Inferring

Inferring is a crucial skill for young readers to practice. It may also be the most challenging skills to acquire. So often when asked how a character will respond, students tell how THEY would respond. If asked about what may happen next, they tell what they WISH would happen next. If they are reading a mystery, they read right over clues as if they were reading for a timed fluency assessment. 

My RTI kids need some intensive practice with inferring. So, I wrote up with little product that gives students an opportunity to practice making the 10 main types of inferences. They will infer:

1. location
2. job/hobby
3. time
4. actions
5. objects
6. cause/effect
7. problem/solution
8. emotions/feelings
9. character traits
10. meanings of unknown words

You can check it out {HERE} or by clicking the image above.

I loved the culminating activity so much that I decided to make it a freebie in my store. Students will read iPhone texting conversations to review the 10 types of inferences. Click {HERE} or on the pic below to check out the freebie.

I went searching for a great video to share with my kiddos and you all about inferring. I went to my "go to" source for instructional videos: Almost a Third Grader. OH MY WORD! She had made a video using phone conversations to teach inferences. I was stunned! I swear this a case of two minds thinking alike! I think it would be great introduction to inferring!

Hope this is helpful to you and your students! :)

Executive Function: What Every Teacher Should Know

Executive Function is a growing buzz word in education. In my own school, I am hearing it more and more often. Our educational psychologist mentioned that we will all be receiving training soon. I knew that it sounded like something that could impact quite a few of my students. So, I did a little research of my own. I thought I would share my findings with you. I hope this will help you can get a jump start on helping this increasingly identified population, too. 

So, what is executive function? What difficulties do these students have? How can we help? Our school's brilliant educational psychologist explains it like this.

Imagine that your brain is an orchestra. All of the different processes you need for functioning in school are the various sections of the orchestra. Executive function serves as the conductor. It should manage the tempo or pace. It should cue and cut off certain processes with precision timing. However, if you have executive function deficits you may be expecting to conduct Pachelbel's Canon in D, but it comes out sounding like an orchestra when they are warming up to perform. Wouldn't that be terribly frustrating and discouraging?

How many students do you have that could be described in these terms? Of course, not all of them have executive function issues. Some people are lazy. Some people are messy by choice. These students do not wish to be so. They have a real disorder. Here are 3 quick examples for various ages.

Adult: I have a precious friend who has a learning disability. She also has issues with executive function. She is always a day late and a dollar short as they say. Crisis mode is her standard operating procedure. We once showed up to help her move to a new house. She and her husband were in an argument. She had not only not packed a single thing yet, but she had even forgotten to purchase the moving boxes. Nothing was packed, and it was moving day! Some other crisis or distraction had taken priority all week. 

Teenager: My own daughter has A.P.D.. You can read her story here. She also has some minor struggles with executive function. We have been able to overcome most of them, and I am so proud of her. Before she learned her coping strategies, when she was given a project in school, she would not know how to begin or divide up the task into smaller tasks. Her notebooks were a mess! She didn't know how to file anything because she could not decide where it belonged. 

Child: Whew, I might could write a book here since most of my experience is in 2nd grade RtI or Inclusion! We all have students who blurt out or make impulsive decisions! Students who when asked to write or problem solve, could stare at their blank paper endlessly. Do you have any students who cannot keep track of their pencil or folder for even five minutes? Do you have students who can spell a word right on the spelling test, but then misspell it in a sentence on the back of the test paper? How about students who have to solve the math fact every single time because they cannot recall the answer from memory? If any of these sound like a student you know, you might want to read on. :)

Wow, that is a wide variety of manifestations! Here are a few more detailed examples of things to watch out for:

A few students may struggle with ALL of these, but most of them will struggle with a few. ADD/ADHD or even misdiagnosed ADD/ADHD kids may have issues with inhibition/impulsiveness, emotional control, and self-monitoring their behavior. LD kids may struggle more with working memory, self-monitoring their thinking, and planning and organization. So, what do you do if you suspect EFD in a student or someone you know?

How can teachers help? Here is a list of recommended strategies that could positively impact all of your ADD, ADHD, LD, Autistic, or EFD students. Many of them are easy fixes, but the benefits are far reaching!

In the 21st century classroom, more and more focus is on independent or group work, problem solving, trouble shooting, and creativity. All of those skills are exceedingly difficult for students with executive function deficits. They can thrive with LOTS of guided practice and explicit directions for problem solving. You cannot assume that they understand how to implement strategies just because you taught the strategy. They have to be shown when it works, how it works, when it doesn't work, and have lots of opportunities to prove that they have moved the strategy from their flawed short term memory into their more reliable long term memory. In today's fast paced, rigorous curriculum, lots of time spent on one skill is a luxury we don't often have.

