tag:blogger.com,1999:blog-63730792649992519902024-03-04T22:57:55.141-08:00Mrs. L's Leveled LearningWe have moved!! Find the latest content at www.mrslsleveledlearning.com
melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.comBlogger39125tag:blogger.com,1999:blog-6373079264999251990.post-83031544189961339532015-07-08T10:35:00.002-07:002015-07-08T10:37:27.169-07:00Mrs. L's Leveled Learning has Moved!<div style="text-align: center;">
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melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-54570714575365010072015-05-18T21:54:00.002-07:002015-06-15T19:47:31.859-07:00Fitting Everything in IS a Challenge!<span style="background-color: white;"><span style="color: #333333; font-family: inherit;">A couple days ago I was asked a pretty big question about implementing the Assessments with Learning Goals and Scales in the classroom. I wanted to give it ample space because a few sentences just isn't going to cover it!</span></span><br />
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<span style="font-family: inherit;"><b><span style="background-color: white; color: #333333;"><i>User 5th_is_Fab has written the following comment regarding </i></span></b></span><br />
<span style="font-family: inherit;"><b><i><span style="background-color: white; color: #333333;">"<a href="https://www.teacherspayteachers.com/Product/4th-Grade-Common-Core-Math-Assessment-with-Learning-Goals-Scales-790833">4th Grade Common Core Math Assessment with Learning Goals & Scales!</a>":</span><br style="color: #333333;" /><br style="color: #333333;" /><span style="background-color: white; color: #333333;">This is AMAZING and the amount of time that went into creating this is also AMAZING. However, in a real classroom where I only have x amount of time to teach all standards, I am racking my brain trying to figure out how to use this in the full way it was intended. We do not just teach one standard at a time so to group standards as a complete test would take the students a very long time to complete and a very long time for me to grade. (I only teach math... so I have 90 students.) I was thinking about starting them early and educating the parents on the importance of these assessments. That way I can do this as somewhat of a flipped model and have the students complete at home so not a ton of class time is disturbed.</span></i></b></span><br />
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333;">I couldn't find your name, but you have an impressive profile; Teacher of the Year twice in your county? You obviously know what you're doing, so I'll assume you have a very well-structured classroom. I can definitely relate to limited time. I also worked as a resource teacher for a multi-age class so differentiation was a necessity. Covering 3 grade levels of content was a constant problem to solve. </span></span><br />
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<span style="background-color: white;"><span style="color: #333333; font-family: inherit;">First, I would say that the tests can be time consuming, but since they take the same test twice, you are actually killing two birds with one stone. The kids get some of the test done the first time through and you get some valuable feedback about who is in the most need of remediation or enrichment. I found in my classes that there were actually lessons I could skip altogether or review really quickly </span><span style="color: #333333;">because</span><span style="color: #333333; font-family: inherit;"> I had seen their pretest results. I never had 90 students, so that is a pretty big hurdle to get over, especially when you'd be grading them twice. Hmmm... </span></span><br />
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<span style="background-color: white; color: #333333;">If your parent population is really engaged you could try to educate the parents on understanding the </span><a href="https://www.youtube.com/watch?v=gYawtEG5h4w" style="background-color: white;">Portfolio Pages</a><span style="background-color: white; color: #333333;"> and the Assessment levels and have them do the pretest portion at home. My concern would be that it could get really tricky if a student comes back with all 4 levels complete and correct and you didn't actually see them do any of it. Maybe have some kind of limit on it, like they can only complete levels 1 and 2, then be given the rest as a post-test. You could observe in class which students are really catching on and compare that with their results. </span><br />
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<span style="background-color: white;"><span style="color: #333333;">If you can get a few parent volunteers that you trust completely, you could ask for help grading the pretests.</span></span><br />
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<span style="color: #333333;"><span style="background-color: white;"><b><i>The pretest score should not affect their grade in class, it is only a starting point;</i></b> so whether or not you actually correct every problem may not make a huge difference. Their starting place would then be an estimate that they are making and recording on their Portfolio forms. <b><i>You have to decide based on your students age, maturity, and circumstances if this will still serve the purpose of helping them become aware of their progress and see their own growth. This is the most important thing and the purpose of using scales!</i></b></span></span><br />
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<span style="color: #333333;"><span style="background-color: white;">You could start out by asking the students to give themselves an informal pretest score without grading it. So, they get the test page for the first time and are given a time limit in class such as 10-20 minutes to complete as much as they can. Without grading it, they see how far they got and try to answer honestly, "Can I do the problems in this section?" If they feel confident and you can see by browsing their paper for 10 seconds that they got that far, then they can color in a pretest level on their Portfolio forms. Then when you actually give the post-test you are only grading it once. </span></span><br />
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<span style="color: #333333;"><span style="background-color: white;">I stopped grading my daily practice work when I realized that my students had no safe place to make mistakes. I would grade projects and larger in-class assignments, but had my students check their own daily practice work in small rotating groups from the teacher manual. Meanwhile I was around helping other kids. I had smaller classes so maybe it was easier for me to keep an eye on them. They also had each other and the group kept them pretty honest. You could have them take the pretests and them come together in small groups with an answer key that only covers sections 1 and 2, so they can't cheat on the grade level content. Then they would also get immediate feedback on their starting point for that standard.</span></span><br />
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<span style="color: #333333;"><span style="background-color: white;">You could also have them do things like writing reflections at home after the post test. Then parents could see how their child is doing and have their own conversation with them. For 4th graders, writing reflections may be </span>difficult and very time consuming so I would definitely save that for homework. </span><br />
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<span style="color: #333333;"><span style="background-color: white;">I definitely clumped the pre-test and post-test standards into small groups when I was teaching them. Some of them are quick and easy to get through. I understand that most resources aren't designed to match the standards, so there's always an overlap in content. That's no problem because you want your students to <i><b>learn</b></i> the content for good, not for a week or two before you move onto something else. I would usually give 1-3 assessments at a time, teach my unit, etc., and then spread out the post-tests so they were a week or two apart from each other. It can feel like a lot to keep track of, but since my district </span><a href="http://mrslsleveledlearning.com/grading-with-scales">aligned scales to our grading system</a>, I wasn't grading any other assessment - rarely any class practice, a few quizzes, and homework grades were mostly completion points because our district policy did not support heavy grading of homework assignments. You may have to reprioritize what you're grading and how much grading you need to do to have grades that really represent your student's learning. <b><i>Ideally, their scores in the scales become their grade because that is what really shows what they know!</i></b> Check your district's policies and see what you're comfortable with. </span><br />
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<span style="color: #333333;"><span style="background-color: white;">I spent about a year and a half writing the 4th, 5th, and 6th grade Assessments for my multi-age math class. I spent another half a year at least trying to implement them routinely. It is a work in progress so I would encourage you to be patient with yourself. You're taking on the work to do something that could enrich your students, and that is admirable! Keep trying to prioritize your class time by asking what activities will help your kids take ownership of their learning and make the most progress? You can trust your professional judgment and make modifications as needed. As long as you see your students progressing, you don't have to pressure yourself to do every assessment, lesson, or "good idea" that comes along. Marzano's research indicates that using learning goals and scales can make a huge difference in student growth because they help kids to become aware of their own learning and feel like they have some control over it. Otherwise you really are the one doing all the work for them. It's a lot of work when you first start using scales; writing them, implementing them, and tracking them, but it can also save you some wasted time teaching lessons you don't need or explaining to parents what their child is doing all year! Once it's a routine, it gets a little easier. </span></span><br />
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<span style="color: #333333;"><span style="background-color: white;">Dear "5th is Fab" I hope you found some helpful ideas to try. Please keep in touch and let me know how it's going for you! I really commend you for trying to make this work smoothly in your situation.</span></span><br />
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<span style="color: #333333;"><span style="background-color: white;">Sincerely, </span></span><br />
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<span style="color: #333333;"><span style="background-color: white;">Melanie LiCausi :)</span></span><br />
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<span style="color: #333333;"><span style="background-color: white;"><br /></span></span>melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-18579665444049525262015-05-15T07:13:00.002-07:002015-05-20T08:41:27.970-07:00Games in the Classroom! FUN! FUN! FUN!This time of the year with test pressure behind us, lots of teachers are looking for fun ways to review or unwind. I have always loved using games in the classroom, but they can easily get out of hand or become huge time-wasters if not structured the right way. The best way I've found to structure game times is to use a timer!! This is very simple, very effective in getting a cooperative response from your students, and keeps you in a facilitative role instead of looking like the bad guy for stopping the fun!<br />
<span style="background-color: white; color: #333333; font-family: inherit; line-height: 20.799999237060547px;">These games are intended for grades 3-8 and include:</span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #333333; line-height: 20.799999237060547px;">1. Math Madness: An Interactive Power Point Quiz Game.</span><span style="background-color: white; color: #333333; line-height: 20.799999237060547px;">All answers are linked to a "Correct!" or "Oops!" page so students can play independently. </span><span style="background-color: white; color: #333333; line-height: 20.799999237060547px;">(Grade Level Specific)</span><br style="color: #333333; line-height: 20.799999237060547px;" /><span style="background-color: white; color: #333333; line-height: 20.799999237060547px;">2. Overloaded Liters where students work through a visual representation of the place value system while earning cash for answering simple conversion problems.</span><br style="color: #333333; line-height: 20.799999237060547px;" /><span style="background-color: white; color: #333333; line-height: 20.799999237060547px;">3. Metric Mountain, a more advanced game that I developed for my high and gifted elementary students to practice metric conversions with decimals. This game helps students to develop an understanding of the inverse relationship between the size of pieces and amount of pieces being compared in </span><span style="background-color: white; color: #333333; line-height: 20.799999237060547px;">equivalent decimal numbers such as 5 decimeters and 50 centimeters</span><span style="background-color: white; color: #333333; line-height: 20.799999237060547px;">.</span></span><br />
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<span style="color: #351c75;"><b><i>Sorry, this Raffle has ended, but you can still find these games by following the links below.</i></b></span></div>
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<b>No Prep <a href="https://www.teacherspayteachers.com/Product/6th-Grade-Math-Madness-Game-Interactive-Power-Point-Presentation-1236553" target="_blank">Math Madness Interactive Power Point</a>, <a href="https://www.teacherspayteachers.com/Product/Metric-Conversion-Board-Games-Practice-Decimal-Place-Value-Understanding-797074" target="_blank">Overloaded Liters, and Metric Mountain!</a> </b></div>
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<span style="font-size: x-small;">(These games were designed for grades 3-8 aligned to the Common Core Standards)</span>.<br />
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Visit my online store to download a free copy of <a href="https://www.teacherspayteachers.com/Product/Equivalent-Fractions-Games-790368" target="_blank">Equivalent Fractions Games</a>, a Power Point presentation that will teach your students how to add and subtract unit fractions using blocks. Templates are included so you can print your own blocks if you don't have plastic ones.</div>
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melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-73110084052077101702015-04-26T12:58:00.001-07:002015-04-26T13:02:01.038-07:005th Grade Common Core Math Quizzes for FREE!<br />
Last week's freebie was the 4th Grade Common Core Math Quizzes, this week 5th grade is done and posted!<br />
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Grab the <b style="background-color: white;"><span style="color: #0b5394;"><a href="https://drive.google.com/file/d/0Bz-imbaoLh5ATFFGVzV1ZkdTRzQ/view?usp=sharing" target="_blank">5th Grade Common Core Math Quizzes for ALL Standards </a></span></b>for FREE before they become a paid product. The Quizzes can be used as another document of mastery in your <a href="https://www.youtube.com/watch?v=oCnhvLrqpIQ&list=PLauX1z8X1y1XbDeIfbAfPq4fXZXDSHU1j&index=7" target="_blank"><span style="color: blue;">Student Portfolio Binders</span></a>, or sent home to share progress with parents.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaoNdmS5SiJMKwGJrdiwhoU3cDyB6erLnjMbiCoDBauUeMkCjfxz3oyDrX4ppb3X0nEzRRj6x9Bb7j0Lhxxv2ptx4BkPgBLOcJiEAgYVm-3NLYKsOEanCtP8Dov4SIKHsmxmsRhf1YSNYS/s1600/Slide03.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaoNdmS5SiJMKwGJrdiwhoU3cDyB6erLnjMbiCoDBauUeMkCjfxz3oyDrX4ppb3X0nEzRRj6x9Bb7j0Lhxxv2ptx4BkPgBLOcJiEAgYVm-3NLYKsOEanCtP8Dov4SIKHsmxmsRhf1YSNYS/s1600/Slide03.png" height="320" width="240" /></a></div>
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One of the most difficult standards for me and my fifth grade students is the big jump from operations with whole numbers to operations with decimals. Fourth grade introduces adding and subtracting fractions, but in one year, fifth graders are expected to master all four operations with fractions and decimals, including visual representations. Ouch! Not to mention the other clusters! This can be tricky and students need a really solid understanding of number and place value concepts first.<br />
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<i><b><span style="color: blue;">Some of my favorite tools for teaching fraction and decimal operations are:</span></b></i><br />
1.<a href="http://nlvm.usu.edu/en/nav/grade_g_2.html" target="_blank"> The National Library of Virtual Manipulatives</a> <b>Fraction-Rectangle Multiplication</b> which teaches students to break apart an array into fractions along each axis, just like multiplying whole numbers. If the axes are labeled correctly, students can find fractional products really easily!<br />
The application allows you to visually solve proper and improper fractions, as well as test students. They model the algorithm next to each rectangle array.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDEoFFIUea10rDKNdAldYlPgjG8KtM_duJ-ML5NyOEWqVs2SX4jt4yAyy_Bv0oqF2Ds9YFhUXwiYxiZig246VwNFwxcMMNZm7kd5lQlc2ed22jJyeJgVkYiycfkxX2-pfoBmkggDXV3vXP/s1600/2:3+x+1:3+rectangle+multiplication.tiff" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDEoFFIUea10rDKNdAldYlPgjG8KtM_duJ-ML5NyOEWqVs2SX4jt4yAyy_Bv0oqF2Ds9YFhUXwiYxiZig246VwNFwxcMMNZm7kd5lQlc2ed22jJyeJgVkYiycfkxX2-pfoBmkggDXV3vXP/s1600/2:3+x+1:3+rectangle+multiplication.tiff" height="564" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinmJvxI3j9QEDpwJf09X2HyBS5dYzq53QCMGi0QI0b5ydlNCLuYnJ5in5Fxb3XWgizEAtmvfcHaTgVAuw1URoxWiBn0RN5LQAT128Q7jhgaOUeHEhCsviUY_jMhVOYd7ScXH82zdB3Jqa5/s1600/5:3+x+4:3.tiff" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinmJvxI3j9QEDpwJf09X2HyBS5dYzq53QCMGi0QI0b5ydlNCLuYnJ5in5Fxb3XWgizEAtmvfcHaTgVAuw1URoxWiBn0RN5LQAT128Q7jhgaOUeHEhCsviUY_jMhVOYd7ScXH82zdB3Jqa5/s1600/5:3+x+4:3.tiff" height="556" width="640" /></a></div>
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The only downside is that the application will not allow you to set up a 10 x 10 grid for multiplying decimals. Once students are familiar with the set-up, they could easily use graph paper to model tenths.<br />
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2. <a href="http://www.decimalsquares.com/decimalsqsprogram.html" target="_blank">Decimal Squares</a><br />
The program worksheets may look out of date, but the representations are timeless! There are different packets of skill practice that help kids build the background knowledge they need to solve decimal operations with models and algorithms.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAbpz8QRc4luj85sJl73G3TcQV09qnI5YxgiO7pxBR3-8An41tIOLPkt9AQ9Tgc68EEC03THzYqyWdv4J2l_yWTODT1GST1A67KEiwv7pIFt9usUnA-wjB2H0CqDnAiAzGBJ-VDTzbzFuB/s1600/Decimal+Squares+Materials.tiff" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAbpz8QRc4luj85sJl73G3TcQV09qnI5YxgiO7pxBR3-8An41tIOLPkt9AQ9Tgc68EEC03THzYqyWdv4J2l_yWTODT1GST1A67KEiwv7pIFt9usUnA-wjB2H0CqDnAiAzGBJ-VDTzbzFuB/s1600/Decimal+Squares+Materials.tiff" height="312" width="640" /></a></div>
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If you're not able to purchase another program, you can use the idea of modeling spaces on graph paper. Once students can do operations in one place value (.5 + .2; .07 - .03) then they can learn to break apart multiple place values (.25 + .13) with the same operations.<br />
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I also found the idea of open arrays to help with modeling. An open array is just rectangles divided into labeled spaces by place value. It allows kids to multiply in smaller pieces and then add them together.<br />
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The <a href="https://www.teacherspayteachers.com/Product/4th-Grade-Common-Core-Math-Bundle-with-Learning-Goals-and-Scales-1821676" target="_blank">4th Grade Bundle </a>was just published last week in my TpT store. The 5th grade Bundle will be available mid-week, once the Quiz Freebie expires.<br />
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I will announce each grade level set as it is finished, so please <span style="color: #38761d; font-size: large;"><i>KEEP in TOUCH!</i></span><br />
The quizzes will only be free for a few days, and then they will become paid products. You can see the updates on my <span style="color: blue; font-size: large;"><a href="https://www.facebook.com/MrsLsLeveledLearning" target="_blank">Facebook page</a></span>, my <span style="color: #990000; font-size: large;"><a href="https://www.pinterest.com/leveledlearning/" target="_blank">Pinterest boards</a></span>, or here. Just click the "Follow Me" buttons.<br />
