tag:blogger.com,1999:blog-78652732117972671652024-03-05T06:54:14.868-08:00Tennessee Trending TeacherTeaching Strategies and Happenings From Tennesseeclrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.comBlogger35125tag:blogger.com,1999:blog-7865273211797267165.post-19625279831693460882017-12-28T13:00:00.000-08:002020-03-08T16:57:56.990-07:00Shades of MeaningChallenge add a level of sophistication to primary students' writing. Growing an understanding of shades of meaning is an essential learning in English Language Arts. A couple of important questions that teachers ask when devoting any length of time to an activity are: Where's the learning? How are standards driving the learning? This lesson knocks the ball out of the park answering those questions. From beginning to end the lesson is driven by purpose. <br />
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Below is an awesome lesson that my third grade colleague Heather Hale implemented during the spring. Heather pulled ideas from Pinterest and TPT to come up with her own unique spin to teach different hues of meaning for synonyms. You'll find a T.E.A.M. modeled lesson plan that can be accessed for free by clicking on the link in this blog. <br />
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Hook: Colorful Challenge! The challenge is a play on students' prior learning. Students have been developing dictionary & thesaurus skills, as well as an understanding of synonyms. Using recently created sentences and the thesaurus, students were challenged to make their writing more colorful.<br />
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Setting it up! Students worked together with the teacher to model examples and set expectations for the activity with anchor charts. Students participate in Think, Pair, and Share, as the teacher guides and records to create charts.<br />
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Students are then turned loose with the thesaurus. Students are encouraged to identify synonyms independently. Students are then encouraged to arrange their words according degrees of certainty and participate in discussions with peers for affirmation or challenges to their opinions. </div>
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Students displayed their lists by creating a colorful classroom centerpiece and revised sentences as journal entries. </div>
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<a href="https://drive.google.com/file/d/1idOjSUTIhfSm0VlGRUh8Zr6u04ih2EFI/view?usp=sharing" target="_blank">Shades of Meaning Lesson Plan</a></div>
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clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-9388136882576755492015-01-07T17:29:00.001-08:002015-01-07T17:47:30.492-08:00Morning MeetingThis is an exciting week as students return to school. Our classroom will have the addition of a student teacher. It's such a blessing to have an extra set of hands and ears to facilitate.<br />
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As the discussion began of which tasks the student teacher would be implementing, the first to come to mind was our daily morning meeting.<br />
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Morning meeting provides a context for exploration and practice of a wide range of skills. These skills often cross subject areas. The safety net of morning meeting is a wonderful way for students to use their voices, assume leadership roles and receive instant feedback. Additionally, it can be an unobtrusive way for teachers to gather anecdotal formative assessment data.<br />
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Morning meeting looks different in each classroom and should with time evolve into a student lead/centered routine. <br />
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Here is one example of what you might witness at a second grade morning meeting:<br />
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<span style="line-height: 15.333332061767578px;">Student</span><span style="line-height: 115%;"> leader
begins the meeting by filling in the various charts as independently as possible
with supports available as needed.</span><span style="line-height: 115%;">
</span><span style="line-height: 115%;">Discussion & opportunities for question & answers are initiated
and subsequently guided by the teacher as needed.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="line-height: 115%;"><span style="mso-list: Ignore;">1.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="line-height: 115%;">Review of calendar and related
activities.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="line-height: 115%;"><span style="mso-list: Ignore;">2.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="line-height: 115%;">Exploration of money & values.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="line-height: 115%;"><span style="mso-list: Ignore;">3.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="line-height: 115%;">Place value charts, calculating &
displaying # of days in school<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="line-height: 115%;"><span style="mso-list: Ignore;">4.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="line-height: 115%;">Hundreds chart exploration <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="line-height: 115%;"><span style="mso-list: Ignore;">5.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="line-height: 115%;">Temperature <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="line-height: 115%;"><span style="mso-list: Ignore;">6.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="line-height: 115%;">Review of Language<span style="mso-spacerun: yes;"> </span>posters & poetry<o:p></o:p></span></div>
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<span style="font-family: Calibri;"><span style="line-height: 115%;">*Note: each week the teacher provides guiding questions to focus the conversations on areas of need & current subject matter being </span><span style="line-height: 18.399999618530273px;">introduced.</span><span style="line-height: 115%;"> Activities are periodically
added to morning meeting to provide opportunities for a </span><span style="line-height: 18.399999618530273px;">transition</span><span style="line-height: 115%;"> from basic to complex
application of skills.</span></span><!--EndFragment-->
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What does this look like in a classroom?<br />
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Let's take a peek into some K-2 classes...<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoDHYNJyK1eDp-KIBUh36aavhhLgHa-K8htvDcAFfAZ8wELHWzlDNf2EI4zEzmIjC7C-akEBLA3wWiw7eHIFIuzVrDxp87Xb0PgACR_SEj556kcCA6to5Xmehy138nEDlRLyY2_tom-RW6/s1600/morning+meeting+1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoDHYNJyK1eDp-KIBUh36aavhhLgHa-K8htvDcAFfAZ8wELHWzlDNf2EI4zEzmIjC7C-akEBLA3wWiw7eHIFIuzVrDxp87Xb0PgACR_SEj556kcCA6to5Xmehy138nEDlRLyY2_tom-RW6/s1600/morning+meeting+1.JPG" height="239" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghtDY-LYMcQdpkofUowT8R9Sb-IKpRHm1w0Ikb7mc2r2icj9jTWSb5Z1tprt1ZwChGlu1ZAovkHSQB-vfzOUI0cxSo_wJ59-Ypiz-_FQgntnM8SLOCNSwfvSMTffib6w4NqfkLKZAHNGVy/s1600/photo+1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghtDY-LYMcQdpkofUowT8R9Sb-IKpRHm1w0Ikb7mc2r2icj9jTWSb5Z1tprt1ZwChGlu1ZAovkHSQB-vfzOUI0cxSo_wJ59-Ypiz-_FQgntnM8SLOCNSwfvSMTffib6w4NqfkLKZAHNGVy/s1600/photo+1.JPG" height="320" width="239" /></a></div>
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A lesson plan for morning meeting typically looks like a unit plan, because it allows for growth. A sample lesson plan can be downloaded for free via<a href="http://envisionmath.wikispaces.com/home" target="_blank"> wikispaces.</a></div>
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<a href="http://envisionmath.wikispaces.com/home" target="_blank"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmPmR-zpVA2ODQ8kWSTQEll44fzHRnXoR08-ONKJhJX-KTN7MfrQwsuvZIIX4ShviGJjiEZ3ndHUcipfrPOkmi-oVL_k566rqOshJJw2XjlERc3zC_P0zQfBzYqXqeRZdmQV3YG7ovQ6zo/s1600/morning.jpg" height="400" width="373" /></a></div>
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<a href="http://envisionmath.wikispaces.com/home">http://envisionmath.wikispaces.com/home</a></div>
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Special shout out to Mrs. Leonard, Ms. Norman, and <a href="http://bes-scde-tn.schoolloop.com/cms/page_view?d=x&piid=&vpid=1344706037574&group_id=1344704018857&no_controls=t" target="_blank">Mrs. Coffman</a>. Thank you as always for your willingness to share your classrooms.<br />
<br />
Other Resources:<br />
<br />
Example of 3-5 Morning Meeting<br />
<a href="https://www.teachingchannel.org/videos/classroom-morning-meeting" target="_blank">https://www.teachingchannel.org/videos/classroom-morning-meeting </a><br />
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<a href="http://www.stenhouse.com/html/number-sense-routines.htm" target="_blank">Number Sense Routines by Jessica Schumway</a><br />
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<br />clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-86475253698502932832014-12-11T05:18:00.001-08:002014-12-11T05:19:54.116-08:00Learning Forward: An "Aha!" MomentDecember 6-10 was the annual <a href="http://learningforward.org/learning-opportunities/annual-conference" target="_blank">Learning Forward Conference</a>. There were many phenomenal speakers throughout the event. This list included <a href="http://visible-learning.org/" target="_blank"> John Hattie</a> (Visible Learning), <a href="http://flyingclassroom.com/" target="_blank">Barrington Irving</a> (Flying Classroom), <a href="http://www.michaelungar.com/" target="_blank">Michael Ungar</a> (Resilience in Action). Additionally, there were lots of opportunities to collaborate and network at a state and national level. It was amazing.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtporuWEtPaDJyFO3myfHRODiJsKwGrd4tm-6xgZQQ159OgqMni09f5uryMlbowU2rFYCTeVpP-c9gCeXl1RoR2lf_G4SAzk3vncRIKRmdiHZqBHFH_bHQWrNh4KpEU8xYjEaODr6tHQnx/s1600/hattie.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtporuWEtPaDJyFO3myfHRODiJsKwGrd4tm-6xgZQQ159OgqMni09f5uryMlbowU2rFYCTeVpP-c9gCeXl1RoR2lf_G4SAzk3vncRIKRmdiHZqBHFH_bHQWrNh4KpEU8xYjEaODr6tHQnx/s1600/hattie.jpg" height="200" width="139" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJ1ftuSE5gJ-rL3RruihHbep-96EcSnNlsW5eXZ67O-znTO80jwtCiOclj17mICiWbCAyCcKfqQ2fwpomXOv6J9ySOe7LPI7W5qf-Xe8kU9Icqahj7YkVTb4LSrVVECbCGa7L1MdD8thwR/s1600/ungar.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJ1ftuSE5gJ-rL3RruihHbep-96EcSnNlsW5eXZ67O-znTO80jwtCiOclj17mICiWbCAyCcKfqQ2fwpomXOv6J9ySOe7LPI7W5qf-Xe8kU9Icqahj7YkVTb4LSrVVECbCGa7L1MdD8thwR/s1600/ungar.jpg" height="200" width="128" /></a></div>
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With that said, each participant of any event has their own personal "Aha!" moments. For me, it was during a break out session with <a href="http://www.rider.edu/faculty/tracey-garrett" target="_blank">Dr. Tracy Garrett</a> a professor at the <span style="background-color: white; font-family: Geneva, Arial, Helvetica, sans-serif; font-size: x-small;">Department of Teacher Education at Rider University in New Jersey. The</span> session title was, "Classroom Management: Dispelling Myths and Mentoring Beginning Teachers." During this session we explored the effects of teacher beliefs on classroom culture and examined the components of classroom management in the format of a sliding scale. Based on this encounter the following plan for implementing, sharing, and expounding on the ideology of classroom management is now hanging on my wall. <br />
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Explore, “</span><a href="http://store.tcpress.com/0807755745.shtml" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Effective Classroom Management: The Essentials</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">,” by Tracy Garrett through the lens of mentoring/leadership. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Share Dr. Garrett’s scale “The Process of Classroom Management” with colleagues. </span></div>
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</ol>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Goal: Develop an understanding of the relationship between organizing the physical design of a room, developing rules & routines, establishing relationships, implementing engaging instruction, and addressing discipline.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Guiding Questions:</span></div>
<span id="docs-internal-guid-0ced4d51-395b-fbd1-d711-4e1d73c9b45e"></span><br />
<ol style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; list-style-type: lower-alpha; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> What are the personal beliefs of individual educators about classroom management? How do these beliefs affect classroom culture? </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; list-style-type: lower-alpha; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How do we develop a balance between caring and order in a classroom environment? What will the impact of this balance be? How will this impact be measured?</span></li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpjZoELkLOFL__9TTdYhlDYMlOSjj4xT7o2RCG4T6KE4T9gQmqLY3lgoqlSXJOqRpNu5bAeahLyew2JmywMw2XwA5XEgSKotKDtDu7m_Py05RGwVLacF_pltMO9Pr_V60EXEYjxwJITrtW/s1600/garrett.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpjZoELkLOFL__9TTdYhlDYMlOSjj4xT7o2RCG4T6KE4T9gQmqLY3lgoqlSXJOqRpNu5bAeahLyew2JmywMw2XwA5XEgSKotKDtDu7m_Py05RGwVLacF_pltMO9Pr_V60EXEYjxwJITrtW/s1600/garrett.jpg" /></a></div>
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clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-11996865265706990022014-10-19T19:27:00.002-07:002014-11-06T12:42:43.340-08:00Empowering Little Hands to Write: Informational Text<div class="separator" style="clear: both; text-align: center;">
<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJgaByndK5he4mAI5I-mJaXbcFECmg1jDkMVoHd-KrkbPi8Bm_zKIqzySSUKdwG9ukMz3NTWZK0Mql9rxacddpqgnBVNvrXL49j-PDiyjODWR21Oov-d_2tedHxHUQ_FO4FzVgUoSpgNP5/s1600/POW.jpg" height="240" width="320" /><span id="goog_1691706987"></span><span id="goog_1691706988"></span><a href="https://www.blogger.com/"></a></div>
