Class Antics – Inside Elementary Education

We all know that visits to the library are an easy way to combat summer reading slide.  Keeping math skills from sliding requires a little more effort.  I’ve taught many grades, and I can say that one skill most students haven’t mastered is ROUNDING!

Every grade I’ve taught has tackled rounding early in the school year.  I think it’s supposed to be quick-and-easy review.  Well, it isn’t.  It’s a math grade killer.

If a National Board Certified Teacher is constantly surprised that kids struggle with rounding, how is a parent supposed to know?  I really don’t see how you would, so this blog post serves as a public service announcement for Rounding Awareness.

Even now, having developed many ways to teach this skill, I still don’t understand what’s so hard about rounding.  I mean, take 53.  Is it closer to 50 or 60?  Closer to 50.  How hard is that?  Very, for most students.  Don’t get them started on rounding 50,453 to the nearest tens place.  They just fall apart.

As a parent, it really helps if you’re mindful of teaching rounding in daily life.

Examples:

1. This gum costs 63 cents.  Is that closer to 60 or 70 cents?
2. I want to buy 5 drinks at the fast food restaurant.  They’re each $1.19.  Is $1.19 closer to $1 or $2?  About how much will I spend?
3. This recipe calls for 1 2/3 cup of flour.  Is that closer to one cup or two?
4. Look, this movie made $83 million at the box office over the weekend.  What a blockbuster!  Is 83 closer to 80 or 90?
5. This meal costs $5.85.  Is $5.85 closer to $5 or $6?

A few rounding worksheets would be really helpful.  I recommend you print them from the rounding section on Dad’s Worksheets and/or Math-aids.com.  The worksheets help with something incidental real-world rounding doesn’t address: taking the same number and rounding it to the nearest tens, hundreds or thousands place.  For that skill, it really helps kids to see the number in black and white.

Your child can practice rounding on computer games.  Click here for a site with some fun games.  They are all good; my students love Rounding Sharks.

A visual technique for teaching rounding: The Rounding Hill.  As an example of rounding to the nearest 10,  this diagram shows why you round up when the ones digit is 5 or more.  Many kids think that 5 could go either way because they mistakenly believe 5 is exactly in the middle.  The Rounding Hill shows that there is no middle number, as there are 5 numbers on either side of the hill.  The Rounding Hill really helps most students, and I often see them drawing this diagram on their math tests to serve as a reference point.

Students experience summer slide in every subject.  Here are some fun tips for helping your child with a difficult topic: estimating.

By estimating, I mean two different skills.  One is estimating measurements.  The other is using rounding to estimate an answer to a problem.  (526 +375 = about 900 if you round to the nearest hundred)

Fun with a tape measure*:  Simply give your kids a tape measure and challenge them to hone their estimating skills.  About how long is your kitchen?  How far to the sidewalk?  Is the length of your driveway closer to 10, 20 or 100 feet?  Should you measure the height of your cat in inches, feet or yards?  This is a pleasant way to spend a summer afternoon.

If your kids and their friends are enterprising, they could each make up their own challenges, writing little worksheets with measuring tasks.  It’s like playing school, but more active.

Fun with a scale: This is a lot like Fun with a Tape Measure, but with measurements of weight.  Your child can develop a sense of what things weigh.  How much does cereal weigh?  Dishes?  The family dog?  A book?

Shopping estimation: Running errands really does provide lots of ways to incorporate math.  Simply ask little word problems as you go.  If I buy this item for $2.95 and that item for $4.25, about how much will I spend?  Once your child is good at answering this type of question, challenge her to figure the rough amount of change from a nice round figure like $10.

*Fun with whatever—a tongue-in-cheek way to make any task fun.  Sort of.  It helps!   Read the blog post for classroom examples.

“Give me your tired, your poor, your huddled masses yearning to breathe free…”

Emma Lazarus’s inspiring poem is engraved on a plaque at the Statue of Liberty.  Many people only know the famous ending, but reading the whole sonnet gives a much deeper meaning.

“The New Colossus” makes a wonderful memorization challenge.  Your students can handle it—my third graders sure did!

The title refers to the Colossus of Rhodes, one of the Seven Wonders of the Ancient World.  The Colossus of Rhodes was a huge statue of the titan Helios, constructed to celebrate Rhodes’ victory over Cyprus.

America’s Statue of Liberty is “The New Colossus,” symbolizing welcome, freedom and hope.

I hope you and your students will enjoy my teaching notes and vocabulary handout.  It gives background information and lays the poem and relevant vocabulary words side-by-side.  Having all this information on one sheet will help your students understand and memorize the poem.

