...no one can cover their work, the spies aren't allowed to write or talk until they get back to their group. They only have about 2-3 minutes to do this - I usually play some "spy music", like the Mission Impossible Theme while this is going on. When the music stops they have to return to their group and share what they learned. <br />
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These are just some of my thoughts on the structure of math time. Honestly for me, in an elementary classroom I would have 3 days of small group instruction and 2 of whole group each week. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYxZgp0umzCZCPGLi4sOaeVIA-2LExzsdAJZEJtCFpo1uCwyANYsEMWd2qZjUXazd82c2JugtRTbCK5tRq_3CsRrADIn6hv_jD2d1RmmLS7fMRgXbITJKO1CghnueKUbOxdqNU7CryiWTi/s1600/powerful+ps.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYxZgp0umzCZCPGLi4sOaeVIA-2LExzsdAJZEJtCFpo1uCwyANYsEMWd2qZjUXazd82c2JugtRTbCK5tRq_3CsRrADIn6hv_jD2d1RmmLS7fMRgXbITJKO1CghnueKUbOxdqNU7CryiWTi/s1600/powerful+ps.jpeg" /></a>If you want to learn more about teaching problem solving be sure to read Max Ray-Riek's book, <u>Powerful Problem Solving</u>. <br />
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Agree...Disagree with any of this? Want me to elaborate on any of this? I'd love to hear from you! Leave me a comment!<br />
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<br />Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-19190715243220236632015-08-04T10:53:00.001-07:002015-08-04T11:01:00.762-07:00Noticing and Wondering with PicturesNoticing and Wondering is a strategy that can be used with "word problems" (oh how I hate that we call them that, but that's something I'll address in a future post) as well as with <b>pictures, graphs </b>and <b>infographics. </b> Today I will focus on using a picture. Here is an example from Dan Meyer's site: 101qs.com:<br />
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This particular picture would be good for grade 6 (common core) as it is intended as a unit rate problem (how much per push pop). </div>
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To use this, simply project this picture or share it with students on their electronic devices. Then have students take a few minutes (2-3) on their own to start writing down things they NOTICE and WONDER. </div>
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Next have students take turns sharing with a partner or small group. Sometimes if I have them share with a partner when I go and share out with the whole group, students who are called on have to share something <b>their partner noticed or wondered</b> instead their own thinking. By having students share their partner's thoughts this puts more accountability on their partner sharing. </div>
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As a whole group we share the wonderings and then come up with a central question to investigate as a class. Questions students may generate with this picture are things like:</div>
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<li>How much does one Push Pop cost? (unit rate)</li>
<li>How much should sell each Push Pop for in order to make a profit (if you were buying these to resell)?</li>
<li>How much would it cost to buy all of these packs of Push Pops?</li>
<li>etc.... </li>
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For this picture I would have the class choose one question to have everyone investigate and then if they get done and want to continue investigating other questions, they may. Sometimes we run out of time and kids are just don't want to stop. If this happens I would have students write the question(s) they want to continue to investigate down in a individual or classroom "Unsolved Questions/Mysteries" binder. These questions can then be revisited when students have time in the future. </div>
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I almost always allow students to work as partner's and/or small groups. Even if students are working together, want each person to capture their response to the question independently. By having all students record they are accountable and it helps them learn to communicate their thinking (Math Practice 6). </div>
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If I decide to have kids use a rubric to rate each other, or I decide to use a rubric to score them, I am sure to provide the rubric expectations and criteria <b>before</b> they start working. Some of the rubrics I have used for math are <a href="https://drive.google.com/a/wcboe.k12.md.us/folderview?id=0B5W64FecuRP3bmE0bzlMT080VlE&usp=sharing" target="_blank">found here</a>. For this particular problem I may score them on how they precisely <i>communicate their thinking. </i></div>
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Once you start NOTICING and WONDERING you will start to look at the world a little differently. I'm always taking pictures of things that I think could lead to doing some math. Now that I almost always have my iphone - I always have a camera handy. Kids can also take pictures that would lead to "doing some math". </div>
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If you students are getting really good at NOTICING and WONDERING I suggest progressing onto Three Act Lessons (see my post below). I always have my kids NOTICE and WONDER as part of Act 1 of the Three Act Lesson. </div>
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I hope this has given you some more ideas about NOTICING and WONDERING! Feel free to let me know if you have questions or need clarifications! </div>
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Happy Last Days of Summer!</div>
