Pumpkin Addition Story Types

Pin It It's been awhile since my last post.  I've been focused on a photography/graphic creation.  Today, I made a math center activity to help students understand the relationship between word problem structure and the placement of numbers in equations.  

Here's the free center cards.  Find the download at my TpT store.  

Number Fact Errors - Bugs -Slips

Pin It The most powerful learning experiences often result from making mistakes.


Errors are classified as either Number Fact Errors, Slips (lapse of memory) or Bugs (systematically using an inaccurate procedure or strategy.)

Today, I'm working on tools to help students both write analysis of peer errors and increase awareness of common computational mistakes. I want to create a classroom language with easy to identify graphics that will help children organize their strengths and weaknesses.


So, I'm making BUGS that use common errors.



This BUG thinks that all numbers in a word problem should be added. No matter what! Now, I need to make a fly swatter with the CORRECT strategy.




Here's the BUG that thinks it's OK to start from the left or the right. Or, to work from the bottom up.





Look for more of these BUGS with instructional activities to be posted soon.

3.OA.4

Pin It 3.OA.4 Determine the unknown whole number in a multiplication or division quotation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

Unpacking this standard, I found the following I CAN statements.

• I can write a FACT FAMILY using multiplication and division.
• I can label the positions in a FACT FAMILY.
• I can identify the PARTS and WHOLE of an equation.
• I can use an array to show related facts.
• I can identify symbols used for missing numbers.
• I can find the missing number in an equation using the FACT FAMILY.
• I can write an equation (number sentence) to match a word problem.
• I can write a story problem to match a fact family.

The familiar FACT FAMILIES are the backbone of this standard. However, some 3rd grade students will need support to understand the vocabulary of the standard. Jenn at Finally in First offers an engaging activity with pictures of family members labeled with sticky note numbers to help students develop the meanings of "relate" to "relative" to "relation."

Using this as a jumping off point, I made a graphic to illustrate the connection between operations and size of units.



This flash resource from Teacher Network (requires log-in with FREE registration) is part of a downloadable lesson packet that can be used with a projection device to practice creating multiplication and division equations with a set of numbers. Simply insert the three numbers and drag the circles to the proper position within the equation blanks.



Update: 8.4.2012

I found a set of multiplication strategy posters at the math learning center.

I Can Statements

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The Common Core Standards format very easily into I CAN statements for students. Many of these simply restate the standards in easy to understand language. However, when unpacking . . . the skills or tasks can be analyzed further.

For instance, when working with 3.OA.2, multiplication arrays tasks require students to understand horizontal and vertical lines on a grid. They need to connect the vocabulary of rows (horizontal) and columns (vertical) with the process of following with the finger along to count. This is one of my favorite skills to assess because it is foundational for so many visual problems ---graphing, coordinates, area, multiplication, fractions. You get the concept.

If a child can't follow rows and columns visually, the deficiency will cross over domains. I believe that's the center of the Core. As a teacher, I must uncover the misconceptions or gaps that keep my students from performing with the new expectations.

During this time spent on my creative journey with my Student Interactive Notebook on 3.0A, I'm also exploring interesting and efficient mediums to include that will help students understand concepts. The I CAN STATEMENTS will be a foundational tool in lesson planning. I can make a taxonomy of layers that will highlight a student's level.

Kids love working in levels. All the current "hot" games use levels. And, I can teach the children how to draw icons for problem solving and skills to infuse their writing.

Here's an example of my process today. I made my first digital doodle. First, I created the pen drawing. Then, I scanned it as a jpeg (in color mode). As soon as it appeared on the desktop, I opened it in my photo editor. Using layers, I put the can inside the border. I colored it and erased some of the dust.

Instead of writing "I CAN", we can draw an EYE CAN!

A Calendar of Problems for Homework

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Sometimes, simple things just make me smile. I found the Carroll County web site when searching for problem solving strategies. While there, I stumbled upon their digital warehouse of resources for K-5.

Inside the elementary math curriculum pages, they have review calendars for each grade level for the summer months and benchmark dates throughout the year. As soon as the printed page was in my hands, I imagined using these calendars for homework in conjunction with a math journal. I also thought "SUBSTITUTE FOLDER." And, they would make great center rotational activities.

Common Core Standards call for RIGOR and DEPTH building layers of understanding. I could easily assess where my students become deficient by giving them the review calendars in order from K to 5, stapled together.

Here's the site. Click on over there and look at the calendars.

