We tried out a new brain break the other day when we needed to move our bodies. I think kiddos enjoyed it. See if you can figure out the directions. 🙂
Did you figure it out? (Or did I repeat them in the video? LOL) In case you didn’t, it’s an easy “game” where you just walk around until I say “Rock, Tree, House” and then you find a small group and you have to represent each part with your bodies. Easy peasy, fun to do, and got us moving!
I have shared a video of our protocol of “Stand up, Hand up, Pair up” before, and also shared an example of how we got to know each other with a Find Someone Who activity.
Here’s an example of how we used it in a different way: in Science with weather vocabulary.
We have already done some reading, writing and talking about these words, and so much of today was a review and check-in to see what they remembered. There was one word that was new–climate–and we were going to talk about how that new word was connected to what they already knew.
As we did with the previous Find Someone Who, kiddos had a sheet with words and they were tasked to find someone who knew what the words meant and could tell them. I reminded them that “whoever does the writing does the thinking” as we reviewed the directions and then they got to work. I love how again kiddos showed up and did the work in just the way they were asked to. These kids are awesome, y’all! Check it out in action:
I am sure I mentioned it in a previous post, but these are new-to-me Kagan cooperative learning protocols I learned this year from my superstar colleague, Dr. Grayson. It’s so good to have a refresh on how to get kids thinking and talking together and I LOVE how it’s working out so far! More to come, so stay tuned! 🙂
I am sure by now you know that we practice phonics every day in 3rd grade. Last year we began an official program to help all grades K-5 standardize and tighten up their phonics instruction. The program we are now using is called Sunday, and it has five basic parts. Every day kiddos read sounds, write sounds, read words, write words and then learn some new material. Every 5th lesson we have a Mastery Check and kiddos show how they can transfer the lessons they are learning into new situations. Are you ready to see what it looks and sounds like? Here we go!
First we read sounds and write sounds. These are review as well as new ones we’ve learned so far in 3rd grade.
Next we read words (and a few sentences).
Next we write words. These words include sounds we’ve learned together as well as sight words that we have practiced.
After we review, then we learn something new. In this lesson, students are introduced to two new sets of sounds that come after a short vowel at the end of a word. I know it sounds funny, but I do not remember learning this as a child! At least not the “why” of them and/or how to use them. That’s one of the things I love about what we’re doing here: talking to kiddos about what to do as well as the reason why they should do it! Makes it so much easier to apply a “rule” if you know why!
New material: ff, ss, zz, ll
More new material: -ck
I love this hard thinking and work we do every day with phonics! I love that we start with it, as it allows us so many opportunities to practice and apply the new learning throughout the day as readers and writers!
We are learning so many new things about how sounds and words work. What do you remember about phonics?
We are readers in Rm. 204! One of the ways that I encourage and foster a strong love of reading is by doing lots of it myself! Many years ago I learned about #classroombookaday on Twitter and knew it was for me and my students. Check out some past stories I’ve written about it here, here, and here. It’s such a fun and visual way for kids to see all the books that they have enjoyed together as a class, and allows us an easy way to make connections to math and other topics. I LOVE participating in #classroombookaday and after a few hiccups during COVID years, it’s back up and running.
The concept is simple: we read a book and post it on the bulletin board. Then we watch as it fills up! I realized that this picture I’m sharing is even a little bit old now, as the board changes every day! Here’s a picture of it from a week or so ago, in case you haven’t seen it.
I purposefully put this display outside of our room, so that anyone who walks by can see it, interact with it and hopefully be inspired to read something new! When I taught 1st grade in past years and had a room downstairs, our display was right in one of the main hallways where EVERYONE at Robinson walked on a daily basis and it was such a great conversation starter. That year we got to 561 books on our display and it was A.MAZ.ING to look at. Who knows if we’ll get to that number this year, but no matter what, we are committed to reading and learning together with a ton of good books in Rm. 204.
Do you have a suggestion for a book we should read? Leave us a comment and we’ll check it out. Maybe you’ll see it in a #classroombookaday update soon!
