{"content":{"sharePage":{"page":0,"digests":[{"id":"35738506","dateCreated":"1299872623","smartDate":"Mar 11, 2011","userCreated":{"username":"mohrj","url":"https:\/\/www.wikispaces.com\/user\/view\/mohrj","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35738506"},"dateDigested":1531977334,"startDate":null,"sharedType":"discussion","title":"TIered Instruction-Burton","description":"Jean Mohr
\nTiered Instruction
\n8th grade art- Tim Burton
\n
\nIn 8th Grade Art, we are in the Photoshop unit and starting to talk about Tim Burton and careers in art. He is an artist and movie director.
\n
\nI always have my students read about an artist and write a 3 paragraph summery about what they have learned. I have found in the past that there tends to be some plagiarism and I was trying to come up with a way to avoid that. I also was aware that there were students in my class that had different comprehension levels. I wanted to address that as well.
\n
\nMy solution was tiered instruction. I found two different articles on Burton and created a worksheet that had could be used for both articles. With the help of Language arts teachers and my own prior knowledge of the students\u2019 ability, I plan to divide students into two groups and hand out the articles in class.
\n
\nBecause the students will be answering the same questions on the worksheets, they might not pick up on the differences of the articles. One is in more of a paragraph format and the other is as well but shorter and has additional bullet points of the main topics and visual broken down more.
\n
\nThis is going to lead into our next lesson. All students will watch a video on Burton and everyone he collaborated with in the movie Nightmare Before Christmas. In this video clip it address the people who played major roles in the making of the movie. For example: musicians, artists, set designers, storyboard writers, graphics and visual affects. While the students are watching the video, they will be filling out a worksheet.
\n
\nOnce students have their information they got during the movie. I want to try a strategy called 1,2 and 4. In this the first step is for the student to work independently. (Which they did by filling out their worksheet.) Then they are grouped with a partner, and look at both answers and figure out if they got the main ideas. Once they have some time to do that, I want to combine two groups of two and see if their answers are similar or different.
\n
\nI believe this strategy will make the students the teachers and also will allow them to have a deeper level of learning when they are reflecting their answers. I also think I will have better participation from the students.
\n
\nThis maybe a stretch but the movie is about whom Tim collaborated with, so I love the idea that the kids get to as well to come up with their answers.","replyPages":[{"page":0,"digests":[{"id":"35757250","body":"I like your 1-2-4 strategy. It's a great way of getting the kids to think more deeply about the subject matter and then determine what is most relevant through discussion within pairs and then the small group.","dateCreated":"1299908419","smartDate":"Mar 11, 2011","userCreated":{"username":"jkossow","url":"https:\/\/www.wikispaces.com\/user\/view\/jkossow","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"35736768","dateCreated":"1299870904","smartDate":"Mar 11, 2011","userCreated":{"username":"mohrj","url":"https:\/\/www.wikispaces.com\/user\/view\/mohrj","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35736768"},"dateDigested":1531977334,"startDate":null,"sharedType":"discussion","title":"Response Rounds","description":"In my 8th Grade Art Class, I had my students divide into assigned groups and brainstorm about Tim Burton. The strategy I used was like round robin and I gave the group 1 sheet of paper and they had to be silent and write something they knew about Tim Burton, and had to pass the sheet to the next person. Students could only write one thing at a time.
\n
\nThis strategy was a great way to make everyone to be accountable to write something down. It also was great to see how the kids learned from each other's ideas and created a spiral affect.
\n
\nI grouped the students so it would be a mix of high and low achievers. I did this because I didn't know what their past knowledge was. I also did this because it was a way for the low achievers to be successful because it may be in their interest group.
\n
\nI was so surprised how they honored being quiet. I think they also respected the rule of "pass" and in my opinion didn't abuse it.
\n
\nI really feel like it was a calm way to get their brains ready for a conversation. Some times when I bring up a topic that I taught the kids about in the previous year, and I know they know, students can still have a foggy recollection of the topic. I think this is a tool that I will use again in my next unit on Careers.
\n
\nIn the book, it refers to it being a vocal way as well. In addition, it doesn't always have to be academic. They gave an example brainstorming for topics or how they would do something differently. I can see how this would be fun and a great way for students to get to know each other at the beginning of a semester.
\n
\nI would absolutely recommend this for getting the cobwebs out of the brain. Besides I also enjoyed watching the kids be the teachers as well.","replyPages":[{"page":0,"digests":[{"id":"35737680","body":"I assume this was a finish to an assignment or reading about or creating an art work related to Tim Burton. Your round robin ideas work well for being able to summarize what the group has learned or for that matter what with everyone's input all should be able to pick up on the subject of Tim Burton.","dateCreated":"1299871661","smartDate":"Mar 11, 2011","userCreated":{"username":"jkossow","url":"https:\/\/www.wikispaces.com\/user\/view\/jkossow","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"35719726","dateCreated":"1299857995","smartDate":"Mar 11, 2011","userCreated":{"username":"jkossow","url":"https:\/\/www.wikispaces.com\/user\/view\/jkossow","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35719726"},"dateDigested":1531977334,"startDate":null,"sharedType":"discussion","title":"Strategy 2 Tiered assignments","description":"For the most part, art is an equalizing form of visual expression. I tend to offer my students techniques and materials above their grade level so as to help them stretch beyond their present ability. This allows for students to work at their comfort level of understanding. As long as the students have interest in the assignment, students are able to meet my minimum expectations for the assignment and those with advanced abilities are able to go beyond that level and stretch themselves by attempting the level I promote.
\n The one area where this becomes rather difficult though, is in teaching perspective, specifically one and two point perspective.
