Common Core Math

Last year we implemented Common Core in our school. It was a year that I learned a lot. It also was my first year teaching third grade. Our professional development focused on math and math strategies. We learned about MDI's or Meaningful Distributed Instruction. You choose a focus for the year when writing these problems. For 3rd grade we chose multiplication and division. We have two short story problems for each day. These problems should be able to be solved in 30 seconds to a minute.
After the first problem, I have three students come to the board and model how they solved the problem.
Then we choose one way of solving the problem, discuss it and then try to solve the second problem using that same strategy.
I love that we are doing story problems at least 3 times a week. I also love that the whole thing takes about 5 minutes, once you have your routine down.
I have created 60 MDI's for your use. Each one comes with two story problems. You could use them as an MDI or just use them as story problems.

http://www.teacherspayteachers.com/Product/3rd-Grade-MDI-or-Story-Problems-Multiplication-and-Division-683035

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Math Time Task Cards

So the end of the year is almost here. 16 more days! So much left to do, though. We have been working with time to the minute and story problems here recently. I decided to make some time task cards.
Math 3.MD.1 Time Task Cards
I am so excited for these. You should really take a second and look at them!

New to Teachers Pay Teachers!

So, I finally listed something to sell on Teachers Pay Teachers.
I will admit, that I am still learning how to do everything. Inserting the pretty clipart is something I am new to, so my first products certainly reflect that.
I uploaded some government worksheets including a test that we just finished using in our classroom.

You can find my resource here!

http://www.teacherspayteachers.com/Product/Government-WKS-Packet-including-Test

We have been using MDI's this school year in math. Meaningful Distributed Instruction is MDI. These are very short, they should take about 5 minutes total. To be honest, when I first started they took about 15 mins, now we are down to 5. Students are presented a story problem and they are to solve it. Every student has to try. The focus is on how they solve the problem, what strategy they use. I walk around and choose 3 students who hopefully used 3 different strategies. They come and explain their thinking to the whole class. My job is to help them make connections to things we are learning in class. Then I choose one strategy, go over how it is used, and then present students with another problem. They then use that strategy on their second problem. I choose one student to come model. We try to figure out if the student used the strategy that was modeled and chosen. 

Well since we have been using these this year and will continue to next year, I made a file to help keep me organized. We do 3 MDI's a week. It has 60 MDI's, with a focus of multiplication and division. The packet includes a list of all the story problems. I also print two sided and cut in half. First problem is on the front and second problem is on the back. Students write on their paper and then into their mailboxes they go. 

http://www.teacherspayteachers.com/Product/3rd-Grade-MDI-or-Story-Problems-Multiplication-and-Division

Hope you Enjoy!

ScootPad

Have you heard of this gem? I recently learned aBout it through Pinterest.
Here is a link to the blog where I first learned about it.
http://www.lessonplandiva.com/2013/02/do-you-use-scootpadcom.html

Now here are my thoughts on this gem. First of all I set up my whole class in about 10 minutes. I did have trouble signing up using their google feature. I had to end up using a different email. After I was actually signed up and logged in, 10 minutes to put my kids in. I could even choose their usernames if I wanted. I didn't bring their username and password list home with me, so at the moment the computer generated them. However I love that I have the option to make them the same as the ones we use at school. Total plus. Also you can print out cards with their username and password.
Next I was able to assign homework based on common core standards. Honestly this was tricky for me. It took a day and I had to delete my original homework assignment before I was able to get it to work. Most likely user error. It was pretty self explanatory.
One thing I did do was make my own student account to try out to make sure everything worked.
In addition to the homework they have a self paced learning path also. This goes through the common core as well, but allows you to adjust the level of common core for those that need easier and harder practice
Now the big question, how will I use this in my room.
First of all, there will be one homework assignment per week for math and reading to complete. We have 2 computers, 2 iPads and access to laptops. We will go to our computer lab once a week to give time for this, if needed. Since not all my students have Internet at home, the homework section will be completed at school. The self paced section may be completed at home. This will give me more information on what my students can do and where they are. It also gives them added practice.
My referral link is posted below if you would like to try it out. It is free for the first 30 days, then $5 a month.
I will post more as we use it in class.
http://scootpad.com/247142

