Here’s a great post I read and vibed with it. The author, Janet Thomas, discusses shame and how you handle it. I was blessed by it. Read it and decide for yourself:
https://www.janetdthomas.com/stop-playing-shame-game/
Category: resources
Teach Plus @ LMU PD, Part 3!
Dear Readers,
For the first session, we learned a couple of strategies, called Opportunities to Respond (OTR). They include:
- Response Cards
- Hand Gestures
- Take A Stand
- Choral Response
- White Boards
- Think-Pair-Share
I’ve used all of these. We also learned a strategy I hadn’t heard of, the Round Table strategy. The teacher, Drew Otto, introduced it to us by giving a handout & explaining what we were going to do. So, we watched two videos with instructions to critique the video. First, we had to look for evidence of engagement. Then, we had to look for evidence of students not being engage. Once we were finished critiquing both videos, we passed our handouts around & others responded to what we’d previously written. Then, after that we passed that person’s paper around & someone responded to that person, until we did this for 3 rounds. For the last round, we basically summed up everything. Look at the templates below to get a better understanding just in case you didn’t understand my explanation.
Here are the templates I created using Drew’s template: equityequalityroundtable-1 equityvs-equalityroundtable-2
Please email me if you have any questions!
What is Dyslexia?
Dear Readers,
I found this great TedEd talk on dyslexia. The video had great points. I learned a lot from this video.
As usual, if you’d like to see it for yourself, here’s the link: http://ed.ted.com/lessons/what-is-dyslexia-kelli-sandman-hurley#review
Resource Lab Grade Check/Productivity Forms
Dear Readers,
I just realized that I have not been sharing resources that I’ve created. One resource that I use because it hits so many indicators at once is The Resource Lab Grade Check/Productivity Log. I use these forms twice weekly for my grade check process that places the onus on the students to know their grades at all times and set goals.
It:
- makes students take respon-sibility for their grades.
- puts the onus on the students to take responsibility for showing how productive or unproductive they were during their stations/centers time.
- It helps the students set S.M.A.R.T. goals.
- It’s a running record of the students response/explanation of their grades that can be used during parent conferences. {Not sure if this is a problem at your sites, but the students, at one point in time, were saying that teachers were not helping them. This will help show that students are aware of their grades at all times.
Here are the links:
- http://tinyurl.com/ze2ohma (COUNSELING GRADE CHECK)
* NOTE: Although this says, Counseling Grade Check, it can be used as a grade check for Resource Lab or for any class where the students need to check all their grades. I use this one with the Counselor for students who don’t yet know how to write S.M.A.R.T. goals. So, feel free to take Counseling out of the title.
- http://tinyurl.com/zxqkopq (RESOURCE LAB GRADE CHECK/PRODUCTIVITY LOG)
*NOTE: This form can be changed around, added to, deleted to suit your purposes.
You can make a copy for yourself or email me for a copy @ specialedandme@gmail.com. If you use it, let me know how it works for you.
Bye for now!
Graphing WJIV Scores
Dear Readers,
Are you looking for an easier way to explain the Woodcock-Johnson scores to your student’s parents?
Well, I was! That’s when I had a brilliant idea and decided to graph the scores. I’m not sure why I never graphed them before. It would have made my life so much easier when it’s time to explain the Woodcock-Johnson scores.
This was sorely needed because so many times, at the IEP meeting, parents are “talked at” and overloaded with so much information. I can’t speak for the parents and say that they don’t understand, but the blank look sometimes says it all. I like this graph because the parents can see and hear the information.
I got the idea while planning lessons for my students who need simultaneous auditory & visual input. By graphing the scores, parents are able to see and hear the information for themselves, at a glance. Not only that, the graph saves about 10-15 minutes of explanation.
Here’s a mock up of READING scores from the WJIV. I also graphed WRITING & MATH scores. The first & last score (90-110) are just an illustration to show the AVERAGE range.
Of course you can use any color you’d like. These are the colors I used:
Note: I changed the colors I use to represent Average and Low Average. I now use Green to represent AVERAGE & Purple to represent Low Average. ~Leila~ 10.18.22
| Standard Score Range | WJ-IV
Classification |
| 131 and above | Very Superior (Plum) |
| 121 to 130 | Superior (Dark Blue) |
| 111 to 120 | High Average (Orange) |
| 90 to 110 | Average (Green) |
| 80 to 89 | Low Average (Purple) |
| 70 to 79 | Low (Borderline) (Blue) |
| 69 and below | Very Low (Significantly Below Average) (Red) |
***I didn’t choose any colors for Superior & Very Superior because I have not yet had students score at this level.***
UPDATE: Just last week, I had a student test in the Superior & Very Superior Range. So, I choose the colors Dark Blue for SUPERIOR & Plum for VERY SUPERIOR.
There are many sites where you can create graphs. Here’s the site I used: https://nces.ed.gov/nceskids/graphing/classic/
Let me know if this will work for you! Bye for now!
Resource Lab Curriculum
Dear Readers,
I’m stuck and need help! I have about 100 followers but only about 2 people comment. If I’ve helped you at all, I’d like for you to return the favor. I’m working on my Resource Lab curriculum because I didn’t like the one provided by my organization. I just didn’t feel that it was relevant to what my students needed to know.
So, here is a link to my barebones, work in progress curriculum. I have a long way to go. I could use your input on this. Thanks in advance!
Feel free to comment! I’m open to feedback. Remember to be brutally honest; not mean, just honest.
