Tuesday, 4 March 2014
Editting- Revise VS Cups
Using CUPS or ARMS to edit their own work, students are able to add more detail or remove unnecessary features. Students love this tecnhique, along with color editting.
Color Editting
If you write a story, you always have to edit. You have to check spelling, punctuation, grammar, vocabulary and if your story makes sense. Editing is all these things in a story. Editing is one of the most important parts of making a story. Who wants to read a story with every thing not making sense? If you didn't have editing why have a story? At a newspaper, editing is a important job. If punctuation is wrong a reader may not understand it, and if the grammar is wrong then the reader won't get what you are saying.
One way you can edit your paper is by color editing.
Color editing can be done right on your paper using colored pencils or pens, or you can use an overhead transparency and dry erase markers.
Green: Underline every capital letter in green. Then put a green box around every letter that starts a sentence.
Red: Put a red box around the punctuation mark (".", "!" or the "?") at the end of every sentence.
Check: Do the number of green boxes equal the number of red boxes? If they don't, something is wrong - because every beginning of a sentence has to have an ending!
Orange: Circle the word "and" every time you use it in a story. Did you use it too much? Maybe you don't use "and" too much, but what about the word "then" or "like". You know what words you use a lot - so look for those words by circling them in orange.
Blue: Read your story out loud (not too loud if you're in class!) and put a dot above every word AS YOU SAY IT! This will help you find words that you missed.
Black: Read the story backward and look for words that aren't spelled right.
Finally - reread your corrected story! See if it looks right and makes sense.
One way you can edit your paper is by color editing.
Color editing can be done right on your paper using colored pencils or pens, or you can use an overhead transparency and dry erase markers.
Green: Underline every capital letter in green. Then put a green box around every letter that starts a sentence.
Red: Put a red box around the punctuation mark (".", "!" or the "?") at the end of every sentence.
Check: Do the number of green boxes equal the number of red boxes? If they don't, something is wrong - because every beginning of a sentence has to have an ending!
Orange: Circle the word "and" every time you use it in a story. Did you use it too much? Maybe you don't use "and" too much, but what about the word "then" or "like". You know what words you use a lot - so look for those words by circling them in orange.
Blue: Read your story out loud (not too loud if you're in class!) and put a dot above every word AS YOU SAY IT! This will help you find words that you missed.
Black: Read the story backward and look for words that aren't spelled right.
Finally - reread your corrected story! See if it looks right and makes sense.
Sunday, 2 March 2014
Writing Goals
Construction with students of both a rubric for them to self assess against, as well as setting writing goals are important to ensure that students and teachers know and set clear expectations for the unit.
Here is a simple design from my persuasive writing goals, in which I created with one of my writing groups as a focus.
Here is a simple design from my persuasive writing goals, in which I created with one of my writing groups as a focus.
Writing Pyramids
I found this design for these posters online, however decided to make my own.
Can use as focus, or get children to create their own.
Can use as focus, or get children to create their own.
Problem solving strategies
Problem solving involves looking at (often) a worded problem and identifying what the question is actually asking you to solve. There is often alot of words in the problem that may confuse you, so either of these strategies may help you to avoid the confusion
Identifying Author's Purpose
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Authors write for
several reasons.
|
|
Many authors write to
entertain people and make them
laugh.
 |
Authors also write to persuade or convince their readers to
believe in something. |
Sometimes authors write to inform or teach you about something.
 |
http://www.studyzone.org/testprep/ela4/h/authorpur.cfm
|
Authors can write:
 To entertain To persuade To inform |
 |
http://www.studyzone.org/testprep/ela4/o/authorspurposep.cfm
1-3
Spelling rules help us when we need to change a word. There are always exceptions to this rule.
However, knowing these rules will help you in your writing, as well as your reading when you break down a word.
However, knowing these rules will help you in your writing, as well as your reading when you break down a word.
Online Games
Large clock- to change the time in minutes/ half an hour and hour- to test your time reading skills
http://www.teachingtime.co.uk/clock/clockres.html
On Time- move the clock hands to the time written below
http://www.sheppardsoftware.com/mathgames/earlymath/on_time_game1.htm
Stop the clock- convert/ showing 24 hour time.
http://www.teachingtime.co.uk/draggames/sthec5.html
Bang on time- stop the clock at the right time written below
http://www.teachingtime.co.uk/clock2/clockwordsres.html
Clock Target- Match the clock time to the digital version
http://www.sheppardsoftware.com/mathgames/earlymath/clock_shoot.htm
What's the time Mr Wolf?
Clocks
The Little Hand shows the Hours:
The Big Hand shows the Minutes:
Using both the Big Hand and Little Hand lets us know exactly what time it is:
Source: http://www.mathsisfun.com/time-clocks.html
In our world we have digital clocks (they have digits like 0,1,2,3) ...
... and analog clocks (they have hands) ...
