We are now full swing into our government unit, which is one of the hardest concepts I teach all year. I'm not sure how I get so lucky to teach division and government at the same time!

I actually enjoy teaching government, but it's so difficult for my students to understand. I think part of the problem is the vocabulary. There are some very big words in this unit that are difficult for students to read and pronounce, much less understand. I'm on the verge of coming up with a great idea for teaching government, but the idea hasn't made it's way from my mind to an actual project.

I started the unit by teaching about the three levels of government. I made a little PowerPoint presentation that explained the three levels of government in student friendly terms. You can download a copy of the presentation here.

After discussing the presentation and reading a little, students completed a levels of government entry in their social studies interactive notebook.

After I felt like my students were comfortable with the levels of government, I then introduced the three branches of government. We've watched a United Streaming movie, read some out of GA Studies Weekly, and have read a few nonfiction picture books. Students also added a 3 branches of government entry to their interactive notebook. I love that this student colored her leaves to have an autumn look. I thought that was so original!

For the next few weeks, I'll teach the roles, responsibilities, and names of the three branches at each level of government. My goal is to make the remainder of this unit as fun and as relevant as possible, so be sure to check back in for some new ideas. I'd love to hear how you make government fun for students!

## Tuesday, October 21, 2014

## Sunday, October 19, 2014

### Fall Products & Freebies

I absolutely love this time of year. There is just something special about all of the excitement in October, November, and December. I think it's during these months that I'm most appreciative of being around students, so I can see their excitement and joy over all that comes with Halloween, Thanksgiving, and Christmas.

I do like to have a little seasonal fun in my classroom, but I do keep it in moderation. I still move forward with standards based instruction. I just try to give my lessons a seasonal look and theme. One of my favorite additions to my seasonal products is my Fall Themed Constructed Response Task Cards. I've been working on constructed response problems all year, but they can be so tough for students. I want to give my students as many different opportunities to practice solving constructed response problems as possible, so I wanted to add them to my math work station rotations. I was tempted to give the cards this adorable Halloween look, but I couldn't stand the thought of printing, laminating, and cutting only to have to put them away in a couple weeks. I thought that I'd save myself a lot of work by giving them a generic fall look, so that I could get several weeks worth of use out of these cards.

I've included questions for rounding, place value, addition, subtraction, multiplication, and division because these are the concepts I have taught this year. We've just started division, so I may take those cards out for another week or two. You can look at the examples below to get an idea of the rigor of the task cards.

I'll also use my October and November Spiral Math Review Task Cards during the next few months. I like how excited my students get whenever I introduce a new month's worth of spiral review cards. They always look for the new content to complete first.

I also have a Language Arts Spiral Review Task Cards, and the month of November is FREE! You can grab those here! Speaking of free, I've temporarily removed my monthly creative writing packs from TpT. I want to spruce them up a little. In the meantime, they are still available on this blog.

Even though we're technically finished with our multiplication unit, a little extra practice never hurts, so I'm printing out some of the activities from my Halloween Themed Multiplication Activities as I write.

I

I do like to have a little seasonal fun in my classroom, but I do keep it in moderation. I still move forward with standards based instruction. I just try to give my lessons a seasonal look and theme. One of my favorite additions to my seasonal products is my Fall Themed Constructed Response Task Cards. I've been working on constructed response problems all year, but they can be so tough for students. I want to give my students as many different opportunities to practice solving constructed response problems as possible, so I wanted to add them to my math work station rotations. I was tempted to give the cards this adorable Halloween look, but I couldn't stand the thought of printing, laminating, and cutting only to have to put them away in a couple weeks. I thought that I'd save myself a lot of work by giving them a generic fall look, so that I could get several weeks worth of use out of these cards.

I've included questions for rounding, place value, addition, subtraction, multiplication, and division because these are the concepts I have taught this year. We've just started division, so I may take those cards out for another week or two. You can look at the examples below to get an idea of the rigor of the task cards.

I'll also use my October and November Spiral Math Review Task Cards during the next few months. I like how excited my students get whenever I introduce a new month's worth of spiral review cards. They always look for the new content to complete first.

I also have a Language Arts Spiral Review Task Cards, and the month of November is FREE! You can grab those here! Speaking of free, I've temporarily removed my monthly creative writing packs from TpT. I want to spruce them up a little. In the meantime, they are still available on this blog.

Even though we're technically finished with our multiplication unit, a little extra practice never hurts, so I'm printing out some of the activities from my Halloween Themed Multiplication Activities as I write.

