I created word sorts for units in science and social studies and mixed both academic and content vocabulary and asked students to sort them by category and justify their sorts.

I work with struggling readers (first and second grade) once a week as a retired educator. The first thing I do is that we talk about what is on the cover and what they already know from what they can see. Then we talk about the words in the title and subtitle and what words they already know and what they mean. I do more questioning than telling. We talk about what they think the book is about and what I might think that it is about and what they think about what I think. The main idea is to engage them in a conversation about reading before they actually read. We also talk about the rules of engagement when get stuck on a word or they hear their fellow reader get stuck on a word. I give them the option of reading round robin or reading together. As we read, we stop to talk about what we have already read and I engage them in meaningful conversation about what they learned and what they don't understand. I am not ever judgmental or show any inclination that, wow, you should already know this word. Because if they did know it, they would already have read it. This is important because that elicits more empathy and no judgement from their fellow readers. My lead is to always read with care and compassion and excitement about learning (even if the book may be boring in subject matter) because learning to read is hard and struggle is necessary to learning how to read. When we are done, I let them know what a great job they did in reading (both decoding and comprehension) and that I am looking forward to next week. If they leave smiling, then I know I accomplished my goal.

It depends on the standard and it depends if it is a whole group, small group or one on one conferencing. You can focus on one standard or multiple standards if you want a broad based assessment. Some standards are better if you assess them together, including standards from different strands, like a language and reading or writing and reading.

I started by asking parents to provide a variety of change from home in a ziplock bag with their names on them. Young students need to become familiar with real coins and how they are similar and different. There is so much to learn and taking your time to make sure that the students have time to understand all aspects are important. It isn’t just the look and feel, it is what names they are called, how much value each has, why size is not the same as value. There is what the name looks like in letters, which will be hard if they don’t have the phonetic skills to decode them. Understanding the origins of their names may be helpful to you but not to them. Then there are all of the symbols on the coins, which may help the students identify them better, but like the names we are now integrating math and social studies. All this to say that it isn’t as simple as we think.

Tough topics when I taught 5th grade SS was the period between Manifest Destiny and Reconstruction. I did a lot of projects surrounding those topics and also some non-literal interpretations by studying paintings and photos from those periods. I used the Smithsonian archives often to have students read and study primary sources.

In the school that I was at, there were many languages from Farsi to Spanish. I have to say that I have used Google Translate, drew pictures or used picture cards to communicate. I have even used sign language. I have researched noted people from their culture to find a connection. I have used body language, gestures and facial expressions to communicate. As teachers we do whatever we can to connect with students even when we don’t share the same language. Once they have a small vocabulary and can communicate in English or a combination of languages between the two of us, I try to target reading skills beginning with consonants and words that have that initial sound. It is a slow road but I believe it takes 5-7 years for proficiency in at least verbal language.

I used sticker books and desk pets. For every assignment completed or for when I see positive behavior I gave them a sticker. Then they had to count to 50 stickers to get a pet of their choice. Pets “need” food so when they earned another 25 stickers, they chose a “food”. The pet and food were then often used in creative play at the end of the day. They met a standard of one to one correspondence in counting, which the student counted in front of me. Eventually they were quick enough to count the stickers by 5’s. The pets and food were those Japanese puzzle erasers, for those wondering what they were.

First, make sure the forms are prepared, like the student and waiver forms are signed before videotaping. This way you know who is allowed to be videoed or heard and who isn’t. Have adult forms ready at the door in case a staff member or community member walks in while videotaping. Have the contextual information sheet completed. I had a small journal for each student to write down anything of significance or analysis about a student’s learning and the context. (Note the dates for purposes of growth.) Also write down what you may do to differentiate or support that student based on your analysis. It could be useful when writing your analysis and reflection portion. I also put sticky notes with my analysis (and date) on student work, particularly when I may use them as evidence.

