Upper Elementary Teachers Chatboard

Join Teachers.Net

Chatboards

Recent Groups

Upper Elementary

MEMBERS

0 Members

+ Join Group

Pinned Posts

ALLAll Teachers

Teachers.Net LIVE CHAT Support group - Tues eve!

Featured Jobs

Full-timeMontessori Teacher

Maple Ridge, British Columbia, Canada

TemporaryTeachers, rural schools

Peace River North School District

Full-timeHead Teacher: 2nd/3rd Grades – Mills College Children’s School

Mills College

Teaching Jobs on Teachers.Net

Featured Job special only $39!

https://teachers.net/jobs

Become a Teachers.Net sponsor!

Upper Elementary Teachers Chatboard

Looking to get into teaching in Southern California

by Matthew Killian

Mar 23, 2009

I am nearly finished with my MA from the School for International Training (SIT) in Brattleboro, VT. I will be returning to Southern California in June 2009 in order to find a teaching position.

Please could you pass on any job listings or directional advice about where to find something in the Ventura County School districts, particulary ...See More

Comment

(1)

report post

good luck Many use edjoin.org - but the key word is "many." There are many looking-but-unemployed teachers and potentially 20,000+ laid off teachers for next year also looking.....

On 3/23/09, Matthew Killian wrote: > I am nearly finished with my MA from the School for > International Training (SIT) in Brattleboro, VT. I will be > returning...See More

Mar 23, 2009

report post

Vocabulary Help

by 4th

Mar 23, 2009

I have a couple of fourth grade students who seem to have a very limited vocabulary. Of course, it greatly hinders their reading ability. They have both increased their independent reading time, but have so far to go.

What is the best way you have found to increase vocabulary skills?

Comment

report post

Need a book: westward expansion/covered wagons, 4th gr level

by B/2/NY

Mar 24, 2009

Cross-posted on the Primary Elementary board...)

Hello teachers!

I am working on a thematic unit on pioneer life/westward expansion and I need a new book for my high-achieving readers. It needs to be at a 4th grade level, and about covered wagons. (I have one picked out for life on the prairie.)

I already have the Laur...See More

Comment

report post

50 states WebQuest ideas?

by Timbersand

Mar 24, 2009

I am an ElEd major and am currently working on a WebQuest creating assignment. This project has teams of 4 picking one of the 50 states to learn more about and enter in an "America's Best State" contest. Anyone familiar with WebQuests i could really use some "Role" suggestions! My 4 tentative roles are: Geography/Climate, Attractions, History, and ...See More

Comment

report post

Long division woes!

by Cheryl

Mar 24, 2009

Help! I am a 5th grade teacher and need help reaching one of my students in the area of long division. He cannot complete a long division problem. He forgets the steps (even when there is a list of steps right beside him). He gets multiplication and division confused, doesn't know his multiplication facts, so I have resorted to a multiplication cha...See More

Comment

(8)

report post

view previous comments

I don't see where you'd have her explain to him what is division. Determine how many groups of a number are in another number. How many groups of 4 are there in 13? Manipulatives can be used. First, make a story problem that the student understands. When subtracting, students can count up or count back. Instead of just using algorithms, students need to unders...See Morewhere you'd have her explain to him what is division. Determine how many groups of a number are in another number. How many groups of 4 are there in 13? Manipulatives can be used. First, make a story problem that the student understands. When subtracting, students can count up or count back. Instead of just using algorithms, students need to understand what they're doing. 768-47. 47+3=50, 50+50=100, 100+668=768. You've used 3=50=668=721. Or think 47 and count up to 68, which is 21, so now you have your 68 and just add 700 to it, which is 721. 1000-648. There's no need to subtract across all those zeros. Just BORROW 1 from 1000 making it 999, then subtract 648.

999 -648 = 351

Don't forget to give back the 1 you borrowed, thus, the answer is 352 instead of 351.

In your example 47 -38 Simply add 1 to the 47 making it 48, then subtract 38 from the 48, and don't forget to take back the 1, which would be 9.

497 x 36. Start by multiplying 497 x 10. Do that 3 times. then do 497 x 5 which would be half of 497 x 10. Finally, do 497 x 1. Add all the products.

497 x 10 = 4970 497 x 10 = 4970 497 x 10 = 4970 497 x 5 = 2485 497 x 1 = 497 = 17,892

Teach students to use the distributive property to break apart numbers. Children need to understand what they're doing, then they can come up with their own strategies to solve problems, afterwhich, algorithms will make more sense.

