TreeHouseTeaching

Where the fun of a tree house meets the world of education!

Product Review- Simple Minds Mind Mapping

A few years ago, I was introduced to the concept of mind mapping as a teaching/learning tool. I really loved it, but I realized it was so much more than that! It was a way to organize what I had to teach and, if I found the right software, I could even link inter-subject units easily!

If I could organize my planning, then I could use it to organize details for the stories I write, too!

It’s just an amazing tool for anyone!

The best one I’ve found for myself, personally, was a piece of software called Simple Minds (being an 80’s kid, I love the name, too!).

You can find it online here: http://www.simpleapps.eu/simplemind/

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This software does everything! You can add links, embed videos, share it between users, add images and other media… it’s just a great place to store your stuff and organize it!

Most recently, I have used it to organize my notes for my track at JordanCon! I’m sharing this one from a few years ago because… reasons!

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Cool, right?

 

Go on, download the free trial and give it a shot today!

 

Until Next time!

 

 

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My Favorite Plan Book

It’s funny, I know, that I really enjoy my paper plan book being such a geek. I will say that, being the nerd I am, I usually start with a digital mind map (I use Simple Minds, more on that tomorrow), then move to the paper plan book with specific activities.

So, here’s what I need in a planner:

  • Lots of space to write out assignments and plans.
  • Space to jot notes about what’s going on that day (extra duties I have, absences, etc)
  • flexible planning space (integrated units need to be together in my type A head)

If I got all of that in an Erin Condrin (I’ll get there someday!), it would cost me over $100. I’m a teacher, I don’t have a spare $100 sitting around to spend on a planner.

So, I found this:

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The planning pages are PERFECT for flexibility! Look at the inside pages:

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It also has organizing pages like these:

 

 

 

And grouping pages like these:

 

 

 

Just in case that wasn’t awesome enough, I found it on Amazon for $15, new, and a few options for non-Amazon vendors even cheaper!

 

This is seriously my favorite planner! I’ve bought one every year for the last three years! Try it, for yourself!

 

Until next time!

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Mentor Sentences- Choosing a sentence

So, yesterday, I told you about this wonderful thing called “Mentor Sentences” and how much I love them. I know I left you with this dangling question, “What if I’m reading a book that no one created a mentor sentence unit for, Mrs. Franklin?”

I’m glad you asked, bright one!

Today, we are going to talk about how to choose a sentence from the book you’re reading to use as a mentor sentence.

The Problem:

The real problem here is that we’re all trying to make our bosses happy and do what we want, too. “Our bosses say we have to teach X in August, Y in September, and Z in October. However, my friend Ms. Jivey’s lessons aren’t aligned with that. Oh, and when I’m teaching X in August, I have to be reading this book that the district aligned with this curriculum map.”

Yeah, that’s where I live, too. You see, our district/state aligned our Social Studies and Science curriculums with the ELA curriculum and created units that organize these together. Helpful, right? I’m sure it started that way. However, in their attempts to make our lives easier, they added specific books and specific writing tasks that HAVE to be done each marking period; as in someone downtown is expecting to see it. So, now I don’t have time to do this awesome book I found, because I have to read a book required by the board.

Now, before you throw up your hands and say, “I can’t do mentor sentences! I have to do this stupid thing…” let’s step back and remember what the purpose of a mentor sentence is. We’re pulling a sentence from a piece to use as the model for our grammar and writing lessons. So, the easy answer here is to pull a sentence from what you’re being forced to read and use it as a model.

But, I’m reading a chapter book, Mrs. Franklin. Those are GINORMOUS! 

Yeah, so take a sentence from one of the chapters you’re reading this week and use it. Focus on the thing you want to teach/enforce during your instruction this week and find a sentence that did it well. If you can’t find one that did it well, pick one that didn’t and have the students FIX it! Just don’t do this very often, because we’re mimicking the sentence, not adjusting it to fit our own voice. Most of the time, there’s at least one sentence you can use to model the skill you’re teaching.

Can I supplement the required stuff with what I want?

Sure. You’re not fully integrating it until you’re choosing a book with the same topic, but you can totally do this! Choose a picture book to offset the chapter book! Something you can read quick!