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Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-55462247458447430722015-07-26T05:47:00.000-07:002015-08-04T10:54:05.058-07:00The Noticing and Wondering RevolutionWhen you do a read aloud with students what is the first thing you do? I know that many of you, like me, will say things like, "what do you predict this book is going to be about based on what you notice about the cover?" or "take a look at the cover, what do you think this book will be about?". What are we doing when we introduce a book this way? First of all it activates prior knowledge and helps them make connections between things new information and things they already know. Additionally it motivates kids to read or listen to the story because, through the predicting, peaking their curiosity. Students can't help but want to find out what actually happens. Teachers know that these are all important things to do when we read aloud to kids and introduce a piece of text. So, why don't we do this in math? <br />
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About 2 years ago I watched this Ignite talk given by Annie Fetter on using the Noticing and Wondering Strategy. This quick 4 minute video has transformed how I think about teaching ALL subjects, not just math. I have watched this clip no less than 50 times and every time I take something more away from it. <br />
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It took me about 8 of my 20 years of teaching to understand that the key to motivating students it to <i>peak a student's curiosity</i>. Kids are born curious but over time they stop asking questions because we, as educators give them the questions that they have to answer instead of involving them in the process. We know this about reading instruction, why don't we use this in math, social studies, and science?<br />
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So, how does noticing and wondering work?<br />
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In math Annie suggests giving the kids a stem of a problem (a word problem minus the question). This could also be a graph, infographic, or anything that is a stimulus for doing some math. Here is an example from the NCTM publication <i>Teaching Children Mathematics</i> from the Math by the Month section.<br />
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I took off the question (what could you buy?) and presented it to students just as you see the problem above. I told students to take 2 minutes and on their own jot down things they "noticed" and "wondered" about this problem. I think it is really important to give kids at least a few minutes to think, without talking, on their own (everyone needs processing time). Then I have them in small groups or pairs just share out what they NOTICE (not WONDER at this point).</div>
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After kids have had time to think on their own then we do some whole group sharing and I record on a google doc that they can all see or chart paper. This process levels the playing field. Just like with reading you activate prior knowledge and help kids start to make connections with things they already know and helps some students be exposed to things that they themselves missed. This is also a good assessment tool for teachers to see what they already know and what they do not know. For accelerated students I believe this makes them slow down and process more - they often jump in and start crunching numbers without things about all of the details. </div>
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I will tell you at this point I have them start sharing their "wonderings" with the whole group. Every time I've done this problem kids have come up with the question that was with the original problem, on their own, and ones that are much harder. I had a group of 2nd graders come up with these questions:</div>
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<li>What could you buy with this money?</li>
<li>What is the least number of pieces of candy that you could buy with this money?</li>
<li>What is the most number of pieces of candy that you could buy with this money?</li>
<li>Could you buy just 1 chocolate coin for 10 cents instead of 5 for 50 cents? (Great question for grade 2)?</li>
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Some of the questions they ask are more "clarifying" type questions and we as a class or I as the teacher, answer those so we are on the same page. This is true of the question about buying 1 chocolate coin for 10 cents above. In one of the classes I was in I had a large range of students with several very high level students so I told them if they wanted to do this, they could but they had to show me the math to prove that they have the correct cost of one item. </div>
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Next we agree on a central question, from their list, to focus on. I always tell students if they get the class question done they are free to explore other questions as well. I have been known, after kids have <i>noticed and wondered</i> for a while, to let students choose their own question and not have a central class question. </div>
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Then we set off and work on the problem - you will find that kids are VERY motivated because this is <i>their problem</i> - they came up with the question and they are motivated to solve it. Also, you won't find that you have kids just sitting their <i>stuck</i> because everyone has some information about the problem - even your lowest level students will have at least one way to start thinking and solving the problem.</div>
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My job as a teacher is now to question students. I ask questions like, </div>
