tag:blogger.com,1999:blog-34283000047345982132024-03-13T13:19:03.674-05:00Psyched to be in 2nd!Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.comBlogger74125tag:blogger.com,1999:blog-3428300004734598213.post-31126229176202063662015-08-02T14:13:00.000-05:002015-08-02T14:13:28.522-05:00TpT Back to School Sale<div style="text-align: center;">
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Hi!</div>
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I'm so excited to be participating in my first TpT sale!! :-) For those of you who haven't had a chance to check out my Currently August post, I have literally JUST joined the ranks of TpT sellers. Who knew I would take the plunge on the eve of the TpT Back to School sale?! :-) </div>
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<a href="https://www.teacherspayteachers.com/SitewideSales"><img alt="300 × 250" src="https://mcdn.teacherspayteachers.com/img/sale_superb/sale_300_250.jpg?rand=1438456949" /></a><br />
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Right now, my store is pretty teeny, and I'm definitely a beginner. I'm looking forward to growing my store and developing my abilities as a TpT creator. You can check out my store <a href="https://www.teacherspayteachers.com/Store/Psyched-To-Be-In-2nd" target="_blank">here</a>. </div>
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Here's a quick overview of my current products:</div>
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1) <a href="https://www.teacherspayteachers.com/Product/US-Symbols-QR-Code-Research-Bundle-2003121" target="_blank">U.S. Symbol QR Code Research Bundle</a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYhHipCT0J7LmWwi8ZjnJRUXnPznI2AVt4SxgzJ9nQuBGN_UpjqW27nHkHdcs8cuWtRBJcWZPQuLqxh8McwvjyE1HmQPduZTGAFvJhuorqzgzYKX2cKoqrwRjhklXFURyNnwK34XkEgagT/s1600/Slide01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYhHipCT0J7LmWwi8ZjnJRUXnPznI2AVt4SxgzJ9nQuBGN_UpjqW27nHkHdcs8cuWtRBJcWZPQuLqxh8McwvjyE1HmQPduZTGAFvJhuorqzgzYKX2cKoqrwRjhklXFURyNnwK34XkEgagT/s320/Slide01.jpg" width="320" /></a></div>
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As you can see, this resource includes QR codes that will guide students' research of the U.S. flag, the bald eagle, the White House, the Liberty Bell, and the Statue of Liberty. There are 10 QR codes included for each. All symbol QR code resources are also sold separately, with a selection of the U.S. flag QR codes available as a freebie. </div>
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2) <a href="https://www.teacherspayteachers.com/Product/Daily-Math-Problem-Solving-1st-9-Weeks-2002048" target="_blank">Daily Math Problem Solving</a> </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-rS3IyFyVYlSZG8na5CmYrOa6GScq05fnn9CkmEcj3eA_DfacHJFf1GntZDEQcpU_oJbH4EX0iDgzhoDTC1_v6KhXQsdySsVTxUgDDELcEQ-s45I7md-QGl1Q3tz5UT2sU5HqsdMt3WQV/s1600/Slide01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-rS3IyFyVYlSZG8na5CmYrOa6GScq05fnn9CkmEcj3eA_DfacHJFf1GntZDEQcpU_oJbH4EX0iDgzhoDTC1_v6KhXQsdySsVTxUgDDELcEQ-s45I7md-QGl1Q3tz5UT2sU5HqsdMt3WQV/s320/Slide01.jpg" width="320" /></a></div>
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This resource will eventually be part of a year-long bundle of daily problem solving. I made this resource by following my district's pacing guide and consulting our Pearson adoptions of Envision and Investigations. I created this as a way to start math class each day in a paper-friendly way. Each morning, my students arrive to one of these problems projected on our SMART Board. They write the equation and show their work in math journals. My students and I love calling on 2 or 3 students daily to share their strategies for solving the word problem. </div>
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That's all for now. I hope everyone enjoys the Back to School sale over at TpT. What was the most important thing you learned when you became a TpT seller?</div>
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-30939853422488004252015-08-01T23:40:00.003-05:002015-08-01T23:40:54.198-05:00Currently AugustHi everyone!<br />
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I'm just stopping by to link up with <a href="http://ohboy3rdgrade.blogspot.com/" target="_blank">Farley</a> for Currently August. Since it's late and my body has chosen this summer to become a full-blown insomniac (as a LOVER of sleep, it's been TERRIBLE!), I'm going to just get right to it. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvgJ7mYXbCzD7FiwwY9o7MINYgEYNtKUMt4IqOybe1T2tygzAGljTNFU0_iwKzd8jRyqFtCZ1MDljN6RU3L56URdTk3AxTJcv6eUmDi2VnVofaZg_ucPtA0cDZxBKQTKqSznOZ5DM_vrr6/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvgJ7mYXbCzD7FiwwY9o7MINYgEYNtKUMt4IqOybe1T2tygzAGljTNFU0_iwKzd8jRyqFtCZ1MDljN6RU3L56URdTk3AxTJcv6eUmDi2VnVofaZg_ucPtA0cDZxBKQTKqSznOZ5DM_vrr6/s400/Slide1.jpg" width="300" /></a></div>
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Listening: To <a href="https://www.youtube.com/watch?v=v98cFsRXi8I" target="_blank">this</a>! I love it! What's your favorite song of summer?</div>
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Loving: Despite the fact that another birthday is coming (getting old is ZERO fun), I'm totally looking forward to my annual chocolate cake with chocolate frosting that my cousins have taken to calling THE cake. :-)</div>
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Thinking: Okay, time to share. :-) I have been thinking about this for awhile, but I have finally gone ahead with it. I've started my own TpT store y'all. HUGE DISCLAIMER: I'm SUPER new at this, don't have a clue what I'm doing, and I hope to learn a lot along the way. Advice and kindness are both welcomed. I'll be working on it over the next few days, trying to get some more added for the TpT back to school sale. Anyway, if you want to follow along/check it out, you can do that <a href="https://www.teacherspayteachers.com/Store/Psyched-To-Be-In-2nd" target="_blank">here</a>. </div>
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Wanting/Needing: Guys, it's August (how did that happen?)! I am in DESPERATE need of back-to-school clothes shopping! One thing I like to do each year is get a new first day of school dress, so that's at the top of my list. How about you? Are you and your wardrobe ready for back-to-school? </div>
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B2S RAK: It's a hectic time, so I think that it is a great time for a RAK. I like to write personalized notes. It's not the most inspired, but I know how much it means to me to receive a kind, encouraging note. I'm looking forward to hopefully getting some ideas from this Currently August link-up. </div>
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Anyway, like I said, it's LATE. So I'm going to just throw my Currently August post up and get to bed (here's hoping sleep comes with it). </div>
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Are you ready for back-to-school yet? What's your #1 tip for me as I begin my TpT journey? </div>
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com3tag:blogger.com,1999:blog-3428300004734598213.post-43036753933940911182015-07-30T00:00:00.000-05:002015-07-30T00:00:05.269-05:00Building Mathematical Comprehension Chapters 5 and 6 and New Technology ToolsHey everyone!<br />
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Here are my recaps/important tidbits from <u>Building Mathematical Comprehension</u> by Laney Sammons. I've also incorporated the use of some technology pieces to change things up a bit.<br />
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<u>Chapter 5: The Importance of Visualizing Mathematical Ideas (using <a href="http://popplet.com/" target="_blank">Popplet</a>)</u><br />
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First of all, I learned something new about <a href="https://itunes.apple.com/us/app/popplet-lite/id364738549?mt=8" target="_blank">Popplet</a> today. It really doesn't work using Safari. You are much better off using Google Chrome. :-) As you can see, you can make a graphic organizer with text and pictures. I've used this to teach various reading strategies in class before. Have you used Popplet? What's one way you might use it in your class this year?<br />
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<object height="460" width="460"><param value="http://popplet.com/app/Popplet_Alpha.swf?page_id=2590144&em=1" name="movie"></param>
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<u>Chapter 6: Making Inferences and Predictions (using <a href="https://www.haikudeck.com/" target="_blank">Haiku Deck</a>):</u><br />
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I've heard of <a href="https://itunes.apple.com/us/app/haiku-deck-presentation-slideshow/id536328724?mt=8" target="_blank">Haiku Deck</a> before, but never really tried it out. I know that their thing is using small amounts of text to create presentations (hence, the haiku :-) ). After trying it out, I must say, it's incredibly easy to use, and I really like it. <br />
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<iframe frameborder="0" height="541" marginheight="0" marginwidth="0" src="https://www.haikudeck.com/e/LRv2Grl0Oa/?isUrlHashEnabled=false&isPreviewEnabled=false&isHeaderVisible=false" width="640"></iframe><br />
<span style="font-family: arial, sans-serif; font-size: 8pt;"><a href="https://www.haikudeck.com/p/LRv2Grl0Oa/building-mathematical-comprehension-chapter-6-making-inferences-and-predictions?utm_campaign=embed&utm_source=webapp&utm_medium=text-link" title="Building Mathematical Comprehension Chapter 6: Making Inferences and Predictions Presentation">Building Mathematical Comprehension Chapter 6: Making Inferences and Predictions</a> - Created with Haiku Deck, presentation </span><span style="font-family: arial, sans-serif; font-size: 8pt;">software that inspires</span><br />
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I'll be back soon with some more GoNoodle (I know, I promised this awhile ago), <u>Building Mathematical Comprehension</u>, back to school stuff, and maybe even more. <br />
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-27946614561578457872015-07-28T09:50:00.001-05:002015-07-28T09:50:55.760-05:00Thinglink and Open House<div class="separator" style="clear: both; text-align: center;">
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Hey guys!!!<br />
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I have been inspired by Sabra over at <a href="http://teachingwithatouchoftwang.blogspot.com/" target="_blank">Teaching with a Touch of Twang</a> after reading her post about <a href="https://www.thinglink.com/" target="_blank">Thinglink</a> and her plans for an <a href="http://teachingwithatouchoftwang.blogspot.com/2015/07/an-interactive-open-house.html" target="_blank">interactive Open House</a> for her students. (Of course, I was also inspired by The Tonight Show-Top 10 was David Letterman's trademark segment, so I went vintage Tonight Show this time.)<br />
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So, I created my Thinglink for Meet the Teacher night to allow my students a fun way to see into our year.<br />
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I have not had my students make their own Thinglinks yet (but that's definitely on this year's to-do list). I'm so excited my district is purchasing more technology for our classrooms, making it possible for each pair of students in my classroom to have a device! In the past, I have mostly used Thinglink to collect unit resources in one place (<a href="http://psychedtobeinsecond.blogspot.com/2014/07/integrating-technology-and-science.html" target="_blank">here's a link</a> to a post I did about my most popular Thinglink that contains resources for teaching science safety). Have you used Thinglink before? What's your favorite way to use it?Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com1tag:blogger.com,1999:blog-3428300004734598213.post-13521026082797573042015-07-20T20:32:00.000-05:002015-07-20T20:32:26.077-05:00Building Mathematical Comprehension Chapters 3 and 4Hey everyone!<br />
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I'm back with some thoughts about <u>Building Mathematical Comprehension</u> chapters 3 (Making Mathematical Connections) and 4(Increasing Comprehension by Asking Questions). I'm going to just do this wrap-up really quick for each chapter.<br />
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<b><u>Chapter 3:</u></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhO0aNDrMsZsV4XRS9ohZ-IbatAiqJ8ksO474bnHPMaoTNgdnDZqqqSgCTR0qqjaGztTExjfL4FpekbQC9oiraERKgUboiSym0Suoz9KjNEWfrZxDLl59y2a_A8fx5sCmjGAI01xqRR_FKp/s1600/3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhO0aNDrMsZsV4XRS9ohZ-IbatAiqJ8ksO474bnHPMaoTNgdnDZqqqSgCTR0qqjaGztTExjfL4FpekbQC9oiraERKgUboiSym0Suoz9KjNEWfrZxDLl59y2a_A8fx5sCmjGAI01xqRR_FKp/s200/3.png" width="149" /></a></div>
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<u>3 Types of Mathematical Connections</u>:</div>
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<li>Math-to-Self- connections between own life experiences and mathematics</li>
<li>Math-to-Math- connections between past and present studies of math</li>
<li>Math-to-World- connections between math and our world</li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh20evke0ZVxbHOw30KtmyV4HUkQW7u7QB_PpubHFQHg4rJDeOUss_dL_Ai_hBaOG5MTa0Lia-ur5bAGx2MrqCdQrklGyUP7RVAPnXRyiv4svvJVavERvCQ2NIgPo1-fSVOphbOof2DbPYb/s1600/2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh20evke0ZVxbHOw30KtmyV4HUkQW7u7QB_PpubHFQHg4rJDeOUss_dL_Ai_hBaOG5MTa0Lia-ur5bAGx2MrqCdQrklGyUP7RVAPnXRyiv4svvJVavERvCQ2NIgPo1-fSVOphbOof2DbPYb/s200/2.png" width="137" /></a></div>
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<u>2 Math Stretches to Encourage Making Connections</u>:</div>
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<li><b>How Did My Family Use Math Last Night?</b>-making connections is explicitly taught and immediately applied by students.</li>
