tag:blogger.com,1999:blog-24193621935698892262024-03-18T20:21:49.512-07:00MissKinBK: A Fifth Grade Blogone little teacher, one giant citySarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.comBlogger121125tag:blogger.com,1999:blog-2419362193569889226.post-23211846301030453272015-09-27T13:09:00.002-07:002015-09-27T13:09:53.854-07:00Five Things I've Learned Outside the Classroom...so farHey all!<br />
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So before school started, I planned my year and my units for grades 3, 4 and 5. Well...surprise! I'm also teaching 2nd grade also! So far, it's been nice. I have intervention groups in the mornings and then I teach 3 or 4 classes in the afternoon. Life outside of a traditional classroom is different than I thought it would be. I made a couple of mistakes that I correctly quickly and wanted to share a few things I've learned in the first few days of school.<br />
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1.) Classroom Management FIRST<br />
I should have know this. But I thought the kids would be sick of talking about rules and expectations by the time they reached my room, so I sat them on the carpet to read. I didn't make that mistake more than once. I had a group of excited third graders who just loved A Bad Case of Stripes and called out again and again. In the next class we set the rules and I introduced Class Dojo. The turnaround was almost instantaneous for almost all of the students.<br />
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2.) Same lesson plan, totally different lesson<br />
NYC is kind of crazy about writing lesson plans. They are basically novels. One nice part of seeing 3 fifth grade classes is that I can re-use my lesson plans. The interesting part of that is how much difference you see in the lesson based on the kids sitting in front of you. Answers to questions vary and the lesson takes an unexpected turn. I've used mistakes and misconceptions from my students in one class to make my questioning and teaching more precise in the next class. In a traditional classroom you can do that also, but it's often a year before you teach that lesson again. I'm teaching the same lesson on Monday, Tuesday and Wednesday, but to different kiddos. I can refine my lesson right away.<br />
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3.) Our school has a lot of kids.<br />
Another "duh" observation, but I teach EVERY second, third, fourth and fifth grader in our school. I haven't done an official count {because I don't really want to know!} but I estimate that I've met 400 students. Luckily, I know some of the kids because I've taught their older siblings, but for the most part, learning 400 names is a Herculean task that I have not completed. I continually ask kids to say their names before responding to questions. I'd guess that I know about 100 names. {Also, our school has at least 5 sets of twins and this is slightly delaying the process.}<br />
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4.) I'm a celebrity.<br />
I can't walk anywhere in the school without having kids (who's names I do not yet know!) wave and say hello. It's an awesome feeling.<br />
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5.) Lower grades are cute, but fifth grade has my heart<br />
I love the conversations that are happening in the second and third grades. I can see how hard their teachers get them to work on accountable talk and listening to the speaker. They are so eager to please also! But when you are looking for depth in your conversation, fifth grade is where its at! Some kids are just bursting with big ideas about the text. Lower grade students seem to have greater difficulty addressing the question posed. Upper grade students are much more productive in that regard.<br />
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com6tag:blogger.com,1999:blog-2419362193569889226.post-64533883864198755882015-09-02T00:30:00.000-07:002015-09-02T11:00:14.057-07:00A Peek at My Year - Fifth Grade Literacy<br />
This is my final post about my year long plan for the position I've taken for next year. I'm teaching a supplemental literacy program for grades 3, 4 and 5 and I get to design it myself! Because it is a supplement, I didn't worry about covering all of the standards, just creating units to engage my readers.<br />
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Today I'll share my plan for my favorite grade - FIFTH!<br />
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Just like in grades 3 and 4, we will begin with typical reader's workshop mini lessons. We will share Because of Winn Dixie.</div>
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In November and December, we will work on a character study. Students will conduct their own in their independent reading books and I will model using <u>Wonder</u>. I'm so excited to share this book with so many readers this year!</div>
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In January and February, we will repeat a unit that was a favorite from last year - celebrating black history through literature circles. I offered books that focused on African American characters and even some nonfiction that dealt with African American history. My students loved this unit because it coincided with our reading of <u>Heart and Soul</u> and my students learned SO MUCH. It was such a positive unit that my students asked me to repeat the book offerings so they could keep the unit going! The books I offered were: One Crazy Summer, Sounder, I Survived the Battle of Gettysburg, Who was Harriet Tubman, What Was the Underground Railroad. </div>
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In March and April, we will examine nonfiction. I plan to use text sets about space. We will begin with a basic text about space to fill in any gaps in their prior knowledge and then move on to more detailed text. We will also read a first hand account from Buzz Aldrin to differentiate between expository and narrative nonfiction.</div>
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Credit:<a href="http://www.amazon.com/Reaching-Moon-Buzz-Aldrin/dp/0060554479/ref=sr_1_10?s=books&ie=UTF8&qid=1440431335&sr=1-10&keywords=space+biography"> Amazon</a></div>
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Our final unit is to read like a fan. This is another of Lucy Calkin's units that I am going to adapt. We will read books by our favorite authors. I plan to share more of Kate DiCamillo's texts during this time. Students will choose their favorite authors to study. </div>
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Only a few more days until school begins! I hope you all are off to a great start!<br />
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com2tag:blogger.com,1999:blog-2419362193569889226.post-48888220212570066562015-08-30T01:00:00.000-07:002015-08-30T12:29:52.937-07:00A Peek at My Year: Fourth Grade LiteracyLast week I shared my third grade plans, which you can read <a href="http://misskinbk.blogspot.com/2015/08/a-peek-at-my-year-third-grade-literacy.html">HERE</a>. Today, I want to share my outline for fourth grade. I used very similar ideas, but tried to elevate them for fourth grade. Also, the texts we share will be more sophisticated. Remember that I am teaching a supplemental program, so I'm not trying to cover every single ELA standard.<br />
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September and October for all grades will focus on those beginning of year workshop mini lessons. Students will learn how to choose books, set goals and we will review fix up strategies as needed. I plan to read aloud Stone Fox and The Tiger Rising. </div>
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For November and December, all grades will work on character study. We will refer back to The Tiger Rising for most of this work. We will share another text, but I haven't chosen it yet!</div>
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For January and February, we will study biography. My students have loved the Who Was Book Series last year. </div>
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<a href="http://www.amazon.com/Harriet-Tubman-Yona-Zeldis-McDonough/dp/044842889X/ref=sr_1_1?s=books&ie=UTF8&qid=1440430419&sr=1-1&keywords=who+was+harriet+tubman">Credit: Amazon</a></div>
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For March and April, we will work on historical fiction book clubs. I'm thinking of offering Sadako and the Thousand Paper Cranes, Sarah, Plain and Tall and the I Survived Books.</div>
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For May and June, we will deepen our analysis of text. We may use short text because you know how the end of the year is!</div>
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In my next post, I'll share my fifth grade year long map and my favorite unit from last year!</div>
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com1tag:blogger.com,1999:blog-2419362193569889226.post-25298231306924769792015-08-26T01:30:00.000-07:002015-08-26T15:16:46.035-07:00A Peek at My YEAR - Third Grade Literacy<br />
I wanted to share some of the planning I've done for my role as literacy teacher this fall. If you missed it, I will be working with third, fourth and fifth graders this fall. I'm going to be push in with classroom teachers in the mornings and teach literacy in the afternoons. I'm hoping to have each class twice a week, but I haven't seen the schedule yet, so I don't know!<br />
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My objective is to help students love to read, so to do that, I've done a ton of reading about reading. Thank goodness for the Internet! There are so many great reading units and year long curriculum maps to pull from! A quick side-note: because I'm supplementing a reading curriculum, I didn't try to cover every single CCSS standard. I'm focused on reading literature, but each grade will spend time reading non-fiction as well.<br />
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Here's a look at my year-long plan for third grade. I'm sure you'll notice that I borrowed heavily from Lucy Calkins Units of Study.<br />
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This little map shows some of the mini lessons I'm planning for my readers. In September, we will share <u>Horrible Harry Moves Up to Third Grade</u>. I'm expecting most of my readers to be below benchmark, so this book should work well. I have other <u>Horrible Harry</u> books that we will read after that.</div>
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For November and December, we will most likely move onto another book series, probably <u>The Magic Tree House</u>. I'll keep <u>Horrible Harry</u> books available for my readers to read independently.</div>
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In January and February, we will move onto a nonfiction study. I like using book sets - first read a book with basic information, then a more detailed book and then an even more detailed text - to teach readers to become experts. I will read books about sharks and my readers will choose their own book sets.</div>
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For March and April, I plan to teach using book clubs. The classes should have begun literature circles, so I will build upon those literature circles. For these clubs, I plan to offer Cam Jansen, Encyclopedia Brown, A to Z Mysteries, etc.</div>
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Finally, in May and June, students will read books that include social issues. { I'll wait until after school begins to see what levels we are working with before I choose books} </div>