I have used Michael R Kay’s idea of “burn 5 minutes” periodically to allow the first five minutes, once a week for students to gather and chat about anything they want with whoever they want, knowing that I would walk around and be part of their conversations. In order for the talk to be free, I needed to develop a trusting relationship with students and to create an environment of sharing and talking, free from judgment and filled with joy.

I have maximized the important parts and minimized the least important parts. Adapting the assignments to meet the needs of the student and yet insuring that the learning takes place. I guess you would call this differentiation, but individualized to meet the needs of a particular student. I would also keep in mind what they already know and their strengths in learning.

I only caught them up on key concepts. Not all of the work. Because in primary, there is embedded in lessons, a lot of repetition.

I have tried several different layouts that work for me to keep students engaged. I had them in pods and I wheeled around in a small desk chair to several pods during a period. This way I am at their level and I can see how they interact with the others that they share the pod with. I have also designated a teacher table for students who can come and go at their choice to get help with anything they need help with. They can stay 2 minutes to 20 minutes. It gives them some agency over their learning and self-determination. They gauge how much help they need and when they no longer need it.

I would agree with Dr. Long that data is key. But time is another one. After you have implemented interventions and strategies and you have factored in other variables, like absences and you don’t see typical growth, then it is time to move to MTSS.

I used Legos to create equivalencies and then they could build after the lesson. I have also used large Hershey bars because they could easily he divided into fractions of a whole. I have also cut pool noodles that I bought at the dollar store, cut them into halves, thirds, fourths, and used sharpies to write the fractions on each part to add fractions and find equivalencies. I then made those into a math station.

Whatever they have participated/served in a capacity (not PD) that impacts their school, district, state, or nation. It could be membership on a committee at their school or a district curriculum committee, or state standards or assessments committee. All of it can go on a resume.

I have read Wonder and Harry Potter and the Sorcerer’s Stone.

https://www.argumentdriveninquiry.com/

At my school we used Argument Driven Inquiry. It is very hands on, but it also required students collaborate in their investigations, collect and display data, come to conclusions and defend their work to their classmates. They had to problem solve, critically think and effectively argue and answer questions from skeptical and inquiring classmates who also conducted the same investigations in their groups.

I used this data collection resource for many years. They were reproducible mini books that each student would have to record data as we moved about the school with our books, clipboards and pencils and often measuring tools. We collected data and graphed the school’s lost and found to measuring and collecting data about trunks of trees. I tried to tie it into a reading, science or social studies unit to make it more relevant and fun.

For primary it is growth cycles. So we plant seeds and/or watch and record caterpillars turn into butterflies.

I am reading Caste by Isabel Wilkerson. It is a fascinating view of how societies rank people within hierarchies. She looks at 3 caste systems: US, India and Nazi Germany and the 8 pillars that set these systems in place. I am also reading a children’s series titled The Wild Robot about a world in which technology and the natural world collide.

Ours does it the Thursday before the first day of school. Generally, it happens after the several days that the teachers get paid for getting their learning spaces ready for students. That way the classrooms look ready when the families come to their child’s new classroom.

Behavior usually comes with times when the students are disengaged. Using engagement strategies will help. Another strategy I find to be helpful is to purposely have times when the students can disengage from work like brain breaks or “burn 5 minutes”, an idea by Michael R. Kay. Also reflecting on how you instruct. We, ourselves, could be the cause of disengagement that leads to behavior issues.

Don’t overthink. If you are thinking of making changes, make one significant one. Research to see if others have tried it before trying it yourself. Plan it out and that includes mitigating any possible consequence, get what you need to execute it. The main thing is to not to make too many changes at once. Dedicate yourself to one change.

There are times when I spontaneously will meet with them during the time teachers are back setting up their rooms. They may be new in the area or want to drop off supplies for the classrooms. For a more semi-formal setting, after the room is set up I would have a meet the teacher time (the school sets it up for all grades) where I have forms for them from me and the school and an introductory letter. On my sign in sheet, I also ask for their contact information, like phone numbers and emails. Then I show the student their desk and different learning spaces around the room. The parents are often interested in the schedule, which is posted. We usually have time to talk about their child and they want to share info about their likes and dislikes, medical information I might need and at times, they give me a heads up on behavior issues they may have experienced the previous year. And for NBCTs, I give them a release form (you know what I am talking about!)

