Common Core Rainbow

Hello there!!
It's pretty funny my last post was about substitute plans because yesterday at 3:30pm my principal came to me and said I would be out on PD these next two days so I was happy I was (somewhat) prepared! Having a blast learning about PLC's and excited to bring it to my new school...let me know if you do PLC's and what your format is like, how typical meetings look, some good advice, etc.

This post is going to be about the new extended standards in the common core. So...we got the new extended standards and have yet to get trained on them, etc. but...I am excited to get off the ground running and NOT make excuses...my students are special needs but that does NOT mean I can't adapt these standards (even though they are already supposed to be modified for my students but they aren't always practical for their levels) so that my kiddos can participate and try their best to be learning ALL these extended standards this year.

This is based on the K-2 common core extended standards in all 4 areas: social studies, science, math and language arts. I used the Least Complex part of the extended standards.

I am a visual person and I need something to be IN MY FACE everyday in order to remember to do it, teach it and have my students LEARN it. So, I decided what a better way than to color code them and make them in language Room 5 can understand! Then, I want to keep them in a desk pocket folder by my desk so I can look at them everyday, make sure I am incorporating them and that my students are meeting them.

Here are the color coded extended standards that I made on the computer. Email me if you would like the template: mfdemski@gmail.com. I am going to write in them basic, "I Can" statements that make sense to both my students and I so we can be successful in the classroom activities and keep the team on board and understanding what we are focused on learning. I am also going to write on them a number 1-4 according to which grading period they are assessed.

Red= Science

Yellow= Social Studies

Green=Math

Blue=Reading

The different shades of colors are for the different strands within each subject (ex. Math and one color is Geometry)

Here are the envelopes I am going to keep each standard in (I am going to cut them up according to box once I write the "I Can" statements and grading period on them). Each subject has 4 envelopes that look the same, have the color coded strand legend on them and are 1-4 according to grading period.

Here is one of my reading pages

Here is a close-up so you can see what the text looks like.

And, just for fun...

I made these Touch Math numbers 1-9  to help my students, I am going to cut and laminate them, and then have them trace with their finger, count out objects, put clothespins on each touch point, etc. Let me know if you want it!

LEAVE SOME COMMENTS!!!! :-) 

Substitute Plans

I've been so busy with the beginning of the year! Can you tell with my lack of posts??

I have been focused more than ever on my data and getting a routine and schedule established for Room 5! As well as learning about my new students :-)

I have already implemented IEP Work Bins very similar to a previous post...I have purchased large wash tubs that include many activities for students to work on during IEP time including independent activities (such as puzzles or reinforcers) to keep them busy, on task and in-seat while we work with all students individually. I have all of their data sheets on clipboards in their bins. For each academic goal, I write the objective in the most left column on a chart with additional columns for each day of the week. In each box I try to make the data as easy as possible (ex. for sight words, # correct, # incorrect, and %). Daily visual schedules and behavior goals are tripping me up this year because they are SO HARD to measure (even though they are supposed to be written measurable, observable, etc...they aren't always easy to interpret) so I have been leaving those boxes blank to take notes each day in. I have decided to do IEP work time right after breakfast...to make sure we get to it no matter how crazy the day is and the kids seem more ready to go right away instead of later on in the day-especially after lunch.

I will have to take some pictures as I am getting my room organized for ideas on how to keep everything in sight and easy to access. I have been doing a few projects :-)

But, my post today is directly related to the deadline I have on Friday: getting a classroom schedule and substitute folder turned into the office with lesson plans, etc.

I worry about EVERYTHING and substitutes in my classroom, for whatever reason, makes me worry. I know GREAT substitutes and it is not about their ability...but my ability to prepare them for the students and the classroom. Also, thinking of these things has helped make some resources that I will use in the beginning of the year also!