\n I introduce one and two point perspective in 5th and 6th grade. I first like to access each student's understanding of what they know of drawing three dimensionally. I do this by asking my students to draw geometric shapes that have depth: a square becoming a cube, a circle becoming a sphere, a triangle becoming a pyramid - all through the use of one element - line.
\n In the next lesson, I provide a variety of wooden blocks for students to observe and draw dimensionally. I divide the block forms into two or three groups based on each blocks' degree of complexity. Because I do not have DI grouping by seating in my room, I give students a slip of paper which communicates which block group they are to work within. Thus high, average and low ability students have drawing assignments which allow them to work comfortable and allow for learning. The culminating DI lesson for all ability levels covers a span of several days, with low level student being given the assignment to draw a simple house using one point perspective. Average to advanced learners are to create a street scene using one point perspective. Both groups of students are ability to incorporate detail for successful artworks.","replyPages":[{"page":0,"digests":[{"id":"35737100","body":"One Pont Perspective Lesson
\n
\nLow ability- After creating a cube using a computer program based on one point perspective, students will make a larger version of this assignment on white paper to create a house design using the same vanishing point for details of windows doors, shutters, siding or brick.
\n
\nAverage\/Advanced Ability - After creating a series of cubes using the one point perspective computer program, students are to create a number of building along a central street. The vanishing point will be used to create details of windows, doors, brick, bill boards, street signs and sidewalks.
\n
\nAdvanced Ability - will incorporate sky walks, bridges, automobiles and people using the same vanishing point for one point perspective to complete their city street scene.","dateCreated":"1299871132","smartDate":"Mar 11, 2011","userCreated":{"username":"jkossow","url":"https:\/\/www.wikispaces.com\/user\/view\/jkossow","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"35531642","dateCreated":"1299632021","smartDate":"Mar 8, 2011","userCreated":{"username":"laffing2","url":"https:\/\/www.wikispaces.com\/user\/view\/laffing2","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35531642"},"dateDigested":1531977334,"startDate":null,"sharedType":"discussion","title":"Exit tickets #2 Laffin","description":"Gina Laffin
\nStrategy Assignment #2
\n
\nStrategy: Exit Ticket \u2013 A template used at the end of a lesson to assess a student\u2019s understand of the concept.
\n
\nContext: I used this strategy with my 8th grade Science classes, four classes of approximately 26-29 students. I used it at the end of the hour to assess their understanding of coal formation. The class began with a roundtable activity. Students were asked to write one thing that they knew about coal on the white boards. The board was passed around in their group of four. There was not any talking for the two minutes that they had to write and pass. After the time was up each group shared and I compiled a master list. This was used as a springboard to a whole group reading of coal formation and the potential effects of the products of coal combustion on an area of land, the Adirondacks. At the end of the period the students were given an exit ticket that had six blank boxes. They were asked to sketch the story of coal\u2019s life. They were given about five minutes and then they turned in their tickets at the end of the hour.
\n
\nDegree: Students were required to synthesize the information in the reading and develop no more than six pictures depicting the process.
\n
\nFeedback: After reviewing the drawings that night I began class with some good examples. As I put each picture on the Elmo I explained what part of the process the picture depicted and how the picture was relevant to the task. I asked students to review their own pictures and make adjustments if necessary.
\n
\nSharing: During our content time I shared my strategy with the other 8th grade Science teachers. They both felt that it was a great way to assess understanding.
\n
\nLearning: I learned where each student\u2019s level of understanding was. It was a great informal assessment tool and it let me know what to review the following day. It also served as a great attention grabber at the beginning of class the following day. The students were engaged and I felt that all were actively engaged in the activity at the end of the hour. I saw where there were some gaps in the learning and addressed them when I reviewed the student examples the following day.","replyPages":[{"page":0,"digests":[{"id":"35715814","body":"I like the fact that you had them work together in groups of four to develop their exit ticket. It helped them to again review what had been covered and also clear up any misconceptions. It helped you to reduce the number of variables as they were coming together to decide on the material learned and you weren't having to evaluate 4 times as many exit tickets.","dateCreated":"1299854591","smartDate":"Mar 11, 2011","userCreated":{"username":"jkossow","url":"https:\/\/www.wikispaces.com\/user\/view\/jkossow","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"35472594","dateCreated":"1299560371","smartDate":"Mar 7, 2011","userCreated":{"username":"Luann.Roberts","url":"https:\/\/www.wikispaces.com\/user\/view\/Luann.Roberts","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35472594"},"dateDigested":1531977335,"startDate":null,"sharedType":"discussion","title":"Strategy 2 Tiered Assignment Luann Roberts","description":"Strategy Assignment 2
\nTiered Assignment
\nLuann Roberts
\n
\n1. Strategy used: Retelling\/Summarizing using a Story Elements Graphic organizer. After reading the story Franklin Rides A Bike the children used a story elements graphic organizer, including Setting, Characters, Problem, and Solution, to help them retell the story.
\n2. Grade: Kindergarten
\nSubject: Language Arts
\nLength of time: This activity took 30 \u2013 40 minutes, including reading the story. Some children needed more time and came back to this activity at the end of the day during their choice time.
\nLearning Targets: Recalling details in a story and retelling a story using the story elements of setting, characters, problem, and solution.
\nNumber of students: 22 kindergarten students.