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<b>Tell me:</b> If you have favorite books in L-O levels, please let me know! I've been in the S and up levels for so long! </div>
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com1tag:blogger.com,1999:blog-2419362193569889226.post-13852106450083834712015-08-24T06:50:00.002-07:002015-08-24T06:50:37.133-07:00Each Kindness - A Book to Notice and Note<br />
Hey, friends! I have two more Fridays before school starts, so I'm finally sitting down to write some actual lesson plans. I spent part of the summer writing unit plans and this week mapped out my first units for Grades 3, 4 and 5. {If you missed it, I'm teaching literacy to Grades 3, 4 and 5 this year. I'll likely work with guided reading groups in the mornings and then see full classes in the afternoons. I'm crazy excited about it!}<br />
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<a href="http://www.amazon.com/Each-Kindness-Addams-Award-Awards/dp/0399246525/ref=sr_1_1?ie=UTF8&qid=1440171354&sr=8-1&keywords=each+kindness">Link to Amazon</a></div>
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One of the books I plan to share with my classes is <u>Each Kindess</u> by Jacqueline Woodson. She is the author of <u>Brown Girl Dreaming</u> {<a href="http://misskinbk.blogspot.com/2015/07/brown-girl-dreaming-review.html">link to previous post about this AMAZING book</a>} and <u>The Other Side</u>. Her picture books are gorgeous and teach important lessons. This book, obviously about kindness, is also about thinking about the choices we make and how they make other people feel.<br />
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In the book, a new girl named Maya appears in class. It's obvious that Maya comes from a less fortunate family. Her clothes look old and her shoes are for the wrong season. When Maya sits and smiles at Chloe, Chloe avoids her and moves away. This pattern of avoiding Maya's attempts at friendship replays itself through the first half of the book until Maya finally gives up. Soon after, Maya's family moves away and Chloe's teacher discusses kindness with the class. Using the image of a rock in the middle of a pond surrounded by ripples, the teacher says "each little thing we do goes out, like a ripple, into the world." The final half of the book follows Chloe as she grapples with her behavior and lack of kindness. <br />
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It's a unique book about a more silent form of bullying. And also unique in that unlike books like Thank You, Mr. Falker, the book focuses on the bully, not the bullied. Chloe isn't awful to Maya, but she is unkind. Chloe bullies Maya by excluding her from the friendship of the group. <br />
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<a href="http://www.amazon.com/Notice-Note-Strategies-Close-Reading/dp/032504693X/ref=sr_1_1?ie=UTF8&qid=1440171298&sr=8-1&keywords=notice+and+not">Link to Amazon</a></div>
Another part of my summer was spent reading Notice and Note. After reading Each Kindness, I can see ways to use this book to model some of the signposts from Notice and Note.<br />
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1.) <b>Again and Again</b> - Maya tries to be friendly to the girls by smiling and showing them different toys she's brought to school. Each time she asks them to play, the girls say no. Students can notice and note by asking "why does this keep happening?"<br />
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2.) <b>Words of the Wiser</b> - In this case, the teacher is the wiser. Her words "Each kindness...each little thing we do goes out, like a ripple, into the world." We can help students by asking "what is the lesson here?"<br />
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3.) <b>Aha! Moment</b> - When the teacher asks the kids to drop a stone and tell her kind things they had done, Chloe can't think of anything. We can help our students by asking "how might this change things?" This could also be a <b>Tough Question</b>, as we might assume the teacher asked "what kindness can you share with us?"<br />
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4.) <b>Memory Moment</b> - When Chloe is alone, her "throat filled with all the things I wished I would have said to Maya," one can view this as a memory. We can help our students notice and note by asking " why is this memory important?" For older students with experience studying characters, I would probably ask what it reveals about Chloe. Perhaps this scene could also be a <b>Contrast and Contradiction</b>, as before Chloe had nothing positive to say to Maya, but now her throat is filled. If I used this scene for a contrast, I would ask "Why is the character doing that?"<br />
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It's definitely not my goal to try to teach all six sign posts in one text, but it is nice to see them in play and know that I'm now in the practice of "Noticing and Noting" when I read. It is also a quality, short text that can be read and re-read throughout the year as you work on the signposts.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8VAYsWgv0sWEONHwYSVlj5QwefH4U42-LW9jx3DHhlyhinwfyJA00HG_Qmrzj6c7EK_eSuvrPAPxso-ONE4PJ3wNeehAcQ782iDQp7JBYeHcmUpjR_eigjb6yH3MtyJP6xXlHMJ6PWn9x/s1600/Signature.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="100" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8VAYsWgv0sWEONHwYSVlj5QwefH4U42-LW9jx3DHhlyhinwfyJA00HG_Qmrzj6c7EK_eSuvrPAPxso-ONE4PJ3wNeehAcQ782iDQp7JBYeHcmUpjR_eigjb6yH3MtyJP6xXlHMJ6PWn9x/s200/Signature.png" width="200" /></a>
Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com0tag:blogger.com,1999:blog-2419362193569889226.post-42805859557415929672015-08-19T12:42:00.001-07:002015-08-19T12:42:39.439-07:00Two New Products - in time for the TpT Sale!I'm popping on today to let you all know about two products I've recently posted on TPT.<br />
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First, I created a set of centers based on the place value standards for fifth grade. I love the theme: Space!<br />
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I really love these. I printed them out and cut out all the individual planets to give the centers more of a tactile experience. I love variety. Anything I can do to keep my kids engaged! There are SEVEN centers included in this set and a complete teacher's answer key.<br />
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I always post new products at a discount, and these are discounted even more with the sale happening right now! You can check them out <a href="https://www.teacherspayteachers.com/Product/Place-Value-Math-Centers-for-Fifth-Grade-2032442">HERE</a>.<br />
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I also added a set of print and go pages for 5.NF.A.1 and 5.NF.A.2. These two standards focus on replacing fractions with equivalent fractions to add and subtract. This is a half page booklet but there is a ton of content packed in there. Each student booklet is 18 work pages, plus a cover sheet. A complete teacher's guide is included as well. This book is so easy to prep and only uses black ink for the student guide (the teacher's guide has a few color graphics).<br />
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You can easily use these to teach or review content. I used the half size pages last year to save some paper! You can see them <a href="https://www.teacherspayteachers.com/Product/Use-Equivalent-Fractions-to-Add-and-Subtract-Fractions-Print-and-Go-Booklet-2040500">HERE</a>.<br />
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Be sure to leave feedback for all of your previous purchases to get TpT credits as well! Don't forget to use TPT code: MORE15 at check out to save an additional 10% off your purchase!<br />
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com2tag:blogger.com,1999:blog-2419362193569889226.post-63182954717344390972015-08-11T11:20:00.001-07:002015-08-11T11:20:42.842-07:00Football Themed Decimal Math Centers for Fifth Grade {with a freebie!}<br />
Hey everyone :-)<br />
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I wanted to share my latest set of math centers with you all! I'm a huge believer in math centers. Math center work is critical to my math workshop. I use math centers to give my on-level students additional practice while I work with students who really need small group instruction to master skills. I also find it useful to have centers available for students who need a review later in the year, say around testing time.<br />
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These centers are designed to be used at any point during the school year. While I LOVE seasonal centers, I'm not sure many students want to revisit Halloween centers in February! These football themed centers focus on three decimal standards for fifth grade math: 5.NBT.3a and b, 5.NBT.4 and 5.NBT.7. Each center has 6 cards, a recording sheet and an answer key for the teacher.<br />
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Take a look:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIXGJtZlKGvAzPMWI_60_ZMSY9i_H6cqsE2VuW26P5FDKvTdgUiEE_3wWJq2sObfH3Os0dCplpIm6Oy7uBHMb-HMBlv42TxQmUTiurluoIIbN1w55FPmtbBXvtoJ3S90opYp2-EEIJekRm/s1600/20150811_131920.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIXGJtZlKGvAzPMWI_60_ZMSY9i_H6cqsE2VuW26P5FDKvTdgUiEE_3wWJq2sObfH3Os0dCplpIm6Oy7uBHMb-HMBlv42TxQmUTiurluoIIbN1w55FPmtbBXvtoJ3S90opYp2-EEIJekRm/s400/20150811_131920.jpg" width="400" /></a></div>
In this center, students add and subtract decimals. They can match their answers to the answer cards provided. This makes the center self-checking! There is also a multiplying and dividing version included.<br />
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In this center, students work with decimals to the thousandths place. They round to the underlined digit and record their answers on the sheet.<br />
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On each card, students read two similar decimal numbers. They compare the values using <, > or = symbols.<br />
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<a href="https://drive.google.com/file/d/0B1dx1zXtr4xXaWg5VzJweXVpZ1U/view?usp=sharing"><img border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpwvEbuwKyPLi3-qyIS-xCL-PYoFPW2iJy9XPUivSOGNDXYPPejqrohrU2wFBRcnrJJVkT-qWP9zymiKVFGN0N44MUWy2Gs1rOqzzeODz5LOJqyYTXQX8KY-ThvDPkcezKl7POQsZssHKZ/s400/20150811_132550.jpg" width="400" /></a></div>
In the writing decimals center, students practice writing decimals in word form, standard form and expanded form. You can grab this center for free right <a href="https://drive.google.com/file/d/0B1dx1zXtr4xXaWg5VzJweXVpZ1U/view?usp=sharing">HERE</a> or by clicking the image above.<br />
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And one final center: problem solving. Students apply their operation skills to word problems!<br />
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<a href="https://www.teacherspayteachers.com/Product/Decimal-Centers-for-Fifth-Grade-read-write-compare-round-and-operate-2025181"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeo-5JvuMIVNSb_Yxw8U7ZT98QdBKqmsowkIvKxNmlkvQ3Ld4DhfHw07CXES1vnDsp0zf69HryXcEtOFckM0_nESbfwdWEwSvZrvnarmR7Txq4jJwtI2-ZHJzKgC7MBA-69va9DnrjHDqV/s400/Football+Themed+Decimal+Math+Center.jpg" width="400" /></a></div>