I

*liked*this when I made it last year, but after seeing it's usefulness I really*love*it! I was surprised at how many days it was just what I needed for that extra little boost of multiplication instruction. There are two pumpkin patch activities where students solve multiplication word problems and another where students draw arrays to show potential pumpkin patches. I absolutely love the problem solving required for the Haunted House and Costume Shop activities! They are definitely my two favorites. My students thoroughly enjoyed the Halloween Candy multiplication table and the Ghostly Word problems. I made it in a color and in a black and white version, because if I print at home, I print in color, and if I print at school, it's in black and white.
I also wanted to share what I'm doing for my other math work statins, but that may have to wait. Apparently that basket of laundry won't fold itself! Here's a link to my other fall products!

## Thursday, October 16, 2014

### Representing Division

This post is going to have to be short and sweet. Mainly because I have forgotten to take almost any pictures in my classroom the last couple weeks. I feel like the second I walk in the door everything turns into a whirlwind, and I don't even realize that I forgot to take any pictures of our activities until I'm back at home. I'd love to find a way to slow things down and to lose the franticness of my day. Does anyone else feel the same, or is it just me?

We've started our division unit, and I did manage to take one little picture with my phone. (I love how they just changed the divisor to make the problem work out without a remainder.)

We have spent the past several days learning about the concept of division. I started by using a variety of manipulatives and having my students place the manipulatives into equal groups. I then introduced how placing items into equal groups transitioned into a division equation. After I felt like my students were comfortable with equal groups, I taught them how to represent division with a grouping model, array, repeated subtraction, and a number line. I spent one day on each type of representation, and then I gave a quick assessment to see how well my students understood the concepts. (Click on the picture for a copy of the assessment.)

The top portion of the assessment had students represent a division equation through a grouping model, repeated subtraction, array, and number line. The second section of the assessment had students write a division equation modeled by a grouping model, repeated subtraction, array, and number line. Can you guess which part gave my class the most trouble? Hands-down the second portion was the one that stumped my students! Through this assessment I learned that my class has a pretty good grasp on how to model division, but they still need work on understanding how to read and write a division equation. Tomorrow, we're going to really focus on understanding models of division and writing division equations. What part of division gives your students the most trouble?

## Wednesday, October 8, 2014

### Anchor Charts

I never thought I had a jealous streak until I started seeing all of these amazing anchor charts pop up online. Oh my goodness! There are some seriously amazing artists out there, and I am not one of them! I've always tried to make nice looking charts, but I found that it was taking me way too much time to make anything special. I would make my "rough draft" anchor chart with my students, but then I would recreate what we made together to make it presentable.

This year I wanted to try something new and improved, and I'm loving the results! I've created an anchor chart for each of the third grade math Common Core Standards. Some standards needed more than one chart; for instance, I made one chart for rounding and a separate chart for place value. The thing that I LOVE about these charts is that they are BIG! I wanted the information on my chart to be readable for all students no matter where they were in my classroom, so I created 18"x24" charts.

Then after I finish the unit, I group all of the charts together and hang them on hooks on the wall. This way my students can refer to them whenever needed.

In my current unit, I've added representing multiplication, properties of multiplication, unknown number, and types of word problems. I only add my anchor charts as I introduce them with my students. I've only referred to parts of the unknown number and types of word problems, since I haven't introduced division yet.

When I made these anchor charts, I knew that I'd eventually add them to TpT, and I felt like some people would rather have a regular 8.5"x11" poster, so I created those as well. You can see below the difference in size of the two posters.I had my posters printed from shortrunposters.com and had them printed for $3 per poster. You can also print the large size posters on a regular sheet of copy paper and then tape the papers together. If you'd like to see the whole file you can click here!

## Sunday, October 5, 2014

### Guided Reading Unit 2 & 3 Plus a Freebie

It is almost scary to see how fast this school year is going. I absolutely cannot believe that it's time for the extreme pleasure of completing report card comments and conduct grades. Ha!

I know that many of you are using my 3rd-5th Grade Guided Reading Unit 1, so I wanted to give you a little more information about Unit 2 and Unit 3, because I would guess that you're almost finished (or just finished) Unit 1.