 

So, there you have it. I’m sorry it wasn’t more specific, but it’s really dependent on what you’re required versus what you’ve got time to do, versus what you want to do. I’ll be happy to help however I can, so leave me a message and tell me how!

 

Until next time!

~Mrs. Franklin

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Mentor Sentences- Integrating Grammar, Writing, and Reading

I’ve been doing this for years, but it’s because I bought a unit from Teachers Pay Teachers from Ideas by Jivey (freakin’ fantastic unit, I want to add) and not because I’ve actually invested time in developing the concept. So, what do I, as a nerdy teacher do? I find books and go to trainings when I should be packing up my room for the summer.

So, before I go too crazy, let me credit the guru’s that I love in this area:

 

Ideas by Jivey

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Seriously, these people are amazing and I want to be like them, someday when I decide to grow up. Yeah, that’s still up in the air.

 

So, what is a mentor sentence, Mrs. Franklin? 

I’m so glad you asked!

A Mentor sentence is a sentence you take from a book and dissect like a frog in Science. The purpose here is to identify the choices the author made and figure out why they did it in this particular sentence. We’re trying to get students to read with the intent of digesting the craft of writing and making it their own. They rewrite that sentence, they make their own sentence using the same decisions as the author and they practice using those concepts in their own writing.

But, wait… isn’t that stealing?

Umm… no?

<quote>“Nobody is born with a style or voice. We don’t come out of the womb knowing who we are. In the beginning, we learn by pretending to be our heroes. We learn by copying. We’re talking about practice here, not plagiarism — plagiarism is trying to pass someone else’s work off as your own. Copying is about reverse-engineering. It’s like a mechanic taking apart a car to see how it works.” ~ Austin Kleon</quote>

The name of that book was “Steal like an Artist” by the way. Just putting that out there, do with it what you will.

OK, so, how does this work?

Wow, you’re a great student, asking all the right questions! I’m so proud!

So, step 1- pick a book (or use a book you’re already reading), then pick a sentence that illustrates the thing you want to work on in Grammar/Writing.

Step 2- Follow the daily setup ON THE SAME SENTENCE!

The Daily Plan: 

Day 1- Invitation to Notice- jot notes about WHATEVER they notice in that sentence (“I see a period!” “That letter is capitalized!”) Seriously, ANYTHING they notice is worth writing down.

Day 2- Invitation to Identify- Identify the mechanics in the sentence (parts of speech, grammar, etc).

Day 3- Invitation to Revise- You guessed it, students revise this sentence using the same content, but changing words.

Day 4- Invitation to Imitate- Students write their own sentence using the same mechanics that exist in the sentence, but they write a completely different sentence!

Day 5- (OPTIONAL) Quiz on weekly skill.

 

So, why am I giving up my English book?

1- Because we don’t remember those stupid grammar rules the teacher taught us in third grade, not all of them. Sure, you remember some of them, but not all of them. Why are we teaching them using the textbook when it didn’t work for us? It doesn’t work any better now, if you’re being honest with yourself. The kids’ writing still suffer, they don’t use these conventions, you’re still banging your head on the wall. STOP IT!

2- Because, with this, you can teach grammar, writing, and reading comprehension… all using the same book! You’re already reading to them, folks. Take what you’re reading and, instead of trying to cram both grammar and writing in as separate pieces, embed them all in the same reading passages! Instead of planning three things, PLAN ONE and cover all three! Time is a fleeting thing in a classroom, with things stealing instructional time left and right all day long. This past year, I had all of my students in my room in their chairs for me to teach for a whopping 2.5 hours out of an 8 hour day. That’s it, less than 3 hours a day! I didn’t have time to teach Reading AND Writing AND Grammar! The answer? MENTOR SENTENCES from the book I was reading to my class, anyway!

 

What do I do now? You’ve got me intrigued! 

Go use your Google Fu, or the links above. Buy books, search Pinterest! Get more information and take classes, watch videos, get it in your life ASAP! Your kids will thank you.  Your administrators will thank you. Your parents will thank you. Your test scores will rise. Your stress level will crash.

