Testing is done and you have nothing to do. SO - I'll share my list of FIFTY GREAT IDEAS of things to do after Testing. (Credit to Brianne Rivera)
Wednesday, May 23, 2012
End-of-the-Year Ideas
It's that time of year...
Testing is done and you have nothing to do. SO - I'll share my list of FIFTY GREAT IDEAS of things to do after Testing. (Credit to Brianne Rivera)
Testing is done and you have nothing to do. SO - I'll share my list of FIFTY GREAT IDEAS of things to do after Testing. (Credit to Brianne Rivera)
Wednesday, May 16, 2012
A Spin on KWL
Today I asked my students if they had ever heard of a "KWL Chart". A few groaned. "Yes...it means Know, Want to Know, and Learn. But it's pretty pointless". I agreed with them. True, the normal, 3-column organization of the KWL Chart that most teachers are familiar with may provide organization to a student's thoughts, but it is not very beneficial to students learning - at least from the students' point of view.
For a final assessment on my WWII unit, I reorganized the KWL Chart and brought the K section out on it's own. I asked students to list five things they already KNEW on the subject. This was a valuable pre-assessment for me as the teacher. I put the W and L column together so that the students could more easily see the connection between the two. Students were instructed to come up with five questions they had about World II. (What do they WANT to know?) For the L section of the Chart, students are instructed to find answers to their questions. They can do this through participation in the lessons throughout our unit, or outside resources (textbook, Internet, etc.)
At the end of the unit, students will turn in this assignment. I like it because it is a student-centered and student-directed assessment on a large topic. The students can decide ahead of time what they want to learn and develop a stronger ownership over their answers.
CLICK HERE for an editable copy of my KWL Chart. Fix it up for whatever topic or subject matter you'd like!
For a final assessment on my WWII unit, I reorganized the KWL Chart and brought the K section out on it's own. I asked students to list five things they already KNEW on the subject. This was a valuable pre-assessment for me as the teacher. I put the W and L column together so that the students could more easily see the connection between the two. Students were instructed to come up with five questions they had about World II. (What do they WANT to know?) For the L section of the Chart, students are instructed to find answers to their questions. They can do this through participation in the lessons throughout our unit, or outside resources (textbook, Internet, etc.)
At the end of the unit, students will turn in this assignment. I like it because it is a student-centered and student-directed assessment on a large topic. The students can decide ahead of time what they want to learn and develop a stronger ownership over their answers.
CLICK HERE for an editable copy of my KWL Chart. Fix it up for whatever topic or subject matter you'd like!
Tuesday, May 8, 2012
A Visit from the Desk Fairy
Yesterday, I told my class that I heard this rumor...that the DESK FAIRY was going to stop by our classroom this week! Our very mature, sixth grade discussion went something like this:
Here's the discussion this morning:
"Does she work for the tooth fairy?"I just shrugged my shoulders and my class spent the following ten minutes straightening up. The next morning, I check every desk to find the cleanest, most organized set of sixth grade desks that I've ever seen. I taped a small piece of candy in each desk and left the following note. (CLICK HERE to download).
"I think it's her cousin."
"Does the Desk Fairy bring presents? Or MONEY?"
"I lost my first tooth in an ice cream cone..."
"Can I throw this away?"
"Can she fly...?"
"Is the present candy? Or sugar related?"
"Do I need to keep my math journal? It's full and testing is over..."
"We all know she's YOU, Miss Melville. Just tell us what you want us to do! Geez!"
Here's the discussion this morning:
"She came!"
"I love the Desk Fairy!"
"When is she coming again?"
"I'm going to keep my desk so clean. I'll be ready whenever she wants to come. She might even love how clean my desk is - she'll leave TWO candies. ...What? It's true."
Saturday, May 5, 2012
Weekly Report Card
Students love self-evaluating and giving themselves grades. Here is a WEEKLY REPORT CARD (editable) that I've used in the past. I've tried it a couple of different ways:
- Mandatory for all students. Those who do not return it with Parent Signatures will be called at home.
- Started as mandatory. Students who receive three weeks in a row with all "E"s don't have to do it anymore.
- As a behavior/work habits contract for my more difficult kids.
Friday, May 4, 2012
Partnering
I've gotten into the bad habit of letting my students pick their own partners for assignments and projects over the past few weeks. Here's what happens.