Here are some real world applications that I have tried and found to be successful at home and at school:

- Directions: Over-simplify them--the less confusion the better.

-Checklists: Make a personalized check list if necessary. (name on paper, everything answered, capital letters, punctuation, etc.)

-I have actually turned some students' desks around so that they could not access the storage under the desktop. They could not "play" inside the desk. I gave them the materials they needed for each individual task. In my small groups, I don't pass out pencils, scissors, or glue until they are needed. That way that don't lose them or get distracted by them.

-For my daughter, we create a pacing calendar when she gets a new project. We start with the day before it is due and work backward. We list every task that must be completed and schedule them on the calendar. (Purchase poster board, take notes on subject, introductory paragraph, rough draft, conclusion, draw illustrations, etc.) At first it was tedious, but now she can do these things automatically. 

-Brain break videos, Go Noodle, or even a hook/warm-up activity are great for helping students "switch gears" in their thinking from reading to math. 

If you would like to find out more about executive function, you can watch this video from Harvard University. It does an outstanding job of explaining the importance of strengthening executive function skills in young children.

I hope this has been helpful to you! I would love to find out if your school is also discussing executive function and if you have any tips to share!

Building Community in the Classroom

They were going to be the class of my dreams! I read over my new class list once more and beamed. They were all sweet pumpkin pies with glorious test scores and supportive parents! And then...something happened that would change everything! The principal asked to see me. She said that she needed to add another inclusion classroom to 2nd grade and I had been selected for that assignment. This would require some significant changes to my class roster. Neither one of us knew at the time just how many changes this decision would bring. Word travels fast in a small, rural community. Soon, parents were calling and asking to have their child transferred out of my room. They had heard that my room would include kids with special needs and they wanted their sweet pumpkin pie away from that kind of environment. It's ugly, but it's true, friends. My revised list looked nothing like how I had envisioned this year's group, but they would become my favorite class of all time.

Even before I met any of my students, the meetings started. I had meetings with advocates, DFACS, IEP teams, psychologists, and medical teams. My special needs students were well represented. Their every need was covered, but there weren't any meetings about how to prepare the rest of my class. How was I supposed to really "include" everyone in my inclusion class? How was I supposed to train them to react to medical issues, violent outbursts, or frustrating behaviors when they occurred? Well, I would like to share some of my discoveries with you. Some of them, I stumbled upon in a crisis. Others the kids themselves taught me. You may not be an inclusion teacher, but I would be willing to bet that you will have at least one child with special needs of some kind in your upcoming class. 

1. Heads Down/Eyes on Books  I didn't have to use this one much, but it worked when I needed it. The class and I talked briefly about how you would not want to have someone staring at you if you were having a seizure or were crying. We used this strategy for those times when a quiet, respectful environment was needed, but they weren't in any danger. We practiced it a few times when our special friends were out of the room. Then, one day, a child in our room with leukemia felt faint and could not walk to the clinic. All I said was, "Heads down. Eyes on Books." The kids grabbed their independent reading books from their desks, put their heads down on their desks, and silently focused all of their attention onto the books. Administration and the medical team arrived and were able to remove the child from class in a manner that protected his dignity. The team returned later to brag on how well the class behaved during a crisis. The students absolutely beamed!

2. Emergency Exit There were a couple of times when the classroom was no longer a safe environment. Again, this is occasionally the reality of  life with special needs children. An exit plan should be put in place. We had rehearsed this scenario in advance, too. So, one day, out of the blue, when a typically docile autistic student suddenly threw a chair. I only said to the class, "Emergency exit, please". They immediately lined up at the door farthest from the upset child, filed into the hall, and sat against the wall outside of our room. A designated student alerted the teacher across the hall. She called for back up and monitored my class until help could arrive. Things returned to normal quickly and no one was in harm's way. 

3. The Buddy System  This was one was a huge help with children with medical issues! For their protection, they could not go anywhere (media center, clinic, even the restroom) unaccompanied. The nurse met with a few other students and enlisted their help. She taught them how to tell if these students needed help and to how to find an adult if they saw any reason for alarm. To protect the students' feelings, they were not aware of our buddy system. David thought it was just a coincidence that Jacob needed to use the restroom, see the nurse, or return a library book at the same time that he did. Jacob, however, felt like a superhero with a secret identity! 

