tag:blogger.com,1999:blog-35554898764296838682024-03-05T13:36:01.165-08:00Miss Laidlaw's ClassroomMrs. Ford (Laidlaw)http://www.blogger.com/profile/11146614908406812101noreply@blogger.comBlogger13125tag:blogger.com,1999:blog-3555489876429683868.post-55067947452807488922020-10-09T15:33:00.008-07:002022-08-27T09:12:53.942-07:00Shared Reading using Poetry - Reading Strategies<p> Although I focus on phonics and true phonetic readers (like Bob Books), I know many of my colleagues still use and believe in whole language and sight words and reading strategies like we see in the CAFE book.</p><p>There is some handiness for this in the early years, especially to build confidence, but it will eventually fizzle in the long run. Why? The human brain can only hold on to so much. Memorizing each word is impossible; we must be able to decode it (and encode it) using phonemic awareness and phonics. (If this interests you, I highly suggest reading <u>Why Our Children Can't Read and What We Can Do About It</u> by Diane McGuinness, Ph.D.).</p><center><blockquote class="instagram-media" data-instgrm-permalink="https://www.instagram.com/p/CD9SueDhBHZ/?utm_source=ig_embed&utm_campaign=loading" data-instgrm-version="12" style=" background:#FFF; border:0; border-radius:3px; box-shadow:0 0 1px 0 rgba(0,0,0,0.5),0 1px 10px 0 rgba(0,0,0,0.15); margin: 1px; max-width:150px; min-width:150px; padding:0; width:99.375%; width:-webkit-calc(100% - 2px); width:calc(100% - 2px);"><div style="padding:16px;"> <a href="https://www.instagram.com/p/CD9SueDhBHZ/?utm_source=ig_embed&utm_campaign=loading" style=" background:#FFFFFF; line-height:0; padding:0 0; text-align:center; text-decoration:none; width:100%;" target="_blank"> <div style=" display: flex; flex-direction: row; align-items: center;"> <div style="background-color: #F4F4F4; border-radius: 50%; flex-grow: 0; height: 40px; margin-right: 14px; width: 40px;"></div> <div style="display: flex; flex-direction: column; flex-grow: 1; justify-content: center;"> <div style=" background-color: #F4F4F4; border-radius: 4px; flex-grow: 0; height: 14px; margin-bottom: 6px; width: 100px;"></div> <div style=" background-color: #F4F4F4; border-radius: 4px; flex-grow: 0; height: 14px; width: 60px;"></div></div></div><div style="padding: 19% 0;"></div> <div style="display:block; height:50px; margin:0 auto 12px; width:50px;"><svg width="50px" height="50px" viewBox="0 0 60 60" version="1.1" xmlns="https://www.w3.org/2000/svg" xmlns:xlink="https://www.w3.org/1999/xlink"><g stroke="none" stroke-width="1" fill="none" fill-rule="evenodd"><g transform="translate(-511.000000, -20.000000)" fill="#000000"><g><path d="M556.869,30.41 C554.814,30.41 553.148,32.076 553.148,34.131 C553.148,36.186 554.814,37.852 556.869,37.852 C558.924,37.852 560.59,36.186 560.59,34.131 C560.59,32.076 558.924,30.41 556.869,30.41 M541,60.657 C535.114,60.657 530.342,55.887 530.342,50 C530.342,44.114 535.114,39.342 541,39.342 C546.887,39.342 551.658,44.114 551.658,50 C551.658,55.887 546.887,60.657 541,60.657 M541,33.886 C532.1,33.886 524.886,41.1 524.886,50 C524.886,58.899 532.1,66.113 541,66.113 C549.9,66.113 557.115,58.899 557.115,50 C557.115,41.1 549.9,33.886 541,33.886 M565.378,62.101 C565.244,65.022 564.756,66.606 564.346,67.663 C563.803,69.06 563.154,70.057 562.106,71.106 C561.058,72.155 560.06,72.803 558.662,73.347 C557.607,73.757 556.021,74.244 553.102,74.378 C549.944,74.521 548.997,74.552 541,74.552 C533.003,74.552 532.056,74.521 528.898,74.378 C525.979,74.244 524.393,73.757 523.338,73.347 C521.94,72.803 520.942,72.155 519.894,71.106 C518.846,70.057 518.197,69.06 517.654,67.663 C517.244,66.606 516.755,65.022 516.623,62.101 C516.479,58.943 516.448,57.996 516.448,50 C516.448,42.003 516.479,41.056 516.623,37.899 C516.755,34.978 517.244,33.391 517.654,32.338 C518.197,30.938 518.846,29.942 519.894,28.894 C520.942,27.846 521.94,27.196 523.338,26.654 C524.393,26.244 525.979,25.756 528.898,25.623 C532.057,25.479 533.004,25.448 541,25.448 C548.997,25.448 549.943,25.479 553.102,25.623 C556.021,25.756 557.607,26.244 558.662,26.654 C560.06,27.196 561.058,27.846 562.106,28.894 C563.154,29.942 563.803,30.938 564.346,32.338 C564.756,33.391 565.244,34.978 565.378,37.899 C565.522,41.056 565.552,42.003 565.552,50 C565.552,57.996 565.522,58.943 565.378,62.101 M570.82,37.631 C570.674,34.438 570.167,32.258 569.425,30.349 C568.659,28.377 567.633,26.702 565.965,25.035 C564.297,23.368 562.623,22.342 560.652,21.575 C558.743,20.834 556.562,20.326 553.369,20.18 C550.169,20.033 549.148,20 541,20 C532.853,20 531.831,20.033 528.631,20.18 C525.438,20.326 523.257,20.834 521.349,21.575 C519.376,22.342 517.703,23.368 516.035,25.035 C514.368,26.702 513.342,28.377 512.574,30.349 C511.834,32.258 511.326,34.438 511.181,37.631 C511.035,40.831 511,41.851 511,50 C511,58.147 511.035,59.17 511.181,62.369 C511.326,65.562 511.834,67.743 512.574,69.651 C513.342,71.625 514.368,73.296 516.035,74.965 C517.703,76.634 519.376,77.658 521.349,78.425 C523.257,79.167 525.438,79.673 528.631,79.82 C531.831,79.965 532.853,80.001 541,80.001 C549.148,80.001 550.169,79.965 553.369,79.82 C556.562,79.673 558.743,79.167 560.652,78.425 C562.623,77.658 564.297,76.634 565.965,74.965 C567.633,73.296 568.659,71.625 569.425,69.651 C570.167,67.743 570.674,65.562 570.82,62.369 C570.966,59.17 571,58.147 571,50 C571,41.851 570.966,40.831 570.82,37.631"></path></g></g></g></svg></div><div style="padding-top: 8px;"> <div style=" color:#3897f0; font-family:Arial,sans-serif; font-size:14px; font-style:normal; font-weight:550; line-height:18px;"> View this post on Instagram</div></div><div style="padding: 12.5% 0;"></div> <div style="display: flex; flex-direction: row; margin-bottom: 14px; align-items: center;"><div> <div style="background-color: #F4F4F4; border-radius: 50%; height: 12.5px; width: 12.5px; transform: translateX(0px) translateY(7px);"></div> <div style="background-color: #F4F4F4; height: 12.5px; transform: rotate(-45deg) translateX(3px) translateY(1px); width: 12.5px; flex-grow: 0; margin-right: 14px; margin-left: 2px;"></div> <div style="background-color: #F4F4F4; border-radius: 50%; height: 12.5px; width: 12.5px; transform: translateX(9px) translateY(-18px);"></div></div><div style="margin-left: 8px;"> <div style=" background-color: #F4F4F4; border-radius: 50%; flex-grow: 0; height: 20px; width: 20px;"></div> <div style=" width: 0; height: 0; border-top: 2px solid transparent; border-left: 6px solid #f4f4f4; border-bottom: 2px solid transparent; transform: translateX(16px) translateY(-4px) rotate(30deg)"></div></div><div style="margin-left: auto;"> <div style=" width: 0px; border-top: 8px solid #F4F4F4; border-right: 8px solid transparent; transform: translateY(16px);"></div> <div style=" background-color: #F4F4F4; flex-grow: 0; height: 12px; width: 16px; transform: translateY(-4px);"></div> <div style=" width: 0; height: 0; border-top: 8px solid #F4F4F4; border-left: 8px solid transparent; transform: translateY(-4px) translateX(8px);"></div></div></div> <div style="display: flex; flex-direction: column; flex-grow: 1; justify-content: center; margin-bottom: 24px;"> <div style=" background-color: #F4F4F4; border-radius: 4px; flex-grow: 0; height: 14px; margin-bottom: 6px; width: 224px;"></div> <div style=" background-color: #F4F4F4; border-radius: 4px; flex-grow: 0; height: 14px; width: 144px;"></div></div></a><p style=" color:#c9c8cd; font-family:Arial,sans-serif; font-size:14px; line-height:17px; margin-bottom:0; margin-top:8px; overflow:hidden; padding:8px 0 7px; text-align:center; text-overflow:ellipsis; white-space:nowrap;"><a href="https://www.instagram.com/p/CD9SueDhBHZ/?utm_source=ig_embed&utm_campaign=loading" style=" color:#c9c8cd; font-family:Arial,sans-serif; font-size:14px; font-style:normal; font-weight:normal; line-height:17px; text-decoration:none;" target="_blank">A post shared by Miss Laidlaw (Amy Ford) (@laidlawa84)</a> on <time style=" font-family:Arial,sans-serif; font-size:14px; line-height:17px;" datetime="2020-08-16T16:56:57+00:00">Aug 16, 2020 at 9:56am PDT</time></p></div></blockquote> <script async src="//www.instagram.com/embed.js"></script></center><p>I also know that all of our levelled readers and reading assessments follow this whole language approach. (*sigh*)</p><p>I no longer spend a ton of time on cutesy reading strategies and building up a CAFE Reading Strategies board. The Science of Reading doesn't support these being healthy strategies for the long run. If you'd like to read more about the Phonics Codepack and grab a free download of the assessment and cards, check out <a href="http://misslaidlaw.blogspot.com/2018/07/teaching-phonics-with-phonemic.html">this blog post</a>.</p><p>My shared reading using poetry has evolved since learning about the Science of Reading and how phonemes and written language work. I do still love it and am infusing more discussion of phonics into my instruction when reading the poem. For example, instead of teaching "the" as a sight word to memorize, we are learning that TH makes your tongue stick out to make the /th/ sound.</p><p>We have the same poem for the week. I project it or photocopy an enlarged copy and put it on my chart stand. I read the poem, teach and model today's focus, then we read it again. After, students do the same on their copy, which is in a duotang. When they're done today's task, they read the poem independently (and read the rest of their poems in their duotang!).</p><p>I have a binder with photocopies and print-outs of tons of poems from various sources. It's a good thing to start collecting as a primary grades educator!</p>
<center><blockquote class="instagram-media" data-instgrm-permalink="https://www.instagram.com/p/B4FT9ejBzjC/?utm_source=ig_embed&utm_campaign=loading" data-instgrm-version="12" style=" background:#FFF; border:0; border-radius:3px; box-shadow:0 0 1px 0 rgba(0,0,0,0.5),0 1px 10px 0 rgba(0,0,0,0.15); margin: 1px; max-width:150px; min-width:326px; padding:0; width:99.375%; width:-webkit-calc(100% - 2px); width:calc(100% - 2px);"><div style="padding:16px;"> <a href="https://www.instagram.com/p/B4FT9ejBzjC/?utm_source=ig_embed&utm_campaign=loading" style=" background:#FFFFFF; line-height:0; padding:0 0; text-align:center; text-decoration:none; width:100%;" target="_blank"> <div style=" display: flex; flex-direction: row; align-items: center;"> <div style="background-color: #F4F4F4; border-radius: 50%; flex-grow: 0; height: 40px; margin-right: 14px; width: 40px;"></div> <div style="display: flex; flex-direction: column; flex-grow: 1; justify-content: center;"> <div style=" background-color: #F4F4F4; border-radius: 4px; flex-grow: 0; height: 14px; margin-bottom: 6px; width: 100px;"></div> <div style=" background-color: #F4F4F4; border-radius: 4px; flex-grow: 0; height: 14px; width: 60px;"></div></div></div><div style="padding: 19% 0;"></div> <div style="display:block; height:50px; margin:0 auto 12px; width:50px;"><svg width="50px" height="50px" viewBox="0 0 60 60" version="1.1" xmlns="https://www.w3.org/2000/svg" xmlns:xlink="https://www.w3.org/1999/xlink"><g stroke="none" stroke-width="1" fill="none" fill-rule="evenodd"><g transform="translate(-511.000000, -20.000000)" fill="#000000"><g><path d="M556.869,30.41 C554.814,30.41 553.148,32.076 553.148,34.131 C553.148,36.186 554.814,37.852 556.869,37.852 C558.924,37.852 560.59,36.186 560.59,34.131 C560.59,32.076 558.924,30.41 556.869,30.41 M541,60.657 C535.114,60.657 530.342,55.887 530.342,50 C530.342,44.114 535.114,39.342 541,39.342 C546.887,39.342 551.658,44.114 551.658,50 C551.658,55.887 546.887,60.657 541,60.657 M541,33.886 C532.1,33.886 524.886,41.1 524.886,50 C524.886,58.899 532.1,66.113 541,66.113 C549.9,66.113 557.115,58.899 557.115,50 C557.115,41.1 549.9,33.886 541,33.886 M565.378,62.101 C565.244,65.022 564.756,66.606 564.346,67.663 C563.803,69.06 563.154,70.057 562.106,71.106 C561.058,72.155 560.06,72.803 558.662,73.347 C557.607,73.757 556.021,74.244 553.102,74.378 C549.944,74.521 548.997,74.552 541,74.552 C533.003,74.552 532.056,74.521 528.898,74.378 C525.979,74.244 524.393,73.757 523.338,73.347 C521.94,72.803 520.942,72.155 519.894,71.106 C518.846,70.057 518.197,69.06 517.654,67.663 C517.244,66.606 516.755,65.022 516.623,62.101 C516.479,58.943 516.448,57.996 516.448,50 C516.448,42.003 516.479,41.056 516.623,37.899 C516.755,34.978 517.244,33.391 517.654,32.338 C518.197,30.938 518.846,29.942 519.894,28.894 C520.942,27.846 521.94,27.196 523.338,26.654 C524.393,26.244 525.979,25.756 528.898,25.623 C532.057,25.479 533.004,25.448 541,25.448 C548.997,25.448 549.943,25.479 553.102,25.623 C556.021,25.756 557.607,26.244 558.662,26.654 C560.06,27.196 561.058,27.846 562.106,28.894 C563.154,29.942 563.803,30.938 564.346,32.338 C564.756,33.391 565.244,34.978 565.378,37.899 C565.522,41.056 565.552,42.003 565.552,50 C565.552,57.996 565.522,58.943 565.378,62.101 M570.82,37.631 C570.674,34.438 570.167,32.258 569.425,30.349 C568.659,28.377 567.633,26.702 565.965,25.035 C564.297,23.368 562.623,22.342 560.652,21.575 C558.743,20.834 556.562,20.326 553.369,20.18 C550.169,20.033 549.148,20 541,20 C532.853,20 531.831,20.033 528.631,20.18 C525.438,20.326 523.257,20.834 521.349,21.575 C519.376,22.342 517.703,23.368 516.035,25.035 C514.368,26.702 513.342,28.377 512.574,30.349 C511.834,32.258 511.326,34.438 511.181,37.631 C511.035,40.831 511,41.851 511,50 C511,58.147 511.035,59.17 511.181,62.369 C511.326,65.562 511.834,67.743 512.574,69.651 C513.342,71.625 514.368,73.296 516.035,74.965 C517.703,76.634 519.376,77.658 521.349,78.425 C523.257,79.167 525.438,79.673 528.631,79.82 C531.831,79.965 532.853,80.001 541,80.001 C549.148,80.001 550.169,79.965 553.369,79.82 C556.562,79.673 558.743,79.167 560.652,78.425 C562.623,77.658 564.297,76.634 565.965,74.965 C567.633,73.296 568.659,71.625 569.425,69.651 C570.167,67.743 570.674,65.562 570.82,62.369 C570.966,59.17 571,58.147 571,50 C571,41.851 570.966,40.831 570.82,37.631"></path></g></g></g></svg></div><div style="padding-top: 8px;"> <div style=" color:#3897f0; 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overflow:hidden; padding:8px 0 7px; text-align:center; text-overflow:ellipsis; white-space:nowrap;"><a href="https://www.instagram.com/p/B4FT9ejBzjC/?utm_source=ig_embed&utm_campaign=loading" style=" color:#c9c8cd; font-family:Arial,sans-serif; font-size:14px; font-style:normal; font-weight:normal; line-height:17px; text-decoration:none;" target="_blank">A post shared by Miss Laidlaw (Amy Ford) (@laidlawa84)</a> on <time style=" font-family:Arial,sans-serif; font-size:14px; line-height:17px;" datetime="2019-10-26T13:24:56+00:00">Oct 26, 2019 at 6:24am PDT</time></p></div></blockquote> <script async src="//www.instagram.com/embed.js"></script></center>
<p style="text-align: left;">A typical week at the beginning (of Year 2 Kindergarten and Grade 1) might look like:</p><p style="text-align: left;"><b>Monday</b> - introduce the word that's missing, decode it (sound it out), explicitly teach how to print the letters (Handwriting Without Tears is a good resource)</p><p style="text-align: left;"><b>Tuesday</b> - a strategy like look at the pictures. This book of poetry has many poems with pictures at the end of each line. I tie this into labeling (which we typically start the year off in Writing and Science). We circle or underline the word and draw an arrow to the picture.</p><p style="text-align: left;"><b>Wednesday</b> - any other key words? Draw them (annotate text) to help them remember - or perhaps there are colour words in the poem (colour the word "yellow" in yellow, "red" in red, and so on).</p><p style="text-align: left;"><b>Thursday</b> - point to the words as you read. Make sure you're looking at the word/page and not skipping words! </p><p style="text-align: left;"><b>Friday</b> - colour (or do the drawing task)! We always end the week with colouring the page!</p><p style="text-align: left;"><u>Other tasks might include</u>:<br />- finding rhyming words<br />- look at ending punctuation<br />- finding phonetic code (th, ch, sh, ou/ow...)<br />- finding other repeated words we know how to read<br />- finding compound words (rainbow, ladybug, earthworm...)<br />- writing and illustrating their own sentence on the back of the page</p></center>
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font-family:Arial,sans-serif; font-size:14px; font-style:normal; font-weight:550; line-height:18px;"> View this post on Instagram</div></div><div style="padding: 12.5% 0;"></div> <div style="display: flex; flex-direction: row; margin-bottom: 14px; align-items: center;"><div> <div style="background-color: #F4F4F4; border-radius: 50%; height: 12.5px; width: 12.5px; transform: translateX(0px) translateY(7px);"></div> <div style="background-color: #F4F4F4; height: 12.5px; transform: rotate(-45deg) translateX(3px) translateY(1px); width: 12.5px; flex-grow: 0; margin-right: 14px; margin-left: 2px;"></div> <div style="background-color: #F4F4F4; border-radius: 50%; height: 12.5px; width: 12.5px; transform: translateX(9px) translateY(-18px);"></div></div><div style="margin-left: 8px;"> <div style=" background-color: #F4F4F4; border-radius: 50%; flex-grow: 0; height: 20px; width: 20px;"></div> <div style=" width: 0; height: 0; border-top: 2px solid transparent; border-left: 6px solid #f4f4f4; border-bottom: 2px solid transparent; transform: translateX(16px) translateY(-4px) rotate(30deg)"></div></div><div style="margin-left: auto;"> <div style=" width: 0px; border-top: 8px solid #F4F4F4; border-right: 8px solid transparent; transform: translateY(16px);"></div> <div style=" background-color: #F4F4F4; flex-grow: 0; height: 12px; width: 16px; transform: translateY(-4px);"></div> <div style=" width: 0; height: 0; border-top: 8px solid #F4F4F4; border-left: 8px solid transparent; transform: translateY(-4px) translateX(8px);"></div></div></div> <div style="display: flex; flex-direction: column; flex-grow: 1; justify-content: center; margin-bottom: 24px;"> <div style=" background-color: #F4F4F4; border-radius: 4px; flex-grow: 0; height: 14px; margin-bottom: 6px; width: 224px;"></div> <div style=" background-color: #F4F4F4; border-radius: 4px; flex-grow: 0; height: 14px; width: 144px;"></div></div></a><p style=" color:#c9c8cd; font-family:Arial,sans-serif; font-size:14px; line-height:17px; margin-bottom:0; margin-top:8px; overflow:hidden; padding:8px 0 7px; text-align:center; text-overflow:ellipsis; white-space:nowrap;"><a href="https://www.instagram.com/p/CGFp5JPhDUG/?utm_source=ig_embed&utm_campaign=loading" style=" color:#c9c8cd; font-family:Arial,sans-serif; font-size:14px; font-style:normal; font-weight:normal; line-height:17px; text-decoration:none;" target="_blank">A post shared by Miss Laidlaw (Amy Ford) (@laidlawa84)</a> on <time style=" font-family:Arial,sans-serif; font-size:14px; line-height:17px;" datetime="2020-10-08T15:56:06+00:00">Oct 8, 2020 at 8:56am PDT</time></p></div></blockquote> <script async src="//www.instagram.com/embed.js"></script></center>Mrs. Ford (Laidlaw)http://www.blogger.com/profile/11146614908406812101noreply@blogger.com0tag:blogger.com,1999:blog-3555489876429683868.post-90179822278222351632019-07-11T10:41:00.001-07:002022-01-25T07:37:04.139-08:00Collecting Observations of Learning using Google Forms<div style="text-align: center;">
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<span style="text-align: left;">Compiling observations of students' learning is difficult: lots of loose paper, sticky notes, checklists, portfolios and examples of student work, notebooks, trying to remember things, pictures ... and it gets even </span><b style="text-align: left;"><i>more</i></b><span style="text-align: left;"> difficult when you teach Ontario Kindergarten and are in a teacher/ECE partnership (as well as planning time teachers, educational assistants, student support teachers, and everyone else who educates our littles).</span></div>
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I used to have a binder with notes and copies of assessments for each child. I will still do this, especially for copies of assessments (phonemic awareness, phonics, PRIME math, oral language screeners, <i>etc</i>.). However, my notes were taking forever to copy over into each child's section and collecting information from other educators didn't happen to its fullest (or at all).</div>
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I decided to play around with Google Forms, especially after hearing how some Junior/Intermediate teachers in my school have been using it to track IEP goals.</div>
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I opened <b>Google Drive</b> (using my school account). Because I have things on there from studies and inquiries, I created a new folder; this year's folder is "2019-2020 School Year Documentation." After, I created a new <b>Google Form</b> and titled it "Ford Grade 1D Observations" (I'm Mrs. Ford, our class is Grade 1, section D (we have 4 Grade 1 rooms)).</div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg91KKSDOcedTTSBq8iyLRjIRj44et_KZh0n_lI-4ra1spQVjUdohQu9rXGCThO9W1ZRducGaoZ2cQn8nqBsuYFqV1gRVFXy7zLe00O7094cNHrTCiVkPhL9wci17u1iGIGOWinH0aMhWM/s1600/googleforms.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="773" data-original-width="1365" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg91KKSDOcedTTSBq8iyLRjIRj44et_KZh0n_lI-4ra1spQVjUdohQu9rXGCThO9W1ZRducGaoZ2cQn8nqBsuYFqV1gRVFXy7zLe00O7094cNHrTCiVkPhL9wci17u1iGIGOWinH0aMhWM/s400/googleforms.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Create a Google Form.</td></tr>
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Now, you can start <b>adding your questions</b>. You can have several types of answers: multiple choice (when you need one answer), checkboxes (when you may need a few options as an answer), dropdown (good for space-saving, similar to multiple choice), short answer, long answer, date, <i>etc</i>..<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTJIHAx2t2YVVTp_xbL8kFO-2rkKlP1pwHosRN_rMZdn0dOrLR9n8ZQiobWa3uWkVLWQv0xnpFvK083HfseywxbL7fsUn1SZxLHLl-TXwdG1hhY1_njXVBByAZbosyppJ_ollORxPQqh8/s1600/googleforms1.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="757" data-original-width="1357" height="221" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTJIHAx2t2YVVTp_xbL8kFO-2rkKlP1pwHosRN_rMZdn0dOrLR9n8ZQiobWa3uWkVLWQv0xnpFvK083HfseywxbL7fsUn1SZxLHLl-TXwdG1hhY1_njXVBByAZbosyppJ_ollORxPQqh8/s400/googleforms1.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Here is an example of a multiple choice answer format.</td></tr>
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You can have your form as complex or as simple as you want - but keep in mind that you (and others) will be inputting information. I try and keep things as simple as possible - with only the need-to-know information.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglVKl8vStF9UK0yteDUs3a0wSV0rttk53lllg67-Tq7c3RAmcJ0dg5WKabZ4E9E5tW618G-qn9cvOAS41otB58PLnJHclbbOy_bib6FuBB2lInUskVnYzpOeHBK-N-BVZ-BN1KKPOprmk/s1600/googleforms2.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="768" data-original-width="1366" height="223" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglVKl8vStF9UK0yteDUs3a0wSV0rttk53lllg67-Tq7c3RAmcJ0dg5WKabZ4E9E5tW618G-qn9cvOAS41otB58PLnJHclbbOy_bib6FuBB2lInUskVnYzpOeHBK-N-BVZ-BN1KKPOprmk/s400/googleforms2.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Click here to add questions.</td></tr>
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Questions I had when I taught Kindergarten:<br />
<ol>
<li>Educator (Who are you?) - <i>drop-down answer</i></li>
<li>Date of Observation - <i>date answer</i></li>
<li>Student Name(s) - <i>checkboxes answer with a list of all student names</i></li>
<li>Program Frame(s) - <i>checkboxes answer with the names of each frame</i></li>
<li>Observation of Learning -<i> long answer</i></li>
</ol>
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Questions I have now as I teach Grade 1:<br />
<ol>
<li>Who are you? - <i>dropdown list of all educators in the room</i></li>
<li>Area of the curriculum - <i>checkbox answers include Learning Skills</i></li>
<li>Student name(s) - <i>checkbox list of student names</i></li>
<li>Observation notes (incl. level of work, if applicable) - <i>long answer</i></li>
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Once you've finalized your form's answers and formatting, you can add answers; click the eye (<b>preview</b>). You can also <b>send</b> this directly to everyone you want to input information into the form.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1nWn4zZW2IDMx_H3GsHeHB_8NgsTSYWP4g3htQHAr_cQbMFvIO21nyFnqlnvO0pFJZlwK0XfgiNui_sMbUIDXqm5JuexgbJOLtn8zTqH3oN70hj5_796WRvSdwZ_iOi5zbHlsKleophE/s1600/Screenshot_20190805-150031_Instagram.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1213" data-original-width="1071" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1nWn4zZW2IDMx_H3GsHeHB_8NgsTSYWP4g3htQHAr_cQbMFvIO21nyFnqlnvO0pFJZlwK0XfgiNui_sMbUIDXqm5JuexgbJOLtn8zTqH3oN70hj5_796WRvSdwZ_iOi5zbHlsKleophE/s320/Screenshot_20190805-150031_Instagram.jpg" width="282" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">You can now input information.</td></tr>
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You'll want to eventually see the form's results, so open your form again and click <b>Responses</b> at the top (next to Questions). You can scroll down and gain lots of very valuable information, including:</div>
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<li>how much participants are contributing to observations of learning</li>
<li>how many observations have been made for each student (no more surprises!)</li>
<li>how many observations have been made for each frame</li>
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Click the little green box that will say, "<b>view responses in sheets</b>" when you hover over it. A pop-up will come after you click it, and go ahead with the default of creating a new sheet.</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjziLHxWhjcL6aN69-SxbhA2SA16TeOeNIFrQzrxmDJV0h9sB_BltT3XCsiwBgxSY3tvtoMHklbsm3wA_hKE-wTFedtUVDTbR4caYK7OlO0A0KxktLpIzkkzM-HGLTZXve_-InUR2wEAVU/s1600/googleforms3.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="768" data-original-width="1366" height="223" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjziLHxWhjcL6aN69-SxbhA2SA16TeOeNIFrQzrxmDJV0h9sB_BltT3XCsiwBgxSY3tvtoMHklbsm3wA_hKE-wTFedtUVDTbR4caYK7OlO0A0KxktLpIzkkzM-HGLTZXve_-InUR2wEAVU/s400/googleforms3.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Click this to view a Google Sheet (spreadsheet) with your results from all data that's been input.</td></tr>
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A beautiful spreadsheet will appear, but you'll quickly notice that it isn't useable because it's all jumbled up and it isn't sorted by student name (which you will need to do for reporting purposes). I did learn how to further have Google sort this into a Google Doc file for each student, but it stopped working for me halfway through - and a quick Google search showed that many people have this issue for no apparent reason (so I dropped it!).<br />
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You will need to apply a filter using student names. I've attached a video below to walk you through it. Instead of looking for state names, you'll be filtering for student names. Once you filter for a student name, you'll be able to view a spreadsheet for only that student's observations of learning!<br />
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<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/3OcDd55JJXQ?start=283" width="560"></iframe>