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<a href="http://washburn.grainger.k12.tn.us/?PageName=TeacherPage&Page='DocumentsCategory'&CategoryID=186806&iSection=Teachers&CorrespondingID=176232" target="_blank">POW-TIDE</a></div>
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Whether you are utilizing <a href="http://www.livebinders.com/play/play/1390289" target="_blank">POW TIDE</a>, <a href="http://thinkingmaps.com/writing.php" target="_blank">Write From the Beginning</a>, <a href="http://www.greenville.k12.sc.us/taylors/Students/Writing%20for%20Everyone.pdf" target="_blank">Four Square</a>, or a different program to build writing skills, the ultimate goal is to empower little hands to get their thoughts down on paper.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJ5pQo5Ch-tzrwmr6NFtiXPtnsz3xAZTeRZEcu0BfLtYDQIcgUy9I6vn9ct314Xt3LGW3Sf5TQv3v_HZzYGMneOtaqnF2P6sUTUVehHhn3WCouCxDFHllvCY5OQIGiJOPmvV0dkx8oTnel/s1600/thinkingmaps.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJ5pQo5Ch-tzrwmr6NFtiXPtnsz3xAZTeRZEcu0BfLtYDQIcgUy9I6vn9ct314Xt3LGW3Sf5TQv3v_HZzYGMneOtaqnF2P6sUTUVehHhn3WCouCxDFHllvCY5OQIGiJOPmvV0dkx8oTnel/s1600/thinkingmaps.jpg" height="320" width="252" /></a></div>
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As social beings, we have the ability to fluidly move between conversational topics and everyday niceties. Speaking and listening are the corner stones of topic development. Unlike social dialog, classroom conversations are intentionally designed to be learning opportunities. These experiences are utilized to build stamina. They build students' ability to focus on a topic long enough to get to "the details." For those using <a href="http://www.livebinders.com/play/play/1390289" target="_blank">POW TIDE</a> this is the <i>"P," pull apart of POW</i>. </div>
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These conversations need to be quickly snapped up and recorded. This is where graphic organizers (<i>the</i> <i>"O" organize of POW</i>), <a href="http://www.thinkingmaps.org/" target="_blank">Thinking Maps (TM)</a>, and other tools come into play. Students use tools to create landing pads for their ideas. This enables students to develop and manipulate their ideas without loosing their original vision.<br />
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Finally, students take that leap of faith and begin to write (the <i>"W" write of POW</i>) down their ideas. With informational text, students have the opportunity to dive into topics that truly interest them. The signifigance of this transition from personal narrative to relaying information lies in the development of a larger vision. Maturing from a narrow egocentric vision to one where the story line is broader and allows readers and writers to share in common interests. </div>
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In preparation and participation of a recent TNCore professional development day, there was an opportunity for TN educators to preview student samples and engage in discussion about K-2 student writing. <br />
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This first set of student work is from a week long writing project in second grade. Throughout the week, students previewed several informational texts. They chose their favorite as the foundation for their writing task.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTzP2FQc4xFz9AY8d2E-SJXEKlV-0kbg2u93rVCLvJa-XcFUea5j_R0iTZ_RCW253-ck2U2l7lRDhdydRFsy_FiRfXFD8tefKvmNzfsL5OwwnOIQdJCxTKCGIFic_hQFC_aNFzvnqDIcXG/s1600/Seahorses_475x313.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTzP2FQc4xFz9AY8d2E-SJXEKlV-0kbg2u93rVCLvJa-XcFUea5j_R0iTZ_RCW253-ck2U2l7lRDhdydRFsy_FiRfXFD8tefKvmNzfsL5OwwnOIQdJCxTKCGIFic_hQFC_aNFzvnqDIcXG/s1600/Seahorses_475x313.jpg" height="210" width="320" /></a></div>
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After choosing a text, students brainstormed important words that they might need to know or use in their writing. They recorded this information on a <a href="http://www.thinkingmaps.org/" target="_blank">Circle Map (TM)</a> .<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjx5ZCr4pZ6jkTHQHvwvAGNsj15S1F_JqvpvV3NV1oq70dM0SZk-hU6yQjEdXs-nf_41ppHAMhFEZKBjd_rpzX8BJ1Bc1RsolvTZI1U-JiR92ZZPyeJNjagdUD9zdN9uFJJC_kFdBvNR5cl/s1600/IMG_1264.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjx5ZCr4pZ6jkTHQHvwvAGNsj15S1F_JqvpvV3NV1oq70dM0SZk-hU6yQjEdXs-nf_41ppHAMhFEZKBjd_rpzX8BJ1Bc1RsolvTZI1U-JiR92ZZPyeJNjagdUD9zdN9uFJJC_kFdBvNR5cl/s1600/IMG_1264.JPG" height="239" width="320" /></a></div>
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Students then identified three interesting facts that drew them to this text.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhESdxDJxvBvO6Mvg6iAziFLJb_g7OrzYBPSF0ZK36abxAJCNKQaijWkt8DgKpx6Vi5ZmUYtXFqODrIZ1MKian0TeIS2nTUUQ9wekbuLdjQ0m87U4EPzQiv8nVjj6cV1cIgUkUQeqeAVncw/s1600/IMG_1263.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhESdxDJxvBvO6Mvg6iAziFLJb_g7OrzYBPSF0ZK36abxAJCNKQaijWkt8DgKpx6Vi5ZmUYtXFqODrIZ1MKian0TeIS2nTUUQ9wekbuLdjQ0m87U4EPzQiv8nVjj6cV1cIgUkUQeqeAVncw/s1600/IMG_1263.JPG" height="239" width="320" /></a></div>
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These graphic landing pads were used to help focus and direct their writing. POW ... It was time to write a rough draft. The focus thus far was on simply getting the words onto paper in a way that cohesively discussed the chosen topic.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCvi6Q0Hevt-pWgj3DCRkjlaklmFbj_IPjW4atjTlOCVF8mrzr75AxouFPaJivz00sSgrRi0eXT0t2U17ZxbaXUIGP6WHNw-XAGdO1d7JXkQcj89JSSCstVfHAMe40FMlhNYrNs05z1O26/s1600/IMG_1327.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCvi6Q0Hevt-pWgj3DCRkjlaklmFbj_IPjW4atjTlOCVF8mrzr75AxouFPaJivz00sSgrRi0eXT0t2U17ZxbaXUIGP6WHNw-XAGdO1d7JXkQcj89JSSCstVfHAMe40FMlhNYrNs05z1O26/s1600/IMG_1327.JPG" height="320" width="320" /></a></div>
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After small group conferencing to check for fluidity and focus, students made revisions to the content of their writing. Grammar conventions were not the initial focus of the project, but were discussed in a final one on one conference; again, corrections were made. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwSiDb5GTxCTo09DZQ4IGS8V3CN2YGRWd4ax8qXIrO9PlZUImmTz6lCDZuZU-eUIqZy5iHsMde24ooBmOxNR30mV7sriBPlZPt1ZwJ5-vRR148SVsBVHklNRo1cfcR95wl9O7hriwfZeGc/s1600/IMG_1328.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwSiDb5GTxCTo09DZQ4IGS8V3CN2YGRWd4ax8qXIrO9PlZUImmTz6lCDZuZU-eUIqZy5iHsMde24ooBmOxNR30mV7sriBPlZPt1ZwJ5-vRR148SVsBVHklNRo1cfcR95wl9O7hriwfZeGc/s1600/IMG_1328.JPG" height="320" width="320" /></a></div>
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Students built their stamina by staying focused on a chosen topic and in persevering to a finished product. As a reward, students could use "fancy pens" on their final draft. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5zv1Jj6kTs6JLbyUdjvNUGJC0htEMsxJFnTBfqB4YvqWXfCGBR9MRmM_1B1i-B5XtPsispJUSHzmLcsp23HL0be27XtuRc-QX2ynSaCCLOhIDF6U9SczsPq6Tw1ADW6qtvQRtMor_zZEN/s1600/IMG_1280.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5zv1Jj6kTs6JLbyUdjvNUGJC0htEMsxJFnTBfqB4YvqWXfCGBR9MRmM_1B1i-B5XtPsispJUSHzmLcsp23HL0be27XtuRc-QX2ynSaCCLOhIDF6U9SczsPq6Tw1ADW6qtvQRtMor_zZEN/s1600/IMG_1280.JPG" height="320" width="239" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIQNUrCXybtJQ0wdoong-RGYfhNzht0yxdq5rR9laHDlIxDDVjwaASIG-UbBeejNmP1otZP-AgKsTMSNcKM5E7g0T1y1yuB75AfMe7enuSkZDFz_QYsgOe01bIQbdd8Z06S5_64mIsN7M0/s1600/IMG_1281.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIQNUrCXybtJQ0wdoong-RGYfhNzht0yxdq5rR9laHDlIxDDVjwaASIG-UbBeejNmP1otZP-AgKsTMSNcKM5E7g0T1y1yuB75AfMe7enuSkZDFz_QYsgOe01bIQbdd8Z06S5_64mIsN7M0/s1600/IMG_1281.JPG" height="320" width="239" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHLFKUA0zhN8WnTEuGQe6CfEn2-2c2NkqVYxmzGgV4tgw2eiRuwWYW5ytGKNPzTOHzeI_U31skj3pSw9ejqZ0L3-CASgI5ehTKdF05HMYR0Plw40HkkvL0_vXyMlMSI86PcoBGbQifzoUH/s1600/IMG_1286.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHLFKUA0zhN8WnTEuGQe6CfEn2-2c2NkqVYxmzGgV4tgw2eiRuwWYW5ytGKNPzTOHzeI_U31skj3pSw9ejqZ0L3-CASgI5ehTKdF05HMYR0Plw40HkkvL0_vXyMlMSI86PcoBGbQifzoUH/s1600/IMG_1286.JPG" height="320" width="239" /></a></div>
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In this first grade sample, students read about apples and summarized what they learned using graphic organizers (webs). Information was then used to create sentences.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBEhK6d0JqgF45HLzzmSx4ntaHa_8oWp7ijQUssTrV6KvzQw9tM4ZIcJYoYW1s9Ff2Bmjw4lOpk1WY0asWE42s4X1kmhz4wQiffH8OQc6rXdDoyQCLBMwUuOsNQ29QmhLTLt54ZlU_favY/s1600/IMG_1290.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBEhK6d0JqgF45HLzzmSx4ntaHa_8oWp7ijQUssTrV6KvzQw9tM4ZIcJYoYW1s9Ff2Bmjw4lOpk1WY0asWE42s4X1kmhz4wQiffH8OQc6rXdDoyQCLBMwUuOsNQ29QmhLTLt54ZlU_favY/s1600/IMG_1290.JPG" height="320" width="239" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifUwLOvfuWBnDuLyLg97XWJeHkpHlL_msweIP3ZZZ9BM3kV1qGFmClWImGyQyIu2k3aLs98-bBxhI2wRoRN1t4x5eA-rcy4EuB1OPiMErmYOEcl65ynI5S_HsfEaxw1aLoOJvNIs-KreyD/s1600/IMG_1291.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifUwLOvfuWBnDuLyLg97XWJeHkpHlL_msweIP3ZZZ9BM3kV1qGFmClWImGyQyIu2k3aLs98-bBxhI2wRoRN1t4x5eA-rcy4EuB1OPiMErmYOEcl65ynI5S_HsfEaxw1aLoOJvNIs-KreyD/s1600/IMG_1291.JPG" height="320" width="239" /></a></div>
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Below are kindergarten/first grade samples.<br />
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Here students used word wall words to create writing based on informational text. Notice that the word wall words have been highlighted.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOiLE38pwBq2xF6fGDekp5XNP9CXSIvaBLxHEIUEOzQtuanIx3RbuuGqoTlWRb3ju-Wg_E0y7wudCYNcVnpaj8jw2CuQT2Ke6xXLM0nO466n8XuN2y76vFBJemUK1H5uVsYkuO2sV-pCIG/s1600/IMG_1258.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOiLE38pwBq2xF6fGDekp5XNP9CXSIvaBLxHEIUEOzQtuanIx3RbuuGqoTlWRb3ju-Wg_E0y7wudCYNcVnpaj8jw2CuQT2Ke6xXLM0nO466n8XuN2y76vFBJemUK1H5uVsYkuO2sV-pCIG/s1600/IMG_1258.JPG" height="320" width="239" /></a></div>
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Another variation is to <a href="http://community.prometheanplanet.com/en/blog/b/blog/archive/2010/11/22/popcorn-words.aspx#.VDsMiWddVnM" target="_blank">"butter"</a> sight words with yellow.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjutS4b9lS1PoviAVUG8o-TZvpdvmOlZZB8Xa-awvfMe4Q1_Y_ds8k15MhtmQS0VaxoU5BawZ-oNJH61IfVgDFVsyg4CnnmwFzAbpQ7Vc3jWPs5ESXfKClPb3OppXwUGW0eKx8_C7AZw4aN/s1600/IMG_1275.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjutS4b9lS1PoviAVUG8o-TZvpdvmOlZZB8Xa-awvfMe4Q1_Y_ds8k15MhtmQS0VaxoU5BawZ-oNJH61IfVgDFVsyg4CnnmwFzAbpQ7Vc3jWPs5ESXfKClPb3OppXwUGW0eKx8_C7AZw4aN/s1600/IMG_1275.JPG" height="320" width="239" /></a></div>
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In the following first grade examples, students used pictures as inspiration for their words.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-zSGNvmdYqXLdgUL1aZtVvDQH_beYbjcv2af9p5oZYDAbOh1yRt3bLal_sMAj9uI0xjpEcmS1vhjDrWOl-a_LklB5ZwiXLe2Vlr6SFI97xpREcACyrVVkmlVJJ5XudSngkLzpgwEKp-ji/s1600/IMG_1270.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-zSGNvmdYqXLdgUL1aZtVvDQH_beYbjcv2af9p5oZYDAbOh1yRt3bLal_sMAj9uI0xjpEcmS1vhjDrWOl-a_LklB5ZwiXLe2Vlr6SFI97xpREcACyrVVkmlVJJ5XudSngkLzpgwEKp-ji/s1600/IMG_1270.JPG" height="239" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy76FxvbWYMIajyHKRcQYcAa8Pv8y_wlAijZJUADDASvpP_5W-Dy6r8jvAlP8IJjdLOy6h_6wmfGuAjc04esYgOrcjQa4X2QCqeduWN_DQOymiMC41g8Jj7Dngi_9BhMF3O-6l5tp5kEA4/s1600/IMG_1271.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy76FxvbWYMIajyHKRcQYcAa8Pv8y_wlAijZJUADDASvpP_5W-Dy6r8jvAlP8IJjdLOy6h_6wmfGuAjc04esYgOrcjQa4X2QCqeduWN_DQOymiMC41g8Jj7Dngi_9BhMF3O-6l5tp5kEA4/s1600/IMG_1271.JPG" height="239" width="320" /></a></div>
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The next set of samples shows the further development of these skills, as second grade students use sight words and pictures to inspire their writing practice.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDjL0z-hqL0RJSuJH_xJlI_ilteHh8M3OU-JhrafAa5w3Fb_pUYdVVHQe1G7Q4Bt15htsU1ceurZsY6liLUiR0-yJo-YXZo7f_F_WyFHuH0y6ETVMCufP8A8BP_se1dfqAdmg_TJWI9scV/s1600/writin+beaver+3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDjL0z-hqL0RJSuJH_xJlI_ilteHh8M3OU-JhrafAa5w3Fb_pUYdVVHQe1G7Q4Bt15htsU1ceurZsY6liLUiR0-yJo-YXZo7f_F_WyFHuH0y6ETVMCufP8A8BP_se1dfqAdmg_TJWI9scV/s1600/writin+beaver+3.JPG" height="239" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMw9KkzKjEH_2RLENeUgn2DnyOqGbZYd6Oo7-Y20E39XraAPemdV0DQeW80ptU6NzV83NOavWY0v0nu5F9SwuIDe99P9ENRMl8seyf2HRnIad92n0jtG_AUFjWeZWDeHHSY8DFkdjzzWmm/s1600/writing+beaver+4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMw9KkzKjEH_2RLENeUgn2DnyOqGbZYd6Oo7-Y20E39XraAPemdV0DQeW80ptU6NzV83NOavWY0v0nu5F9SwuIDe99P9ENRMl8seyf2HRnIad92n0jtG_AUFjWeZWDeHHSY8DFkdjzzWmm/s1600/writing+beaver+4.JPG" height="239" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6bpq_1a52c8PJQr4Yr0Nim6ryroL199lQfSiMt416U1cRpu_GvK88lR8tV6mzJYm6YjCYZQvV6YAV-pYbZPxxlWotCFK-6IIgIrt8hX5WCnLAfay978LCt921yPQHb2yuN68X6w0dVH3l/s1600/writing+beaver.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6bpq_1a52c8PJQr4Yr0Nim6ryroL199lQfSiMt416U1cRpu_GvK88lR8tV6mzJYm6YjCYZQvV6YAV-pYbZPxxlWotCFK-6IIgIrt8hX5WCnLAfay978LCt921yPQHb2yuN68X6w0dVH3l/s1600/writing+beaver.jpg" height="244" width="320" /></a></div>
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In conclusion.. "<em style="background-color: white; box-sizing: border-box; color: #333333; font-family: 'Droid Sans', sans-serif; font-size: 15px; line-height: inherit;">Reading without reflecting is like eating without digesting.” – Edmund Burke</em></div>
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<em style="background-color: white; box-sizing: border-box; color: #333333; font-family: 'Droid Sans', sans-serif; font-size: 15px; line-height: inherit;">Writing is that liberating bridge that allows students to take ownership of what they have read and internalize all that they have learned.</em></div>
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Special thanks to the following Tennessee teachers for sharing classroom samples: Deborah Holtzclaw, Kerri Surgenor, Kristin Hale, Christy Nelson, & Nancy Parker. You are amazing teachers and I am perpetually learning because of your willingness to share!<br />
