Brain-Based Learning in the Classroom

I just wanted to pop in and include this link.  I know this is an area I need to improve in, and I suspect there are many more.  Once you click on this link, there is a pdf that can be downloaded for further reading!


http://www.edutopia.org/node/82702/?download=yes

Why Should I Be 'Making Phrases' in my classroom?

Ok, I am taking a risk here.  I am introducing a lesson that most of you will read about and think 'What a waste of time!'  And, already, I am going to beg to differ with you!  Well, anyway, here it goes!

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I have a class full of fast finishers.  So, I need to either create longer activities or put more in my work stations, right?  NOPE!  More work is not the answer.  However, more of a challenge is.

For years, I have been using the 'make the magic mystery word' lessons and love them because of their scope, the variety of vocabulary that can be used, and because it teachings kids how to manipulate word families or 'word chunks'.  So, when I was rethinking my centers, I thought 'Why not try a 'making phrases' activity to challenge my fast finishers?'  So.....I have put this thought...hope....dream.....into action.

So....here is my thought process about this activity:

Why should I have my students 'make phrases'?  What is this teaching?

¨ This is a higher level version of ‘making words’.  Students will have to go through many different combinations of words in order to find the answer.  It is an excellent activity for higher or gifted students and can be used to differentiate a spelling/making words center.

¨ This activity teaches students to look for clues, use hints, and groupings of letters to find their answers.  Students will have to make inferences based on the information that they have.

¨ This activity was created with the idea that students would be working together.  This promotes listening skills and verbal communication. 

¨ This activity teaches organizational methods such as marking out letters as they are used and highlighting the correct number of boxes that are needed.  Students will have to pay close attention to details in order to be successful.

¨ Students will find themselves asking each other questions.  They will be more apt to carry over the questioning skills into other subject areas.

That said, here are a few screen shots of the activity.  I put a lot of time into selecting the borders, making each card different.  Plus, each border is a hint to the phrase that is to be created!  Pretty good idea if I do say so myself!  This activity has approximately 70 or so cards, for a variety of different phrases for students to discover.  Every task card has a set of clues and a set of letters listed for the students to use.  A key and student directions are provided, also.

This lesson is located at http://www.teacherspayteachers.com/Product/Making-Magic-Phrases-Problem-Solving-With-Words.  Click here to find out more and see other thumbnails of pages.

Skylar Skunk's Birthday Party--Ordinal Number Task Cards

I am so excited about this activity!  As a semi-new blogger, I am finding that the graphics are the hardest part for me.  After years of working in inner-city schools where copies were limited and color ink was non-existant, I learned to cram as much information onto one page as I could and only use black ink.  But, these days, I am branching out into....yes....you guessed it....color graphics!  :::::::::applause:::::::::::    hehe  <Sorry, I amuse myself sometimes.>

The task cards in this activity are very colorful and the animal character cards are beautiful.   It is my hope that students will be able to use the picture representations that they create to gain a concrete understanding of ordinal numbers.

I am so excited to share this with you!  Click over to the right on little Skylar and go check out the file!

Enjoy!
Jenn

P.S.  The pictures from Skylar's birthday party just came back.  His mom sent these to me to remember the day!  Lots of fun were had by all of these guys AND my students!!!  Posted 12/30/2011

I got the Liebster Award!!! Now, I'm passing it on!!!

I was given the Liebster Blog Award for new bloggers!

Thank you, Mary at the SharingKindergarten Blog for giving me this award!

Now, it is my turn to award other new bloggers with this award!

Here are the rules:

1. Copy and paste the award on your blog.

2. Thank the giver and link back to them.

3. Reveal your top 5 picks and let them know by leaving a comment on their blog.
I get to name 5 others new to blogging! WOW!
a. Sea Bear's Kindergarten 

b.Teaching Tales

c.Teaching in Room 6

d.Artistry of Education

e.Liz's Lessons
4. Hope that your followers will spread the love to other bloggers!!

And, don't forget, go and visit Mary at SharingKindergarten!

