Assessing Sight Word Fluency

Your iPad is your best friend when it comes to testing for students' sight word fluency!  But I'm getting ahead of myself.  

I do my best to formally assess each student on his/her sight word recall (using the Pre-Primer and Primer Dolch word lists) once a month, beginning with the first week of school.  I assess students again on these same words around the end of September, and then a third time around Halloween.  Historically by this point, all students but one or two will be able to demonstrate mastery with 100% accuracy in this area. Because these two lists are words that should have been learned and mastered in kindergarten, many students will show me that they know all the words during my first or second assessment.  (Whew!  I love it when this happens, because this means more of my time can be spent with small groups instead of assessing one-on-one.)  As soon as a student is able to recite an entire word list with 100% accuracy, I snip the corner off that student's assessment sheet so I can easily see that they do not need to be assessed in that area again. 

Which brings me to my Fluency Assessment Binder: 

I use a set of Avery binder dividers, numbered 1-31.  These, I'm sure, were intended to be used for each day of the month, however they work perfectly in my Fluency Assessment Binder (or any other binder requiring a tab for each student).  Students are assigned a number at the beginning of the year, and I file students' reading assessment data in this binder under their numbered tab.  This allows me to re-use the same dividers year after year (those suckers were expensive), and I don't need to spend the time meticulously printing beautiful and neat labels with each student's name on each tab.  EASY PEASY, right?  

Full-disclosure: if you have a class of students that numbers more than 31, as I did last year, you will not have a tab for each student.  I think Avery makes tabs that go up to higher numbers, but a trip to Staples to investigate at the start of the year just didn't happen.  And then I decided there were just too many other things to worry about than making sure the last four students at the end of the alphabet had an individual tab in my assessment binder.  So, if you find yourself in the same position as me last year, do what I did: paper clip the groups of papers for students numbered 31 through 35, and stick them at the end of the binder with no tab at all.  Surprisingly, this hackneyed system of separating papers worked just fine.  Now this year I'm back to a class of only 26 students, and all is well again with the world.  

I copied enough sheets of the Sight Word Fluency Checklists to place one behind each student's number tab in my binder.  There are three columns, for each possible assessment date during the first trimester.  (As I mentioned before, some students will not need to be assessed more than once, if they can read all words during the first assessment.)  If, after three assessments however, a student has still not mastered his sight words, simply make a second copy of the Sight Word Fluency Checklist, and place it in your Fluency Assessment Binder in front of the first copy.  Continue to do this, assessing about once a month, until the student is able to show mastery of all required words.  

Here's where the iPad comes in!  (Side note: You can do all of this with a lap top computer, or even in front of a desktop computer.  I just like the flexibility of the iPad, which allows you to find a quiet spot anywhere.)  I believe that all iPads can now download for free the apps for Pages, Numbers, and (the app I use during Fluency Assessments) Keynote.  Keynote is just Apple's version of PowerPoint, and while it took me a minute or two to get the hang of it, it is actually pretty simple to use.  

I used the Keynote app to create a slideshow of the Dolch Sight Words Pre-Primer list (and later, additional slideshows for each subsequent Dolch List).  Simply type one word on each slide, (making sure to use the same word order that you have on your checklist).  If you are creating your own checklist, do NOT list the words in alphabetical order.  Students need to see these words in a random order, out of context, and still be able to read them correctly.  

Find a quiet place for you and your student to sit, and then set the slideshow to run, with a three-second delay between transitions to the new slide (sight word).   All you need is your iPad, (either propped up where the student can see, or in the student's lap), and a clipboard, pencil, and that student's Fluency Checklist.  Once the slide show begins to play, the student only has a few seconds to answer before the slide show moves on to the next slide/word.  Everything is automated through the iPad, and therefore everyone gets a completely fair and objective assessment.  Each student is guaranteed to receive the same amount of time per word as everyone else.  (Plus, I've found there are fewer comments from the students such as, "Slow down, you're going too fast!" or, "Go back, I missed one!")  The only thing your student needs to do is say the words aloud as he/she is able to read them, and your only job is to either place a check mark next to a word to show that it was read correctly, or leave the box blank, to indicate that no response was given.  I will write in the box whatever word (or beginning sound) the child does say, however, as these extra notes can often help me guide instruction in reading groups.  

And that's it!

