Math Jepoardy for Third Graders

I created a PowerPoint version of Third Grade Math Jeopardy. This game will be played in my classroom the day before winter break. The game uses actual math problems that my students need help practicing. There are five categories: addition, subtraction, multiplication, division, and mystery. I used a range of problems from basic facts to story problems, to critical thinking and more intensive problem solving. The $100 questions are easiest, and the questions get incrementally harder as the dollar value goes up. The math problems are based on problems students have had experience with in class so far this year. They all correlate to the Common Core State Standards for third grade math and our curriculum, Math in Focus.

This game is designed to be run by the teacher and played by the entire class. Students should be split into small groups so that it is manageable. The teacher can be the scorekeeper and facilitator. Students will need to have a good method of communicating before volunteering an answer to a problem. My suggestion will be to have students work together to solve each problem, even though it may be slower. They will also need pencil and paper to solve many of the problems. The game has links that allow the facilitator to go directly to the question and answer, and then navigate back to the main board. There is also a Final Jeopardy question, which is designed to remind students to practice math over winter break.

This game is great for differentiation. The dollar values are the differentiation in content. The lower amount of money the problem is worth, the easier it is. This higher amount of money a problem is worth, the more difficult it is. There is also opportunity for peer mentoring within the small heterogeneous groupings. Students of all ability levels will be in each group allowing for everyone to see, practice, and learn problem solving strategies.

I will be able to assess students during this game and after. I will observe teams working together and solving problems together. I am looking for inclusion and teamwork. I will notice the students who are leaders and those who are not contributing as much as well as those who are right on target. After the game, I could give a quick exit ticket assessment to get students’ thoughts on the group work and feelings of success or frustration with the actual math problems.

Project-Based Learning Talent Show

Retrieved from www.ashlandelementarycharter.com

This project-based learning (PBL) talent show is designed to find hidden talents in third grade students by exposing them to learning opportunities they may not have had in the past. This PBL activity will tie into our social studies unit about the community we live in, Ballard, Seattle. I got this idea from a project on Edutopia called, "LivingLegends: Oral History Projects Bring Core Subjects to Life."

I want students to learn about Ballard, but it can't come from me lecturing. They need to learn for themselves and make meaning accordingly. Students will begin by creating guiding questions for their research. Some examples are: What makes Ballard unique? Why is Ballard a great place to live? What is some important history of Ballard? I will arrange for community members to visit the class over the course of a couple of days. Students will learn beforehand who the speakers will be, what they do, and why they were invited. Students will also have input into our guest choices. Students will work in small groups of two to three and will write open-ended interview questions for the guests of their choosing. The questions will relate back to their guiding question. Students will prepare and practice. When the time comes for the interviews, students will take on the roles of interviewer, videographer, and photographer.

After the interviews are complete, students will review footage to find the most important information. They will compile the information and create a storyline and presentation idea. Editing movies can be very complicated, so other types of presentations will be available, such as PowerPoint, digital storytelling, theatrical presentation, or any other appropriate student proposal. Once projects are complete, students in all four third grades will come together and present their final products, creating a vibrant, living history of Ballard. Families will be invited to the presentation and all digital files will be made available on our school sharing site. The final piece of the PBL activity will be a student reflection on his or her own learning and process. I like to use reflections as assessments for PBL activities because it helps me to know what each student learned form the experience.

Retrieved from http://classroom-aid.com/2012/11/09/facilitating-collaborative-learning-20-things-you-need-to-know-from-the-pros/

I believe that this PBL activity will effectively help third grade students learn important facts and history about our town, which they would have otherwise not known. The goal of this activity is not only that students learn about the town and city they live in, but also begin to feel a sense of larger community, understand more about communities, and hopefully discover a new interest in history and community issues. I also hope that students take away some new technological skills and become excited about fresh, creative ways to present information. This PBL activity provides multiple opportunities for students to try new things and develop new interests. Students will have opportunities to craft thoughtful questions, conduct interviews, record video, take photographs, synthesize information, learn one or more methods of digital or other presentation, collaborate and cooperate with group members, present to a group, and also watch others take this journey. It would be thrilling as a teacher and a student to watch someone shine in any of these areas and gain a new confidence or inspiration.

