Guided Math Chapter 5

I have to say I have really been enjoying reading this book and collaborating with all my bloggy friends on the great things we're learning! Chapter 5 deals with the small group component of Guided Math. Some of my favorite points:

• Small group instruction is a defining component, but is not the ONLY mode of instruction. I love this because I agree with a balanced approach. We need whole group, small group, one on one, partners, group work, and individual work. All of these have value and need a place in our instruction.
• Small group instruction gives the teacher an enormous amount of flexibility in meeting the needs of students and gives maximum impact to teaching. AMEN! 
• Children are more likely to open up, take risks, and ask questions in a small group setting. I've seen this first hand!
• Use your manipulatives. I loved this research stated on page 143, "Research shows that 90 percent of what we both say a nd do is retained, compared to only 50 percent of what we hear and see." Wow! We all know that "doing" is important, but did we realize just how important it is for retention?
• Keep your small group area organized and free or clutter--((sigh)) I'll just go ahead and admit that my small group table (right by the door) becomes a dumping ground. I've GOT to stop this! I waste time cleaning it off to use it. 
• Let formative assessment (and sometimes summative) to form groups and guide your daily instruction. 

And here's where I get techie: I'm all about using the formative data to form and guide my groups, but how to manage it? I'm also not great with paperwork. Now you know. My secret is out. I HATE paperwork! But, if I can turn that same paperwork into something digital I'm all over it. Hence, my newest Google Form....drum roll please....

Tada! Guided Math Group Records!

(Don't you just love those blocky faces?)

I created this form to serve three purposes:

1. Group students
2. Take notes during/after the lesson
3. Have a paper trail for RTI detailing whom was in the group, when we met, what was covered, and how well said students performed. 

Want a copy?

Click HERE to see the live form. 

Click HERE for the spreadsheet that you can save a copy of.

Here's how I plan to use it: We have a new math series this year (Go Math!), and if I understand correctly, there is formative assessment for grouping built right in. After the whole group instruction, students begin some problems on their own while the teacher circulates and checks. There are "Checkpoint" questions marked with a red check mark that the teacher pays special attention to. If the child misses those problems, my plan is to check their name on my form (which I've set to my iPad home screen), then pull all of those children for reteaching. Using the form I can easily choose the lesson topic and Common Core standard covered (4th grade). I've also left a place for notes so that I'll remember later what went on during the lesson and who needs more assistance.

Another key point in this chapter was that just because a student gets an answer correct doesn't necessarily mean they understand the concept. So true! I plan to address this in math conferences. I don't have all of the logistics worked out in my head yet, but hopefully after we read chapter 7 I'll have a better understanding. I've been doing some research and came across this fabulous blog dedicated guided math: Dr. Nicki's Guided Math Blog. She has some information about conferences and even some forms she created. Definitely worth the look. 

Thanks to our wonderful hosts for hosting this book study:

Chapter 1: Primary Inspired

Chapter 2: Third Grade Gridiron

Chapter 3: Making It as a Middle School Teacher

Chapter 4: Once Upon a Teaching Blog and Sweet Seconds

Chapter 5: Toad-ally Exceptional Learners and Pitner's Potpourri

BeeClip: Digital Scrapbooks for Students

Have you seen this free tool yet? I came across it while reading a post over at CristinaSkyBox. Beeclip is a free digital scrapbook for students. You don't even have to log in! Similar to Glogster, students can upload images, add text, audio, or video, and change the backgrounds. You can even download and print when finished. Something else impressive--I tweeted my find, and almost immediately received a reply from @BeeClipEDU saying thank you and offering assistance. I had a few questions, which they answered almost immediately. They're on top of things!

Here's the one I made in NO time: I used some pictures and a video my kiddos made at the end of the year.

More than one student can edit the same project at the same time on different computers. You can enable or disable the ability to use Google Images, Flickr, and YouTube. And even after you embed, if you make edits to the project, the embedded project changes right along with it!

I can think of so many uses for this that would definitely take a whole different post. Stay tuned...

Reviving Four Blocks: Self-Selected Reading

A few days ago I posted some thoughts about changing my reading block to look more like it did when I taught the Four Blocks way. (Reviving Four Blocks). I was surprised and excited about the comments I received about how several other people are interested in this approach, so I decided to do a series dedicated to each of the blocks. I decided to tackle the Self-Selected Reading block first because it's my favorite!

What is it?