Improve Writing--Make it More Engaging

This year has been an interesting year for writing in my classroom.  I have found that graphic organizers need to be very detailed in order to get the type of writing I expect.  No more 'let's just do a web' type graphic organizers...the graphic organizers I am creating these days are more prescriptic in order to hold my students more accountable.  And...the exciting thing is that my students are using these to meet my expectations!  In celebration of this, I thought I would include some of my graphic organizers in a packet as a gift to you!  Enjoy!

http://www.teacherspayteachers.com/Product/The-Great-6-Traits-Graphic-Organizer-Packet-Focus-On-Writing

Conducting Word Sorts

Words Their Way
Click here to access more info!

This past semester I have been trying to inch my way into using the book Words Their Way:  Word Study For Phonics Vocabulary, and Spelling Instruction for my RTI group.  I have used word sorts and games for years (which is the primary recommendation) so I have felt comfortable forging ahead on my own and trying to read the book along the way.  Well, now that the semester is over, I have finally had a chance to read some of the book.  There are several ideas that the authors included in the book about ways to conduct word sorts.  They recommend modeling a sort in whole group, then having the kids help you sort the words in whole group, then sorting them as a component of your guided reading group, and then finally, moving it into an independent work station.  This follows Pearson and Gallegher's theory of Gradual Release of Responsibility.

Several years ago, when I first started teaching I was included in a group of teachers that were trained in the SAIL Program, a program loosely based on Marie Clay's research, which was developed by Dr. Darrell Morris from Appalachian State University in Boone, North Carolina.  We spent 30 minutes a day, one-on-one, with a student who reread books to us, read a new book, reviewed sight words, did a word sort, and then the student created and dictated a sentence that he or she wrote down.  The improvements made were awesome, but funding was soon cut...how long can a program where a teacher spends 30 minutes daily with one student be sustained?  Well....apparently only one semester.  After that semester, the program was adapted to use small groups which lessened the improvements of the students slightly,  but still worked.  This was a precursor to what guided reading is today.

 I can remember Dr. Morris instilling in us that there was a huge need for students to read every word that was put into the sort every time a new card was put down.  For example, if students are sorting short and long vowels which focus on the A, every time a card is put down in the short a category, all of the short a cards should be read, and the same for the long a.  In his words we were 'increasing fluency and recognition' of new vocabulary and sight words while also using CVC, CVCV, and CVVC patterns.  I owe Darrell Morris a lot....if not for him, I would not know all that I know now.  The things that he taught our group are still being used by us today because it helped form the building blocks of our own theories of literacy and reading development and have motivated me to continue my own research along the way.

Today, the torch has been passed down to other researchers.  In fact, one of the authors of Words Their Way, is Shane Templeton, a good friend of Dr. Morris.  In fact, my first copy of the book was given to me by Dr. Morris way back in 1998.  Since then, there have been several revised editions, but the main message of the book has stayed the same:  SORT THOSE WORDS!!!

While reading through this edition of the book, I found a page where different types of sorts are listed.  I had never put much thought into types of sorts...I just knew that I needed to do them.  Over the years, I have stuck mainly with sorts based on vowels, digraphs, blends, etc.  However, this time, when I saw the list of different sorts, I was enlightened.  The authors recommend category sorts (fruits vs. veggies), sorts take from vocabulary from a picture book being used in a classroom, sorts based on the historical basis of words (greek/latin roots), sorts that the students illustrate before sorting, sorts that students develop on their own, sorts based on subject area (social studies words vs. science words) and sorts that use dictation.  It was like opening a huge box of ideas!

There are also other types of sorts that can be done using 'Read Around the Room', or bottles of colored rice with words hidden in them that the students must find, or interactive flip charts for Smart boards where the students are able to move the words on the screen.

I can't help but be excited as I get ready to lay out my 3rd nine weeks plan.  My word sorts will become more varied, more differentiated, and more higher level because I have actually had the time to read through this newest edition!  Also, there is a bonus CD included that gives you 6 months of access to their on-line website which includes printables and smart board lessons.  I can't wait to have more time to explore this option.   Also, on this website, videos are included which can be watched and used as professional development.....basically, some of the lessons are modeled for you!!