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clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-90379160365269656442014-09-26T10:21:00.003-07:002014-09-26T10:52:35.710-07:00Student Samples: Patterns to 100 Below are examples of student work from the Patterns to 100: Skip Counting lesson. Throughout the lesson there was about a three way split (25%/25%/50%) among levels of understanding. A little less than 25% were able to see the patterns, but were really struggling with identifying why the patterns were occurring. The second 25%+ saw the patterns and were able to relate the patterns to the concepts of numeracy and sequence. Often this subset seemed to lack the ability to put their thoughts into words. The final 50% were able to take it a step farther and relate the number patterns to place value.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVR3B8x9k2sGOUFUygtiXtTFR7zwZK4I-J9sdQeDd0tAjhhyt0pSCodcABKBL34a0RSEXbDDjy_yaVB1mLfOAgOnIiGhqj72Dnu9Ji3sIuntwGcOBpQCQC0oZMoyS4dUHHyalt48phDCy2/s1600/Copy+of+IMG_0821.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVR3B8x9k2sGOUFUygtiXtTFR7zwZK4I-J9sdQeDd0tAjhhyt0pSCodcABKBL34a0RSEXbDDjy_yaVB1mLfOAgOnIiGhqj72Dnu9Ji3sIuntwGcOBpQCQC0oZMoyS4dUHHyalt48phDCy2/s1600/Copy+of+IMG_0821.JPG" height="320" width="239" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj94dj3KCFkJn-ETewrT0J-s6zip5vywdvC8xdVjuHReSxPs_rCEM4LNb5cSOYFeJnMsyFln05saLhWWvikdGS-ivFVdjrBavgrRsMSDVtIj3k4Zc7oovv3ldshAkNLnDhhlou6cH64DzMf/s1600/Copy+of+IMG_0823.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj94dj3KCFkJn-ETewrT0J-s6zip5vywdvC8xdVjuHReSxPs_rCEM4LNb5cSOYFeJnMsyFln05saLhWWvikdGS-ivFVdjrBavgrRsMSDVtIj3k4Zc7oovv3ldshAkNLnDhhlou6cH64DzMf/s1600/Copy+of+IMG_0823.JPG" height="320" width="239" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZViEWP_5gM3jcJFhxLJ_l1-pu6ryFM1KiRc65Dh7_lfLCIc1aDpAnBtbmKGHFGnLU9EnQyQ0fr4OcrbyUa-Fhd3GY73QTUDisrIZRnuCj-7AFKsRpEAdqyi9mi8ULZaG9fOHFwl2O8Sa9/s1600/Copy+of+IMG_0825.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZViEWP_5gM3jcJFhxLJ_l1-pu6ryFM1KiRc65Dh7_lfLCIc1aDpAnBtbmKGHFGnLU9EnQyQ0fr4OcrbyUa-Fhd3GY73QTUDisrIZRnuCj-7AFKsRpEAdqyi9mi8ULZaG9fOHFwl2O8Sa9/s1600/Copy+of+IMG_0825.JPG" height="320" width="239" /></a></div>
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After looking at the samples, there was a clear need to have some time for learning dialog. We took a break and came back to the over arching idea of 100 patterns at a later time. Students viewed a quick Brain Pop Jr. video about patterns to 100 & then shared in think pair & share conversations about what patterns they personally observed on the 100 chart (<a href="http://www.schoolsin.com/fsc-counting-to-100-rugs.html" target="_blank">rug</a>). </div>
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<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6uaGLJnCceAB-BTFQeeKXcKqKc3DAYy4DY9vkU1YlFVpFYFLlAt2-by2EKmZGVO2mtjs9WQ8fShunnnFj9tMVkAWFyt5lVd2-a90ANqOgWE0aMg6z09UqVPahgm2cLJzkNT8MrqodVIjw/s1600/rug.jpg" height="320" width="320" /></div>
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This was followed up with an independent task and small group discussions that utilized Mathematical Practice # 3 <span style="color: #202020; font-family: 'Lato Bold'; font-size: 17px; line-height: 25px;"><a href="http://www.corestandards.org/Math/Practice/" target="_blank">Construct viable arguments and critique the reasoning of others</a>. This was a great opportunity to </span><span style="color: #202020; font-family: Lato Bold;"><span style="font-size: 17px; line-height: 25px;">solidify understanding and address misconceptions. Discussions included a large amount of peer feedback and accountable talk. There were quite a few Ah-ha moments as students <a href="http://tnteachingtrends.blogspot.com/2014/06/differentiating-instruction-bridging-vs.html" target="_blank">built schema</a> and participated in <a href="http://tnteachingtrends.blogspot.com/2014/06/differentiating-instruction-bridging-vs.html" target="_blank">bridging dialog</a>. </span></span></div>
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<span style="color: #202020; font-family: 'Lato Bold'; font-size: 17px; line-height: 25px;">Instead of using the text book quick check, this</span><span style="color: #202020; font-family: Lato Bold;"><span style="font-size: 17px; line-height: 25px;"> mini lesson utilized a revised quick check/exit slip. Notice that the question is contrived to illicit a more explicit response from students. This was intentional to gain a more definitive overview of their conceptual understanding (2.NBT.A.2 & 2.NBT.A.1).</span></span></div>
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<span style="color: #202020; font-family: Lato Bold;"><span style="font-size: 17px; line-height: 25px;">Quick Check Prompt: <b>Madison counts 22, 24, 26. Zane says 28, 30, 32. Which three numbers come next in the pattern? How do you know?</b></span></span></h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBaCrZLqwwFpZ2-RqHKOZQLf9efHlmNr90N_J8f3JiCmTMlmH7J9EsSzWLVCpqG2A4kCP0RoDZeKKaJydBIOe4OHOVMYpZLIi3HwDeCwQ8TSGWUQJYYkAAw5wPNPbhI-zcT6_k9lB13OSl/s1600/IMG_3218.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBaCrZLqwwFpZ2-RqHKOZQLf9efHlmNr90N_J8f3JiCmTMlmH7J9EsSzWLVCpqG2A4kCP0RoDZeKKaJydBIOe4OHOVMYpZLIi3HwDeCwQ8TSGWUQJYYkAAw5wPNPbhI-zcT6_k9lB13OSl/s1600/IMG_3218.JPG" height="320" width="320" /></a></div>
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clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-7041033720260724452014-09-18T05:09:00.001-07:002014-09-18T05:10:50.695-07:00Patterns to 100: Skip CountingMany elementary teachers like to save that all about one hundred book for the 100th day of school. I challenge you to grab your favorite book about one hundred and use it earlier. This is the perfect "hook" to up the game in your classroom. Use this resource to spark learning dialog about patterns and place value!<br />
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There are so many great books about one hundred it's hard to choose and you could substitute any of them for the following lesson plan...<br />
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This lesson will begin with 100th Day Worries by Margary Cuyler.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLUdIReDLlbzUUv7VgVHeSeaMSN74_G5GBUInm-IIWP5tOggOqBvIkA12OsOQnccP9gPBFJ2RPxzfzzKHGPdt-GxaLyFrJj8Q5SW56ovbAYlQizl5HU3lWkKrRLsycwgnMk0IKM6W3rRed/s1600/9781416907893.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLUdIReDLlbzUUv7VgVHeSeaMSN74_G5GBUInm-IIWP5tOggOqBvIkA12OsOQnccP9gPBFJ2RPxzfzzKHGPdt-GxaLyFrJj8Q5SW56ovbAYlQizl5HU3lWkKrRLsycwgnMk0IKM6W3rRed/s1600/9781416907893.jpg" height="320" width="247" /></a></div>
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This lesson was approached with the mind set of universal planning. For those unfamiliar with this phrase, it's basically planning with the end goal in mind. </div>
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This lesson's goals & Objectives all stemmed from <a href="http://www.corestandards.org/Math/" target="_blank">Tennessee State Standards</a> & <a href="http://www.nctm.org/standards/content.aspx?id=26848" target="_blank">NCTM </a>focal points.</div>
<span style="font-weight: normal;"><span style="color: #002060; font-family: Arial; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><br /><o:p></o:p></span></span><span style="font-weight: normal;"><span style="color: #2a2a2a; font-family: Times;">CCSS.MATH.CONTENT.2.NBT.A.2</span></span><span style="font-weight: normal;"><span style="color: #181818; font-family: Times; line-height: 115%;">Count
within 1000; skip-count by 5s, 10s, and 100s.</span></span><br />
<span style="font-weight: normal;"><span style="color: #2a2a2a; font-family: Times; text-decoration: none;">CCSS.MATH.CONTENT.2.NBT.B.8</span></span><br />
<span style="font-weight: normal;"><span style="color: #181818; font-family: Times; line-height: 115%;">Mentally
add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a
given number 100-900.</span></span><br />
NCTM Focal Points: Use number patters to extend the knowledge of properties of numbers and operations.<br />
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<b>What are the desired outcomes of this lesson? </b><br />
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Two goals were identify . The goals are both measurable and attainable. Goal 1 is a foundational skill that provides insight into student understanding. Goal 2 taps into essential understanding. It attempts to build schema between foundational skills and the larger concept of place value. </div>
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<b><span style="color: #002060; font-family: Arial; font-size: 12pt; line-height: 18px;">1. Counting and place-value patterns can be seen on a hundred chart.</span></b></div>
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<b><span style="color: #002060; font-family: Arial; font-size: 12pt; line-height: 18px;">2. Digits and place value are relational; this relationship determines the value of any given digit based on the magnitude of the place value.</span></b></div>
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Brainstorming assessing and advancing questions was the next step. This was important because it ensured a foot hold on where this particular lesson falls in the trajectory of learning for students. It allowed for planning of differentiated moves and contributed to the artful movement of facilitation.</div>
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<span style="font-family: Georgia, Times New Roman, serif;">Advancing and Assessing Questions:</span></div>
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<span style="color: #002060; font-family: Georgia, 'Times New Roman', serif; line-height: 18px; text-indent: -0.25in;">What are some patterns that you have seen at school, outside, or at home?</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #002060; line-height: 18px;">·<span style="line-height: normal;"> </span></span><span style="color: #002060; line-height: 18px;">Explain patterns that you have identified.<o:p></o:p></span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #002060; line-height: 18px;">·<span style="line-height: normal;"> </span></span><span style="color: #002060; line-height: 18px;">What is the value of digits in the ones/tens/hundreds place?<o:p></o:p></span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #002060; line-height: 18px;">·<span style="line-height: normal;"> </span></span><span style="color: #002060; line-height: 18px;">How does the position of a number affect its value?<o:p></o:p></span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #002060; line-height: 18px;">·<span style="line-height: normal;"> </span></span><span style="color: #002060; line-height: 18px;">What number patterns can be identified on the hundreds chart/number line?<o:p></o:p></span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #002060; line-height: 18px;">·<span style="line-height: normal;"> </span></span><span style="color: #002060; line-height: 18px;"> How can you create number patterns using skip counting/rote counting/hundreds charts?<o:p></o:p></span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #002060; line-height: 18px;">·<span style="line-height: normal;"> </span></span><span style="color: #002060; line-height: 18px;">Can you predict how this number pattern will continue?<o:p></o:p></span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #002060; line-height: 18px;">·<span style="line-height: normal;"> </span></span><span style="color: #002060; line-height: 18px;">Looking at the number pattern and using the hundreds chart, how can we predict what will come next?<o:p></o:p></span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #002060; line-height: 18px;">·<span style="line-height: normal;"> </span></span><span style="color: #002060; line-height: 18px;">How can the pattern be extended?<o:p></o:p></span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #002060; line-height: 18px;">·<span style="line-height: normal;"> </span></span></span><span style="color: #002060; line-height: 18px;"><span style="font-family: Georgia, Times New Roman, serif;">What do the number patterns look like on the hundreds chart (describe)? Why?</span></span></div>
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Finally I wanted to ensure that I kept my students' interest. I did this by incorporating an iPad app and a book/board game that reinforced the targeted skill. </div>
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Hundred Chart App:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4dBzVbfYn0sX_Og6R3rK5LM8aO8keoRlYWSpaBjCyXUYmuQ3tXh5_NtUwLauBdyTOQYFaW4Y_GkEstjhhJmSvLORPCFcUXe_fUqNOU7ElMeyXrwGD5JGyHyiVfAQqSQFXDdJkMoRlqpAQ/s1600/hundred+chart.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4dBzVbfYn0sX_Og6R3rK5LM8aO8keoRlYWSpaBjCyXUYmuQ3tXh5_NtUwLauBdyTOQYFaW4Y_GkEstjhhJmSvLORPCFcUXe_fUqNOU7ElMeyXrwGD5JGyHyiVfAQqSQFXDdJkMoRlqpAQ/s1600/hundred+chart.jpg" height="172" width="320" /></a></div>
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Book/Board Game adapted from <a href="http://www.pearsonschool.com/index.cfm?locator=PS1zHe&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSolutionId=&PMDbCategoryId=806&PMDbSubCategoryId=25741&PMDbSubjectAreaId=&PMDbProgramId=76981" target="_blank">Envision</a> resources:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEo5Md2HyW174iee96lLrktkmRyqyUShaOIyb2V2g9OHp_Fm2ZjwUe2mwim9VFNEgIseAeRWa-XApVrD1mmKCBHT-AfVWmKKxnAj6QMRii8QoY7AafjMNUJyjzQSnaIsj9t6tmBnEgVP8Z/s1600/100+game.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEo5Md2HyW174iee96lLrktkmRyqyUShaOIyb2V2g9OHp_Fm2ZjwUe2mwim9VFNEgIseAeRWa-XApVrD1mmKCBHT-AfVWmKKxnAj6QMRii8QoY7AafjMNUJyjzQSnaIsj9t6tmBnEgVP8Z/s1600/100+game.jpg" height="320" width="261" /></a></div>
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Downloaded this lesson plan and/or the accompanying smart notebook document via <a href="http://mrsdowellsteachingresources.wikispaces.com/home" target="_blank">Mrs. Dowell's Teaching Resources Wiki</a> or the <a href="http://envisionmath.wikispaces.com/Envision+Math+Resources" target="_blank">second grade shared resources </a>wiki. Grab your favorite all about one hundred book and dive in. Feel free to take this lesson plan and make it your own. </div>
