> Kimberley:Hello from Manokotak
> JoAnn Jackson (1) Kake:Hello from Kake~
> Becky Gallen, Northway:Julie Brown and Betty Jane Bryant are also on in Northway.
> Noel L:Hello everyone!
> Margaret Lee:Hello from Bristol Bay
> Julie Brown 4 Northway:Hi we are all here from Northway.
> duane sipary:duane sipary from Nunapitchuk
> Ruth Wiklanski:Ruth Wiklanski, Northway. Hello all.
> Noel L:Ive been thinking about this in my teachig recently. I've notie I'm Orderly Restrictive when introducing topics, but then Orderly Flexible when they're "going"
> Noel L:(Sorry for the spelling errors...)
> Carrie Dawley:Construction paper tents could also work.
> Diana Kurka Anchorage 2:Good idea Carrie, they could be stacked easily too.
> Tomlinson:Noel, nice reflection on your own approaches. It took me a while to see my patterns as a teacher and to think analytically about them
> Carrie Dawley:My students and I "co-create" (really, I just guide them to what I want them to say haha) I-charts at the start of the year, and we review them often.
> Jennifer Sees (1) ASD:I love the graphic organizer called "What it IS/What it is NOT" that I often do to set up activities...
> Noel L:I have them tell their parnter what they're to do before they get started. Then they find someone else to tell.
> Ruth Wiklanski:My screen has been taken over by someone sharing. Now it has stopped. They took over my cursor. What caused this?
> JoAnn Jackson (1) Kake:That was me too..
> Noel L:With Google Docs or the like, I have them type their last name and their Period in the Untiltled Document space.
> Noel L:Helps a lot! when I get 150 google doc assignments!!
> JoAnn Jackson (1) Kake:had to go to the right hand top by help and clicked to share again, because I wasn't hearing anything.
> Jennifer Sees (1) ASD:Yes, Google Docs is great for facilitating online student learner profiles as well
> Ruth Wiklanski:I have one cubby for all papers that will have a grade on report cards. The students are especially mindful that these get to the right cubby.
> Carrie Dawley:CHAMPS is a good skeleton for establishing routines for expectations, especially for transitions!
> Ruth Wiklanski:Kids are pretty good about noise level as long as they are aware of expectations.
> Ruth Wiklanski:I was surprised to learn that when I had a catch up day, the kids were very appreciative and worked extra hard. I decided that I need to do this more often.
> Kimberley:I know students appriciate the catch up days; however, in my recent experience, I think many should use homework time at home and tutoring time after school more and not hope for catch up days. I'm having a hard time getting students to have an intrinsic interest in classes, credits and school.
> Kimberley:appreciate
> Carrie Dawley:I am having a hard time with that, too, Kimberley. I thought it was just because my students are so young (1st), but I am starting to think that I was wrong in that assumption. So many of my students are so low academically, and they have absolutely no motivation to advance.
> JoAnn Jackson (1) Kake:Catch up time with my kindergarteners is when students that finished with their work, go to center activities, at that time students that were absent I get to work with them individually to complete their work.
> Noel L:I agree, Kimberley. I've used catch up days sparingly as I do not want students to EXPECT them and not do their work when it's assigned, but instead "save it" for the catch up day...
> Julie Brown 4 Northway:I do the same as JoAnn.
> Kimberley:Catch up day does make my teacher life easier though...
> JoAnn Jackson (1) Kake:I usually send home work home to the students that were out sick, but if we did a test in math or language that is what I would go over with the students to help guide them through the assessment.
> Jennifer Sees (1) ASD:My daughter is in a 4/5 split and they are on their 2nd curiosity project for the year (a 6 week research oriented project geared towards embracing learning for the sake of learning). It's a pretty cool idea. She's been able to focus on the process of learning as an extra...similar sounding to these "independent investigations."
> Allison:I use these for hall passes. They got three of them and any unused ones were given as extra credit at the end of the semester. Very few students gave them up.
