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



Student Led Conferences

Student-Led Conferences

 

     I LOVE student-led conferences! 

    To watch the students with their parents is telling.  To listen to how the students speak to and with their parents also gives great insights.  Outside of all the knowledge gained by just sitting back, watching and listening, my FAVORITE part, bar none, is to see and hear the pride in the kids' voices as they discuss goals and what we do day in and out.

 

 

     I have had the privilege of trying various ways to conduct student-led conferences.  Last year, while teaching fourth grade, we had students design power points that led them through the conference.  Goals are the focus. The basic pattern is given to the students through a graphic organizer three weeks prior to conferences.  Designers choose font, background and pictures to make it their own.  Sharing their power point and portfolio makes up the conference.  I found that it may be best to have students pull out their evidence from portfolio.  It is very tempting to show EVERYTHING in the portfolio otherwise. (LONG...conferences when families start rummaging through the portfolio.)  The end of the power point discusses what their future plans are and how their parents can help them achieve them. I like the way this student-led conference flows with strong introduction and conclusion.
    This year in fifth grade, I had the students decide on three to four items they wanted to show their parents.  They could go to the music room, gym, counselor, computer lab, etc.  I required only one special, two academic areas.  They needed to sign in  and teach their parents how to sign in on the Mimio board (picture below).  Goal sheet on their desk needed to be shared and explained (picture above).  Goal setting will be another post for the future.  Lastly, parents had to complete an evaluation which students completed for themselves during class.  Then we discussed the results.  I joined this part of the discussion to add what I see within the classroom.  My students are rather proficient at how they are doing in the classroom.  They were not too far off of where I would have rated them.  Once in a while, they would be harder on themselves.  I liked the aspect of  the students teaching parents the Mimio and describing how they develop their goals.  The movement to specials was a great addition. 
   

 

    Next step, is to take the summer to figure out how I can meld the best aspects of each as I return to fourth grade.  Keeping the power point is top on my list.  Not only does it serve as a guide; it teaches how to use power point. I may like to challenge my higher students to use Prezi.  (May be a larger bit than I can handle!)  I want to incorporate choosing a special to visit as well without lengthening the night for the families.  The metamorphosis of goal setting within our daily work will continue to be the focus. 

Do you have student-led conferences? 

What do you do? 

Favorite parts? Stories? 

 

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.

Their subject, their project...

    We have completed another quarter.  It seemed like the longest one of the year.  To help spur some excitement and energy into my students, I gave them an open ended project.  The only requirements were a well researched subject, presentation of knowledge gained, and project.  Oh, I nixed posters as an option for the project.  That seems to be the go to and I wanted them to think outside that box. 
   Students had computer time to research, morning work time, and a few other opportunities scattered here and there to accomplish this goal in a three week period.  The excitement and enthusiasm flourished.  Step one: brainstorm your own ideas through webbing.  Some took the bull by the horns and tackled this feat.  Others kept asking me to give them ideas or the topic.  Those in the middle had an idea or two but honestly had a hard time going beyond.  This part of the "assignment" was eye opening.  Most students by 5th grade cannot decide for themselves what they wanted to learn.  I also noticed it was those who have more experiences in life who did well on this step.  They had things that interested them beyond the couch and television. 
   When everyone had at least one idea, I asked them to ask themselves questions. What do I want to know?  Why is this person, place, or thing interesting to me?  What part do I want to look into?  They jotted down some questions.  Then the next day was time at the computer lab.  The class was buzzing!  They could not wait to learn something of self-interest.  Some again, had issues with the freedom of the project.  Wanted me to walk them through it.  I kept encouraging them to find some information about their subject and see where it took them. 
   The most interesting conversation was with a girl who wanted to know how to make gum.  She called me over and expressed that she found how to make it but would that be enough.  I simply told her it was her project.  She then told me about some of the other parts of the article.  It was clear that knowing how it was made was not enough for her.  She wanted to know about the different types, history, and how it was made.  Her project which was an interview she wrote between a reporter and "Mrs. Gum."  The gum have us her history, make up and different types.  It was excellent! Another student also chose how gum is made, but took on the creation of gum for the classroom.  She polled the students on which flavor (mint or fruit) they liked. Talked about how to find the ingredients and trials and tribulations along the path. Most students researched an entertainer of some sort.  All the projects turned out well done.  If I had thought I would be blogging this, I would have taken pictures.  NOTE TO SELF...take pictures of everything!
   This last quarter, we are going to embark on another self-directed project.  This time I want them to focus on a topic and writing down questions that lead them to narrowing the scope down.  The emphasis on the process of questioning and narrowing the subject will be the objective.  Still unsure how to monitor it.  Stay tuned...maybe this time, I will remember to take pictures!

   

What do you emphasize?