PARTNER CARDS - At the beginning of a unit when I know we'll be doing a lot of partner work, I copy THESE onto cardstock and have kids fill out partner cards. It takes a little bit of time and a LOT of explanation to get set up, but it makes finding partners really easy when it comes time for an assignment.
Instruct the students to find a partner they would like to work with at some point during the unit/month/year. Students trade cards and write their own name on their partners card in same space . It's important that the students look for partners one space at a time. Kids get excited and they tend to rush into chaos if not explicitly instructed. Here's how I do it to make sure each student gets a good mix of kids on their partner lists.
1. "Find someone who you consider a friend in class for space #1. You have thirty seconds. Go!"
2. "Find a partner who is someone you don't know very well for space #2. You have thirty seconds. Go!"
3. "Find a partner who you've never worked with before for space #3. You have thirty seconds. Go!"
4. "Find someone who is wearing similar colors to you today for space #4. You have thirty seconds. Go!"
5. "For space #5, find a partner who has the same eye color as you. Thirty seconds. Go!"
6. "For space #6, find another friend who is not already on your list. Thirty seconds, as usual and then back to your seats. Go!"
After everyone has picked their six, all you need to do to pick partners is roll a dice! The kids will mix it up, but still feel ownership over their partner. After all, they DID choose them...
FIND THE MATCH - Sometimes it's fun just to mix it up. I copied and laminated THESE cards and pass them out randomly for partner tasks. Students have to find their "other half". Spongebob/Patrick, Hammer/Nail, Timon/Pumba, etc.
This usually comes with a few moments of confusion and laughter, but the kids love looking for their new friend!
- The high-achievers pick other high-achievers and end up finishing a full half-hour before the others.
- The low-achievers pick other low-achievers and never get started.
- Trouble-makers pick other trouble-makers and prevent everyone around them from starting and/or finishing.
PARTNER CARDS - At the beginning of a unit when I know we'll be doing a lot of partner work, I copy THESE onto cardstock and have kids fill out partner cards. It takes a little bit of time and a LOT of explanation to get set up, but it makes finding partners really easy when it comes time for an assignment.
1. "Find someone who you consider a friend in class for space #1. You have thirty seconds. Go!"
2. "Find a partner who is someone you don't know very well for space #2. You have thirty seconds. Go!"
3. "Find a partner who you've never worked with before for space #3. You have thirty seconds. Go!"
4. "Find someone who is wearing similar colors to you today for space #4. You have thirty seconds. Go!"
5. "For space #5, find a partner who has the same eye color as you. Thirty seconds. Go!"
6. "For space #6, find another friend who is not already on your list. Thirty seconds, as usual and then back to your seats. Go!"
After everyone has picked their six, all you need to do to pick partners is roll a dice! The kids will mix it up, but still feel ownership over their partner. After all, they DID choose them...
FIND THE MATCH - Sometimes it's fun just to mix it up. I copied and laminated THESE cards and pass them out randomly for partner tasks. Students have to find their "other half". Spongebob/Patrick, Hammer/Nail, Timon/Pumba, etc.
This usually comes with a few moments of confusion and laughter, but the kids love looking for their new friend!
Thursday, May 3, 2012
Leaving Comments
I love it when kids turn in awesome, great quality work. I love when they take a few extra minutes to color neatly, use their best handwriting, and take pride in the assignment. I love it so much - I need to share just how much I love it!CLICK HERE to download a template of the comment form (credit to Rachel Lynette).
Wednesday, May 2, 2012
Mathematic Decathlon
When I had four days to review the entire sixth grade math curriculum, I panicked. How do I squeeze all of it in? How do I keep my students and myself from going insane? I set aside two dys for a PRACTICE TEST and after a few hours of preparation, I had the two-day Mathematic Decathlon ready to go.
Like the cover page indicates, a decathlon is a series of ten events, usually completed over the course of two consecutive days. For our Mathematic Decathlon, I prepared ten separate math games and activities that covered ten different math topics.
I set up ten stations and instructed students to complete 5 games each day. I put them on 10-minute rotations and explicitly taught the behavior expectations for the event as well. After reviewing the directions for each game as a class and going over the instructions for completing the COVER PAGE (below) - I let them go. ...These kids had a BLAST!
