Data!

 Why Track Data? 

    Teachers are charged with a lot of responsibilities and one of those is keeping track of data.  Data can be used in meetings with parents, administration, or co-workers.  I feel empowered with data when discussing students and their progress.  I can not tell you how many times a discussion has ended of what a students needs because the data speaks for itself.  As an elementary teacher keeping track of data can be overwhelming.  Not only is there test data, but also our observations.  I keep track of data for math: pre-assessments, assessments, and math group observations.  I keep track of writing data by keeping writing conference notes and observations.  Reading has a lot of data to track: assessments, guided reading group observations, running records, and independent conferences.  You know what data to track, and why you need to track it....So now How do you track the data?  I made a course that goes through organizing, collecting, analyzing, and presenting data...with lots of resources.  Feel free to visit by clicking here!  

Big Binder Energy!  

    I use a 3 ring binder to organize all my data.  I keep it close to my small group table and when I am finished with a unit, book, or filled up a page of observations  I add it to my binder.  When I am meeting about a student or colleagues I bring my binder and all my data is in one place.  You can do the same thing electronically too for those techies or virtual teachers out there.  I keep a section for parent notes, normative data (MAP, Fastbridge, etch), all student plans (IEP, 504, ELL, MTSS/RtI, etc),  small group data, and individual data.  I have a video and some resources you can check out here! Below is an example of some sections in a data binder.  

Collecting Data

    Now that you have your binder ready, how to go about collecting data?  What kind of notes go in the binder?  Both questions are important and are really up to you.  Keeping track of test scores is pretty easy, but what about anecdotal records.   I have different tools based on how I teach.  For example, I have a chart for small groups for math that keeps track of who is in the group, the skill I am working with them on, the strategy we are using, and then notes section to write about how it is going.   For writing, I have a chart for the whole class on one page and I write what each student is doing well and what is their area for growth when I meet with them during their conference.  Every teacher has a preference. Find what works best for you!  Click here for videos on how I collect data and tons of PDF resources for you to use!  

Analyzing Data

    If you collect a ton of data and do nothing with it, there is not really a point to collect it in the first place.  I usually review and analyze the data I collect at the end of a unit and when preparing for a new unit.  I also review data before attending or calling a meeting about a student or group of students.  Collecting data and then analyzing data should help you adjust and plan for what is next.  I think of analyzing data into 6 steps starting with choosing the assessment to analyze in the first place: normative, summative, formative, or a pre-assessment.  Then, think about the purpose for the analysis: to determine groups, determine intervention needed, determine what needs to be taught or to determine gains have been made.  Third, I look at the class data (average, outliers, "passing scores," etc.).  Then, I zoom in on a student base on a purpose I determined earlier.  Lastly, and the most important step is to determine action steps.  This step is often when I use my colleagues, when I have tried what I know already.   Click here or on picture to find tools like this an more.  

Presenting Data

    For me, I like to be prepared when presenting data.  It makes me feel more confident and lessens my stress-level and anxiety.  For data team meetings with colleagues, I think it is important to have norms and know the purpose of the meeting ahead of time.  This will help you prepare...if a meeting is called and you are not sure of the purpose...ASK!!  It is okay, you are a professional and should know if this is about a certain subject, class, student, or other.  When you get to the meeting, stick to the facts!  Leave out your feelings and explanations unless asked.  Try not to compare students to each other.  You can compare students to the class average or compare one student's data over time.  Always have brainstormed ideas of how you plan to move forward based on the data, but be open to recommendations and input from the team.  Don't end a meeting until you know the next action steps: when is the next meeting, what will you try, is someone going to support you or the student, and what is expected.  A data meeting with a parent is run a little different, and you should have suggestions ready for you, the student, and the parents to try because you are the expert.  I have some of the  resource books on interventions to use based on data and tips for analyzing and presenting data on the website.  Click here or on the picture for this tool and more! 

2 Most Important Words to TEACH!

Why teach these words? 

I decided to directly teach two words that are difficult for elementary students...or really anybody to understand.  I always open up discussing the words and then directly stating my definition for the words.  I also use read alouds and give examples to help students understand.  The two words are:  RESPECT and RESPONSIBILITY!  

Respect

Aretha may have taught you how to spell it, but many can't define it and most don't practice it.  I know many talk about the Golden Rule, you know..."Do unto others, as you would have them do unto you." OR "Treat others as you would want to be treated."  You have also have heard of the Platinum Rule: "Treat others they way They want to be treated." I tell my students that these are not good enough for the word Respect.  My rule on Respect is: Treat others as THEY SHOULD be treated.  