\nType of instruction used: I tiered this activity by first using whole group instruction to read the story and review the story elements, using a large story elements poster. Then I dismissed most of the students to their tables to begin the graphic organizer, giving them instructions to draw pictures of each of the parts of the story elements and label the pictures, or write a short sentence about the picture. I met with a small group of student who needed some additional support to complete the graphic organizer. I modeled completing the graphic organizer, drawing and writing about each element, as we discuss the story elements. Then this small group of students went to their tables to complete the graphic organizer, drawing a picture for each story element. I have a couple of students that are at a higher level of writing and I encouraged them to write more details as they completed the organizer. I circulated as the children completed the graphic organizer, underscoring their writing and asking them to retell the story.
\nRational for grouping: Most of my kindergarten students are at a level of writing where they are able to use beginning and ending sounds, as well as some medial sounds, and conventional spelling of many sight words. They are confident enough to \u201cgive it a try,\u201d as we say, when I model writing for them. I know these students can begin and work independently with a writing activity such as this. I have a small group of 4 students who are my non-readers, who also struggle with writing, and this is the small group that I supported before they went to the table to work independently. After the modeling activity they were able to go their table and complete the activity by drawing a picture for each of the story elements and even adding some labels to their pictures. I have two students who are able to do more writing, using more conventional spelling and adding more details. I met with them briefly and we discuss the story elements and they were encouraged to add more details in their writing as they retold the story in great detail.
\nChance of success: Setting the stage for an activity such as this, we have used the story elements chart on many occasions, and verbally discuss these elements and then recalled details in the story, talking about the sequence of events, as we retell the story. I have modeled drawing the elements of the story and then progressed to this point in the year with writing about each element. We have also talked about the beginning, middle, and ending events in a story, also using a graphic organizer. At the kindergarten level the students need lots of exposure with an activity such as this, to help them internalize the concept before they are asked to complete a graphic organizer independently.
\n3. Degree to which this strategy involved students in their learning: Students were all engaged in this activity at their own developmental level of writing, recalling details in a story, and retelling a story.
\n4. Feedback given: As I circulated to each student, I would give support where needed, in underscoring their writing, helping them to recall details when necessary, and encouraging them in their retelling of the story. The modeling that I provide helps to scaffold learning as the children are able to move beyond drawing pictures to represent the story elements, to labeling and writing about each portion of the story, as well as recalling details and retelling stories.
\n5. Sharing with other educators: I will share the results of this strategy with my grade level team at our PLC time. I have talked about earlier attempts with using graphic organizers and how the students struggled with working independently. My grade level team has experienced similar struggles with their students.
\n6. What I learned or would do differently: As I stated above, kindergarten students need a great deal of modeling and exposure to graphic organizers such as the story elements poster that was used. Most students at this level have difficulty completing a graphic organizer independently without adequate modeling and this was my experience when I tried an activity such as this a few weeks earlier.
\n7. Overall effectiveness of strategy: The students were able to complete this activity after adequate modeling and practice with the graphic organizer. Through guided oral retelling of stories, students are able to make connections and move to using graphic organizers, and later writing independently to retell a story. Research shows that giving students practice in retelling stories, which is done often in a primary classroom, helps them to improve their ability to answer questions in general.","replyPages":[{"page":0,"digests":[{"id":"35531336","body":"I agree, story elements are tough for young learner. I think the organizers are great for young children to think about and try to put their thoughts down. I have found retelling to be very difficult for some of my students. I have used organizers, but not consistently and now I want to try it again! Thanks for the great ideas!","dateCreated":"1299631786","smartDate":"Mar 8, 2011","userCreated":{"username":"Pmagolan","url":"https:\/\/www.wikispaces.com\/user\/view\/Pmagolan","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"35618682","body":"Hi Luann,
\nI know tackling story elements is always difficult especially with kindergarten. It is great that you used a graphic organizer, good visual! I like to use graphic organizers a lot in my Guided Reading groups. The organizers really help with teaching comprehension skills. Thanks for sharing your strategy!!
\nKelly:)","dateCreated":"1299727583","smartDate":"Mar 9, 2011","userCreated":{"username":"teacherkel14","url":"https:\/\/www.wikispaces.com\/user\/view\/teacherkel14","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"35464974","dateCreated":"1299549969","smartDate":"Mar 7, 2011","userCreated":{"username":"Pmagolan","url":"https:\/\/www.wikispaces.com\/user\/view\/Pmagolan","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35464974"},"dateDigested":1531977335,"startDate":null,"sharedType":"discussion","title":"Magolan - Strategy 2","description":"Paula Magolan
\n
\nDI-Strategy 2
\n
\n1. Name of strategy \u2013 Making \u201csense\u201d of cents! In Everyday Math, Kindergarteners have to identify coins, pennies, nickels, dimes, and quarters as part of the math curriculum. I decided to incorporate lessons and center games to practice mastery of this concept.
\n
\nMini lesson on coin identification - During this lesson the children had the opportunity to look at the different coins using magnifying glasses. They were given a sheet with a picture \/ name of each coin. The student put the appropriate coin on top of the picture. Next we talked about each coins value. The students then wrote the value next to the picture of the coin using the cent sign.
\nCenters:
\n Coin match game- the students had to match coin pictures.
\n
\nCoin sorting- Using the SMART board the students sorted coins.
\n
\nCoin rubbings- the students made coin rubbings and then wrote the name of the coin and it\u2019s value.
\n
\nCoin exchange game- the students using a die, shake the die and take that amount of pennies. When the student gets five pennies, he\/she can exchange for one nickel. When the student has five nickels, he\/she can exchange for one quarter. That person would win the game.
\n
\nCoin bingo- the students would play bingo by identifying and matching coins.
\n
\n2. Grade: Kindergarten
\nSubject: Math
\nLength of time: Mini lesson \u2013 20 minutes-----Centers- the students rotated every 15 to 20 minutes.