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As always, new products are listed at a discounted price! You can get the full product <a href="https://www.teacherspayteachers.com/Product/Decimal-Centers-for-Fifth-Grade-read-write-compare-round-and-operate-2025181">HERE</a>.<br />
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com3tag:blogger.com,1999:blog-2419362193569889226.post-40882379325783602692015-08-03T07:00:00.000-07:002015-08-03T07:00:33.515-07:00Keeping Track of Reading Conferences<br />
Hi all! I just wanted to pop on to share how I keep track of my reading conferences. I use a really simple form which you can download at the bottom of this post!<br />
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I write the student's names in different colors to indicate their reading levels. Red pen is for students who need frequent reading conferences. {Truthfully, you can have a higher level reader who still needs frequent conferences but that's another post!} Yellow/orange pen is for students who are approaching grade level expectations. Green pen is for students who are reading at or above their grade level.<br />
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My struggling readers need the most support, so I try to make sure to check in with them every few school days. I particularly like to check in on Mondays to make sure they have been reading over the weekend and that they have the books they need for that day.<br />
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Ideally, I try to confer with every reader once every 10 school days. The dates that are circled in red above are when it was longer than 10 days since our last conference. Since I don't like seeing those red circles, it keeps me on track with who I need to see and when.<br />
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It's a simple form, but it works! You can grab the PDF <a href="https://drive.google.com/file/d/0B1dx1zXtr4xXOUZhQmpiRzFmbDA/view?usp=sharing">HERE</a> and the editable PowerPoint <a href="https://drive.google.com/file/d/0B1dx1zXtr4xXQTFyWjVHLUVBUWc/view?usp=sharing">HERE</a>.<br />
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I try not to over plan my conferences. I know some teachers really thrive on schedules, but I like to indicate a reader or two who I plan to confer with in my plan book and then leave myself some flexibility with conferring with other readers. The more conferences you have, the more likely it will be that a reader will request a conference with you. This is how you know your conferences are on the right track! When readers find them to be helpful and valuable, they will ask for your assistance!<br />
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Don't forget that today and tomorrow are the back to school sale at TpT! <a href="http://teacherspayteachers.com/store/MisskinBK">My entire store is on sale,</a> including the bundles! Don't forget to use code BTS15 at checkout to save an additional 10% off.<br />
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com1tag:blogger.com,1999:blog-2419362193569889226.post-17246884215403416252015-07-20T08:32:00.000-07:002015-07-20T08:32:28.133-07:00Brown Girl Dreaming: A Review<br />
Hi everyone! Last week I shared <u>The Crossover</u> by Kwame Alexander, the winner of the Newbery Award in 2015. Today, I'm back to share <u>Brown Girl Dreaming</u> by Jacqueline Woodson, a Newbery Honor book. Like <u>The Crossover</u>, <u>Brown Girl Dreaming</u> is written in verse. Each chapter is it's own poem, with the entire book being a memoir of Jacqueline Woodson's early life. It is beautiful, powerful and relevant to the times we live in.<br />
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The story begins in Ohio, where Jacqueline was born and lived with her mother and father until at a young age, the mother moves the family to her home state of South Carolina. The year is 1963 and the nation is embroiled in the battle over civil rights. The move to South Carolina means that the family must sit in the back of the bus, where the mother whispers to her son "we're as good as anybody." While in South Carolina, Jacqueline lives with her grandparents and has experiences that will provide her with nostalgia for the south when her mother moves the family to Brooklyn a few years later.<br />
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"It's dawn and the birds have come alive, chasing<br />
each other from maple to pine and back<br />
to maple again. This is how time passes her.<br />
<i>The maple will be bare-branched come winter,</i><br />
Mama says.<i> But the pines, they just keep on living.</i><br />
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And the air is what I'll remember.<br />
Even once we move to New York.<br />
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<i>It always smelled liket his, </i>my mother says.<br />
<i>Wet grass and pine.</i><br />
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Like memory."<br />
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I think most of all, I loved the relationship between Jacqueline and her grandfather. Savvy readers will predict his fate pages before the narrator reveals his failing health. His story made my heart ache.<br />
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The story Woodson tells is easy to follow. Although the story is recommended for grades 5 and up (according to amazon), the text is complex and layered. A fifth grade reader will likely comprehend the story as one about a girl growing up and moving between the north and the south. An older reader with more prior knowledge will understand the themes of prejudice and racism. These readers will pay attention to the change from civil rights to the black power movement.<br />
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"<i>More than a hundred years, </i>my grandfather says,<br />
<i>and we're still fighting for the free life</i><br />
<i>we're supposed to be living"</i><br />
This is not a book about civil rights so much as it is a book about a girl witnessing the civil rights movement. From this text students might realize how protesters were trained to sit at Woolworth's counters and how civil rights supporters could lose their jobs for protesting. These readers might benefit from seeing images of the civil rights movement so they can envision these protests, particularly the sit-ins at Woolworth's counters. I think this would be a great way to help students empathize and possibly better understand some of the current issues with race in South Carolina.<br />
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So who is this book for? I think this book would speak to many girls. The review from the New York Times questions the appropriateness of the title "Brown Girl Dreaming" as opposed to just "Girl Dreaming." I love the title. I think that Jacqueline Woodson wrote her story for other little girls to see their own story mirrored. In the story, Jacqueline tells about her first time finding a book with African American characters:<br />
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"If someone had been fussing with me<br />
to read like my sister, I might have missed<br />
the picture book filled with brown people, more<br />
brown people than I'd ever seen<br />
in a book before.<br />
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....<br />
If someone had taken<br />
that book out of my hand<br />
said, <i>You're too old for this</i><br />
maybe<br />
I'd never have believed<br />
that someone who looked like me<br />
could be in the pages of the book<br />
that someone who looked like me<br />
had a story."<br />
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Personally, I am excited to add this book to my library and will be looking for the perfect reader this fall! I'd also like to add a set to my literature circle options!<br />
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<b>Tell me:</b> What are you reading right now?<br />
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com0tag:blogger.com,1999:blog-2419362193569889226.post-51295878435711610022015-07-17T05:22:00.000-07:002015-07-17T05:22:27.258-07:00Five for Friday!<br />
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Happy Friday, everyone! I'm linking up with <a href="http://doodlebugsteaching.blogspot.com/">Doodle Bugs Teaching</a> to share a few random things about my week!<br />
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My kids started camp this week! My son, Jacob, is in sports camp for half the day and my daughter, Leah, is in #bestsummerever camp through her preschool for three days a week. They love it! It's just a bit of a scheduling nightmare for me....I drop her off at 8, him at 9, pick him up at 12:30, her at 3. So I have about three hours to myself...and I will take what I can get!<br />
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Leah, on her first field trip! The class went to see a performance of Cinderella. The highlight of the trip was going on a school bus, of course.<br />
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I'm taking a new position next year! I'll be the literacy teacher for grades 3, 4 and 5. I will push into classrooms to work with small groups in the mornings and I'll have classes come to me in the afternoons. I plan to use a workshop model to spread the love of reading amazing books to our older readers! I am so excited :-) I've been pinning away....thinking about guided reading, library organization and my favorite novels for older readers! You can take a look at my pinterest <a href="https://www.pinterest.com/MissKBK/">HERE</a>. Leave yours in the comments!<br />
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As part of my new position, I've been reading kids books like mad this summer! I've already blogged about the Crossover by Kwame Alexander. I also read Brown Girl Dreaming, which I will review on Monday's post. Check back!<br />
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I made our Disney fastpass+ this week! We are spending two days at Magic Kingdom and one day at Animal Kingdom at the end of August, very beginning of September (I know that it will be crazy hot...). We went to DIsney last summer, but didn't get to go to Animal Kingdom because I was too busy geeking out at the Wizarding World of Harry Potter! I made fastpass+ for the safari, It's Tough to be a Bug (DH and Jacob), Character Meet (me and Leah) and the Lion King show. Any Animal Kingdom experts? Does that sound good for a 6 year old and 4 year old? We will hit dinosaur as soon as we get to the park.<br />
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This would be perfection if dirty wasn't spelled wrong! </div>
This is my life right now. I love summer because I can workout so frequently. I hate summer because I'm in the shower twice a day.<br />
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I hope you all have a great Friday and a fab weekend! Be sure to link up with Doodlebugs to share your five for Friday!<br />
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com4tag:blogger.com,1999:blog-2419362193569889226.post-43751495617544712862015-07-08T10:37:00.001-07:002015-07-08T10:37:50.069-07:00The Crossover<br />
Let's all just pretend that I've been updating my blog regularly and it hasn't been sitting, getting dusty in some corner of the Internet, okay? :-)<br />
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An apology: new evaluation system in NYC nonsense/first grader involved in too many activities/dissertation length lesson plans/marathon training/death of my doggie/adoption of a puppy/maintaining a marriage = something had to give. And now that it's summer I hope I'll be able to blog more regularly (although my soon-to-be second grader is still involved in too many activities!).<br />
