Back to School Linky Party

Third in Hollywood is hosting a Back-to-School link party.  What a wonderful idea - to be able to find all sorts of Back-to-School materials all in one place!!!  What more could we need??

Here is my contribution to back-to-school.  Click on the picture or here to check it out.

It is a game to practice multiplication facts.  It includes five game boards.  Students ideally would use  10-sided dice, or they can use a spinner, multiply the two numbers together and mark the answer they get on the board.  It can be played individually or with a partner.  If playing with a partner, each student can have their own board, or to make it more challenging, they could use one board to see who covers the most answers.  So many options for play.  

My class last year loved these games.  I have created a few more seasonal ones as well.  I used them as part of my center activities, but some students would pull them out during indoor recess as well.

Be sure to go visit Third in Hollywood to check out all of the other great back-to-school items.

Managing Math Workshop

Welcome - and thanks for joining us with the Guided Math in Action Book study.  Today we will be discussing chapters 3 and 4.  If you missed my previous post, you can go there by following this link:

Chapters 1 & 2

To visit our hosts for this book study - Adventures in Guided Math, simply click on the image above to visit their blog.

 Chapters 3 & 4 are all about getting started.  Not unlike everything else we do in our classroom, we need to establish our procedures and routines with our guided math and math workshop.  Students need to know what it is supposed to look like, sound like, feel like, etc.  It is imperative that we spend our initial lessons developing and practicing what we expect.  Remember - If you want it - teach it!!!

We want our students to be able to be independent.  There will be days when we aren't going to be there, and everything should run as smoothly as if we were.  So that means practice, practice, practice.

Some of the things we need to consider include:

• schedules - Are you using a workshop approach?  What about rotations?  Will you have various stations / centers? How many groups do you meet with each day?
• locations - Where is everything taking place?  Do you have a table where you are holding the guided lessons?  Are you meeting students in their groups / desks?  Where are the centers / stations located?  Will they work on them in a specific area or at their seats?  Will you have an area for whole group instruction, or do students just return to their seats for this?  There is a lot to consider...
• teacher toolkit - This is everything you need for your guided math lessons. How do you have yours organized?  What kind of tools do you have included in yours?
• flexible grouping - What kind of data are you going to gather?  How often do you examine your groups?
• record keeping - Do you have a system that works for you?  What data do you keep?  What kind of planning sheets do you use?

 Question one:  I do have a toolkit, but it is not as organized as I would like it.  It never fails, part way through the year it is a complete disaster.  I am in the process of reexamining how I will keep things this year.  This sounds like a future blog post!!!!

Question two:  My students do not have individual toolkits.  I have kept things centrally located.  When I have tried to have each student keep individually, often things get lost or broken.  I have found that by having things in one are for students to get, they take better care of the tools and we have them when needed.

Question three:  Routines / expectations are established starting on day one and are continually practiced throughout the year.  Those first few weeks are important.  The more time spent at the beginning of the year means less time is wasted later.

 Question one & two:  Prior to this coming year, I have taught primarily whole group.  I have pulled those students back who have really need the extra help or students who have specifically requested to work with me, and yes, those have been fluid - based on the specific task we were working on.  I am excited to be doing small group work this year.

Question three:  When I was in special education my records were much more in depth than what they have been the past couple of years.  Since becoming a third grade teacher my records have been very basic.  Each year they have improved and are looking much more like the detail I used to put into them when in special ed.  The Common Core has also forced me to keep better records.

I must say that these two chapters have really made my mind start spinning.  Tomorrow I am going to be able to start going in and organizing my classroom.  I have some ideas I need to test out for the arrangement.  The information from chapters 3 & 4 will help me start off on the right foot.

Don't forget to stop back by on Wednesday for Chapter 5.  Please be sure to visit all the other bloggers and read their posts.

An InLinkz Link-up

Guided Math in Action Book Study - Chapters 1 & 2

Today is the day we dig in deep with our book study of Guided Math in Action by Dr. Nicki Newton. I am looking forward to reading the other posts and readers' comments.  Because I am planning to implement guided math this year, this is probably going to be one of the most informative interactions that I will have this summer.

 Chapter One:

The book begins with a quote I have heard a lot in teaching career - especially when dealing with differentiated instruction.

"If kids don't learn the way you teach, then teach the way they learn."

This quote makes so much sense, but it is not always followed.  Many times, students are expected to learn they way we teach content.  So sad!  I whole-heartedly believe that through guided math, that I will better be able to fulfill the truth in this quote.

