My Data Notebook 2

A few years ago I created a data notebook that I've been using in my classroom.  Since then, I have switched schools and several assessments have changed.  I have seen myself revising the pages and wished that I had other pages to record data for other topics.  So this summer, I dedicated my time to creating a new data notebook to compliment my previous data notebook.  Click on the picture below to find it on TPT.

The main purpose of using data notebooks is to increase student achievement. After giving my students their baseline assessments, we begin using the data notebooks to record the results and start setting goals.  There are several choices for recording literacy and math data.  You can choose between beginning/middle/end, quarterly, or every other month.  

 When implementing student data notebooks, it’s important to start with one subject area.  Figure out which subject you want to begin collecting data for and introduce your students to the data collection method.  I like to use the reading level graphs to track student reading levels.  In

My Data Notebook 2, 

there are several options to choose from when graphing reading levels.

 I have also included a reading conference form for you to use during reading conferences.  As your students are reading, look for things that your students are doing well and things that they might need to work on. 

Depending on what program your school uses for spelling, you may be able to use the spelling graphs for different things.  I have used these with regular spelling words assessments and with spelling assessments for words their way.

Students can keep track of the topic they are studying and the scores they received from their pre/post test.  Choose the data from pre assessments, observations, or other resources to see where improvements need to be made.  You can decide how long students need to work toward the goal and when to check in to see if the goal has been met.  After the post test, you will record the results on your form and decide which skills you need to reteach.

Once students begin to gather data, they will record their progress in their data notebooks using graphs or other recording sheets.  Students can reflect on their assessments by writing about which standards they mastered and which ones they still need to work on.  They can create a project to prove they have mastered the standards or they can take a video recording.

Most importantly, when implementing student data notebooks, it’s important to keep everything organized so they can take ownership.  Choose which organization method works best for you (I like binders!).  Introduce your data notebooks, let students color or decorate their front cover, and have them fill in their baseline data.  Start out small!  Don't overwhelm yourself or your will overwhelm your students.  

Have an awesome time implementing data notebooks! 

Understanding By Design Success and Unknowns Assessments

Anyone who knows me professionally knows that I'm very passionate about curriculum planning and Understanding by Design.  I was introduced to UbD about 3 years ago and each year I have learned more and more about the process.  

This year I took on a huge project of introducing the UbD process to 50+ teachers at my new school.  Most of the teachers had never heard of it before and were scared to make this change.  I understand that change is scary but I tried to reassure them that the process really does work.  

The UbD process allows teachers to teach content developmentally and with rigor to ensure that every child meets or exceeds the required content.  The most important thing about UbD is to "begin with the end in mind".  If you know what you want your students to learn...then lay it out!!  Show your students what you want them to know!  If you see that they already know a specific skill, then you don't need to spend as much time teaching that content.  You can spend more time focusing on the skills they are lacking and have plenty of time for remediation and enrichment. 

The next unit that we are working on is for Missing Numbers (Unknown Equations).  My students took the pretest this past week and there were several students that knew the simple equations and word problems.  The majority of the class struggled with "start unknown" equations and word problems.  Analyzing this data will show me what I need to teach in order for every student to master the concepts that I want them to know by the end of the unit.  Once students master those concepts, then I can enrich them with advanced content.  The pretest that I created in pictured below.  Click HERE or on the picture to download the pretest and post test.

At the end of the unit, it's important to reassess your students using the same format or types of questions.  You want to see if your teaching really worked and that your students really mastered the content that you taught.  I like to keep the test format the same and just change to numbers or words.

If your school is contemplating the implementation of Understanding by Design, please accept the challenge!!  It really is beneficial for teaching and learning!!  

Creepy Creatures, Numbers/Place Value Assessment, Tens Frames

Hello bloggy friends!  I hope you all are off to a wonderful start to your school year and have your routines set in your classrooms.  I finally feel like I'm in a groove and I'm loving it! :-)  Sorry for such a long post:  I have a lot to say...it's been a while! :-)  Anyway, here is my new download for my October literacy center activities.  Click on any of the pictures to download all 10 literacy center activities.

 
 We have been busy in math since the start of the school year teaching numbers and place value.  I was a little apprehensive to begin math this year because my county has changed the way we teach the common core.  Last year, we spiraled each topic throughout the year and only really taught each for a week...then moved on. When we taught numbers and place value, we spread it out over the entire school year.  This year, we are teaching numbers 1-120 in it's entirety by the end of October. 

Over the summer, I was part of the Units by Design training team and we learned how to keep each chunk of the common core together instead of breaking it up in small, week-by-week chunks.  We started with math only and we came up with a math curriculum map that our entire county uses now.  We used several research based programs and theories to guide our thinking/decision making when we planned the progression of each chunk of the common core.  Here is what we came up with:

This curriculum map allows us to spend the more time on the most important topic in math.  We decided that numbers and place value was the most essential for first graders to learn. We have been teaching every aspect of numbers and place value since the beginning of the school year.  I feel that my students will really have a grasp of all numbers 1-120 by the end of October and this wonderful foundation we have created will really develop their addition/subtraction skills needed in the next unit.

The first step in the UBD process is to create an assessment so you know exactly where you want your students to go.  Here is the assessment that I made for unit 1:

  Click HERE to download this entire Unit 1 assessment for FREE.  We have just a few more weeks until we give our assessment and I really feel like my class is going to be ready!!  Last week we practiced using tens frames to show numbers and we incorporated a little technology with the ipads.  Here is a video of one of my kids using the drawing app to make the number 19 with tens frames (don't mind the background noise):

I hope you like our new way of teaching math and look forward to our next unit: Addition/Subtraction.  Have a wonderful week!