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<a href="http://www.amazon.com/Crossover-Kwame-Alexander/dp/0544107713/ref=sr_1_1?ie=UTF8&qid=1436363345&sr=8-1&keywords=the+crossover">Photo from Amazon</a></div>
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I did, however, have time to read the best book I've read in years. <u>The Crossover</u> by Kwame Alexander won the Newbery Award this year and it is fabulous. The book is written in free verse and in the vernacular of today's kids. When I read the book aloud to my class at the end of the year, one of my students kept remarking that she could tell the book was "modern" because of the way it was written (love that!).<br />
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The story is narrated by Josh, aka Filthy McNasty, an African American boy who loves LOVES basketball and is great at it. He is the only seventh grader on his team who can dunk. His father played professional ball for a European team and won a championship ring before he was sidelined by an injury. Josh is also a twin. His twin brother Jordan, or JB, also plays basketball, but develops a new interest in girls, leaving Josh feeling alone. The text brings you through the changes that Josh unwillingly experiences because of the choices of people around him.<br />
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My students loved this book. I had so much fun reading it aloud to them. It's filled with basketball trash talk and rhymes (See, when I play ball,/ I'm on fire./When I shoot,/I inspire./The hoop's for sale,/and I'm the buyer.)<br />
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Entwined into the story, the author wove several vocabulary words that have their own chapters and Basketball Rules, which are really rules for life. My favorite rule is #3: "Never let anyone lower your goals. Others' expectations of you are determined by their limitations of life. The sky is your limit, sons. Always shoot for the sun and you <i>will</i> shine."<br />
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While this is a text that refers to basketball (A LOT) I don't think it just appeals to kids who are interested in sports stories. This is a highly engaging text that will appeal to many readers in your classrooms. I especially think that this is a book for your most reluctant readers. Kids who are entering their tween and teen years will relate to the drama of young love and the chapters are short and easy to digest. Pertinent vocabulary is explicitly defined within the text as well.<br />
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I'm currently planning a novel study for my fifth graders next year using this text. I've posted a <a href="https://www.teacherspayteachers.com/Product/The-Crossover-by-Kwame-Alexander-Comprehension-Questions-1946070">comprehension booklet</a> on TpT:<br />
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<a href="https://www.teacherspayteachers.com/Product/The-Crossover-by-Kwame-Alexander-Comprehension-Questions-1946070"><img border="0" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpQ5VSWyYmX6RCRx0TlW8iSphMzodgSSRkUBDltQJL4gAXroLV7SYLR4v7zLWgoobOTgszk64w5vTfy28iLgDB9SnatT1WMjHOKklOrrOZRXT1mb0kbMhsxCZaXNaeNaIVIY2TMEQ9KnI3/s320/The+Crossover+Comprehension+Questions+FINAL.jpg" width="320" /></a></div>
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This packet includes 22 pages of higher order thinking questions, a project choice board and a full answer key with teaching ideas for the teacher! I've also included a CCSS anchor standard alignment, which you can see in the preview. As always, this resource is posted at a discount from today until 7/10 around 9pm.<br />
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I also wanted to share a free resource: a vocabulary trifold for <u>The Crossover</u>. You can use this download to help students define the vocabulary from the text or to write sentences using the words they've acquired. Click on either image to download from <a href="https://drive.google.com/file/d/0B1dx1zXtr4xXb05IRGRETnFZU1k/view?usp=sharing">Google Drive</a>:<br />
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<b>Tell Me: </b>Has anyone else read <u>The Crossover</u>? The next book on my list is <u>Brown Girl Dreaming</u> by Jaqueline Woodson. I have quite a few books for older readers, but I need more current books for third and fourth graders. Any suggestions?<br />
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com5tag:blogger.com,1999:blog-2419362193569889226.post-82348955062350733612014-09-06T13:56:00.002-07:002014-09-06T13:56:55.881-07:00Classroom Reveal! {Pictures and Freebies!}Our first mini week of school is over, so I wanted to pop on and show you around my room!<br />
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<a href="http://4.bp.blogspot.com/-TvHUjNhFcsg/VAd-a08kUVI/AAAAAAAAMRw/FA69LlB3JzE/w415-h553-no/IMG_20140903_145314.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-TvHUjNhFcsg/VAd-a08kUVI/AAAAAAAAMRw/FA69LlB3JzE/w415-h553-no/IMG_20140903_145314.jpg" height="640" width="480" /></a></div>
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This is the view from the door. You can see my {only} window and the garbage cans I forgot to move! Oops!<br />
Right in front of the door, you can see a polka dot table cloth that covers up two really hideous filing cabinets. I use this space to store my materials. I also have our pencil sharpener in this space.<br />
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<a href="http://4.bp.blogspot.com/-y55AlHjOKkQ/U__DSldjKMI/AAAAAAAAMDw/nJ2roMqOZtg/w983-h553-no/20140828_152639.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-y55AlHjOKkQ/U__DSldjKMI/AAAAAAAAMDw/nJ2roMqOZtg/w983-h553-no/20140828_152639.jpg" height="360" width="640" /></a></div>
I also keep my lesson plans on this cabinet so they are available to any one who pops in. I moved the cart on the right because it was obstructing traffic into the room. That cart holds my math and literacy centers.<br />
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<a href="http://2.bp.blogspot.com/-MMVrvC5jXpk/U__DQusxUDI/AAAAAAAAMDk/h7HpWss9EnU/w983-h553-no/20140828_152631.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-MMVrvC5jXpk/U__DQusxUDI/AAAAAAAAMDk/h7HpWss9EnU/w983-h553-no/20140828_152631.jpg" height="360" width="640" /></a></div>
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The never ending pencil struggle. My first grader came to help me set up my classroom and over the course of two days he sharpened a TON of pencils for me! He hated the electric sharpener, and used the cheap-y target sharpeners for each pencil!<br />
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Right next to the entrance, I have a welcome board. This area has our calendar, homework club, daily attendance and "Flow of the day" - our schedule and learning objectives. I write my objectives on a dry erase sentence stripe that has magnets on it. You can find the Homework Club Sign {Free} <a href="https://drive.google.com/file/d/0B1dx1zXtr4xXMEVXSE5ReFZlZnc/edit?usp=sharing">Here</a>. The calendar numbers, welcome sign, schedule cards and labels for the 10 drawer center cart are in my <a href="http://www.teacherspayteachers.com/Product/Bright-Animal-Print-Classroom-Decor-Set-753861">Bright Animal Print Decor Pack</a> {Editable}.<br />
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<a href="http://4.bp.blogspot.com/-WSHJOTUxjdc/VAZ8JFDgPRI/AAAAAAAAMQQ/2MJURm7oGJc/w311-h553-no/20140902_153806.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-WSHJOTUxjdc/VAZ8JFDgPRI/AAAAAAAAMQQ/2MJURm7oGJc/w311-h553-no/20140902_153806.jpg" height="400" width="223" /></a></div>
On the same wall, behind the file cabinets, I have four bulletin boards: math, college, concept board and literacy. Above the boards, I made a simple cursive bunting. You can download the cursive alphabet <a href="https://drive.google.com/file/d/0B1dx1zXtr4xXelIyVG5USExPUlE/edit?usp=sharing">HERE</a>. You will need to edit the font to be KG Eyes Wide Open (or your favorite script). I printed on colored card stock; the file is just in black and white.<br />
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<a href="http://2.bp.blogspot.com/-v4RazacYKrI/VAd-oNA9eTI/AAAAAAAAMTM/BWOTWUsNC8o/w983-h553-no/20140903_145431.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-v4RazacYKrI/VAd-oNA9eTI/AAAAAAAAMTM/BWOTWUsNC8o/w983-h553-no/20140903_145431.jpg" height="360" width="640" /></a></div>
Yikes, blurry! But you can see the full alphabet and all of the boards. The college board shows where I went to school and the concept board is for ReadyGen, our literacy program. We display the anchor and supporting texts, big idea, essential questions, enduring understanding and the vocabulary from our current module. On the left of the bulletin board, you'll see Kristine Naninni's self assessment posters. These came from her <a href="http://www.teacherspayteachers.com/Product/5th-Grade-Common-Core-Math-Student-Data-Tracking-Binder-Pack-ALL-STANDARDS-283117">Student Data Binder Pack</a>. The banners on the bulletin board (not the concept board) are in my Bright Animal Print Classroom Decor Pack as well.<br />
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On the south facing wall, I have my word wall.<br />
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<a href="http://1.bp.blogspot.com/-aOHukagc7j8/VAZ8TF0IkPI/AAAAAAAAMN8/JfRHDMWq6OY/w983-h553-no/20140902_153829.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-aOHukagc7j8/VAZ8TF0IkPI/AAAAAAAAMN8/JfRHDMWq6OY/w983-h553-no/20140902_153829.jpg" height="360" width="640" /></a></div>
My homework board is really on its last legs. It won't hang on the hooks any more and I don't know where to put it!<br />
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The bottom of the board is covered now, so please ignore the sloppy cutting! You can grab the word wall sign <a href="https://drive.google.com/file/d/0B1dx1zXtr4xXODBsOXVmX1owWmc/edit?usp=sharing">HERE</a>. The letters are in my classroom decor pack.<br />
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<a href="http://4.bp.blogspot.com/-o4F8aT7OpZg/VAd-pc-fDtI/AAAAAAAAMTQ/1uHiRW8nh24/w983-h553-no/20140903_145436.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-o4F8aT7OpZg/VAd-pc-fDtI/AAAAAAAAMTQ/1uHiRW8nh24/w983-h553-no/20140903_145436.jpg" height="360" width="640" /></a></div>
On the floor, under the SMARTboard, is where we will keep our literacy book boxes. They aren't ready yet, so I just have a box of journals and text collections waiting there. Storage options in my room are very limited. There is NO built in storage at all! No cabinets or closets to hide things. I have one metal closet that is P A C K E D.<br />
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I don't have a desk, so I keep a round table by the SMARTboard for my computer and document reader. I also keep my teacher toolbox there.<br />
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I made this last year and I still really love it :-) {Also, I originally had green backing paper on the word wall but I really didn't like it, so in the last twenty minutes of our PD day I decided to change it!) You will find the labels in my classroom decor pack or you can get them for $1 <a href="http://www.teacherspayteachers.com/Product/Teacher-Toolbox-Labels-Editable-822808">HERE</a>.<br />