Memorization tips:

1. Give a deadline:  Students will work harder if they have a deadline.  Memorize the poem alongside your students.  Offer a reasonable deadline—I chose two weeks—but you can tell students that if they don’t have it learned by then, they’ll get an extension.
2. Offer a reward.  My class’s reward was an ice cream sundae.  I expected about five students to take the time to memorize, but 35 students qualified! (Tip: when you’re making that many sundaes, save yourself the trouble of scooping and buy the little ice cream cups.)
3. Study and analyze the poem:  Students learn and memorize more effectively if they understand the material.  Work as a class to find examples of metaphor and symbolism.
4. Memorize in sections.  Begin with the most famous lines, “Give me your tired…”  Then, go back to the beginning and memorize in sections.  Practice each section over and over.  Don’t move on until you know that section cold.
5. Don’t worry about the lines.  Sometimes one thought continues onto another line.  Focus on meaning, not form.
6. Memorize with your students.  When you undertake to memorize this yourself, you’ll come across tips and tricks to help your students.
7. Finally, appreciate the poem’s beauty.

Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.
“Keep ancient lands, your storied pomp!” cries she
With silent lips. “Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!”

You can read about “The New Colossus” at Wikipedia.  Be sure to click and read about the Colossus of Rhodes.  Visit the Statue of Liberty’s official site, as well.

Watch the clip of Judy Garland and Fred Astaire performing Irving Berlin’s classic song “Easter Parade” and teach your students a little history!

Easter Parade is a classic MGM musical. It is a Pygmalion story about a famous dancer who is abandoned by his dancing partner and bets that he can turn anyone into a better partner than she was. His random protégé is Judy Garland, so you know that the singing-and-dancing act will (eventually) turn out well. Of course, Fred and Judy’s characters fall in love, and the finale finds the happy couple walking in New York’s Easter Parade.

Teaching Tips: New York’s Easter Parade on Fifth Avenue was an important institution for decades. It began as in impromptu event in the 1870s as couples showed off their finery while admiring the Easter flowers at the sanctuaries of the city’s most beautiful churches. Over the years, the floral displays and elegant dress grew more and more ornate. By 1947, the Easter Parade drew over a million people.

Your students will be interested to learn that both Easter parades and new clothes for the holiday have a long tradition. Easter processions have been a part of Christianity since the first Holy Week., and Christians in Eastern Europe would gather together and walk in a solemn procession to church on Easter Sunday. The clergy have long worn special garb for Easter, and in Tudor times, superstitious parishioners believed that if you didn’t wear new clothes for Easter, moths would eat your old threads.

When I teach my class about the classic “Easter Parade” song, I never lose sight of a very important lesson: teaching students to analyze just how Judy Garland gives another stellar performance. Not a move, gesture, or vocal intonation is wasted. She is a star for the ages!

*Fun Fact: Sydney Sheldon, author of many novels of suspense, wrote the screenplay for Easter Parade.

**Fun Fact: Irving Berlin first used the tune for “Easter Parade” in a song called “Smile and Show your Dimple.” The song flopped, but he later salvaged the tune and made it into a classic. The stick-with-it lesson, perseverance, is an inspiration for all of us.

Here is a FREE April Fools Day worksheet written by a National Board Certified Teacher. Students will build comprehension skills and practice critical thinking as they learn about the origins of April Fools Day.

April Fools Day began with a calendar change in 19th century France. King Charles IX moved New Year from April 1st to January 1st. News spread slowly through the countryside, so some folks celebrated on the wrong day for years before they learned of the change. Others refused to change and became known as April Fools. It became a tradition to play pranks on them.

Click here for the FREE worksheet.

More April Fools worksheets are available from Classroom Jr. Click here to access them. There is a reading comprehension activity, a writing activity, and a word search. Build reading fluency with these fun and ready-to-print April Fools poems.

Elementary school students just love Valentine’s Day.  Opening Valentine cards and eating little treats is pure fun.  (Click here for my tips for a smooth Valentine’s Day at school.)

Every year, someone forgets their Valentine cards.  In my experience, this has occurred much more frequently since we slipped into this recession.  I expect to have lots of “forgotten” Valentine cards this year.

Fortunately, I have an “Emergency Valentines” supply—multiple boxes of deep-discount Valentine cards I bought after the holiday last year.

Discreetly, I send the student to another classroom to address their Valentines.  In my opinion, this is a much better system than having students make their own emergency Valentines at school the day of the party.  Distributing hastily made Valentines is embarrassing for the giver.  Why do that to a student when you can buy a box of Valentines for a dollar?