Calendar Routines for the Common Core

First of all: I call the student who leads calendar each day our Meteorologist of the Day.  I like using a rich vocabulary with the kids, so instead of saying "Weather Person," we say "Meteorologist."  Yes, I know, there are plenty of components to this daily routine that have nothing to do with the weather. But that's just how we do it in Room 1.  The Meteorologist of the Day wears many hats. :)

~ CALENDAR SECTION ~

The Meteorologist of the Day begins Calendar time by reciting in front of class: "Today is [Wednesday, November 18, 2015].  Yesterday was [Tuesday, November 17, 2015].  [Tomorrow will be Friday, November 19, 2015]."

 

Optional, depending on time: I will say to the student: "Tell the class about something that happened yesterday (in the past), something that is happening today (in the present), or something that will happen tomorrow (in the future), without telling the class exactly when this thing happened, and we're going to guess if it happened yesterday, is happening today, or will happen tomorrow."  {Example: "I went to the movies."} Teacher will ask the rest of the class to figure out if the event happened yesterday, is happening in the present, or will happen in the future.  Ask them, "Which words in the sentence were clues that let you know this?"  {Guide them towards the word went, which is a past tense verb.}  

• L.1.1e: Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). 

~ WEATHER SECTION ~

The Meteorologist determines which words describe the day's weather, with help from the class if needed.   Have student look for, select, and place (for example,) sunny and windy word cards on the wall to finish the sentence on the board.  Student will then recite aloud for the class, pointing to each word as he/she reads: "The weather today is [sunny and windy]." 

• RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.3g: Recognize and read grade-appropriate irregularly spelled words

The Meteorologist of the Day will mark the weather graph with a dry-erase marker, putting a check or an X in the windy column and the sunny column.  {I am aware that by allowing students to mark the graph with more than one type of weather a day, you can no longer ask questions about the graph that revolve around the total number of days you've charted.  This is okay with me.}

The teacher will ask the Meteorologist questions about the graph, and require him/her to say the answer in a complete sentence.  I start off the year with the types of questions in the "Easier" section below, and then transition up to the "Challenge" level questions by the end of the year.

Ask the Meteorologist to explain how he/she got their answer.  Some students will tell me the number sentence they used, others will explain how they visually used the graph.  As long as it makes sense, I'm good with it.

Easier Question Examples: How many days has it been rainy this month?  What kind of weather have we had the most of this month?  What kinds of weather have we had the least?

Harder Question Examples: How many more days has it been sunny than rainy this month?  How many days fewer has it been cloudy than windy?

Challenge Question Examples: How many more days has it been sunny than windy and cold put together?  If it rains tomorrow, how many more days will it have been rainy than snowy?

• 1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than another. 

~ DAYS OF SCHOOL ~

The Meteorologist reads the following card: "How many days have we been in school?" and then tell the class how many days we were in school as of yesterday.  

Add one more straw to the place value pockets:  Ensure the student places the straw in the ONES pocket, not the tens or hundreds.  Then take out all the tens and ones, and count them aloud and he/she places them back in the proper pocket.  (E.g., "Ten, twenty, thirty, forty, fifty, sixty, sixty-one, sixty-two, sixty-three.  We've been in school sixty-three days this year.")

• 1.NBT.1: Count to 120, starting at any number less than 120.  In this range, read and write numerals and represent a number of objects with a written numeral. 
• 1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones.  Understand the following as special cases: 
• a. 10 can be thought of as a bundle of ten ones - called a "ten."
• b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
• c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and zero ones).

Ask the Meteorologist questions related to the current number of days of school.  (E.g., In ten more days, how many days will we have been in school?  In thirty more days, how many days will we have been in school?  How many more days until we get to the seventieth day of school?)  

*Keep the rest of the class engaged by asking them to give the Meteorologist a silent thumbs up if they agree with his/her answer.  I also remind them that they need to pay attention, because the Meteorologist might need help, and can call on helpers from the rug who are quiet to help with the answer. 

• 1.NBT.4: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of ten, using concrete models or drawings and strategies based on place value . . .
• 1.NBT.5: Given a two-digit number, mentally find 10 more or less than the number, without having to count; explain the reasoning used.

Add one more coin to the money pocket chart:  Ask the student which coin he/she needs to add to the chart.  When he/she tells you a penny, ask, "And why are you choosing a penny to show one more day of school?"  The student will nearly always just say, "Because it's worth one."  If they don't tell me it's worth one cent, I reply, "One dollar?!?"  And then they laugh, and correct me, and say, "No, the penny is worth one cent!"  The Meteorologist of the Day then leads the class in counting the coins to make sure we have the same number of cents as we do in the straw pockets.  