MOCK I.E.P. Assignment, Part I
*Please feel free to give any input on this rubric if you have any!*
Dear Readers,
I am so ridiculously pleased with myself regarding my assignment. I’ve been thinking about how to put it together for a couple of months now. The reason is because I’m trying to teach my students how to lead their own I.E.P.s so I’ve been teaching them little by little how to do that. I’m not sure how successful I’m being at this because some of the students still don’t know that I.E.P. stands for Individualized Education Program.
I began at the beginning of the year by telling & showing them an actual I.E.P. and explaining what Present Levels of Performance (PLPs) are, what Goals are, how long they have to reach their goal, and what their disability/learning difference is.
I say that I’m not sure how effective I am because the information seems to be going in one ear and out the other, as sometimes happens with students with a learning disability.
One strategy I was using was asking the students 5 Quick Questions. It was 10 questions that I split into two parts because 10 questions at one time seemed to be too much for them. Once I thought about it, 10 questions for the whole week still seem like too much. So, now I’ve cut it down to just 5 Quick Questions for the week. I decided, in order for them to keep the information in their heads, I’m just going to give them the same 5 Quick Questions for the 3 days/week that they come to my Lab and use the best score. This way they don’t have to worry about only seeing the information once and not again for a couple of weeks until I gave them the questions again, nor do they have to worry about getting a bad grade.
I’ll let you know how it works. But, I digress. So back to the lecture at hand. I’ve come up with an assignment that I think will make help the information stick in their heads. Here’s the rubric. (Warning: It’s pretty ugly.) I say that it’s pretty ugly because it’s long. However, there is a method to my madness. Although there’s still some fine tuning I need to do, my plan is to break in into parts.
MOCK I.E.P. Rubric Continue reading “MOCK I.E.P. Assignment, Part I”
Sensory Processing Disorder or ADD/ADHD?
Dear Reader,
I’m doing research to fill gaps in my knowledge. One particular curiosity I discovered is that ADHD & Sensory Processing can often be confused with each other.
I’m going to research and write a post when I’m finished. Here are some of the articles I’m using for my research. Enjoy!
http://www.additudemag.com/adhd/article/793.html (Sensory Processing or ADHD?)
http://www.brainbalancecenters.com/blog/2014/01/sensory-processing-disorder-or-adhd/ (Sensory Processing or ADHD?)
http://www.webmd.com/children/features/the-truth-about-sensory-processing-disorder (Sensory Processing Disorder)
http://www.childmind.org/en/posts/articles/2014-4-28-how-sensory-processing-issues-affect-kids-school (Sensory Processing)
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3149116/ (Sensory Processing Problems in Children with ADHA, A Systematic Review)
DVR is Over!!!
Dear Readers,
I’ve been ridiculously busy getting ready for the District Validation Review, which is a review of the SpEd dept. to ensure that we are in compliance. Well, we were. We passed with flying colors. However, I don’t want to see another green folder (SpEd folder) for awhile. I, along with my assistant & my co-teacher, had to clean up the green folders that’d been neglected for years. A green folder only requires up to three years of IEPs. Well, one of the folders had IEPs back to 2003. So, believe me when I say that we had our work cut out for us.
I am so happy it’s over. The day of I was spazzing out. I found a hole in my dress that I don’t remember seeing there when I put it on. Thank goodness I had a sewing kit in my car. I got it, went to the restroom and sewed it up. The only problem was that I couldn’t print, and hadn’t been able to in since Monday. I was completely frazzled. I even cried! That was huge for me because I’m not a public crier. I mad it through it though. The person in charge of the DVR was very personable and helpful. It wasn’t stressful. The stress I had was self-imposed. It was because I just didn’t know what to expect.
I wanted to go home right after it was over. Not so! We had parent conferences that I had to stay for. After that, I came right home and went straight to sleep. I was simply exhausted. The only thing I did in my classroom the next day was a DO NOW & grade checks. It was a pretty easy day. After the school day crawled by, I came home and crashed. I went to see Kingsman: Secret Service and was extremely happy with it. It was so good. I’ll write about that in another post. Bye for now!
Overdue Book Reviews!
Dear Readers,
I haven’t posted a book review in a long time. I’m going to remedy that during the break. I may even post a few. I think I’ll review Patricia Polacco’s “January Sparrow.” It was such a fantastic book. I loved it like I love all of Patricia Polacco’s book. I honestly haven’t read a book of hers that I don’t like. Others that I think I’ll review are: Applemando’s Dream, Pink & Say, Mr. Lincoln’s Way, Bully, Junkyard Wonders, & My Rotten Redheaded Older Brother (in memory of Patricia’s older brother, Richie, who recently passed). I’ll kick them out over the break. Until then!
Knocked it Out the Park!!!
Dear Readers,
I’m not sure why I’m surprised that I knocked the ball out the park with my latest PD that I presented with my co-teacher. Presentations are my strong suit. So, it should have come as no surprise.
The purpose of the PD was to explain what Passports are and how they’re related to the IEP. Let me explain what Passports are. They’re documents created by my charter school organization that include the student’s lexile level, present level of performance, and goals for the GenEd teachers to use in their planning.
Well, the Passports were updated and given out during the first month of school. However, when they were given out, only 3/4 of the SpEd staff was present. The 11th/12th grade teacher was absent because his son was having medical complications, my assistant was on her honeymoon, and I had a PD to attend at the home office. I said all of that to say that we were unavailable to explain to the GenEd teachers how to use them. Needless to say, some of the teachers weren’t using them because they didn’t know how.
To help the GenEd teachers, we (the SpEd staff) created an AT-A-GLANCE spreadsheet for 9th-12th grade that listed important accommodations across the top, students names down the left hand side of the spread sheet, and then checked off which students received which accommodation. I, along with my co-teacher, explained all of this to the teachers. They were very grateful. They asked many questions and received clarification on questions they had.
