Showing posts with label Points. Show all posts
Showing posts with label Points. Show all posts
Monday, July 6, 2015
Friday, June 19, 2015
WBT Book Review
If you haven't already purchased your WBT books, then you need to head over to Amazon to get yours today.
I came across WBT a few years ago, and I must say it has improved my classroom environment and student engagement by 90%. Whole Brain Teaching for Challenging Kids is a great book to have as it guides you through the steps of implementing it into your classroom. Not only does it give you steps, but it gives you scenario to what it should look like. Many of my colleagues have borrowed my book, and then ended up buying their own.
After reading WBT For Challenging Kids, I was excited to be teaching in my classroom. My students were happy and enjoying learning. I was excited to hear about Whole Brain Teaching 122 Amazing a Games. I knew I had to have it, and was I right. This book is a great addition to the first book. As this book has 122 games (academic, classroom management., and just plain fun), that I can use in my classroom. For example, I know that with the scoreboard game (which you use all year) my students will not get board with all the variations the offer.
Tuesday, June 16, 2015
Saturday, June 13, 2015
Ch 15 assignment
Chapter 15: Super Improver Team
Evaluate the strengths and weakness of the Super Improvers Team as applied to weak, intermediate, and academically advanced students. Include a note evaluating the Super Improvers Team’s possible effectiveness with extremely challenging students.
The Super Improvers Team is a great opportunity for the academically weak students. Those are the ones I work with every day. The Super Improvers Team allows them to improver academically with individual attainable goals they can reach. With them reaching goals and begin recognized for them, it will hopefully build their self esteem.
With intermediate students, the Super Improvers Team provides the opportunity to establish goals that are challenging, yet attainable. I think they would stand to see the most progress with this system. They might be those students who have the potential to achieve more, but they are the group of students that seem to "blend in". With the Super Improver Team, they would hopefully feel encouraged as well as motivated to do the best they can.
For academically advanced students, the Super Improvers Team would be beneficial as well. These students will have to work just as hard as the academically weak students to reach their goals. The Super Improver Team is a motivator for them though as most are highly competitive. In most cases it might take them longer to advance up the Super Improver Team.
The Super Improver Team gives extremely challenging students the option of choosing a goal he or she would like to attain. With the Super Improver Team extremely challenging students can be given both academic and behavioral improvement goals. At the beginning of the year the teacher and student can conference and make a list of goals. This list is what the challenging student can choose to work on to earn stars.
Evaluate the strengths and weakness of the Super Improvers Team as applied to weak, intermediate, and academically advanced students. Include a note evaluating the Super Improvers Team’s possible effectiveness with extremely challenging students.
The Super Improvers Team is a great opportunity for the academically weak students. Those are the ones I work with every day. The Super Improvers Team allows them to improver academically with individual attainable goals they can reach. With them reaching goals and begin recognized for them, it will hopefully build their self esteem.
With intermediate students, the Super Improvers Team provides the opportunity to establish goals that are challenging, yet attainable. I think they would stand to see the most progress with this system. They might be those students who have the potential to achieve more, but they are the group of students that seem to "blend in". With the Super Improver Team, they would hopefully feel encouraged as well as motivated to do the best they can.
For academically advanced students, the Super Improvers Team would be beneficial as well. These students will have to work just as hard as the academically weak students to reach their goals. The Super Improver Team is a motivator for them though as most are highly competitive. In most cases it might take them longer to advance up the Super Improver Team.
The Super Improver Team gives extremely challenging students the option of choosing a goal he or she would like to attain. With the Super Improver Team extremely challenging students can be given both academic and behavioral improvement goals. At the beginning of the year the teacher and student can conference and make a list of goals. This list is what the challenging student can choose to work on to earn stars.
Friday, June 12, 2015
Sunday, June 7, 2015
Thursday, April 30, 2015
Wednesday, April 29, 2015
Ch14 assignment
Chapter 14: Scoreboard Levels
Which of the Scoreboard levels are you most likely to use next year … and how long do you estimate you will stay at each level?
As I continue using the scoreboard, throughout the year, I will introduce my class to the Super Improver Team (level 2) about mid September (roughly three weeks into the year). I once again will send a letter home explaining to the parents what the Super Improver Team is, and I explain to them that the Super Improver Team is great for their child to begin working on individual academic and behavior goals. Each of my student's enjoy earning stars in order to move up the wall. They also like that Mrs. Sowers has a card on the wall as well, and think it's the best thing ever when they are ahead of me. This is also a level I will use for the entire year once it's introduced.
