How to handle the way beyond groups in your classroom?

       Meet Justin....

     When he was going into 3rd grade the teacher commented, "I am nervous to have Justin in class next year. He is so smart and what do I do when he asks me something I don't know?" 

    I remember being a bit taken aback. Don't remember my exact response. What I didn't realize at the time was how many teachers feel that exact way.  Academically advanced students make them nervous.  My hope is that this post will give you strategies to strengthen your resolve to teaching this students with the same vigor we give those who struggle.


   As a society, we buy into the myth that students who are academically gifted don't need additional help because they are beyond proficient. They pick up the content as presented usually quickly or on thier own. So, we are not worried about them.
   Did you know that they are the #1 subgroup that are underperforming?? Why don't we consider this as an issue? ANSWER: When these students underperform they are still proficient in most cases. If you asked the child above if school was difficult he will say, "No." If you asked him if he learned how to learn, he'd say, "No."  What is our job? To make sure all are proficient or teach students how to learn, so when we are not there to feed it to them they can still learn.

LETS GET TO TEACHING ALL STUDENTS TO NOT UNDERPERFORM!!

 
First off, realize whether or not your para or other support staff who teach guided reading have the questioning and out of the box thinking needed to truly push your highest students. If they can...GO FOR IT, give them the group.  If not, give them the on level group. Following the questions provided will be perfectly fine for this group.  Your high or beyond group needs your expert question skills and ability to take what is stated by students to dig deeper, to think. 



When they are done, what do you have them do? More? Is the more better, deeper or just more of the same?  Below are some books that I have found to be very useful in creating depth of knowledge. I have the students work through a section as a small group or as partners. They need your guidance as you check in regularly. I also find ways to engage them in book clubs so that they are reading for the pure love of reading and discussing. Some items below may challenge some of their thinking. These are a sampling of what could work. Basically, take time to find something that works for your students.

Math:

                                                                                   
                                            
Reading:
   




I don't like to give them just MORE paper to do.  So, I mix the above with games.  
   * Dice games - see my post on Dot Cube Games for ideas.
   * You can look for games on your favorite website then check a couple grade levels above.
   * There are many books and resources for reading games. 
                                        *You can also use any game board and task cards.  This is nice because if they know the game rules already it takes less time to get started.  All you have done is changed the questions to level appropriate.
 

*Hands-On Equations is a set of manipulatives that keep students engaged as they experience algebra in a physical manner.  This is simply deepening their knowledge of algebra.



*The other "game" I find easy to differentiate and stretch the students who need a challenge is what I call "Treasure Hunt." Instead of playing "Scoot" with cards where everyone is using the same cards and given a set time limit, students wonder the room looking for the numbers or color that they have on thier page.  This way, I can increase the difficulty for those who need it.

The following are various YouTube videos you may find interesting.

Listen to what the kids are saying:

Behavioral side:

6 tips for classroom teachers:

One of my all time favorites...It demonstrates just how varied students are.

Another classroom teachers thoughts:

These are just a few examples. I do hope it entices you to look a bit at your classroom and how are you ensuring that ALL students are being challenged to move from where we recieve them at the start of the year to their potential.  
Kim

Dot Cubes Games

Rollin', rollin', rollin' get them dice a rollin'... (Sung to the tune of the theme of Rawhide)

Hi, my name is Kim Remmers and I have an dice addiction!

As you can see, I have a few.

How many people have played Tenzi? (Raising hands won't help here. But a shout out in the comments would.) It is a simple yet engaging game.  While at The Nebraska Association for Gifted (NAG) conference several years ago I learned about it.  Now, we play it in my classroom every so often to practice vocabulary, fact practice, concept review.... As soon as the students see me pull out the box (pictured in the left hand corner of the picture above), they immediately get excited.

I have to confess here, I have bought a couple sets of actually Tenzi die and I have the 77 Ways to Play Tenzi card set.  I love the ideas they spark! However, I am a poor teacher and pastor's wife who wanted 30 sets.  I did find somewhere on the vast internet where I could buy die in bulk.  I wish I could remember where I found them. Sorry! Racked the brain and no such luck. I always have enough for each student to have their own.

THE BASICS: 

Basically, to play the game you roll all ten die and look for a specific number or combination of numbers.  As you find them, you put them to the side.  In the 77 Ways to Play Tenzi, you can find various ways to stack, place, or form pictures with the die. I will share some ideas here later. Once you have all the die with a particular number or pattern, then you shout out, "TENZI!"

WAYS TO PLACE THE DIE:

1. Boneyard pile - simply shoved to the side.
2. Tower - stack one on top of the other.  If they fall, you start over.
3. Pyramid - four on the bottom, 3 next level up, 2 die then finally 1 at the top (I have seen where the number of dots matched the level.)
4. Assending or Desending - start with 1 and 6. (only need 6 die)
5. Double Trouble - two sets of die
        *pattern: alternating pattern (AB or AABB or AAB)
        *larger pyramid or tower
6. Picture patterns: 77 Ways to Play Tenzi (They are not paying me, I just feel they should get credit.) contains cards that have a pattern in which to place the die. The students could make their own.

QUICK START IDEAS FOR THE CLASSROOM:

1. Vocabulary practice - Rote disguised as fun! Everyone looks for a particular number, lets say 2s.  As they find a two they say the word and definition.  Guess what they have said it about 10 times by the end. Next word, new number.

2. Fact practice - Simular as above but as they find the number they say the fact they need to practice.  This can be done where they say the same fact or a series.  In a series, they would say, 1X9 is 9; next time they roll the correct die they say 2X9 is 18.  For each die they do the next fact.  Four die in the pile means the fact is 4X___ is ___.  I always write on the board the number we are trying to roll and the target practice.