My A.P. even sent me the results of the PD survey. The results were overwhelmingly positive. I have to say that the best thing to come out of presenting the PD was the teachers’ understanding that the IEP is a legal document because I kept hammering it home. Whenever someone asked a question about accommodations, I related it back to the IEP being a legal document. They got it!
I’ll keep you updated on further PDs. Bye for now!
Common Core State Standards explained
Dear Readers,
Here’s a link to explain the Common Core standards in a nutshell, in about 3 minutes. Enjoy!
Jokes that teach!
Hello Dear Readers,
When I received an email for Trevor regarding a site with jokes that teach, I didn’t know what to expect. I checked it out and was pleasantly surprised.
Here’s a sampling of some of the jokes on the site:
Why are chemists better at solving problems than physicists?
They have all of the solutions.
Why can’t you trust atoms?
They make up everything.
I thought the jokes were pretty cute. Here’s the website to check it out if you so desire: http://jokesthatteach.com
Bye for now!
Lindamood-Bell Called!
Dear Readers,
I’ve been busy lately. For the past three and a half weeks I’ve been working at Lindamood-Bell Learning Centers for the summer. The first two weeks were training. I have to tell you that it was brutal. It was two weeks of teleconferencing with the 54 other centers across the country.
Don’t get me wrong, the training was fantastic with a lot of good information, but it was a bit overwhelming . So, long story short, I’ve been working there for nearly a month. It’s a little different than teaching. For one thing, it’s regimented and kinda’ scripted. I like working there because everyone is so nice. In fact, everyone tries to “out-nice” each other. It’s a really good place to work.
The pay is not good, but the experience is wonderful. I’ll see how much I can learn to teach my future students and keep you posted.
Bye for now!
The Real Reason why children fidget! by Angela Hanscom
Dear Readers,
I found this excellent article that purports to explain why children fidget. Read this and see if you agree. Enjoy!
WHY CHILDREN FIDGET: And what we can do about it
Angela Hanscom – Thursday, June 05, 2014
A perfect stranger pours her heart out to me over the phone. She complains that her six-year-old son is unable to sit still in the classroom. The school wants to test him for ADHD (attention deficit and hyperactivity disorder). This sounds familiar, I think to myself. As a pediatric occupational therapist, I’ve noticed that this is a fairly common problem today.
The mother goes on to explain how her son comes home every day with a yellow smiley face. The rest of his class goes home with green smiley faces for good behavior. Every day this child is reminded that his behavior is unacceptable, simply because he can’t sit still for long periods of time.
The mother starts crying. “He is starting to say things like, ‘I hate myself’ and ‘I’m no good at anything.’” This young boy’s self-esteem is plummeting all because he needs to move more often. Continue reading “The Real Reason why children fidget! by Angela Hanscom”
Make Your Own Bingo Cards
Dear Readers,
I found a site that will allow you to create customizable bingo cards in any subject. The catch: You can try the software for free. However, once you’ve tried it, the program is a bit pricey (to me) @ $26.95. If you’d like to check it out, here’s the address:
Pizza Hut’s Book It Program!
Dear Readers,
Here’s the other program I sign my students up for. It’s called Pizza Hut’s Book It Program. Just like the Six Flags program, it’s simple. Create an account, choose a password and sign up. If you’d like to sign up, here’s the link: https://www.bookitprogram.com/.
Six Flags’ Read to Succeed Program
Dear Readers,
Every year, for the past couple of years, I’ve signed my students up for Six Flags’ Read to Succeed program. It’s a win-win program. Your students and you receive a ticket to Six Flags for reading. It’s easy. All you have to do is register for an account and choose and password. After that, you input the hours and at the end of the year, tickets are sent to you to distribute to the students.
If you’d like to register, here’s the link:
A Center in a Bag!
Dear Readers,
I have a story I just have to tell. It’s about my older sister (even though she tells everyone I’m older), who I’ll call Brown Girl. She is so giving. She is always giving me & the rest of our family gifts.
Even though this gift she gave me today is not even the biggest gift she’s given me, it was really what I needed. You see she gave me 25 books with the accompanying audio tapes. This is significant because I was just reading another teaching blog about the teacher having a listening center. Since I had older students I didn’t think to have a listening center. Add to the fact that my school had no resources. Well, now, thanks to my sister, I have the following titles:
- This Is The Way We Go to School by Edith Baer
- Abiyoyo by Pete Seeger
- The Snowy Day by Ezra Jack Keats
- Happy Birthday, Moon by Frank Asch
- Geraldine’s Big Snow by Holly Keller
- The Girl Who Loved Wild Horses by Paul Goble
- The Legend of Sleepy Hollow by (Adapted by) Freya Littledale
- The Vanishing Pumpkin by Tony Johnston
- My Favorite Time of Year by Susan Pearson
- Clifford’s Halloween Fun by Norman Bridwell
- Jamberry by Bruce Degen
- Make Way for Ducklings by Robert McCloskey
- Millions of Cats by Wanda Gag
- Happy Birthday, Moon by Frank Asch (duplicate)
- The Brave Little Tailor by (Retold by) Freya Littledale
- Sally’s Room by M.K. Brown
- Jamie O’Rourke and the Big Potato
- The Seven Chinese Brothers by Margaret Mahy
- Jesse Bear, What Will You Wear? by Nancy While Carlstrom
- Grandma and the Pirates by Phoebe Gilman
- Clifford, We Love You by Norman Bridwell
- It’s Valentine’s Day by Jack Prelutsky
- Chicken Soup With Rice by Maurice Sendak
- Curious George Rides a Bike by H.A. Rey
- The Popcorn Dragon by Jane Thayer
Even though some of these title are for young children, I will use these to make up my listening center. I’m going to plop them into some bags, label them, and create some other sort of activities to go with them. So there you have it- A center in a bag!