<li><b>_________ Makes Me Think of...</b>- students practice making relevant math-to-self, math-to-math, and math-to-world connections. </li>
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<u>One Major Take-Away/Point Summing It All Up</u>:</div>
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This quote from the beginning of the chapter really sums up the importance of this strategy in mathematics:</div>
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"People are wired to search for ways to connect the new with the familiar...In the same way, learning is intimately linked to the connections we make between our prior knowledge and our new experiences. Prior knowledge or experiences help learners interpret and construct meaning from newly introduced ideas or concepts" (p. 85)</blockquote>
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<b><u>Chapter 4:</u></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhO0aNDrMsZsV4XRS9ohZ-IbatAiqJ8ksO474bnHPMaoTNgdnDZqqqSgCTR0qqjaGztTExjfL4FpekbQC9oiraERKgUboiSym0Suoz9KjNEWfrZxDLl59y2a_A8fx5sCmjGAI01xqRR_FKp/s1600/3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhO0aNDrMsZsV4XRS9ohZ-IbatAiqJ8ksO474bnHPMaoTNgdnDZqqqSgCTR0qqjaGztTExjfL4FpekbQC9oiraERKgUboiSym0Suoz9KjNEWfrZxDLl59y2a_A8fx5sCmjGAI01xqRR_FKp/s200/3.png" width="149" /></a></div>
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<u>3 Ways to Classify Questions:</u></div>
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<li><b>Right There</b>: These are literal, easy-to-answer questions, that can usually be answered from one line of text.</li>
<li><b>Think and Search</b>: These are found within the text, but with a bit more work than the right there questions. Requires thinking, searching, and more than one line of text to answer. </li>
<li><b>On My Own</b>: These questions are not easily answered from the text and instead require the reader/mathematician to make an inference. </li>
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<u>2 Things to Incorporate into Math Journals</u>:</div>
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I currently use my math journals for daily problem solving or whole-group problem practice outside of our math workbooks. Here are 2 things that I want to incorporate in my journals this year (along with vocabulary work, as described in chapter 2):</div>
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1) <b>Question Journals</b>- these provide a way for students to keep track of their questions. Rather than devoting an entire journal to them, I want to incorporate them into one math journal. Question Journals include this information: </div>
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<b><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-fareast-font-family: "MS ゴシック"; mso-fareast-theme-font: major-fareast; mso-hansi-theme-font: major-latin;">Question<o:p></o:p></span></b></div>
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<b><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Before,
During, or After?<o:p></o:p></span></b></div>
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<b><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Predicted
Answer<o:p></o:p></span></b></div>
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<td style="background: #D2EAF1; border-left: none; border: solid #4BACC6 1.0pt; mso-background-themecolor: accent5; mso-background-themetint: 63; mso-border-left-alt: solid #4BACC6 1.0pt; mso-border-left-themecolor: accent5; mso-border-themecolor: accent5; padding: 0in 5.4pt 0in 5.4pt; width: 110.7pt;" valign="top" width="111"><div align="center" class="MsoNormal" style="mso-yfti-cnfc: 64; text-align: center;">
<b><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Final
Answer<o:p></o:p></span></b></div>
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<td style="border-top: none; border: solid #4BACC6 1.0pt; mso-border-themecolor: accent5; mso-border-top-alt: solid #4BACC6 1.0pt; mso-border-top-themecolor: accent5; padding: 0in 5.4pt 0in 5.4pt; width: 110.7pt;" valign="top" width="111"><div align="center" class="MsoNormal" style="mso-yfti-cnfc: 132; text-align: center;">
<br /></div>
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<td style="border-bottom: solid #4BACC6 1.0pt; border-left: none; border-right: solid #4BACC6 1.0pt; border-top: none; mso-border-bottom-themecolor: accent5; mso-border-left-alt: solid #4BACC6 1.0pt; mso-border-left-themecolor: accent5; mso-border-right-themecolor: accent5; mso-border-top-alt: solid #4BACC6 1.0pt; mso-border-top-themecolor: accent5; padding: 0in 5.4pt 0in 5.4pt; width: 110.7pt;" valign="top" width="111"><div align="center" class="MsoNormal" style="mso-yfti-cnfc: 128; text-align: center;">
(did
the question arise before, during, or after the math task)<o:p></o:p></div>
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<td style="border-bottom: solid #4BACC6 1.0pt; border-left: none; border-right: solid #4BACC6 1.0pt; border-top: none; mso-border-bottom-themecolor: accent5; mso-border-left-alt: solid #4BACC6 1.0pt; mso-border-left-themecolor: accent5; mso-border-right-themecolor: accent5; mso-border-top-alt: solid #4BACC6 1.0pt; mso-border-top-themecolor: accent5; padding: 0in 5.4pt 0in 5.4pt; width: 110.7pt;" valign="top" width="111"><div align="center" class="MsoNormal" style="mso-yfti-cnfc: 128; text-align: center;">
Record
possible answers/make predictions<o:p></o:p></div>
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<br /></div>
</td></tr>
</tbody></table>
</div>
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2) <b>Question Webs</b>- For those of you that use Thinking Maps, this is essentially a detailed bubble map, with the question recorded in a center circle (ex. in the book, they ask Why do we have standard units of measure?, p. 137). Branching out from the circle are various potential answers to the question. Finally, the student's definitive answer to the question is recorded at the bottom of the page.<br />
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<u>1 Major Take-Away/Point Summing it All Up:</u> </div>
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Per Sammons (p. 119), "As students read about mathematical concepts or problems, the generation of authentic questions about the subject matter leads to deeper understanding and retention."</div>
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As I'm getting into this book, I'm really beginning to see how a few small adjustments can help me marshal my reading comprehension toolbox of strategies to maximize math achievement and transform math instruction in my classroom this year. I can't wait to get started! </div>
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I'll be back soon with more about <a href="https://www.gonoodle.com/s/mwunderl" target="_blank">GoNoodle</a> and <u>Building Mathematical Comprehension</u>. </div>
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Until next time!</div>
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-76390545422463034712015-07-17T22:29:00.000-05:002015-07-17T22:29:12.290-05:00GoNoodle and Koo Koo Kanga Roo!I have been using <a href="https://www.gonoodle.com/s/mwunderl" target="_blank">GoNoodle</a> for several years now, as have many other bloggers out there. I love it SO MUCH!!! It seems to get better and better all the time. Anyway, I thought that it was finally time that I shared that love on my blog. Look over to the right and you will find my new "I'm a Blogger Who Brain Breaks!" icon. ------------------------------------------------------------------------------><br />
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I've also included it here since it is just adorable:<br />
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<div align="center">
<a href="http://www.gonoodle.com/?ref_id=blogbadge" title="GoNoodle Inspiration Blog"><img alt="GoNoodle Inspiration Blog" src="http://cdn.inspiration.gonoodle.com/wp-content/uploads/2014/05/blog-badge-2.png" style="border: none;" /></a><br />
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For those of you that aren't familiar, <a href="https://www.gonoodle.com/s/mwunderl" target="_blank">GoNoodle</a> is a FREE brain breaks site. (Yes, 100% free!) They have a variety of brain breaks for any occasion you might encounter in the classroom. They inject energy, harness focus, and promote positive attitudes/feelings. When I first started with <a href="https://www.gonoodle.com/s/mwunderl" target="_blank">GoNoodle</a>, this was pretty much where I was in my knowledge and experience with it:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4ojlyuCjyg-P1smZKpX9OXXWBt3b7w-lUyg0gcLgChvbUxJtM1cemqlw-QCGXvmer41xwYsPmGKzQFNrzAWJ-G05xghTHUVvoWharTqNeC6EGGrLwTf-ecxhen61JhxSpXv7WAbslNugX/s1600/Screen+Shot+2015-07-17+at+5.11.11+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="337" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4ojlyuCjyg-P1smZKpX9OXXWBt3b7w-lUyg0gcLgChvbUxJtM1cemqlw-QCGXvmer41xwYsPmGKzQFNrzAWJ-G05xghTHUVvoWharTqNeC6EGGrLwTf-ecxhen61JhxSpXv7WAbslNugX/s640/Screen+Shot+2015-07-17+at+5.11.11+PM.png" width="640" /></a></div>
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This picture also gives you a good view of the site. Once you login and select your class (you can set up multiple), here is what you'll see. Your champ (the cute guy in the middle, chosen by you/your class) always has something to say. If you click on his speech bubble you can toggle back and forth between what he has to say as well as a meter showing exercise minutes and progress toward the next level. </div>
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You can get to the brain breaks by clicking on the large green PLAY button on the right or navigating along the top. Explore is a new feature, explained <a href="http://blog.gonoodle.com/2015/07/new-the-explore-page/" target="_blank">here</a> on the GoNoodle blog, that as they say, "highlights new and relevant GoNoodle activities." Next up is the Channels button which organizes content by its' creator (ex. my favorite Channel is the Koo Koo Kanga Roo channel-more on this in a second). </div>
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You can use the Categories button to explore brain breaks by type/mood/feeling. For example, the Koo Koo Kanga Roo brain breaks are mostly classified as Guided Dancing. You can save your favorites and easily navigate to them here, find brain breaks for stretching, deep breathing, free movement, and more. There is also a search feature to help you quickly navigate to specific brain breaks. GoNoodle has really expanded what they offer in the past few years, and I don't think that one post could possibly do it justice. I'm going to stop here and focus on one of my favorite parts of GoNoodle in the rest of this post. </div>
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Okay, back to Koo Koo Kanga Roo. <a href="http://kookookangaroo.com/#warpedtour" target="_blank">Koo Koo Kanga Roo</a> is a group of 2 guys, Bryan and Neil. They make silly dance videos that are huge crowd pleasers for the young and the young at heart. Here's a selection of their GoNoodle channel, featuring a few of their videos. Pop See Ko and Roller Coaster are two of our favorites. My class also sings <a href="https://www.gonoodle.com/channels/koo-koo-kanga-roo/birthday-hooray" target="_blank">Birthday Hooray</a> for student birthdays. </div>
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Anyway, I hope I've convinced you how wonderful <a href="http://kookookangaroo.com/#warpedtour" target="_blank">Koo Koo Kanga Roo</a> is. I think the only way I could love them more is if they came to my classroom for awhile. Anybody know them and can put in a good word for me? ;-) (P.S. I'd be equally excited to receive a visit from <a href="https://www.gonoodle.com/s/mwunderl" target="_blank">GoNoodle</a> like this:)</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixyCMzUNb4eZGrTXFduR1BHx7pHLnVsdtYbNxUov3SRdVyJkibJyZC2vOVTNY2d2_8Srn5kl8zhqIoBmfC4W5468Js2pvJea_Hl4OVdMJRaSdPSc41BFI2QtFmFV8nRWlhkuTq5-sLwop9/s1600/Screen+Shot+2015-07-17+at+10.25.27+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixyCMzUNb4eZGrTXFduR1BHx7pHLnVsdtYbNxUov3SRdVyJkibJyZC2vOVTNY2d2_8Srn5kl8zhqIoBmfC4W5468Js2pvJea_Hl4OVdMJRaSdPSc41BFI2QtFmFV8nRWlhkuTq5-sLwop9/s400/Screen+Shot+2015-07-17+at+10.25.27+PM.png" width="342" /></a></div>
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In my next few posts, I want to talk about Camp GoNoodle, the My Questions feature, and the YouTube channel on <a href="https://www.gonoodle.com/s/mwunderl" target="_blank">GoNoodle</a>. Have I convinced you that you need to sign up? Remember, it's free. For new sign ups, please use any of my <a href="https://www.gonoodle.com/s/mwunderl" target="_blank">GoNoodle</a> links included throughout this post. If I get 5 people to sign up and try it out, I earn some GoNoodle swag (and you can, too!). So, what are you waiting for? Go sign up right now! I have to go <a href="https://www.gonoodle.com/channels/koo-koo-kanga-roo/pop-see-ko--3" target="_blank">Pop See Ko</a>. :-) </div>
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-85001372394910618572015-07-12T00:01:00.000-05:002015-07-12T00:01:00.141-05:00Building Mathematical Comprehension Chapter 2: Recognizing and Understanding Mathematical Vocabulary Hey everyone! I’m back to link up with the Laney Sammons book study, <u>Building
Mathematical Comprehension</u> hosted by <a href="http://ateachermomtestblog.blogspot.com/2015/06/chapter-2-link-up.html" target="_blank">A Teacher Mom</a>. Here are
some of the key points that stood out to me in her 2<sup>nd</sup> chapter about
math vocabulary.<br />
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<o:p></o:p></div>
<div class="MsoNormal">
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<div class="MsoNormal">
Vocabulary
is defined as a “sum or stock of words employed by a language, group,
individual, or work or in a field of knowledge” (p. 45). I enjoyed Sammons’ point that when it comes
to content area vocabulary, we should consider all of our students to be
mathematics language learners (MLLs?).