I usually have to explain this.  I usually say:  just because something doesn't bother you, it may bother others.  If someone asks you to stop or to not do something, then being respectful is to do what they asked.  Sometimes a student would ask, "So you should do what anybody says you should do?"  I usually say, Respect isn't about getting someone to do something, but to treat others better than maybe you even would treat yourself.  I also make sure to tell everyone, that if someone is doing something you don't like or someone is annoying you, than that person needs to speak up and communicate how they feel.  People sometimes aren't given the opportunity to show respect when people don't communicate what is bothering them.  I have even more recently heard of: Treat others by what is the highest and best way to treat others. I like to share a read aloud: Teammates by Peter Golenbock.  In Teammates, Jackie Robinson joins the Dodgers and treated horribly.  A teammate PeeWee Reese stands up and shows respect for Jackie on the field.  I also give students the opportunity to act out being respectful in different scenarios.  

Responsible

Often, when we think of being responsible, we think about taking care of your "things."  I like to start a discussion of what are their responsibilities.  I usually talk about taking responsibility for your things and your actions.  We make a t-chart of their examples into these two categories.  

I also like to talk about when you are responsible you prioritize things you have to do, so you complete the important things first.  My class motto is: "Work hard, Play Hard."  We do this as a call and response.  I also like to use a read aloud and analyze how the characters show or do not show responsibility.  Tales of a 4th Grade Nothing by Judy Blume is a great way to show responsibility through the character of Peter.  He takes care of his turtle, and he has to work on a group project.  

Teach and Reinforce

 After teaching these words, it is important to reinforce them throughout the year.  If you have to talk to students who are having problems with each other, go over the definition of respect.  If you have a student not completing work, talk about the definition of responsibility.  I have these as my rules:  1. Be Respectful  2. Be Responsible.   You can really fit any other rule under these rules.  

Implications

I believe if everyone would embody these 2 words, so many of our worlds problems could be solved.  This is the main reason why I make sure my students understand and practice these words.  

My Foray into creating a Virtual Classroom

Why a Virtual Classroom? 

I was inspired to begin a Virtual Classroom by a friend who is also a teacher.  I thought it looked cute.  While I am not beginning the year full-time virtual teaching, we all know that we may end up doing that.  My district is doing A/B/C days, so I will half of my class everyday.  The other half will be doing virtual assignments from home on the days they are not in school.  I plan to dip my toe in at the beginning of the year.  

This is what I have so far:  

My Plan

I plan to post assignments on the whiteboard for the day.  I will have video links for the books on the bookcases.  I have links on the pictures of the district, school, and my class website.  I will post other links on the bulletin board.  I may link anything for science with the plant.  I will link a video of me explaining the directions for the day or week to my bitmoji.  I used Google Slides and will give my link to the students and just update the assignments and videos each week.  I learned a lot by searching Youtube videos.  I am including my top take-aways below.  

Take-Aways

1. Create a background that the objects will be stationary and help the students to find objects better that are linked.  The way you do this to Download a slide as a JPEG or PNG.  Below you can see what I am keeping as a background below...I choose to not keep the stool because I may change to a more comfy chair or no stool sometimes.  

2.  Use Bitmoji Chrome extension on Bitmoji.com.  Scroll to the bottom to add the extension.  

3.  You can make a virtual classroom on Google Slides or Powerpoint.  

4.  Save a draft of your virtual classroom to have different setups....easy to make and fix mistakes before you make a Classroom for your students to view.  

5.  Use a photo editor like: https://www8.lunapic.com/editor/  to flatten a picture of a rug using Perspective under Adjust or do other edits.  

6. Use the word transparent when searching for photos: stool transparent.  

7.  Have Fun and get your creative juices flowing!

Final Thoughts

I obviously don't have all the answers and have decided to keep it simple at first.  I will say it was fun and I can see this as a great way to keep students engaged even at home. 

Opening 60 Minutes of Opening Day

Set the Year Up Right!

I love the beginning of the year! It is the time to learn your student's personalities and start routines.  It is also time for students' to learn about you and your expectations.  I ALWAYS  start the year with a general welcome statement: 

"Welcome to our class.  This is your home away from home, so I want us to all get along like a family.  I hope we all feel safe, become friends, learn, and have fun.  Today we are going to learn about the classroom and actively listen and follow directions."  

This helps set up your day, and you can refer back to it all day.  It is kind of like the mission statement for the day.  