When it comes to level 3, Practice Cards, I try to wait until December to introduce the game, but I will introduce it as early as second quarter (after Fall Break) if needed. However, when students enter my room the first day of school they see numbered pockets on the wall. They are usually very curious. Now when I introduce Practice Cards to my class, I once again send a letter to parents explaining the rules of the Practice Cards and what to expect if their child receives one. For the majority of my class this is all they need, but I always have one or two that need another level. That level is Guff Counter (level 4).
I introduce the Guff Counter anytime after level 3 when it is not working for my most challenging students. When I introduce the Guff Counter, I always bring in my specials teachers (PE, art, music, and library). That way when I'm not with my class, my students are getting as close to the same classroom management structure as possible. I have found with with the Guff Counter even my most challenging students mellow out. Once my most challenging student said to me they were tired of saying "please stop" all the time, and wanted to know what they could do to help the class. My insides jumped for joy a little that day.
I have not ventured into the other levels. As of right now up to level 4 is all I need in my classroom; however, I know one day I might need another technique for my most challenging students, and Whole Brain Teaching has provided me with steps how to implement those into my classroom.
Monday, April 27, 2015
Ch13 assignment
Chapter 13: Daily Classroom Procedures
Using WBT techniques, describe how you would teach your students to efficiently perform a classroom procedure (not described in this chapter).
Teacher: Classity class Class!
Students: Yessity yes yes !
Teacher: Today we are going to learning a new classroom procedure. The procedure we are going learn is what to do when you need to use the restroom. Now turn your neighbor and tell them how excited you are to learn what to do when you need to use the restroom. (Clap clap) Teach!
Students: Okay! (The students teach their partner telling them how excited they are to learn what to do when they need to use the restroom.)
Teacher: Class! Class! Class!
Students: Yes! Yes! Yes!
Teacher: If you need to use the restroom during the day, you hold your hand in the air and cross your fingers. (I will show the students how to make an “r” in ASL.) Turn to your partner and teach them what to do when you need to use the restroom. Make sure to use big gestures. (Clap clap) Teach!
Students: Okay! (The students teach their partner the handle signal.)
Teacher: Oh class!
Students: Oh yes!
Teacher: Lets practice! Everyone show me the signal if you need to use the restroom. (Students show signal) Awesome! Give yourself a 10 finger woo!
Students: (wiggling their fingers) Woooo!
Teacher: When I see the restroom sign, I will either shake my head yes or no. If I shake my head no, it is because I am teaching something important, and I do not want you to miss it. If I shake my head yes, you make quietly and quickly get up to go to the restroom. Turn to your partner and teach how you will know if you can go to the restroom. (Clap clap)Teach!
Students: Okay! (The student teaches their partner what the teacher will do if they can or cannot go to the restroom.)
Teacher: Hey hey class!!
Students: Hey hey yes!
Teacher: Great job on learning a new procedure!!
Using WBT techniques, describe how you would teach your students to efficiently perform a classroom procedure (not described in this chapter).
Teacher: Classity class Class!
Students: Yessity yes yes !
Teacher: Today we are going to learning a new classroom procedure. The procedure we are going learn is what to do when you need to use the restroom. Now turn your neighbor and tell them how excited you are to learn what to do when you need to use the restroom. (Clap clap) Teach!
Students: Okay! (The students teach their partner telling them how excited they are to learn what to do when they need to use the restroom.)
Teacher: Class! Class! Class!
Students: Yes! Yes! Yes!
Teacher: If you need to use the restroom during the day, you hold your hand in the air and cross your fingers. (I will show the students how to make an “r” in ASL.) Turn to your partner and teach them what to do when you need to use the restroom. Make sure to use big gestures. (Clap clap) Teach!
Students: Okay! (The students teach their partner the handle signal.)
Teacher: Oh class!
Students: Oh yes!
Teacher: Lets practice! Everyone show me the signal if you need to use the restroom. (Students show signal) Awesome! Give yourself a 10 finger woo!
Students: (wiggling their fingers) Woooo!
Teacher: When I see the restroom sign, I will either shake my head yes or no. If I shake my head no, it is because I am teaching something important, and I do not want you to miss it. If I shake my head yes, you make quietly and quickly get up to go to the restroom. Turn to your partner and teach how you will know if you can go to the restroom. (Clap clap)Teach!