She also validated what I have always known as a teacher of ELLs: “the
vocabulary deficits of students have an enormous impact on their mathematics
achievement” (p. 48). Finally, a reason
committed to print as to why ELLs seem to struggle so greatly in math! <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This
chapter presents several ways to engage students in learning mathematical
vocabulary, including:<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Encouraging Parental Involvement<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Mathematical Discourse (creating a classroom
environment full of math talk)<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Mathematical Writing to Reinforce Vocabulary
Knowledge<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Mathematics Word Walls<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Graphic Organizers<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Games and Other Learning Activities<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-indent: .25in;">
I really liked the ideas presented
in this chapter about mathematical writing, of course utilizing the appropriate
math vocabulary. Students can be asked
to:</div>
<div class="MsoNormal">
</div>
<ul>
<li> describe their knowledge of a particular math concept</li>
<li>list the steps in a problem-solving process</li>
<li>explain the strategy used to solve a problem</li>
<li>justify their mathematical reasoning</li>
<li>reflect on their learning</li>
<li>take notes</li>
<li>define mathematical terms or symbols</li>
</ul>
<br />
<div class="MsoListParagraphCxSpLast" style="margin-left: 0in; mso-add-space: auto;">
The
last idea seems like a great way to practice math vocabulary without dedicating
an entire journal to it. It can be
stored in an interactive math journal that contains ample examples of student
problem-solving as well as important math notes and examples. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As far as
graphic organizers go, I use them across content areas, but after reading this
chapter, I’m going to try to incorporate them more often in math (the subject where
I currently use them least often). I
think this would be a great tool to help students understand math vocabulary
and how math concepts are related.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This
chapter also exposed me to some new, low-prep games. Have you heard of Make My Day? It’s a lot like I Have, Who Has, but the
cards are not linked to each other. The
teacher facilitates asking for matches of certain cards. I liked the idea of using this as a way to
practice math facts. Also, Talk A Mile A
Minute was a game that sounds a lot like Catchphrase. If only we could all get Jimmy Fallon to come
to our classrooms and play a game with us, right?!<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I’ll be
back soon to join the discussion on Chapter 3: Making Mathematical
Connections. And now, since I have Jimmy
Fallon and Catchphrase on the brain, I’ll leave you with a fun video clip. Enjoy your week!<o:p></o:p></div>
<div class="MsoNormal">
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<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/e9tMw3kH80I/0.jpg" src="https://www.youtube.com/embed/e9tMw3kH80I?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
<div style="text-align: center;">
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<!--EndFragment-->Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com1tag:blogger.com,1999:blog-3428300004734598213.post-80899194383730489212015-07-11T14:33:00.000-05:002015-07-11T14:33:19.474-05:00Building Mathematical Comprehension Summer Book Study (Chapter 1)<div class="MsoNormal" style="text-indent: .5in;">
I’m ba-ack!<span style="mso-spacerun: yes;"> </span>A rough year makes for a terrible blogger,
and that’s all I’m going to say about that.<span style="mso-spacerun: yes;">
</span>I’m thrilled to report that I’ve moved on, I’m happy to be back, and I’m
getting ready for what I hope will be a terrific school year.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
I have been enjoying summer
immensely as it has allowed me to catch up on my reading.<span style="mso-spacerun: yes;"> </span>I’ve been reading both for pleasure and
professional development.<span style="mso-spacerun: yes;"> </span>I thought I’d
take this opportunity to join in on a blogging book study (late to the party,
of course <span style="font-family: Wingdings; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-char-type: symbol; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: Wingdings;"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">J</span></span>) and link up with <a href="http://ateachermomtestblog.blogspot.com/2015/06/chapter-1-link-up.html" target="_blank">A Teacher Mom</a>.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<span style="mso-spacerun: yes;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYXoCxYM8p1YQU4Y0Pg63ulMrGbT35A1OK5qZNYcHaIDliJa0DU2I2yzJQ2y3Ns2JyDWOSGJ9uQl_VQnn9plAh5ZuVUyVgFQWLCxSYDRfm5yHLIMoJ8oQ68fCQSJGkjQFyznol0-iXdUKd/s1600/building+mathematical+comprehension.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYXoCxYM8p1YQU4Y0Pg63ulMrGbT35A1OK5qZNYcHaIDliJa0DU2I2yzJQ2y3Ns2JyDWOSGJ9uQl_VQnn9plAh5ZuVUyVgFQWLCxSYDRfm5yHLIMoJ8oQ68fCQSJGkjQFyznol0-iXdUKd/s320/building+mathematical+comprehension.jpg" width="320" /></a></div>
<div class="MsoNormal" style="text-align: center; text-indent: 0.5in;">
<span style="mso-spacerun: yes;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
I have just finished reading the
first chapter of Laney Sammons’ book <u>Building Mathematical Comprehension</u>.<span style="mso-spacerun: yes;"> </span>Math literacy is at the heart of this book,
and it is defined by OECD (the Organization for Economic Co-operation and
Development) as:<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
“an individual’s capacity to
identify and understand the role that mathematics plays in the world, to make
well-founded judgments, and to use and engage with mathematics in ways that
meet the needs of that individual’s life as a constructive, concerned and
reflective citizen” (p. 19).<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
Sammons contends that the skills
necessary to be literate in reading are the same skills that pave the way to
math success.<span style="mso-spacerun: yes;"> </span>She demonstrates these
similarities for us as readers in her book on page 22 (reproduced here for your
convenience).<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center; text-indent: .5in;">
<br /></div>
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<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: -1;">
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<div align="center" class="MsoNormal" style="mso-yfti-cnfc: 5; text-align: center;">
<b><span style="color: white; mso-themecolor: background1;">Characteristics of Good
Readers<o:p></o:p></span></b></div>
</td>
<td style="background: black; border-left: none; border: solid windowtext 1.0pt; mso-background-themecolor: text1; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 221.4pt;" valign="top" width="221">
<div align="center" class="MsoNormal" style="mso-yfti-cnfc: 1; text-align: center;">
<b><span style="color: white; mso-themecolor: background1;">Characteristics of Good
Mathematicians<o:p></o:p></span></b></div>
</td>
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<span style="mso-bidi-font-weight: bold;">They call upon their prior knowledge to make meaning from text.<o:p></o:p></span></div>
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They call upon prior knowledge to
understand concepts and solve problems.<o:p></o:p></div>
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<span style="mso-bidi-font-weight: bold;">They are fluent readers.<o:p></o:p></span></div>
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They are procedurally fluent.<o:p></o:p></div>
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<td style="border-right: solid windowtext 1.0pt; border: solid black 1.0pt; mso-border-alt: solid black 1.0pt; mso-border-right-alt: solid windowtext .5pt; mso-border-themecolor: text1; mso-border-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 221.4pt;" valign="top" width="221">
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<span style="mso-bidi-font-weight: bold;">They have a mental image of what they are reading.<o:p></o:p></span></div>
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They create multiple
representations of mathematics concepts and problems.<o:p></o:p></div>
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<td style="border-bottom: none; border-left: solid black 1.0pt; border-right: solid windowtext 1.0pt; border-top: none; mso-border-left-alt: solid black 1.0pt; mso-border-left-themecolor: text1; mso-border-left-themecolor: text1; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 221.4pt;" valign="top" width="221">
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<span style="mso-bidi-font-weight: bold;">They use multiple strategies to understand and interpret text.<o:p></o:p></span></div>
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<td style="border-right: solid black 1.0pt; border: none; mso-border-left-alt: solid windowtext .5pt; mso-border-right-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 221.4pt;" valign="top" width="221">
<div class="MsoNormal">
They use multiple strategies to understand concepts and solve
problems.<o:p></o:p></div>
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<tr style="mso-yfti-irow: 4;">
<td style="border-right: solid windowtext 1.0pt; border: solid black 1.0pt; mso-border-alt: solid black 1.0pt; mso-border-right-alt: solid windowtext .5pt; mso-border-themecolor: text1; mso-border-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 221.4pt;" valign="top" width="221">
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<span style="mso-bidi-font-weight: bold;">They monitor their understanding as they read.<o:p></o:p></span></div>
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<td style="border-left: none; border: solid black 1.0pt; mso-border-left-alt: solid windowtext .5pt; mso-border-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 221.4pt;" valign="top" width="221">
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They monitor their understanding
as they solve problems.<o:p></o:p></div>
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<td style="border-bottom: solid black 1.0pt; border-left: solid black 1.0pt; border-right: solid windowtext 1.0pt; border-top: none; mso-border-bottom-alt: solid black 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themecolor: text1; mso-border-left-alt: solid black 1.0pt; mso-border-left-themecolor: text1; mso-border-left-themecolor: text1; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 221.4pt;" valign="top" width="221">
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<span style="mso-bidi-font-weight: bold;">They can clearly explain their interpretation of the text to others.<o:p></o:p></span></div>
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They can clearly explain their mathematical thinking to
others.<o:p></o:p></div>
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<span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">According to Sammons, readers (and thus,
mathematicians) draw upon four kinds of knowledge as they read, including:
knowledge about text content, knowledge about text structure, pragmatic
knowledge, and knowledge about the </span><span style="text-align: justify; text-indent: 0.5in;">social/situational context.</span><span style="text-align: justify; text-indent: 0.5in;">
</span><span style="text-align: justify; text-indent: 0.5in;">I found this paragraph in the chapter particularly interesting:</span><br />
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<br /></div>
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students and
parents recognize the effect of effort on mathematics<o:p></o:p></div>
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achievement”
(p. 27).<o:p></o:p></div>
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<br /></div>
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In this chapter, Sammons previews the reading/math strategies
she will discuss in the remainder of her book (adapted from Keene and
Zimmerman, <i>Mosaic of Thought</i>, 2007):<o:p></o:p></div>
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<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 75.0pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in; text-justify: inter-ideograph;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Making connections<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 75.0pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in; text-justify: inter-ideograph;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Asking questions<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 75.0pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in; text-justify: inter-ideograph;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Visualizing<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Making inferences<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Determining importance<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Synthesizing, and <o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Monitoring meaning<o:p></o:p></div>
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Sammons lays out a six-step process of explicit instruction,
stating that students are much more likely to apply these comprehension
strategies to mathematics if we show them exactly how to do so. Those steps are:<o:p></o:p></div>
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<!--[if !supportLists]-->1.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span><!--[endif]-->Teacher explains <i>what </i>the strategy is.<o:p></o:p></div>
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<!--[if !supportLists]-->2.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span><!--[endif]-->Teacher explains <i>why</i> the strategy is important.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-align: justify; text-indent: -.25in; text-justify: inter-ideograph;">