\nLearning target- the students will identify pennies, nickels, dimes and quarters.
\nNumber of students: 22
\nType of instruction: small groups \u2013 for this activity, I used team tables for grouping. Every month the students get to pick a new team table. My only requirement is that they make sure there is a mix of boys and girls. Every month I am very pleased with their choice of team tables. It usually turns out to be a good mix of personalities and skills. I did have a few children absent, so I asked certain students if they would be willing to move to a new team table for this activity. This allowed me the opportunity to have a mix of students whose skills were strong with those of student\u2019s whose skills were beginning to emerge. I was able to quickly access their skills during the mini lesson done prior to the center activities. I was confident that with these groups, the outcome would be very positive for all students participating in these centers.
\n3. Describe the degree to which this strategy involved students in their
\nlearning. Students were very engaged in the center activities. Within every center, the students had numerous turns to reinforce and master this skill. As I would go from center to center, I was pleased to see those students who were strong in this concept take on more of a leadership role in the group to help fellow team members.
\n
\n4. How was feedback provided? During the mini-lesson, I was able to give immediate feedback to students in the small group. In these groups, there were four to five students, which allowed me the opportunity to reinforce the skill to the students struggling with identifying coins. During the centers, I was able to go from center to center to oversee the activity. I was also lucky to have an instructional aide in the classroom during the centers. She too, was able to give feedback at the centers for those students struggling with the task. For those students who have mastered coins, I had activities they could take to the next level. For example, the students at the coin exchange center, I would ask them if they rolled a five or six on the die, did they have to count out the pennies or was there another way to do it? Many of them figured out that if they rolled a five, they just needed to take a nickel. I even had two students say to me, \u201cIf I get a six, I can take one nickel and one penny!\u201d
\n
\n5. I will share these activities with my fellow Kindergarten teachers at our weekly Kindergarten meeting.
\n
\n6. I learned that creating a variety of centers takes time, but well worth the effort. The students had so much fun learning about coins. In the past I would have followed the activities in the math book; which are pretty generic. When I do these centers again, I would try to get parent volunteers to be at each table. This would help with instant feedback and helping student\u2019s who might be struggling with the task.
\n
\n
\n7. I would definitely use centers for practicing mastery of a concept again. The
\nstudents\u2019 learned about coins while having fun. I emailed the parents to let them know what we were doing in class and they have followed through practicing at home. The students\u2019 were given an assessment on coins and 20 out of 22 students can identify all four coins.","replyPages":[{"page":0,"digests":[{"id":"35468940","body":"Hi Paula,
\nFirst of all, WOW, great job getting your assignment posted this time on your own!! ha ha It sounds like the kids were busy learning about coins, how fun! I like how you grouped the kids by their team tables for the activities. I know that for reading groups, the students are grouped by readiness, so it is nice to have the students mixed into other groups. I like how you decided to take the money concepts from Everyday Math and incorporated fun learning centers! Glad to see your assessment results were positive!! Kelly :)","dateCreated":"1299554111","smartDate":"Mar 7, 2011","userCreated":{"username":"teacherkel14","url":"https:\/\/www.wikispaces.com\/user\/view\/teacherkel14","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"35473544","body":"Wow is right! Lots of ground covered in a short amount of time!! It is a great idea to have parent volunteers so that each center has an adult to support any students that are still stuggling with coins, and making "sense" out of cents! Great center ideas which cover many different learning styles. It was wonderful to hear your observation about how stronger students helped the students who are just emerging in this area. I often hear you share observations of your grouping of students and how they guide each other. Can't wait to try these centers in my classroom! Coins are up this week! I think I will take a few days to introduce the coins and then try your center ideas! Thanks for sharing!","dateCreated":"1299562493","smartDate":"Mar 7, 2011","userCreated":{"username":"Luann.Roberts","url":"https:\/\/www.wikispaces.com\/user\/view\/Luann.Roberts","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"35378164","dateCreated":"1299436154","smartDate":"Mar 6, 2011","userCreated":{"username":"MariaJensen","url":"https:\/\/www.wikispaces.com\/user\/view\/MariaJensen","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35378164"},"dateDigested":1531977336,"startDate":null,"sharedType":"discussion","title":"Jensen Tiered Assignment","description":"Maria Jensen
\nTiered Strategy Assignment
\nFPSDI Spring 2011
\n
\nLesson: Proofreading 2nd Grade Core Spelling Words
\n
\nObjectives:
\n
\n1. Students will recognize misspelled core words within a sentence.
\n2. Students will spell core words correctly.
\n3. Students will write complete sentences with correct punctuation and capitalization.
\n
\nFormative Assessment:
\n
\n I will use the previous unit\u2019s cloze story assessment and dictated sentences with the core words to determine which students need which tier assignment.
\n
\nThe Class Activities:
\n
\n1. Whole Class Instruction: \u201cSpelling Songs\u201d
\n
\n All students participate in singing and doing movement to the spelling songs on the SMART Board. The spelling words sung are a mixture of featured core words from the word preview, as well as tricky core words that most students are misspelling in daily work.
\n
\n2. Centers Practice: \u201cBoggle Board\u201d
\n
\n Within the structure of Word Work during our Daily 5 reading program, students visit a Spelling Center where a \u201cBoggle Board\u201d is posted. Students work in teams of two to find the core words within the board and record them on their center sheet.
\n
\n3. Tiered Assignment: \u201cTake Home Task\u201d
\n
\n Students are given one of three tiered versions of the Take Home Task for homework at the end of the spelling unit. The Take Home Task is a proofreading activity. The three tiers of core words to proofread within the assignment and the student groups are determined by the mistakes on the previous unit\u2019s cloze story and dictated sentences.