Homemade Valentines

I have a very active five year old son. In order to help with his attention and hyper ness we have cut artificial dyes out of his diet. Short side of the story is if it has a color word on it we usually don't feed it to him.
Well holidays such as valentines day bring out tons of candy. Not as much as Halloween, but still an excess.
This year we made the same candy less valentines as last year for my sons's class. The idea came from Pinterest. Melted broken crayons in heart molds, make awesome multi-colored crayons.
A few tricks we have learned to make this go easier:
1. Use a utility knife and cutting mat to take the paper off. This is so much quicker.
2. Use new crayons. Buy them at back to school time. I always buy like 20 boxes to use through the year.
3. Don't bother cutting the crayons into small pieces, break them in half and put the halves in separate molds. Much easier and quicker and works just the same.
4. Use a scrap booking tape runner. I prefer my pink A&G gun. I put one strip on card and stick smooth side of crayon down.
5. Also add a do not eat note on these. I have given them to 4 and 5 year olds and find this disclaimer important. (Nothing terribly bad happens if you eat a crayon, I ate one on valentines day in kindergarten, ok maybe 4. I did throw up but am perfectly fine.)
Hope you enjoyed this post and have another useful idea for candy free valentines.

Guided Reading And CAFE

It was my goal this year to implement as much as the Daily 5 and CAFE as possible into my Writing, Core, Guided Reading Groups this year. As it turns out the only time that I have been able to do this is during my intervention time. I have a group of 12 students during this time, they are my same 12 that I have for guided reading groups. During this time I have been able to start with a CAFE mini-lesson. Sometimes there is an application activity for the lesson, depending on how many times we have worked on that skill. Then they are able to go to the Daily 4. 

First of all, I do Daily 4 not 5. I do not have an extensive listening library so I do not have a listen to reading center. We do Work on Writing on Monday. On Tuesday we do Word Work. This is the kids favorite. Wednesday is Read to self. Friday is Buddy Read. We do not have interventions on Thursday due to Spanish. 

While the kids are doing the Daily 4 I am conferring with students. I use the conferring forms from CAFE by the Sisters. I have found that setting up the initial conferences and determining goal areas was extremely difficult. Now that I have goal areas for all my students and we are both more used to the process it is going better. I do need to work on the teaching section of the conference. Usually we just review the skill they will be working on, however I do see the usefulness of also teaching during this time or modeling. 

Now guided reading groups in the morning. I have 40 minutes to work with two different groups. I have 6 students in each group. These students are a mix of both third grade classes. I have been doing more and more research on these. It seems the possibilities are endless on the way that I can set this up in my classroom. A couple things I have noticed and want to change are:

1. I would like to do the conferring section of the CAFE during guided reading groups. I could use the time in the afternoon for writing conferences. 

2. The core skill that we teach whole group when we have our own classes, needs to be the focus of my instruction with my guided reading group.

3. I still want to work on Comprehension, Fluency, Accuracy and Expand Vocabulary skills in guided reading groups along with the core skills I must focus on.

4. I have noticed that some guided reading groups read silently to themselves rather than as a group. This may be something that I try. 

There are many blogs and resources that I have found on my google quest to learn more information. However, the most helpful blog that I found was this one:

http://mandys-tips-4-teachers.blogspot.com/search/label/Guided%20Reading

I clicked on the labels for guided reading and was blown away by this site. I will be using this as a help to get this up and running in my room. I know that I will not use it as is, but I have found this the most helpful of all. 

Olweus Bully Prevention Program-Class Meetings

Our school has implemented the Olweus Bully Prevention Program. Our main reason of course is to keep our students safe and prevent them from being bullied. Our high school started this program last year and the elementary is in their first year of work with it.
One of the components of this program is class meetings with our students. These serve as a way to get our students involved, invested, talking and discussing. So far I have had two class meetings with my class.
Our first class meeting was to set up the ground rules for our class meetings. We brainstormed and made rules for our meetings. We used the rules from the book provided but also discussed each one so the students understood.
Our second class meeting involved discussing the results of the survey our students took about bullying. Each student participated in the survey and answered questions about being bullied and bullying other students. We had an awesome conversation about the fact that 9 students are being bullied and no one is doing the bullying. Because of this conversation I felt we needed to talk more about what bullying behavior is. Students made posters of what bullying behavior looks like, sounds like, acts like.
Here are some of the posters they made!

The title is supposed to be "Bullying Behavior is..."
We talked today about bullying behaviors and calling someone a bully. We talked about how calling them a bully can be mean and hurtful. However, we can talk about how they are acting like a bully and showing bullying behaviors.
This was supposed to be a 30 minute class meeting which has turned into an hour long meeting, including the poster. I still have 4 groups left to finish their posters!