<!--[if !supportLists]-->3.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span><!--[endif]-->Teacher explains <i>when</i> to use the strategy.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-align: justify; text-indent: -.25in; text-justify: inter-ideograph;">
<!--[if !supportLists]-->4.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span><!--[endif]-->Teacher <i>models
how </i>to perform the strategy in an actual context while students observe.<o:p></o:p></div>
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<!--[if !supportLists]-->5.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span><!--[endif]-->Teacher <i>guides
students </i>as they practice using the strategy, and<o:p></o:p></div>
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<!--[if !supportLists]-->6.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span><!--[endif]-->Students <i>independently</i>
use the strategy.<o:p></o:p></div>
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After reading this first chapter, I cannot wait to really get
into this book. It is <o:p></o:p></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
looking
like it might be a better read than I even expected. Since I know that I will have many ELLs in my
class and my campus is really focusing on academic vocabulary this year, I am really looking forward to reading the
second chapter, “Recognizing and Understanding Mathematical Vocabulary.” <o:p></o:p></div>
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<br /></div>
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That’s it for now. I hope to be back soon with more to
share. <o:p></o:p></div>
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<!--EndFragment-->Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-38959133791557575942014-11-02T19:24:00.000-06:002014-11-02T19:24:23.913-06:00Currently NovemberMamma Mia, it's already November! My poor, poor, neglected blog. Another challenging year, another challenging class, and not a lot of time leftover for my sweet little blog. The good news is that I am trying lots of new things in my classroom this year; I just haven't left myself much time to blog about them.<br />
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Anyway, I'm stopping by to link up with <a href="http://ohboy3rdgrade.blogspot.com/" target="_blank">Farley</a> for Currently November and pay a small homage to my favorite holiday month. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmlnQg2_gKYZLaJbebT3h2aqppCX1kemQlfQ5FE4g3Gjk-viL9vFzGdfZ2QXPt9TqN062yl3ZtgvfauCj_1dFzzqY7tA-98iK9ux9G5xq8dPwh9rj_MeB3EklIJnFuvOlEBEoAC9oRdsIU/s1600/November+Currently.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmlnQg2_gKYZLaJbebT3h2aqppCX1kemQlfQ5FE4g3Gjk-viL9vFzGdfZ2QXPt9TqN062yl3ZtgvfauCj_1dFzzqY7tA-98iK9ux9G5xq8dPwh9rj_MeB3EklIJnFuvOlEBEoAC9oRdsIU/s1600/November+Currently.jpg" height="480" width="640" /></a></div>
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<u>Listening</u>: As a present to myself, I took Amazon up on their kind offer to try a month of Prime for free. Prior to that though, I made an order for some school things, and needed to get my total up to $35 so I could get free shipping. So I indulged my guilty pleasure and purchased the 4th season of Rookie Blue. SO GOOD!!!</div>
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<br /></div>
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<u>Loving</u>: I'm taking my dad up to OU next weekend to watch the OU/Baylor game. SO excited!!! Boomer Sooner!!!</div>
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<u>Thinking</u>: Don't they all? I'm all for being social and enjoying myself, but I also put a lot of pressure on myself to get some schoolwork done (grading lesson plans, etc.). Having just finished fall conferences and the first round of report cards, I could really go for a weekend of sitting at home and doing nothing. Can anyone relate? </div>
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<u>Wanting</u>: Even though it kind of bugs me that the Christmas Mania starts before Halloween has even come and gone, I can ALWAYS go for a peppermint mocha from Starbucks. Plus, they built a new location a few months ago that's on my way to work. Love it!!!</div>
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<u>Needing</u>: About a week ago, the middle of my back on the righthand side started hurting. I didn't do anything to aggravate it, and it pretty much throbs all the time, despite my preventative Tylenol regimen that I'm on (see above about the challenging year. Note also that the regimen includes previously unheard of amounts of caffeine for me.) If anyone has any advice/stretches for me, let me know.</div>
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<u>Reading</u>: Not much right now, since school and my social weekends are keeping me busy, but I'm in the middle of: </div>
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<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/AVvXsEiyK5sdRt3w3rGAvo_yxDd3o4zr-1GsiMxaSs3LRxlGkxyC2Tij9wUtkwBqgqiH0jzg5KeVeL-jun1T5ULngAl5J26idFyaphyRrlaxhH1XUbHGy7pc07i7Xw-7TZvt8dIbn9DwTs4g9uBM/s1600/JoJo+Moyes.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyK5sdRt3w3rGAvo_yxDd3o4zr-1GsiMxaSs3LRxlGkxyC2Tij9wUtkwBqgqiH0jzg5KeVeL-jun1T5ULngAl5J26idFyaphyRrlaxhH1XUbHGy7pc07i7Xw-7TZvt8dIbn9DwTs4g9uBM/s1600/JoJo+Moyes.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Reading for Fun (If you haven't read Me Before You, you SHOULD (even though it's a bit of a bummer, it's really good).)</td></tr>
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AND</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiIO9JlYSvpjTSFDs0gzXIDke8jG8sUVQmCpjn69QxdhSoUf0plG3j1iEv5lLF0yEuCvNOXUXFAA8WE46yUuYnkFSgn6B-JFY0_doGkZDQTSjkvaE7LmHjQFBGiSE3JRk4I9aoM8I72cGk/s1600/guidedmathconferences.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiIO9JlYSvpjTSFDs0gzXIDke8jG8sUVQmCpjn69QxdhSoUf0plG3j1iEv5lLF0yEuCvNOXUXFAA8WE46yUuYnkFSgn6B-JFY0_doGkZDQTSjkvaE7LmHjQFBGiSE3JRk4I9aoM8I72cGk/s1600/guidedmathconferences.jpeg" height="320" width="249" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Reading for Professional Growth. Next Up: Building Mathematical Comprehension, also by Laney Sammons)</td></tr>
</tbody></table>
<br />My current classroom challenge (other than differentiating everything for everyone due to the wide range of ability/readiness levels in my classroom) is vocabulary instruction for learners that are really struggling. So that's up next for my research. Anybody have any tried and true tricks? <div>
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Thanks for reading! I'm off to watch more delightfully crummy TV and grade papers while icing my back. :-)<br /><div style="text-align: center;">
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com2tag:blogger.com,1999:blog-3428300004734598213.post-67478534565343866312014-08-02T20:13:00.000-05:002014-08-02T20:13:20.845-05:00Oh my! It's Currently August!Wow! Where has all of the time gone? This summer, in addition to vacation, a baby shower, a wedding reception, and the obligatory R&R, I have been busy working on my house (I didn't give it much attention during the school year. My house got a new roof (hail damage, always fun!) and has been getting a major painting face lift (ALL of the doors/trim, though I'm not quite done yet). <br />
<br />
Anyway, I'm back (a day late and a dollar short) to share my contribution to <a href="http://ohboy3rdgrade.blogspot.com/" target="_blank">Farley's</a> Currently August linky. Check it out below:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwJvoTiKAIQfOHp5hRwD_DyDwfRg2N0zxVG8140rM-MC8z4aq7gevnRKRp80jICfT96oslaSXleQtkAgSpz7GPrvyc3OTgt6iICXvk8J2zqJduZ95hP_y9SZyDPp-HPLu_-huHsj5DV5Qk/s1600/August+Currently.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwJvoTiKAIQfOHp5hRwD_DyDwfRg2N0zxVG8140rM-MC8z4aq7gevnRKRp80jICfT96oslaSXleQtkAgSpz7GPrvyc3OTgt6iICXvk8J2zqJduZ95hP_y9SZyDPp-HPLu_-huHsj5DV5Qk/s1600/August+Currently.jpg" height="300" width="400" /></a></div>
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Really, my answers are pretty self-explanatory. I must, however, emphasize my response to "Needing." I DESPERATELY need some back-to-school clothes. I've got nothing! How did that happen? Where do you like to shop for back-to-school clothes? I like to shop at Ann Taylor LOFT along with a few other places. </div>
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In other news, I'm slowly, but surely getting over my fear of creating things a la TPT. :-) I'm trying to create some things that are immediately useful for my classroom. I've chosen some big projects that have been fairly time-consuming. Hopefully, I'll have something new to share next time. I'm starting to get a bit quicker with creating, but it probably takes me WAY longer than the seasoned TPT professional. :-) If you have any tips and/or tricks for me, I'd love to hear 'em. </div>
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Until next time,</div>
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com3tag:blogger.com,1999:blog-3428300004734598213.post-28180548185225619032014-07-20T01:00:00.000-05:002014-07-20T18:05:09.816-05:00QR Codes in the Classroom and My First Freebie! Happy Sunday to all of you! :-)<br />
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I'm back with another post showing how I integrate technology into our second grade curriculum. Today, I want to share a few things I know about QR codes. I'm sure it is old news to many of you, but I'd rather be redundant than leave somebody without helpful information. <br />
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Last spring, as I was planning a research activity my grade level team had put in the plans, I came up with a way to do it with the set of 10 iPads my campus has at our disposal. I looked online for websites that had information about the United States flag that were near a second grade reading level. <br />
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As I found each website, I entered the link into a QR code generator. I used <a href="http://www.qrstuff.com/">www.qrstuff.com/</a>. You can download, print or e-mail the code that is generated for each website. Once I had my QR codes, my prep work was done.<br />
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Once in the iPad lounge we have on campus, I helped my students locate the i-nigma app and went over how to scan QR codes. They surprised me by taking to this technology skill even more easily than I thought they would. (We use lots of technology in our classroom, so my students are pretty tech-savvy.) <br />
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<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/AVvXsEjv9ojUxYhYLH5bgBSmCy60mb3I8wvEk0xNpx4WMAEoAc9ooyFpEjXCmZ5ZgCUSSikGXoqxIzO3V5l1fQUO2bCbYp03rUsuiEZ3g3kfoTVpel4XQI1Let5wQVx1zwj5uAX9VHABqH7sw_3_/s1600/i-nigma+app+pic.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv9ojUxYhYLH5bgBSmCy60mb3I8wvEk0xNpx4WMAEoAc9ooyFpEjXCmZ5ZgCUSSikGXoqxIzO3V5l1fQUO2bCbYp03rUsuiEZ3g3kfoTVpel4XQI1Let5wQVx1zwj5uAX9VHABqH7sw_3_/s1600/i-nigma+app+pic.jpeg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The i-nigma app is free from the app store.</td></tr>
</tbody></table>
My students and I had a great time with this activity, and I'm excited to incorporate more QR codes into my class this school year. (For those of you that are interested, my students recorded their research for this assignment that I have discussed today on a circle map, coming up with at least 10 facts about the American flag. Unfortunately, since it's summer, I don't have pictures or student work samples to share.) <br />
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Now for the freebie. Please note, that this is the first thing I have ever created in PowerPoint for my classroom. I hope everyone will be kind. :-) I know it's not perfect or fancy, but I'm looking forward to developing my skills and learning more about creating products for my classroom.</div>
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Click <a href="https://docs.google.com/a/staff.lisd.net/file/d/0B20iUIUF0grjRVJFV0JfY2RBazA/edit" target="_blank">here</a> to download this freebie. It includes QR codes for 10 websites with kid-friendly information about the U.S. Flag. </div>
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<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;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga-hsdV-xs04MjZdo5wowmVQ2qqXPsiwy9zHSyAyHG9eYra-VyysqzpLyPkpZz-Dk4oKq26d9InGh2h-9jA4Mg66L4BjbniTXw2FQefIZoL_zhdacpoEMu98_6IVt78LFyfCwW25vdGEyR/s1600/US+Flag+QR+Code+Hunt+Title+Page.jpg" height="247" style="margin-left: auto; margin-right: auto;" width="320" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><br /></td></tr>
</tbody></table>
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<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/AVvXsEjHN5Fvhrf5A5hBzomCocEuJKLNNXpxgfaovSmv2yBL-KjrDgAjxG4t_JQhmOeqfCuTUl_jd5YOJWvh6HnDHb1NkF99y_MlfJpac8_jqZSkQPlsVBU0x7Is6i7FmbyU-TTk4QVnS8IXyGHd/s1600/US+Flag+QR+Code+Hunt+Sample+Page.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHN5Fvhrf5A5hBzomCocEuJKLNNXpxgfaovSmv2yBL-KjrDgAjxG4t_JQhmOeqfCuTUl_jd5YOJWvh6HnDHb1NkF99y_MlfJpac8_jqZSkQPlsVBU0x7Is6i7FmbyU-TTk4QVnS8IXyGHd/s1600/US+Flag+QR+Code+Hunt+Sample+Page.jpg" height="247" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This sample page shows that I have included both the QR code and the website link for your convenience. </td></tr>
</tbody></table>
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My next project that I'm working on is a problem-solving set. My district really focuses on what they call Intentional Problem Solving, where we have students solve a math word problem daily. While I created these and printed them out daily for the students to glue into math journals last year, I'm hoping to get 180 of them typed up in a file that I can just project on the SMART Board for my students this year. My plan is to just have students record their equation, show their work, and circle their answer in their journals daily.</div>