Unit 2 moves students from learning basic comprehension strategies to applying those strategies while learning about story elements and elements of a non fiction text. This second unit focuses on features of fiction and nonfiction texts. The unit begins with a three week study on the elements of fiction. One week on characters, one week on setting, and one week on plot. Then, the second half of the unit focuses on elements of non fiction, including nonfiction text features and nonfiction text structures. I wanted to introduce these elements of fiction and nonfiction early in the units, because understanding the structure of a text will help students comprehend the text. Each section requires students to use evidence from the text to support their answers. I've also included a significant amount to response to literature within this unit, because I want my students writing about reading.

I was so excited about Unit 3, because it focused on traditional literature. I was surprised that it was by far the most difficult unit to write. One of the most challenging parts for me was finding the just right books to use for mentor texts. I wanted to keep all of the books appropriate for 3rd-5th grade, and I certainly had a few mishaps along the way. My favorite OOPS was when I wrote a lesson for a particular fairy tale and ordered the book AFTER I wrote the lesson. When the book arrived, I was more than a bit surprised to find male and female nudity on every page. Rest assured, I modified that lesson! This third unit focuses on traditional literature with fairy tales, fables, legends, tall tales, and myths. Each week focuses on a different type of literature and includes at least one nonfiction lesson that reinforces an idea from the week. For example, during the week that we read fairy tales, students will have one day to read a nonfiction book about wolves. Then, they will compare the fairy tale version of wolves with real information. This is the unit when students begin to spend a significant amount of time comparing and contrasting different books within the same genre. They will also begin to learn to identify the speaker and point of view. Other skills such as sequence of events, cause and effect, and supporting details are woven into the unit.

Now for the freebie! Several weeks ago, I had a request for an ELA recording sheet that could be used to give a whole class picture of every ELA Common Core Standard. I had to make this version a little different from the math version I already have, because of the organization of the standards. However, I think that this will be a help, so you can just click on the picture for your copy!

I know that many of you are using my 3rd-5th Grade Guided Reading Unit 1, so I wanted to give you a little more information about Unit 2 and Unit 3, because I would guess that you're almost finished (or just finished) Unit 1.

Unit 2 moves students from learning basic comprehension strategies to applying those strategies while learning about story elements and elements of a non fiction text. This second unit focuses on features of fiction and nonfiction texts. The unit begins with a three week study on the elements of fiction. One week on characters, one week on setting, and one week on plot. Then, the second half of the unit focuses on elements of non fiction, including nonfiction text features and nonfiction text structures. I wanted to introduce these elements of fiction and nonfiction early in the units, because understanding the structure of a text will help students comprehend the text. Each section requires students to use evidence from the text to support their answers. I've also included a significant amount to response to literature within this unit, because I want my students writing about reading.

I was so excited about Unit 3, because it focused on traditional literature. I was surprised that it was by far the most difficult unit to write. One of the most challenging parts for me was finding the just right books to use for mentor texts. I wanted to keep all of the books appropriate for 3rd-5th grade, and I certainly had a few mishaps along the way. My favorite OOPS was when I wrote a lesson for a particular fairy tale and ordered the book AFTER I wrote the lesson. When the book arrived, I was more than a bit surprised to find male and female nudity on every page. Rest assured, I modified that lesson! This third unit focuses on traditional literature with fairy tales, fables, legends, tall tales, and myths. Each week focuses on a different type of literature and includes at least one nonfiction lesson that reinforces an idea from the week. For example, during the week that we read fairy tales, students will have one day to read a nonfiction book about wolves. Then, they will compare the fairy tale version of wolves with real information. This is the unit when students begin to spend a significant amount of time comparing and contrasting different books within the same genre. They will also begin to learn to identify the speaker and point of view. Other skills such as sequence of events, cause and effect, and supporting details are woven into the unit.

Now for the freebie! Several weeks ago, I had a request for an ELA recording sheet that could be used to give a whole class picture of every ELA Common Core Standard. I had to make this version a little different from the math version I already have, because of the organization of the standards. However, I think that this will be a help, so you can just click on the picture for your copy!

## Wednesday, October 1, 2014

### Multiplication Word Problems

After just a week of representing multiplication through arrays, repeated addition, number lines, and grouping models, I felt like my students were ready to move on to solving multiplication word problems. I was very pleased with what they were able to do, so I wanted to step it up a notch. Rather than having my students

One of the activities that my students enjoyed was something that I thought of at the spur of the moment. I hung four anchor charts around the room and wrote a multiplication fact at the top of each anchor chart. I intentionally used the commutative property on each of the charts, so I wrote 3x5 on one chart and 5x3 on another chart and 4x6 on one chart and 6x4 on another chart. I had my students write a multiplication word problem on a sticky note that would reflect a multiplication problem on the piece of chart paper, and then they placed the sticky note on the chart.

