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2 Targets                                  Go Math  Unit 1 Lesson 1 Review Sums and  Identify Odd and Even 

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2 Targets                                  Go Math  Unit 1 Lesson 1 Review Sums and  Identify Odd and Even 

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National Go Math 2015 Interactive Student Edition, Gr2

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2 Targets                                   ELA Teaching Points  2             1 Essential Knowledge                1 Vocabulary

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2 Targets                                   ELA Teaching Points  2             1 Essential Knowledge                1 Vocabulary

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  3 Targets  for                        Social Studies      Review          Community   and  Citizenship                   Vocab  Teaching Points   Golden Rule is the umbrella for                                                   1) Rules, 2)  Respect,             3)Responsibility  Discuss Hallway, Cafe,Playground Rules in context of the Golden Rule.      

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  3 Targets  for                        Social Studies      Review          Community   and  Citizenship                   Vocab  Teaching Points   Golden Rule is the umbrella for                                                   1) Rules, 2)  Respect,             3)Responsibility  Discuss Hallway, Cafe,Playground Rules in context of the Golden Rule.      

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Daily Schedule, Curriculum Targets,Student Data

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Daily Schedule, Curriculum Targets,Student Data

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3 Targets                                Science Vocab  Teaching Points 1)similarities, 2) differences, 3) classification                              2  Targets  Teaching Points     2 Essential Questions                        

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3 Targets                                Science Vocab  Teaching Points 1)similarities, 2) differences, 3) classification                              2  Targets  Teaching Points     2 Essential Questions                        

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REFLECT ON THE DAY, ARRANGE THE CLASSROOM FOR THE END OF THE DAY      Draw or write about the day

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REFLECT ON THE DAY, ARRANGE THE CLASSROOM FOR THE END OF THE DAY      Draw or write about the day

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GET BACKPACKS AND LINE UP TO GO TO THE GYM

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GET BACKPACKS AND LINE UP TO GO TO THE GYM

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Essential Knowledge #1  Readers learn to read by reading  Multiple sources within the padlet show 1) the first three videos discuss following each 2)  IPICK identification and  bookmark to color  3) Make choices based on IPICK

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Essential Knowledge #1  Readers learn to read by reading  Multiple sources within the padlet show 1) the first three videos discuss following each 2)  IPICK identification and  bookmark to color  3) Make choices based on IPICK

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Done Tuesday review Wednesday include hallway rules and incentives

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Done Tuesday review Wednesday include hallway rules and incentives

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Done on Tuesday 9/03   Discuss Wednesday 9/04 gathering the bulletin boards into a circle on the rug

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Done on Tuesday 9/03   Discuss Wednesday 9/04 gathering the bulletin boards into a circle on the rug

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To introduce CLASSIFICATION use #6 text  

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To introduce CLASSIFICATION use #6 text  

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Community and Citizenship Essential Knowledge #6 Students (citizens) have the right to learn in a safe classroom community. Groups/colors

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Community and Citizenship Essential Knowledge #6 Students (citizens) have the right to learn in a safe classroom community. Groups/colors

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 Building Reading Behaviors  Vocabulary #1 Good Fit Book   1) Show video  "How to Choose a Good Fit Book"  2)  Color Book markers "I PICK" acronym from  Daily Five activity in vocab #1 column

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 Building Reading Behaviors  Vocabulary #1 Good Fit Book   1) Show video  "How to Choose a Good Fit Book"  2)  Color Book markers "I PICK" acronym from  Daily Five activity in vocab #1 column

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Complete Wednesday for discussion Thursday 9/06

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Complete Wednesday for discussion Thursday 9/06

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Welcome to the RSU#3 website for professional learning and collaboration! Here you will find professional learning opportunities for staff, along with resources to support your teaching and professional learning. If you have a particular topic that you would like to learn more about, please let Dawn Pray know.