\n
\n\u2022 Tier 1: Read the statement sentences on the sheet. Cross out the spelling error. Rewrite the sentence using the correct spelling of the core word. \u201cDecorate\u201d the core word by writing it using fancy letters or making pictures out of the letters.
\n
\n Assessment: The misspelled core word is identified correctly. The sentence is written using correct punctuation, capitalization, and correct spelling of core word. The core word is \u201cdecorated\u201d.
\n
\n\u2022 Tier 2: Read the statement sentences on the sheet. Cross out the spelling error. Write a new sentence using the correct spelling of the core word. Draw a picture that goes with the new sentence.
\n
\n Assessment: The misspelled core word is identified correctly. The new sentence is written using correct punctuation, capitalization, correct spelling of core word, and with 2nd grade details. The picture is a representation of the sentence.
\n
\n\u2022 Tier 3: Read the question sentences on the sheet. Cross out the spelling error. Write the correct spelling above the misspelled word. Research the answer to the question. Write an answer to the question.
\n
\n Assessment: The misspelled core word is identified correctly. The core word is spelled correctly above the misspelled word. The question is answered correctly using correct punctuation and capitalization.
\n
\nCulminating Activity: \u201cSnowballs\u201d (Please also see Strategy Lesson #3)
\n
\n Each student is asked to write one core word on a piece of paper they are having difficulty spelling correctly or may be on their individual spelling list. They crumple the paper up and throw it into my basket. I pick one paper at a time, call out the core word on it, and students attempt to write the word correctly on their small whiteboards. They quickly show me their boards on the count of 3. I then call out the correct spelling as they check their own attempt on the whiteboards. We then write the correct spelling together, with the students writing it on their whiteboards and me writing it on the SMART Board. If core words are repeated on another Snowball, the students will again attempt the word on their whiteboard. However, I will only ask for a quick check on the count of 3.
\n
\nMaria Jensen
\nTiered Strategy Assignment
\nFPSDI Spring 2011
\n
\nLesson: Proofreading 2nd Grade Core Spelling Words
\nPlease reference to the lesson outlined above for the context in which the strategy was used.
\n
\n I used the previous spelling unit\u2019s cloze story and dictated sentences assessment, as well as informal data collected from everyday writing, to tier their homework assignment. I have found the six students in Tier 1 continue to misspell the same basic core words again and again, mostly due to not knowing word patterns and sounds. I feel these students needed practice that provides repetition with these words. The ten students in Tier 2 are students that spell most core words correctly, but mix up the homophones frequently. I feel these students needed more practice with not only the spelling of the core words, but also their meanings. The five students in Tier 3 are the Super Spellers of the group that not only understand most spelling rules, but also can apply them to new words. They needed a challenge by focusing on the \u201cirregular\u201d core words that need to be spelled by heart because they don\u2019t follow the rules.
\n
\n I knew that regardless of which tiered assignment a student completed, the student would be able to experience success because of the familiarity of the activities built within each assignment. Most students understand how to proofread for mistakes since we do a weekly DOL activity. Students are also used to \u201cdecorating\u201d words because this is an activity they can choose to do to study their individual spelling list. In our vocabulary center, students have been drawing pictures and writing sentences that show meaning of the words. As far as answering questions in complete sentences, we practice this in all aspects of the curriculum. I was hoping that some students would also use the ITLS standards being taught to research the answers to the questions \u263a.
\n
\n The tiered homework assignments were sent home the day before the unit assessment was given in hope of strengthening their knowledge and confidence for the next day. Each student worked on the assignment individually, and of course, with possible assistance from parents. The assignments were checked the following day for the assessment criteria indicated in the above lesson. Students were provided feedback on their sheets through brief written comments and stamps. Since the assignment correlated with the assessment given the next day, the students received feedback of success through the core words spelled on the assessment as well. This element hopefully helped the students advance passed having the word indicated again on their individual spelling list.
\n
\n This was the first time I tiered a spelling Take Home Task homework assignment. The majority of the students completed the assignment successfully, with most mistakes from forgetting capital letter or punctuation within the sentence response. I can usually gauge the success of homework by what the students say as they talk to each other in the morning when handing it in. I had a Tier 1 student comment on how much fun she had \u201cdecorating\u201d the words, and her work showed her enjoyment. Several Tier 2 students commented that their assignment was just like our vocabulary center activity. I also had two Tier 3 students say they loved going on the computer to look up answers to the questions. From these comments, I could tell the students felt successful completing their assignments, and were engaged enough to buzz about it with friends the next morning.
\n
\n Overall, let\u2019s just say I have been fairly disappointed in the spelling activities and assignments within the Sitton Spelling series. I feel the series does not provide enough application of the concepts taught, and feel students aren\u2019t given enough opportunity to practice the concepts at their readiness level. Because of this, I have been venturing into how I could differentiate spelling lessons for the needs of my learners. I have had numerous discussions with colleagues as to what they are doing to adapt the spelling series for their students\u2019 needs. I have found that they, too, are as frustrated as I am, and have come up with other alternate lessons to provide practice of the concepts. I am finding that my colleagues and I are sharing ideas with each other to help alleviate some of the frustration. I have shared this tiered assignment with my peers and have gotten positive feedback. They felt gearing the Take Home Task to meet readiness levels will increase success of spelling core words on the assessment and hopefully indicate learning success within individual spelling lists.
