BLOG REFLECTION :)

     Well I must admit I was a little skeptical on the whole blogging idea as an assignment for graduate school. I mean after all, we already had enough to keep up with between lesson plans, teaching, meetings, grading, and homework but as this semester draws to an end I have to admit that I am now in constant thinking about what other educational posts I could add to my blog. We have been taught to “share and steal ideas” and what a great way this was for us to begin doing so as a class. 

     One thing I learned about myself throughout this process is that no matter the assignment, activity, work load, or circumstance, blogging can be fun and almost like an outlet for getting ideas off your mind and sharing them with other teachers. What a great way to keep in touch, on our own time (which lets be honest is sometimes 1 or 2 in the morning).

     I have found that incorporating technology into my classroom-learning environment is essential. You hear teachers say this all the time but as a new teacher it sometimes seems hard to believe. Another first year, co-teacher and I decided to test it out for ourselves. For one unit we used very little technology and stuck solely to group work and individual assignments. The next unit we used a lot of technology with a little group work and a lot of partner work. What we found the results to hold true in both classes, math for me and history for her, our students paid more attention during the 20 minutes we used technology for lecture rather than when we didn’t enhancing their academic achievement. Because of this we heard a lot more vocabulary being used during partner work, observed a greater amount of understanding from each lesson, and saw a multitude of overall grades go up. Assessments seemed to show the same results after class work, homework, common assessments, and tests were given. As you can tell, I feel that sometimes it is good for new teachers to put theories and recommended advice to the test because it allows them to see the results first hand allowing a black and white picture as to what works and what doesn’t. It is also a learning process and as teachers we are the ones constantly needing to learn. What a great concept to learn so early into our teaching career!
     Next semester we are hoping to allow each child to maintain an individual blog to turn in their assignments, rather than constantly turning papers in all of the time. This class has taught me the importance of working together, preparing students for the challenges they will face in the future, and gearing them up to become successful in college. Bring on the challenge!

TOYOTA FAMILY LITERACY PROGRAM

This year we have started a new program and are proud to announce the success we have seen as the first middle school to implement the Toyota Family Literacy Program. This program is for parents of our students to attend half a day class, in our school, teaching them English and other life skills that can help their education as well as further their child’s success in education.

Parents actually come to class with their child three mornings a week for 40mins. They participate in any activity the class is doing and are required to copy down the daily objective and discuss the assignment with their child. Their student also plays the role as “parent” at night, asking them what they learned today at school and signing their agenda.

I have three Toyota parents that visit my room every Monday-Wednesday. I have seen a noticeable difference in their behavior and academic achievement in the few short months we have been in school. My students have taken ownership and pride in the fact that their mothers come to school with them three days a week. My three mothers are fantastic and working so hard to further their education. When they first began coming to my room, two weeks into school, they were able to say “hi” and “thank you”. Now they are becoming more comfortable and confident in the English language and will have full on conversations with me about the lesson, their weekend, comments or concerns they have about their child. WE LOVE IT J For a glimpse of what goes on weekly at our school, check out the link below:

http://springdale.schoolfusion.us/modules/groups/homepagefiles/cms/917093/File/Articles/Volume%205%20Page%2031%20JO%20Kelly%20Parents%20Celebrate%20Course%20Completion.pdf?sessionid=22a9b6f445f16adf356922c608056df8

Book Talk #3: Pigs Will Be Pigs: Fun with Math and Money

Pigs Will Be Pigs:  Fun With Math and Money

  Author:   Amy Axelrod  

About the Author:

Amy Axelrod is a native of New Orleans, still holding Mardi Gras very dear to her heart even though she now resides in Hurley, New York.  She is the mother of two sons and practices as a full time writer. 

Other books in her Pigs Will Be Pigs collection include the following:  Pigs on a blanket, Pigs in the Party, Pigs on the Ball, Pigs go to Market, Pigs on the Move, Pigs and Odds, and Pigs in the Corner.  Like Pigs Will Be Pigs:  Fun with Math and Money, the author’s website (http://www.amyaxelrod.com/ ) contains links to numerous, free downloadable worksheets for all ages related to each book.  Amy Axelrod may also be contacted for school conference appearances via email (admin@amyaxelrod.com).  

Summary:

The book is a fantasy in which a family of pigs are hungry and the cupboards are bare, even though had been filled earlier that morning.  They attempted to solve their dilemma by deciding to go out to eat but soon realize they lack the funds.  Tearing the house apart, piece by piece, the pig family searches for hidden money. Each member of the pig family contributes their findings to the growing pile of money.  After a havoc search, the Pigs determine they may have reached their goal and headed to the Mexican slop. The set purpose is to organize word phrases to problem solve algebraic expressions.

