Monday, July 21, 2014

HUGE 1,000 Follower Shopping Spree Giveaway

I am so humbled by my TpT journey! The last year has been an adventure. Reaching 1,000 TpT followers is reason to celebrate, don't ya think?

How would you like to win one of TEN different $50 TpT SHOPPING SPREES?! I have AMAZING TpT buddies that are helping to make this happen! All you have to do is enter using the rafflecopter below. Next week, ten winners (one for each giveaway) will be chosen. If you win- you will get to spend $5 in each of the stores listed on your giveaway. That is a total of $50 in TpT products of your choice! Perfect for back-to-school!

Check out all of the amazing stores that are participating and then get yourself signed up!

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Sunday, July 20, 2014

Falling in Love with Close Reading: Chapter 3

I can't believe that we are already on our third chapter of this close reading book study! If you have missed any of the previous posts, you can click HERE to read them.

Prior to reading this book, I was very stuck on the idea that close reading had to be informational passages and articles. There is NOTHING wrong with this...but now I am thinking outside of the box and adding tools to my toolbox. When I read chapter two, I fell in love with the idea of having students close read music lyrics. Well chapter three was even more exciting! How about having your students close read advertisements?! Advertisers carefully choose every word that they use because space and time are expensive. Students can learn so much about the power of word choice when the close read these advertisements. Why did the other choose these words? What alternative words could they have chosen? Wouldn't this make them better readers AND writers?!

After this lesson on close reading advertisements to look at word choice, students are ready to read informational or narrative texts to look at word choice. The authors remind teachers that it is important to carefully choose texts that will engage students and/or hit on themes that are being covered in science and social studies. I personally find holidays to be a very engaging theme!

One thing I noticed while reading the chapter what that the author's had the teachers reading the text to the students. The teacher would read once while students were jotting down what they thought the main idea was. Then the teacher read a paragraph or two at a time while students jotted down interesting words. Finally, they discussed the patterns that were present in the words they listed. When close reading, I have always had my students read the text themselves. I very rarely read it out loud to them. Hmmmmm............ Something for me to think about!

During close read lessons, do you every just ask your students to listen and write, rather than read?

Don't forget to enter the giveaway and hop around to see what the other bloggers thought about this chapter.

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Thursday, July 17, 2014

Guided Math- Chapter 8

This week in our Guided Math book study, we are talking about assessment. The word "assessment" would make every teacher at my school groan last year. We were required to record three assessments for every student for every standard. Oh boy, it was so much work! And it felt like all I was ever doing was assessing! Thank goodness, it seems our school is going in a different direction this year!

Sammons talks about the need for assessing often when using a guided math model. A teacher using guided math needs constant feedback from their students in order to effectively plan mini lessons and small-group lessons that meet the individual student needs.

The thing that I really took away from this chapter is the need for students to have rubrics so that they new exactly what was expected for mastery. I LOVE, LOVE, LOVE the idea of having students create the rubrics!!! I want to do this with my math journal. I can ask students to come up with the expectations of a response that meets the standards (Includes a drawing, explains each step using complete sentences, has accurate computation, includes relevant math vocabulary, etc). We can write exemplars together. Students will know exactly what I am looking for!!! They can also self assess.

What do you do to make math assessments meaningful?

Be sure to enter the weekly giveaway and check out the other posts about math assessment.

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Sunday, July 13, 2014

Falling in Love With Close Reading- Chapter 2

In case you missed the first post, I am currently reading this book about close reading.

I am hoping to discover some new ways to help my kiddos read deeply without making reading a chore.

In this chapter, Lehman and Roberts talk about some introductory lessons on close reading. The examples are from a sixth grade classroom, but I still think I will be able to use some of the ideas with my third graders.

The first lesson that they did involved close reading the lyrics to a popular song. WHAT?! Doesn't that sound fun? My third graders are just getting into music. When the song Dynamite comes on, the whole room breaks out in chorus. It's awesome. (I actually turn it on sometimes just to get a laugh. Lol) But I digress..

Lehamn and Roberts would play a popular song for their class. They would ask students what they thought the song was about. After making a list, the students would be provided with written song lyrics. After closely reading the lyrics, students found that the song had a different meaning and they found deeper understanding.

I think this is a good way to illustrate to students that we often miss things the first time around. We need to look deeper or we will overlook or misunderstand out on some of the most important details.

I think the students will enjoy reading popular song lyrics. Can you just hear them the next time the song comes on at home? "Mom, did you know that this song is actually about...."

I am all about starting close reading in a fun way so that kids do not relate close reading with BORING!

What do you think? Is this something that you could do in your classroom?

Make sure you read the posts from my bloggy buddies about this chapter and enter the giveaway to win a copy of the book and a TpT gift card!

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Thursday, July 10, 2014

Guided Math- Chapter 7

I have to admit that this chapter about having math conferences with your students, was the toughest chapter for. That being said, it is probably the chapter I needed to read the most to improve my instruction. Isn't that the way it usually works?!

In this chapter, Sammons breaks down the framework of a math conference. First, the teacher must do some research. The research phase is the time that the teacher is observing the student as they work on independent math work. During this time, the teacher is watching the strategies that the student is using and making note of any misunderstandings. After a couple minutes of observation, the teacher must now decide what and how they will teach to this child. The "what" should be a particular skill or strategy that you noticed the child struggling with or one you believe they are ready to learn. The "how" might be through guiding a child using anchor charts from mini lessons. You might also choose to model for the student while think aloud. The third step is to actually do the teaching. Once you have modeled or guided the student, you will then give them a link to future use similar to the link you give at the conclusion of a mini lesson. Finally, the teacher should record data from this conference so that you will remember to observe this student again soon to be sure they are using the skill that you taught.