I typed up a "quick info" sheet on each student to put in their IEP binder (a binder for each student with quick info, information from home, current IEP/ETR, previous IEP/ETR, progress reports, data sheets and work samples and misc.) This quick info sheet has come in handy for my instructional assistant and I in getting to know our students at the beginning of the year. It has their names, birthdays, age, parents names, address, phone numbers, additional contact information, student ID #, bus information, allergies, diagnosis, behaviors, strengths/likes, weaknesses/dislikes, and important information to know: student is a runner, student can only eat soft foods, etc. For the substitute folder, I have simply copied these sheets and stapled them together with a cover page that says confidential quick student information to review before the students come into the room. I think this will help to give them an idea of what types of students they will have in the room.

Also, some of their quick info is written on an index card and placed in a library card pocket on the bulletin board behind the teachers desk in case they, I or the instructional assistant need to grab it for quick reference.  Below the bulletin board is a communication/data 5Star notebook in which each student has their own paper section to write up any quick information to document or any communication with the parent over the phone, in person, etc. Each student also has a colored file folder in an incline sorter next to this notebook for copies of any communication sent home that is not written in their notebook. It's all about easy and convenient, but making sure you are documenting everything going on with these kiddos.

I made a chart of our basic weekly schedule and hung it in plain sight. Specials are color coded to see easily. I typed up "blurbs" about a typical day and typical activities like circle time, math and reading/writing. I also typed up a sheet called "Emergency activities in case the teacher has left NOTHING!" which includes a lot of hands-on, involved tasks to keep the kids bodies and minds busy during the day to make it hopefully a stress free, easy going day. Let me know if you want a copy. I was finding it hard to get "Emergency sub plans" on the internet since most of my students don't hold a writing utensil let alone respond to writing prompts...

And finally, for each basic activity/routine thing that we do each day, I created a file folder:

And inside the file folder...to help myself at the beginning of the year and any substitute teachers:

The basic lesson plan for that area. This is circle time. It includes lyrics and tune helpers for all the songs we sing, how we identify things like the month receptively and expressively, what the objectives are for the class and where to find materials, etc. I try not to be wordy because who has time to read while teaching?

And finally, as I said each student has a color in the classroom (their colored file folder for communication) so I typed up their IEP objectives and highlighted them in their color, printed them and cut and pasted them (real cut and paste lol) according to subject and put them in a protected sheet cover connected with brads in the middle of the file folder. It's a quick way to glance and see that you are covering that student's IEP objective in the group lesson.

Hope this helps teachers when they are setting up and preparing for a substitute...even though we NEVER want to be out of the classroom, it HAPPENS so it's best to be prepared and organized! 

Be looking out in the next couple of days (let's be real-weeks) for posts with pics of my classroom organization ideas and receptive identification ideas (I am learning a lot about very intelligent, non-verbal students) and other ideas that I am doing...and PLEASE...POST COMMENTS-your ideas, suggestions, what is your classroom like in these first couple of weeks, do my posts make sense-like/dislike?

New Behavior Plan

Hello!
I have been so busy setting up the room and beginning of the year meetings that I have not shared a lot of ideas I have been doing in the classroom!
I am so excited for next year, I cannot wait to meet my students on Wednesday!
This year, I think my student's abilities will be different than last year so I have decided to come up with a new, simpler behavior plan. I wanted reinforcement to be quicker and differentiated for each student based on how often and how long they need the reinforcement to be successful. I also wanted it to be concrete to keep students on task and motivated.
Here is my new idea: Star boards!
I created a lot of reinforcement pictures on Boardmaker like puzzle, blow bubbles, computer, koosh ball, etc. During the morning meeting, students can choose what they want to work for that day. I will put their reinforcer on the end of their Star Board. Then, they can earn stars throughout the activity to earn their reinforcer! It can be differentiated because some students only need to earn one star, or many stars, to earn reinforcers. It can also be based on time to work on student's being able to stay on task for longer periods of time by adding time each day to the activity to earn another star. As we move onto another activity, they can choose a new reinforcer and continue working. If a student starts to engage in behaviors not consistent with the classroom rules (Hands and feet to self, do your work, quiet voice and listen) then I can remind them that that behavior will not earn stars and then you will not be able to (do a puzzle, blow bubbles, play with play doh, etc). I can also determine how long each individual student will be able to engage in reinforcement based on their level.