Highlight:

The setting is the Pig’s home and a restaurant.  The plot of Pigs will be Pigs deals with the entire pig family, who are the protagonists, wanting to eat because they are hungry; however, there is a conflict.  There is no food in the house even after  Mrs. Pig purchased groceries that morning.  The reason being  friends of the piglets, the piglets, and Mr. Pig devoured all the food in one day.   Therefore, the pig family decides to dine out; however, a second conflict arises within the story.  The family also lacks the funds to dine out at their chosen Mexican restaurant. With antagonizing circumstances involving lack of food and funds, Mrs. Pig comes up with a solution to “hunt for money” throughout their home, which they proceed to do.  The family finds money distributed throughout the house, the climax of the story,  and proceeds to go out.  How much money did they accumulate and was it enough to pay to order.  Were they able to dine at their chosen destination. Did they have to budget their money while deciding what to eat ?  Were any external lessons learned or should have been learned?  What happened when they returned home? 

Hook:

This book is based upon a true family adventure depicted with pigs.  Instead of hunting for hogs, these hogs go on a hunt for money.

Will they find enough to eat or are they doomed to eat corn shucks?  

Sample of directions for the perimeter activity that each group was given to follow:

 

Math Outdoor Adventure @ 5 Mile Camp

         I am delighted to announce a field trip that every 6th grade student will be taking through their Math Class. We will be taking the students to 5 Mile Camp in Quapaw, OK that is less than an hour and a half away from school.

            This field trip will be a great experience and is every enjoyable. Everything the students do while at the camp tie into our state frameworks and align exactly with our curriculum. They have provided us with the frameworks they will be reinforcing on the field trip and have asked us to prepare our students in advance so they have a basic understanding of what is to come. (*To see a complete list of state frameworks this field trip will cover, refer to the table below). As you are well aware, during the second quarter we have been studying fractions and units of measurement. We have been invited by 5 Mile Camp to participate in their program. To top it off, they have offered to pay for everything to get our students out there. They will also be providing a hot lunch at their cafeteria, which is quite a beautiful sight having a large rock fire place and multitude of windows overlooking the campgrounds.

            While the students are there they will be divided up into two groups. In the morning, one group will go to the “shop” and be instructed on how to build a life-size playhouse (comparable to those you see in some family’s backyards). After lunch the groups will switch and do the opposite activity. 5 Mile Camp provides all the materials needed and every child gets the opportunity to carry in the wood pieces, measure, use the electric-powered drill to screw the exterior walls, windows, door, and roof together. This is what I am most ecstatic about! What a great experience for students to put what we have been learning in the classroom to good use, all while being free of cost.

            The second group will ride the horse-drawn wagon down to another part of the campgrounds where they will enjoy the trail ride before getting dropped off in what

looks to be like an open field of large trees. However, this area has a multitude of ropes course type activities for the students to participate in. Every activity involves using some type of math skill while completing the activities. My favorite is the weight teeter-totter. Students are allowed to step onto the teeter-totter two at a time and they have to keep it balanced while the next two get on. This continues until every student is on the teeter-totter and neither side is touching the ground. What a cool way to bring balance, weight, and measurement into real life, visual activities for our students.

            As you can see, I am very excited to announce this upcoming field trip and I look forward to sharing a piece of our experience with you on our school website. Pictures will be updated very soon.

M 12.6.1	Determine which unit of measure or measurement tool matches the context for a problem situation
M 13.6.1	Solve real world problems involving one elapsed time, counting forward and backward
M 13.6.3	Draw and measure distance to the nearest mm and 1/8 inch
NO 1.6.4	Convert, compare and order fractions, decimals and percents and find their approximate locations on a number line
NO 3.6.4.	Estimate reasonable solution to problem situations involving fractions and decimals

 ***PICTURES TO COME SOON :)

Strategy Based Mini-Lesson #2

Explicit Lesson Focus: 

Brainstorming Prior Knowledge, Buehl pg 55-56

Materials: 

·      Graphic Organizer

·      Document camera

·      Promethean board

·      Paper

·      Pencil

DRAW A VENN DIAGRAM WITH MULTIPLES AND FACTORS TO COMPLETE ACTIVITY. (Diagram would not upload to blog, sorry!!)

1.     Identify/Explain:

Why use this strategy?

When would you use this strategy?

           

What: “Today we are going to come up with our words that you think of when we work to find multiples.

Why: This is important because we are comparing Greatest Common Factors (GCF) and Least Common Multiple (LCM) through Venn Diagrams you normally see number differences but I want you to be aware of all the vocabulary and other components that separate the two.

When: We will use this after completing the group project of listing GCF and LCM numbers in Venn Diagrams so you can list all of the words that relate to each topic.”

