How I Encourage Positive Behavior While Reviewing Math Skills

Are you dreading gearing up for your first day back after winter break?
If your kids are like mine, they will need some encouragement to get back into the routines.
We will have to review rules and what it means to be respectful, responsible and productive all over again.
My plan is to reinforce positive behaviors with a classroom incentive that will also help me reinforce math measurement skills.

In my county and state, I am responsible for teaching students measurement concepts. My third graders need to learn about both standard and metric units of length, weight, and capacity. That includes inches, feet, yards, centimeters, meters, cups, pints, quarts, gallons, milliliters, liters, ounces, pounds, grams and kilograms!  

Wow, that's a lot of information to keep straight in their little brains.  

I can totally understand why my students get these units confused!

We only get a matter of weeks to cover our measurement unit....certainly NOT enough time. 

In an effort to figure out a way I could review and reinforce these measurement concepts on an ongoing basis, I came up with "Measuring our Manners". 

.  

With this plan, I got to monitor, encourage and reward my students' positive classroom behaviors while reinforcing measurement concepts.  I love it when I can maximize my teaching time and integrate learning. This did just that, and my kids were very motivated and engaged throughout it all. 

Here's how it worked. 

First I created a chart that we would hang in our classroom.  It included an area to record our goal, plan and progress. I laminated the cards so we could use a dry erase marker to write on it and I hung it in the classroom.

Our first "Measure Our Manners" goal was to build a chain that measured one meter in length. 

I explained the goal to my students and we reviewed how long a meter was.  I have a slide show that I use with visuals of all the measurement units. We would refer to that a lot.  

Students would show me how long the chain would be....their body benchmark is their arms opened wide.  Then I explained that to build the chain, they would need to use their positive behaviors. 

We are a PBIS school and we focus on being productive, respectful and responsible. 

Measuring our Manners is a whole class behavior tracking plan, so students would need to work as a team to remind each other of how everyone should be behaving.  Students would be rewarded with a link to add to the chain as I witnessed positive behavior in action.   Before beginning, we also talked about what problems we may have along the way.  They recognized that they needed to work on their voice level and so we made that our goal. We discussed how we could appropriately remind each other about using a lower level voice if needed. 

We added a part/part/whole box to the chart to help us keep track of our goal, how far we got, and how much further we had to go.  

Then we were ready to measure our manners!

Here is what our chart looked like after awhile.  

Students could earn a link for a positive morning session, lunch time, and afternoon session. I would also add a link for other random acts of goodness during the day such as if they received a compliment from another teacher or if the class worked extra hard on a school job. 

We measured the chain once a day, either at the end or beginning of the day. A student would get picked to figure out the new numbers for the part/part/whole box. 

That was also the time we reviewed the measurement unit. 

When we met our goal and the chain measured one meter, we would get to vote on a class celebration!  We kept these simple,  like extra recess, bring a stuffed animal to class, eat lunch outside, etc.  My kids always had lots of ideas.  Once they even chose to have nap time! 

I was certainly on board with that one!!!

After the first goal was reached, we planned another one.  

We ended up measuring our manners using all the measurement units.

Kids never got tired of it!

We used unifix cubes to build a yard. 

We got out our balance scale to measure 100 grams. 

We traded out gram weights for ten or twenty grams along the way. 

Our toucan kept reminding us that "you can" do it!

We even measured our manners using capacity. 

Each good behavior was a cup of water added to our gallon jug.  

This ended up being a review of science too.  After spring break, we came back to find that we had less water in the jug then when we left.  There was all kinds of speculation...NO, no one came into the classroom and drank it! 

We finally figured out that some of the water had evaporated!

Good review of the water cycle!

 

There are other ways to measure manners too....You could add pennies to a jar until you reached a dollar.  How about adding degrees on a thermometer until you reach a certain temperature.  

You will find lots of opportunities for meaningful math talk. 

Students engaged in lots of good math discussions through using this system. 

We answered questions like:

 If each link is 2 centimeters long, how many days would it take for us to reach our goal? 

How many more cups do we need to make a gallon? 