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You can then sort that student's spreadsheet by the date of the observation. I like to have them in order (especially in Kindergarten) so I can show growth over time. This is especially important if you have multiple people inputting observations as the dates of observation will be jumbled (as the spreadhseet will list, by default, from the date the observations were put into the form).<br />
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After applying the filter and sorting by observation date, I chose to print each child's sheet. I liked to highlight and add notes and scribbles, cross things out and add checkmarks as I wrote reports.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizarjwX6gTt5i-dZGMcoeiVIV7uQXL-THvH2BrZAtwmdDHFQeKJjW8a_L3qOBHLFEhtjZDYaz2HqaSttG6k_1gvcs-KJ0DW0AZrMctq3eMpygwSegE75XKe13TY_PeiwjjEXWdpNbwPJ8/s1600/Screenshot_20190805-150014_Instagram.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1225" data-original-width="1079" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizarjwX6gTt5i-dZGMcoeiVIV7uQXL-THvH2BrZAtwmdDHFQeKJjW8a_L3qOBHLFEhtjZDYaz2HqaSttG6k_1gvcs-KJ0DW0AZrMctq3eMpygwSegE75XKe13TY_PeiwjjEXWdpNbwPJ8/s320/Screenshot_20190805-150014_Instagram.jpg" width="281" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">I chose to print my Google Forms after filtering by student name and sorting by observation date.</td></tr>
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I will soon be updating this blog post to show how to organize photos using <b>Google Keep</b>.Mrs. Ford (Laidlaw)http://www.blogger.com/profile/11146614908406812101noreply@blogger.com4tag:blogger.com,1999:blog-3555489876429683868.post-64900765694384802412019-07-11T09:37:00.000-07:002019-08-05T08:41:02.060-07:00Developing Student Inquiries with Staying Power<div style="text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAINi77lPoCM6aTT9IPZzNQeHY4kr76axCXHZ85ZlfKRYdXqZFFCQEnBK0eXpGlwKoChsnEck7hVxum_gTzPRBHM3yYmW0hZlwNHNL0iHknKKrY_z0fJQ_yWXV_5-zP29fWqvhS67pitM/s1600/FB_IMG_1563048546966.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="949" data-original-width="960" height="315" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAINi77lPoCM6aTT9IPZzNQeHY4kr76axCXHZ85ZlfKRYdXqZFFCQEnBK0eXpGlwKoChsnEck7hVxum_gTzPRBHM3yYmW0hZlwNHNL0iHknKKrY_z0fJQ_yWXV_5-zP29fWqvhS67pitM/s320/FB_IMG_1563048546966.jpg" width="320" /></a></div>
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<span style="font-family: inherit;">2018-19 was my second year teaching full Kindergarten (I had spent 2 years in SK/1 and before that, 2.5 years in Grades 1/2). In my previous experiences in inquiry- and play-based learning, I came in with high hopes and became a bit disenchanted when students would be really excited about something for a day (heck, an hour!) or a couple days then completely drop it. Meanwhile, I had collected a bunch of loose parts, books, and lesson ideas to support their inquiry! I know I'm not alone in this experience.</span><br />
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<span style="font-family: inherit;">I've put off this blog post because I've struggled to figure out how to organize it and write it. I've decided to write it in a chronological fashion so you can see how the inquiries have developed and unfolded. It is important to note that this is definitely not the only activities we were doing, which leads us to my first ingredient for the inquiry recipe:</span></span><br />
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<li><span style="font-family: inherit;"><i><span style="color: #cc0000;"><b>Inquiry-based learning is a choice, not a theme. Student voice is important. </b></span></i>Unlike a classroom theme or traditional unit theme, inquiry-based learning is a choice of materials within the greater classroom or environment. Different areas of the classroom have learning provocations of various topics - they are not all immersive of the same subject (animals, space, simple machines, or any other theme). Instead, the classroom's areas can accommodate learning provocations for various learning goals of a variety of student interests and curriculum expectations. This way, students don't get bored or overwhelmed with a subject - and they can make connections between areas of the classroom and apply their learning from one area to the next.</span>As educators, it is important for us to know our program expectations thoroughly (for example, Ontario Kindergarten Program or curriculum expectations). Knowing your learners, where they are, and where they may be going with their learning is also important. This type of learning environment is dynamic and ever-evolving. Prepare by reading learning expectations in their entirety and not by producing/planning/preparing smaller units of study without consideration of student interest, voice, developmental and readiness level, and input.</li>
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<span style="font-family: inherit; font-size: large;"><b><u>September to October</u></b></span></div>
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<span style="font-family: inherit;">We were getting to know our students and working heavily on building community, inquiry and play skills, Zones of Regulation, and finding a rhythm to our day that met the needs of all students (proactive behaviour management and making accomodations for exceptional students and other needs, such as taking medications). Many students enjoyed talking and reading about dinosaurs and building <i>Jurassic Park</i> zoos with blocks and our plastic dinosaurs - and the LEGO. Some students began to play with the plastic animals. Then more - and more, and the conversations and buildings became more elaborate and thoughtful. <i>What did the animal need to live? How much space does it need? Which animals can live together?</i></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj34sMRqU092kZufh1Elwj2CwsDxnQys5mEcU1__XkVWBx9NUs7-Ji7yyLJS2ncy20EDka5qQuHl7-UQX4EiK3TyJOkt63DsloG9MFs_QPXPUPUH31IXrETmQ1q4ZQ5jfhd4k39nxns1MI/s1600/zoos.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj34sMRqU092kZufh1Elwj2CwsDxnQys5mEcU1__XkVWBx9NUs7-Ji7yyLJS2ncy20EDka5qQuHl7-UQX4EiK3TyJOkt63DsloG9MFs_QPXPUPUH31IXrETmQ1q4ZQ5jfhd4k39nxns1MI/s320/zoos.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Does this look familiar?</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGAKRpmxxqy3dzzx2cSqItBHn93aAQnpOUY1FJ5CccEq595JNV83NODIsGjmIg1_Q2xxg-0DdDlcZG_g8QsjdicMGvZZnlDDEpW15uYsmtsp6xpQuBC-LDW1_FG7-6NVT_mxuoVzO5zUo/s1600/20181010_085118.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGAKRpmxxqy3dzzx2cSqItBHn93aAQnpOUY1FJ5CccEq595JNV83NODIsGjmIg1_Q2xxg-0DdDlcZG_g8QsjdicMGvZZnlDDEpW15uYsmtsp6xpQuBC-LDW1_FG7-6NVT_mxuoVzO5zUo/s320/20181010_085118.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">I knew I wanted to incorporate the Seven Grandfather Teachings this year. We started with Beaver (who teaches Wisdom). I wanted to start with this because I wanted to have a lot of STEM activities in our classroom. We visited a nearby wetland and saw a beaver lodge, dam, and a clearing made by the beaver. Here, students made dams in Tupperware containers using plastecine, twigs, and pebbles. They poured water on one side and checked for uneven water levels, showing that their dam is water-tight.</span></td></tr>
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My ALP (Annual Learning Plan) included a goal to incorporate more photodocumentation up in the room. I was really good at it for the first term and then I felt like I got too busy as the year went on and it wasn't the biggest priority (which was fine, I feel, because it was most important as a booster in the beginning of the year - although I want to find a sustainable balance and make it last the whole year).<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMO8DfaJgH4owiE-vDPAQj-mqUIcjmYsJlblZffCKK2ebGzP-BgbRn0Ylp7Tp-NLoMCCVWPhwetPhXEsYg6r68jM-bdgKAMIC37FUSWiwKDqZQUCEpSaieIPbpHHNOBdnqV6JUXxeE7nU/s1600/photodoc1.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMO8DfaJgH4owiE-vDPAQj-mqUIcjmYsJlblZffCKK2ebGzP-BgbRn0Ylp7Tp-NLoMCCVWPhwetPhXEsYg6r68jM-bdgKAMIC37FUSWiwKDqZQUCEpSaieIPbpHHNOBdnqV6JUXxeE7nU/s320/photodoc1.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Students enjoyed seeing pictures of themselves and their classmates in learning action. They often retold events, what they had learned, and about the process documented in the picture. They celebrated each other. They asked questions amongst themselves. It really helped build our class community.</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHBt7HG_B7k3kMl1G3u0nHZVtHIOuEpzkax7dn7Qt-S50mNU390lsI_sR_VeIXrFi-zKUzrYpEVxlucSkZnWrN21tBZjn9NngjYy7MGcSofpRVwLawtlKvdqOd5gW1J4qggoI2n_-HtQg/s1600/photodoc2.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHBt7HG_B7k3kMl1G3u0nHZVtHIOuEpzkax7dn7Qt-S50mNU390lsI_sR_VeIXrFi-zKUzrYpEVxlucSkZnWrN21tBZjn9NngjYy7MGcSofpRVwLawtlKvdqOd5gW1J4qggoI2n_-HtQg/s320/photodoc2.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">When we ran out of space or needed to change up our bulletin boards, photodocumentation sheets went into a binder that was stored on an easily-accessible shelf. Students often visited the binder and fondly flipped its pages. I photocopied the pages and sent them home in communication bags of students pictured/written about. (I blacked out faces of students without photo publication consent first.)</span></td></tr>
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<li><span style="color: #cc0000; font-style: italic; font-weight: bold;">Photodocumentation, pictures of students in the learning process, and documentation walls are powerful. Do not underestimate them.</span> They are well-worth the time and effort. You can make them as elaborate or simple as you want, or as time, space, and resources permit.</li>
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<b><u><span style="font-size: large;">November</span></u></b></div>
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Students began to ask questions related to mapping skills. <i>Where does this animal live?</i> Sometimes, they would refer to a small globe in the classroom. At first, I would tell and show them - but I knew we were missing out on gaining some research skills. I made <b>animal atlases</b> available (from Dollarama, Scholastic, and Costco), but they didn't have all the weird animals my students were interested in on the maps. What could I use? - then I remembered that PebbleGo has a map feature!<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoZm29OsIQb7V5QUbwnd87VjBY7F8iUTEYyYhEk__XxJn8ht9CEzeAUPaisateOCrdwJRRjTIuKyRZMvmA6zV_0lvcww-5vtqYj07SYcoCbV8gGBuh6DcLdO_1rxjefgdUSnHXHzVDIcM/s1600/Slide2.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto; text-align: center;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoZm29OsIQb7V5QUbwnd87VjBY7F8iUTEYyYhEk__XxJn8ht9CEzeAUPaisateOCrdwJRRjTIuKyRZMvmA6zV_0lvcww-5vtqYj07SYcoCbV8gGBuh6DcLdO_1rxjefgdUSnHXHzVDIcM/s320/Slide2.PNG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">When students played with the toy animals, they would ask, "Where does this animal live?" I taped a world map to the bottom of our sensory table cover (which our amazing tech teacher built) and projected <a href="https://pebblego.com/" target="_blank">PebbleGo</a> on the whiteboard with an iPad. Students searched for animals and used the map feature to place them where they belong. Students learned the names of all 7 continents this way - in Kindergarten! I also put this out (along with an iPad) at <i>Welcome to Kindergarten</i> in May and it was a hit! Families and my admin were shocked at the rich learning involved in this task. Even visiting older siblings got into this provocation.</span><br />
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<span style="font-family: inherit;">Ok, so now our students knew how to use PebbleGo and its map feature. Many could also name the seven continents - and even some countries (which was a small spin-off inquiry, supported by PebbleGo's Social Studies section and more maps). <i>But how could I get my students to demonstrate some other<b> literacy behaviours</b> on top of this? </i>I decided to make some simple booklets to help them search animals (spelling) and to document their learning (copying text, writing on their own, drawing, cutting and pasting from magazines).</span><br />
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<li><span style="color: #cc0000;"><i><b>Be prepared to support "offshoots" of connected but different learning pathways. </b></i></span>Don't be discouraged if students abandon the learning pathway and aren't moving toward the place where you expected or wanted them to get. In my experience, they usually return to the original path after exploring the offshoot for awhile - or learn about each in parallel. For example, my students returned to animals after dabbling learning about countries - and some continued to research both (which connects to Grade 2 Social Studies). Keep your ideas and supporting materials available. You'll see more examples of this further on in this blog post.</li>
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<li><span style="color: #cc0000;"><i><b>Scaffold skills and build independence in children. Inherent differentiation is important - Universal Design for Learning. </b></i></span> I feel my students enjoyed being able to do their own research (PebbleGo is great because students can search by looking at the pictures or by typing in the search bar) and knew I'd appreciate their documentation no matter what level they are in skills. We had rich conversations and questions. They appreciated having a way to document their research in an open form (not like a quiz - many couldn't read anyway!). Do you just want to search the animal and colour where it lives on the map today? That's ok!</li>
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Animal-Research-Booklets-includes-world-map-and-space-for-student-writing-4251389" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCIs4lr6UMJnRafj5KYnUSB23InF1QaNDH_FL3BWG5lXX96XI5kWzdnPa6kWqQXB60TPC_Rjy3eFxFinvpXHFJ2sMMuJy_e0f-U1jjLNDytpWJXFj7M_vjVT2Neni8fxJg53dhLYG_vSE/s320/Slide1.PNG" width="320" /></a></td></tr>
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<span style="font-family: "times new roman" , serif; font-size: x-small;">I made this resource to support the inquiry and add a responsibility of
documentation. When opened, the left side has a world map (students colour wher
the animal lives) and the right side is blank - except for a picture (clipart)
of the animal and its name (good for students to copy the spelling to search on
PebbleGo). The product also allows you to create booklets per biome (polar
regions, desert, rainforest, ocean, etc.) and/or combine it as one whole
booklet. This 100+-page product can be found <a href="https://www.teacherspayteachers.com/Product/Animal-Research-Booklets-includes-world-map-and-space-for-student-writing-4251389"><span style="color: blue;">here</span></a> on my TPT store.</span><span style="font-family: "times new roman" , serif; font-size: 9.5pt;"><o:p></o:p></span></div>
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I sent these booklets home with the login information and posted students throughout the inquiry and research process on our class Twitter feed to engage parents. I also sent home copies of photodocumentation. Several students continued their inquiry learning at home and/or taught their parents about the animals they researched that day.<br />
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<li><b><i><span style="color: #cc0000;">Involve families.</span></i></b> Engage families! Not only is this important (and expected) of the Ontario Kindergarten Program, but it helps families mirror and support students' learning in class. Students feel proud when they can teach their families something - and excitedly show and share what they've learned and/or created at school. Is this something you can have out at Open House, family engagement nights, or Welcome to Kindergarten?</li>
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Students also began talking about which kinds of environments animals live in. For example, lizards live in North America - but not in the colder Arctic regions. Crocodiles live in Africa, but not in the hot, dry deserts! We added biome to our vocabulary and I edited our booklets to include biomes sections - and made mini books for various biomes (all included in the product as linked).<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlha5E2H6N6CkV9Ttkh-VPPa4UsKIWlbj-9VBrtOal9ivSuPHoSLXdgM2v6hEGbGFjcRMkji8YmR-BaS1btBRECuW9_w5f7WRYIqY2WWBCXNdywrCxG26hoWpI8_a5TTQ2Xw0-CzuYJWg/s1600/biomes.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlha5E2H6N6CkV9Ttkh-VPPa4UsKIWlbj-9VBrtOal9ivSuPHoSLXdgM2v6hEGbGFjcRMkji8YmR-BaS1btBRECuW9_w5f7WRYIqY2WWBCXNdywrCxG26hoWpI8_a5TTQ2Xw0-CzuYJWg/s320/biomes.png" width="320" /></a></td></tr>
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<span style="font-family: "times new roman" , serif; font-size: x-small;">My RECE partner and I created these bulletin boards (another board had
Arctic, forest/wetland, and savannah/grassland biomes). We already had
laminated cut-outs of animals from magazines, so we attached Velcro dots to the
pictures and to the bulletin boards. Students took the pictures and placed them
into the biome where they belong. This is in the <i>Problem Solving and
Innovating</i> frame (sorting items in various ways).</span><span style="font-family: "times new roman" , serif; font-size: 9.5pt;"><o:p></o:p></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhG2iPeozQ5Xg1y6w0S8H1xqsACT1-EH7J-UPriHZB-WfEK5axfiI2sk5_L1l9hnLDWMTBwpNDPwnyUz-q_I9eS_yhD1JJtUdxDDTLWSjxJ-KFspmwKokl66VqSkfkOscYV8mozx9S0k0c/s1600/biomes2.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhG2iPeozQ5Xg1y6w0S8H1xqsACT1-EH7J-UPriHZB-WfEK5axfiI2sk5_L1l9hnLDWMTBwpNDPwnyUz-q_I9eS_yhD1JJtUdxDDTLWSjxJ-KFspmwKokl66VqSkfkOscYV8mozx9S0k0c/s320/biomes2.png" width="320" /></a></td></tr>
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<span style="font-family: "times new roman" , serif; font-size: x-small;">Students worked together to research and share knowledge. They thought
critically. <i>If lions eat gazelle, they must live in the same biome.</i></span><span style="font-family: "times new roman" , serif; font-size: 9.5pt;"><o:p></o:p></span></div>
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<span style="font-size: large;"><b><u>December</u></b></span></div>
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<tr><td style="text-align: center;"><span style="font-size: x-small; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEif4pNlIyUOm3e-f-aEejlzqmqEwKDqO3KRki7zA46OLwRK2LCF_KcItp6NIok8gceccAP18DYf7bM2VaPpYR4H0-46LsM14M_RzTOehpfvkkQP-p6QgI-MKnyalJQphnKu1cJPmbHyr-4/s320/canan1.png" width="320" /></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;"><i><span style="font-family: "times new roman" , serif;">Does this animal live where we live? Does it live in our country? Does this animal live in Canada? </span></i><span style="font-family: "times new roman" , serif;">Together, we made a list of animals we came across that live in Canada and I made another booklet to focus on Canadian An</span><span style="font-size: xx-small;"><span style="font-family: "times new roman" , serif;">imals, which you can find <span style="color: blue;"><a href="https://www.teacherspayteachers.com/Product/Animals-of-Canada-Research-Booklets-4258993" target="_blank">here</a>.</span></span></span></span></td></tr>
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<li><span style="font-family: inherit;"><b><i><span style="color: #cc0000;">Student voice and co-planning is crucial! </span></i></b>Students are capable - and their ideas really drove the classroom and its really deep learning. They were more engaged and learning was linked, integrated, and introduced when they were ready for it! Students asked me to make a list of animals in my observations notebook as they orally dictated, we made charts and lists on chart paper (children wrote and/or drew their ideas and animals), and they came up with ideas of manipulatives to bring out or look for (including constantly writing me shopping lists!).</span></li>
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<b><u><span style="font-size: large;"><b><u><span style="font-size: large;">January</span></u></b></span></u></b></div>
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Animal-Research-Page-for-Primary-Learners-4300854" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3VQz2gP-ZffodPbNvCajje2NFFzujiauWvrAdptXEsmoEX5wxKvTLeHYa-jhgESBNc6ghDamFqZhAJAt6I6K24GYBT0zE331XKB84z73GGYLNP4yjxuxYNClD4HU5N45AcKRhKceKBwI/s320/Slide3.PNG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">To keep students continually interested in documenting their research, I created another resource. This one is a bit less open-ended than the booklet. Students write their name and the name of the animal. They have bubbles to colour in - like multiple-choice. What does the animal eat? How does it move? Which biome(s) does it live in? What is covering it? At the end, there is a big box for students to draw and colour the animal. This free download can be found <a href="https://www.teacherspayteachers.com/Product/Animal-Research-Page-for-Primary-Learners-4300854" target="_blank">here</a> on my TPT store.</span></td></tr>
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<ul><span style="font-family: inherit;">
<li><span style="font-family: inherit;"><b><i><span style="color: #cc0000;">Change it up a little to keep it fresh. This includes books available to children in your classroom library. </span></i></b>As you see above, I added a <b>choice</b> for documentation of learning and research. The original booklets were always available on our shelf. I looked for new toy animals in the thrift store, dollar stores, and bargain bins: hard-to-find animals like deer, camels, koalas, and kangaroos. When I added the toy camel, students gathered in a group and sang <i>Alice the Camel</i> for nearly an hour together (awesome for Math and backward counting, too!). Add new challenges and materials to keep students interested and exploring new pathways, topics, use new skills, see things in a new way, and sparking more conversations and questions to provoke them. Can you use the same materials in different ways - can manipulatives you already have be used in a different way? (see examples below)</span></li>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTj-10Sibv3BaZpYLkIDOKFAZFDIIXS3W3GxFtiI9b7fp843P3y1_1hVJ6Br6M5_bZDqz09m5jiHhDh6EVjn_FypEK8oZ1HK_54XptzOWdwaGgS6qdntZH3Pyn16ohcc9utN7yGIysOn8/s1600/jansort1.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTj-10Sibv3BaZpYLkIDOKFAZFDIIXS3W3GxFtiI9b7fp843P3y1_1hVJ6Br6M5_bZDqz09m5jiHhDh6EVjn_FypEK8oZ1HK_54XptzOWdwaGgS6qdntZH3Pyn16ohcc9utN7yGIysOn8/s320/jansort1.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">We reused our laminated animals from the bulletin board biome sort for a tabletop learning provocation. Using dry-erase makers, we made charts on tables (some like above, some Venn Diagrams, t-charts, separate circles, etc.). In the center of the table, I had baskets with the animal pictures (they have construction paper backing so kids didn't get confused with the image on the back). Children wrote how they were sorting their animals - and got quite creative! <i>Meat or plant-eaters? Big or small (and what does that mean)? Fur, feathers, or scales? Mammal or reptile? Pet or wild? North America or Africa?</i></span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCQTENuUwpzr0-Jj8M2R_jPFewg4ijjsopN80sH2MYm8kt-b3FFtLDw5g-8BJmAadK4wfUazzkBHmIeuHzTf3oz1MeABtuyu6zJOtIGxKboKcDQVth4utn07QOWcKRl_EsGya-LUOUYCM/s1600/janwrite1.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCQTENuUwpzr0-Jj8M2R_jPFewg4ijjsopN80sH2MYm8kt-b3FFtLDw5g-8BJmAadK4wfUazzkBHmIeuHzTf3oz1MeABtuyu6zJOtIGxKboKcDQVth4utn07QOWcKRl_EsGya-LUOUYCM/s320/janwrite1.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">We reused the laminated animal pictures with another simple tabletop provocation: can you write the animals' names? We had a few picture dictionaries available for students - who were also encouraged to sound it out as well.</span></td></tr>
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Because learning is not linear, we hit a major offshoot. Students started talking about landforms - connecting what they'd learned about countries, biomes, animal habitats, and even the time of the dinosaurs. Volcanoes were a big thing (started by conversations and play about dinosaur worlds). Students kept on this topic for awhile, so we saw a lot of potential and student interest and voice. We started writing down their questions and statements.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrbM8ezNFV0kiRQJa5IULHOfnlOyFBQW9H2DdKyQqE_4C3ElFwloPPhae7OPK3B8vPSNuJyNZHWoadwD-7OBdTH-V6V6iewtOGUSyrQkfm1kcXyJEQpT_uSYqALti8p_IMf_po0Xrwoyg/s1600/20190111_093522.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrbM8ezNFV0kiRQJa5IULHOfnlOyFBQW9H2DdKyQqE_4C3ElFwloPPhae7OPK3B8vPSNuJyNZHWoadwD-7OBdTH-V6V6iewtOGUSyrQkfm1kcXyJEQpT_uSYqALti8p_IMf_po0Xrwoyg/s200/20190111_093522.jpg" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzaf4Fhsc-BTVLbyeJOjq2W_3zXLgG0lE35CbnLOLow91xpWlKldShFOp83QeB23ojsgG4ksjsJal1QVXenpAwx-AGl4xHuI3Jv23RMo1E8HK2_TiUIfYk7g5P8xB_iK_N0raCnkQl968/s1600/20190111_093530.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzaf4Fhsc-BTVLbyeJOjq2W_3zXLgG0lE35CbnLOLow91xpWlKldShFOp83QeB23ojsgG4ksjsJal1QVXenpAwx-AGl4xHuI3Jv23RMo1E8HK2_TiUIfYk7g5P8xB_iK_N0raCnkQl968/s200/20190111_093530.jpg" width="200" /></a></div>
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<li><span style="color: #cc0000; font-style: italic; font-weight: bold;">Write down students' questions and statements - and display them (even if you just leave it on the chart stand). </span>This is something I did much more of this year - and I found that it really motivated students to question, comment, add to learning, and to engage in the inquiry process. We would revisit and read what we had said to confirm or disprove or answer it. These pieces of chart paper ended up on a learning documentation wall (bulletin board) along with pictures, photocodumentation pages, student drawings, and other artefacts of learning. I would write down student questions and statements during class discussions but also candidly throughout the day as we engaged in conversation (or as I listened in). Students were always allowed to use the chart paper and write on their own (which they became more comfortable with doing as the year went on).</li>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1QrHrstT9Ni2hDhafaKIT-1yXAiccfmUEv7BNXKfeTZ81pRhC-k8J-ib9fdM8Vze2W6X-8QCCrKnN3g1ePI0iyorXhyphenhyphenPkbq5GBYVLkbBBOLGtgqaNl7vofEdZezFhlm0URV0_SM9sQ0g/s1600/20190116_082757.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1QrHrstT9Ni2hDhafaKIT-1yXAiccfmUEv7BNXKfeTZ81pRhC-k8J-ib9fdM8Vze2W6X-8QCCrKnN3g1ePI0iyorXhyphenhyphenPkbq5GBYVLkbBBOLGtgqaNl7vofEdZezFhlm0URV0_SM9sQ0g/s320/20190116_082757.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Yes; PebbleGo has volcanoes and earthquakes in their Science section! This is a truly amazing resource.</span></td></tr>
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<span style="font-size: large;"><b><u>February</u></b></span><br />