This is one book that I highly recommend for teachers interested in using BEST PRACTICES 4 TEACHING!!!

Also, JUST FOR YOU, I created this activity for you to download and use in your classroom! Just click on the link!  http://www.teacherspayteachers.com/Product/Shake-It-Up-Baby-Word-Sort-for-CH-SH-TH-and-WH


Take care!
Jenn

P.S.  If you find that this addition of the blog is helpful to you are others, please click on the Google +1 button in order to tell Google to include this in general searches of this information!

Thank you, Denise, From Sunny Days!

I have to give a big shout out to Denise from Sunny Days in Second Grade who worked on my blog this morning.  She has a knack for making things look more attractive!  Go buy and check out her FB page and blog!

https://www.facebook.com/?ref=tn_tnmn#!/SunnyDaysInSecondGrade
http://sunnydaysinsecondgrade.blogspot.com/2011/12/december-checkpoint.html

Simply Centers

What do you do when you need to plan new centers?  If you are like me, you hit google and search and search and search, trying to find the right center for the right level and make sure it is differentiated.....and then you just hit a wall because the task seems so overwhelming.  I remember thinking that I wish someone...somewhere....would put all sorts of center ideas in one spot for easy browsing.  Well, someone has!  If you go to simplycenters.com and visit my friend Jennifer Kadar, you will find centers organized by age and grade, type, etc.  Everytime I go there I find something awesome.  Go visit!  There are probably 100 free centers in that one place!  Now....if only we could find a way for them to 'make themselves'!!! 

Have a great weekend!
Jenn

Things I Have to Remember to Teach Daily

In no particular order...taught from my grade level's 16 page lesson plan.....yes, you heard correctly.  We all have to do the same lessons with the same materials, so my team split up the lesson plans.  When I plan the literacy portion, I have to find or create the 'things' (such as games, cut and pastes, etc.) that we are going to use and include it in the lesson plan for my teammates.  It takes me long to plan each lesson than it does to teacher it.  Why did that start happening???

Anyway, so here I go...

1.  Read alloud
2.  Shared reading
3.  Guided reading
4.  Writing
5.  Grammar (we are not supposed to do a lesson grammer....just throw it into a center and the kids will 'get' it, we have been told)
6.  Phonics/Spelling
7.  Write or review Anchor Charts
8.  Habits of Mind
9.  Math Facts
10.  Editing
11.  Computer usage
12.  Math Skill from enVision math program (Total math time is 1 hour and 20 minutes)
13.  science
14.  social studies
15.  RTI (the longest lesson of the day at 30 minutes in length)

Planning, if we have it, is 45 minutes daily.  There is no planning one day a week, and on Wednesdays there is grade level planning.  Then, there is usually a meeting with trainers. That leaves about 45 minutes a week to plan.  Lunch is 25 minutes long and P.E. is the same length of time.  This means there is a shortage of time to teach the literacy components.  Is it like this for everyone????

Other things I have to teach:

1.  Restraint
2.  Respect
3.  Responsibility
4.  Rules
5.  Relavance
6.  Manners
7.  Prodecures
8.  Cleanliness
9.  Health
10.  Friendship

There are others in my 'hidden curriculum', but, as usual, I am brain dead and can't seem to access the information!

So, I have a few questions....

Is it like this for everyone??   Short on planning time, but long on planning?  Students are supposed to write, without knowledge of grammar skills and rules?  Is there not enough time to teach things to the extent that you want to teach them?

I just wonder if your day is like mine....sometimes I feel like those of us in the teaching community are in a bubble.  While seeing in or looking out, it is all blurry and with one little movement the wrong way, it can all burst apart.  My state (Tennessee) recently instituted unnannounced evaluations, which I am okay with.  However, if you aren't feeling good that day and you are a little off in your teaching, or you have sat down for a second to write a note to a parent or documented your RTI group, you are seen as not using your time wisely and it is included as a negative on your evaluation.  At what point did we get to the point where we can't even take time to communicate with parents and document our teaching for fidelity?  Again....I just wonder if your day is like mine.