I used this system to reward my class for positive behaviors, but also would hold them accountable for negative ones too. There were times when the class had to subtract instead of add units. 

I found that kids began to hold kids accountable. No one wanted to be the one to cause us to take away a cup, a gram or a link.  Situations like this created opportunities for us to discuss ways we could help and support each other in using good behavior.  

I've added this file to my TPT store. 

It includes the "Measuring our Manners" printables, a measurement unit slide show and measurement sorting cards.

Click the link below if interested: 

Measuring our Manners

Are you looking for a way to teach the metric system?
I explain my approach in a blog post.
Check this link out to read all about it...

Teaching the Metric System

Easy Personalized Christmas Ornaments for Kids to Make

It's that time of the year!  

Some call it the season of peace, but as teachers we know it is really the season of panic.

Christmas is right around the corner. 

There is still so much to do and figure out....crafts, parties, presents, the list goes on and on. 

One thing that is now thankfully checked off my list is the question of what my kids will make for this year's ornament. 

I thought I'd share two quick, easy and relatively inexpensive ornaments you can make with your kiddos.  My favorite ones are personalized in some way.  These two fit that bill. 

The first one is the Fingerprint Christmas Tree ornament. 

Here is what you need: 

White or Silver Ornaments ( I got mine from Walmart)

Acrylic Paint.. (Also need yellow paint for the star)

Ribbon

The ornament tray makes a great holder for this craft. 

It keeps the ornament in steady position when your child is working with it. 

Older kids can print this themselves. 

Step One: 

 Dip the child's  finger in the paint and then make a line of fingerprints to form a tree. 

I help guide my third graders with this step. 

Continue adding fingerprints until you have a tree!

Step Two: 

After forming the tree, use brown on a finger for the tree trunk and yellow for the star. 

You can stop there, or have students add dots of color around the tree. 

Don't forget to add the name and date with a Sharpie after the ornament is dried. 

Step Three: 

Add a bow for a festive final touch. 

This second ornament is a favorite of mine. 

So quick, easy!

Here's what you need: 

Wooden Ornaments

Wooden Ornaments to Decorate

Modge Podge and brush

Modge Podge

Photograph

Ribbon

Step One: Position the ornament over the photograph you are using.
Trace to form the shape of the ornament.




Step Two: Cut out the shape of the circle.




Step Three: Paint the Modge Podge over the wooden ornament.
Think of it as glue.




Step Four: Press the photograph onto the ornament.



Step Five: Use a brush to add more Modge Podge to the top of the photograph.
Don't worry....this will dry clear!



Add ribbon, bells, etc to decorate it.
Add the year using a Sharpie...then it's ready to hang on a tree!



My kids LOVE crafting and I love spending time creating right along with them.
Do you have a holiday craft that you like making?
Would love to hear!
Comment below or email at youngdor8@gmail.com

Giving Thanks

Hello Friends, 

Did you get your fill of Thanksgiving goodness? 

It sounds cliche to say that the best part of my break was the time spent with my family, but as a soon to be empty nester, those words really do speak the truth. 

As teachers, we often feel conflicted when it comes to time management. 

We want to spend time preparing and planning for our students and our days in the classroom, but at the same time, we owe it to our family to be present for them. 

As teachers, are we too busy for our own good? 

I believe that God does not call us to be "busy".  He calls us to be "fruitful". 

What are we spending our time on? Does it show God's love? Does it bear fruit? 

These are questions that can steer me back on the right path when my obligations outnumber the hours in my day. 

This Thanksgiving I am thankful for the time that I have been given to spend with my family. 

I will not feel guilty for putting down the papers that need to be graded or the plans that have yet to be written.  Time is our most precious resource.  I will use it wisely. 

Imagining Fall: A Plan for Integrating Reading, Writing and Science

I love fall and I love that as a teacher, I get to share my enthusiasm with my students. 

Kids are naturally curious and there is so much to wonder and think about as we look around at the changes that emerge with the onset of this new season. 

There are so many questions that kids want and need answers to:

Why does it get colder in fall? 

What causes the trees to change color and drop from trees? 

How do animals survive through the long winter months ahead? 

Classrooms should be places where kids are encouraged to think, wonder and question.

