tag:blogger.com,1999:blog-11570580795627942412024-03-12T16:32:51.067-07:00The Learning MetamorphosisJessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.comBlogger29125tag:blogger.com,1999:blog-1157058079562794241.post-44235241973227250742014-06-22T08:00:00.001-07:002014-06-22T08:00:06.171-07:00So... Where have I been???In the past year, I've been involved in a variety of education-related activities including tutoring and teaching adults, and blogging has unfortunately taken a back seat. However, I have been asked on rather short notice to do something that I've always dreamed of doing... teaching music to children again!! This will be a summer-long program as part of a "camp-like" activity at a private studio, but I am approaching it like a general music class in a public school. That seems to be the best approach since I have been given a variety of ages with a variety of experience levels, and I hope to capitalize on all of their strengths in some way. I am very attracted to both the Orff and Kodaly methods, although I obtained a Gordon certification several years ago from a summer workshop. I hope to weave elements of all of them together to create an active, fun experience for my kiddos. We have an acoustic piano and a few keyboards that I plan to use like Orff instruments. What I mean is that I'm not going to teach a traditional "piano approach" especially since there's not enough for everybody. I'm going to focus mainly on the moving, singing and musicianship, using particular notes, ostinati and other simple accompaniments to just incorporate them into the group experience. <br />
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I just wanted to share a few things that have helped me prepare for my first week. Believe me, I had a frenzy of seeking, filing, evaluating and organizing potential materials, and trying to decide how to sequence and plan! I have used a few activities from Mrs. Miracle's Fast and Slow kit, and plan to use the others in the coming weeks. <br />
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<a href="http://www.teacherspayteachers.com/Product/Songs-and-Activities-to-Teach-High-and-Low-715773" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSvLhM6k_-GLtVQyTV1BD1ov_bYlS_G2W1jOSCtPV07Jo3V-An39BjW9PeV1aGPrue_r23WuuJCmsLMWk_xzfoW90JUob8Hh08UkNo9HFpEq6c18SRdCrF4-SDX7mwhAkVSG_6HVgu2xw/s1600/link3.jpg" /></a><a href="http://www.teacherspayteachers.com/Product/Songs-and-Activities-to-Teach-Sol-Mi463746" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_3myTDbQoDHIUhLdAiADeVKZidMYysPTOm9LnkIlr2v1_cT4G_vavKlCmkaU3Jn09yToDhGLv4LS9EfhU6TautPfI0eIHcGENfkDUcYVHCv7U4EX_7Alt1nD2U93grMJXJWcSA5Leu8o/s1600/link1.jpg" /></a><a href="http://www.teacherspayteachers.com/Product/Songs-and-Activities-to-Teach-High-and-Low-715773" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMkGN38OJuNnqu5Tp0J1vahM4RNdbjtqeI-cquNUDQExhzRAx2uiFLbucuQvwIb22c_HEcAKzxhnFchqKr7B57YWbVElEVgMOIxLbFakZ8cCuPwnpieWG6s9hx6HaI_7Qh60P90INa_IQ/s1600/link2.jpg" /></a></div>
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I have also referred to the book <i>Discover Orff</i> and plan to post more about that in the coming weeks. Here is an idea of what last week's plans looked like. (Last week was my first week!) I'd like to learn to plan better, but this was truly a last-minute, skeleton approach just to keep me on track. Most of my kids are early elementary schoolers who already know their ta's and titi's. I think we may have had a class or two before I started writing this stuff down beforehand. I'd love to hear any feedback you may have. Yes, I know, I've been shooting from the hip. ;) <br />
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<b>6/13/14<o:p></o:p></b></div>
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</span></span><!--[endif]-->Sing Hello and warm up our voices</div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Do rhythm pattern work, introduce quarter rest</div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Bee, bee:
teach it, do it fast / slow</div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Engine Engine #9: Make a train, do it fast/slow</div>
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</span></span><!--[endif]-->Bear hunt:
teach the song. show
instruments, do a picture walk. Ask
which instrument does what and assign them.
Some things done with voices, let students explore, and take parts. Others who don’t get instruments can act it
out. </div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Add patting and snapping to Workin on the
Railroad. Divide class into those who
can snap and those that can’t. Those who
can will only snap. Those who can’t will
only pat. </div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Go to the piano room. Review warm-up exercise.</div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Have students take turns improvising phrases on
the black keys.</div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Do rhythm cards, but add the rests. Have students go to the piano to play their
rhythms on either same or different notes.
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<b>6/18/14</b></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Sing Hello and warm up our voices</div>
<div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; tab-stops: list .25in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Do rhythm pattern work, introduce quarter rest</div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Review Bee, bee, act it out</div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Settle everyone down and clap while speaking
it. Then, take away the words and just
clap.</div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Bring out cards and pocket chart. Have students “notate” the phrases in the
pocket chart.</div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Review Working on the Railroad with patting and
snapping. Then bring out rhythm sticks
and jingle bells. Give to respective
groups and perform. </div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Introduce kruzdanz, teach and practice the
movements.</div>
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</span></span><!--[endif]-->Introduce hoppo has the hiccups. Practice by
rote.</div>
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</span></span><!--[endif]-->Move to the piano room. Have students warm up fingers. Introduce C and F on the piano. Have each student at a keyboard, play a C or
an F to the pulse. Then, we’ll sing
Brother John while playing to the pulse.
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<b>6/19/14<o:p></o:p></b></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Sing Hello and warm up our voices</div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Don’t forget tonal pattern work with neutral syllables!! </div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Do rhythm pattern work, with / without quarter
rests</div>
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</span></span><!--[endif]-->Review comparing / contrasting bee, bee with
Here is a bunny. Let them hear different
groupings.</div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Do Kreuztanz again</div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Hippo Has the Hickups; first experience with
rounds</div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Do first listening lesson with Mountain
King. </div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Move to piano room. Warm up fingers, review C and F</div>
<br />
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Reinforce playing in time singing Brother John</div>
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com2tag:blogger.com,1999:blog-1157058079562794241.post-53544255575835538382013-03-10T18:42:00.003-07:002013-03-10T18:42:44.306-07:00Teaching Factoring With Flash CardsFactoring is one of those abstract concepts that I often find it difficult to teach, and difficult to connect to students' lives. I have a student now who is preparing for the FCAT, which is Florida's standardized test that is being fazed out with the implementation of the Common Core. Factoring is one of the concepts he needs work on, and I believe I've discovered a more interactive way to teach it. <br />
<br />First, I created some multiplication flash cards that contain most of the larger facts with which he still needs practice. I will give them to him to take home and study. But before that, I will ask him to carefully look at them, and see if some of them have the same answers on the back. (Of course, numbers like 24, 36 and 48 will be products on multiple cards). I will ask him to place like products in piles together. Then, we will select one, for example, 24. We will then review the three cards together; 12 X 2, 6 X 4, and 3 X 8. I can then encourage my student to count out 24 2-color counters, and examine the varying ways that the set can be divided evenly, using the cards as an aid. As each grouping is created, the student can record the fact on a chart. I will also remind my student of the principle of multiplying a number by 1, and include that in the chart as well. After this guided practice, I can introduce the related vocabulary. If time permits, I can release more responsibility to my student, and let him try another number with multiple products with greater independence. If anyone has any other fun, exciting ideas, I would love to hear them. <br />
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Take care, and happy teaching. ;)<br />
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com1tag:blogger.com,1999:blog-1157058079562794241.post-52020179458712613092013-03-08T07:28:00.000-08:002013-03-08T07:28:15.732-08:00Using Context Clues Lesson PlanHi again, I'm back and feeling so behind. ;) Here is a mini-lesson plan that I composed that I thought some of you might find useful. It is designed for a reading workshop setting. That method is becoming more popular recently, and I'm glad it is. <br />