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To Introduce Essential Skills #7 Democratic Principles  equality, fairness, respect- The Pledge of Allegiance

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To Introduce Essential Skills #7 Democratic Principles  equality, fairness, respect- The Pledge of Allegiance

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Math Number Sense        Target    Odd and Even Numbers

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Math Number Sense        Target    Odd and Even Numbers

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Vocabulary  KWL chart Padlet                           11)  RESPECT  1) Video "Respect Explained"  2) Respect Sesame Street Run off  Activity Showing Respect Drawing

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Vocabulary  KWL chart Padlet                           11)  RESPECT  1) Video "Respect Explained"  2) Respect Sesame Street Run off  Activity Showing Respect Drawing

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Target I can show what respect means.

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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             Social Studies        Community and Citizenship   1) Read Text #9 Sample Publication       I Pledge allegiance   2 ) Vocabulary of Pledge  of Allegiance defined by Red Skeleton in video 3) Following the video class recites the Pledge of Allegiance 4)Activity color "I Pledge of Allegiance" Worksheet          

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             Social Studies        Community and Citizenship   1) Read Text #9 Sample Publication       I Pledge allegiance   2 ) Vocabulary of Pledge  of Allegiance defined by Red Skeleton in video 3) Following the video class recites the Pledge of Allegiance 4)Activity color "I Pledge of Allegiance" Worksheet          

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Vocabulary  Define the meaning of 11) Respect,          (run off Showing Respect, drawing)                                    13 )Responsibility, 15) Rules

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Vocabulary  Define the meaning of 11) Respect,          (run off Showing Respect, drawing)                                    13 )Responsibility, 15) Rules

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Target   Essential Skills #1 Apply respect and responsibility when participating in school settings and Essential Skills #3   Identify the need for and create rules in various settings inside and outside of school.

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Target   Essential Skills #1 Apply respect and responsibility when participating in school settings and Essential Skills #3   Identify the need for and create rules in various settings inside and outside of school.

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A Lesson for Kindergartners and First Graders

by Kristin Garrison
All too often young children fail to remember the names of pattern block shapes. Over the years, Kristin Garrison has found that if teachers don't give students frequent opportunities to use pattern block names and become familiar with the attributes of the shapes, when handling pattern blocks after they leave kindergarten and first grade, they still ask, "What's this one called?" This activity helps students master shape names and characteristics as well as provides experience with estimating and counting.
Day One

The triangle is a shape that many children tend to know. It's a good shape to start off with when helping students focus on shapes and their attributes. To prepare for this lesson, I put 17 green triangles from a set of pattern blocks into a small jar. (I chose this number because I thought it would be an appropriate amount for the children to estimate and count at that time of the year.) I also drew a large triangle in the shape of the green pattern block on chart paper, and I made sure I had enough additional pattern blocks on hand to pass one to each student during the lesson.

I invited the children to come sit on the rug. I pointed to the triangle I had drawn on the chart. "Raise your hand if you know what this shape is," I said. Most hands shot up and I had the children respond together in whisper voices.

Then I said, "I'm going to give each of you a triangle from our pattern blocks to hold and look at. When you get your triangle, look very closely at it. In a minute, we'll list on our chart things you notice about its shape."

After a minute or two, I said, "Raise your hand if you know what color your triangle block is." All hands shot up and I again had the children respond together in whisper voices.

"All of these triangles are green," I confirmed. "Now, who can tell us something you notice about the shape of your triangle?"

"It has three sides," Lucy said. I wrote Triangles at the top of the chart and recorded Lucy's idea.

"It has three points," Gabrielle said.

I responded, "You're right, it does have three points. Another way to say the same thing is that it has three angles, or three corners." I recorded these ideas on the chart.

Next, I collected the pattern blocks from the children and showed them the jar. I explained, "Today I've put some triangles just like the ones you were holding in our estimating jar. Think for a minute about how many triangles you guess are in the jar. Then we'll go around the circle and you can tell me what your estimate, or guess, is."