Actively Listening

Then, I go into describing actively listening.  I say: "Actively listening means you listen with your ears to hear,  eyes to track speaker, body engaged, and brain to understand.  You may want to have an anchor chart to review as needed.  

https://www.allenisd.org/cms/lib/TX01001197/Centricity/Domain/35/Active%20Listening.jpg. 6-20-20.

https://www.ccl.org/articles/leading-effectively-articles/coaching-others-use-active-listening-skills/. 6-20-20.

Attention Getters Teachers

 I also talk about attention getters so students know when it is time to listen throughout the day.  I like to do a few and we practice right away and I be sure to use them several times a day for the first few weeks.  I use when my hand goes up, everyone else puts a hand up, stops talking, and look at teacher.  I also will clap out a rhythm and students repeat.  I also like to use call and response too.  My two favorites are: Teacher: All Set  Student: You bet!  (Students end by slapping desk or legs).  I tell my students to only respond with "You bet!"  if they are truly ready for the next lesson or after a transition.  I also like to use- Teacher: Work Hard!  Students: Play Hard!  This one is good for a reminder that we work first before we play.  If you search Call and Respond you can find a ton! Here are some more for teachers:  

Attention Getters Students

It is also important for students to be able to get the teacher's attention.  You need to explain when you are in a class discussion how should students participate appropriately.  I like for students to raise hands, but when I call on someone, all students turn and listen to the student speaking and put their hands down.  This helps to keep students engaged with who is speaking, and not just waiting for their turn...it also cuts down on repeat answers!  

You also need to discuss how they get your attention during group work and independent work.  I still use hand raising or coming to me directly.  However, if I am speaking with a student, teacher, or if I am teaching a small group they should come to me.  They place their hand on my shoulder, then I touch their hand.  They can remove their hand and sit down. Or if they feel it needs to be answered very quickly, then they stand and wait patiently.  This method I actually read in a parenting magazine!  It is so helpful, so the student feels recognized by the hand touch.  However, they are not interrupting.  The teacher can finish their sentence or give the students something to do, so you can give your attention to the student.  

Work, Then Fun! 

I then I like to quickly go over the agenda or schedule for the day and a quick tour of the classroom.  That helps students feel safe and secure.  Then, I do a fun read aloud like: First Day Jitters by Julie Danneberg.

Then, we play a get to know you game.  My favorite is using skittles, m & m's, or colored beads.  Students pick out 3 of the candy or beads.  The teacher pre-assigns a color with a topic.  The students have to then share based on the colors they chose.  If they chose the same color twice then can share two of the their favorites for that topic.  I like to do this game sitting in a circle on the carpet. Make the game safe and easy...Give students time to think before sharing.  If a student takes a long time or can't think of something, ask if they would like to share for a different topic.  This should be no stress and just show that students have things in common.  It also helps the teachers understand the students likes and how they react in this environment.  

Color Topics

Green- Favorite Summer Activity

Red- Favorite TV show/Movie

Yellow- Favorite Sport

Purple- Favorite school subject

Orange- Favorite Color

You Did it! 

This should help set up the first 60 minutes or so of the first day of school!   Remember the focus of the first day is to make students feel safe and positive in school.  It should also help you build relationships with your students.  

Setting Up Your Classroom

One way to make your school year successful is to create clear functional areas of your room.  I like to set up areas for students to use and areas for the teacher.  The majority of the room is for the students.
One of my favorite places in the classroom is the school library.  I like to have have my books organized by genre'.  I spent a portion of my state money updating my book baskets and making them color coordinated.  I also set up some space for students to read with lighting and comfy pillows.  I give students a day of the week to sit and read in the library a book of their choice.  Other days of the week, students read a book on their independent reading level.

*If you spy the pencil to the left of the picture, this is a the writing stages.  Each student has a clothespin with their name and as they move through the writing stages, they move their clothespin.  This helps them separate revising and editing. 

Another favorite part of my room for students is the material bench (these are materials students can use throughout the day, but need to return to their area when finished).  Some items on the material bench: dry erase boards, dry erase markers, tissues, 3 hole punch, stapler, pencil sharpeners, cap erasers, glue sticks, colored pencils, markers, crayons, paper, construction paper, rulers, counters, tiles, spinners, cards, dice, base-ten clocks, fraction tiles, hundreds charts, pattern blocks and more. 

On to my teacher areas!  First, with the help of Donors Choose I got this awesome cart, that I can roll anywhere in the room as I need with groups. I keep on my cart:  guided reading books, dry erase boards, dry erase markers, individual word walls, guided reading plans, letter tiles, reading conference materials, math group plans, accountability binder, and more!  