We have a new thing this year–grade level assemblies! Each day a grade level starts their day with Dr. O and Dr. A learning about new things and celebrating the amazing things our kiddos are doing every day. So far we have had a lesson on bullying and most recently we started talking about Growth Mindset, and how this connects to mistakes and new learning. Here is the video we watched:
Next week we will start to set goals as a grade level and students will choose something to work towards. What a great way to start our days and help students focus on the important things!
Perhaps the best part of our assemblies, though, is the end, when Vision Tickets are pulled, and kiddos earn prizes!! Vision Tickets are rewards kiddos can earn as they show that they are WISE learners (Welcoming, Inclusive, Safe and Equitable). I’m sure many of you have already gotten phone calls about your kiddo showing these responsible behaviors!!
This week TWO of our friends got to spin the wheel!! Way to go Carter and Reed!
We are into our first official math, which is beginning multiplication and division. The big idea in this unit is that kiddos understand multiplication as finding “groups of” things. They will be using skip counting, repeated addition and adding on to known facts as they work through the unit. This will help as they practice basic facts and apply the knowledge of multiplicative thinking. We started the study with a scenario involving a grocery store, where mathematicians figured out how many were in the store–using a picture of the produce section, where fruits were found in groups. They also figured out how much groups of things cost, based on a price for a single item.
Then we moved on to stamps, which also come in sheets that make groups, and prices for a sheet can be determined by using the same strategies. We worked with partners to figure out totals and explain our thinking.
We play games during math, as well, and we learned a fun one recently–Tenzi! It’s based on ten dice and the goal is to roll all the same of one number before your partner. We’ve added in multiplicative thinking by making sure you also tell your partner how many dots you have at the end of the game. Kids are loving it!
I’m excited to see where kiddos go and grow as we continue with multiplication and then connect that thinking to division. We continue to practice automaticity of basic facts, daily, too, and we’re on a roll! What do you remember about learning to multiply and divide?
Have you ever wondered how classroom “rules” are made? Read on to find out!
In our room, these rules are called expectations, and we decide on them together. It has been a process, and kids were involved all along the way. Let me show you!
We started in what may be a surprising way–with questions. I put 6 charts around the room, and kiddos spent time answering them with post-its as they walked around.
Now, not all of these questions will help us create our expectations, but they definitely help me get a feel for what they want, who they are and how they need things to be.
We mostly zoned in on the question that asked “What do you want our classroom to be like?” The answers to that question are KEY to the next step. Check out what they said: like home, family friendly, calm, kind, quiet, fun, respectful and following directions. Sounds like a great place to learn, right? WELL…if that’s what they want, then we have to figure out HOW we will make it that way.
The next step is to have crews brainstorm what our expectations we would need in order for our class to be (or become) those things we mentioned. Teams worked together to suggest what they thought good rules would be.
Can you guess what happened next?
I took the most popular suggestions and put them together on a new sheet, then crews had to choose the most important five expectations.
Once we made crew choices, then we compared those and made the final decisions as a class. Some of them we combined, and ended up with this:
I’m excited to see what happens now that we have our collective expectations and can helped each other to them. Our plan is that following these expectations will help us have all of those things we put on our list. :).
Hey–come closer. A little closer. I have to tell you something. Ready? I teach 3rd graders and we have choice time in our class. Yep. Maybe every day. And they love it.
I know that to some (many?) people that is a controversial statement. To some (many?) 3rd grade marks a change in school. This is the year when kids are supposed to get serious. They’re supposed to have moved on past the play time and ease of primary grades and be ready now for real school, where they should be expected to sit still and work silently (often in a desk), have lots of homework and get ready for middle school (oh man, don’t even get me started about that statement….maybe more on that later…). Gone are the days of games and free time and arts and crafts. Now is the time for work.
While I am by no means an expert on third grade or third graders, I have spent a lot of time in a classroom and have taught grades on both sides of it, so I know some of how parents and teachers alike expect third grade to go. I’m going to suggest there’s another way to do it. A way that values both play and learning, as play IS a way children learn.