First I think that there are different behavior plans for different purposes. There are plans that you need to create for students who present challenging, more serious behaviors. Then there are plans that you need to create for students who are experiencing trauma which causes challenging behaviors. Then there are the plans that you set up for your class and students based on rules and procedures that you set up. Those plans should have minor consequences for misbehavior. So my answer is that different situations require different plans. I’m

There is no way you can do it all.
1. Take care of personal needs first. Get a snack, drink and go to the bathroom.
2. Next, take care of what needs done before the end of the day. Send an email, catch a few minutes from your admin, make copies, whatever you need to do soon.
3. If time allows, think about what needs done before tomorrow.

Keep it simple. Keep a running list of to do’s then quickly cross them out when they are done.

This is a tough one because they are children and let’s face it, in a group, adults don’t always follow the rules they set for when they really want to add to the discussion. Spontaneous thoughts occur during group time, especially when the students seem to have a particularly high interest in the topic. For general discussions, I like to use a device, like a small ball, that can be passed around. In those cases only the one who has the ball should speak. Then the speaker can pass it on to who wants to speak next. I think there can be a balance between a structured group discussion and one that flows freely. A keen sense of knowing who your students are, particularly the ones who always have something to say, no matter the topic is important. Those students need more structured outlets to share. Those who are more reticent, need different settings.

It is hard, especially if you aren’t particularly gregarious. When I moved schools, I would ask if a chair was open in a staff meeting and introduce myself. Then I would ask if it was okay if something comes up in the meeting that I don’t understand, if it is alright if I ask them for clarifications. Because sometimes those unknowns in a meeting could be things that are obvious to the regulars but not to the new staff. Also there are simple things that are taken for granted, like where the teacher supplies are like hi-lighters and staplers, or common forms, or how to get your tech fixed. Finding a friendly face to ask these questions are steps to get to know at least one person.

Arizona has. specialized secondary STEM certificate 6-12. The holder of that certificate is authorized to teach any one of those subject areas in those grades. Teachers who already have a secondary certificate in a STEM area do not need this certificate. To apply you will need the normal coursework, but in addition, you will need a verification of 5 years of work experience in a STEM industry, like an engineer or scientist.

I go bargain book shopping for the teachers I work with.

That used to be a big deal in my district. It’s kind of like a prequel to Meet the Teacher, that happens a few days before the new year starts. The step up teacher would give an overview of what the new year would be like, perhaps go over rules and procedures and a list of supplies needed and perhaps a curriculum overview. It fell out of favor when parents would want their child to have a favored teacher and found out their child didn’t have that teacher.

We use Saavas for science and math. It was chosen likely because it was the least controversial, content wise. Benchmark Advanced was chosen for ELA because of its focus on informational text.

We end before Memorial Day and start at the beginning of August. It helps with the end of the second quarter before Christmas. So the high school in our unified district dictates much of the calendar.

Children must be taught how to think, not what to think. Margaret Mead

I give my students white boards, since I try to use less paper, to show their work. It is easily corrected. It can be represented algorithmically or representationally. If needed my students had access to manipulatives to work problems and they can show and explain that to me. It is important students not only show their work but verbally articulate that work.

The reality is that in our state the test doesn’t impact their grade. However, the school as a place of safety and fun and relationships does mean a lot to them. The test impacts the state grade for the school. So I explain to the students what that grade means and ask them what grade they would give the school. Usually they grade their school high or wish their school’s current grade was higher. Then in proceed to tell them that one way to keep their school’s high grade or increase their grade is to do their best on the state test. It means more to their school than to them but they have a direct impact to how their school is graded. It is usually a motivation to keep on going when the test gets difficult.

Yes, and I have also used art, particularly, paintings. Lots of stories can be told about a scene in a painting.

