Early Childhood Special Education

The school year is fast approaching. This is a good time to review some great information to help parents and provides with the little guys. Catching these guys before they get the elementary helps them get off to the right start. I have some tips of choosing apps for early childhood.

Examining apps for accessibility prior to using them in the classroom and developmental appropriate learning experiences is a must. For example: an app may require extensive fine motor manipulation to gain any educational benefit or may only work on a device that doesn't provide tactile feedback. Such an app might not be a good choice for most young children, and may not especially difficult for a child who has cerebral palsy. This chart has several questions that are designed to help you think about what a great early childhood app should have and look like. (Click on the picture to get your copy.)
The other piece I wanted to share was a Receptive and Expressive Language Milestones from birth to five. It has guidelines of what children show be doing as they grow up. Its just a guide. Have a great weekend.



"Loving Wisdom for New Teachers" Linky Party!

It's hard to believe that the new school year is just around the corner for many of us. I'm linking up with Fabulously First to bring new teachers words of wisdom. Its hard being a new teacher. New building, new staff, new families--its hard work. The world of education has changed so much since I graduated from University of Colorado in Colorado Springs that each year I'm  also learning something new.

I want to welcome all of you as new teachers and say that as you enter this profession for the first time this year just be prepared.  You will learn quickly who will and will not help you and those that will help without asking.  It's tough work being a teacher. This year my state has moved towards pay of performance. This is no joke even for those who have taught for several years. You have to really love teaching to take that on everyday. But I wouldn't trade that work for anything-I love the students I work with and the challenges they bring. Each day is something different and no matter how prepared I think I am some days just get away from you.

You will find by keeping your door open others will feel welcome to visit your classroom. Be willing to accept their words of wisdom as you move through the year. It will help build friendships and teaming with your teammates. 

You learned many things will in school but none of it will help take on the real world of having your own room. Each building, each grade level, and each team have their own way of doing things. You will not have been trained in everything out there. Your first year is not a time to be shy. Ask questions and ask for help if you need it. Don't wait until your underwater and have limited ways out. You will find teachers in your building that are more helpful than others. If its not your teammate-find someone that you can plan with and trouble shoot with. 

As you start your year, you have come across new ideas and new thinking. Decide what makes sense to take one. If you don't have to take it all on-DON'T. Stick to what you HAVE to do and do it well! The rest will come and you master your day.

Lastly, love your students. There will be days you will remember and days that send you screaming through the halls. Kids remember even longer what is said to them. Watch your tone and the words you use. You have power to motivate and the power to crush. Be wise with what you say-you can't take it back.

P.S. Above else--love what your doing! Smile each day. Find something to laugh about. Be present and the day will come to you.

Check out other words of wisdom:


With warm wishes and the best of luck-

Power of Data & Freebies

 Data is a way of life in special education. It tells a unique story. It can be one of glows or one of grows. Several years ago, my building moved to using the three colored pocket charts (below) so classroom teachers could visual see where their class was using specific data points.

The data used varies depending on the grade. For primary (1-3): DIBELS, End of the Year DRA, BEAR (reading comprehension); Kindergarten: DIBELS; Intermediate (4-6): End of the Year DRA and Acuity Form C. These data points change around mid-year 3-6: for 3rd CSAP Reading/Writing and Form A Acuity; 4-6: Previous years CSAP Reading/Writing and Form A Acuity. As the year progresses, teachers up date the cards with progress monitoring data and Acuity data as it becomes available. The intervention team meets with teachers every 6 weeks and students are moved based on the progress monitoring. Up or Down--the point and hope is that classroom teachers are responsibility of the vast majority of this not the intervention team. This has helped move students through RTI and out of RTI.

The Special Education team doesn't have one for just the identified students and those within their groups. We have created informal ones to help with making sure that the most intensive students (i.e., that spend 3 plus hours out of the classroom a day) are making progress but not formal. One of my hopes for the coming year (with a new team mate) is to have 3 charts. Why 3? I think the team needs to directly monitor reading, writing, and math. Students create date for all three why not use it. Many identified students have goals in more than reading. The team can also see who is not making progress before meeting and make changes to IEPs so the student gets back on track.