By the way, if you know of any activities I can use to make this center more interesting, feel free to drop me a comment!
Thanks!!!
Learn to Recognize Sensory Processing Disorder
Dear Readers,
I’ve always had a hard time with Sensory Processing Disorders. I’m not sure why, but I did. Since I didn’t understand it, I researched, researched it, then researched it some more. This site has a pretty simple explanation. Check it out @:
25 Things Successful Educators Do by Julie DeNeen (21-25)
Dear Readers,
Here are the last 5 parts:
21. Successful educators bring fun into the classroom
Don’t be too serious. Some days, “fun” should be the goal. When students feel and see your humanness, it builds a foundation of trust and respect. Fun and educational aren’t mutually exclusive either. Using humor can make even the most mundane topic more interesting.
22. Successful educators teach holistically
Learning does not happen in a vacuum. Depression, anxiety, and mental stress have a severe impact on the educational process. It’s crucial that educators (and the educational model) take the whole person into account. You can have the funniest and most innovative lesson on algebra, but if your student has just been told his parents are getting a divorce, you will not reach him.
23. Successful educators never stop learning
Good teachers find time in their schedule to learn themselves. Not only does it help bolster your knowledge in a certain subject matter, it also puts you in the position of student. This gives you a perspective about the learning process that you can easily forget when you’re always in teaching mode.
24. Successful educators break out of the box
It may be a self-made box. “Oh I could never do that,” you say to yourself. Perhaps you promised you’d never become the teacher who would let the students grade each other (maybe you had a bad experience as a kid). Sometimes the biggest obstacle to growth is us. Have you built a box around your teaching methods? Good teachers know when it’s time to break out of it.
25. Successful educators are masters of their subject
Good teachers need to know their craft. In addition to the methodology of “teaching”, you need to master your subject area. Learn, learn, and never stop learning. Successful educators stay curious.
About Julie DeNeen
Julie DeNeen has her bachelor’s degree in Clinical Psychology from the University of New Haven. She spent several years working for a local Connecticut school at the district level, implementing new technologies to help students and teachers in the classroom. She also taught workshops to teachers about the importance of digital student management software, designed to keep students, parents, and teachers connected to the learning process.
25 Things Successful Educators Do by Julie DeNeen (16-20)
Dear Readers,
Here are the next 5:
16. Successful educators welcome change in the classroom
This relates to the above tip, but in a slightly different way. Have you ever been so bored with your house or your bedroom, only to rearrange it and have it feel like a new room? Change ignites the brain with excitement and adventure. Change your classroom to keep your students on their toes. Simple changes like rearranging desks and routines can breathe new life in the middle of a long year.
17. Successful educators take time to explore new tools
With the advance of technology, there are fresh new resources and tools that can add great functionality to your classroom and curriculum. There is no doubt that the students you are teaching (far younger than you) probably already have a pulse on technologies you haven’t tapped into yet. Don’t be afraid to push for technology in the classroom. It is often an underfunded area but in this current world and climate, your students will be growing up in a world where technology is everywhere. Give them a headstart and use technology in your classroom.
18. Successful educators give their students emotional support
There are days when your students will need your emotional support more than a piece of information. Connecting to your students on an emotional level makes it more likely that they will listen to your counsel and take your advice to heart. Students need mentors as much as they need teachers.
19. Successful educators are comfortable with the unknown
It’s difficult to teach in an environment where you don’t know the future of your classroom budget, the involvement of your student’s parents, or the outcome of all your hard work. On a more philosophical level, educators who teach the higher grades are tasked with teaching students principles that have a lot of unknowns (i.e. physics). How comfortable are you with not having all the answers? Good teachers are able to function without everything tied up neatly in a bow.
20. Successful educators are not threatened by parent advocacy
Unfortunately, parents and teachers are sometimes threatened by one another. A teacher who is insecure will see parent advocacy as a threat. While there are plenty of over-involved helicopter parents waiting to point out a teacher’s mistakes, most parents just want what’s best for their child. Successful educators are confident in their abilities and not threatened when parents want to get into the classroom and make their opinions known. Good teachers also know they don’t have to follow what the parent recommends!
25 Things Successful Educators Do by Julie DeNeen (11-15)
Dear Readers,
Here are the next 5:
11. Successful educators are reflective
In order to avoid becoming the stuck and stubborn teacher, successful educators take time to reflect on their methods, their delivery, and the way they connect with their students. Reflection is necessary to uncover those weaknesses that can be strengthened with a bit of resolve and understanding.
12. Successful educators seek out a mentor for themselves
Reflective teachers can easily get disheartened if they don’t have someone a bit older and wiser offering support. You are never too old or wise for a mentor. Mentors can be that voice that says, “Yes your reflections are correct,” or “No, you are off because….” and provide you with a different perspective.
13. Successful educators communicate with parents
Collaboration between parents and teachers is absolutely crucial to a student’s success. Create an open path of communication so parents can come to you with concerns and you can do the same. When a teacher and parents present a united front, there is a lower chance that your student will fall through the cracks.
14. Successful educators enjoy their work
It is easy to spot a teacher who loves their work. They seem to emanate contagious energy. Even if it on a subject like advanced calculus, the subject comes alive. If you don’t love your work or your subject, it will come through in your teaching. Try to figure out why you feel so unmotivated and uninspired. It might have nothing to do with the subject, but your expectations. Adjust them a bit and you might find your love of teaching come flooding back.