<a href="http://www.pinterest.com/pin/create/extension/" style="background-image: url(data:image/png; border: none; cursor: pointer; display: none; height: 20px; left: 229px; line-height: 0; min-height: 20px; min-width: 40px; opacity: 0.85; position: absolute; top: 108px; width: 40px; z-index: 8675309;"></a><a href="http://www.pinterest.com/pin/create/extension/" style="background-image: url(data:image/png; border: none; cursor: pointer; display: none; height: 20px; left: 229px; line-height: 0; min-height: 20px; min-width: 40px; opacity: 0.85; position: absolute; top: 108px; width: 40px; z-index: 8675309;"></a>clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-81562163343691190092014-06-19T21:53:00.000-07:002014-06-19T21:57:05.067-07:00A Cheesy Task: Addition with Regrouping<h2>
Place Value, Place Value, Place Value! </h2>
I suspect most first and second grade teachers will agree that place value is a significant concept in the development of number sense. I am more convinced each day of the importance of developing an early understanding of the number ten and how it is used in our place value system. <br />
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Traditional sit and get teaching models require that students memorize an algorithm. While there is a time and place for these algorithms, young students need time to handle and play with numbers. Beginning with concrete manipulatives and later transferring these concepts into more abstract written format (pictures and numbers). This time of exploration paves the way for mental math. </div>
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After googling and scouring <a href="http://exchange.smarttech.com/#tab=0" target="_blank">Smart Exchange</a> looking for a well crafted lesson plan tied to literature. I quickly discovered a lack of resources. I found several slide shows and many textbook examples, but no complete units that hit the mark. </div>
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With all of this in mind, I began to search for quality literature that incorporated place value and regrouping. My search lead me to<a href="http://www.strategicedtools.com/gnms/" target="_blank"> The Good Neighbor Series</a> written by Marc Ramsey and illustrated by Susan G. Robinson. Below you'll find the first installation of Common Core lesson plans and interactive student pages based on <a href="http://www.strategicedtools.com/gnms/" target="_blank">The Good Neighbor Series</a>. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-N9nzs-LUi742SKgCJ0JwNReA8LnLsqRCcIs2kV8xCTLocfZj45msmUaLd3K_Mf37ItNwaeCOPbjLFtGZNacBWhfVrzRCdWZW8XoD5oFC6tG07eE6mQCOqQXq-HA-cLEFls5pDJlqAKVF/s1600/Store+an+Award.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-N9nzs-LUi742SKgCJ0JwNReA8LnLsqRCcIs2kV8xCTLocfZj45msmUaLd3K_Mf37ItNwaeCOPbjLFtGZNacBWhfVrzRCdWZW8XoD5oFC6tG07eE6mQCOqQXq-HA-cLEFls5pDJlqAKVF/s1600/Store+an+Award.jpg" height="320" width="257" /></a></div>
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This lesson can be down loaded for free by visiting <a href="http://tennesseetrendingteacher.wikispaces.com/" target="_blank">Tennessee Trending Teacher</a> wikispace on the <a href="http://tennesseetrendingteacher.wikispaces.com/Second+Grade+Common+Core+Lessons" target="_blank">Second Grade Common Core Lessons</a> page. There are two versions available Smart Notebook and powerpoint. Please note that the powerpoint version does not have the same interactive components as the smart document. </div>
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So here you are… Store an Award a Cheesy Task: Addition with Regrouping. </div>
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<a href="http://www.authorstream.com/Presentation/cldowell-2185305-store-award-cheesy-task-addition-regrouping/" style="font: normal 18px,arial;" target="_blank">Store an Award a Cheesy Task Addition with Regrouping</a></h3>
<object height="354" id="player" width="425"><param name="movie" value="http://www.authorstream.com/player.swf?fb=0&pl=as&nb=1&ct=5&ap=0&c=dfdfdf&p=2185305_635388179252126250&fi=1" /><param name="allowFullScreenInteractive" value="true" /><param name="allowScriptAccess" value="always"/><embed src="http://www.authorstream.com/player.swf?fb=0&pl=as&nb=1&ct=5&ap=0&c=dfdfdf&p=2185305_635388179252126250&fi=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowFullScreenInteractive="true" width="425" height="354"></embed></object><br />
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More PowerPoint presentations from <a href="http://www.authorstream.com/cldowell/" target="_blank">Charity Dowell</a><br />
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clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-46394506085652738422014-06-16T19:47:00.006-07:002014-06-16T20:10:32.645-07:00Differentiating Instruction: Bridging v/s Building SchemaWhat an amazing summer here in Tennessee! Lots of warm weather and professional development. Okay, not everyone saw that coming. It is true though! <br />
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Thanks to a fabulous group of k-2 teachers, we have had lots of conversation about what constitutes effective differentiation instruction (DI). Differentiation is the artful element of teaching. How is it implemented? What does it look like? What does it sound like? We as educators must have a well developed understanding of this crafty piece of our pedagogy.<br />
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<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 18px;">"...a teacher who is comfortable and skilled with the use of multiple instructional strategies is more likely to reach out effectively to varied students than is the teacher who uses a single approach to teaching and learning. Teachers are particularly limited when the sole or primary instructional strategy is teacher-centered (such as lecture), or drill-and-practice (such as worksheets)."</span><br />
<span style="color: black;"><a href="http://www.ascd.org/publications/books/100216/chapters/Understanding-Differentiated-Instruction@-Building-a-Foundation-for-Leadership.aspx" target="_blank">Leadership for Differentiating Schools & Classrooms</a></span><br />
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px; font-style: italic; line-height: 18px;">by Carol Ann Tomlinson and Susan Demirsky Allan</span><br />
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With that said... my colleagues and I are focusing on math intervention. We have been closely examining what the three tiers of math look like in our k-2 classrooms. Bridging and Building Schema are two methods of DI that we have been struggling to define in the context of mathematics instruction. Bridging as a method of differentiation is a new label for our collective group. Building Schema on the other hand is a more comfortable term, because of it's close association with English Language Arts instruction. <br />
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<span style="color: black;"><b>Building Schema</b> is the building of relationships among concepts, making connections across experiences. Here, DI is implemented in the form of lessons designed by the teacher to draw attention to relationships across concepts. Students develop understanding of connections among concepts from their experiences through out a given lesson. This is </span>student centered learning.<br />
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<span style="color: black;"><b>Bridging</b> (our new term) is <b>explicit</b> intentional instruction or movement by the teacher. The teacher is actually providing a scaffold, a link to a concept. This may occur as a verbal suggestion (ex: reference to prior knowledge, rephrase using simpler examples), or a tool such as a table or graph. The teacher is intentionally leading students to a conclusion. The art of differentiation is to determine when bridging is beneficial. When utilizing bridging, it is important to think ahead, consider the end goal of the lesson. Will explicit references give students the leg up that they need to reach the desired conclusions and maintain ownership of the learning? </span><br />
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When considering <b>Building Schema</b> as a DI method, it is the careful planning of lessons with students as the driving force for making connections across concepts. <b>Bridging</b> in this context is an explicit, teacher initiated prompt used to scaffold learning.<br />
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What will this look like in a classroom?</h3>
<span style="color: black;">All students will have the opportunity to participate in activities designed to <b>Build Schema</b>. Meaning that, a lesson is designed with the intention of leading students to the upper level of <a href="http://www.simplypsychology.org/Zone-of-Proximal-Development.html" target="_blank">Vygotsky's</a> Zone of Proximal Development (ZPD). Students that enter a task/lesson in the upper ZPD will gravitate towards building relationships across concepts. The teacher's role in this instance is to facilitate, check for understanding, and use advancing questions. </span><br />
<span style="color: black;"><b>Bridging</b> will be used when students just aren't quite there. Students that require bridging or explicit guidance are entering a task/lesson in a lower level of the ZPD. Well designed lessons allow for this, however, students entering the ZPD at a lower level will most likely require scaffolding. This scaffold may take the form Bridging. When Bridging, teachers will give students a reference point to get them over the hump and heading toward the main skill/concept of a lesson. </span>clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-64455931907246219432014-05-22T12:10:00.001-07:002014-05-23T06:47:53.253-07:00Teachable Moment: The Man Who Painted BirdsTeachable moments... those moments when there is a sense of true engagement. There are essential questions being generated not by teachers, but students!<br />
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I shared a read aloud with my class titled: <i>The Man Who Painted Birds</i> (Journeys lesson 30, day 1). When low and behold, I looked up and discovered that everyone was not only interested, but eager for more! It was a teachable moment... the last week of school to boot!<br />
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The story was a brief biography of John J. Audubon. It gave a quick description of his early life and a more detailed retelling of his artistic journey. <br />
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After exploring the <a href="http://web4.audubon.org/educate/kids/">National Audubon Society'</a>s web site, the class brain stormed using <a href="http://www.thinkingmaps.org/">Thinking Maps</a>. Students came up with a list of what they knew, wanted to know, and how they would learn it. Students unanimously decided that they wanted to choose a bird to research. The next step involved narrowing the scope of the research. What were the most important details to look for? What was the most efficient way to locate this information? What skills would be needed to find this information? After much discussion the class had an outline. I turned their outline into a printable. As always, the rule for a "worksheet" is less is more. The less I include, the more the students are thinking and taking ownership.<br />
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It was time to dive into the nitty gritty...aka the fun part!<br />
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The stars must have been aligned, because our classroom had just been equipped the week before with an apple TV. We checked out a class set of iPads and established listening and speaking guidelines for this media. The room buzzed as everyone utilized search engines, and exchanged ideas. <br />
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At this point, you should be aware that a large number of students were overwhelmed by the shear amount of information available. Much of the text was beyond their ability to comprehend. This was a great point to stop and discuss exactly what it was we were looking for and techniques for skimming and scanning web pages to find this information. While this is a very different set of reading/comprehension skills than that of close reading, the idea of searching and retrieving to find text evidence was the same.<br />
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After some practice and peer discussion, students were able to navigation pretty efficiently.<br />
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Below are a samples of students' products for this lesson.<br />
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This was a wonderful way to wrap up the school year. It's always rewarding when we plan and students explore new ideas, but it's even better when it happens spontaneously. You just never know when those teachable moments will arise!<br />
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<br />clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-46529097768702142232014-05-01T13:02:00.000-07:002014-05-01T13:02:11.387-07:00Productive Frustration: Implementing Math Learning TasksWinding down... While the school year is winding down students seem to be winding up! With all that anxious energy floating around, we are tackling, wrestling, and basically pummeling <a href="http://www.corestandards.org/" target="_blank">Common Core </a>math learning tasks. <br />
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Learning tasks are lessons that consist of word problems designed to make students dig deeper. Tasks provide opportunities to play with numbers. Students are encouraged to use words, pictures, and equations to explain their thinking. Often, tasks do not ask for a simple put together or take away answer. Instead, they ask for a variety of solution paths, to compare or explain paths, or to make decisions about whether a given assumption/answer is correct. </div>
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Here are some student examples. I have included a variety of skill levels. </div>
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Lesson Format: </div>
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<li><b>Set Up</b> - Teacher explains the context of the problems and makes tools available. </li>