Retrieved from Retrieved from helenesobinconsulting.com

Becoming Confident of My 21st Century Skills as a Learner and as a Teacher in Digital Literacy

Retrieved from https://ccgteachersdlp.wikispaces.com/

I created a Prezi this week to respond to the prompt for assignment 1A: How do you describe yourself and a learner and a teacher in the 21^st century. I explained my proficiencies and areas of need as both a teacher and a learner in regards to 21^st century skills, particularly in the area of technology. To prepare for these assignments, I reviewed videos, read portions of a book and the ISTE standards for teachers and students, and took a self-assessment. These activities helped me begin to chart a course to improve my learning and teaching of 21^st century skills.

             

When I responded to the initial prompt, 1A, I made lists about what I would need to do to feel more proficient as both a learner and teacher in the 21^st century. I found that I need to learn more about coding, programming, and creating innovative products. I also would like to continue to integrate more and more technology into our everyday third grade classroom curriculum through regular computer stations, an interactive class website, and technology-based assessments, homework, and project options. I am confident that I can implement all of this. I just need to do it a little at a time so that I do not become overwhelmed.

             

There were some excellent take-aways from the videos this week. Doug Belshaw (2012) discussed explicitly teaching pre-literate behaviors for technology like we teach for other skills such as reading. As a mother of two small children, I have often thought of how I can gently introduce my children to technology so they can be prepared for the world they will grow up in. Many of my third graders are at a stage between pre-literate and literate. I have to be very aware of every detail and nuance when bringing the students to the lab. Belshaw also talked about focusing on people’s interests to develop intrinsic motivation. I feel as if I am starting to do this in the classroom because I offer a variety of choices. I have also begun Genius Hour this year, which allows students to research a passion project and present it in a creative manner. Hearing Belshaw speak made me feel confident that I am on the right path with this idea, and I can continue to incorporate more choices for students.

Both Mark Surman (2012) and Mattan Griffel (2014) feel that it is extremely important for people to know how to code. I had no idea that this was important, and before watching the videos, I didn’t really understand the potential impact of knowing how to code. This is a huge deficiency for me, and I need to invest some time in figuring out basic coding and how I can incorporate it into my classroom. I will definitely begin this investigation once I complete my master’s degree. This actually helps me begin to figure out my uncertainty concerning the ISTE standard about creating innovative products. I have a lot to learn in this area. Mark Surman (2012) also mentioned something that I find so valuable, which is that we learn in an on-demand way. We learn when we want knowledge. I feel like we should be changing the way we teach to value creative output with personalized topics, and students can learn as they go. It seems that we need to get away from the model where the teacher is the sole information provider. Teachers should guide students to learn how to find out information for themselves and make sense of it, as we are living in a time where information is readily available. I am slowly heading in this direction, but I feel more purposeful now.

I found the reading selection for this assignment particularly interesting, as I am very interested in education reform. Two major factors influencing my teaching and my perceived options are the huge amount of curricula I need to get through and the Common Core State Standards (CCSS). Chris Dede (2010) wrote, “Given that the curriculum is already crowded, a major political challenge is articulating what to deemphasize in the curriculum - and why – in order to make some room for students to deeply master core 21^st century skills” (Chapter 3). I have been trying to rework my third grade class to integrate more subjects and technology. I would love to have more time to continue to do this, as it requires creating everything myself. I have felt confident about the new lessons and units I have created this year that integrate real world issues, group work, and technology. I feel less confident now about the typical curriculum, as I know it is not up to par. I need to continue to work on small projects with the knowledge that I will eventually have a much more integrated, technologically literate, problem solving, and differentiated classroom. This just requires time and effort on my part.