\n
\n I have learned that there is a benefit to not only tiering instruction, but to gearing homework assignments to readiness levels. Giving students opportunity to practice core words that meet their individual needs for homework is just as valuable as giving them an individual spelling list. I will say preparing three homework assignments does take time, and I would like to see in the future if any other 2nd grade teachers have already developed tiered homework assignments for the Sitton Spelling series by asking at our grade level meeting. I am always willing to post things in the Staff Shared Folder on the server, as are my colleagues \u263a. I\u2019m also fairly sure there are untapped resources on the Internet for Sitton Spelling ideas since this is a widely used series, and I\u2019m thinking Franklin is not the only district that may be supplementing lessons. So, my suggestion to anyone who wants to use this strategy is to not reinvent the wheel. There are possible resources already out there to use.","replyPages":[{"page":0,"digests":[{"id":"35386826","body":"Hi Maria,
\nIt sounds like you, too, have experienced the benefits (more student learning and interest!) and drawbacks (teacher planning time) from creating a tiered lesson. I really liked that you once again incorporated more creativity from students, with the artistic word practice, and also utilized technology for the spelling lesson and high group tiered assignment.
\nI agree that networking with other teachers and through the internet can help when faced with similar frustrations, such as those you have with the Sitton program. Let's hope the upcoming in-depth Sitton training (occurring next fall maybe?) will be an opportunity to get more ideas.
\nThanks for all of your feedback on my lessons, too!","dateCreated":"1299452184","smartDate":"Mar 6, 2011","userCreated":{"username":"curtisl1","url":"https:\/\/www.wikispaces.com\/user\/view\/curtisl1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"35350290","dateCreated":"1299350962","smartDate":"Mar 5, 2011","userCreated":{"username":"teacherkel14","url":"https:\/\/www.wikispaces.com\/user\/view\/teacherkel14","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35350290"},"dateDigested":1531977336,"startDate":null,"sharedType":"discussion","title":"Rille Tiered Strategy #2","description":"Tiered Strategy Assignment:
\nKelly Rille
\n
\n1. Strategy Used: Paper Wad Review-The teacher writes multiple concepts and skills on separate strips of paper, wads each strips, mixes them up, and challenges students to cooperatively rematch the parts.
\n
\n2. The context in which this strategy was used:
\nGrade: 2nd grade
\nSubject: Co-Taught Math lesson
\nLength of time for Strategy: 15 minutes
\nLearning Targets: To learn & reinforce basic math facts
\nNumber of Students involved: 21
\nType of Instruction Used: Directions were given to whole group then the strategy was tiered for two separate groups.
\nTo what degree was it was a situation where this strategy has a reasonable chance to succeed? Before starting this strategy, my teaching partner and I analyzed our assessment information from district and weekly math facts tests. These assessments gave us the readiness information to properly group students. We divided the class into two groups, one group consisted of students at level 2 math facts to 12 and the other group consisted of students at level 3, math facts to 18. We color-coded the paper so that students could have the appropriate math facts on paper per group. This tiered strategy allowed students to practice math facts with others at their math facts readiness level.
\n
\nAny other relevant information: The class that completed this strategy consists of four identified special needs students with a variety of disabilities such as Specific Learning Disabilities, Attention Deficit Disorder, Bipolar\/Mood Disorder, and Autism. It was nice that one of the special needs students of mine was able to be in the higher level 3 group, because of his strength area being math.
\n
\n3. Students were involved in their learning by:
\nStudents were actively engaged in practicing and learning basic math facts. This activity\u2019s novelty increases students\u2019 interest and attention as it invites students to move and interact. It worked well to divide the class in half so that students were either in a group of 10 or 11 with one teacher overseeing each group. While participating in this activity, students practiced active listening and cooperative learning skills. Students\u2019 knowledge of basic math facts was reinforced.
\n
\n4. Feedback was given to students:
\nStudents were able to gain feedback through cooperatively matching up number models (number sentences) with the correct sums. My teaching partner and I praised students for how well they worked together and how we saw their \u201cfact power\u201d improve.
\n
\n
\n5. This strategy was shared\/discussed with other educators by:
\nI shared this strategy of \u201cPaper Wad\u201d with my teaching partner prior to the lesson when we were planning together. Her response when I first told her was that she wanted to try the strategy and that she hoped that it would benefit all of our students by grouping students by their math fact readiness level. I also shared this strategy with my first grade-teaching partner. She was eager to use this during our co-teaching 1st grade math lessons later in the year when we start assessing math facts on a regular basis.
\n
\n6. This strategy taught me\/what I\u2019d do differently\/advice to others:
\nI learned that this strategy is a simple way to reinforce skills in a fun way. All students in both groups were actively engaged in learning. I was glad that we decided to color-code the paper by group. I decided to do the color-coding on a suggestion from a colleague in our class who previously tried this paper wad strategy. Next time my teaching partner and I do this activity, we plan on using both of our classrooms. We will have one classroom for each group. This will allow the students to have more room for the paper wads and the voice-level will not distract or overwhelm students.