<li><b>Private Think Time </b>- Students work independently to create possible solution paths. Teacher monitors, using advancing, assessing, and guiding questions to correct misconceptions or draw attention to precision (errors).</li>
<li><b>Small Group Discussion</b> - Students work with partners to discuss differences and similarities between solution paths. Teacher monitors. </li>
<li><b>Analyze and Share </b>- Everyone engages in discuss that focuses on key mathematical ideas. Models /solutions are explained and critiqued.</li>
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Our classroom motto during a learning task is, "Try, try try! It's okay to make a mistake, because we have erasers!" So often, students hold back. They don't want to make mistakes. Students have come to expect answers to be given to them. That's just not happening in our class. This is called <i>productive frustration</i>. It's not easy, but it is so worth while to creatively work through tasks. It builds stamina and deepens mathematical understanding. </div>
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Where can fielded, high quality math tasks be found?<br />
There are several places to find good solid tasks. </div>
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<li><a href="http://illuminations.nctm.org/Search.aspx?view=search&type=ls">Illuminations </a>- Lessons for learning is a great place to start. </li>
<li>Tennessee teachers have an abundance of tasks available through <a href="http://tncore.org/home.aspx">TNCore.org</a>.</li>
<li>K-5 Math Teaching Resources is another excellent site. You'll find tasks, lesson plans, literature connections and much more, all organized by grade level and standard. There are printable journal tasks/word problems available for purchase. These are formatted to print on 30 per page labels. While a little pricy, they are convenient and good quality problems. </li>
<li>Envision math users will find that most quick checks located at the end of each lesson for K-5 can be tweaked to fit the format of a math task learning lesson.</li>
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Keep in mind when planning tasks that they should be open enough to allow for a variety of solution paths. The goal is to create opportunities to play with numbers and use effective mathematical practices. Remember it's all about <i>productive frustration</i>!<br />
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More student examples from varied skill levels:<br />
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clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-3322523198583426982014-04-04T14:00:00.002-07:002014-04-09T13:52:54.469-07:00Charlie Needs a Cloak: Math Bench Mark Review<div class="separator" style="clear: both; text-align: left;">
Do you ever just have a moment when you think, "Hey, that's a GREAT idea!" It doesn't happen to often, but when it does you just gotta run with it. </div>
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Second grade had been reading <a href="http://books.google.com/books/about/The_Goat_in_the_Rug.html?id=9pQHAAAACAAJ" target="_blank">The Goat in the Rug</a> by Charles Blood & Martin Link. It was one of those weeks were everything needed to be completed at once.</div>
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Check List: </div>
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<li>Prepare hallway for parent curriculum walk</li>
<li>Wrap up literacy unit</li>
<li>Review for math bench mark test</li>
<li>Assess for standards based report cards</li>
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… You get the idea. </div>
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I was settling in to create a review unit for our math bench mark test, when Tomie dePaola's <i><b><a href="http://app.discoveryeducation.com/search?Ntt=charlie+needs+a+cloak" target="_blank">Charlie Needs a Cloak</a></b></i> came to mind. It was a favorite read aloud from my kindergarten teaching days. A video version was on United Streaming, how convenient! I quickly whipped out some labels and aligned our literacy theme with the math standards. Literally, I spent 45 minutes on planning and prepping. My colleague proofed it and the students dove in! I was so proud of the stamina and tenacity they showed. It never ceases to amaze me how students rise to the occasion when the expectations are high!</div>
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Common Core Math Standards are listed for each sample. Here we go...</div>
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I Can Statements</h3>
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length units of different lengths for the two measurements: describe how the
two measurements relate to the size of the unit chosen.</span></div>
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<span style="color: black; font-family: Calibri; font-size: 12.0pt; font-weight: bold; language: en-US; mso-ascii-font-family: Calibri; mso-bidi-font-family: "MS Pゴシック"; mso-fareast-font-family: "MS Pゴシック"; mso-font-kerning: 12.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: black; mso-style-textfill-type: solid;">2.MD.B.5 Use addition and
subtraction within 100 to solve word problems involving lengths that are given
in the same units, e.g. by using drawings (such as drawings of rulers) and
equations with a symbol for the unknown number to represent the problem.</span></div>
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<span style="color: #202020; font-family: 'Lato Light'; font-size: 17px; line-height: 25px; text-align: start;"><b>2.MD. 8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?</b></span><br />
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<span style="color: #202020; font-family: 'Lato Light'; font-size: 17px; line-height: 25px; text-align: start;"><b>2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.</b></span></div>
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<span style="text-align: left;">This was a perfect opportunity to make anecdotal notes and engage in meaningful math dialog with students. It rounded out the week nicely. </span></div>
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<br />clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-44019640602541893982014-04-04T13:09:00.001-07:002014-04-04T13:09:33.969-07:00Measuring Penny Update!<br />
<a href="http://tnteachingtrends.blogspot.com/2013/06/measuring-penny-second-grade-lesson.html" target="_blank">Measuring Penny</a> is an amazing math picture book. I wrote a lesson plan last summer and have been anxiously awaiting our second grade measuring unit to teach it. Just imagine my frustration at having to wait so long. Spring has arrived and the review is in…<br />
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After teaching this unit, I am happy to share that it is one of my favorites for the year. <br />
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<a href="http://tnteachingtrends.blogspot.com/2013/06/measuring-penny-second-grade-lesson.html" target="_blank"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbPOL1hXX7-FQM5ol3_zLKNKzGL_xYEqtPMqadYYk-gZb1L-2oF6qyEOr2BoYEKrEYijcLiQ3eiPBg_LHSPbpvuaF7YTBU0d2U9O5FXrYCdWivxdU252sg8IUC4WltsyT8pYJwKe5JYMkw/s1600/Measuring+Penny.jpg" height="241" width="320" /></a></div>
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<a href="http://www.corestandards.org/Math/Content/2/MD/" target="_blank">Second Grade Common Core Measurement Standards</a> focus on measuring, remeasuring, comparing, using different units, choosing appropriate tools, and problem solving. With that said, I think this unit did a nice job moving through the skill set and tying everything together in the final project. </div>
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As I approached this unit plan, I decided that a tool for reflection needed to be added. I wanted this element to be something students could reference and share with their parents. Using three prong folders and loose leaf paper, students created measurement journals. They recorded observations, created <a href="http://www.thinkingmaps.org/" target="_blank">Thinking Maps</a>, answered questions, etc. in these journals.</div>
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I found that as the unit was presented about 40% of my students did not have enough background knowledge in estimating and using non standard units. In response to this, I spent a bit more time on the initial dog biscuit activity then originally planned. I displayed a very large dog bone and the small treat bone that students would be using for the actual measurements. I used advancing and assessing questions to facilitate the manipulation of the idea that the size of measurement unit affects the number of the measurement and what a reasonable estimate would be?</div>
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How do the units change?</div>
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What happens when the unit of measurement gets larger? smaller? Why?</div>
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What happens to the number when the unit changes? </div>
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Explain to a shoulder partner your opinion about, why the numbers change? Do you agree with your partner? <br />
What should a reasonable estimate look like? How do you know this?<br />
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The goal here was to illicit viable arguments and critique the reasoning of others (<span id="goog_1764722426"></span><a href="http://www.corestandards.org/Math/Practice/" target="_blank">MP4</a><span id="goog_1764722427"></span>). Once we activated that prior knowledge and put a little experience under our belts, we were ready for the fun to start! Students had a blast. With materials in hand, students explored measurement with purposeful movement and productive math talk.<br />
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Final Performance Task</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh67IXNDAu-3GVvvZQxehKXmUJPvoik27oskZem6-I0TJNL9M7YiBgkz_ZTL-WI_SibP1kendUxr3nUjYVsxJOimnu1iCR_TmZcDMuF3gKda1C6EcEPD2aZBz75-f01Qx4RkH2tlR2lbkw8/s1600/penny+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh67IXNDAu-3GVvvZQxehKXmUJPvoik27oskZem6-I0TJNL9M7YiBgkz_ZTL-WI_SibP1kendUxr3nUjYVsxJOimnu1iCR_TmZcDMuF3gKda1C6EcEPD2aZBz75-f01Qx4RkH2tlR2lbkw8/s1600/penny+2.jpg" height="210" width="320" /></a></div>
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The unit closed with a final Performance Based Task. Students brought stuffed animals from home, chose tools, measured, compared, and took ownership of the standards. <br />
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I Can Statements</h4>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNaXZt1Rpy-mvA6Ut8CV_Oal0Q_mlHYmJIZ24eG1RSmOQqPNpP976NRnCA0p3CNnFDwUxNWnbsJWYPBpoZNL48bcgrp_HYhZnZMko-PkVhQmfUK8ihVJ9VVzFbl1nrwCEdHNIOaEOBVPpu/s1600/photo+2(3).JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNaXZt1Rpy-mvA6Ut8CV_Oal0Q_mlHYmJIZ24eG1RSmOQqPNpP976NRnCA0p3CNnFDwUxNWnbsJWYPBpoZNL48bcgrp_HYhZnZMko-PkVhQmfUK8ihVJ9VVzFbl1nrwCEdHNIOaEOBVPpu/s1600/photo+2(3).JPG" /></a></h4>
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Class Display</h4>
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Individual Examples</h4>
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<span style="color: black; font-family: Calibri; font-size: 12.0pt; font-weight: bold; language: en-US; mso-ascii-font-family: Calibri; mso-bidi-font-family: "MS Pゴシック"; mso-fareast-font-family: "MS Pゴシック"; mso-font-kerning: 12.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: black; mso-style-textfill-type: solid;">Common Core Mathematics Standards</span></h4>
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<span style="color: black; font-family: Calibri; font-size: 12.0pt; font-weight: bold; language: en-US; mso-ascii-font-family: Calibri; mso-bidi-font-family: "MS Pゴシック"; mso-fareast-font-family: "MS Pゴシック"; mso-font-kerning: 12.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: black; mso-style-textfill-type: solid;">2.MD.A.1<span style="mso-spacerun: yes;"> </span>Measure the length of an object by selecting
and using appropriate tools such as rulers, yardsticks, meter sticks, and
measuring tapes.</span></div>
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<span style="color: black; font-family: Calibri; font-size: 12.0pt; font-weight: bold; language: en-US; mso-ascii-font-family: Calibri; mso-bidi-font-family: "MS Pゴシック"; mso-fareast-font-family: "MS Pゴシック"; mso-font-kerning: 12.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: black; mso-style-textfill-type: solid;">2.MD.A.2<span style="mso-spacerun: yes;"> </span>Measure the length of an object twice using
length units of different lengths for the two measurements: describe how the
two measurements relate to the size of the unit chosen.</span></div>
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<span style="color: black; font-family: Calibri; font-size: 12.0pt; font-weight: bold; language: en-US; mso-ascii-font-family: Calibri; mso-bidi-font-family: "MS Pゴシック"; mso-fareast-font-family: "MS Pゴシック"; mso-font-kerning: 12.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: black; mso-style-textfill-type: solid;">2.MD.A.4<span style="mso-spacerun: yes;"> </span>Measure to determine how much longer one
object is than another, express the length difference in terms of a standard
length unit.</span></div>
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<span style="color: black; font-family: Calibri; font-size: 12.0pt; font-weight: bold; language: en-US; mso-ascii-font-family: Calibri; mso-bidi-font-family: "MS Pゴシック"; mso-fareast-font-family: "MS Pゴシック"; mso-font-kerning: 12.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: black; mso-style-textfill-type: solid;">2.MD.B.5 Use addition and
subtraction within 100 to solve word problems involving lengths that are given
in the same units, e.g. by using drawings (such as drawings of rulers) and
equations with a symbol for the unknown number to represent the problem.</span></div>