Digital Clocks
Digital Clocks show us the time using numbers. The number on the left of the : is Hours, and the number on the right is Minutes: |  | |
5 Hours and 8 Minutes
|
9 Hours and 36 Minutes
|
Clocks with Hands
Clocks can also use hands to show us the Hours and Minutes. We call them "analog" clocks.The Little Hand shows the Hours:
 |  | |
| 2 Hours | 5 Hours |
 |  | |
| 30 Minutes or Half-Past | 15 Minutes or Quarter-Past |
 |  | |
| 2:30 or Half-Past Two | 5:15 or Quarter-Past Five |
Source: http://www.mathsisfun.com/time-clocks.html
It's extraordinarily fun to write...
Well, I think it’s extraordinarily fun to write, and I look forward to it every day, but that doesn’t mean I think it’s easy. There’s a difference between the two. It’s fun in the way all worthwhile things are fun – there’s difficulty attached to it. I think that a writer has to accept a certain amount of frustration. It’s inherent in the task, and you have to simply persevere. It’s part of the definition of the work.
Parts of Speech
Using the following page extract with my teaching groups, allowed students to identify what they already use in their writing and areas to improve/ add to their writing pieces.
Monday, 24 February 2014
Promoting independence within the class- Expert list and indivudal clocks
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'What to do when I'm stuck?' was created with the class, after a discussion on what is a disaster/ what is not to minimise disruptions to teacher group/ individual discussions with students regarding their work .My class was able to disguinguish between disaster and something you/ someone else could help you with/ fix and subsuequently, the expert list was created. The students know that they need to see 2 people before coming to see me or another teacher in the space. Encouraging each student to use their own resources/ thoughts before seeking help, as well as celebrating their own indivudal skills. |
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Clocks were purchased after using kitchen timers to alert students that go into the main space for small group work, to the time they needed to be back inside the classroom. The timers were effective, however I felt that they distracted other students in the space when they made the alarm sound. I purchased these clocks from Kmart for a few dollars and with the current unit/ focus for application mathematics being on time. I consider this to support the students independence, as well as support them in their learning of how to read anaolgue time.
Sunday, 23 February 2014
White Night 2014
Last night was White Night in Melbourne, which is basically a festival of sorts in the CBD with light projections onto the main buildings. There is special events,. food and interesting aspects to look at. However, I found the lights the most amazing. I couldn't help but think how great it would be to share this with my kids at school and the broader network.
Saturday, 22 February 2014
Celebration of individuality
If someone was to ask you, how do your students see themselves, what is their identity, what would your answer be?
How do you view yourself? As an educator, 'just a teacher', learner, early years teacher, 5/6 teacher, just a specialist? , a p.e teacher?
The way we view ourselves as educators affects us, as does the way students see themselves? Are the children in your class students? / kids? / pupils? / individuals?
The way we speak about ourselves, shows a lot about our own sense of identity. This is true of our students, which I always refer to as my kids. They are my kids from school, my class.
Relationships are important to ourselves, our personal and professional careers.
This does not differ for children, how they see themselves inside school, inside your class as opposed to others, can differ a lot to how you may think they see it. How they view themselves in their family, in their friendship groups, in their social/sport groups can depend on the context, or other members in the group.
Just as we change in different situations, so do our students/ my kids.
Take time to get to know them individually as well in various social groups.
It can show a lot about them, yourself and can affect your teaching.
Simple 'things' in a class can help these relationships, this sense of self.
One of the things I have done this year, is about me banners which allow students to show who they are, who they wish to be and shows an extract of themselves.
How do you view yourself? As an educator, 'just a teacher', learner, early years teacher, 5/6 teacher, just a specialist? , a p.e teacher?
The way we view ourselves as educators affects us, as does the way students see themselves? Are the children in your class students? / kids? / pupils? / individuals?
The way we speak about ourselves, shows a lot about our own sense of identity. This is true of our students, which I always refer to as my kids. They are my kids from school, my class.
Relationships are important to ourselves, our personal and professional careers.
This does not differ for children, how they see themselves inside school, inside your class as opposed to others, can differ a lot to how you may think they see it. How they view themselves in their family, in their friendship groups, in their social/sport groups can depend on the context, or other members in the group.
Just as we change in different situations, so do our students/ my kids.
Take time to get to know them individually as well in various social groups.
It can show a lot about them, yourself and can affect your teaching.
Simple 'things' in a class can help these relationships, this sense of self.
One of the things I have done this year, is about me banners which allow students to show who they are, who they wish to be and shows an extract of themselves.
I have also put up a birthday card to celebrate their individual birthdays. I will place my calendar purchased today near this to show an overview of each month/ yearly events for my class to refer to.
Task Boards
Task boards in class, allow students to visually see their daily tasks and refer back to this when needed. It can vary from being on a IWB display, to pinboard, to clipboards stuck on the pin boards, to what I have implemented this year due to lack of wall space....On my windows
The colors allow students to easily see what color group they are in, with their names on the stars (maths), books (reading) and rainbows (writing) to be easily changed to allow for fluid groups.