> Carrie Dawley:I let my firsties move their furniture all of the time! My principal thought the same thing that you thought. Haha!
> JoAnn Jackson (1) Kake:I usse the Island Managing space, I had them close by, but as we are doing work sheets that the students have to fill in the words whether it be vowels or consonants, they aren't so easily to look on their peers paper but to sound out the words and think for themselves.
> Noel L:The "visuals" help sooooo much. Instead of explaining every time, I can say, "Group work tables," and they do it! :0)
> Noel L:(I had made and hung up posters.)
> Diana Kurka Anchorage 2:When you work on moving desks, you would be amazed at how quickly even first graders can do it! About a minute from team desk positions to a space for class meetings with our chairs in a circle.
> Carrie Dawley:We practice so many times, that my students just know what to do. We practice a lot at the start of the year, and the students know just what to do. Even the new students that come in... I tend to forget that I haven't taught them how to do it, but they just fall right into place with the rest of the class.
> Diana Kurka Anchorage 2:I really like the visuals!
> Noel L:On the topic of organization, we've practiced organzing ourselves into ABC order so the next time we have a fire drill, they know how to line up outside.
> Ruth Wiklanski:Moving chairs can be an issue for some students. Regardless of directions for safe handling they always seem to point the legs at someones head.
> Carrie Dawley:My students aren't allowed to pick up the furniture. They have to push it. Save a lot of potential trips to the nurse. :)
> Noel L:I always ask them to "Lift and shift, not slide and screech."
> Diana Kurka Anchorage 2:Wow! Nicole that is a great skill and a good way to quickly check to see all are accounted for.
> duane sipary:I agree with Carrie; we make heavy use of champs methods here in Nunap.
> Carrie Dawley:I guess it's a little different if you have tile floors. Haha!
> Noel L:Carrie: lol
> Ruth Wiklanski:Works for most, but some are just really challenged when they get excited and moving furniture always excites them.
> Jennifer Sees (1) ASD:I always liked having a "home base" classroom setup that students could return to and feel comfortable with, but I like the thought of having multiple arrangements. I had different configurations depending on size of the groups (pairs, 3s,quads, etc.). Also like creating a safe space for kids who needed that.
> Carrie Dawley:I have half carpet/half tile... My kids don't have furniture on the tile. That's where my small group tables are. No screeching here. ;) (Noel)
> JoAnn Jackson (1) Kake:I select line leaders, and ones that are seated and ready will I call.
> Noel L:Carrie: lucky! ;)
> Julie Brown 4 Northway:Jo Ann and I do may similar things...
> Kimberley:Keep a clean and tidy room, have routines, clear expectations, and give lots of lead-ins... "In 5 mins we will...", In 2 mins, we will..", etc.
> Jennifer Sees (1) ASD:I like the "heads-up" Kimberley...and then I'd ding a bell to signal transition time.
> JoAnn Jackson (1) Kake:When we are going to transition, I tell the students we have five minutes left and we will do another activity.
> JoAnn Jackson (1) Kake:The joys of teaching kindergarten is the students do things to please the teacher~:)
> colleen castaneda:I love the anchor analogy
> Kimberley:I really enjoy using a 30 second mystery with my middle school learners before class ends - they stay attentive, look forward to it and there is no rushing to the door.
> Carrie Dawley:I set a timer and have it in a place that students can see (usually on the projector)
> katie Cunningham (NWABSD):what is 30 second mystery/
> Jennifer Sees (1) ASD:So there's no need for formative assessment on anchor activities?
> Kimberley:its a book I read from: 30- Second Mysteries. Spinner Books, c 2005. I found it on Amazon - really cheap
> Noel L:Jennifer, maybe no need for summative assessment-- we're always doing formative assessment...
> colleen castaneda:Orbitals?
> Katie Cunningham (NWABSD):Thanks
> Carrie Dawley:Daily 5 is a great (and quick) read for developing routines for differentiation in reading/ELA. And all of the concepts can be altered to work with math and writing as well.