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Anyway, thanks for reading. I'll be back next weekend ready to share another way that I use technology in my classroom. Have a great week! </div>
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-63821241469212835082014-07-17T17:52:00.001-05:002014-07-17T17:53:57.745-05:00Just Claimin' my Blog on Bloglovin :-) <a href="http://www.bloglovin.com/blog/5255067/?claim=pq5fjj9jphe">Follow my blog with Bloglovin</a>
Don't worry about this quick post. I'm just claiming my blog on Bloglovin. I hope you are all having a terrific Thursday. I'll be back later this weekend with another post about technology in the classroom. Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-75170416327203525322014-07-13T01:00:00.000-05:002014-07-13T01:00:01.870-05:00Economics and PicCollageHey everyone!<br />
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I'm back, and I am trying to use summer to get ahead on blogging and planning for the next school year. I'm "binge-writing" a few blog posts and scheduling them to go live throughout the month of July. Hopefully that will help me to stay on top of this blog a bit better. <br />
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I'm going to go ahead and continue with my theme of integrating technology into content area instruction. I'm doing this for my campus also, so it's making blogging a bit easier as it becomes just a matter of a little bit of editing of one post to serve two purposes. Along with a few other teachers, I'm a campus technology leader which basically means that I model using technology tools in the classroom for my colleagues. <br />
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Today, I'm sharing how I used PicCollage to assess my students' understanding of economics vocabulary. <br />
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<a href="http://pic-collage.com/" target="_blank">PicCollage</a> is an app for iPad/iPhone. You can create a profile on their website, which will show your collages, but you cannot create a collage on the site (To follow PicCollage on Twitter click <a href="https://twitter.com/PicCollage" target="_blank">here</a>. :-) ). Creating collages is done in the app. Once you open the app, you choose a background and layout. Then you simply tap anywhere to add your first picture. The picture can come from your iPad/iPhone camera or from the web (we used Google Images in class). You can also add stickers, text, and you can even add video now (this feature was unavailable earlier in the year when I used the app with my students). <br />
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I had my students use PicCollage and the Google Images search to find a picture to represent each of the following economics terms that we had discussed: good, service, need, want, producer, and consumer. After they found and labeled each picture example and completed their collage, we inserted a picture of their collage into a Google Docs word document. Under their pictures, they typed 1-2 sentences for each vocabulary word explaining why their picture was a good example of the vocabulary word. (Note: I had the students do their explanations in Google Docs because my school has embraced student digital portfolios, and I wanted the students to have this assignment as one of their artifacts.) <br />
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Check out what two of my students created below (students worked with a partner for the collage portion of the assignment, but each was responsible for writing his or her own explanation of how the pictures represented the vocabulary words):<br />
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<br />Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-8761979312414855112014-07-07T00:12:00.001-05:002014-07-07T00:14:46.209-05:00Integrating Technology and Science SafetyHell-ooooooooo blog friends! I wish I were a more consistent blogger, but I guess I'll need a 12-step for that to happen. :-) In the meantime, I've been going on vacation, celebrating weddings and babies (none for me right now :-) ), and a little home improvement here and there. <br />
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As I prepare to attend my summer curriculum and technology trainings, my mind has naturally gone to the beginning of a new year. I have a new technology tool that I've been wanting to try, so I applied it to our first science unit (Our math curriculum is changing again, and integrated language arts and social studies is always evolving, isn't it? Naturally, science seemed like the logical choice. :-) ).<br />
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My attitude with most technology is that if so many other people can do it, so can I. So, I searched for a YouTube tutorial, watched it, gathered my science safety resources, and dove right in. Without further ado, I give you my Science Safety <a href="https://www.thinglink.com/" target="_blank">Thinglink</a> (to check out the links I've described, hover over the picture and click "Touch."):<br />
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<img class="alwaysThinglink" height="400" src="//cdn.thinglink.me/api/image/542543906189869058/1024/10/scaletowidth#tl-542543906189869058;1043138249" style="max-width: 100%;" width="295" /><script async="" charset="utf-8" src="//cdn.thinglink.me/jse/embed.js"></script><br />
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Making this was so simple. First, I found a google image of a science safety rules poster created using Glogster. I saved it and imported it into Thinglink. Next, I added several YouTube science safety videos. Then I added links to several curriculum resources I had saved in GoogleDocs. Finally, I searched blogs, Pinterest, and TPT to find additional ideas and products that I might purchase to help me. <br />
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I'm so excited that I'll have so many of my digital resources for this unit all together in one place. That's one less thing I'll have to worry about during the always chaotic beginning of the school year. I'm glad to have discovered another digital tool and to have found a meaningful way to use it in my classroom. I can continue to use this app/website to organize my digital resources for teaching units. I can post them on my class website and/or Edmodo site for students to view again at home or during computer lab time/extra time in class. Students could even create their own Thinglinks to organize information they have found. This app/site is clearly full of so much potential. <br />
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My hope is that you might find some use for the science safety Thinglink I have created. If not, I hope that you might have learned about a new app today and/or found the courage to try and make your own Thinglink if you knew about the app already but were a bit hesitant to try it on your own as I was in the past. <br />
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Thanks so much for reading! :-)Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-19442666304067197732014-05-02T17:59:00.000-05:002014-05-02T17:59:25.097-05:00Saving Math Class (and a great TPT product to share)Hey everyone!<br />
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I'm dropping back in today to tell you about something great. (At this busy point in the year, dropping in from time to time is all I can manage.) This year, my class is diverse in more ways than one. I love having a diverse class, but this year, my class is particularly<i> academically</i> diverse, which does present some challenges. It is so hard to give everybody what they need at their just right level, particularly when I find myself using a curriculum that is designed with the whole-group approach in mind. In no subject is this more difficult than in math. <br />
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Some of you may have read my previous posts and might be aware that I have begun to move more toward a workshop model so that I can teach math at a variety of levels. This has been accomplished largely with the help of many of you and your wonderful TPT products. <br />
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Today, I want to share a WONDERFUL product with you that has greatly helped me to transform my math class. That product is her <a href="http://www.teacherspayteachers.com/Product/Take-Home-Math-Kits-30-Games-for-Students-and-Their-Families-377451" target="_blank">Take Home Math Kits</a> by the wonderful Casey over at <a href="http://www.secondgrademathmaniac.com/" target="_blank">Second Grade Math Maniac</a>. This bundle of 30 activities is an absolute STEAL at $16.00. Once you click on the link, you should probably just check out and purchase her entire <a href="http://www.teacherspayteachers.com/Store/Second-Grade-Math-Maniac" target="_blank">TPT store</a>. :-) Go check out her blog. Her posts alone are full of ideas that will save your mathematical LIFE. <br />
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<a href="http://www.secondgrademathmaniac.com/" title="Second Grade Math Maniac"><img alt="Second Grade Math Maniac" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1cNNJmQplU_QNUODLl5UOnh1Zq6AkDxrQDiPQsJirkJuo2YrNmjmNbJkAb4lD3P1HI1PjT6aXxNFn02SgHLZcrP6sX7VyhAvUifYfy1YOh9tE1_PsRkuWp-KPsD2dO98NdS-8tE2qctcT/s1600/Round+Button.png" style="border: none;" /></a><br />
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Okay, back to her product and how parts of it have been used in my classroom. First, I used it with one of my second graders who I'm tutoring. This was so easy for me to prepare, and it really built my student's confidence with money. With a variety of amounts under $1.00, there are amounts from 6 cents to almost a dollar, giving students the opportunity to start small and build their confidence. I liked how easy all of the activities were to prepare-super easy for a busy teacher to throw together during a conference period so that it's ready for after school tutoring. (Note, I also sent home a doubles activity from this pack with my student, but I just didn't manage to get a picture taken of it. Tutoring is a busy time, as I'm sure you all understand. What part of our day isn't busy, really?!) </div>
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After seeing the success of this product, I chose several other activities from this kit to let my whole class try out. We worked in groups of 3, and each tried a couple of the activities. These activities are great for review, remediation (for some), and previewing. One of the activities we used focused on odd and even, which we have covered before, but are about to revisit as our curriculum tends to spiral. The game provided a fun way to practice this skill and introduce the new unit, while at the same time giving me some formative assessment data. Since I have used these activities to supplement my district's existing math curriculum, the only thing I feel that this pack is missing (since we just studied it) is fractions. I LOVE this pack and think it's fabulous, but the inclusion of fractions would really push it over the top. </div>
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<tr><td class="tr-caption" style="text-align: center;">Spin to 100. </td></tr>
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Anyway, these are just a few of the many activities included in this pack. Hopefully, you can see that it covers a multitude of skills. My students and I both enjoyed using the activities in this resource, and I can't wait to try out the rest of them. Here are a few parting thoughts about this terrific pack.</div>
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1) The activities are very appropriate for 2nd grade students, as well as strong 1st grade students. My students' comments about the activities ranged from "a little difficult," to "just right," to "a little too easy," which shows me that the activities' level of difficulty is on target for 2nd grade (remember, my class has very diverse math abilities, so this makes sense.</div>
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2) I LOVED how easy these were to prepare. They also require very little in the way of materials. I put some coins with the money game, and I used a paper clip for the spinner, but that was really it. Most of her other games don't require much other than some dice.</div>
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3) These activities are great for tutoring and math class alike. While I have only sent them home with one student that I tutor this year, I plan to implement these early on next year and send them home to families. Bottom line, the activities made math fun and different for my students, so that's a win!</div>
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4) This is just a small sample of the activities included in the Take Home Math Kits. There's so much more, including measurement, skip counting, etc. </div>
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5) Finally, I must apologize for any blurry pictures in this post. I took them on my phone while the students were working. Since spring fever has set in, my 2nd graders are always on the go and don't stop for much. :-) </div>
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Hopefully, I've managed to convince you that this is truly a wonderful resource, that is worth your time and money. I know it was certainly worth mine. Head on over to Casey's <a href="http://www.teacherspayteachers.com/Store/Second-Grade-Math-Maniac" target="_blank">TPT store</a> and purchase <a href="http://www.teacherspayteachers.com/Product/Take-Home-Math-Kits-30-Games-for-Students-and-Their-Families-377451" target="_blank">this invaluable resource</a> for yourself. </div>
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Thanks for reading! </div>