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Context Clues Lesson Plan </div>
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<b style="mso-bidi-font-weight: normal;">Content area:</b><span style="mso-spacerun: yes;"> </span><st1:place w:st="on"><st1:city w:st="on">Reading</st1:city></st1:place> / Language arts<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">Grade level:</b><span style="mso-spacerun: yes;"> </span>K - 2<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">Date:</b><span style="mso-spacerun: yes;"> </span>Winter 2013</div>
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<b style="mso-bidi-font-weight: normal;">Objective:<o:p></o:p></b></div>
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Students will use context clues to determine the meaning of unfamiliar words in a workshop context. </div>
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<b style="mso-bidi-font-weight: normal;">Standards addressed:</b></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="color: #3b3b3a; font-family: Helvetica; font-size: 10pt;"><a href="http://www.corestandards.org/ELA-Literacy/RF/1/4/a/"><span style="color: #8a2003;">CCSS.ELA-Literacy.RF.1.4a</span></a> Read grade-level text with purpose and understanding</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="color: #3b3b3a; font-family: Helvetica; font-size: 10pt;"><a href="http://www.corestandards.org/ELA-Literacy/RF/1/4/c/"><span style="color: #8a2003;">CCSS.ELA-Literacy.RF.1.4c</span></a> Use context to confirm or self-correct word recognition and understanding, rereading as necessary.</span></div>
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<b style="mso-bidi-font-weight: normal;">Materials:</b></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><i style="mso-bidi-font-style: normal;">I Love You, Stinky Face</i> by Lisa McCourt</div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span>Chart paper & markers</div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span>Classroom library from which students select their own books</div>
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<b style="mso-bidi-font-weight: normal;">Words to be taught:<o:p></o:p></b></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span>Ferocious</div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span>Mend</div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span>Alien</div>
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<b style="mso-bidi-font-weight: normal;">Teacher Modeling and Guided Practice:</b></div>
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The teacher begins the mini-lesson by saying that we can often figure out the meanings of words by looking at the rest of the sentence, or the rest of the page.<span style="mso-spacerun: yes;"> </span>The teacher then writes the following sentence on the chart paper or whiteboard:</div>
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<i style="mso-bidi-font-style: normal;">My sister leaned over and whispered a special kipp in my ear.<o:p></o:p></i></div>
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The teacher reads the sentence, tracing the words with his/her finger, and underlines the word kipp.<span style="mso-spacerun: yes;"> </span>S/he asks, “Can someone explain what is going on in this sentence?”<span style="mso-spacerun: yes;"> </span>After someone retells the idea, the teacher asks students to lean over and whisper in their partner’s ear.<span style="mso-spacerun: yes;"> </span>Then, the teacher asks for guesses asto what the word Kipp means.<span style="mso-spacerun: yes;"> </span>Although the desired response is secret, other possible responses could include story, tale or joke.<span style="mso-spacerun: yes;"> </span>The teacher asks, “How could you tell?”<span style="mso-spacerun: yes;"> </span>A discussion of the other words should follow.<span style="mso-spacerun: yes;"> </span>Then, try this example.</div>
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<i style="mso-bidi-font-style: normal;">We picked a batch of beautiful fribs from the garden.<o:p></o:p></i></div>
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Repeat the steps above, focusing on the word fribs.<span style="mso-spacerun: yes;"> </span>They could be any kind of fruit or vegetable or flower.<span style="mso-spacerun: yes;"> </span>Students briefly discuss the context of the sentence.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Then, introduce the book, <i style="mso-bidi-font-style: normal;">I Love You, Stinky Face</i> by Lisa McCourt and ask students for predictions about the content.<span style="mso-spacerun: yes;"> </span>The teacher begins to read the big book edition, or places th small edition on a document camera.<span style="mso-spacerun: yes;"> </span>The teacher stops after reading the page depicting the ferocious alligator.<span style="mso-spacerun: yes;"> </span>Ask students what the word ferocious means, and offer reasons that could include the large teeth, the size of the animal in the picture, or what they know about how alligators catch prey.<span style="mso-spacerun: yes;"> </span>Repeat for the page depicting the need to mend the ripped-up sheets.<span style="mso-spacerun: yes;"> </span>Ask students if they have had a parent fix clothes that have ripped.<span style="mso-spacerun: yes;"> </span>For the words Alien and Cyclops, have students take more control of the process by pointing out the unfamiliar words and thinking aloud.<span style="mso-spacerun: yes;"> </span></div>
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<b style="mso-bidi-font-weight: normal;">Independent Practice:<o:p></o:p></b></div>
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Release students to read independently or with a partner, books on their independent reading level.<span style="mso-spacerun: yes;"> </span>ESOL students may benefit from partner-reading the same book together, discussing each page.<span style="mso-spacerun: yes;"> </span>Give each student two sticky notes, and advise them to mark pages where they find unfamiliar words.<span style="mso-spacerun: yes;"> </span>Have students use the process discussed in the mini-lesson to attempt to figure out the meanings of the unfamiliar words, and write down thoughts on the sticky notes.<span style="mso-spacerun: yes;"> </span>The teacher circulates and conferences with students, using a class checklist to identify students who have used the process successfully at least once.<span style="mso-spacerun: yes;"> </span>Note:<span style="mso-spacerun: yes;"> </span>some students may need to choose books that aren’t familiar to them so that they will encounter some new words.<span style="mso-spacerun: yes;"> </span>It may be advisable to build in some time to select new books before beginning this lesson.<span style="mso-spacerun: yes;"> </span></div>
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<b style="mso-bidi-font-weight: normal;">Closing and Reflection:<o:p></o:p></b></div>
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After a period of independent reading, bring students back to the large group setting.<span style="mso-spacerun: yes;"> </span>Give students the opportunity to turn and talk to a partner to discuss how they used context clues.<span style="mso-spacerun: yes;"> </span>Then, invite volunteers to share their sticky notes and explain how they used context clues.<span style="mso-spacerun: yes;"> </span>Continue to assess with the class checklist to determine who has used the strategy successfully.Add this strategy to posters or bookmarks containing comprehension strategies, or things that readers do, and continue to use it throughout the year.<span style="mso-spacerun: yes;"> </span></div>
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<b style="mso-bidi-font-weight: normal;">Analysis and Extension<o:p></o:p></b></div>
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Inevitablly, some students will need to revisit this strategy before it becomes an integrated part of the student’s reading process system.<span style="mso-spacerun: yes;"> </span>This strategy would also make a great subject for a guided reading group lesson.<span style="mso-spacerun: yes;"> </span>Students of similar abilities who are in need of it can receive reteaching of this strategy in guided reading groups.<span style="mso-spacerun: yes;"> </span>Cut-up sentences and picture cards can be used as additional scaffolds for English learners.<span style="mso-spacerun: yes;"> </span></div>
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<b style="mso-bidi-font-weight: normal;">Reflection:<o:p></o:p></b></div>
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I taught this lesson to the English learner whom I tutor.<span style="mso-spacerun: yes;"> </span>I used the above examples containing kipp and fribs for the introduction and guided practice.<span style="mso-spacerun: yes;"> </span>Instead of using chart paper, I used cut-up sentence strips.<span style="mso-spacerun: yes;"> </span>I would remove the fake word, as we discussed what type of word should replace it.<span style="mso-spacerun: yes;"> </span>Since her reading level is a bit higher than the imaginary class presumed in this lesson, I deligated much of the reading to her.<span style="mso-spacerun: yes;"> </span>She had difficulty pronouncing words which she hadn’t encountered before, especially the target words to be taught.<span style="mso-spacerun: yes;"> </span>This is a conundrum that I encounter a lot with English learners.<span style="mso-spacerun: yes;"> </span>There are times when it is appropriate to call on the cuing systems, and there are times when it is more appropriate to simply introduce a correct pronunciation.<span style="mso-spacerun: yes;"> </span>I’m not always sure of these decisions.<span style="mso-spacerun: yes;"> </span>Despite this, she was able to use context clues successfully in another, easier book which she read independently.<span style="mso-spacerun: yes;"> </span>From this evidence, I gathered that the lesson was successful.<span style="mso-spacerun: yes;"> </span></div>