             

I did complete the self-assessment on the course site. I found that I am proficient at everything on the list except I don’t use a wide range of tech-related assignments nor do I maintain a class webpage. I use some tech-based assessments, and I send home an e-newsletter every Monday to all families, my third grade team, and the administrators of our school. I would like to improve in both of these areas. I think that this self-assessment was a little dated, though. It is from 2006. I think that if it were to be updated for 2015, I would have found more areas that I need to work on.

             

The interesting part about this assignment is that I don’t know if I will ever feel fully confident as a learner and teacher of 21^st century digital literacy. The rate at which the digital world grows and expands seems to move more quickly than I could ever grasp it. The best I can do is try to keep up and stay informed. Staying aware of new technology developments needs to be a priority for a teacher in the 21^st century. With each innovation in technology comes the possibility of a new and exciting classroom innovation and the hope that teachers are inspiring and educating children who can be prepared to be the thinkers and innovators of the next generation.

References

Belshaw, D. (Producer). (2012, March 22). The essential elements of digital literacies. [Video file]. Retrieved from https://www.youtube.com/watch?v=A8yQPoTcZ78.

Dede, C. (2010). 21st century skills: rethinking how students learn. Bloomington, IN: Solution tree press.

Griffel, M. (Producer). (2014, August 19). Crash course in digital literacy. [Video file]. Retrieved from https://www.youtube.com/watch?v=nTZqv9tCDtY.

Surman, M. (Producer). (2012, November 1). On kids and digital literacy. [Video file]. Retrieved from https://www.youtube.com/watch?v=-4R7J8MKbOE.

Beginning Differentiation

Background

I am really excited about this assignment because it ties right into a unit I am going to begin this week! I wrote the concept for this new unit in my last class, but I haven’t worked out the specifics yet. The unit takes the Democracy in Action Storypath curriculum and rewrites it using our community, Ballard, Seattle, Washington as the community of study. Students will learn about city and town governments and structures as well as some great facts about our historic town.

The differentiated lesson I am describing is the critical incident in our story. There is a large shopping center, Ballard Blocks, that everyone in our area goes to because the Trader Joe’s grocery store is there. One brave woman, Edith Macefield, refused to sell her little home, so when the shopping center was constructed, they had to build around her house. This house was said to have inspired the Pixar movie, “Up.” It is an amazing story of one woman standing up to corporate greed. It was just announced that this house, after many attempts to keep it safe, has been bought by the shopping mall company and will be torn down at an undisclosed date. I want to teach students all about this woman and the fight for her home. Before this part of the lesson, students will have learned a lot about this woman and her home. We would have read articles and discussed them as a class as well as gone online and found information and images together. We are also going to take a walking field trip to see the home.

Edith Macefield House circa 2009

The Assignment

Critical incident: The Edith Macefield “Up House” was just bought by Ballard Blocks and will soon be demolished. Write to the Ballard Blocks to give them your support or voice your disagreement.

Edith Macefield House 2015

The letter delivered to the Ballard Blocks will be one page back and front. On the front will be a persuasive letter to the company giving them your support or voicing your disagreement. On the back will be either nonfiction text features or an infographic supporting your point of view.

Differentiation of Learning and Outcomes

Differentiation for English Language Learners

Seattle is not like California, where everyone is an ELL teacher. Certain Seattle schools have ELL programs that serve ELL students in a push-in or pull-out model. My school does not have an ELL program, but there are two students in my class this year that speak two languages at home. I am sure they could use the extra support. These strategies are successful for many other students as well.

·      ELL students will be able to go to our class social studies folder and watch several news story videos about the house and issues. This will help with visuals, vocabulary, and background knowledge.

·      I will work with students to create an up-to-date content word wall with photos and other pertinent information and images to help ELL’s focus on important vocabulary as well as use that vocabulary in writing and speaking in class.