Students: Okay! (The student teaches their partner what the teacher will do if they can or cannot go to the restroom.)
Teacher: Hey hey class!!
Students: Hey hey yes!
Teacher: Great job on learning a new procedure!!
Sunday, April 26, 2015
Ch8-12 points
I'm excited to share my points from WBT ch 8-12 assignments!!! I continue to move up in the Whole Brain world.
WBT Online Certification Test
Well, I took a break from reading "Whole Brain Teaching for Challenging Kids" today, and I decided to take the WBT Online Certification Test. I decided to do this because I currently have three pending assignments. If I received full credit for all three plus the bonus points for Ch 12, that will put be at 350 CPs. That would make be a Level 3 Whole Brain Intermediate. I was looking what the requirements were for Level 4, and you need 500 CPs, and pass the WBT Online Certification Test. I am happy to say I passed my test with a 92%!!!!
Saturday, April 25, 2015
Ch12 assignment
Chapter 12: Mirror, Hands and Eyes
Creating gestures for core knowledge is a common challenge in WBT. For example, a gesture for active verbs is churning your arms like you are a steam engine; a gesture for passive verbs is folding your arms. Invent and describe gestures for three core knowledge terms (and don’t copy any existing gestures from WBT!).
Congruent - means two shapes are same shape and same size (I'll make a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.).
Invertebrates – animals that don't have a skeleton (bending elbows inwards so arms are across body lace fingers together. While fingers are laced wiggly arms like a worm.)
Tentacles – extra appendages that are flexible (stick arms out as if making a “T”, and then wiggle arms like an octopus)
Flat surface - smooth area with no curves or bumps (close hands,without clasping or lacing fingers, parallel to the ground. Rub top hand over bottom hand twice)
Edge – where two flat surfaces meet (one hand parallel to the ground, turn other hand vertical to ground, placing pinkies together. Hands should look like an “L”)
Weathering – breaking down of the mineral (form an “L” with both hands, then connect thumbs to make a “w” as you say weathering. When you give the definition, turn the “w” in rain – put hands in air and wiggle fingers as you move hands downward.)
Erosion – breaking down and moving from place to place (Using ASL make an “e” with one hand when you say erosion. When you give the definition, with your other hand pretend to move something from one side to the other side.)
Creating gestures for core knowledge is a common challenge in WBT. For example, a gesture for active verbs is churning your arms like you are a steam engine; a gesture for passive verbs is folding your arms. Invent and describe gestures for three core knowledge terms (and don’t copy any existing gestures from WBT!).
Congruent - means two shapes are same shape and same size (I'll make a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.).
Invertebrates – animals that don't have a skeleton (bending elbows inwards so arms are across body lace fingers together. While fingers are laced wiggly arms like a worm.)
Tentacles – extra appendages that are flexible (stick arms out as if making a “T”, and then wiggle arms like an octopus)
Flat surface - smooth area with no curves or bumps (close hands,without clasping or lacing fingers, parallel to the ground. Rub top hand over bottom hand twice)
Edge – where two flat surfaces meet (one hand parallel to the ground, turn other hand vertical to ground, placing pinkies together. Hands should look like an “L”)
Weathering – breaking down of the mineral (form an “L” with both hands, then connect thumbs to make a “w” as you say weathering. When you give the definition, turn the “w” in rain – put hands in air and wiggle fingers as you move hands downward.)
Erosion – breaking down and moving from place to place (Using ASL make an “e” with one hand when you say erosion. When you give the definition, with your other hand pretend to move something from one side to the other side.)
Ch11 assignment
Chapter 11: The Scoreboard
From the 15+ variations of the Scoreboard in Chapter 11, pick five you will use in the school year. Explain why you picked each one and estimate how long you will use your selection before going on to the next.
I enjoy using the scoreboard game in my class. My students are always trying to best me at the game. On the days they succeed they are very happy. The days I win, they are upset, but understand why they lost. I start the year by teaching my students how to use the simple Smiley/frowny scoreboard.
1. Ping-pong: I like using the ping-pong scoreboard because it is a great way to praise and reprimand at the same time. There are things my class do well, but then sometimes there are areas they can improve upon. I would use the ping-pong scoreboard theme one week a month during the school year.