If you don’t have an emergency Valentine card supply, start one now by picking up Valentine cards at your local dollar store.  Great idea: buy several boxes so you have enough for Valentine’s Day emergencies in other classrooms.  E-mail teachers at your school about your emergency stash.  You will make friends with teachers and their students you rescue.

After this Valentine’s Day, buy your spare valentine cards for a quarter!

P.S. Don’t forget to pick up paper bags for holding Valentine cards your students receive!

Groundhog Day is a fun, low-stress holiday for the elementary classroom.

Teach your students about the history of Groundhog Day using my Groundhog Day Worksheet.  You will find vocabulary definitions, think and respond questions, and a fun tongue twister about woodchucks.  (Did you know a woodchuck and a groundhog are the same creature?)

Visit Groundhog.org, the official website of the Punxsutawney Groundhog Club, for pictures, articles, and resources for teachers.  (I like the songs to the tune of “Winter Wonderland” and “Up on the Housetop.”)

“Punxsutawney” [puhngk-suh-taw-nee ] originally was settled by the Delaware Indians.
The name derives from a Native American term which translates to “town of the sandflies.”
The town is located in Jefferson County, Pennsylvania, 84 miles northeast of Pittsburgh.

Here is a quick brush-up on Groundhog Day history from my worksheet:

Groundhog Day is a holiday celebrated on February 2^nd.  According to folklore, if it is cloudy when the groundhog emerges from its burrow, the groundhog will leave the burrow, signaling that winter will soon end.  If it is not cloudy, the groundhog will see its shadow and retreat back into the burrow.  Winter will continue for six more weeks.

Groundhog Day began as a Pennsylvania Dutch tradition in the 18^th and 19^th centuries (1700s and 1800s).  In Pennsylvania today, you can see official Groundhog Day early morning festivals.  You can enjoy special food, hear speeches, and even watch a g’spiel (play or skit).  You might find that only the Pennsylvania German dialect is spoken.  Those who speak English at the event pay a penalty, usually a coin per English word spoken, to a bowl at the center of the table.

Students love to learn about Martin Luther King, Jr., but his achievements seem inaccessible to them. For kids, Dr. King was a fully-formed civil rights leader who always knew just what to do.

You can inspire children by teaching them about Dr. King’s school days. Then they will understand that he had to face obstacles, study, and learn. Kids feel so powerless sometimes—it’s good to show them that famous people were once children, and that everyone was a beginner at some point.

You and your class would enjoy taking Valerie Strauss’s MLK Quiz: His unorthodox education. Here are some no-context tidbits to get kids interested:

Did you know Dr. Martin Luther King, Jr. …

> Was kicked out of school? (Okay, so it was kindergarten, and it was only because he was too young. Got your attention, though!)

> Was called an underachiever by his college professors?

> skipped two grades?

> thought about studying law or medicine?

In honor of Dr. Martin Luther King Jr. Day, you may want to show the “I Have a Dream” speech to your students.  I have found that this speech is captivating for elementary school students, but it is absolutely necessary for you to teach them about the speech before they listen.

I’d like to share my teaching notes (pdf) on MLK’s “I Have a Dream” speech with you and your students.  I hope it helps you teach the historical context, allusions, and rhetorical techniques.  If you copy my teaching notes for your students, I suggest you read the speech with them and explain the context.  Then, listening to Dr. King give the speech will be an unforgettable experience for your students.

Why are teaching notes so important?  The “I Have a Dream” speech is rich in allusions: historical, biblical, and even financial.  Your students will appreciate these allusions—if they know about them.

Take the first few paragraphs: will your students understand the significance of the speech’s setting, the Lincoln Memorial, and the phrase “a great American, in whose symbolic shadow we stand today” if you don’t explain these details?  Will your students understand how the Declaration of Independence and the Constitution compare to a promissory note?  My teaching notes explain these details clearly.

What about the famous part of the speech, at the end?  For example, knowledge of geography is essential to understanding the “let freedom ring” section.  Dr. King begins it with “let freedom ring…” [in famous landmarks of northern and western states]… “But not only that.  Let freedom ring…” in famous landmarks in the southern states.]  The sequence will be more memorable for your students if they understand this distinction.  Without teaching notes, your students might miss much of the meaning.