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<li><span style="color: #cc0000;"><b><i>Go on a field trip or have a guest speaker.</i></b></span> What do you mean adults are interested in this, too? You're saying that I can study this in college and university and have a whole job that is all about this topic? Going places and inviting experts in engages the community, lets students engage with experts (asking questions but also showing off what they know), and boosts engagement in the inquiries. Who doesn't love a great field trip? Don't be too shy to contact the destination and give them some background on student inquiries and questions!</li>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUiFsLutYAs7d3OX5kKSiYOePYzmcwmD80ZwcBGJg1duZk2uKYOgdGa-9MBWzGrZdNvbFYPhOgH0Icyl-bWVI6bnAMGzINU9tF0ZrTaemEmd15hvQ2EhtMBWIsm1CGrqZPqJ1Q7KYVqiM/s1600/febtrip.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUiFsLutYAs7d3OX5kKSiYOePYzmcwmD80ZwcBGJg1duZk2uKYOgdGa-9MBWzGrZdNvbFYPhOgH0Icyl-bWVI6bnAMGzINU9tF0ZrTaemEmd15hvQ2EhtMBWIsm1CGrqZPqJ1Q7KYVqiM/s320/febtrip.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">The newest curator at the Miller Museum of Geology at Queen's University tailor-made a workshop about tectonic plates, volcaoes, and types of rocks in a way Kindergarten students would understand. Amazing! She even let us touch some fancy rocks and dinosaur fossils! I had e-mailed her pictures of our chart papers with our student questions and statements about this inquiry thread.</span></td></tr>
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As an aside, if your students ever engage in a volcano inquiry, you <b>must</b> purchase/download Pixar's short movie, <i>Lava</i>. Our students often asked for it and sang along together. This started it own mini-offshoot of retelling the story in various ways: through plasticine and Play-Doh, loose parts, acting it out, drawing, and other ways - both indoors and during outdoor play and recess.<br />
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To further continue this interest in countries and landforms, I bought some slip-in photo albums from the dollar store and e-mailed the staff at our school asking for their travel photos (particularly with pictures of landforms). I had a lot of responses: Vesuvius, the Andes, Uluru, Guatamalan volcano treks, Hawaiian lava floes, and added my own pictures! I organized the pictures by location. Before the photos (just printed on regular paper), I had the site name and country printed (<i>The Grand Canyon, Arizona, USA</i>) and underneath, a world map with a red circle where the pictures were taken. Students not only talked about the landforms, but got to know other staff members in our school. I did extend the invitation to families but did not get responses - but would have added those as well.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi91o-9MdI0TusXMHpy4HqHHyarcfEUSmnz3Df3MwgyHGutp9Mjb0f689269fsYtk4qJpekTqLIqrwI7v7W_sNMGCmjh60MeUcZnNSCQV46E4w-8iTAQXY2nar8W0dwT820YPgC__fhyphenhyphenps/s1600/ireland1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi91o-9MdI0TusXMHpy4HqHHyarcfEUSmnz3Df3MwgyHGutp9Mjb0f689269fsYtk4qJpekTqLIqrwI7v7W_sNMGCmjh60MeUcZnNSCQV46E4w-8iTAQXY2nar8W0dwT820YPgC__fhyphenhyphenps/s200/ireland1.png" width="200" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifjnu4oeJAmrd2yOTIY-2sV60z_6fhWKqYamsACR9N9_a87zzH0bF3g4FqcJGgcl3OzHaxg0MUxq5M_ju2rwavQr4pbvWO0rjag-pjv9FX47-hyiPHyPL0paxIaTHIM-sLRtjIKf-pDYU/s1600/ireland2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifjnu4oeJAmrd2yOTIY-2sV60z_6fhWKqYamsACR9N9_a87zzH0bF3g4FqcJGgcl3OzHaxg0MUxq5M_ju2rwavQr4pbvWO0rjag-pjv9FX47-hyiPHyPL0paxIaTHIM-sLRtjIKf-pDYU/s200/ireland2.png" width="200" /></a></div>
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Above, you can see my photos from Giant's Causeway in Ireland. The basalt columns are in the shape of hexagons. Enter <b>pattern blocks</b>. <i>How can you make a hexagon with red trapezoids? With blue rhombuses? With green triangles?</i> (Not only Geometry - but connections to fractions!)<br />
<ul>
<li><span style="color: #cc0000; font-style: italic; font-weight: bold;">Bring in pictures of yourself, other staff and community members, and students and their families. </span>This is so much better than random Google Images! Kindergarten is all about connections and community - use the human resources and connections inherent in schools!</li>
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Animal-Symmetry-using-Real-Photos-4379088" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMrrEje3IDX7jvz54dODoqN7l_SQyaDpqXlh3jAl89K9Iq9FLgapmLl2rZL-mZz4BewLmPKgq14Cd4puoaKDDWxgKMozNgnGKzDZiYRvwZ9xM6B7RsPmeQKzARt5cbjdnVHBwhbI_CFLY/s320/symmetry.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Students had been talking about symmetry a bit (wintertime brought some exploration of mandalas), so I made some symmetry pictures using real photos. I laminated them with my Scotch-brand laminator and set out loose parts and dry-erase markers. Some students, including reluctant writers, even labelled their drawings! You can find the resource <a href="https://www.teacherspayteachers.com/Product/Animal-Symmetry-using-Real-Photos-4379088" target="_blank">here</a>.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfazIc7Gl35b7eOoJ-USGYTaJGTIFTdgIvdSWbak_lRshwOb01na6L0jXD5wCP5oMrljsBDGKnfqbzFrJOLJ7eoWPc05cs16onDVLPV8Ymr5OW8xEgizi0xhhoQkOUQdCi0DFbl-FbHmg/s1600/australia.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="960" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfazIc7Gl35b7eOoJ-USGYTaJGTIFTdgIvdSWbak_lRshwOb01na6L0jXD5wCP5oMrljsBDGKnfqbzFrJOLJ7eoWPc05cs16onDVLPV8Ymr5OW8xEgizi0xhhoQkOUQdCi0DFbl-FbHmg/s400/australia.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">At this point, students renewed their interest in animals and continued that inquiry pathway. We often wrote down a question and made lists or a t-chart. Here, students asked, W<i>hich animals live in Australia?</i> and are copying "eagle."</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm2TvAFloWQ08UmlCDTDDN0_WxvCq8X602DNMFR3_DW1350Q5pEkMqA1UT3Or3G4ZVNu7Y0TtoUytGa99OGJFEL6K8LLhDF7j-plQ-z9iGjQ2UTlUyljdYhsN4qPBlzs66Ye0r2aGv-Cg/s1600/eagletalon.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="960" data-original-width="720" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm2TvAFloWQ08UmlCDTDDN0_WxvCq8X602DNMFR3_DW1350Q5pEkMqA1UT3Or3G4ZVNu7Y0TtoUytGa99OGJFEL6K8LLhDF7j-plQ-z9iGjQ2UTlUyljdYhsN4qPBlzs66Ye0r2aGv-Cg/s320/eagletalon.png" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">A student brought in an eagle talon during a time of huge interest in eagles. We also learned about the Seven Grandfather Teachings - and Eagle teaches Love. This same student brought in a coyote pelt, bear paws, and beaver teeth (Beaver teaches Wisdom - and we had visited a beaver dam and lodge!). Student contributions and student voice is paramount.</span></td></tr>
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<b><u><span style="font-size: large;">May</span></u></b><br />
<b><u><span style="font-size: large;"><br /></span></u></b>
Earlier in the springtime, students engaged in learning about the changing of the seasons, including: weather, worms, growing plants, and temperature. Our talented tech teacher built us a Medicine Wheel table and we started using it to learn about the four seasons. By May, students were talking about maps and directions again, so we learned about the four cardinal directions. You can learn more on my blog post about <a href="http://misslaidlaw.blogspot.com/2019/07/infusing-indigenous-content-into-my.html" target="_blank">Infusing Indigenous Content in My Classroom</a>.<br />
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This was also the time of year where people brought in tadpoles and we ordered caterpillars. Life cycles of animals was an obvious inquiry pathway and we did "the usual stuff" - life cycle cut-and-paste, drawing observations, acting it out, making with dough, life cycle toys/manipulatives, and incorporated the Medicine Wheel again. With the life cycle, we also talked about the stages of life (also with the Medicine Wheel, and detailed in my <a href="http://misslaidlaw.blogspot.com/2019/07/infusing-indigenous-content-into-my.html" target="_blank">Infusing Indigenous Content blog post</a>).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCHLkb3IndvAOco67i5oEOQRPQfULV016Z7jn8SmTPipa83O_tI6BEvLMXjMe9Xdlat6HlTdVSVLv0GDVXO5f2NNAc7O05WpU02ZETYm_iL32HIhVJYjm-DnvjOsqXb1PkGdeaXYThN1w/s1600/20190508_080639.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCHLkb3IndvAOco67i5oEOQRPQfULV016Z7jn8SmTPipa83O_tI6BEvLMXjMe9Xdlat6HlTdVSVLv0GDVXO5f2NNAc7O05WpU02ZETYm_iL32HIhVJYjm-DnvjOsqXb1PkGdeaXYThN1w/s200/20190508_080639.jpg" width="150" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfyxTcBsm40-kCG2XGm_1lb7uyz9T4-KbrfZeWEa9vKfo4xo7gZJYK_Hut3XgbzXxPRUsBgo2VmswjUEF14DX0jo02NGiuYqvOraHi_0oWxbuz7Lg1DQXhV5rA86RKpxmIe9dp8Clr5Ak/s1600/20190527_081921.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfyxTcBsm40-kCG2XGm_1lb7uyz9T4-KbrfZeWEa9vKfo4xo7gZJYK_Hut3XgbzXxPRUsBgo2VmswjUEF14DX0jo02NGiuYqvOraHi_0oWxbuz7Lg1DQXhV5rA86RKpxmIe9dp8Clr5Ak/s200/20190527_081921.jpg" width="150" /></a></div>
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<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhefZctIbkiJ3fFD0Vae34ZVMGIL-rqkUHc4PsGmLPVBJUOK4xDdLJzXptQt0uVXHsQy1u_pMFkaIr8QfK-VYfrABnawbVbCfpfmZaUkXiFNDVuhzJ-K7XEdjferiUS3QB9-U4alf9XHs8/s1600/20190527_084043.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhefZctIbkiJ3fFD0Vae34ZVMGIL-rqkUHc4PsGmLPVBJUOK4xDdLJzXptQt0uVXHsQy1u_pMFkaIr8QfK-VYfrABnawbVbCfpfmZaUkXiFNDVuhzJ-K7XEdjferiUS3QB9-U4alf9XHs8/s320/20190527_084043.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="font-size: 12.8px;"><span style="font-size: x-small;">Sensory play is important. Here, a child has made a butterfly garden using homemade scented dough, fresh herbs from my garden, coloured pasta, and spices such as anise stars, cinnamon sticks, and nutmeg.</span></td></tr>
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During our learning about tadpoles, students became more interested in amphibians - not quite reptiles, not quite fish! Of course, they used PebbleGo a lot to research. We also learned that amphibians are very sensitive to water changes and pollution - just in time for <b>Water Awareness Month</b>. We used the book <u>The Water Walker</u> in this provocation and students made posters to spread awareness. (This is also written about in my <a href="http://misslaidlaw.blogspot.com/2019/07/infusing-indigenous-content-into-my.html" target="_blank">Infusing Indigenous Content blog post</a>.)<br />
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We also had student interest in all the new critters waking up around us and visiting us outside. <i>How can you tell the difference between an arachnid and an insect? </i>Let's learn about how to classify animals and why the number of legs matters! We read <u>One is a Snail, Ten is a Crab</u>. After, we made a chart and students were encouraged to draw and label. We also used <b>addition templates</b> (used throughout the year with different inquiries, including with dice, dominoes, and during colour-mixing) and small plastic animals to add how many legs they have; for example, a tiger (4 legs) + a grasshopper (10 legs) = 14 legs in total.</div>
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<li><span style="color: #cc0000; font-style: italic; font-weight: bold;">Integrate various skill sets and areas of the program or curriculum. </span>Not only does this connect and integrate learning in various frames/strands/curricula, but it gives students to apply their skills and knowledge. It gives them more opportunities, in context and through play, to practice a variety of skills. How can you integrate other skills (like The Arts, Math, and Literacy) into learning provocations and inquiry pathways?</li>
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I hope this has given you some insight, ideas, and hope. I know how disheartening it feels when students or an entire class don't seem to engage in inquiries for very long, do not speak and question much, and how tough it is to motivate some to build skills such as researching, collaboration, and documenting.<br />
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Personally, my next steps include reading <a href="https://www.amazon.ca/dp/0335262562/ref=cm_sw_r_tw_dp_U_x_1J4rDbRCQQ6B5" target="_blank">Interacting or Interfering? Improving Interaction in the Early Years</a>. I want to have more insight how I can use conversation and intentional interactions to expand inquiries and student learning - and when to step back and observe. I also want to expand my photodocumentation and documentation walls.<br />
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Feel free to comment with your own tips, links, learning provocation photos, and success stories (or learning through failure!). All the best this school year!<br />
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Mrs. Ford (Laidlaw)http://www.blogger.com/profile/11146614908406812101noreply@blogger.com2tag:blogger.com,1999:blog-3555489876429683868.post-32538584090105785482019-07-07T11:53:00.002-07:002019-09-29T17:04:52.467-07:00Infusing Indigenous Content into the Primary ClassroomEvery year, we (Ontario teachers) are required to complete an Annual Learning Plan (ALP). In it, we need to identify two areas or skills that we want to improve or try. My main goal for the 2018-19 year was to infuse more Indigenous content into our program. (My second one was to delve more into photodocumentation and displaying it in the classroom - and later storing the pages in a binder for children to look through.) Often, the ALP is just another piece of beaurocratic paperwork that is quickly filled out and forgotten - and submitted along with safety training, year plans, timetables, and everything else.<br />
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Knowing this was going to be my goal, I spent the summer of 2018 collecting resources. It was really important to me to collect quality resources. I'm fortunate to have quite a few experiences and connections to draw from, which helped me in my quest:<br />
<ul>
<li>teaching high school English and ESL in Kashechewan, Ontario (a Cree community)</li>
<li>taking the 3-part Indigenous Education workshop provided by my school board (a few times!)</li>
<li>teaching in Sharbot Lake for over 3 years - a community with very strong Algonquin roots and many who keep traditions and teaching alive</li>
<li>in Sharbot Lake, we had connections to have an Early Childhood Educator in once a month to focus on local Algonquin teachings; this culminated in a field trip in June to the area's Strawberry Moon Festival (this is where I got many of my book titles and nature connection ideas)</li>
<li>connecting with local Elders throughout the years and keeping connected to friends from Kashechewan and colleagues passionate about Indigenous Education (and who teach in communities all over Canada/Turtle Island)</li>
<li>currently working in a school (going on 3 years) named after a Haudenosaunee woman and with administration and staff who are passionate about infusing Indigenous content and honouring the First Peoples of this land</li>
<li>spending a year with an RECE partner (2018-19) who also was involved in education in northern Ontario and in First Nations communities and continued connections and resource-sharing.</li>
</ul>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_kZCltDilelS1Ol0mqTrJNs5bs4giNEULn41-i0Q9NgNSoQNFW6j7wgMY45T5N5XBZWcd1SjNDy5zzoEriT02WzXJ3oJ2rQo7TjAqKpVbu9NbPhtr2D2Uwq5cK-snIAvtyM-JmND7Otw/s1600/bannock.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="402" data-original-width="604" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_kZCltDilelS1Ol0mqTrJNs5bs4giNEULn41-i0Q9NgNSoQNFW6j7wgMY45T5N5XBZWcd1SjNDy5zzoEriT02WzXJ3oJ2rQo7TjAqKpVbu9NbPhtr2D2Uwq5cK-snIAvtyM-JmND7Otw/s320/bannock.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Me in 2008 - cooking bannock over a campfire on an island near Kashechewan, Ontario. This was one of my first experiences in Kashechewan - a memorable day!</span></td></tr>
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It is very important for me to tell you that I am not of FNMI descent. My father's side is Scottish and Ukranian and my mother's, I presume, is mostly English. I was born in northern British Columbia and spent my first years living in now what's called Haida Gwaii. My dad was in the military and often collected artwork and pictures (and stories!) from his travels, which also included several trips to what is now Nunavut. These were the pieces of art and pictures and stories I was always most interested in as a child - the stories of helping locals wrangle caribou, the soapstone carvings, the geometrical and bold Haida art, paintings of the Northern Lights.<br />
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I write this blog post with good intentions and as a way to stop the disservice my own education did handling FNMI history and peoples (either by being non-existent or terribly stereotyping, outdated, or just absolutely horrible (I was a student in Texas in Grades 7, 8, and 9)). I feel like moving forward and ignoring this problem is not okay - especially in the spirit of Truth and Reconciliation. Many educators shy away because they don't want to be disrespectful, can't find resources, or are just overwhelmed - but even a little bit is attainable (and beneficial!). If I have not communicated something well, have left something out, you have something to add or change, or otherwise, please let me know! This is a journey of learning for me.</div>
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For me, the biggest pieces of advice given to me have been:</div>
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<ul>
<li>Do not homogenize Indigenous peoples. There are <a href="https://www.thecanadianencyclopedia.ca/en/article/first-nations" target="_blank">634 First Nations in Canada</a> with more than 50 distinct languages. The number is more when you include Métis and Inuit. Each nation is distinct and to blend them together would be like saying Africa is a country or the USA and Canada are the same.</li>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNPLNWT2Hglu5Rguj6QLlXBzhr43b-rnViKBuTpWsvsdiWr01cFx-flY-oFIPdSReXqtAFwe4_p4i5eeG98_yYYjOVi99t1s3g4UdIbnYx-6BEHkcQbcONWrfrj1i4GdLw4ZgrfoPkFmU/s1600/nativeland.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="304" data-original-width="600" height="162" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNPLNWT2Hglu5Rguj6QLlXBzhr43b-rnViKBuTpWsvsdiWr01cFx-flY-oFIPdSReXqtAFwe4_p4i5eeG98_yYYjOVi99t1s3g4UdIbnYx-6BEHkcQbcONWrfrj1i4GdLw4ZgrfoPkFmU/s320/nativeland.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Check out <a href="http://native-land.ca/">native-land.ca</a>! It also has information for some areas of South America and Australia. It would be interesting to have students notice there's no information for Europe, Africa, Asia, and a lot of South America - and to delve into an inquiry as to why it's that way.</span></td></tr>
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<ul>
<li>Know the history of the land. Whose traditional territory do you live on, do you teach on, do you vacation on? Does you classroom or school have land acknowledgements? Is there a treaty (a whole argument in itself)?</li>
<ul>
<li>Consider this when choosing your literature and materials (although this can be really tough); for example, I try my best to collect literature and legends and items that are from and reflect my region. Are those the only stories, pieces of art, etc. that I use? No! - but I always preface readings/lessons with "This book/art is by _[author/artist]_ and is from _[area of the world]_, which is the traditional lands of ____." As an additional benefit, this is a wonderful reason to have a map readily-available.</li>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMR-rKdTWR3c-1yKxtwVPdf8MPsc6v8L_mF6rHtZ8pksODZwo9hzbUFMiNSSituqdpbLxS2UPkZ01T8xfKMIEvS68vKuF964kVUrRoUim0ZsraOew3CPFTzWBTq0St4dDShtXK8FLSxJI/s1600/taino.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="960" data-original-width="720" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMR-rKdTWR3c-1yKxtwVPdf8MPsc6v8L_mF6rHtZ8pksODZwo9hzbUFMiNSSituqdpbLxS2UPkZ01T8xfKMIEvS68vKuF964kVUrRoUim0ZsraOew3CPFTzWBTq0St4dDShtXK8FLSxJI/s320/taino.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">This was a total tourist trap (I was in love with hutias!) in Pinar del Rio, eastern Cuba. The Taino are Indigenous Peoples of the Caribbean - including Cuba. This picture is from my March Break trip in 2016.</span></td></tr>
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<ul>
<li>Acknowledge if this is not your culture. You are encouraged to (really, should) tell students where you learned this knowledge and are passing it on (like naming an Elder) or why you have chosen a book (recommended, how you researched it, where you bought it). For many, this may be the biggest reason why many shy away from it all - or just stay away; I get it - but I believe that inclusion and representation is important in public education and our classrooms need to represent the communities we serve. Having access to Elders in the education system on a regular basis can be difficult (again, getting into the history of government and the education system, genocide of FNMI peoples, and systemic barriers many Indigenous Peoples face is a deep topic we could go on for much longer than this blog post). Do your best to be informed, be transparent in your learning journey, source your materials, and ask questions with your connections (like your FNMI consultant, local Friendship Centre, a Faculty of Education's FNMI Education office, an Elder, etc.).</li>
<ul>
<li>Understand what is acceptable and a hard no. Having students do traditional dances (although I've had Elders teach simple circle dances and drumming to my student during the Strawberry Moon Festival - which was wonderful!), make and wear regalia (like construction paper feathered headdresses), and make toilet paper roll totem poles are <b>not </b>okay.</li>
<li>Be aware of the resources you are providing. Does the textbook or story refer to First Peoples as Indians or focus on Inuit Peoples living in igloos? It's outdated and is perpetuating stereotypes. Does that old book hidden in your classroom library tell a story of battling Cowboys and Indians? How about the Disney Pocahontas? I prioritize purchasing books by Indigenous authors and illustrators.</li>
</ul>
</ul>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4GzleiOv79rejrYGj5gSEkG1TfYco3ReqOr6YT0xx6RFrlI0aWJ5Xpvu1V2T_aUbcuQS972URl_YyX_b7SW5f3VQ8xLS30rDQ-GN8di84j1OaD2-tzgBsngoUEQ8iKWODjUXljaNzzgM/s1600/IMG_20190716_124418_808.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="514" data-original-width="750" height="218" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4GzleiOv79rejrYGj5gSEkG1TfYco3ReqOr6YT0xx6RFrlI0aWJ5Xpvu1V2T_aUbcuQS972URl_YyX_b7SW5f3VQ8xLS30rDQ-GN8di84j1OaD2-tzgBsngoUEQ8iKWODjUXljaNzzgM/s320/IMG_20190716_124418_808.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Read texts before making them available to your students. Think critically about them. Not all resources made for teachers are created by educators and/or convey accurate messages. After seeing this on social media, I have contacted the publisher (Popular Books Canada Inc.) and have been told this version has not been in print since November 2017 and was revised the following month.</span></td></tr>
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<ul><ul>
<li>Representation needs to be modern, respectful, inclusive - and I would say natural. When you change your classroom library up and/or your bookshelf display, are there any books you can put out from your collection that depicts FNMI (and other) cultures? For example, during our study of butterflies, I read and put out <a href="http://goodminds.com/nanabosho-and-butterflies-paper-ed" target="_blank">Nanabosho and the Butterflies</a>.</li>
</ul>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsmS2CrSSedcawNSJIpaV-rBaH2oMW4ho6FeD_w_Gj4kRRVbEk3ZMloKreb0e4BiSvC5-RaFlDtxHbtAdTFMqetdlQY9SHmHybI6JLv1oL_OirEQ-9rzdz2Qz64AB1ApMXmBHlSkqkhVU/s1600/Screenshot_20190708-070031_Facebook%255B1%255D.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="870" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsmS2CrSSedcawNSJIpaV-rBaH2oMW4ho6FeD_w_Gj4kRRVbEk3ZMloKreb0e4BiSvC5-RaFlDtxHbtAdTFMqetdlQY9SHmHybI6JLv1oL_OirEQ-9rzdz2Qz64AB1ApMXmBHlSkqkhVU/s320/Screenshot_20190708-070031_Facebook%255B1%255D.png" width="173" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Jessica explained this very well when responding to another educator who confided she is apprehensive of incorporating Indigenous Education into her class. I got permission from Jessica to use a screenshot of her response in this post.</span></td></tr>
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<b><u><br /></u></b>
<b><u>Resources I Use</u></b></div>
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<ul>
<li><a href="http://www.nativereflections.com/products.php?view=4832&sr=calendar" target="_blank">13 Moons on Turtle's Shell</a> Calendar: I mounted the scutes onto magnetic photo paper and this is displayed on our (magentic) whiteboard. There are 13 full moons in a year - and 13 big scutes on turtles' shells. There are 28 days between full moons - and 28 small, outer scutes! Every day, we add another small scute on our calendar to count the days until the next full moon. This product uses the Ojibwe language and the moon names of that region. It's important to note that the moons' names reflect what happens at that time in that region, so different areas will vary. Finding the information for your area can be difficult using the Internet; connect with local Elders or your FNMI Education consultant. Be accepting that your sources may tell you different things. Personally, I've been inclusive and have told my students various moon names and we look for what is happening at that time in our city. For example, I've learned that February's moon can be the Snow Moon, Bear Moon, Eagle Moon, and Midwinter Moon; I was excited to read about a Bald Eagle sighting on Lake Ontario in our city during this lunar cycle! We also have Gregorian calendars in our classroom.<br /><br />The Toronto Zoo has released a resource - <a href="http://www.torontozoo.com/pdfs/tic/Walking_with_Miskwaadesi_22-53.pdf">Walking with Miskwaadesi</a>. The PDF includes a story, lesson ideas, and links to further resources.</li>
</ul>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM94Cs6HbS-cnYSFnUrMj9onqMRJbWDcK8e4Dqz-FfZydru0DBLvWCUb2MwsvlC6N2fXkHDwaa8D819xl2QxWPivS6zMtl9KDg0A-xKd3C-d8BKqDitMJL3S_o34dmtIw3zmuSOZcD-8w/s1600/20190705_091439%255B1%255D.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM94Cs6HbS-cnYSFnUrMj9onqMRJbWDcK8e4Dqz-FfZydru0DBLvWCUb2MwsvlC6N2fXkHDwaa8D819xl2QxWPivS6zMtl9KDg0A-xKd3C-d8BKqDitMJL3S_o34dmtIw3zmuSOZcD-8w/s200/20190705_091439%255B1%255D.jpg" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">13 Moons on Turtle's Shell Calendar</span></td></tr>
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<ul>
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<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRCBIDsVWm1B2XoKbMay3Uq_uVqCg4oZ_tvCQre9OurFjRl0KzT5wsulZBlvex_HIuNZfjah5fb7gXVH7N89iaXdRXMJkMOj66M-hNNtkkEepIyewPy4vurj974CdCH3RHO-iWjkti4CE/s1600/20190617_085148.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRCBIDsVWm1B2XoKbMay3Uq_uVqCg4oZ_tvCQre9OurFjRl0KzT5wsulZBlvex_HIuNZfjah5fb7gXVH7N89iaXdRXMJkMOj66M-hNNtkkEepIyewPy4vurj974CdCH3RHO-iWjkti4CE/s200/20190617_085148.jpg" width="150" /></a></td></tr>