4. Our Secret Signal This one may be the best idea I ever had! While I did not violate any student's confidentiality or rights, we did have some frank discussions about possible disruptive behaviors they may observe and how to handle them. If this wasn't addressed, the classroom environment could quickly deteriorate and tattling could reach epidemic proportions. So, we instituted a secret signal. Our signal had three parts. I held up my finger to form the number one, placed it over my heart, and then lifted it up to my lips. Our signal meant, "This is one of those things that he/she cannot control. Act with love from your heart. Keep quiet." Here is a quick example that happened in my room that year. 

Child 1: We need to start work on this center now.

Child 2 (with Tourette Syndrome and OCD): I can't start until I do 25 jumping jacks.

Child 1: What? I'm going to tell...

Me: secret signal

Child 1 (winks and nods at me): Never mind. I understand. I will get us set up while you finish your jumping jacks.

That is the extent of the training that I gave them. The rest of the lessons were ones that they taught me. You may have heard people say, "Children can be so cruel." That is true. They can. So can adults. Like adults, they can also be remarkably kind! Here are just three of the many stories from that revolutionary year that will forever warm my heart! 

David had leukemia. All of his hair had fallen out and he had to wear a toboggan when his head got cold. I hadn't noticed his embarrassment about being the only one in class wearing a hat, but the little girl seated across from him did. So, one day, when he slid his hat over his head, he looked up and smiled because Megan was wearing a toboggan, too. No words were exchanged-- just smiles. The next day, their whole table was wearing toboggans. Soon, everyone in class was sporting toboggans. It just took the kindness of one observant little girl to bring about a dramatic change to our classroom. 

Andy had a rare form of muscular dystrophy. Due to his large, electric wheelchair, need for a high table, and space for additional staff, he had to sit in the back of the classroom. One day, I was approached by Tim (w/ ADHD) who wanted a favor. He said, "Can I maybe move to the back of the room with Andy? I think I could concentrate better back there and I could keep him company." I agreed to give it a try. They created such a bond with each other. Andy helped to keep Tim on task. Tim picked up anything Andy dropped and turned in his work for him. It was almost a symbiotic relationship. Then, Andy had to have surgery. He would not return for at least six weeks. I offered to let Tim return to a table closer to the front. He thought about it for a moment and declined. He said, "I would feel better staying back here. I am just going to save his seat until he comes back." I wish you could have seen Andy's face when he rolled back into class and Tim said, "You're back, buddy! I've been waiting for you!"

Tristen was autistic. He would only talk about Transformers. He never made eye contact with others. He talked to himself at lunch. The other children tended to avoid him. Then, thanks to a boy named Henry something miraculous happened. Henry was an amazing athlete. He was one of my top students. He wore the latest styles. He even had cool hair. The girls stared at him. The boys wanted to be like him. One day at lunch, Tristen put his hands over his ears and started rocking back and forth. That's when Henry noticed that some kids from another class were laughing at Tristen. Henry picked up his lunchbox and moved right next to Tristen. They didn't speak to each other. They just sat together and ate their lunches in silence. The next day, Henry sat next to Tristen again. This time, Henry's best friend tagged along. Before the end of the week, the entire "cool" table had relocated to Tristen's table. Henry sought out every opportunity to act in kindness towards Tristen. At field day that year, our class was finishing up our turn at the jump rope event. All of the other students had had their turn except for one--Tristen. The parents and their children were starting to move on to the next event. Then, they heard one solitary voice cheering, "Come on, Tristen! You can do it, buddy! Keep going!" Of course, it was Henry. The kids all dropped their water bottles and came running back to help. Seventeen children cheered while Tristen smiled and awkwardly jumped rope. I looked up and saw tears streaming down Tristen's mom's face. Henry's mom cried and walked over to hug her.  That is the moment that solidified their standing as my favorite class of all time. Were they what I expected? NO! Were there hard days? More than a few! I may have learned more from them than they learned from me that year. The lessons of friendship and community last. Community can't be forced. It reminds me of tending a flower garden. You have to provide the right environment. Model patience and acceptance. Put safety procedures in place. Then, watch it flourish. You may find extraordinary blooms in unexpected places. 

At the close of this past school year, I attended my daughter's awards ceremony at the middle school. Tristen's name was called out for an award. He walked to the center of the gym floor and proceeded to bow multiple times. Some students and adults ignorantly snickered, but above their attempts to suppress  their giggles, I heard loud clapping and a voice I would know anywhere call out, "WAY TO GO, TRISTEN!"  My eyes welled with tears and I whispered, "You tell 'em, Henry!" 

