A "SWEET" Test Prep Activity!

Sometimes I think the hardest part of "TEST PREP" season is getting the buy-in from the students. WE know it's important, but to them I'm sure it just feels like more boring review activities. Because of this, I decided to develop a true challenge for them (and I included ice cream!) 

 In a nutshell, my Test Prep Sundae Challenge is designed to foster a sense of competition WITHIN each student to do their very best. At each stage of review, they will be rewarded with a different component for building their ultimate ice cream sundae. I've made the review activities using Google Forms so they can be quickly assessed, easily administered multiple times, and also improve students' on line technology skills. 

 This program is designed to foster a sense of self competition. Thanks to the Google Form platform, students are able to retake the 6 different tests as many times as needed to achieve a desired outcome. The focus is not on comparing their performance to others around them but, rather, to challenge themselves to grow from their own performance attempts. 

Here is how I implement it: 

√  At the beginning of my test prep “season” I send home a parent letter. This will not only inform parents of the nature of the activity linked to test prep, but give parents a chance to feel involved by providing needed materials for the activity. 

 √  I then set my date for the reward sundae party and post it for students to see. I usually leave about 6 weeks leading up to the test to get the most out of this and build anticipation. I'm always amazed by their level of excitement and commitment to meeting this challenge!   

√ I create a schedule that works best for my class each year. Usually following a 6 week period of time; I focus on 1 test per week. I pass out the sundae skill builder chart and go over it with students. This is where they can set individual goals. I then provide the link and time to perform the first task (Literature Test Prep #1) (*all links are provided in a zip file for all 6 tests!) 

√  After all students have taken the first test, I access their responses and share with them. Students fill in their first attempt on their chart. I differentiate my expectations based on student ability. For example, some students need to achieve an 80% on the first try to get the “large bowl”, and other students may need to earn a 70%. It can individualized however it works best for you and your students! 

√  Based on student results, I provide needed intervention the remainder of the week. This can be done in many different ways. I have found the most effective method to be simply printing a copy of the google form assessment and making copies for each student. I project a copy of it on my smart board and we discuss test taking strategies as we go through the test together. If I see a specific skill is really causing some students trouble, I may develop a quick re-teaching mini lesson for that skill. For students who achieved their desired goal on the first try, I assign them free, on-line games to further practice skills at their level.   

√ Re-Assess: Due to the nature of the assessments (Google Forms), students are able to retake the same assessment multiple times. They will fill in their 2nd and/or 3rd attempts scores as needed and mark their desired sundae component. 

√  Set up and enjoy a fun afternoon filled with ice cream and smiles!  Since it is review, I design it so that everyone feels successful based on their level of ability. I hope you might find the value in this highly motivating and engaging test prep activity. 

 I'd love to hear how it works for you or what other ideas you have to engage students during this time of year.  Best of luck to you as you prepare your students!

Do you have a designated intervention time during your school time? I know that this time can have a lot of different names; such as Catch Up Time, No New Instruction, RTI, Flex time, PLE (personalized learning environment), WIN (what I need), etc. 

 No matter the name, it can be a very important part of your curriculum if used and presented correctly! Here’s the thing, teachers know and understand how valuable this time can be, but many students do not. Instead, they see it as a “free time” or worse, a time when they are tracked by ability. 

Because of this, my team and I have worked hard to create an intervention time that works for everyone and is something students feel successful doing so they look forward to it. Our common time is from 11:50-12:30....every, single day! I know, it’s kind of a strange time, but we can thank the school recess/lunch schedule for that! We made that time a priority for all involved. The only exception is on Friday, when we have our “weekly reward” activity that is built into our behavior management system. 

 Our intervention block includes the 4 core teachers who make up our 4th grade team, our intervention specialist, our gifted teacher, and our reading specialist. During this time, the students know they will be going to different places based on their individual needs. We each post a chart on our Smartboards that we can quickly place our students into the groups that are needed for the day. The students do not go to the same place everyday, so there is no stigma of “being in THAT group” since they are always changing based on need. 

 Here is what happens during an intervention block in my own classroom. 

 1) I have 5 identified gifted students in LA, so on Mon those students meet with the gifted teacher and receive instruction for her. She often gives them tasks that can be completed individually throughout the week and they will spend the rest of their intervention days doing this in the classroom (some meet an additional day for math as well). 