And, OH, What A Day!

31 Card Contraction Scoot Game---In Color!

If you have never played Scoot, then you and your students are missing out!  My kids LOVE to play it.  In fact, they beg to play it.  They don't even mind playing it for a rainy day recess game.  They haven't figured out that they are thinking....or learning.....or may even be assessed!  To them, getting to move around the room quickly is a treat in itself.  And, it works, because the students move in a certain pattern, which prevents them from running willy-nilly around the room.  

So my recommendation for today:  Try scoot.  What the heck!  Tomorrow if Friday anyway!!!

15 Task Cards for Any Author Study

While being home sick today, I worked on this file.  I have used these in my classroom and the kids love them!  I think that this file could be used in grades 2-5.  When you download it, please let me know what you think...the feedback can help me change the grade assignments.

Revised Sight Word Phrases with Games

Just wanted to add an update:

The sight word phrase cards discussed in an earlier post have been revised and games have been added!  I am using these with my guided reading groups and they are helping with sight word identification and phrase fluency. I am ecstatic!!!

http://www.teacherspayteachers.com/Product/Sight-Word-Phrase-Cards-Fluency-Center

A Bit of Whimsy--Inventions Teachers Need to Demand!

1.  Pencils that resharpen themselves or NEVER go dull.
2.  Keyless Entry.
3.  Robot Desk Cleaners.
4.  Glass houses for children that talk to much.
5.  Markers that never dry out.
6.  Printers that don't jam.
7.  School attics for storage.
8.  A reminder list of all of the little things that need to go into a lesson:  Character Ed, Habits of Mind, Thinking Alloud, ect.
9.  Paid vacations.  Need I say more.
10.  Happy spray <like in a mace can> for those crazy parents that slip into your classroom when you least expect it.
11.  A bouncer for teachers--sort of like a bodyguard.
12.  Automatic grading.
13.  Automatic planning.
14.  Computers that never crash.
15.  Tape that really sticks to the wall, but doesn't yank the paint off.
16.  A timer than can stop time so that you can stay on schedule.
17.  Classroom Lie Detectors
18.  Electric pencil sharpeners that never quit.

I may add to this list, so keep watching.  Can you add anything?  Post below!!

Reprint: Possible Genetic Link to Autism Identified

When I read this article this morning, I had mixed emotions.  Finally, possibly, scientists are making progress in the cause of Autism and its spectrum disorders.  But, the fact still remains that there are many children born with autism and the rate is much higher today than ever.  I understand how parents and families struggle when they find out that their child has autism or a cousin disorder.  I understand completely how children with Aspergers struggle to fit in with their peers and how cruel those peers can be.  I understand completely how one of these children feels when his girlfriend breaks up with him because he doesn't have aspirations of going to college to get a degree because he fears that he will be ridiculed at college like he was in middle school and college.  I understand, because I have cried and worried over him with his parents.  I understand, because I have been there for him when he has been close to the brink of giving up because the world is so confusing to him.  I understand, because I have a close family member that has been diagnosed with Aspergers and close friends that have a mute autistic son.  I have lived their struggles with them from the outside looking in.  I know how it has affected their families and the future of their children.  I know how it has affected me in my own classroom as I struggle to reach out and teach to these children.  I commend these scientists for this study and hope that it leads to more information on how to control or at least give us knowledge on how to prevent autism.

Health Day News

Possible Genetic Link to Autism Identified

In boys, the gene variation was associated with about a 15% increased risk, study finds.

By Robert Preidt, Health Day News

FRIDAY, Nov. 4, 2011 (Health Day News) —A gene variation associated with an increased risk of autism in boys has been identified by scientists.

Boys are three to four times more likely than girls to be affected by autism.

In this study, U.S. researchers analyzed genomic data from more than 3,000 children with autism and their family members, as well as children without autism.

The results showed a link between a variation in the gene for transducin beta-like 1X-linked (TBL1X) and an increased risk of autism spectrum disorders (ASD) in boys. TBL1X is part of the Wnt-signaling pathway involved in the system that controls embryonic neurological development and the maintenance of brain function in adults.