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<span style="text-align: center;"> </span><i style="text-align: center;"><span style="font-size: large;">Thanks for stopping by!</span></i></div>
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<br />melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-15247485912568536542015-04-15T22:01:00.000-07:002015-04-15T22:01:01.150-07:004th Grade Common Core Math Quizzes - Freebie Frenzie!<div class="separator" style="clear: both; text-align: center;">
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Last week's freebie was the 3rd Grade Common Core Math Quizzes, this week 4th grade is done and posted!<br />
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Grab the <a href="https://drive.google.com/file/d/0Bz-imbaoLh5ASUYxMEM5Z0xqOWc/view?usp=sharing" target="_blank"><b><span style="color: #274e13;">4th Grade Common Core Math Quizzes for ALL Standards</span></b></a> for FREE before they become a paid product. 4th grade is one of those tough years where you are covering skills like measuring angles, for the first time ever, and your students may need a little extra practice to ensure mastery. The Quizzes can be used as another document of mastery in your <a href="https://www.youtube.com/watch?v=gYawtEG5h4w&index=6&list=PLauX1z8X1y1XbDeIfbAfPq4fXZXDSHU1j" target="_blank">Student Portfolio Binders</a>, or sent home to share progress with parents.<br />
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The 3rd Grade Bundle is also ready and will be published tomorrow on my TpT store.<br />
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I really want to give a gift to those of you who have already been using the Math materials with Learning Goals and Scales. You shouldn't have to buy another item when new buyers will get it all in one discounted bundle.<br />
I will announce each grade level set as it is finished, so please <span style="color: #38761d; font-size: large;"><i>KEEP in TOUCH!</i></span><br />
The quizzes will only be free for a few days, and then they will become paid products. You can see the updates on my <span style="color: blue; font-size: large;"><a href="https://www.facebook.com/MrsLsLeveledLearning" target="_blank">Facebook page</a></span>, my <span style="color: #990000; font-size: large;"><a href="https://www.pinterest.com/leveledlearning/" target="_blank">Pinterest boards</a></span>, or here. Just click the "Follow Me" buttons.<br />
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<span style="text-align: center;"> </span><i style="text-align: center;"><span style="font-size: large;">Thanks for stopping by!</span></i></div>
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melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-46996427846692181172015-04-08T23:26:00.002-07:002015-04-10T05:56:52.042-07:00Working on it Wednesday Night - FREE Quizzes for Common Core Math Okay, most of you are in bed already, but here in Arizona I still have 53 minutes left of Wednesday! Yeah!<br />
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I usually start working when my husband comes home from work and can take the little ones; our son is 4, and our daughter is 18 months. They are adorable!!! but seem to extract every ounce of energy I have most days. If I can work until midnight without my eyes glazing over, it's a good night!!!<br />
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What have I been working on? Well, I try to honor teacher requests for materials as best as I can working part time, but I am really excited that my new Quizzes are coming along quickly! Partly because I started them in January, the free Math Quizzes by Domain - but they didn't cover enough to be helpful. If a teacher is going to have more than one way to document student learning, then the quizzes really have to represent the core skills and knowledge of each standard at grade level. These quizzes have 3-6 questions for each standard, and can be done after the pre-test, but before the post-test (if you're also using the Assessments with Learning Goals and Scales). They can be sent home for some immediate student feedback, or added to the Student Portfolio binders as extra evidence of student mastery. The content of the Quizzes represents mastery of Level 3 of the scales, since that is the grade-level expectation.<br />
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Here's the <a href="https://drive.google.com/file/d/0Bz-imbaoLh5AUVptZGF2NGVEWDg/view?usp=sharing" target="_blank"><b>3rd Grade Common Core Math Quizzes for ALL Standards</b></a> - coming up first! Follow this link to grab your free Quizzes before they become a paid product. I plan on bundling all of my grade-level materials once the quizzes are done, but I really want to give a gift to those of you who have already been using the Math materials with Learning Goals and Scales. You shouldn't have to buy another item when new buyers will get it all in one discounted purchase. Just trying to make things fair!<br />
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I will announce each grade level set as it is finished, so please <span style="color: blue; font-size: large;"><i>KEEP in TOUCH!</i></span><br />
The quizzes will only be free for a few days, and then they will become paid products. You can see the updates on my <span style="color: blue; font-size: large;"><a href="https://www.facebook.com/MrsLsLeveledLearning" target="_blank">Facebook page</a></span>, my <span style="color: #990000; font-size: large;"><a href="https://www.pinterest.com/leveledlearning/" target="_blank">Pinterest boards</a></span>, or here. Just click the "Follow Me" buttons.<br />
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<br />melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-14657688080139084362015-04-04T03:30:00.000-07:002015-04-15T22:10:17.298-07:00You Oughta Know About - Marzano's Learning Goals and Scales <div style="text-align: center;">
<span style="font-family: inherit;">One of the most transforming and challenging bit of professional development I've ever received was when my district asked us to create <b><i><a href="http://www.marzanoresearch.com/resources/proficiency-scale-bank" target="_blank">SCALES</a></i></b></span><span style="font-family: inherit;"> for our learning goals. </span><i><b>What<span style="font-family: inherit;"> is a scale? and who is </span>Marzano? </b></i><span style="font-family: inherit;">Robert Marzano's work in </span><a href="http://www.marzanoresearch.com/art-science-teaching" style="font-family: inherit;" target="_blank"><i>The Art and Science of Teaching</i>: <i>A Comprehensive Framework for Effective Instruction</i></a><span style="font-family: inherit;">, highlighted some principles of education that most teachers know, but easily forget in the business of everyday duties. One of the chapters specifically talks about tracking student progress in a learning goal by breaking it down into consecutively more difficult pieces. <b><i>In another work he suggests that implementing this strategy can increase student performance more than any other strategy you could try!</i></b> </span></div>
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<span style="font-family: inherit;">H</span>e also suggests a meaning for each scale. Scale 1 designates a very beginning level of exposure to a skill or concept. Scale 2 represents someone who is still working on mastering a concept, but has some basics down. <i>(I like to use skills from previous grade levels for scales 1-2 whenever possible. I can quickly check on what they were supposed to learn!)</i> Scale 3 shows mastery of grade-level expectations, and Scale 4 could be either an advanced knowledge, in-depth explanations, or an ability to apply the knowledge to more complex situations.<br />
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<span style="font-family: inherit;">Here's an example of a posted Learning Goal and Scale. </span></div>
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<span style="font-family: inherit;">Having a scale begs the question, </span><span style="font-family: inherit;"><i style="font-weight: bold;">how do I decide which students are where? </i>When I introduced a new topic and scale, I asked students to show me where they </span>thought<span style="font-family: inherit;"> they were by holding up</span><span style="font-family: inherit;"> fingers. Then I would take a </span>mental<span style="font-family: inherit;"> note and try to segment them into 2-3 smaller groups for practice activities </span>and<span style="font-family: inherit;"> instruction. I </span>didn'<span style="font-family: inherit;">t feel very confident about this </span>method and it was very messy and difficult to track. I wanted something more concrete and poured a few hours into making an assessment for each scale. (See below.)<br />
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<span style="font-family: inherit; margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiruiiPJFu5BIAjcsQ8bkgBPjWCjCZ4HpohM4b_yB9Q-wi4RUxZgLd0ENvo7uH8CvpU87uiWUYjkR-li5pQ_oQF2sZ_JvUmm7nXGA431i0Xa-UqazpoAwSl03EyKO70E2ye6LaVpjc9Q_KM/s1600/4OA31+scale+1-2.png" height="640" width="467" /></span></div>
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<span style="font-family: inherit;">When I introduced the <b><a href="http://mrslsleveledlearning.blogspot.com/p/5th-grade.html">Assessment</a> </b>as a pre-assessment, they enjoyed the fact that there was no pressure to know everything right away. They completed as much as they could, and I graded it so I could share their progress with them. The next day I would return it so they could see how far they'd gotten. Depending how much time I had, I would either return it individually, let them peruse it for a few minutes, then move onto the daily lessons; or I would return it in small groups based on performance level (1s together, 2s together, etc.) and meet with them to go over the test and skills. I would usually spend time going over the next skills so they would have an immediate goal to focus on in class. I would only fit in a meeting with each group about once a week, but it was better than nothing. The kids seemed really motivated to progress and felt like they were 'cheating' because they got to see the test in advance.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJXbZHOJ7bjZQNHT6RgniPnoQSzWrGE1B6bb9KMtj5KABsDmQ58hLtWc6N2sTCGyo1UZkdJhuiVGvEVFruNi1Ors685TWbSY4XZ633gVq9Eys0Zcx6AbdsUckMxWAZijmrWSffoT907sz5/s1600/5OA2+scale+3-4.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJXbZHOJ7bjZQNHT6RgniPnoQSzWrGE1B6bb9KMtj5KABsDmQ58hLtWc6N2sTCGyo1UZkdJhuiVGvEVFruNi1Ors685TWbSY4XZ633gVq9Eys0Zcx6AbdsUckMxWAZijmrWSffoT907sz5/s1600/5OA2+scale+3-4.png" height="400" width="323" /></span></a><span style="font-family: inherit;">I used the same exact test as a post-assessment, and the kids <i>really</i> <i>loved</i> being able to see the scales they'd already mastered and skip ahead to finish the test faster! Those who had gotten really far only had to complete scales 3-4. Those who had more to learn, had more work to do, but this was okay because it also helped me to manage the environment. I would have 1-2 "When You're Done..." activities up on the board for the kids I knew would be done quickly. I made sure there were quieter areas of the room for the kids who would need the whole period to finish.</span><br />
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<span style="font-family: inherit;">I didn't feel like I was letting the kids "cheat" because first of all, there were usually 2-4 weeks between the time they took the assessment as a pre-test, and a post-test. It was very unlikely they were going to remember the problems. Secondly, kids learn through repetition and practice, and the more they get to see and hear the learning goals and examples, the more likely they will be <i>conscious</i> of their learning. When kids are conscious of their learning, they are much more likely to take ownership of it! THIS IS THE GOAL! Teach kids to realize that <i>they</i> have charge of their learning, not just me! </span></div>
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<i><b><span style="color: #660000; font-family: inherit;">I can't tell you how proud and happy they were to SEE their progress and feel like they had more than one chance to master it!!</span></b></i><br />
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<span style="font-family: inherit;">Each student should complete the test for one math standard in one sitting, doing as much as they can independently. Then the test is corrected and scored. The first score is not for grading purposes. It is only to give you a starting place for planning and differentiation; and the student some acknowledgement for what they already know. The first score simply tells you how many scales (sections) the student has mastered. They don't necessarily need to have 100% correct to "pass" a section. It's up to the teacher, who knows the child, to decide what passing looks like. Scoring them can be tricky if you have a child who masters scale 2, but not scale 1, like the student above. I would have him color in the scale 2 box, but not the scale 1 box on his Portfolio sheet.</span><br />
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<span style="font-family: inherit;">After the students receive their scores they can look them over and record them on their <b><a href="https://www.teacherspayteachers.com/Product/4th-Grade-Common-Core-Math-Student-Portfolio-with-Learning-Goals-Scales-991696">Student Portfolio</a></b> sheets. The sheets provide a brief statement of each standard, coloring boxes for each scale, and a goal setting space on the back. You can decide whether or not you have time to write goals and reflections, but it does help the students become more conscious of what they're doing well in, or need to be more attentive to. I had my students keep all of their Portfolio pages in a binder, and we would add each test as it was completed. The Portfolio pages were created to be binder dividers for each cluster of math standards.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-NjhE4LO_C_Tp6QkcRgynqAcrSuIgVKK2BHim6PimBGUpQYtr5f3nhIGFzWcyU-u7rADWExJL5a56oe3DlIyEiCtnb5ciLayjEn6WknWO7mfzc39eCcIVN41tXVMxYASv1YTGp0KRGaCG/s1600/DSC04814.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-NjhE4LO_C_Tp6QkcRgynqAcrSuIgVKK2BHim6PimBGUpQYtr5f3nhIGFzWcyU-u7rADWExJL5a56oe3DlIyEiCtnb5ciLayjEn6WknWO7mfzc39eCcIVN41tXVMxYASv1YTGp0KRGaCG/s1600/DSC04814.JPG" height="480" width="640" /></span></a></div>
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<span style="font-family: inherit;">On the back side of the Portfolio page, the student above could think about what he found difficult about scale 1, and write one sentence about what he would like to learn. He might set a goal to be able to do these kinds of problems in the next few weeks, or to pay extra attention to problems like this in class. She might set a goal to ask more questions or practice these problems more.</span><br />
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<span style="font-family: inherit;">After the pretest students can be grouped for instruction and differentiation. I like to use color-coded spreadsheets for easy sorting. You can find some FREE ones pre-formatted with color-coding and links to the Common Core standards for quick reference. Visit<b><i> <a href="http://www.teacherspayteachers.com/Store/Mrs-Ls-Leveled-Learning">Mrs. L's Leveled Learning Store</a></i></b> and click on your grade level in the Custom Categories tab, or scroll though the list of products. The sets of Student Portfolio pages are also FREE and can be found here.</span><br />
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<span style="font-family: inherit;">The teacher decides when students have been given ample time to learn the content from each standard, and then the same exact test is given again as a <b>Post-test.</b> I waited anywhere from 2-4 weeks to give the post-test. Students should be given as much time as they need to complete the entire test. Depending on your students, you may or may not require all of them to complete scale 4. This is also the time when your students have the opportunity to complete and correct any mistakes they made on the pretest. Students will pick up right where they left off. Since some have a lot to learn, and others don't, it's good to plan a silent activity for individuals who finish early.</span><br />
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<span style="font-family: inherit;">The post-test is scored and graded this time. Here is a suggested grading scale. An explanation of the grading scale is given in more detail <a href="http://mrslsleveledlearning.com/grading-with-scales">here</a>.</span><br />
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<span style="font-family: inherit;">4.0 - 100% A+</span><br />
<span style="font-family: inherit;">3.5 - 95% A</span><br />
<span style="font-family: inherit;">3.0 - 90% A-</span><br />
<span style="font-family: inherit;">2.5 - 80% B/B-</span><br />
<span style="font-family: inherit;">2.0 - 70% C/C-</span><br />
<span style="font-family: inherit;">1.5 - 65% D</span><br />
<span style="font-family: inherit;">1.0 - 60% D-</span><br />
<span style="font-family: inherit;">0.0 - 50% E</span><br />
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<span style="font-family: inherit;">After the post-test is graded, students can go back and color in more of their scales to show what they've mastered. They may also revisit their goals to record whether they "reached [their] goal," "made progress," or are "... still working on this." Giving some reasons may also help students become more aware of their learning. </span><b style="font-family: inherit;"><i>These Assessments and Student Portfolio binders are excellent for parent conferences and administrator evaluations!</i></b><span style="font-family: inherit;"> I found that I didn't have to spend as much time explaining what we were doing in math class. Each child's progress is so clearly and simply documented. Find FREE samples of every Assessment, Portfolio, and </span>Posters<span style="font-family: inherit;"> on my <b><span style="color: blue;">FREEBIES</span></b> page.</span><br />
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<b><span style="font-family: inherit; font-size: large;"><span style="color: #cc0000;"><a href="https://www.youtube.com/watch?v=ydMDAGKHW7Q&index=1&list=PLauX1z8X1y1XbDeIfbAfPq4fXZXDSHU1j">Click Here to see a Video Tutorial using Scales.</a></span></span></b><br />
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Thanks to Jasmine from <a href="http://buzzingwithmrsmcclain.blogspot.com/" target="_blank">Buzzing with Mrs. McClain</a> for hosting this blog hop!</div>
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and Jackie Sutcliffe from <a href="http://reallearningroom213.blogspot.ca/2015/04/snow-days-ticking-clocks-and-teaching.html" target="_blank">Real Learning in Room 213</a>.</div>
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<!-- end InLinkz script -->melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com3tag:blogger.com,1999:blog-6373079264999251990.post-1498440694457566182015-03-26T23:06:00.001-07:002015-03-26T23:22:18.933-07:00Rewards and Consequences<span style="font-family: inherit;">Rewards and
consequences have their pros and cons. When I was in the classroom with my
first and second graders I tried establishing a rewards system. I hated the
inconvenience of having to pay attention to one more detail! One more thing to
assess, document, or put money into. My brain just felt overwhelmed and I
honestly wasn't very good at being consistent with a system. It just felt a bit artificial and I didn't really sell it well. I wondered if I was accomplishing the right thing with my students
- of course I wanted immediate compliance, but were they learning to gain
self-control and self-confidence or was I training them to always expect a
reward? I guess I believed that external rewards hinder internal motivation and
fostering internal motivation is what really creates enthusiasm for learning. </span><i style="font-family: inherit;">Real learning</i><span style="font-family: inherit;"> that lasts, not just finishing homework or following directions during group work.</span><br />
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<span style="font-family: inherit;">Now<span style="mso-spacerun: yes;"> </span>I have my own kids, and I am reconsidering
this issue with potty training. My husband and I have been a little frustrated
that we've been working on potty-training our son for 2 years - yes, he is
almost 4. I have gone through the whole gammit of thoughts and feelings like
"Oh my gosh, I am such a bad parent -we haven't gotten a handle on this -
something is wrong with him - we are spoiling him to let this go on so
long…etc. etc." We have tried rewards like suckers and toys, but then he just asks for treats all day. God forbid he fail to get a treat, and the tantrums go on and on. He didn't seem to be making much progress.