And from the great state of North Carolina, NCDPI still has the Math Stars program online available for download. These pdfs have many open-ended problems useful for homework or centers. All the problems need is a Common Core Standard attached. Find your grade level and browse this resource.

You can also find Problem Solving Decks at Math Learn NC.

How to teach students to EXPLAIN in math!

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• I'm working on the 3.OA standards. And I found a blog in Bright Hub that explained how to teach subtraction with the strategy of breaking-it-down in context, focusing on how teachers should be relevance to math problems.

  Isn't that the rigor of common core standards in math?

  But then, students need to explain and/or justify their solutions.

  I found there are two levels that students need to organize for writing in math. First, they need to have a structured problem solving process. You've probably seen a 4-step problem solving process before that labeled the steps with Understand, Make a Plan, Try it Out, and Look Back. Or, it might say Explore, Plan, Solve, Examine. However, I found an alternative 4-step process that looks less wordy (complicated) and most Common Core of all that I previewed. I call it the SUPER SLOOTH process because it includes the same language used in reading comprehension skills (who, what, how). You can read more about this problem-solving process here.

  Here's a school resource that has links for problem solving with graphic icons, templates, a problem-solving song and testing samples. It doesn't follow the SUPER SLOOTH process, but it's all good stuff.

  The second level includes helping students write an explanation for their work. They need a list of strategy tools. How many strategies are there? Common Core standards strive for rigor and depth. Student writing is evidence of strategy ownership. My previous question should be revised. How many strategies does Johnny have in his toolbox?

  I'm working on a list of statements for students to use to explain math problem solving work.

  I put the problem in my own words.

  I decided to ______________.

  I drew a picture.

  I checked to make sure it was right by _____________.

  I noticed a pattern.

  I added.

  I subtracted.

  I multiplied.

  I divided.

  I made a list.

  I made a table.

  I made a graph.

  I wrote a number sentence.

  I wrote an equation.

  I used the fact family.

  I used the inverse operation.

  I worked backwards.

  This pdf list sample responses.

  Do you need problem solving graphic icons to use in your class? Click here to visit FCPS and download.

  Here's a template I made (with some 3.OA specific icons) to show student work and help with written explanations. (There's a color jpeg and a BW!)
  
  
  
  
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Situations that require writing explanations: EXEMPLARS

I appreciate the tasks included in these samples on a WIKI . . . even thought the old typed copy is difficult to read in places.

Here are some EXEMPLARS and rubrics for grade levels.

Here are some NYC EXEMPLARS (listed by grade level).

Ontario EXEMPLARS and rubrics (3rd grade)

IOWA EXEMPLARS

NYSED Peformance Indicators and samples of student work

3.OA Notebook

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I enjoyed the Kindergarten Kindergarten Blog by Kathryn. She presents engaging activities with math journals and Reading Workshop. But, I was most interested in her great pictures and details about her students work with measurement and their notebooks. I thought the examples might inspire even upper elementary students to show work in a journal.

Why was I so interested in these Kindergarten journals? This summer I am working a sample for a Student Interactive Notebook to document performance tasks. I'm starting with 3rd grade, Multiplication Strand. (Each strand will have a separate notebook.) My choice for the notebook itself is a 120 page composition book. I think the smaller format will be easier to store. Also, the students will not be so tempted to tear out pages. And, best of all . . . my handouts can be printed two to a page!

The main schema for problems solving shown in the notebook will be structured following Singapore Math model drawing. It will also include a strong vocabulary and process guides. But, the part that will require the most research is finding relevant performance products.

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This is a sample of a foldable in the 3.OA. Student Interactive Notebook. On the outside of the bottom petal (the one folded on the front), write the essential question (How do I know when to Multiply? Click here to print or download.

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Here's a sample performance prompt included in the notebook.

Click here to print or download.

Another question,

How do I help student EXPLAIN problem solving processes in content writing?

Here's a great resource that gives details about strategies and background for writing in math class! MCREL.org. Look for more about this on my blog entry (to be posted soon).

Reference sites for lessons:
These are the places I stopped while researching activities for 3.OA!

• Understanding Multiplication & Division Word Problems supplied background and rationale. theory.

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Samples of Performance Tasks:

• K-5 Math (Downloadable Center-type Prompts) *These are labeled with standard.
• Teach 21 Project Based Learning - Gardener's Dilemna
• Math Task Force 3rd Grade Prompts
• Georgia 3rd Grade Unit 2
• Georgia 3rd Grade Unit 3
• Georgia 3rd Grade Unit 4
• Wild Turkeys
• Cookie Dough
• Family Reunion
• Skip Counting Multiplication
• Multiplication Matters
• Ants Go Marching
• 3rd Grade Parade
• Cheerleader Competition
• Performance Assessments with Student Samples *Portfolio
• Where are your students developmentally? This K-5 Math article describes skill levels.
  