The study is published in the Nov. 3 online edition of the journal Molecular Autism.

"The [variation] in TBL1X is associated with an increase in risk for ASD of about 15 percent. This could reflect either an unidentified rare mutation (or mutations), which has large impact, or a more common change with a more subtle effect, on the development of ASD," study leader Eden Martin, of the Hussman Institute for Human Genomics at the University of Miami Miller School of Medicine, said in a journal news release.

"Further study of TBL1X will help us to pinpoint the DNA changes involved and help us to understand exactly how these changes and the Wnt-signaling pathway is involved in ASD," Martin added.

Autism affects about one in 110 children and can cause problems in language, communication and understanding other people's emotional cues.

Last Updated: 11/04/2011

Do you have a focus on Best Practices? Best Practices is defined as: 1.   Having a clear and common focus, 2. High Expectations, 3. Strong Leadership, 4. Supportive, Personalized, and Relevant Learning, 5. Parent and Community Involvement, 6. Monitoring, Accountability, and Assessment, 7. Curriculum and Instruction, 8. Ongoing Professional Development, and 9. Flexible Time and Structure/Possibly a Flexible Calendar. 

And with that, here is a best practice idea for you from the great Laura Candler: http://corkboardconnections.blogspot.com/2011/10/mini-water-cycle-fun.html.

Motivating Math with Mickey D's

I'm sure you looked at this title and wondered what in the world we are doing in our classroom!  The truth is, we are using McDonald's french fry containers to share the successes of our 2nd graders as they learn their addition and subtraction problems.  For each 'set' of problems (for example, the 2's or 3's)that are mastered during a speed drill, the student will get a 'french fry' <made from yellow construction paper>.  At the top of the 'french fry' we put the name of the set of problems that were mastered.  Midway down the strip I put the student's name in case the fry gets pulled out.  I have learned that it is best to tape them into the container so that they are not easily pulled out.

Now....here is the big news.....we have a sponser that has agreed to buy Happy Meals for the students that master all of their addition and subtraction problems up to sums of 25.  Those that do not master all of them will get a small order of fries.  Now, I know you are thinking this is not the healthiest thing to do, but I figure they will burn all of the calories off at recess!

Mastering these facts take a lot of practice.  In order to give them practice I use a computer program from the makers of Accelerated Reader called Math Facts in a Flash which keeps track of what problems are mastered and it controls when they move to the next set.  I also use math-drills.com to grab free math sheets for homework.

I hope this helps someone out there!!

Hats Off to Guided Reading

This past week has been a great one in my classroom, all because of hats.  I have a collection of wacky hats and headbands in my classroom (bought from various pharmacies, Claire's, and Cracker Barrell).  I wear these during guided reading.  My hats are a reminder to my students that I am teaching a small group and should not be bothered unless they are experiencing one of the "4 B's"--that is, that they are bleeding, broken, bruised, or barfing!!!  Anything else can wait, or they are more than welcome to write me a note which I can respond to without stopping my discussions with my students.  They also no that once my hat comes off, I am fair game and can answer questions.  It sounds silly I know.....but it works!

Free Classroom Resources

Try this link!  www.classroomfreebies.com

You will find a wealth of free materials developed by some of our nation's top teachers.  I have personally chatted with some of these ladies and they know their stuff!   There are things for all grade levels!

Free Download: Sentence Sorters

Best Practices 4 Teaching Blog

FREE! FREE! FREE! Go to this lesson and download the FREE activities that I just posted. I use these activities in my own classroom to help students differentiate between statements, questions, exclamatory sentences, and commands! Don't forget to click on 'follow' to keep updated on new lesson developments!http://www.teacherspayteachers.com/Product/Sentence-Sorters

Teaching Blog Central

Go check out this blog.  It provides links to the best blogs education has to offer!  You will be able to find grade specific blogs with great ideas that you can implement into your classroom.  What are you waiting for??  Go!

My New Center Container.....Just an Ordinary Cake Holder!