The students were given time to decorate these themselves, so they can identify their own quickly.
In the middle of the task board, is a space for the class learning intention, or in the case of Mathematics, a weekly overview of the groups tasks. This allows independence when combined with my group task books (just large scrap books seen in the reading photo) for me to write daily/weekly tasks, as well as record discussions and information from when the group and I meet each week.
The colors allow students to easily see what color group they are in, with their names on the stars (maths), books (reading) and rainbows (writing) to be easily changed to allow for fluid groups.
The students were given time to decorate these themselves, so they can identify their own quickly.
Monday, 17 February 2014
Strategies for Mental Maths
Just found this site that explains mental strategies in detail with examples for the kids to try themselves.
Here is just an extract of these strategies. The adding 8 is a new one for me.
link: http://olc.spsd.sk.ca/de/math1-3/p-mentalmath.html
Here is just an extract of these strategies. The adding 8 is a new one for me.
Adding Ten
Adding ten means jumping up ten (think of a hundred’s chart). The ones digit stays the same but the ten’s digit increases by one. Students must understand this. Using a hundreds board to teach this works well to build understanding. Have students actually count up the ten and write down the result. Then affirm with them the pattern and explain why it works every time.
Adding ten means jumping up ten (think of a hundred’s chart). The ones digit stays the same but the ten’s digit increases by one. Students must understand this. Using a hundreds board to teach this works well to build understanding. Have students actually count up the ten and write down the result. Then affirm with them the pattern and explain why it works every time.
Example: 5 + 10 = 15
10 + 7 = 17
For older students you can relate this to higher numbers:
For older students you can relate this to higher numbers:
Example 23 + 10 = 33
48 + 10 = 58
48 + 10 = 58
Adding 9
Adding 9 makes sense if students understand adding ten. It sounds more difficult than it actually is.
Adding 9 makes sense if students understand adding ten. It sounds more difficult than it actually is.
Remind students of the jump of ten – 5 + 10 = 15. A student would say (in their head) “5 plus 10 = fifteen”
The five and fifteen are naming the same number of ones.
The five and fifteen are naming the same number of ones.
With the nines – a student must count down one in the ones.
A student would say “5 + 9 = fourteen”.
It sounds difficult but once they catch on it is really simple.
A student would say “5 + 9 = fourteen”.
It sounds difficult but once they catch on it is really simple.
Work with lots of examples until the idea is understood:
5 + 10 = fifteen 5 + 9 = fourteen 7 + 10 = 17 7 + 9 = sixteen
5 + 10 = fifteen 5 + 9 = fourteen 7 + 10 = 17 7 + 9 = sixteen
Adding 8
This works exactly the same only a child must think 2 less. Using the examples above students would say; 5 + 10 = 15 so 5 +8 = 13, 7 + 10 = 17 so 7 + 8 = 15 (2 less)
This works exactly the same only a child must think 2 less. Using the examples above students would say; 5 + 10 = 15 so 5 +8 = 13, 7 + 10 = 17 so 7 + 8 = 15 (2 less)
- Printable Resources:(in PDF Format)
Practice Activity - using the above strategies.
Double Numbers
To add double numbers there are a couple of strategies that might help students.
To add double numbers there are a couple of strategies that might help students.
When you add a double you are counting by that number once.
For example: 4 + 4 = think of 4,8 … counting by fours
Practice skip counting by each number in turn:
2-4
3-6
4-8 etc. This gets harder with the higher numbers but skip counting is an important skill for students to have.
For example: 4 + 4 = think of 4,8 … counting by fours
Practice skip counting by each number in turn:
2-4
3-6
4-8 etc. This gets harder with the higher numbers but skip counting is an important skill for students to have.
Doubles occur everywhere in life.
For example: an egg carton is 6 + 6
two hands are 5 + 5
16 pack of crayons has 8 + 8
two weeks 7 + 7 =
Do a variety of activities with double numbers and have students determine and explain which strategies help them remember. Each student should look at each fact and relate to a visual image or counting by strategy that works for them.
For example: an egg carton is 6 + 6
two hands are 5 + 5
16 pack of crayons has 8 + 8
two weeks 7 + 7 =
Do a variety of activities with double numbers and have students determine and explain which strategies help them remember. Each student should look at each fact and relate to a visual image or counting by strategy that works for them.
Near Doubles
To use the near doubles strategy a student first has to master the doubles. Then, if the double is known, they use that and count up or down one to find the near double.
Example: 4 + 4 = 8 5 + 4 = 9 (count up one)
Or: 4 + 4 = 8 so 4 + 3 = 7 (count down one)
To use the near doubles strategy a student first has to master the doubles. Then, if the double is known, they use that and count up or down one to find the near double.
Example: 4 + 4 = 8 5 + 4 = 9 (count up one)
Or: 4 + 4 = 8 so 4 + 3 = 7 (count down one)
- Printable Resources:(in PDF Format)
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link: http://olc.spsd.sk.ca/de/math1-3/p-mentalmath.html
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