Comparing and Contrasting

Have you seen stares as blank as the copy of a Venn diagram on the table in front of them? I know that I have. Some students can generate similarities and differences like nobody's business. Others don't even know where to even begin. So, what's a teacher to do? Well, in this post, I have a few differentiation tips, a new product, a literature suggestion, and a freebie to share with you.  

Here are a few quick tips that I have stumbled upon during my years in inclusion and RtI instruction.

1. Accept that some tasks are too difficult for some children without providing some scaffolding for their thought processes. There are children whose intellectual capabilities limit them from being able to complete higher level or critical thinking tasks without some kind of accommodations or assistance. Thinking ahead about their needs is vital for their success. Many of these same students can compare and contrast if given only minimal help. 
2. Guiding questions can make a huge difference! I have often been surprised at the thoughtful responses my struggling students have given when they are answering only one question at a time. The size of the task was manageable for them.  When working in a small group, I ask guiding questions. Sometimes I pass out a list of questions on a strip of paper. I have also posted them on a pocket chart or the SMARTboard. Some examples would be: How does each animal move? Who was the main character? Where did each story take place? When was this person born? Students refer back to the text or texts in search of the answers. They aren't being expected to pull these ideas out of thin air. 
3. Cut and Sort:  Providing students with cut and sort information is a great starting point for training them to recognize similarities and differences and organize their information. Many students who cannot generate the information on their own can correctly identify if the statement is true for only one subject or for both subjects of the task. 
4.  This and That Rule: I try to model organizing thoughts by using a this and that rule. When students have found an answer for this person, event, text, etc. I show them that often they are looking for antonyms for that other person, event, text, etc. For example, if this text says that ants  are insects then they are trying to find a word in that text that shows that spiders are __________. (arachnids) This information is then matched up on the graphic organizer. This helps aid comprehension by organizing the information for quick recall. 
5. Use a variety of graphic organizers.  Some students struggle with Venn diagrams, but the connectivity of a double bubble makes better visual sense to them. You may need to experiment with various formats: T-charts, double bubbles, check off sheets, highlight or color code. Students need to understand that Venns are not the only way to express alike and different. 
6. Use visuals and pictures.  Many students can come up with similarities and differences when they have a visual example to look at. For example, a student could tell you that a horse and a cow both have long tails and walk on four legs just by viewing the picture. 
7. Require meaty answers.  Don't let struggling students off the hook with easy answers. If you are comparing alligators and crocodiles, do not accept that one of their names starts with an A and the other starts with a C. They will try to get by on that level of thought! Ask them if that information is about the actual animal or just its name. Refocus their attention on the task. They will generally come through with a better response.

Here is a little peek at what is included in my newest TPT product. There are anchor cards, original texts (color and b/w), and various comparing and contrasting exercises based on the text. I am really excited about implementing this next year! I hope it will be useful to you, too. You can check it out {HERE}.

My favorite part of this pack is the culminating activity/center/assessment part! Students are given blank double bubble maps and a set of picture choices. They choose the pairs that they want to compare and contrast based on their prior knowledge of the subjects. My sweet son helped me out with this one again. He LOVES animals so those are the images that he picked. I love how this one is basically differentiated by the students themselves! 

My nature lovin' son brought home an A.R. book to read that was amazing! I may have said, "Good gravy, boy, you know how to pick a great book!" There is a series of books called "What's the Difference Between?" They compare and contrast two animals that people often confuse such as alligator/crocodile, frog/toad, butterfly/moth, leopard/cheetah, and many more. They are written by different authors, but are all illustrated by Bandelin Dacey Studios. The one my son checked out from the library compared turtles and tortoises. 

I love the layout of the pages. For instance, the left side had a full page illustration and text about the habitat of the turtle. The right side had a full page illustration and text about the habitat of the tortoise. It is just made for modeling comparing and contrasting with a graphic organizer. You may want to ask your media specialist to purchase this series for your school. 

If you happen to have access to this amazing book or if you want your students to do a little research, I have a double bubble freebie for you. It comes with a blank venn and cut/paste clues for differentiation. This is how the completed venn will look if you use the differentiated method.  Click {HERE} or on the image to download your copy. 

You can see more great book recommendations at Deanna Jump's Book Talk Tuesday linky here.

What have you found to be helpful when teaching comparing and contrasting? Please share any advice you have. I love to hear from you!

A.P.D. The Silent Struggle

I am doing something extraordinary! I am about to be transparent and vulnerable with you. That is NOT one of my strengths! I am normally a very guarded person, but I feel that it is necessary to let you in on a behind-the-scenes look at our life with Auditory Processing Disorder.  My hope is that by sharing my experiences and struggles with you that you would be better equipped to help identify and serve your students or even family members who may have Auditory Processing Disorder. 

