Grouping Ideas

I love new teaching ideas. I like to try new strategies and change up my classroom.  I find that some change (not to the big things of routine, structures, or procedures) keeps everyone interested...myself included.  Burned out teacher robots make me sad.  My classroom is not the same year to year because my students aren't the same from year to year.  If I expect my students to be continually reflective, adaptive, and grow from knowledge and experiences, I should expect the same from myself.

So yes, I spend a good deal of my free time thinking about teaching.  (Don't worry, I've never been better at that work-life balance!).  I love what I do and when passion and careers come together, it's a beautiful thing.

 I like this idea for placing students in small groups:

Specifically I like that it would get my students up and moving.  I like that there is a problem solving component.  I like that I would have control over the groupings.

Would this take a little bit of prep time? Yes, of course.  But after I've decided on groups, the rest would be mindless writing and cutting while watching TV the night before.

This would be great during the first week of school but could easily be used throughout the year.  

Spin off ideas include using famous duos or trios to have students find their partner(s)!

Naturally, my brain started spinning with possibilities, so I'm pleased to announce a new TpT product on creative groupings!  

With over seventy pages and a cheat sheet for teachers, it's a great way to make new small groups or partners.  I designed this to work for partners, groups of 3, groups of 4, and larger groups (5 or more).  I used different colors to help with organization. Print it once, laminate, and you're done!

(Thank goodness it's summer and I can indulge my creative tangents without feeling guilty!)

Narrative Informational Writing

In whole group reading, we've been working on narrative informational texts.  This concept was a tad difficult for our students to wrap their brains around.

The text is informational and designed to provide facts to the readers.  However, the text is also written as a story.  These texts aren't literature because the characters and settings are real people.

We used historical passages from the American Revolutionary Era to help students with this concept.  We chose this because students were already familiar with some of the key historical players and we could incorporate social studies content.

When students were reading, they also had to analyze the text to determine the text structure.  They made organizers in their notebook and I used the social studies readers. 

 I split the class into groups and gave them different sections to read.  

After giving them time to struggle with the text, they met with another group to compare answers.  For the most part, both groups came up with the same answers.

They did really well with this concept! 

New (math) Strategy

During our intervention block this week, we've been using Discovery Ed testing to review previously taught math standards.

I had them using white boards & markers last week so I decided to switch it up. 

Each group got scratch paper and every student got a different colored marker (for accountability purposes).

I'd pose the problem on the board and they'd start working independently on solving.  Pretty standard procedure in a classroom.

However, I switched it up by having them rotate their papers at my whistle.  They had to jump right in and work on continuing how their neighbor had started solving...which wasn't necessarily their strategy.

I liked that this strategy stressed solving the problem different ways.

We switched a few times, then they discussed the strategies as a group.  I love when they can engage in such meaningful math discourse and model their thinking a variety of ways.

I'm thinking about trying this strategy next week with written responses as well.  Or perhaps as a quick write to warm up for writing.

There's something extra fun about using markers in the classroom.  The students are so much more engaged, which is wonderful.  Bring back the joy!

Character Traits Cards

We've been doing a lot of work with comparing and contrasting in our small groups.

I've been using character trait cards to help my students build their vocabulary.  Instead of using "dead words," they are focusing on that juicy vocabulary when describing their characters.

I gave them a pack of trait cards and had them discuss as a group which descriptions would align with the characters in their small group novels.  They also had to justify to me why they'd use those specific character traits.

From there, they added the words to their individual character maps:

Then combined their thinking on their group chart:

Due to space, I've been sending them into the hallway to work.  I've got the door propped open and I can see them at all times, so that's not a safety concern.  That way they can talk in a whisper (or as much of a whisper as excited ten year-olds can manage) and not disrupt those students who are silently reading.

(Silently reading and going back to the text for evidence? Score!)

I had another teacher listen in on them while she was observing a classroom and I loved her positive feedback.  Not only was my Harry Potter group on task the entire time (which is a feat within itself!) but they were using those descriptive words to compliment one another.  

She specifically remembered: " (Student's name), you are just as smart as Hermione!"

So cute.

I'm proud of them for really trying to be kind to one another, even when they don't think any teacher is watching.  Well done fifth graders!

Responder Cups

One of the things that drives me nuts as a teacher is hands raised to go to the bathroom.  Or when students just shout out an answer rather than raise their hands and wait to be called on. (That wait to be called on thing is rather tricky!)

So I use responder cups:

These are just plastic cups from any dollar store.  I purchased red, green, blue and yellow ones for my classroom.  They usually come in packs of a dozen but I could supply my whole class for under twenty bucks.  We have had to have many, many conversations about not poking holes in the cups or drawing on the cups, but it doesn't bother me enough to purchase more.  A set of cups will last a year or two (tops) but hopefully your students would be slightly more respectful of supplies.

