A quick note as I'm getting ready for Spring parent-teacher conferences this week. One of the assessments I'm helping my classroom teachers with is the DRA (Developmental Reading Assessment). Even though it has fallin' by the wayside, my teachers and I love having a solid number where students are reading at.

FYI the DRA can be given to students kindergarten to sixth grade. To determine a level students decoding (words on the page) and their comprehension (understanding) and with harder text reading fluency (speed) all of those factors most score at an independent level on the rubric to be at an independent level. The same is true for the Fountas & Pinnell Benchmark Assessment Systems.

How what am I going to do with the rest of my year?

Well..what about using the rubric to create skill groups to move students more before the end of the year benchmark get done. After spending the first part of the year teaching decoding with phonics and vocabulary instruction--it know time to really focus on comprehension. One of my favorite ways to work on comprehension is through games. This is one of their favorites, they are always asking for...be sure to get uses here.

More to come on using the DRA or BAS rubric to create goals and instruction. Have a great week.

My top 10 must dos for each back-to-school tips I do to emphasize communication, organization, and a focus on student success.

1. Organize all that paperwork
Special educators handle lots of paperwork and documentation throughout the year. Try to set up two separate folders or binders for each child on your case load: one for keeping track of student work and assessment data and the other for keeping track of all other special education documentation.

2. Start a communication log
Keeping track of all phone calls, e-mails, notes home, meetings, and conferences is important. Create a "communication log" for yourself in a notebook that is easily accessible. Be sure to note the dates, times, and nature of the communications you have.

3. Review your students' IEPs
The IEP is the cornerstone of every child's educational program, so it's important that you have a clear understanding of each IEP you're responsible for. Make sure all IEPs are in compliance (e.g., all signatures are there and dates are aligned). Note any upcoming IEP meetings, reevaluations, or other key dates, and mark your calendar now. Most importantly, get a feel for where your students are and what they need by carefully reviewing the present levels of performance, services, and modifications in the IEP.

4. Establish a daily schedule for you and your students
Whether you're a resource teacher or self-contained teacher, it's important to establish your daily schedule. Be sure to consider the service hours required for each of your students, any related services, and co-teaching. Check your schedule against the IEPs to make sure that all services are met. And keep in mind that this schedule will most likely change during the year!

5. Call your students' families
Take the time to introduce yourself with a brief phone call before school starts. You'll be working with these students and their families for at least the next school year, and a simple "hello" from their future teacher can ease some of the back-to-school jitters!

6. Touch base with related service providers
It's important to contact the related service providers — occupational therapists, physical therapists, speech/language therapists, or counselors — in your school as soon as possible to establish a schedule of times for your students who need these services. The earlier you touch base, the more likely you'll be able to find times that work for everyone.

7. Meet with your general education co-teachers
Communicating with your general education co-teachers will be important throughout the year, so get a head start on establishing this important relationship now! Share all of the information you can about schedules, students, and IEP services so that you're ready to start the year.

8. Keep everyone informed
All additional school staff such as assistants and specialists who will be working with your students need to be aware of their needs and their IEPs before school starts. Organize a way to keep track of who has read through the IEPs, and be sure to update your colleagues if the IEPs change during the school year.

9. Plan your B.O.Y. assessments
As soon as school starts, teachers start conducting their beginning of the year (B.O.Y.) assessments. Assessment data is used to update IEPs — and to shape your instruction — so it's important to keep track of which students need which assessments. Get started by making a checklist of student names, required assessments, and a space for scores. This will help you stay organized and keep track of data once testing begins.

10. Start and stay positive
As a special educator, you'll have lots of responsibilities this year, and it may seem overwhelming at times. If your focus is on the needs of your students and their success, you'll stay motivated and find ways to make everything happen. Being positive, flexible, and organized from the start will help you and your students have a successful year.


Click the apple to visit Reflection & Resources with TarheelState Teacher.  Below is a freebie perfect for putting reading progress monitoring in one place. Have a great beginning of the year.