My daughter looked just like the girl in the image above when we first found out about her A.P.D.. Following directions was never easy for her. She desperately wanted to do what we said. Obedience was not the barrier. She simply didn't understand what we were asking her to do.  I can still hear her little voice asking, "What you said, Mommy?" over and over again. We did our best to be patient and give her one direction at a time.  Then, she started preschool. She began to really struggle with following directions. One day, we sat down to look at her papers together. Across the top of many sheets the teacher had written in all caps, "DID NOT LISTEN!". My daughter had clearly not followed directions. I asked her what she thought the teacher had written on her work. She said, "I think it says 'You're dumb.' because that is what the teacher said when she gave me back my papers."  That BROKE-MY-HEART, y'all! She was not dumb! She was exceptionally bright! So, why couldn't she follow simple directions?!? 

In Kindergarten, her teacher wondered if it was a hearing issue. So, we had her hearing tested by the nurse. She passed!  They brought in an audiologist.  Again, she passed! However, the audiologist also asked her some questions and gave her a set of directions to follow. She failed- BIG TIME! Finally, we were onto something. The audiologist did some further testing and gave us the answer that had been eluding us: Auditory Processing Disorder.

Life with A.P.D. is NOT easy! Furthermore, research has shown that it is largely genetic.  So, from this point on, I will give you examples of A.P.D involving my husband, my daughter, and my son. All three of them have A.P.D. in various forms. Some days are better than others. This morning was rough. Therefore, I am blogging about it as therapy for myself. :) 

What is A.P.D. and how can you identify it?  We hear with more than just our ears. Our brains have to process or interpret what we heard, too.  That is where this neurological defect kicks in.  A.P.D. is not ADD or ADHD. People with those disorders cannot focus well enough to listen. A.P.D. is not autism. Their language issues are unique to that disorder. This is a specific auditory issue. It affects people of all I.Q. levels. I have RtI students with A.P.D. My own kids are gifted and have A.P.D.. Their brains just have a minor malfunction when it comes to understanding what they heard.

There are some obvious symptoms.  Here's a quick list of some red flags to watch out for. 

Here are some scenarios involving my family that may help illustrate these symptoms.

• Anxiety reigns in my home! Imagine how you would feel if you were in a constant state of confusion. You would always be wondering, "Did I hear my teacher, right? What if I do this wrong and the kids laugh at me? What if I ask her what to do AGAIN and she gets angry AGAIN?" 
• Difficulty remembering things: Oh, boy, I could write a book about this one! Life sometimes feels like a constant game of 20 questions. I am always trying to figure out the meaning of that lady, that man, that thing, that place we went, etc. 
• They need directions over and over again. Often, I give them one task, have them repeat it to me, and then come back for the next step when it's done. 
• My husband and I call this one "the deer in the headlights look". We ask a question or give directions and the kids just stare at us wide-eyed in panic and confusion. 
• Incomplete or incorrect task completion is abundant. They will often do part of what we said (usually the last part) or do the opposite of what we said. For example, if I said, "Son, that toilet is not working correctly. Someone filled it with too much toilet paper. Please do not use this stall." This otherwise brilliant boy will stare at me and walk directly into that stall! When I ask, "Where are you going?" He will look confused and say, "You said, 'Use this stall'." True! I did. Those were my last three words and that was all he was able to process quickly.
• Difficulty summarizing: Wow, again, this one is super tricky! Mentally organizing information for a summary of a long conversation or a book report is extremely challenging. Guiding questions definitely help!

• Exhaustion: Do you remember how you felt during a job interview? Trying to listen carefully to the questions, interpret them, and answer coherently is draining! Now, imagine feeling that way for 7 hours a day! That is how school feels for kids with A.P.D.. Every moment is taxing as you try to make sense of what is expected of you. My kids cannot participate in sports or other extracurricular activities because they are simply worn out from thinking at school. We have tried several activities, but it overwhelmed them.  So, we use our evenings as a time of rejuvenation at home.
• Reluctance to go first or watching what others are doing is a MAJOR indicator of A.P.D. and it is SO EASY to miss! My son tried taking classes in Parkour. He would stand right next to the coach, stare intently at his face, and listen as the coach explained the five obstacles he wanted them to run. The boys would line up for the obstacle course and my son would quickly run to the end of the line so that he could watch to see what the other boys were doing before it was his turn. Even after hearing the directions, he needed to SEE what the coach expected him to do.
• Maybe you like playing music in your classroom or allow kids to talk among themselves as they work. This can be a terrible distraction to students with A.P.D. These students are working hard enough to filter out what is important in what you are saying. Crowded places, noisy restaurants, and loud conversations are a definite no-no for us, too. 