On 3/26/09, Adrienne wrote: > This student is certainly in trouble! The best thing would be to back > up and get him solid on the prerequisite skills for division. If you > can't and you must teach him division now, then let's dissect the > problem and look at it one step at a time. > > 1. The student doesn't understand the difference between > multiplication and division. This is the root of the problem. Work > with manipulatives and the same fact family (6x2, 2x6, 12/6 (of > course use other symbol for division), 12/2.) to help him practice > and understand the relationship. Although students may not be able to > choose the correct operation for a situation/word problem, they > should be able to use manipulatives to show division and > multiplication. In addition, have him manipulate post-it notes with > 2, 6, and 12 each written on one post-it note and symbols in between > to show the relationship between mult. and division. > > 2. The student doesn't know facts. The multiplication chart can > actually be used for division. The student just has to understand how > it is organized so he can quickly find the dividend and work from > there. You could start a math fact program to help him learn his math > facts. Until he knows them, he can use the chart. Introduce one fact > family at a time and build on that one, keeping all math fact family > cards in the review pile so he doesn't forget them. I usually start > teaching a fact family by using the What's Missing Game. Use post it > notes 2, 6, 12 to show him that math facts are just like phone > numbers, they are numbers that go together. (Don't include symbols at > this point.) Have him close his eyes and take one post-it note away. > Ask him to tell you which one is missing and why (The 2 is missing > because 2 times 6 equals 12 or a student could say because 12 divided > by 6 equals 2.) Switch the order of the post-it notes some of the > time, so that he sees the bigger number first. Then I write the math > fact very large on the board, in shaving cream etc. and have the > student trace over it several times while saying the entire fact. > (The speaking while tracing is critical.) Then I create a flashcard > for each of the facts, writing the math fact one one side of an index > card and the math fact including the answer on the other side of the > card. The student practices the cards each day, saying the entire > math fact before stating the answer. I explain why saying the entire > math fact is important by asking the student to tell me the last four > digits of his phone number. After the student tells me, I ask the > student how they figured it out. The student usually says that he > started from the beginning of the phone number. I explain that he has > memorized the phone number as a chunk and that is exactly what I what > him to do with the math facts. > > 3. The student doesn't know how to borrow. Until the student does > know how to borrow, he/she is going to either have to use a > calculator or you can only give him problems that don't require > borrowing. (I actually prefer the latter, even though it will be more > work for you.) Teaching when to borrow is sometimes easier for the > student if the student says "I have" before subtracting. > > For instance: > 47 > -38 > ___ > > I have 7 can I take away 8. (Or, if he could say, I have 7 balloons, > can I take away 8 balloons?)If he doesn't understand this, then you > will need to go way back in subtraction. > > 4. The student doesn't know where to put the number. He will need to > go back to more simple problems. Begin with problems (with known math > facts) such as 13 / 4 and have him use manipulatives as he does the > problem. (The best thing to do is teach division using math facts > that he already knows. It will be much less confusing to him because > only one thing,the division process, will be new for him. You will > have to make up your own problems, but it will pay off.) If he is > still having trouble deciding where to put the numbers, have him only > do the first step of the problems for a day or so.(Putting the 3 at > the top of 13/4.) Have him ask aloud while pointing to the empty > space, the divisor and the dividend, "What (point to blank space) > times 4 (point to the divisor) is close to 13 (point to the dividend) > without going over. > > The next day (or after more than one day), review the first step and > then add this second step, continuing to have him also use the > manipulatives - He should touch the 3 and the 4 with his pencil while > saying 3 times 4 equals 12 aloud. He should then write the 12 in the > proper space. > > The next day (or after more than one day) add one more step. Be sure > that he points and talks aloud as he does each step. (He should say, > "Subtract, make sure it is lower, write the remainder at the top." > while doing these steps.) > > On 3/25/09, Cheryl wrote: >> Thanks for responding,Kat. He does know the steps of D,M,S,C,B, >> but doesn't understand what to do at that step. In other words, >> if we have 324/4, he doesn't understand how to transfer to the >> next step. He'll divide 32/4 and get 8, but doesn't remember >> whether to put it on top, or underneath and then if he puts the >> answer on top, doesn't remember to "fall off the cliff and >> multiply". I just don't know how to reach him. I have tried >> showing him that the process goes in a circle, but nothing is >> clicking with him. Even the multiplication chart is confusing to >> him to use for division. His mind can't seem to flip from one >> operation to another. >> Cheryl

Mar 27, 2009

report post

Adrienne I just want to clarify something. When I mentioned in my post to break down the division steps,it's important for a child to do about 15 problems (or maybe more)doing that step so that it becomes automatic. The student may even have to spend more than one day practicing problems before you add an additional step. When you do add an additional step ...See More

Mar 28, 2009

report post

Where the Red Fern Grows

by Lisa

Mar 25, 2009

I have just started Where the Red Fern Grows (we're on ch. 2).