I use multiple methods throughout the day. The focus is to use those strategies in authentic ways, when they are reading and writing. If it is a reproducible or workbook, I ask the students to look for those words and highlight them. If they need them to write, I have them look for them on the word wall. That means that every word introduced as a sight or heart word has to be on the wall to reference. If they are reading books and they get stuck on one of those words, they can get up with a ruler or a pointer and find that word on the wall. I always tell them that once the word is on the wall, they should own it or take it to heart. It is okay to forget but it is then their responsibility to find that word to refresh their memory. One early expert once told me that it takes 100-150 encounters with a sight word to become a word known by sight. That could happen in a week, a month or even longer.

I like to do interdisciplinary or integrated projects. For instance, I asked students to make a marble run out of craft sticks with specific required dimensions using only a limited amount of materials. This was tied to the Gringot Wizard Bank’s underground rail to access vaults in the Harry Potter books. To bring in math standards, I gave them a set budget and they had to buy materials from me and do the math during the purchase. The project was done in teams in class and physics standards were used to solve many problems that occurred.

I agree with Nora that student agency is the key to keeping the classroom organized. After a time of doing it on their own, they will find easier and more efficient ways to do the tasks. For other organizations tasks, I am a proponent of label makers. I label every cabinet and shelf so I am not thinking about where I put supplies and such.

In an ideal situation, a teacher needs to understand that phonics has a role in decoding and recoding, but not so overemphasized that the other pillars of reading are not given enough time, like vocabulary and comprehension. Teachers also need to know that in English, rules were created that are not necessarily “scientific”. The rule of a silent e added to consonant l syllables is because English “must” have a vowel in all syllables. The history may have been that the “e” was pronounced at one time in the history of English but now that it is not pronounced, the “e” remains. It is also okay for students to know that there are many exceptions to English rules, even though for the most part English follows patterns.

Our district purchased a boxed phonics program called Fundations. Even at a young age, I referred to certain sounds by what they are really called. Call a digraph a digraph and a blend a blend, so that students recognize them when they see them. I also allow (on consumables) for students to circle or highlight those complex sounds to give them agency in decoding. I would also not ignore the use of context clues because reading is not just decoding but comprehending.

The Noisy Paintbox, the story of Russian artist, Wassily Kandinsky and his “disability” called synesthesia has really helped my students see their learning struggles in a much more positive light. Kandinsky turned his unique learning disability into an extraordinary ability. I heard my students say in convos with their peers how much they thought they were just like him.

I have taken a pretty pragmatic view of this when I had 5th grade classes write a constitution. In those years the students had to live by those as citizens of the class. When we did group projects, we additionally, wrote regulations on ethical business practices and penalties. We included government contracts for project supplies and budget appropriations. Wherever we could we integrated government’s role in civic life and business.

Fifth graders like hands on projects. I take a science project and tie it to a social studies concept likened to governmental regulations around business. They need to apply for a license (fill out a form) and then determine the rules around operating a business fairly and within the law. Then they need to have a budget for their product. I opened up a store for supplies and they had to use a digital budget with income and expenditures. Income being a beginning budget from a loan, say. This way I can integrate several standards across content, inject responsibility and fun.

In primary, students’ math knowledge can be at the concrete stage, where they may have to understand a concept using items or building a model. It may be at the representation stage where they may have to draw it out to understand a concept. Or they could just be at an abstract stage where they just know how to calculate out the answer. Whatever stage they are in, they will need modified instruction to learn that concept. Even in the upper grades, new math concepts may need to be built out or mapped out before reaching an abstract understanding.

I use conferences as a springboard to see who needs more communication than others. I use periodic emails to flag certain issues before they become big. Then I try not to forget good news when it happens. I often will write a short newsletter about every other week to tell parents what concepts we learned and special events that may come up.

Since I did both arrival and dismissals, I made it a point to communicate with parents then, even if just to say hi. For me locking into a set way to communicate is an expectation that’s may get in the way of focusing on the real work of teaching and learning.