2.     Model or Demonstrate:

How to use the strategy

I wonder what words we could come up with if we were thinking of Factors. If I put Factors in my middle circle I can also come up with corresponding words like: multiplication, greatest common factor, factor trees, lower numbers, fractions, relating one number with another (ie. 4 is a factor of 24). When I write all of these words out I start thinking of so many other ways that Factors relate to other mathematical components.

3.     Guided Practice: 

Scaffold the use of the strategy

“Together lets see what words and other math components we can come up with when our center word is Multiplication. Raise your hand and tell me what comes to mind when you hear the word Multiplication. ‘Doubling, quick addition, greater numbers, factors, least common multiples’ Those are all great examples, now if we were to explain look in our books for more ideas do you think you could come up with more words? By looking at these words could you explain what you mean to your partner?"

4.     Independent Practice 

Use the strategy

“Now, get out a piece of paper. I want you to try this with your shoulder partner. The topic I want you to find words for is Multiples. There are a lot of words you could come up with. Use your notes and book as a resource if you get stuck. When you and your partner run out of new words, compare with the group sitting across from you and see if they were able to come up with anything other than what you already wrote down. “

The Report Card, By: Andrew Clements

This is a book talk I heard about from another teacher. What a great way to encourage students with struggling grades! Can't wait to read and recommend this book to some of my students.





About the Author: 

¨Andrew Clements (born May 7, 1949) is an American author of books for children. Clements grew up in New Jersey and Illinois, and worked as a teacher for seven years after college. He started his literary career by writing the texts for picture books, then went on to write children‘s novels. His first novel was Frindel, which has won 16 state book awards, as well as the Christopher Award. 

Summary:

¨" Fifth grader Nora remembers everything in her life. From an early age, everything was always very easy for her: puzzles, school work... However, Nora does not like to perform or be pushed around. She in no way wants to attract attention to herself. That's why once she got into grade school, she started to think more "normally". The story begins when Nora has just received her first report card of fifth grade. The results: five D's and one C. Her friend Stephen is very sympathetic and confused, especially when Nora tells him she WANTS to get bad grades. 

Hook:

¨Why would someone so smart want to get bad grades?

¨Will anyone find out what Nora is doing?

¨Should written tests be the only formal assessment tool?

Read The Report Card by Andrew Clements to find out and form your own opinion!!!

Awesome Activity for teaching Perimeter!

Today we began talking about perimeter and I had an activity planned that I thought would be a lot of fun but wasn't sure if the students would get into it. Boy was I wrong, they LOVED it! Here are the steps in case you want to try it with your class:
1. Place students in groups of 3.
2. Have two students trace the third student onto butcher paper.
3. Have yarn pre-cut to 3 feet.
4. Once they finish tracing, have that person stand up. Students then take the pre-cut string and go around the outline making a mark every time their string ends.
5. Repeat until the outline is completely measured.
6. Add up the perimeter and record on the paper.
* You could also include a worksheet for the group to work on if they finish early. Only one of my classes finished with a little bit of time but they began the worksheet which had to do with measuring only one hand, one leg, and the perimeter of their text book and record their findings. GREAT activity to get students ENGAGED and LEARNING!! Will post pictures soon :)

Math Factor Game...kids love it!!

FACTOR RACING

I think it would be fun to have students pair up, with a partner, and race to finish factoring numbers on the dry erase boards. Students could keep score and see who can finished the fastest with getting the correct answer as I call out the numbers for them to factor. This seems like it would not only help them with factorization but also with their multiplication tables as well. Which my goodness, you would think 6^th graders would know their multiplication tables, or at least the easy ones: 2, 5, 10. This games seems perfect for our current unit since we are working on factoring, GMC, LCM, and square roots. I hope students find this fun and don’t even realize how much learning is actually being done.

            By allowing students to work, rather race, in pairs I think it would encourage them to keep going and not give up because if that one other person messes up then they still have a chance to earn the point. If I tried this in small groups of 4 I am scared that students wouldn’t try as hard or even pay close attention and learning would be lost. Every student will need their own dry erase board, a dry erase marker, and a klenex to erase their work. All other school supplies will need to be in their desk. As I call out numbers, I will also work the problem on my dry erase and show them the answer as soon as everyone has their answer worked out and their board raised. I think it would be great to include definitions that students need to know for their test, such as “define prime numbers” or “write three examples of a composite number on your board”. This game seems to be a great way for students to review material without reverting back to the boring ways of paper and pencil. As far as rules go, I think I would explain the game and then give the following rules to be followed while playing:

1.     Handwriting must be clear and easy to read.

2.     No fighting.

3.     ALWAYS try your best.

Maybe I’ll feel the need to add more as we’re playing but for right now this seems to suffice.