\n
\n7. Overall effectiveness of this strategy:
\nI know that this strategy was effective because the students had fun learning. They asked us when we could \u201cplay this game\u201d again. This activity used multiple approaches that benefited our visual, auditory, tactile, and kinesthetic learners.","replyPages":[{"page":0,"digests":[{"id":"35473068","body":"Great lesson Kelly! I have used a type of "Paper Wad Review" in kindergarten and the kids really enjoy the "game" while they are learning and reviewing concepts! It sounds like this worked very well as a tiered lesson for math facts, with students working at their readiness level. Grouping students this way reinforces skills where needed for each student and they feel successful! This is a great way to benefit all types of learners.","dateCreated":"1299561280","smartDate":"Mar 7, 2011","userCreated":{"username":"Luann.Roberts","url":"https:\/\/www.wikispaces.com\/user\/view\/Luann.Roberts","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"35530748","body":"Kids love moving, puzzles, working with a friend and solving mysteries. This activity had it all. I have used the snowball game, but I have never tried the paper wad game before. Good idea with the color coding. Did the kids ask why some had different colored paper? They are pretty nosey at this age!","dateCreated":"1299631267","smartDate":"Mar 8, 2011","userCreated":{"username":"Pmagolan","url":"https:\/\/www.wikispaces.com\/user\/view\/Pmagolan","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"35348012","dateCreated":"1299345943","smartDate":"Mar 5, 2011","userCreated":{"username":"cruz3","url":"https:\/\/www.wikispaces.com\/user\/view\/cruz3","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35348012"},"dateDigested":1531977336,"startDate":null,"sharedType":"discussion","title":"Cruz Strategy #2","description":"Ramon Cruz
\nStrategy Assignment #2
\nMarch 11, 2011
\n
\n
\nThe strategy that I used was the Think-Pair-Share Strategy. The purpose of the activity was to guide teachers to share concerns and discuss ideas on how to implement \u201cJoy Factor\u201d, one of the Uncommon Schools techniques. I wanted to find out what was working well and for teachers to share ideas to help them with the implementation of \u201cJoy Factor\u201d. The Think-Pair-Share Strategy was perfect because this is a strategy designed to provide students\/adults with " information on a given topic enabling them to formulate individual ideas and share these ideas with another student\/adult. It is a learning strategy to encourage student\/adult participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of student\/adult response and can help keep students on task.
\nThe purpose of this strategy is:
\n\u2022 Provide "think time" to increases quality of student\/adult responses.
\n\u2022 For students to become actively involved in thinking about the concepts presented.
\n\u2022 To provide time to mentally "chew over" new ideas in order to store them in memory. When teachers present too much information all at once, much of that information is lost. If we give students\/adults time to "think-pair-share" throughout the lesson, more of the critical information is retained.
\n\u2022 When students\/adults talk over new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their misunderstandings about the topic are often revealed (and resolved) during this discussion stage.
\n\u2022 Students\/adults are more willing to participate since they don't feel the peer pressure involved in responding in front of the whole class.
\n\u2022 Think-Pair-Share is easy to use on the spur of the moment.
\n\u2022 Easy to use in large classes.
\nThis strategy could be modified by having teachers\/students write the ideas down before turning to a partner to discuss them. The teacher\/presenter can walk around the room and look at what they are writing to see who understands the concept. It also keeps students adults from adopting the attitude that they will just sit back and let their partner to do all the thinking. Writing the ideas down will provide confidentiality if needed. This is an excellent strategy because you can get the involvement of everyone.
\n
\n The strategy was used during a faculty meeting where 22 teachers were present. It was used with the whole group and smalls groups. The topic discussed was the implementation of \u201cJoy Factor\u201d in the classroom. We discussed that joy in the work of learning is a key driver not just of a happy classroom but of a high achieving classroom. Joy can be loud or quiet, individual, small- group or large group oriented. The following activities were discussed: Fun and Games, Drama, Song and Dance, Humor and Suspense and Surprise. The strategy took about 30 minutes.
\n
\nI explained the purpose of the strategy to the teachers and how to use it. Then I guided teachers to find a partner. As partners they discussed the obstacles they had implementing the \u201cJoy Factor\u201d technique. Then I brought the group together to share some the obstacles implementing the technique. Right after that, teachers were divided in groups of five. The groups were formed from different grade levels. They were to come up with ideas to implement \u201cJoy Factor\u201d in their classrooms. One person from each group wrote down their ideas. The whole group came together and shared their ideas.
\n
\nI believe the strategy was successful because all teachers were able to participate and we received the feedback that was needed to improve teaching and learning.
\n
\nThe feedback that everyone received was very useful to continue with the implementation of the technique. The ideas they discussed was also useful because they were able to learn what was working well for other teachers and apply what they learned.
\n
\nI believe this strategy was very practical the way I used with the faculty. Teachers enjoyed the activity and it was evident that some of the teachers were doing very well implementing the \u201cJoy Factor\u201d technique. Some of the teachers agreed that it was a good idea to videotape some of the teachers doing the technique to show it at grade levels or at a faculty meeting.
\n
\nI\u2019m sure I will use this strategy with the faculty again. I will probably try to use it at grade level meetings, with the entire faculty and the faculty of the different campuses.