And come back and tell me how you’re doing and how I can help!

 

Until next time!

~Mrs. Franklin

PS- I have a Pinterest board just for Mentor Sentences here.

Find J Anderson online here: writeguy.com

Find J.Ivey  on youtube here walking you through the process

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People I love to buy things from on Teachers Pay Teachers

Alright, it’s almost summer break and time to dust off this blog and get it focused on next year!

First, I want to share the people who have made my year easier this year. If you’re a third grade teacher, these people will make your life so much easier! If you’re not, these people will probably have something that will help you, anyway!

My personal favorite is Ashleigh, from Ashleigh’s Education Journey. I seriously owe this woman a fruit basket and I want to spend a week in her room and copy everything she does. I’m in awe. I use her Comprehension units, her Math units, , her Introduction to Writing Workshop unit, her Grammar unit… yeah. This summer I have to figure out how to NOT make all of these copies because of copying restrictions from the district, but I have a place to start, which is a fantastic thing!

A close second is Teaching in Room 6, where I get the Spiral Math activities which make fantastic homework and weekly quizzes. The spiral nature of the homework helps my class remember how to do things we learned at the beginning of the year and reviewing those before test season makes reviewing so much easier! I am also drooling over those weekly paragraphs and monthly essays for next year, too! ALSO, this lady is the QUEEN OF MENTOR SENTENCES! Go check out her units, I’ve been using them for YEARS with both 4th and 3rd grade classes and the kids LOVE THEM! I’m not even joking!

Last, but certainly not least, is Rachel Lynette and her collection of Task Cards that make center time really easy to setup and keep moving while I work with small groups!

 

It is from these three masters that I am learning and taking away their expertise to create a classroom that is both rigorous, invigorating, and fun for both my students, and myself! So if you’re looking for a place to launch your classroom, here you go!

 

Until next time,

~Mrs. Franklin

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Story Cubes!

First, let me introduce these awesome little cubes. I got the idea from a friend of mine, who is a published author, who said that she wrote something every single day. Sometimes, when she didn’t have ideas, she would grab her story cubes, dump them out and write whatever showed up. It would help knock some ideas loose or, at the very least, keep her writing.

So, I thought it would be fun to do in class to help students have fun with their writing, do some problem solving (they have to include all four cubes in their writing), and a whole host of other things.

I found them at Barnes and Noble and picked up a couple of expansion dice, too! There are action packs, fantasy packs, Sci-Fi packs… seriously, if you can think it, it probably exists! Here’s the base pack: Rory’s Story Cubes @ B&N.

Want to see them in action? TRY THESE!

   

Fun, right? I’ll post these every day so you can use them with your class, too! HAVE SOME FUN!

Until Next time!

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Free Online Courses @ Standford University!

Let me answer this question up front: No, you don’t get course credit for these courses.

HOWEVER, you do get some really good information that can help you in your classrooms through taking these courses!

 

I just finished a class called How to Learn Math: for students! You can find it here!  Through this course, the instructor discussed brain growth and how it relates to math, including strategies that encourage brain growth and how the way we teach it is outdated in the face of new information about how the brain learns and grows. I highly recommend this class, which is available through December 15th, 2014, completely online… completely FREE. It may be geared at students, but it’s a great one for teachers, too! I plan on showing it to my class at the beginning of the year this coming year! It consists of videos that you watch and questions that interact with those videos, reinforcing ideas and concepts in mathematical thinking, as well as brain development.

 

You can view their entire FREE ONLINE course catalogue here! Go on, see if there’s anything you’d like to give a try!

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Pets in the Classroom

I wanted to make sure my teacher buddies out there had this handy and started for school beginning. Our school system is going back early this year (Pre-planning starts on August 1st!), and I know I’m not alone in wanting things ready when the kids get there, instead of adding them, later.

With that in mind, if you’re in the market for a class pet, let me recommend

This is a grant program through PetSmart, that gives teachers grants to cut down the cost of getting a pet in your classroom! This program is how I got a class pet (Jo-Jo the Guinea Pig!) absolutely free last year! I did have to put up a little cash to help get the little guy comfortable, but it was around $10 out of pocket to get the him in my classroom!