15. Successful educators adapt to student needs
Classrooms are like an ever-evolving dynamic organism. Depending on the day, the attendance roster, and the phase of the moon, you might have to change up your plans or your schedule to accommodate your students. As they grow and change, your methods might have to as well. If your goal is to promote a curriculum or method, it will feel like a personal insult when you have to modify it. Make connecting with your student your goal and you’ll have no trouble changing it up as time moves on.
25 Things Successful Educators Do by Julie DeNeen (6-10)
Dear Readers,
Here are the next 5:
6. Successful educators expect their students to succeed
This concept is similar for parents as well. Students need someone to believe in them. They need a wiser and older person to put stock in their abilities. Set the bar high and then create an environment where it’s okay to fail. This will motivate your students to keep trying until they reach the expectation you’ve set for them.
7. Successful educators have a sense of humor
Humor and wit make a lasting impression. It reduces stress and frustration, and gives people a chance to look at their circumstances from another point of view. If you interviewed 1000 students about their favorite teacher, I’ll bet 95% of them were hysterical.
8. Successful educators use praise smartly
Students need encouragement yes, but real encouragement. It does no good to praise their work when you know it is only 50% of what they are capable of. You don’t want to create an environment where there is no praise or recognition; you want to create one where the praise that you offer is valuable BECAUSE you use it judiciously.
9. Successful educators know how to take risks
There is a wise saying that reads, “Those who go just a little bit too far are the ones who know just how far one can go.” Risk-taking is a part of the successful formula. Your students need to see you try new things in the classroom and they will watch closely how you handle failure in your risk-taking. This is as important as what you are teaching.
10. Successful educators are consistent
Consistency is not to be confused with “stuck”. Consistency means that you do what you say you will do, you don’t change your rules based on your mood, and your students can rely on you when they are in need. Teachers who are stuck in their outdated methods may boast consistency, when in fact it is cleverly masked stubbornness.
25 Things Successful Educators Do by Julie DeNeen (1-5)
Dear Readers,
Since I have the time in summer, I read, read, and read some more. That’s how I found this little gem by Julie DeNeen of inform(ED). To make it easier to digest, piece by piece, I will break it into five parts. Here are the first five:
1. Successful educators have clear objectives
How do you know if you are driving the right way when you are traveling somewhere new? You use the road signs and a map (although nowadays it might be SIRI or a GPS). In the world of education, your objectives for your students act as road signs to your destination. Your plan is the map. Making a plan does not suggest a lack of creativity in your curriculum but rather, gives creativity a framework in which to flourish. Continue reading “25 Things Successful Educators Do by Julie DeNeen (1-5)”
How to get students to follow directions the first time
Dear Readers,
I came across this very nice post, written by Angela Watson. It’s nine tips to get your students to follow directions the first time. I’m going to use them. Here’s her entire article. However, if you’d like a look-see, here’s the link:
Since this is the beginning of the school year, I know you haven’t reached the point in the school year where you’re having some moments when you feel like you’ll lose your mind if you have to repeat yourself one. more. time. And that’s perfectly normal. A big part of a teacher’s job is teaching students to listen, follow directions, and be self-directed and independent in their work, and that means LOTS of repetition and reinforcement. It can be exhausting, for sure, so here are some tips to help kids listen to your directions and follow them the first time: Continue reading “How to get students to follow directions the first time”
Making a Better Classroom Store!
This post is in regard to striving to be better. I recently read an article about classroom jobs. More specifically, making the children apply for the jobs. I went on over to Beth Newingham’s blog + a couple of others in the blogosphere and am definitely making the process of buying from my classroom store better.
Some of the best advice on setting up a classroom store came from Beth Newingham’s Scholastic blog. I have to say that I never thought of my classroom store and monetary system as a classroom economy. I guess I never put a name to it. Additionally, I never thought to write a lesson plan for this. I simply implemented it through trial and error. However, I will now write a Unit Plan for it.
Next year I am going to “steal” Beth’s idea of having a grand opening. She made a good point when she said to make the “bank” look the way students are used to seeing them.
When I initially set up this system, I didn’t see how this system could work for older, more knowledgeable students. But, as I sat down and thought about it, this system could be made to fit a middle school or even high school classroom. If you have a middle school or high school classroom and would like to brainstorm on how this system could work for you, email me @ specialedandme@gmail.com
The most helpful piece of advice was when it came to stocking the classroom store. Here’s a breakdown:
First Books Book Giveaway!
Dear Readers,
***Here is the information for free books. The shipping fee is only $0.45 /book to ship anywhere in the U.S.***
Give the gift of books – Apply for our last book distribution of the year!
A book is the gift that keeps on giving, and First Book is doing everything we can to make sure our programs can give the gift of reading to their kids this holiday season. So, the First Book National Book Bank is having one last book distribution this calendar year, so you can get brand new books for free that your kids will love, just in time for winter break. With activity books, Christmas stories, and tons of awesome YA titles, we’ve got something for everyone!
Distribution names:
Season’s Readings: Books for Ages 0-9
Season’s Readings: Books for Ages 10-18
Cost of books: Free!
Shipping & handling fee: $0.45 / book to be shipped anywhere in the US.
When will I get my books?: Books will arrive by mid December
As always, we encourage you to apply for as many distributions as you want, and spread the word to any programs that serve children in need – we have plenty of books to go around!
Happy reading!
First Book
Pictures of the Books!
Dear Readers,
Here is a picture of the books my school was granted by the Molina Foundation.
Elkonin Boxes & Its Uses! (For Mary t.)
***This post is for Mary t. (sorry about the transposed letters). I hope this answers your questions. If not, don’t hesitate to e-mail me.***
Recently I posted about Elkonin boxes and how I have been having much success with them. I also linked to some other posts of mine regarding their usage. Click here and here. Now let me further explain how I use them.