 2) The intervention specialist pulls students that need extra help in various areas based on their IEP goals. This also changes on a daily basis. 

3) The reading specialist will pull a small group for TIER 3 intervention based on our reading assessment. Students who show deficits in phonics and other crucial reading building blocks will be pulled for intensive remediation. Again, this is on a rotating basis daily. 

 4) The remaining students are placed into 2 flexible groups based on any current skill assessments.

         CLICK HERE for a link to the formative assessments that I use!

Flexible Group 1: Those who didn’t show mastery of a specific topic will travel to one of the core teacher classroom in order to receive an additional lesson/review of this topic. This could be a game, a review packet, etc. 

Flexible Group 2: The students who did show mastery of this skill will work on activities that will extend or review our current skills. I developed a “Bingo Board” that provides the students with a chance to complete an activity of their choice. They will eventually complete all of the activities, but I find the element of “choice” is very helpful to keep kids engaged and feel empowerment in their learning path! 

 I’ve included a picture of what one my Bingo Board looks like below. I actually have 2 levels of my Bingo Boards. For students who need a little more enrichment with their critical thinking skills, I include activities such as logic puzzles, word games, analogies, Brain Pop videos/quizzes, and vocabulary extensions. For students who need a little more review over just basic skills, I include word review matches, spelling city games, Quizlet review for vocabulary, Boom card reviews, etc. Both groups also have options for silent reading and working on their individualized computer pathway that we use (iReady). 

 This program has worked extremely well for our grade! However, it wasn’t that we just got lucky with this intervention time. We really put the time in beforehand to develop a plan that would work for all involved. We all helped to develop the activities and prep the materials that are used on a weekly basis. Because of this, commitment, we feel confident that our students are getting exactly what they need and can say with certainty that our program is a success! 

Here are my 5 “MUST HAVES” when developing a successful intervention time: 

1) Make sure to set a designated time that everyone knows and respects! 

2) Have a plan! 

3) Flexible grouping is key! 

4) Build in activities that students feel successful with to build confidence 

5) Communicate with team members! 

 Please let me know what things you try for your intervention time. We are always willing to implement new ideas and strategies that will help students! Happy Teaching!

:) Jen

                                                 

                            CLICK HERE for my FREE Writing Guide!

As an upper elementary Language Arts teacher, I can honestly say that writing instruction is one of the most challenging things to teach! When you think about it, writing truly is the compilation of a ton of supporting skills. Having to develop original ideas to support an opinion while juggling spelling, grammar, vocabulary, and format can get pretty overwhelming to a new writer. 

 I have found that the best practice of “modeling” is essential when it comes to teaching writing. I like to leave a good chuck of time when beginning a modeled writing project because it’s important to leave time for discussion, example sharing, and re-direction. I also really feel that having a strong graphic organizer for students can really help guide them through this entire process in a way that does not appear too overwhelming. 

 My first area of emphasis with the students is always on the prompt. I’ve seen so many students who struggle to stay on the topic when they begin writing. As a result, I like to begin with a little discussion about what specifically is being asked and what all should be included in a response. This is a good time to review the different types of writing as well (persuasive, informative, opinion based, narrative, etc.) 

 After students have a good understanding of what they need to focus on, it’s good to discuss the way in which they are going to grab the reader’s attention from the start. I refer to this as “the hook”. Some examples of good hooks include asking a question, sharing an interesting fact or statistic, using an onomatopoeia (sound word), or sharing a personal statement. I find that by using a topic to model how each of these “hooks” would sound really gives students a good idea of how each can be utilized. I then give time for students to select their own hook and write it down on their graphic organizer. 

 Following this and based on the type of writing being asked to use, we are ready to dive into the actual content that will support their view on the topic. Whether they are being asked to persuade, inform, or entertain, students will be writing sentences that support their topic. In my graphic organizer, I try to have little reminders for what needs to be included such as supporting details, strong vocabulary, and transition words. Again, I feel that modeling this is a crucial step. I will ask students for ideas on how they would introduce the first supporting detail and make sure that it relates back to the topic. I would write these down for students to use as a guide. I then give them time to write their own sentences. 

