Matching Fractions Game!

fractions matching game picSchool is almost out, but we still have plenty to review!  I took out this new matching game and completed it during our math stations.  They LOVED it! First I organized the cards into two bags (see below).

cards in bagsStudents then worked to find the matching cards.  You could have them do this on a table or a pocket chart.

match cards

pocket chart matching gameThis game is part of my mega bundle found on TPT (click image below to visit site).

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Using “I Can” games with game boards

I LOVE to have math stations in the afternoon.  They are made up of 4 rotations:

  1. Teacher
  2. Independent (Worksheet/Game)
  3. iPad (iXLmath)
  4. Computer (iReady)

We complete 2 rotations each day and have math stations about 3 to 4 times a week.  The latest games that I have put in my independent math station are “I Can” 3rd Grade math games from One Stop Teacher Shop.

I printed the games on bright colored paper by standard.  For example, I printed all the NBT games in bright orange.ican01I cut the task cards and put them in a baggie as shown.  These task cards are then organized in my math game bins (see picture below).

ican02These containers were purchased from Amazon and are the BEST for helping me keep my math stations organized.

ican03What I did is took one of my own board games (found here) and added the “I Can” cards to it!  Like magic I had a brand new game!  This is a super easy way to keep a math center interesting. :)

ican04These are my students playing with the task cards and board game.  They used pattern squares as their markers.

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There you have it!  A quick and simply way to keep your math stations interesting :)  My favorite part of the “I Can” games is that they cover ALL 3rd grade math standards, so I can quickly ‘change’ the board game to cover what my students need to review.  Keeping them organized in the bins by color code makes it easy to keep them organized :)

Spring Cleaning Giveaway and Sale!

Guess what?! The girls and I over at Upper Elementary Snapshots are getting together to throw a ‘Spring Cleaning’ Giveaway and Sale!  Click on the picture to visit the blog post on our blog :)

Spring Cleaning

We are giving away 6 $20 TpT gift certificates.  Use the Rafflecopter below for a chance to enter on March 25th and March 26th.

Then, on March 27th and March 28th, our individual TpT stores will be on sale.  This is the perfect time to grab some fantastic resources to finish up this school year!

Here is a list of our stores – get up to 20% off all of our resources for 2 days ONLY! (Friday/Saturday) Happy shopping!!

Our TPT Stores:

 

a Rafflecopter giveaway

Measure to the Nearest inch and half inch

I made the following sheets for a friend to use in her observation. She is going to introduce measuring and have the students use the data to aline plot. From that, students will create questions (and find the answers) to go along with their line plot.

It includes a learning goal, scale, and exit ticket!. =) Click the images to view the PDF file.  Enjoy!

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Test Prep – Math Rotations

 

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I usually complete a short whole group lesson and then 3 math rotations where I meet with each student each day.  HOWEVER – I am adjusting my math block to include test prep for the big state test.  I am now going to complete a whole group lesson for the full math time in the morning (45 min).  In the afternoon – I will dedicated about 40 minutes to test prep rotations THREE times a week.

Below is  a screen capture of the sheet students from group 1 have in their math folders.  It tells them exactly where to go and what to do.

Click here for the full word file.

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I split my students into 4 groups.  Groups 1 and 4 are the students that are struggling.  I organized them so I could meet with my struggling students twice.  The picture above shows where students keep their math notebooks.  This notebook holds a sheet that tells them what group they are in and where they go.  You also see where I store the math packet for that week (to be completed during independent practice).

I have organized my my rotations into Day A, Day B, and Day C.  I made a very simple sign that I put on the board to keep track of what day we are on (see the top picture of the post.)

There are a total of 4 rotations

1. Independent Practice – Math packet

2. iPAD – QR code task cards or iXL math

3. Teacher – Topic students are struggling in

4. Computer – iXL math

—–> We only complete 2 rotations per day.

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The picture above shows a look inside the student folder.  This is where they keep the math packet they work on during independent practice.

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Another rotation is to play a math game (during Day C).  This can be task cards or a board game.  This week I had students complete this time task card center.

 

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When students come to Teacher we complete a math tri-fold that focuses on a skill they are weak on.  This week we worked on fractions on a number line.  Notice how I also keep a master list of where students are supposed to be in my math binder.