As children reported their estimates, I wrote them inside the triangle on the chart. When I had recorded all of their estimates, we counted the blocks in the jar.First I took them out of the jar, one by one, as the children counted along with me. Then I organized them into twos and pointed to each pair as the children counted by twos along with me. Then I put the triangles back into the jar, one by one, and we counted again. (Depending on the grade level, time of year, and number of blocks in the jar, I also sometimes count the blocks by fives and tens.)

After we all agreed that we had counted the triangles correctly, I recorded a sentence on our chart describing how many triangles were in the jar. The chart now looked like this:

The children's focus began to slip at this point, so I stopped the lesson and quickly reviewed what we had done so far.

Day Two

I began math time the next day by reviewing our chart and what we had learned from the previous lesson. Next I asked, "Can anyone think of something you have seen that comes in the shape of a triangle?"

I had previously read aloud several picture books about triangles, so the children had lots of ideas. As they shared, I wrote their ideas on the chart and drew a simple picture for each. I was careful to draw triangles oriented in a variety of directions. All too often young children believe that if the triangle is rotated or flipped, it's no longer a triangle. To facilitate their under- standing, I called the students' attention to the characteristics we had listed on the chart-three sides and three points, angles, or corners-and we used these as guidelines to determine if their suggestions were indeed triangles.

Finally, we made a class book titled Triangles. I gave each child a piece of paper that had several different-size triangles on it, facing a variety of directions. Each student chose one triangle shape to cut out. After thinking of something that came in the shape of a triangle, each child glued his or her triangle onto a page on which I had written: A triangle can be .

The student completed his or her page by coloring the picture in and completing the sentence (see Figures 1-3).

Figure 1. Denver used two triangles for the wings of an airplane.

Figure 2. Luis used one triangle to make an ice-cream cone.

Figure 3. Jessica used two triangles-one for the birdhouse and one for the stand.

When all of the children completed their pages, I bound the class book and we read it together. I put the book in our classroom library and kept the chart posted in the classroom. Then I repeated this lesson at other times for each of the shapes I wanted the students to master. As the year went on, we reread each of the class books we had made and revisited the ideas on our charts.

From Online Newsletter Issue Number 17, Spring 2005

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A Lesson for Kindergartners and First Graders by Kristin Garrison All too often young children fail to remember the names of pattern block shapes. Over the years, Kristin Garrison has found that if teachers don't give students frequent opportunities to use pattern block names and become familiar with the attributes of the shapes, when handling pattern blocks after they leave kindergarten and first grade, they still ask, "What's this one called?"

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Discuss SOP for  Playground, and cafeteria    Visit the Playground and Cafeteria

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Discuss SOP for  Playground, and cafeteria    Visit the Playground and Cafeteria

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Run the Rights and Responsibilities Graph

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Run the Rights and Responsibilities Graph

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A teacher shares her best practices for establishing strong relationships with her class at the start of the school year.

One day, Alyssa, an eighth-grade student, came to our middle school wearing a purple bandanna as a headband, even though she knew that our school's dress code does not allow bandannas. While it seemed like a simple issue to reconcile, I soon found another teacher knocking on my door that morning, asking me to tell Alyssa to take the bandanna off. He said he didn't feel comfortable handling the situation but knew I could persuade Alyssa to follow the rules because she trusted me.

That day, I took Alyssa aside, and we had a private conversation about why bandannas were not allowed at school. I assured her that I understood why she wanted to wear a headband, and I even offered her the option of wearing a different one. After our conversation, Alyssa calmly went to the bathroom and returned to class without the bandanna on her head.

This seemingly small encounter reminded me of the power of positive relationships in schools and why teachers must be intentional about building them. In the classroom, positive relationships are the foundation for learning success. Yet as teachers, we sometimes neglect to take the time to learn about our students as people, which can create barriers to learning and make even small interactions (or conflicts) challenging to handle.