\n
\nWhat I liked about this strategy was that it is easy to use and involved everyone. I also liked that it could be quick. It might help students\/teachers feel more comfortable when presenting their ideas.","replyPages":[{"page":0,"digests":[{"id":"35437714","body":"I agree with you that this strategy works well for involving everyone and for the quickness of it. I use it in the kindergarten classroom during lessons. It really helps the less vocal students feel more comfortable in sharing their thinking and observations. Nice work Mr. Cruz!","dateCreated":"1299525040","smartDate":"Mar 7, 2011","userCreated":{"username":"chrislg","url":"https:\/\/www.wikispaces.com\/user\/view\/chrislg","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"35616674","body":"This technique does work well with people of all ages. I know I have used it in kindergarten before and it is great to hear that you have used it also with your staff. It is a great strategy because it does involve all people instead of only those who are vocal enough to want to consistently share their ideas. It makes everyone accountable and does not allow for those who like to sit back and not participate. This strategy is also great because it allows the sharing of more ideas. Great job!","dateCreated":"1299725212","smartDate":"Mar 9, 2011","userCreated":{"username":"JillArcher","url":"https:\/\/www.wikispaces.com\/user\/view\/JillArcher","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"35288374","dateCreated":"1299246753","smartDate":"Mar 4, 2011","userCreated":{"username":"JillArcher","url":"https:\/\/www.wikispaces.com\/user\/view\/JillArcher","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35288374"},"dateDigested":1531977336,"startDate":null,"sharedType":"discussion","title":"Archer-Strategy 2","description":"The second strategy I tried in my classroom was the \u201cpaper wad review\u201d that was highlighted in our textbook. I decided to try this strategy because I had seen it done with older classes and then at our class in February but I had never seen it done with younger students and I thought the outcome might be interesting. I especially wanted to try this strategy because of the class I have this year. I have a lot of students who are very active and like to be up and moving during our lessons. Their attention spans are quite short and if I try to review curriculum while sitting on the carpet for too long I lose their attention right away. I thought that by making the review a game I could keep their attention for longer while reviewing important material at the same time.
\n When I was planning the strategy I thought about what we could review by using this strategy. I first thought I could review upper and lowercase letters but then I thought this might be too easy for this late in the school year. I then decided that probably the easiest and most practical things to review were our kindergarten sight words. In the future I also think that this strategy would be good for reviewing rhyming words, compound words or even word families. At the beginning of the year I also thought it would make a good ice-breaker for the class while learning classmate names.
\n Prior to using this strategy I wrote 12 of our sight words on \u00bd sheets of paper. I then wrote the same 12 sight words again. I decided to use the 12 sight words twice so that when the kids were reviewing they could also go and find their \u201cmatch\u201d in the classroom. I thought this might be a good way to make the game more interactive while reviewing.
\n When introducing the lesson I told the class that we were going to play a fun game. Anytime the kids hear the word \u201cgame\u201d they are always more interested in the lesson than they would be normally. I then took the 12 pairs of sight words that I had written beforehand and we reviewed them as a class before I put them into the milk crate. I showed them a word and then I crumpled it up and threw it into the crate. The crumpling of the words was also a big attention getter. The students aren\u2019t used to seeing their teacher crumple up paper, especially paper with important things on it\u2014like their sight words! The kids thought this was exciting and fun and I had their attention the whole entire time while we were reading each of the 12 sight words twice. If I had just been reviewing sight words on paper and not crumpling, I would not have had their attention for long.
\n After all of the paper was crumpled up and in the crate we went over the rules of the game. I wanted to make the rules very clear so that the students didn\u2019t get out-of-hand. I was especially worried about this with this class because they are very active and if boundaries aren\u2019t set, they will surely lose control. I told the class that when the paper wads were thrown in the air they were all to walk to a paper wad and pick it up. If they didn\u2019t find a paper wad right away they were to keep walking around until they found one or I helped them to find one that may be out of sight. When everyone had a paper wad in their hand the next step was to open it up and read the sight word. When they knew what sight word they had they were to go around the room and find a classmate with the matching sight word. As soon as they found their match, they were to walk back over to our carpet and sit next to their partner. When the whole class had found their matches I called on each pair of students to read their sight word out loud while showing it to the rest of the class.
\n I started the first round by having the students back up, counting to three, and then swinging the wads out of the crate. The wads all went to the same part of the room but since I had set the rules before the game, there was not a mad dash of 23 students trying to get a wad. They actually handled it pretty well and everyone found their sight word and their match. We then threw the wads back into the crate and did the game exactly the same way as the first time. It worked well again but I just couldn\u2019t get the paper wads to fly in more random directions so that all students had an easy time finding their word.
\n After going through the game twice like this (with me throwing the paper wads out of the milk crate), I decided to switch it up a bit to get the kids more involved. I told them to take the paper wad they just had and go somewhere in the room. I then showed them how to do an underhand toss and told the kids when I counted to three they were all to throw their sight word up in the air. The kids seemed to like this way better and the sight words actually went further and to more places for the kids to pick them up. The only issue was one time we lost one of the sight words and had to do a bit of searching to find it\u2014no big deal but if you have a lot of places for paper wads to get lost in your room it might be an issue.
\nIf I did this game again in my classroom I would definitely double up the sight words like I did and have the students find their matches. I think that really helped the lower kids who may have not known all of the sight words as well as the higher kids. It made them feel at ease because they were matched up with a partner on a word and they could work with their partner on figuring out what word it was without having to do this on their own. I never had a pair of students ask what sight word they had and so I think they did a great job working together to figure out the word.
\nThis strategy was great for kindergarten students because it used movement while learning which is what kindergartners need. I think they learned just as much from this activity and even more than if we would have just sat on the carpet and went through each sight word one at a time. I will definitely use this strategy in my classroom again.","replyPages":[{"page":0,"digests":[{"id":"35348996","body":"I think the activity you did with your kindergarten students was perfect. You motivated the students to learn and seems that you and the students had fun during the activity. I agree with you, any time students in activities icluding games they learn more and teaching is more effective.","dateCreated":"1299348265","smartDate":"Mar 5, 2011","userCreated":{"username":"cruz3","url":"https:\/\/www.wikispaces.com\/user\/view\/cruz3","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"35374840","body":"This strategy seemed to be a very engaging activity which allowed all students to be participants. The students are learning in a positive and active way. I will have to try it in my room. Thanks Jill!","dateCreated":"1299429636","smartDate":"Mar 6, 2011","userCreated":{"username":"chrislg","url":"https:\/\/www.wikispaces.com\/user\/view\/chrislg","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}