2. Doubler: I like using the doubler scoreboard because it motivates my students to stay on top of their game. I use this version of the scoreboard at end of the school year when everyone is ready for a long break. I use the doubler scoreboard theme approximately the last 30 days of schools.
3. Drum roll: Since I teach second grade, I like the drum roll scoreboard. The students get the release a little bit of extra energy throughout the day. Plus, they enjoy making a drum sound on their legs or desk. I use the drum roll scoreboard theme one week a month during the school year.
4. Beat the clock: The beat the clock scoreboard is a great way to teach your students rule #1 at the beginning of the year. I like using this after the first month of school. By then I expect my students to be super quick at following directions. One way I help them improve on their time is using the beat the clock scoreboard.
5. Scoreboard Rewards: The scoreboard rewards theme is a wonderful way to let the students earn a reward rather than giving to them. Some of the rewards I use with the scoreboard is extra homework, extra recess time, extra stations time on Friday, and movie minutes. I use this scoreboard as needed throughout the year.
From the 15+ variations of the Scoreboard in Chapter 11, pick five you will use in the school year. Explain why you picked each one and estimate how long you will use your selection before going on to the next.
I enjoy using the scoreboard game in my class. My students are always trying to best me at the game. On the days they succeed they are very happy. The days I win, they are upset, but understand why they lost. I start the year by teaching my students how to use the simple Smiley/frowny scoreboard.
1. Ping-pong: I like using the ping-pong scoreboard because it is a great way to praise and reprimand at the same time. There are things my class do well, but then sometimes there are areas they can improve upon. I would use the ping-pong scoreboard theme one week a month during the school year.
2. Doubler: I like using the doubler scoreboard because it motivates my students to stay on top of their game. I use this version of the scoreboard at end of the school year when everyone is ready for a long break. I use the doubler scoreboard theme approximately the last 30 days of schools.
3. Drum roll: Since I teach second grade, I like the drum roll scoreboard. The students get the release a little bit of extra energy throughout the day. Plus, they enjoy making a drum sound on their legs or desk. I use the drum roll scoreboard theme one week a month during the school year.
4. Beat the clock: The beat the clock scoreboard is a great way to teach your students rule #1 at the beginning of the year. I like using this after the first month of school. By then I expect my students to be super quick at following directions. One way I help them improve on their time is using the beat the clock scoreboard.
5. Scoreboard Rewards: The scoreboard rewards theme is a wonderful way to let the students earn a reward rather than giving to them. Some of the rewards I use with the scoreboard is extra homework, extra recess time, extra stations time on Friday, and movie minutes. I use this scoreboard as needed throughout the year.
Ch8-10 assignment
Chapters 8-10: Teach-Okay
Write a short dialogue, like one of the samples in Chapters 8-10, demonstrating the use of Teach-Okay in one of your favorite lessons.
Teacher: Class Class!
Students: Yes yes!
Teacher: Today in math we are going to learn about the word congruent. When I say teach, turn to your partner, and tell them how excited you are to learn about the word congruent. (Clap, clap) teach!
Students: (clap, clap) Okay! (Students will turn towards their partner telling them how excited they are to learn about the word congruent.)
Teacher: Class Class 1+1
Students: yes yes = (gesturing an equal sign) 2
Teacher: Hand and eyes (clasping hands together)
Students: Hands and eyes (clasping hands together ready to learn)
Teacher: congruent means two shapes are same shape and same size (I'll make a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.). Using big gestures (Clap clap) Teach!
Students: (clap, clap) Okay! (Students will turn towards their partner. Using big gestures they will teach their partner what the word congruent means.)
Teacher: Ohhhh class!
Students: ohhhh yes!
Teacher: Great job! Now I'm going to show you some examples on the board. Using “yes-no way” cards you will give your answer to whether or not the shapes are congruent (making a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.)(I'll show several examples on the board. Between each example, I'll check to see that 90% of my students are understanding the meaning of the new word. If they are not, I'll stop and go back to reteach the meaning.)
Teacher: (After going through the examples.) classity class class!
Students: yessity yes yes!
Teacher: I'm so proud of how well did learning about the word congruent (making a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.). When I say teach, turn to your partner, and tell them how excited Mrs. Sowers is that you learned about the word congruent (making a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.).(Clap clap) Teach!
Students: (clap, clap) Okay! (Students will turn towards their partner telling them how excited Mrs. Sowers is that they learned about the word congruent.)
Teacher: Class Class!
Students: Yes yes!