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-7575145764475317152014-04-11T21:39:00.003-05:002014-04-11T21:39:59.383-05:00My First Five for Friday<div class="separator" style="clear: both; text-align: left;">
Hey everyone!</div>
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I'm trying something new today, and participating in the Five for Friday linky with Doodle Bugs. If you have any tips for me about this linky, please let me know. (Please note, it was a CRAZY busy week, so only a few pictures will be featured. The rest are all from Google Images.) </div>
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1) We are continuing to work through our math Investigations curriculum. We have been working with 100, adding up to it and subtracting from it. Here you can see one of the games the kids played this week. </div>
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<tr><td class="tr-caption" style="text-align: center;">To play this game, students first covered the game board with 100 cubes. They rolled 2 dice or number cubes to determine how many cubes to take away. After each turn, students said how many cubes were still on the board. <br /><span style="text-align: left;"><br /></span><div style="text-align: left;">
<span style="font-size: small;">2) We have been studying weather and seasons in science. Students made a poster this week that illustrated what each season looks like outdoors, which months fell in each season, what a person might wear in each season, and a typical activity for each season. My girls made me laugh because we decided that they could wear "tasteful" swimsuits for their summer pictures. </span></div>
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<span style="font-size: small;">3) With all of this beautiful spring weather in Texas, the only drawback has made its appearance. Seasonal allergies. When I have what I fondly refer to as a "sinus eye-graine" (that delightful headache you get right behind your eyeball), I find that there's only one cure (especially when I'm at school):</span></div>
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<span style="font-size: small; text-align: left;">Needless to say, it's a good thing that our vending machine now takes credit and debit cards. </span></div>
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<span style="font-size: small;">4) This month at school, we are promoting Autism awareness, so we all wore blue today. We also have been given ribbons like the one below that we are wearing each day this month. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGUCtnFdPu0mLRrh4l-ykQ3aVUVdWNflOfRAYF1pwisJUxpLMVeqfZkwBtlWv9dn1jBpgDgg8sa6pCmSsYXq7CPysRDqrpzSjhIJi0WR2BYDkJAG0GbaLPRSItbWy8XMH5cdSmTmsaD02W/s1600/autism_ribbon.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGUCtnFdPu0mLRrh4l-ykQ3aVUVdWNflOfRAYF1pwisJUxpLMVeqfZkwBtlWv9dn1jBpgDgg8sa6pCmSsYXq7CPysRDqrpzSjhIJi0WR2BYDkJAG0GbaLPRSItbWy8XMH5cdSmTmsaD02W/s1600/autism_ribbon.jpg" height="320" width="182" /></a></div>
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<span style="font-size: small; text-align: left;">5) Tomorrow, my dad and I are finally going to go see Divergent. I've read the entire series, and I remember Insurgent was a bit difficult to get through (not unlike Mockingjay from the Hunger Games series). Nevertheless, I'm looking forward to seeing the movie. The guy who plays Four (Theo James) is ADORABLE!!! I know I'll enjoy watching the movie for that reason alone, if nothing else. </span></div>
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<span style="font-size: small; text-align: left;">Anyway, I hope you enjoyed my first attempt at the Five for Friday linky. Head over to <a href="http://doodlebugsteaching.blogspot.com/" target="_blank">Doodle Bugs Teaching</a> to link up and join the fun. </span></div>
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<br />Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-56841048281847987372014-04-02T19:06:00.002-05:002014-04-02T19:06:32.236-05:00Currently AprilI'm ba-ack!!!<br />
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Hi everyone! I'm telling you, this is just one of those years for me where I just reset each day. I have a very diverse class, which I love, but it also makes you feel like you need to work all. the. time. However, I want to keep this blog upbeat and not use it as a platform from which to complain. I merely wanted to explain my absence. <br />
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So here we go: Currently April (How did THAT happen?). <br />
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Anyway, as you can see above, I'm taking a much needed personal day on Friday. My brother will be passing through town to attend a friend's wedding, so I'm looking forward to seeing him. Needless to say, I'm also in desperate need of a guilty pleasure shopping trip to Target. :-) Hopefully, I can stop back by my blog sooner than 3 months from now, but we'll see how it goes. Due to the varied levels of my students this year, I have made some changes in my classroom and my instruction that I'm excited to share with you. I'm so thankful to say that many of you and your fabulous TPT products have helped me to make these changes, so for that, I thank you. </div>
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com6tag:blogger.com,1999:blog-3428300004734598213.post-499231948261789762014-01-01T14:01:00.001-06:002014-01-01T14:01:24.944-06:00January CurrentlyHey everyone, I'm back again to link up with <a href="http://ohboy3rdgrade.blogspot.com/" target="_blank">Farley </a>for some January Currently.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVZ4zhBj-oEJhKgbOskrNg4PQnJ53CnyIWgPsLVWpbNnT1o_QPJrkdUMWYGLYXxzdpu_liUWYdoeJyNH_9CPes0THHVbnUh31JriCUR2OpUsmB3CBYDXJ18Kd5fBSJSBrR5ytjovIaiJwZ/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVZ4zhBj-oEJhKgbOskrNg4PQnJ53CnyIWgPsLVWpbNnT1o_QPJrkdUMWYGLYXxzdpu_liUWYdoeJyNH_9CPes0THHVbnUh31JriCUR2OpUsmB3CBYDXJ18Kd5fBSJSBrR5ytjovIaiJwZ/s640/Slide1.jpg" width="640" /></a></div>
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Listening: While I am a Sooner alum and HUGE fan, I'm watching this game today for my dad who is busy working and unable to watch. Plus, as you'll see below, I really wanted to try out football-watching on my new HUGE TV.</div>
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Loving: Guys, I got a HUGE (50 ") TV for Christmas. Not only is this a gift for my family room, but it's a gift for my bedroom as well. I moved the old TV from the family room in there, so I finally have a TV in my bedroom.</div>
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Thinking: I received an LL Bean gift card from my grandparents for Christmas, and I have decided to put it towards a quilt for my guest bedroom. The guest bathroom has blue and green towels, so I think it will coordinate beautifully. </div>
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<tr><td class="tr-caption" style="text-align: center;">Check it out <a href="http://www.llbean.com/llb/shop/79781?feat=1159-CL2&page=popham-reversible-quilt&attrValue_0=Blue/Green%20Multi&productId=1314344" target="_blank">here</a>-it's also reversible :-) </td></tr>
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<br />Wanting: I've alluded to a few things, but I have also recently purchased dining room furniture, some of which is being delivered on Saturday. Plus ALL of the paint in my house needs a touch-up, and I'm excited to say I am SUPER CLOSE to deciding on a paint color for all of the trim/doors. <div>
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Needing: Pretty self-explanatory. Just know that I consistently try to put this off as long as possible since it is one of my least favorite places to go.</div>
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Memory/Tradition: Again, self-explanatory. I think this tradition was born because younger versions of ourselves simply couldn't make it to Christmas morning without opening <i>something</i>. We were also those stereotypical kids who spent days leading up to Christmas shaking our presents and trying to guess what they were. </div>
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This was a particularly fun Currently for me. This month's version has shown me that I have a lot to look forward to as I celebrate the new year. Many positive things are happening in my life. What are you up to this month? <br /><div style="text-align: center;">
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com4tag:blogger.com,1999:blog-3428300004734598213.post-34597161444136669872014-01-01T01:26:00.000-06:002014-01-01T01:26:49.324-06:00A New Beginning/The Times, They are A-Changin' Happy New Year (it will be anyway, by the time I finish this and get it posted)!<br />
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I have several items to discuss today:<br />
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1) I am the worst blogger EVER! I can't keep a promise to myself about blogging, letting alone a promise to those of you in the blogiverse. <br />
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2) I have been thoroughly enjoying my Christmas break by doing a whole lot of nothing...<br />
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3)...and yet, this afternoon/evening, I found myself in total "school mode." I think it's because a) I have a meeting for a student the Tuesday I get back and b) I actually have the time to put enough thought into my lessons to make them excellent.<br />
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I have made so many changes in my classroom this fall (some of them alluded to in previous blog posts). I have been gifted a very diverse group of students this year. They could not be more different from each other. To best serve them, I have had to make some HUGE adjustments (and I mean HUGE!!!). Of course, I realized this about 3 weeks before Christmas break when everything was completely insane. My students needed change NOW and could not afford to wait for it. So, I was forced to jump in and develop our new instructional routines as we went. So what have I done/what am I doing?<br />
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1) I have made a significant shift toward math workshop. With the use of our student workbooks that come with our curriculum, resources from many of the fabulous teachers on TPT (most notably <a href="http://stepintosecondgrade.blogspot.com/" target="_blank">Amy Lemons</a>), and various math games, manipulatives, and technology from my classroom), our math workshop is up and running. I can't wait to continue refining this system in my classroom, but here's essentially what it looks like. I split my class up into 3 groups. They all meet with me for one of the rotations and we work through problems in their workbook together. Another rotation has them working on an activity that is either a review or extra practice of a current skill. The activity has a recording sheet so that I can see what they do/don't understand. Finally, the third rotation has the students doing FasttMath on the computers as well as playing various math games I have shown them in my classroom. Not to make another empty bloggy promise, but I'd like to eventually get to writing another post specifically about Math Workshop. It's so new, I haven't had the time to take photos of it in action in my classroom. In general, my two inspirations/resources are:<br />
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Amanda Wilkie's posts about Math Workshop on her blog, Reaching for the Top! </div>
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It has also occurred to me that I need to go back and review <u>Guided Math</u> by Laney Sammons. </center>
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Do any of you use Math Workshop in your classrooms? Do you do it every day? What does it look like? What tips do you have? Who are your professional gurus? Do you and your students love it as much as my students and I do?</div>
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2) Along the same lines, I have also begun to shift toward Reader's Workshop. My grade level already does Writing Workshop, and we do it fairly well (there's always room for improvement, right?). While my students are also on vastly different reading levels, reading time has not been nearly as painful as math time. This change is mostly motivated by my desire to provide relevant, meaningful instruction for all of my students. I have several ELLs who are really struggling with comprehension of whole group stories. I believe this is because the stories are so far above their level that even the whole group support I provide to the class as well as the extra time I spend with these students is proving to be inadequate. I realized that it was most important to me that the students master the specific reading skills instead of reading specific stories outlined by the school district. One way I am accommodating everyone is to move away from the basal stories (I still do them, but I just expose my students to them, rather than focus on them) and instead use the companion level readers that are part of our reading adoption. My goals for the spring include establishing reading response journals/interactive reading journals (not sure exactly what this will look like yet), and engaging my students in authentic literacy activities that they can complete with increasing independence, allowing me to meet more frequently with each of my students in small groups and individual reading conferences. </div>