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Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com0tag:blogger.com,1999:blog-1157058079562794241.post-28399491455935662142013-03-06T11:25:00.001-08:002013-03-06T11:25:52.091-08:00Teaching for Sustailable DevelopmentHello all, today, I wanted to share some things with you that I've been reading about lately. Since I was in undergrad teacher prep, I've belonged to <a href="http://www.kdp.org/">Kappa Delta Pi,</a> an education honors society. They serve pre-service, as well as in-service teachers, along with administrators and other educators. They provide a wealth of professional development and other resources to their members. <br />
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This month, I was reading an article by Rosalyn McKeown of UNESCO in <em>The Record</em>, the KDP journal. McKeown discusses ways to give students a critical consciousness for participating fully in a democracy and a global society. The goal of sustainable development is to solve problems in a manner that promotes the good of all humanity and life in general. Sustainable development brings together the environment, society, economics and cultural diversity. Teachers are encouraged to design multidisciplinary units of study. For instance, geography and science can be used to explore biodiversity. Social studies can be used to promote equity among all people. Mathematics can help students understand very large and very small numbers, such as the PH levels of soil, or parts per million, referring to pollution in water. There are many <a href="http://bit.ly/VVtvy5">videos</a> on the UNESCO website which discuss sustainable development in more detail, and I highly encourage all of you to check them out. <br />
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com0tag:blogger.com,1999:blog-1157058079562794241.post-19336634347213992712013-03-02T08:27:00.001-08:002013-03-02T08:27:34.303-08:00Currently MarchHi everybody, I can't believe it's March already! In addition to my work with students, and Grad school, I'm now teaching a new music class for toddlers. So, I'm staying very busy. I haven't posted as much as I'd like to this month, but that will change, I promise. ;) I so love what I do, and I look forward to coming up with more interesting ways to share it with you. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXI12bx3lsZLBgMC1aXZX3mDGyrxoyOfp9wvXh07I9zeCuw6-k-CO_RRNcOQEMbPvaLUDylND6pQEoD54XGLX6BylmhzC-oRy6QCHJlOamKpQCxGgEsYZleRV_S9HGjL8fmgwg0voWjp8/s1600/currentlymarch13.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" gsa="true" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXI12bx3lsZLBgMC1aXZX3mDGyrxoyOfp9wvXh07I9zeCuw6-k-CO_RRNcOQEMbPvaLUDylND6pQEoD54XGLX6BylmhzC-oRy6QCHJlOamKpQCxGgEsYZleRV_S9HGjL8fmgwg0voWjp8/s320/currentlymarch13.jpg" width="240" /></a></div>
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com2tag:blogger.com,1999:blog-1157058079562794241.post-5966740742345238492013-02-12T12:47:00.001-08:002013-02-12T12:47:05.790-08:00Prime and Composite lesson planHello again! Today, I'm sharing another lesson plan that I've written for my first "core curricular" class in Grad school. I have adapted a typical math lesson on prime and composite numbers to include multiple modalities to suit varied learning styles. Instead of creating a Google doc, I decided to just paste it into my blog post this time for easier access. <br />
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My independent practice sheet was a freebie from <a href="http://missashleysresourceroom.blogspot.com/2013/01/five-for-friday-on-friday.html">Ms. Ashley's Resource Room</a> Thanks so much for sharing! <br />
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Prime and Composite lesson plan</div>
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<b style="mso-bidi-font-weight: normal;">Content area:</b><span style="mso-spacerun: yes;"> </span>Math<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">Grade level:</b><span style="mso-spacerun: yes;"> </span>3 – 4<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">Date:</b><span style="mso-spacerun: yes;"> </span>Winter 2013</div>
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<b style="mso-bidi-font-weight: normal;">Objective:<span style="mso-spacerun: yes;"> </span><o:p></o:p></b></div>
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Students will demonstrate understanding of, and classify prime and composite numbers with 80 percent accuracy.<span style="mso-spacerun: yes;"> </span></div>
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<b style="mso-bidi-font-weight: normal;">Standard Addressed:<o:p></o:p></b></div>
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<span style="color: #3b3b3a; font-family: Helvetica; font-size: 10pt; mso-bidi-font-family: 'Times New Roman';"><a href="http://www.corestandards.org/Math/Content/4/OA/B/4"><span style="color: #8a2003;">CCSS.Math.Content.4.OA.B.4</span></a> Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.</span><b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
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<b style="mso-bidi-font-weight: normal;">Purpose:</b></div>
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The goal of this lesson is to demonstrate the abstract concept of prime and composite numbers with varying modalities.<span style="mso-spacerun: yes;"> </span>In addition to the teacher’s explanation and mental modeling, students will view and interact with the graphic organizer as well as manipulatives. These added visual and kinesthetic modalities, along with guided interaction, support English learners, as well as other learners with varied learning styles.<span style="mso-spacerun: yes;"> </span>This lesson assumes that students are already fluent with many multiplication facts, and understand the concept of dividing a number into its subgroups of factors.<span style="mso-spacerun: yes;"> </span></div>
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<b style="mso-bidi-font-weight: normal;">Introduction & Guided Practice:<o:p></o:p></b></div>
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The teacher begins by passing out bags of two-color counters to each table, and asks students to model the number 16, as if they had just completed a multiplication problem.<span style="mso-spacerun: yes;"> </span>Volunteers explain how they have grouped the counters, either in arrays or small clusters.<span style="mso-spacerun: yes;"> </span>Then, all counters are returned to the bag, and the teacher asks that students model the number five.<span style="mso-spacerun: yes;"> </span>The teacher encourages discussion among group members regarding how the counters will be grouped.<span style="mso-spacerun: yes;"> </span>After students struggle for a few minutes with this dilemma, the teacher calls students’ attention to the graphic organizer that s/he has placed on the board or document camera (see below).<span style="mso-spacerun: yes;"> </span>The chart has two columns for prime and composite respectively.<span style="mso-spacerun: yes;"> </span>“What differences did you find when grouping five and sixteen?” asks the teacher, as s/he copies students’ replies on a list displayed for the class.<span style="mso-spacerun: yes;"> </span>When the students voice the fact that five can’t be divided evenly, it is drawn on the Prime side of the chart, displaying 5 and 1 as its only factors.<span style="mso-spacerun: yes;"> </span>Students then volunteer possible groupings for 16, which include 4 and 4, 8 and 2, and 16 and 1, and are drawn on the composite side of the chart.<span style="mso-spacerun: yes;"> </span>Students then pick a number at random between 1 and 12, and the class decides together, using two-color counters whether it can be divided evenly.<span style="mso-spacerun: yes;"> </span>Then, a student volunteers to draw its factors on the appropriate side of the chart.<span style="mso-spacerun: yes;"> </span>This is repeated once again to provide additional guided practice.<span style="mso-spacerun: yes;"> </span>The teacher asks students what important words they have used when discussing this process with group members, and adds any to the list which students have omitted.<span style="mso-spacerun: yes;"> </span>These can include prime, composite, factor, multiple, etc.<span style="mso-spacerun: yes;"> </span>This provides English learners with practive using the academic vocabulary surrounding this concept.<span style="mso-spacerun: yes;"> </span></div>
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<b style="mso-bidi-font-weight: normal;">Independent Practice:<o:p></o:p></b></div>
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<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>The teacher then distributes the independent practice sheet (see <a href="http://missashleysresourceroom.blogspot.com/2013/01/five-for-friday-on-friday.html">Here</a>), which also contains a completed concept map at the top.<span style="mso-spacerun: yes;"> </span>There are five or six exercises on this sheet which involve deciding whether numbers are prime or composite, and listing the factors of composite numbers.<span style="mso-spacerun: yes;"> </span>Students are permitted to ask fellow table group members for clarification if they have questions.<span style="mso-spacerun: yes;"> </span>They are also permitted to model with the counters if needed.<span style="mso-spacerun: yes;"> </span>The teacher circulates to answer questions and monitor student activity.<span style="mso-spacerun: yes;"> </span>S/he may need to provide additional scaffolding to some students.<span style="mso-spacerun: yes;"> </span></div>
