Simple Strategy to use for Common Mistake: Counting by Tens and Ones

My kids sometimes continue counting by tens even when the unit has changed to ones. For example, there are six dimes and seven pennies. My students begin counting correctly, "10, 20, 30, 40, 50, 60..." but then instead of adding the additional ONES, they continue counting "70, 80, 90, ...." giving them the incorrect answer. I tried the simplest strategy that has really worked for my kids. They clap when the unit changes! So, now, they pay more attention to when the unit changes so they can loudly clap. I can't believe it works but it has really helped some of my students that were doing this frequently.

Science Center

I have a hard time fitting science in with everything else! Next week we are working on adjectives in language arts so I thought I would try to integrate properties of solids (matter).

Stock your science center with a variety of objects, magnifying glasses, and these recording sheets. Students closely examine the object and record how the object feels and looks under the texture, size, and color categories.

Classroom Resolutions

Every year, I end up making changes around this time of year. I tweak routines or classroom layout. I make resolutions about things like using the Word Wall more, being more explicit about my vocabulary instruction, and following through on class projects (like not taking three weeks to get students' finished stories typed).

What are your classroom resolutions for 2011?

Shared Reading Ideas

The latest issue of Reading Teacher discusses different approaches to use during shared reading:

• possible sentences
• using context clues
• repeated readings
• using our bodies

Possible Sentences
Before reading:
-Choose 8-10 Tier 2 Words from the text
-post words on a chart
-ask students to generate possible sentences using two or more of the words
-ask students to predict what the text is going to be about
During reading:
--tally each word when used in context
-remind students to use the context to figure out the word's meaning
After reading:
-refine definitions
-generate new sentences

The author of the article, Ted Kesler, suggests having students snap when they hear the vocabulary words. I started this with my kids before break and it creates major enthusiasm.

My goal in 2011 is to be more explicit with my vocabulary instruction. I am expected to teach a core basal program, Scott Foresman Reading Street. The program lays out vocabulary words for each story so that part is taken care of. The program calls them Amazing Words. But I have found that I have to teach the selection and spelling words' meaning as well. Well, should always teach them. It's difficult to get in everything! If I can cover all the words, that's what I feel like I'm doing-covering, not teaching. I don't have time to get in depth with the words consistently.
When we go back to school next week, I'm going to tweak my basal routine and spend a little more time front-loading the vocabulary. I'm also going to try this routine with my Guided Reading groups.

More on the other shared reading strategies later.

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