What to do with those extra Scholastic book orders....

Don't get me wrong, I love Scholastic and their book orders.

I don't love that I always seem to have extras and feel bad just throwing them away.

So, instead we sort!

One of the first reading standards we cover (or review) is the difference between fiction and non-fiction texts.  

I make an anchor chart with the kiddos:

I grab a few books off the bookshelf and model previewing the text, thinking aloud if it is fiction or non-fiction.  I do a few, then ask for student input.  They did a really good job this year identifying if a book was fiction or NF based on the back cover, front cover, and text features. 

From there, I use some left over Scholastic book orders, glue, scissors, and construction paper to have the kids create a sort.  I use this as an opportunity to teach (or review) making a T chart:

(Image from {fellow blogger})

 

Students worked with a partner to look at the book orders (which secretly gets them excited about reading) to find five examples of F or NF books.  They cut them out, glued them to their T charts, and then explained their thinking to their neighbors.

I walked around listening to their conversations and interjecting when necessary.  

Instead of just teaching procedures of how to use the scissors or the glue sticks, I like to have them practice immediately so there is a purpose to the directions.

Table Solving

We like to switch things up in my classroom.  A majority of my math block is spent with students collaboratively solving problems and discussing them.  I pull a small group a few times a week during their independent work, which is usually for about ten minutes.  I give 5 problems or so and get through 2 with my small group (that's ok).  I think they should be collaborating during math time.

While not everyone agrees on my math practices, I'd rather have my students solving challenging problems together and talking about strategies as opposed to the opposite: always silently working in ancient text books.

We are in the midst of a long weekend (thank you Nevada Day followed by 2 staff development days), so I gave a math test on the Thursday before the weekend.  On Wednesday, we played jeopardy.

In the past, I noticed that some students were being passive participants, merely smiling and letting their tables do the work.  Not coincidentally, these students weren't doing so great on their tests.  So I let my students pick their own groups and limited the number of students to 4 rather than 6.   This helped with engagement and participation.  True, there were a few students who still didn't want to work but instead of me harping on them, their teams did.  Nothing like some positive peer pressure!

Instead of having them solve on white boards, I got large sheets of butcher paper for each group.  We also used markers because that always seems to make math more exciting!  

They had a great time working together to solve multiplication problems!

On a post-grading note, I had higher scores on this test than previous ones!

Notebooking idea: types of sentences

While this activity does take a large amount of post-its, I do think it's useful for going over types of topic sentences:

I know my fifth graders struggle with openings and having this in their notebooks helped them with peer revising.

Students would write the definition of each type of topic sentence, put my example, then generate their own examples with their table teams or partners.

Declarative Statement:
Introduces the topic, usually with facts or a rhetorical question.

Situation/Stance:
Gives the author's perspective and sets the tone.

Number Statement:
Uses numbers

List:
Creates a list with related topics to generate interest

FANBOYS
Conjunctions: For, And, Nor, But, Or, Yet, So

Good luck!

A week in small groups

I spend 1/3 of my day doing small groups for reading.

My 12 groups range from DRA 40-70 and are split up by both DRA level and students' interests.  My afternoon group also has all the fifth graders in GATE/TAGs (advanced course work for gifted & talented), so I have to make sure to never schedule their group meeting days on Tuesdays or Fridays.  I also had to group them in the same 3 groups for this reason.

When they meet with me, we do close reads of important parts of the passage, go over comprehension questions, zoom in on vocabulary and work on predictions and inferences.  Lately they've been running more of their small groups, which is awesome.

We have daily word work and fluency practice.  I have to RCBM two kids a day (fluency progress monitoring with AIMSweb), so during this time, they read our weekly flueny passage (leveled passages from reading A-Z).  During that time, they coach each other on the components of fluency (rate, expression, accruacy and phrasing) to help each other improve.  By doing the same passage over the course of the week, they practice repeated reading and their accuracy improves over the course of the week.  I get to use this time to progress monitor so I don't fall behind on my case load.  I love that we multi-task and it's not wasted time.  

We have been working on weekly "must do's" as well with the A/E/I/O/U strategy and our science readers.  I chose informational text because they struggle with main ideas and supporting key details.  In fifth grade, they are expected to pick out the main ideas and make connections within text, including scientific ones.  Our science CRTs (standardized tests) are up first on the testing calendar, so I'm utilizing old science content to not only review science material but informational text as well.  If I give them a task, there should be a clear focus!  (Or in my overachieving case, several)

Here are some snap shots of what they're doing when they're not at my kidney table:

Collaboratively adding details about the characters in their novels on their large graphic organizers.