Classroom Tools

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Teaching is a job always just short of perfection! There's a perpetual door to the room labeled "Improvement- Under Construction." However, our profession builds hope at the end of each year. Fall is the new spring. Everything is reborn fresh.

"Next year, I'm really going to be organized!" or "Next year, I'll get a handle on behavior!" are the rally cries of continued enthusiasm.

Here are some resources for my current ROOM FOR IMPROVEMENT folder:

• Foldables - I'm going to get back into these this year. They use less copies because students use regular notebook paper or copy paper for most of them. The Center for Math and Science WIKI gave me tons of great templates and ideas for foldables and graphic organizers by categories.
• Behavior Management: Class DOJO is a behavior management system. Very easy to use. Colorful and interesting for students. APP available to update from your phone. Avatars can be customized with your own photos. You can mark attendance (great for the morning entrance SmartBoard activity) and award points.

• E-Z Grader - from Fuel the Brain.
  

Also, check out all the math games and interactives at Fuel the Brain including hundreds board activities, money, base-ten blocks, customizable number line, and a global weather center!

These links will be added to Edujourney's teacher page!

Vocabulary Context is BIG!

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Have you ever picked up a book and opened it up to the last few pages to begin reading? I have developed a bad habit of skipping to the end. Probably because I'm limited on time. I want to see if the writing is any good before I spend my valuable, precious, quiet moments reading all the words.

And so it goes with research texts. I usually scroll down to the summary first as soon as the PDF loads. Along the scrolling way, I find headings, charts or visuals that might grab my attention. Today, I'm searching for help with vocabulary instruction. I did uncover some interesting information to keep in mind while I'm planning deep vocabulary tools for my classroom.

The challenge is: VOCABULARY COMPREHENSION ASSOCIATIONS

There is a triangle of learning including Vocabulary, Decoding, and Comprehension.

I feel secure in giving my students strengths with decoding. Much like math sequences, the parts of words can be categorized and compared. However, vocabulary acquisition is a reflection of unequal opportunity. It is the bridge crossing the great cavern of comprehension. Some students come with rickety, wooden slat swinging bridges and towering fear at every step. Others enter the classroom complete with steel beams and wide-eyed views.

Understanding of the vocabulary context of use, idioms and collocation will be one of the focus changes for new Common Core language arts rigor. I was unclear about the difference between idioms and collocation (which is a new word for me!). Found this explanation by an anonymous responder on Blurt It.

A collocation is the way words combine in a language to produce natural speech and writing. For example when you say "pay attention", it could be "give attention, or put attention" but it is not, it is pay attention because it is the natural way in which native speakers express that.

An idiom is a sequence of words which has different meaning as a group from the meaning they would have if you understood them separately. For example, when you say "it's raining cats and dogs" you do not really mean that cats and dogs are falling down from the sky but that there is a heavy rain.

I found a few relevant research pieces to add to my understanding of language acquisition. For instance, according to a Cambridge study, Teaching Vocabulary -Lessons from the Corpus Lessons for the Classroom by Jeanne McCarten,

"Since there are so many things to learn about each piece of vocabulary

The meaning(s) of the word

Its spoken and written forms

What "word parts" it has (e.g., any prefix, suffix, and "root" form)

Its grammatical behavior (e.g., its word class, typical grammatical patterns it occurs in)

Its collocations

Its register

What associations it has (e.g., words that are similar or opposite in meaning)

What connotations it has

Its frequency

. . . it is important that we as teachers only introduce a little at a time, starting with the most frequent, useful, and learnable vocabulary, and returning later to more difficult vocabulary and less frequent uses of previously learned items. We need to repeat vocabulary often, because students must work with a word or phrase many times before acquisition takes place, and we must offer variety to keep the exercises fresh and to cater to different learning styles. Finally, we need to help students understand that learning is a gradual process that takes place in small, manageable increments over time, and to encourage them to seek additional information on their own, personalizing the learning experience and tailoring it to their own specific needs."

Thus, the DEPTH of understanding demanded by Common Core!

Whew! Just to be clear, I did go back and read the whole article . . . and will re-read it again.