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The next corner of my room, under my only window, is our library area. We have a TON of books, collected over twelve years of teaching. The mess in the corner is me trying to keep my literature circle books separate. The mess isn't there any more. And I added a few pillows from IKEA!<br />
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<a href="http://2.bp.blogspot.com/-SyfX9w8REq0/VAZ8dGz_uFI/AAAAAAAAMOw/aJ5YEtjml5w/w311-h553-no/20140902_153921.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-SyfX9w8REq0/VAZ8dGz_uFI/AAAAAAAAMOw/aJ5YEtjml5w/w311-h553-no/20140902_153921.jpg" height="640" width="358" /></a></div>
This is my favorite spot in the room. I love how the <a href="http://www.teacherspayteachers.com/Product/Genre-Subway-Art-Posters-18-Posters-746259">Brown Bag Teacher's Subway Genre signs</a> look! <br />
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In the next space above the library, I have the outline for our vocabulary chart. I'm not sure how this is going to turn out, but I heard about it at a training this summer, so I wanted to try it out. I envision that the students will write the information on sentence strips and we will hang them for the module.<br />
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Next, you'll find my writing and media area.<br />
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This space has characteristics of narratives and papers for student examples. Below the board, there is a listening center and writing organizer. I keep dictionaries and reference materials on the cart below the organizers. The mess is mostly covered by the table skirt.</div>
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<a href="http://2.bp.blogspot.com/-g1_YohToZw0/VAd-iBMb4dI/AAAAAAAAMSg/0mU2CvW7Y6c/w983-h553-no/20140903_145415.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-g1_YohToZw0/VAd-iBMb4dI/AAAAAAAAMSg/0mU2CvW7Y6c/w983-h553-no/20140903_145415.jpg" height="360" width="640" /></a></div>
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I have a little table right in front of the coat rack and writing area. Right now this is student seating, but it will become our small group work area. The crates of text books will be distributed next week and I won't have that eye sore under the table. The dots on the table are vinyl and dry erase. I bought them on <a href="http://www.amazon.com/Brewster-WPE93882-Dry-Erase-Marker-3-Count/dp/B002IRWOSE/ref=sr_1_1?ie=UTF8&qid=1410036086&sr=8-1&keywords=wall+dots">Amazon</a> for under $10! I'm pretty in love with them. It looks even nicer when I don't have my lunch and coffee on the table!</div>
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So that's it for now. I'll post the rest of the room - it's just one wall and the kids' desks left. </div>
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<b><span style="color: purple;">Tell me,</span></b> what's your favorite spot in your classroom?</div>
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com4tag:blogger.com,1999:blog-2419362193569889226.post-9179078001518263982014-08-21T12:25:00.004-07:002014-08-21T14:55:38.128-07:00Teaching Students how to Organize {Freebie! and Giveaway!}Upper elementary aged students NEED to be organized. They have so much on their plates, what with the number of assessments, projects, and deadlines they need to complete in a school year. Some of our students are naturally able to handle multiple assignments and demands at a time. These are the students that dutifully copy the homework, word for word, from the board without reminder and probably without need. These are the students that don't really need to look at their homework logs to know what needs to be accomplished each night. And these are the students that remember those little reminders we blurt out that we ourselves often forget! And then there are those <i>other</i> students. The ones with the disastrous desks. With rumpled, stained (ugh!) homework. With missing folders and half eaten pencils. These students need organization in their lives. They need some system for keeping all of their responsibilities straight. And they desperately need this help before they head off to junior high school!<br />
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Last year, I had a simple homework log that I used for all of my students. It was mostly successful, so long as I remembered to make my photocopies before Monday morning. All the students needed to do was copy the homework into their log under the correct day. Simple. Every Monday, they'd receive a new log and throw out the old. Great. Except for long term assignments. Or deadlines that might fall on the next week. I did include a "special reminders" box, but I still noticed some students having no concept of time and how close next Tuesday really is! So for those students, I started working on a student planner.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUk0o6JF0ZT6NSc1rwJaXAFXwd8FGjdvb03bxAyjcnwwgjbxFUSdMTlMVrbDk6KTf73u94ZLjIpSGS6mNknLJA6NA2WhnJ5cmFffVbwPu8mXAkW9fJhkOhqsk8sfCa3-pT4nDWOx5GYidU/s1600/Two+Page+Student+Planner+Calendars.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUk0o6JF0ZT6NSc1rwJaXAFXwd8FGjdvb03bxAyjcnwwgjbxFUSdMTlMVrbDk6KTf73u94ZLjIpSGS6mNknLJA6NA2WhnJ5cmFffVbwPu8mXAkW9fJhkOhqsk8sfCa3-pT4nDWOx5GYidU/s1600/Two+Page+Student+Planner+Calendars.jpg" height="640" width="480" /></a></div>
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Truthfully, I was also inspired by the Erin Condren planner that just shipped today (exciting!). My instragram is filled with teachers loving all over their new organizational pieces for the school year, and I thought it would be great for my students to have something similar to begin the school year.<br />
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I started out by creating calendars:<br />
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These two page calendars will be great for students who need a visual reminder about time management. Also, the boxes are big enough for students to copy a few lines of homework assignments, as long as their handwriting is reasonable!</div>
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Then I created one page calendars for students who might still need a traditional homework log:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiId_mE21I7_WYvt8E2UoK2Q3V8eUVekWoez6yMalLE2JWlylHPiyr4Udz4kQ9PE3WyH5Fd1hvm_BONL9bR2BGqJHQzuERYX3PsA7OLJYe8YmeE-Fmoc6zahKNQQshkEValJ41u_pWXD7jr/w683-h510-no/IMG_0548.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiId_mE21I7_WYvt8E2UoK2Q3V8eUVekWoez6yMalLE2JWlylHPiyr4Udz4kQ9PE3WyH5Fd1hvm_BONL9bR2BGqJHQzuERYX3PsA7OLJYe8YmeE-Fmoc6zahKNQQshkEValJ41u_pWXD7jr/w683-h510-no/IMG_0548.JPG" height="238" width="320" /></a></div>
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<b>All </b>of the pages are available in color and in grayscale. <br />
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Generic, I know. But will get the job done if you have students who need more space to write or need to have their homework copying monitored daily.<br />
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From the calendars and the log, the planner started to grow. I thought about other areas in which I want my students to be more responsible. A huge focus in my school is on having students monitor their progress and self assess. So I created some easy to use data collection sheets:<br />
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Students can slip this into a page protector or keep in their binders/folders.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvRVn9xlxtICi9H9n5m5qE4YV8cQ9T79CIFQW7LtYD3R-bpr14_ShzCUiqRzw8vtgDzioHD8PeCopQJ75qFcDQHUT5YOi_Z5VrBVXO0D1gjka8zEIkuWEylzVZgAzKXwh_g7raYoWE7sIr/s1600/Slide29.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvRVn9xlxtICi9H9n5m5qE4YV8cQ9T79CIFQW7LtYD3R-bpr14_ShzCUiqRzw8vtgDzioHD8PeCopQJ75qFcDQHUT5YOi_Z5VrBVXO0D1gjka8zEIkuWEylzVZgAzKXwh_g7raYoWE7sIr/s1600/Slide29.PNG" height="400" width="300" /></a></div>
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I also want them to track the number of books they've read. Our school sets a goal of 25, and I know many bloggers who participate in Donalyn Miller's 40 book challenge. This is a simple sheet to keep students on target. (Also, RL5.10 CCSS is "<span style="color: #202020; font-family: 'Lato Light'; font-size: 17px; line-height: 25.200000762939453px;">By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.")</span></div>
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<span style="color: #202020; font-family: 'Lato Light'; font-size: 17px; line-height: 25.200000762939453px;">Of course goal setting is also super important, so I made two goal setting sheets. The first one allows space for students to list three goals. The second allows room for an action plan and perhaps a deadline down at the bottom. </span></div>
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<span style="color: #202020; font-family: 'Lato Light'; font-size: 17px; line-height: 25.200000762939453px;">And a few additional forms for kids to keep track of birthdays, long term deadlines and events and a weekly reflection.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLQLJ_PrXJMd8T1cZsn2-swLDtGUwTuzEo4NmH8-nmImP82yCsaOy3zxCeouvjaV2RIzfDpLy49KX3aPswIvFbzPR0t6BS3xFen3sGPClIS1-zQkBvpkKKRnVJa7Fp7aoFzyN8IqeQ-b0E/s1600/Slide37.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLQLJ_PrXJMd8T1cZsn2-swLDtGUwTuzEo4NmH8-nmImP82yCsaOy3zxCeouvjaV2RIzfDpLy49KX3aPswIvFbzPR0t6BS3xFen3sGPClIS1-zQkBvpkKKRnVJa7Fp7aoFzyN8IqeQ-b0E/s1600/Slide37.PNG" height="320" width="240" /></a></div>
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<i>After taking filling this "Important Dates" page in, I realized it should begin at the beginning of the school year rather than the calendar year. The file has two versions: one beginning in August and one beginning in September. Of course, both versions are in color and in grayscale.</i><br />
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<i>That's my three year old! She won't need this binder for many years!</i></div>
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<span style="color: #202020; font-family: 'Lato Light'; font-size: 17px; line-height: 25.200000762939453px;">I think you can see from these pictures that it isn't just for those kids that really struggle with organization. I had more than a few girls last school year that would really swoon over a little binder or folder filled with these sheets!</span></div>
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<span style="color: #202020; font-family: 'Lato Light'; font-size: 17px; line-height: 25.200000762939453px;">You can take a look at the listing on TpT: <a href="http://www.teacherspayteachers.com/Product/Student-Planner-for-Older-Kids-1406448">HERE</a> (It's on sale for the next week!)</span></div>
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And you can grab the goal sheet with action plan sheet <a href="https://drive.google.com/file/d/0B1dx1zXtr4xXSDl4Ukx6dmlEajA/edit?usp=sharing">HERE</a></div>
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<span style="color: #202020; font-family: 'Lato Light'; font-size: 17px; line-height: 25.200000762939453px;">So what started out as a quick calendar project ballooned into about 60 pages of color and 60 pages of grayscale forms! Want one? <b>Leave me a comment below with one awesome organizational tip and your email address before 7pm on Friday August 22, 2014</b>. I'll choose two winners and email you the file :)</span></div>
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com4tag:blogger.com,1999:blog-2419362193569889226.post-76027013355699171182014-08-17T02:00:00.000-07:002014-08-17T02:00:01.248-07:00Falling In Love with Close Reading: Chapter 7 <br />