This block is all about students reading texts that they have selected themselves and are on their level. Similar to Read to Self (Daily 5), students choose their books and read to themselves while you confer with individuals. It is easy to make this block multi-level because each student can be reading on his or her own level. It lasts about 30 minutes, or maybe a little longer if you have the time.

Structure of the block:

• Read aloud: Beginning with the read aloud is perfect for me for several reasons: 1). It ensures that I won't skip the read aloud! 2). I can model reading strategies during the read aloud that I want the kiddos to use while reading independently. 3). It activates reading strategies that students will use when reading independently. After the read aloud, I send them off to read to themselves, usually with some instructions, like "Be ready to share the connections you made when we come back together." or "Mark any unfamiliar words that you find so we can discuss them." This can really be anything that you're currently working on, or even a strategy that came up during the read aloud.
• Conferences: I love conferencing with my students because I've found that they're much more open when its just you and them. It's a great way to build relationships while getting to know students as readers. I try to meet with each child once a week, but with larger class sizes, it may take two weeks to get to everyone. Here's the form I made that I plan to use for conferences next year.
• Sharing: At the end of the block, students come back together as a group to share what they've read, strategies they've used, or information they've learned. This is a great time for students to present book reviews or you to do a book blessing as well. You could do the sharing part every day, or set aside some time two or three times per week. If you're short on time, and you're lucky enough to have student response clickers, you could even have students text in something to share. 

Why I love it:

When all of my students are doing self-selected reading at the same time, the atmosphere in the room is calm and peaceful. There are very few distractions, and it is harder for students to "pretend" read. The structure provides me with a schedule to include the parts of instruction that I'd love to do every day but sometimes skip otherwise. I also love that students have a choice about what to read. 

So, how about you? How does your Self-Selected Reading/ Read to Self/ DEAR time look?

You've Gotta Have This App! iMotion

If you make movies in your classroom, you have GOT to try out iMotion for iPod and iPad! I stumbled on this great app the other day while on Twitter. A teacher had requested comments for her students on this blog post which included stop motion animation movies about money. Of course I had to check it out! I was so impressed that I immediately downloaded the FREE app onto my iPhone.

I have to say it is super easy to use. The first time I used it was on Father's Day: My family all met at my Grandmother's house and (of course) started playing with phones and talking about apps. I whipped out my new app and within 3 minutes, my dad and I had made this movie:

Yeah, I know its a little silly, but we were just playing after all. :)

My cousin's little girl downloaded it and made two movies right then and there. And I started thinking..."If we can do that in almost NO time, what could my kiddos do with this app?!?"

I was so excited about it, I knew I had to use it again soon, so I had my 3rd-5th grade Sunday School class make one during our Sunday School lesson:

It's easy to use. Just open the app and click start. It is automatically set to take still shots every second. You can adjust the speed of the snapshots, or choose to take them manually. You can pause and restart.You can even change the speed of the movie once you've finished.  The only downside is that you have to pay $1.99 as an in app purchase if you want to share your movies to Youtube, Facebook, or whatever. I thought it was worth it because I know I'll be using it a lot!

How about you? Have you ever made stop motion animation movies? What do you use? I'd love to hear from you and steal borrow your ideas! 

Monday Made It and a CAFE Freebie!

I love Monday Made It! This week I made the adorable birthday balloon pot, but mine looks like more of a bouquet. In fact, I'm calling it my birthday bouquet. I first saw these on ProTeacher posted by Mariely. I think she might be the original birthday balloon creator. Here's my version:

Half-price flowerpot from Michael's ($2.50!), ribbon, bendy straws, and SchoolGirl's 3 in. scallop tags ($3.00). 

And now for the freebie:

Polka Dot Owl CAFE Headers

I may not be doing Daily 5, but I'll definitely incorporate CAFE, especially into my self-selected reading block. 

Hop on over to Tara's blog for some other great Made Its!

Guided Math Chapter 4

Chapter 4 was all about effective uses of whole group instruction. With the push for more and more small group instruction, it is refreshing to have the validation that whole group instruction is an important part of a balanced teaching approach. Whole group instruction is not bad! In fact there are many instances in which it is preferable to small groups, including minilessons, whole group games/reviews, giving instructions, and math huddles. Probably the idea that stuck with me the most from this chapter was the format of minilessons.

MiniLesson Components:

• Connection-This is the activating portion of the lesson
• Teaching Point-Teacher models or demonstrates ("I do" portion)
• Active Engagement-Guided practice ("We do, Y'all do" portion)
• Link to Ongoing Student Work-just what it says: You link to what they'll be doing independently ("You do" portion).