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<b style="mso-bidi-font-weight: normal;">Closing:<o:p></o:p></b></div>
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Students will return to large-group setting after a predetermined time, and offer any conclusions or discoveries that occurred to them while practicing.<span style="mso-spacerun: yes;"> </span>One or two volunteers may add another number or two to the graphic organizer.<span style="mso-spacerun: yes;"> </span>The teacher collects the independent practice sheets, which do not need to be finished.<span style="mso-spacerun: yes;"> </span></div>
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<b style="mso-bidi-font-weight: normal;">Assessment & Extension:<o:p></o:p></b></div>
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The independent practice sheet will serve as a formative assessment to determine which students have successfully classified the attempted numbers with 80 % accuracy.<span style="mso-spacerun: yes;"> </span>This concept, as with most others, will then be incorporated into future authentic problem-solving activities. It can also serve as a center activity for those who have met the objective, and a guided math group activity for those who have not.<span style="mso-spacerun: yes;"> </span>Additional practice can be gained from textbook exercises assigned for homework for those comfortable with the concept.<span style="mso-spacerun: yes;"> </span></div>
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Enjoy!<br />
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Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com2tag:blogger.com,1999:blog-1157058079562794241.post-23306311554612373222013-02-07T16:38:00.004-08:002013-02-07T16:38:58.636-08:00Middle School Science FreebieOkay folks, I must admit, I'm just a little out of my comfort zone here. I don't have any experience with middle-schoolers. I was asked to write a content-area literacy lesson for this age roup for my foundations of literacy class. So, <a href="https://docs.google.com/document/d/1CjVc19DzL2CCB37fDGpg_4lowNPPV3cHIlFJo_qn7rw/edit?usp=sharing">here</a> is the result! It asks students to make connections between their own knowledge, other texts, and a digital article from <em>Time for Kids</em> magazine. And, there's a little science at its core. The article touts the amazement of finding a complete, dead whale whose species had only appeared as bone fragments in the past. I wanted students to connect this discovery of a current species to the inferences that scientists make about dinosaurs and other fossil evidence. At the end, there's an extended writing activity where students make inferences about an animal skeleton image before seeing the picture of the actual animal, which is an African lion. For those of you that teach at the secondary level, or even upper elementary, feel free to try it out and let me know what worked, and what didn't. Please also let me know if the images aren't present, and I will Email them to you. <br />
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Enjoy!<br />
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com1tag:blogger.com,1999:blog-1157058079562794241.post-1110475082126959212013-02-03T14:42:00.001-08:002013-02-03T14:42:50.288-08:00<br />
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For today's Cyber Monday post, I thought I'd share Carol Hurst's <a href="http://www.carolhurst.com/">Children's Literature Site.</a> There are synopses and reviews of thousands of children's books as well as ideas for classroom discussions and post-reading activities. I have found this resource especially helpful because I've been looking for nonfiction books to use in the primary grades. The Common Core Standards encourage us to provide children a more even balance between fiction and nonfiction texts. The earlier children are introduced to nonfiction at appropriate reading levels, the less intimidting nonfiction will be as they grow as readers. But there is also plenty of great fiction to be found here too, along with a free newsletter. <br />
<span style="font-family: 'Times New Roman'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"><v:shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"> <v:stroke joinstyle="miter"></v:stroke><v:formulas><v:f eqn="if lineDrawn pixelLineWidth 0"></v:f><v:f eqn="sum @0 1 0"></v:f><v:f eqn="sum 0 0 @1"></v:f><v:f eqn="prod @2 1 2"></v:f><v:f eqn="prod @3 21600 pixelWidth"></v:f><v:f eqn="prod @3 21600 pixelHeight"></v:f><v:f eqn="sum @0 0 1"></v:f><v:f eqn="prod @6 1 2"></v:f><v:f eqn="prod @7 21600 pixelWidth"></v:f><v:f eqn="sum @8 21600 0"></v:f><v:f eqn="prod @7 21600 pixelHeight"></v:f><v:f eqn="sum @10 21600 0"></v:f></v:formulas><v:path gradientshapeok="t" o:connecttype="rect" o:extrusionok="f"></v:path><o:lock aspectratio="t" v:ext="edit"></o:lock></v:shapetype><v:shape id="_x0000_i1025" style="height: 251.25pt; width: 431.25pt;" type="#_x0000_t75"><v:imagedata cropbottom="3277f" croptop="11469f" o:title="" src="file:///C:\DOCUME~1\JESSIC~1\LOCALS~1\Temp\msohtml1\01\clip_image001.png"></v:imagedata></v:shape></span><br />
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<span style="font-family: 'Times New Roman'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"><v:shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"> Happy teaching! Enjoy!</v:shapetype></span><br />
<span style="font-family: 'Times New Roman'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"><v:shapetype coordsize="21600,21600" filled="f" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"></v:shapetype></span><br /><br />
<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com0tag:blogger.com,1999:blog-1157058079562794241.post-41273556966033324232013-02-01T19:09:00.001-08:002013-02-01T19:09:31.693-08:00February CurrentlyOkay folks, it's time once again to link up with Farley at <a href="http://ohboy3rdgrade.blogspot.com/2013/02/currently-february.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+blogspot%2Fjtmhg+%28Oh%27+Boy+4th+Grade%29">Oh boy! 4th Grade!</a> She always has such cool stuff going on over there. Here's my Currently.<br />
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I'm still feeling a little behind, but I'm slowly catching up. I just can't believe it's February, and the school year is like more than half over! <br />
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com7tag:blogger.com,1999:blog-1157058079562794241.post-50845406143482881432013-01-26T22:57:00.002-08:002013-01-26T22:57:39.179-08:00Dynamic Characters freebie<br />
This week, my fourth-grader and I have been exploring a few books by Particia Polacco, especially <em>Chicken Sunday</em> and <em>Babushka Baba Yaga</em>. Both of these books demonstrate a theme of acceptance and looking beyond prejudice. Both have characters whose attitudes change over the course of the story. That's why I created this <a href="https://docs.google.com/document/d/1-V0yZGER_CXySNmozbLePawsL111p2H8xYIHhtV9C5M/edit">Dynamic Characters Chart</a> Sorry it's rather plain, not all full of cute-ness ;( Oh well, one day I'll have the cute-ness factor figured out.<br />
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This comes just in time to link up with <a href="http://allthingsupperelementary.blogspot.com/2013/01/first-free-for-all-linky-party.html">All Things Upper Elementary</a> for the Free For All Linky Party!<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjn_XLQPoSqOqW9MhZ8mx6V3bKvq6fI9cZXwKprI0emURi3SGmIZQtxaouBAGvJDi07PpsvhUHPij3hiIhfxboc6j3QAi78ydXp0i0alInHU7Oom-vgeiOea8SChEyA6maqBJos9jPvnEiT/s1600/photo+1+%25282%2529.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" closure_uid_n8zifr="2" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjn_XLQPoSqOqW9MhZ8mx6V3bKvq6fI9cZXwKprI0emURi3SGmIZQtxaouBAGvJDi07PpsvhUHPij3hiIhfxboc6j3QAi78ydXp0i0alInHU7Oom-vgeiOea8SChEyA6maqBJos9jPvnEiT/s320/photo+1+%25282%2529.JPG" width="320" /></a><br />
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Hop on over and get yourselves some freebies that everyone is so kind to share. <br />
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Happy teaching!<br />
<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com0tag:blogger.com,1999:blog-1157058079562794241.post-9622425969967540462013-01-19T07:41:00.001-08:002013-01-26T22:58:20.179-08:00Predict-o-Gram Freebie<br />
This week, I learned a new word study strategy from my Foundations of Reading class. It's called Predict-o-Gram. The idea is that when a handful of familiar and unfamiliar words are presented to students, they predict where they will appear in the book to be read. This helps students to think about the context. I made a little freebie to demonstrate this strategy <a href="https://docs.google.com/document/d/1zt1h3stJaycd1D1PZEKIIhxGXJ9NSzpbNdcygTdC8Lc/edit">Here</a> (Does anybody know how to link to the document with the image??)<br />
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<strong>Steps for using this strategy:</strong><br />
1. Decide on 6 - 10 words from the book, which are important to the understanding of the text.<br />
2. Show them to students, and use them in context. (You could have students turn-and-talk to use them in sentences with a partner).<br />
3. Have students predict whether the words will be used to describe the characters, the setting, the problem or the solution, and place them on this recording sheet. <br />
4. Adfter reading, confirm if predictions were correct. <br />
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This could either be used in a large-group mini-lesson, or in small-group guided reading. <br />
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<em>Note:</em> Some of this information was paraphrased from Figure 8.11 on P. 262 of Nettles (2006) <em>Comprehensive Literacy Instruction</em>. Enjoy!<br />