The colors would stay the same but have additional meaning. Red would be our most intensive students. Those that are more than 3 years behind, made no progress the year before, and spend most of their day outside of the classroom. Yellow: made 6 months of growth the year before, between two and three years behind and seen for only one subject. Green: made a year or more growth the year before, less than two years behind, and seen for only one subject or at grade level (think artic only kidoos). This could be used to track all students in that group--the RTI students as well.

This move would hold the team accountable plus classroom teachers can see is students are making more specific gains. They have the big picture on their own charts but really have no clue if they are really making gains at the end of the day. I think with the addition of SMART goals on ours, we can hold the team to progress monitoring and student growth. Since, as a building we are not great at getting together every 6 weeks to make changes this would at least provide a conversation starter with classroom teachers about what they are seeing and move students out of intervention groups faster (instead of having them for the whole year).

Students are moved on the classroom charts twice a year. Once at mid-year and after Spring Break. We don't move them offend enough. In creating one for intervention groups, the intervention team can move students at the end of each SMART goal. I have created cards (editable) that allow me to change the color of the card depending on the outcome of the SMART Goal. Having this data visible makes it easy for anyone to walk in and see what is going on during interventions and if its working or not.

My students love, love knowing where they are at and set many of their on goals. They would love this as they could see where they are--the cards would have to be turned around to show just names and not the data. My know that their data belongs to only them and no one else. (They know I share with teachers and parents but no other students.)

I'm sure there are many other ways to track students in the RTI process to ensure that they are making gains, I'd love to hear about them. I have attached freebies to help you to use this thinking. Have a great weekend and if your traveling "Safe Travels."



My Summer Plan-

Summer is half over. My piles still abound. All I want is for them is to go away. Is that asking to much? I didn't realize that I brought that MUCH home with me.



I have decided that I need a list. This will help me focus as I'm short on focus and long on enjoying my summer. Here it goes-
1. Guided math lesson plan format using Math Comprehension
2. Data/RTI forms for reading, writing, and math-These need to include WADE, WRS Charting, Acuity, DRA, DIBELS, and Building/Class writing samples; plus anything else
3. Create a working format to use RTI Colored Charts for identified students (maybe with their unidentified group peers). The cards need to be of different colors too. My building uses the three colored pocket charts to identify students across the tiers in reading. I want something for this but for reading, writing, and math.
4. As part of Building Leadership: reread Guided Math and finish Lesson Plan (pink book from Scholastic) This I have to do before our retreat next month.
5. Investigations Math “I Can” Statements and Common Core Checklists for first and third (high needs grades first--then everyone else)
6. Writing “I Can” Statements and Common Core Checklists for second and third (high needs grades first--then everyone else first)
7. Finish CBB plans for reading and math journals to use as examples

Anyone else have a list going of things that need to be done before going back? I hope to get this all done before I have to report but if I spend a little time each day I should be able to get to all of it. Have a great week. Safe travels.

Math and Technology

I'm linking up with iTeach 1:1 to share what apps my students use during math. In many cases they have a wide selection to chose from. The ones I have decided to highlight here are the ones that they used the most and ones that they will be using in the fall.

Others like iMovie are part of a group of choices that also include PuppetPals, StoryMaker, and Toontastic. They all give students creative license while illustrating a story problem that will later be shared with the whole group. These apps fall into what you could call "Surprisingly Educational Apps."

Towards the end of the year, I started playing with a portfolio type setup for their work but didn't have a way to 1) email it off the iPad and 2) some place to put it. In May, I solved one problem by creating a classroom email account in which students just send me work. They don't have access to it. I have just recently solved my second problem. I needed a place to collect student work that I could easily share with classroom teachers and parents without it being a process or nightmare. All work will either go to Evernote or 3 Ring in the fall. I love that students can email me their work.

Also new for them in the fall, will be CBB or Creative Book Builder. I talk in a previous post how I will get rid of notebooks and students will do that work in CBB instead.