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Finally, I have a terrifying step that I'm going to be taking on my blog today. As I change my reading instruction and tiptoe into reading response, I've been thinking ahead to the next story we have planned to teach from our basal. We use Harcourt <u>Journeys</u> in my district. :-) While I decide which direction to take with individual reading response and good fit books in my classroom, I know I cannot stop teaching reading strategies. I also know that I need to continue teaching my students how to respond in writing to what they read (they have had a small amount of instruction in this at this point). I also know that I have one week with my students when we return next week, before I am drowning in mid-year assessments, and I want my students to be engaged in meaningful work while I swim my way free of those assessments. With all that taken into account and the extra time I've had this week, I'm about to take a risk. I have been wanting to get into the creating portion of blogging for awhile (although I'll be honest, I was scared to DEATH when in a previous blog post discussing <u>The Book Whisperer</u>, a sweet follower asked if I had created something to address a need I expressed). I have done some searches and gained a small amount of tips for creating my own resources. With all that being said, I looked at the objectives related to our next story and created something small that I could use with my students to address those two objectives for our story, <u>The Goat in the Rug</u> as told to Charles L. Blood and Martin Link (Geraldine the Goat is given credit as the story's author). </div>
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The students are expected to summarize the story and draw conclusions about the characters. Anyway, please keep in mind that this is my very first attempt at creating ANYTHING for my own classroom use. I hope one of you out there in Blog Land can use it, and if not, I just wanted to share so I could be accountable to myself. Be gentle with your feedback. :-) I do welcome any tips you blog/TPT superstars might have for me as I continue down this path of creating resources for my classroom. Feel free to check out what I created below. </div>
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<a href="https://drive.google.com/file/d/0B20iUIUF0grjb1M4c0YtWnRGajQ/edit?usp=sharing" target="_blank">The Goat in the Rug Resources (Click Me!)</a> </div>
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Anyway, for those of you still with me, thanks for reading. I'd love to hear any and all thoughts on the many topics I covered in today's ADHD-addled post. :-) Do you use math or reading workshop in your classrooms? What tips do you have? (If you do, leave me a comment-I'd love for you to be a guest blogger.) Do you create your own resources for your classroom? Tell me your best piece of advice. </div>
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That's all for now. See you next time I manage to blog. :-) </div>
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-31799398445187381302013-12-06T23:11:00.000-06:002013-12-06T23:11:17.179-06:00Ice Day and Chapters 6-7 of Guided ReadingHey y'all! <br />
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Today I enjoyed one of the perks of living in Texas and dealing with its freaky weather. Due to some major ice, school was cancelled today. I stayed home and acted the part of a major couch potato. I'll have to make up the day Easter weekend, but I was really exhausted from this week, so I'm okay with it. <br />
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Anyway, I've been reading the Fountas and Pinnell book, <u>Guided Reading</u>, and I've been recording some notes here to refer back to. I have recently read chapters 6-10 that tackle assessment in guided reading as well as scheduling and leveled book selection. <br />
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While this post is mostly for me, if you're reading and you have any guided reading tips, tricks, and/or advice, I encourage you to leave me a comment. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3ivGb89zaodmXFbxskSQxCCY47CTecrLZK42T9sz2AaJ15vmSbda_jpReFwwwvi08bX9Q1jlk9T3LW8o3SbwKl6w6vZZ7YwvQ7mHXgknciwv5HsJMZnkZdn5VsH_0w6Fm_8Q8e-gcuMTq/s1600/guided+reading.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3ivGb89zaodmXFbxskSQxCCY47CTecrLZK42T9sz2AaJ15vmSbda_jpReFwwwvi08bX9Q1jlk9T3LW8o3SbwKl6w6vZZ7YwvQ7mHXgknciwv5HsJMZnkZdn5VsH_0w6Fm_8Q8e-gcuMTq/s1600/guided+reading.jpeg" /></a></div>
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<u><b>Chapter 6</b></u>:<br />
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<li>I love how they say, "We believe that conversation and ongoing observation are equal to the task of assessing children's attitudes and interests" (p. 84). While this is a very specific form of assessment and purpose for it, I still feel as though they validate formative, informal assessment.</li>
<li>I like the literacy folder idea, presented on p. 86. I think I would change it to a binder with a tab for each student. Some things that the authors suggest that I might put in it include DRA results, running records, anecdotal records from guided reading, individual book lists for students (also give the student a copy), a book graph, and additional writing/spelling assessments. I think this would be a great way to have material for parent conferences and/or ARDS altogether in one place. </li>
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<u><b>Chapter 7</b></u>:<br />
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<li>This chapter was nice to read as it validated many of the things I have been doing. Fountas and Pinnell suggest taking running records on texts students have read 1 or 2 times before, occasionally taking one on a text a student has read to gauge whether the level is a good fit. I always do the former, but I'd like to get in the habit of doing the latter. I usually take one running record as a grade each grading period, so I think that the latter method would be most accurate. </li>
<li>I also found it interesting that Fountas and Pinnell said that the most neutral and inobtrusive thing to do when a student comes upon a word they do not know during a running record is to tell them the word. </li>
<li>I would like to start adding a label of independent, instructional, or hard based on the criteria presented (for levels A-K, 95-100% accuracy is independent, 90-94% accuracy is instructional, and below 90% is hard; for levels L-N 98-100% is independent, 95-97% is instructional; and below 95% is hard). Instructional level texts should be tackled during guided reading. </li>
<li>The teacher's introduction to a book during guided reading groups is "especially important in helping children read text independently (p. 92). While listening to students read, the teacher looks for use of strategies as well as cues such as meaning cues, structure cues, and visual information cues (p. 92-93). </li>
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<b><u>Extra info</u></b>: </div>
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I recently discovered a great app that I can't wait to try out in guided reading. It is called Record of Reading. The FREE(!!!) iPad app was developed by Clemson University, and you can check it out at <a href="https://itunes.apple.com/us/app/record-of-reading/id543574721" target="_blank">this </a>link (that will take you to the iTunes App Store. It seems really neat. You can record a student reading, while simultaneously marking the running record on a white screen on the app. </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp3uCysTQ3jsKRuAnxm9SwVoj7ZfFcmHVrukFaRWOjIxQqA0DZZrmPdsrCGeFCzK4zI8RnAq5a01EG9vJqYG8vvsFAWROBU11UkNMn-W5oXPOX9VNr5Nq4hG7uJ2g1SsFoztxajjzTdgyY/s1600/record+of+reading+app.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp3uCysTQ3jsKRuAnxm9SwVoj7ZfFcmHVrukFaRWOjIxQqA0DZZrmPdsrCGeFCzK4zI8RnAq5a01EG9vJqYG8vvsFAWROBU11UkNMn-W5oXPOX9VNr5Nq4hG7uJ2g1SsFoztxajjzTdgyY/s1600/record+of+reading+app.jpeg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Click <a href="https://itunes.apple.com/us/app/record-of-reading/id543574721" target="_blank">here</a> to go the the App Store and download the app. </td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpfxLm_uA0nzSr2mFoV-ksW7mhQTtdkjhI0xTTeUv70oEayFLGfQRtntbqiGqDCgpMkXqELPD89XEABWHTGHeHNj22SOa60oTaBA9lp0-ZL25Rh3tjfxL5adXIa9U0ks_eH5bXerwoFxSG/s1600/runningrec.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpfxLm_uA0nzSr2mFoV-ksW7mhQTtdkjhI0xTTeUv70oEayFLGfQRtntbqiGqDCgpMkXqELPD89XEABWHTGHeHNj22SOa60oTaBA9lp0-ZL25Rh3tjfxL5adXIa9U0ks_eH5bXerwoFxSG/s1600/runningrec.jpeg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Sample running record, courtesy of the Apple iTunes App Store</td></tr>
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<br />Now, of course I wasn't paid to mention this app, and I have honestly told you that I haven't used it yet. However, it seems very easy to use, and I can't wait to incorporate it into my guided reading groups. I found out about the app on the internet, but I can't remember where (Pinterest, maybe?). Anyway, if you blogged about it first, please let me know so that I can attribute credit to you. If you've used this app, let me know, too, because I'd love to hear how you like it, what you do with the information, etc. I have some ideas for the latter, that I will share if I am able to implement them successfully. <br /><div style="text-align: center;">
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While I stated that I have read chapters 6-10, my lazy day at home (thank you Texas ice!) has made me tired, so I'll address chapter 8-10 at a later date. I think this is appropriate as they go hand-in-hand with some of the changes I've had to make in my classroom lately that I want to share. I'm excited to keep reading this book. While I found the beginning a little slow, I"m really motivated to keep reading at this point since I find it directly applicable to my students and my teaching.<br />
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Anyway, in the spirit of the Christmas movies I watched today, I'm going to end this post with...<br />
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"...and to all a good night!!!" Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-50808040211669982722013-12-01T23:55:00.001-06:002013-12-01T23:56:25.770-06:00Currently DecemberHey blog world. Today, I'm just speeding through the blog lane to join the December Currently linky. However, I have approximately 5 billion blog posts written in my brain right now, so I'll be back lots (hopefully this week) to catch up on those posts. I hope you all had a terrific Thanksgiving holiday. Clearly, I did, and I utterly neglected work and all work-related things (including my lovely blog).<br />
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Without further ado, my edition of Currently December: <br />
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See you soon (I hope!!!). :-)</div>
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com2tag:blogger.com,1999:blog-3428300004734598213.post-73296541624146469172013-11-11T23:17:00.002-06:002013-11-11T23:17:08.702-06:00My Truth MondayOkay, I'm going go get right to it. <br />
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I'm linking up again with <a href="http://sunnydaysinsecondgrade.blogspot.com/" target="_blank">Denise</a>. I'm so proud of myself for sticking with this linky somewhat consistently. <br />
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This week's "My Truth" entry pretty much speaks for itself. Those eyes!!! Hello Handsome! </div>
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This morning, as I'm sure many of your schools did, my school put on a lovely Veterans Day program. It's always so nice to host the veterans at our campus and thank them for their service. It's also really cute seeing them with their elementary school students. :-)</div>
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I know that I've promised a post about our work we've been doing in 2nd grade on American celebrations, and it's coming. Today, my students presented their products to me. I could not be more proud. Now that I've assessed them, we will take it a step further and present to a kindergarten class later this week. After that, I'll be able to fill you in on what they did, complete with pictures of their work. I didn't have time to watch presentations, ask questions of my students, AND take pictures of their work today...it just couldn't be done. </div>
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This post feels really rushed and scattered, and it is. I'm really ready for bed. However, I've continued working on my self-assigned book study, and I must say, I'm really starting to get into this book. </div>
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<b><u>Chapter 5</u></b>: </div>
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<li> This chapter provided an overview of the management of guided reading. I must say I was intrigued by the example of independent activities in a 2nd grade classroom that was provided at the beginning of the chapter. (Students read a self-selected book, write a response in their journals, and then share their response with a friend. Rinse. Repeat.) I feel like the appeal of this is that it lines up really well with the Daily 5 and The Book Whisperer's ideas. </li>
<li>Next, a variety of activities for students to engage in while the teacher meets with guided reading groups was presented. I use the Daily 5 in my classroom, but I did find several of the options interesting. I like the idea of browsing boxes. These are basically like my book boxes right now, except in addition to good fit books, browsing boxes include guided reading books with which the student is familiar. </li>
<li>Other ideas I liked were buddy reading (like Read to Someone), reading journals, and literature circles. </li>
<li>The chapter ended with some possible schedules and an emphasis on teaching students management/routines so that they may be independent while the teacher meets with groups of students. The one takeaway I have from this, as always, is that these professional books are quite utopian in their views of time available. 150 minute schedules, at least an hour of which is devoted to guided reading?! What about tutoring? What about make-up work for absent students? What about re-teaching/re-testing? How much time do you spend meeting with guided reading groups daily? What does your ELA block schedule look like? How do you find time for tutoring, make-up work, and the many other demands placed upon teachers while still fitting in guided reading daily? </li>