 When we are coming to the end of their writing, I like to remind them how you never want to leave their reader “hanging”. Instead, this is their chance to re-direct their writing and thoughts back to the topic. I try to give them some options to use such as the phrase “As you can see”, “In conclusion” or “To sum it up”. This seems to help them re-focus their writing back to the prompt. In addition, I have them provide an opinion that helps complete their writing. 

 Again, I feel that it is very beneficial to model this step by step. As writing is a very individual skill, I have found that many students will require this modeled process to be repeated where others can have a little more independence on the writing progresses. 

 This modeled lesson and graphic organizer that I use for the writing process are available by signing up for my weekly email where I love to share additional tips, strategies, and teaching stories! Please join me there! I love to connect with fellow upper elementary teachers!

 CLICK HERE for my FREE Writing Guide!

 Hello Teacher Friends!

Teacher evaluations.  I think I have finally figured out why these can cause so much stress and anxiety.  It's not that teachers don't think they're doing a good job for their students or aren't effective in their craft.  Contrary, it's the fact that good teachers DO SO much on a daily basis that it's nearly impossible to capture and show that all in a 30-60 minute snapshot of an evaluation.  Hence, the source of the stress!

Even the pre and post conference can be consumed with specific questions/explanations regarding the observed lesson.  As a result, an evaluator may be left with a very narrow view of what actually makes your classroom run effectively on a day to day basis.

As soon as I was introduced to the OTES 2 teacher evaluation rubric, I knew that I would have to create something to help ease my own anxiousness about being able to show evidence for all areas of the rubric.  I decided to break the rubric down into the 6 main sections:  Focus for Learning, Knowledge of Students, Lesson Delivery, Classroom Environment, Assessment of Students Learning, and Professional Responsibilities.  In doing so, I was able to really pin point the areas that I would need to provide evidence in a written/recorded format; since it was very unlikely or practical to see this through a classroom observation.

I designed each section to include a brainstormed list of ideas and activities that would adequately demonstrate that each standard in every domain was being addressed.  An included checklist further makes sure all standards are being met.  Finally, I gathered the needed resources, charts, materials, and activities that would serve as my evidence.

                     

I am a very organized person so I knew I needed to have a tool that would help me gather and sort all of my data in one convenient place.  I decided to develop a notebook/binder that would help with this.  I created colorful binder pages for each domain and put them in page protectors in a 3 ring notebook.  I then copied the checklists to make sure I had everything needed for each section.  Finally, I just began collecting the information I needed, whether it was administering a Google Form activity for the students, sending home a parent involvement activity, or making sure I was correctly documenting any involvement in school wide professional growth opportunities.

                 

I found this to be an extremely helpful tool during my evaluations!  As my principal would ask me about various things on the rubric, I was quickly able to find any evidence that I had in my binder to provide support as I answered.  This gave me confidence and made me feel very prepared.  (At one point he even joked that he was going to mark me down for having TOO much evidence!)

I made a FREEBIE sample for my evidence binder for other teachers who might find this helpful.  I provided all of the resources, brainstorm pages, checklists, and binder sheets for the very first section of the OTES evaluation:  Focus for Learning.  It includes over 16 pages of ready to print materials!  Please check it out if you think it might benefit you or one of your colleagues! (I have had a lot of new teachers that I've been able to help with this!)

CLICK HERE for my FREEBIE!

*************************************************************************************

If you are not a current subscriber, please consider joining my weekly email list where I share additional tips and strategies, as well as any new resources I've created.  As a bonus, you will receive a FREE Reader's Theater Script of The Boston Tea Party!

CLICK HERE to get a FREE Reader's Theater!

We all know how difficult it is to be out a day for school. I think we’ve all had that inner struggle of determining whether you feel bad enough to call in for a sick day. It’s just so HARD to get ready for a substitute on the fly. Our district actually required us to have 3 day’s worth of plans ready to go this year (we definitely are experiencing a sub shortage in our area). I wanted to make sure the resources that I would leave for my students were flexible enough to fit in at any time or place in the curriculum, but also full of meaningful learning and not just busy work. So I got busy creating! I developed 3 days worth of Language Arts, Math, Social Studies, Science, and Morning work activities (15 activities in all!) that can be tailored to suit individual classroom needs. Complete teacher instructions are included for EVERY ACTIVITY! This makes it easy to pick and choose the subjects/activities you want to leave for any sub you may have. I really wanted to leave activities that were engaging for my kids. Keeping that in mind, I included several class games, a reader’s theater, basic experiments, and puzzles in addition to more typical review activities.