If you Google “quotes on play” you can sit for hours and go through all sorts of things that people say about play. Here are just a few:
As an early childhood educator, I was taught–and firmly believe–that children are the crafters of their learning and my job is one of a facilitator. I provide the opportunities and invitations, and kiddos do the thinking and discovering as they figure things out and own their knowledge. Yes, there are times when you have to give them information, but more often than not, leading them there and having them find out things for themselves is the best way. The more they do for themselves, the more they remember and the more ownership they take. Also, it’s way more fun to figure things out than to always have the adults around you be the experts telling you all the things.
Why do I even mention this? Because like I mentioned before, people find choice time–or art, LEGOs, games, building, recess–to be a no-no for older kiddos. I need you to know that this is an expectation in my classroom, and we will work hard through play, choice and fun.
Especially at the beginning of the year, unstructured time with new people in a new classroom is crucial–both for students and for me. As I give them time to make choices of what to do and who to work (play) with, I am learning as much as them. I can get info on who they work well with (and who they don’t!); what they do when they are frustrated; what makes them happy; what they enjoy doing; how long they can stay engaged with an activity; what they know about problem-solving, creativity and figuring out what to do on their own; how well they clean up after themselves (or don’t LOL); more about their language skills; and countless other things. They can learn about their friends, meet new ones, relieve stress, create things, learn a new game or skill, become comfortable in our classroom and of course, it’s FUN! I honestly do not know what I would do in my classroom if there was not time or room for kids to play. It’s good for all parts of them, and it’s good for me, too. Some of the best conversations I have had with kids have come during unstructured time in our room when they don’t feel pressure to be “on” or like I’m expecting something from them. They are at ease and are often more likely to share things that then help me in future interactions with them as learners.
I look forward to the ways we will play and learn together, and how I can encourage kiddos to do new and hard things by presenting the challenges to them in a fun, welcoming way. Sharing my own stories of play are important, too. I’m sure we will make mistakes, get messy and learn a TON together. Hope you are along for the ride!
Tell us, what is your favorite way to play? Leave a comment and we’ll be sure to respond soon! 🙂
We have gotten into some “actual” school things and we did something in particular that I was especially excited about. Based on some learning I did this summer, I am making it a goal to include more of a variety of text types into our reading work. After all, reading is at its core making meaning from a text, with or without words, and no matter what kind of text. So one of our first “read alouds” was a short called “Pip,” an animated short about a dog who goes to guide dog school. Here it is if you want to watch it, too!
As we “read,” I had given kiddos the job of paying attention to what Pip was feeling, as we would be keeping track of his emotions and how they changed throughout the story. There are several stopping points and we recorded words that described his emotions at the time. I added in additional vocabulary that connected with the words they suggested, and we talked about how they were other ways of saying the same thing. We also made predictions of how or whether we thought his feelings would change as we went through the rest of the video.
At the end, I added another teaching point: the difference between emotions and traits. We discussed how emotions were feelings that could and would change, based on the characters circumstances or mood. Traits are words that describe how the character always is; words that describe their personality or how they tend to act most of the time. This second part was a little tricky at this point, but we will definitely come back to it again and again as we go through the year. Here’s the chart we made together:
In addition to making this chart together to revisit with later texts, it also served as a model for something students will be able to use in their own reading, recording their thinking in their reading journals. Here’s an example of the rough draft thinking of it in my journal as I planned:
I was really pleased with how this lesson went, as kiddos were really engaged, and had great ideas to share–many of which I had not thought of when I watched the short! The whole thinking behind using a short first is to get everyone on board and with you from the very beginning. With no text to read, and a short story to hold on to, it’s easy for readers of all levels to join in and contribute an idea. They feel included already and can more easily form a mindset that “Reading in this classroom is for me! I can do it!” Isn’t that what we want for every reader every day?
As we go on, I hope to be able to incorporate more shorts like this one, as well as a wide variety of text to help readers see the possibilities! Make sure you’re subscribed to our blog so you don’t miss the next time I tell about it! 🙂