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I'm linking up with Forever in 5th grade for June's Show and Tell to give you a peak into my classroom and summer planning. I've been very fortunate my school district provides summer professional development. In this case it aligns with our rubric--this is nice as I've been thinking of ways to provide more voice and choice within their time with me but still make a year or more growth on their IEP goals. This idea is great but I need to find some way to put it into action.
This idea of students given the opportunity of choice and voice has to be built in. Choice is a huge part of the teacher rubric. I started playing with this idea in May.  This is version three (i think) But it gives choice within how they provide answers to the big essential question. Nor does it provide me with any data to show growth on IEP goals. This is a problem.

Each pathway has the 4Cs (communication, collaboration, critical thinking, and creativity) and a blank for a World Class Outcome (example-create meaning strategically) but I thinking instead of the WCO, it needs to be "Must Do's." Here I could list the the weekly IEP goal monitoring or items I need a student to complete before the end of the week




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Showing IEP growth with voice and choice, I think will have to be done with student data binders. With students choosing which IEP goal they want to focus on, they will have to collect the data to match that goal. In looking at my current version students can choose: subject and they will show growth/mastery of the World Class Outcome (example-create meaning strategically) through a 4C (communication, collaboration, critical thinking, and creativity). this idea should already be tied to IEP goals but not always plus there is some rubric scoring that gets done as well. I use Marizono's and have students self score but this idea only touches the tip of the iceberg. I would like to also self score for things like fluency and using comprehension strategies too. My district has rubrics I need to use that are embedded with the 4Cs. (Its not as much work as it seems but yes I'm working on streamlining it to be less and still get everything collected on a weekly basis.)



















Creating "I can" statements for IEP goals. In many ways its interesting that my students have similar goals in reading, writing, and math--each with its own twist but basically the same. This will make it easy for me to create "I can" on labels so I don't have to write then and the students don't have to write then. My hope over time as they take ownership of these goals they have an active voice on what their new IEP goals should be. (This is a wild and very new idea for teachers and parents to grasp.)







I'm thinking student data binders will lead to both student graphing and goal tracking and a working portfolio students can use for IEP meetings. This is a new idea that has not been used before. This idea gives students a huge voice in what they have been doing and what directions they want to take their IEPs in.

I like the idea behind each student having a binder. I have done that in the past but I have not done the personalize learning plan tie that to an IEP and then in turn to IEP meetings. WOW!! That's a lot but I think in small groups students will make it their own and that in turn students will make more than a years growth. I see an action research project coming in the near future. Stay turned more details to come.

I'm super excited to announce that Anne Rozell reached 700 followers on her Teachers Pay Teachers Store! Join in the fun to help her celebrate. This Instagram Blog Hop has 2 $70 gift cards to Teachers pay Teachers.



Paige Bessick from Our Elementary Lives has some great reading and phonics products, stop by and check them out.


Over the last couple of years, I have these activities are easier to embed in bust classrooms and very easy to do throughout the day.


1. Know your students
Increase your understanding of who your students are, their backgrounds and educational experiences.Get to know educational needs and ways to support them.

2. Be aware of their social and emotional needs
Understanding more about the students' families and their needs is key. Are student's possibly live with extended family members or have jobs to help support their families, completing homework assignments will not take priority.

3. Increase your understanding of first and second language acquisition
Although courses about second language acquisition are not required as part of teacher education programs, understanding the theories about language acquisition and the variables that contribute to language learning.

4. Student need to SWRL every day in every class
The domains of language acquisition, Speaking, Writing, Reading and Listening need to be equally exercised across content areas daily. Assuring that students are using all domains of language acquisition to support their English language development is essential.

5. Increase your understanding of English language proficiency
Social English language proficiency and academic English language proficiency are very different. A student may be more proficient in one vs. the other. A student's level of academic English may be masked by a higher level of Basic Interpersonal Communication Skills (BICS) compared to their Cognitive Academic Language Proficiency (CALP). For example, a student may be able to orally recall the main events from their favorite movie but struggle to recall the main events that led up to the Civil War.

6. Know the language of your content
English has a number of polysemous words. Once a student learns and understands one meaning of a word, other meaning may not be apparent. Review the vocabulary of your content area often and check in with students to assure they know the words and possibly the multiple meanings associated with the words. For example, a "plot" of land in geography class versus the "plot" in a literature class. A "table" we sit at versus a multiplication "table."

