Here is a site that Mrs. Harvey shared in a recent e-mail that can help with the implementation of this. Of course, feel free to use your own ideas as well.
Saturday, April 5, 2014
Classroom Helps
Research shows that periodic activity in the classroom awakens the brain and improves student performance.
Here is a site that Mrs. Harvey shared in a recent e-mail that can help with the implementation of this. Of course, feel free to use your own ideas as well.
Here is a site that Mrs. Harvey shared in a recent e-mail that can help with the implementation of this. Of course, feel free to use your own ideas as well.
Monday, March 31, 2014
Quick Review of Guided Reading
BEFORE READING
- Set the purpose
- Introduce unfamiliar vocab
- When possible, make predictions
- Talk about the target strategy/skill
DURING READING
- Students read aloud
- Ask comprehension questions
- Give prompts or clues as needed
- If a student is struggling with a word, often the other students tell them the pronunciation. Instead, coach them, "Try that again. Does that make sense? Look at how the word begins."
- Give students an opportunity to read independently to practice the skill
AFTER READING
- Discuss if using the skill made a difference
- Ask questions that require more than a Yes or No response
- Help students make connections from text to life
Friday, March 14, 2014
Happy Pi Day! (3/14)
I can't believe that this didn't post last Friday! Pi day is one of my favorite days! So here it is a bit late..
Only 1 year away!
Not had enough?
Okay, last one...
Was your mind blown too? Happy Pi Day!
Only 1 year away!
Not had enough?
Okay, last one...
Was your mind blown too? Happy Pi Day!
Monday, March 10, 2014
Helps for Cycle 4A (6th Grade Math)
Smart Exchange:
Common Core Sheets
Illustrative Mathematics
Interpreting data in line plot:
- Search "Data"
- Search "Statistics"
- Search "Probability"
Common Core Sheets
Illustrative Mathematics
- Buttons (6.SP.1)
- Identifying Statistical Questions (6.SP.1)
- Puzzle Time (6.SP.4)
Interpreting data in line plot:
Subtraction Algorithms
The key to solving any operation begins with an understanding of the number sense for that operation. Beginning subtraction is challenging for students, but then throw in regrouping, and a whole new challenge arises. Then add zeros, and more confusion arrives.
Our goal is two-fold. One is to get students to be able to subtract using the standard algorithm. The other is for that algorithm to make sense to them. That is why students struggle when they come to zeros in a problem. They can perform the algorithm because they know the steps, but they don't have the understanding of what those steps represent.
Following are 6 short videos, each one shows a method of subtraction. They are all based on different approaches to an understanding of what subtraction is. Remember, not all students approach a concept with the same understanding. Number 6 is probably the most difficult for us, because we do not approach subtraction from this understanding. But this is what many Hispanic students have been taught, if they went to school in Mexico prior to arriving in the states. (They use dots to indicate adding to a place value, where I crossed out the numbers to make it more concrete.)
Our goal is two-fold. One is to get students to be able to subtract using the standard algorithm. The other is for that algorithm to make sense to them. That is why students struggle when they come to zeros in a problem. They can perform the algorithm because they know the steps, but they don't have the understanding of what those steps represent.
Following are 6 short videos, each one shows a method of subtraction. They are all based on different approaches to an understanding of what subtraction is. Remember, not all students approach a concept with the same understanding. Number 6 is probably the most difficult for us, because we do not approach subtraction from this understanding. But this is what many Hispanic students have been taught, if they went to school in Mexico prior to arriving in the states. (They use dots to indicate adding to a place value, where I crossed out the numbers to make it more concrete.)
Saturday, March 8, 2014
Friday, March 7, 2014
Friday Funny
Or maybe Friday, not so funny with I-STEP going on...
Does your adult conversation sound anything like this?
Seems like we had this conversation at our Staff Meeting last Monday...
Does your adult conversation sound anything like this?
Seems like we had this conversation at our Staff Meeting last Monday...
Sunday, March 2, 2014
Measurement Strategies
Here are 3 strategies for students to use when dealing with measurement.
The first strategy has them taking the unit (5 feet and 4 inches for example) and then creating a fraction based on the larger unit. (In this case, it would become 5 and 4/12 feet.) Once changed into a fraction, they can use their ability to add and subtract fractions, and then they would change their final answer into a mixed unit of feet and inches.
Strategy #1: Fraction Strategy
The second strategy involves regrouping. This strategy is confusing to some students because when we regroup, we normally regroup with units of base ten, but measurements do not always conform to this so it is important they understand they must regroup using the number in the given unit.
Strategy #2: Regrouping Strategy
The third strategy involves changing the mixed unit into one unit, the smallest unit. So something like 3 feet 7 inches becomes 36 inches plus 7 inches, or 43 inches.
Strategy #3: All One Unit
Depending on your student's ability, you might have to spend some time on the basic prerequisite skills. So for the first one, you might need to spend some time converting feet and inches to feet with a fractional part. For the second, you might need to spend some time regrouping with units that are not base 10. For the third, you might need to spend some time converting into the smallest unit, so 3 yards and 2 feet is equal to 9 feet plus 2 feet, or 11 feet.
The first strategy has them taking the unit (5 feet and 4 inches for example) and then creating a fraction based on the larger unit. (In this case, it would become 5 and 4/12 feet.) Once changed into a fraction, they can use their ability to add and subtract fractions, and then they would change their final answer into a mixed unit of feet and inches.
Strategy #1: Fraction Strategy
The second strategy involves regrouping. This strategy is confusing to some students because when we regroup, we normally regroup with units of base ten, but measurements do not always conform to this so it is important they understand they must regroup using the number in the given unit.
Strategy #2: Regrouping Strategy
The third strategy involves changing the mixed unit into one unit, the smallest unit. So something like 3 feet 7 inches becomes 36 inches plus 7 inches, or 43 inches.
Strategy #3: All One Unit
Depending on your student's ability, you might have to spend some time on the basic prerequisite skills. So for the first one, you might need to spend some time converting feet and inches to feet with a fractional part. For the second, you might need to spend some time regrouping with units that are not base 10. For the third, you might need to spend some time converting into the smallest unit, so 3 yards and 2 feet is equal to 9 feet plus 2 feet, or 11 feet.
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