After a few weeks he just stopped caring about stickers and treats and was more
interested in playing than stopping for potty breaks. Our pediatrician
recommended we take a break from training and try again in a few weeks.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Next, we tried consequences - things like enforced potty breaks every half-hour,
restricting favorite TV shows or activities that seemed to be distracting him
from paying attention to the potty. This didn't work quite so well either
because he would just get mad, resist our efforts to control him, and he
actually started having more accidents! I couldn’t believe it. I gave up
pressing the issue for a few weeks. He has to learn on his own, right? He has
to be the one to decide that he is going to learn to monitor himself and DO IT! Hence - internal
motivation. We have always tried to give him a</span><span style="mso-spacerun: yes;"> </span><span style="font-family: inherit;">lot of verbal praise and affirmation for his efforts but in the end it
comes down to the child. Some kids are much more independently willed than
others. </span></div>
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<span style="font-family: inherit;"><br /></span>
I did find some really great ideas for rewards at <a href="http://childdevelopmentinfo.com/how-to-be-a-parent/parenting/rewards/" target="_blank">Child Development Institute</a>. They are segmented by age level and focus on activities instead of material goods. Some of these make more sense to me as far as encouraging internal motivation, or at least your personal relationship with the child.<br />
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<span style="font-family: inherit;">We are still
intermittently using rewards, in combination with some consequences, but I have
resigned myself to accept that he's on his own timeline with this. He wants to please us initially, and will hopefully feel good about his successes as he masters this new skill little by little! I would love
to hear any stories, wisdom, or redirection you have to offer! Feel free to
leave a comment below! Are systems of rewards and
consequences an effective way to get kids cooperating, or just an annoying
inconvenience? </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">How do they work in your classroom?</span><br />
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melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-58035859928822173482015-03-16T20:24:00.003-07:002015-03-24T20:46:58.167-07:00Conferences and Communication<div class="text author" style="background-color: white; margin: 0px; padding: 0px 0px 5px;">
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<span style="font-family: inherit;"><b style="color: #990000; font-size: 14px;"><i></i></b>Linking up with <a href="http://lovealwaysdianalynn.weebly.com/blog/math-madness-monday-march-23-2015-daily-3-math-part-2" target="_blank">Love Always Diana Lynn</a> for Math Madness Monday to share my favorite products.</span></div>
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<b style="color: #990000; font-family: Verdana, Arial, Geneva, Helvetica, sans-serif;"><i>On <span class="date">March 16, 2015</span>, <a href="https://www.teacherspayteachers.com/Store/Tonya-Hackett" style="text-decoration: none;">Tonya Hackett</a> (TpT Seller) said:</i></b></div>
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<span style="color: #990000; line-height: normal;"><i>"This resource has saved me! I love using the scales as a pre and a post check. They are kid friendly and a super tool to use during parent-teacher conferences. Thanks!!"</i></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjX2WTNFKrfu746qWqanpZHoXQHkH2ndY0M-WN819ZesDVrqJSAHhpiVJ8W23VKJzFWZXFCmngcFoKbLURHq_hPoax5Ily7XCYXDm92Vu6Q10cL-dnNkaxNflaj1jduIg966hpNZoQnn6fd/s1600/Slide1.png" imageanchor="1" style="clear: left; color: #313131; font-family: Verdana, Arial, Geneva, Helvetica, sans-serif; font-size: 11px; line-height: 17px; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjX2WTNFKrfu746qWqanpZHoXQHkH2ndY0M-WN819ZesDVrqJSAHhpiVJ8W23VKJzFWZXFCmngcFoKbLURHq_hPoax5Ily7XCYXDm92Vu6Q10cL-dnNkaxNflaj1jduIg966hpNZoQnn6fd/s1600/Slide1.png" height="200" width="150" /></a><span style="color: #313131; font-family: Verdana, Arial, Geneva, Helvetica, sans-serif; font-size: 14px; line-height: 17px;"> </span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgA9yur90q5Sj1QT8_xgkIXv4CPuJW8huEkaq4S60eogqwKj7POP0haahejLSeNx8azdzHiWTjjnwnN-nz_jhkpP9e__YnlStmmuYDc7M1H_3ORy-I5rrsjTBI4ztmh9xbbzmd8b0OwoeMp/s1600/Slide01.png" imageanchor="1" style="color: #313131; font-family: Verdana, Arial, Geneva, Helvetica, sans-serif; font-size: 11px; line-height: 17px; margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgA9yur90q5Sj1QT8_xgkIXv4CPuJW8huEkaq4S60eogqwKj7POP0haahejLSeNx8azdzHiWTjjnwnN-nz_jhkpP9e__YnlStmmuYDc7M1H_3ORy-I5rrsjTBI4ztmh9xbbzmd8b0OwoeMp/s1600/Slide01.png" height="200" width="154" /></a><span style="color: #313131; font-family: Verdana, Arial, Geneva, Helvetica, sans-serif; font-size: 14px; line-height: 17px;"> </span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8nkG6i7NMNCnnBYP-4mRR3LYeT2IG2C79Z8e-1JvR5QKV07fRtn_Cjth6qA9-YRx621KhOI3NoO90XE_P-bM1e7xZw7ET_e5_iZW7duXeHfyWmzFCWJn-2wYhNXOAJGUEcVIYv67q2HeE/s1600/Slide05.png" imageanchor="1" style="color: #313131; line-height: 17px; margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8nkG6i7NMNCnnBYP-4mRR3LYeT2IG2C79Z8e-1JvR5QKV07fRtn_Cjth6qA9-YRx621KhOI3NoO90XE_P-bM1e7xZw7ET_e5_iZW7duXeHfyWmzFCWJn-2wYhNXOAJGUEcVIYv67q2HeE/s1600/Slide05.png" height="200" width="154" /></a></div>
<span style="color: #313131; font-family: inherit; line-height: 17px;">This bit of feedback from Tonya who is using the 4th Grade Common Core Math Assessment with Learning Goals and Scales, just reminded of those days when I sat through 30 plus conferences trying to explain in 10-15 minutes what we'd been working on for the last 5 months, and how their child was doing. Until I started using my Student Portfolios I didn't have a simple tool to help you communicate student progress with students, parents, administrators, and other teachers. </span><br />
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<span style="color: #313131; font-family: inherit; line-height: 17px;">Six years ago I was working at a Title I elementary school as a gifted resource teacher 75% of the time, and a reading interventionist 25% of the time. Talk about different spectrums! Luckily for me I worked with small groups, but since my students came from five different grade levels, and there were at least 3 teachers for every grade level, communication meant a lot of data and meetings! Ugh. I'm one of those weird teachers that found staff meetings to be fun because I got to talk to other teachers! But, data meetings - definitely not fun. Lots of numbers next to each name, but no examples of student work to help understand the fine details that could shed light on why each child was performing at their own level. It seems that with all of the inclusion, clustering, interventions, and enrichment programs being implemented, most classroom teachers have a whole team of co-workers to share students with. This means that communicating about student progress doesn't just happen a few times a year, but possibly every week! </span></div>
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<span style="font-family: inherit;"><i style="line-height: 17px;"><b><span style="color: blue;">How nice would it be to have one organized place to display student performance data that explains itself!</span></b></i><span style="color: #313131; line-height: 17px;"> The Math Assessments with Learning Goals and Scales plus the free Student Portfolio Pages that go with each grade level, were created to be a visual tracking aid for documenting student progress in a really simple and consistent way. Click on the video link below to flip through the </span><a href="https://www.youtube.com/watch?v=gYawtEG5h4w&index=6&list=PLauX1z8X1y1XbDeIfbAfPq4fXZXDSHU1j" style="line-height: 17px;" target="_blank"><span style="color: #cc0000;">4th Grade Portfolio Sample</span></a><span style="line-height: 17px;"><span style="color: #313131;"> that Tonya used for parent-teacher conferences. Visit my </span><b><span style="color: blue;"><i>FREEBIES </i></span></b><span style="color: #313131;">page to try them out for yourself first. Grades 3-8 are available now. Check out the work samples below!</span></span></span><br />
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<span style="line-height: 17px;"><span style="color: #313131; font-family: inherit;">If you'd like to see a quick tutorial about how to put together the math assessment binder with the Student Portfolio pages, visit my <a href="https://www.youtube.com/watch?v=ydMDAGKHW7Q&list=PLauX1z8X1y1XbDeIfbAfPq4fXZXDSHU1j&index=1" target="_blank">YouTube playlist</a>. </span></span><br />
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melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-85860540228138113712015-03-14T13:15:00.001-07:002015-03-14T13:55:20.405-07:00Make Differentiation Easy with Learning Goals and Scales <div class="separator" style="clear: both; text-align: center;">
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Differentiation can seem overwhelming when you think about having to plan for 3 or 4 different levels all at the same time. I used to think about differentiation as far as high and low, but that was about it. Often I didn't end up modifying that much and I definitely didn't keep track of who started where or how far they'd progressed. Differentiation seemed like a luxury, that I didn't have time for. Until I learned to plan ahead in a more detailed way. Research shows that students who start with clear and specific learning goals can concretely SEE their progress, and will show more learning at testing time! This sounds great, but how do you organize multiple levels of performance?<br />
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<span style="color: magenta; font-size: large;"><i><strong>Learning Goals and Scales can help!</strong></i></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1B7Z1HgQMhUrj8SNajdiRK8DL1Zhm-ZuCd4Y2-l1CimGWh7X0_xcHk4BFR_gWbhNWvey-mRx4l2_Kfva1omIrjcIhrBkdhapDr8-4hcBqVWeLW0fRSJsqbScadlIFUskG3I-NNj9WbRw3/s1600/Animated+Train+Scale+GIF.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1B7Z1HgQMhUrj8SNajdiRK8DL1Zhm-ZuCd4Y2-l1CimGWh7X0_xcHk4BFR_gWbhNWvey-mRx4l2_Kfva1omIrjcIhrBkdhapDr8-4hcBqVWeLW0fRSJsqbScadlIFUskG3I-NNj9WbRw3/s1600/Animated+Train+Scale+GIF.gif" height="320" width="247" /></a><span style="font-size: 12pt; line-height: 18px;">When you create a scale, each learning goal is broken down into five levels, from 0-4. Proficiency in each math standard is represented by a score of </span><strong style="font-size: 12pt; line-height: 18px;">3</strong><span style="font-size: 12pt; line-height: 18px;">. A score of </span><strong style="font-size: 12pt; line-height: 18px;">4</strong><span style="font-size: 12pt; line-height: 18px;"> indicates an advanced knowledge of the skill, usually above grade level. The goals assigned to scores of </span><strong style="font-size: 12pt; line-height: 18px;">2</strong><span style="font-size: 12pt; line-height: 18px;"> and </span><strong style="font-size: 12pt; line-height: 18px;">1</strong><span style="font-size: 12pt; line-height: 18px;">, are either derived from sub-skills of the standard, or from the background knowledge of earlier grade levels. A score of </span><strong style="font-size: 12pt; line-height: 18px;">0</strong><span style="font-size: 12pt; line-height: 18px;"> on the learning scale is useful to document for students who really need intervention to grow.</span></div>
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It takes some time and some thinking to put them together at first, but once it's done, it's done!! You can create scales for any subject area and make them a little more general ("I can perform any fraction operation.") or more specific ("I can add and subtract fractions with different denominators.") I found math to be the most difficult to differentiate for, so I spent the most time creating them. I also chose to focus on the standards as my main learning goal so that I wouldn't have to create a separate one for each discrete skill!<br />
Here's an example:<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8focqRdXVbw0g9zyTnYmhsusx6G7UQHvsAwiFUgPCq_jMF_NN53duRIihNC0rFN0YPfigMWExaUMgUtXLrlrFhyphenhyphenH4xOOSW1WcbOoyTfK-R8qj4I-axXSTLKFw9Ri4fkX5fISMrdX7v_9w/s1600/Slide19.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8focqRdXVbw0g9zyTnYmhsusx6G7UQHvsAwiFUgPCq_jMF_NN53duRIihNC0rFN0YPfigMWExaUMgUtXLrlrFhyphenhyphenH4xOOSW1WcbOoyTfK-R8qj4I-axXSTLKFw9Ri4fkX5fISMrdX7v_9w/s1600/Slide19.png" height="480" width="640" /></a><br />
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When I started posting Learning Goals with Scales for our math standards, it became more obvious to them where they were starting from and where we were headed. </div>
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We started by informally deciding where they were based on their own opinion; <span style="color: #990000; font-style: italic;">"Show me on your fingers if you think you are a 1-2-3-4 right now." </span>This worked fine to get them used to the idea, but wasn't helping me to assess or plan as much until I created some concrete <strong><em><a href="https://www.teacherspayteachers.com/Product/6th-Grade-Common-Core-Math-Assessment-with-Learning-Goals-Scales-790846" target="_blank">Assessments with Learning Goals and Scales</a></em></strong> which presented specific tasks for each level 0-1-2-3-4, so the kids had a way to show what they knew already. I spent over 120 hours creating Math Assessments with Learning Goals and Scales<b style="font-style: italic;"> </b>for grades 4, 5, and 6, which I was currently teaching the most. I spent these hours reading, researching, and creating Learning Goals and scales for each standard that drew from previous grade levels and future grade level skills. Since I had taught so many different grade levels of math, I had a good idea where to look for standards that progressed.You can see examples of Mrs. L's Assessments by visiting my blog: <a href="http://mrslsleveledlearning.blogspot.com/">http://mrslsleveledlearning.blogspot.com</a><br />
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<i><b><span style="color: #660000;">I can't tell you how proud and happy they were to SEE their progress and feel like they had more than one chance to master it!!</span></b></i><br />
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<b>Here's the 3 biggest benefits I found from using learning goals with scales...</b></div>
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<b>1. </b><span style="font-weight: bold;">Kids <i>and parents</i> will know exactly where learning and <i>grades</i> are coming from!</span><i style="font-weight: bold;"> </i>After every single test, as if it were some unwritten ritual, students would brag, hide, and compare their test scores. Sound familiar? The most painful thing is to see those little jaws drop and faces turn red when they didn't score as well as they thought. "But, why did I get a 'C' Mrs. LiCausi?" (Even B's were a disappointment to those high-achievers!) I received a lot fewer questions from students, parents, and administrators when I could point out the progression of skills that a student had mastered or not, to get them to that place. When scales are aligned to specific grades, students can make a clear connection to their level of mastery and their final grade.<br />
<a href="http://mrslsleveledlearning.com/grading-with-scales" target="_blank"><i>Visit my website to see an example of how to align traditional percentages to scales for grading!</i></a><br />
<b><br /></b><b>2. Clear and specific guide for planning and assessing student progress.</b> If you aren't lucky enough to work for a district that thoroughly plans your curriculum and mapping guides, then you know the painfully time-consuming process of sitting down with a year's worth of standards and trying to organize all those ideas, and break them down into manageable chunks for your students. The school year gets busy fast, and every time you switch topics and pre-assess your students, you're starting all over to figure out how to teach them where they're at, differentiating for different levels, and assessing again. If you've got learning goals and scales in order, the process goes so much faster because some of the thinking is done for you! You can move onto the fun part like planning and searching for awesome lessons!<br />
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<b>3. </b><span style="color: #990000; font-size: large;"><i><b>Research supports it!</b></i></span><b> Check out some of the following citations...</b><br />
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"The starting place for all effective instruction is designing and communicating clear learning goals."<br />
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"If teachers aren't sure of instructional goals, their instructional activities will not be focused, and unfocused instructional activities do not engender student learning.<br />
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- Marzano [2009]</div>
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"Our collective goal is that the largest possible percentage of our students get there. To reach that goal we must define for ourselves and for them where "there" is. "<br />
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- Stiggins [1994]</div>
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"Learning targets convey to students the destination for the lesson - what to learn, how deeply to learn it, and exactly how to demonstrate their learning. In our estimation [Moss & Brookhart, 2009] and that of others [Seidle, Rimmele, & Prenzel, 2005; Stiggins, After, Chappuis & Chappuis, 2009], the intention of the lesson is one of the most important things students should learn. Without a precise description of where they are headed, too many students are "flying blind."<br />
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- Moss, Brookhart, Long [2011] Knowing Your Learning Target.<i> Educational Leadership</i>. </div>
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68 [6]. pp.66-69.</div>
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<b><i><span style="color: #660000; font-size: large;">Who has time to waste on ineffective approaches? </span></i></b></div>
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<b><br /></b><b><br /></b><b><br /></b>melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-53166894587620425072015-03-04T18:16:00.002-08:002015-03-31T22:22:48.928-07:00How do Australian Math Standards compare with Common Core? Are we doing it right?<div class="separator" style="clear: both; text-align: center;">