7. Understand language assessments
Language proficiency assessments in your district may vary. Find out when and how a student's English language proficiency is assessed and the results of those assessments. Using the results of formal and informal assessments can provide a wealth of information to aid in planning lessons that support language acquisition and content knowledge simultaneously. For me, student's just finished year three of the WIDA. It's taken in January but still don't get the information back util August. (ugh!)

8. Use authentic visuals and manipulatives
These can be over- or under-utilized. Implement the use of authentic resources for example; menus, bus schedules, post-cards, photographs and video clips can enhance student comprehension of complex content concepts.

9. Strategies that match language proficiency
Knowing the level of English language proficiency at which your students are functioning academically is vital in order to be able to scaffold appropriately. Not all strategies are appropriate for all levels of language learners. Knowing which scaffolds are most appropriate takes time but will support language learning more effectively.

10. Collaborate to celebrate
Seek support from other teachers who may teach student's. Other educators, novice and veteran, may have suggestions and resources that support English language development and content concepts. Creating and sustaining professional learning communities that support students are vital for student success.

I hope these suggestions help you build stronger Second Language Learners in your classrooms. To continue on this hop visit Lisa's Instagram.


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WHAT IS NUMBER SENSE?
Number sense involves understanding numbers; knowing how to write and represent numbers in different ways; recognizing the quantity represented by numerals and other number forms; and discovering how a number relates to another number or group of numbers. Number sense develops gradually and varies as a result of exploring numbers, visualizing them in a variety of contexts, and relating to them in different ways.

In the primary and intermediate grades, number sense includes skills such as counting; representing numbers with manipulatives and models; understanding place value in the context of our base 10 number system; writing and recognizing numbers in different forms such as expanded, word, and standard; and expressing a number different ways—5 is "4 + 1" as well as "7 - 2," and 100 is 10 tens as well as 1 hundred. Number sense also includes the ability to compare and order numbers—whole numbers, fractions, decimals, and integers—and the ability to identify a number by an attribute—such as odd or even, prime or composite-or as a multiple or factor of another number. As students work with numbers, they gradually develop flexibility in thinking about numbers, which is a distinguishing characteristic of number sense.

WHY IS IT IMPORTANT?

Number sense enables students to understand and express quantities in their world. For example, whole numbers describe the number of students in a class or the number of days until a special event. Decimal quantities relate to money or metric measures, fractional amounts describing ingredient measures or time increments, negative quantities conveying temperatures below zero or depths below sea level, or percent amounts describing test scores or sale prices. Number sense is also the basis for understanding any mathematical operation and being able to estimate and make a meaningful interpretation of its result.

HOW CAN YOU MAKE IT HAPPEN?

In teaching number sense, using manipulatives and models (e.g., place-value blocks, fraction strips, decimal squares, number lines, and place-value and hundreds charts) helps students understand what numbers represent, different ways to express numbers, and how numbers relate to one another.

When students trade with place-value blocks they can demonstrate that the number 14 may be represented as 14 ones or as 1 ten and 4 ones. They can also demonstrate that 10 hundreds is the same as 1 thousand. By recording the number of each kind of block in the corresponding column (thousands, hundreds, tens, or ones) on a place-value chart, students practice writing numbers in standard form.

My favorite way is to play games during guided math small groups. The games below, my students love playing. They are print and go--toss in some dice and your good to go! These games build number sense by having them work with Base Ten, Number Identification, and Subitizing.

 The last couple of weeks, I've had some problems moving pre-readers into solid DRA 1s. When I went back to look at there running records, I noticed that it was the vocabulary they were getting tripped up on. That got me looking for some new ways to build and strengthen their academic vocabulary knowledge. Plus, it had to be something that would give me great bang for my buck as I only see them for 30 minutes. (Click on Image to View Original Pinterest Link)






Who doesn't love games. I don't have a word wall but I do have time for word cards and games. With a group of boys, I have to learn to watch my fingers. They love anything with fly swatters. I loved the fact that these games increased the number of times they saw words. Some of them I used pictures as well as the words but these are among the games I'm asked for each day. I love I can change out the words depending on running records or the text they are going to read. Love that pre-teaching!