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<li>tell me how you started to solve the problem?</li>
<li>what does this calculation refer to, can you label it so that everyone know what you were calculating?</li>
<li>are their other things you could buy with your money?</li>
<li>how can you organize your thinking so that anyone who picks up your work can understand what you are purchasing and how you justified your work?</li>
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As a teacher you need to come up with questions to help students who get stuck or seem to have a wrong answer INSTEAD of giving hints. Resist the urge to give <i>hints -</i> no one give hints in the real world - we want them to be independent thinkers. Read Annie Fetter's post, <a href="http://mathforum.org/blogs/annie/2015/05/27/one-example-of-a-bad-hint/" target="_blank">One Example of a Bad Hint</a>, if you don't believe me. </div>
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Then at the end of the time we have, I have students first share with a partner. Sometimes I give students a simple rubric and they evaluate each other based on things like how they communicated their thinking or precision (practice 6). Sometimes I evaluate them using a rubric and sometimes we put this work in their portfolio and then later on they choose the problems they want to be evaluated. I always like to have some students share out with the whole group as well.</div>
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Goodness - I could go on and on about this. I love this strategy and use it in ALL subjects, not just math. In Washington County MANY of our elementary teacher use this strategy and can give you testimonials about it. We use this strategy from our Cubs (age 3) all the way through our elementary grades. I will tell you if you have read my <a href="http://bbrandenburg.blogspot.com/2015/07/need-to-motivate-kids-in-math-try-3-act.html" target="_blank">post</a> about 3 Act lessons you will see that this is always the basis for my 3 act lessons as well.</div>
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If you are interested in what I have gathered and created for <a href="https://drive.google.com/folderview?id=0B5W64FecuRP3Z2JwSzR5c0d0dFk&usp=sharing" target="_blank">Noticing and Wondering go to my google folder here</a>. I'm always happy to do a teacher workshop on this topic - contact me if you are interested!</div>
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Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-27116844436065822562015-07-23T12:50:00.001-07:002015-07-23T12:50:31.073-07:00Subscribe to my Blog!If you would like what you see on my blog, so far, be sure to SUBSCRIBE to my blog in the menu to the right. In the box under <i>Follow By Email, </i> type in your email. If you are using your email from a public school system, like WCPS, you might need to check your junk mail to get your notice. <br />
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If you have particular topics you would like me to blog about or resources that you need, please let me know by leaving a comment below.Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-90422687283809910312015-07-20T18:05:00.001-07:002015-07-20T18:07:56.864-07:00I need more TEXT to use with my students!If I had a dime for every time I heard a teacher say, "I need more text to use with my students", I would be a rich person! In our county, as with many across the country, we do not use textbooks for any of our core subjects. This leaves our teachers searching for sources of good text for ELA, science, and social studies instruction. So, I started digging to find some good sources. You may or may not be familiar with them. I'm going to give a brief synopsis of each so you can decide if one of them would be helpful to you.<br />
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These sites provided "leveled" or "lexiled" text for free:<br />
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<li><a href="http://etc.usf.edu/lit2go/">Lit2Go</a> is a resource library from Florida (same site as the <a href="http://etc.usf.edu/clipart/galleries/722-mathematics">math etc clipart</a> site that I LOVE). This site is organized in several ways; by readability, author, book, genre, and collection. Text includes fantasy, poetry, folktales, science fiction, essays, historical fiction, and so much more! All text includes AUDIO as well as pdf form. If you have not visited and used this site, please do!!</li>
<li><a href="https://newsela.com/">NEWSELA</a> and <a href="https://e.newsela.com/">E.NEWSELA</a> (the elementary version) is a site filled with free news articles for kids (through high school). Each article has an approximate lexile level. These articles are about a page in length. Check out NewsELA.com for upper elementary - high school. Go to E.newsELA.com for elementary only articles. Topics include: science, kids, money, law, health, arts, and sports. </li>
<li><a href="http://readworks.org/">ReadWorks.org</a> is a FABULOUS site full of both literary and informational text. You can search by grade level (K-12), lexile, skill, strategy and domain. Topics include history, science, arts, sports, civics, government, and much, much more! All activities are also connected to CCSS. </li>
<li><a href="http://textproject.org/">Textproject.org</a> provides teachers with high-quality student texts and teacher resources for free. Click on <i>classroom resources</i> at the top and select <i>student text</i>. These text are not lexiled leveled but have a leveling system of text from 1 to 5. </li>
<li><a href="http://tweentribune.com/">Tweentribute</a> is a Smithsonian site that includes articles for kids which are categorized by topics as well as reading level (lexile). These articles are high quality and interesting for students. </li>