3. Partner Quiz - This is another way to do the above.  The first partner to roll the given number or has the most of that number gives a vocabulary word or fact.  The other partner must respond with the definition or answer.
    Alternative play: There is only one set of die between the pair.  One person rolls and quizes the partner with the same number of  vocabulary or facts as the amount of die with the specific number on them. The other partner answers that many questions then roles switch. They can create a pile of used die or all 10 are always rolled.

Want more ideas? I have a resource coming to Teacher Pay Teacher with additional ideas and resources to use with sets of die.  The games are explained in more detail with direction cards incase you would like to use it as a center/station.

HAPPY ROLLIN'

Figurative Language lesson .... Good thing I get 3 chances to do it correct!

 

(clip art from http://www.ocontofalls.k12.wi.us/faculty/cincho/?from_faculty_listing=1&l=&u=)

 

 

 

   It is great that I am given 3 chances to get it right!! I teach grammar/language arts, while my partners teach science and social studies.  We rotate the three classes each week.  Well...I have to confess that this last section has not gone exactly like I wanted.  My poor students are always the guinea pigs.  This time...they received a very short end of the stick! 

 



     I wanted to get in a last minute review of the various figurative language elements we have had all year through Treasures as a prep for the upcoming tests...yippee!  I wanted to accomplish too---- much the first time the week of lessons were taught.  The second week went much better.  Now, next week I have a very low class and I need to revamp it once again.  Need to find more active learning and hands on activities. 

  The best part of the lessons came about during my first week when I realized it was going downhill and rolling fast. I searched the net and found examples of poetry which demonstrated each literary element (alliteration, consonance, onomatopoeia, simile, metaphor, rhyme, personification, hyperbole, and idiom) They loved the challenge!  The next week I added a You Tube video which made a huge difference this week.

 

  I have the song but the video kept the students more engaged the second week than just singing did the first week!

   How do you teach figurative language?  What games or active strategies do you have that I can use for my next class?

 

Building brain cells together,

Kim



Liebster #2

I have to say...it is fun to find others who are in the beginning of blogging along with you.  However, I sure took my time!  But I am finalizing my commitment for the Liebster award.  These are the 11 blogs that I recommend for others to check out.  They are all current at the time of composing this
post.  I believe non of them have been nominated for this award as well.  At least, I did not see the award graphic.  ENJOY!!


http://desiclassroomcafe.blogspot.com/
   Great ideas and I love that she finds time to laugh in her room.

http://www.hootsnhollers.blogspot.com/
    It looks as if this is a new blog with very cute owls.

http://www.historyquesters.com/feed/
   Wow, this is a superb resource!  She has many terrific ideas to keep students engaged in Social Studies. 

http://fantastic5thgrade.blogspot.com/
   This sight is "fantastic." 

http://theideagal.blogspot.com/
   I liked the active learning portrayed here.

http://blog.techwithjen.com/
   Super tech information

http://the-lightbulb-lab.blogspot.com/
     Very bright and colorful blog that has great primary ideas.

http://techsentfrommyipad.blogspot.com/
    This teacher thinks outside the box. (QR codes and iPad toons to engage the students.)

http://crunchywithketchup.blogspot.com/
    Really like the graphics offered for sale and ideas this 5th grade teacher uses.  The graphics are different than most which is what makes me attractive to me.  Good for older students. 

http://sparkingthemind.blogspot.com/ 
    Like the Monday Morning cartoon! Caught my eye as a person, I want to follow.

http://teachesthirdingeorgia.blogspot.com/
   The mosaics offered by this teacher would be a welcome addition to my extra activities file.

Mentoring adds to Differentiation

   
   One of the best intervention days happens on Fridays for my group.  This group is the enrichment and RtI tier one students who need fluency practice.  Two of our fifth grade intervention groups have coupled with our two kindergarten classrooms. 

   During our intervention period, it is the kindergarten Daily 5 period.  Fifth graders go to the kindergarten room with which we are paired.  The students in both classes look forward to this day.  That is natural engagement!  The kindergarteners believe they are special to have the "big" kids come listen to them read.  My students walk down the hall with a skip in their step and smiles on their faces after a mini lesson on how to "teach" or support their reader through questioning.  Wow! Verbalizing questions happens to be a weakness of even my higher students. Fifth graders in the past two weeks had to be able to assist with characterization, summarization, plot, and setting.  This has done more for my students abilities to apply their knowledge than any of the other activities I have developed.

My students who need additional fluency work do not know that they are getting extra practice by partner reading with their kindergarten student.

    This week both classes are working on onomatopoiea.  Since, figurative language is an emphasis before state testing this gave us the perfect oportunity to practice writing simple onomatopoiea sentences.  During our Monday intervention period, the figurative language types were reviewed.  In small group and large groups, we brainstormed onomatopoiea examples that kindergartners would understand.  This was a great challenge/enrichment activity.  It forced those who always think above and beyond to switch brain functions to bring it to a lower level.  Those who are not as strong in writing were given a reprieve from the constant push of fifth grade level writing. Once sentences were checked, okayed by myself,  and typed, the students illustrated them.  I put the parts into a wonderful book.  The classroom received the color copy and each kindergartener had a black and white copy to add to their book boxes. 

    The kindergarden teacher stopped me later to let me know that she shared the color copy with the students later.  All the students had their copies out as well.  She said they LOVED it!  I hope they continue to look at it to increase their fluency as well. 
     The only issue I had was two of my students did not complete their pictures. So, I made a quick black line sketch for their sentence.  Then I let the other teacher know that the last two pages were interactive.  The students can draw in bacon on the pan so it can sizzle and draw cars to zoom around the race track.  Sometimes, I just have to kiss my brain!
           Please, share what brain bursting activities in which you are involving your students.