So, what can you do to help in your classroom or even in your home?  Here is a little advice that I have found to be tried and true.

Most of these are self-explanatory, but I would like to emphasize the importance of visuals and gestures. Please take the time to write down the page number, the due date of the project, make an exemplar of the finished art project, anything that will make the directions more visual than auditory. Please do not underestimate the power of gestures. Sometimes I feel like one of those workers at the airport who guide planes in with those orange light stick thingies, but it does help.  Move your fingers like scissors if they are expected to cut something out. Shake your head and hands back and forth if they are NOT supposed to do something. Every little visual cue helps!

Above all, please avoid doing the following things. These students should never be made to feel inferior or even stupid for something that they cannot help!

If you made it this far, thanks for reading! I hope that this information is helpful to you. I love my family! Overall, my home is a joyful place filled with the three most compassionate, intelligent, and hilarious people I know. However, I am tired of feeling like we are hiding a secret. My kids aren't perfect. (GASP!) I am not perfect. (BIGGER GASP!) But no matter what we face, we love each other and we're here to help each other on this wonderful, crazy journey! 

Do you know anyone with A.P.D.? Got any tips to share? I would appreciate hearing your thoughts. 

Cooperative Grouping Cards {FREEBIE}

     Once upon a time, a young college student purchased a set of cooperative grouping cards for her future classroom.  She loved them dearly (as did her students).  Many years passed and the cards became frail and time worn. The veteran teacher tried to purchase a replacement set, but alas, the company that made them was no longer in business. So, in desperation, she decided to create her own and share them with all of her new bloggy friends. There was great rejoicing in the kingdom and they all lived happily ever after!
     All kidding aside, I seriously love my old cooperative grouping cards but a few of them have gotten lost or so bent up that I am ashamed to use them anymore.  So, I thought my first day out of school for the summer was the perfect time to create a whole new set.  That'll be one thing checked off of my summer to do list, right?
    I will show you just how I use these for grouping in this post, but first, here is how you can grab a set of your own.  Just click {HERE} or on the pic below to visit my T.P.T. store to download your own copy. This freebie has 10 complete sets of cards with fun themes!

          So, here's a quick run down of how I use these little cards. First, I print, laminate, and cut out the four cards. Then they are ready for all sorts of uses.
***IMPORTANT: I ONLY USE THESE CARDS WHEN ABILITY GROUPING IS NOT REQUIRED OR NECESSARY.

• I have used these to create random teams of mixed abilities for games and activities. I have also used them to create teams in my RtI class where student abilities are very similar. 
• I have used them to create small groups for experiments, art projects, discussion groups, and brainstorming sessions.

Here's how I use them for groups of different sizes and purposes.

Most often for groups with four members, I hand out all four cards. I have also had them all turned face down in a pocket chart and let students randomly select a card. The student who is holding the full color scene card has the leadership card. They can be the supply manager, team spokesperson, discussion facilitator, or whatever role is appropriate for the task. The three other kids whose cards' image appears in the scene will be the other three members of that group. 

Usually for groups with three members, I will either post the scene card, lay it out on the group's work area, or hold it up and call out the theme. (i.e. "Anyone with an arctic picture meet me at this table.") My students LOVE to find their scene and see who is in the group with them!

For groups of two, I just sort through the sets and remove one of the group member cards.  Then, there are only two kiddos who have a picture that matches the scene. 

If I have an odd number of students or groups that cannot be equally divided, I pull a random image card from a set that does not have a scene that I am using. I call this "The Wild Card". So, when a student sadly says, "My card is not in any of these pictures." I can smile and say, "Lucky you! You picked the wild card! After all of the groups are in place, you get to pick the group you want to join!" They get so tickled when they draw the wild card!  

I cannot wait to hear what creative uses you find for these cards! So, help a teacher out and let me know what you come up with! I am always on the prowl for a great idea!

Geometric Solids Grab Bag Activity

After Spring Break, we are kicking off our study of plane and solid figures in my intervention groups. So, I came up with a quick and easily differentiated activity. I thought that you might could use it, too! These are my geometric solids grab bags for my small group instruction. I bought some white gift bags at the dollar store. The fabulous, glittery numbers are from Glitter Meets Glue. You can find them here. I have oodles of plastic and wooden solids in my storage cabinet. I selected six different solids - one for each bag.