Here’s a picture of an Elkonin box with three boxes. You can print this or you can make your own. To make your own, just draw 2,3,4, or 5 boxes side by side. Either way will work.
Elkonin boxes are used to teach phonemic and phonological awareness and syllabication.
Elkonin boxes are great because the students are using multiple modalities- tactile, visual, oral, & kinesthetic.
Lesson Plan
Title: Push it Good! Continue reading “Elkonin Boxes & Its Uses! (For Mary t.)”
Behavior Modification
Here’s a link:
http://www.ehow.com/about_5314203_behavior-modification-methods.html. I have more but I’ll edit this post later. I have to put something up to make myself post regularly.
I Won!!!
Dear Readers,
I am so excited. I wrote a book grant back in August for my school and was recently notified that my school won to the tune of 489 books. This is such great news. Especially since the school librarian won a book grant earlier in the year for which we are having an assembly in November.
It was my wish to give the books to the parents during the ceremony. Now that wish has become a reality. I’ll speak with my Principal and see if I can pick them up sometime this week.
I am really excited about this. I’ll keep you updated. Bye for now!
Elkonin Boxes
Dear Readers,
I use Elkonin boxes to help my students hear discrete sounds. With my 1st & 3rd grade students I am working on short vowels. The Elkonin boxes are especially helpful when working with 2, 3, & 4 letter words. They can also be used to teach syllabication.
Also, check out my post regarding discreet vs. discrete sounds.
It’s a great resource. Check it out!
Here’s a handout that explains it: www.austinschools.org/curriculum/RtI/resources/document/reading/phon_awareness/Say_It_and_Move_It.pdf
Common Signs of Dyslexia by Reading Rockets
Here’s a great checklist for common warning signs of dyslexia. Again, it’s a bit of a read, but worth it.
Common Signs of Dyslexia
By: International Dyslexia Association
Dyslexia is a language-based disability that affects both oral and written language. With help, children with dyslexia can become successful readers. Find out the warning signs for dyslexia that preschool and elementary school children might display.
Facts about dyslexia
Startling facts about dyslexia and related language-based learning disabilities:
- Fifteen to twenty percent of the population has a reading disability.
- Of students with specific learning disabilities who receive special education services, seventy to eighty percent have deficits in reading. Dyslexia is the most common cause of reading, writing and spelling difficulties.
- If children who are dyslexic get effective phonological training in kindergarten and first grade, they will have significantly fewer problems in learning to read at grade level than do children who are not identified or helped until third grade.
- Seventy four percent of the children who were poor readers in the third grade remained poor readers in the ninth grade. This means that they couldn’t read well when they became adults.
- Individuals inherit the genetic links for dyslexia.
- Dyslexia affects males and females nearly equally, and people from different ethnic and socio-economic backgrounds as well.
Common signs: Preschool Continue reading “Common Signs of Dyslexia by Reading Rockets”
Defeat Dyslexia by Catching It Early by Mindy Toran
Hello Dear Readers,
I found this great article on dyslexia. It’s a little bit of a read but worth it; especially if you suspect your child or someone you know has dyslexia. (Taken directly from: http://www.montgomerynews.com/articles/2012/08/24/parents_express/doc50355aeec2882548048182.txt?viewmode=fullstory
“Awareness is the key to addressing dyslexia and other language-based learning differences,” says Julia Sadtler, president of the Pennsylvania Branch of the International Dyslexia Association. Recognizing a learning disability earlier rather than later is important.
According to the National Institutes of Health, it’s estimated that 15 to 20 percent of the population, or one out of every five students, has a language-based learning disability. The most common of these disabilities is dyslexia, a neurological disorder that results in difficulties with language skills such as reading, writing, spelling or word pronunciation. Continue reading “Defeat Dyslexia by Catching It Early by Mindy Toran”
Getting It Together, Part Whatever!!!
Dear Readers,
I am slowly but surely getting it together. As you may know, I got a promotion (with no bump in pay) to Inclusion Specialist at my school. Once I thought about the enormity of the situation, I, of course, became overwhelmed as I sometimes do. I then stopped and thought about it. I became The Little Engine That Could. I slowly went from I Think I Can Do This to I Can Do This to I Not Only Can do This, But I Can Do It Well!
I’m aware that I’m undertaking a huge task, but I am honestly up for it. My school is very small. I only have 8 students with I.E.P.s with one upcoming in November. There’s a student who I’m going to work with in 1st grade who I’m very concerned about. I’m not sure if the issue is language or comprehension, but I will watch him to see. I’m also going to work with a couple of the Kindergarten students on behavior and becoming more independent.
I met with the Inclusion Specialist at a local school and was able to secure some very useful information. I will post at a later date all of the information she gave me. I was very happy with how giving & open she was. I hope when I doing this job for a couple of years and someone comes to me for help and advice that I’m as helpful and giving as she was.
So, I’m researching some of the sites she gave me. One, in particular, is Susan Barton, a dyslexia expert based in Northern California. Just in case you’re interested, here’s the website: www.BrightSolutions.US & http://www.dys-add.com/
I’m about to watch the videos on the second site. I’ll let you know how I liked them.
Bye for now!
Pizza Hut Reading Certificates Are Here!!!
Dear Parents,
The Pizza Hut Reading Certificates are here. Your child will be receiving them on a bi-weekly basis.
Thank you
I didn’t want to take this post down, but I mistakenly posted this on my personal blog thinking it was my classroom blog. What I will do is post the information is you’re a public or private school teacher or homeschooler and would like to sign up to receive them. Here is the link to sign up:
Once you’re there, click on Enroll Now, then click on your school type, search for your school by city and state or zip code, and follow the directions from there.