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Well teacher friends, we've come to the end of the book study. I hope you've gained a few ideas about how to teach close reading this fall! Here are some of my final thoughts on the book and what I've learned.</div>
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1.) Close reading is not just asking students to return to text.</div>
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2.) Close reading must be taught explicitly, just as you teach any reading strategy.</div>
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3.) Model, model, model. Teach your students how to read closely by thinking aloud as you read closely!</div>
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4.) Build your students' vocabularies so they are better able to critique an argument or a claim made by a text. (The charts in the text are very helpful!)</div>
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As for me, for next year, I'll much more explicit in the way I teach close reading. We have a scripted program for literacy that includes close reading, but I will definitely draw upon the sitcom and music lessons in the text for additional ELA lessons.</div>
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So that's it! Be sure to check out all of the other blogs and enter the raffle for a chance to win a copy of the text and your choice of ($5 or under) product from all of our stores on TpT!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8VAYsWgv0sWEONHwYSVlj5QwefH4U42-LW9jx3DHhlyhinwfyJA00HG_Qmrzj6c7EK_eSuvrPAPxso-ONE4PJ3wNeehAcQ782iDQp7JBYeHcmUpjR_eigjb6yH3MtyJP6xXlHMJ6PWn9x/s1600/Signature.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8VAYsWgv0sWEONHwYSVlj5QwefH4U42-LW9jx3DHhlyhinwfyJA00HG_Qmrzj6c7EK_eSuvrPAPxso-ONE4PJ3wNeehAcQ782iDQp7JBYeHcmUpjR_eigjb6yH3MtyJP6xXlHMJ6PWn9x/s200/Signature.png" height="100" width="200" /></a>Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com0tag:blogger.com,1999:blog-2419362193569889226.post-11745473439997547852014-08-10T02:00:00.000-07:002014-08-10T02:00:01.566-07:00Falling in Love with Close Reading: Chapter Six The Family Tree<br />
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Welcome back to our study of close reading! I'm linking up again with Savvy, Sassy Teaching's book story to bring you a quickie synopsis of chapter six: the Family Tree: Closely Reading Across Texts.<br />
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In this chapter, the authors offer a great lesson on creating comparisons by playing clips of sitcoms. They invited their students to study "family" while watching several shows (side note: my fifth graders LOVE Full House. It must play on the Hub or some throwback channel. It's crazy to me that they watch a show that I loved when I was ten!) By viewing the clips, students can learn how to carefully compare, contrast and interpret characters. Of course, the authors use this lesson to engage the students in lessons on how to closely read across texts.</div>
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As in previous chapters, the authors use lenses. Students decide what they will compare - characters, themes, settings or authors. Next, students decide how to compare. Will they use text evidence? Word choice? Structure? Or point of view? Finally, students create ideas about their lens, the author's choices and the messages sent by the author.</div>
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I created this little graphic organizer as a way for students to hold their thoughts. You can grab it from Google drive <a href="https://drive.google.com/file/d/0B1dx1zXtr4xXNnhaRlFwRWU3c1E/edit?usp=sharing">HERE</a>.</div>
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I love lessons about finding theme! My favorite author to use with the big kids is Eve Bunting. My students are always able to relate well to the texts, especially Fly Away Home and A Day's Work. Her books are so rich and always help create great conversation in the class. I plan to use this graphic organizer for an Eve Bunting study of two texts. Students will read through lens (probably looking at character and characters' reactions to conflict) and take notes in the top boxes. In the bottom box, students will write their ideas about the message the author is trying to send us through these two stories and the characters in each story.</div>
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I hope you all are having a great weekend! </div>
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Hi all! I am linking up with Sassy, Savvy, Simple Teaching's Close Reading Book Study once again to share my thoughts on chapter 5. This chapter advances to a study of point of view, a complex task that absolutely requires students to be able to read closely for word choice and nuances of argument.<br />
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Through out this book, one of the ideas that I know I will use in my practice next year, is using more domain specific vocabulary. Thinking about the artifacts of my students' writing from last year, they did well using transitional phrases referencing pieces of evidence from text. They knew they needed to use text based evidence as the foundation for any argument. To grow for next year, I need to teach my students to "use language that describes what makes it successfully compelling and persuasive, or what detracts from that" (pg.78). Teaching my students to use highly specific vocabulary will bring their analyses to a new level.<br />
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The author recommends teaching students how arguments are crafted and how to determine the effectiveness of these arguments with the use of videos. The authors used Mayor Bloomberg's ban on large, sugary drinks as a controversial topic to get students to think about arguments. The authors showed videos to the students to get them to think about the ways in which arguments appeal to our emotions or how the speaker uses powerful reasoning. The students viewed the videos multiple times to help them take notes and evaluate the arguments.<br />
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This is the area in which my past students would need further support. The authors use the ritual of reading through lenses twice (as opposed to once with other standards). First, students read to find the point of view/argument. Next, the students read to find what makes the point of view/argument persuasive.<br />
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A real strength of this chapter came at the end of the chapter. The authors include a chart listing different fallacies for dissecting poor arguments. You can bet this will have a place in my classroom next year!<br />
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Hope you all are having a great weekend! Don't forget the TpT Back to School Sale starts tomorrow!<br />
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1.) We are back from Disney World and I have Disney fever. We had an amazing time, despite the intense heat. And I want to go back. Like right now :-( I've priced out half a dozen imaginary vacations (any other crazies do that???)...but my husband is not as enthusiastic as I am. Boo!<br />
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Leah at Beaches and Cream. You are adorable if you think she ate that ice cream. She was just happy to have it in front of her!</div>
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We stayed at Animal Kingdom! We saw animals!</div>
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By the end of the week, Jacob was calling Mickey "the boss."</div>
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Minnie is Leah's FAVORITE!</div>
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2.) We've been spending a lot of time at the pool. We have a great county pool nearby. It has a kids training pool that's only 2 feet of water, perfect for a two year old. There is also a fun spray area with water cannons and waterfalls. (No pics because they aren't allowed!) We are actually in a great routine of lazy morning, pool, gym, afternoon coffee (just me, not the littles). I am really loving summer!</div>
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3.) Speaking of the gym, I just got serious about training for my fall races. I'm running three half marathons, although the first two are really training runs for the big one:</div>
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I'm running the Philadelphia Half Marathon for the second time! I had a great experience here in 2011!</div>
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<b>Any readers from Philly want to give me Center City food recommendations?</b> I like pizza the night before races, but the meal after the race can be anything!</div>
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4.) Confession: I haven't been thinking about my classroom. We aren't allowed back until the week of the 26th anyway, so I haven't really thought too much about my room configuration much. I don't plan on changing too much since I liked my classroom last, but I will have a LOT more kids than I did last year. In 2013-2014 I had 18 - a perfect number for upper elementary. Next year I have 26. Yikes. That's a lot more paperwork than 18!</div>
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5.) Have you heard about the Back to School Sale on TpT? I'm sure you have :-) <a href="http://teacherspayteachers.com/store/MissKinBK">My entire store, bundles and already discounted items</a> will be on sale August 4th and 5th. Don't forget to use the promo code!</div>
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Have a great weekend! And tell me about Center City food I shouldn't miss! Or tell me about Disney resorts you've loved :-)</div>
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com1tag:blogger.com,1999:blog-2419362193569889226.post-69678876193691281412014-07-27T02:00:00.000-07:002014-07-27T02:00:03.368-07:00Falling In Love with Close Reading Study: Chapter 4 If You Build It<br />
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Reading <u>Falling in Love with Close Reading</u> has forced me to be more reflective and critical of my practice last year. I'm now pretty sure that I never taught my students to read closely. I just expected them to read the same piece of writing several times before responding to text dependent questions. I never explicitly taught them what they should be doing in these re-readings.<br />
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On page 54, the authors return to the routine of reading through a lens, finding patterns and developing a new understanding of the text. Through this routine, the authors give us a framework to explicitly teach our students to reread a text. In the narrative that follows, the authors explain that they might study the lenses on one day, and work with patterns and ideas on the second day. This is a definite departure from my classroom practice as we would work with one portion of text each day and would not return to that portion of text again.<br />
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In this routine, students first use a lens to study the text. Examples of lenses:<br />
* descriptions<br />
* dialogue between characters<br />
* flashbacks<br />
* definition of a term<br />