This chapter takes us through a guided math lesson with Mrs. Johnson covering subtraction with regrouping!!!  Wow!!  This seems to be such a nemesis for many of our students.  I had students who could fluently learn their multiplication facts, but when we went back to subtraction with grouping - OUCH!!!

Mrs. Johnson introduces the concept with a mini-lesson that activates students' prior knowledge.  She begins where the students are and proceeds in a concrete manner.  Something I really appreciate about the lesson is the fact that appropriate content vocabulary is used.  Too many times I have seen a watered down version when approaching lower level groups.  If we don't start with the correct vocabulary, it just makes it harder on these students later.

After the mini-lesson, Mrs. Johnson provides students with a couple of problems to complete during the student work period.  During this time, she is making notes, asking questions, and guiding students where needed.  This then leads into a share period where students must explain their solutions.  This is such a vital step in the process.  This allows the teacher to see if the student truly understands or if there is any misconceptions that need addressed.  This also allows students to have a voice.

Before Mrs. Johnson dismisses the group, she explains any follow-up centers they will visit along with the homework they will have to have further practice on the given concept.  I like the idea of differentiated homework (and the centers).  This makes the homework more meaningful, and there is a better chance that the students will complete it.

Mrs. Johnson now circulates the classroom observing the centers, taking anecdotal notes. and intervening where needed.  She then gives a signal for wrap-up.

All of this is based on on-going assessments.  Groups are based on prior quizzes or tests, the teacher is constantly taking notes, making observations, students are working through various assignments that are differentiated to meet their needs, and then follow-up assessments may be given.  Based on all of this assessment, students may fluidly move into another group based on need.

I find myself thinking how engaging all of this is for the students (and the teacher).  Students are given meaningful/respectful activities.  They feel like someone is listening to them and helping them. Different approaches are accepted and appreciated.  Students are building self-confidence in math.
That last statement gives me all the more reason to continue with my goal of implementing guided math this year.

Question One:  I feel that my background in special education makes stretching my pedagogy easy.  I have been trained and trained in differentiating.  Trying different approaches, and looking at individual student needs comes second nature to me even now that I am in a third grade classroom.  My youngest daughter struggles so much in math, and I often try to look at what I am teaching through her eyes.  

Question Two:  Spending the a lot of time at the beginning of the year establishing a safe classroom is the beginning of encouraging perseverance.  Students need to be willing to take challenges and make mistakes before they will be willing to push through difficulties.  I also share the struggles my daughter has had in school.  They need to know that they are not alone.  Then there are individual conferences.  I try to touch base with all of my students at least once a week during conferencing.

Chapter Two

This chapter is all about the components of a Math Workshop.  Guided math can take place in other contexts, but the author is very enthusiastic about math workshop.  I must say that math workshop is what I have envisioned in my implementation of guided math.  I think this format will just fit the structure of my classroom better.

Building on chapter one, the author reemphasizes the idea of a safe environment where students are able to share, and that they are comfortable in reasoning through the math out loud, that they are comfortable, and not intimidated when you ask them to "prove it".  

I must say that when I first started reading this chapter and the discussion was on asking students to prove it, my thoughts went to those students who are less confident or shy about sharing.  However, as I read through the whole chapter, things all came together.  I cannot emphasize enough the need of creating that community at the beginning of the year.  But it is not enough to just address it at the beginning of the year, it has to be reinforced throughout.  Using anchor charts (the author calls them "prove it posters" in one of the captions), as well as thinking prompts help students find some confidence in responding.  

The main elements of math workshop include:

• calendar (the author feels it is very important at all grade levels)
• number/problem of the day (you should incorporate some vocabulary each day)
• whole class mini-lesson
• guided math groups/math centers/conferencing (this is where most of the time is spent)
• number talks / math energizers (only about 5 - 10 minutes)
• Share (sharing should never be left out - very crucial part of the workshop)

When beginning math workshop, it is very important to teach what you want at each part.  This should be done as part of the beginning of the school year routine building.  If you leave this out, you are setting everyone up for failure.

The author has provided so many ideas in this chapter, I will be referring back to it, I am sure.  One such idea is the Mathematician's Chair as an option during share time.  It is compared to the Author's Chair - used in Writing Workshop.  I really like this idea, and I know I will be including this idea.  

I really had to think about this question, but realized I am doing quite a bit of things to encourage a numerate environment.  

• number talks - I started this last year, and my students loved them.
• math mentor texts - I use picture books to teach everything!!!
• group discussions - We really worked on how to hold discussions last year, and I look forward to continuing this in the coming year.
• exit slips - I was amazed at the information that I gained from the exit slips, and in such a short period of time.  