Enjoy!
Piccolo Books
Hello Dear Readers,
I really love books. I, especially love getting books for a really, really good price. That’s why I love Piccolo Books in Westchester/LAX’s Howard Hughes Promenade. . The books are $1 each. If you’re interested in going, the address is:
The old Borders in the Howard Hughes Promenade
6081 Center Dr.
Los Angeles, CA 90045
(310) 410-0317
Great Ideas from the Training!
Dear Readers,
I am stoked! I got such great ideas from the Inclusion conference I attended on Saturday. Of all the ideas I took away from the training there are two that stand out in my mind. They are:
- Homework handouts
- Book Club
You see, homework has been such a big problem with me. At first I wasn’t giving enough because I wasn’t prepared. However, once I really learned how to plan, I gave too much. Now, I’m at the place where the amount of homework is just right. But (You knew there had to be a but!), the problem is at least two students who always come back (at least twice) to make sure, even though they have the homework down, they have everything written down correctly. While I do applaud their conscientiousness, it is a tad bit annoying. So, my take-away from the conference, was a fantastic idea from one of the people from The Frostig Center in Pasadena- homework handout.
It was recommended, for conscientious students like mine and students who have trouble copying from the board for whatever reason, to print out the homework and hand it to the students. LIGHT BULB!!! Why didn’t I do this before? Well, I thought it was going to add more to my plate. However, what I have discovered is that it will actually save time and questions from “conscientious students”.
My other take-away from the conference was Book Club. In the beginning of the year I tried to introduce other grade-level appropriate books during my Reading block. That did not work out like I planned because I ended up having to drop the Reading program, in favor of the Spelling program. So, there went my literature circle. I really wanted it back, but didn’t know where I would find the time. Well, after the conference I realized I could do it on Center/Review Fridays. It would serve so many purposes. It would be academically appropriate, it would satisfy the Principal’s desire for “extra” literature, it would help them work on their writing skills, they would be reading more, it would keep them accountable, etc. I could go on, but I don’t need to. I’m sure you can see the possibilities.
As it is past 9 0’clock, that means it’s past my bedtime. I am so NOT a night person. So, I will continue this tomorrow. Bye for now!
Forgetting What Works…
Dear Readers,
I am so silly. I always forget what works for me. A couple of my students have been struggling. I’ve worked in Education for 10 years now. I should have pulled from my store of knowledge. But, sometimes we can become so overwhelmed that we forget (as I did) what works for us. Once I came to my senses, I quickly made fluency folders from pages I copied from Practicing Basic Skills in Reading & Practicing Basic Skills in Language Arts by Ray Beck, Peggy Anderson, & A. Denise Conrad.
At first I only made fluency folders for the struggling readers. Then I realized that almost every student needs help in some capacity. So, although there are 7/15 students working on fluency, there are 8 students that are at or above grade level in English. However, they still have deficits. I have 4 students who need to work on appositional phrases, commas in a series, and commas for parenthetical phrases. Yes, all of that is in the book. It’s not cheap though. I looked on ebay, Amazon, & a couple of other sites for inexpensive copies, but did not find it. These books are $100. Pretty steep, but worth it. You could run a whole language arts intervention program for lower to upper elementary with this book.
So that I won’t forget this for next year, I am going to keep a FORGETFUL folder where I record my ideas that work for me. Hopefully I won’t forget where I put it! : D!!! It’s a fantastic book. Check it out!
Talbots Later-in-Life Scholarship
Since I’ve been a shopping fool at Talbots lately, I was emailed information regarding Talbots Charitable Foundation for women pursuing a scholarship later in life. I sure wish I would have seen this when I returned to school: www.talbotsscholarship.com (This is not the address of the link, I simply put this one because it’s easier on the eye than the actual link)
In keeping with our tradition of serving the community, the Talbots Charitable Foundation is proud to offer the 2012 Talbots Scholarship Program for women pursuing a college degree later in life.
Here’s information straight from the website:
Since its inception in 1997, the program has awarded more than $1 million dollars in scholarships. This year, the Talbots Scholarship Program will award $200,000 in scholarships for the 2012 academic year, including seventeen $10,000 scholarships. It will also present the $30,000 Nancy Talbot Scholarship Award, named in honor of the founder of Talbots and granted to one extraordinary finalist who demonstrates courage, conviction and an insatiable entrepreneurial spirit.
“The secret in education lies in respecting the student.” — Ralph Waldo Emerson
Xtra Math.com
Just the other day, I posted about the summer slide and how to avoid it. Well, I discovered a great way to help combat it. Here’s the latest website that I signing Phillise up for. It’s called Xtramath.org. I’m also requiring my students to sign up for it for the summer. That way, I can keep track of them and will know approximately where they are (academically) when they return to school. It’s a cool site and it’s free. Check it out!
**** I MADE A MISTAKE. I INCORRECTLY LISTED THE WEBSITE AS XTRAMATH.COM WHEN IT IS XTRAMATH.ORG.******
4th Grade Gold Rush Resources
This is one resource I found to be especially useful for researching the CA gold rush and Civil War. The title of the book is The California Gold Rush and the Coming of the Civil War by Leonard L. Richards.
ISBN #: 978-0-307-26520-3
Wanna’ Play Jeopardy?
I’m not sure if this is the same site the 6th grade teacher used for her jeopardy game. I’ll ask her on Monday. I was so happy to find this because I have been wanting to play Jeopardy with my students since the 6th grade teacher showed me her version of Jeopardy. The only catch is the site isn’t free. It’s made by a struggling college student. But, the good part is that you can put in the amount you want to donate.