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This lesson plan is available for free download at my <a href="http://tennesseetrendingteacher.wikispaces.com/" target="_blank">Tennessee Trending Teacher Wiki Space</a>. Please look on my <a href="http://tennesseetrendingteacher.wikispaces.com/Second+Grade+Common+Core+Lessons" target="_blank">Second Grade Common Core Lesson</a> page.</div>
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<br />clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-82589759375131264242014-03-31T19:02:00.001-07:002014-03-31T19:02:22.138-07:00Now & Ben: A Common Core, STEM LessonWhile perusing through <a href="http://www.nsta.org/STORE/product_detail.aspx?id=10.2505/9781933531120" target="_blank">Even More Picture Perfect Science Lessons</a> by Morgan & Ansberry, I was excited to find a STEM lesson for <a href="http://www.genebarretta.com/books/now-ben/" target="_blank">Now & Ben</a> by Gene Barretta. Now & Ben just happens to be the final reading story for the second grade <a href="http://www.thinkcentral.com/index.htm" target="_blank">Journeys</a> series. I was inspired to create a second grade lesson plan that incorporates several Common Core ELA standards and TN science standards. <div>
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The lesson is available for download in both Smart Notebook and powerpoint formats on my <a href="http://tennesseetrendingteacher.wikispaces.com/Second+Grade+Common+Core+Lessons" target="_blank">Tennessee Trending Teacher </a>Wikispace. The Smart Notebook version has several interactive pieces that are not included in the powerpoint. These include quizzes, drag and drop Thinking Maps, and a hyperlinked content slide. </div>
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<a href="http://tennesseetrendingteacher.wikispaces.com/Second+Grade+Common+Core+Lessons" target="_blank">Now & Ben: Common Core STEM Lesson</a></div>
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<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7ltBOhyphenhyphencOwUQtYVdatxy3jyrwRv8I5VznHhirMPMqYaImOeJEnkMhnViXr38BELNExyRwKL5xwgELSa_hQAkcG0KAyWPEvYBi_vHzL9bKaM7FDMIzkH2z0W1XzWOoWoZ3VDz7K6A76ZKs/s1600/Ben+Lesson.jpg" height="281" width="320" /></div>
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The lesson begins by brainstorming circle maps and a read aloud. Students are encouraged to activate prior knowledge and read closely for new information. </div>
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The next step is to take a closer look at the differences between discoveries and inventions. What were Ben Franklin's discoveries and inventions? What impact on history did Ben's accomplishments have? Why would someone from long ago still be important today?</div>
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Students are then asked to contemplate problems. With small groups, they discuss, design and even create inventions (solutions) for their problems. Students critique their inventions and present their findings to the class. </div>
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ELA is further incorporated by the introduction of <a href="http://www.poetry4kids.com/blog/lessons/how-to-write-a-cinquain-poem/" target="_blank">cinquain poetry</a>. This simple 5 line form of poetry is tweaked to incorporate a review of nouns, verbs, & adjectives. Students create their poems independently with teacher support & scaffolding as needed. Finally, poetry readings are digitally recorded for students to review and share with their families. </div>
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This lesson is going to be a wonderful way to wrap up our school year. Those last two weeks of school can often drag on. I'm looking forward to engaging my students to really stretch their thinking and make connections between scientific ideas, history, and modern life. </div>
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clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-31630850901225639302014-02-26T06:57:00.001-08:002014-03-22T19:57:25.392-07:00Journeys Common Core ResourcesImplementation of a new series is a wonderful excuse to freshen up our out look on curriculum presentation. This year brought in the adopted of Houghton Mifflin Harcout's, Journeys Common Core series. While the website offers a plethora of online resources, there is plenty to expand on. <br />
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With some help from my second grade colleagues, I am almost through building a second grade <a href="http://envisionmath.wikispaces.com/Journey%27s+Resources" target="_blank">Journeys resources wiki page</a>. At this moment you'll find weekly, lesson plans, Tic Tac Toe homework assignments, and <a href="http://tnteachingtrends.blogspot.com/2013/02/vocabulary-vocabulary-vocabulary.html" target="_blank">Magic Vocabulary</a>. This is a work in progress, so you'll notice that the collection is growing.<br />
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Weekly lesson plans arrange Journeys curriculum into a TEAM friendly format. Microsoft word format allows for easy editing, so you can add or subtract throughout the documents.<br />
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Lesson Plan Images</div>
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<a href="https://envisionmath.wikispaces.com/Journey%27s+Resources" target="_blank">Tic Tac Toe</a> homework assignments include vocabulary/spelling, comprehension, and grammar/language skills. The assignments compliment the various tasks we are completing in class. They increase with rigor as the year progresses. Tic Tac Toes are designed to engage parents and keep them informed about what we are learning at school. A brief list of "I can" statements are included in the document. </div>
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<span style="text-align: center;">Directions for </span><a href="http://tnteachingtrends.blogspot.com/2013/02/vocabulary-vocabulary-vocabulary.html" style="text-align: center;" target="_blank">Magic Vocabulary</a><span style="text-align: center;"> can be found in an early blog post. </span></div>
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<br />clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-24037639018933448152014-02-26T06:25:00.003-08:002014-02-26T06:25:59.504-08:00Non Fiction: BiographiesSecond grade has been busy, busy! <br />
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After reading<a href="http://www.monicabrown.net/books/gabriela.html" target="_blank"> <i>My Name is Gabriela</i></a>, by Monica Parra Brown, we jumped into the genre of biographies. This was an amazing opportunity for students to practice close reading with complex texts.<br />
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The process began by reading several different biographies. Students collaboratively decided what a good biographer would include in an article. Once important elements were identify, they were used to create a basic format. <br />
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Students chose a person to research and identified texts. Pupils used <a href="http://www.thinkingmaps.org/" target="_blank">Thinking Maps</a> to record important information. Peer discussions about their notes lead students to determine whether or not additional information was needed. Internet resources were utilized to fill in missing elements and locate appropriate illustrations for final projects. <br />
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Thinking Maps</h3>
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Final Projects</h3>
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Differentiation</h3>
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Differential supports were used to scaffold this lesson. Both of these examples utilized dictation. The example on the left illustrates dictation followed up by the student tracing and reading aloud text. Here the student needed physical support to get the information on the paper. The second example is from an emergent reader. This student had adequate verbalize skills, but lacked the repretoire of written language and reading skills needed. Both students participated in the writing process and followed the basic format for research and reporting. </div>
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<br />clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-81342088412524788492013-09-20T12:31:00.001-07:002013-09-20T12:31:43.780-07:00Standards Based Report CardsA new trend in education is the transitioning from the traditional sliding scale of average based report cards(A/F) to a standards based format. This is the isolation and assessment of individual skills. The idea isn't new, kindergarten teachers have been doing this from the beginning. <div>
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While I must admit that assessing and documenting for this type of report card is not quick and simple, it is <b><i>time well spent</i></b>. I am feeling my way through the process of gathering and determining what sources will be used for assessment & documentation. </div>
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Today's blog is going to give a brief preview...</div>
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The goal of a standards based report card is to provide parents & students with specific academic feedback that can be used to pinpoint areas of need and success. With that said, I am really trying to consider what authentic assessment looks like in my second grade classroom. </div>
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I am using more Performance Based Assessments (PBA). These are open ended questions designed to specifically illicit demonstration of a given standard. Often this type of assessment overlaps, covering more than one standard. </div>
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What does reading comprehension look like when using a PBA task? </div>
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Students explored the story "Poppleton in Winter"</h3>
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Identifying & using information from text is one of the hardest and most vital skills that we cover in primary and intermediate grades. Students need to understand the importance of actually answering questions with evidence. They need to dig deeper and explain their thoughts. This task was set up by first allowing students time to read & explore the story. Several different questions were posed & explored with shoulder partners. The PBA was given as an independent task:</div>
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<b><span style="color: blue;">"Why was Cherry Sue upset with Poppleton? How do you know she was upset? Use details from the story to support your answers. "</span></b></div>
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Another example of authentic formative assessment for Reading/Language came from a classroom literacy center. Students were given this familiar center activity and asked to complete it independently using the Poppleton story. </div>
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<span style="color: blue;"><a href="http://mrsdowellsteachingresources.wikispaces.com/home" target="_blank">Story Text Features Brace Map</a></span></h2>
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With all this great data, academic conversations and feedback going on, I needed a way to organize and keep a running record for each standard. I had tried using "I Can..." charts for individual students, but this created unnecessary paper work. A roster with standards, I can statements, and multiple opportunities for recording assessments was the next choice. I came up with the following check list. </div>
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<span style="color: blue;"><a href="http://mrsdowellsteachingresources.wikispaces.com/home" target="_blank">Power Point Roster </a></span></h2>
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(Available in power point & word)</h4>
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<a href="http://mrsdowellsteachingresources.wikispaces.com/home" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbKyBbqo4dzRG1EHnsBEFx94l-Bz3lSV-gG72p5veUPH75i2fMcL1lanDHoZyJbn3uJNp22US313EweW4IIuTiVrAfLsIcKdPv0QRN1UYcb3Rxmy7ovCtixqpopvEkTaVWkYvYzLoQhMRT/s320/roster.png" width="241" /></a></div>
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clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-39162221938363050652013-08-29T18:30:00.003-07:002014-10-20T14:03:18.399-07:00Second Grade Super Heroes: Revised Literacy CentersHere is a second installation of updated centers/stations for second grade. The following download covers literacy stations. They are sprinkled with rigor and superheroes. You'll find elements of the Daily 5 and a couple of bonus classroom and hallway expectations anchor charts. <br />
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<a href="http://mrsdowellsteachingresources.wikispaces.com/home" target="_blank">Revised Literacy Centers</a></div>
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<a href="http://www.authorstream.com/Presentation/cldowell-1918316-revised-literacycenter-activities/" style="font: normal 18px,arial;" target="_blank">Revised LiteracyCenter Activities</a></h3>
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More <a href="http://www.authorstream.com/" target="_blank">PowerPoint presentations</a> from <a href="http://www.authorstream.com/cldowell/" target="_blank">Charity Dowell</a></div>
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clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-52383288542051308702013-08-28T05:09:00.002-07:002014-10-20T14:05:08.500-07:00Revised Math CentersIt's hard to believe that we've been in school almost an entire month! Second grade is still going strong with our super hero theme. I have slowly been introducing and updating many of the anchor charts and stations around our classroom. Some include superheroes (I just couldn't help myself ), while others simply got a face lift.<br />
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As I approach each area, skill and/or topic, I have been giving serious thought as to how each reinforces common core standards and adds rigor. After careful scrutiny, several fell under the category of busy work. Those were scrapped. While some of the tried and true made it through. <br />