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I'm linking up today with <a href="http://www.ellienix.blogspot.com/2015/03/workin-on-it-wednesday.html" target="_blank">Middle School Math Moments</a> for Workin' on it Wednesday!<br />
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Recently a teacher from Queensland, Australia found my Math Assessments with Learning Goals and Scales. They were written for Common Core, and didn't align with her Year 3 classroom, so she asked if I would make one for her. Wow, that would be interesting I thought. I would love the challenge, and since I've spent so much time preparing the Common Core Assessments, it shouldn't be too bad, right? NO, it wasn't bad, it was phenomenal!!!<br />
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<span style="line-height: 15px;"><i><b><span style="color: purple;">Ever ask yourself, "What in the world did these kids learn last year?"</span></b></i></span></div>
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Well, if you've had to try and align math skills and concepts from different grade levels in Common Core, you might notice that it is terribly un-sequential. A few grade level groups such as 1-3, 4-5, and 6-8 have some skills that build on each other, but many many of the grade levels will introduce material that wasn't directly taught in years before, and aren't called for very long afterward - meaning that children do not have a consistent opportunity to build mastery in every area from one year to the next. Why was the Common Core written this way? Good Question!! It was explained to me like this; there is x amount of material to cover in x amount of years, so let's divide it up between the different grade levels and make sure they all have about the same amount to cover. Brilliant!<br />
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The Common Core committee that wrote the standards also produced a series of documents called the <a href="http://ime.math.arizona.edu/progressions/" target="_blank">"Progressions Documents for the Common Core Standards</a>"which was essential to me in writing the scales for each standard. They explain that...<br />
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<span style="background-color: white; color: #444444; font-family: verdana, 'lucida grande', geneva, sans-serif; font-size: 11px; line-height: 15px;">The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade level standards. From that point on the work focused on refining and revising the grade level standards. The early drafts of the progressions documents no longer correspond to the current state of the standards. </span><br />
<span style="background-color: white; color: #444444; font-family: verdana, 'lucida grande', geneva, sans-serif; font-size: 11px; line-height: 15px;">(<a href="http://ime.math.arizona.edu/progressions/#about" target="_blank">See link for citation info)</a>.</span><br />
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<span style="font-family: inherit;"><span style="background-color: white;"><span style="line-height: 15px;">I think they made an effort, and it seemed logical enough to me, although still very difficult to align different </span></span><span style="line-height: 15px;">grade levels to show a sequence of skills. Here's a few examples from the 4th grade standards - measuring angles, that is introduced in 4th grade with no previous background knowledge, and then disappears from 5th grade standards just as quickly. In my work I always cite the standards from different grade levels when they apply. The only one I could link to these 4th grade standards was 3.MD.7; adding and subtracting areas. Which really only counts if students are conceptualizing angles as the space between lines, and not the lines themselves. </span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipCKY50IPNWz4r-315Vv7EkdijH6AMfU_iyXjMaKOA8BH8jEWOv5ZgavTnve-b5ORFzC5UBXSMQ4_QPk_Vnw61ODWXIwprF0Z26AnxuKr4IxQBWQuqSXB6wU3bebN0twfxjXtpPm29m1wU/s1600/Slide31.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipCKY50IPNWz4r-315Vv7EkdijH6AMfU_iyXjMaKOA8BH8jEWOv5ZgavTnve-b5ORFzC5UBXSMQ4_QPk_Vnw61ODWXIwprF0Z26AnxuKr4IxQBWQuqSXB6wU3bebN0twfxjXtpPm29m1wU/s1600/Slide31.png" height="300" width="400" /></a></div>
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<span style="font-family: inherit;"><span style="line-height: 15px;"><br /></span></span>
<span style="font-family: inherit;"><span style="line-height: 15px;">Then I saw Australia's standards... here's something comparable. This is a poster from a Year 3 standard that shows an actual </span></span><span style="line-height: 15px;">progression</span><span style="font-family: inherit;"><span style="line-height: 15px;"> of skills from Year 3 through Year 4. You can see how each one gradually builds on the next. This is typical of the Australian standards. B-E-A-U-T-I-F-U-L!</span></span><br />
<span style="font-family: inherit;"><span style="line-height: 15px;"><br /></span></span>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhG1ZHm2A5dszoXR8-DWbgxCDdjfKWzkKuFtr6qQ1A2WQosLW5S9cjOWg0Xp3k7F1D57sVJSF6pwTHwjF0WMkdncgnuqw9qczxZXnvfu7wg70VILKbnh0l00sLIvQu1pCXzTRaARHl1dv-x/s1600/Slide09.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhG1ZHm2A5dszoXR8-DWbgxCDdjfKWzkKuFtr6qQ1A2WQosLW5S9cjOWg0Xp3k7F1D57sVJSF6pwTHwjF0WMkdncgnuqw9qczxZXnvfu7wg70VILKbnh0l00sLIvQu1pCXzTRaARHl1dv-x/s1600/Slide09.png" height="480" width="640" /></a></div>
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<span style="font-family: inherit;"><span style="line-height: 15px;"><br /></span></span>
<span style="line-height: 15px;">I am currently working with the teacher who made the request to revise the assessment document to fit their phrasing and methods. The complete assessment, posters, and portfolio pages will be published on teacherspayteachers.com by the end of this month! </span><br />
<span style="line-height: 15px;"><br /></span>
<span style="line-height: 15px;">I realize that the Common Core Standards, like everything else in education, will change again. And when that happens, I will have a lot of revising to do! But, hopefully if enough of us have a say in it, we can arrive at a progression that works better for students and teachers. That would be nice. :)</span><br />
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<span style="font-family: inherit;"><span style="line-height: 15px;"><br /></span></span>melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-65197440441843168742015-02-26T14:35:00.000-08:002015-03-04T17:13:25.862-08:00Do Your Students Act Like Getting an A is a "Lucky" Day?<div class="separator" style="clear: both; text-align: center;">
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Linking up with Getting Nerdy with Mel & Gerdy today for Secondary Sunday FREEBIES!</div>
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Click my <b><span style="color: blue;"><i>FREEBIES</i></span></b> tab above to find free samples of every resource I use to help </div>
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kids assess and track their own progress with Learning Goals and Scales. </div>
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Sometimes kids act like getting a A+ is like hitting the jackpot, and I would think, Wow It's great to see them light up and get so excited! They are so proud of themselves, and so happy with their accomplishments. Usually it was the same kids over and over. Then there were the other ones who never received As. I could see in their faces that they stopped getting excited a while ago. What's the problem with this picture?<br />
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<span style="color: blue; font-size: x-large;"><i>I realized that my students had NO IDEA </i></span></div>
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<span style="font-size: x-large;"><span style="color: blue;"><i>where </i></span><i style="color: blue;">their grades came from! </i></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5YLApGypiLm5KgFCghPp0ge2qAJpKYCWxuclJEshs6okvCKSaAvLKWB9y4bFUwlst7DCrboGmXmokd1Tj9_KJe8Gfxm8iHUmqcEHDnjd8nki27PT0CwxQ6js-9MqZEdY1gRui7Q7rwPS0/s1600/Student+Jackpot+-+A.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5YLApGypiLm5KgFCghPp0ge2qAJpKYCWxuclJEshs6okvCKSaAvLKWB9y4bFUwlst7DCrboGmXmokd1Tj9_KJe8Gfxm8iHUmqcEHDnjd8nki27PT0CwxQ6js-9MqZEdY1gRui7Q7rwPS0/s1600/Student+Jackpot+-+A.png" height="640" width="424" /></a></div>
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Some kids might attribute it to "being smart" or say that "school is just easy for me." Other kids would say that they were dumb, or that I didn't like them as much. Getting an A was "lucky" and some kids were just never that lucky. I wanted to communicate to them that getting an A has nothing to do with luck - it has to do with <i><span style="color: blue;">CHOICES</span></i>.<br />
"I choose to...<br />
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...pay attention in class."<br />
...use my time productively."<br />
...ask questions when I don't understand."<br />
...learn from other students who do get it."<br />
...ask myself questions about what I understand."<br />
...complete practice assignments like homework, before the test date!"<br />
...be aware of my strengths and weaknesses so I know when I need help and when I don't."<br />
...persevere when something feels tough or takes a long time."<br />
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Notice, none of these statements have anything to do with intelligence! Of course it can be a factor, but most of the time these choices have become habits of good students; and unfortunately aren't practiced by their lower-performing peers.<br />
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<b><i>How can we help kids make this connection that their accomplishments </i></b></div>
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<b><i>are directly related to their choices, and not luck?</i></b></div>
Marzano & Haystead's research shows that students perform up to 34 percentiles more when they have clear and specific goals and track their progress in some progressive way.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCk7aUjzOpzG70hwIGtudvDlrMwPH_UeWPMXvLHtrjQGqDauziDcC1g9PBuZJxrYXwWAtfund0-qMu9PSQ-VASgnnjgjeqfaST3ydH-L5vsYVeY8G0dzGrV5wnLO9QoTbxlffNUfLLhg8w/s1600/Marzano+research+chart.tiff" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCk7aUjzOpzG70hwIGtudvDlrMwPH_UeWPMXvLHtrjQGqDauziDcC1g9PBuZJxrYXwWAtfund0-qMu9PSQ-VASgnnjgjeqfaST3ydH-L5vsYVeY8G0dzGrV5wnLO9QoTbxlffNUfLLhg8w/s1600/Marzano+research+chart.tiff" height="546" width="640" /></a></div>
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<span style="font-size: xx-small;"> This graph was taken from <a href="http://www.palmbeachschools.org/academics/documents/DQElement1PacketforTeachers.pdf" target="_blank"><span style="font-family: Cambria;">The Department of Safe Schools </span><span style="font-family: Cambria;">Single School Culture © for Academics </span></a><span style="font-family: Cambria;"><a href="http://www.palmbeachschools.org/academics/documents/DQElement1PacketforTeachers.pdf" target="_blank">The School District of Palm Beach County, Fl </a>.</span></span></div>
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I noticed a difference in my student's attitudes as well as performance when we began using specific learning goals with scales and tracking their progress in student portfolios. The kids got to SEE their progress, specific examples of the content they were expected to master, and how each level in a scale related to their grades. My district had assigned a specific grading percentages to each scale so that grading became really quick and easy as well! Read more about <a href="http://mrslsleveledlearning.com/grading-with-scales" target="_blank">Grading Scales here.</a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzxysJBvcd5SmLxC54p_5IBvX1hqOQ0RG9bq74CMQpls69QmvjWEqITeAm3fnhn_d4MeISregiI8oN84jVwHlXXqFy5LYhHAW2Eua6o8d-eGlocfpdMY7sBX14p9ggmFQiwYB4Co3j7Uc5/s1600/Slide03.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzxysJBvcd5SmLxC54p_5IBvX1hqOQ0RG9bq74CMQpls69QmvjWEqITeAm3fnhn_d4MeISregiI8oN84jVwHlXXqFy5LYhHAW2Eua6o8d-eGlocfpdMY7sBX14p9ggmFQiwYB4Co3j7Uc5/s1600/Slide03.png" height="480" width="640" /></a></div>
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If you click on my FREEBIES tab, you'll find FREE copies of the Student Portfolio pages, and some Posters and Assessment samples with scales as well. These free materials are a great way to get ideas and get scales going in your classroom!<br />
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Thanks for stopping by!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh00WJEVK44v4M9C_FGH-Ef4BESf2mBtVsURMtVeXSTyq0K2l-IcKibq4S-x2C4SumIgxiSTEihVC2RrMZswcROgLGa8UU7wTZqAxgYdwqDpZCbFWFinNnOpbKPRN339Sv09T7FBadSLttl/s1600/Mrs+L+Signature.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh00WJEVK44v4M9C_FGH-Ef4BESf2mBtVsURMtVeXSTyq0K2l-IcKibq4S-x2C4SumIgxiSTEihVC2RrMZswcROgLGa8UU7wTZqAxgYdwqDpZCbFWFinNnOpbKPRN339Sv09T7FBadSLttl/s1600/Mrs+L+Signature.gif" height="180" width="320" /></a></div>
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<br />melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-33040510177397292882015-02-07T05:20:00.001-08:002015-03-04T17:13:42.939-08:00Valentine's Day Blog Hop 2015<div style="color: #2d2d2d; font-family: Helvetica;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQ88KWB_VtMapiQ-PB6Q1smVlRA4_xNVumiLiV14HYhNbLb4X5ZitnHoCOOn1t6pG6j3TxefwyJZVY7y1YluV-M1jBZ8WeA6M05UXhY9anJpbCn_mPVhuUgnrdMUBbFBRF2NpzG_Rjunix/s1600/valentines-blog-hop-2015.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQ88KWB_VtMapiQ-PB6Q1smVlRA4_xNVumiLiV14HYhNbLb4X5ZitnHoCOOn1t6pG6j3TxefwyJZVY7y1YluV-M1jBZ8WeA6M05UXhY9anJpbCn_mPVhuUgnrdMUBbFBRF2NpzG_Rjunix/s1600/valentines-blog-hop-2015.jpg" height="320" width="320" /></a></div>
I am linking up with <a href="http://languageartsclassroom.com/2014/02/valentines-day-blog-hop-2015.html" target="_blank">Language Arts Classroom</a> for The Valentine's Blog Hop! One of my favorite things to do in the classroom is Origami. In one of my previous elementary schools, Valentines Day was changed into "Friendship Day" so that it would help the kids thinking more in terms of kindness, than romance. :)<br />
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Kids LOVE origami, at least my students always have. In an effort to get kids working together as a team, here is a fun way
to assign groups and 'solidify' partnerships using one
simple origami fold. Students can leave their group piece in a special place to indicate that they are working together. The pieces can then be gently undone to dissolve or change groups. If the idea intimidates you a little bit, don't turn away yet, this idea involves only one piece of paper with a few very simple folds! Here goes...</div>
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In order to make the directions easy to follow for you and your students, I've created a <a href="https://www.youtube.com/watch?v=25BITIyruRg" target="_blank">quick video</a> of the one-paper fold, then the assembly for each group size from 1-6. Each student chooses one piece of paper that is perfectly square. You can cut colored paper to size, or use real origami paper. Each student will be represented in their group by their own unique paper, and will join their paper to the other group members to create a new shape - depending on the number of members in their team. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizvWdes7jld-i2Tgz7wVDpxdf07345I06WigU0s7T7pix4lCA3Ttj90nyuozVW89juYHceoSVu38YgSEu939gomWuAJxe6-7CrwuS7R6d0_iaVrJ_2jhslpUWnyMROEufcp-GpoHsewqcF/s1600/DSC06000.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizvWdes7jld-i2Tgz7wVDpxdf07345I06WigU0s7T7pix4lCA3Ttj90nyuozVW89juYHceoSVu38YgSEu939gomWuAJxe6-7CrwuS7R6d0_iaVrJ_2jhslpUWnyMROEufcp-GpoHsewqcF/s1600/DSC06000.JPG" height="240" width="320" /></a></div>
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<b><i><span style="color: magenta;">1 </span></i></b>piece of paper per student (use a variety of colors, or have them label, design, color, or mark their papers to make them unique. </div>
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This is what each individual's completed piece will look like. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWQc1XZMFJJwuXeq5KiXjsP4YZJ4umjKJZm1dazoJinT2XHNihH8nBKZo26e1jy9_XyxVwmVpWOwChOX_uF6V1_sbt2W38mAyUrIs_NvknvgTpZXE4M8lgViEF-Og6bh_GyYqR08x77ht8/s1600/DSC06001.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWQc1XZMFJJwuXeq5KiXjsP4YZJ4umjKJZm1dazoJinT2XHNihH8nBKZo26e1jy9_XyxVwmVpWOwChOX_uF6V1_sbt2W38mAyUrIs_NvknvgTpZXE4M8lgViEF-Og6bh_GyYqR08x77ht8/s1600/DSC06001.JPG" height="240" width="320" /></a></div>
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<span style="color: magenta;"><i><b>2</b></i></span> pieces go together to form a square for two partners.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiL-TksxP44Ylp9RW4LhFjWjCOPrG2pHv-5MN-yZIjAJylmz6QkwS_qSwMX2WfcjWc2_mk5mHKckdyiPaNXuVM_YB6EkofXMnLN5ZOUlt_zjA_BtQH2lWFkBUpBjikL1VkaOsrBgPlZiQ7-/s1600/DSC06002.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiL-TksxP44Ylp9RW4LhFjWjCOPrG2pHv-5MN-yZIjAJylmz6QkwS_qSwMX2WfcjWc2_mk5mHKckdyiPaNXuVM_YB6EkofXMnLN5ZOUlt_zjA_BtQH2lWFkBUpBjikL1VkaOsrBgPlZiQ7-/s1600/DSC06002.JPG" height="240" width="320" /></a></div>
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<span style="color: magenta;"><i><b>3</b></i></span> pieces can fit together to create a 3-D hexahedron.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9GTJ8LCySKrrHpB8aI_vUhQ9SueGlPNRy4yu_ZZpGcS5yfRFYaiWnp76PlhSZ-gt3oIBMjpJXTsxIk_sQAaiTJOhURcwKdxz7JqjUz3tCZGryb1J_YKp5n3Ih4-kHzF-3oisIflOJEhws/s1600/DSC06003.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9GTJ8LCySKrrHpB8aI_vUhQ9SueGlPNRy4yu_ZZpGcS5yfRFYaiWnp76PlhSZ-gt3oIBMjpJXTsxIk_sQAaiTJOhURcwKdxz7JqjUz3tCZGryb1J_YKp5n3Ih4-kHzF-3oisIflOJEhws/s1600/DSC06003.JPG" height="240" width="320" /></a></div>
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<span style="color: magenta;"><i><b>4</b></i></span> pieces fit together to create a pin wheel.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI_7Jdj6bJ6_H1b5vVW2wmO_xYJiluD9CqBEOPKNrmewTZ_du5bTJBgU8bCD7UI-HsIK3Lp67pJV31L4gXDE5-P1hzbzBbrzA0NFAg4f-Uqtz1Ij_mCKhCS_LAGcXo4PCA1pYFEw85YNxL/s1600/DSC06004.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI_7Jdj6bJ6_H1b5vVW2wmO_xYJiluD9CqBEOPKNrmewTZ_du5bTJBgU8bCD7UI-HsIK3Lp67pJV31L4gXDE5-P1hzbzBbrzA0NFAg4f-Uqtz1Ij_mCKhCS_LAGcXo4PCA1pYFEw85YNxL/s1600/DSC06004.JPG" height="240" width="320" /></a></div>
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<span style="color: magenta;"><b><i>6</i></b></span> pieces can fit together to create a cube.</div>
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And if you're up to the challenge of creating something that represents every individual in your class, you can try the "star" made from <span style="color: magenta;"><i><b>30</b></i></span> identical pieces of paper, folded the exact same way.</div>