This all sounds so amazing! It is differentiated so that every student is getting the exact support that they need. I don't doubt the necessity for math conferences. The challenge that I am having a hard time wrapping my mind around, is WHEN??? I mean, I am just barely able to squeeze the mini lesson, guided practice, and small-group/workshop into my allotted math time.

Here are the ideas I came up with:
  • I can conference with 1-2 students during the guided practice time. I would probably pick students that seemed a little lost during the mini lesson. 
  • I can conference with students at the end of small-group instruction. Some students might be released to work independently at their desk while 1-2 students stay at the table for a conference. 
Either way, it will take me quite a while to confer with all of my students! I was afraid that I might forget who I had conferenced with. I notice that it is the enrich kids that often get skipped when it comes to one-on-one help. So here is the system that I came up with for keeping track of the conferences.

The clip board holds a page of sticky address labels. Once I have my class list, I will print a page with each students' name. After I conference with them, I will make some notes on the label and then stick it on their running record sheet in my guided math binder. 

I will be able to quickly look at my clipboard to se who still needs a conference. When all the labels are gone, I will start over with the next sheet. I am going to leave some blank labels. Some students will require more conferences than others and I want to be sure to document each conference.

Another thought I recently had is to use the Evernote app for conference notes. You could make a notebook for each student and then make a note for reading conference, another for writing, one for behavior and one for math. The app allows you to take pictures and store them in the notes. I think it would be helpful to take a picture of a student's work on their whiteboard as a reminder to myself or evidence. Anyone ever used Evernote for this purpose?

I need more help with math conferences! I am looking forward to reading along with Brenda from Primarily Inspired as she does a book study on Laney Samons' book Math Conferences. In fact, I think I NEED that book! You can buy it on TpT. :-)

Do you do math conferences with students? If so, how often and when? How do you keep your data organized?

Be sure to hop around and see what other have to say about guided math conferences and sign up for the weekly giveaway.

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Wednesday, July 9, 2014

Paperless Open House

Every year, I watch as my class parents spend a good 30 minutes filling out paperwork at open house. They have the paperwork required by the school and then the ones that I ask for. I know that after they leave my room, they will be heading to the sibling's class to fill out another stack of paperwork.  I have four kids. So I can feel their pain. By the time I get to the fourth set, I just write "See siblings' paperwork" at the top. I kid...kinda..

After I am done feeling bad for the parents, I start to feel bad for myself. I know that I spend the next two weeks tracking down papers that are missing, making check lists, typing email addresses, sorting and filing all this paperwork that I will not look at again until I shred at the end of the year.

Am I the only one who thinks this is madness?

I vowed to make this year different! I can't change the amount of paperwork that the school requires, but I can limit all extras from me!

This year I made a Google form for my parents to fill out! It is simple, user friendly, does not require any paper AND will spit out a spreadsheet of the responses for me! YES!

This really is quite simple, but I took lots of screenshots to help you out.

First, log in to your Google docs. Click on the orange create button at the top and choose "form" from the drop down menu.

Then you can choose from one of the themes they have. I chose a book one. I will warn you that they don't have many choices. You get to title your form from this screen as well.

Now you type your first question. Mine was "Student's First Name." You can choose to have a yes/no answer or multiple choice. But since that won't work for this particular question, I chose "text." The parents will be providing a text answer for this question.

Once the first question is written, click on the blue "Done" button. Click on "Add item" and do the same process with your second question.

Continue this process until you have all the pertinent info that you want from parents. I asked for parent names, parent cell phone numbers, home phone numbers and if the child had any food allergies.

This is what my form looked like when I was finished.

A really cool thing about using this form is that after parents fill it out, I will have an instant spreadsheet of their answers!

This will save me time and filing cabinet space!

Now how will I get parents to my google form?

It gives you a super duper long address that you can use. I knew that my parents would be pretty annoyed if they had to type this address into their phone or computer browser. So I went to to make a shorter address! It's simple! Sign up for a free account. Then at the top of the home page is a spot that says "Paste a long URL to shorten." Just paste the super duper long one in the box and it will spit out a short address for it. You can even customize the address to make it easier for parents to remember!!!

I went one step farther and made a QR code for the address. This is not necessary, but kinda neat. Just go to You can paste in your form's address and then just download the QR code. You can post the QR code around your room during open house. I needed to make my families a check list of the things they need to do during open house, so I just put the website and QR code on that check list. Now families can either use their cell phones to fill it out during open house or go home and enter the web address on their computer or iPad.

All of this took me about 30 minutes to put together and that included making the checklist with cute borders and clip art. :-)

How do you make open house paperwork more parent friendly?

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Monday, July 7, 2014

Monday Made It

I am excited to be linking up with 4th Grade Frolics again for Monday Made It! Of course my project is for school again! I actually made a couple other things, but they haven't been photographed yet. So stay tuned!

I am super excited about my new math vocabulary display!

I purchased a couple of yard sticks and some clothes pins. The clothes pins were spray pained and then glued on to the yard stick. They will hold the words we are currently working on.

The words that we are not using are on a jump ring organized by domain. Students can still access them but they aren' cluttering up the board. The word cards are by Teaching and Tapas and can be found HERE.

What projects did you complete this week?

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