Then it is our duty to help equip and empowered students so they can investigate and make discoveries. 

I love using literature as springboards to get kids to think, to spark their curiosity. 

Here is a fun one that I've used in the past to get my children to think about how leaves change color. 

I use this book as a read aloud that is focused on the changes that occur in nature at this time of year.  In this book, Fletcher becomes concerned about a tree that is losing leaves.  He is worried that the tree is sick.  Fletcher tries to help the tree keep its leaves, until at the end of the story, Fletcher wakes up to see the tree glistening and covered with frost.  He appreciates the beauty of the tree, even without its leaves. 

From there, my students will read a short nonfiction passage that explains the science of the changing colors and falling of leaves in autumn.  We are working on the good reader strategy of "visualizing" so we will create mind movie sketches beside each paragraph.  Then we will work on answering text dependent questions that correspond to the reading.  

Then we will work on answering text dependent questions that correspond to the reading.  Students will color in the leaf beside each question and will dig back into the text to locate the answer.  They will underline the answer in the passage with the corresponding color. This one step makes them accountable for actually going back to search out the answer instead of just taking a guess!

Next we let our creative juices flow as student try to reimagine a leaf as something else. 

They are given a leaf shape cut from construction paper. They glue it down onto the writing paper and transform it into another object. 

This becomes a writing activity which is a favorite of mine and all the kids I've done it with. 

It is so fun to see what these "leaves" will become!

Students meet with a partner to tell their story to.  This is called their "oral rehearsal".  Allowing kids to talk out their story first is a great help to my little writers. 

Students were responsible for writing a scene in which their object or character would be described. 

We had the best time reading and sharing these!

I've added this file to my TPT store. 

Click the link below if you are interested in checking it out...

Reimagining Fall

Problem Solving with Part Part Whole Boxes

Problem solving and real world application of math thinking is a huge component of our math standards these days.  My kids need tons of ongoing practice in this area.  Visualizing the math is a big part of what we are focusing on.  I love using part/part/whole boxes as part of this process. They allow students to see the relationship between a number and its component parts. This helps my students generalize the connection between addition and subtraction.  

For this activity, I included paper manipulatives to help students SEE the math even more clearly. 

Students are given a part/part/whole mat along with a sheet of problems like the ones below. 

Students cut out the paper manipulatives before starting the problems. 

Students read the problems and use the manipulative within the part/part/whole box. 

Some problems require students to combine the two parts to determine the sum. 

While other problems supply the students with the whole and one part. Students begin by placing all their counters in the whole and then they move some into one of the part boxes.  

This allows them to "see" the missing number. 

I like using these problem sheets, mats and manipulatives during my small group guided math time. 

This allows me an opportunity to watch students as they work.

I can "coach" them as they problem solve. 

It is times like these that I really get to know what my students know. 

I have added these to my Teacher Pay Teacher store. 

Click the link below to check it out....

Fall Themed Problem Solving with Part/Part/Whole Boxes

Labor Day Teaching File and Literacy Station Materials

Happy Labor Day!  

Boy,  have I been laboring and boy, did I need this three day weekend.  We have been in school for three weeks now and I am exhausted!  I have been at this for 32 years...you would think that I would have things figured out and my classroom would just run itself.  Each year seems more difficult to me.  Can any other veteran teachers out there relate? 

I have allowed myself lots of relaxation time this weekend but did also manage to create a quick file on Labor Day.  So fitting, right? 

This national holiday often gets overlooked but is still important to cover. 

I think many kids don't have a clue about its real meaning and importance. 

This file includes a teaching slide show, poem, writing prompt and exit ticket. 

My plan is to zip through the teaching file after my morning message tomorrow.  

Then I will use the poem in my "Read with Partner" round and the writing prompt in my "Work on Writing" round. At the end of the day, I'll give them the exit ticket to see if they now get the point of Labor Day. 

You can find these materials in my TPT store. 

Click the link below if interested: 

Labor Day Teaching Slide Show and Materials

Have a great week!