As the need for more specific literacy based instruction increases in the intermediate classroom, I have really stepped up my game with vocabulary in the past year or so. 

 It has been proven time and again that the larger a child’s vocabulary, the stronger reader they will become. But, how can we make sure our students are learning all of the necessary vocabulary they will need? How can we possibly choose the correct word lists to focus on? The simple answer is....it’s impossible! There are just too many words in the English language. But, there is a powerful tool that you can teach your students to make that seemingly impossible mountain of words easier to attack. And that tool is MORPHOLOGY! 

Simply put, morphology is the study of the most common Greek and Latin affixes (sometimes referred to as “root” words) that hold meaning. By having students learn just 1 new root’s meaning, they can later apply that to dozens of words that contain it; giving them a solid advantage when it comes to attempting to learn that new vocabulary word! 

 I have spent the past few years incorporating morphology into my language arts classes and have been OVERWHELMED with the success and speed with which my students have increased their vocabulary. Even more exciting is that what I am teaching them is a LIFELONG skill that will continue to help for years to come! 

 The program I have developed and designed contains 25 weeks worth of word lists, study sheets, flashcards, individual practice puzzles and activities, weekly Google Form quizzes, whole class review games, and summative assessments for each quarter. Students will learn approximately 35 new roots each 9 weeks and continue to practice previously introduced roots as well. The SPIRAL nature of this program is another one of its very effective features!  By then end of the year, students will have a strong foundation on over 100 of the most common and frequently used roots!

 Here is how I go about implementing my program. It typically only takes about 10-15 minutes per day of my language arts instruction time! 

 MONDAY: I introduce the new roots with my study sheet. We spend time reviewing the 5 “old” roots, and then really talk about the new roots for the week. I have a set of large “word wall” cards (included) that I hang up on the board for the week for them to refer to. We brainstorm together a good definition for the example words after they have learned what each root means. I will pass out a puzzle for homework to be completed by Friday. 

TUESDAY: We cut out the vocabulary flashcards for the week and put them in a baggie after a quick review of the meanings. We play a few rounds of the “I have, Who has” game. 

WEDNESDAY: Students will work on their “stack it up” activity independently. They may use the word cards if they choose. 

THURSDAY: Based on how the students did on their independent activity on Wed, I will flexibly group students to complete 2 different activities. For the kids who need a little more practice, I will pull them back to do a vocab card match with the root cards they cut out. For the kids who have a stronger grasp of the words, I will allow them to play “BUMP” in partners. 

FRIDAY:  I collect their puzzle homework and have them take the Google Form quiz on their chromebooks. This is a quick, self-grading check of their understanding! 

 *At the conclusion of the quarter’s worth of root activities, I spend a week on reviewing all of the roots they have learned in order to give a summative assessment. I have a review sheet, a crossword puzzle, a making words activity, and a Bingo game to help them prepare! I have divided this yearlong program into 4 sections. The first 3 are now available.....with the 4th and final segment slated to be published by the end of October 2022!

               

           

Thank you for reading!

Jennifer

 
Is your upcoming teacher evaluation causing you stress?  Are you worried about switching gears to align your evidence to the updated OTES 2 teacher performance Evaluation?  Does the rubric just seem plain overwhelming?

I have created an updated, comprehensive evidence binder that will make your life easier as you begin to gather, sort, and organize your data!

In addition to the colorful binder covers/dividers highlighting what is needed for each domain, I have also included COUNTLESS activities, resources, Google forms, charts, logs, best strategy highlights, and so much more to make sure EVERY portion of the rubric is accounted for!

I have also provided brainstorming sheets and checklists for each domain that are packed with ideas and links to included resources that will provide you all the evidence you need!

Go show them how accomplished as a teacher you truly are!!

                                                        Click Here for more details!

Thank you for taking time to learn about this!

Happy teaching!  Jen