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Also, you'll notice that many of the maps and guide pages have been reduced to half size. This was done in an effort to cut back on paper & ink. With out further a do... here are a few of my updated math centers.<br />
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<a href="http://mrsdowellsteachingresources.wikispaces.com/home" target="_blank">Revised Math Centers</a></div>
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clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-36099665649823338282013-08-10T15:51:00.001-07:002013-08-10T15:52:29.511-07:00Super Second Grade Heroes!Wow! it was an incredibly busy summer with lots of Common Core Training here in TN and STEM classes at ETSU. There were lots of opportunities to network and share among colleagues!<br />
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Then down side was I felt exhausted mentally and physically by the end of July. It was official, I had the back to school blues. I was more than a bit reluctant to take on the task of creating a new "theme" for this year. As you all know, it's a big investment. The argument I made (to myself) was that it wasn't curriculum. My monkey and jungle theme were still "okay," if a bit tired. I had used the same theme for 3 years. But upon further thought (and a nudge from my co-teachers, thank you Kathy & Merri), I decided that a face lift was just what my classroom needed! I am so glad that I went for it. The results are engaging.<br />
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I took my inspiration from a lunch box. It has always been a personal goal of mine to be Wonder Woman when I grow up! ;)<br />
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<b><span style="color: red;">Second Grade Super Heros!</span></b></div>
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A quick google search lead me to some amazing resources. I downloaded lots of accents, & literacy items from <a href="http://displays.tpet.co.uk/?resource=1013#/Home" target="_blank">Teacher's Pet</a> (displays site). These were all free. </div>
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My next stop of course was <a href="https://pinterest.com/" target="_blank">Pinterest</a>. Here I found inspiration for a city scape backdrop for Hero Headquarters and a cute super sucker for meet the teacher night. </div>
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A special thank you to my daughter/sidekick. </div>
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I rounded off the theme with a couple of capes and a shield. The smaller cape is for one lucky student that gets to be the "Hero of the Day". This student is in charge of leading our Morning Meeting. I wear the larger cape as a signal to students during small group and partner time that the teacher is busy and questions should be referred to the parking lot. </div>
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This cute superhero border and a variety of posters were purchased at a local discount store.</div>
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The theme is steadily being incorporating. This was our first week back and my second graders are fully engaged. They love the idea being Super Second Graders. They are helping me rename many our classroom work stations. Thus far we have: Wonderful Word Words & Anchor Text Headquarters. I can't wait to share these stations.</div>
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<br />clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-26890144025102217362013-06-21T06:30:00.001-07:002013-06-21T06:30:58.492-07:00Measuring Penny a Second Grade LessonMeasuring Penny by Loreen Leedy provides an amazing backdrop for teaching second grade common core math standards. Below you'll find a lesson plan that does just that! I had a great time creating this lesson. I created this on the tail wind of a STEM class. The focus of this class was inquiry based learning and student ownership. This lesson dives into those concepts by encouraging student ownership of story problems, aka learning tasks. The powerpoint for this lesson can be accessed via <a href="http://www.authorstream.com/Presentation/cldowell-1856357-measuring-penny/" target="_blank">Author Stream</a> or <a href="http://tennesseetrendingteacher.wikispaces.com/Second+Grade+Common+Core+Lessons" target="_blank">my wiki page</a>. <br />
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<a href="http://tennesseetrendingteacher.wikispaces.com/Second+Grade+Common+Core+Lessons" target="_blank"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFlrNiTJSrCWuuWyutzYJLfPkRN3miBMC0kGxl4wzWVpwnAAgayvv-0wDgLl0aLaLpAOAqyfO5zf8HECppk3MFgjScrYSOAoCpl-5FEZzLJ7101X9UMQ33qjh8uHXnXEscsxItGvbCzA8R/s320/Measuring+Penny.jpg" width="320" /></a></div>
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<a href="http://www.authorstream.com/Presentation/cldowell-1856357-measuring-penny/" target="_blank">Author Stream Version:</a></div>
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<a href="http://www.authorstream.com/Presentation/cldowell-1856357-measuring-penny/" style="font: normal 18px,arial;" target="_blank">Measuring Penny</a></h3>
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More <a href="http://www.authorstream.com/" target="_blank">PowerPoint presentations</a> from <a href="http://www.authorstream.com/cldowell/" target="_blank">Charity Dowell</a><br />
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<b><span style="font-family: Calibri; font-size: 12pt;">U</span><span style="font-family: Calibri; font-size: 12pt;">nit Lesson </span><span style="font-family: Calibri; font-size: 12pt;">Plan</span></b></div>
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<span style="background-color: white; font-family: 'Apple Chancery';"><b><span style="color: purple; font-size: large;">Measuring Penny</span></b></span></div>
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<span style="font-family: Calibri; font-size: 12pt;"><b>Second Grade, Common Core Learning
Task </b></span></div>
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<b><span style="font-family: Calibri; font-size: 12pt;">Standard</span><span style="font-family: Calibri; font-size: 12pt;">: </span></b></div>
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<span style="font-family: Calibri; font-size: 12pt;">2.MD.A.1 Measure the length of an object by selecting
and using appropriate tools such as rulers, yardsticks, meter sticks, and
measuring tapes.</span></div>
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<span style="font-family: Calibri; font-size: 12pt;">2.MD.A.2 Measure the length of an object twice using
length units of different lengths for the two measurements: describe how the
two measurements relate to the size of the unit chosen.</span></div>
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<span style="font-family: Calibri; font-size: 12pt;">2.MD.A.4 Measure to determine how much longer one
object is than another, express the length difference in terms of a standard
length unit.</span></div>
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<span style="font-family: Calibri; font-size: 12pt;">2.MD.B.5 Use addition and
subtraction within 100 to solve word problems involving lengths that are given
in the same units, e.g. by using drawings (such as drawings of rulers) and
equations with a symbol for the unknown number to represent the problem.</span></div>
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<span style="font-family: Calibri; font-size: 12pt;">Student Objective Statement:</span></div>
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<span style="font-family: Calibri; font-size: 12pt;">I can measure using standard units
(inches/centimeters).</span></div>
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<span style="font-family: Calibri; font-size: 12pt;">I can choose appropriate tools.</span></div>
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<span style="font-family: Calibri; font-size: 12pt;">I can create story problems using
addition and subtraction strategies. </span></div>
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<span style="font-family: Calibri; font-size: 12pt;">I can solve story problems using
words, pictures, and equations.</span></div>
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<span style="font-family: Calibri; font-size: 12pt;">I can record data on a table.</span></div>
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<span style="font-family: Calibri; font-size: 12pt;">Essential questions</span><span style="font-family: Calibri; font-size: 12pt;">:</span></div>
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<span style="font-family: Calibri; font-size: 12pt;">When is measurement used at school?
At home? The larger world?</span></div>
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<span style="font-family: Calibri; font-size: 12pt;">Related questions:</span></div>
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<span style="font-family: Calibri; font-size: 12pt;">How </span><span style="font-family: Calibri; font-size: 12pt;">do I use tools to measure and
compare objects? </span></div>
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<span style="font-family: Calibri; font-size: 12pt;">How do I use addition and
subtraction when measuring?</span></div>
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<span style="font-family: Calibri; font-size: 12pt;"><b>Activities & Sequencing:</b></span></div>
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<b><span style="font-family: Calibri; font-size: 12pt;">Hook/Engage (5 </span><span style="font-family: Calibri; font-size: 12pt;">mins</span><span style="font-family: Calibri; font-size: 12pt;">)</span><span style="font-family: Calibri; font-size: 12pt;">:</span></b></div>
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<span style="font-family: Calibri; font-size: 12pt;"><a href="http://www.brainpopjr.com/math/measurement/inchesandfeet/">http://www.brainpopjr.com/math/measurement/inchesandfeet</a></span><span style="font-family: Calibri; font-size: 12pt;"><a href="http://www.brainpopjr.com/math/measurement/inchesandfeet/">/</a></span></div>
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<span style="font-family: Calibri; font-size: 11pt;"><b>Whole group, small
group, & Independent work:</b></span></div>
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<span style="font-size: 12.0pt;">1.</span><span style="font-family: Calibri; font-size: 12pt;">Set
the purpose by introducing the Book Measuring Penny & having students
complete a quick review to access prior knowledge through the following sites
using iPods, </span><span style="font-family: Calibri; font-size: 12pt;">iPads</span><span style="font-family: Calibri; font-size: 12pt;"> or </span><span style="font-family: Calibri; font-size: 12pt;">computers.</span><u><span style="color: white; font-family: Calibri; font-size: 12pt;"><a href="http://www.harcourtschool.com/activity/length_strength3/">http</a></span></u><u><span style="color: white; font-family: Calibri; font-size: 12pt;"><a href="http://www.harcourtschool.com/activity/length_strength3/">://www.harcourtschool.com/activity/length_strength3/</a></span></u><u><span style="color: white; font-family: Calibri; font-size: 12pt;"> </span></u><span style="color: white; font-family: Calibri; font-size: 12pt;"><a href="http://www.rickyspears.com/rulergame/">http://www.rickyspears.com/rulergame/</a></span></div>
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<span style="font-size: 12.0pt;">2.</span><span style="font-family: Calibri; font-size: 12pt;">Whole
group, read Measuring Penny </span><span style="font-family: Calibri; font-size: 12pt;">(5-10 </span><span style="font-family: Calibri; font-size: 12pt;">mins</span><span style="font-family: Calibri; font-size: 12pt;">)</span><span style="font-family: Calibri; font-size: 12pt;">.
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<span style="font-size: 12.0pt;">3.</span><span style="font-family: Calibri; font-size: 12pt;">Whole
group, complete chart on slide 3. Identify measuring tools and what was
measured from the story (5 mins). </span></div>
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<span style="font-size: 12.0pt;">4.</span><span style="font-family: Calibri; font-size: 12pt;">Measuring
Activity #1, slides 5-6: Introduce step #1, Review expectations for cooperative learning
time, partner </span><span style="font-family: Calibri; font-size: 12pt;">assignments and mathematical
practices. Students break into groups to
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5 different classroom items using a non standard unit, aka dog biscuits (</span><span style="font-family: Calibri; font-size: 12pt;">10-15mins)</span><span style="font-family: Calibri; font-size: 12pt;">.</span></div>
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<span style="font-size: 12.0pt;">5.</span><span style="font-family: Calibri; font-size: 12pt;">W</span><span style="font-family: Calibri; font-size: 12pt;">hole
group, introduce step 2 of Activity #1. </span><span style="font-family: Calibri; font-size: 12pt;">Think, Pair, & </span><span style="font-family: Calibri; font-size: 12pt;">Share
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<span style="font-size: 12.0pt;">6.</span><span style="font-family: Calibri; font-size: 12pt;">Measuring
activity 2 (centimeters), slides 7-8.
This may be completed at a separate time or day (10-15 </span><span style="font-family: Calibri; font-size: 12pt;">mins</span><span style="font-family: Calibri; font-size: 12pt;">).</span></div>
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<span style="font-size: 12.0pt;">7.</span><span style="font-family: Calibri; font-size: 12pt;">Measuring
activity 3 (inches), slides 9-10. This
may be completed at a separate time or day </span><span style="font-family: Calibri; font-size: 12pt;">(10-15 </span><span style="font-family: Calibri; font-size: 12pt;">mins</span><span style="font-family: Calibri; font-size: 12pt;">)</span><span style="font-family: Calibri; font-size: 12pt;">.</span></div>
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<span style="font-size: 12.0pt;">8.</span><span style="font-family: Calibri; font-size: 12pt;">Reread
Measuring Penny. Using a stuffed animal
brought from home, students will complete the learning task on slides 11-12.