I

What I Do on Day Two: Back to School Plans

I have finally gotten into my classroom and am working on setting up! At the same time, I am getting materials ready for the first week of school. After posting about Day One, I have gotten questions about what I do one day two so I'm back to share some of those activities.
 You will see that Day 2 is all about organization and routines. The activities I choose for day two are still very directed and I am doing a lot of monitoring and will continue to recognize and record examples of students being respectful, responsible and productive. I will begin releasing control and allowing them to work in stations later in week one. I do this very gradually, giving myself time to explicitly demonstrate and reinforce good behaviors in whole group situations first. 

I think it is still key to allow lots of movement and variation on day two.  I try to keep my kids moving from  seat activities to ones on the floor and from whole group to partner or individual activities. 

Here is what I have planned: 

When they first come in, they will pick up the cover of their writing folder. We are the Wildcats so we will call this our "Roaring Good Writing Folder".  They will draw and color a self portrait. 

We will be using this page later in the morning when we get our writing folders and start working in them. This morning activity is one that everyone can do without help from me. Third graders love drawing so it should occupy them as I am taking care of all the paper work that will come in on day two.  If students finish this early, I will have a word find with everyone's name hidden in the puzzle. They will circle the names as they find them.

If you are interested in looking at the writing folder materials. You can click this link: 

Writing Folder

We will break after morning work for a quick Morning Meeting.  I do a brief morning and afternoon meeting. It is a way to set the tone and then debrief each day.  We will do a quick greeting, review PBIS vocabulary and read the morning message. 

Then it will be back to our seats for a minilesson using one of my favorite back to school poems: 

"What's in My Desk?" by Bruce Lansky.

Before I introduce the poem, we will talk about how good readers use strategies to help them read and understand stories and books. I will tell them that we will be learning lots of skills and strategies to help us become even better readers and that we will keep track of what we learn on the CAFE board and in our reader's journals.  Students will set up their journals by placing a sticker on the front and gluing two dividers inside. Half of their journal will be for their reading notes and the other half is reserved for reading responses. 

Here is what our CAFE board looks like at about midyear. In the beginning, there is nothing posted except for the letters C-A-F-E.  As new strategies are introduced, a card gets placed under one of the letters. 

I have these cards available for a free download here: 

CAFE Reading Strategies: FREE

Now we will learn our first good reader strategy which is to PREDICT. I will have the cafe card in my reading apron along with a prop that goes with it. The prop is a plastic crystal ball that went with a fortune teller's Halloween costume. We will discuss how predicting is telling what we think will happen. Good readers look for clues to help them make smart predictions. 

We will glue our first notesheet into our reading journals. These are sheets that students simply slice and stick (cut and glue). They get glued side by side in their reading journal. 

We will fill out the note sheet and then do the practice side together. 

. I will give each of my students a dry erase paddle and marker and we will go over the rules in using them. Then it's time to introduce the poem on the smartboard. 

I will start by just showing the title and allow students to make predictions just on those words. 

Then I will display a couple of lines at a time. Some of the words will be covered up. Students will use context clues to help them figure out what the missing word might be. They will write their word on their paddle and hold it up.  We will practice inserting the words they write on their paddles to see if they make sense in the poem. I will teach them how to CROSS CHECK words. We ask: Does it look right, sound right and make sense?  I will uncover the word and then go to the next couple of lines. Students love playing "Guess the Missing Word".

This poem is actually found in my graphing set. Later in the week, we will reread this poem for fluency practice and then graph what is found in our own desks. 

Achieving Graphing Greatness

Students will get the poem to glue into their poetry journals tomorrow when we practice rereading it. 

Now it's time to clean and organize our desks so they don't end up looking like the one in the poem. 

We go over desk responsibilities and I show them a desk map. They follow the map to organize their desks. We talk about how keeping a neat desk will help them be a responsible and productive student. 

Next I will give each student a writing folder. It has been set up for them with some ready to go pages  in the front that we will fill out as we go through the year and some lined paper to write or glue notes on. We will talk about how writing is just like talking without speaking. I KNOW my kids always have lots to say and share...here's where they get to do it. 