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In the lesson narrative, the authors teach students to take note of the different parts of the text and invite the students to notice portions of text that are descriptive and portions of text that have dialogue. <br />
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If you've been following along with the book study, you'll notice that this ritual is the same as used for word study and for reading for text evidence. There are always three parts to the ritual. You'll also notice in this chapter the expectation that we teach students to use domain specific and genre specific vocabulary when discussing text.<br />
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Be sure to enter this week's raffle and check out all of the other blogs in the book study!<br />
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Hi friends! I'm back with a quick discussion of Chapter 3 from <u>Falling in Love with Close Reading</u> by Christopher Lehman and Kate Roberts. This chapter was "A Way with Words: A Study of Word Choice." </div>
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Working with my students this year, I found that my struggling writers had a very difficult time discussing word choice in a text. Makes sense right? Students that really couldn't write a narrative without using words such as "good" or "nice" really had a tough time discussing why an author might use a word such as "meandering." My big ah-ha moment from this chapter was the suggestion to use sentence frames to help students discuss word choice. For primary teachers this might seem obvious, but for this fifth grade teacher, I don't often use sentence frames.</div>
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I think these sentence frames (and the authors offered additional frames on page 42) would work very well on a binder ring for students to use as reference during their small group discussions. </div>
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I've used similar cards for small group roles.<br />
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And for student led discussion prompts.</div>
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<br />In my practice last year, I'm not sure I demanded enough of my students when it came to discussing author's choice and word choice. It felt like all of our discussions ended with the author chose certain words because they would be most interesting to the reader. While this isn't necessarily incorrect, it's clear to me now that it's not nearly as <i>precise</i> . Better discussions might have revolved around words that felt hopeful or conveyed a sense of anxiety.</div>
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Hey all! Last week I blogged about the first chapter of Falling in Love with Close Reading and this week I'm back to tell you about chapter 2 "The Essence of Understanding."<br />
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I found the first part of this chapter to be particularly relevant to my practice in the classroom. For years, I've tried to teach my students to "write long" off of their sticky notes. Each year, I have students who master this and write beautifully off of their stickies and I also have other students who struggle to simple post something on a sticky, forget "writing long." In the first part of this chapter, the authors write "it turned out that the issue was not whether they could <i>cite</i>, the challenge was how they constructed their ideas in the first place" (page 11-12). Like I've found, they authors wrote "students have an idea, then go find evidence." But what we want is for students to "gather evidence, then develop an idea." My goodness, I had a fellow this year who really needed a few lessons about using text as the basis for ideas rather than using his imagination!<br />
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The idea of reading through a lens is definitely going to become a part of my classroom practice next year as well. Rather than having students read without purpose, the authors suggest teachers create a chart with their students to teach them to read through a lens. This lens could be to gather information about<br />
* what characters/people say/think/do<br />
* relationships<br />
* setting descriptions<br />
* time period<br />
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The authors lay out a narrative a teacher might use to teach his or her students to read through the lens of studying character. It's three and half pages of teaching that is in the style of what you might read in Fountas and Pinnell's Guiding Readers and Writers. It really helped me envision how I might frame a mini lesson or several mini lessons to teach my students how to read through a lens.<br />
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From the narratives and anecdotes, you get the sense that the students do a lot of talking. I've always wondered if my reading block was broken at times, because my students definitely talked. In my early years as a teacher I worried it was too much, but now I don't worry nearly as much when I see my kids leaning across the table to share funny parts of their books, or to ask a neighbor a question. It's a part of the reading community to have talkers!<br />
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Tell me: do you have your students read through lens, or set a purpose for their reading before they begin?<br />
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Hi friends! I'm linking up with Sassy, Savvy, Simple Teaching's Summer Book Study of <u>Falling in Love with Close Reading</u>. Over the next few weeks, I'll offer a review of the book, chapter by chapter. You'll be able to check out other blogs for more perspective and hopefully get some great ideas to infuse into your literacy instruction for next year!<br />
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Chapter One: Close Reading, A Love Story<br />
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The first thing I noticed about this book is the amount of passion the authors have for literacy. Their love of teaching really comes through in the way they describe close reading and it's place in our schools. If you've enjoyed <u>The Book Whisperer</u> or any of Lucy Calkins books (<u>The Art of Teaching Reading</u> especially), I think this book will really speak to you.<br />
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If you are in an area that has adopted the CCSS, then you know that close reading is written into the standards in several of the strands. But what is close reading? Is it just repeated reading? (No.) Is it teacher directed? (Perhaps at first, but ultimately you want your students to learn to read closely, independently.) Close reading is "an interaction," is about "making careful observations....and interpretations," and "involves rereading." Close reading of a short segment of text should help the reader create "new ideas" about the whole text.<br />
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Knowing that close reading is a central piece of the literacy standards, what do we need to do in our instruction to teach our students how to read closely? The authors lay out several bullets of best practices for close reading instruction. Here are a few I thought were particularly important and that I want to remember come this fall:<br />
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Our school uses ReadyGen for our literacy program. Close reading is a part of our morning, every morning. (We also work on vocabulary, forming and defending opinions, reading skills such as compare/contrast, identifying theme and writing in response to reading.) <br />
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I can't say that I achieved this level of independence last year, so I am excited to make this my goal for this year. My students only reread when I prompted them. They were reluctant to return to the text if it involved searching and they only really went back to text to prove someone wrong during team talk (LOL!).<br />
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And...here is the problem with scripted literacy program. The questions are absolutely written to match a book and not the needs of your readers. BUT, I am positive that the lessons and strategies outlined in this text will work during my guided reading time.<br />
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The authors suggest using a ritual to teach students to read closely. In this structure, the students reading through a lens, use the lenses to look for patterns and use the patterns to develop a new understanding of the text. The next chapters gives more details about the lenses a student might select, so be sure to check back in next Sunday! And also be sure to enter the giveaway!<br />
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Tell me, what does close reading look like in your classroom?<br />
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1.) NYC Schools are finally finished! This was a long and emotional year for me. I really adored my kids this year. There were lots of tears as my graduates were dismissed for the last time. :-( I know they will be amazing in middle school, but I'm going to miss them so much. I really enjoyed this year with them.<br />
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I forgot to take a last day picture! And the kids wanted to keep the countdown numbers as mementos, ha!</div>
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2.) My kiddo "graduated" from kindergarten! His school had a cute carnival for the kindergartners to receive their certificates and celebrate their big achievement.<br />
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<a href="http://1.bp.blogspot.com/-dgBxI-6VRko/U6x0SN1RybI/AAAAAAAAJ2w/qZYp3cVrjS0/w287-h510-no/20140626_152756.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://1.bp.blogspot.com/-dgBxI-6VRko/U6x0SN1RybI/AAAAAAAAJ2w/qZYp3cVrjS0/w287-h510-no/20140626_152756.jpg" height="400" width="225" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvfgOqzS4AAHSlGJwpfnCkLcHA2wD8EXLwpNA7XAzqTPU6WqCOoavYMt4xzndWQgG5uKftghWuxjpPQtjSracDcTEnwNJpsQFG-OvrRiRO09dlrLEY-N_FJrAQL7lv8Cm2KBhJw8mKTq14/s1600/1273861_10201785625784204_1872948976_o.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvfgOqzS4AAHSlGJwpfnCkLcHA2wD8EXLwpNA7XAzqTPU6WqCOoavYMt4xzndWQgG5uKftghWuxjpPQtjSracDcTEnwNJpsQFG-OvrRiRO09dlrLEY-N_FJrAQL7lv8Cm2KBhJw8mKTq14/s1600/1273861_10201785625784204_1872948976_o.jpg" height="400" width="300" /></a></div>
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How is this possible?!</div>
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3.) My kids made a list of things they want to do this summer. Take a look:</div>
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Sounds like a great summer, right? (We are not going to the Bahamas though...sorry kids.)</div>
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4.) We are doing this though (in fifteen days!):</div>
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#surprisetriptodisney</div>
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5.) I am ready for some rest before we head out to Disney. We hit the park today and I will see my trainer this evening, but beyond that, I'm camping out on the couch and I might take a little nap!</div>
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Hope you all are having a great summer so far! Be sure to head over to Doodlebug's Teaching Blog to read more Five for Friday posts!</div>