<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com2tag:blogger.com,1999:blog-1157058079562794241.post-13107094078584817072013-01-14T18:46:00.000-08:002013-01-14T18:48:07.366-08:00Cyber Monday... I'm back!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtEN1Xu_HndggvAYQBOjvahnoNkwne6Tk2Nj0dDxrUMO98hq5Uki5COKwf6D6nhu42bL-7EXttzsPk9YVIUq1PAtR7xkGrbShYqg2zRbiFrbsAlM_ZuAq3jhLI8HOTCLbSp-uym92vMMs/s1600/CyberMondays_small.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" jea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtEN1Xu_HndggvAYQBOjvahnoNkwne6Tk2Nj0dDxrUMO98hq5Uki5COKwf6D6nhu42bL-7EXttzsPk9YVIUq1PAtR7xkGrbShYqg2zRbiFrbsAlM_ZuAq3jhLI8HOTCLbSp-uym92vMMs/s320/CyberMondays_small.jpg" width="320" /></a></div>
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Hello again, I have been neglecting my posts just trying to get caught up after the holidays. I am in my second semester of graduate school, taking two courses; one covers the Florida accomplished practices, or FEAPs, and the other covers the foundations of teaching reading. In discussions with my classmates, I ran across this great resource from <a href="http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/tools/tools.html">The Los Angeles Office of Education</a> This is a varied list of phonemic awareness assessments for primary students. I would suggest using these as formative assessments to be used for forming groups and planning systematic instruction. There are detailed instructions for administering each, and some even have video demonstrations! Best of all, it looks like they don't take very long, and we can frame them as games! YAY! ;) <br />
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Enjoy!<br />
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com1tag:blogger.com,1999:blog-1157058079562794241.post-3892106799077689342012-12-15T07:14:00.001-08:002012-12-15T07:14:38.101-08:00<br />
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com0tag:blogger.com,1999:blog-1157058079562794241.post-86712181972046372382012-12-12T15:00:00.003-08:002012-12-12T15:13:58.830-08:00More Christmas literatureHi all, just thought I would recap a quick Christmas themed lesson that I conducted with my 3rd grade English learner this afternoon. She is at the early production level. I used the book, <em>Noni, the Christms Reindeer.</em> She isn't strong enough to help pull Santa's sleigh, but she sure is good at filling it. <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjupwcfNo4irTeKvzzeNDjQXvr1LBDyH9DtO7w6uXOmPV989nKDqi_y1dry1exLi9Niiq8LeMbrA6CRbciSIVKeMQagZpbzl3vRyI88eOW0QOmxteYXZjeKYRzJ4I1tDGJ3Zv4smizbJj4/s1600/Noni.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img bea="true" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjupwcfNo4irTeKvzzeNDjQXvr1LBDyH9DtO7w6uXOmPV989nKDqi_y1dry1exLi9Niiq8LeMbrA6CRbciSIVKeMQagZpbzl3vRyI88eOW0QOmxteYXZjeKYRzJ4I1tDGJ3Zv4smizbJj4/s320/Noni.jpg" width="320" /></a><br />
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Santa uses many synonyms in this book to describe the toys Noni brings back. <br />
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Good</div>
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Great</div>
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Grand</div>
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Marvelous</div>
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Tremendous</div>
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Outstanding</div>
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Fantastic</div>
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Some of these vary in intensity, according to how excited one is becoming. We started the lesson sharing ideas about these words and talking about their similarities. I asked my student to think of things she liked, and then to think of things that she <em>really, really liked!</em> We used these words and demonstrated the facial expressions that may accompany them. Then, we began to read the book together, as shared reading. In addition to talking about how Noni must feel at different points in the story, we made predictions and kept looking out for the above synonyms. <br />
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I also wanted to share one other Christmas book I discovered. This one is told from a mouse family's perspective, observing all of the goings-on in the human family with which they live. I think this book is great for English learners, because it introduces them to many common holiday words and concepts. You might have to help them over words like "Mistletoe". If you have some real mistletoe to bring in, you could show them how it is hung. <br />
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Enjoy, and hope this helps.<br />
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com0tag:blogger.com,1999:blog-1157058079562794241.post-24165125550724233142012-12-05T17:42:00.002-08:002012-12-05T18:16:41.955-08:00The Cat that Climbed the Christmas Tree<br />
Hi all, I am sharing my very first freebies with you all. This is the first one of these that I've ever created in Word, and my first time trying to convert to Google Docs without losing anything. So, please bear with me, and definitely let me know if something's not working, or needs to be changed. Any tips about this stuff are much appreciated. <br />
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<em>The Cat That Climbed The Christmas Tree</em> is one of my favorite holiday books. It's a whimsical, dreamy account of a cat bringing everything on the tree to life! I usually use it with more proficient readers because the sentences can be just a little long, and it has some advanced vocabulary. It would make a great read-aloud at any level though. <br />
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There are a lot of homophones associated with Christmas... rain, rein, reign, deer, dear... It's an excellent time to highlight these if students are ready. That's why I've created a holiday homophones sheet. I usually do a guided, small-group lesson with homophones and use this for independent practice afterward. <br />
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Here is a vocabulary practice sheet for the book. <br />
<a href="https://docs.google.com/open?id=0B53C_aWsKg7UZ012N1pxUTRtNlk">https://docs.google.com/open?id=0B53C_aWsKg7UZ012N1pxUTRtNlk</a><br />
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And here is the Holiday Homophones sheet.<br />
<a href="https://docs.google.com/open?id=0B53C_aWsKg7UV0RGX1IyX0pXRHc">https://docs.google.com/open?id=0B53C_aWsKg7UV0RGX1IyX0pXRHc</a><br />
Enjoy, and Happy Holidays!!<br />
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P. S. I have no idea why the conversion keeps removing or misalligning my clip art. I've about had it for tonight, will try again tomorrow. If anyone has any ideas, please enlighten me. ;)<br />
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com0tag:blogger.com,1999:blog-1157058079562794241.post-37129056835767129222012-12-02T07:56:00.001-08:002012-12-02T07:56:55.168-08:00December currentlyWell folks, it's that time again, time for <a href="http://ohboy3rdgrade.blogspot.com/2012/12/currently-december.html?showComment=1354462572254#c23869248991501588">Farley's</a> wonderful linky party. Through it, I've found so many wonderful blogs. If you're not already familiar with it, I would totally suggest checking it out. So here's my Currently: <br />
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So I have my Christmas tree, I wanted to get one before they got too picked over, but it's sitting out in the back yard in a bucket of water. I just am not ready to put it up yet. It is taking me longer this year to get into that special holiday mood. I'm just so tired of all the commercialism and all that jazz. I promise, I'll try to post more this month. My schedule is just so crazy lately...
<br />Happy teaching!<br />
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com6tag:blogger.com,1999:blog-1157058079562794241.post-26455606267670670912012-11-27T17:38:00.001-08:002012-11-27T17:38:12.405-08:00My first blog award!<div class="MsoNormal" style="margin: 0in 0in 0pt;">
Well, I didn’t go shopping on Black Friday or Cyber Monday.<span style="mso-spacerun: yes;"> </span>Our family is just so over trying to guess what the other wants.<span style="mso-spacerun: yes;"> </span>We just bake, and spend time together.<span style="mso-spacerun: yes;"> </span>However, I found a HUGE Cyber Monday treat in my inbox this evening!<span style="mso-spacerun: yes;"> <a href="http://mrssturdysclass.blogspot.com/2012/11/what-thanksgiving.html">Bailey Sturdy</a></span> has nominated me for a liebster blog award!!!<span style="mso-spacerun: yes;"> </span>I am so honored and most appreciative.<span style="mso-spacerun: yes;"> </span>Now, I just have to live up to it by posting more regularly, and by coming up with more original ideas to share.<span style="mso-spacerun: yes;"> </span></div>
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Here are the rules for the Liebster award:<span style="font-size: 9pt;"><o:p></o:p></span></div>
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1. You must post 11 random things about yourself.<span style="font-size: 9pt;"><o:p></o:p></span></div>
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2. Answer the questions that the nominator set for you.<span style="font-size: 9pt;"><o:p></o:p></span></div>
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3. Create 11 questions for the people you nominate.<span style="font-size: 9pt;"><o:p></o:p></span></div>
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4. Choose 11 other blogs with fewer than 200 followers to nominate and link them in your post.<span style="font-size: 9pt;"><o:p></o:p></span></div>
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5. You cannot “tag back” the other blog, but leave a comment on this post with the URL of your Liebster post so I can learn more about you & see who you nominate.<span style="font-size: 9pt;"><o:p></o:p></span></div>