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Okay, sorry to drop off in the middle of nowhere, but it's bedtime. Tomorrow night, I'll be attending the PTA meeting at school, then participating in a Twitter chat, so things at this blog will probably be pretty quiet. See you later this week!</div>
Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-16663224736240133802013-11-10T22:53:00.001-06:002013-11-10T22:53:51.632-06:00Guided Reading and What's Been Going on in My Classroom Lately?Happy Sunday night to you! I hope you all have enjoyed your weekends.<br />
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I'm going to start off with a few notes about <u>Guided Reading</u> chapters 3 and 4 (So far, while I assumed this was the "bible" of guided reading, I don't know that I'm getting too much out of this self-imposed professional development book study. Can you recommend a better book about guided reading for me?). </div>
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<b><u>Chapter 3</u></b>: </div>
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<li>This chapter was about the components of a balanced literacy program. As a teacher with background in teaching ELLs, I appreciated their emphasis on oral language as the undercurrent of a balanced literacy program. (Components include interactive read aloud, shared reading, guided reading, and independent reading as well as shared writing, interactive writing, writing workshop/guided writing, and independent writing. </li>
<li>A gradual release of responsibility is evident across the 4 types of reading and writing.</li>
<li>Guided reading should involve flexible, rather than fixed groups.</li>
<li>Guided reading changes purposes across grade levels, but may include character development, story structure, comparing themes of different texts, exposure to different genres, and obtaining information from texts, among other purposes (p. 30). </li>
<li>Reading workshop (p. 32). After reading <u>The Book Whisperer</u>, I know that this is what I want for my classroom. </li>
<li>Writer's workshop includes a mini-lesson (3 types: procedural, strategy/skill, and craft), writing time, and sharing time. </li>
<li>I LOVE the end remarks at the conclusion of this chapter!!! On page 42, Fountas and Pinnell state that "The quality and effectiveness of the interactions between teacher and children (and between children) within the framework are most important. It is not the elements themselves but the teaching decisions within them that lead to new learning. </li>
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<b><u>Chapter 4</u></b>: </div>
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<li>This chapter was all about the classroom environment needed to support a balanced literacy program and the "underlying theory" (p. 43-44). </li>
<li>The importance of the classroom library was supported by the two authors. </li>
<li>"Oral language supports literacy in a fundamental way" (p. 50). Yet again, the importance/role of oral language is affirmed, as it was in Chapter 3. </li>
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In the upcoming chapters, it appears that the authors will get into the specific components of guided reading. I'm looking forward to these chapters, and I'm hopeful that they will be readily and specifically applicable to my classroom. <br />
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Tomorrow, my school will be honoring the local veterans with an assembly and a choir performance. Following that, my assistant principal will be visiting my class to watch my students present their products that show their learning about U.S. celebrations. She observed them researching the celebrations for my evaluation. I'm so proud of my students, and I'm so excited that they are learning research skills at the young stage of second grade. I will share more about this learning experience after my students present their work tomorrow. I hope to also actually post my contribution to My Truth Monday in a timely fashion (after my track record with this linky over the past few weeks though, if I post it by Wednesday, it will be marked down as a success in my book. :-) ). </div>
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Other things going on this week include <a href="http://picturebookmonth.com/" target="_blank">Picture Book Month</a> (throughout November, even though I just found out about it this weekend), and <a href="http://www.bookitprogram.com/teachers/nyrwdefault.asp" target="_blank">National Young Readers Week</a>. As part of the latter, my class will be reading the free daily online stories available <a href="http://www.onemorestory.com/" target="_blank">here</a> each day. Here are the stories that will be featured each day this week (I know my students will be particularly thrilled that there is an AR test on the last 3 books.):</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyJ429d_S-xVPv_X4LTPSj_JOAv42vAkvKXwD20uMXsFuzvGIG7tizBZaNMQA9N9DAL3W5ZN_vZB7kbk5LiHGcjG4VQVx1Uqkp8HhmFUMf-IJmctqlSMxG77fMbklk1G1bCTX86u0kdzlX/s1600/ladybugs.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyJ429d_S-xVPv_X4LTPSj_JOAv42vAkvKXwD20uMXsFuzvGIG7tizBZaNMQA9N9DAL3W5ZN_vZB7kbk5LiHGcjG4VQVx1Uqkp8HhmFUMf-IJmctqlSMxG77fMbklk1G1bCTX86u0kdzlX/s1600/ladybugs.jpeg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Monday</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4InC4UhPidpg0ij6pHWJ0yyCsEKu5ncK1CqlLE_FUGZr9AkYlmljfaVXGalbWJvunkv5WuqlkNTKmhiRERTah_9-yxkGqXQNlzo6awsQEa_hgt_-qWYQdlPetAdZEbZ5BqvxVhSHYkj1D/s1600/house.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4InC4UhPidpg0ij6pHWJ0yyCsEKu5ncK1CqlLE_FUGZr9AkYlmljfaVXGalbWJvunkv5WuqlkNTKmhiRERTah_9-yxkGqXQNlzo6awsQEa_hgt_-qWYQdlPetAdZEbZ5BqvxVhSHYkj1D/s1600/house.jpeg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Tuesday</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-nRWpufG31V22FKMqiz1pazCZaCQKGfolteZcJqcEefFgrz59CYDyRaOr-0n9NPY5gj3IZJE1zki2v5AvrsFadh7tYnjvAZqYiiX30uLwWQyVbcY-SdJY1GQvpUZESccHSRgFIVTz7mhA/s1600/emperor.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-nRWpufG31V22FKMqiz1pazCZaCQKGfolteZcJqcEefFgrz59CYDyRaOr-0n9NPY5gj3IZJE1zki2v5AvrsFadh7tYnjvAZqYiiX30uLwWQyVbcY-SdJY1GQvpUZESccHSRgFIVTz7mhA/s1600/emperor.jpeg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Wednesday</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSkQE8xBkJgaUM-5RlGQQ0ejrNxFAqA1eUJbr0lNvW8OXPKkB44tVbSnTD_OX_kKCaZZCBoBI0nIscfRcJsi23i2r-yRzTxX-cpJUKicoATUK2zPrudhZubwUj2wOkDgpsMoFBcpEiWS14/s1600/hen.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSkQE8xBkJgaUM-5RlGQQ0ejrNxFAqA1eUJbr0lNvW8OXPKkB44tVbSnTD_OX_kKCaZZCBoBI0nIscfRcJsi23i2r-yRzTxX-cpJUKicoATUK2zPrudhZubwUj2wOkDgpsMoFBcpEiWS14/s1600/hen.jpeg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Thursday</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia2XLsF8tKQvcrUpX-Ek4goAV4Yy1JG-0i0guv25yGJrOIG3MGMVntJh1vmvvvAnZUXu6j1acVGHEpTVLjCskimYMHom94AcOoPCtRtAANQ19nxBVIU98GBLzAIe2jR0ei_rQOP9-6Jlkh/s1600/epossumondas.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia2XLsF8tKQvcrUpX-Ek4goAV4Yy1JG-0i0guv25yGJrOIG3MGMVntJh1vmvvvAnZUXu6j1acVGHEpTVLjCskimYMHom94AcOoPCtRtAANQ19nxBVIU98GBLzAIe2jR0ei_rQOP9-6Jlkh/s1600/epossumondas.jpeg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Friday</td></tr>
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Have a great day at school tomorrow, everyone!</div>
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-24685735175386848392013-11-07T19:52:00.000-06:002013-11-07T19:52:28.107-06:00My Truth...ThursdayHi friends!<br />
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Yes, I'm late again, but I'm not as late as last week, so I'm going to go ahead and count that as a success in my book. So here's my entry for My Truth <strike>Monday</strike> Thursday. Go check out <a href="http://sunnydaysinsecondgrade.blogspot.com/" target="_blank">Denise's blog</a> to see all of the posts and information. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQpf8-TwbfjfA99hR7AGSAiMJeYcOuwH08_D60UkOZ_FWFmMu9CJA0vWUdAe0xrSww09kLv07xAZ16fp-OKgdwFwt_scKEC1gywLGfZfq06Cs3a4s-LkPQafdEWiaVeV-ZoQrwsvoTvRKA/s1600/MyTruth.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQpf8-TwbfjfA99hR7AGSAiMJeYcOuwH08_D60UkOZ_FWFmMu9CJA0vWUdAe0xrSww09kLv07xAZ16fp-OKgdwFwt_scKEC1gywLGfZfq06Cs3a4s-LkPQafdEWiaVeV-ZoQrwsvoTvRKA/s1600/MyTruth.png" /></a></div>
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Anyway, this week at school was the book fair (I got some great books), and my class got to participate in the coolest thing this Tuesday. Maybe I'll make it back to my blog this weekend to share some of the new books I discovered/purchased and give everyone details about what my class did on Tuesday. Now, I'm just exhausted, so I'm going to take it easy then head to bed early! </div>
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Until next time!</div>
Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com0tag:blogger.com,1999:blog-3428300004734598213.post-38457270546436382832013-11-03T22:35:00.004-06:002013-11-03T22:35:54.674-06:00I Did It!!!I finished reading <u>The Book Whisperer</u>.<br />
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Wow, what an inspiring book! As you can tell, I read the majority of this book today. Here are my thoughts about chapters 5-7 and the final "whisper" about the end of the year evaluations. These thoughts may also be about the book as a whole. Please give me a few days/weeks to digest this terrific book before asking me how I'll bring it into my classroom. <br />
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<li>Chapter 5 was all about serving as the reading role model for your class. I particularly enjoyed her student's quote at the beginning of the chapter: "I feel really bad about all those good books out there waiting for me to read them" (p. 105). That Parker seems like a funny kid. I feel like I'm doing a good job with this. I am an avid reader, and I love nothing more than sharing a box of new loot from Scholastic with my students. Often, I'll bring a book with us while we are moving down the hallway. I recently engaged in a conversation with a few of my students about how hilarious a book I had ordered was. (In case you were wondering, that book was <u>The Three Ninja Pigs </u>by Corey Rosen Schwartz, and I think you should definitely read it and then share it with your students.) </li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRPP8VYpCjGUZXoQe7rl3GlTRa9_kIwNB6LRyyM_oGNlZb4vUBXHRE9Fp8pMpO5Yr6lTgDvSBExBRiD484l40LDoK3WmaEt9EzVqLn51dZMymseUPJj1yImDJl5HhvrSuMOBS2UeGIRtev/s1600/3+ninja+pigs.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRPP8VYpCjGUZXoQe7rl3GlTRa9_kIwNB6LRyyM_oGNlZb4vUBXHRE9Fp8pMpO5Yr6lTgDvSBExBRiD484l40LDoK3WmaEt9EzVqLn51dZMymseUPJj1yImDJl5HhvrSuMOBS2UeGIRtev/s320/3+ninja+pigs.JPG" width="246" /></a></div>
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<li>Chapter 6 discussed common reading activities employed by teachers and schools and suggested alternatives. For those of you that like to just "get to the point" in your professional reading, this is definitely the "practical applications" chapter of the book. I appreciate that Miller offers compromises to the whole-class novel approach vs. teaching readers, not books. I'm honest enough to say that I'm currently doing basal stories every 2 weeks or so with my class. I appreciate her suggestions to read the book aloud, share-read the book, etc., and I'm proud to say I'm already doing most of those things. I think that by moving toward the CAFE approach espoused by the 2 sisters, I can better approximate Miller's model as well (teach skills with student-selected texts). </li>
<li>Instead of comprehension tests (another reading evil, rampant in schools and classrooms, including my own), Miller recommends testing reading as a genre. I think that this is a bit mature for 2nd graders, and I agree with Miller that book reports are not the answer. I'm intrigued by book commercials, and I think they'd be especially great speaking practice for my ELLs. Do any of you do book commercials with your students? Do you grade/assess them? What do you require/how do you assess your students' book commercials?</li>
<li>Again, I'm guilty of using reading logs, although I totally see Miller's point that these are completely fabricated at times. I have been intrigued with a reading requirement, but I don't know that I'd have a genre requirement built into it for 2nd graders. Do you use reading logs? Do you have a reading requirement for your students? </li>
<li>Round-robin/"popcorn" reading: Oops, guilty again. I have read about the dangers/ineffectual nature of this practice in whole group as well as guided reading situations. However, I do give students time to partner read, and I like the idea of pairing students of similar reading levels. I also play stories on CD for my students. </li>
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I'm not going to recap/discuss extensively the reading evaluations Miller does at the end of the year, nor am I going to discuss chapter 7 in great detail. The reading evaluations are powerful support for Miller's methods, but again, I feel they'd be too daunting as is for my 2nd graders. The final chapter serves as a good wrap-up of the book, painting a picture of Miller's methods as opposed to the prevalent reading instruction methods and the enduring effect of the former. </div>
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As you can hopefully tell, I really enjoyed <u>The Book Whisperer</u>. For those of you that didn't know, Donalyn Miller is coming out with another book tomorrow (lucky us!!!), <u>Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits</u>. Will you be buying her next book? </div>
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That's all for now (3 posts in a weekend-yikes!). Hopefully I'll be back tomorrow with the 3rd installment of the My Truth linky series. </div>
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Mollyhttp://www.blogger.com/profile/13956725497378434802noreply@blogger.com1