We do have conversations about not playing with the cups during instruction and 99% of my students follow this norm.

The cups' primary use is for independent or group work.

Green: I'm good. I know what is expected of me and I am fine.

Yellow: I'm a little stuck and have some questions.

Red: I'm confused and need help immediately.

Blue: May I use the restroom?

We also use them to vote and respond in class.  Instead of shouting out answers, I can get a quick (and silent) response from the class.

We use them for A/B/C/D questions, true/false, agree/disagree, math operations and to vote on other class matters (lights on or off, choices for stations, etc).

To help my students, I have the color coded signs at the front of the room in case they forget:

My favorite function of the cups is the restroom issue, especially during independent writing or assessment time!  (Or when I'm conferencing with a student or progress monitoring)

I'll send one boy and one girl out at a time and when they come back, they pick another boy or girl to sign out and go to the restroom.  Students know to keep working until it's their turn and no one is wasting time with their (writing) hand up in the air asking to go.

I love how these responder cups help my classroom run smoothly :)  

(Well, as smooth as a fifth grade classroom can be!)

That's What He Said

I'm an advocate of integrating technology into the classroom.  I'm a "technology native" (as opposed to an immigrant) and whole-heartedly believe students must learn how to use different types of tech to be competitive later in life.  However, they've still got to learn critical thinking skills and I don't believe technology can replace teachers.

I earned my technology endorsement from Nevada State College and love using tools like kidblog, prezi, voki and more in the classroom!

I just stumbled upon this idea:

Naturally, my mind went to "that's what he said" comments...but here it could actually work in an academically appropriate way!

Simply insert speech bubbles in word over an image and tada!  Great group activity with minimal technology (for those who are hesistant about using tech).

This could be great to talk about multiple perspectives and as a culminating activity.  Easily differentiated and can be used with lots of academic subject areas.  What a fun way to add some joy back into the classroom :)

Enjoy!  Happy teaching :)

Candy Cane Concentration

For my intervention block, we've been working on multiplication.

On the last day before winter break, I decided we should have a little fun with some candy.  Using circular stickers and candy cane kisses, I created candy concentration.

Students had to match the factors with the product.

They had a lot of fun with it!  Hopefully yours will as well :)

Theme Work

This week we reviewed theme in small groups.  I gave my students a paragraph stem (read previous post here) and they independently wrote their responses on post-its.

From there, they combined their responses to make a group response (above).

These became my new bulletin board:

A nifty fourth grade teacher helped me come up with the witty name:

I also added a picture of our anchor chart and put cut outs of our novels to provide others with the necessary back ground knowledge (you know, of what books we read!)

I think they did a great job at picking out themes from their various novels.  Our next challenge will be finding the quotes that support their answers and adding more details!

Themes & Poetry

This week we are working on poetry.  Specifically, we're reviewing text structure, figurative language, theme and summarizing a poem.  We're also working collaboratively to summarize the stanzas, identify characters' feelings, locate shifts in mood and practice note taking on the text to become more engaged readers.

We used the poem Casey at the Bat this week and broke it up into a 3 day unit.  The first day was the "I do" where I modeled the skills we're working on, the second day we did as a class and the third day they did part with a partner and the rest for homework.

Then I re-read the entire poem, thus modeling the importance of re-reading for information.  We then referred to our theme chart:

(You can grab it here as part of a TpT bundle!)

We did Casey at the Bat not only because it's a recommended text, but it's also because I'm a Boston Red Sox Fan :)

Today, in honor of Halloween, we are doing the same process with Edgar Allen Poe's The Raven.

I know it will be a little tricky for some students, but it's a fun challenge and it's festive!

In small groups today, we're also trying a new collaborative strategy for writing a constructed response.  Since many of them have finished their first novel, we are going to look for the theme.

I made them a guide for their CRs:

They're going to write independently on a post-it today and tomorrow combine 3 or 4 people's post-its into one group response. I'm excited to give this new strategy a try!

Next, here's a student working on our affix sort, a new process I'm trying this week.

We did Wednesday's activity yesterday of sorting affixes.

You can download your own copy here!

We also have our new centers ready to go!

Week 7

This week in whole group reading, we were working on main idea, supporting details, alternative perspectives and inferencing.

We used the passage "we were here, too" (grab it for free here) and the kids did a great job.

First, we made a list of people we associate with the American Revolution:

 I was really proud of my students for acknowledging that slaves were important.

They read the passage with their table teams:

They also were working on their metacognition and recording their thoughts and predictions on paper:

They did a really great job with this activity :)

They were also shocked to learn that George Washington had slaves, but we talked about the historical context and how he treated his slaves.  I think I blew their minds with that fact though!

They are also working on fluency passages in small groups as a station/center:

One person watches the timer (the passage is to be read for one minute).

One person reads.