Below I have included links to download the materials for each of the ten Mathematic Decathlon Games. Instruction pages are included. These games would be awesome activities for individual math lessons as well.
Like the cover page indicates, a decathlon is a series of ten events, usually completed over the course of two consecutive days. For our Mathematic Decathlon, I prepared ten separate math games and activities that covered ten different math topics.
I set up ten stations and instructed students to complete 5 games each day. I put them on 10-minute rotations and explicitly taught the behavior expectations for the event as well. After reviewing the directions for each game as a class and going over the instructions for completing the COVER PAGE (below) - I let them go. ...These kids had a BLAST!
ISLAND CONQUER - Coordinate Grids, Area, & Perimeter
(credit to Laura Candler)
 |
| Island Conquer Set-Up |
FACTOR RACE - Factors (credit to Laura Candler)
DECIMAL SCOOT - Multiplying Decimals
(credit to MJ @ Teaching in Heels)
CLICK HERE to download the Show-It Cards (credit to Laura Candler)
MEMORY MATH - Fractions, Decimals, & Percent
CLICK HERE to download the Memory Math Cards
 |
| Student find matches of fractions, decimals, and percents. |
BLOCK PARTY - Surface Area
CLICK HERE to download some Nets for prisms and pyramids you could use for this activity.
 |
| Students constructing prisms from nets. |
TIC-TAC-TOE - Volume (credit to Pearson Education)
BEYOND 10 - Adding & Subtracting Integers
 |
| Beyond 10 Set-Up |
 |
| Students practice adding and subtracting integers against a partner. |
CLASSROOM WALK ABOUT - Ratios, Simplifying Ratios, & Unit Rates
 |
| Students wander and count objects in the classroom to create ratios and find unit rates. |
21 - Mean, Median, & Mode
 |
| Students use playing cards to practice finding Mean, Median, and Mode. |
Celebrating Art Contest
You know those annoying flyers you get in your mailbox about stupid writing or art contests your kids can enter? Don't throw them away. They make excellent fast finishers.
When my high-achieving students finished with their independent work and come ask, "What do I do now?" - my usual response was one of the following:
When I get word of a new contest, I announce the guidelines and possible prizes. (I've noticed that kids are definitely more motivated when MONEY and/or iPODS are involved!) You'll also need to be sure to set the expectation that this a Fast Finisher project and should only be worked on if all required assignments are completed.
This year, ten of my students entered the Celebrating Art Contest and a few entered the Poetic Power Contest. All of a sudden - students are proud of their work and excited to have time to work on independent projects. Now the question isn't, "What do I do now?" - it's "When's the deadline?"
Just last week, one of my students received a postcard in the mail - informing her that her chalk drawing "Lion" would be published this fall in a hardcover coffee table book of elementary art. I'm obviously proud of her as an artist, but equally proud that I thought to give her that opportunity.
When my high-achieving students finished with their independent work and come ask, "What do I do now?" - my usual response was one of the following:
- "Go read."
- "Go write in your journal."
- "Go draw or color."
When I get word of a new contest, I announce the guidelines and possible prizes. (I've noticed that kids are definitely more motivated when MONEY and/or iPODS are involved!) You'll also need to be sure to set the expectation that this a Fast Finisher project and should only be worked on if all required assignments are completed.
This year, ten of my students entered the Celebrating Art Contest and a few entered the Poetic Power Contest. All of a sudden - students are proud of their work and excited to have time to work on independent projects. Now the question isn't, "What do I do now?" - it's "When's the deadline?"
 |
| Lion, 2011, chalk |
Tuesday, May 1, 2012
Buddy Test Prep
Is it just me, or did end-of-year testing come WAY too early this
year? Since when is May 3rd the end of the year? And if it is ... what am I supposed to do for four more weeks?
When I received the news - I immediately went into panic mode trying to squeeze the rest of my required math curriculum into my schedule. Through some miracle - I had FOUR DAYS left for review.
Two days were set aside for the MATHEMATICAL DECATHLON and I chose to spend the other two days with a practice test. I used UTIPS to create a practice test with problems that would be similar to those found on the end-of-the-year Sixth Grade CRT Test.
CLICK HERE to download a copy of the 6th Grade Practice Test.