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<span style="color: magenta; font-size: x-large;"><b><i><a href="https://www.youtube.com/watch?v=25BITIyruRg" target="_blank">Watch the instructional video on YouTube!</a></i></b></span></div>
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To find some more great Origami videos, and more ideas specifically for Valentines Day, <a href="http://mrslsleveledlearning.blogspot.com/2015/01/geometry-with-origami-movie-clip-monday.html" target="_blank">read a previous post here</a>. </div>
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melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com2tag:blogger.com,1999:blog-6373079264999251990.post-90337774669695069862015-02-02T04:15:00.000-08:002015-02-14T08:48:04.997-08:00What Can Marzano Scales Do for Gifted and Talented Students?<div class="separator" style="clear: both; text-align: center;">
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This week I am attending the <a href="http://www.arizonagifted.org/conference-2/">41st Annual AAGT Conference</a> in Phoenix, AZ! </div>
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I had the pleasure and sometimes anxiety of working with gifted and advanced students for 5 1/2 years in my last school district. It was a unique position because I was traveling between two Title I schools where the qualified gifted populations were small, and sometimes struggling to sustain services. In order to keep classes large enough, we experimented with adding high-ability students who weren't scoring high enough to have "gifted" status, but seemed to have a lot of potential to advance.<br />
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When I started using learning goals and scales with my 4th & 5th grade multiage math classes, I felt like they were helping me more than the kids. Defining each level of a scale meant that I could quickly plan differentiation for the limited class time I had. Having students who were gifted and high, for two grade levels meant that I had a wide variety of skills, even in these advanced classes.<br />
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After we established a routine of referring to and tracking the kid's progress in scales, I saw the benefits for them as well.<br />
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<b><span style="background-color: white; color: blue; font-size: large;">1. Accountability- </span></b>Unfortunately not all children capable of learning quickly are motivated to work! There are multiple reasons and theories why this can be true, but if you've worked with gifted kids, you know that they aren't always the best students. Finishing assignments, staying organized, coping with challenges or perfectionism, emotional or social troubles, can distract them from achieving as much as they are capable of, or mastering the skills that <i>you</i> are interested in having them focus on (<i>primarily the standards</i>).<br />
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<b><span style="color: blue; font-size: large;">2. Differentiation-</span></b> Sometimes teachers assume that a qualified gifted or talented student will be good at everything. They may even assume that they don't have to worry about their progress all year because they will do fine no matter what - <i>not so</i>! These kids are as varied in skills and strengths as anyone else in their classroom and have to be treated as individuals. Even a student who is "gifted" in a specific area, such as math or language arts, they may not have mastered every skill in that area. I had gifted language kids who had amazing vocabularies and profound comprehension, but they really struggled to write fluently. I had math students who were so quick with figures and mental computations, but struggled with word problem application or isolated topics like algebra or geometry. They need differentiation too, and being able to specifically identify their areas of need saves valuable classroom teaching time and can keep them motivated. They get the chance to consistently work on things that they really haven't mastered. This could mean that they move into a scale from the next grade level, or deepen their knowledge and application of grade-level skills.<br />
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<b><span style="color: blue; font-size: large;">3. Affirmation!</span></b> Most gifted and talented kids know that they are smart, but outside of individual projects they don't often have opportunities to display how much <i>they've</i> learned! Sometimes a really advanced student will enter your room already knowing most of the grade-level curriculum, meaning that the usual curriculum and assessments aren't going to show their true growth as a learner. These kids deserve resources to keep them moving forward just as much as any other student. I have found that the scales, which include advanced skills, help these students to pin point where they are going next and affirm that they are learning new things too!<br />
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If you'd like to learn more about using Learning Goals with Scales in your room, there is a quick video tutorial available on my YouTube Playlist -<br />
<i><span style="font-size: large;"><a href="https://www.youtube.com/watch?v=ydMDAGKHW7Q&list=PLauX1z8X1y1XbDeIfbAfPq4fXZXDSHU1j&index=5">How to Use Learning Goals with Marzano Scales</a>.</span></i><br />
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Below are examples of the Student Portfolio Binders I used to track and sort students' Assessments and work. You can get these Portfolios by following the link to my <a href="http://mrslsleveledlearning.blogspot.com/p/freebies.html">"FREEBIES"</a> page. <span style="font-family: Times, 'Times New Roman', serif;">Grades 3-8</span><br />
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<a href="http://techieturtleteacher.blogspot.com/" target="_blank">Techie Turtle Teacher</a> has started a fun new linky party called "Movie Clip Monday." I loved using video clips in my classroom because it helps students to visualize concepts and reinforce verbal explanations. What a great idea to share ideas and save each other some time scanning the web for the best ones.<br />
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A few days ago I posted my FREE Geometry quizzes for Grades 3-8. I wrote about a vocabulary illustration assignment that I used in my classroom to help students make creative associations between the plethora of vocal terms, and the visual geometric representations for each one. <a href="http://mrslsleveledlearning.blogspot.com/2015/01/week-4-raffle-and-geometry-free-math.html" target="_blank">Follow this link to read my previous post and enter my weekly Raffle!</a><br />
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Today I'd like to share a website with multiple video clips that illustrate folding techniques for origami projects. Kids LOVE this!!!! I have always loved origami, but in the past teaching my students with the step-by-step diagrams was very difficult for most. These video clips are awesome because they animate each fold and you have the option of repeating the demonstration, speeding it up, sowing it down, or playing it in reverse!<br />
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Here are some project ideas for Valentines Day from <a href="http://en.origami-club.com/valentine/index.html" target="_blank">Origami Club.</a> The stars indicate the level of difficulty. The menu to the left gives other categories of projects. <i><b>(animation) </b></i>means there's a video.<br />
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Things to keep in mind when using origami for geometry:</div>
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<b>1. Know what you want to teach!</b> The Common Core Geometry standards vary widely for each grade level and aren't necessarily in sequence; meaning 4th graders for example, are learning about angles for the first time with little to no prior knowledge or vocabulary. I always found it helpful to have a list of vocabulary words or concepts posted along my front board so I could remind myself what to refer to.</div>
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Your vocal/concept list might include: symmetry, lines, angles, polygon shapes, or transformations. There are so many things you can point out while working through the steps!</div>
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2. <b>Partner kids with different competencies</b>. Some kids really take to the 3-D visualization of paper-folding, and others do not get it. There's no way to get around the room to help every kid who gets stuck on the first step. Partner them with a peer or in small groups so that there's at least one confident student who can help the others. You can simply ask kids who has done origami before, or do a few quick test directions to see who is following along quickly and easily. </div>
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These are a couple of origami models I would keep in the classroom to spark curiosity. The cube required 12 pieces of paper, and the star polyhedron required 30!</div>
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Thanks for stopping by and enjoy trying these videos with your class!!!</div>
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melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com1tag:blogger.com,1999:blog-6373079264999251990.post-52231227509539043042015-01-24T08:07:00.002-08:002015-01-24T08:22:46.739-08:00Week 4 - Raffle and Geometry! Free Math Quizzes and Project Ideas<div style="text-align: center;">
This week's FREE Common Core Math Quiz domain is <b><i>Geometry</i></b> for grades 3-8. They will be added onto last week's domains in the same document.</div>
<div style="text-align: center;">
<b style="color: #990000;"><i><span style="font-size: large;">Follow the links below the Raffle to download your grade level Quiz! (3-8)</span></i></b></div>
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<b><span style="font-size: x-large;"><i style="color: blue;">The Raffle Winner from Week 3 is <u>Ana Ward</u></i></span></b><b><span style="font-size: x-large;"><span style="color: blue;">,</span><i style="color: blue;"> Congratulations!!!</i></span></b></div>
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I will be contacting you by email with your $25 TpT Gift certificate.</div>
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<b><span style="color: #990000;">If you didn't win this time, come back next week to try again!</span></b><br />
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<br />
<div>
<span style="font-family: Times, Times New Roman, serif; font-size: x-large;"><b><span style="color: blue;">Raffle Week 4 - Math Assessment Bundle!</span></b></span></div>
<span style="text-align: start;">...including the Common Core Posters for all Standards, the Assessments with Learning Goals and Scales for all standards, and the Student Portfolio Pages. Winners will be notified by email and listed in the blog post for the following week. You will be able to chose the grade level you need (3-8), so you can enter the raffle any week, or every week to win!</span><br />
<br />
The easiest way to keep track of the weekly Raffles is by following Mrs. L's Leveled Learning blog on Blog Lovin', by <a href="http://mrslsleveledlearning.blogspot.com/p/freebies.html" target="_blank">email Newsletter</a>, or by <a href="https://www.facebook.com/MrsLsLeveledLearning" target="_blank">Facebook</a>.<br />
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<b><span style="color: #990000; font-family: Times, Times New Roman, serif; font-size: x-large;">Click on the links below for this week's Common Core Domain Geometry!</span></b><br />
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<span style="text-align: left;">Each Quiz has </span><i style="text-align: left;"><b>one math problem for each Common Core standard</b></i><span style="text-align: left;"> in that domain. The number corresponds to the standard number. Each problem has the learning goal stated to help kids focus on the goal and make the connection between the quiz, and their work in the standards. </span></div>
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<span style="text-align: left;">As a visual-spatial thinker, I always found geometry really fun and easy to teach because I could SEE what was being described. The biggest challenge for me and some of my students was the vocabulary! Understanding how the visual representations translate into verbal descriptions, and the huge array of terms for every figure, can be a struggle to memorize. I decided to have my students engage with the vocal by using their imaginations and artistic abilities to create </span><b style="background-color: white; text-align: left;"><span style="color: blue;">Geometric Kingdoms</span></b><span style="text-align: left;">! This project can be easily modified to focus on the specific Geometry standards for each grade level.</span><br />
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<span lang="EN-US">Here's the assignment:</span></div>
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<span lang="EN-US"><br /></span></div>
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<span lang="EN-US">1. Create
a map for you Geometric Kingdom, incorporating all of the geometry vocabulary
listed below. SKETCH some ideas on the back of an 11x17 paper, and draw the final
map on the front side. COLOR if you have time!<o:p></o:p></span></div>
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<span lang="EN-US">2. Your kingdom
may include buildings, parks, stores, homes, attractions, landscape features,
etc. You may want to organize your objects into the categories based on the
vocabulary terms. (Ex. Symmetry Carnival, Angles Park, etc.)<o:p></o:p></span></div>
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<span lang="EN-US">3. You must SHOW
and LABEL all of the words in the places where they are represented on your map.<span style="mso-spacerun: yes;"> </span>(Use your math book, internet, dictionary,
etc. to help with definitions and examples.)<o:p></o:p></span></div>
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<u><span lang="EN-US">Here is the
list of terms in the categories we defined:<o:p></o:p></span></u></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-US">Transformations (3) reflection (flip), translation
(slide), rotation (turn)<o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-US">Symmetry (3) line of symmetry, rotational symmetry,
reflectional symmetry<o:p></o:p></span></b></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-US">Lines (9) ray, perpendicular lines, diagonal, line
segment, intersecting lines, skew lines, parallel lines, perpendicular
bisector, midpoint.<o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-US">Angles (12) right, supplementary, vertex, angle
bisector, acute, obtuse, degrees, vertical, adjacent, complementary, straight,
central.<o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-US">Triangles (6) obtuse, right, acute, scalene,
isosceles, equilateral.<o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-US">Circles (5) chord, sector, diameter, arc, radius.<o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-US">Shapes (4) semicircle, similar, congruent, plane.<o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-US">Polygons (9) polygons, regular polygons, rhombus,
square, rectangle, trapezoid, parallelogram, quadrilateral, tessellation.<o:p></o:p></span></b></div>
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<h3 style="text-align: center;">
<a href="https://drive.google.com/file/d/0Bz-imbaoLh5AOFI0VFVWWmdqUkk/view?usp=sharing" target="_blank">3rd Grade Quiz pdf file</a> <a href="https://drive.google.com/file/d/0Bz-imbaoLh5AUEg1VENxVXRDaWc/view?usp=sharing" target="_blank">4th Grade Quiz pdf file</a> </h3>
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<h3>
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<br />
<h3 style="text-align: center;">
<a href="https://drive.google.com/file/d/0Bz-imbaoLh5ANTJPVngwNDhWcnc/view?usp=sharing" target="_blank"> 5th Grade Quiz pdf file </a> <a href="https://drive.google.com/file/d/0Bz-imbaoLh5ASDVYQTFfNE5QR0U/view?usp=sharing" target="_blank">6th Grade Quiz pdf file </a></h3>
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<h3 style="text-align: center;">
<a href="https://drive.google.com/file/d/0Bz-imbaoLh5AeWRBMkdHaG1qZE0/view?usp=sharing" target="_blank"> 7th Grade Quiz pdf file </a> <a href="https://drive.google.com/file/d/0Bz-imbaoLh5Aa2JLU3BfbTQtZmc/view?usp=sharing" target="_blank">8th Grade Quiz pdf file</a></h3>
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<i style="color: blue;"><b><br /></b></i><i style="color: blue;"><b><span style="font-size: large;">Thanks for stopping by.</span></b></i></div>
</div>
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<span style="color: blue; font-size: large;"><i><b>Check back next week for this week's raffle winner </b></i></span></div>
<div>
<span style="color: blue; font-size: large;"><i><b>and the last raffle and quiz domain!</b></i></span></div>
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melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com3tag:blogger.com,1999:blog-6373079264999251990.post-6031623773045191032015-01-16T22:30:00.003-08:002015-01-16T22:52:10.355-08:00Week 3 $25 TpT Raffle & FREE Common Core Math Quizzes for NF, RP & F <div style="text-align: center;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgufUFKpPbbkT6Y7IuZGp_Xom057UloepEIQvq9N1VVUvzVo2ymKWTTfN734MZBnbcVicmEpm-g25QJnl_GxlXOgpwBcRlBHgTrtXel6MuNyxMJR7EH717tLQYphIoAqwSpXeJAMgnoKJTU/s1600/Screen+Shot+2014-12-28+at+3.37.33+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgufUFKpPbbkT6Y7IuZGp_Xom057UloepEIQvq9N1VVUvzVo2ymKWTTfN734MZBnbcVicmEpm-g25QJnl_GxlXOgpwBcRlBHgTrtXel6MuNyxMJR7EH717tLQYphIoAqwSpXeJAMgnoKJTU/s1600/Screen+Shot+2014-12-28+at+3.37.33+PM.png" height="200" width="155" /></a></div>
Today I'm linking up for Secondary Smorgasbord hosted by the <a href="http://meatballsinthemiddle.blogspot.com/">ELA Buffet</a>, and <a href="http://desktoplearningadventures.blogspot.ca/2014/11/secondary-smorgasbord-happy-hour-math.html">Desktop Learning Adventures</a>. Well, it's never really frozen in Arizona, but considering I moved here from Michigan, I would say I am <i>still</i> coming out of the Deep Freeze!<br />
<br />
This week's FREE Common Core Math Quiz domains are <b><i>Number and Operations - Fractions</i> </b>for grades 3-5, <b><i>Ratios and Proportional Relationships</i></b> for grades 6-7, and <i><b>Functions</b></i> for grade 8. They will be added onto last week's domains in the same document.<br />
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<b style="color: #990000;"><i><span style="font-size: large;">Follow the links below the Raffle to download your grade level Quiz! (3-8)</span></i></b></div>