Why do I love the new rotations?  Because I get to meet with 3 to 4 students at a time instead of 4 or 5.  It makes a HUGE difference.  My favorite thing is the sheet that student keep inside their folder – they know exactly where to go and there is very little time spent switching.

:)

Fraction Freebie & New Math Stations

We are finishing chapter 8 in math (1st chapter on fractions) and I typed the following extra practice problems for my students. It’s a free PDF download (just click the image). I also am starting new math rotations this week – I’ll have to share my schedule and pictures by the end of the week! More to come later :)

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If you are looking for more fraction practice sheets, check out my newest product on TPT :) Click image to view.

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Circle clipart from Made With Pyreflies.

Working With Wonders

After receiving many questions on how I run my reading block, I’ve finally sat down and typed up a summary for you to read! Please keep in mind that what I do in my reading block changes from week to week – I am sharing with you a quick summary.

working with wonders

  • My reading block starts right after specials/snack/bathroom. 10:25

We have uninterrupted time up until 11:55 – This is when my students who require extra remediation time outside the 90 minute reading block leave for small group reading instruction (Title 1 Reading Teacher).  During this block (when some of my students are at Title 1 Reading) we finish up our reading stations.

Let me get into detail…

A SUMMARY OF MY READING BLOCK – WEEKLY VIEW

  • 10:25GRAMMAR/WRITING – I follow our reading series and students complete the practice pages from the grammar book.  Our team is also great about sharing – Mrs. Baty, Mrs. O’dell and Mrs. Mauriell will often create/share grammar practice sheets/quizzes.
  • 10:45-11:00 - SPELLING/VOCABULARY – There are 2 main worksheets that I use for vocabulary.  Mrs. Wiggins makes wonderful practice sheets each week :)  The second one I use in the worksheet located in the student reading practice book.  We also spend this time writing in our writing notebooks (writing a sentence and drawing a picture, sorting spelling words by pattern).  We don’t do this all in one day.
  • 11:00-11:30 – STORY OF THE WEEK – During this time we will work from our workshop book, anthology, reading practice book, or complete a close read practice sheet.
  • 11:30-12:30 – READING STATIONS - During this time I will work with students for guided reading instruction.  My other students are at a reading station (independent or computers).

It took me several weeks to get a schedule that works for me.  I have to work around several things – First, I have students who get pulled out for extra reading instruction (outside my 90 minute block) – Second, We have a very different Wednesday schedule due to our Mentor reading program.  Below is a look at my crazy schedule.  I call it crazy because there is no way I’d remember it all if I didn’t write it down.

reading stations schedule

As you can see – I only complete 3 rotations on Monday and Tuesday.  Wednesday – is just…different.  Thursday and Friday I complete only 2 rotations due to testing.

A CLOSER LOOK AT MONDAY

workshop book

After grammar, vocabulary, and spelling, we start our WORKSHOP book story.  I read the story aloud to my students. We stop, discuss, and record our thinking on my close reading worksheets.  After this, it is reading stations time.

11:35-11:55 – ROTATION 1 :

  • SMALL GROUP:  On Monday we complete the SMALL COMPREHENSION worksheet inside the reading practice book.  I don’t have a picture, but its usually only half a page long.  It’s short and sweet and focuses on skills we need to cover for the week.
  • INDEPENDENT: This varies – I usually extend what was practiced during grammar or vocabulary.  Sometimes students simply use this time as silent reading time.
  • COMPUTER: This varies – I usually have students go on iStation (a reading program).  Sometimes they will go on a keyboarding practice site.  Sometimes they will type sentences using their spelling words.

11:55 –  It is during this time that I have students leave the room for extra reading instruction.  I make sure these students are in the group I meet with first.  This way they don’t miss out on small group instruction in my classroom.

12:00-12:20 – ROTATION 2 : Students use the chart paper to help them keep track of where to go.

12:20-12:40 – ROTATION 3 : Students use the chart paper to help them keep track of where to go.

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A CLOSER LOOK AT TUESDAY

practice book

After grammar, vocabulary, and spelling, we continue our WORKSHOP book story.  I allow my students to partner read the story and if needed finish the close reading sheet that we started yesterday.

We then gather back together and read the longer story inside the student reading practice book.  See picture below.  We simply read, stop, and discuss. We will complete the comprehension questions in small group.