Write a short dialogue, like one of the samples in Chapters 8-10, demonstrating the use of Teach-Okay in one of your favorite lessons.
Teacher: Class Class!
Students: Yes yes!
Teacher: Today in math we are going to learn about the word congruent. When I say teach, turn to your partner, and tell them how excited you are to learn about the word congruent. (Clap, clap) teach!
Students: (clap, clap) Okay! (Students will turn towards their partner telling them how excited they are to learn about the word congruent.)
Teacher: Class Class 1+1
Students: yes yes = (gesturing an equal sign) 2
Teacher: Hand and eyes (clasping hands together)
Students: Hands and eyes (clasping hands together ready to learn)
Teacher: congruent means two shapes are same shape and same size (I'll make a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.). Using big gestures (Clap clap) Teach!
Students: (clap, clap) Okay! (Students will turn towards their partner. Using big gestures they will teach their partner what the word congruent means.)
Teacher: Ohhhh class!
Students: ohhhh yes!
Teacher: Great job! Now I'm going to show you some examples on the board. Using “yes-no way” cards you will give your answer to whether or not the shapes are congruent (making a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.)(I'll show several examples on the board. Between each example, I'll check to see that 90% of my students are understanding the meaning of the new word. If they are not, I'll stop and go back to reteach the meaning.)
Teacher: (After going through the examples.) classity class class!
Students: yessity yes yes!
Teacher: I'm so proud of how well did learning about the word congruent (making a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.). When I say teach, turn to your partner, and tell them how excited Mrs. Sowers is that you learned about the word congruent (making a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.).(Clap clap) Teach!
Students: (clap, clap) Okay! (Students will turn towards their partner telling them how excited Mrs. Sowers is that they learned about the word congruent.)
Teacher: Class Class!
Students: Yes yes!
Teacher: let's begin our assignment for the day.
Tuesday, April 21, 2015
Ch 5-7 points
I'm excited to share my points from WBT ch 5-7 assignments!!! I'm moving on up in the Whole Brain world.
Monday, April 20, 2015
Ch7 assignment
Chapter 7: Five, Powerful Classroom Rules
Describe how you will teach, and continue to reinvigorate for the school year, one of the Five Classroom Rules.
I believe all Five Classroom Rules are equally important. I begin teaching my students the Five Rules when they arrive on the first day. The first thing I teach them when they come in is “class-yes.” Then I follow that with “mirror-words” and “teach-okay.” Once they have a grasp on those three WBT techniques, I then begin teaching the rules. I have my rules posted on all four wall. That way no one can say, “I didn't know what the rules were.” So, to teach the rules, I give the “class-yes” attention getter, then call for “mirror-words,” and finally I give the rule number and gesture at the same time. I then give the call “teach-okay,” and the students use big gestures to teach their partner. Once both partners have had a chance to teach, I call “class-yes”, and continue through the other four rules using the same steps.
Since, I believe all the rules are equally important, I do not mind repeating myself when it comes to our classroom rules. We practice the rules every time we return from bathroom breaks, specials, lunch, and recess. I also have my class practice them after a break longer than 3 days. With the rules posted on all four walls and repeating them all the time, my student’s are always aware of the rules. I can call them in any order, and they know them. After Fall Break, I begin allowing the student’s to teach the rules to the class during morning meeting. They really enjoy this because they feel like the teacher.
Describe how you will teach, and continue to reinvigorate for the school year, one of the Five Classroom Rules.
I believe all Five Classroom Rules are equally important. I begin teaching my students the Five Rules when they arrive on the first day. The first thing I teach them when they come in is “class-yes.” Then I follow that with “mirror-words” and “teach-okay.” Once they have a grasp on those three WBT techniques, I then begin teaching the rules. I have my rules posted on all four wall. That way no one can say, “I didn't know what the rules were.” So, to teach the rules, I give the “class-yes” attention getter, then call for “mirror-words,” and finally I give the rule number and gesture at the same time. I then give the call “teach-okay,” and the students use big gestures to teach their partner. Once both partners have had a chance to teach, I call “class-yes”, and continue through the other four rules using the same steps.
Since, I believe all the rules are equally important, I do not mind repeating myself when it comes to our classroom rules. We practice the rules every time we return from bathroom breaks, specials, lunch, and recess. I also have my class practice them after a break longer than 3 days. With the rules posted on all four walls and repeating them all the time, my student’s are always aware of the rules. I can call them in any order, and they know them. After Fall Break, I begin allowing the student’s to teach the rules to the class during morning meeting. They really enjoy this because they feel like the teacher.