·      ELL’s will complete the letter in a partnership with a native English-speaking student. This will help with oral and written language and so much more.

·      I will give lessons on persuasive language and add those words to our word wall. We will discuss how and why persuasive language is used.

·      The product outcome will be differentiated. Students will have the option to create more simple nonfiction text features or a more complex infographic to support their point of view. The partnership will also have the option of writing a short letter or a more challenging essay on the other side.

Differentiation for Special Needs Students

The students in my class this year with special needs have issues with attention, focus, organization, and handwriting. The differentiation options below are directed at these particular students.

·      Special needs students will be able to go to our class social studies folder and watch several news story videos about the house and issues. This will help with attention as videos magically grab the attention of almost everyone.

·      I will give students a graphic organizer and a checklist to help stay organized and keep track of the assignment components and requirements.

·      Special needs students will be paired with a complimentary partner who does not have special needs. This will help students succeed, build empathy, and learn some good strategies for working effectively.

·      Students struggling with handwriting will have the option of completing the assignment completely on the computer.

·      Special needs students will be given many opportunities for brain breaks and movement during work times to help refocus and get out extra energy.

Differentiation for Advanced/Gifted Students

I have a large amount of ALO and APP students in my class. They can handle incredible challenges.

·      Advanced students will be given challenging supplemental articles about Edith Macefield and her home. This will add to their knowledge and help for their points of view and evidence for their letters.

·      These students will be offered the choice to work independently and check in and edit with a peer or work in a partnership. Both scenarios promote growth.

·      Advanced students will be required to write their letter as a five-paragraph persuasive essay, which will give them great practice with this skill.

·      On the flip side of the letter, students will need to provide more information on their infographic or more and varied nonfiction text features.

·      Advanced students will have the opportunity to come up with a solution to provide the Ballard Blocks. They can either suggest a use for the home if they are against the tear down or suggest a potential use after the tear down to make the best use of the space. This will be included in the letter.

Think-Pair-Share

Activities

There are endless possibilities for think-pair-share activities in any classroom. This grouping strategy is effective for student accountability, as each student has to participate. Rather than tune out, students have to take an active role in the activity presented. Think-pair-share is a great strategy when a teacher notices that everyone has something to say. Not everyone can be heard from, so having students turn to their partner is helpful for management and to make every student feel like his or her ideas are being heard. I like to use think-pair-share as a way to give think time to those students who don’t naturally come up with a good idea immediately. They can think before participating and not have to try to compete with students who are super-fast processors. A final great reason to use this strategy is that insecure, shy, ELL, or not strong academic students can listen to a partner’s idea first and then try their own idea out. They also might find out that their idea was the same as their partner, giving them more confidence. I teach third grade, and I can use this strategy in countless situations.

Think-Pair-Share Activity Ideas

·      Reading: Making predictions, comparing and contrasting, making meaning, asking questions about a test or passage

·      Writing: Editing teacher’s writing, generating lists (transition words, synonyms…)

·      Math: Figuring out how to solve a story problem, strategizing steps for a challenging problem

·      Science: Making predictions, KWL brainstorming

·      Social Studies: Responses to a controversial topic, possible solutions to a problem

·      Every subject: Share prior knowledge and/or experiences to build background knowledge and a connection to new material

Accountability

It is a good idea to set some simple guidelines and model the think-pair-share procedure before beginning. While it may seem uncomplicated, it will only be effective if students clearly understand what is expected during this time. Even with explicit instructions, I still find certain pairs need more supervision and guidance through this process. As I mentioned above, the think-pair-share model has accountability embedded because it eliminates the one student response in favor of every student responding. The large percentage of students who would never think of participating and would never have to because of the five to seven students who always have a quick hand raised, are put into the position of being active participants. They are forced to think and interact with another person. Whether they are right or wrong, they are actively thinking, which is more than can be said about they typical hand raised scenario.