Using fifth grade description cards to analyze characters.

Responding to a post on kidblog.

Referring back to the text for evidence in a written response

Keeping track of characters in a novel

Collaboratively recording information about the novel, including juicy words, character development and settings.

Happy reading!

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!

Equivalent Fractions Bingo

During our intervention block, we've been working on equivalent fractions.

By no fault of their own, our kiddos have a very limited understanding of what fractions mean so we've been doing a lot of whole group intervention.

I found this adorable freebie on TpT, created by Fern Smith's Classroom Ideas and available here that has been so much fun for my kiddos!

She's also made Darth Vader & Princess versions, which my other small groups enjoyed!

I love doing math stations because it's a formative assessment and I can pull small groups.  I love hearing their discourse (discussions) and how they help each other find equivalent fractions.

Character Analysis

In whole group reading, we've been working on comparing and contrasting characters.  In fifth grade, the expectation is to go much deeper then "one is a boy and one is a girl" responses. 

We've looked at how characters in the same text respond similarly and differently to the same event using Seed Folks as mentor text.

We've looked at how characters from different novels respond similarly and differently to a similar event using Tiger Rising, Because of Winn Dixie and Sarah, Plain and Tall as mentor texts with Rob, Opal and Anne.

We've moved on to looking at Matt and Attean in Sign of the Beaver and how they interact differently with the environment.

As you can see, I broke the reading into three sections.  I modeled the first day, reading the passage aloud and sharing my thinking (metacognition).

They worked with a partner or in a small group of three on part two and on Monday, they'll do part three independently.  They read the passage, take notes since they're "reading with a pencil" and then discuss their ideas.

They're taking notes in the graphic organizer we made in our whole group notebooks:

 While they work, not only are they building their stamina (since testing is a few months away) but I get to see how well they're doing with annotating (stop and jot) as well as analyzing the text. 

 It's a great way to do a quick informal assessment, I just walk around and make notes on a post-it.  I can also do a quick intervention if needed.

Some of them will struggle with this independent task and as I've said before, this productive struggle is perfectly okay.

I'm impressed with how well they're doing!

New Bulletin Board

It was that time again.  The bulletin board change time.

Normally, I don't mind.  However, bulletin board changes coincided with DRA testing and progress reports, so it was a tad stressful trying to get everything accomplished.

Since we've been doing a lot of comparing and contrasting with mentor text like Seed Folks, Tiger Rising, Sarah, Plain and Tall as well as Sign of the Beaver, I decided to carry on the trend.  

I had my small groups pick one event from their small group novels and write about how two different characters reacted to this event, drawing on evidence from the passage.  

We have to post an introduction to our bulletin boards (or as they're called in our performance zone, "Academic Wall Displays").  The introduction should include the task, the learning targets and what standards students are working on.

Naturally a final draft is WAY more exciting if it's on colorful paper!  

I had my students brainstorm and write rough drafts in their notebooks, edit with a partner, then write their final drafts.  Space on the back was provided as well.

(Following example not pictured)

One student wrote about an incident with a bear from Brian's Winter.  In this passage, Brian Robeson (from Hatchet) befriends a skunk (whom he affectionately names Betty).  I was worried I would get a shallow response about how one is a boy and one is an animal.  Instead I was pleasantly surprised when she wrote about how both characters are dealing with loneliness, homelessness and find comfort in their routines with each other.

I'm so excited they're "thinking deeply" about what they're reading!

Seed Folks

We have been using Seed Folks as mentor text during our whole group reading block.

They tried the passage independently and then I modeled metacognition.

Most of them wrote down character traits (which is what we have previously worked on) but didn't write down supporting details for the task (how did the character interact with the garden).

So they tried it again independently, then shared their thoughts with a partner.

There were four different chapters, so I was able to make small groups for them to discuss their character.  They then switched and repeated the process with another character.

We then compared and contrasted how two characters (in the same text) reacted similarly and differently to the same event, in this case, the garden.   They did a pretty good job with it!

We also previewed the book beforehand and talked about how the organization of this text was different than say The Lightning Thief. In Seed Folks, each chapter is written from another character's perspective.  

They did well with this concept of comparing how two characters react different to the same event.  Next up, we are going to be comparing how characters in different texts respond to a similar event.

Happy reading!

Movin' Mountains

In science we are just finishing up learning about types of maps before we move on to how landforms change over time with stream tables.

We talked about cartographers and surveyors (since I'm dating one, I've got lots of background knowledge!).  They made a map of the playground and I modeled making one of our classroom:

They collaboratively sketched out the features of the room and then their homework was to make an aerial map of their bedroom or favorite room.  Not all the students completed the task but the ones who did were so excited to share with their neighbors the next day.

