Bring some " sparkles" with Google Chrome Extensions

What in the world are Google Chrome Extensions? These extensions are software you can install within your Chrome browser that allows you to run other services in the browser.  It sounds super complicated and you might think, “ why would I need these extensions?” Well my friends, I am here to share some extensions I use especially during distance learning.  

First things first, adding Google Chrome extensions is so easy and FREE! If you don’t use chrome I highly recommend downloading it to use as your web browser. Personally I use my Mac at home but I go back and forth using Safari and Chrome to achieve specific tasks.  You can add extensions with just 2 quick clicks! Here are my favorite Chrome Extensions for Distance Learning!

1. Screencastify - Right after the PD from Jeff Quick on Screencastify, I downloaded the extension and it has been super easy to use instead of having to record myself in Zoom, waiting for it to download, edit in iMovie before I can upload it on to Drive.  This program easily record your screen, yourself, or both! Not only does it save directly into your Google Drive, I also love how you can directly add it to your Google Classroom! 

2. Bitmoji -This is my FAVORITE Chrome extension. Long gone are the days of emailing your Bitmoji from your phone to your email on your laptop and having to maneuver the Bitmoji with the set background around.  Within this extension, your Bitmoji will have a translucent background, which means, you can place it anywhere you want and it would have that pestering white or black background blocking your content. I love using Bitmojis. Here are some of my favorite ways to use this extension:

• I put Bitmojis on my daily message slides I share on Class Dojo and Google   Classroom. My students LOVE this!

• I insert Bitmojis on student’s work. It acts like a digital sticker.  You can search for Bitmojis with the extension and then just copy and paste them  or click and drag right into the Google slides, powerpoint or even the student’s work in Google classroom. It becomes a digital sticker when I use it on students' work.  

3)  Emoji Keyboard – Use this extension to add emojis to your announcements, slides, or Google Classroom! So easy and your students will love it! I use it for changing Google Classroom topic names! Anything to give our students some giggles and excitement to push through this last month fo distance learning. 

4) Custom Curser Make your curser something fun for your online class meetings or screen recordings! We have to get that motivation going any way possible. 

5)  Google Keep- Organize your notes and to-dos by category! You can even color code and add your own labels. You can access it from your computer, phone, or even your apple watch! Game Changer!

6) Full Page Screen Capture Easily take a screenshot of your screen or browser with one click! 

I hope these extensions will help motivate your students to continue with distance learning and also help you with some productivity and some silliness! 

HAPPY TEACHING!

Eileen Wunderlich 

Eileen.wunderlich@omsd.net

Read like a Writer: Argumentative Writing Edition Part 1

We all have that "friend" on social media who likes to repost a source with bias information or unreliable sources (especially during campaign season). Each time I see this, I cringe and think how important it is for our students to be knowledgeable about credible sources and bias in the media, which is even more difficult with all the media our students have access to daily. Therefore, teaching students the skill of identifying the components of argumentative writing will be an essential skill for high school and college-level writing and thinking, and being a responsible global citizen (who doesn't spread false information from unreliable sources).  

"Students love discussing and debating their point of view, and it has the capacity to pull in reluctant writers because most students don't have trouble writing about their position on controversial issues." Ryan McCarty

From kindergarten to 5th grade, our students practice with opinion writing. They start in kindergarten with statements like "My favorite food is…" and build upon those skills to 5th grade when they need to "Write their opinion on topics or texts, supporting a point of view with reasons and information." (CCSS 5th grade standards) Throughout these years, students practice writing their opinions on topics, so they wind up writing things like, "I like how the main character solved his problem in the story because I would solve it the same way." This is an adequate answer because it's their opinion; however, in 6th grade, when the standards change it up on them and take away their "I think…" "I feel…" "I like…" it can be somewhat challenging for them. 

With the roll-out of Learning Targets on my site and my focus on Read Like a Writer, I decided to reflect on how I've introduced argumentative writing in the past. I was particularly interested in why it seemed to be so challenging to my former students. As I backward planned and looked at all the skills needed to be successful at argumentative writing, I began to see why students struggled. Take this substandard, for example: "W.6.1.A Introduce claim(s) and organize the reasons and evidence clearly." First, students need to know what a claim is and how it is different than an opinion. Then they need to understand the purpose of reasons and where they "find" these reasons. Next, they need to know how to use "evidence clearly." Wow, this is a lot to tackle for the 12-year-old brain. I looked at how I would implement this unit in teachable 30 minutes (or so) chunks and wrote out each of my learning targets. This process helped to focus my instruction. 