I used the BUDDY TEST PREP system that I downloaded from TpT online to make the Practice Test seem a little more interesting. I don't know what it is, but kids seem more excited when crayons or markers are involved...
Here's how it works: (credits to Laura Candler)
This worked fabulously because my students took responsibility over their own learning without the discouragement or pressure of answering incorrectly. Most of my students only missed three or four out of 45 questions - but most of them changed answers after meeting with a partner.
When I received the news - I immediately went into panic mode trying to squeeze the rest of my required math curriculum into my schedule. Through some miracle - I had FOUR DAYS left for review.
Two days were set aside for the MATHEMATICAL DECATHLON and I chose to spend the other two days with a practice test. I used UTIPS to create a practice test with problems that would be similar to those found on the end-of-the-year Sixth Grade CRT Test.
CLICK HERE to download a copy of the 6th Grade Practice Test.
I used the BUDDY TEST PREP system that I downloaded from TpT online to make the Practice Test seem a little more interesting. I don't know what it is, but kids seem more excited when crayons or markers are involved...
Here's how it works: (credits to Laura Candler)
- Students take a multiple choice test (any subject will work!) on their own. They check their answers and circle their answers in BLUE.
- Students meet with a partner to review their answers. Students can use notes and references and tutor each other. If a student wants to change his answer, he can - as long as marks his changes in PURPLE.
- As a class and directed by the teacher, students check their own papers. They use GREEN to mark correct answers and RED to mark incorrect answers.
- Students review their tests in terms of how many items they were able to answer correctly ON THEIR OWN, WITH HELP, and how many items they answered incorrectly.
This worked fabulously because my students took responsibility over their own learning without the discouragement or pressure of answering incorrectly. Most of my students only missed three or four out of 45 questions - but most of them changed answers after meeting with a partner.
Apple Picking 101
I'd like to share a story a wise man once told me...
Your life is an apple tree with opportunities growing along every branch. Which are the easiest to pick? You could easily pick up those that have fallen to the ground. They may be old, wrinkled, bruised - or filled with creepy crawlies. You may even reach along the lower branches to find apples that dull in color or small from lack of sunlight. Many of these may be have been picked up by other critters near the tree and left behind because they weren't quite as tasty as one would hope for.
Or...
You could grab hold of the branches and climb to the top. Every reach gets you closer to the best and brightest apples in the tree. These are the apples that are untainted, large and juicy, and will definitely yield the best results.
Climbing is dangerous. You may fall and need to start again. You may get scratched or rip your clothing. ...So grab a ladder.
I'm hoping this blog will be a ladder to teachers - old and new. I'm still new, but I've climbed a long way. I've picked some pretty good Apples and rather than keeping them to myself - I've decided to share of their sweetness. And share them for FREE.
Teaching takes time. If you're reading this blog - you're proving that point. Honestly, I've taken a lot of time to prepare these lessons, games, unit plans, etc. But just as it takes time and effort to pick the best apples - it takes time and effort to be an excellent teacher. And I'm hoping to one day reach the top of the tree.
So, enjoy my Apples and please pay it forward by sharing with others.
Your life is an apple tree with opportunities growing along every branch. Which are the easiest to pick? You could easily pick up those that have fallen to the ground. They may be old, wrinkled, bruised - or filled with creepy crawlies. You may even reach along the lower branches to find apples that dull in color or small from lack of sunlight. Many of these may be have been picked up by other critters near the tree and left behind because they weren't quite as tasty as one would hope for.
Or...
You could grab hold of the branches and climb to the top. Every reach gets you closer to the best and brightest apples in the tree. These are the apples that are untainted, large and juicy, and will definitely yield the best results.
Climbing is dangerous. You may fall and need to start again. You may get scratched or rip your clothing. ...So grab a ladder.
I'm hoping this blog will be a ladder to teachers - old and new. I'm still new, but I've climbed a long way. I've picked some pretty good Apples and rather than keeping them to myself - I've decided to share of their sweetness. And share them for FREE.
Teaching takes time. If you're reading this blog - you're proving that point. Honestly, I've taken a lot of time to prepare these lessons, games, unit plans, etc. But just as it takes time and effort to pick the best apples - it takes time and effort to be an excellent teacher. And I'm hoping to one day reach the top of the tree.
So, enjoy my Apples and please pay it forward by sharing with others.
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