<tr><td class="tr-caption"><span style="font-size: x-small;">The full moon in June is known as Strawberry Moon in my area. This is when strawberries turn red and are ready for picking. Did you know the strawberry is known as the heart berry? We compared its shape to a picture of a <i>real</i> human heart - and they are very alike! It teaches us forgiveness and peace.</span></td></tr>
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<li><a href="http://catchabear.com/product.php?pc=BKS-13" target="_blank">Catcha Bear: Early Years Seven [Grandfather] Teachings Series</a>: These books are simple but explain the Seven Grandfather Teachings in ways that are understandable to young children. This is wonderful for Character Education. This year, our class was really interested in animals, so they were really into understanding <i>why</i> those animals were chosen to represent each teaching. We went on a community walk to look at a nearby beaver lodge, dam, and a cleared forest area ("the beaver's workshop"). We saw a giant snapping turtle laying eggs on our conservation area trip in June. We watched a pair of Bald Eagles raise their babies on a live webcam from the West Coast of North America.</li>
<ul>
<li>Beaver teaches Wisdom</li>
<li>Wolf teaches Humility</li>
<li>Eagle teaches Love</li>
<li>Turtle teaches Truth</li>
<li>Bear teaches Courage</li>
<li>Bison teaches Respect</li>
<li>Sabé teaches Honesty (Colonizers refer to the Sabé as 'Bigfoot' - but this is not a respectful way to refer to it, I learned after asking an Elder. The term 'Sasquatch' is a Salish term from the West / Pacific Coast.)</li>
</ul>
<li><a href="http://www.canadianforestry.com/html/education/cfa_kits_e.html" target="_blank">The Canadian Forestry Association Teaching Kits</a> contain a lot of hidden gems. You can order hard copies (paying shipping) or access them online for free.</li>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDg44FrVXsBPZt1TY6FE6TuoskYA8LpPfd3lx7v35vYc2tHovftWi6nwTbWxVhoSbBhyUm1hZ1P5Rd5UVVp3taZhMkmX-zwLUk_Zg6Mm-klM3UsaOZU8UcdOWDpLhfc3XCvAfkfn5xxdI/s1600/20181025_092612.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDg44FrVXsBPZt1TY6FE6TuoskYA8LpPfd3lx7v35vYc2tHovftWi6nwTbWxVhoSbBhyUm1hZ1P5Rd5UVVp3taZhMkmX-zwLUk_Zg6Mm-klM3UsaOZU8UcdOWDpLhfc3XCvAfkfn5xxdI/s320/20181025_092612.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">During our trip to the pumpkin patch at Fruition Berry Farms, we learned about the Three Sisters. Squash, Beans, and Corn all help each other in symbiotic relationships. When we returned to the classroom, we listened to the story again (available on page 23 in <a href="http://www.canadianforestry.com/kits/english/Vol3_e.pdf/Vol3_e.pdf" target="_blank">this CFA Teaching Kit</a>) and students retold the story in various ways through play and inquiry. Here, a child uses Play-Doh to tell the legend.</span></td></tr>
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<li><a href="http://goodminds.com/">GoodMinds.com</a>: This is a store run out of Brantford, Ontario. It has one of the largest selections of FNMI books that I've come across. They have books in both English and French. I especially appreciate how each book listing has additional information about the author/illustrator, content, and often sources where it is from.</li>
</ul>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6YG3LVnD9YiaMOpXtZEjW41sdVcctlPm6iOh1jHulPu69Z3cltm1MhDlGQNyNK4af6DvC1eOUPWqMMKBH7U83JQ6BSidzJ-YwjnzGu1fRCKUFOBKnYZMshIHo0MRiUhMFx1Zev5D05qw/s1600/blackflies.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="150" data-original-width="110" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6YG3LVnD9YiaMOpXtZEjW41sdVcctlPm6iOh1jHulPu69Z3cltm1MhDlGQNyNK4af6DvC1eOUPWqMMKBH7U83JQ6BSidzJ-YwjnzGu1fRCKUFOBKnYZMshIHo0MRiUhMFx1Zev5D05qw/s1600/blackflies.jpeg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Click <a href="http://goodminds.com/blackflies-hardcover-ed-2018-fncr" target="_blank">here</a> to see what GoodMinds has to say about <u>Blackflies</u>!</span></td></tr>
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<ul>
<li><a href="http://www.nativereflections.com/products.php" target="_blank">Native Reflections</a>: This is an expansive site (a company run out of Winnipeg) and I'd recommend you be intentional when you order. We have their <a href="http://www.nativereflections.com/search_results.php?ui_search=puzzle" target="_blank">peg puzzles</a> (which I actually bought in another store when visiting Victoria, BC last summer) and a few other items. They have a few books I haven't seen anywhere else.</li>
</ul>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYc_hzlUN0laTYlRv92W2hbxjGmLFDH9NyQQdB2udiEcX04lSxXZMunsvqW55goMZUMGGybgvYGSu7-wBV84-2nUCTJ2P_lCIbQ1fIWuJ5Be6FufabdxxF0lucLlLc4sgbKZ_pFRc-iv4/s1600/turtleisland.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="700" data-original-width="541" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYc_hzlUN0laTYlRv92W2hbxjGmLFDH9NyQQdB2udiEcX04lSxXZMunsvqW55goMZUMGGybgvYGSu7-wBV84-2nUCTJ2P_lCIbQ1fIWuJ5Be6FufabdxxF0lucLlLc4sgbKZ_pFRc-iv4/s320/turtleisland.jpg" width="246" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">This book is a favourite. It is not a long read (so it's also great for young children) and it has beautiful, vibrant illustrations. This legend tells of how Muskrat sacrificed his life to create the land of Turtle Island (North America). I VERY highly recommend this book!</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJuV3rDWWyzXqFN5G1dffc_Z-06zDZgsHfuSrlx9cLLUYARgisu9rcahz6dpwKIddEGekB3pvtnOjSJUHhWTKJxKG3eX-dJ2HrHrkql5wRTeCALV1KOPQJ5GjDmZvLPbQSt5yjOxAS6yM/s1600/3littlebeavers.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="338" data-original-width="260" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJuV3rDWWyzXqFN5G1dffc_Z-06zDZgsHfuSrlx9cLLUYARgisu9rcahz6dpwKIddEGekB3pvtnOjSJUHhWTKJxKG3eX-dJ2HrHrkql5wRTeCALV1KOPQJ5GjDmZvLPbQSt5yjOxAS6yM/s320/3littlebeavers.png" width="246" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">The giggles this book brought into our classroom when the Big Bad Wolf got a giant tail slam was priceless! Students kept asking for this book. It is a great variation of The Three Little Pigs - although we had to address the fact that beavers live in lodges and not their dams. You can find this <a href="http://www.nativereflections.com/search_results.php?ui_search=little+beavers" target="_blank">here</a>.</span></td></tr>
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<ul>
<li>Keepers of the Earth, Animals, Night, etc. series: I ordered a few of these books on Amazon and while writing this blog post, found that it's cheaper on <a href="http://www.goodminds.com/search?keys=keepers+of+the">GoodMinds.com</a> (ugh!). I learned of this series from our school board's FNMI Education consultant when she came in to lead a Sweetwater (Maple Syrup) teaching - using <u>Keepers of the Earth</u> (<i>Manabozho and the Maple Trees</i> - Anishinabe, Great Lakes Region). These resources are extensive and provide many legends from all over North America (and sources which First Nations these legends are from!) and provide extension ideas for each concept.</li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMCGJH4u3M7wsQuWnAurRj46lNVHHOAgFxp6LOjF8W0yO__8lLTV_771ZOIu-9Ycbr99JvVeJRuzojGJ6nDHx3ELssO0UEfzTvBpHNHl5NxOZRu5757_gPI6F4-8ej90jzJ-BWzA218zU/s1600/keepersoftheearth.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="320" data-original-width="236" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMCGJH4u3M7wsQuWnAurRj46lNVHHOAgFxp6LOjF8W0yO__8lLTV_771ZOIu-9Ycbr99JvVeJRuzojGJ6nDHx3ELssO0UEfzTvBpHNHl5NxOZRu5757_gPI6F4-8ej90jzJ-BWzA218zU/s1600/keepersoftheearth.jpg" /></a></div>
<ul>
<li>Chapters Indigo, Scholastic, Amazon, and your local thrift store are also good places to find books and price-compare!</li>
<li>National Indigenous Peoples Day (June 21) resources can be ordered <a href="https://www.rcaanc-cirnac.gc.ca/eng/1100100013248/1534872397533">here</a>. This year, we received activity booklets, temporary tattoos, a few different colouring sheets, and a Métis fiddle packet for students - and a poster!</li>
<li>Canada's Food Guide comes in a <a href="https://www.canada.ca/en/health-canada/services/food-nutrition/reports-publications/eating-well-canada-food-guide-first-nations-inuit-metis.html">FNMI version</a>!</li>
<li><a href="https://www.getepic.com/" target="_blank">Epic!</a> is free for educators. You can search by title or topic. They have many books when you search "First Nations," "Métis," or "Inuit."</li>
<li>Connect with local field trip providers. Some already have connections and/or use Indigenous Education in their programming. Look for FNMI field trip opportunities. Below, you can see how a trip to Maple Madness at <a href="https://crca.ca/conservation-lands/little-cataraqui-creek-conservation-area/" target="_blank">Little Cataraqui Creek Conservation </a><a href="https://crca.ca/conservation-lands/little-cataraqui-creek-conservation-area/" target="_blank">Area</a> us celebrate Maple Moon (March). Students were shown - and were allowed to practice, how local First Nations Peoples used deer antlers to pick up hot rocks to boil the maple sap.</li>
</ul>
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<b><u>The Medicine Wheel</u></b><br />
<b><u><br /></u></b>
Unfortunately for my own education, I was first taught about the Medicine Wheel when I was a teacher in Kashechewan during the Great Moon Gathering (a professional development opportunity). The workshop focused on addictions and mental health and brought in the Medicine Wheel and its teachings around health an well-being.<br />
<br />
I had "bumped into" the Medicine Wheel over the years, but it was never a focus or explicitely brought up as something educators can use in the classroom. It wasn't until our administrators invited an Elder who resides in the Napanee area (if I remember correctly) to begin our Professional Development day with Medicine Wheel teachings. Our staff gathered in a circle around a giant, fabric Medicine Wheel that had been laid down in our library. We learned how the Medicine Wheel represents many teachings and explanations of how life and the world work. The Elder used pictures mounted on construction paper to show us how it teaches us about health, seasonal cycles, life cycles, stages of life, the cardinal directions, four sacred medicines, races of humankind, the elements, and more. She also taught us that the Medicine Wheel is a symbol that represents "that Indigenous teachings take place here" - that it is a safe and inclusive environment (I immediately made a connection to how many educators and others have rainbows or other LGBTQ ally stickers or signs displayed.).<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjknJZKEdC8jIEqv7qyYaTFV6BlTxV-IFlLIHSnouQWEoZn91n-62vn0BXS6xh-Ndr0zxGyKkQn7nqhA2JeQ0x3PCOJ0CV67j1yqkHvNCKHGDoZ7G671KCL5Ff9ndCGR_64J82IOSoig_s/s1600/medicinewheel.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="540" data-original-width="900" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjknJZKEdC8jIEqv7qyYaTFV6BlTxV-IFlLIHSnouQWEoZn91n-62vn0BXS6xh-Ndr0zxGyKkQn7nqhA2JeQ0x3PCOJ0CV67j1yqkHvNCKHGDoZ7G671KCL5Ff9ndCGR_64J82IOSoig_s/s320/medicinewheel.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Medicine Wheel</span></td></tr>
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Not all Indigenous Peoples and Nations use the Medicine Wheel. Some use colours other than Yellow, Red, Black, and White. Some have them in a different configuration in the circle. If you're wishing to incorporate the Medicine Wheel in your space, please take a look and see what is used in your region. In this post, I will be referring to the Medicine Wheel with yellow in the East, red in the South, black in the West, and white in the North. My RECE partner this year taught me that the white should always be pointing to the North and teachings begin in the East (I remember this because the Sun rises in the East, thus starting the day).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZ2geNWYGYYTYBkDBK7UcdMsXeVKuqkRDbMCG8jsSq-WP6WHDQDNkzrZhAGxwU3J7Ss8f-4EGjidp32b4jAr0GGcbGlf6kilBD1FtJmxXt0DsC56_mDW_eqGNTlrRwBYZ8aaW9Rpldq3w/s1600/20190527_114341.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZ2geNWYGYYTYBkDBK7UcdMsXeVKuqkRDbMCG8jsSq-WP6WHDQDNkzrZhAGxwU3J7Ss8f-4EGjidp32b4jAr0GGcbGlf6kilBD1FtJmxXt0DsC56_mDW_eqGNTlrRwBYZ8aaW9Rpldq3w/s200/20190527_114341.jpg" width="150" /> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-EWs7z1BdQXRAokBe2Jk8tJDYzxLBhjP-OzXqE2hdrH_2A7wQorJszFhCLG7Z5QdFGFOf4mxguQJ6nv-n3QB4XImewmkwro_jGOyrNebVu9lAStD1AzeOzlCQFHftgu1IvgTcvtVKWcQ/s1600/20190527_081944.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-EWs7z1BdQXRAokBe2Jk8tJDYzxLBhjP-OzXqE2hdrH_2A7wQorJszFhCLG7Z5QdFGFOf4mxguQJ6nv-n3QB4XImewmkwro_jGOyrNebVu9lAStD1AzeOzlCQFHftgu1IvgTcvtVKWcQ/s200/20190527_081944.jpg" width="150" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFIbKzPPNhIN_8JuGDMwffaGbLsYNoOtLvLxdUhZ7ICLBqdIPtnk_0TNg8eWP4es3fjUAldquunK7uVJPO-eatZQ7ZcvXrbZrF7e0O-JqA_Dx9m2EsD6T7NpyOg_we_IwBermS16lsRrM/s1600/20190605_094517.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFIbKzPPNhIN_8JuGDMwffaGbLsYNoOtLvLxdUhZ7ICLBqdIPtnk_0TNg8eWP4es3fjUAldquunK7uVJPO-eatZQ7ZcvXrbZrF7e0O-JqA_Dx9m2EsD6T7NpyOg_we_IwBermS16lsRrM/s200/20190605_094517.jpg" width="150" /></a></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8QiD9uavAh72Is2iiEkIRzuntiM3Og4N4wQnudV2y1RGg6rWiODZgpvE8Mw5ECe2ra2v55XTo-D7UsfSxUmwABvX1sxKc1jM4DbbBb4ca6Nj0VyEVjo__aY7YMQ6ARcl44qLeIaS-WoY/s1600/20190527_081908.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8QiD9uavAh72Is2iiEkIRzuntiM3Og4N4wQnudV2y1RGg6rWiODZgpvE8Mw5ECe2ra2v55XTo-D7UsfSxUmwABvX1sxKc1jM4DbbBb4ca6Nj0VyEVjo__aY7YMQ6ARcl44qLeIaS-WoY/s320/20190527_081908.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Here are some easy ways that I incorporated the Medicine Wheel (and literature!) into our butterfly inquiry. We raised Painted Lady Caterpillars and watched then turn to chrysalises then released the butterflies in our Grow Garden. I plan on including Black Line Masters like these in the resource collaboration project that I'll be working on this summer.</span></td></tr>
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It got better. Our technology teacher built a few Medicine Wheel tables for our school! Because infusing FNMI content into our classroom was happening so much this year, we were chosen to have one in our room! She's extremely talented and kind - and happened to be taking the <a href="http://etfo-aq.ca/courses/teaching-first-nation-metis-and-inuit-children/" target="_blank">Indigenous Education AQ course</a> online (and we supplied her with tons of lessons, pictures, and videos of student learning in return).<br />
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<tr><td style="text-align: center;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyqhqXxjyTYpq7mTntahcgNzuOzsSu7wasI5P_4SvPtgDw9WRVKBVHujfdrYyol3u9SkNocyvHIanF1JiwMQLONPC6nHi3kYtcibxzcgWXzdxYiCUF73kVwk4zQvSXv4Xneakmnqccwrs/s320/20190417_144512.jpg" style="margin-left: auto; margin-right: auto;" width="240" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Here's the Medicine Wheel table that was made by our amazing tech teacher!</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiAlgdDisHu6mkqaQn1hWleGOQmr4gP2yzcY1-5M7kAuia0d0QJXPbDnAWCwiqkeia0yfjgBLrdbGL7VDnifYq6xEJCapFaMsNQk5XqLLdZb1WC2MFMHGuKpSAsTKZBioW5zIyUdQyZak/s1600/seasonalcycles1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1096" data-original-width="1524" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiAlgdDisHu6mkqaQn1hWleGOQmr4gP2yzcY1-5M7kAuia0d0QJXPbDnAWCwiqkeia0yfjgBLrdbGL7VDnifYq6xEJCapFaMsNQk5XqLLdZb1WC2MFMHGuKpSAsTKZBioW5zIyUdQyZak/s320/seasonalcycles1.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Our first inquiry and teaching with the Medicine Wheel table was about the seasonal cycle. This coincided with Spring weather and lots of student talk about worms, birds, insects, and gardening. We gathered loose parts from around the room and students sorted them by season (also important to note that some things, like butterflies, can belong in a few areas). This was wonderful for oral language and critical thinking! Can you tell which colour is which season? Can you see the connections to Ontario Grade 1 Science and Ontario Kindergarten's Problem Solving and Innovating (sorting various ways)?</span></td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyqhqXxjyTYpq7mTntahcgNzuOzsSu7wasI5P_4SvPtgDw9WRVKBVHujfdrYyol3u9SkNocyvHIanF1JiwMQLONPC6nHi3kYtcibxzcgWXzdxYiCUF73kVwk4zQvSXv4Xneakmnqccwrs/s1600/20190417_144512.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiOQIHDAIN1blxKdfC4_hH-lL7Gu9YW242vwgmKTFgh-zmqLVWoUdxqY6qeSKH0kBP8QBwimiXcEFWrVdeP3tZ0lvJWVmBAPblRIjEWr1yxfuMNr6TWa5tBuxl-9ES-HuAdkCCHtUGhsI/s1600/stageslife2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiOQIHDAIN1blxKdfC4_hH-lL7Gu9YW242vwgmKTFgh-zmqLVWoUdxqY6qeSKH0kBP8QBwimiXcEFWrVdeP3tZ0lvJWVmBAPblRIjEWr1yxfuMNr6TWa5tBuxl-9ES-HuAdkCCHtUGhsI/s320/stageslife2.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">A conversation about a pet that passed away started conversations about the cycle of life. One Kindergarten student put it profoundly, "Things die so there can be new life. Like, old cats die but there's always baby kittens." We started looking through our stash of National Geographic magazines for pictures of people and animals in various stages of life. Students helped me glue them down on construction paper (arranging to minimize paper waste - a spacial awareness activity!) to prevent confusion with what's on the back. Can you see how they sorted?</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvbr8j2QcGJyKBaxKja8lJbga7y_kuDV0QOysmXvBUpdFlehB4r8WFRB6MKIU3qHT03Ism5fehlMkyrqdSab8qHZQVQIlufvUP5n_dQQWv7QT3cVD45bVRt3ohcD-38VHhy4B1Lxy9k4o/s1600/20190506_073747.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvbr8j2QcGJyKBaxKja8lJbga7y_kuDV0QOysmXvBUpdFlehB4r8WFRB6MKIU3qHT03Ism5fehlMkyrqdSab8qHZQVQIlufvUP5n_dQQWv7QT3cVD45bVRt3ohcD-38VHhy4B1Lxy9k4o/s320/20190506_073747.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">This year, our students were really interested in researching animals on <a href="http://pebblego.com/">PebbleGo.com</a>. On a world map, they'd often sort toy animals by which continents they're found (for example, placing a toy koala on Australia and polar bear in northern Canada or other polar region). I used an outline of a map and my clipart to show where some animals, buildings, and other things are from. I added a star where our city is. Students sorted pictures based on where they are in relation to us! Many students even showed an understanding of intermediate directions, (NE, SE, SW, NW) and placed pictures on the borders between colours! Do you see the explicit connections to the Ontario Grade 2 curriculum?</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW5xkHRI0pHcd0CGg5sytf4MxHUCAEELvqc2PL0lq3lnvvmofV4bjRsdxuAEH4d-7WeZDTo0QAchi_M0EL6SgP45t-mwFGII1gvL8otWneBIRiULsK252XTHAhjP42j9StuPV4st0s4Gc/s1600/dailycycles1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1213" data-original-width="1407" height="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW5xkHRI0pHcd0CGg5sytf4MxHUCAEELvqc2PL0lq3lnvvmofV4bjRsdxuAEH4d-7WeZDTo0QAchi_M0EL6SgP45t-mwFGII1gvL8otWneBIRiULsK252XTHAhjP42j9StuPV4st0s4Gc/s320/dailycycles1.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">We read <a href="http://goodminds.com/how-chipmunk-got-his-stripes-tale-bragging-and-teasing-paper-ed">How Chipmunk Got His Stripes</a> and the book refers to how the Sun rises in the East and sets in the West. Time to bring in our Medicine Wheel table! During my planning time, I went through my clipart to find pictures depicting what happens during different times of the day. This also brought out a lot of oral communication skills and collaboration. Do you see the explicit connection to Ontario Grade 1 Science?</span></td></tr>
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I have connected with a local Elder to collaborate and make a resource so incorporating the Medicine Wheel into your classroom is much easier - and plan on including print-and-go resources as seen above (but a bit more refined!). That's my summer project and I'll post a link here when it's done!</div>
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<b><u>Residential Schools</u></b></div>
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This is a very sensitive - but important, subject. Like other topics, I have heard arguments against introducing residential schools to students in the primary years (K-3). However, I feel that sensitive or "difficult" topics can be introduced to children with age-appropriate conversations and resources. They do not need all of the details and controversies with young children - but I also feel like this topic shouldn't be a surprise in the Intermediate years and in high school. It is a horrible time in Canadian history (Did you know the last residential school closed in 1996?), but it cannot be erased nor forgotten.</div>
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In Kindergarten, we always stress kindness and acceptance. Treat others well. Be kind. Help others. Celebrate differences. Be empathetic. I've used these principles when resolving bullying issues and social disagreements (<a href="http://www.youthdiversion.org/index.cfm/programs/mend/program-details/">MEND conversations</a>), with LGBTQ texts (like <u>10,000 Dresses</u> or <u>And Tango Makes Three</u>), celebrating World Down Syndrome Day, celebrating Autism Awareness Month, Black History Month (Yes, we celebrate Martin Luther King Jr. Day and I tell students he was shot and killed by somebody who didn't like him.), and with introducing residential schools as well. I have used Eve Bunting's <u>Terrible Things: An Allegory of The Holocaust</u> in Grades 1/2 in the past.</div>
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One way I have put it is, "There were people living on Turtle Island before people from Europe came on the ships. (These peoples, we now refer to as First Nations and Inuit.) Many people who came on the boats and their children and children's children, and so on (descendents) did not like the people who were here first and tried to control them. They forced children to be away from their families and live at school. A lot of people working in the school were not nice to the children. They cut their hair, didn't let them speak their own language or wear their own clothing, and even changed their names! Many children were hurt and some even died. Some tried to run away. These were called residential schools and they were open for a very long time, all across our country."</div>
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Many students add to the conversation. Why is your name important? How is the way you wear your hair part of your identity? Do you speak another language? What role do your parents, extended family, and community play in your upbringing? They all agree that residential schools were not a nice thing. They understand why it is important that we learn from historical mistakes and honour our diversities and the history of this land. (As for curriculum connections, there are connections in Social Studies as well as Kindergarten's Belonging and Contributing frame.)</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTwD1RzspsU62xWFyXYIh2f_SnembNuZh0GgZVAYzzNm1UimVUIr1YQ4qj3yQmvmi4pK_x5hmp6mZuegey4ehLtYribwFmbyFJBFGludmAr6Y1jnKYn74jVejlp821oKVu_-JAE5y_7y8/s1600/stolenwords.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1500" data-original-width="1500" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTwD1RzspsU62xWFyXYIh2f_SnembNuZh0GgZVAYzzNm1UimVUIr1YQ4qj3yQmvmi4pK_x5hmp6mZuegey4ehLtYribwFmbyFJBFGludmAr6Y1jnKYn74jVejlp821oKVu_-JAE5y_7y8/s320/stolenwords.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;"><a href="http://goodminds.com/stolen-words-hardcover-ed">Stolen Words</a> is one book I used this year (in Kindergarten) to bring an awareness of residential schools. Click the title to see the synopsis by GoodMinds. The pictures bring dramatic feelings (it reminds me of the illustrations in the book <u>The Magic Beads</u>). Feeling emotions while reading is important - all sorts of emotions. If I remember correctly, we read it on <a href="http://www.orangeshirtday.org/">Orange Shirt Day</a> (September 30).</span><br />
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<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZDe1TxrG5PbuUOdiSog07CfZUl7vD_-VVbsNMLCjTRyJmQacTZTDSlbgz4WIbVafWvtHMgQyDnUfM8xZx4hlAc-tMYylwLhPuFCze-L2K1QgT6IqyNyky5i2iQjHBZpjKtp0yXa5y7Mg/s1600/51WniBvaHoL._SX258_BO1%252C204%252C203%252C200_.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="279" data-original-width="260" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZDe1TxrG5PbuUOdiSog07CfZUl7vD_-VVbsNMLCjTRyJmQacTZTDSlbgz4WIbVafWvtHMgQyDnUfM8xZx4hlAc-tMYylwLhPuFCze-L2K1QgT6IqyNyky5i2iQjHBZpjKtp0yXa5y7Mg/s1600/51WniBvaHoL._SX258_BO1%252C204%252C203%252C200_.jpg" /></a></td></tr>
<tr><td class="tr-caption"><span style="font-size: x-small;">This book has been in my library for a couple years, although I have not used it as a read-aloud. <a href="http://goodminds.com/when-we-were-alone-hardcover-ed-2018-fncr">When We Were Alone</a> follows a conversation between a child and their Kokum (Grandmother) about her experience as a child in a residential school. Click the title to read more via GoodMinds.</span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">I used <a href="http://goodminds.com/my-name-seepeetza-paper-ed">My Name is Seepeetza</a> when I taught a locally-developed English course in Kashechewan. I'd recommend it for Intermediate grades (7-10). It is written in a diary format and follows a 12-year-old girl as she attends Kamloops Residential School. Please click the book title to read more via GoodMinds.</span></td></tr>
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<b><u><br />Other Activities</u></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTYYQ03oKf8d4ic81Hj5p8mc301Txpc8Qf2ddsHYtfMtKOi_Fbve1OqIR5H-BhHUEel2sRN1rqCo8KxLOW7Idlpx561g1FgdxgGfDLUTcnZNH-pf6n5_209hvwdNDaTrNxbdFMFQ0mwgE/s1600/20190617_092447.jpg" imageanchor="1" style="font-size: medium; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTYYQ03oKf8d4ic81Hj5p8mc301Txpc8Qf2ddsHYtfMtKOi_Fbve1OqIR5H-BhHUEel2sRN1rqCo8KxLOW7Idlpx561g1FgdxgGfDLUTcnZNH-pf6n5_209hvwdNDaTrNxbdFMFQ0mwgE/s320/20190617_092447.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">We painted pinecones (collected during our community walk) to look like strawberries to celebrate the Strawberry Moon!</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiLYzvn_pUN-qGu7GX-nsJ0xTECkOeuI2NYBNTYVuwudjERE4x5biqUtNrlv1cY-11QCR4D7HK3SgWQSbQy2rUdDR-7uFMTdKPk9o6Yn7U6DopXQQDPWrRlJbQVA0DHA5hBGAE8B2Bm1o/s1600/20181019_090511.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiLYzvn_pUN-qGu7GX-nsJ0xTECkOeuI2NYBNTYVuwudjERE4x5biqUtNrlv1cY-11QCR4D7HK3SgWQSbQy2rUdDR-7uFMTdKPk9o6Yn7U6DopXQQDPWrRlJbQVA0DHA5hBGAE8B2Bm1o/s320/20181019_090511.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">After learning that Beaver teaches Wisdom and visiting a local beaver's habitat, we build beaver dams out of plasticine, rocks, and twigs. We could check how water-tight they were by pouring water on one side and comparing water levels. I even had little beaver figurines available!</span><br />