Have a great day blog hoppin'. Happy 4th of July.



Currently July

It's hard to believe the I have to report in 6 weeks. Summer is half over here in Colorado. I'm linking up with Farley over at Oh' Boy 4th Grade for this months currently. It's raining this afternoon here. That's a first in awhile. Plus no thunder and lightening--even better. We need so much more with the wildfire but its a start. I'm loving the idea of going paperless next year. I've been working through reading and need to tackle math but the students will love this. Not to mention, less to travel will as I move from room to room. I've been reading "Teach Like a Pirate" and wondering how to use this mindset when I teach math. Many of my students HATE math. But I think with this spin, I can breathe new life into math and help them find a new love for it. I want my piles to go away. They are getting smaller but its so hard when your distracted by summertime. Well, yes-getting the oil changed in my car needs to happen at some point this month. One can hope sooner rather than later. As I'm reviewing and reflecting on the past school year, I've decided that focusing on structures and processes got me more bang for my buck-so that's what I'm looking at as prepare for the fall. Have a great July and safe travels.

More on Framework for Teaching

My district moved to an evaluation process that is similar to Charlotte Danielson's "Enhancing Professional Practice: A Framework for Teaching." Danielson's rubric is broken down into four domain:
  • Planning and Preparation
  • The Classroom Environment
  • Instruction
  • Professional Responsibilities
For more information on this book-check out my previous post here. This framework doesn't directly tackle the my role as a special education teacher but my coach hooked me up with another district exception's who had.One thing that has helped me focus on specific areas of the Framework has been this checklist.  This checklist is created so I can check off items that I can do with each lesson to score as high as possible. Each list focuses on a specific domain, this allows me to pick which one or one(s) I want to work on. This means that I don't have to deal with 20 some old things (like I don't already:)) With all the feedback that comes flying at me, I can pick and choose based on what they see I'm missing or need to work on to make something stronger. More to come. Have a great weekend.



A Framework for Teaching

Two years ago my district moved to an evaluation process that is similar to Charlotte Danielson's "Enhancing Professional Practice: A Framework for Teaching." Danielson's rubric is broken down into four domain:
  • Planning and Preparation
  • The Classroom Environment
  • Instruction
  • Professional Responsibilities
This framework doesn't directly tackle the my role as a special education teacher but my coach hooked me up with another district exception's who had.

What does Danielson's work and my district have in common?

In my district it's called strategic compensation. I'm part of the pilot to answer: What helps teachers be effective, and does additional pay make a difference for student learning?  It's a unique partnership among the teacher's union and the district, this innovative pilot in 20 schools involves more than 650 educators and 8,550 students. It’s national research to test new teacher pay and supports, such as individualized job-embedded professional development from master and mentor teachers; multiple observations by two evaluators (administrators and peers); frequent, useful and specific feedback to improve instruction; and more time for teachers to work together and share expertise.

So, I'm observed formally at least three times over the year (twice before Christmas Break and once Marchish) by both principle and a peer observation. The peer evaluators are hired by the district and are higher trained on the teacher rubric. Both of them pop in throughout the year gathering informal information about what things are like in my room. I try to get them in when I'm doing something that I needed to work on or something new and want feedback. Its hard to get them to come-the peer evaluator is split between like four or five schools. (Talk about tough!!) 

I have been working on creating a document to help me when I'm planning to make sure that I"m getting the most bang for my buck. Mostly because this rubric is unlike anything I've come across. It's tough keeping all the targets needed to make "Effective" and "Distinguished." The Framework below is a mesh of what I'm expected to do as a special education teacher plus the teacher expectations. All those items are in bold. The others are taken into consideration for students with autism or ADHD. I'll share my checklist later on. Have a great week!

The Art and Science of Teaching

In an earlier post, I mentioned that this past year I started reading Robert Marzano's The Art and Science of Teaching. This book whispered to me. Many of his topics overlap with my districts new teacher rubric. One important idea being students knowing "how they know when they got it." I love the idea of having students using rubrics to assess themselves before, during and after their learning of a specific standard. This past year I use a Gradual Release Rubric but I found this year that it worked best for my older students.