My last area that I revamped this year is my teacher area behind my desk.  My desk is off to the side of the room, but I do keep my document projector there as well.  I have 1 filing cabinet with some reading files, student files, a "smile file,"  important teacher documents, and fancy computer paper.  On top of my file cabinet, I have an area for daily items: ice cream money bag, lunch money folder, office folder, homework folder, and absent folder. I also have a clipboard where I have a student roster and can record behaviors.  My favorite new area is a hanging file folder holder.  It has 5 slots, one for each day of the week.  In each slot I have a folder for the day, math, ELA, Science/SS.  I put activity sheets, graphic organizers, read alouds and more.  It is so quick to just grab for what I need, I don't have to search through piles to find anything.  I got the magnetic hooks that hold up to 15 or 20 pounds each.  I also have some dry erase markers and pens hanging on my file cabinet.  My book shelf has some professional books that I love the most on display.  I also have a basket that I keep my teacher manuals I use daily in and some answer keys for study guides that would be used for more than one day.  This area has come in so clutch this year!  

*On the other side of my filing cabinet, I have class photos!  

Comment if you would like to know more about something, or have a question! 

Beginning of the Year: Establishing a Positive Classroom Climate

I wanted to post this way sooner!  I realized the first quarter has come and gone!  A few of my fellow teachers asked me to share some charts that I use to set up a positive classroom climate at the beginning of the year, so I thought why not share it on my blog too.  You can really implement these at anytime!  The First are Rights and Responsibilities of Learners.  I use this to help students realize they have rights that they automatically have and they also have responsibilities.  These are not rules, but understandings.  I have a big conversation and discussion about each one (I re-visit it often).  I compiled this list by looking at other lists.  Feel free to add your own, and let me know in the comments. 

My district is one-to-one with technology.  With that becomes a lot of responsibility on the students and trust given to the students, which is difficult for teachers and me in particular.  Setting some boundaries and ground rules is a must.  Here is my pledge to be a positive digital citizen poster, and every student must sign.  I have a class discussion with this as well, and guide them to what should be on the poster.  I compiled this from a lot of different other posters I have seen after googling "Positive Digital Citizenship."  I picked and choose what I thought would work for 4th graders.

My last Poster I am going to share on this post is my Norms for Collaborative Discussions.  We have a lot of discussions in class: class, partners, and groups.  It can get crazy and a little out of hand.  This came from a website that explains Common Core Standards.  Again, I narrowed down and re-worded their list to make it fit my classroom.  I use this a starting point for math tasks, book discussions, and any other discussions in class. This is a year long process # 5 and 6 are the most difficult because 4th graders are still pretty self-centered.  They just want to share their ideas and be done, but discussions entail so much more. 

 

As always, I hope this is helpful!  Good luck on setting up a positive classroom climate! 

A Guide to Guided Math

So in my district we have been doing the math workshop approach for quite awhile, and I love it!  I love when the kids are doing the most work and I can guide them to where they need to end up.  I went to the Winthrop University Partnership conference and went to a guided math session.  I know that this is where the district wants us to be headed.  Well, I really liked the session and thought I am going to try it!  I understood the concept...think guided reading groups, but for math.  My grade level already does centers 2 days a unit as a review.  Plus, we already do a mini-lesson then small group or independent work.  That could easily be changed into a center or station.  The only real work is the organization.

First I needed a way for the students and myself to see what they would be doing during the guided math block.  This is what I came up with....all the activities on the bottom are able to be dragged, and I am sure I will think of more as the year rolls on.  I decided to call each group by a letter of M.A.T.H.  The Card is a center I have of math activities I bought from Mailbox.  SeeSaw is an app and a great way for students to explain their thinking; they can type, take a picture, record audio or video (formative assessment).  The SAB and Red are our math books.  FrontRow is a new website-based math review,  I learned about it at the conference.  It is a little like Khan Academy, but free.
I have decided to try to do 3 centers a day as an average (I have about 30-40 minutes after the mini-lesson).  I put a space for a 4th as it might be needed. 

I also for my sanity, need a way to plan which group is doing what for the week.  So I came up with the document below.

Now, the last part is when I get my students, is to figure out who goes in what group.  My grade level recently took our math assessments and made mini-versions to give as pre-assessments.  Now, the document below will hopefully help me analyze assessments and put students into a group based on a skill they need.

Hope this gives some teachers some ways to start guided math!  Good luck to us all!