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<b><span style="font-size: x-large;"><i style="color: blue;">The Raffle Winner from Week 2 is </i></span></b><br />
<b><span style="font-size: x-large;"><span style="color: blue;"><u>Marcy Philo</u>,</span><i style="color: blue;"> Congratulations!!!</i></span></b><br />
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I will be contacting you by email to choose the grade level Assessment Bundle that you would like. </div>
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<b><span style="color: #990000;">If you didn't win this time, come back next week to try again!</span></b></div>
<span style="text-align: left;"><br /></span></div>
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<i><b>Fractions blocks </b></i>are essential for teaching those elementary skills like modeling equivalents and performing operations, but I also use them when I teach ratios. <b><i>Fractions are also ratios!</i></b> and middle school kids may find this easier to master when they make this visual connection. Once that can visualize a ratio, they can always draw themselves a picture, or use manipulatives when they need to work with ratios.</div>
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Here's a fun extension activity comparing fractions and ratios. Ask kids to figure out <b><i>how many groups of a fraction they will need to make a whole number</i></b>, and which whole number they will get.</div>
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Example: 1/3 x 3 or 1/3, 3 times, will make 1 whole.<br />
2/3 x 3 or 2/3, 3 times, will make 2 wholes, but it is impossible to make <i><b>one</b></i> whole? Why not?</div>
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<span style="text-align: center;"> <i><b>What other whole numbers can be made by multiplying 2/3?</b></i></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizIob72Vbv9e23jdd7Wcmgqko2l4TZH5fvmO_q1Jov9b__ktpuAbMX4IepmJTXUWm1WFY6FZgr4TnnFTpUBk2BLtxZo30XTWh3ux3t4shRy9b8nv04ry73mqqDCRWHrapIu6oE1V3qPR33/s1600/2:3+x+3+=+2+blocks.tiff" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizIob72Vbv9e23jdd7Wcmgqko2l4TZH5fvmO_q1Jov9b__ktpuAbMX4IepmJTXUWm1WFY6FZgr4TnnFTpUBk2BLtxZo30XTWh3ux3t4shRy9b8nv04ry73mqqDCRWHrapIu6oE1V3qPR33/s1600/2:3+x+3+=+2+blocks.tiff" height="79" width="320" /></a></div>
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4/5 x 5 or 4/5, 5 times, will make 4 wholes... Is it possible to make 1, 2 or 3 wholes? Why not?</div>
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Do they see a <b><i><span style="color: blue;">pattern</span></i></b> yet? What is it?</div>
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What other fractions will give us this pattern?</div>
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<b><i>Ratios also appear when multiplying and dividing fractions by fractions. </i></b> The last few problems in the <b><i><span style="color: blue;"><a href="http://www.teacherspayteachers.com/Product/Modeling-Multiplication-and-Division-Fraction-Familiesppt-1087039">Modeling Multiplication and Division Fraction Families</a></span></i></b> project (<i>download the preview problems and answers for free in a word document</i>) are especially challenging and most of my students got them wrong the first time because they don't know what to look for, or what division of fractions really means. </div>
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<span style="font-size: 16px;">The Common Core standards ask students to be able to represent multiplication of fractions using a rectangular array, I like this site for online manipulatives, </span><a href="http://nlvm.usu.edu/en/nav/grade_g_2.html" style="font-size: 16px;">Fractions - Rectangle Multiplication</a><span style="font-size: 16px;">, but I find the fraction blocks can do the same job and it's a different way to understand it. </span></div>
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Example: 1/3 x 1/4 = 1/12 This means 1/3 <i><b>of </b></i>1/4 or 1/4 o<b><i>f </i></b>1/3 which is 1/12 either way. (Commutative Property). </div>
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Example: 1/3 <span style="font-size: 12pt;">÷ 1/4 = <b>4/3</b> = 1 1/3 ...because 1/4 fits into 1/3 one whole time, and 1/3 of a time. </span></div>
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1/3 divided into fourths means, "How many fourths can fit into 1/3?" What kids have to remember is that the 1/3 and 1/4 have to relate to the <b><i>same whole</i></b>. It does not mean 1/3 of 1/4, as in multiplication.</div>
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The ratio that exists <b>when dividing 1/3 and 1/4 is 4:3</b>. This can also be thought about as the common factor, 1/12. <b> 4</b> x 1/12 = 1/3 and <b>3</b> x 1/12 = 1/4</div>
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The Commutative Property does not apply to division, so when the problem gets reversed, the ratio gets reversed. The ratio that exists <b>when dividing 1/4 and 1/3 is 3:4</b>.</div>
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Example: 1/4 <span style="font-size: 16px;">÷</span><span style="font-size: 16px;"> 1/3 = 3/4 ...because 1/3 fits into 1/4 three quarters of a time, NOT one whole time.</span></div>
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<span style="font-size: 16px;">Whew! This is hard for me to keep track of until I can draw it out and look at it! When kids can <b><i><span style="color: blue;">see where </span></i></b>the 3/4 and 1 1/3 come from based on a drawing, they have another strategy to fall back on when solving problems. The Common Core standards ask a lot of kids; and considering that 5th grade is the f<i>irst and only year that all four fraction operations are taught</i>, some middle school kids still need time to master and connect these concepts to the 6th-8th grade ratio standards. </span></div>
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Sometimes you just need something different, so this week's "Happy New School Year" Raffle will be a $25 gift certificate to <a href="http://teacherspayteachers.com/">Teacherspayteachers.com</a> so you can buy <i>almost </i>any resource from any seller you want! The winner will be notified by email and listed in the blog post for the following week.<br />
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The easiest way to keep track of the weekly Raffles is by following Mrs. L's Leveled Learning blog on Blog Lovin', by <a href="http://mrslsleveledlearning.blogspot.com/p/freebies.html" target="_blank">email Newsletter</a>, or by <a href="https://www.facebook.com/MrsLsLeveledLearning" target="_blank">Facebook</a>.<br />
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<b><span style="color: #990000; font-family: Times, Times New Roman, serif; font-size: x-large;">Click on the links below for this week's Common Core Domains NF and RP!</span></b><br />
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<span style="text-align: left;">Each Quiz has </span><i style="text-align: left;"><b>one math problem for each Common Core standard</b></i><span style="text-align: left;"> in that domain. The number corresponds to the standard number. Each problem has the learning goal stated to help kids focus on the goal and make the connection between the quiz, and their work in the standards. </span></div>
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<a href="https://drive.google.com/file/d/0Bz-imbaoLh5AT296eFlPUzdNM1k/view?usp=sharing" target="_blank">3rd Grade Quiz pdf file</a> <a href="https://drive.google.com/file/d/0Bz-imbaoLh5AcERkdGJKcEtUTkk/view?usp=sharing" target="_blank">4th Grade Quiz pdf file</a> </h3>
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<a href="https://drive.google.com/file/d/0Bz-imbaoLh5AdFRnY0VvT0tWdHc/view?usp=sharing"> 5th Grade Quiz pdf file </a> <a href="https://drive.google.com/file/d/0Bz-imbaoLh5AdFBRMUxrclZHcVE/view?usp=sharing">6th Grade Quiz pdf file </a></h3>
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<a href="https://drive.google.com/file/d/0Bz-imbaoLh5AMV9aRzg5R2gxQ3c/view?usp=sharing"> 7th Grade Quiz pdf file </a> <a href="https://drive.google.com/file/d/0Bz-imbaoLh5ANlRGQWFidkhOU2s/view?usp=sharing">8th Grade Quiz pdf file</a> </h3>
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<i style="color: blue;"><b><span style="font-size: large;">Thanks for stopping by.</span></b></i></div>
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<span style="color: blue; font-size: large;"><i><b>Check back next week for this week's raffle winner </b></i></span></div>
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<span style="color: blue; font-size: large;"><i><b>and the next raffle and quiz domain!</b></i></span></div>
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melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com20tag:blogger.com,1999:blog-6373079264999251990.post-31329123414207967532015-01-09T21:50:00.002-08:002015-01-15T07:06:07.829-08:00Week 2 - FREE Math Quizzes for NBT & NS - Raffle for Assessment Bundles!<div style="text-align: center;">
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Linking up with <a href="http://www.bloglovin.com/viewer?post=4065718127&group=0&frame_type=a&context=&context_ids=&blog=2757601&frame=1&click=0&user=0">4th Grade Frolics</a> for Monday Made It! This week's FREE Common Core Math Quiz domains are Number and Operations in Base Ten for grades 3-5, and The Number System for grades 6-8. They will be added onto last week's domains in the same document.<br />
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<b style="color: #990000;"><i>Follow the links below the Raffle to download your grade level Quiz! (3-8)</i></b></div>
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<b><span style="font-size: x-large;"><i style="color: blue;">The Raffle Winner from Week 1 is </i></span></b><br />
<b><span style="font-size: x-large;"><span style="color: blue;"><u>Jody Erickson</u>,</span><i style="color: blue;"> Congratulations!!!</i></span></b><br />
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I will be contacting you by email to choose the grade level Assessment Bundle that you would like. </div>
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<b><span style="color: #990000;">If you didn't win this time, sign up for the Week 2 Raffle below!</span></b></div>
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<span style="text-align: left;">This last week I took my kids to visit the Science Center and it really got me thinking about Common Core Math. It is controversial; some people like the rigor, some people think it's developmentally inappropriate, and some of us just have to teach it. I found myself thinking about the types of word problems that people associate with Common Core Math, and </span><i style="text-align: left;">I thought of a few of my own real-world problems</i><span style="text-align: left;">. For instance...</span><br />
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My 16 month-old daughter decided to pop the nipple off of her formula bottle and drench herself on the way there. Of course I had no extra outfits in the diaper bag, but this question came to mind...</div>
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<i>If a pair of saturated 18 month-old cotton pants are put under an Xlerator hand dryer, how many minutes for each square inch of fabric am I going to have to stand here drying them?</i></div>
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<i>If a 3 1/2 yr. old who is still potty-training downs a 20 oz bottle of water in one go, what will be the rate of potty-checks per hour that I have to conduct to avoid an 'accident'?</i><br />
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<i>The volume of a sphere is equal to </i><br />
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4/3 <span style="color: #222222; font-family: STIXGeneral, Georgia;"><span style="font-size: 27px; white-space: nowrap;">π</span></span></div>
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<i>If the radius of a ping pong ball is about 1 cm, how many ping pong balls can a toddler fit in her mouth?</i><br />
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<i>And finally; if every five-minute warning given decreases the duration of whining by about thirty seconds, then how many times will I need to give a warning in order to hear no crying when it's finally time to leave?</i><br />
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<span style="font-family: Times, Times New Roman, serif; font-size: x-large;"><b><span style="color: blue;">Raffle Week 2 - FREE Assessment Bundle</span></b> </span></div>
...including the Common Core Posters for all Standards, the Assessments with Learning Goals and Scales for all standards, and the Student Portfolio Pages. Winners will be notified by email and listed in the blog post for the following week. You will be able to chose the grade level you need (3-8), so you can enter the raffle any week, or every week to win!<br />
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The easiest way to keep track of the weekly Raffles is by following Mrs. L's Leveled Learning blog on Blog Lovin', by <a href="http://mrslsleveledlearning.blogspot.com/p/freebies.html" target="_blank">email Newsletter</a>, or by <a href="https://www.facebook.com/MrsLsLeveledLearning" target="_blank">Facebook</a>.<br />
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<b><span style="color: #990000; font-family: Times, Times New Roman, serif; font-size: x-large;">Click on the links below for this week's Common Core Domains NBT and NS!</span></b><br />
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Each Quiz is one two-sided page with <i><b>one math problem for each Common Core standard</b></i> for that domain. The number corresponds to the standard number. Each problem has the learning goal stated to help kids focus on the goal and make the connection between the quiz, and their work in the standards. If you don't use Common Core standards verbatim, they are still useable to assess the grade level skills. Check them out for yourself!<br />
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<a href="https://drive.google.com/file/d/0Bz-imbaoLh5Ab0VoUmhkVkVCb1E/view?usp=sharing" target="_blank">3rd Grade Quiz pdf file</a></h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0wf60jzLWKUXiUAyl49W35-6KDupoXV_6ULnU-KMjauERmz32Q5UpzS99JbF0ixmF7j3Iv99d3_GNdQXMCFY3SKwyHCAjuRDO6DpN1XWqOhgZ2MvKPk5X09mJabOSrVGzcF1iRPgEGO9K/s1600/4th+Grade+CC+Math+Quiz+by+Domain_Page_3.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0wf60jzLWKUXiUAyl49W35-6KDupoXV_6ULnU-KMjauERmz32Q5UpzS99JbF0ixmF7j3Iv99d3_GNdQXMCFY3SKwyHCAjuRDO6DpN1XWqOhgZ2MvKPk5X09mJabOSrVGzcF1iRPgEGO9K/s1600/4th+Grade+CC+Math+Quiz+by+Domain_Page_3.png" height="400" width="308" /></a></div>
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<a href="https://drive.google.com/file/d/0Bz-imbaoLh5AN3Qzb04ybXlVSE0/view?usp=sharing" target="_blank">4th Grade Quiz pdf file</a> </h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitU4WdmFgOGGM-3Xv3NKGsQfTzfEHQpZlEbEu87k2n7_833gMajBACJB3Ov0K6i4h5YEcy_p3EhKCo94MKia55mdIurKaMVzyBijKg05d2ot4REatgjymNaxePO0E9XyZGGYey-cyMRneX/s1600/5th+Grade+CC+Math+Quiz+by+Domain_Page_2.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitU4WdmFgOGGM-3Xv3NKGsQfTzfEHQpZlEbEu87k2n7_833gMajBACJB3Ov0K6i4h5YEcy_p3EhKCo94MKia55mdIurKaMVzyBijKg05d2ot4REatgjymNaxePO0E9XyZGGYey-cyMRneX/s1600/5th+Grade+CC+Math+Quiz+by+Domain_Page_2.png" height="400" width="308" /></a></div>
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<a href="https://drive.google.com/file/d/0Bz-imbaoLh5AT295T2g0elNXeVE/view?usp=sharing">5th Grade Quiz pdf file</a></h3>
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<a href="https://drive.google.com/file/d/0Bz-imbaoLh5AVzIxcDlZNS14cFU/view?usp=sharing">6th Grade Quiz pdf file </a></h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbFutd5de57GrLGO8BExhHqWC7glksFOotg-XGTNpLr_OqjNgv-2DLDrnIKKhWmXQn1eKYCFYsClP8W0xTmuT-OlqnGXCbM6eWPkWMEN_YAhlQBKEiYDZOoDAnYi6fT06Ngbitwx6omKXB/s1600/7th+Grade+CC+Math+Quiz+by+Domain_Page_2.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbFutd5de57GrLGO8BExhHqWC7glksFOotg-XGTNpLr_OqjNgv-2DLDrnIKKhWmXQn1eKYCFYsClP8W0xTmuT-OlqnGXCbM6eWPkWMEN_YAhlQBKEiYDZOoDAnYi6fT06Ngbitwx6omKXB/s1600/7th+Grade+CC+Math+Quiz+by+Domain_Page_2.png" height="400" width="308" /></a></div>
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<a href="https://drive.google.com/file/d/0Bz-imbaoLh5AdlMxWl9OcWhrejA/view?usp=sharing">7th Grade Quiz pdf file</a> </h3>
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<a href="https://drive.google.com/file/d/0Bz-imbaoLh5AbGU5Q1V4clh6V0E/view?usp=sharing">8th Grade Quiz pdf file</a> </h3>
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If you find that your students struggle with content from earlier grade levels, consider introducing The Posters with Learning Goals and Scales, or the Assessments to help you quickly determine what level of instruction they need to advance. <br />
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See a quick <a href="https://www.youtube.com/playlist?list=PLauX1z8X1y1XbDeIfbAfPq4fXZXDSHU1j" target="_blank">VIDEO TUTORIAL</a> to use these products more effectively. </div>
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<span style="color: blue; font-size: large;"><i><b>Thanks for stopping by.</b></i></span></div>
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<span style="color: blue; font-size: large;"><i><b>Check back next week for this week's raffle winner </b></i></span></div>
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<span style="color: blue; font-size: large;"><i><b>and the next raffle and quiz domain!</b></i></span></div>
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melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com3tag:blogger.com,1999:blog-6373079264999251990.post-75179163887762865012014-12-04T19:02:00.000-08:002014-12-05T12:48:58.965-08:00DIY Logic Puzzles for Math Class! <br />
Logic puzzles involve thinking skills that are so valuable and applicable in so many content areas, but are rarely stated directly in content standards. I would use them 2-4 times a year because they can easily be modified to fit into any theme or holiday. Solving them are a valuable exercise for every student. Writing them was quite a challenge that I reserved for my higher and gifted kiddos as a fun challenge!<br />
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<span style="font-family: inherit;"><b><i><span style="color: blue;">How do they work? </span></i></b>Logic problems are based on the idea that
if one outcome is true, another outcome cannot be true. For each problem students are asked to follow clues to help them match pairs of things, with exclusive matches. For example, If Sam’s
last name is supposed to be <span style="color: black; font-style: italic;">Lee</span><span style="color: black;">, then his last name cannot be </span><span style="color: black; font-style: italic;">Smith,
Jones, or Gonzales</span><span style="color: black;">.
