Does your district require a student to have 6 weeks of Speech RtI before considering a referral? If so, who does the RtI? The classroom teacher, the speech teacher, or someone else?
My school is the proud new owner of 10 I-Pads to be shared in our division. How do you use I-Pads with your students during your language time? Any and all ideas greatly appreciated!!!!
I just started at a new school and our computer lab has a set of 9 iPads we can reserve and bring to the classroom. I borrowed them for the 1st time yesterday and visited the IT guy the day before to inquire about what kinds of literacy apps they already had loaded on all the iPads. They had quite a number of interactive reading programs, including some really nice ones from Dr Seuss like Hop On Pop.
I needed to pull students for 1-on-1 assessment, so I had a teaching assistant watch the class while they read the iPad ebooks with partners, and I went to a quiet, empty room nearby to do the literacy assessment. I asked the assistant to send students to me as soon as a student returned to the classroom from doing the assessment with me.
The iPad apps were so engaging for my 1st graders that they were super quiet and easygoing and this made it very easy for the assistant to handle the whole group and for me to be able to focus on the assessments without any interruptions
Any thoughts on how to get a 7-year-old student to stop sucking his thumb? He gets very little work done because he just likes to suck his thumb and go off into his own little world.
Why is he in therapy? That complicates the picture some.
I'm assuming he's not in therapy because he sucks his thumb and if he's ADHD(Inattentive Type) that doesn't put a kid in therapy.
What's going on in his world that makes him want to go into his own world? I'm thinking the thumb-sucking is a part of the picture and not the root of the problem.
> On 2/07/13, Sara wrote: >> On 2/05/13, AP wrote: >>> Any thoughts on how to get a 7-year-old student to stop >>> sucking his thumb? He gets very little work done because he >>> just likes to suck his thumb and go off into his own little >>> world. >> >> How strong are his skills? When he does write, what's his >> handwriting like and how well - or how poorly - does he read? >> You might find that even if he's not sucking his thumb that he >> doesn't get much done and that he still goes off into own >> world even without his thumb. >> >> Rather than take on the huge task of getting him to stop >> sucking his thumb, I'd keep him on task so his thumb can't get >> to his mouth. During seat time, move his seat right next to >> yours or you sit next to him and keep him on task. >> >> Are his parents on board with you about the thumb sucking? If >> they're not, you'd definitely be fighting a losing battle >> about the thumb. > > According to our literacy teacher he was at a DRA 10 in January. > He is capable but works when he wants to work. He works for a bit > and then chooses to suck his thumb. He prefers to sit by me and > often chooses to sit next to me even during Guided Reading. The > problem with that is he needs so much attention but so do many of > my first graders. > > Mother is on board although she says he has been this way since > preschool and that he is only now starting to listen to her. She > decided to take him back to see the therapist. A bit of info that > I recently learned:(.
I teach English at a trilingual (Portuguese-English-Hebrew) school in Brazil.
We're starting a unit of inquiry entitled "Schools" and one topic will be comparing schools around the world.
We are hoping to partner with a first grade class or classes from abroad to videoconference on Skype.
My students' grade level (called G2) is equivalent to first grade in the US; the students are 6-7 years old. We have 3 such classes with about 18 students per class.
We would like for each of these classes to be able to pair up with a class of like-aged students from a school elsewhere in the world, to ask and answer each other's questions about what their school is like.
If you'd be interested & if your IT systems are up to the task, we'd would love to discuss the possibility. (I have contacts in NYC schools I had originally planned to ask, but schools there typically have internet firewalls that don't allow them to use Skype.)
Thanks for considering! Daniel Dale in São Paulo, Brazil
That sounds very cool. I will check with our tech people to see if we can join you. I should know sometime this week. I think it would be fun for my first graders.
Kevin
On 2/09/13, Daniel Dale wrote: > Hi, > > I teach English at a trilingual (Portuguese-English-Hebrew) > school in Brazil. > > We're starting a unit of inquiry entitled "Schools" and one > topic will be comparing schools around the world. > > We are hoping to partner with a first grade class or > classes from abroad to videoconference on Skype. > > My students' grade level (called G2) is equivalent to first > grade in the US; the students are 6-7 years old. We have 3 > such classes with about 18 students per class. > > We would like for each of these classes to be able to pair > up with a class of like-aged students from a school > elsewhere in the world, to ask and answer each other's > questions about what their school is like. > > If you'd be interested & if your IT systems are up to the > task, we'd would love to discuss the possibility. (I have > contacts in NYC schools I had originally planned to ask, > but schools there typically have internet firewalls that > don't allow them to use Skype.) > > Thanks for considering! Daniel Dale in São Paulo, Brazil
Great! I look forward to hearing whether it may be possible.
Where are you located?
Best regards,
Daniel
On 2/10/13, Kevin wrote: > Hi Daniel, > > That sounds very cool. I will check with our tech people to > see if we can join you. I should know sometime this week. I > think it would be fun for my first graders. > > Kevin > > > On 2/09/13, Daniel Dale wrote: >> Hi, >> >> I teach English at a trilingual (Portuguese-English-Hebrew) >> school in Brazil. >> >> We're starting a unit of inquiry entitled "Schools" and one >> topic will be comparing schools around the world. >> >> We are hoping to partner with a first grade class or >> classes from abroad to videoconference on Skype. >> >> My students' grade level (called G2) is equivalent to first >> grade in the US; the students are 6-7 years old. We have 3 >> such classes with about 18 students per class. >> >> We would like for each of these classes to be able to pair >> up with a class of like-aged students from a school >> elsewhere in the world, to ask and answer each other's >> questions about what their school is like. >> >> If you'd be interested & if your IT systems are up to the >> task, we'd would love to discuss the possibility. (I have >> contacts in NYC schools I had originally planned to ask, >> but schools there typically have internet firewalls that >> don't allow them to use Skype.) >> >> Thanks for considering! Daniel Dale in São Paulo, Brazil
For example, I saw a model CC lesson on butterflies. Are we going to be told when to teach about butterflies, or can I do my butterfly unit whenever I want? Basically, will we have to follow a unit timeline? Will all units of study be decided for us?
No, to my knowledge and understanding, teachers will have the flexibility to design, implement,teach and assess students using any appropriate theme they wish. That being said, you should work to have about 60% non-fiction within your themes, less fictional material. We are fully implementing CCSS in our K and 1st grade classes, for reading, writing, and math. We use our adopted basal series for the foundational skills (thus, the district would all teach long a/silent e words the same week). But, we don't necessarily have to use the same read alouds or themes. Most of us do, however, keep pretty close to the basal, but then add more content, more close reading, more nonfiction 'hooks' through short video clips, science or social studies readers, etc. You should also be working in more research type projects, collaborative/shared writing experiences, more informative writing, close reading,an text dependent questions.
Clearly, most parents meet almost insurmountable challenges and provide laudable support for their kids in their schooling; but too many parents have broken the contracts with their kids and the teachers, thereby aiding and abetting a free fall of the education system in the United States ...
teach777On 3/21/13, Lynne wrote: > I am looking for some fluency games or ideas that I can use > with a small group. Any ideas will be greatly appreciated!
How about sight word bingo? Students love it, and the game requires them to find words quickly.
I just started at a new school and our computer lab has a set of 9 iPads we can reserve and bring to the classroom. I borrowed them for the 1st time yesterday and visited the IT guy the day before to inquire about what kinds of literacy ap...See More