• Tennessee Department of Education list of content specific words by grade level and activities for Vocabulary Instruction
• Enough of the challenging reading . . . Busy Teachers offered 10 Fabulous Ways to Teach Vocabulary. There are four levels of knowing a word! I appreciate the alignment of activities to each level.

Here's a fun book with activities and games to explore vocabulary. There are several chapters available for FREE download. WordPlay Cafe

3OA1

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Lesson Planning:

Here's a graphic I made to use with lesson planning for 3OA.

Lesson Planning Checklist (Click the graphic to view larger.)

• I like the IXL unpacked standards and skills to use as reference also.
• NCDPI Unpacking Standards

3.OA.1 Misconception Diagnostic Questions

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My journey today: Where can I find a list of misconceptions and matching diagnostic questions for multiplication and division errors?

It seems that to teach in a way that avoid pupils creating any misconceptions … is not possible, and that we have to accept that pupils will make some generalisations that are not correct and many of these misconceptions will remain hidden unless the teacher makes specific efforts to uncover them. - (Askew, M and Wiliam, D 1995)

Note: If you Google search for math misconceptions, you'll see Askew and William repeatedly!)

The following are the BEST of found resources:

• Misconceptions with Key Objectives - assessment questions and activity suggestions
• Explanations of Misconceptions with Performance/Diagnostic Tasks
• This table matched my search exactly! Tables of Assessment Questions aligned with Misconceptions; Tasks
• Which led me to - Supporting Children with Gaps in Their Mathematical Understanding! I downloaded the zip file and when opened, found specific lessons with scripted questions for each misconception or error. Also, tracking charts and program instructions. See the sample below. Several activities are included for each error.

New York Question Samples included reasons and described errors.

LearnZillion

Pin It Consistency is one of the bright spots of Common Core! The wording of standards from state to state in the past created a segmented alignment of skills. It's refreshing to see standard reference numbers and wording synced. Teachers across the nation can use Common Core specific language included in lesson plans and support materials.

Today, I previewed LearnZillion linked to the engageNY teacher resource site. The format of lessons sorted by topic and labeled with the appropriate grade level might be a template to follow when creating a lesson bank.

Some of the links within the site, including teacher sign-up, didn't work. Here's the REGISTRATION page.

I'll check back on this resource at a later date.



Math Journals - Prompts and Vocabulary

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Pinterest is an absolute treasure box of great ideas for teaching. Today, I found fantastic examples of Math Journal entries on Runde's Room to use with upper elementary students. Her ideas branched off of A Teacher's Treasures Interactive Student Notebook sold on Teachers Pay Teachers.

I've used math journals before, but not like these jewels. Their use in the lesson structure follows Common Core standards to the T!

Journals are a great place to focus on vocabulary. Students can explore meaning, use, and examples while taking ownership of new words. Here is a link for visual vocabulary cards that could be adapted to student notebooks.

Ladybug's Teacher Files offers sets of visual vocabulary cars for use on word walls. These could be adapted to journal entries as well.



Dr. Deborah Wahlstrom has several ideas for using visual vocabulary -link doodling that would also be useful with journals. To use link doodles with students, simply call out the math vocabulary word. Have students doodle, draw or write the picture of the word until you call out the next word. Students connect the doodle path with a link line. After all the words in the set have been called out, have student go back and label each of the drawings. This is the time to check for spelling also.



Update: 7/26/2012
Found a site with a listing of exemplars suitable for math journals and groups discussion.

Update 8/3/2012
Even 1st graders can use interactive journals. Visit this site to download pdf files suitable for primary LAPBOOKS!

And Ashleigh offers a FREE download "Draw a Story Problem." The activity is designed to be used as a center activity. However, this would be a wonderful ongoing addition to student interactive journals.

Common Core Exemplar Texts - Higher Expectations

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How do I help low-level readers overcome the meltdowns of defeated attitudes when they are expected to read complex texts?

Where do I find passages that will motivate students to read demanding texts and match CC standards?

What tech tools will help me validate my chosen material?

As I begin to plan reading lessons to align with Common Core State Standards (CCSS), I find myself struggling to understand the new level of text complexity demanded by higher expectations. My work with a Title I population and low-level readers prompts my hesitation to thrust the reality of CCSS upon deficient students. Varied reasons place these children far below grade level. Most of them stumble with every line of my current instructional text.

My first response after throwing out my Accelerated Reader tub labels, was to look for a grade level title list within the new "complex reading" formula that would facilitate my lesson planning. While there are suggested book and poetry selections available, the choices of material according to the CCSS "are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject." (Appendix A/4)

Mary Brow's blog, "What Is the Common Core Canon?", gives explanations and advice to help teachers determine literature to choose in Common Core lessons. She breaks down the three criteria of QUALITATIVE, READER TASK CONSIDERATIONS, and QUANTITATIVE texts.

