Posts filed under ‘Lessons’
by: Jennifer Perez
Readers Theater…what is it?
Readers Theater involves students in reading, writing, listening, and speaking activities. It involves children in….
- sharing literature,
- reading aloud,
- writing scripts,
- performing with a purpose, and
- working collaboratively
The benefits of Reader’s Theater are immense when used with fidelity. When Reader’s Theater was first introduced into my classroom, what I observed were my students showing excitement and pure enjoyment toward their particular piece. They were arriving to school early to rehearse with their groups (fluency), planning which person would create which props (collaborating) and some groups extended themselves by creating AND typing out their own Reader’s Theater scripts.
After rehearsing their Reader’s Theater plays for about two weeks, the students performed in full costume, props and microphones for other 3rd grade classes. Their peers graded them on such items as: fluency, pronunciation, clarity and working collaboratively. The feedback was very positive and I was thrilled to see my little worker bees take the feedback and immediately begin making changes to improve their next performance!
Here are a few of the Reader’s Theater resources I use in my classroom. They are amusing, entertaining and downright whimsical! Give them a try….Im’ sure you and your students will love them too!
© Jennifer Perez 6/30/11
by: Jennifer Perez
Math Bingo?? Yes, that is right! I am sure some of you have heard of Math Bingo before…some of may have not. I decided to bring “back” the Math Bingo game for one of my newest clients….5 year old R. Little R is now tutoring with me, Ms. Jenny, and we began working on all sorts of math goodies: numerics 1-100+, recognizing numbers in word form, using manipulatives to represent numbers, addition, subtraction and more! Before meeting my newest little client, I had prepared a Math Bingo game as the culminating activity. I prepared the bingo card with the numbers 1-9 in their individual boxes. I then showed R a flash card with a number spelled out in number form, which he then located the matching number on the card and covered it with a foam manipulative. We continued in this fashion until he has three in a row and shouted “BINGO!” We had such a great time that R requested that we play Blackout! ( Apparently, this is where you play until all of the squares on the bingo board have been covered! Of course….I said yes!)
For Example ~ I showed R the flash card which read- “FIVE.” R read the number five and then located the matching number in numerics on his Math Bingo card.
This is an excellent, easy way to make math fun in your home!! You can use the Math Bingo game to review ANY operation: Addition, subtraction, Multiplication or Division. Whichever you choose, just create the correct flash cards. For example, if you want to work on addition- then your flash cards would contain addition problems such as 5 +2 which your child would then locate the sum of 7 on their Math Bingo card and cover it with what ever you choose. I am sure that you have the materials in your kitchen junk draw as we speak!
- blank computer paper OR any solid color paper
- index cards
- dried pasta OR beans
- markers OR colored pencils OR crayons
What to do:
1. First, decide how many numbers you want to use for your child’s Math Bingo card. Create the bingo card, using the blank computer paper or colored paper, with just a few less boxes than numbers chosen.
2. Create an appropriate set of flash cards using your index cards and markers. If you are working on addition then create addition cards. If you care choosing to work on multiplication, then create multiplication flash cards, etc…
3. Review the rules of the game with your child and discuss prize, if you choose, once the have “BINGO.”
4. Set out Math Bingo chips for your child to use to cover their numbers. You can use dry pasta, beans or small cereal pieces.
Playing the Math Bingo is a sure way to get your child excited about math, which-let’s be honest, is sometimes difficult to do. Continue to challenge your child by adding a few more flash cards to their stack each week or maybe even inviting them to create their own!!
Happy Bingo playing!!
© Jennifer Perez 1/14/11
by: Jennifer Perez
I don’t know about you all, but each year, I have at least 3 students each year who enter my classroom not speaking any English whatsoever. At our school, the main second language is Spanish. Luckily for me, I consider myself to be pretty fluent in Spanish so communicating with my spanish speaking students and their parents isn’t a challenge. (Thank goodness for my grandparents being persistent and teaching me Spanish when I was younger!) I try my best to have frequent conversations with my ELL (English Language Learner) students, in Spanish, to see how they are feeling about things: the classroom, their learning, what they are doing at home to help their learning come along and anything else they need to talk about. I have found that these conversations help my students stay ‘connected’ with me and their peers.
I try very hard to put myself in their shoes: new country, new school, ALL new people, new customs, traditions, new language, new procedures, etc….
To sum it up-EVERYTHING is new and they are expected to perform just as the other students do! I sat down one day and brainstormed a list of things/ways I can help my ELL students transition into their new community and also become successful learners as well.
Here is the list I have come up with thus far:
1. Daily mini-meetings to see how the students are progressing and answer questions
2. I read daily with my ELL students with books that are on their level. This helps them to build confidence-the confidence they need to continue trying new things even if in another language!
3. Personal Vocabulary Files ~ I have my students use a personal index file and they add at least 5 words per week to their file. I have them draw the picture and write the word in English AND their native language. My students then use these words in their reading, writing and Literacy Centers.