    WOW!! I needed that.
    Imagine...the peace and solitude of my own thoughts, my music, my timing to stop, and simple quiet.  It was pure heaven for me.  This introvert needed the car time.  I needed the time to reflect, refresh and just be still.  That is what the 2 1/2 hours to Omaha and back again afforded me.  If you are an extrovert like my husband and most of my closest friends, this may not be your heaven.  But for those of us who gain energy from our thoughts and time of reflection, this is!
   I was on my way to the Nebraska Association of Gifted Conference (NAGC).  Luckily, I have a supportive principal and administration that allowed me to head down the road to deeper understanding.  The draw for me this year was the over arching theme of going beyond the academics and into the social emotional aspects of the gifted learner.   I have a passion for the gifted.  I especially find myself desiring to assist parents understand why and what of their gifted students.
   There is too much to cover in one post.  A sprinkling of ideas, information and great resources will be passed along through the next several posts.  Today, I want to share a simple thought or rather question, "What do you emphasize?"
    The gifted student whether they are in your classroom or your house are more than the product they produce.  They are more than their academic achievements.  However, we get caught up in those achievements as parents and teachers.  Our society rewards the grade, the outcomes.  I pose this question to start a conversation about rewarding the process.  Gifted students tend towards perfectionistic behaviors.  Perfectionism is anxiety driven.  I had the great pleasure to listen on several occasions during the conference to Lori Comallie‐Caplan from SENG.  SENG stands for Social Emotional Needs of Gifted.  It is a national organization, which offers support to children and their parents.  Look them up!  I have only spent a few minutes on their website and facebook but the amount of information available is fantastic.
    During one session  Lori Comallie‐Caplan asked the question, which I pose to you (the whole two that read this), what do you emphasize academic achievement or the process? Really, what down deep do we emphasize. I watch society and I see us emphasizing either academics or athletics, but not the process.  If I am honest, it is the product.  I love rubrics because it spreads the grade out over the content.  However, why am I not putting more of the process, the how and why of the product, into the rubrics.  Not only will this give me insight but it will increase the likelihood that I am asking the deeper questions as probing for what they are doing.
    Great concept, but how do I write observable statements to use as evaluation? Any suggestions, comments, or further discussion on this topic? 

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.

Dividing, Fractions and Cartwheels...

UPDATE:  I have been very impressed with my students.  I just finished grading a grueling, Saxon, test!  I listened to several students whisper...do a cartwheel...stand up...multiply (X) and flip/reciprocal.    When I looked at the results out of my 20 students (1/3 SPED) only 2 missed the division of fractions.  YES!!! I wanted to do cartwheels...but I might break something... We won't discuss the rest of the assessment!   

 

Good Morning!
    I had to send a comment out about our introduction to division of fractions yesterday.  It always seems the best teaching hits you in the moment.  Well, it does for this teacher.  The resource teacher is in my room for math.  We have a great co-teaching relationship.  We bounce off each other and add to the lesson as it progresses with ease.  I love it!
   Yesterday afternoon, I started with a quick bingo math terms game.  In the last few weeks, the emphasis of warm up has been math vocabulary.  I believe a few terms are starting to sink into their brains.  The lesson set was simply one review problem for adding, subtracting and multiplying fractions.  Excellent! We are making our way through the fast paced 5th grade Saxon math.  After the review problems, I asked the students which opperation were we lacking.  A resounding "division" was offered.  So, I asked if they thought they were ready to give me a "Woowhoo!"  I am sure there were a few voices missing, but most enthusiastically responded. 
    I would like to take a side trip here about the verbal responses. However, I think I should use that for another longer post and keep to the subject at hand, division of fractions.  We use our personal whiteboards to extinction each year.  The students copied the problem presented on the mimio board (similiar to a smartboard).  Then it hit me....cartwheels!  And I have a former cheerleader/cheer coach in the back of my room.  What more did I need?!?!  I called my co-teacher forward and whispered that I needed her to do a cartwheel.  She happily, with a "what are you up to now, Kim?" look, fullfilled my request.  The students LOVED it! It is great to have someone who will be insane with you as these thoughts POP into the brain.
    Luckily, she is an expert mind reader as well! She then explained how to divide fractions.  To do a cartwheel, you start standing tall.  The first fraction stands tall or stays the same. She rewrote the first fraction below the original.  Students do the same on their boards. Asking the students, "What does operation does a cartwheel look like?" demonstrated the changing of the division sign to a multiplication sign. Below the division sign the multiplication sign is placed.  Finally, the question of what does the person performing a cartwheel have to do to be successful was posed.  Thumbs went up right away to explain they have to turn or go upside down. The second fraction does the same.  Again, the "upside down" or reciprocal fraction was written beneath the original. Finally, asked the students if they could successfully complete the problem that was now on their board.  "Yes!"
   As we worked in small groups, I noticed how the vast majority of the students were having no issues with division of fractions.  That is a first!  Usually, it takes a few reteaching lessons for them to completely comprehend the steps.  I just hope they remember it today!
    THOUGHTS:  Not everyone has a cheer coach in the room to demonstrate a cartwheel.  However, we all have access to the internet.  I am sure there are videos of how to do a cartwheel or at least some fun clipart somewhere to use.  Not as engaging as a teaching flipping in front of the room, but it still may help connect braincells.