I showed them my map of my bedroom and they were fascinated.  It was kind of adorable, considering all that was on my map was a bed and dresser.  They're just super observant and curious little ones, which is a wonderful thing.  (Sometimes they remind me of Littlest One in Lois Lowry's Gossamer but only a few of them get the literary reference).

From there, we moved into making topographic maps by tracing the different layers of a foam mountain:

This is investigation 4 in the FOSS Landforms kit, but I teach the kit out of order (such a rebel!).  

Tuesday we'll talk about contour lines, contour intervals and elevation when they make their keys.  I just love how excited they get about geography and landforms.  It's important to be excited about this great planet of ours!

Echoing Green

For our intervention block this week, we've been working on reading strategies.  We went over how to record our thinking and that we read poems more than once.  

They did an awesome job finding the shifts in mood in the poem Echoing Green.  Last year our amazing coaches (M & G, love you both!) did a close read lesson with us with this poem.  Based on what they did with us, I had my students color the "happy" words in one color and the "sad" words in another color.  I was really impressed that collaboratively figured out that the poem is happy in the beginning and shifts to sadness toward the end.

I modeled on the smart board.

Their think sheet.

Kagan strategy of "pair up and share" to get them movin' and talking :)

Tomorrow we'll re-read the stanzas and talk about the theme.  Next week they'll create a written response about the poem.

They just get so excited about reading!

Battle of the Books Book Club!

Today we had our first book club for our district's BOTB and it was so much fun! I have about thirty students participating and they're so excited to read :)

(Aren't they lovely?)

We started with clarifying my expectations and then creating groups of up to four students.  From there, they created their own team flags and generated their own norms/social contract.  I read them the back covers and then had them decide which book they wanted to read first.

There are 8 books in the challenge and each student must read at least 3 of them.  

Some of the books will be kept in the classroom for students to read during small group times but the rest will be available for them to check out and take home.

We're going to meet on Wednesdays for the next two months.  Per advisor guidelines, I can't ask them comprehension questions about the novels because the task is entirely on them.  However, I can support them by giving them a quiet space to read and modeling how to use our comprehension stems.  I'm excited to watch them take ownership of their learning!

New Strategy: Mega Chart

My students have done a great job at keeping track of characters for our novels:

So I decided to try a different strategy:

 I gave them markers and a large piece of paper to keep track of characters.  They were so excited!  Their nerdy reaction to their new task warms my heart :)

I can tell who is contributing to the poster because each student is keeping track of one or two characters instead of all of them.  They will use a different color each time and I can always tell by their handwriting.  They just don't know they're being held accountable for their chart.

Instead of talking with me about how the characters are developing (I know, I already read the books), they'll meet as a group without me to discuss.  Since each person is responsible for a smaller portion, they can go more in depth about those characters and how they're changing throughout the novel.  

I told all my groups that we're preparing for middle school and that means they get more responsibility.  11/12 groups are really excited for the new challenge!  (As for the other...we're working on it.  The first task is making sure they do their homework and show up prepared!)

Happy reading!

Stop and Jot

I've had several trainings on Close Reading and having students annotate while reading.  While there is lots of different research, I'm going to zoom in on the importance of annotating.  Basically the goal is to get students to practice metacognition, or thinking about what they're reading while reading.  I want my students to move beyond simply reading the words and into thinking critically about what they read.  I want them to interact with the text.  One strategy is to "stop and jot".

Here's our "stop and jot" anchor chart:

(day 1)

(day 2)

You may notice it's not filled in all the way...that's on purpose!  Instead of teaching them all the symbols at once, they learn 1-2 at a time and immediately practice the annotating within text.  I have them work independently and then collaboratively with a partner!

We've been using this lesson idea in our intervention block.  Using this text, we gave students a different purpose for reading each day.  We stressed the importance of re-reading and I think they've done an awesome job with the lessons!


One of their tasks was to come up with alternative titles:

In doing so, they had to think about the main idea and justify their answer choice.

After day 1:

Students' example after day 3:

I had each student use a different colored pencil so there would be student accountability.

I think they're finally understanding that often times, you need to read the same text multiple times :)

20 Wins

I first heard about "20 wins" from a math professor at UNLV and have used this math strategy game every year with my students.

The essential premise is students play using the digits (0-9) and try to make 20 with any four connecting corner boxes.  They can use any operation.

I modeled with my students (me against them):

Before l let them loose!  

They loved it!

You can download one here for your students!  I included extension suggestions!