WOW!! Look what teaching elementary school really is!!

WOW—Look what teaching is!!

Classroom Management:
Setting up a classroom
Establishing rules and procedures
Back-to-School Night
Working with Parents
Parent Conferences

Lesson Planning & Teaching Strategies:
Curriculum Maps
Lesson Units
Daily Planning
Essential Elements of Instruction
Questioning Strategies
Cooperative Learning
Gifted and Talented
ESL
Resource
IEP’s

Balanced Literacy:
Assessment
Shared Reading
Guided Reading
Centers
Independent Literacy Activities
Reading Strategies
Fluency
Comprehension
Content Area Reading
Vocabulary
Oral Language
Spelling
Word Work
Grammar
Interactive Writing
Writer’s Workshop
Shared Writing
Handwriting
Read Alouds
Independent Reading
Independent Writing

Math:
Guided Math-Inquiry
Skills/Standards Based Math
Hands-on Teaching

Social Studies:
Social Skills
Geography
History

Science:
Process Skills
Hands-on Discovery-Inquiry

Health & P.E.:
Large and Small Motor Skills
Movement
Healthy Lifestyles
Prevention Dimensions

Art & Music & Drama:
History
Creativity
Techniques
Listening
Observing
Appreciation
Performance
Projects

Seasonal & Special Activities:
Bulletin Boards
Displays
Programs
Field Trips

NEED A LAUGH? THIS WILL DO IT FOR YOU!!! ENJOY!!

Kids are Funnier than Adults

What, you ask, is "Butt dust?" Read on and you'll discover the joy in it! These have to be original and genuine . . no adult is this creative!!

JACK (age 3) was watching his Mom breast-feeding his new baby sister. After a while he asked: "Mom, why have you got two? Is one for hot and one for cold milk?"

MELANIE (age 5) asked her Granny how old she was. Granny replied she was so old she didn't remember any more. Melanie said, "If you don't remember you must look in the back of your
panties. Mine say five to six."

STEVEN (age 3) hugged and kissed his Mom goodnight. "I love you so much, that when you die I'm going to bury you outside my bedroom window."

BRITTANY (age 4) had an earache and wanted a painkiller. She tried in vain to take the lid off the bottle. Seeing her frustration, her Mom explained it was a childproof cap and she'd have to open it for her. Eyes wide with wonder, the little girl asked: "How does it know it's me?"

SUSAN (! age 4) was drinking juice when she got the hiccups. "Please don't give me this juice again," she said, "It makes my teeth cough."

D.I. (age 4) stepped onto the bathroom scale and asked: "How much do I cost?"

MARC (age 4) was engrossed in a young couple that were hugging and kissing in a restaurant. Without taking his eyes off them, he asked his dad: "Why is he whispering in her mouth?"

CLINTON (age 5) was in his bedroom looking worried. When his Mom asked what was troubling him, he replied, "I don't know what'll happen with this bed when I get married. How will my wife fit in?"

JAMES (age 4) was listening to a Bible story. His dad read: "The man named Lot was warned to take his wife and flee out of the city but his wife looked back and was turned to salt. Concerned, James asked: "What happened to the flea?"

TAMMY (age 4) was with her mother when they met an elderly, rather wrinkled woman her Mom knew. Tammy looked at her for a while and then asked! , "Why doesn't your skin fit your face?"

The Sermon

I think this Mom will never forget.. this particular Sunday sermon...
"Dear Lord," the minister began, with arms extended toward heaven and a rapturous look on his upturned face. "Without you, we are but dust."

He would have continued but at that moment my very obedient daughter (who was
listening!) leaned over to me and asked quite audibly in her shrill little girl voice, "Mom, what is butt dust?

The most wasted day is that in which we have not laughed.

Small Box Plans--SOSAL format

I don't know who came up with this acronym, but it works well as new teachers write their plans in the small boxes of a plan book.

SOSAL

S – List State Core STANDARD

O – OBJECTIVE
(3 part = Objective + Rationale + BTEOTL)

S – Lesson Plan STRATEGY &
Procedures
(Direct, Guided Learning, Inquiry)

A – How You Will ASSESS Learning

L – LEARNER ACCOMMODATIONS

This explains what is included in each part of the SOSAL format for writing block or box plans.

S = STANDARD & NAEYC
You only need to put the standard, objective, and indicator numbers and letters, do not write it out. NAEYC guideline needs to be included here; (EX: L.A., S-II, O-3a, N-8). You do not have to write anything out.