I wanted to share an idea I got from a co-worker at school.  She uses a plastic cake container to store any manipulatives, reproducibles, cards, etc. needed for a center.  I picked up the one featured in this picture for about $4 at Wal-Mart.  I thought it was a great idea!

Can occupational therapy help in your classroom?

I am the lucky mom to two wonderful children. These are two wonderful children who suffered some setbacks at birth, and because of this, have developmentally delayed motor skills. Had you asked me three months ago which one, if any, of my children were developmentally delayed in that area, I could have definitely pointed out the child with delays. However, after discussing some mannerisms and behaviors evident at home and in the classroom, it quickly became apparent that both of my children need to work on their motor skills. I have since learned that developmental delays, in which the innate reflexes that we are born with, have not naturally dissapated, can cause a variety of challenges in the classroom such as a child slumping in his/her seat, changes in pencil grips, attention deficit behaviors, problems with listening skills--just to name a few. I can safely estimate that probably 8 out of the 20 kids in my classroom this year suffer from some sort of developmental delay. But how do I address this?

I have three students that I have been bold enough to suggest to their parents that they might want to see a pediatrician to discuss the behaviors and mannerisms that I have noticed in order to see if getting a referal for an occupational therapist is in their best interest. Be VERY careful that you are not diagnosing the child yourself--we are teachers, not therapists or doctors! Out of the three students that I have discussed this with, none of the parents have followed up. Which leaves me to wonder why...

I wonder if it is an inability by the parents to accept that their child may not be 'whole' and 'perfect'--or is it that I am a teacher and may be regarded as not being knowledgeable about this subject. I have no answers for this. I can simply hope that these parents make the best decisions for their child.

I have attached a sample of writing from my seven year old son. Testing by the occupational therapist shows that his motor skill function is that of a 4 year old. I think any Pre-K or Kindergarten teacher would agree that this is a good assessment of his writing product. As a result, the occupational therapist reccommended Neuro Net, a program used across the country, to help with large and small motor skills. It is interesting to note that Neuro Net (akin to Brain Gym) is being used in many classrooms in private schools as a way to exercise the brain and improve academic performance. I only wish our private schools would get on the band wagon with them!

If you would like to learn more about Neuronet, here is a link to their site! neuronet.com

Best Practices With Sight Words and Vocabulary

I'm going to start my first 'real' blog with a subject that is near and dear to me. After years of teaching first grade and then moving to second grade inclusion, I began to realize that teaching sight words in isolation was not working. About 10 years ago, I began to search for a better method and read a book by Timothy Ransinski (I believe that is how to spell his name--I'll need to double check!) , one of the leaders of balanced literacy and differentiated reading. He reported success with sight words after developing sight words phrases rather than sight words in isolation. I took his words and ran with it. These days, when I am working with my lower reading level students, you will find me introducing vocabulary words and sight words within the phrases they are written in by the author. For example, if the sentence in the reader is "The train tried and tried to push up the hill", I would pull out the phrases 'tried to push' and 'up the hill' in order to create a 'mind picture' or 'mind action picture' so that the students can build schema and make connections to the words through visualization. Instead of sight words on a ring to drill, I use sight words phrases. As the students internalize more words, they are asked to use the phrase to complete a sentence and illustrate it to prove their understanding. I have seen a huge increase over the years in sight word vocabulary! Try it!

Jenn

P.S. If you feel that writing or typing out the phrase cards is too big of an undertaking at this time of the year, I uploaded the sight word phrases that I use on teacherspayteachers.com. You can find them under my full name, Jennifer Harness Ayers.

Up and Running

After a few edits and changes, we are ready to be up and running. CAUTION! This blog will be changing as I learn more about switching and adding pictures, videos, etc.

OK! I did it!!

Well, this is my first entry here @BestPractices4Teaching and I hope that you can find something helpful as we journey together. This is a lot different than 'blogging' at Facebook so bare with me.

My hope is that this will become a blog where teachers feel free to both comment on and share ideas that have been tried in the classroom. As time goes along I will share my own successes and failures and will invite you to comment.

That is all for tonight! More blogs later!