{Note: I do have a half-dollar shown with my the other coins as an example of US currency, but when it comes to adding coins to our "Days of School" count, I ask students to use two quarters to show fifty cents instead of the half-dollar.  I explain to the class that half-dollars are rare, and the majority of grown-ups don't pay for things with half-dollars.  I would rather they internalize the fact that two quarters make fifty cents (and when we get to the seventy-fifth day of school, that three quarters make seventy-five cents).}

Ask if we can exchange any coins to have a lesser number of coins shown (keeping in mind, most days we can't!).  The kiddos love showing equivalent values of coins, and it's for this reason that kids love being Meteorologist when we get to a day of school that lands on a multiple of five.  I know the Common Core no longer requires firsties to learn about money, but I think it's important, so I still teach it anyway.  

• 2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using dollars and cents symbols appropriately.  

After determining that we are showing the correct coins in the pocket chart, the Meteorologist will write the number sentence showing the addition of each coin to get the sum of days we've been in school.  (E.g., 25 + 25 + 10 + 1 + 1 + 1 = 63).

Add one more base-ten block: The Meteorologist will then add one more base-ten block to our base-ten representation of the days we've been in school.  I used velcro tape on a small white board, and on the backs of a handful of base-ten blocks, so the students can simply stick them up on the wall for everyone to easily see.  Like with the straws, and needing to make a bundle of ten when adding the tenth one, the student will exchange the ten one-cubes for a long ten when necessary.  

• 1.NBT.1: Count to 120, starting at any number less than 120.  In this range, read and write numerals and represent a number of objects with a written numeral. 
• 1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones.  Understand the following as special cases: 
• a. 10 can be thought of as a bundle of ten ones - called a "ten."
• b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
• c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and zero ones).

Add the Numbered Lakeshore Little Person: Finally, the Meteorologist will finish our Calendar session by showing everyone the "Little Person" (as they call them) for that day's number.  I used to put them up along the metal boarder of our bulletin board, but it made it too hard to change bulletin board backings each season. (I'd have to take down every. single. one. each time I wanted to change paper or borders, and then put each. one. back. up. It would take FOREEEVVVERRR.)  So now I tape our little people along the top of my cabinets on a different wall.  I miss having them with the rest of our calendar, but I had to choose my sanity over OCD.  

~ TO SUM UP ~

I know this feels like a VERY LONG calendar routine.  (It actually used to be longer, because we used to sing songs for the days of the week and the months of the year.  I cut them, for the sake of time.)  Start to finish, however, the whole routine really only takes about fifteen minutes.  Once the kids get the hang of it, they lead the class through each part, start to finish.  All I need to do is ask the Meteorologist his/her questions about the data along the way.  We're like a well-oiled machine!

Bossy 'E' Unit Bundle for all Vowels, Coming Soon!

I've been working hard on my Bossy E Bundle Unit (on CVCe long vowel words), and I'm hoping to finish over Thanksgiving break!  I've already finished the Long I unit, which you can find here on Teachers Pay Teachers.   

Please leave me feedback in my TPT store, and let me know what you think!

I heart EngageNY Math

Common Core Reading Literature Assessment

I finally finished my new Reading Literature Assessment!  It uses the story "The Kite" by Arnold Lobel, from Days with Frog and Toad, which is part of the Imagine It! reading program we use at our school.  Unfortunately, Imagine It is not Common Core aligned, so it's up to the teachers to create our own Common Core assessments.  

It will be on sale on Teachers Pay Teachers for a limited time, so if you grab a copy please leave feedback and a rating! 

Using my iPhone in the Classroom

I keep my iPhone within arms reach at all times at school.  (Is there an apostrophe in arms?  Probably. I'll have to look that up later.)  No, not because I plan on checking my texts or waiting for a phone call.  I use my iPhone for all kinds of things in the classroom.  For example:

Class Dojo
I'm written about Class Dojo before as an amazing classroom management tool.  And it really is.  But sometimes I want to give someone a point when I'm walking around the classroom, or in the middle of a lesson, and to walk across the room to get to my computer would disrupt the moment.  So I pull my phone out of my pocket, and boom, it's done.  That glorious little ding will ring out, and 27 little bodies snap to attention in hopes that they too, will get their own ding.