 

Here’s the deal:

Fill out the application. My advice is to add some curriculum reasons why having this particular pet would be useful for your classroom. In my case, I taught 4th grade in Georgia, at the time, which meant I had to address animal adaptations. Having an animal we could talk about was an amazing hands on time for my class and it really brought that understanding home for them!

Be Patient. The application says it’ll take 3-4 weeks to get a response, but I got mine in about 1 week. That being said, high traffic times (like August!) may make the application slower to process!

Be prepared to fall in love! Maybe I’m partial, but Jo-Jo is like another student to me, now. My class enjoys having him around and take great pride in keeping him happy and healthy!

 

So, go on! What’re you waiting for? Get your class a pet today!!

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The Tuesday Reading Spot- Using sticky notes for Independent Reading

I love sticky notes! I love that I keep finding ways to use them, too!

 

I found this pin this week on Pinterest (pictured below) and thought it was a really neat setup! Now, to plus it (as Walt Disney would say)!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

One of the books we are reading with the Georgia CCGPS Frameworks is Shiloh, by Phyllis Reynolds Naylor.

 

This is a really good book and there’s a lot you can do with it. I’ll be creating a bridge between the framework and all the other things you can do with this book as we work through it this year, so one Reading spot will be focused on applying the Common Core to Shiloh.

You can get your hands on a copy of this book here!

 

 

 

 

 

 

 

 

 

 

 

 

 

For the purpose of this post, though, I thought we’d take a set of sticky notes to it, keeping in mind the Anchor Chart shown way up at the beginning of this post! While I was reading the first two pages, I got three stickies and four jots (I’m calling them this in my class, instead of notes. Maybe it’ll be less intimidating?). I really like the coding (the ?, T, heart…) for this and think it will really help them focus what they’re responding to so that when it comes time to write those IDR’s I talked about earlier (see that blog entry here!), they’ll have jots that they’ve already started to get them jumpstarted on their IDR logs! Win-Win!  Especially making those Text to Self (T/S), Text to Text (T/T), and Text to World (T/W) connections!

 

Here are my jots!

 

 

 

 

And, maybe if I ask REALLY nicely, I can get a friend to post her youtube video about using sticky notes while you’re reading, too! I popped this video up on my board this past year and let HER teach my kids how to do it! Sometimes, all they need is another voice and BOOM! Learning moment! Maybe we can tag-teach long distance this year? *ponders*

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Monday Math Project: Fact Flipbooks

I’m beginning to lay out the format for my Math Notebook for the coming year and I’ve noticed that quite a number of students walk into fourth grade without a good grasp of multiplication facts and the rules that go along with them. I’m going to take a page of my notebook and use it to create a reference for them, this year. I will add this up front in my reference section. I like to keep these things handy and interesting, so while mine look pretty blank, right now, I’ll be adding color and decoration as I work with the students to create this page.

For those of you unfamiliar with how to create a flipbook using index cards, I will refer you to my idol: Dinah Zike‘s YouTube Video collection! I firmly plant my love of notebooking at her feet! I love it that she’s created these videos and shared them with the world for free, too!  I hunted for this particular foldable and couldn’t find one!, so I made a generic one that you can use for anything! This is how to make the flips:


 

Once you have the basics, it’s pretty easy. In this case, we’re adding 13 cards, with the top one flipped to the un-lined side for a title page.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Being able to identify whether a number is prime or composite is a big one for my class, so I’m having them label whether each number we’re talking about is prime or composite on the bottom left of the title line and labeling each card with the number we’re talking about on the right side of the title line.

 

Once that’s finished, we’re going to start adding the facts and adding the rules that go along with those facts on the cards. It will look a bit like this on each card:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

If you’re short on time, you can go over these that I found at redshift.com (beware, the coloring of the website is a little rough on the eyes, but the rules are there are they’re sound ones). I prefer to work through these with my class, so they get their hands on the problems and can see what I’m asking them to write down before they write them. This is great center work, btw…

 

So, there’s Monday’s Math Project for this week! Hope you enjoy it!🙂

 

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