Alyssa wasn't a perfect student, and math didn't come easy for her, but she worked hard in my class. She asked questions. She even came in before and after class for additional help or just to talk about her social life. She trusted me because I worked hard to build a relationship with her by showing that I respected her and cared for her well-being.

Many teachers feel pressure to cover content and to tackle many other job-related duties. However, I have found that investing time early and often to learn about students-by making small changes in our classroom-creates an environment where they are motivated to be successful. Here are six strategies I use to build better relationships with my students.

1. Learn names quickly and correctly. Too often, students, especially those who are marginalized, feel invisible in our schools. Value student diversity and identity by learning names quickly and pronouncing them correctly. Only use nicknames if students prefer them; never create a nickname for a student, because this strips him or her of the identity that is embedded in a name. Every year on the first day of school, I have my students create name tents and pronounce their names correctly for me. I practice pronouncing their names often. I take up the name tents and pass them out each class period until I have learned all of the students' names. I greet each of my students at the door by name before class.

2. Students are never too old for show-and-tell. Help students feel they're more than just another student by allowing them to bring in something that represents them, their culture, or some activity that they enjoy doing at the beginning of the year. Plan five to 10 minutes each day for a few students to share what they brought until you have given everyone in the class the opportunity. In my classes, students have brought in baby pictures of themselves, goggles that they use for their competitive swim team, and souvenirs from a family vacation. Once, my student Hannah brought her ukulele and sang the class a song. She turned show-and-tell into a party, and my students loved every minute of it.

3. Post student pictures and student work. Elementary teachers are very good at sharing student work, but middle and high school teachers often neglect this important practice, feeling that it's unnecessary for older students. I've found older students still need to be reminded that you value their work. When my students participate in the show-and-tell, for example, I snap a picture of them. Those pictures are then printed and posted on a bulletin board in class that stays up all year long. The students love seeing how they have changed over the course of the year because they realize that their growth and development is not only physical, but intellectual and emotional as well. In addition, students are so proud when their exemplary work, such as individual math projects and group work on math tasks, is displayed and celebrated.
©Theresa Montgomery
4. Assign seats, and change them often. We all know that middle school students don't always get along, but when students have opportunities to work together, they learn about each other and discover ways to work together even though they're different. I have my students sit at tables in my middle school math classroom. I assign them to tables of three or four students each; then they change seats once per week using an online random seat changer that is embedded in our attendance management system. After each change, the students answer a quick question, such as, "Who would you love to have dinner with and why?" to get to know the people at their table before spending a week collaborating with them on mathematical tasks.

5. Find small ways to connect. In my first-period class, we often have circle time on Monday mornings or after a break. We stand in a circle and pass a ball around. The person with the ball shares a compliment about another person in the circle, what they did over the weekend or the break, or how they are feeling in the moment and why. Once a student participated in goat yoga for a friend's birthday over the weekend. We were all intrigued by her pictures of goats walking on their backs during yoga class! If I forget circle time on Mondays, my students always remind me. They also always insist that I share too. Though it can seem like every minute is needed to get through the academic content, I've learned that a five-minute investment once a week to learn about each other is invaluable to my students and builds a better culture in my classroom.

6. Simply listen. As teachers, we often feel like we need to keep a professional distance from our students, but I've found that taking time to make small talk can help break down barriers to learning. Because I've made myself approachable, some of my students will tell me stories about their lives during the five minutes between classes. I stop what I am doing, look them in the eyes, and listen. I love seeing their eyes light up as they tell me these stories, and these encounters always leave me a little more knowledgeable about who they are as people.

All students deserve to have adults in their schools who care about them enough to be intentional about building positive relationships that give them the space to make mistakes and learn. If we truly expect our students to learn with us, they need to know that we care about them. They also need opportunities to learn about each other, so that they can build a community in which they grow together as learners.

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6 Strategies for Building Better Student Relationships

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A teacher shares her best practices for establishing strong relationships with her class at the start of the school year.