So we started slowly and purposely.

1. We created common definitions of the vocabulary they'd be hearing me use repeatedly: claim, reasons, clear evidence (here we also defined types of evidence- see #3 below), counterclaim (not a 6th-grade standard), commentary, thesis statement. Learning Target: I can define the vocabulary words needed for argumentative writing. 
2. The next day, we merged reading and writing instruction. I asked my students to identify the author's claim using a mentor text. Then, we built on that using probing questions like how do you know that is the author's claim? That moved us forward to identifying the author's reasons (more on developing reasons in my next blog post). Learning Target: I can identify the author's clear and reasons when reading a mentor text. 
3. The following day we looked at evidence, evidence, and more evidence- Most of my students can identify evidence because they are well versed in pulling evidence from a text when writing a constructive response. To practice with identifying the author's evidence, we used the same mentor text we had been analyzing. I had my students write each piece of evidence on a different post-it. Then with their table groups, they looked for similarities and differences. Next, as a group, they compared the evidence they all found to our notes on evidence and added each post-it to our evidence tree map (chart above). From here, we had a class discussion on how each piece of the author's evidence was relevant and factual. We had a compelling discussion on how we know the evidence is factual (look for reliable sources and experts in that field). Learning Target: I can identify and evaluate an author's use of evidence. 
4. We repeated this process once more with a new mentor text before I assessed their understanding using a completely new text. I was so happy to see that between my two classes, the average was 85% proficient. Learning Target: I can identify and evaluate the author's claim, reasons, and evidence when using a mentor text. 

Next month, I'll explain how we used our work with a mentor text to help my students create their own claims and research evidence on world issues that they are concerned about and want to see changed. Some big things are coming out of these 12-year-old brains, and I'm so proud of them for beginning responsible global citizens.

 Follow along to see how our reading and writing transforms, 

• Jenni Merry 

Integrating Depth of Complexity Gate Frames in Math

As December is upon us, so are these three words: deadlines, drowsiness, and decisions. One thing that probably does not change is the running to-do list that seems to pop into your head as your in bed. Don't forget tomorrow you have yard duty. I have to get to work early to make copies of my math assignment. Jacob, Darren, and Julie were absent, so I need to make sure they make up their test. Remember to switch my ELA and math times because students need to leave for band practice during my regular ELA block.  With extra holiday activities and chronic absenteeism, where do you find time to teach and make sure that everyone is on the same page? How do you alter your instruction to present the material in a way so they won't forget it in over the break and without coming up with something new every single time? Little did I know that the solution was one frame, a soft whiteboard, a dry erase marker, and a dry eraser. Yes! That's pretty much it. Embedding Depth of Complexity frames during my math instruction provides a solid structure for students to further their understanding of a math concept and manipulate it in many different ways. It also offers an opportunity to review previous lessons quickly. The best way for students to find the value in these frames is by using them consistently. 

1 DOK frame, 5 skills captured, ALL minds learning

"Remember, yesterday, we learned about inequalities with rational numbers and how to order them, right?" A sea of wide eyes stare back at me, a few nods, and some furrowed eyebrows expressing confusion look back at me. Alright, let me do a quick 5-minute review, and then we will be good to go. I glance at the clock, and somehow 5 minutes turned into 10 minutes, and part of me questions how valuable it was that time and if I will be able to reach today's learning target because of it. Instead of thinking of what I covered, I think about what didn't I cover! I gave simple problems that I could create on the top of my head within a quick second. I didn't check to make sure they could explain and reason their answer using vocabulary, make them represent with a number line, or have them create a situation. To top it all off, the students who didn't need the review are now bored and off task. Its times like these when I wonder how can I be prepared for these hiccups without taking time out of my day to create a review I may or may not need. That's when I realized I needed something that I could have them take out on the spot to review. Something that required students to enhance their ability to follow written directions and me to pinpoint skills for one given math concept-a depth of complexity gate frame with a few icons did the trick. I didn't realize how much one little paper could allow me to focus on the problematic math skills but also be able to walk around and pinpoint the areas of weakness of strength within a second. With embedding these frames, I could complete

maybe three problems. Now, this may not sound like a lot. Still, within these three problems, students created a real-word problem, used and internalized academic vocabulary, explained the reasoning of their answer, provided their solution in an equation, and, last but not least, provided a drawing. Now I am not saying that the second I introduce them to a new gate frame, they will meet my expectations, so when I provide them with a new one, we complete one together on the smartboard. I then give an example they can complete on their own. I've learned that sometimes, students need to feel as if they can do it. It doesn't matter that they have seen the directions one hundred times; the fear of not visually seeing your expectations can hinder them more than anything. The way I see it, if a student is willing to use my example to benefit their own understanding, then we are all winning and the ability to understand another's thinking has been internalized.  