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<i>I don't blog every day, or even every week, but you can check me out on Instagram, my favorite social media! http://instagram.com/misskinbk</i></div>
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com2tag:blogger.com,1999:blog-2419362193569889226.post-35140656713605624322014-06-01T16:52:00.000-07:002014-06-01T16:52:11.120-07:00Currently: JuneJune, June, June!<br />
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"Today is June" - in case you don't read 5 year old :-)<br />
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This is the note my kindergartener left on the fridge today. He and I finish school on June 26th. It's within reach, friends. We will make it to the end of June in one piece!<br />
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Here is my Currently:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGYnOa7qtfKVtZo2kbazusp8ZN68ODUjYDS2HbhviahqsugxIbcWgjfEGNtxEa6pfwuatKB668zFGrFsHznO_cnXJdBdmhKI-8tKx5xwRdeCXyA7uTRhu1cWY9LmB4sF6PhHv_EOXKI5CD/s1600/Slide1.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGYnOa7qtfKVtZo2kbazusp8ZN68ODUjYDS2HbhviahqsugxIbcWgjfEGNtxEa6pfwuatKB668zFGrFsHznO_cnXJdBdmhKI-8tKx5xwRdeCXyA7uTRhu1cWY9LmB4sF6PhHv_EOXKI5CD/s1600/Slide1.PNG" height="400" width="300" /></a></div>
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<b>Listening:</b> Do you have a Roku? Did you know you can stream YouTube directly to the TV? My kids are totally obsessed with <a href="https://www.youtube.com/watch?v=-020ctBnaBU">Kid Snippets</a>. My husband giggles at it also :-)<br />
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<b>Loving:</b> With the warmer weather (finally!), I favor a nice unsweetened Black Tea Lemonade in the afternoon. The venti has only 70 calories, if you care about that kind of thing, and is much more reasonable than any of the lattes at Starbucks.<br />
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<b>Thinking: </b> We have 42 days left until we surprise our kids with a Disney trip! We booked our stay last June, so this has really been a long time coming.<br />
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<b>Wanting:</b> More sleep, like whoa. 5:30 am feels earlier every single day and I've been hitting the snooze button like it's my job. I know I should go to bed earlier, but....I don't wanna. It also doesn't help that I've been in the gym 5-6 days a week. All the exercise is leaving me tired and I'm definitely not getting enough rest.<br />
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<b>Needing:</b> New capris. I have one pair from loft that I like and still fit, but I need some free time to go shopping. It's funny...if these capris were for my children, I'd have gotten them last week, but because they are for me, I'll probably go the entire summer rotating two pairs of shorts and a pair of capris<br />
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<b>Summer Bucket List:</b> 1.) Disney & Universal Studios (SO excited for the new Harry Potter rides!)<br />
2.) Outdoor swimming!!!!! I'm so ready to get out of the gym pool.<br />
3.) My little gal starts Ballet this week!<br />
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Be sure to link up with Farley for this month's currently!<br />
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What are you most looking forward to this summer?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8VAYsWgv0sWEONHwYSVlj5QwefH4U42-LW9jx3DHhlyhinwfyJA00HG_Qmrzj6c7EK_eSuvrPAPxso-ONE4PJ3wNeehAcQ782iDQp7JBYeHcmUpjR_eigjb6yH3MtyJP6xXlHMJ6PWn9x/s1600/Signature.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8VAYsWgv0sWEONHwYSVlj5QwefH4U42-LW9jx3DHhlyhinwfyJA00HG_Qmrzj6c7EK_eSuvrPAPxso-ONE4PJ3wNeehAcQ782iDQp7JBYeHcmUpjR_eigjb6yH3MtyJP6xXlHMJ6PWn9x/s200/Signature.png" height="100" width="200" /></a>
Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com6tag:blogger.com,1999:blog-2419362193569889226.post-51056861723227694662014-05-05T17:17:00.000-07:002014-05-05T17:17:09.357-07:00Using Transitions In Writing {Freebie!}<br />
Hey all! And happy Teacher Appreciation Week! My kiddos are working on their final performance task of the year (I hope!) and I realized I never shared this little transitions packet I made.<br />
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Please don't mind my empty word wall - I took the words down for testing!</div>
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When I first introduced transitions, my students were familiar with sequential transitions such as first, next, additionally, finally, but not so familiar with transitions such as "on the other hand." With this little packet, I introduced some more complex transitions and students practiced adding them to sentences.<br />
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In this download, you'll find an anchor chart:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_yvshFYNawOB1BkriZ25sAIbrqDqvg11b7UWceM5GmrDc_94wtB2O8L0dNiGHVu2U-8wzte06ni7ukYbumnmjCG6gbezXAR-1GCGnbQKXJHtoDi94BXwp7ETPOJDyTKJ8BUHMNhugoWlr/s1600/Slide1.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_yvshFYNawOB1BkriZ25sAIbrqDqvg11b7UWceM5GmrDc_94wtB2O8L0dNiGHVu2U-8wzte06ni7ukYbumnmjCG6gbezXAR-1GCGnbQKXJHtoDi94BXwp7ETPOJDyTKJ8BUHMNhugoWlr/s1600/Slide1.PNG" height="240" width="320" /></a></div>
Transition word sort (we completed this activity on the SMARTboard):<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnnOdNIAa0t7xbc_xszauggW6Yy6gmgHpf0JoFtWTEC_l7qqaSTzQnwaMhPKYcVXjGvfCDJzY86YbL9w-x9W0h8IZB3vLfZ6cp7P3Lf9pOMnHLkZW4y1ScEPsBlQXtnvH-pVGRFA-JqzKt/s1600/Slide2.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnnOdNIAa0t7xbc_xszauggW6Yy6gmgHpf0JoFtWTEC_l7qqaSTzQnwaMhPKYcVXjGvfCDJzY86YbL9w-x9W0h8IZB3vLfZ6cp7P3Lf9pOMnHLkZW4y1ScEPsBlQXtnvH-pVGRFA-JqzKt/s1600/Slide2.PNG" height="240" width="320" /></a></div>
A blank word wall for students to put in their notebooks:<br />
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A printable transition word wall (I open this file every time we are writing essays):<br />
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Quarter size transition word walls (some students taped these on their desks; also great for writing folders or writing notebooks):<br />
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Sentence completion practice (there's an answer key as well!)<br />
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Full page class model sheet to show off exemplary student work:<br />
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To grab this download, click <a href="https://drive.google.com/file/d/0B1dx1zXtr4xXSERKZXRIYTYxVWs/edit?usp=sharing">HERE</a>.<br />
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And I'm sure you've heard that TpT is having a Teacher Appreciation Day Sale May 6th to May 7th. My entire store, including all bundles, will be 20% off. Don't forget to use code TPTXO for an additional 10% off your purchase. And be sure to leave feedback for prior purchases to get credits to use during the sale!<br />
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<a href="http://www.teacherspayteachers.com/Store/The-3am-Teacher">Photo credit to 3 AM Teacher</a></div>
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com2tag:blogger.com,1999:blog-2419362193569889226.post-86745344829501979242014-04-27T15:55:00.000-07:002014-04-27T15:55:13.285-07:00Converting Measurements {Freebie}<br />
I can't tell you how envious I am of you all that end in May. That's next week! While I am not jealous that you all go back in August, I am super jealous that some of you are in the end of year count down already!<br />
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We go until the end of June. As in, the very last week of June. Ugh. And next week we are finishing up our State tests. We have the State Math Test on Wednesday, Thursday and Friday. Joy of all joys! A test on a Friday! #sarcasm<br />
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For each concept that will be covered on the test, (focus is on decimals and fractions), I've done a quickie skills review and then lots of practice with multistep problems. Here is some of the work we've done with converting measurements:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPJYLPaFpWPtcgMxDWUUGjHcqLz98mgvSQLDzbj4ASL_swGI6M58KTjcgNuENeWHDspIGrwtMoXx4EqLa1sULmZ-jCHTYbpbHiq8yWfEWWFhpN5p17X7NGVvhTudsmr_kijEY_W54Ci5ph/s1600/IMG_20140425_120911.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPJYLPaFpWPtcgMxDWUUGjHcqLz98mgvSQLDzbj4ASL_swGI6M58KTjcgNuENeWHDspIGrwtMoXx4EqLa1sULmZ-jCHTYbpbHiq8yWfEWWFhpN5p17X7NGVvhTudsmr_kijEY_W54Ci5ph/s1600/IMG_20140425_120911.jpg" height="400" width="300" /></a></div>
The arrows under 10m and 1000km are a little confusing in retrospect, but this was created with the students, so they (hopefully!) heard me while I thought aloud about these numbers. While solving this problem, I reviewed different ways to divide by powers of ten. Whenever I see my students using long division with powers of ten, I remind them that "this is a move the decimal situation." They know what I mean :-) Also, you might notice that the chart is incomplete - they solved 15 yards = inches independently.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh25XScE7CFf19a4Bqy2huQpO6p-LGCoUcgxlteSKeQ8kfbuOgut-vLzjW0zQqfSB4szjfb24qKplk6Ac9Ux7wWcZ3fU3VAu7aPxZU_3wvjIrh7K2_fpvRPCVKj9pZik1p-4-KT2LzcWVIT/s1600/IMG_20140425_121044.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh25XScE7CFf19a4Bqy2huQpO6p-LGCoUcgxlteSKeQ8kfbuOgut-vLzjW0zQqfSB4szjfb24qKplk6Ac9Ux7wWcZ3fU3VAu7aPxZU_3wvjIrh7K2_fpvRPCVKj9pZik1p-4-KT2LzcWVIT/s1600/IMG_20140425_121044.jpg" height="400" width="300" /></a></div>
Here is a student sample of the same page. {This foldable was created with Lovin Lit's Interactive Notebook Templates.} You can grab a pdf of the student page <a href="https://drive.google.com/file/d/0B1dx1zXtr4xXMnh0eFJJem5CN28/edit?usp=sharing">HERE</a>.<br />
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After the quickie review, we solved more rigorous problems such as "Mary follows a recipe for punch that uses 2 1/2 cups of juice. She plans to make 20 batches of punch. How many gallons of juice will she need to buy?" Not easy, right? Determining the correct course of action is the hardest part! I am pretty sure this is a good example of a problem that requires perseverance on the part of the problem solver. It's also a good example of a problem that my students might see on their State Test next week.<br />
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If you are also working on converting measurements, you might want to check out Kim Miller's <a href="http://www.teacherspayteachers.com/Product/Measurement-Conversion-Fan-1186107">Measurement Conversion Fans</a>.(TpT link) I gave these to my students to cut and color for their homework.<br />
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If you need a set of task cards for this topic,<a href="http://www.teacherspayteachers.com/Product/Converting-Measurements-Task-Cards-for-Fifth-Grade-1223990"> I just uploaded a set to my store. </a> This set of task cards 20 cards with a mix of skills based problems and real world problems. Conversions require students to use their understanding of place value, decimal concepts and interpretation of remainders.<br />
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Of course, if you own my <a href="http://www.teacherspayteachers.com/Product/Fifth-Grade-Math-Task-Card-Bundle-689172">Math Task Card Bundle</a>, you'll need to download again to get the new cards!<br />
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Sarah Khttp://www.blogger.com/profile/17937464974985509562noreply@blogger.com0