The other listens and provides meaningful feedback in the form of buddy coaching.

They have made some great growth on their words per minute (WPM) for their Aimsweb RCBM probes!

Also in stations, they were working on sorting different scenarios into survival elements:

(The groups that did this are reading Hatchet and Hunger Games, so survival is one of the themes of their novels)

Students then analyzed my sort and added suggestions on how to improve it or add cards to sort.

I like that they help me improve my centers and then have more input, thus more investment :)

(As a side note, you can see one of my polka dot rugs and my polka dot center bucket in these images...I love polka dotted things!)

Math and Food

Whenever possible and appropriate, I try to bring food into the classroom.  Students are automatically more engaged in the lesson and it's a great motivator (if you don't do your best, you don't get the treat).

One of my favorite things to do is use Hersey's kisses as a concentration game for math.  I use the white version of these:

I put the stickers on the bottom of the candies.  I use multiplication facts for my fifth graders, but you can use any operation depending on your students' ability level.  I put the product on one candy and the equation on another.

Students put the candies face down and play concentration.  It's a great center for holidays or special occasions.  

The prep work takes about twenty minutes and I'd recommend writing on the stickers prior to placing them on the candy.

(ELA connection: You could do Greek and Latin roots or affixes where students match the affix with the meaning)

I plan to do something like this around Halloween because the students will most likely expect candy so at least there is an academic purpose!

Math Anchor Charts and Ideas

I love great math ideas.

Here's an easy center to make, it just requires sharpies, a plastic bag, some patience and old water bottle lids (yay upcycling!)

This center can easily be differentiated for any grade level depending on the operations that are used.  For fifth grade, I would use parentheses and all operations signs.  This would be great for making algebraic expressions, practicing multiplication and division, finding unknown values and using decimals to show place value.

Students could easily bring in lids to help you collect the supplies.

With the Common Core, fifth graders have to review geometric shapes and classify them into a hierarchy.  This is a great example of an anchor chart that could help students:

Before we go into 3D shapes, I would review 2D shapes on the geoboard.  Most classes have a set of the old plastic boards and rubber bands, but there is a great free app on the iPad that allows students to virtually manipulate geoboards.  As a bonus, you can expand the board from the traditional 5x5 to a much larger 10x10 board, allowing for more room to make shapes.  This app could be used as a formative assessment where you call out a shape (ex, right scalene triangle) and students make one to show you.  

Plus, there are different colored rubber band options with the app :)

This is a great freebie I found on another teacher's blog:

I've used it in my classroom and it's a great center to review number sense.

You can also use cups to review place value:

For a review of area and perimeter, you can use graph paper, markers and dice for this easy game of war.

Students roll the dice, then create the corresponding array.  Students must strategically place their array on the grid and try to stump their partner.  I like that this is a nice model of how repeated addition and multiplication are the same.

This can easily be differentiated for lower grades by having students add the dice rather than multiply them. 

This is another great (priced) TpT center that my students enjoy:

Plus, it's pink and polka-dotted!  Grab yours here for a buck! 

Happy math time!

No Way Jose and That's a Fact, Jack!

No Way Jose and That's a Fact, Jack!

Last year, a teacher at my school introduced me to the phrase and activity "No Way Jose" and "That's a Fact, Jack".  Students are given a set of statements that they must determine to be accurate (that's a fact, Jack!) or false (no way, Jose!).  Students work collaboratively to sort the statements into two piles and discuss their reasons. 

This can be used for all academic purposes and is a great formative assessment.

I used it last year as a formative assessment for our state wide science test.  There were a lot of concepts that were covered on the test but not enough time to fully teach or review all of the science material they were supposed to get from kinder on up.  So I had students work as table teams to sort the statements while I walked around with a clip board, making note of which concepts would need quick clarification and which ones would require more extensive review.  I allotted fifteen minutes for this activity, but it ended up taking almost forty because students were having such great discussions (and I hated to cut them off).

This year, I'm starting the year off with a team building activity.  After going over the expectations (noise level, cooperation, effort, clean up, gallery walks, etc), I will have students work collaboratively to sort out the fifth grade myths from the facts.  They will do this on the third day of school when we've covered most of the procedures and norms for the grade level.  I'll give them about ten minutes to sort, then have students do a gallery walk to see each other's ideas.  The expectation during gallery walks is that it's okay to point and disagree (respectfully) with another table's findings, but it's not okay to change their work.  We will then go over the answers as a class and I'll use that time to clarify any myths surrounding fifth grade.  

Here is a sample of the sort:

I made it in word as a table.  Once completed, each sort will be three pages long. I'll print multiple copies in different colors, that way when I inevitably find that one forgotten slip, it will be easy to return it to the proper bag.  Not that students ever forget to fully pick up centers :)

I'm hoping it adds more joy into our day and helps students to work on collaborating with one another.