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But, I think I will reverse the order just a bit.<span style="mso-spacerun: yes;"> </span>First, here are the answers to Bailey’s questions for me.<span style="mso-spacerun: yes;"> </span></div>
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<span style="color: #666666; font-family: Times;">1. What is your favorite dessert?<span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times;">Gosh, this is a tough one!<span style="mso-spacerun: yes;"> </span>I’ll enjoy just about ANY dessert, but my favorite probably has to be a toss-up between French silk pie and moose tracks ice cream.<span style="mso-spacerun: yes;"> </span></span><span style="color: #666666; font-family: Times; font-size: 9pt;"><br /></span><span style="color: #666666; font-family: Times;">2. Beach or mountains?<span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times;">Beach!<span style="mso-spacerun: yes;"> </span>I like to swim, and walk on the beach.<span style="mso-spacerun: yes;"> </span></span><span style="color: #666666; font-family: Times; font-size: 9pt;"><br /></span><span style="color: #666666; font-family: Times;">3. If you could travel anywhere you want, where would you go?<span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times;">Back to <st1:place w:st="on"><st1:country-region w:st="on">Spain</st1:country-region></st1:place>, where I spent a month studying Spanish as a high school sophomore with my classmates.</span><span style="color: #666666; font-family: Times; font-size: 9pt;"><br /></span><span style="color: #666666; font-family: Times;">4. What was the last dream you had?<span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times;">I dreamed I was staying overnight at my school for some bizarre reason, and then felt afraid that I’d set off the security system if I went in or out of the building in the dead of night!<span style="mso-spacerun: yes;"> </span></span><span style="color: #666666; font-family: Times; font-size: 9pt;"><br /></span><span style="color: #666666; font-family: Times;">5. What is your favorite grade to teach?<span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times;">K – 1.<span style="mso-spacerun: yes;"> </span>The sooner we catch the ones that lag & get ‘em up to speed, the better.</span><span style="color: #666666; font-family: Times; font-size: 9pt;"><br /></span><span style="color: #666666; font-family: Times;">6. If you could go back to any time in your life, what would it be?<span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times;">Actually, I don’t think I would.<span style="mso-spacerun: yes;"> </span>I’m pretty contented these days. ;)</span><span style="color: #666666; font-family: Times; font-size: 9pt;"><br /></span><span style="color: #666666; font-family: Times;">7. What color are your eyes?<span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times;">blue</span><span style="color: #666666; font-family: Times; font-size: 9pt;"><br /></span><span style="color: #666666; font-family: Times;">8. Do you have any pets?<span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times;">Not now, but I used to have a few chickens.<span style="mso-spacerun: yes;"> </span>They lay the best eggs.<span style="mso-spacerun: yes;"> </span>And, I used to have a gray cockatiel too.</span><span style="color: #666666; font-family: Times; font-size: 9pt;"><br /></span><span style="color: #666666; font-family: Times;">9. Are you a night owl or early bird?<span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times;">I’m a semi early bird.<span style="mso-spacerun: yes;"> </span>I like getting up between 7:30 and 8 when I have a choice.<span style="mso-spacerun: yes;"> </span>I’m quite a party pooper though, I tucker out between 10:30 and 11:00.<span style="mso-spacerun: yes;"> </span></span><span style="color: #666666; font-family: Times; font-size: 9pt;"><br /></span><span style="color: #666666; font-family: Times;">10. Does your classroom have a theme? If so, what is it?<span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times;">No, unfortunately. It seems all I can do to keep it together sometimes. ;) </span><span style="color: #666666; font-family: Times; font-size: 9pt;"><br /></span><span style="color: #666666; font-family: Times;">11. What is your favorite movie?<span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times;">Oh gosh, can I pick 2?<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">The Little Mermaid</i> and <i style="mso-bidi-font-style: normal;">Mary Poppins</i>.<span style="mso-spacerun: yes;"> </span>I LOVE musicals!<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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Now, here’s 11 random things about me:<span style="mso-spacerun: yes;"> </span></div>
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1.<span style="mso-spacerun: yes;"> </span>I’m a native <st1:state w:st="on">Florida</st1:state> girl, born & raised in <st1:city w:st="on"><st1:place w:st="on">St. Petersburg</st1:place></st1:city>.</div>
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2.<span style="mso-spacerun: yes;"> </span>I used to have hair down to my waist, but I had it cut to my shoulders last year.<span style="mso-spacerun: yes;"> </span></div>
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3.<span style="mso-spacerun: yes;"> </span>I teach a few random different things:<span style="mso-spacerun: yes;"> </span>I tutor elementary schoolers, I teach typing to adults, and I teach music to toddlers through pre-K.<span style="mso-spacerun: yes;"> </span></div>
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4.<span style="mso-spacerun: yes;"> </span>I started graduate school specializing in ESOL last September, and I look forward to<span style="mso-spacerun: yes;"> </span>posting about it.</div>
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5.<span style="mso-spacerun: yes;"> </span>I play the pipe organ as well as the piano.</div>
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6.<span style="mso-spacerun: yes;"> </span>I also like to bake cakes and cookies.<span style="mso-spacerun: yes;"> </span>I especially like decorating sugar cookies.<span style="mso-spacerun: yes;"> </span></div>
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7.<span style="mso-spacerun: yes;"> </span>I can be moderately crafty at times when I’m feeling creative.</div>
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8.<span style="mso-spacerun: yes;"> </span>I’ve been working on a simple rhyming children’s book called <i style="mso-bidi-font-style: normal;">Duck in a Truck</i>, and drawing the pictures.<span style="mso-spacerun: yes;"> </span>I love to draw, but I’m really terrible at it. ;)</div>
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9.<span style="mso-spacerun: yes;"> </span>I love listening to a wide variety of music including classical, jazz, blues, country, rock & roll and even some contemporary stuff on the charts today.</div>
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10.<span style="mso-spacerun: yes;"> </span>I like scented candles and nice, hot baths.<span style="mso-spacerun: yes;"> </span></div>
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11.<span style="mso-spacerun: yes;"> </span>I have a slight vision impairment that can’t be corrected with glasses, which prevents me from driving.<span style="mso-spacerun: yes;"> </span>I’m always relying on others for rides. ;(<span style="mso-spacerun: yes;"> </span>And I go through life using magnifiers for anything and everything, which is okay.</div>
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And now, DRUM ROLL PLEASE…..<span style="mso-spacerun: yes;"> </span>Here are my nominees:<span style="mso-spacerun: yes;"> </span></div>
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1.<span style="mso-spacerun: yes;"> </span>It’s Elementary music<span style="mso-spacerun: yes;"> </span><a href="http://itselementarymusic.blogspot.com/"><span style="color: purple;">http://itselementarymusic.blogspot.com/</span></a> </div>
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2.<span style="mso-spacerun: yes;"> </span>Meyersmusic<span style="mso-spacerun: yes;"> </span><a href="http://meyersmusicactivities.blogspot.com/"><span style="color: purple;">http://meyersmusicactivities.blogspot.com/</span></a> </div>
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3.<span style="mso-spacerun: yes;"> </span>Do re me<span style="mso-spacerun: yes;"> </span><a href="http://doremejourney.blogspot.com/"><span style="color: purple;">http://doremejourney.blogspot.com/</span></a> </div>
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4.<span style="mso-spacerun: yes;"> </span>5<sup>th</sup> Grade Chalk Talk<span style="mso-spacerun: yes;"> </span><a href="http://5thgradechalktalk.blogspot.com/"><span style="color: purple;">http://5thgradechalktalk.blogspot.com/</span></a> </div>
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5. Shoot for the moon<span style="mso-spacerun: yes;"> </span><a href="http://shootforthem00n.blogspot.com/"><span style="color: purple;">http://shootforthem00n.blogspot.com/</span></a> </div>
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6.<span style="mso-spacerun: yes;"> </span>Miss Math dork<span style="mso-spacerun: yes;"> </span><a href="http://missmathdork.blogspot.com/"><span style="color: purple;">http://missmathdork.blogspot.com/</span></a> </div>
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7.<span style="mso-spacerun: yes;"> </span>K & C Love Grade 3<span style="mso-spacerun: yes;"> </span><a href="http://kandclovegrade3.blogspot.com/"><span style="color: purple;">http://kandclovegrade3.blogspot.com/</span></a> </div>
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8.<span style="mso-spacerun: yes;"> </span>Surviving the First Year<span style="mso-spacerun: yes;"> </span><a href="http://surviving-the-first-year.blogspot.com/"><span style="color: purple;">http://surviving-the-first-year.blogspot.com/</span></a> </div>