This uses environment print but I see it as an opportunity to create a visual word wall to match any book vocabulary for students. As pre-readers, pictures rule! For them to understand what the beginning letter and sound is for vocabulary is just as important for getting them to write. Tying their reading with writing makes things easier-then they know where to find the word.



 To help my pre-readers learn and practice with new vocabulary I created four interactive books. I did this because these students spend most of there time in class and these books give them something special to read in class and share with their peers. Enjoy--click on the picture to get your freebie.

I have new home for the coming year. No more looking. I'll post pictures of my room later this week. The Pinterest links that I have are things that I plan on using with my kidoos.

Somethings I kee going back and forth on like with student data-should it be binders or folders. These are the things that I keep thinking about while pinning.








This is the data folder set-up that I used last year. It worked great-student were able to keep their data and track their progress with it. I could take the folders to meetings, show to parents. rock a principle's world. The pain/difficult part with adding pages, so that new pages were in the same place. But students loved having their RTI or personalized materials in the front. I never once found those materials anywhere but where I out them. I also color coded them--making each group have their own color. FYI: cutting duct tape with kill a pair of scissors.



 The point of data folders is having student friendly graphs. Last year, I used both my own and found something that would work. One thing I want to do this school year, is do a better job of tracking which ones work. Depending on what data you need to keep track of-these ladies may have it. Plus, they have Common Core grade level tracking sheets that are a plus to have.








My new position is K-3. I have not ID about needs and hours but I don know from working the kinder and first is finding good assessments that can be used all year is hard. This set is free. Amber Monroe explains in her post how she creates data folders in her first grade classroom.











The Pinterest Picks for this month have freebie items attached to them-make sure to grab them. Be sure to stop by Teachers pay Teachers for a great sale. My store will you any extra 20% off anything in my store.

Have a great week!

One of the hardest math concepts is learning multiplication is an essential part of a student’s elementary education. It’s the foundation for more complex math student encounter as they move through school.

Why memorize the times tables?

Just like everything in life to do more complex task like walking before running learning
multiplication and memorizing the times tables are building blocks for other math topics taught in school - higher learning such as division, long multiplication, fractions and algebra. Students who have not memorized the times tables will find these levels of math much more difficult than they need to be. Students who have not mastered their tables will very often fall behind in math and begin to lose confidence.  Multiplication is used in our daily lives. You might need it when doubling a recipe, determining a discount at a store or figuring out our expected arrival time when traveling.

Calculators?

Calculators are great tools for figuring out complex calculations. However, using a calculator takes much longer for simple facts and can result in keying errors. Students who rely on calculators are also weak in estimating skills and are unaware of wrong answers that occur from keying mistakes. In Colorado and on most high stakes tests calculators are not allowed in many tests and admission exams—they have to use paper and don’t have the time to work them the using strategies.

Understanding or memorization or both?

It's not one or the other, it's both. A student must understand and memorize the facts. Early on, a student needs to understand what multiplication is - the grouping of sets, repeated addition, and a faster way of adding. Show them this with an assortment of manipulatives, by skip counting and by using arrays. As they master the basics, expand upon this concept by creating interesting word problems. Eventually comes a time to highlight the importance of rapid recall. Students need to know that they should recall the answer instantaneously. This is why quizzing and practicing need to happen at the same time.

Have fun together in this process. One of my favorite ways is to use games!  It's always a good review and opportunity for the whole family to exercise their brains.

How Parents Can Help Their Child Memorize the Times Tables

1. Make sure there is understanding.
2. Explain why it is important.
3. Demonstrate what fast recall is.
4. Be interested in math yourself.
5. Find out what facts they already know.
6. Involve your child in the goal setting process.
7. Focus primarily on the facts they need to learn.
8. Use a chart to monitor progress.
9. Provide encouragement along the way.
10. Spend quality time together practicing.
11. Acknowledge their success.
12. And most importantly: Have fun!