Here’s the link to another Jeopardy game that’s free.
http://www.macgamesandmore.com/freeopardy.php
Here’s another one:
http://www.jmu.edu/madison/teacher/jeopardy/jeopardy.htm
I also found one to make different Jeopardy Game:
http://www.ehow.com/how_4425955_make-jeopardy-game.html
Great Assessment Article
I was just over @ Edutopia.com and found a pretty nice article. The article, about assessment, was entitled, “What You Can Do in 5 minutes, 5 Weeks, and 5 Months”. It was pretty informative. I’m going to take a few of those suggestions and run with them. If you would like to read it, here’s the link: http://www.edutopia.org/stw-assessment-tips-get-started-replication
African-American Firsts!
For Black History month, I assigned my students projects on trailblazers- the first in their field. I definitely wanted them to do a project for Black History month, but was just tired of students wanting to report on Martin Luther King, Rosa Parks, or some other well-known figure that’s been done to death. Don’t get me wrong. I want my current & future students to know about these people, but I also want them to know about the less well known contributors who don’t get as much credit. So, my challenge to them was to find a trailblazer who contributed to all mankind, not just Blacks. Of course they proffered up Michael Jordan, Kobe Bryant, Mike Tyson, The Rock or Dwayne Johnson as he’s known now. My question to them was, “What have they done besides be great at their chosen profession & have brown skin or black heritage?”
They gave me blank stares, but they finally started to get it. Once they got it, they chose well. So, here is the list of people my students chose:
Jack Johnson, Marian Anderson, Shirley Chisholm, Barack Obama, Oprah Winfrey, Carter Woodson, & a couple I can’t remember right now that I will update once I find my list. I am excited about this assignment. I am going to put on a show for the Principal complete with faces stapled to giant tongue depressors.
How’s that for putting on a show?
P.S.- I have a great link to a wikipedia for African-American firsts that take you back to the 1800s & the first known black man to publish a book by the name of Jupiter Hamon. Like to see it, here it goes: Wikipedia link- http://en.wikipedia.org/wiki/List_of_African-American_firsts
HERE’S TO 2011!
SUPER TEACHER WORKSHEETS
I recently added a new link onto my Teacher Resources. It’s called Super Teacher Worksheet. The owner of the website left several comments on the website and I visited it. Now, how ironic is this? I actually used this website to make my Christmas Vacation packet for my students.
I don’t know why I didn’t add it before, but I’m adding it now. It’s has a ton of worksheets from Math to Social Studies & back. So, thank you Tim for this website. I will be using it a lot more. Here’s the link:
Lakeshore Coupon (Buy 1, Get 1 50% off)
Okay Dear Readers,
Here is the newest Lakeshore coupon. I will be there on Wednesday. Print it & use it.
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| Present this coupon at time of purchase. |
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| ©Lakeshore | coupon code: 1242 |
| Offer valid 12/27/10 – 12/31/10. Purchase one item at regular price and receive the 2nd item of equal or lesser value at 50% off its regular price. Valid on in-store purchases only. Limit one coupon per customer. Offer excludes sales tax & shipping charges. Valid on in-stock items only. No ship-to or special orders. Not to be used toward the purchase of gift cards or in conjunction with any other offers, prior purchases, Super Deals or sale items. Limit one item per coupon per transaction. No cash value. Must present coupon at time of purchase. | |
Great Reading Rockets Article
Here’s a link to a great Reading Rockets article I read regarding kids & riddles.
Check it out!
Sitton’s Appleseed Newsletter
Taken directly from Sitton’s Appleseed Newsletter:
Word Walls can be an excellent teaching tool and resource to support your students across the communications curriculum.
Some basics about best practices with Word Walls:
Word walls should be built collaboratively:
Literacy leaders consistently emphasize that word walls should be built collaboratively with students. These word collections should serve as artifacts of literacy learning. Teachers should choose the type of word wall that best supports the developmental needs of their students. Types of word walls might include those organized around spelling patterns, phonics, vocabulary, word analysis, the alphabet, concepts, and language conventions. The possibilities are endless!
- Inviting students to color code words, illustrate a symbol for words, or even write out a situation explaining the meaning of a word will allow opportunities for student choice, engagement and ownership.
Word walls are always a work in progress:
Word walls should develop over time, as concepts are taught and developed in the classroom.
For example as sounds are introduced in a Kindergarten classroom, students may pick a word or name that begins with that sound to add to the wall. This wall will continually grow.
- At a higher level, a 7th grade group exploring Greek roots might choose a word to represent the root being learned. They might underline the root and add a symbol or color that helps the group make associations to the root’s meaning. A collection or these roots built over time will be invaluable to students as they write.
Word walls should be part of the learning of spelling, vocabulary and language skills:
- By building word walls in context, students have another strong association when they refer to them. Whether words come from a phonics lesson, a literature unit, a science chapter, or a writing assignment, they should come directly from the lesson. That way, students will be able to look at the words and associate them with the many other words that have a significant relationship to the one represented on the wall. For example, 8th graders studying the Latin root press might collect words using the root, adding pressure to the “Roots Word Wall.” Knowing the Latin root can help them understand other words made up of it.
Word walls provide opportunities to practice the real-world strategy of using a reference:
- Isn’t it frustrating when students misspell word wall words that are clearly visible to them?
Literacy experts emphasize slowly building a collaborative word wall in the context of real language experiences. These best practices have proven to vastly increase the likelihood that students will actually use the word wall as a reference. Of course, students need to be taught how to use this reference. Model referring to the word wall in your own writing demonstrations. Hold students accountable for using the word wall as a spelling, vocabulary, or reading reference. Get them into the habit of referring to the word wall as they proofread and revise their writing.
Special 2 Me 