I have searched and searched the web for some fun ideas. I have found lots of quizes and vocab ideas, but need some FUN stuff.

I want some art projects, writing ideas and discussion ideas. If you have used this novel and have some good ideas I will take whatever you ...See More

Comment

report post

Transfer Request

by Leigh

Mar 25, 2009

When do you think would be the appropriate time to turn in a transfer request?

School ends the first week of June. The transfer is for next school year.

Comment

(2)

report post

follow your union guidelines On 3/25/09, Leigh wrote: > When do you think would be the appropriate time to turn in a > transfer request? > > School ends the first week of June. The transfer is for > next school year.

Mar 25, 2009

report post

leigh My union just says it has to be done before the last day of school...

I was just wondering if its too early to turn in now with 8 weeks of school still left.

On 3/25/09, follow your union guidelines wrote: > On 3/25/09, Leigh wrote: >> When do you think would be the appropriate time to turn in a >> transfer request...See More

Mar 26, 2009

report post

Spelling Help

by NJ/4th

Mar 25, 2009

I have a few students who are terrible spellers. They manage to pass their weekly spelling tests, often with 100s because they're good at memorizing. Once the test is over, they forget everything they learned. At conferences a parent had asked for advice on helping her daughter become a better speller. All I could offer was that she study her spell...See More

Comment

(1)

report post

cheryl I will give written assignments in which I purposely grade for spelling and punctuation. I may give my 5th graders a homework assignment where they need to write a paragraph about what they read. When I grade the paragraph, I start from 100% and count backwards for each word that isn't spelled correctly, or a punctuation mark they missed. If a chil...See More

Mar 25, 2009

report post

What is your schedule for teaching math & social studies-5th

by Francie

Mar 25, 2009

Scholastic News is interested in publishing their charts and articles to coincide with the time you teach certain 5th grade subjects. I help them as an adviser, and get some free magazines for my classroom.

I teach the exploration of America, then we get to the Pilgrims at Thanksgiving. Our Open Court unit is the American Revolution, and ...See More

Comment

(1)

report post

JAM Social Studies at my school: September: Maps October-December: Explorers, Colonization January- March: Events leading to Independence April-June: Revolution, Founding Principles and Documents

In May we also have to do our state's CBA (curriculum-based assessment, like the state test but it's a written project done in class over a few weeks...See More

Mar 27, 2009

report post

Quick Vent

by anon

Mar 26, 2009

I have 15 kids this year who are low in math. We ran before school tutorial sessions from November to February. The kids were invited to attend along with those in other classes. Only four kids were signed up by parents.

Meanwhile, a group of 8 moms complained to the principal that their girls didn't want to have anyone know they had troub...See More

Comment

(16)

report post

view previous comments

Head Monkey Unfortunately, it looks like a lot of schools have required their teachers to switch to standards-based without doing the necessary research and inservicing of staff. To be realistic, it took our staff almost 3 years to get our heads around this huge shift in philosophy.

We based our system on the research of Guskey, O'Connor, Davies and ...See MoreUnfortunately, it looks like a lot of schools have required their teachers to switch to standards-based without doing the necessary research and inservicing of staff. To be realistic, it took our staff almost 3 years to get our heads around this huge shift in philosophy.

We based our system on the research of Guskey, O'Connor, Davies and Cooper. We had to look at what outcomes we were assessing so our kids could have clear targets. Our kids had to be educated on what the clear targets were as well. When all was said and done, we came up with:

EX-excelling expectations (not exceeding) ME-meeting expectations (this is a huge category and we are researching how to communicate growth most effectively. We are presently saying "Johnny is achieving in the lower end of the ME range ...) AP- approaching expectations LI- limited knowledge of outcomes

No number grades are ever given. Each assessment is assessed by the whether the clear targets/outcomes were met. Sometimes a quiz or test will receive 5 or 6 "grades" because that is how many targets/outcomes were being met on the assessment.

We have divided each subject area into a number of report card strands to categorize these scores. For example, language arts has 5 strands on the report card so therefore I have 5 mark sheets to enter scores in and then I use the scores to come up with an overall report card score.