Sunday, April 19, 2015
Ch 5 assignment
Chapter 5: The Brain on Whole Brain Teaching
Thinking about your own teaching tendencies, which brain areas are you most likely, and least likely, to activate in your students?
Reading chapter five was very interesting. I was surprised to learn that the brain has so many different parts, and that each of them has a different function. Thinking about my own teaching tendencies before Whole Brain Teaching, I would use a lot of hands-on games and activities to engage my students in lessons. I tried to make activities fun and interesting based on the objectives I was trying to get my students to master. Never did I think to specifically plan lessons that would address those brain areas which are supposed to be engaged in the learning process. I engaged the pre-frontal cortex because I had to obtain my student’s attention before beginning the lesson. Their motor cortex and visual cortex were engaged, most of the time, during the lessons which incorporate my student’s movement (gestures sometimes) and visual senses (modeling and anchor charts) to help make the lesson enjoyable.
I would have to say that the limbic system was the area that was neglected the most during my students lessons. After many failed attempts of trying to create lessons which the students would be excited about, I can see how the scorecard can generate these emotions for students. Learning the techniques used in Whole Brain Teaching, I can now more effectively engage my students in learning. The use of “powerpix” and “mirrors” allows my students to not just move during lessons, but use gestures as reminders of their learning through muscle memory. The Teach-Okay also allows them to gain the repetition needed to ensure maximum learning of the concepts being taught. These new methods are so exciting, and WBT has made learning in my classroom more meaningful.
Thinking about your own teaching tendencies, which brain areas are you most likely, and least likely, to activate in your students?
Reading chapter five was very interesting. I was surprised to learn that the brain has so many different parts, and that each of them has a different function. Thinking about my own teaching tendencies before Whole Brain Teaching, I would use a lot of hands-on games and activities to engage my students in lessons. I tried to make activities fun and interesting based on the objectives I was trying to get my students to master. Never did I think to specifically plan lessons that would address those brain areas which are supposed to be engaged in the learning process. I engaged the pre-frontal cortex because I had to obtain my student’s attention before beginning the lesson. Their motor cortex and visual cortex were engaged, most of the time, during the lessons which incorporate my student’s movement (gestures sometimes) and visual senses (modeling and anchor charts) to help make the lesson enjoyable.
I would have to say that the limbic system was the area that was neglected the most during my students lessons. After many failed attempts of trying to create lessons which the students would be excited about, I can see how the scorecard can generate these emotions for students. Learning the techniques used in Whole Brain Teaching, I can now more effectively engage my students in learning. The use of “powerpix” and “mirrors” allows my students to not just move during lessons, but use gestures as reminders of their learning through muscle memory. The Teach-Okay also allows them to gain the repetition needed to ensure maximum learning of the concepts being taught. These new methods are so exciting, and WBT has made learning in my classroom more meaningful.
Thursday, April 16, 2015
Ch 6 Assignment
Ch 6 assignment
Get ready for some quick WBT Certification Points! Invent 10 variations on class-yes! Received a BONUS 10 WBT CPs for 15 variations on class-yes!
1. Class 1+1 (or any addition problem) yes 2 (answer to addition problem)
2. Class 100-10 (or any subtraction problem) yes 90 (answer to any subtraction problem)
3. Class class 5 10 15 (skip counting) yes yes 20 25 30
4. Class class nouns yes yes person place thing (will have to train them with response)
5. Class class boy (any person) yes yes person
6. Class class toy (any thing) yes yes thing
7. Class class store (any place) yes yes place
8. Class class at (word families) yes yes hat (will have to teach the response wanted for word family)
9. Clase clase si si (we have a large Spanish population in our school)
10. Class class am yes yes am (sight word of the week)
11. Claaaassss quarter past yeeeessss 15
12. Claaaassss quarter till yeeeessss 45
13. Claaaassss half past yeeeesss 30
14. Class class puppy yes yes dog (any baby parent combination after science unit)
15. Class class desert yes yes camel
16. Class class mountains yes yes mountain goat
17. Class class ocean yes yes whale
18. Class class polar yes yes bear
19. Class class rainforest yes yes toucan
*The science, math, and grammar ones would be great for review of a topic.
Megan Sowers
80 WBT CP
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