Here's a sample chart showing the change in some Lexile levels.

Her comforting words and suggestions leading to the use of shorter pieces of complex passages including magazaine articles, reminded me of my love for Highlights magazine. I've collected past issues

through Ebay for several years. Usually, I find they are cheapest in large lots. I'm always impressed with each issue's material that matches passages on standardized tests. However, the articles are not labeled with Lexile levels.

To find the Lexile, first go to the Lexile Analyzer site. Registration is required (FREE). After you have logged-in, you will see a list of steps on the left of the screen. Your document MUST follow the generator's list of requirements. The most important factors: eliminate any non-sentence text features, and convert the document to a .TXT format. I use Notepad to prepare documents for uploading.

Also, I was unsure regarding copyright issues. How can I distribute the lesson both to students and other teachers? The FAIR USE GUIDELINES allow for a copy per student of a magazine article, yet limit the number of such uses to nine per class term. The copy of the article couldn't be included in a shared lesson plan, but could be referenced.

I'm still debating exactly how to incorporate the magazine material consistently. Possibly, I could use parts of the passage in SmartBoard lessons. If you have ideas on the topic of copyright and FAIR USE, please add your comments.

This process was complicated and time-consuming for me. Because I used magazine articles without image to text software, the first step was typing . . . no, it was choosing an appropriate passage for my lesson. Then, the typing of the article in the required format. (There are scanners available to convert the printed article to a .txt document! I haven't used the FREE OCR software. And, the Epson text converting scanner is very expensive.) Please comment if you have had success with converting column print to text.

I made the most of my typing time to become familiar with the material and start the process of creating questions and products to use in the lesson.

Link Additions:

For examples of proposed testing item samples . . . here's an assessments of Common Core guide.

Achievethecore.org has a listing of sample close reading exemplars.

It's not so common . . . the reality of the CORE!

Pin It OK! So, we finally admitted feeling secure in preparing our students for standardized testing. And, we understood recoding all the book labels in the classroom from Accelerated Reader levels to Lexiles. We've grown to expect the higher ups of educational change to buy into a new philosophy or product that will stamp its effects promising higher student achievement each school year. But, this one is a wowzer. The newly adopted Common Core incorporates many pieces of the best practice puzzle in one big, complicated package! It seems so overwhelming and morale crushing for teachers that are already struggling with classrooms bulging at the seams with students, years without a raise, loss of assistants, and increased teacher accountability evaluations. This is not the "regular" method of preparing for a new year. The Common Core in reality takes every classroom back to ground zero. Newbies and Veterans alike are learning how to teach from a fresh start.

I'm not saying that all the previous materials, books, and lesson plans need to be scraped. A major decluttering will be required though. This purging will incorporate huge piles. Reminds me of the organization shows on HGTV! You know the scene. There are three sections designated on the driveway in front of the garage. There's the THROW OUT pile, the KEEP pile and the DONATE pile. Homeowners and teachers alike have a hard time eliminating the clutter. My main fear is that I'll have to buy the same things again next year --- wasting all my hard earned money!

I think this system (and it is a SYSTEM!) is gonna' be hanging around for awhile, not a "here today, gone next year" scenario. It will take years to determine the effects on our children. So strap on that seat belt. We're in for a bumpy ride.

BEGINNING STEPS:

• I'm really impressed with the attitude of the state of Georgia. The website offers audio podcast and sample lesson plans to help teachers understand the complexity of new math requirements in Common Core. (Here's another one for language arts!) One of the facilitators stated, "We know that you are the client!" I love that! The dialogue was very supportive.

• My plan is to match easy to follow lesson units with the NCDPI curriculum standards. "I'm off . . . on a new journey!"

• How about an APP designed to find Common Core standards quickly? Go to Mastery Connect for a FREE download. (Note: Full access requires subscription payment!)

Write the Plan - Give it to Them!

Pin It I've spent most of my waking hours during the past 15 years honing my expertise in technology and task analyzing student deficiencies.  My effort's payback was multiplied with every student success.  Victory or failure both fueled my continued desire to combine everything I knew about teaching into an efficient, progressive package.  If my students succeeded, I studied and developed new plans.  If my students flopped (on the big test), then I studied and developed new plans.  The exhaustive, constant organization and reorganization of materials and supplies weighed heavy on the given hours of a day.  If I only had eight arms and eight brains!   