I recommend you buy the Martin Luther King Jr. – I Have a Dream speech on DVD rather than listen to the speech through the Internet.  This DVD introduces the speech with real footage of events leading up to it.  You can also watch a featurette about the March on Washington on August 28, 1963.  Your students will enjoy seeing the marchers and will be impressed with how well-dressed the marchers are.  (Every year, this is the first thing my students notice.)

Free “I Have a Dream” speech at AmericanRhetoric.com

“…December 7th, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.”

If your class is like mine, you will find that students know next to nothing about this tragic and important event.

I have taught the following lessons to both third and fifth graders.  Students are eager to learn about the bombing of Pearl Harbor, and I never have any trouble keeping their attention.

First, I describe the event to students, and place it in the context of World War II.

Here is a good reading comprehension worksheet with a short passage about Pearl Harbor.  This passage gives American embargoes on Japan as the reason for the attack.  I think that children should know that destroying the Pacific Fleet was another Japanese goal for the attack.

I read President Roosevelt’s famous speech and explain it to the students.  I give students a copy of the speech.  You can print the speech and listen to it at AmericanRhetoric.com  Students are fascinated to hear this address from so long ago.  They listen much better if they can read along.

I use information from the National WW2 Museum fact sheet.  Also, I playa video clip about the attack from the History Channel.  It shows visuals and features the beginning of President Roosevelt’s speech to Congress.

After students understand what happened, I tie the lesson into writing by showing a first draft of FDR’s speech, from the National Archives.  It’s interesting to see how he developed the most famous phrases.

InstructorWeb has a nice packet about the attack on Pearl Harbor.  It’s appropriate for students in 5th grade and up.   The packet features a passage to read, a chart, and questions: multiple choice, short answer, matching, and essay.

Celebrate Thanksgiving and give yourself a little prep time by having your class watch Mouse on the Mayflower and complete this FREE worksheet.

Mouse on the Mayflower is a time-honored Thanksgiving movie. Your class will enjoy the cartoon story told from a mouse’s point of view.

For older students, you can use this FREE comprehension worksheet to increase the educational value a little. The questions are easily completed by a fifth-grader who pays attention. This worksheet is perfect for grades 4-6. In my experience, third graders just stress out and interrupt each other asking for the answers because they missed them.

Here’s a previous post about Mouse on the Mayflower.

Follow up other mouse-eye views of history. My favorite is Ben and Me, a wonderful book by Robert Lawson and a fun cartoon movie by Disney. It’s a great way to teach students about Benjamin Franklin and set the stage for a unit on the American Revolution. Another good mouse story is She Was Nice to Mice: The Other Side of Elizabeth I’s Character Never Before Revealed by Previous Historians, a cute mini-novel written by 80s star Ally Sheedy when she was twelve.

Teaching government is most fun during a presidential election year. These resources will help you and your students learn about the 2016 election. Election day is November 8, 2016.

The following resources and lessons help you teach government basics and how to choose a candidate—while steering clear of contentious politics.

Schoolhouse Rock Election Videos

Watch these at the official Disney site and avoid embarrassing YouTube moments (scroll down the Disney page to where the “Watch Videos” section appears):

Electoral College
I’m Just a Bill
Presidential Minute
Preamble
No More Kings

Icivics has created an excellent packet to teach the electoral process. You will enjoy these worksheets with pleasing design yet meaty information.

Teach students to evaluate candidates—but take today’s politics out of it! The Icivics Candidate Evaluation packet is a ready-to-use unit that lets your students compare two fictitious candidates.

FREE online debate game: The Icivics Cast Your Vote game lets kids run the debate! Two fictitious debate important (but not too controversial) issues. Students choose which question to ask and then decide which candidate they agree with. At the end, they get to vote. A printout shows how often they agreed with that candidate and how strongly. Students will probably find that no one candidate reflects all their views; voters have to make a judgment call on what’s important to them.

Your judgment call: will you make your students write an essay about their debate game? Why or why not?

Learn about voting rights: who got the vote and when? What are barriers to voting? This Icivics lesson packet gives you everything you need to teach the topic of voting rights at the elementary level.

The classic site for teaching elections and government: Ben’s Guide to Government: this extensive site gives you materials to teach government to students in grades K-12. For branches of government to the Electoral College, all the information you need is here.

Classic election night homework: give students this Electoral College map coloring page that they can fill out as they watch the election returns. You can also do this the next day at school.

Teacher Tip: the day after a presidential election can be a rough one in the classroom. Some students internalize their parents’ politics. If their candidate didn’t win, kids can be very depressed or angry. Likewise, students whose candidate did win can be insufferably smug. You can talk with students about how after the election, the president represents everyone. Then you might want to move on to a new subject, fun art activity, learning game—anything but elections and government!