I am not data obsessed, (well only sort of). But this year, I feel like I need to take a step back from my environment and instead focus on my instruction and my student's learning a bit more.

In many of my posts, I emphasize the importance of "learning targets" and how to use them as a formative assessment. Learning targets are important for ALL of your students because it tells them where they are headed during the lesson and where you want them to land. It tells our students what they are to learn, how to deeply learn it, and how to demonstrate their new learning. (Think of it like a treasure map--it tells students where to find the treasure.)

Learning goals are really pretty easy to make-I make mine from our district curriculum or extended evidence outcomes from Colorado's state standards (EEOs). EEOs I use for student who are functioning significantly below grade level standards.

With my instruction I first communicate the lesson learning goals to your students, plan a guided learning activity that takes place in the classroom, and then plan for assignments that are engaged learning experiences.

I use Backwards Planning to plan all my lessons, so formative assessments get planned while I'm writing outcomes and learning targets. With these formative assessments comes Marzano's rubrics. By using a scale the teacher and the students have a clear direction about instructional targets as well as descriptions of levels of understanding and performance for those targets.

I plan to start my year off slowly and remind my students how they will use these rubrics. I plan to align each rubric with each lesson and students will score themselves at the end of the each lesson. I will also rate them at the end of each lesson and justify why they rated themselves at that level. This will allow me to track their levels of understanding through the unit and help them to see why they are or are not at that level. This should help limit wildly inaccurate scores in a short time. I hope to see them internalize the rubric over the year and become are accurate with their own placement and justification.

It is most definitely a gradual release of responsibility! With these posters, as well as more student directed data tracking, I feel like my students will be more in control of their own learning and growth. I also think that this is something that my kindergarten students will be able to take on for the first time EVER. These will soon be posted in my TpT store as part of my new data binder. I'll have more to share. Have a great week.

CBB--Part 1

Last week I shared that I was going to use Creative Book Builder to replace my students Guided Reading Notebooks. Over the last week I've had a chance to play with CBB and I love how simple it is to use. I have been able to add pictures and link the text to "proof" options like Talking Tom or Haiku Deck. Students can add audio and files from Google Docs.  This is the beginning of what I'm thinking. I need to figure out how I want my primary kiddos to create theirs. This one is for my older kiddos.


I use the Comprehension Toolkit when I teach comprehension strategies-so my example include how I would want students to add those notes. At the top of the page is the learning target and why students need to know the strategy. I want students to have a place to return to find examples and sentence frames.  Plus, how students will show they understand the target. This many end up being too time consuming when I take this back in the fall but I think as these are things that would go in their notebook students will be able to do on an iPad -- more time is going to be planned into each lesson.

I think when I set up a primary example, I wonder if it can be done in mostly pictures. or something where they don't have as much text to type or refer back to. Back to playing. I hope your summer is off to a restful and fun start.

CBB and Reading Notebooks

iPad technology has changed the way my students and I interact with knowledge and information. I am all about the verbs in my classroom -- what thinking skill am I requiring of my students when I assign this task? How can I create authentic learning using technology that targets critical thinking and bravely and boldly  moves use hovering in the highers levels of SAMR. Just as the iPad changes what the physical classroom looks like, the iPad changes the physical construction and layout of what instruction looks like.




So what's on the plate for the fall. Creative Book Builder. What's Creative Book Builder-it's an app.(Creative Book Builder allows students to create books in epub format, which can then be exported to iBooks and shared with others. There are a variety of instructional uses for this app, from using it as a publishing tool for project-based learning to a summative assessment at the end of a unit.  Students can embed images, audio files, video files, and write text.  The advantage of an epub document over a PDF document is that all of the media will be preserved and available for readers to interact with when the final product is published.)