I made this quick little recording sheet for the students to use. They will fill in the information for each bag and then cut and paste the picture of the solid figure that the bag contains. You can grab your own copy here.

Differentiation Options

1. Work independently--Let's face it. We all have students who prefer to work on their own or have difficulty working with others. They can select a bag. Reach inside. Feel the object (NO PEEKING!) and record their answers. This option is great for tactile/kinesthetic learners.

2. Partner Up - Student A will choose a bag and reach inside. Student B will question Student A about the edges, flat faces, vertices, and a real life example of the solid. Student B records the responses on the sheet. Then, Student B works with Student A to name the solid and pick the appropriate image for their team. They can swap roles if you wish. This option is great for pairing kinesthetic learners with auditory learners.

3. Teacher's Mystery Bag - In a small group setting, students take turns choosing a bag for the teacher to hold. The teacher will place his/her hand inside the bag and answer the questions that the students ask. They will record the teacher's answers and then see if they can name the mystery shape in the teacher's bag. This option is great for students who need to work on auditory processing.

Whether you choose option 1, 2, or 3, students should not look inside the bag. Do a big unveiling when everyone has completed their recording sheet and has labeled all 6 bags. 

Oh by the way, we have had MANY grade level discussions about some of the controversies surrounding geometric shapes. Sheesh! Why does this subject have to be so hard!?! We agreed to say "flat faces" since students may later learn that a cylinder has 3 faces: two circles and one rectangle. We decided to only count the flat ones for now.

I hope that this will be fun for your kiddos and easy for you!

Test prep that's as easy as . . . A B C!

Standardized testing season is upon us! Now, in my state 2nd graders no longer take multiple choice format, high stakes tests, but BOY HOWDY do I remember when we did! I thought I'd share a few tips that I gleaned from years of agony. Oops, I meant to say testing. My bad! I get those two terms mixed up all of the time!

These activities are super easy, interactive, and fun! Yes, it is possible to review key content and not use a scantron, paper, or even a #2 pencil!

All you need  is some black construction paper and bright or neon colored copy paper. I die cut a class set of the letters A, B, and C. Then I glued them on one sheet of black paper, laminated them, and cut the page into fourths to make these little cards. It took maybe 20 minutes from start to finish! I use these cards for each one of these activities!

Activity #1 Texas Hold 'Em

I have used this activity as a whole group and in small groups. I always make a BIG deal about how "we don't allow no cheatin', peekin', or smilin' 'round here!" You've got to use your best poker face in Texas Hold 'Em! We would read the question and answer choices.  Everyone would stay totally straight-faced! Then, you reach under the table or inside your desk.  Choose the card that will be your answer. Turn it face down and hold it to your chest. Don't let ANYONE see your card. I would do the same thing. On the count of three, all of the kiddos would lay their cards on the table revealing their answer. Then, with much drama and fanfare, I slowly revealed my card! While they either rejoiced or moaned, I noted who missed that particular question. I usually used a blank page from my gradebook with their names down the side and the question numbers across the top. Thanks to the bright colored letters, wrong answers really stand out! Then, I had great data on what questions were missed and by whom!

Activity #2 Read Your Teacher's Mind

This activity was always a hit in my room! We used the same set of cards as before, but this time the kids had to try to read my mind. We would read the question and the answer choices. I would choose the correct card and hold it up to my head. The kids would have to "read my mind" and see if they could match my answer. 

It was all I could do not to crack up during this activity because I always thought I looked like Johnny Carson when he did his Carnac the Magnificent bit on The Tonight Show!

The kids choose their answer and hold up to their head just like you are doing!

Then, you give the signal and they flip their card over on their forehead. After you scan the room, reveal your card and they get to see who read your mind!

Activity #3 Grab It and Go!

For this activity, I posted an extra set of cards in three corners of my classroom. The corner by the closet was A. The corner by the bookshelf was B. The corner by their backpack hooks was C. The kids laid their cards face up on their desks. We read the question and answer choices. We all said, "Grab it and go!" Then, they snatched up the card that was their answer. They hustled (walking only--no running or pushing) to stand in that answer's corner. I had tried just doing the corners without the cards, but I ended up with some kids who just followed the crowd aimlessly.  This way, they have to commit to an answer before they leave their work space. 

The kids love saying, "Grab it and go!" They have to leave their space right after we chant that.  No stragglers allowed!