O = OBJECTIVE
Write your objective for the lesson in ABCD format. You can use the BTEOTLSWBAT for ‘By the end of the lesson students will be able to…’ or SWBAT for ‘Students will be able to…”. This is the ‘what taught’.

S = STRATEGY=Instructional Strategies (or How Taught); Guided Learning=GL, Direct Instruction=DI or Inquiry=I
In block plans, this is very brief. Do not write it out in detail. The purpose for you to think through the processes and procedures of your lesson AND to identify what type of lesson you are preparing. You are briefly describing the ‘how taught’.

A = ASSESSMENT (CH=Checklist, AN=Anecdotal Notes, SWS=Student Work Sample, R=Rubric, O=Other--state what it is!)
Briefly tell what formal, informal and student self-assessments will be used before, during and after your lesson. This is the ‘how evaluated’.

L = LEARNER ACCOMMODATIONS
Write accommodations for individual learners. Think about how you will change or adjust your lesson to meet the needs of individual learners. You may implement an accommodation for the whole class but it will really be meeting the needs of a few students.

Effective Lesson Planning

There are three main types of lesson plans:

Direct Instruction--Use when there is specific information that needs to be taught in a direct way.
Guided Learning--Use when the lesson lends itself to guiding the students through a process.
Inquiry--Use when you want your students to discover an answer to a question or solution to a problem.

Following are lesson plan formats that can be helpful in planning these types of lessons:

Direct Instruction

Developed by Madeline Hunter

1. Anticipatory Set

Attention is focused on the learning. Readiness for instruction is developed. (3-5 minutes)

2. Objective and Purpose

Readiness is further extended by informing students of objectives (what they will learn) and purpose (why it is important).

3. Instruction

Information needed in order to achieve the objective, comprehend the concept, and acquire the skill is provided.

4. Modeling

Concept, skill or process being taught is visually and/or verbally illustrated.

5. Checking for Understanding

Teacher checks for understanding by obtaining feedback from students. They may be asked to respond orally, in writing, or by performing a task. Instruction is adjusted accordingly.

6. Guided Practice

Before having students function independently, have them perform some samples of the task.

7. Independent Practice

Students develop fluency by practicing independently. The teacher arranges these experiences to ensure application of principles of effective practice.

8. Closure

This section should wrap up the lesson and clarify the learning in each student’s mind. They may get to practice the learning one more time, or perhaps describe what they learned in their own words.

Guided Learning

Introduction

Attitude Orientation

1. Raise attention and reduce distracters.

2. Pique interest in the topic and the task.

3. Motivate for sustained effort.

Schema Orientation

1. Activate relevant background knowledge.

2. Correct misconceptions.

3. Provide necessary new ideas and facts.

4. Establish a sense of organization, sequence and transfer.

Activity Orientation

1. Establish purpose/objective for the activity.

2. Remove obstacles and alert to hurdles

3. Pre-teach key concept or vocabulary

4. Model procedure for the activity

Activity

Do the activity. Provide for fast finishers.

Response

(Choose one or more of the following)

Follow up:

Give a closure to the activity by reviewing the purpose/objective.

Discussion:

Regroup and discuss the learning and review the purpose or objective.

Integration:

Make connections between other learning and this activity. Write or record in a journal the learning process.

Inquiry

Launch

The teacher poses a problem or asks a question. The students actively listen and ask clarifying questions. The problem or question must be open-ended with multiple paths to solutions or multiple solutions. Although the objective is not stated at the beginning of the lesson, the teacher’s objective is tied to the state core and is clear and conceptual.

Explore

The teacher provides a variety of manipulatives, hands-on supplies and/or materials, technology, charts, graphs, table, etc. The students build their own understanding of the conceptual purpose/objective of the lesson by working individually or in collaborative groups. The teacher facilitates, asks questions and assesses the learning. The students are questioning, explaining and justifying their thinking.

Summarize

The teacher and students discuss the paths and solutions of the problem or question. The students hypothesize and generalize regarding the solutions. The teacher facilitates a discussion of correct and incorrect hypotheses. This should lead to the purpose/objective of the lesson. Posing a related problem or question will provide appropriate practice.

Optional Format:

*Example/Non-examples

*Questions to Guide

*Student Hypothesis

*Validation

*Practice