Dictionary
"Miss Bergstrom, how do you spell porcupine?"  Uhhhh, hold on kiddo, let me double check.I'm a pretty good speller, but some words just aren't always in the forefront of my brain.  How often does one spell the word porcupine?  Or karaoke?  Or corduroy?  Sometimes I start to second guess myself, and need to verify that I'm telling the kids the right spelling.  (Worst case scenario: that writing assignment goes home with the misspelled word, kid tells parents that's how I told him to spell it, and I look like an idiot.)

Timer
I use my phone timer everyday to keep track of my center rotations.  I am terrible at keeping track of time.  I've forgotten to set my timer on occasion, and when that happens, I'll usually continue reading with the same guided reading group until one student finally says, "Isn't it time to move to the next center yet?"  Oops.  I get on a roll with the kids and loose track of time!  My God-given talents just don't happen to include an accurate internal clock.  Luckily, I have my phone nearby to keep me on track.

Music
Music can be used for all kinds if things in the classroom.  Either to go along with lessons, to calm them down, or pure bribery, music is a valuable tool.  For example, I'll occasionally tell my kids that I'll play music while they work, if they promise to stay quiet(ish).  I have a Spotify account (one of the best Christmas presents my brother ever gave me), and I use it in the classroom all the time.  All genres of music are at my fingertips, at all times:Kids are doing busy work?  Play Disney's Whistle While You WorkChristmas season?  Let's search for Christmas carols.
Teaching a religion lesson and need a certain song to supplement the message?  Got it.
Need to settle them down after recess?  Mozart
Any time of year, and need to bribe the kids?  Frozen soundtrack.
Introducing a new phonics sound?  Teach it with a song.

Camera
All teachers need a camera in their classroom.  I'll write a post soon on all about ways teachers can use a camera in the classroom.

Common Core Standards
I have the Common Core Mastery Connect app on my phone so I can look up standards easily.  It just makes it quick and easy, especially for those times that I'm writing the standard and objective on the board for an impromptu lesson.

Weather
Obviously, I can't check the weather forecast for an absolutely definitive answer on whether or not it's going to be raining at exactly 10:20 in the morning.  But for the times when I'm asked, "Miss Bergstrom, are we going to have indoor recess today?"  I can at least check the weather to get an idea for whether or not we'll be on a rainy day schedule, and give me a little help on how to answer the kids (in addition to allowing me to mentally prepare for what might feel like a very long day).  It's also helpful when we're in the middle of our weather unit, and the kids are writing weather journals.  

Missal
Since this is a Catholic school, we attend mass as a school on occasion.  In these cases, I like to look up the mass readings ahead of time, to teach the message to the kids before we go to mass.  It's much easier looking up the readings on my Missal App instead of at my computer.  

First Grade Common Core Writing Rubric

One of the things I've been working on this year is rubrics.  By the end of the summer, I'm hoping to have written rubrics for every Common Core-based assessment or project I plan on assigning next year.  I think this will make parent conferences easier, especially when I get the question, "Why is my child getting the grade Needs Improvement in Language?"  So far, I've written rubrics for narrative writing (CCSS W.1.3) and I'm working on a rubric persuasive/opinion writing (CCSS W.1.1) which should be posted soon!

Narrative Writing Rubric

Favorite iPad Apps: Bluster

Another one of my favorite iPad apps, Bluster!  This app is FREE, and it has three different levels of difficulty, which is fantastic because I have a huge range of ability in my class this year.  But word to the wise: turn the volume down, because otherwise you will have the computerized sound of thundering clouds and rain roaring through your classroom.  

California Science & Social Studies Units

I discovered these free science and social studies units last year, and they are great.  Published by the California Education and the Environment Initiative, each unit is centered within the context of the environment. They're aligned to the California State Standards for science and social studies, so you could use these instead of your textbook series at different points in the year for many of the standards. (I don't know about you, but I am not in love with my science textbook or my social studies textbook.)  And, the best part is that they've recently released Common Core Correlation Guides for each unit, making it totally easy to include the Common Core standards in your lesson plans.

The website to download these units is www.californiaeei.org

The website will ask you to register your email, etc. to get the password for downloading everything (at least you needed to do this last year), but the password is teacheei if you don't want to go through all that.