Purposeful Small Group Seating

How much thought goes into your small group seating arrangement? For many years, my method was a blend of a game of musical chairs and "You must think I have lost my ever lovin' mind if you think that you two can sit next to each other!" Then, I heard something that sounded trivial at a Professional Development Seminar, and it ending up being quite helpful! ( I know! I can hardly believe it myself! I got something useful out of a PL Day! I will try to refrain from mentioning that it is one of only two things that were helpful the entire day. Oops! I think it may have slipped out anyway! Hee hee!)

Brace yourself! Here it is! Get ready...........

Research has shown that in a small group setting teachers spend the vast majority of their time focusing their attention and instruction on the students seated directly in front of them. (See?!? Sounds like earth shattering news, right?)  However, it truly can make a difference! I even made you a cute visual aid with the help of some new clip art from the talented Nikki at Melonheadz. 

We all know that there are levels within levels in small group instruction.  So, here is what my assistant and I do. We seat the students most in need of help directly in front of us. Students who need less help than them are seated in the middle. Students who require the least amount of help are seated directly to the left and right of the teacher. Previously, I would have seated the ones most in need of help on either side of me thinking that I would have better access to them and their work. After two years of teaching almost exclusively in small groups, I can tell you that I was wrong!  I am more mindful of my attention now and it most certainly is projected forward rather than to the side. 

I hope that this little tip will be helpful to you! So, how do you seat your students in a small group setting?

My Favorite Finds #2

Okay y'all, I am keeping it real here when I tell you that I almost hyperventilate when the time comes to teach  3 digit subtraction with regrouping to my 60 RtI babies!  You add in a full moon this week and it is the perfect storm! However, there is a site that has saved me from breathing out of a paper bag for years now!  My RtI and Inclusion kiddos are often very visual and need to truly see how math works. However, staying focused and using base-ten blocks at the same time can be a little or maybe A LOT more than I can expect of them.  So, this presentation is a happy little compromise!  To save you some trial and error and a boat load of time, I made a little tutorial to go with this FABULOUS site.  Click HERE to check it out!  They have TONS of virtual manipulatives, people, TONS, I say! This is how the site looked on my SMARTboard today.

The kids sat in the floor with their question sheet on a clipboard. We built and solved the problems step by step.  It was a magical moment when one baby said, "I finally know what this is all about!" As Junie B. would say, "My eyes got a little bit of wet in them!"  I hope this is helpful to you!  Enjoy!

\

I would love to hear from you if you give this a try!  

Thanks!

Differentiation and Task Management in the Computer Lab

I have really been trying to find a way to make my computer lab time more meaningful for my students. We visit the lab every other Monday. While they work on the computers, I pull students individually for progress monitoring. While the kids usually enjoy this time, I wanted to make sure that I was really maximizing this as instructional time. I also want to be sure that these sessions are differentiated properly. So, I came up with a menu management tool.  I will explain more below, but first I wanted to show the site that I just found out about!  Maybe you already know about it and I have just been living in a cave, but please bear with me! :)
It is called Turtle Diary. I am totally loving this site! It is full of free games. I found a lot of appropriate content for my RtI 2nd graders under the first grade tab. You can check it out by clicking here! Our school gives the MAP test by NWEA. So, I am loving the interactive features and that there is a speaker icon that functions exactly like the one on the upcoming test!

So, here is how I created my menu management tool. Please forgive me for spelling out each step.. I don't know how tech-savvy you all are. So, if you are up to date on computers and such, feel free to skim!

1. I went to the site and made sure that my screen showed exactly the images that I wanted. On your keyboard (usually up from the insert key and to the left of F12), there is a print screen button. Push it. It will look like nothing has happened. Nothing will print, but it does take a picture your screen. Now, open a new document (I personally prefer PowerPoint), and click paste. Voila! The picture should appear.

2. Now, have fun cropping the image and getting rid of anything you don't want showing on your document.

3. Repeat for whatever other sections you want. It took three screen shots (print screens) for me to capture everything I needed.

4. Once I had everything looking all hunky dory, I printed a class set of my menu on card stock and laminated them.

Here is how the finished project looked.

Now, for the differentiation component. Since these are laminated, I can write on them and wipe them off. So, I can customize each student's menu. I am planning to circle three activities for math and three for language arts. #1 will be a review of previous content or a skill that the student has struggled with mastering. #2 will ask them to practice something we are currently studying. #3 will be a preview of upcoming material. 

I really think that this will prevent students from clicking from one game to another randomly. They are psyched about getting their own custom menu on Monday. We have been previewing one game a day on the SMART Board as an introduction to group time and they are itching to start! One of my kiddos said, "I can't wait to see my menu! I hope she picks Math Blaster for me." That makes me one happy teacher! 

Got a favorite site to recommend?  How do you manage your computer time?