After just a few minutes, we had a mini closing, and I read some of the word problems. Initially, there were a ton of misconceptions to clear up. I'd say the majority of problems that I saw were addition, but there were also a handful of subtraction and division problems. We discussed what needed to be changed with the word problem to create a multiplication problem, and then students worked to write new word problems on their sticky notes.

After a little practice, I saw much better problems, which let me know that my class was grasping the concept at a deeper level.

We still have a way to go, but I feel like we're definitely headed in the right direction.

I also wanted to share a fun little freebie I made! It's a sample of my Common Core Constructed Response Math Assessments, and it has one constructed response assessment from each math domain. It's written in the same exact format and the questions have the same level of rigor. I feel that they are not just word problems and that they require the application of math skills. You can get the free pack by clicking on the picture below!

*solve*word problems, I had my students practice*writing*multiplication word problems. Oh my. That completely though my class for a loop! This allowed me to see that they only understood multiplication at a surface level, but that they needed to dig a little deeper.One of the activities that my students enjoyed was something that I thought of at the spur of the moment. I hung four anchor charts around the room and wrote a multiplication fact at the top of each anchor chart. I intentionally used the commutative property on each of the charts, so I wrote 3x5 on one chart and 5x3 on another chart and 4x6 on one chart and 6x4 on another chart. I had my students write a multiplication word problem on a sticky note that would reflect a multiplication problem on the piece of chart paper, and then they placed the sticky note on the chart.

After a little practice, I saw much better problems, which let me know that my class was grasping the concept at a deeper level.

We still have a way to go, but I feel like we're definitely headed in the right direction.

I also wanted to share a fun little freebie I made! It's a sample of my Common Core Constructed Response Math Assessments, and it has one constructed response assessment from each math domain. It's written in the same exact format and the questions have the same level of rigor. I feel that they are not just word problems and that they require the application of math skills. You can get the free pack by clicking on the picture below!

## Tuesday, September 23, 2014

### Common Core Constructed Response Math Assessments

As you already know, I've made constructed response a huge part of my math instruction this year. I started teach the

However, I don't feel like it's enough {I wasn't kidding when I said it was a huge part of my instruction}. I want constructed response problems to be an integral part of my day-to-day instruction and assessment process, which lead to the creation of my newest product-Common Core Constructed Response Math Assessments. This is very similar to my other Common Core Math Assessments, but rather than being multiple choice or short answer, each of these questions require students to

I know that copy numbers, ink, and paper can be used up far too quickly, so I also made a small version of each question that can be cut out and glued in students' math interactive notebooks.

You can check out the full preview here if you're interested in taking a closer look. I have no idea why some of these pictures are blurry.

On another note, I had a couple requests for additional page dividers for my math RTI notebooks. These correlate with the sections of my RTI Progress Monitoring Part 1 and 2 packs. You can download the dividers here!

*how*and*why*of constructed response questions the first full week of school. I've already started seeing some progress with my students, but I also know that we have a long way to go. This isn't a quick and easy process, and sometimes it can be overwhelming for me. I'm using my Math Constructed Response pack to teach my students how to solve extended constructed response problems, and it's already been a tremendous help, because it's providing me a step-by-step plan for teaching this conceptHowever, I don't feel like it's enough {I wasn't kidding when I said it was a huge part of my instruction}. I want constructed response problems to be an integral part of my day-to-day instruction and assessment process, which lead to the creation of my newest product-Common Core Constructed Response Math Assessments. This is very similar to my other Common Core Math Assessments, but rather than being multiple choice or short answer, each of these questions require students to

*apply*the standard in a problem solving context. There are two assessments for each of the Common Core Math Standards. In the majority of the assessments, there is only one question on a page. However, the questions all require students to explain their thinking in words and to use number sentences and/or visual representation. There is also a rubric at the bottom of each page.I know that copy numbers, ink, and paper can be used up far too quickly, so I also made a small version of each question that can be cut out and glued in students' math interactive notebooks.

You can check out the full preview here if you're interested in taking a closer look. I have no idea why some of these pictures are blurry.

On another note, I had a couple requests for additional page dividers for my math RTI notebooks. These correlate with the sections of my RTI Progress Monitoring Part 1 and 2 packs. You can download the dividers here!

Subscribe to:
Posts (Atom)