I'm going to have students use it this fall to replace their reading notebooks. Instead of having notebooks for reading comprehension with learning targets, essential questions, GRR scores, proof and reflections--student will build a book over the year. Over the summer as I play--I'll share the ins and outs of this app plus my examples. I think students will be able to do tons of things that they would not have been able to do in a notebook like add videos, work examples from other apps, and embed their proof. This will be something that I could bring to IEP meetings and conferences without having to tote several notebooks or binders with me. (YEAH!!!) It's also something I can share with teachers through iBooks. Since, sharing anything with them is always difficult.


Mirror, Mirror on the Wall: How Can I Be a Better Teacher Next Fall?

I think reflecting is a huge part of what teachers great. I'm always reflecting on what happened during x lesson or at y staffing. But reflecting back on the whole year is tough. I came across this on Edutopia and it got me thinking about what changes I was thinking about for next year. So much has changed since I walked in this past fall--I got iPads, new principle, and a new team mate. (Well next year I have a new principle and a new team mate.) Dr. Richard Curwin, points out somethings but I really liked the  idea of thinking about changes as:
           A. Major things you will definitely do
           B. Minor changes you will make
           C. Major things you will never do
           D. Minor things you will never do

I think when I break down things this way it helps to clarify what I'm wanting to take on next year and not take on.

So what things will I definitely do: I'm going to move to being paperless. I'm sure how but with 1 to 1 iPads in small groups-I'll find a way. I think that the benefits for my students would include motivation,  immediate feedback through our class email, and more timely communication with their classroom teachers. I'll share as I work out kinks. I think by moving to being paperless, will also help me to tighten up how I work the "science of teaching" but give me room for the "art of teaching." I"m also going to push for a four day seeing students schedule with one day being meet with classroom teachers, paperwork, testing, and all those "other" things that I have to get done during the week. I NEED to strength students knowledge of "how" and "why" they are using an iPad to complete instruction-so they can understand and explain to someone else why they are doing the assignment on the iPad and not on paper or explain why they chose to use a particular app over another.

My minor changes increase how my students use iPads. Now that I have my feet wet, I'm ready to dig in and make some big moves with how I use them in my daily instruction. I think being part of iPUG will help with new ideas and ways to use them. I'm hoping that maybe I can get more of my building teachers on board. Maybe-we're still worried ALOT about PARCC.  I need to create a better way to assign iPads to students if they are going to have more than one student on them. I'm also going to do more anchor charts and force students to use them as resources. We do them together but I don't always force them to use them-I give in and give them the answers but why should I when they were created as a group and have the information on them that students needs to be using in class. It might help the careless mistakes.

I don't have any major things I not doing. A minor thing that has gotten to me since Spring Break is the way students walk in and out of the room. I think I'm done letting them bring themselves as nice as it is it has started to drive me crazy-maybe I should have been more on top of it when it first started to fall apart after state testing. I'm not going back to interactive notebooks. I love the idea of the foldables and have encouraged other teachers to use them but if I'm going to move to a paperless classroom than they I think they are on the way out the door. My students loved them and used them during math since Spring Break but I'm not sure I see how they are work at there best if they aren't being used in the classrooms. I'm thinking on the iPads that I'm going to strip them down to only what we used this year, instead of having over 100 apps on them because I think we only used maybe 30 (if that) on a regular basis. I think would make it easier for me to maintain them--so they are look more alike.

This is something you could also do with students. It would interesting to see what they would have to say/ Anyone have changes they plan on making for next year? Have a great weekend.

TextProject

A quick post to share a website, I stumbled across TextProject over the weekend. It's designed for beginning and struggling readers to high levels of literacy through a variety of strategies and tools, particularly the texts used for reading instruction. They have a variety of different reading resources. I love the vocabulary. This month is transportation-it has several current colored pictures that you can print off and use in a classroom. The vocabulary was created with QuickReads in mind to support ELL and Exceptional Learners. Which is great! The beginning readers are only a couple of pages with great real colored pictures to support the text---perfect to build vocab. I wish that there was some comprehension work like there is with QuickReads but a great way to build vocabulary.

I'm busy packing up for the end of the year. Have a great week.