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<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ6Vw36HYuLRkcQ_D7TttgELoQ3LRd1uXu7uYsUFBMHJI-aRgFCvxHlDvboSYzAvgmj9AWtjODlD3bxWa-bHheCH-aeDtXOOjaVNAJW3mOuc19EFLX41l6aJLqZAr-Nhopcr8OI-5pWUg/s1600/stealsfire1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="960" data-original-width="960" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ6Vw36HYuLRkcQ_D7TttgELoQ3LRd1uXu7uYsUFBMHJI-aRgFCvxHlDvboSYzAvgmj9AWtjODlD3bxWa-bHheCH-aeDtXOOjaVNAJW3mOuc19EFLX41l6aJLqZAr-Nhopcr8OI-5pWUg/s320/stealsfire1.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption"><span style="font-size: x-small;">We read Nanabosho Steals Fire, which reminds me a lot about Prometheus (I minored in Classical Civilizations!). This legend also explains why rabbits change colour with the seasons (and so do some other animals). My RECE partner brought in two rabbit pelts: one brown and one white - an idea I got from the ECE classroom speaker in Sharbot Lake years ago!</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGkgyQp_cVpMrxfftVHEObRKzsO8FGPHEGXur0QVe4-hopDc57AOnMgcY5GKJAtSxHaKfzBpyM32z9g43olZ2-Wg3qNgLkkOW9g-hJW3GRYmaPwsHhvxQ0eezMYsIudc4MGQyOasXFUBs/s1600/eaglefoot.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1289" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGkgyQp_cVpMrxfftVHEObRKzsO8FGPHEGXur0QVe4-hopDc57AOnMgcY5GKJAtSxHaKfzBpyM32z9g43olZ2-Wg3qNgLkkOW9g-hJW3GRYmaPwsHhvxQ0eezMYsIudc4MGQyOasXFUBs/s200/eaglefoot.jpg" width="160" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">An eagle talon - brought in by a student!</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSPR6-QEN-mGhMQWu-6uphbet2kkM4mZynCDa30AKVf8t4SCXht8NTZaLyRiV5gdVV7QBFU-DW4PBM2nPQSluJVBRR8hg1ohNfIoajMUeEb1paYJ1FWxUqHcYXdZOgCvv0_i4C4Eyr5HI/s1600/20181120_095047.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSPR6-QEN-mGhMQWu-6uphbet2kkM4mZynCDa30AKVf8t4SCXht8NTZaLyRiV5gdVV7QBFU-DW4PBM2nPQSluJVBRR8hg1ohNfIoajMUeEb1paYJ1FWxUqHcYXdZOgCvv0_i4C4Eyr5HI/s200/20181120_095047.jpg" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Beaver teeth - brought in by a student!</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZJXtkiX9PJIUfHjYXYGCYArK3YQddoc72TIuB6ELC9HaLwQpjsNIH4BXYD5wzFqUsXTLS5VFvykBsxt4_j6ldJwGZPw3BQ_U4dJDNsDK__eL-3TwtthV3YlUseW6ITGgLSuv59QHuRwY/s1600/20190523_080004.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZJXtkiX9PJIUfHjYXYGCYArK3YQddoc72TIuB6ELC9HaLwQpjsNIH4BXYD5wzFqUsXTLS5VFvykBsxt4_j6ldJwGZPw3BQ_U4dJDNsDK__eL-3TwtthV3YlUseW6ITGgLSuv59QHuRwY/s320/20190523_080004.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">We read <a href="http://goodminds.com/water-walker-hardcover-ed-2018-fncr">The Water Walker</a> and students made posters to promote taking care of our water sources (we are located on Lake Ontario) to put up around the school. The book calls North America Turtle Island, so it reminded students of our excellent <u>Turtle Island</u> book.</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaF_sonLtqzi-EaKLEzVUcAAFcITH82V_QIzZ74kUNLmbMll3KDMFMb6ZAi92iJp3obfiHo_87wFH6ckzZqU5VvCRBIVolEhRrs5wKdG7wsv1LG752vmLzTtmFlU8qbr_3HEtuDbwVaec/s1600/41080592_10102044935979605_7956151294903713792_n.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaF_sonLtqzi-EaKLEzVUcAAFcITH82V_QIzZ74kUNLmbMll3KDMFMb6ZAi92iJp3obfiHo_87wFH6ckzZqU5VvCRBIVolEhRrs5wKdG7wsv1LG752vmLzTtmFlU8qbr_3HEtuDbwVaec/s320/41080592_10102044935979605_7956151294903713792_n.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Painting turtles after reading <a href="http://goodminds.com/nanabosho-how-turtle-got-its-shell-paper-ed-5th-printing">Nanabosho: How Turtle Got Its Shell</a>.</span></td></tr>
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<b><u>My Picture Book / Read-Aloud Book List</u></b></div>
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<ul>
<li><span style="font-size: x-small;">Thirteen Moons on Turtle's Back: A Native American Year of Moons (Bruchac & London)</span></li>
<li><span style="font-size: x-small;"><a href="http://www.nativereflections.com/products.php?view=7785&np=1" target="_blank">Thirteen Moons on Turtle's Back</a> (Sandra Samattee)</span></li>
<li><span style="font-size: x-small;">Turtle Island (retold by Bobbie and Gentle)</span></li>
<li><span style="font-size: x-small;">Giving Thanks: A Native American Good Morning Message (Chief Jake Swamp)</span></li>
<li><span style="font-size: x-small;"><a href="http://www.nativereflections.com/products.php?view=4858&sr=turtle%27s%20race%20with%20beaver" target="_blank">Turtle's Race with Beaver</a> (Bruchac & Bruchac)</span></li>
<li><span style="font-size: x-small;">The First Beaver (Caroll Simpson)</span></li>
<li><span style="font-size: x-small;">The Legend of Beaver's Tail (Stephanie Shaw)</span></li>
<li><span style="font-size: x-small;">The Story of the Three Little Beavers and the Big Bad Wolf (Bobbie and Gentle)</span></li>
<li><span style="font-size: x-small;">Maple Moon (Connie Brummel Crook)</span></li>
<li><span style="font-size: x-small;">Goose Moon (Carol Arden)</span></li>
<li><span style="font-size: x-small;">The First Strawberries: A Cherokee Story (retold by Joseph Bruchac)</span></li>
<li><span style="font-size: x-small;">Everybody Needs A Rock (Byrd Baylor)</span></li>
<li><span style="font-size: x-small;">Nipin and the Rocks (Victoria Bouvier)</span></li>
<li><span style="font-size: x-small;">Trudy's Rock Story (Trudy Spiller)</span></li>
<li><span style="font-size: x-small;">Dawn Flight: A Lakota Story (Kevin Locke)</span></li>
<li><span style="font-size: x-small;">The Medicine Wheel: Stories of a Hoop Dancer (Teddy Anderson)</span></li>
<li><span style="font-size: x-small;">The Sharing Circle (Theresa "Corky" Larsen-Jonasson)</span></li>
<li><span style="font-size: x-small;">Nanabosho Grants a Wish (Joe & Matrine McLellan)</span></li>
<li><span style="font-size: x-small;">The Birth of Nanabosho (Joseph McLellan)</span></li>
<li><span style="font-size: x-small;">Nanabosho and the Butterflies (Joe & Matrine McLellan)</span></li>
<li><span style="font-size: x-small;">Nanabosho Steals Fire (Joseph McLellan)</span></li>
<li><span style="font-size: x-small;">Nanabosho: How the Turtle got its Shell (Joe McLellan)</span></li>
<li><span style="font-size: x-small;">Nanabosho Dances (Joe McLellan)</span></li>
<li><span style="font-size: x-small;">Nikik and Wapus Save the People (Joe McLellan)</span></li>
<li><span style="font-size: x-small;">Zomo the Rabbit: A Trickster Tale from West Africa (Gerald McDermott)<br />* This trickster rabbit reminds me of Nanabosho, so I have included it on this list.</span></li>
<li><span style="font-size: x-small;">How Chipmunk Got His Stripes (Joseph & James Bruchac)</span></li>
<li><span style="font-size: x-small;">The Bear's Long Tail: A Tale Retold (Jane Chartrand)</span></li>
<li><span style="font-size: x-small;">Storm Boy (Paul Owen Lewis)</span></li>
<li><span style="font-size: x-small;">How the Sun was Born - Como el Sol Nacio (written and illustrated by third-grade stuents at Drexel Elementary School, Tucson, Arizona)<br />* I studied Spanish as a student in Texas and have had Spanish-First-Language students in my school.</span></li>
<li><span style="font-size: x-small;">Raven: A Trickster Tale from the Pacific Northwest (Gerald McDermott)</span></li>
<li><span style="font-size: x-small;">How Raven Stole the Sun (Maria Williams)</span></li>
<li><span style="font-size: x-small;">The Raven and the Loon (Rachel & Sean Qitsaulik-Tinsley)</span></li>
<li><span style="font-size: x-small;">The Little Hummingbird (Michael Nicoll Yahgulanaas)<br />* The <a href="https://shop.etfo.ca/products/primary-etfo-arts" target="_blank">ETFO Primary Arts</a> resource uses this book.</span></li>
<li><span style="font-size: x-small;">The Raven (<a href="http://eaglecrestbooks.com/">eaglecrestbooks.com</a>)</span></li>
<li><span style="font-size: x-small;">Alaska's First People (Judy Ferguson)</span></li>
<li><span style="font-size: x-small;">a northern alphabet (Ted Harrison)</span></li>
<li><span style="font-size: x-small;">Sweetest Kulu (Celina Kalluk)</span></li>
<li><span style="font-size: x-small;">My Arctic 123 (Michael Arvaarluk Kusugak)</span></li>
<li><span style="font-size: x-small;">The Lonely Inukshuk (written and illustrated by students Inuglak School - Whale Cove, Nunavut)</span></li>
<li><span style="font-size: x-small;">Hide and Sneak (Michael Arvaarluk Kusugak)</span></li>
<li><span style="font-size: x-small;">The Delta is My Home (Tom McLeod & Mindy Willett)</span></li>
<li><span style="font-size: x-small;">A Promise is a Promise (Robert Munsch & Michael Kusugak)</span></li>
<li><span style="font-size: x-small;">Smelly Socks (Robert Munsch)</span></li>
<li><span style="font-size: x-small;"><a href="http://www.scholastic.ca/munsch/books/bear-for-breakfast-dual.php" target="_blank">Bear for Breakfast</a> (Robert Munsch, illustrated by Jay Odjick)</span></li>
<li><span style="font-size: x-small;"><a href="http://www.scholastic.ca/munsch/books/blackflies.php" target="_blank">Blackflies</a> (Robert Munsch, illustrated by Jay Odjick)</span></li>
<li><span style="font-size: x-small;">Totem Poles (a PebbleGo nonfiction book)</span></li>
<li><span style="font-size: x-small;">Jingle Dancer (Cynthia Leitich Smith)</span></li>
<li><span style="font-size: x-small;">Anishinabe Nation Colouring Book (given to our class by the <a href="https://www.anishinabek.ca/" target="_blank">Union of Ontario Indians</a>)</span></li>
<li><span style="font-size: x-small;">Alex Shares his Wampum Belt (Kelly Crawford)</span></li>
<li><span style="font-size: x-small;">Dakota Talks About Treaties (Kelly Crawford)</span></li>
<li><span style="font-size: x-small;">You Hold Me Up (Monique Gray Smith)</span></li>
<li><span style="font-size: x-small;">Our Healthy Journey: A Collection of First Nations Children's Perspectives (<a href="http://akisqnuk.org/clc/OurHealthyJourney_-_Children's_Book.pdf" target="_blank">available via PDF</a>)</span></li>
<li><span style="font-size: x-small;">Lila and the Crow (Gabrielle Grimard)</span></li>
<li><span style="font-size: x-small;">Stolen Words (Melanie Florence, illustrated by Gabrielle Grimard)</span></li>
<li><span style="font-size: x-small;">When We Were Alone (David A. Robertson)</span></li>
<li><span style="font-size: x-small;">The Water Walker (Joanne Robertson)</span></li>
<li><span style="font-size: x-small;">Sometimes I Feel Like A Fox (Danielle Daniel)</span></li>
<li><span style="font-size: x-small;">Catcha Bear and the Seven Teachings series (7 books)</span></li>
<li><span style="font-size: x-small;">Good Morning World (artwork by Paul Windsor, Haisla, Heiltsuk)</span></li>
<li><span style="font-size: x-small;">Learn the Alphabet with Northwest Coast Native Art</span></li>
<li><span style="font-size: x-small;">Learn to Count with Northwest Coast Native Art</span></li>
<li><span style="font-size: x-small;">Sharing Our World: Animals of the Native Northwest Coast</span></li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXAx_Z_OCzchyphenhyphenNsIu8qzrN9mVSckFOr52S09AgPkRPahowRe2q42KEtDW0f70ig0u5Y53jH7mteLF0iWjA3D6D8lsmjk-0W0t2-Hc-QJGKTB8Kg2vjy-sMdea8xOGFHpCTqmJZzQ06uwM/s1600/20190621_095801.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXAx_Z_OCzchyphenhyphenNsIu8qzrN9mVSckFOr52S09AgPkRPahowRe2q42KEtDW0f70ig0u5Y53jH7mteLF0iWjA3D6D8lsmjk-0W0t2-Hc-QJGKTB8Kg2vjy-sMdea8xOGFHpCTqmJZzQ06uwM/s200/20190621_095801.jpg" width="200" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtsVU8Knd9sWISE8pcBQdk5-nXpQI4657bL4qnFQ2NhxPc2LFAuSxQPDyh5ogibPgAzSBCZcT_Fyp1Y2rbqGcjCpeTbveO4uAKwOXPBbWj_q-DCGKD1I3cn83aAqpqXtqBEqHgMHW85NQ/s1600/20190621_095812.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtsVU8Knd9sWISE8pcBQdk5-nXpQI4657bL4qnFQ2NhxPc2LFAuSxQPDyh5ogibPgAzSBCZcT_Fyp1Y2rbqGcjCpeTbveO4uAKwOXPBbWj_q-DCGKD1I3cn83aAqpqXtqBEqHgMHW85NQ/s200/20190621_095812.jpg" width="200" /></a></div>
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<b><u>More Resources</u></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHUKB_0vNkQ_Jp-RHcpCDJfkKik7Mp8sPR0aGsgtoUI1rCgbU1vZN_oXXk6PymteacLryh3MCHFZFCABMoYjYMttvtNA6y0py6zui9JTqCuSOeHz06n1pM50kT4rz6dZJ6YRg0tT3lq44/s1600/Screenshot_20190710-111746_Instagram+%25281%2529.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="758" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHUKB_0vNkQ_Jp-RHcpCDJfkKik7Mp8sPR0aGsgtoUI1rCgbU1vZN_oXXk6PymteacLryh3MCHFZFCABMoYjYMttvtNA6y0py6zui9JTqCuSOeHz06n1pM50kT4rz6dZJ6YRg0tT3lq44/s320/Screenshot_20190710-111746_Instagram+%25281%2529.jpg" width="151" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">"<a class="" href="https://www.instagram.com/explore/tags/fnmieducation/" style="background-color: white; border: 0px; color: #003569; font-stretch: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: left; vertical-align: baseline;">#FNMIEducation</a> <span style="background-color: white; font-family: , "blinkmacsystemfont" , "segoe ui" , "roboto" , "helvetica" , "arial" , sans-serif; text-align: left;">doesn’t always have to be an elaborate lesson. It can look as simple as reading a book by an Indigenous author or an author who co-wrote with an Indigenous community."</span></span></td></tr>
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Liv Rondeau is currently a Masters of Education Candidate at Queen's University. She can be found on Instagram at <a href="https://www.instagram.com/fnmieducation/">@FNMIeducation</a>, Twitter at <a href="https://twitter.com/MissORondeau">@MissORondeau</a>, and has a website at <a href="http://teachingaboriginaleducation.weebly.com/">http://teachingaboriginaleducation.weebly.com</a>. [I asked Liv for permission to link her on this blog post.]</div>
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Emily from Instagram recommends <a href="https://pdce.educ.ubc.ca/reconciliation/">The University of British Columbia's Reconciliation Through Indigenous Education 6-Week Massive Open Online Course (MOOC)</a>. It was recommended to her by a Faculty of Education professor at Queen's University. [I confirmed with Emily that she did not want her Instagram linked.]</div>
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ETFO has a resource called <a href="https://shop.etfo.ca/products/fnmi-engaging-resouce" target="_blank">First Nations, Métis, and Inuit Education Resource: Engaging Learners Through Play</a>. I do not own this resource (yet).</div>
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The National Film Board of Canada has a website called <a href="https://www.nfb.ca/playlist/indigenous-cinema-classroom-ages-611" target="_blank">Indigenous Cinema in the Classroom Ages 6-11</a>. It has several short films (some only a couple minutes long) by Indigenous filmmakers, made for young learners.<br />
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<i>Molly of Denali</i> is a television show for children. It's available online through <a href="https://gem.cbc.ca/season/molly-of-denali/season-1/b267fb73-c570-41d6-a66c-095073881f60" target="_blank">CBC</a> (Canada) and PBS (USA). From what I've read, the characters are voiced predominantly by Indigenous Peoples and the episodes often celebrate culture and life in the North. Each episode includes 2 stories, between which are real-life clips. The first episode, <i>Grandpa's Drum</i>, includes some references to "boarding schools" (residential schools) and loss if identity/culture (assimilation).<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRW0T_c0CeVb7rNavClCl9dbzi8AHixqnsUsdtwHDQmFCevPyAycmtwdaK8BShglzCCgQj5gXroFgqx_4xdze_HvDRwwwKjj9yWu-6m5FI7AFDKgY3mO4_xR-UDMjCEURH0H9gsXO5dbo/s1600/getspic.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="1280" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRW0T_c0CeVb7rNavClCl9dbzi8AHixqnsUsdtwHDQmFCevPyAycmtwdaK8BShglzCCgQj5gXroFgqx_4xdze_HvDRwwwKjj9yWu-6m5FI7AFDKgY3mO4_xR-UDMjCEURH0H9gsXO5dbo/s320/getspic.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://getepic.com/" target="_blank">Epic!</a> (free for educators) has a lot of FNMI books, including newer releases. You can search in the top toolbar - for example, search "First Nations." Many publications are American, so I caution you to be aware of that and their less-stringent uses of terminology and representations.</td></tr>
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<tr><td style="text-align: center;"><span style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="756" data-original-width="756" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT5sNR_dbt1b5k4yxhP8vmt3IS0_xtBAWYH8eH_lOxfn6w4V9pZZ-05Yv-ba2Q_aVIzXZaOuiBGz-IrL9CPYPSQvxYII2ZBOPcjsY8JSYm9VbpH9yTeiceniwSxxZ6cHhev7cLOR7VUpM/s200/medicinewheel.png" width="200" /></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;">50% of the sales of <a href="https://www.teacherspayteachers.com/Product/Medicine-Wheel-Teachings-Cycles-in-Nature-for-the-Primary-Classroom-4901874" target="_blank">this resource</a> will be donated to the <a href="https://downiewenjack.ca/" target="_blank">Gord Downie and Chanie Wenjack Fund</a> while the remaining 50% will be used to fund FNMI learning opportunities for my students (Elder visits, field trips, purchase of items and books, <i>etc</i>.).</td></tr>
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Mrs. Ford (Laidlaw)http://www.blogger.com/profile/11146614908406812101noreply@blogger.com0tag:blogger.com,1999:blog-3555489876429683868.post-84198410579558764282019-01-14T15:39:00.001-08:002019-01-14T16:47:30.716-08:00Math Talks with inclusion of Oral LanguageWe have some tricky transition times in our play-based Kindergarten class (the program in Ontario is a play- and inquiry-based, student-centered program). Our trickiest one is after first recess: myself (the classroom teacher) and the Educational Assisant are coming indoors from recess duty with our students and the Early Childhood Educator is returning from snack duty in a room down the hall. Our EA also goes on break immediately after this recess.<br />
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We needed something where the kids were all in one place - preferably on the carpet, and doing something intriguing and meaningful. We tried to have one of us reading a book, but that quickly fell apart. Enter math talks.<br />
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We decided to do something different for every day of the week to keep it feeling new - but also to not go through all my resources too quickly, teach and review many concepts, and keep student interest going. It's been several months now and it's still going great!<br />
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We keep everything to within 15 minutes. That gives kids enough time to put on their shoes, think quietly to themselves, share with a partner, then take turns sharing with the whole class (not everyone gets to share, but I leave the image projected on the board and they can continue into the learning block independently). This also gives educators enough time to change into indoor wear, return to class, clean the tables (and sweep if need be), and set out provocations.<br />
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<b>Monday - Which One Doesn't Belong?</b><br />
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Which-One-Doesnt-Belong-3D-Shapes-Freebie-3648136" style="margin-left: auto; margin-right: auto;" target="_blank"><img alt="" border="0" data-original-height="756" data-original-width="756" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2anbsmX983pdYxa-HsxplQLiJ9ZYYXC5CfaPw0dJaLS93arig7hpQfx5_L8PJr1-0_DhLAzcwbGFVOBj1XPR6aZ3bioI_bCMhvq-NNE1Zkrcae9not4MmoFOi9IJm3gAB_JTlA0skiuM/s320/WODB-3Dshapes.png" title="Which One Doesn't Belong - Miss Laidlaw's Classroom" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Which One Doesn't Belong - 3-D Figures by Miss Laidlaw's Classroom</td></tr>
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Students are greeted with an image like the one above projected on the board. The images can include numerals, letters, quantities of items, healthy eating items, shapes, graphs, and so much more! Students are prompted with a simple question: which one doesn't belong? They will need support explaining WHY it is different and WHY they chose it - especially in the beginning. Some may need support only choosing ONE item that doesn't belong.<br />
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As you can see, the answer is open-ended. You should tell them there is no right or wrong answer - but they do need to explain why they chose that one. Some example answers for the image above include:<br />
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<i>"The pilon doesn't belong because it's the only one that's a cone. The rest are spheres."<br /><br />"The globe doesn't belong because it's the only one that's not orange."<br /><br />"The orange doesn't belong because it's the only one you can eat."</i><br />
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Explaining WHY is important. As we progress and I model these probing questions for students who need help, I start to tell students to make sure their partners have a complete answer during the <a href="http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html" target="_blank">Think, Pair, Share</a> process.</div>
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<b>Tuesday - Dot Talk</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP_VxIvWuC5S83yCTHjjRTNWgbruZ_VLHt7rLXS-C9mHBiwL1E-ErEfKf5PbejKH3LQOU2_656ylZSss1a-DQyxhA8ZcIC2JIGTtpc9CLBQgySaazBRAnE798P53EeJQlOJMx7DtyyyLI/s1600/mathtalkdottalk.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="960" data-original-width="960" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP_VxIvWuC5S83yCTHjjRTNWgbruZ_VLHt7rLXS-C9mHBiwL1E-ErEfKf5PbejKH3LQOU2_656ylZSss1a-DQyxhA8ZcIC2JIGTtpc9CLBQgySaazBRAnE798P53EeJQlOJMx7DtyyyLI/s320/mathtalkdottalk.jpg" width="320" /></a></div>
<b><br /></b>There are many resources for dot talks: create your own, a few teacher books, resources from TPT, student-created arrangements, <i>et cetera</i>. No matter what you choose, they all basically work the same. With Kindergarten, we are working with quantities to 10 as per the program expectations. However, in older grades, you can easily get into multiplication as you get into greater numbers and when arranged in arrays.<br />
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My prompt is "How many dots are there? Can you tell me how you know?" When students come up, I write down their thinking for them. Colleagues have shared they have their students complete on whiteboards, in notebooks, on photocopies, or whatever works for you!<br />
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Some things I point out to students:<br />
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<li>It doesn't matter which order you count the dots. You always get the same amount!</li>
<li>Different ways to group and add. For example, 4+1=5 - but so is 2+2+1 and 2+3.</li>
<li>One-to-one correspondence (pointing and counting as slowly as your finger moves) so you get an accurate count.</li>
<li>Subitizing - recognizing arrangements (like arrangements on dice).</li>
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<b>Wednesday - Rekenrek</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtfEds-HOLxI4P-a8rUctX7Wl_MgH9Pb8DznIpP6vlKJwdEds5Dl05NKTsP6cGNNI8pBnRT98Y_fgNOJv3xDpE_4gGtMhT8NEURtth-xOgH_8ilIlvooy3KoRhtDDgzIQgB72Xyhzhksc/s1600/mathtalkrekenrek2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="621" data-original-width="1117" height="177" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtfEds-HOLxI4P-a8rUctX7Wl_MgH9Pb8DznIpP6vlKJwdEds5Dl05NKTsP6cGNNI8pBnRT98Y_fgNOJv3xDpE_4gGtMhT8NEURtth-xOgH_8ilIlvooy3KoRhtDDgzIQgB72Xyhzhksc/s320/mathtalkrekenrek2.jpg" width="320" /></a></div>
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While we have a physical rekenrek in our classroom, we use the Number Rack app for this. As Ontario's Kindergarten Program works with numbers to 10, we are only using one line. However, you can easily add multiple lines to your rekekrek to work with larger numbers.<br />
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We started without covering up one side of the rekenrek. I wanted them to see that there's always 10 on a line (also showed them this over and over again). There are always 5 red and 5 white. My prompt was simply, "What Math do you see?" Students sorted red and white beads, simply counted, added different quantities seen, and explored subtraction.<br />
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Then, one day, I added the box. <i>"We have to solve the mystery!" </i>They automatically became detectives. Again, we Think, Pair, Share and build on each other's knowledge and ideas to prove ourselves.<br />
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As students get up and share whole-class, we have a rule that you're not allowed to say the same thing that somebody said before you - you need to listen! You're allowed to share one step or idea at a time to make sure nobody hogs the glory. At times, I may need to paraphrase or show a written strategy to help them with their proofs. This is all new to our little Kinders! As a student finishes sharing, they pass the pointer stick to a classmate who they feel was a respectful listener (it runs itself!).<br />
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When we think we have the answer, we make a drumroll with our hands on our knees and move the box. Were we right?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9mX8FGdO4Wb6qEY0PtsyQ2ynO9qqtUB2DzPeyha8-jA6wcqscq3GnDGyftq7wh6HAsCYhXmEvffRryiRpGQ6I2q6VJTceuE2M93NqlQ6OnqTdU5L56aQQmGdm5DvPT2Ta0j33aq_xAGY/s1600/mathtalkrekenrek.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="645" data-original-width="1053" height="196" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9mX8FGdO4Wb6qEY0PtsyQ2ynO9qqtUB2DzPeyha8-jA6wcqscq3GnDGyftq7wh6HAsCYhXmEvffRryiRpGQ6I2q6VJTceuE2M93NqlQ6OnqTdU5L56aQQmGdm5DvPT2Ta0j33aq_xAGY/s320/mathtalkrekenrek.jpg" width="320" /></a></div>
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<b>Thursday - Math Picture</b><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA_rHcPt0WbuHSoYFTrY2dTUAzaXwQaL_vAS9MG0Hs-lxiXpec0OsPSaJzasg12Mrz3dY0FjcThlWF4qio1LFLNArSEwHM_4lfJ1qDhCGS6pHpYMa81CqiIsvemUQVHUDSIwuIvMFRqGs/s1600/mathtalkpicture.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="900" data-original-width="1200" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA_rHcPt0WbuHSoYFTrY2dTUAzaXwQaL_vAS9MG0Hs-lxiXpec0OsPSaJzasg12Mrz3dY0FjcThlWF4qio1LFLNArSEwHM_4lfJ1qDhCGS6pHpYMa81CqiIsvemUQVHUDSIwuIvMFRqGs/s320/mathtalkpicture.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">You can easily use images found on Google Image! Be sure to choose one beforehand to avoid embarassing moments.</td></tr>