4. I keep constant communication with parents via email, telephone and notes in the student planners. I notify parents of upcoming projects, assignments and opportunities to volunteer in the classroom.
5. I strategically seat my ELL students with peers that speak English and their native language. This helps a lot with building confidence, friendships and the idea of the ‘gradual’ release model.
This is a list that I am sure will need to be revised even as the school year continues to unfold. The important things to keep in mind is that our ELL students are working at a disadvantage as soon as they step foot into our classroom. What is that disadvantage? Not speaking English in a classroom where the primary instruction is given IN English and tested IN English. As professional teachers, it is our responsibility to help each of our students reach their maximum potential ….. even if they don’t speak English!
© Jennifer Perez 10/11/10
by: Jennifer Perez
The school year is underway, and many of us teachers have had an opportunity to dig into our state’s standards. Why do we do this? We do this to determine what our students need to learn this year and then we plan accordingly. One such item on the Grade 3 Florida Reading/Language Arts Standards are Suffixes.
Benchmark Number ~ LA.184.108.40.206
Benchmark Description ~ The student will use knowledge of the pronunciation of root words and other morphemes (e.g., prefixes, suffixes, derivational endings) to decode words.
What is a suffix exactly?
According to The University of Alabama, “A group of letters with a special meaning appearing at the end of a word is called a suffix.”
Where do I go from here?
Great question! This is where/when your State Standards come into the picture. Before planning, it would be a wonderful idea to take a look at your State Standards and see if there are specific ones listed. In Florida’s case, there are no suffixes listed. However, I did attend a training over the summer where a Professional Development book was provided. In this book, it was stated that the following suffixes would be the most beneficial for children in Grades 3-6. The suffixes are:
Since this information was provided to me at a District Training, I am going to begin with these six suffixes. From here, I will determine the rest based on my student’s needs.
How Mrs. Perez will teach and use prefixes:
During Morning Work once per week
Center activities weekly
© Jennifer Perez 9/6/10
by: Jennifer Perez
If you are a teacher who teaches Math, READ THIS! In our county, we have a Math Instructional calendar which helps to guide teachers with how much time they can/should spend on lessons. This calendar may vary depending on our students, of course. On the current calendar, it was suggested that we cover procedural type things during the 1st week of school such as:
- How to handle manipulatives
- The First 20 days of Math
- Different Kagan Structures
- Math Journals
- And more….
Math Journals? Yes, that is right….Math Journals. I quickly learned the purpose of these journals and I must say…the idea is absolutely brilliant.
Remember your “journal” when you were young?
As a child, I remember having y very own journal. It was a place where I wrote my thoughts, reflections, aspirations and more. This journal was so very important to me because it held many personal accounts of my life. Did you also have a journal? Can you relate to this?
What is a Math Journal?
In essence, a Math Journal is similar. As a teacher, you can ask your students to include anything YOU choose in their Math Journals, but please give this some thought.
~What can be included in their notes that will be of value?
-Example questions completed as a class
-Vocabulary words to be learned in the chapter you are covering
-Diagrams to serve as a visual for those students who are visual learners.
-A page glued from the student’s math book showing work on certain problems
-Summary/Reflection of the lesson
If the Math Journals are completed properly, they can serve as a powerful study tool for your students! Now that I have had an opportunity to work for with students for about a week with their Math Journals, I’d like to offer some advice.
Don’t stress if you find that the Math Journals must be tweaked for your students! It is ok. Just remember the purpose of the Math Journal; it is meant to serve as a resource for your students. A place where they can turn to when they need a refresher and/or need to study!
Happy Math Journaling!
© Jennifer Perez 9/4/10
by: Jennifer Perez
I had my students create their very own Pasta Pictures on the 1st day of school. I chose to have my students create addition sentences, but you can easily have them do subtraction, division or multiplication.It was really simple and only required a few materials!
What you will need:
Pasta-I used small elbow pasta
Construction paper-any color
1 sharpened pencil
What to do:
The first thing you will need to do is decide the purpose for this activity? Are you trying to:
- Just let the kiddos explore numbers by using pasta
- Make this more of a learning activity-asking the children to show you what they know OR
- How about a combination?
In my class, I did more of a combination. After handing out all of the supplies, I went around to each student and assigned him or her each a different number. Each student then brainstormed the possible ways to come up with that sum when adding the numbers together. For example- I assigned the number 16 to a student. On the back of their construction paper, they brainstormed the possibilities of creating the sum:
- 13 + 3=16
- 12 + 4= 16
The student then chose one of the addition sentences, wrote it on the front of their construction paper and represented it with pasta! Take a look!
This student was assigned the number 20. They chose the addition sentence 11+9=20 and then represented that number sentence with their pasta.
This was an ELL (English Language Learner) student. He was assigned the number 10 and chose the addition sentence 3+7= 10. The pasta was a wonderful way for me to show this particular student “addition” without there being a language barrier.
Get as creative/challenging with this activity as you’d like! Remember, learning in the form of “play” is never a wrong way to go!
© Jennifer Perez 8/28/10