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Be sure to check out <i>Sources of Text</i> tab above for my symbalooedu links to WONDERFUL and FREE text to use with students.</div>
Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-62734604496811114022015-07-17T09:45:00.000-07:002015-07-17T09:46:58.216-07:00Practices, Capacities, Dimensions...Oh My....<span style="font-family: Arial, Helvetica, sans-serif;">In my job in the last 7 years I dealt, primarily, with mathematics. In my quest to "get up to speed" with the other 3 contents (for my new job) I found myself becoming a bit overwhelmed. Elementary teachers who teach all four contents have quite a lot of Common Core Content to live and breath. Not only do they have 4 sets of standards but also 4 sets of "habits of mind" or what they call Practices (Math and Science), Capacities (ELA), and Dimensions (C3/SS). </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">My math partner and crime, Mary Ann, and I set out to help ourselves by looking at the similarities and differences between these habits of mind. We first took the Math Practices (our comfort area) and then matched up the other contents were they were similar to math. That still looked a little overwhelming so we, together, came up with a set of 6 general Habits of Mind that we felt could encompass all of the contents. Now, we don't mean to replace the Practices Capacities, and Dimensions but simply create a more "teacher friendly" version that would help those teachers see the threads that tie all of the contents together. <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj14YKzhYJEYsHAsm2gPQ0J8rq4AG5uSJTBK2O4Ak0R7q9Qv-NFkfwoAof5j6Mbl4vivXzYGnAg8z8kPsxpQlZo0wniZIF50sUAjz3D6DhzCAqdnqOg56caFYPPx2y7EifYzDggS_QW_y2u/s1600/Screen+Shot+2015-07-17+at+12.32.52+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="504" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj14YKzhYJEYsHAsm2gPQ0J8rq4AG5uSJTBK2O4Ak0R7q9Qv-NFkfwoAof5j6Mbl4vivXzYGnAg8z8kPsxpQlZo0wniZIF50sUAjz3D6DhzCAqdnqOg56caFYPPx2y7EifYzDggS_QW_y2u/s640/Screen+Shot+2015-07-17+at+12.32.52+PM.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">To access this as a pdf: <a href="https://drive.google.com/file/d/0B5W64FecuRP3LTdqTzRqNTk3U2s/view?usp=sharing">https://drive.google.com/file/d/0B5W64FecuRP3LTdqTzRqNTk3U2s/view?usp=sharing</a></td></tr>
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This certainly is not written in stone but is an attempt to make sense of the connections and those skills we want all kids to leave school with (the habits of mind). If they master these things, the world will be at their finger tips - they will be able to solve any problem! </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">What do you think of what we created here?</span>Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0tag:blogger.com,1999:blog-752730458876206940.post-42743552082401934872015-07-17T07:05:00.002-07:002015-07-17T07:11:08.609-07:00Need to motivate kids in math? Try a 3 Act Lesson!!<div style="background-color: white; border: 0px; clear: both; color: #373737; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 15px; font-weight: inherit; line-height: 24.375px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">
<span style="border: 0px; color: black; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"> What is a 3 act lesson? It is a mathematical problem which is presented in 3 acts; much like a movie. Act 1 presents a problematic situation in a video and/or photo and sparks kids curiosity. In Act 2 students compose the question which they will solve, gather resources, estimation, and begin to work together to solve the problem. Act 3, much like a good movie, resolves the conflict and in this case presents the answer. This is a powerful way to get kids to solve very in-depth real world problems. </span><br /><span style="border: 0px; color: black; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"> I have to tell you that I can take no credit for this awesome idea. Three-Act lessons are the brain child of a young high school math teacher; Dan Meyer, who likes to say that he came up this structure to motivate people (students) who are forced by law to buy a product (math) that they don’t want <img alt=":-)" class="wp-smiley" src="https://redhillresources.edublogs.org/wp-includes/images/smilies/icon_smile.gif" style="border: none; height: auto; margin-bottom: 0px; margin-top: 0px; max-width: 97.5%; padding: 0px;" /> While this phenomenon started as a high school structure, I embrace this as also a very powerful instructional tool at the elementary level (even down to the Pre-K level). I have borrowed and adapted some elementary ideas from Graham Fletcher (out of GA) as well as written many of my own. If you are interested in checking this out, check out my 3-act lesson website: <span style="border: 0px; color: #3366ff; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"> <a href="https://sites.google.com/a/wcps.k12.md.us/3-act-lessons---elementary/%C2%A0" style="border: 0px; color: #3366ff; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank" title="Beth's 3 Act Lesson Website">https://sites.google.com/a/wcps.k12.md.us/3-act-lessons—elementary/ </a>.</span></span></div>
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<span style="border: 0px; color: black; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"> If you are already doing 3 Act lessons in elementary I would love to hear about it – leave me a comment below. </span></h4>
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Anonymoushttp://www.blogger.com/profile/00286354015152996716noreply@blogger.com0