Why have one teacher in the classroom, when I can have 4 or 5? I use students for tutoring all of the time! Students make great tutors, especially the students who are just at benchmark. They know what it is like to work hard to learn something, and benefit from teaching it to a peer.
Why don't I use my highest students as tutors? Too often, they can not break down what they have learned into steps. They don't gain as much from tutoring. They are less tolerant of the time it takes my strategic learners to learn and retain something new. I sometimes use my highest fliers, but not very often!
Now, too often students tell the other child what to do, but don't explain why or verify for understanding. So, now I am using sentence frames with tutoring. Feel free to use this format, or take the idea and make it your own!
If you use the sentence frames, as a thank you to me, please share this site with some teachers who might enjoy it!
Thank!
Sacha
Sentence Frames For Tutoring Time
Online classes I offer for teachers through HOL.edu:
RENEWING OURSELVES & OUR TEACHING
FIRST DAYS OF SCHOOL: From Stress to Success
ORGANIZING FROM THE INSIDE OUT
SAVE TIME: Time Management for Your Teaching & Your Life
Wednesday, May 1, 2013
Tuesday, April 23, 2013
Managing Pencils
I am sure that if you know about pencils. Somehow, it seems like they dissapear faster than ice cream on a hot day! I don't know how, but it just happens that way!
How do you solve the amazing disappearing pencil challenge?
I just read a great post from The Ladybug's Teacher Files on her Great Pencil Challenge! She created a game where she numbers the pencils with a permanent marker and challenges her students to keep the pencil for as long as possible. Can they make a week? She has pictures and more about the challenge at her blog. Sounds like fun!
I have also tried having students use pens. With older children, this works really well. I put a piece of masking tape on each pen (actually I had a student do that) and then wrote their number on the pen. This way it was clear which pen belonged to who. The students did really well with not loosing their pens. If they did loose a pen, they had to "buy" one with classroom points.
This year, I just have a bucket of non-sharpened and sharpened pencils. There are 5 or 6 hand pencil sharpeners I got from dollar tree. When a pencil is broke, they put it in the non-sharp bucket. When they need a new pencil, they grab from the sharpened basket. A few kids are always happy to keep the pencils sharp during recess or snack time.
How do you solve the amazing disappearing pencil challenge?
I just read a great post from The Ladybug's Teacher Files on her Great Pencil Challenge! She created a game where she numbers the pencils with a permanent marker and challenges her students to keep the pencil for as long as possible. Can they make a week? She has pictures and more about the challenge at her blog. Sounds like fun!
I have also tried having students use pens. With older children, this works really well. I put a piece of masking tape on each pen (actually I had a student do that) and then wrote their number on the pen. This way it was clear which pen belonged to who. The students did really well with not loosing their pens. If they did loose a pen, they had to "buy" one with classroom points.
This year, I just have a bucket of non-sharpened and sharpened pencils. There are 5 or 6 hand pencil sharpeners I got from dollar tree. When a pencil is broke, they put it in the non-sharp bucket. When they need a new pencil, they grab from the sharpened basket. A few kids are always happy to keep the pencils sharp during recess or snack time.
Tuesday, April 9, 2013
Common Core Math Standards for ALL my students
This year I have started implementing the Common Core math standards for all of my students. It has been quite the challenge! I have some special education students in my 3rd grade group who had yet to master all of the kindergarten standards. I only teach my 2nd graders math one day a week. (ther days they walk to math.)
For the first 6 months, I just taught the lessons as I was guided to teach them. I then used a free trial of MobyMath.com to assess my students. (I am in no way related to the company, but do like their product). What I found is that my students were way behind. Actually, even my top TAG students were not meeting the common core.
My average student of color was over a full 1.5 years behind. Clearly, I was failing.
I now have much more targeted instruction. I have gone back to reteach the kindergarten math standards that close to half of my class had yet to master. One of my SPED students has made a full two years worth of gains, but is still very far behind.
I am clear with my students on exactly where they are and which math standards they have yet to meet. Time management, technology and the support of my building administrators have been key.
During silent reading time, I now teach a double dose math group to all 3rd graders that are behind in math, no matter what class they are normally in. I carefully plan out all of my prep times so I am prepared to teach such a wide range of students. I use technology to differentiate my teaching and reduce my grading load.