Wow!  This is a huge post!!!!!  It was worth it though.  I am really enjoying the text.  I am learning so much.  By taking part in this book study, I am "forced" to think deeper than I usually would have.  I find I need that extra pressure sometimes - especially in a busy time like the summer.

It is not too late to join in.  If you have not yet purchased the book, I recommend you look at Amazon.  They have both the actual book and the kindle version.  

Don't forget to visit all the other blogs taking part in this book study.  It is always nice to see the various points of view.

An InLinkz Link-up

Guided Math in Action Book Study Getting Read to Kick Off!!!!!

I am joining Sarah and Courtney at Adventures in Guided Math for the Guided Math in Action book study.  I am so excited to be part of this book study!!  I am going to implement guided math this year.  I have been thinking about it for some time, and now it's about time I get it into action!!!  I have my curriculum map, and the beginning stages of planning.  I really need to get my pre-/post- tests and my work stations/centers figured out for each skill.  So much to do, so little time - only a month to go and I'm back to school.

Today we are kicking things off - getting the information out there.  If you don't have your book yet, you can get one from amazon - either a kindle version or the book itself.  

We will be discussing chapters 1 & 2 on July 16th.  Below is our schedule for the remaining chapters.  

Be sure to visit the other blogs participating in the Guided Math in Action Book Study.

An InLinkz Link-up

Big Time Blogging Challenge & Teachers Write!

Just what I needed - a big swift kick in the rear!!!!

I have been such a slacker of a blogger, and this challenge is just what I needed to get me doing what I should have been doing all along.  Michelle at Big Time Literacy is hosting a blogging challenge to post daily during the month of July.  She does have topics, but you don't have to use those - the big idea is just to make sure you write.

In addition to this challenge, there is another writing event going on - Teachers Write.  This is  a virtual summer camp for teachers / librarians to encourage them to write - with the assistance of published authors.  They will have a weekly structure with writing prompts and even provide feedback.  It will be quite interactive.

So, why am I so interested in both of these opportunities?  Writing has always been somewhat of a "challenge" for me.  Not that I can't do it,  but I have never really enjoyed it.  I tend to blame the way it was taught - or should I say - not taught - to me as a student.  We were more or less just told to write, and never given any real instruction.  We were given these random grades - some good, some bad, but with no real feedback.  It felt more like a lottery.  I never could understand the scoring.  I was an overall A student, but when I wrote, my grades were very inconsistent.

In recognizing this about my own learning of writing, and knowing it has been one of my least favorite subjects to teach,  I have been working on trying to make it better for my students.  I want to hit this challenge right on and provide my students with the instruction and feedback they need.

This year I am moving more to a "Writers Workshop" model.  I am reading as much as I can about it. I am actually really excited to get it up and running.  I am sure I will have more posts on it later.

Today's Big Time Challenge prompt is about favorite books.  I love, love, love books, so it is hard to make a list, so I will give you one.

My all time favorite book (or should I say series) is the Little House books by Laura Ingalls Wilder.  I loved the TV series as a kid, and then my third grade teacher read us several of the books.  I later had my parents buy the series for me and devoured them quickly.  They will always hold a special place in my heart.

July Currently!!!

I can't believe it is July already!!!  It feels like summer just started, and soon school will be starting again!!!

Today I am linking up with Farley at Oh Boy 4th Grade to her wonderful linky!!!!

I just love reading what everyone posts.  I think this is one of my favorite links to join.  

I have been pretty lazy the last couple of days, even though I really have tons and tons of stuff to get done.  I need to get my planning done for the upcoming year.  I want to work on my pacing guide some, I didn't like a few things about last year, so some fine tuning will help.  I also have some crochet projects to pull out and complete, as well as some summer reading to do -both professional and personal.  Oh, if summer could last a little longer, but alas, it is shorter this year.  We are starting on August 11th this year, and out students on the 14th.  Summer just flies by, doesn't it!!!

New Year - New Me!!!

I've never been one for New Year's resolutions, but I think that this year I need to make some changes. I need to put myself back together - get back into action!!!!  I feel like I have been in a slump for the past year.

So, with that in mind I thought I would join Denise from Sunny Days and her "My Truth Monday" linky.  Her theme is "My One Little Word for 2014."  My one word is:

I want to kick up some energy into everything I do in 2014.  The slump is over and I am back!! Here's looking to a wonderful 2014!!