The begining .. but definitely not the end
So as all great things, the start of something new starts with the creativity of the teacher, however once you have created it, it can be used for years to come.

1. Pinpoint what math concepts students struggle retaining or are vital in knowing throughout the movule. Ex. Double digit multiplication
2. On a document edit the gate frame using icons and list components that are necessary for that skill. For example, in fourth grade for multiplication the strategies would be place value chart, area model, partial products, and algorithm form so those would complete your gate frame. **Lets say there are different components of one skill-integers/rational numbers then create multiple frames for that skill in scaffolds as seen in the photos. 
3. Print a copy for each student on cardstock and pass them out to place in a soft whiteboard (White cardstock on one side and red cardstock on the other). Students will slip the frame on the top. When it is time for a new one they will leave the previous ones and add to it. This helps review any strategies on a drop of a hat. 
4. Use as a quick warmup (fluency) for a lesson or to introduce a topic or to review a series of strategies within a topic/Module. 
5. Provide an example for students if necessary for the first time. Then only circle one or two portions of the gate frame. Continue adding portions until students understand or have been taught all portions of the frame.  
6. Put on a timer and allow students to complete independently while walking around the room and monitoring and assisting where needed
7. Pull students together and review their soft whiteboards visually and continue with following problems.

Taking it further

Accoutability: 

• Check one student's board if everything is correct and have them check their tables to determine their answers. Have them explain to a student if they do not understand. 
• Count it as an exit ticket
• If a student is really struggling with a portion of the frame, check the students by staying "yes" provide another problem for them to do, but doon't allow the struggling students to move on. Allow them more time to continue with the problem they are on. 
• Let students know that they will share their answer to a class under the document camera and another student will be referring to the frame as they are talking about it. 

Collaboration/: 

• In pairs, divide the portions of the gate frame between the two-meaning each student has to complete two portions and then when they come together they will have to determine if their answer is correct and if they can support it with numerous methods. 
• Allow students to complete one whole gate frame as a team switching up the portion of they gate frame. 

Kagan:

• After completion of the gate frame allow students to discuss their answer with others, especially if a challeging problem or a skill students struggle with. Students can complete with a mix pair share, complete as a team almost as a jigsaw rotation

Regardless of when you decide to implement gate frames within the school year, the impact they can make is tremendous. Remember there is no right or wrong way to create a frame. I encourage you to create one for an upcoming module or even a past one that you feel students may forget.  

Lively Teaching,

Miss Magana

Integrating Visuals in Order to Build Connections in Math

"Numbers, Pictures, Words!" I am a broken record as I walk around the room and gently remind students that when completing word problems, they should have all of these three criteria by using the Read Draw Write process. As we all know, if students can use the skill successfully in a word problem, chances are they have mastered it. In 6th grade, I have come to realize, few lessons introduce a new concept without a word problem or two, so as I collect their exit tickets or tests, I am looking for these three criteria. I expect students to struggle, but the part that amazes me is what the struggle is. Some students complete the problem correctly, but their picture does not match their numeric solution. Others provided a perfect model with an inaccurate and illogical answer. The worst scenario is when they all seem to get it just to present you with wide eyes the next day when you give them a similar problem to the day before! *Cue sad music here*. Students haven't internalized the connection between their pictures and numbers, which leads to difficulty when they are trying to provide reasonableness to their answer. Is this important? Yes, because as well all know, it wouldn't be Eureka or common core if it didn't have a picture or strategy when teaching a skill. The great thing is that the solution requires 1 question and some old fashion color coding! 

                

                                                                                

                                                                               I see it!!! Can't you??

When I look at our program, I am thankful that we teach multiple methods and models to assist our students in their understanding of something as simple as addition. Models were something I wish I had growing up. As a visual learner, multi-step word problems were tricky if I was unable to picture it. I still remember the problems that sounded like this "Now Jerry lives 3. 8 miles from school and 2.6 miles from his house lives Sherry in the opposite direction. Jack can travel to the school and back in 8.6 miles. If they walked to school tomorrow, how many miles would they walk all together to arrive to school? So there I was, drawing squares to represent buildings and arrows to represent paths to their destination. Most students today could solve this problem with three simple tape diagrams and a few labels. So why the disconnect? After countless examples of a problem side by side with a tape diagram/model, they still didn't see it!  So I did what I do best when I want things to stand out--I color-coded, and the students helped me. When you make the students find the connection, they are more likely to see it and internalize it on their own. 