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On Thursdays, I project an image and ask "Tell me what Math you see here." I remind them that Math includes shape, numbers and counting, number sentences, measuring (including mass), patterns, comparing, directions, <i>et cetera</i>. As you can see, it's very open-ended and students of all levels can participate. You can even incorporate ongoing inquiries into this routine - for example, we are currently in a long-lasting inquiry about animals!<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLoBD3_vySGhz0Lmn6jdgAkpPXmQPkEXIBs1mXB3zi-4p1U3Qlgn1yGUprzK7GWCoX9QJTTl3jkDfQBkiJJjz98KZ5MGIct3R8zRFQ-7Flyee15nVJ7pqgJb8NIUsW4401wHTBJpSWIK8/s1600/mathtalkpicture2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="643" data-original-width="1069" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLoBD3_vySGhz0Lmn6jdgAkpPXmQPkEXIBs1mXB3zi-4p1U3Qlgn1yGUprzK7GWCoX9QJTTl3jkDfQBkiJJjz98KZ5MGIct3R8zRFQ-7Flyee15nVJ7pqgJb8NIUsW4401wHTBJpSWIK8/s320/mathtalkpicture2.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This is one of Tara West's TPT products in action. Personally, I do not use the 5-day prompts.</td></tr>
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<b>Friday - Shared Writing</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlyMCTBvh2AThzq9lx5vRVpsD76uLfut6BgH3Trrd8rYW0n8Wosg9k10vdOd6fP5HTxYiwh5FtPUXBgA71bYUHkJYjlBpC3i4nvTnUfcdgCmfQGks_3eUnoeOaARAXESVJei2vaVV4MlY/s1600/C4KELurWAAAd0up.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1200" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlyMCTBvh2AThzq9lx5vRVpsD76uLfut6BgH3Trrd8rYW0n8Wosg9k10vdOd6fP5HTxYiwh5FtPUXBgA71bYUHkJYjlBpC3i4nvTnUfcdgCmfQGks_3eUnoeOaARAXESVJei2vaVV4MlY/s320/C4KELurWAAAd0up.jpg" width="320" /></a></div>
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We decided to switch it up on Fridays! See my <a href="http://misslaidlaw.blogspot.com/2017/02/shared-writing-for-early-writers.html" target="_blank">previous blog post</a> about shared writing for more details.</div>
Mrs. Ford (Laidlaw)http://www.blogger.com/profile/11146614908406812101noreply@blogger.com0tag:blogger.com,1999:blog-3555489876429683868.post-43080946998667989912018-07-13T20:22:00.003-07:002019-08-21T07:48:34.530-07:00Teaching Phonics with Phonemic Awareness Integration: The CodepackIf you're like me (I didn't get my start in Primary; I began my year as a high school teacher and all my elementary LTOs were between grades 6-8), you've felt panicked and ask yourself, "How am I going to teach these children how to read?" It's a terrifying feeling - especially when you may have many who don't even have their letter sounds yet!<br />
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Luckily, I was able to be a part of LDSB's MISA project a few years ago. It was led by our literacy consultant and we combined her passion for early literacy with some amazing things that are happening with our local Reading Clinic. We wanted to test with going back to the basics (phonics), individualized learning, and building a resource base to see if it made an impact on students' phonics knowledge, phonemic awareness, reading scores, and writing.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7SntE-p6uxYkl0VA8RQQLmzLBw-ERXR7wTjaHaYnivHIvNEiO8qNoAiwaEae2dn5Gu2lBDQlgkBj6NUnSM9RoLzfTQ6qess61QmIdz-BG-44qQDq499GpIdlv9fhC9yMQAiUTt-zOmOY/s1600/C_5ulbkUMAAxI8G.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="900" data-original-width="1200" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7SntE-p6uxYkl0VA8RQQLmzLBw-ERXR7wTjaHaYnivHIvNEiO8qNoAiwaEae2dn5Gu2lBDQlgkBj6NUnSM9RoLzfTQ6qess61QmIdz-BG-44qQDq499GpIdlv9fhC9yMQAiUTt-zOmOY/s320/C_5ulbkUMAAxI8G.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Our presentation board at the MISA Eastern Ontario sharing summit in 2017.</td></tr>
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We carefully tracked our data using assessments like phonics screeners, phonemic awareness (focusing on blending and segmenting), reading scores, writing samples, and spelling (I found <i>Words Their Way</i> as an excellent tool because it mirrors our phonics continuum almost perfectly!).<br />
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The phonics screener is an individual meeting with each student to find out which <i>sounds</i> of letters they know. The student is shown a letter and they have to tell its sound. For Ontario Kindergarten, we usually keep it to consonants and short vowels. However, several students know digraphs, long vowels, and a few advanced phonics like dipthongs by the end of the year. Knowing letter sounds is a specific goal in the play-based Ontario Kindergarten program. Because you're tracking it, it's very easy to show (and report on) growth in this area as key learning, if you want.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFeW4ulmoI4F_WxSXV5ZDWpRUC_O6rP5Y82Zz3EoMNFcTai0O9WbbMCPLUM0mJn9fKanf9i9WLkPLg4ZrMkCdInfvSMSNfp1ivf0HbFFlQyWndyrJQM4AtG8QLdCf7ZuKHdvrEdMNgfqg/s1600/codepackexample.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="477" data-original-width="680" height="224" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFeW4ulmoI4F_WxSXV5ZDWpRUC_O6rP5Y82Zz3EoMNFcTai0O9WbbMCPLUM0mJn9fKanf9i9WLkPLg4ZrMkCdInfvSMSNfp1ivf0HbFFlQyWndyrJQM4AtG8QLdCf7ZuKHdvrEdMNgfqg/s320/codepackexample.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Every student has a codepack. It consists of the sounds (letters) they know. Note that each level of phonics has a different colour. Here, consonants are green, short vowels are pink, split long vowels are white, digraphs are yellow, and dipthongs/vowel digraphs are blue. I chose to use pencil cases found at a local thrift store to store them in, labelled with each student's name.</td></tr>
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Now, here's the fun part - the part where you begin working with students. It can be done individually or as a group, as a warm-up or word work center, with a volunteer or Student Support Teacher, <i>etc</i>.. This is where the learning and growth starts. I'll write it as a list to help you with the steps. This is how I do it in SK/1 and Kindergarten - but there are many ways I've seen and heard this used (in grades all the way up to high school levels!).<br />
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<li>Students review the letters in their codepack. By themselves, with a peer, or an educator, students can flip through their known letters (information you get from their first phonics screener). <b>Yes. We are only including their known letters. </b>I keep their known letters loose and their unknown cards in an alligator clip in the case.<br />* As you continue and students master working with their known letters, begin to add 1-3 cards to their codepack's loose letters (how many and how often is up to you - you know the student best!). Incorporate those new pieces of phonetic code into the following activities to help ingrain it in memory and get your student comfortable working with it. Some students master code and add new cards very quickly - others need a lot more repetition and to go more slowly.</li>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuC26OxKwwVfHraMq95CsYzyM2s8kHxr9yeveXLDOuRebtsSs2zPoSxj_OosOtv3sker6PO8E_l9_EWqeDETc94bIY-HQGtYkADchmIBcUxvFuZ4O4T_krMuCJpUOcHO876Ffk7bgCHT0/s1600/C6fxr6sXQAENpV5.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="675" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuC26OxKwwVfHraMq95CsYzyM2s8kHxr9yeveXLDOuRebtsSs2zPoSxj_OosOtv3sker6PO8E_l9_EWqeDETc94bIY-HQGtYkADchmIBcUxvFuZ4O4T_krMuCJpUOcHO876Ffk7bgCHT0/s320/C6fxr6sXQAENpV5.jpg" width="180" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Why do we only work with letters we know (and slowly introduce new letters to learn)? Here's a piece I'd included in my <a href="http://misslaidlaw.blogspot.com/2017/02/shared-writing-for-early-writers.html" target="_blank">shared writing blog post</a>.</td></tr>
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<ol>
<li>Choose some letters and set them out. I try to put out max 10 - fewer cards for struggling students. Make sure you include sounds you can combine to create words. You may choose to quickly review these sounds with the student, "Point to the card that says /p/. Now point to the one that says /th/."</li>
<li>Now it's time to practice <i>sound segmentation</i>! Ask the student to use the cards to spell words (this is why you have to carefully choose the letters you have out). For example, "Can you use the cards to spell DOG? Let's sound it out together - /d/, /o/, /g/. What was the first sound? Which card here makes that sound? Okay, pull the /d/ down. What's the next sound you hear in the word DOG?" You can see how the goal is to have your student(s) begin to segment independently - and apply this during their independent writing.</li>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhT-izTfmEPAsbxSEZ8DLXuDMDucqQQkdDn4M9rOPYE_RwbO2jbFmGg_6x0Ec_PlzfBFzI05ILTdZ3Et8oKCYGJmf6Lxv-euLlAWC_kSkCgOY1zGsdhtrMu1yG-0SmITJp9EX7ACFTmWF4/s1600/exampleofencoding.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="422" data-original-width="707" height="191" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhT-izTfmEPAsbxSEZ8DLXuDMDucqQQkdDn4M9rOPYE_RwbO2jbFmGg_6x0Ec_PlzfBFzI05ILTdZ3Et8oKCYGJmf6Lxv-euLlAWC_kSkCgOY1zGsdhtrMu1yG-0SmITJp9EX7ACFTmWF4/s320/exampleofencoding.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Here, a student has sound segmented to spell the word 'big' using their phonics cards.</td></tr>
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<li>Let's integrate <i>sound blending</i> - a skill necessary for reading! The educator will use the cards to spell a word for the student. The student will need to put the sounds together to read the word. The magic is that the student already knows all of the sounds - they just need to put it together! This is a huge confidence-boost!<br />I was having troubles with students not being able to blend. I'm fairly certain it's because they were pointing to each letter and saying the sound individually - as if they were sound segmenting: /s/, /a/, /t/. Our literacy consultant helped me problem-solve this by modeling and having my students<i> slide</i> their finger along the word and hold the sounds, so it sounds more like "<i>sssssssaaaaaaaat</i>." I found a lot more success that way.</li>
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<div>
Now, I'll explain what I do beyond our codepack activities. Think of it as an <b>extension</b>. The codepack activity itself can take as little as 5 minutes, if needed, once you become efficient and get to know your students. I'll use photos to help explain and give an idea.</div>
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Phonics-Cards-Set-1-Consonants-Short-and-Long-Vowels-Digraphs-Blends-2406501" style="margin-left: auto; margin-right: auto;" target="_blank"><img alt=" Phonics Pack - TPT" border="0" data-original-height="766" data-original-width="1095" height="223" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZesnnfJw9L_n-YPu-id7eD3xG22GonI5j8QVkXxJZ5bp-dnjEffwxFMOkAFWR0JNT6w0ESeT_qKZ2wBgMyU2rBi_mVqqKALYhijpClJnE91sMZIrcwcPhRAr1y3T2vwzm67g6BPCvFsM/s320/exampleofhandwriting.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">In a notebook (I use the half-size notebooks.), students glue in their phonics cards - which consists of <a href="https://www.teacherspayteachers.com/Product/Phonics-Cards-Set-1-Consonants-Short-and-Long-Vowels-Digraphs-Blends-2406501" target="_blank">this TPT product of mine</a> photocopied 8-to-a-page. I select cards for sounds they know - ideally, sounds we just practiced using our codepack. Other things we focus on and I teach during this time, if needed: pencil grip & letter formation (do some of that Occupational Therapy work!).<br />
In my SK/1 class, I've done this as an independent warm-up, a word work center, guided work with me, and left it as an optional activity - always accessible to students (I glued a library pocket into the front and continually put new cards at the child's level in). Students would use a date stamp so I could observe progress.</td></tr>
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Phonics-Cards-Set-1-Consonants-Short-and-Long-Vowels-Digraphs-Blends-2406501" style="margin-left: auto; margin-right: auto;" target="_blank"><img alt=" Phonics Cards - TPT" border="0" data-original-height="504" data-original-width="758" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdqxiVYZJ76ousMe0zpUYyaftta11hzdL_GM7YyHz9iEAaQEFs-HY_5Bi6sAIjg7Il2g8KXqYy2RM6yKWm2d2ATpucJQXaJDX_WHLmElTQbcE1NKxl8Ux2otT5tjFxBvlzSZMukOORYOg/s320/DfgIrXIU8AU6i5J.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Looking to become more organized, I decided to store my phonics cards using hockey card pages from the dollar store! I found the cards slipped out easily, so I added some velcro to keep the slots closed. They're organized by level: consonants at the front, then short vowels, followed by digraphs, long vowels, r-controlled vowels, and so on.</td></tr>
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<tr><td style="text-align: center;"><span style="margin-left: auto; margin-right: auto;"><img alt=" Phonics Cards - TPT" border="0" data-original-height="594" data-original-width="875" height="216" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvfthuUtubMyKTQSbXVg70RQgGCaHiMEMOHeIGwNFFJFL2uC9EzA7H7Xm9avFo2Vr8uG08zwU9UmBXzrw_iPn0cApEd5BmsfYXYQgm4imX-_0ypzBiysd8F3AFNZEppMBzCdi4TgsNQ9g/s320/DgJXQGOVQAEVHTe.jpg" width="320" /></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Sometimes, I added printing paper for students to practice their letter formation. It's important that students see you while you're writing the letter. <i>Handwriting Without Tears</i> is a popular resource for those of us who are unfamiliar with the conventional, "proper" ways of writing letters. I often came up with little stories to help students remember how the letter is written - for example, "A lowercase G is a c with a monkey tail that hangs below the line." We practiced tall, short, and hanging letters. I only used this strategy for difficult letters - and it was personalized (we never <i>all </i>practiced witing lowercase Gs together). I found this paper at the <i>Dollar Tree</i> store.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXw3nQE5odcnrx0blgHaesMuaVUoDIQPnr9V1F0xpEePEzbI0Nm0UPxalFJNaExvp7P_9E3MUPANyCkt4q3telvYZI0DblTLIIGBpqm0K6cIbhuu_2YS-hQbmf2oYA1wAr4Ghi3WmA3Bs/s1600/DedDPhaV4AUqSVk.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="663" data-original-width="748" height="284" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXw3nQE5odcnrx0blgHaesMuaVUoDIQPnr9V1F0xpEePEzbI0Nm0UPxalFJNaExvp7P_9E3MUPANyCkt4q3telvYZI0DblTLIIGBpqm0K6cIbhuu_2YS-hQbmf2oYA1wAr4Ghi3WmA3Bs/s320/DedDPhaV4AUqSVk.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Once students start becoming comfortable with the skill of sound blending, they can begin reading <b>phonetic readers</b>. However, please keep in mine that not all books labelled as phonetic readers are truly so - they often contain words students will have no idea how to decode independently. They only contain some words (often bolded) focusing on a phonics skill. I recommend <i>Scholastic</i>'s <b>BOB BOOKS </b>(pictured). Your school may also have the <b>Primary Phonics</b> books available. You'll notice these texts <i>only contain words which students can decode independently</i>! This is amazing because students see themselves as readers; they don't need adult help and get a huge confidence-boost when they realize, "Hey, I know all the sounds in this book already. I just need to blend them together to get the word!" These books will include common sight words - even at beginning levels.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfSSfLWkknAQI1e3Yb1uqruvOFYOmL90axtLyXNci2mt0RvPwTP4SZHs_g-MHZXSRo2Q7dHe2_99yOFm7n6r_w1MJU8TN_do3e7a2UIABH5BtjNXH_7afnzMgd646EEu8_kIgN7WAMwMM/s1600/Dd5lz9KVMAA5BH0.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="753" data-original-width="585" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfSSfLWkknAQI1e3Yb1uqruvOFYOmL90axtLyXNci2mt0RvPwTP4SZHs_g-MHZXSRo2Q7dHe2_99yOFm7n6r_w1MJU8TN_do3e7a2UIABH5BtjNXH_7afnzMgd646EEu8_kIgN7WAMwMM/s320/Dd5lz9KVMAA5BH0.jpg" width="247" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Utilize phonetic readers to being writing sentences! I photocopied pictures from our <b>BOB BOOKS</b> and trimmed off the words (store with the sentence paperclipped to the bundle so you know the corresponding sentence!). Choose one from the child's level - perhaps even after the student finishes reading that book! Dictate the sentence and the child will write it. You'll notice this practices the phonemic awareness skill of counting words - and you can use it as a platform for teaching basic writing conventions - such as leaving spaces between words and ending punctuation.</td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWPlcQirQtOkpsq5nfAHNGq1vPTOoRRK7YeydBdltdjznO8b-5FeHxB_E6BPCyORxrZPRaBqD3drfK1fF8ZSC6TdkYT5BZ_yqu82_FtItyME-Ug5f3aC7U5EHwjM4cacRLvyueXQTHdOM/s1600/Deng5OZU0AABMZf.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="554" data-original-width="990" height="178" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWPlcQirQtOkpsq5nfAHNGq1vPTOoRRK7YeydBdltdjznO8b-5FeHxB_E6BPCyORxrZPRaBqD3drfK1fF8ZSC6TdkYT5BZ_yqu82_FtItyME-Ug5f3aC7U5EHwjM4cacRLvyueXQTHdOM/s320/Deng5OZU0AABMZf.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Get a group together. This can work with a mixed-level group of students! (Why not have more advanced students modeling and explaining how to sound segment?) Use one codepack and give each student a few letters (in the picture, there are 3 students working together). Say a word and have them segment and work together to spell it. Who has the sound card needed? The conversations you'll hear are amazing - plus, this is practicing several Learning Skills as well!</td></tr>
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Phonics-Cards-Set-1-Consonants-Short-and-Long-Vowels-Digraphs-Blends-2406501" style="margin-left: auto; margin-right: auto;" target="_blank"><img alt=" Phonics Cards - TPT" border="0" data-original-height="703" data-original-width="728" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7s_hw1OLNexuAlEeQVkkcip9JKbYPEAdWr45ucGCyNRxta3htW1RsbVFtyP9eh2B1yRP8Nq37DD4aSfJCd_wIhUW-YuZOn0PsJwBxVZ7tH6idsk4DABAKLxAIQXHNOvZ8PTQco4GcYa4/s320/DedUURoV0AA0ZQp.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Use the assessment information you've acquired to create literacy provocations. These cards are simply full-sized, colour versions of the smaller cards I photocopied for students' notebooks! Click the image to bring you to the product on TPT!</td></tr>
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<center><blockquote class="instagram-media" data-instgrm-permalink="https://www.instagram.com/p/B1aLuYVhhRD/" data-instgrm-version="12" style=" background:#FFF; border:0; border-radius:3px; box-shadow:0 0 1px 0 rgba(0,0,0,0.5),0 1px 10px 0 rgba(0,0,0,0.15); margin: 1px; max-width:300px; min-width:326px; padding:0; width:99.375%; width:-webkit-calc(100% - 2px); width:calc(100% - 2px);"><div style="padding:16px;"> <a href="https://www.instagram.com/p/B1aLuYVhhRD/" style=" background:#FFFFFF; line-height:0; padding:0 0; text-align:center; text-decoration:none; width:100%;" target="_blank"> <div style=" display: flex; flex-direction: row; align-items: center;"> <div style="background-color: #F4F4F4; border-radius: 50%; flex-grow: 0; height: 40px; margin-right: 14px; width: 40px;"></div> <div style="display: flex; flex-direction: column; flex-grow: 1; justify-content: center;"> <div style=" background-color: #F4F4F4; border-radius: 4px; flex-grow: 0; height: 14px; margin-bottom: 6px; width: 100px;"></div> <div style=" background-color: #F4F4F4; 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font-family:Arial,sans-serif; font-size:14px; font-style:normal; font-weight:550; line-height:18px;"> View this post on Instagram</div></div><div style="padding: 12.5% 0;"></div> <div style="display: flex; flex-direction: row; margin-bottom: 14px; align-items: center;"><div> <div style="background-color: #F4F4F4; border-radius: 50%; height: 12.5px; width: 12.5px; transform: translateX(0px) translateY(7px);"></div> <div style="background-color: #F4F4F4; height: 12.5px; transform: rotate(-45deg) translateX(3px) translateY(1px); width: 12.5px; flex-grow: 0; margin-right: 14px; margin-left: 2px;"></div> <div style="background-color: #F4F4F4; border-radius: 50%; height: 12.5px; width: 12.5px; transform: translateX(9px) translateY(-18px);"></div></div><div style="margin-left: 8px;"> <div style=" background-color: #F4F4F4; border-radius: 50%; flex-grow: 0; height: 20px; width: 20px;"></div> <div style=" width: 0; height: 0; border-top: 2px solid transparent; border-left: 6px solid #f4f4f4; border-bottom: 2px solid transparent; transform: translateX(16px) translateY(-4px) rotate(30deg)"></div></div><div style="margin-left: auto;"> <div style=" width: 0px; border-top: 8px solid #F4F4F4; border-right: 8px solid transparent; transform: translateY(16px);"></div> <div style=" background-color: #F4F4F4; flex-grow: 0; height: 12px; width: 16px; transform: translateY(-4px);"></div> <div style=" width: 0; height: 0; border-top: 8px solid #F4F4F4; border-left: 8px solid transparent; transform: translateY(-4px) translateX(8px);"></div></div></div> <div style="display: flex; flex-direction: column; flex-grow: 1; justify-content: center; margin-bottom: 24px;"> <div style=" background-color: #F4F4F4; border-radius: 4px; flex-grow: 0; height: 14px; margin-bottom: 6px; width: 224px;"></div> <div style=" background-color: #F4F4F4; border-radius: 4px; flex-grow: 0; height: 14px; width: 144px;"></div></div></a><p style=" color:#c9c8cd; font-family:Arial,sans-serif; font-size:14px; line-height:17px; margin-bottom:0; margin-top:8px; overflow:hidden; padding:8px 0 7px; text-align:center; text-overflow:ellipsis; white-space:nowrap;"><a href="https://www.instagram.com/p/B1aLuYVhhRD/" style=" color:#c9c8cd; font-family:Arial,sans-serif; font-size:14px; font-style:normal; font-weight:normal; line-height:17px; text-decoration:none;" target="_blank">A post shared by Amy Ford (Laidlaw) (@laidlawa84)</a> on <time style=" font-family:Arial,sans-serif; font-size:14px; line-height:17px;" datetime="2019-08-21T02:22:57+00:00">Aug 20, 2019 at 7:22pm PDT</time></p></div></blockquote> <script async src="//www.instagram.com/embed.js"></script></center>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimHShN8B-TzXve-uW0a8EnO3lRTm1eJgH4ebF6xUF7oBuifoR-bxDEUn0gul1megwbHtXBwrppO3EGjyXzMVSHK7Xeb2tpip4KYelyx-kL_Jhs4IMN7GLQGDAeDSAT8Ah3luMOHtc-qKk/s1600/DDAgWjRXoAAAwAw.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="547" data-original-width="565" height="309" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimHShN8B-TzXve-uW0a8EnO3lRTm1eJgH4ebF6xUF7oBuifoR-bxDEUn0gul1megwbHtXBwrppO3EGjyXzMVSHK7Xeb2tpip4KYelyx-kL_Jhs4IMN7GLQGDAeDSAT8Ah3luMOHtc-qKk/s320/DDAgWjRXoAAAwAw.jpg" width="320" /></a></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2gs2WAlhKdepWeDAmXAivUFsPx8kzAQ64ZZZFDn5BffUwj7E1yVI1Sp5ProMmcDR_ynbCsv9sQdpMbytt_rawAhzz0ixC1hACiDwJGUFibAlaItm1IUm90cB-HAVkCguPnlY8l1MXX80/s1600/DAB1rNAXcAA6jxS.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="387" data-original-width="366" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2gs2WAlhKdepWeDAmXAivUFsPx8kzAQ64ZZZFDn5BffUwj7E1yVI1Sp5ProMmcDR_ynbCsv9sQdpMbytt_rawAhzz0ixC1hACiDwJGUFibAlaItm1IUm90cB-HAVkCguPnlY8l1MXX80/s320/DAB1rNAXcAA6jxS.jpg" width="302" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Collect tools to help your students learn letters and their sounds. I have a huge collection of these magenetic toys - and I've found all of them at thrift stores (except for one, which was donated by a friend after her children outgrew it). There are also toys that have the entire alphabet displayed and can say the letter name and/or sound when its button is pressed - a great addition to a writing area (no more "Miss Laidlaw, what letter makes the /n/ sound?").</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_wVro56PaWRK9sInWr6axP5DUZtXC6Npjb3Peegq1t7M8wKXDqsZMPJVUQaUcMs0DLswmrDVp69ZUD87bZ2zYUfKLx3wIxLXoUBAoRBeYkt6YR9gsfc6FG_YbD4tuMVawTUoVf8Vwsok/s1600/36976818_10102003475591555_1771905220574445568_n.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="960" data-original-width="540" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_wVro56PaWRK9sInWr6axP5DUZtXC6Npjb3Peegq1t7M8wKXDqsZMPJVUQaUcMs0DLswmrDVp69ZUD87bZ2zYUfKLx3wIxLXoUBAoRBeYkt6YR9gsfc6FG_YbD4tuMVawTUoVf8Vwsok/s320/36976818_10102003475591555_1771905220574445568_n.jpg" width="180" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">I recenty saw this on Twitter - what a genius idea! Let's add coding and technology to our phonics. I'm already buzzing with ideas on how to integrate our codepacks with my Code-and-Go Mouse, Code-a-Pillar, and unplugged coding opportunities.</td></tr>
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<tr><td style="text-align: center;"><a href="http://misslaidlaw.blogspot.com/2017/02/shared-writing-for-early-writers.html" style="margin-left: auto; margin-right: auto;" target="_blank"><img alt=" Shared Wrting for Early Primary Students" border="0" data-original-height="900" data-original-width="1200" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgc0kM6YE3M4Vdyita__YDwe5QZvastIurtA2hfFE65w2Y5c9ejpMp7ZQ1H35Np0K9CAzJV3htQAO0FbNPCs54wKs10zGsGhLSR7Z7vMU9UYhQmNNVhsOgIO2ZcxJPebynxUIBu-PCdyH8/s320/C4KELurWAAAd0up.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Have you read my post about Shared Writing for Early Primary Students? You can read about it <a href="http://misslaidlaw.blogspot.com/2017/02/shared-writing-for-early-writers.html" target="_blank">HERE</a>! You can use your assessment data from the above activities to progress your students' writing. With shared writing, you can model so many other aspects of writing - see the full post for all the juicy details!</td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSNfpcg5RWLKfXgAjOqkEjqJBPEOhvxnQ_4K7AQB-jjxJXJFX638mUpTTaU1uVROLondGfS9-SlYuHtdyWOGGkYIMlmgcvMoPiFh1H3kfK5ZIfNhYhhOiiIFLyO5kRjFL025liY_CFKug/s1600/C-R8NaXWAAES61y.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1200" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSNfpcg5RWLKfXgAjOqkEjqJBPEOhvxnQ_4K7AQB-jjxJXJFX638mUpTTaU1uVROLondGfS9-SlYuHtdyWOGGkYIMlmgcvMoPiFh1H3kfK5ZIfNhYhhOiiIFLyO5kRjFL025liY_CFKug/s320/C-R8NaXWAAES61y.jpg" width="320" /></a></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSku-pAeorNsSHZOu2ziB5Fi0CJK50KXB7acemsXSznHV0yNRJ6TAGg9TkpyOEWrtoYK4Ym7XTPTDKzWXFEGqo7zjGqpvRAIQwwMSP-MHFCaNmfpWP1vA5JZYPdaGf-oD4t3n4lgZL4Ng/s1600/C-R8O3vWsAUvwT9.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="588" data-original-width="804" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSku-pAeorNsSHZOu2ziB5Fi0CJK50KXB7acemsXSznHV0yNRJ6TAGg9TkpyOEWrtoYK4Ym7XTPTDKzWXFEGqo7zjGqpvRAIQwwMSP-MHFCaNmfpWP1vA5JZYPdaGf-oD4t3n4lgZL4Ng/s320/C-R8O3vWsAUvwT9.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Create a display to show learning! We had a lot of student interest in <i>Angry Birds</i>, so they created <b>Angry Verbs</b>! I just printed some colouring pages and students wrote words using -ing (we were learning the /ng/ sound). Be creative!</td></tr>
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<a href="https://www.teachyourmonstertoread.com/" target="_blank"><img border="0" data-original-height="250" data-original-width="512" height="156" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidLttJaDM2X5VLsxlfNANzjVd3Fmp7650YdpeuJ67wvGahCUBJWx59ps7jsOCRNifDgco_Lna0S2k4JCiEZ0fyOt6r8ZJDpDN3k02tAxl7KXCILSUl89wAMIeFPED2I9_3U_z6rSwxtKE/s320/tymtr1jpg.jpg" width="320" /></a></div>
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<a href="https://www.teachyourmonstertoread.com/" target="_blank"><img border="0" data-original-height="362" data-original-width="643" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFQqMLYOWda39EaNvtVVziDrbePq7MrzIk3UXtIR02dvTjiInELYRhKebXZ2SskvbkB84O45NxrW_hVl8uAfK99TjBNB-2GleLcqHIKxVWPdilL5k4elvUhgGWOsAC6PYKKtxF_-1Y8RU/s320/tymtr2.jpg" width="320" /></a></div>