I cut a black foam board into long sections, then used white electrical tape to section off the areas. I made one with two sections and one with 5 sections. I added velcro

The stars are foam stickers with velcro added to the back

Here is an example of a bigger star board for a student who needs to earn more than one star to engage in reinforcement. Where the blank velcro is at the end is where the Boardmaker reinforcer symbol will be.

This will also work with a parent communication form that the students can be involved in as well. What was I working for today? Did I earn it? Etc.

Excited for 2012-2013 school year to begin, best of luck teachers!

Assessment

I have been so busy setting up room 5! I will put up pictures when my room is complete. The first day of school is a week away from today and I am getting so nervous but very excited to meet the kids. Although we have plenty of assessments that we must complete for the school and/or district, I also came up with an assessment that I created just to see where the kids levels are at the first day of school. I am thinking of giving this assessment at the beginning of each quarter to see their progress over time with basic skills. This assessment goes from very basic to more complicated, so I am planning on skipping over parts depending on how the kids are doing with it.

The good thing is, there are many different ways to see the kids skills with this assessment and it has a lot of "white space" to take notes. For example, if the student is nonverbal, can they point to the letters/numbers when asked? Can they receptively identify them, or can they at least point to the text on the page, and not off in the white space? Can they point to each one, in order, even if they do not know the letter names/sounds? Can they point to their name, or better yet, circle it? Can they say their name when asked? Do they know their personal info? Even if they can't write their name, are they doing the proper grip on their writing utensil? At the end, I am planning on using flashcards for colors, shapes, etc. I also have cards with Dolch Sight words and then at the way end, I have a conventions of reading section. I think this is a pretty comprehensive, simple assessment that can cover various levels. I am hoping to do this the first day while the other children are occupied with a task such as puzzles or books, along with the other assessments to complete.

Here it is, just copied and pasted. Let me know if you would like me to send you the document! Happy beginning of the year :-)

Assessment

Name: _________

Date: __________

A     B      C 

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

a  b  c  d  e  f  g  h  i  j  k  l  m  n  o  p  q  r  s  t  u  v  w  x  y  z 

Q  W  E  R  T  Y  U  I  O  P  A  S  D  F  G  H  J  K  L  Z  X  C  V  B  N  M

p  l  m  o  k  n  i  j  b  u  h  v  y  g  c  t  f  x  r  d  z  e  s  w  a  q

Find your name: Y/N

What is your name? ______

When is your birthday? _____

What is your phone number? ______

What is your address?

______

Here is your name:

-Read Name Y/N

-Point to Name Y/N

________________________

________________________

Write your name:

________________________

________________________

Hold Pencil/Crayon appropriate Y/N

1  2  3 

1  2  3  4  5  

6  7  8  9  10 

1  2  3  4  5  

 6  7  8  9  10  

11  12  13  14  15  16  17  18  19  20  

-Count by rote ____

-Count objects ____

-Colors: R, O, Y, G, B, P, Pi, Br, Bl, Gra, W

Say/Point

-Shapes: C, S, T, R, O, St, H

Say/Point

-Sight Words: (Read/Point) a, can, I, go, up, see, me, big, not, come, run, and, my, the, is, to, you, in, here, said, it, for, look, we

With a book do they:

Hold it upright Y/N

Turn the pages in order Y/N

Look at pictures Y/N

Point to pictures Y/N

Find title Y/N

Read words Y/N 

________________________________________________________________________________________________

Word Wall

Now this post may come with some copywriting issues because I made things myself instead of buying them from the program but...I also made a purchase to them so it's okay!!
So, I am slightly obsessed with the Handwriting Without Tears program. If you don't know..google it!! I think it is a great way to teach kids how to not only write letters correctly, but to have a very simple, common language in the classroom and to teach vocabulary as well. Also with the program I will obviously teach letter names and sounds as well.
I have recently made a purchase, I got the Kindergarten teacher's guide and a set of the wooden pieces. Basically, the premise is, using 4 different shapes (a big line, a little line, a big curve and a little curve) you can make all the letters of the alphabet. So, once you master those shapes you can make all the letters correctly and easily. I already have the Pre-Kindergarten teacher's guide and the workbook.