During the first week of school, I used to have to do a lot of cleaning after dismissal each day.  This is because I hadn’t set up a clear job system right away and train my students.  Then, I got smart and made it a priority.  Setting up a class jobs system gives students a sense of competence, community and cleanliness all at once.

Let me share with you a brilliant class job system that keeps the room spic-and-span.  (Many of the ideas came from my students—the best solutions always do.)

Before this brilliant system, I had what most teachers have: a rotation system for jobs.  The problem with this is that kids forget what their job is, and you constantly have to train students in a new job.  Plus, kids slack because they know you can’t keep up with who is supposed to do what.

My students and I developed a job system based on efficiency, not fun.  (It turned out to be fun anyway.)  We created an Excel spreadsheet listing all the jobs we thought we needed.  Then we began to assign jobs.  By the end of the year, everyone had at least three jobs.  Some kids had more.

You can download and view this sample Excel spreadsheet.  You can sort it by job to assign one job to several students.  You can sort it by student to see how many jobs each student has.  You might not recognize some of the jobs—delete them!  Feel free to add your own.  Please post your best ideas for jobs so we can all learn.

Each job earns income: five table points for doing it in the morning, and five table points for the afternoon.  (Jobs that don’t fit this schedule are assigned table points that seem fair.)

First thing in the morning and at the end of the day, the class becomes a beehive of activity as students complete their assigned jobs and mark their table points.  Our classroom always looks great!

I know it’s not feasible to assign all 90 jobs during the first week.  I usually identify my 30 most important jobs and assign those.  When the kids ask if they can switch jobs later in the year, I’ll tell them no.  I’ll cheer them up by saying that we can start assigning more jobs as people show how well they can do their assigned jobs.

Some kids are particularly good workers and may have more jobs than others.  I also let kids invent jobs and then do them.  The deal is that if you invent the job, you get first dibs on doing it.  (Aren’t elementary kids great?  They want to help in the classroom.)  The kids think of very clever ways to keep the classroom looking nice, and that makes it a better place to learn!

Some students are at risk of going hungry during the first days of the school year.  Kids who might qualify for a free or reduced price lunch may not be in the program yet, and they might not have anything to eat.  As a teacher, you can save the day by watching out for these kids.

Walk with your students to lunch during the first days of school.  Stay and watch them go through the lunch line and/or take a seat at the table.  You might notice a student who has neither a hot nor a cold lunch.  Or you might notice a student who gets to the front of the lunch line and is confused when asked for payment.  You can swoop in and save the day.

How you save the day depends on a lot of things.  In one situation, I just paid a student’s account for a few weeks until the school sorted out the situation.  (I did it on the quiet; the student and parent did not know.)  The student was an English Language Learner and the parent was new to the country.  It took a while to explain that there was a program in place and to enroll the child.

You might also be able to speak with the cafeteria manager, social worker or principal.  Someone is going to help make sure that the child gets a lunch.  You will be glad that you noticed the problem and were able to make a difference in a child’s daily life.

When you brand your classroom, everything becomes more fun.  Branding builds community because it makes your class feel more like a club.

My last name is Green.  When I taught third grade, I branded my classroom G3 and created a logo with an interlocking G and 3.  On the first day of school, I taught the kids how to do a class huddle and congratulate ourselves.  (I say “Go, us!” and the kids reply “G3!” in their deepest and most macho voices.) We also created a logo that we proudly displayed on our door.

The picture at right shows the G3 version of the Roman testudo (tortoise) formation.  This was our class’s entry into the Social Studies parade.  Our curriculum included Greek and Roman history, so a testudo formation was right up our alley.  The G3 posterboard shields look nice, don’t they?

The G3 brand belonged to everyone in the class.  Students proudly decorated folders, notebooks and even backpacks.  Our PTSO created signing shirts for end-of-year autographs, and the kids all wanted G3 on their shirt.

I knew a teacher whose classroom was in the basement, Room B-6.  She renamed her classroom “The  BOG” as wordplay on B-o6, then she used frogs as a theme for everything related to her class.

Another teacher chose ladybugs for a theme.  She called her students “Lovebugs,” as in “Lovebug, could you have made a better choice than hitting Tommy?” Everything sounds sweet if you add “lovebug.”

I highly recommend that you create a brand for your classroom.  It can be a play on your name or grade, the school name, or a theme that you can use to decorate the classroom.  Make it unique so that it only applies to your class.  The “insider” feeling will be well worth the effort.