            All in all, I think that Factor Racing is a great game to get students working, actively participating, and thinking quickly to develop accurate answers. I also think there are some bonuses for me to this game because it allows me to assess what my students are learning, where they are confused, as well as help and correct any mistakes they are making. I can’t wait to see how this works!!

Book Talk #1

Author: Jack Gantos
Jack was born in Mount Pleasant, PA and was a reader from an early age. In 6th grade he read his sisters diary and decided he could write better than she could, little did he know at the time it was soon to be his profession. It wasn’t until high school when Jack decided he wanted to become a writer. In college he would meet with professors during his extra time and developed a friendship with illustrator, Nicole Rubel. Jack Gantos is now responsible for writing some of the most desired and award-winning children’s books including The Jack Henry Books, The Rotten Ralph Rotten  Readers, several young adult books, and of course The Joey Pigza Books.

Opionion:
Joey Pigza is a middle school student I think many 11 and 12 year olds can relate to. He has ADHD and is constantly asking the “What if” and “How” questions. With so much energy, Joey always has a surprise and funny comment up his sleeve. My class and I found this book to be hilarious, entertaining and so typical in our everyday classroom environment. A must read for all.

Summary:
Joey Pigza is a typical ADHD middle school student who is full of energy, loves to entertain, and constantly asks questions. Joey is known for losing anything and everything so his mom makes him wear a house key, on a string around his neck, everyday to school. He has a clever trick of swallowing the key and pulling it back out of his throat by the string. What happens when Joey’s teacher cuts the string and his trick goes down the drain?! 

Highlight:
The highlight of this book is when Joey is about to do his trick, swallowing the key, but his teacher cuts the string just before he puts the key in his mouth. He doesn’t realize she’s cut the string and much to his surprise, he ends up swallowing his very own house key. 

Hook:
Joey is constantly getting into trouble and the school is threatening to transfer him downtown to the special education center for problem children. Will swallowing his house key be the final straw and deciding factor for his transfer or will Joey end up finding a way to make up for his actions? Time for you to go read the book a find out for yourself…

Observations, Observations, Observations!

Anyone else feeling a little overwhelmed by the amount of people coming in and out of your classroom?! Don't get me wrong, I usually LOVE it while they are there but it can get old as the week goes on. The past two weeks I have had a lot of visitors; which have been great for the most part. I just can't believe how often someone comes in. No one ever told me that was part of teaching (ha!). I have been observed by administrators, our Toyota Family Literacy parents, University of Arkansas Bachelors of Edu students, and most importantly this week...the State Department of Education! WOW does it feel good to have that out of the way :) Next up is my observation with my pathwise mentor in two weeks. She is absolutely phenomenal so I am not worried about it at all. Hard to believe we are almost to Thanksgiving! Where has the time gone?!

The Day After A Sub

Well tomorrow should be interesting! I had a sub this afternoon for seriously the 6th time since school started....math department meetings galore. The day after a sub always seems to be a bit challenging but I am really excited to see how tomorrow goes because my sub today was amazing!! My meeting today was in a conference room at my school so I was able to pop in on my sub twice to get a feel for how things were going. She had them quietly working and no one was walking around the room. (This has been a problem with the past couple of substitutes.) Needless to say, I am super excited and hoping tomorrow will be just like any other day rather than "the day after a sub". Will keep you posted :)

P.S. Cheer loud for the HOGS this weekend!!! Wooooo Pig Sooie!!

Does it EVER calm down?!

This seems to be a questions I ask myself frequently. I know the answer is yes (a little) but I'm not seeing the light at the end of the tunnel yet! I officially had to take my first sick day this week, thank you stomach bug 2010 and my oh-so-kind students that decided to share with me. After a test this week hopefully I will see some great grades that make me feel a lot better regarding the craziness of a first year teacher. Hope everyone is having a fabulous week...take a nap for me if you can!! ;-)

Fast and Furious

Well two weeks down and how many more to go?! Just kidding! The past few weeks have been a great experience and I feel like I continue to learn something new everyday. I wanted to share how crazy the last 3weeks of my life have been. School started on a Thursday this year and the Sunday night before I was called by a principal in the Springdale School district to come in and interview Monday afternoon. Of course I jumped at the opportunity and less than 24hrs later I found out I "unofficially" had the job and needed to be at parent night in less than 2hrs. I was so excited, overwhelmed, and not to mentioned STRESSED!!!! Wednesday I signed my contract and Thursday morning started school. What a crazy experience but such a blessing at the same time. I couldn't have asked for a better first experience. The teachers I work with have been AMAZING and SO helpful. Looking forward to a great first year :)