> Ruth Wiklanski:I think they need this introduction to each anchor activity. If they aren't clear it will be one more thing where they have to keep asking questions.
> Jennifer Sees (1) ASD:Noel, that's a good point, but how challenging to check for understanding when everyone is doing something different that would most likely not be graded (per what Carol said...) I'd want to ensure they weren't just time-fillers. Perhaps that's why I was curious since Carol mentioned that she usually doesn't grade them...
> Diana Kurka Anchorage 2:This is where CHAMPing an activity or routine works very well.
> JoAnn Jackson (1) Kake:With my students the ones that are finished early will read a book, practice writing their letters or numbers on a white board.
> Ruth Wiklanski:My students love to do BBC dancemat typing when they have finished all there work
> Ruth Wiklanski:their
> Mary Lovelace:my sound is cutting in and out. Is anyone else having that difficulty?
> Amardeep Kanwar:it is very clear here
> Amardeep Kanwar:you can try calling back
> Ruth Wiklanski:If the activity is just filling in time and the students aren't achieving or learning something, then it's time to move on.
> Noel L:I would change the activity when the interest level was dropping.
> Carrie Dawley:To ensure that all students get to work on anchor activities, I might plan some lessons to be intentionally short or use a day to enrich those students that are moving ahead more quickly. That would provide time that I am not necessarily spending focused on those slower or lower students.
> Margaret Lee:If a student is consistently finishing his work early, he could do some research to find out more about a relevant topic, something that would take some time.
> Kimberley:When a student is legitimately finishing early its probably time to reassess what they need to be taught and to add more interest and challenge. These students appreciate more and varied work and at times even catch up time for other classes, or in my room, sometimes its time to pleasure read.
> Mary Lovelace:If a student is consistenly finishing his or her work early I would want to look at the performance in that work to determine if they should be challenged more. That student may not need more work but can help him or her develop a deeper understanding.
> JoAnn Jackson (1) Kake:What I've seen with my students, being able to see which student is weak in an area, when they finish early I give them hand outs that will better their understanding of what they are struggling with...repetition.
> Jennifer Sees (1) ASD:couldn't be a bigger fan of the 6-trait writing rubrics and checklists
> Carrie Dawley:I use lots of rubrics and checklists in reading/phonics. I am still trying to figure out how to monitor progress in math concepts since we are only in the second year of using new materials.
> Becky Gallen, Northway:I like some of your checklists, rather than revamp some of them, is there a place to find them????
> Margaret Lee:I use checklists.
> Ruth Wiklanski:Line graphs for math skills work great.
> JoAnn Jackson (1) Kake:With me when my students are writing we go over starting with a capital, no floating letters, finger space, and a period at the end of the sentence. Now, if a student sees one of his/her peers not doing any of these would remind them of it.
> Noel L:Rubrics & Checklists
> Becky Gallen, Northway:It great to see some of the checklists on the resources!
> Margaret Lee:Students understand line graphas when we discuss their progress-it helps them "see" in order to set goals for themselves.
> Jennifer Sees (1) ASD:I find that a lot of teachers do not understand the difference between checklists and rubrics with respect to setting kids up for success. Often my daughters teachers will simply grade their work based on a checklist (i.e. topic sentence, transition, etc.) as opposed to giving them thorough rubrics to help them understand what a "best product" would be...
> Jennifer Sees (1) ASD:checklists for formative assessment are so helpful...not so much for grading student work, especially writing...
> Diana Kurka Anchorage 2:Good point Jennifer.
> Becky Gallen, Northway:Betty Bryant is not able to get on but she is listening. She uses rubrics and checklists for students to see their own progress.
> JoAnn Jackson (1) Kake:For my kids I like the "I Graph"
> Ruth Wiklanski:Margaret, I think the visual aspect is easier for them to make sense of and it really does seem to motivate them to move upward.
> Carrie Dawley:My goal for the upcoming school year is to do this better. I would love to spend at least half of my day in small group/independent work. That way I *can* meet with all of my students on an individual level.