Here is the wooden set of the shapes. These are great because the kids can manipulate them kinesthetically and learn and feel what the letters are made out of.

So, I have decided to make my new word wall for my classroom mimic the program.

For all the capital letters they have a language used to teach and understand the letters. All the letters are in three groups: "frog jump" capitals, corner starting capitals and center starters. 

I have color coded and themed these letters in green, yellow and red. I used the images from the workbook to make the letters so they have the instructions used in the program (you can see tiny arrows and numbers showing how to make each letter). They use a smiley face in the left-hand corner to demonstrate starting in the top left corner to make the letter, so I used that on those letters and I created the bullseye myself for center starters, I think I am going to teach center with the bullseye to be easy and understood.

So here is what my word wall will look like when it is up, with space for vocab words underneath. 

Here is a sample with some vocab words in there...I also made myself a set of the alphabet cards (I copied the workbook pages so that the image and word matches what they will be doing in their workbook)

Here are my completed alphabet cards that I will probably hang in the room as we learn each letter.

I also made the number cards!

Now, all I need to do is laminate and cut, cut, cut...

Birthday Garden

Here is another project I completed from my shopping spree today (see post).
I have a birthday poster but last year I found myself forgetting birthdays or not doing anything particularly fun for birthdays unless I remembered them. I wanted to make birthdays fun and with my new name "Mrs. Flowers" I thought what a better way to celebrate birthdays than to make a birthday garden to go near my birthday poster!

I purchased a pail from the dollar section at Target and added some letter stickers I had in my sticker box to spell out "Birthday Garden" (try to ignore the fact that the E of gardEn is actually an & symbol-I ran out of E's! I hate that problem with letter stickers!!)

I then used the new 10 pack of unisex star pencils from the dollar section at Target, the fake flowers purchased from Walmart, and my leftover teal duct tape to create....flowers for the birthday garden! (Use a wire cutter and not scissors to cut the flowers off their stems, then just attach with duct tape...make sure the sharp edges are covered)

Now, when it is your birthday, step right up and pick a flower from the garden to keep. At the end of the year the garden will be empty but everyone will have a piece of the garden to keep at home! I think I am also going to give my students a book for their birthday as well, I am going to wrap all of them up so it is a surprise, the Dollar Tree had a lot of nice books I saw today)

Happy Birthday!

Star Boards

I love all of the cute bulletin board displays that teachers put up or the cute borders and sets I see in the store but I hate putting the time and effort into changing displays just to show off student work. I wanted a more permanent way to display student work that I could change as often as I would like. It is so important to display the student's work for their motivation, so people can see what types of work you are doing in your classroom and for FUN!
I used the wooden clipboards I purchased from Walmart (cheaper than at Target, less than $2/piece), the duct tape in fun colors (a set) that I purchased at Target (around $5.00 for two colors and thinner rolls), and the super student star badge stickers I purchased from Walmart to make a "Star Board" display for student work. I will hang these clipboards onto the wall and add the student's name onto their clipboard. Now, I can easily add that student's best work of the day up on their Star Board for everyone to see! I can change this as often as I want and it will last all year. It looks neat and I bet the kids will be excited to have their own Star Board.

Here is the step-by-step. I will add the student's name in the teal duct tape line along the bottom. The Super Student star badge stickers are just for fun when the board is empty it will still look very nice and make the kids feel great about the work they are going to put on their Star Board! The one package of Scotch Duct Tape had both of the colors included (see Shopping Spree post and you can see what the package looks like) and those two rolls were just enough to complete the project (almost ran out of Star print but made all 8 with it!) Had some teal leftover (which I used-wait till next post!). 

Here are all 8 completed boards side by side. I think they look great and it will make a great display! I will keep them up all year round and add work to it daily/weekly/per unit. I think you could also use these boards for other various purposes: behavior management, to do daily work with, etc. It makes an ordinary clipboard very fun!