All of my spent energy was justified with statements such as, "I'll be ready next year," or "Next year, I'm going to be so organized," or even "This activity is really going to work!"  As the tide of Common Core washes over me, I'm busy once again settling into the learning curve of a new format.  But this time around, Blogs may save the day!  Seriously! 

For instance, while searching for available lesson plans for common core standards, I found a blog by Paul Bogden.  His concept of Student Centered Learning describes a format to teach Common Core standards where,  "the plan guides the students to learn vocabulary, copy and learn examples, and do examples on their own."  After reading his examples, memories of some of my favorite successful strategies jumped up and saluted.  (Look for my adapted lesson plan to follow!)  It will be DFU ( Done For You.).

The following are Bogden's lesson plan strategies.  I applaud this simple approach.

• Strategy One: Write detailed lesson plans and give them to the students to execute.
• Strategy Two: Teach good note-taking skills.
• Strategy Three: Keep students motivated.
• Strategy Four: Make tests a real-time learning experience.
• Strategy Five: Grade for learning.

Read his article and additional blogs to learn more.


How do his strategies apply to those I've already used with success in my classroom?  I've attached my FOUR STEP LESSON PLAN learner statements as applied.



What's in it for me? (Essential Question)
Strategy One:  Write detailed lesson plans.  Include the "script" using the SMARTBOARD or WIKI.  Provide assistance via the lesson plans.  Technology can provide audio support and reach multiple learning styles.   PROS:  Easily shared.  Easily updated.  No copies required.  CONS:  Power supply or tech gremlin weakness. 

Give me the facts!  (Vocabulary, steps, text material)
Strategy Two:  My fourth grade students became very good note takers.  However, I used mapping and cartooning to add interest to their math journals.  I allowed them to use the journals on tests and homework.  I also made I CAN stickers to adorn their journals after they succeeded on assessments.  Here's a sample. 


Let me practice! (Rotating groups at stations, time for reading, math games, etc.)
Strategy Three: 
I understand completely that some students have perfected skills to avoid work.  However, Brogden's activities shined light on opportunities to give individual remediation or help students that need it the most.  My facilitating time during this stage of the lesson would be flexible.  The climate of the classroom would dictate the level of teacher involvement.  (Low performing students need MORE of ME.)  If PLC's are working correctly, powerful groups of misbehavior could be disbanded. 

During section of the lesson, I could update my individual student I CAN checklists.  I keep these in a large ringbinder tabbed with each name.  The skills or standards are given to students each month as a guide for learning.  Here's a sample.  (Note:  Students can earn stickers for mastering or completing assignments.)


Let me teach you!
Strategies Four and Five:  (Project Based Learning and Ongoing Assessments)  
For me, this is truly the exciting part of Common Core.  We've had student portfolios in the past.  I found fault with them because the material was not provided or monitored by the administration.  Regular worksheets were the standard.  The waste of file drawer space was almost laughable.  Hopefully, exemplars and rubrics will finally be understood and used. 

I'm so excited about this strategy and student-oriented format.  Now, let's see where it takes me.

What is the difference between Core Knowledge and Common Core?

Pin It I watched this 10 minute video report to understand basics between basal reading programs and the new common core philosophy.  (Boosting Reading Skill with Common Core).  If you have time, it explains the programs used by three different schools and connects their process in adopting the new standards.  Content/Non-fiction reading will increase for sure.  However, the push to more expository text instruction has been stumbling around in the back room for the past five years.  Now that it's finally taking a sprint to the classrooms, I'm looking forward to including more "facts" in everyday lessons.





Which reminds me . . . . years ago during my time as a 4-H leader, I came across a handbook that described components of a good nature lesson. In my own words, it went something like this:

(These are learner statements!)
Step 1: What's in it for me? (The Essential Question)
Step 2: Give me the facts! (Whoa! There it is! In reality, facts and process steps require drill and memorization. The number of times a fact or word must be repeated, depends on the student. A good teacher has a wealth of information to share with students through direct, explicit instruction.)
Step 3: Let me practice! (O.K. So, you could use a game here! Or, maybe an interactive, technology component.)
Step 4: Let me teach you! (Now, we could tag this with product-based learning, writing exemplars, etc.)

Even though I can write the fanciest, complicated lesson plan filled with "hot-topic" buzz words and gilded expectations, my "Big Picture" planning thought process  has always been more basic and "common sensed."  Those simple four statements became the stepping stones for everything that I taught.


Why does everything have to be so complicated?