An App-tastic Afternoon with iPads

Thank you to everyone who stopped and entered for a chance to win a copy of ETA's new Common Core Fractions. Congrats go out to Wezie Morgan-keep an eye out for an email from me.

Here at the end of the week, I'm off to present a 1 to 1 iPad presentation to an elementary school who will be using iPads in small groups next year. (Part of my new iPUG role.)  Pulling this presentation together was quite fun-I was able to pull in many of the apps and ideas that I came across this year. I was surprised at all I've been able to do with my iPads with students this year. I hope I don't send anyone running for the hills. This will give you tons of ideas to think about over the summer and play some :) Have a great weekend as the year winds down.




Fractions by ETA Hand2mind & Giveaway


5th grade Hands on Standards Common Core Fractions 

By: ETA hand2mind

This program is a hands-on fraction lessons created with differentiated instruction in mind. Each lesson clearly defines for the teacher the steps needed to give every student the tools for success. Each lesson demonstrates a hands-on exploration using manipulatives to help students get a physical sense of a concept and “see” the meaning. The students begin by using manipulatives, move on to creating visual representations, and then complete the cycle by working with abstract mathematical symbols.

From ETA Hands2Mind I received a copy 5th grade Hands on Standards Common Core Fractions. With this copy, I also had online access to the digital tools. Also they recommend the VersaTiles for Fractions, VersaMate, and a variety of fractions manipulatives. I had pervious purchased VerseMate for my iPad. With the exception of the manipulatives the other pieces are used as enrichment. I was able to down load students from ETA.

I used this program to reteach fractions to a small group of 6th grade exceptional needs students. This program reminded me of Scholastic’s Do the Math: Fractions. This book covers only adding, subtracting, multiplying, and dividing fractions. It doesn't provide any remediation to early fractions skills.

The program lesson plan laid out in a user-friendly why that builds on the gradual release of instruction model. Each lesson begins with building background knowledge through a whole class or focus lesson. The concept introduction builds upon the focus lesson of a quick whole class activity. Guided practice follows with reinforcement of the concept as a whole class. The closure asks for students to share out.  There is an assessment after each chapter but no pre-assessment for the book like there is in “Do the Math.” I’m able to complete a lesson in a 30 minute period with extra time built in for vocabulary work.

I liked how each lesson starts off by telling how to support my diverse learners with the vocabulary. I had to take extra time to build their background before beginning each lesson. Because of the time frame that I had these guys, I didn't use the warm-ups but can see the benefit in that they do help to activate prior knowledge. The directions both teacher and student are clear and easy to understand.

I used the guided practice and reinforcement activities together to provide enough practice for my students so they could explain their thinking and answer “how” and “why” questions.

I love using manipulatives in math. I think it’s a great way to help students understand concepts but in some lessons it was just too much. Needs three or four different ones to get through one lesson just plan confused them.

Overall, my students had nothing they didn't like. They liked the lessons. The lessons where broken down into small enough pieces that in many cases by the end of the lesson they were demonstrating mastery. But there was nothing built-in to each lesson to stretch their thinking to apply what they had learned. We had to wait to Fractions Explore Action. These were great but I needed to build this in to meet the rigor of my district teaching evaluation rubric in regards to asking higher order thinking questions of my students throughout the lesson.  This would be a solid addition to any grade level fractions unit where students need extra practice on adding, subtracting, multiplying, and dividing fractions.

I wish to thank ETA Hand2mind to this wonderful opportunity to review their 5th grade Hands on Standards Common Core Fractions. They will generously send one Teacher's Guide of either the 3rd, 4th or 5th grade Hands on Standards Common Core Fractions to one lucky winner. Be sure to enter the giveaway will close Wednesday at 6:00 pm mountain time. I'll let the winner know by email within 72 hours of the contest ending. Have a great weekend!

Tech Next Steps and a Sale

 As I reflect and plan for next year, I had an offer to become a member of my district's iPad Power User Group (iPUG). One of the goals of this group is to create a plan on how iPads should be used in classrooms. I have shared a number of ways to use iDevices in a way that has moved us from consuming material and creation. I have done this by using Blooms Taxonomy. The district is using the SAMR  model. The thinking behind it is very simiarial to Blooms thinking but I will tackle this over the summer.