The actual student created problems can </span><span style="font-family: Calibri; font-size: 12pt;">be treated as an exit slip </span><span style="font-family: Calibri; font-size: 12pt;">or
cumulative project depending on the assessment purpose, formative or summative
(20-30 </span><span style="font-family: Calibri; font-size: 12pt;">mins</span><span style="font-family: Calibri; font-size: 12pt;">)</span></div>
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clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com2tag:blogger.com,1999:blog-7865273211797267165.post-11780658617094767192013-06-17T20:46:00.000-07:002013-06-17T20:46:10.262-07:00Oh My! What's the Matter... a STEM LessonLast week, I embarked on a two week journey through STEM thanks to a wonderful grant through ETSU.<div>
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And... Oh My! I have a STEM unit plan on the states of matter to share. This is a second grade unit plan using math & reading common core and TN state science standards. </div>
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The format is <span style="background-color: yellow;">NOT</span> the TEAM model. Instead it follows a more philosophical model designed by ETSU. However, with just a little tweaking and shuffling it can be relabeled to match the TEAM model. </div>
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This resource consists of one word document and two power points. All three can be accessed though my wiki. </div>
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<a href="http://tennesseetrendingteacher.wikispaces.com/Second+Grade+Common+Core+Lessons" target="_blank">Oh My! What's the Matter? STEM Lesson</a><span id="goog_1672142017"></span><span id="goog_1672142018"></span><a href="http://www.blogger.com/"></a></h2>
clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-12131688380815156322013-06-17T08:27:00.001-07:002013-06-19T11:31:36.567-07:00Moving Into Math StationsI am officially committed to implementing Math Stations in a new way. I have bought 10 clear tubs and cleaned a shelf. In teacher terms that means I am in whole hog, because I spent $10. There's no turning back. Math Stations are going to have their own designated time and space in my classroom.<br />
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June 3rd and 6th, I worked with some fabulous SCDE teachers to completed a book study PD using Debbie Diller's "Moving Into Math Stations." It was a fabulous opportunity to connect & collaborate with colleagues. There were some enlightening discussions that really set a fire and desire to implement Math Stations. </div>
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While the idea of Math Stations isn't new, I have generally just Incorporated a couple of stations during Daily 5 / Literacy Stations. In the up coming year, each math station will have a specific skill focus with 3-5 activity choices. Check out the resources below for more details.<br />
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A second big idea that has affected my personal pedagogy is the use a workshop format lessons. I am looking forward to expanding on this idea using common core this year. </div>
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Resources used for Moving Into Math Stations PD, Summer 2013:</div>
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Prezi discussion guides</div>
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<a href="http://prezi.com/ot3ufel8kuiu/moving-into-math-stations-day-2/?kw=view-ot3ufel8kuiu&rc=ref-39264465&utm_campaign=share&utm_medium=copy" target="_blank">Moving Into Math Stations: Implementing</a></div>
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<a href="http://www.blogger.com/"><span id="goog_1478926465"></span>Moving Into Math Stations: Make & Take</a></div>
In addition to Debbie's DVD, we watched videos from The Teaching Channel website.<br />
<a href="https://www.teachingchannel.org/videos/classroom-management-during-centers" target="_blank">Classroom Management During Centers</a><br />
We accessed several useful sites for templates and activities to actually make and take centers.<br />
<a href="http://tennesseetrendingteacher.wikispaces.com/Moving+Into+Math+Stations" target="_blank">Tennessee Trending Teacher Wiki</a><br />
<a href="http://insidemathematics.org/index.php/mathematical-content-standards" target="_blank">Inside Mathematics, standards & tasks</a><br />
<a href="http://www.livebinders.com/play/play/187117#anchor" target="_blank">Common Core Live Binder</a><br />
<a href="http://www.k-5mathteachingresources.com/" target="_blank">K-5 Math Teaching Resources</a><br />
<a href="https://sites.google.com/site/get2mathk5/home/templates-graphic-organizers" target="_blank">Station Templates</a><br />
We hit on the 8 all important mathematical practices as well.<br />
<a href="http://easttncommoncoremath.wikispaces.com/Must+Have+Resources" target="_blank">8 Mathematical Practices Posters</a><br />
Finally, we explored some amazing teacher blogs.<br />
Station(center) lesson pans for first grade - <a href="http://firstgradeprobstatsva.weebly.com/index.html" target="_blank">Mrs. Schnuck's site</a><br />
Launching stations overview - <a href="http://learningwithmrsparker.blogspot.com/2011/06/math-work-stations-chapter-3.html" target="_blank">Mrs Parker's Learning Blog</a><br />
Just a great resource - <a href="http://themathpenguin.blogspot.com/" target="_blank">The Math Penguin</a><br />
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<br />clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-60309146920561995052013-04-29T19:17:00.000-07:002013-04-29T19:17:45.996-07:00Common Core Excitement!This school year is flying by at top speed. There are officially 18 school days left. I am already thinking ahead to the up coming year & summer PD. There are so many Good Changes heading our way! Yes, I said it "Good Changes," a.k.a... Common Core. <div>
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Where did this burning desire to explore common core come from? Amazon of course. It doesn't take much to make a nerdy teacher happy! </div>
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I received a box of fan-tabulous math related picture books today. Each book addresses a specific second grade math concept. It's my summer goal to create common core lessons for each of the books. Each lesson will address specific standards, provide cross curriculum resources, hands on options, and performance based assessments (formative & summative). Wooohooo! Summertime here I come.</div>
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The first three choices for this common core adventure relate math to students' everyday world by using some realistic examples and some wild imaginary scenarios .</div>
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What would you do if you woke up on different days and faced a variety mathematical dilemmas?</div>
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The little boy in these stories wakes up each day to a new mathematical adventure.</div>
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On "One Odd Day," his shirt has three arms. There are only odd numbers on his clock.</div>
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Everything on "My Even Day" turns out even.</div>
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When the little boy wakes up on "My Half Day," half of his hair is missing, along with 1/2 of many other things! </div>
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Twelve Snails and One Lizard is a fantasy tale of "Mischief and Measurement." Two silly friends must discover different ways to measure inches, feet, and yards. The essential question here is, "What is the most efficient way to measure?" </div>
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Measuring Penny is a realistic fiction book that helps children apply measurement in a very relatable context. A little girl measures her dog Penny in variety of creative ways. </div>
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"How Big is a Foot?" is a short fairy tale about a king that wants to build a bed before beds and standard measurement were invented. </div>
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Finally, I'd like to share one more great resource that I stumbled upon today. It's a downloadable, printable common core resource book. There is a free sample & the price is $39.99 for the complete download per grade level. I am considering using this resource to create literacy work stations. As we have just adopted a new reading series, I am redoing everything. This would give me a head start on the process. <a href="http://corecommonstandards.com/core-curriculum/second-grade-common-core-workbook/" target="_blank">www.commoncorestandards.com </a></div>
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clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-94051289493160152013-04-25T20:21:00.001-07:002013-04-25T20:45:24.393-07:00Number Sense Routines Session 2<br />
I participated in a wonderful PD this afternoon. Lot's of great discussions (math talk) among colleagues. We took an in-depth look at number sense. My favorite quote from today's session was: <br />
<span style="color: blue;"><b>"In order to "get the point" students need lots of opportunities to bump into number sense ideas, use </b></span><span style="color: blue;"><b>number sense, and discuss number sense ideas and strategies with peers," </b></span> Jessica Shumway.<br />
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For this PD, we revisited Jessica's book <a href="http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9336" target="_blank">Number Sense Routines: Building Numerical Literacy Every Day in K-3</a> . Last week I used a pre-made Prezi for the book study. This week I am happy to share my first Prezi. I had a lot of fun playing with the three D features. All of the quotes in the Prezi came from Jessica's book.<br />
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<iframe frameborder="0" height="400" src="http://prezi.com/embed/276enlgb0oh3/?bgcolor=ffffff&lock_to_path=0&autoplay=0&autohide_ctrls=0&features=undefined&disabled_features=undefined" width="550"></iframe><br />
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Today's PD provided an intense focus on what effective routines look and sound like in elementary classrooms. The session included visits to some amazing classrooms via the <a href="https://www.teachingchannel.org/" target="_blank">Teaching Channel</a>:<br />
<a href="https://www.teachingchannel.org/videos/third-grade-math-routines" target="_blank">Third Grade Math Routines</a><br />
<a href="https://www.teachingchannel.org/videos/mingle-count-a-game-of-number-sense" target="_blank">Mingle and Count (Kindergarten)</a><br />
<a href="https://www.teachingchannel.org/videos/second-grade-math-lesson" target="_blank">Make Math Fun with Place Value Games</a><br />
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A large chunk of today's math talk centered on the topic of subitizing. Opportunities for number sense development, subitizing are created by using quick images (shapes & tens frames). Below are links to some online lesson plans that reinforce this strategy:<br />
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<a href="http://www.edplus.canterbury.ac.nz/literacy_numeracy/maths/numdocuments/dot_card_and_ten_frame_package2005.pdf" target="_blank">Dot Card and Ten Frame Activities</a><br />
<a href="http://www.google.com/url?sa=t&rct=j&q=multiplying%20with%20a%20tens%20frame&source=web&cd=8&ved=0CGAQFjAH&url=http%3A%2F%2Fpeople.stfx.ca%2Flborden%2FMath%2520PD%2520Sessions%2FGrade%25203%2Fmultiplication%2520with%2520ten%2520frames.doc&ei=zpt4UfmAIJDE9gTv-IGADg&usg=AFQjCNGljhzXcDZBc4ZPBWn9pOyBu0oFzA&sig2=LOnZ6MqAkc3bjgvvMSs8Bw&bvm=bv.45645796,d.eWU" target="_blank">Multiplication and Ten Frames</a><br />
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Thank you to all of the amazing SCDE teachers that made it out today. SCDE just completed the second day of TCAP testing. Everyone, teachers and students are starting to feel exhausted. I truly appreciate the extra effort that was required to attend today's session. <br />
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I am looking forward to more professional development opportunities the first week of June. The next book study will focus on <a href="https://www.stenhouse.com/shop/pc/viewPrd.asp?idproduct=9720&idcategory=78" target="_blank">Moving Into Math Stations by Debbie Diller</a>. I had the opportunity to hear Debbie speak at the 2012 ASCD conference. Her ideas were insightful and motivating. This should be a fabulous time of collaboration. I am hoping to see lots of my SCDE colleagues there.<br />
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<br />clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0tag:blogger.com,1999:blog-7865273211797267165.post-78745917558812484322013-04-21T19:36:00.003-07:002013-04-25T20:38:33.176-07:00Number Sense Routines Session 1Last Thursday, I had the previllege of leading a PD session utilizing ideas from, Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3 by Jessica Shumway.<br />
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<a href="http://www.blogger.com/blogger.g?blogID=7865273211797267165" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=7865273211797267165" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a>I began reading this selection over spring break and couldn't wait to share my experience with colleagues. We scratched the surface on Thursday by covering the foundational ideas in chapter 1. Using an already made <a href="http://prezi.com/1vimij3ou1sb/copy-of-number-sense-embedding-routines-into-daily-math-instruction/" target="_blank">Prezi by Julie Smith</a>, we explored the characteristics and skills needed to develop numerical literacy. I used the Prezi to create a <a href="http://tnteachingtrends.blogspot.com/2013/02/vocabulary-vocabulary-vocabulary.html" target="_blank">"Magic Vocabulary"</a> activity for PD Participants to complete. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgiHBnWrITCjwCLx-duPsUB12ZzpH7paDwvQj0aLTSmNchv68iRuBtdlMlg5DtA9m4GOtrcNlci9BCLptZatKMWkxVYK4tClNrC5eJLfcGSO5uG-2Obn-VpvtLInnDLT1UaSjVihaRzxg2/s1600/magic+voabulary+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="256" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgiHBnWrITCjwCLx-duPsUB12ZzpH7paDwvQj0aLTSmNchv68iRuBtdlMlg5DtA9m4GOtrcNlci9BCLptZatKMWkxVYK4tClNrC5eJLfcGSO5uG-2Obn-VpvtLInnDLT1UaSjVihaRzxg2/s320/magic+voabulary+2.jpg" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfr6WBfkvGVQdL7xfPfBanNSFkx7NBIds_Jaw-lBzluX1m-XFhWyHGRKJ3AvatDi4u6F7UHwqFZRWYpFDSnTOnxoA0JF0nkZNIycAasWAAQ5zX00tjOINUnE0zTyHrgw-dmmERcSyg77Kj/s1600/magic+vocabulary.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="258" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfr6WBfkvGVQdL7xfPfBanNSFkx7NBIds_Jaw-lBzluX1m-XFhWyHGRKJ3AvatDi4u6F7UHwqFZRWYpFDSnTOnxoA0JF0nkZNIycAasWAAQ5zX00tjOINUnE0zTyHrgw-dmmERcSyg77Kj/s320/magic+vocabulary.jpg" width="320" /></a></div>
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We will meet again in the up coming week to work through chapter 2. This is open to all SCDE teachers. </div>
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I highly recommend this book for a K-5, Professional Learning Community (PLC) book study. </div>
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clrd729http://www.blogger.com/profile/08252206321451863274noreply@blogger.com0