Bridging the GAP and making the connection

Incorporating this strategy can be completed or every lesson. The following steps to incorporating this into your lesso is simple. This is how I embed it into my daily lesson. 
1. Complete problem with your picture and your drawing. 

2. Once your model is side by side with its corresponding drawing, you break up the equation and ask students to connect it to their picture by using the following stems using my example.
          "I see 45 in my equation, but where do I see it in my picture/model?" 

3. Have students look at the picture and tell me once they see the 45. Once they have done this I color code them the same color-in the example it is represented in pink. 

4. I continue this process with all the pieces within the equation. "I see 3/4 as my divisor, where do you see it in my picture?" and then color code it--in the example it is represented in blue. 

5. I continue this process with the answer of my problem. " I see 60 as my quotient, where do you see it within my picture?"

6. Now lets look at my answer and see if based on my picture if it logically makes sense. During this time I discuss that the whole tape is bigger than the 45 which makes sense because it is only 3/4 of the tape and 15 + 15+ 15+ 15= 60. 

7. Once we have completed this together then I reveal my overall anchor chart for that lesson that have the same colors. I then leave this up throughout the entire lesson for students to refer to. You can complete this on any following problems and that way throughout the entire lesson you are building that connection. 

8. In my class I wll have students complete a seperate problem color coding their work OR provide them with a copy of my anchor chart that we colored together to glue in. Students can continue to refer to it as the module progresses. 

I have seen a big change in my students when they are required to make connections between their numbers and pictures. This is a valueable tool that not only allows for class discussion and reasonableness. 


                                                                  Lively Teaching, 

Jessica Magana

So the writing journey begins...

The start of a new school year is always exciting.  Teachers return with a fresh mindset determined to

change or adjust instruction from last year....and....so the journey begins.  Last year, I focused my Spotlight blog entries in writing after participating at the Invitational Summer Institute sponsored through the Inland Writing Project.

As I implemented many new writing strategies into my classroom instruction, I felt that I needed to dig deeper in certain writing aspects and this is where a new year, a new journey, begins.  This year I will be focusing on explicitly teaching and practicing the 6 Traits of Writing more thoroughly.

The 6 Traits of Writing includes the following: ideas, organization, voice, word choice, sentence fluency, and conventions.  This month I am focusing on ideas.

Last week our class started a narrative story.  I had collected some super cool Writing Traits items like my Scholastic kit: The Trait Crate which includes mentor text to help frontload the six traits along with posters and a reference book.  I also had a Traits of Writing big book which someone had left in our community "grab-n-go" table of our staff lounge...(this was a treasure of a find!).

I explained to the class how writers sometimes struggle with not only coming up with ideas to write about but supporting details in order to expand on those ideas.  So here were two days worth of activities in a nutshell:

1.  Think of your comprehension skill of the week.  Ours was Problem/Solution.  Try to align this skill with a student-produced narrative essay.

2.  Provide students the "problem" of their narrative piece.  I gave my students the sentence "Suddenly, I heard the dark clouds roar like _____ and it began to rain cats and dogs!"  I left the line blank in order to review similes.  Students decide independently to write their own simile.  I also included an idiom as this was the vocabulary strategy of the week in our Wonders reading program.

3.  Students fold their graphic
organizer into six sections and draw borders using a sharpie.  They label the first two boxes "B," the next two "M," and the last two boxes "E."  These will be their beginning, middle, and end sections of their stories.

4.  I then proceeded to ask the class to think about something that may happen in real life that could be ruined by a sudden storm.  They came up with a lot of interesting ideas for their beginning event.  The problem would be the actual rain storm.  On the back of their graphic organizer, they selected their event and then proceeded to think about main characters, supporting characters and any details that they could possibly include in their stories.

5.  Next we proceeded to share these ideas for their stories with partners.  Students

gave each other feedback and encouragement to keep writing.

6.  I then allowed them two draw their panels with as much details as possible.  They could color their panels as well.

7.  They also received post-its and place the post-its on the panels in which they wanted dialogue.  They quickly "scripted" some dialogue on their post-its since this is part of the narrative writing standards for fourth graders.










8.  Now they are ready to write their first draft. After spending two days of sharing ideas, I feel they will have much more to write about during their first draft.

Happy Writing!
Gus Macuil