Sounds complicated, but with a lot of hard work, it is a very good way of knowing exactly what the kids have learned. We also keep our behaviours separate from our achievement scores and give lots of "practice" (assessment FOR learning) before the "game" (assessment OF learning).

Remember - baby steps. And it helps to have staff members who are very knowledgeable on assessment practices to help you along the way. Remember - it took us 3 years to understand this! Remember to support each other. Without my fellow staff members' support, I would have had a very difficult time with this. Now I can't imagine teaching/assessing any other way. (I have taught 18 years)

Best of luck!

On 4/05/09, ny/5 wrote: > This is just another one of those things in education where, > theoretically, it may be a good idea; but because it is explained > vaguely, at best, it's interpreted differently by all. Just look > at all these posts! Some are transferring 1-4 to A's, B's, C's > etc.; some are using percentages and within the percentages the > cutoff level of what is mastery varies. I've always thought > proficiency would be a better term than mastery anyway. If the > curriculum wasn't so jam packed and there were actual opportunities > to bring students to levels of mastery, then that would be a > different story. But when state standards require students to > learn a new concept a day in math, and administrators are saying to > keep the pace and don't worry if they get it or not because the > curriculum spirals and they'll get it eventually, there's very > little room for true mastery. And.. that's not even factoring in > chronic absenteeism, lack of motivation, and developmental > readiness.

Apr 5, 2009

report post

Rita I would love to see this all in action. I don't understand it at all. our distict is heading in this direction, but the teachers implementing it now have NO CLUE what to do!!! Obviously they did not do the eseach or inservice training.

On 4/05/09, Head Monkey wrote: > Unfortunately, it looks like a lot of schools have required their &g...See MoreI would love to see this all in action. I don't understand it at all. our distict is heading in this direction, but the teachers implementing it now have NO CLUE what to do!!! Obviously they did not do the eseach or inservice training.

On 4/05/09, Head Monkey wrote: > Unfortunately, it looks like a lot of schools have required their > teachers to switch to standards-based without doing the necessary > research and inservicing of staff. To be realistic, it took our staff > almost 3 years to get our heads around this huge shift in philosophy. > > We based our system on the research of Guskey, O'Connor, Davies and > Cooper. We had to look at what outcomes we were assessing so our kids > could have clear targets. Our kids had to be educated on what the > clear targets were as well. When all was said and done, we came up > with: > > EX-excelling expectations (not exceeding) ME-meeting expectations > (this is a huge category and we are researching how to communicate > growth most effectively. We are presently saying "Johnny is achieving > in the lower end of the ME range ...) AP- approaching expectations LI- > limited knowledge of outcomes > > No number grades are ever given. Each assessment is assessed by the > whether the clear targets/outcomes were met. Sometimes a quiz or test > will receive 5 or 6 "grades" because that is how many targets/outcomes > were being met on the assessment. > > We have divided each subject area into a number of report card strands > to categorize these scores. For example, language arts has 5 strands > on the report card so therefore I have 5 mark sheets to enter scores > in and then I use the scores to come up with an overall report card > score. > > Sounds complicated, but with a lot of hard work, it is a very good way > of knowing exactly what the kids have learned. We also keep our > behaviours separate from our achievement scores and give lots of > "practice" (assessment FOR learning) before the "game" (assessment OF > learning). > > Remember - baby steps. And it helps to have staff members who are very > knowledgeable on assessment practices to help you along the way. > Remember - it took us 3 years to understand this! Remember to support > each other. Without my fellow staff members' support, I would have had > a very difficult time with this. Now I can't imagine > teaching/assessing any other way. (I have taught 18 years) > > Best of luck! > > On 4/05/09, ny/5 wrote: >> This is just another one of those things in education where, >> theoretically, it may be a good idea; but because it is explained >> vaguely, at best, it's interpreted differently by all. Just look >> at all these posts! Some are transferring 1-4 to A's, B's, C's >> etc.; some are using percentages and within the percentages the >> cutoff level of what is mastery varies. I've always thought >> proficiency would be a better term than mastery anyway. If the >> curriculum wasn't so jam packed and there were actual opportunities >> to bring students to levels of mastery, then that would be a >> different story. But when state standards require students to >> learn a new concept a day in math, and administrators are saying to >> keep the pace and don't worry if they get it or not because the >> curriculum spirals and they'll get it eventually, there's very >> little room for true mastery. And.. that's not even factoring in >> chronic absenteeism, lack of motivation, and developmental >> readiness.

Nov 22, 2010

report post

« prev page

Teacher Chatboards