This can also be a clue because it tells you what answers may be left. So you
can ask yourself two questions as you read each clue;</span></span></div>
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<span style="font-family: inherit;"><span style="color: black;"><span style="mso-tab-count: 1;"> </span>1.
Which last name </span><span style="color: black; font-style: italic;">definitely</span><span style="color: black;"> matches each person?<span style="mso-spacerun: yes;"> </span>...and...</span></span></div>
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<span style="font-family: inherit;"><span style="color: black;"><span style="mso-tab-count: 1;"> </span>2.
Which last name </span><span style="color: black; font-style: italic;">definitely DOES NOT </span><span style="color: black;">match
each person? </span></span></div>
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<span style="font-family: inherit;">As you read each </span>clue it's<span style="font-family: inherit;"> good to mark the chart
below so you can see and understand which matches are a YES, NO, or UNKNOWN
still. Here's an example of a puzzle I used to teach the process to my whole class.</span></div>
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<span style="font-family: inherit;"><span style="color: black;">YES =</span><span style="color: green;"> </span><span style="color: green;">✔</span><span style="color: green;"><span style="mso-spacerun: yes;"> </span></span><span style="color: black;">NO = </span><span style="color: red;">✖<span style="mso-spacerun: yes;"> </span></span><span style="color: black;">UNKNOWN</span><span style="color: black;"> =<span style="mso-spacerun: yes;">
</span></span><span style="color: black;">☐</span><span style="color: black;"> </span><span style="color: black;">Empty
Box</span></span></div>
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The example below shows how the students write their own clues. They match their own names to categories of favorite things. You can select the categories with stickers or clip art, or let students write their own. It's can be a really fun way to learn more about them if they get to decide on their won favorite things. </div>
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If they get lucky, this process is easy and smooth. The biggest place students get tripped up is by writing clues that are to specific or too general. Some of the clues should be general, meaning that more than one name will match each sport, for example. But, there has to be at least one or two clues that are specific enough to only match one name, or the kids will never figure it out! <i><b>Testing</b></i> their puzzles is the next most important step after writing them. It is fun to share them with other kids when they're done, but they have to make sure that their puzzles work first!<br />
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This weekend I'm releasing a new<span style="background-color: white;"> </span><a href="http://www.teacherspayteachers.com/Product/Write-Your-Own-Logic-Puzzles-for-any-Season-1595939" target="_blank"><b style="background-color: white; font-style: italic;"><span style="color: blue;">FREEBIE</span></b> </a>through my TpT Store as a fun December activity. Whether your school celebrates holidays or not, you can tailor the forms to your own themes.<br />
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<span style="font-size: large;"><b><i><span style="color: #990000;">In This Freebie You'll Get:</span></i></b> </span><br />
- Teacher directions and suggestions for successful use.<br />
- Presentation screens for explaining logic puzzles to your students.<br />
- My favorite websites for free printables and interactive logic puzzles.<br />
- Blank forms for students to try writing their own!<br />
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You can become a follower and enjoy other exclusive freebies ideas and updates by <a href="http://mrslsleveledlearning.blogspot.com/p/freebies.html" target="_blank">signing up for my newsletter</a>. I hate overflowing inboxes, and no teacher has time for reading tons of emails, so I will not overload you with blurbs or ads. You will get helpful ideas, activities, free products, and links to hopefully make your job a little easier. Enjoy the <a href="http://www.teacherspayteachers.com/Product/Write-Your-Own-Logic-Puzzles-for-any-Season-1595939" target="_blank">FREEBIE</a> and thanks for signing up!<br />
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<i><b><span style="font-size: large;">Bless Your Holiday Season!</span></b></i><br />
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<b><span style="font-size: large;">You May Also Like These Games...</span></b><br />
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<a href="http://www.teacherspayteachers.com/Product/Who-Has-Pre-Algebra-Expressions-Card-Game-Sets-for-Grades-3-8-1584978" target="_blank">Interactive card game for the whole class!</a> Two sets of cards for Grades 3-5, and 6-8 standards.<br />
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<a href="http://www.teacherspayteachers.com/Product/6th-Grade-Math-Madness-Game-Interactive-Power-Point-Presentation-1236553" target="_blank">No Prep Interactive Power Point Quiz Games.</a> Grades 4-7 currently available. Search my store under the grade level you want.<br />
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<a href="http://www.teacherspayteachers.com/Product/Equivalent-Fractions-Games-790368" target="_blank">FREE Equivalent Fractions Games</a> with printable pieces and animated directions for students!</div>
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<br />melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-49197240971270209482014-11-17T03:36:00.001-08:002015-06-19T09:31:11.267-07:00Games make Pre-Algebra Expressions Fun and Easy!<div style="text-align: center;">
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<span style="text-align: center;">Today I'm linking up with </span><a href="http://4thgradefrolics.blogspot.com/" style="text-align: center;">4th Grade Frolics</a><span style="text-align: center;"> for Monday Made It! </span>One thing I was always looking for as a classroom teacher; fun games! I discovered "<i>Who Has"</i> games while teaching gifted resource students, and I loved the fact that it could be used in large or small groups for a quick and engaging practice. The greatest thing about this game is that the whole group has to stay engaged in order to play.<br />
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Here's how it works...<br />
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<span style="font-family: inherit;">1. You have a deck of 30 cards for each set. Copy, laminate, and cut out all 30 cards.</span><br />
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<span style="font-family: inherit;"><span style="color: black;">2.
Randomly distribute cards to students until </span><span style="color: black; font-style: italic; font-weight: bold;">all </span><span style="color: black;">cards
have been passed out. This card game makes a round back to the first person who
begins, so it is important that all cards are sued and that there is only one
of each card. If you’d like to make multiple copies for smaller groups, I
recommend using different colored paper for each set so they aren’t mixed up.</span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">3.
Anyone in the room can begin the game since it makes a round. Choose one
student to read their question card. “I have...”. “Who has...?” I like to place
cards under a projector so the whole class can reread them as they’re read
aloud. </span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">4.
The student with the answer, or next card reads it aloud. If they do not have
the correct card, the teacher or the class can help them figure that out and
return to their seat to wait for the right prompt.</span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">5.
The game is done when everyone has read their card and returned it to the
front. The last student’s card should align with the first reader’s card. If it
does, the game was done correctly! </span></span></div>
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<span style="font-family: inherit;"><span style="color: black;">Hint:
You many want to set a timer once the children know how to play! Challenge them
to increase their fluency the next time! </span></span></div>
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So many of the math standards for elementary and middle school requires students to translate words into expressions and equations. I was reminded of this as I finished up the learning goals and scales for the <a href="http://www.teacherspayteachers.com/Product/3rd-Grade-Common-Core-Math-Assessment-with-Learning-Goals-and-Scales-1545784">3rd Grade Common Core Math Assessment</a>. It seems to be in every grade level but begins heavily in third. Translating words could mean simple phrases or word problems, either way students are practicing the same skill. I just finished making a <i>Who Has</i> game deck for Pre-Algebra Expressions that aligns to the Common Core standards in grades 3-8. How did I align it to all of those grades? <span style="font-family: inherit;">There are two sets; one for Grades 3-5, and one for Grades 6-8. You are
welcome to use both for review in middle school, or an extra challenge in the
elementary grades!</span></div>
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<span style="color: blue; font-family: inherit;"><i><span style="font-size: large;">I'm offering this game as a freebie for my Newsletter followers until December 15th, 2014. You can follow my Newsletter through </span><a href="http://www.teacherspayteachers.com/Store/Mrs-Ls-Leveled-Learning" style="font-size: x-large;">teacherspayteachers.com</a><span style="font-size: large;">, if you are a member, or by signing up for the email list through this blog.</span> (See the top right corner of the homepage!) </i></span></div>
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<span style="color: blue; font-size: large;"><i>Thanks for stopping by and I hope you enjoy the freebie!</i></span></div>
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Sincerely, </div>
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melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-26824764051109429802014-11-13T10:07:00.000-08:002015-03-04T17:16:30.507-08:00Pre-Algebra Manipulatives and Apps<div class="separator" style="clear: both; text-align: center;">
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So, a few days ago I linked up with <a href="http://www.bloglovin.com/frame?post=3747170205&group=0&frame_type=a&context=&context_ids=&blog=12321373&frame=1&click=0&user=0">Teaching Trio</a> for the <i>Sunday Scoop</i> and shared some example slides of pre-algebra problems from Common Core. The examples are from an interactive whiteboard application from Hands-On Equations. I accidentally deleted it - a long annoying story. I was going to repost it anyways and thought Tech Thursday would be the perfect opportunity! It relates to so many grade levels, whether you're teaching Common Core math or not.<br />
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I used Hands-On Equations with my 3rd-5th grade gifted and advanced students, but I also taught the basics to regular 3rd-5th grade classroom teachers from my two elementary schools. Your students do not have to be gifted to use it, and the program itself is developed with many levels, some of which I will illustrate below, so the exact same resources can be used from grades 2-8, and the students just work up to their own capacity.<br />
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The image above will give you an idea of how the materials needed, you will basically use the manipulatives to set up any problem involving a variable (missing number). The actual materials are very simple to create yourself using blocks, markers, or digital images, but the instructional progression of skills and problems for teachers and students come with the program. The examples below will show how the manipulatives can be used at various grade levels.<br />
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There are a few basic rules to using Hands-On Equations that come form the Properties of Operations. The first and most important one being, <b><i>"Whatever you do to change the problem on one side, you must do to the other side."</i></b> The second one is that you want to <i><b>use inverse operations </b></i>to simplify your equations! Subtraction should be used first, to get rid of extra values and simplify the equation, and then multiplication or division of values can be applied if necessary. Addition really doesn't enter in until the negative values are present; then students are adding values to both sides to make zeros, which are easier to work with.<br />
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The blocks are used to set up the equation or story problem. Red blocks represent positive integers. Blue markers represent positive variables. Green blocks represent negative numbers. White markers represent negative variables. The negatives become useful in the middle school standards. The red lines mean that values are being changed. If you use actual blocks, then you'd simply trade them for whatever you need next.<br />
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<b>2.OA.1: 2 is subtracted from both sides. x = 5; 7 = 7.</b></div>
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The "Check" is part of the problem-solving routine. Kids have to redo the original problem with the new x value they've just found. It gets them in the habit of checking their work!</div>
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<b>3.OA.4: Divide by 3 on both sides. x = 4; 12 = 12</b></div>
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<b> 4</b><b>.OA.3: Subtract 22 on each side. Divide by 3 on both sides. x = 12; 58 = 58.</b></div>
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For story problems and problems with large numbers, the pictorial method that allows students to draw out the blocks on paper, if they can't use real manipulatives at the time. Filled triangles represent positive variables; empty triangles would represent negative variables. Squares represent positive integers; circles would represent negative integers (see 7.NS.3 and 8.EE.2. below).</div>
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<b>5</b><b>.OA.1: </b><b>Add 15 to both sides. </b><b>Divide by 3 on both sides. x = 11; 48 = 48.</b></div>
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<b>6.EE.3: Subtract 6 on</b><b> both sides. </b><b>Divide by 3 on both sides. When 0 = 0, x can be <i>any number</i>!</b></div>
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<b style="text-align: center;"> 7.NS.3: Add 7 to</b><b style="text-align: center;"> both sides. </b><b style="text-align: center;">Divide by 12 on both sides. x = -12; -151 = -151.</b><br />
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<b style="text-align: center;"> 8.EE.2: Take the cubed root of</b><b style="text-align: center;"> both sides. Add 10 to</b><b style="text-align: center;"> both sides. x = 3; -343 = -343.</b><br />
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I have chosen a few examples based on the Common Core Standards for each grade level, but the complete program includes 26 different levels of increasing difficulty. It's a fantastic resource for differentiation or small group work with your higher students! Again, if buying a new program is not a possibility for you right now, you can definitely create your own materials and use it with your regular grade-level problems.<br />
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The materials you will need per student or pair are:<br />
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workman or model of a balance<br />
2 dice with digits 0-5 (2 of each color)<br />
2 dice with digits 5-10 (2 of each color)<br />
8-10 colored markers (for each color)<br />
(The actual colors are not important, as long as you have equal numbers of both.)<br />
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Hands-On Equations, the official program, can be found at <a href="http://www.borenson.com/">http://www.borenson.com</a>. Please visit the homepage and browse through some of the research and examples. I love this program <i>so much</i>, because as a visual-spatial learner, I always had trouble remembering the rules of equation transformation and equality. I was always taught Algebra as if it were just a big "to do" list of rules. The rules were hard for me to remember because I didn't have a concrete understanding of <i>why</i> we had to do it this way. Consequently, I failed Algebra two different semesters, in 8th grade and in 10th grade. My mom hired a tutor and I started getting As again. My tutor didn't know about this program, but she did know how to explain concepts with concrete images instead of just rules.<br />
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I hope you found this helpful and will try using manipulatives for your pre-algebra lessons. If you're looking for more apps from Hands-On Equations, you can visit their <a href="http://www.borenson.com/Products/tabid/845/Default.aspx">Products page</a>.</div>
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<b><span style="color: blue; font-size: large;">This month's Follower Freebie is a "Who Has" Game for practicing Pre-Algebra Expressions. Different sets allow differentiation for Grades 3-8! Sign up for my email Newsletter to get this exclusive offer! This offer will expire by Dec. 15th, 2014. Sign up today!</span></b></div>
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melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com1tag:blogger.com,1999:blog-6373079264999251990.post-62233856868245073692014-10-07T23:28:00.000-07:002015-03-04T17:14:59.690-08:005 Steps to Creating Successful Common Core Scales for Student Learning<br />
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Linking up with <i><a href="http://www.bloglovin.com/frame?post=3545623127&group=0&frame_type=a&blog=5668235&frame=1&click=0&user=0"><b>Middle School Math Moments</b></a></i> for Working on It Wednesday!<br />
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Is it just me, or is it a little bit time-consuming to create unique scales? The following article gives a 5-step process to create your own scales for any learning goal you choose. This might be helpful if you're just starting out and trying to understand what each scale means.<br />