Of course, I still have a long way to go! My goal this year is that all of my 3rd grade students reach 100% mastery of 3rd grade common core and 20% mastery of 4th grade common core. My second grade students have a similar goal for their grade level. (I teach a blended classroom.) My only exception is that students who are more than 2 years behind have a different goal. Their goal is to increase their proficiency by 2 years during this school year.
Eight out of ten 3rd graders have met their goals.
Nine out of fourteen 2nd graders have met their goals.
For the first 6 months, I just taught the lessons as I was guided to teach them. I then used a free trial of MobyMath.com to assess my students. (I am in no way related to the company, but do like their product). What I found is that my students were way behind. Actually, even my top TAG students were not meeting the common core.
My average student of color was over a full 1.5 years behind. Clearly, I was failing.
I now have much more targeted instruction. I have gone back to reteach the kindergarten math standards that close to half of my class had yet to master. One of my SPED students has made a full two years worth of gains, but is still very far behind.
I am clear with my students on exactly where they are and which math standards they have yet to meet. Time management, technology and the support of my building administrators have been key.
During silent reading time, I now teach a double dose math group to all 3rd graders that are behind in math, no matter what class they are normally in. I carefully plan out all of my prep times so I am prepared to teach such a wide range of students. I use technology to differentiate my teaching and reduce my grading load.
Of course, I still have a long way to go! My goal this year is that all of my 3rd grade students reach 100% mastery of 3rd grade common core and 20% mastery of 4th grade common core. My second grade students have a similar goal for their grade level. (I teach a blended classroom.) My only exception is that students who are more than 2 years behind have a different goal. Their goal is to increase their proficiency by 2 years during this school year.
Eight out of ten 3rd graders have met their goals.
Nine out of fourteen 2nd graders have met their goals.
Online classes I offer for teachers through HOL.edu:
RENEWING OURSELVES & OUR TEACHING
FIRST DAYS OF SCHOOL: From Stress to Success
ORGANIZING FROM THE INSIDE OUT
SAVE TIME: Time Management for Your Teaching & Your Life
RENEWING OURSELVES & OUR TEACHING
FIRST DAYS OF SCHOOL: From Stress to Success
ORGANIZING FROM THE INSIDE OUT
SAVE TIME: Time Management for Your Teaching & Your Life
Monday, April 1, 2013
Best Practices Weekly: Using American Idol to boost reading fluency
I wanted to share an ingenious idea from Best Practices Weekly. If you don't know about this site, it is a wonderful free site. Every week or so, the author takes some research and presents it in ways that you can immediately use in the classroom.
One of my favorite gems is how to use American Idols to boost fluency rates. The gist of it is that each week you choose a poem. The students practice the poem over the course of the week (choral reading, partner reading, echo reading etc.) On Friday three students are chosen to "perform" with a pretend microphone and use a secret ballot to mark choose the most fluent performer. Everyone gets a certificate of performance!
Check out the great video and resources!
Sacha
http://bestpracticesweekly.com/?page_id=1113
One of my favorite gems is how to use American Idols to boost fluency rates. The gist of it is that each week you choose a poem. The students practice the poem over the course of the week (choral reading, partner reading, echo reading etc.) On Friday three students are chosen to "perform" with a pretend microphone and use a secret ballot to mark choose the most fluent performer. Everyone gets a certificate of performance!
Check out the great video and resources!
Sacha
http://bestpracticesweekly.com/?page_id=1113
Online classes I offer for teachers through HOL.edu:
RENEWING OURSELVES & OUR TEACHING
FIRST DAYS OF SCHOOL: From Stress to Success
ORGANIZING FROM THE INSIDE OUT
SAVE TIME: Time Management for Your Teaching & Your Life
RENEWING OURSELVES & OUR TEACHING
FIRST DAYS OF SCHOOL: From Stress to Success
ORGANIZING FROM THE INSIDE OUT
SAVE TIME: Time Management for Your Teaching & Your Life
Tuesday, March 19, 2013
Whole Brain Teaching - Stop Back Talk!
I wanted to share an inspirational post on how to stop backtalk. This is a recommendation from Whole Brain Teaching. If you don't know about this website, it is free and has really changed my teaching! I now spend more of my day teaching and having fun and less time disciplining.