Sammons writes that the mini-lesson should be brief---no more than 10 minutes. I've found it extremely difficult to do each component of a minilesson and still keep it within the 10 minute time frame, at least in 4th grade. I especially need more time with the active engagement portion because I'm often listening in to students and offering feedback. While I really strive to limit the teacher talk, and focus on more time for guided practice, I know this is something I still need to work on. I'm finding that for adequate practice, usually my minilesson takes between 15-20 minutes---close enough :) I think for 4th graders and the difficulty level of some of the problems they solve in math, 20 minutes is reasonable.

How about you? What did you take away from this chapter?

Can't get enough of the Guide Math book study? Check out these links for more:

Chapter 1: Primary Inspired

Chapter 2: Third Grade Gridiron

Chapter 3: Making It as a Middle School Teacher

Chapter 4: Once Upon a Teaching Blog and Sweet Seconds

Reviving Four Blocks

With the end of the school year (and all of the book studies I'm stalking reading), I've spent a lot of time reflecting on what's worked in my classroom...and what hasn't worked. I keep coming back to the same conclusion. I've followed the basal reader, used the Guided Reading structure, the Daily 5 structure, my own blend, etc...but the BEST I've done as a reading teacher was when I structured my lessons using the Four Blocks framework. Remember Four Blocks? It's not quite as popular as it used to be, but I dusted off my books and reread some of them and even put into practice some of the ideas during the last few weeks of school. 

If you're not familiar with the framework, you can check it out here:

Basically, the premise is to create a balanced literacy approach by having instruction in each of the four blocks each day. Ideally each block would be 30 minutes in primary grades, with variations on time in the upper grades. For example, in 4th grade we might not really need 30 minutes for working with words, and may need more time for writing and guided reading.

Why this structure works for me:

• Each component has it's own scheduled time. I had this in the other formats, but I found that if I'm teaching a short minilesson on word work, then letting the kids choose an activity to work on, I'm liable to skip that lesson if time is short. 
• Kids practice what I just finished teaching! I don't really like teaching a comprehension lesson, then having children practice something totally different. Can't wrap my brain around that...
• Flexibility: Especially within the Guided Reading block. If it suits the lesson and needs of my kids to meet with me in small groups, great! If not, I can have them work with partners, independently, or any variation. I don't feel the pressure to meet with 4 small groups every day!
• There is a dedicated time for me to conference with kids during Self-Selected Reading and during Writing. I love this! It's another thing that gets pushed to the side if I don't have the time set aside. 
• Book Blessings and read alouds begin the Self-Selected Reading block. I don't have to find a time to squeeze them in anymore!

This summer marks my twelfth year teaching. I can hardly believe it! It has flown by so fast, and I've learned so much along the way. I'm still learning! I think that learning about myself as a teacher and recognizing what works for me and my kiddos is almost as important as learning strategies for teaching. 

That's why Four Blocks is the model that I think I function best under...I like the set times for each component. I'm less likely to skip postpone something this way. A place for everything, and everything in its place. 

How about you? Do you still use Four Blocks or components of it? What have you found works best for your teaching style and kiddos?

Free Polka Dot Genre Posters

So, I admit I have a little obsession with polka dots. I've been creating tons of classroom items and my latest creation is a set of genre posters. There are some really great ones out there, but I wanted a set with a polka dot background and pictures of real books. I tried to choose books that are popular among my students and that they have access to, either in my classroom or the library. Hope you enjoy!

Click here for the Google Doc

*UPDATE: I added Traditional Literature in case you'd rather have that instead of Folk Tale. I used different books on each poster in case you'd like to use both posters. Thanks for the idea, Chanda!

Want more Freebies? Check out TBA's Freebie Friday:

Are You a Whole Brain Teacher?

I first found Whole Brain Teaching the year that I had "that group." You know the one...you love those kiddos and do everything you can, but nothing seems to work. After some web surfing I found my light at the end of the tunnel. When I first found it, it was called Power Teaching. Chris Biffle has created many, many downloadable books all dealing with classroom management strategies and learning activities. All of his items are free, and he even has a YouTube channel with videos of the strategies being used with actual students.

Here's a video with the basics of WBT. It's seven minutes long, but well worth it!

Some of the things I really like are the daily reviewing of rules and procedures, the scoreboard, and all of the active participation strategies such as Teach/Okay, Mirror, and the use of gestures in so many different ways.

Since that year, I've used many aspects of Whole Brain Teaching, and I'm still learning. How about you? Do you use WBT or some other form of classroom management?