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<i><a href="http://www.marzanocenter.com/blog/article/5-steps-to-creating-successful-common-core-scales-for-student-learning/">5 Steps to Creating Successful Common Core Scales for Student Learning</a> - </i><br />
<i> Learning Sciences Marzano Center</i><br />
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What I find much most difficult is deciding what content or sub-goal should be at each scale under the primary goal. When I am developing assessments, I usually define each sub-goal as a sub-skill or previous grade level skill that they would've needed to master first.<br />
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<span style="color: blue; font-size: large;"><i><b>I have completed Grades 4-8, </b></i></span></div>
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<span style="color: blue; font-size: large;"><i><b>including the FREE Standards sets, Posters, and Portfolio pages! Yeah!</b></i></span> </div>
I am still working on third grade. Here's some examples of 3.OA.6 and 3.OA.7.<br />
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I liked the ease of using a general scale, but felt like it wasn't enough for my students to be clear about how much they knew. I wanted to create specific scales as suggested in the article above. The Assessment helps to define each level with examples for the students. The posters give students a visual reminder of the scale for each standard. <span style="text-align: center;">By the end of this month I will be done with the Assessment, the Posters, and the FREE Portfolio Pages for tracking student progress. If you click the "Follow Me" star you will receive notices when products are published or revised.</span></div>
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<span style="color: blue; font-size: large;"><i>Visit my store for a free sample of the Assessment with Common Core Standards 3.NBT.1, 3.NBT.2, & 3.NBT.3!</i></span></div>
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<span style="font-size: large;"><i>Thanks for stopping by!</i></span><br />
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<span style="font-size: large;"><br /></span>melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-41365240188030357062014-09-29T09:03:00.002-07:002015-03-04T17:17:42.261-08:00Fan Freebie Certificates Coming Right Up!Rereading Harry & Rosemary Wong's book, "The First Days of School," inspired me to start a Facebook discussion about student motivation and engagement. It's one thing to effectively track student progress in a way that they can SEE, it's another thing to keep that momentum going. Sharing progress with parents at conferences is great, but it isn't often enough. I decided to create some freebie student certificates for Facebook followers that can be sent home each time a student masters another level. You could start at 1, or wait until they've reached 3 or 4, different students need different amounts of external incentive. Students can color the numbers in to designate the level they've reached.<br />
The great thing is that the <i><b><span style="color: #cc0000; font-size: large;">certificates will double as homework passes</span></b></i>, which every kid can get excited about!! I found these to be very effective for getting parents to engage in classroom activities or events as well, because the kids put pressure on them to get the freebie. :) The certificates indicate that the teacher has to approve the homework choice; I usually allow them to use it for one overnight practice assignment, not projects or packets.<br />
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I'd like to give people a chance to give some feedback - here is the preview. </div>
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Visit me at <a href="https://www.facebook.com/MrsLsLeveledLearning">https://www.facebook.com/MrsLsLeveledLearning</a> and<b><i><span style="color: #cc0000; font-size: large;"> </span></i></b></div>
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<b><i><span style="color: #cc0000; font-size: large;">let me know what you think!</span></i></b> </div>
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I'll post the final version later this week!<br />
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<b>You can receive these FREE certificates by following my <a href="http://www.teacherspayteachers.com/Store/Mrs-Ls-Leveled-Learning">TpT Store</a>. Every month I send out Notes to followers with info and freebies.</b></div>
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<span style="text-align: center;"><span style="color: blue; font-size: large; font-weight: bold;"><i> November's Follower Freebie is a "Who Has" Game for practicing Pre-Algebra Expressions. Different sets allow differentiation for Grades 3-8! Sign up for my email Newsletter to get this exclusive offer! This offer will expire by Dec. 15th, 2014. Sign up today!</i></span></span></div>
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melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com0tag:blogger.com,1999:blog-6373079264999251990.post-19152493508357525042014-09-21T06:04:00.000-07:002014-09-26T11:33:25.358-07:00Sunday Scoop: AATM Conference was a hit!<div style="text-align: center;">
Today I'm linking up again with <a href="http://www.bloglovin.com/frame?post=3452953303&group=0&frame_type=a&blog=12321373&frame=1&click=0&user=0" target="_blank">Teaching Trio's</a> Sunday Scoop! </div>
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Yesterday was the big AATM, Arizona Association of Teachers of Mathematics Conference at ASU.<br />
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One big highlight for me was meeting a fellow blogger and seasoned <a href="http://www.teacherspayteachers.com/Store/Mrs-Ls-Leveled-Learning">TeacherspayTeachers.com</a> Seller, <a href="http://www.bloglovin.com/frame?blog=7133951&group=0&frame_type=b&frame=1&click=0&user=0" target="_blank">Jennifer Smith-Sloane from 4mulaFun</a>! Check out her 5 FAB Fall FREEBIES for Math! Follow her blog link to see all the info for entering. </div>
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<span style="text-align: start;">Over 350 teachers attended and I had the chance to talk with at least half of them about what they're doing in their classrooms, and what kind of support they need the most. I found that most teachers are required to post learning goals of some kind (</span>"objectives," "targets," etc.) <span style="text-align: start;">in their classrooms, and an increasing number are required to apply learning scales to them. The most frequent question I was asked was, <span style="font-size: large;">"How do you use a Scale?"</span></span></div>
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The first thing teachers saw at my table were the colorful Assessments with Learning Goals and Scales. The second thing they saw were the student binders with work samples and the <a href="http://www.teacherspayteachers.com/Product/4th-Grade-Common-Core-Math-Student-Portfolio-with-Learning-Goals-Scales-991696">Student Portfolio pages</a>. Most teachers liked the idea of having a pre-test and post-test that shows growth. They also really liked the idea of having kids easily track growth by coloring in boxes. The student portfolio binders contain the Assessments with Learning Goals and Scales so kids, parents, and teachers can see concretely how the students determine each scale they are on. They still wanted to know more.<br />
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A few teachers had mentioned that their schools were requiring them to use scales with learning goals, but they were confused about how they go together, or what the scales are based on. The Poster examples show the exact scales used in the Assessments. These scales were inspired by the compilation of research by Robert Marzano in "The Art and Science of Teaching," and several resources went into informing the progression of skills that align with each standard. Marzano states that "The starting place for all effective instruction is designing and communicating clear learning goals.", but he doesn't specify how large or small those learning goals should be. I recognized the look of confusion and struggle in the faces of other teachers because that's how I felt when I was introduced to this somewhat ambiguous concept - what do you make learning goals about???? The answer is that <i>any</i> skill or concept knowledge can become a learning goal. I started out by writing sentences on the board relating to each day's lesson. That's how I started using learning goals. I'm sure it did help students focus on what they had to learn that day, but it didn't help them see their overall growth, or help me to track it. I chose to focus my learning goal Assessments on the Common Core standards because that is what everybody must master - regardless of how many tiny pieces I chop it into - that is our ultimate GOAL! Keeping track of anything else, especially with multiple grade levels, was just too much to stay on top of.<br />
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Using a general scale to apply to all learning goals is a good start, and writing your own could be even better, but the time and research it takes to write scales that really align to the standards sequentially can be hard to accomplish when there are so many other things to do! General scales can still create some confusion for students because there aren't concrete examples for each level, so they are still left to guess, or approximate their own level of proficiency. </div>
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The second most frequent question I was asked was, </div>
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<span style="font-size: large;">"Do you have anything for Grades [K-2 or 9-12]?"</span></div>
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I'm thinking I may ask for input on Facebook this week because people will occasionally request grade levels through the TpT store site, but it's hard to tell what the demand is. There is a huge difference between the structure and content of K-2 materials, and 9-12 materials, obviously. Although I have a background and a Bachelors in early childhood, I'm hesitant to create something for several reasons. First, the Common Core standards may or may not be totally appropriate for this age level, and the responsibility of creating an age appropriate assessment that matches the variety of ways that young ones are taught could get really tricky. Secondly, there are so many great resources out there for early elementary, I'm not sure the need is great enough for me to invest the time. That's where you can help me! I need to know who and how many people would actually be interested in a scaled assessment for K-2. I'd love to hear from you through my blog, or <a href="https://www.facebook.com/MrsLsLeveledLearning">Facebook page Mrs. L's Leveled Learning</a>. If I don;t get much feedback I will move onto Algebra I and Geometry standards for high school. I haven't worked with this content since I taught an 8th grade math class 8 years ago! I am excited to dive into it again!</div>
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Sincerely, </div>
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Today I am linking up with <a href="http://teachingtrio.blogspot.com/" target="_blank">Teaching Trio</a> for the 3-2-1 Sunday Scoop! The beginning of the school year is always a bit overwhelming for teachers. Being at home this year, I have the advantage of choosing when to be busy, and when to take a break. Of course my two little ones don't allow for too many breaks between 6am and 8pm, weekends are awesome for catching up because my super-supportive hubbie lets me run away to Starbucks for some quiet work time while he gets the kids up.</div>
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Working from home, I set my own schedule, which is great if I can manage to be consistent, and a challenge when I have to re-negotiate work time around the family's needs. This week my to-do list looks like this...</div>
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First work item is the 8th Grade Math Madness Interactive Power Point Game! These take a few hours to complete and review takes and concepts front the 8th Grade Common Core Math Standards. I like using it as a beginning and end-of-the-year game. It works like Jeopardy, and is a no-prep teacher activity that kids love. The game board links to questions, and the links turn color after a question has been chosen so it keeps track of available questions for you. The questions link to "Correct!" or "Oops!" pages so there's also no checking for the teacher. Kids get immediate feedback and can even go through the game independently in small groups or pairs. I like to have all of the related grade-level projects done in the same week so it's easier for teachers to find everything. I'm a week behind on this game, but the <a href="http://www.bloglovin.com/frame?post=3371486095&group=0&frame_type=a&blog=2679652&frame=1&click=0&user=0" target="_blank">FREE Student Portfolio</a> pages, <a href="http://www.bloglovin.com/frame?post=3371486095&group=0&frame_type=a&blog=2679652&frame=1&click=0&user=0" target="_blank">Assessment</a>, and <a href="http://www.bloglovin.com/frame?post=3371486095&group=0&frame_type=a&blog=2679652&frame=1&click=0&user=0" target="_blank">Posters</a> are done! There's also <a href="http://www.bloglovin.com/frame?post=3371486095&group=0&frame_type=a&blog=2679652&frame=1&click=0&user=0" target="_blank">FREE Excel Tracking Sheets</a> for every grade level to help you track student progress and sort kids for differentiation. <br />
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The next thing on my list is to prepare for the <a href="http://www.aatm.org/" target="_blank">Arizona Association of the Teachers of Mathematics Conference</a>! 350 math teachers from around Arizona will meet at ASU to learn how to better instruct students for success!<br />
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I will be exhibiting the Math Assessments with Learning Goals and Scales for the first time, so I am really excited! We only have one family car, so we have been making trips to the dollar store and local Walmart on foot. I am also sporting my super-woman shirt which I think every teacher and mother need to have. </div>
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I have been working on display materials for the last two months, including my <a href="http://www.bloglovin.com/frame?post=3371486095&group=0&frame_type=a&blog=2679652&frame=1&click=0&user=0" target="_blank">FREE Assessment Samples</a> with three CC Standards each. I will also be hosting a Raffle for every grade level 4th-8th, so teachers can win a FREE copy of the Assessments.</div>
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Number three on my to-do list is for my little baby! She's going to be 1-year old! It went zoo fast! We are planning a first birthday party for her. My husband and I like to make our own cakes and we have a princess dress mold we bought at JoAnn's. We used it a few years ago to make our son a rocket ship cake for his second birthday party. So, hopefully the princess dress turns out just as cute!</div>
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Two things I hope to do, is get further along on finishing the 3rd Grade Common Core Math Assessment with Learning Goals and Scales. A few people have already asked for it and I don't like to keep teachers waiting long - especially since the school year has started! Once you get too far in, it's difficult to go back and pre-assess standards so you can show progress!</div>
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For my son, I committed myself to making a First Year scrapbook. My mom, who is a very talented graphic artist, created beautiful pages for me, so all I had to do was add pictures and captions. AWESOME!!!! I knew it would still take a lot of time, so I only committed to the first year; after that all family photos go into a family book with pockets and captions - fast and simple, or I know it will not get done, and I really don't want to lose these wonderful memories in the fog of mental activity years later!</div>
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Finally, I am so grateful to have my two kids at home with me for a few more years. Instead of enrolling in preschool this year, our son is staying home and doing activities with me. I recently signed him up for ABCmouse.com, an online preschool activity center so he can 'work' while mommy works, and his sister naps. Working from home means I can't do everything myself. I enjoy our night-night story times, and having the chance to talk with him and see what he's interested in. It is such an exciting time of childhood! They are learning so much, developing so many interests, and it seems that their potential for the future is unlimited - at least I hope to encourage that perspective in my children. Just yesterday my husband and I watched this really interesting video from TEDx about positive thinking research and it's effect on success; <a href="http://www.ted.com/talks/shawn_achor_the_happy_secret_to_better_work?language=en" target="_blank">The Happy Secret to Better Work.</a></div>
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Basically he says that as a culture we have set ourselves up for unhappiness by pushing it off until we have 'met our goals.' As long as we believe we can't be happy or content until we have met some goal, then we continue to wait and feel stressed working towards it. Once we have achieved it, we still can't be happy because there's always a next goal, a revised goal, etc. Research suggests that it's the people who can be happy first, content with the process and progress, that actually achieve more success long-term! Can someone please send this to every administrator and school district they know!!! How amazing would it be for kids to feel proud and motivated to learn while they learn, and not having to feel stressed and anxious until the next round of testing results comes back! Really gave me something to think about too. As an adult who has been trained to always move onto the next goal, I have to stop and catch myself having this same attitude. Take a breath! Take a break! And make sure your kids know that they can too! Happy thoughts... :) </div>
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Have a great week!</div>
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melanie.licausi@gmail.comhttp://www.blogger.com/profile/09182246727370197412noreply@blogger.com1