Every week, one of my students signs up to be the student who is in charge of rules. This student rehearses the rules with students in the morning. It is quite the honor to have the rules job! Then, I follow these procedures.
Later I'll talk about how students earn their jobs. That is tied in with the universal homework program in my classroom!
"HOW TO STOP BACKTALK. Please forward this note to your of colleagues, post it on your Facebook page ... let's make America a BackTalk Free Zone.
Coach B says, "To stop student backtalk, teach your kids WBT's five classroom rules. (See WholeBrainTeaching.com, webcast 515 for details.) Rehearse the rules five times a day for two weeks until whenever you say a rule number, the kids instantly respond with the rule and the gesture.
Then, begin the rule cues. If a student speaks without raising her hand, you say "Two!" and the class responds VERY QUICKY "Raise your hand for permission to speak!" If they are very fast, give them a Smiley on the Scoreboard ... if they aren't quick enough, practice a bit until the speed of their response is like lightening.
After a week or so of that, introduce the Rule 5 cue. Explain the most common examples of backtalk you've heard in class. At the first opportunity of genuine backtalk say "Five!" ... the class immediately responds, "Keep your dear teacher happy!" Thus, instead of disrupting your class with backtalk, your student has created an opportunity to unite them behind your leadership!" Who will help teachers everywhere by posting this note on their Facebook page and emailing it to colleagues?"
Every week, one of my students signs up to be the student who is in charge of rules. This student rehearses the rules with students in the morning. It is quite the honor to have the rules job! Then, I follow these procedures.
Later I'll talk about how students earn their jobs. That is tied in with the universal homework program in my classroom!
"HOW TO STOP BACKTALK. Please forward this note to your of colleagues, post it on your Facebook page ... let's make America a BackTalk Free Zone.
Coach B says, "To stop student backtalk, teach your kids WBT's five classroom rules. (See WholeBrainTeaching.com, webcast 515 for details.) Rehearse the rules five times a day for two weeks until whenever you say a rule number, the kids instantly respond with the rule and the gesture.
Then, begin the rule cues. If a student speaks without raising her hand, you say "Two!" and the class responds VERY QUICKY "Raise your hand for permission to speak!" If they are very fast, give them a Smiley on the Scoreboard ... if they aren't quick enough, practice a bit until the speed of their response is like lightening.
After a week or so of that, introduce the Rule 5 cue. Explain the most common examples of backtalk you've heard in class. At the first opportunity of genuine backtalk say "Five!" ... the class immediately responds, "Keep your dear teacher happy!" Thus, instead of disrupting your class with backtalk, your student has created an opportunity to unite them behind your leadership!" Who will help teachers everywhere by posting this note on their Facebook page and emailing it to colleagues?"
Online classes I offer for teachers through HOL.edu:
RENEWING OURSELVES & OUR TEACHING
FIRST DAYS OF SCHOOL: From Stress to Success
ORGANIZING FROM THE INSIDE OUT
SAVE TIME: Time Management for Your Teaching & Your Life
RENEWING OURSELVES & OUR TEACHING
FIRST DAYS OF SCHOOL: From Stress to Success
ORGANIZING FROM THE INSIDE OUT
SAVE TIME: Time Management for Your Teaching & Your Life
Sunday, March 3, 2013
Planning your prep time
Of course you plan your lessons! I normally have mine planned out a week in advanced. But, do you plan your prep times?
I never used to plan out my prep time. So often, the 20 minutes would go by, and I would have very little accomplished. I now have a weekly template for my prep time.
Here is an example:
On Fridays, school starts at 8:30. My PE time also starts at 8:30! I meet everyone outside (we do the Pledge of Allegiance outside as a school on Fridays), and am ready with my clip board. I walk the students to PE after morning announcements and take attendance as they enter. By the time we have had morning announcements from the principal and I've taken attendance, it is really 8:35 or 8:40.
Now I have from 8:35 (on a good day) till 8:55 to pick up my students! Here is my plan for those twenty minutes:
Do I always get all of that done in 20 minutes? Of course not! I am human. On the other hand, I know that I shouldn't spend 30 minutes deliberating over what I am going to write to my parents, because I just don't have the time. Also, during the course of the week, I try to jot down in one place any ideas I have for the parent letter.