Think-Pair-Share Accountability Ideas

·      Randomly select groups to share

·      Have partner one share partner two’s response with the class or with the teacher

·      ELL’s or other struggling students share second

·      Include a writing component such as a graphic organizer or white board quick written response

·      Have one pair share with another pair

·      Have one or two pairs work together to come up with one combined response

Introduction and Differentiated Activities

Introduction

Hello! My name is Carrie Pluger, and I am a third grade teacher in the lovely city of Seattle. This is my ninth year teaching, and it is my absolute dream job. I began my teaching career in South Central Los Angeles at a charter school on an intern credential. After two years and many interesting stories, I got my credential and moved to Seattle where I taught in the most diverse zip code in the country for three years. Now I teach less than a mile from home in northwest Seattle. This is the school my children will attend. I love it and plan to stay there until I retire. When I am not teaching, I have a wonderful husband, a four-year-old daughter, and a one-year-old son who I spend my quality time with. I am learning the ukulele in the limited spare time I have.

                   Differentiated Teaching and Learning Activities

Reading 

Reader’s Workshop gives me endless opportunities for differentiating in reading. I test students for their just-right reading levels at the beginning of the year and throughout the year. This allows them to choose appropriate books for fluency and comprehension. Whatever genre we are reading, students can choose a book they like at their level rather than one I choose for them. I use a mentor text for whole-class lessons. I write a prompt for the strategy I have taught, and I show an example of how I would answer it, then I write another prompt further on in the reading and ask students to respond in their journals. Students respond to the same question but at appropriate levels of challenge for their capabilities. I check the journals right away and can take small groups or individuals to reteach or challenge as needed. Students can use the strategies I teach on their own books as well.

I also love using Smithsonian Tween Tribune or other kid’s news sites to print leveled articles for students. I will sometimes have students read the same articles at different levels or have students read articles on the same subject at different levels then jigsaw the material.

Writing

Writer’s Workshop is also naturally differentiated. Students watch me go through the writing process for each unit and help me as I go. This process is highly scaffolded.  Then they get to write about something important to them. I teach and students write and edit with a rubric. Some students get the second grade rubric, some get the third grade rubric, and more advanced students get the fourth grade rubric. They are all variations of the same concepts. I can take small groups to help specific needs. I have individual conferences, and I assign peer partners as well. The great thing is that I still teach the same lesson to all students, and they apply it at their own ability levels.

Spelling

Words Their Way is a spelling and word study program. It begins with an assessment, and from there I assign spelling groups based on developmental spelling stages. I typically have three groups. Students work on spelling lists that are appropriate for their developmental spelling stages. The more advanced students are working on Greek and Latin root words now, so the lessons are less about spelling and more about word meaning.

Genius Hour

Genius Hour is something I began a few weeks ago. I am so excited about this. I am taking students through a scientific process. Basically students choose something they are passionate about and come up with an open-ended guiding question to drive their research. Then they research their question. Finally, they come up with a project that they can share with the class, school, or the world. It is very open-ended and highly differentiated.

Science

Third grade teachers at my school include multiple intelligences projects three times per year for science. Students are currently working on one that ties to their plant growth and development unit. This is a take-home project. Students can choose to write a song, choreograph a dance, create a book or collection of poems, conduct an interview, make a crossword puzzle or board game, create a poster or model, or come up with something not even on the list. These projects are presented and displayed at school upon completion.

Social Studies

I have been working to make social studies more fun. I use the Storypath curriculum to teach social studies simulations. These units are already fairly differentiated for multiple intelligences as they include making scenery and sets, acting out scenarios, writing poems and narratives based on the situations, reading, and working in groups and independently. I have added some arts and crafts as well as ties to the real world to make the material both more fun and relevant. The photo on the left is of student-made button blankets, which students created during our unit about the Early Northwest Coast People.