To help give my writers topics to share about in their writing, we will all fill out this About the Author page which will become a list of writing suggestions. When my writer's say, I don't know what to write about, I can direct them to this page. They can write about a favorite place or person, sad or happy time.  No excuses! Having them complete this page will also give me valuable information about my kids. What is important to them needs to become important to me. 

I have to be able to relate to my students if I am to reach them. 

We will share some of our ideas and then we get to reading on in our book, Stuart Goes to School. 

Before reading Chapter 2, I will reread the last paragraph in chapter one and show them some items from our story souvenir suitcase that relate to something that will happen next. Students will make predictions. 

After reading we will place some "pizzazzy words" from this book onto our word wall. 

Words like "anxious" "glum" and "cheerful" describe how Stuart was feeling in this story.

These are the types of words I like to put on our chart. They are synonyms for simple words we use everyday and will go a long way in expanding students' writing and speaking vocabularies. 

After the read aloud it will be time for a lunch and recess break. 

Afternoon is spent on social studies and math. 

We will work on our unit about citizenship. Next week we will move to learning about government, but we start with a look at our school community and what it means to be a good classroom citizen. 

We will talk about what it would be like if there were no rules at school. 

This poem has lots of examples of why we need rules in schools. 

I'll reinforce the word "consequence" that was introduced in day one and we will model this word using a gesture. 

Then I'll have my students work on pulling out causes and effects from this poem and writing them on a flow chart. 

Reason for Rules

Next it's math time. 

Our first math unit is on graphing and data collection. This works perfectly for the beginning of the year.  We will conduct lots of surveys and create all kinds of  "favorite" graphs. This will help us get to know each other at the same time students will get tons of practice in making and analyzing picture and bar graphs. 

But first we need to set up a math journal. Students will split it in half like the reading journal. They will create a notes section and problem solving section. 

We always begin our math time with a problem of the day.  Students will get paired with their problem solving partner and will work on a problem about Stuart from the book we read earlier. 

Since this is our first try at Problem Solving Partners, we will discuss how to be responsible, respectful and productive during this period of time and create a chart for it. 

I will cut these problems out and students will glue just the first one into their math journals and into the math problem solving section. We will do another one from this sheet tomorrow. Students will meet with their partner and work on solving it together. 

Afterwards I will allow for math talk time and students will share their strategies for solving.

We will soon learn that there is more than one way to figure it out!

Our main math lesson is focused on creating and analyzing picture graphs. 

We will glue this note sheet into our math journals and fill out the information. 

Students have worked on picture graphs as second graders so this should be review for them. 

Data Collection Set: Picture Graphs, Bar Graphs, Line Plots

I'll hand out the picture frames that they illustrated yesterday and we'll create a class picture graph on how we felt on our first day of third grade. Here I will review those pizzazzy words from earlier today and use them on this graph. We will create this graph as a class and then analyze it and write sentences to tell what we can conclude from the data. 

Far Out Facts: Addition Strategies and Cards

I will reserve part a short amount of my time to fact fluency. Having automatic recall of the basic facts will help free up my students' minds so they can focus on the hard work of problem solving.
I will quickly review the double facts and we will play a game focused on just those facts.
I keep all my games in these drawers according to the math strand.
I have these drawer signs available as a FREE resource. Just click the link below.

Math Tub Signs

We will end our day with our first BAM time. This stands for Books and Me.
Today I will go over how to pick a good fit book. 

We will sit by our classroom library where I have this display posted: 

I will have a snack to offer them today: apples. I'll show them their reading treat and I will tell them that when I went to the store there were lots of apples to pick from. Some were green, others yellow and red. The signs in the store described them. If I wanted to bake with them then Granny Smith would be a good option. But if I wanted a sweet one to eat, Red Delicious would be a better choice.  We will relate this to the picking of books. We'll talk about the different types or genres of books in our library. Then we will go through the keys to choosing a good fit book.  I will show them how our library is organized and we will discuss book expectations. 

I will give students this bookmark to color while I call table teams over to the library to find a good fit book. 

Click the link for a free download of these bookmarks.

I Pick Good Fit Books Bookmark

Finally, we will end with our Time to Go Home Huddle. 

So that's what I do on Day 2. 

How about you?