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<tr><td style="text-align: center;"><a href="https://www.teachyourmonstertoread.com/" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="900" data-original-width="1201" height="238" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoLvfUVaT-yC877mYBFFetz8Yb5oktBIRorF2aanAn6i0R6Wh8ZcIb_53PhT27tJp5WMm4N8M3ciSjV93D_S5N4Nx0caKx0MbzrQRlHhEDkC31_2ciN8uG-7c_4lsV9s1hHVlaTYlj5JA/s320/tymtr3.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">TYMTR is a free website to practice phonics, sight words, and phonemic awareness. The app (available on Android and Apple) is sometimes free. As an educator, you can create a class account and track students' progress along its 3 levels. I start all students on the first level - it's a fun game, so there's never been any complaints from students working with more advanced phonics!</td></tr>
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<tr><td style="text-align: center;"><a href="https://www.youtube.com/playlist?list=PLxsW6tfDhtE453kmG6RMX2u8Dnav0A_NL" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="720" data-original-width="1280" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEir1edhqwcYqPvqDjRGNe8CzZ2ZHREv7xYuF4OxYp3ygXCYEszshFPns_AeBPo-BGZuMEBn1k-vVtaCZkrOROzhod18L7rOMjOWGCmLxwlZ5tDmR_U9fKLx8qUyrNJRhbfwjbziee8Ruww/s320/lettersgetdown.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Expose students to letters and their sounds in fun ways. We have staggered dismissal in my class (students going to bus, programs, and parent pick-up). I made an end-of-day YouTube playlist which includes cross-curricular songs - including the <i>amazing</i> <b>Letters Get Down</b> songs! It's great for some DPA or body breaks, too, because he includes actions for every letter! Click the image to see my phonics playlist on YouTube!</td></tr>
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Here's a FREE DOWNLOAD of the modified assessment tool and flashcards I've created. Get the document at <a href="https://www.teacherspayteachers.com/Product/Phonics-Assessment-and-Codepack-for-integration-with-Phonemic-Awareness-3916744">https://www.teacherspayteachers.com/Product/Phonics-Assessment-and-Codepack-for-integration-with-Phonemic-Awareness-3916744</a>.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4bdESelZXrCoxbGmvvDhlSQTckMDor81ARrAZj6C4SHlv4ivhkeMofXyizS2pNf2e8BfQjEJmhmThD4wlu7pkNDCO83m0eI_Iudm-__AoOZJcU7jL_Y9-ynQ0SYCi-6lIVau7iTcB6Ak/s1600/Slide4.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="960" data-original-width="720" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4bdESelZXrCoxbGmvvDhlSQTckMDor81ARrAZj6C4SHlv4ivhkeMofXyizS2pNf2e8BfQjEJmhmThD4wlu7pkNDCO83m0eI_Iudm-__AoOZJcU7jL_Y9-ynQ0SYCi-6lIVau7iTcB6Ak/s200/Slide4.PNG" width="150" /></a><a href="https://www.teacherspayteachers.com/Product/Phonics-Assessment-and-Codepack-for-integration-with-Phonemic-Awareness-3916744" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="960" data-original-width="720" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis9AdrTCW0wrPSiY3w8qxbvpZy3Ori8_nQ2IreJACqXwb7CJvMC4lz6Y0AXF1bF2-FrRudsaedYmlZJG0-8IrvfVt7mLZmhKgnaJy16QmUXhBPIjbWDlrbaJfC19Byb_uk77g0oTgKkrE/s200/Slide1.PNG" width="150" /></a><span id="goog_1966231433"></span><a href="https://www.blogger.com/"></a><span id="goog_1966231434"></span><img border="0" data-original-height="960" data-original-width="720" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjurQEND6Uqei0L3ts_29yYeEWy7Tpp0RFQPxG3EV3qNva_wp1NPSRRUAFRB42RKinI9O_6fvhz2dQEgrttEpOZlxfzc1Kr9NV9l1xwtNadaz_s9cvPRA8fqahJM36-YYybJP9LmW3G4Fc/s200/Slide2.PNG" width="150" /></div>
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I'm hoping you found this post helpful on your teaching journey. Have some ideas? Questions? Feel free to share by posting in the comments!Mrs. Ford (Laidlaw)http://www.blogger.com/profile/11146614908406812101noreply@blogger.com3tag:blogger.com,1999:blog-3555489876429683868.post-70741086105427286222017-05-09T06:43:00.001-07:002018-07-14T06:48:19.816-07:00Shared Writing ... follow-upI'm really starting to see a big difference in my students since spending more time on their phonics and writing rather than all our time on reading. Not only are most writing independently now - but their reading is also bumping up!<br />
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Parents are also excited and on board. Recently, a parent of a Senior Kindergarten student in my class sent me this article: <a href="https://www.parent.co/sight-words-are-so-2016-new-study-finds-the-real-key-to-early-literacy/">https://www.parent.co/sight-words-are-so-2016-new-study-finds-the-real-key-to-early-literacy/</a>. It's worth a read and gives plenty of research about why invented writing using existing knowledge is a very important skill.<br />
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In my phonetic knowledge teaching quest, I also learned about <a href="https://www.teachyourmonstertoread.com/" target="_blank">Teach Your Monster to Read</a>. It's a free program on the computer (also available as an app - which is sometimes available for free as a promotion) which explicitly teaches letters and their sounds. I really like that it goes back and reviews prior learning and also sprinkles in some sight words and application of reading and spelling. Students love the different games - which are all laid out in developmental order (consonants first, short vowels - all the way up to r-controlled vowels and dipthongs).<br />
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As for shared writing, some colleagues and I have started using pieces of art (visual art, dance, music, etc.) for students to view, discuss, and write about. It's cross-curricular! Grab the <b>freebie</b> observation checklist at <a href="https://www.teacherspayteachers.com/Product/Student-Observation-Checklist-for-Shared-Writing-Ontario-Grade-1-Visual-Art-3151638">https://www.teacherspayteachers.com/Product/Student-Observation-Checklist-for-Shared-Writing-Ontario-Grade-1-Visual-Art-3151638</a>.<br />
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To read my in-depth blog post about phonics and shared writing, go to: <a href="http://misslaidlaw.blogspot.ca/2017/02/shared-writing-for-early-writers.html">http://misslaidlaw.blogspot.ca/2017/02/shared-writing-for-early-writers.html</a>.Mrs. Ford (Laidlaw)http://www.blogger.com/profile/11146614908406812101noreply@blogger.com3tag:blogger.com,1999:blog-3555489876429683868.post-3919522426229700082017-02-26T11:51:00.000-08:002018-07-14T06:48:33.304-07:00Shared Writing for Early WritersI teach a group of Senior Kindergarten and Grade 1 students. When it comes to writing, my students mainly struggle with:<br />
- sound segmentation ("sounding it out")<br />
- encoding (assigning letters to the sounds they hear)<br />
- writing full ideas (complete sentences)<br />
- writing more than one sentence on a topic.<br />
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They were writing one sentence - often incomplete, and usually repetitive and simple ("I love Mom. I love Dad.").<br />
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So, enter shared writing! Usually used with upper grades with focuses on ideas, grammar, and higher-level skills, my SK/1 focus is on our needs (which were common "next steps" on our 1st Term report cards).<br />
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We do it every morning before our Daily 5 choice time (we have Gym in-between on some days - but we have to work around those schedules, right?). The reasoning behind this is so they have constant reminders to use the segmentation skills and phonics knowledge when writing independently. The oral language piece is very important too - and ties into an inquiry our Student Support Teacher is doing concerning the importance and development of oral language and conversation skills. My students crave it and ask for it; it's become part of our routine.<br />
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<tr><td style="text-align: center;"><a href="http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiy0Ylpt2QgaqR4qsSZ6QMyxiEh5Ije0_MasZu8nSQ6O-8vK-lvHnJXZGpczZfCV_iOVc50RarnvJok7-DhZrAXg7OUNli2z_h365TPL94pNplWGt6qv5a-ZMpg5WkOEHoApcY7D4_XuD8/s320/C4RdpzXWYAE7JdJ.jpg" width="180" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">ReadWriteThink.org</td></tr>
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We use the "Let's Talk About It!" picture boards. They've been collecting dust in our teacher workroom. You could easily use pieces of art, newspaper pictures, or pictures from Google Images. Students choose a picture at the beginning of our day to be used during our shared writing session.<br />
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We start by looking at the picture. Students talk with a partner or small groups. This is excellent for building oral communication skills, gathering and building ideas, and Learning Skills (especially "Collaboration"). </div>
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBo73LIb3NL6MJ1VyyJMf88_cwkVsijLRiZEdvqfj9Xdmg43GKMOV5dbNGdkYFF1jQzq4XCetWFCrp46Y7yVtsMRLhpopOFXnjaM6_X-tZVddb6PDzEzyFelQUPhyVWKga7qsxCyD8-_I/s320/C431-NxXUAAnYl6.jpg" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">As you can see, talking with their groups can get quite animated!</td></tr>
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After, we share our ideas as a class. I do this organically - no hands. They instinctually take turns - politely interrupt and add and ask questions. If you prefer, you can collect and share ideas with traditional raising hands and taking turns as appointed by the teacher. This is an excellent time to also accept, analyse, and choose between conflicting ideas. For example, some students thought the tiger was growling - until one student said it was yawning. They looked at its body language (and it was laying under a tree) and decided it was yawning.</div>
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisZgkstXuI39drAEIQMQz6X3JKemCzdPY96-5LZ_bFatUakvoueIMBenLx_LfSjNqdN9k3FSt8s6RSjw_dBY0arNPz7EPW7nO_mC4qgBR-Y02AvULe1W84wSmTEPdNC3xKo4ZWhvw3kIU/s320/C4323zkWcAAKxsO.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Students decided the tiger was yawning - not growling.</td></tr>
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I take the pen (well, smelly marker!). I do the writing during shared writing for a variety of reasons - including time management. I need to maintain our learning focuses: sound segmentation, encoding, and writing more than one sentence on a topic.</div>
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"Where do we begin? What's a good idea or sentence to introduce what's happening here?" I remind students to stay away from vague pronouns such as <i>it</i>. "What if our reader couldn't see the picture? Would they know what<i> it</i> is?"</div>
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Then, word by word, we segment. Students tell me which letter to write down. Some students might know it's on our word wall and run to get the word (this happened when we needed "bear") and some might already know the spelling of a sight word ("out" and "to" are common ones in our writing). It's important to note that PROPER SPELLING DOESN'T MATTER! These are beginning writers - and many SK/1 students are at the Short Vowel Stage in <u>Words Their Way</u>, so it's unfair to expect them to know long vowel patterns, r-controlled vowels, and dipthongs.</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGfPYVGmWwYEyKINF0o_UbsqTgoZSpuHcWpkyGCSXFM06ZPVBL6KnCGXs_PzNru2IQXqcrJV8kiCXV_pf161I-NpQIaSspgwckBP5khR54q4i8aaEP82CbuT-y12zgV7kFoJwTmJHNzDo/s1600/C6fxr6sXQAENpV5.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGfPYVGmWwYEyKINF0o_UbsqTgoZSpuHcWpkyGCSXFM06ZPVBL6KnCGXs_PzNru2IQXqcrJV8kiCXV_pf161I-NpQIaSspgwckBP5khR54q4i8aaEP82CbuT-y12zgV7kFoJwTmJHNzDo/s320/C6fxr6sXQAENpV5.jpg" width="180" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Why are words spelled wrong? Because students are applying the code they know. Therefore, this is developmentally-appropriate. It doesn't discourage them by correcting and "teaching" all the nuances of the English language and its spellings.</td></tr>
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I constantly reread what I've written to see where I am in the sentence and to make sure everything is on the same topic. Students tell me which ideas to write next.</div>
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimiBZXbM1GqrUp6wrB4UIZr13M2lkenOBcEwWI6J765IZ1Fv04QEkEw9JZFVaq9KbDiHwqFa3pmbSYnPdgMxH9KaoXGAohv_unNXbMdxgEP-aIBhpiP0ncUBEJSMav-aMI9Qw4tlXlUK4/s320/C4KELurWAAAd0up.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Here's our first Shared Writing with this focus. It's quite simple - but includes a few inferences. The sentences are very simple.</td></tr>
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4sQcM7x8BTic-HfCW9fLPKUbfwiIJ_-mXiSzgScMYBBYREI7F8c6s6KvU0lK_Qf9T_PWdetGnnEP1Qtkx4Wg26J-qOyj7hU2cvEK9zjIXk0UW8zOJHiaL9LxNwCAkUgTVGat04wDSchM/s320/C5cX4-5WgAA1ogG.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Here is our most recent shared writing. Within a month, students have added details (names), made more inferences, and explored a variety of punctuation (quotations) and grammar rules.</td></tr>
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I've definitely noticed a big impact on my students' independent writing!</div>
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi31a6fprrnh41IxKbszHAz1VZ8ZSuvWQTVjnCj0kl_-Qinzds6VlcsP4a26Edon_4wXHdrRf6CKf0_xHU9OgP1DHDWF3uKDqpaoj1WZb3eswYE3v5qAAI9mKUhnnG7cdZxZXS_-KlH6ug/s320/C5et_QuU0AE1047.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Grade 1 writing - with some help segmenting. The student encoded independently.</td></tr>
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Students can write about whatever they want. To save them from wasting time thinking of an idea, we have an "idea box" - a brightly-coloured box on our shelf next to their journals. In it are cut-outs from a variety of magazines (travel, outdoors, home, wedding, teaching, construction union, parenting, fashion, <i>etc</i>.). I am conscious of including diversities - such as special needs found in sections of educational supplies catalogues, people of colour, religious and cultural clothing and regalia, <i>et cetera</i>.</div>
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjf9diAOiDonn0uUSLSkNnPIAkCkctYMYg1Sm3ZRIGDjA9gVmyC1TEE03yneUntheE9_PmkXAEgd3jbDPw6aK1hzrcD7yXAQTR9dijKMJZ60MwekFfnjFvBS-FfgoaBCCrSQEpXiRylOHQ/s320/C5et9zwUwAIhRYs.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">It's no longer junk mail! Cut pictures from magazines to add to your "idea box" to inspire student writing!</td></tr>
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Grab your FREE Ontario Grade 1 curriculum checklist for shared writing at <a href="https://www.teacherspayteachers.com/Product/Student-Observation-Checklist-for-Shared-Writing-Ontario-Grade-1-Language-3036013">https://www.teacherspayteachers.com/Product/Student-Observation-Checklist-for-Shared-Writing-Ontario-Grade-1-Language-3036013</a>!</div>
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Read about how I keep track of my assessments (like the one provided above) in my binder at <a href="http://misslaidlaw.blogspot.ca/2017/02/assessment-and-tracking.html">http://misslaidlaw.blogspot.ca/2017/02/assessment-and-tracking.html</a>.</div>
Mrs. Ford (Laidlaw)http://www.blogger.com/profile/11146614908406812101noreply@blogger.com1tag:blogger.com,1999:blog-3555489876429683868.post-8813920995540529432017-02-26T11:19:00.005-08:002017-02-26T11:27:28.441-08:00Math RoutineWe have a class set of individual whiteboards and a variety of dry-erase markers. The whiteboards are stored in a milk crate in our classroom.<br />
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On one side of the board, I've used packing tape to add a number line from 0-10. You could easily add number lines to 20 or higher - depending on what your students are working on and your focus. I added 0-10 because my SK/1s focused on adding and subtracting to 10 using a number line for Term One - now we are beginning to move on to 20 (the Ontario Grade 1 curriculum).</div>
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<a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVkYwenZNv8AuwMtQICveHP4kb7pAxmKBISDYNHFHqZFuOdANLF1gv0-e0m4VyWwGwcCu8aUpZU_SO3lEzdw4fPy_uy-KZxttCH3DtHeBEbMFkgCeeU6gZ0lcMTZyD8UmVop5mSutOzdY/s320/C5NV_2sWMAEKXjy.jpg" width="240" /></a></div>
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We do 4 skills at a time. Every 4-6 weeks, we change up our routine to learn and review other skills. Our skills have included:</div>
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1. <b>Rekenrek</b></div>
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This is great for subitizing, addition, subtraction, and even multiplication (when using more than one rack). We use the iPad app "Number Racks." There are several YouTube videos showing the versatility of rekenreks. I tell students to write the numeral to show how many beads there are - and extra bonus points if you can write a number sentence to show it!</div>
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<a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" target="_blank"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiY4VKVT7G12Gua1y6MhtUuT4OpVM1yMM4hGcBQAK1sbebMFuPrSbWbWSfgJgXOwoRDHZKSZRopl6uqifbdDYZ3gObX63sjM_MsMPe0cA6uzWNVP49mS_A2UhJ-ndo5gYs75dJqqD5mxlg/s320/C5NYRj6WIAAI4YW.jpg" width="320" /></a></div>
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2. <b>Find the Missing Number</b></div>
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Count forward, backward, and skip-count. I learned a nice trick when at a JUMP MATH conference in Ottawa in November 2016: write your number list vertically to help students see the patterns when skip-counting! This involves Patterning <i>and</i> Algebra and Number Sense and Numeration skills. We use the iPad app called Doodle Buddy.</div>
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<a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiY9aOgycs40SumOzFFXGxzAMvbJ5ZXSxRv4ZDvfY48V7nOyeGXHzYf4ZxFfOig_l_9oUlSUK5IyYTdF74Pcj7-JcC7UYfxxuVTbxFpPGhmmmwDteDOp5GfsKpKGdRROUvrhk3BVuF-Dzw/s320/C5NYRemWQAEiAa6.jpg" width="240" /></a></div>
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<a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRkFJwPyAkqssUoscu0lnIJf6UwRAM98fR78r2OAKU8dR0mLDbo653bLcv-XglszxMKbqc-rmKSQMhSkbQxYKPdBYMoTPlaubMmJJauVMGWUOZjnS9boeiEm9MdfeQFsHGRuYP0mSIljY/s320/C4zNw_4WMAA1I8P.jpg" width="240" /></a></div>
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3. <b>Translate, Extend, and/or Identify the Core of a Pattern</b></div>
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We also use Doodle Buddy for this. You can draw shapes, use different colours, or use the stamps (which make sounds!) to create patterns. Students copy the patterns to the whiteboard (a great time to discuss translating patterns using symbols - or naming them with letters or numbers), extend them, and circle the repeating core.</div>
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<a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" target="_blank"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipn1EDBwOEdH4riaZDRrduk21Haderwu1vLQLr2lbpwy4JZz6lQScK8lgtOTOE7D4C-jFSuMRcvx2xLH_Jxsmyv4cn4W3p9QEX2tRKR-Y8GQCiCeUF42f7G7_Cg0LNXawSI8wSZxLsV8E/s320/C5NYRnxWAAAEMTA.jpg" width="320" /></a></div>
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4. <b>Adding and Subtracting </b><br />
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We also use Doodle Buddy for this. Students are encouraged to use the number line. I drill into their minds: "Where do we start? Look at the symbol - is our answer getting bigger or smaller? How many bumps? Where did we land?".<br />
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<a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" target="_blank"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtsXZ1t95AK_hiv1sW35GsNwI7yNJz4KhD7t2u2QwvbekKnuSisu-pxdpZLehz1whjB1h9PgzushcaiYZgqZ42uow0Ccujv6qCCBe37IbUuRG4zBHpD8YJvfaH7ceiC1LdnZM4z7cs6_w/s320/C5NYRckWAAAPgT3.jpg" width="320" /></a></div>
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5. <b>Representing Numbers using Base 10 Blocks</b><br />
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We use the iPad app Number Blocks. We use this app two different ways:<br />
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- Teacher writes a numeral and the students draw it. This is great for introducing place value. "How many long tens? How many little ones?" We represent the numeral then count - which also practices skip counting (by 10s) and counting on (by 1s).<br />
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- Teacher uses the blocks to show a quantity. Students write the numeral. We use the questions "How many long tens? How many little ones?" to help students understand place value and what it really means.</div>
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See how I track my observations in <a href="http://misslaidlaw.blogspot.ca/2017/02/assessment-and-tracking.html" target="_blank">this blog post</a>!</div>
Mrs. Ford (Laidlaw)http://www.blogger.com/profile/11146614908406812101noreply@blogger.com0tag:blogger.com,1999:blog-3555489876429683868.post-51689228594002729012017-02-26T10:17:00.001-08:002017-02-26T11:28:15.886-08:00Assessment and Tracking<div class="separator" style="clear: both; text-align: center;">
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Assessment and tracking in an SK/1 can be hectic. Balancing play-based learning, inquiry, and scaffolded instruction - while differentiation for your spectrum of learners can be mind-boggling at times. Post-It Notes with your observations are easily lost in the mess.<br />
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I've figured out what works for me.<br />
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1.<b> Assessment Tracking Binder</b><br />
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Each student has a section (I use hold-punched file folders.). In their section is a curriculum checklist for their grade level, copies of diagnostic assessments (Sound Skills, DRAs and PMs, Phonics and Letter Screeners, Sight Words, etc.), their IEP, and samples of notable student work (especially work of concern for an Occupational Therapist or Educational Psychologist and other paraprofessionals).<br />
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When I observe a student demonstrating an understanding of curriculum expectations (through play, inquiry, conversation, or completion of an assignment), I make a note in their section on my curriculum checklists. I use green for "understands it," yellow for "with support," and red for "not yet" or "with extreme difficulty."<br />
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<tr><td style="text-align: center;"><span style="margin-left: auto; margin-right: auto;"><a href="https://www.teacherspayteachers.com/Product/Ontario-Kindergarten-Program-Curriculum-old-and-2016-curricula-2105505" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj65X2JwlxeR1UGFglVrOYzGRRBorzhA_PDW98Ds7jw65u8vPA1hubejPJvxJ-RwDxAXrpvoIgwt2QUe9CBTVTRvqOcs8_oUSoGBxYjZThCHlS6Im1EHjrwNf8V3SHxrUq4FWwjb5zJAXA/s320/C5cOvqvXQAAs4iW.jpg" width="240" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Here is an example of the new Ontario Kindergarten curriculum.<br />
The curriculum repeats several expectations throughout itself.<br />
Here, I've quickly jotted down observations.</td></tr>
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As you can see, I do the same for Learning Skills.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><span style="margin-left: auto; margin-right: auto;"><a href="https://www.teacherspayteachers.com/Product/Ontario-Curriculum-Expectations-Checklist-Assessments-Feedback-Observations-1868306" target="_blank"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPrR4tK151GEOAE__usMbLSMSe8voewDeeFzzlw5C8BsKXgNfXE_5Z6JZ0RgVEdzC-4RsBRKPbBOlSOZ-0PKz8fICmfeLc2pacXhFe4EhWlHSj3U2SyrUn25jMBDO9XoAO5vKywI5P4Ko/s320/C5cOtSlWYAAEvcC.jpg" width="320" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Here is an example of a Learning Skills page.<br />
This was useful when completing the Learning Skills section of the report card.<br />
It is also useful when communicating with parents, pediatricians, and educational supports.</td></tr>
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After the 1st term, I take these out and create new copies for the 2nd term. I found that if I kept the papers for the 1st term in the binder, it gets too full and heavy.<br />
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2. <b>Routines, Skill Checks, and Checklists</b><br />
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We always start our math time with a <a href="http://misslaidlaw.blogspot.ca/2017/02/math-routine.html" target="_blank">routine</a>. Students and I come up with 4 things we will practice - for about 4-6 weeks until we change it up. I give the questions on our iPad and SmartBoard and every student answers it using individual whiteboards. I can easily check off who gets it, who's almost there, and who doesn't get it. These are stored at the front of my assessment and tracking binder - which I have open with me while we are doing our <a href="http://misslaidlaw.blogspot.ca/2017/02/math-routine.html" target="_blank">routine</a>.<br />
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For the students who are not quite independent yet - those are the students I bring over for more 1-on-1 or small-group conferencing for additional revision of these knowledge and skills.<br />
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The checklist was created using a table in Microsoft Word. For the headers, I just merged cells.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><span style="margin-left: auto; margin-right: auto;"><a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDNLmt0CuJMVToeBsu5foAKRO9meEYS8zBcKeVcSwUv3-8Hp4XKeiVWCYgVDWGc4PfSfXoBpGT7z9qpfD5dEFdsLEhNPBze8ldMKp2gUp5_1O4vNWkyzYdKUPcDkqOcXT14CeGRMh_RdE/s320/C5cOqgzXMAA0K1w.jpg" width="240" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Student names are listed vertically along the left-hand side. When we began in September, I colour-coded my Grade 1s with one colour and my SKs with another colour. Along the top are the 4 skills of our routine. I can easily check or X and make notes when students show me their whiteboard answers. I can also easily see who hasn't completed any answers, been absent, or I haven't observed for some reason yet - those are the students who I look for next time and/or bring over for individual conferencing to see if they have these skills and knowledge.</td></tr>
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I also use these checklists when I use my Skills Check. These are completed during individual conferencing - usually during Daily 5 time or blocks of play-based learning time.<br />