Aditi Rao's thinking around how technology is used, I think best illustrates the direction we have to go in order to get the most bang for out buck when using tech. Her blog "teachbytes" as many great ideas and is worth stopping by.  
All these pieces will be part of my summer planning. I was given the gift of a one to one iPad this year and have created some pretty awesome produces and seen my students shine and take off. I can't wait for next year and where I can take it from here. 


PS: Everything will be 20% off May 7th and 8th. Use the promo code: TAD13 at checkout for 10% off everything on the site. Plus, add an additional up-to-20% off from the MANY Teacher-Authors who join in.

Have a great week. What do you take home to plan for the up coming school year?

Wilson and Fluency

I recently made some group changes.This is not the groups first year of Wilson but have not moved beyond book 1. My district expects students in Wilson to move at a pace of about 3 books a year--making this a three commitment. In many cases by the time we get to Books 6 and 7 their needs change and no longer need to be in the program.

Wilson is a balancing act between accuracy and fluency. If you know that the student can read the word without making a mistake then you don't have them tap it but if you have doubts than you have them tap it out. But you also have to make sure they don't become overly reliant on tapping--at some point towards the end of a sub-step you have to have to cut them off. That's where this group is. They have become SO reliant on tapping that even words that they should know they can't read without tapping them. This forces them to spend way more time on a sub-step than they need to because they don't learn to trust themselves while reading.

Helping students move to becoming fluent reader at each sub-step means building in a little extra practice for them. Like a fluency games help while doing word cards or while reading sentences. I have found that students need more than just this practice. So, I give then a fluency "ticket out." It is either word card in strips of three or phrases. The set below was designed with this group in mind and focus on reading phrases in Sub-Step 1.3. I also use the Fry Phrases as well with students. It takes then a try or two get all the strips read fluently. I also break apart sub-step sentences into phrases and do the same thing with. 

Have a great week. The countdown has started to the end of the year.




Read, Write, Publish--Repeat

I work with students that have a love/hate relationship with reading. Some love it and will read anything I put in front of them but won't write about it-no matter what. Others hate reading but love writing. My students this year have learned to at respect both because they read, they write about what they read, and then they publish what they wrote. And they do it every week. We have read more and written more then we have in the past. The students know that their work gets posted on the class website for them to share with their family.

Students can choose from just typing their work in Google to using Talking Tom or using StoryBird or Haiku Deck for their work. With the exception of typing and StoryBird, they need just a day to get the work done. Which for me is great because I only have them for 30 minutes a day. So, short and sweet is a must.

StoryBird is a free web site that can be used to create and publish. They have free teacher accounts where teachers can set up student accounts. I embed the projects but you can buy the books. Haiku Deck is a free app. It is a very cleaned up and simply version of a power point. It's designed to create presentations with very few words. Students create and email their work when they are finished. It can be viewed online once you have the address but I've found it easier to embed the work. The students that have used both of these love them. They have said that Haiku is harder because they have to summarize the summarized paragraph into one or two short sentences.

Students know at the beginning of each book what they will be expected to publish. I post this information on the Learning Target.  The group has one comprehension strategy plus a high order thinking question which  will be published.



Other groups are working on mastering all the comprehension strategies such as writing summaries and making connections. My students are well versed in internet safety because I post their work on line. Make sure you do the same. Here are couple of student examples using Haiku Deck and StoryBird:







Created with Haiku Deck, the free presentation app for iPad

My students love doing this work. Its not something extra that I have built into our week. They know that if they don't work hard during the week--publishing doesn't happen. But every Monday we start over and do it again. Reading, Write, Publish--Repeat.


About Me

Welcome to my all thing special education blog. I empower busy elementary special education teachers to use best practice strategies to achieve a data and evidence driven classroom community by sharing easy to use, engaging, unique approaches to small group reading and math. Thanks for Hopping By.
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