11:35-11:55 – ROTATION 1 :

  • SMALL GROUP:  On Tuesday we complete the LONG COMPREHENSION worksheet inside the reading practice book (see above picture).  Some groups finish this very quickly, so we have time to complete a writing activity.  This usually involves creating a thinking map that reinforces the reading skills for the week. (compare/contrast, cause/effect, sequence, etc).  Students keep these inside a reading response journal.
  • INDEPENDENT: This varies – I usually extend what was practiced during grammar or vocabulary.  Sometimes students simply use this time as silent reading time.
  • COMPUTER: This varies – I usually have students go on iStation (a reading program).  Sometimes they will go on a keyboarding practice site.  Sometimes they will type sentences using their spelling words.

11:55 –  It is during this time that I have students leave the room for extra reading instruction.  I make sure these students are in the group I meet with first.  This way they don’t miss out on small group instruction in my classroom.

12:00-12:20 – ROTATION 2 : Students use the chart paper to help them keep track of where to go.

12:20-12:40 – ROTATION 3 : Students use the chart paper to help them keep track of where to go.

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A CLOSER LOOK AT WEDNESDAY

leveled readers

Wednesday is very different – If I didn’t have the schedule change (due to our Mentor reading program), I would follow the Monday/Tuesday Schedule.

I complete stations first (only two rotations).  During small group, the students simply read the leveled reader that follows the story of the week.  We do not finish it today.

Around 10:50 – when my whole class in back,  we complete grammar, vocabulary, and spelling.  We then start our ANTHOLOGY book story.  I read aloud this story and we stop, discuss, and write our thoughts down using the close reading tri-folds I’ve typed up.

After this, We take a little break and I do a read aloud from a chapter book at the carpet.

When we return to our desks, we complete a reading/writing activity.

 

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A CLOSER LOOK AT  THURSDAY

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After grammar, vocabulary, and spelling, we continue with our ANTHOLOGY book.  Students will partner read the story of the week and finish the comprehension tri-fold as needed.

After this, it is time for our weekly reading assessment. I usually type a written response and attach it to the the short comprehension test.  When students are done – they may silent read.  We begin our first rotation around 11:55.

12:00-12:20 – ROTATION 1:

  • SMALL GROUP:  On Thursday we continue reading our leveled reader.  Today we will stop and pick one page to focus on.  We will create a thinking map to reinforce the reading skill of the week.
  • COMPUTER: This varies – I usually have students go on iStation (a reading program).  Sometimes they will go on a keyboarding practice site.  Sometimes they will type sentences using their spelling words.

12:20-12:40 – ROTATION 2 : Students use the chart paper to help them keep track of where to go.

 

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A CLOSER LOOK AT  FRIDAY...

After grammar – I give our weekly spelling test.  We then review the strategies to follow during our reading test and complete the long cold read.   When students are done – they may silent read.  We begin our first rotation around 11:55.

12:00-12:20 – ROTATION 1:

  • SMALL GROUP:  On Friday we complete a close reading on the main article of Scholastic News.
  • COMPUTER: This varies – I usually have students go on iStation (a reading program).  Sometimes they will go on a keyboarding practice site.  Sometimes they will type sentences using their spelling words.

12:20-12:40 – ROTATION 2 : Students use the chart paper to help them keep track of where to go.

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There is a ton that I have not included on here…You all know that no schedule is perfect, but I try my best and stick to it as best as I can.  I hope this has given you a little idea on how I complete my reading block.  Below are a few more pictures from my classroom.  Thank you for reading!!

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New Collaborative Blog & a Giveaway!

I personally love to visit collaborative blogs.  I get to meet great teachers and see what exciting things they’re doing in their classrooms.  I love to bring back what I’ve learned and use what works with my own students.  There has always been one little problem…most collaborative groups that I’ve seen were for the lower grades.  Guess what??!! Problem fixed!

I’ve teamed up with 11 wonderful girls to bring you Upper Elementary Snapshots!  It is a blog focused on 3-5 curriculum/classroom management/and anything else a 3-5 teacher will find helpful for their classroom.  To OFFICIALLY launch our blog – we are having a giveaway :)

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After entering the giveaway, check out the following pages!

I hope you will join us and leave feedback/comments on our new Upper Elementary Snapshots blog/facebook!  It’s wonderful how technology can bring teachers together from all over the country!