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<a href="https://www.teacherspayteachers.com/Product/Ontario-Kindergarten-and-Grade-1-Skills-Check-Phonics-Reading-Writing-2842246" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0K3MQwtcSipGYkbcu3beGqVB_f5Rmg5EHhPljG5Y-yMRXPGyI2x6irABj-p-MJubxwyrYJIbEC7V_e_bKewPyD6Hm5tTJh57rveddk8tFVCuX44ShNPlGYjBkwXmkcdWHONwpshdJymI/s320/original-2842246-1.jpg" width="320" /></a></div>
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<a href="https://www.teacherspayteachers.com/Product/Ontario-Kindergarten-and-Grade-1-Skills-Check-Mathematics-2854706" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFFpJaqmxylrCRXGj-_6m7FekhKn-D4d_nQY5rRcHgwnQLCLcDm5P7Z3xiL2kqh2RKvuTcjQbre9gcXhnTZm6SU3151X1d-SMb8hwD3U-uQSJSemKMxd_855idL_qxgkepnQv6WuTwJ4c/s320/original-2854706-1.jpg" width="320" /></a></div>
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3. <b>Expectation-Grouped Checklists</b><br />
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I usually used these when teaching Grades 1/2 - but I have used them for my Grade 1 students in my SK/1 room. Usually used with Math, I pull expectations from across the 5 strands that relate to the unit we are on. Then, through assignments, play-based learning, conferencing, conversations, observations, <i>et cetera</i>, I make notes on student achievement. These are stored at the front of my assessment and tracking binder.<br />
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<a href="https://www.teacherspayteachers.com/Product/Ontario-Grades-1-and-2-Algebra-Observation-Skills-Checklist-2761634" target="_blank"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhv13PNRtGrRw-rMPRlNVjE-CBuwaUTE8g5-_USOqmqcJMXEmm5BwmYvFmKSOLssEDC0YCkni-spfCsdt9NfQbO9D3Rhi9EmuXRqoXMo-Ys34eJlssCvqgzq0SvPrN_lh0LJrNDGRYiE7w/s1600/medium-2761634-2.jpg" /></a></div>
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How do you keep track of student learning in your room?<br />
<br />Mrs. Ford (Laidlaw)http://www.blogger.com/profile/11146614908406812101noreply@blogger.com3tag:blogger.com,1999:blog-3555489876429683868.post-77879246002878917442015-10-08T16:41:00.000-07:002015-10-08T16:52:23.256-07:00<script async="" data-pin-hover="true" src="//assets.pinterest.com/js/pinit.js" type="text/javascript"></script>I've always had a hard time with assessments and keeping track of them - especially after changing my beliefs on tests and moving down to the primary grades - where it's more about observations and conversations. In previous years, I used class list and assigning grades or marks or checkmarks next to their name under a brief description of what we did. It was hard to see at-a-glance how the child was doing - and everything had to be translated for report cards.<br />
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Then I got an idea. It really happened last year, when job action saw no comments on report cards. I was teaching an academically-needy Grades 1/2 class. I made this product:<br />
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<a href="https://www.teacherspayteachers.com/Product/Curriculum-Expectations-Checklist-Reports-Assessments-Feedback-Observations-1868306" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBkHmYLF_J4eVCmmPRfh2aGc0lhUXWg3dQcX-C63GQyrpag8uEkVBCOBGT2sOZkqicLLQPwCUTC_ba0H_TtbUTZABcSUEydilwkpRAXOFqYa8wDT06tHGWc6vCaAuADmfpD7lPXNr3RHY/s320/Slide1.PNG" width="240" /></a></div>
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Starting this year in SK/1, I knew my room would be incorporating even more inquiry-based learning, conferencing, observing, and seemingly "completely random" covering of the curriculum expectations. It was also a goal of mine to become more organic in teaching/learning - to teach what's important to students, what they're interested in, and keep the curriculum expectations running yearlong instead of just compartmentalized.</div>
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I thought - why can't I use these for documentation, too? Here's an example from an SK's section of my assessment binder:</div>
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<a href="https://www.teacherspayteachers.com/Product/Ontario-Full-Day-Early-Learning-Kindergarten-Program-Curriculum-Checklist-2105505" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/Ontario-Full-Day-Early-Learning-Kindergarten-Program-Curriculum-Checklist-2105505" src="https://mail.google.com/mail/u/0/?ui=2&ik=2a2f32e4b1&view=fimg&th=15049bc57fbefffd&attid=0.4&disp=inline&realattid=1514506580081431553-local3&safe=1&attbid=ANGjdJ8Q0sdVVo1GBPGZhtH4rOcD-wvBiN5ff4QTuUpKSnJqFpUTdplM73o3rUtDwSL0V2x4aoqzEiC_UMRKlaUeV8x_hQJIy-QewCuJ-7z9BmPEK8QAAgbV9jtiWb8&ats=1444346129769&rm=15049bc57fbefffd&zw&sz=w1342-h547" /></a></div>
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I use a colour-coding system to highlight curriculum expectations which are strengths and needs. For students whose achievements are "in the grey area," I make note of the several attempts to teach and conference with them to achieve the standard and how much support was needed for them to attain it.</div>
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It's easy to pop back and forth from the SK pages and the Grade 1 pages.</div>
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<a href="https://www.teacherspayteachers.com/Product/Ontario-Curriculum-Expectations-Checklist-Grade-7-Health-Physical-Education-2092326" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/Ontario-Curriculum-Expectations-Checklist-Grade-7-Health-Physical-Education-2092326" src="https://mail.google.com/mail/u/0/?ui=2&ik=2a2f32e4b1&view=fimg&th=15049bc57fbefffd&attid=0.5&disp=inline&realattid=1514506580081431553-local4&safe=1&attbid=ANGjdJ-DvXpVIaMVZWxS6906_3BQT6SJOzRmtwnTa7Rya1o1gbtTBc_OrTtrHjwoaXgCi7mYx1YaQMUXpcte53j7hKOj8FPcTv6svQRhjczb-cwElDkaD4boM_-Nl9E&ats=1444346129769&rm=15049bc57fbefffd&zw&sz=w1342-h547" /></a></div>
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As you can see, one activity (collecting, sorting, and graphing leaves) completed a few expectations in both SK and Grade 1 curricula. Want to know more about it?</div>
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I took my students on a nature walk and told them to collect interesting leaves. We came back and talked about how we can sort them - and decided by colour would be easiest. We sorted them, counted them, then graphed how many of each colour there were. Here's our co-created graph:<br />
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<a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" target="_blank"><img alt="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" src="https://mail.google.com/mail/u/0/?ui=2&ik=2a2f32e4b1&view=fimg&th=15049bc57fbefffd&attid=0.11&disp=inline&realattid=1514506580081431553-local10&safe=1&attbid=ANGjdJ_eOyLbcPk7XKrb7YXRY52Hw4yAPJ-iHqxkDJQAKcbmGTxGZiFLQRicf79wICNRbRZqL-JuVBYyid79T_Zn0t1VICiZiCLEWzR_RKxWEruSU8_sUa-CkKlenlg&ats=1444346129770&rm=15049bc57fbefffd&zw&sz=w1342-h547" /></a></div>
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The next day, we went on another walk. This time, students brought their own paper bags and collected about 10 leaves each. We came back to the room and they sorted them, graphed it, then had me document their interpretations of their graphs.<br />
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<a href="https://www.teacherspayteachers.com/Store/Miss-Laidlaws-Classroom" target="_blank"><img border="0" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNvqEeD2TX1LzqxSq6mbLXzqpFciLNfdCQmASmkQrBdMhEBEffaw_dADUHjywpuEufXhcSau51i32FAXQah2KXXPfX94cvn5RTG05XWHjLANMAZVM2nPNgykuhTNrGKyz6CdUJxJ-lOrE/s320/graphleavs.png" width="320" /></a></div>
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Another thing I'm really excited about is my word wall. My friend cut me two boards of wood and screwed in hooks and glued on letters for me. I glued it onto the ugly concrete wall in my classroom using "No More Nails." On it, I have Dolch Pre-Primer, Primer, and Grade 1 words. I also have a few more of my word wall products - most recently, my family words. There's also their names on the word wall - complete with their pictures! The kids love it!<br />
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<a href="https://www.teacherspayteachers.com/Product/Inclusive-Family-Word-Wall-Words-with-Pictures-2127106" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/Inclusive-Family-Word-Wall-Words-with-Pictures-2127106" src="https://mail.google.com/mail/u/0/?ui=2&ik=2a2f32e4b1&view=fimg&th=15049bc57fbefffd&attid=0.12&disp=inline&realattid=1514506580081431553-local11&safe=1&attbid=ANGjdJ8ONs6y2BLZVpZWTbVJuvd0akZboRJlSPtW2_1Vx-sE82FJIA-a5Jdb_zwqC_nplwO82Y6k6Cuz7zPqABGWgARWeUHB0S5VRCpjGTEBySnSfHY4x58P4yAWlUc&ats=1444346129771&rm=15049bc57fbefffd&zw&sz=w1342-h547" /></a><br />
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I've noticed it really entices students to write, write, write! I've never had a class that enjoys writing - INDEPENDENTLY(!), so much (especially at such a young age).<br />
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I pulled pairs of students to conference with me. I introduced their Word on Writing book and explained when they'd work on it. I took them on a tour of the classroom to show them writing supports - the word wall, their personal dictionaries, and the picture dictionaries. We sat back down and I explained that good writers need an idea and asked them to think what they'd like to write about - which could be ANYTHING. Then, I said it's not just enough to write the idea; they need to write something about the idea - explain it - in other words, write a whole sentence about it. They thought about it, told me, and I supported their writing - NOT by writing in yellow or on a Post-It, but directing them to the word wall, helping them sound segment, prompting to use the picture dictionary, or writing the word in their personal dictionary. Success!<br />
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<br />Mrs. Ford (Laidlaw)http://www.blogger.com/profile/11146614908406812101noreply@blogger.com0tag:blogger.com,1999:blog-3555489876429683868.post-34334221955309288532015-08-27T12:22:00.001-07:002015-08-27T13:59:54.482-07:00My Literacy Block<script async="" data-pin-hover="true" src="//assets.pinterest.com/js/pinit.js" type="text/javascript"></script>I've been asked a lot lately about what my literacy block looks like. I've toyed around with it a lot to find out what works for me and is easily-adaptable for occasional teachers who come to my classroom. I found something that I had high yields with, incorporates several elements of my style and philosophy, and accommodates a variety of learners (differentiated, behavioural needs, etc.).<br />
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I like having my Language block in the middle of my day. In the morning, students are often dropped off late. This is a common complaint from a lot of Kindergarten teachers I know - "Little Suzie is always 30 minutes late to class! She always missed Language!" Why don't you change it to the middle block, then? Or how about how school assemblies are always in the first block? This can wreck havoc on your plans!<br />
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My middle blocks (at the 3 schools I've taught in) are usually 100 minutes long - provided there's no planning at that time, leaving tons of room for a variety of activities and integration of other subjects. Students are awake, fed, and (hopefully) tired from recess.<br />
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Here's what my typical block looks like in the Grades 1/2 classes I've taught. I'm moving to SK/1 this year, so will be tweaking it a bit.<br />
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1. <b>Welcome Back From Recess</b><br />
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Welcome back from recess. One year, I had a very high-energy class with a ton of behavioural needs and often lots of recess issues needing to be dealt with. They had nutrition break before recess. Students came in after recess and sat or lay down on the carpet and watched "Super Why" on NetFlix (I had no technology in my classroom, so I bought my own projector and iPad to facilitate this).<br />
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Last year (new school), I had a small country class of 16 students. They came in from recess, grabbed their lunchbags, and ate in the cafeteria. When I picked them up from the cafeteria - while still in line, I told them what they needed to do to prepare for class - usually: put your lunchbag away, get your literacy bin and put it on your desk, and wait quietly on the carpet. This was routine and they could recite it by heart within a week - very helpful for occasional teachers!<br />
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2. <b>Ready to Begin</b><br />
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How do I start my Language block? Students are at the carpet and I am at the easel. Every week, we have a new poem to close read. Close reading is a skill typically taught in intermediate grades and in high school - reading the text several times with difference focuses: vocabulary, connections, inferences (much like how we, in primary grades, have a read-aloud that's the same every day but each day focuses on a different skill).<br />
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On the easel, I have a zoomed photocopy of the poem. I tell students I will read the poem once and their purpose for listening is to listen for pleasure. I read the poem out loud in a natural voice. Then, I read it again and tell the students their purpose for listening. However, unlike in older grades, our focus is on decoding skills and expanding vocabulary (if you use <i>CAFE</i> reading strategies, the A and E skills!).<br />
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For example, on Monday, I will say "Now, your purpose for listening is to find words you don't know. When you hear a word you don't know, please [clap your hands, touch your nose, stick your tongue out...]." On Tuesday, they may look for the /k/ sound - and so on. As the year goes on, we move on to blends, digraphs, long vowel patterns, and maybe prefixes and suffixes like -ed and -ing. I base what decoding skills to look for by my information from guided reading, <i>Words Their Way</i> assessments, <i>Sound Skills</i> assessments (syllables, sound segmentation, rhymes, etc.), reading levels, and running records.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://misslaidlaw.blogspot.ca/2015/08/my-literacy-block.html" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit-yqI94hyphenhyphenWYoQ02xh0PMtDmuu-VtcZHLnM5GW_dRKtZm64eakPuO3miswXcTNT6gkYrL7-oYTCO9lYk92XfCMF8PHtN6PTZUTaT3o6fDIOJLBMGb9BYHEQLr06a1olxMfpEyLw99Ep4w/s320/poetryexample.jpg" width="238" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A student fills-in-the-blank with a sight word for this particular poem.<br />
This is a good chance to explicitly teach penmanship and proper letter formation!</td></tr>
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After the second reading, I invite one student at a time to come up and mark up the text. For example, on Monday, we circle unknown words and draw pictures to help show us what it means. I tell them what it means (strategy: ask someone) and later in the year, model how to use dictionaries or the Internet to find its meaning. The phonemes throughout the week are highlighted in different colours - for example, Tuesday's /k/ sounds in yellow, Wednesday's /ch/ in green, Thursday's "ing" in purple, and Friday's /ee/ in orange. I've also taught punctuation with our weekly poems (capitals, ending punctuation, quotation marks,<i> etc</i>.).<br />
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<a href="http://misslaidlaw.blogspot.ca/2015/08/my-literacy-block.html" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirMVE6OCXAKUL2ENAlxkftByl07G2xwNh-3Arq0k1tdYNAfNd6yRt1glepI1oOv3zrYAbcRR3kplUlTjc0YnAztGBI5Frgxx7Xnet8ZxmeD77iNi8lUy2llQJHC4Uv7vzTLHj42JtTpWo/s320/jumpsummer.jpg" width="238" /></a></div>
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After that, students go to their own desks. In their literacy bin is a poetry duotang. Every Monday, they receive their weekly poem. <b>Time saver</b>: spend a few days to explicitly teach them how to put their new pages in the duotang. This will save you aggravation and also save your thumbs - as well as teach them independence and develop fine motor skills. On their own copy, students do the same as what we marked up on our master copy of the poem.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://misslaidlaw.blogspot.ca/2015/08/my-literacy-block.html" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjl2NpUdt8msTvD6-b6fvTkILl1Ft6LP_7IwIPnGI7ki2vg60HGHP7lztEwE2-boJsSk0y3yNAwohzOu9fTglBBXmW_Q7znpT0n4PjobkLMm-L6IXwEru23nTAidcXdrPQ29mU4lPsArLU/s320/timepoem.jpg" width="238" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kill two birds with one stone by integrating - Science, Social Studies ... even Math!<br />
Also, you can see we found "words within words" (including compound words) and circled them.</td></tr>
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Quick note: on Mondays, when we find unknown words, I also make them add the words into our "Word Collector" - which I photocopy on coloured paper and place in the front of their duotang. One made specifically for primary grades is available for free at my TPT store at <a href="https://www.teacherspayteachers.com/Product/Expanding-Vocabulary-Word-Collector-FREEBIE-1332540">https://www.teacherspayteachers.com/Product/Expanding-Vocabulary-Word-Collector-FREEBIE-1332540</a>. As always, feedback is greatly appreciated.<br />
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Early finishers can read the poem to themselves then to a friend (or two - or three). This helps them build reading fluency and holds them accountable to learn how to read. By Friday, even the readers who struggle most are able to read the poem - even if they've just memorized it. I also give them the option to go back and read their favourite poems from earlier weeks.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><span style="margin-left: auto; margin-right: auto;"><a href="http://misslaidlaw.blogspot.ca/2015/08/my-literacy-block.html" target="_blank"><img border="0" height="246" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTRl8IWCKZQgg-oQlUSekLUy9Wq3pBj-XxThKcNFKxlzUcxxUjIQcGPPuYtwlGcUrqBjLasFwyveo2h24vVWvmMK0Pm-qr3wUhNPtNkJ0zGJiPJ6M9FVDxgRl8U6IUIscybTlURsqweI0/s320/Untitled.png" width="320" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://misslaidlaw.blogspot.ca/2015/08/my-literacy-block.html" target="_blank">An example from June's weekly poetry close read in a Grades 1/2 classroom.</a></td></tr>
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Where do I find these poems? There are a few TPT sellers who have them for sale, but I prefer using phonics poetry resources - usually by Scholastic. I borrow the books from the Queen's University Teachers' Resource Centre (my school board has a partnership with the local Faculty of Education and we're allowed to borrow!). Experienced teachers often have a few of these books lying around, too. On Remembrance Day week, I teach them the first few verses of <i>Flanders Fields</i>. We learn <i>Oh Canada</i>'s lyrics - and during celebrations/holidays, we learn poetry and lyrics to do with that celebration, holiday, or season.<br />
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3. <b>Daily 5</b><br />
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Students clean up (put their poetry book back in their literacy bin and put any markers/crayons away) and meet me on the carpet. I assign Daily 5 stations. I like the idea of choice - but it never worked for me in a Grade 1/2 classroom.<br />
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Details of how I assign centres can be found in this blog post: <a href="http://misslaidlaw.blogspot.ca/2014/09/centres-organization.html">http://misslaidlaw.blogspot.ca/2014/09/centres-organization.html</a>. Students stay on the same station for the whole time - so really, it's not "Daily 5." However, students practice each skill at some point during this block. I do not include "Read to Somebody" as I've never had very much success with it - and have built time into the poetry lesson to accommodate it.<br />
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Our time at the centre is usually 15-20 minutes long. Obviously, we practice building stamina and begin at 1 or 2 minutes. One students are able to do it independently, I am able to have guided reading meetings and conferencing with students. I won't get into extreme detail about guided meetings - but I use a variety of resources - including Reading A-Z, commercial guided reading resources, <i>Sound Skills</i> games and lessons, <i>Word Their Way</i> games, and other meaningful, highly interactive gems I've come across. I have a binder with a section for each student where I write anecdotal notes about their progress, including: reading level, strengths and needs (The CAFE book by The Sisters is impeccable for this - especially for those new to teaching Primary!, and other useful information. This is great when it's time to talk to occupational therapists, speech pathologists, educational psychologists, parent-teacher nights, collaborative inquiries and staff meetings, student support teachers and writing report cards.<br />
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My Word Wall is a hybrid: on rings and stapled onto the corkboard. On rings, I have Dolch words (<a href="http://misslaidlaw.blogspot.ca/2014/08/its-final-countdown.html">http://misslaidlaw.blogspot.ca/2014/08/its-final-countdown.html</a>). I have them colour-coded by level. They're available for purchase at a very reasonable price at my TPT store. They've been laminated and hole-punched and put on a shower ring (usually a dozen in a package at Dollarama). This helps students with Work on Writing and Word Work stations.<br />
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Words that change with the unit (Math, Science, Social Studies) are stapled for quick-access (and removal after the unit) in the appropriate spot on the word wall. Students usually end up writing these words in their personal dictionaries.<br />
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<a href="https://www.teacherspayteachers.com/Product/Grade-1-Dolch-Sight-Words-Purple-for-word-walls-and-games-1419208" target="_blank"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg40hGyTDNy7iZH1FQW00VAnAuqGwB858UlZ2Z9vjAWIwNKnnhZRZu8Ww_sJRN1ST05QbS93773eFHoxIdYwCZrMk3lTF1-__6zvM3nnbKsByxHHX_berScy6RuJYlbB9_RDXiC0uTVNZ4/s320/original-1419208-1.jpg" width="320" /></a></div>
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I've chosen to use Words Their Way in my classroom. I assess students at the beginning of the year (end of September - maybe October), after Winter Break, perhaps around March Break, and at the end of the year (to show growth). This information is not only useful in-class (and to help know what to do with the poetry decoding and guided reading), but to share for IPRCs and on IEPs.<br />
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This is the base of my Word Work program. I've chosen to give spelling tests every Friday - typically, I have 2-4 groups of students based on levels they achieve (consonants, short vowels, blends/digraphs, and/or long vowels, usually - through the span of the year). The resource is great - word lists (helpful for choosing your weekly spelling words - I focus on 3 and move to 5 in the last month or two ... kids love it). I don't even keep track of how they do - as spelling is a minor component of our Language (Writing) curriculum in Ontario. However, I don't assign homework - but gives parents/guardians who love the idea of homework something to do other than "just read."<br />
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4. <b>"The Lesson"</b><br />
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Look how much learning has already been done! This part of my day varies - depending on our learning goal.<br />
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This is when we have our read-aloud. <b>Teacher tip</b>: read the same book every day of the week! For example, on Monday - don't even read it! Make predictions and make a schema (prior knowledge) chart. On Tuesday, read the book (or even stop in the middle and ask students to say/write their prediction about the end). On Wednesday, practice retelling then read the rest of the story then do an after-reading follow-up. On Thursday, play a YouTube video of the story's reading - or find it on <a href="https://twitter.com/epickidsbooks" target="_blank">EPIC! For Educators </a>(a free app on the iPad), TumbleBooks, or another media site. On Friday, have students do an extension activity - act it out, make connections, an Art activity, <i>et cetera</i>.<br />
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This should be your entire block. As you can see, students have the opportunities to practice a variety of skills, move around, and aren't on one task for too long (less risk of tuning out, behavioural issues, giving up, and just plain not having fun while learning). Early finishers can complete unfinished work or have their choice of a Daily 5 station.<br />
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<b>What's in their literacy bins?</b><br />
- personal dictionary (I like this freebie: <a href="https://www.teacherspayteachers.com/Product/Personal-Dictionary-Foldable-467202">https://www.teacherspayteachers.com/Product/Personal-Dictionary-Foldable-467202</a>)<br />
- poetry book<br />
- any other folders and duotangs you use (novel studies, book studies, Sound Skills, word/sound sort books)<br />
- sometimes, I put at-level books from<i> Reading A-Z </i>or guided reading resources (especially for lower-level readers)Mrs. Ford (Laidlaw)http://www.blogger.com/profile/11146614908406812101noreply@blogger.com0tag:blogger.com,1999:blog-3555489876429683868.post-17294142033419877462014-09-29T15:25:00.000-07:002014-09-29T18:27:14.554-07:00Sound Skills Oral Language Activity - Early Reading and Writing SkillsToday, I practised this Sound Skills activity with my students. It covers:<br />
- sound segmentation<br />
- sound blending<br />
- sound-letter correspondence<br />
- counting phonemes (sounds)
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We gather in a circle and one student writes our letters on the whiteboard or SmartBoard. As we progress with our Words Their Way accomplishments, I add blends, digraphs, and long vowel patterns.<br />
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<div class="ab-player" data-boourl="http://audioboom.com/boos/2520289-sound-segmentation-with-run-in-grades-1-2/embed/v3?eid=AQAAAGnbKVThdCYA" data-boowidth="100%" data-iframestyle="background-color:transparent; display:block; min-width:320px; max-width:700px;" data-maxheight="150" style="background-color: transparent;">
<a href="http://audioboom.com/boos/2520289-sound-segmentation-with-run-in-grades-1-2">listen to ‘Sound Segmentation with RUN in Grades 1/2’ on audioBoom</a><br />
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Recording it on Audioboo was just an added bonus. My students ask me to plug it into our SmartBoard audio system so they can hear themselves "from the ceiling" (where the speakers are). Adorable!Mrs. Ford (Laidlaw)http://www.blogger.com/profile/11146614908406812101noreply@blogger.com1