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9.<span style="mso-spacerun: yes;"> </span>Addie Education<span style="mso-spacerun: yes;"> </span><a href="http://teachertalk-addie.blogspot.com/"><span style="color: purple;">http://teachertalk-addie.blogspot.com/</span></a> </div>
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10.<span style="mso-spacerun: yes;"> </span>Another Step to Take<span style="mso-spacerun: yes;"> </span><a href="http://anothersteptotake.blogspot.com/"><span style="color: purple;">http://anothersteptotake.blogspot.com/</span></a> </div>
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11.<span style="mso-spacerun: yes;"> </span>Hip Hop Hurray!<span style="mso-spacerun: yes;"> </span><a href="http://hiphophurrayreading.blogspot.com/"><span style="color: purple;">http://hiphophurrayreading.blogspot.com/</span></a> </div>
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Here are my questions for them:<span style="mso-spacerun: yes;"> </span></div>
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1.<span style="mso-spacerun: yes;"> </span>How long ago did you start blogging?<span style="mso-spacerun: yes;"> </span></div>
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2.<span style="mso-spacerun: yes;"> </span>What is the most important thing you’ve learned from blogging?<span style="mso-spacerun: yes;"> </span></div>
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3.<span style="mso-spacerun: yes;"> </span>What is your favorite holiday?<span style="mso-spacerun: yes;"> </span></div>
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4.<span style="mso-spacerun: yes;"> </span>Do you relax on vacations, or do you like to fit in many activities?<span style="mso-spacerun: yes;"> </span></div>
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5.<span style="mso-spacerun: yes;"> </span>What’s your favorite recipe?</div>
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6.<span style="mso-spacerun: yes;"> </span>What’s your favorite dessert?</div>
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7.<span style="mso-spacerun: yes;"> </span>What advice do you have for new teachers?</div>
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8.<span style="mso-spacerun: yes;"> </span>What’s your absolute favorite classroom resource?<span style="mso-spacerun: yes;"> </span></div>
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9.<span style="mso-spacerun: yes;"> </span>If you could meet anyone, who would it be?</div>
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10.<span style="mso-spacerun: yes;"> </span>What is your favorite artist or genre of music?<span style="mso-spacerun: yes;"> </span></div>
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11.<span style="mso-spacerun: yes;"> </span>Do you like flavored coffee?<span style="mso-spacerun: yes;"> </span></div>
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Congratulations to all of the nominees. <span style="mso-spacerun: yes;"> </span>Hope you all enjoy the award as much as I do.</div>
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Happy blogging, everyone, and happy teaching!</div>
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Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com0tag:blogger.com,1999:blog-1157058079562794241.post-34016922725022254692012-11-03T18:09:00.000-07:002012-11-03T18:09:01.473-07:00November Currently<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzyK_ayTdn9QbI7fQCSl8HinT3kLUQc6mFJtqUq8EapKSW5kJpog0au-9_twipfD-8_iIkVuYUsJSKK3bHR_TDuW86lGIqGqgFab_GuyWXDGiblTy00aEsF4a5DZ2OpEjQItqmM5_r-FI/s1600/NovemberCurrently.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" qea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzyK_ayTdn9QbI7fQCSl8HinT3kLUQc6mFJtqUq8EapKSW5kJpog0au-9_twipfD-8_iIkVuYUsJSKK3bHR_TDuW86lGIqGqgFab_GuyWXDGiblTy00aEsF4a5DZ2OpEjQItqmM5_r-FI/s320/NovemberCurrently.jpg" width="240" /></a></div>
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Geez Louise!! Where has the time gone! I can't believe it's November already. Whew! I survived Halloween! I always hate it when Halloween or Valentines' Day fall in the middle of the week. They create absolute mayham. But, they do provide fun opportunities to plan creative activities. I wasn't as creative this year as I would have liked, but I did manage to tie in the Halloween candy bar fractions lesson I cited earlier, along with some spooky stories and persuasive writing for my elementary schoolers. My early childhood music class had fun with many different Halloween-themed songs and chants. I'm thrilled beyond thrilled that the election is almost over, and soon, all of the nasty advertizing and annoying phone calls will stop!! I'm looking forward to reading other posts, finding new blogs and to joining this little monthly linky party. <br />
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Happy teaching!<br />
<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com3tag:blogger.com,1999:blog-1157058079562794241.post-7587639733867613472012-11-02T12:46:00.001-07:002012-11-02T12:46:47.806-07:00Some ESOL Strategies I'm using<br />
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<span style="font-family: Arial;">This week, my 3<sup>rd</sup> grade ELL and I studied a book called <i style="mso-bidi-font-style: normal;">Did You Hear Something</i>, perfect for Halloween.<span style="mso-spacerun: yes;"> </span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6c8HAZR88dlfSoSSLEHFUK4y2lYtMSSEq-IU5C7bphG7DQfOzYA3t9h2-gm_OTCfWiWDTUYGlyWANCMONmiB_LP8UPGvqBjoECNerfbOzP4p9N3XmgOPf1KuFbN3pWomvgjRubu67ox4/s1600/A1443.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" qea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6c8HAZR88dlfSoSSLEHFUK4y2lYtMSSEq-IU5C7bphG7DQfOzYA3t9h2-gm_OTCfWiWDTUYGlyWANCMONmiB_LP8UPGvqBjoECNerfbOzP4p9N3XmgOPf1KuFbN3pWomvgjRubu67ox4/s1600/A1443.jpg" /></a></div>
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<span style="font-family: Arial;"><span style="mso-spacerun: yes;"></span>We created a plot wallet for this book, an idea I stole from <a href="http://mandys-tips-4-teachers.blogspot.com/2012/10/beginning-middle-and-end-freebie.html">Mandy's Tips for Teachers</a>.<span style="mso-spacerun: yes;"> </span>This mini-lesson activity was helpful in demonstrating the importance of re-reading in order to decide which ideas were really the most important to include in a summary.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: Arial;">The week before, we were working on academic vocabulary related to the solar system and space.<span style="mso-spacerun: yes;"> </span>Some concepts just lend themselves well to being acted out in order to support understanding.<span style="mso-spacerun: yes;"> </span>In order to demonstrate an orbit, I placed a chair in the middle of the room.<span style="mso-spacerun: yes;"> </span>We walked around and around the chair, holding onto it with one hand.<span style="mso-spacerun: yes;"> </span>It is easy to drop something to demonstrate gravity, but slightly harder to demonstrate that this same force maintains the orbits of the planets and their satellites.<span style="mso-spacerun: yes;"> </span>Finally, after some more discussion, and re-reading of a text that the student had read in class, we played a charades game.<span style="mso-spacerun: yes;"> </span>Each of us took turns acting out a word, which the other tried t identify or explain. Movement and interaction are a great means to support the acquisition of academic language.<span style="mso-spacerun: yes;"> </span>This would have been even more effective if I were working with a small group instead of just one student.<span style="mso-spacerun: yes;"> </span></span><a href="http://www.blogger.com/null" name="_GoBack"></a></div>
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Happy Teaching!<br />
<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" /><br />
Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com0tag:blogger.com,1999:blog-1157058079562794241.post-45757066318865433022012-10-22T18:12:00.000-07:002012-10-22T18:12:22.085-07:00Cyber Monday: Open Access Week<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtEN1Xu_HndggvAYQBOjvahnoNkwne6Tk2Nj0dDxrUMO98hq5Uki5COKwf6D6nhu42bL-7EXttzsPk9YVIUq1PAtR7xkGrbShYqg2zRbiFrbsAlM_ZuAq3jhLI8HOTCLbSp-uym92vMMs/s1600/CyberMondays_small.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" oea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtEN1Xu_HndggvAYQBOjvahnoNkwne6Tk2Nj0dDxrUMO98hq5Uki5COKwf6D6nhu42bL-7EXttzsPk9YVIUq1PAtR7xkGrbShYqg2zRbiFrbsAlM_ZuAq3jhLI8HOTCLbSp-uym92vMMs/s320/CyberMondays_small.jpg" width="320" /></a></div>
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Hello again, I wanted to share an extra special resource this time around. I am a member of the Early Childhood Music and Movement Association, which provides professional development and advocates for quality programs. Usually, the professional journal is for members only. However, a handful of quality blogs open to everyone can provide a peak into the work of the organization.<br />
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This week, the ECMMA is providing free access to the professional journal to EVERYONE during open access week!! You can visit the site at <a href="http://www.ecmma.org/">www.ecmma.org</a> to check it out.<br />
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com0tag:blogger.com,1999:blog-1157058079562794241.post-82607948324390090762012-10-21T17:51:00.001-07:002012-10-21T17:51:51.772-07:00I Won A Prize... YAY!!<div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;">
Hi folks, I'm so excited to share with you that I won my first blog give-away prize, given by Julie at Primary Pointe. You can find the original post <a href="http://primarypointe.blogspot.com/2012/10/monday-must-have-jack-hartmann-giveaway.html">here.</a> It is the CD called <em>Shake, Rattle & Read</em> by one of my favorite children's music artists, Jack Hartmann. I also won a large alphabet chart to go with it! </div>