Try planning just one of your prep times! How does it work for you?
I never used to plan out my prep time. So often, the 20 minutes would go by, and I would have very little accomplished. I now have a weekly template for my prep time.
Here is an example:
On Fridays, school starts at 8:30. My PE time also starts at 8:30! I meet everyone outside (we do the Pledge of Allegiance outside as a school on Fridays), and am ready with my clip board. I walk the students to PE after morning announcements and take attendance as they enter. By the time we have had morning announcements from the principal and I've taken attendance, it is really 8:35 or 8:40.
Now I have from 8:35 (on a good day) till 8:55 to pick up my students! Here is my plan for those twenty minutes:
- Enter attendance online
- Use a template (from last week's letter) and write a parent letter
- Email the parent letter to all families
- One or two individual emails to families (I don't have enough time in 20 minutes to make any phone calls!)
- Pick up my students 20 minutes later!
Do I always get all of that done in 20 minutes? Of course not! I am human. On the other hand, I know that I shouldn't spend 30 minutes deliberating over what I am going to write to my parents, because I just don't have the time. Also, during the course of the week, I try to jot down in one place any ideas I have for the parent letter.
Try planning just one of your prep times! How does it work for you?
Online classes I offer for teachers through HOL.edu:
RENEWING OURSELVES & OUR TEACHING
FIRST DAYS OF SCHOOL: From Stress to Success
ORGANIZING FROM THE INSIDE OUT
SAVE TIME: Time Management for Your Teaching & Your Life
RENEWING OURSELVES & OUR TEACHING
FIRST DAYS OF SCHOOL: From Stress to Success
ORGANIZING FROM THE INSIDE OUT
SAVE TIME: Time Management for Your Teaching & Your Life
Friday, September 28, 2012
Answering vocabulary questions! Strategies that work
When teaching students to answer vocabulary questions, they need to have a strategy! But before they can use the strategy, they need to know what type of question they are answering.
The four main types of reading comprehension questions are:
If a question does not fit into any of the four categories, then they will have to have some specific knowledge in order to answer it. If they lack the knowledge, all they can do is try to eliminate poor response choices and then guess.
The four main types of reading comprehension questions are:
- Vocabulary
- Right There or Find the Fact
- Clue Word
- Main Idea
If a question does not fit into any of the four categories, then they will have to have some specific knowledge in order to answer it. If they lack the knowledge, all they can do is try to eliminate poor response choices and then guess.
Teaching the Strategies
All students should be taught to approach each reading test selection like this:
All students should be taught to approach each reading test selection like this:
- Read the questions before reading the selection.
- Highlight the key words taking special notice of the “buzzwords” if there are any.
- If a question refers to a specific paragraph, star that question and immediately find the relevant section of that paragraph. Check to see if the correct answer is “right there”.
- Write the type of question it is: vocabulary, find the fact/clue, main idea
- Then, read the selection.
Reading
the questions before the selection clues the reader in to what they are
going to read and what to pay attention to. Highlighting keywords like those boldfaced
gives the reader a deeper understanding of what is being asked. Writing the question type lets the student focus on what strategy they will use to answer the question. The following strategies are
applied AFTER all the above steps have taken place.
Vocabulary Questions
It
does not take much to identify this type of question. They typically
refer to a word that is already underlined in the text and ask what it
means. After writing that the question is a vocabulary question, students should:
- Find the word in the selection.
- Write the sentence replacing the vocabulary word with a line.
- Re-read the sentence four times. Each time replacing the word with another response choice.
- Decide which substitution makes the most sense in the context of the story. Choose that one.
Special
thanks to Jonathan Steinholf who wrote this sequence of lessons up.
Online classes I offer for teachers through HOL.edu:
RENEWING OURSELVES & OUR TEACHING
FIRST DAYS OF SCHOOL: From Stress to Success
ORGANIZING FROM THE INSIDE OUT
SAVE TIME: Time Management for Your Teaching & Your Life
Online classes I offer for teachers through HOL.edu:
RENEWING OURSELVES & OUR TEACHING
FIRST DAYS OF SCHOOL: From Stress to Success
ORGANIZING FROM THE INSIDE OUT
SAVE TIME: Time Management for Your Teaching & Your Life
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