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Many musical styles are represented on this playful album, from rock 'n' roll to blues and even disco! In the coming weeks, I'm planning to use this album with my preschool music class of 4s and 5s. I would highly recommend the <em>Shake, Rattle & Read</em> album to any preschool, kindergarten or even first grade teacher. It is chock full of emergent or pre-reading activities set to music. My favorite is "special soup", where the class is invited to concoct an imaginary soup where all of the ingredients have the same beginning sound, and then to revel in the yucky combination. ;) </div>
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Learning really rocks at Jack Hartmann's website, and I know you'll want to check it out at <a href="http://www.jackhartmann.com/">www.jackhartmann.com</a> His label, Hop To It music produces a variety of other educational resources including math, character education and holiday themed albums. You can even purchase MP3 downloads of his songs. </div>
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Here's a video of his song, "Popcorn Words." </div>
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I want to send a special thank you out to Jack Hartmann for offering this CD / Poster give-away prize, and another special thanks to Julie for hosting the give-away, and selecting me as the oh-so-lucky winner! </div>
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Happy teaching!</div>
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com1tag:blogger.com,1999:blog-1157058079562794241.post-38311279024920450692012-10-17T16:47:00.003-07:002012-10-17T16:47:54.939-07:00My math group is in the groove<br />
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<span style="font-family: Arial;">At long last, I have settled into a routine with regard to my elementary school interventions, and finally have a few minutes where I’m not feeling overwhelmed.<span style="mso-spacerun: yes;"> </span>Since this is only my second year in this capacity, I still have so much to learn.<span style="mso-spacerun: yes;"> </span>In particular, I’ve been planning for next week’s small group of fifth graders needing extra help in math.<span style="mso-spacerun: yes;"> </span>The stated goal is to get them up to speed with measurement, converting units and data graphing.<span style="mso-spacerun: yes;"> </span>However, I’m finding that they are also in need of extra instruction regarding fractions and number sense.<span style="mso-spacerun: yes;"> </span>Last year, we’d spend our whole hour covering one topic together, strictly following the curriculum book and adding nothing creative.<span style="mso-spacerun: yes;"> </span>I wanted to do something different this year.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: Arial;">Two weeks ago, I thought, naively that I could cover three short mini lessons in the hour that I am with them twice a week.<span style="mso-spacerun: yes;"> </span>But I failed to realize how much time the guided practice and scaffolding would take.<span style="mso-spacerun: yes;"> </span>I now feel quite comfortable dividing our hour together by only two ways.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: Arial;">The first half hour will focus on some concept of number sense.<span style="mso-spacerun: yes;"> </span>This could include multiplication, divisibility rules, fractions,etc.<span style="mso-spacerun: yes;"> </span>The second half will focus on some other data concept such as measuring, graphing, estimating or geometry.<span style="mso-spacerun: yes;"> </span>This year, I’ve ben feeling much more confident about supplementing the provided curriculum book with extended, hands-on activities.<span style="mso-spacerun: yes;"> </span>In two weeks, I’m going to be using Julie’s Hershey’s <a href="http://mathiselementary.blogspot.com/2012/06/math-literature-hersheys-milk-chocolate.html">Hershey's Fraction Bar Activity</a>.<span style="mso-spacerun: yes;"> </span>One of my students is still a little foggy about rounding, so I used <a href="http://mathcoachscorner.blogspot.com/2012/08/rounding-on-open-number-line.html">this freebie</a> from The Math Coach’s Corner.<span style="mso-spacerun: yes;"> </span></span><a href="http://www.blogger.com/null" name="_GoBack"></a><span style="font-family: Arial;">Most important, however, is that I want to facilitate meaningful discussions with students instead of just feeding them algorithms.<span style="mso-spacerun: yes;"> </span>I must say that I’m not always so successful with this.<span style="mso-spacerun: yes;"> </span>I only hope I can improve with practice.<span style="mso-spacerun: yes;"> </span>If anyone has thoughts or suggestions, would love to hear them. <span style="mso-spacerun: yes;"> </span></span></div>
Happy teaching.<br />
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" /><br />
Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com0tag:blogger.com,1999:blog-1157058079562794241.post-62943863806050948482012-10-08T09:09:00.001-07:002012-10-08T09:09:24.207-07:00Cyber Monday<br />
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Today's Cyber Monday link is to <a href="http://www.choiceliteracy.com/">Choice Literacy,</a> an archive of articles, videos, book lists and other resources for reading teachers at all levels. A paid membership (which I don't presently have), allows full access to the archive. However, the free newsletter, <em>The Big Fresh</em> includes many articles and links of interest to us all. <br />
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I'd just like to send out a very special thank you to my 10 new followers of my brand new little blog! I'm so pleased that you've decided to stick with me. Hope that you all have a great week ahead.<br />
<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com1tag:blogger.com,1999:blog-1157058079562794241.post-23161248676000393572012-10-04T15:54:00.001-07:002012-10-04T15:54:29.614-07:00October CurrentlyOkay, so here's my humble Currently for this month. I'm still learning to use GIMP.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV5S_Tpe32bhqQmJvmGhiuv7HxSlLuhAqEbaPSD3xFvlWFKvIwtXa6xJwlaxPazyybY4jjmNBKwsPMPb6cpU1ftadYeywxAdrOy6Ejwa3jLS0wdmm6IimRM8cL9GMAJ_Aqkw1u_rv9n1Q/s1600/OctoberTemp.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" mea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV5S_Tpe32bhqQmJvmGhiuv7HxSlLuhAqEbaPSD3xFvlWFKvIwtXa6xJwlaxPazyybY4jjmNBKwsPMPb6cpU1ftadYeywxAdrOy6Ejwa3jLS0wdmm6IimRM8cL9GMAJ_Aqkw1u_rv9n1Q/s320/OctoberTemp.jpg" width="240" /></a></div>
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I've just learned that for my interventions, I'm going to have mostly 5th graders, a few fourth graders, and one third grader. I'm still completing assessments and formulating the schedule.<br />
<br />Happy teaching!<br />
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<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com5tag:blogger.com,1999:blog-1157058079562794241.post-55507141023111325932012-10-03T13:42:00.001-07:002012-10-03T13:42:38.207-07:00Why music?Here's a quick follow-up to Monday's post about the song anchor charts. Since nearly a third of my professional time is given to music at the earliest levels, I wanted to just share a little blurb that I wrote for my parents a while back, expressing the need for such instruction. Really, I think that each of our specialties are inter-related, and the more we collaborate, the more easily our students can connect what they receive from each of us. <br />
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Music is an important part of early childhood interactions and play.<span style="mso-spacerun: yes;"> </span>It is one of the art forms which serve to make us human.<span style="mso-spacerun: yes;"> </span>This means that we reflect on the world around us, and express our feelings about it through the arts.<span style="mso-spacerun: yes;"> </span>If children receive early experiences with music, it will likely provide them with a lifelong means with which to create, explore and enjoy the world in which they live.<span style="mso-spacerun: yes;"> </span>The aim is not to one day make our students professional musicians, but rather, we hope that our students will become thoughtful, expressive, creative people.<span style="mso-spacerun: yes;"> </span></div>
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In addition to being an aim unto itself, music education for young children can serve to enhance and strengthen other learning goals as well.<span style="mso-spacerun: yes;"> </span>In the preschool years through informal exposure and play, concepts of opposites are reinforced such as fast and slow, loud and soft, and high and low.<span style="mso-spacerun: yes;"> </span>Since children should be permitted to move to music, motor skills and body awareness are reinforced.<span style="mso-spacerun: yes;"> </span>Many children’s books involve a musical element, creating a thread between music and literacy development.<span style="mso-spacerun: yes;"> </span>Songs, chants and nursery rhymes aid in language development as well.<span style="mso-spacerun: yes;"> </span>Words set to usic also heightens the level of context for English language learners. <span style="mso-spacerun: yes;"> </span>These are just a few of the many reasons why music is an indespensible part of early childhood education, as well as education at every level.<span style="mso-spacerun: yes;"> </span></div>
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Happy teaching!<br />
<img align="center" src="http://i1102.photobucket.com/albums/g447/eschaff/Learning%20Metamorphosis/sgn1.png" />Jessicahttp://www.blogger.com/profile/16785774847516932365noreply@blogger.com1