Picture Book Suggestions for Strategies that Work

I ran across this nice list (I think it's from the Buffalo, NY Library.) of picture books organized by reading strategies.  Some of them are familiar and some aren't, but I would be able to track most of them down.
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B_VBXnTxMgiVOTgyYWIyMDEtYzIzYi00NmZkLTg0ODQtYmU2OTIxOWQzOThk&hl=en_US

As you use picture books that work well, please send me the title so we can make our own go to list.

Have a great weekend!
Angie

Blog Ideas Coming Out My Ears

I think Beth Newingham may be taking a year off, at least from Scholastic, but that's ok.  Now I'm following Angela Bunyi and LOVING the ideas she is posting.  She even promises to share her thoughts on the CAFE model! Sweet.  Here's a link to her blog.  Check it out.

http://blogs.scholastic.com/top_teaching/angela_bunyi/

Also, check out The Inspired Apple.  It made me feel a bit like my anchor charts are too plain!
http://theinspiredapple.blogspot.com/search?updated-max=2011-09-06T18%3A40%3A00-07%3A00&max-results=7

Lastly, I am kind of excited about this spot for getting and keeping great ideas visually. Angela features it on her latest blog.  Check out Pintrest.

http://pinterest.com/fireflies/

Enjoy!
Angie

Names Matter - What Does the Label Gifted Mean?

Names and labels matter.  There is power in the words we use.  What those words mean can be different for each of us.  Unfortunately the label "gifted" has come with both positive and negative meanings and I believe this is because of the ambiguity associated with the word 'gifted'.  If you are an educator you are born with the perspective of finding the "gift" in every child.  To label certain children as 'gifted' seems to rub us wrong.  Whether you like or agree with the etymology of the word gifted, there is a need for us to know what the definition means and then to quickly move past the label to provide the opportunities and services for these children so they can be learning every day.  So, for the sake of being on the same page, here are the Federal and Idaho State definitions of "gifted".

Federal - The current federal definition of gifted students was originally developed in the 1972 Marland Report to Congress, and has been modified several times since then. The current definition, which is located in the Elementary and Secondary Education Act, is Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.

Note: States and districts are not required to use the federal definition, although many states base their definitions on the federal definition.

Idaho:  Gifted/talented children’ mean those students who are identified as possessing demonstrated or potential abilities that give evidence of high performing capabilities in intellectual, creative, specific academic or leadership areas, or the ability in the performing arts or visual arts and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.”
(Idaho Code § 33-2001)

In the Middleton School District we label a student "gifted' if they meet this definition by scoring in the 95th percentile on a norm referenced academic or intellectual test or with a building team decision based on multiple data sources.  We also include "advanced" students who may be gifted or showing potential in one academic discipline, but not qualifying across the board at the 95th percentile.  For the Middleton School District the important thing is that we provide services to these students to help them continue to be engaged, learning, and growing to their fullest potential. 

Whether differentiation is happening in the classroom or small group services are provided by one of the GT Facilitators, collaboration with administrators, teachers, and parents is highly important to helping kids succeed.  Teaming with teachers and utilizing data to determine what these curriculum supports more specifically look like is critical. 

Thank you for all you do!

Angie (and Nicole)

Words Their Way Assessment - Which Stage? How Many Errors?

It has been so fun to see how many of you are utilizing the Words Their Way assessment to determine kids developmental spelling stages as you prepare to differentiate to meet there needs.  Many of you have asked how many errors a child can miss in determining their level.  Here's what the researchers from WTW have to say on the issue.  Hope this helps as you make plans.

Look down each feature column to determine instructional

needs. A student who misses only one (or two if the

features sample 8 to 10 words) can go on to other

features. A student who misses two or three needs some

review work, but students who miss more than three need

careful instruction on this feature. If a student did

not get any points for a feature, then earlier features

need to be studied first.

5. To determine a stage of development, note where students

first make more than one error under the stages listed

in the shaded box at the top of the Feature Guide.

Using Nonfiction in the Classroom - 50% of the Time!

The Common Core State Standards require that we spend at least 50% of our instructional time in nonfiction texts with students.  How big of a shift will this be in your planning?

Here's one tool that might help.

http://inkrethink.blogspot.com/

"Ink" stands for Interesting Nonfiction for Kids.  This is s great blog sponsored by a group of nonfiction authors.  If you go to the website linked to this blog you can also sign up for a login and password.  This gives you access to a database of nonficiton books by readers age or ability and topic.  I just enjoy keeping us with all of the amazing nonfiction that keeps rolling out.

Angie

Thinking Like a....

I've been working with Kim this week.  We've been trying to anchor her students to a bit of Middleton History before they leap into Idaho History this year.  We've been telling stories and thinking about the big questions.  We know this is important work, but can we name why?  Along with that, I'm previewing and giving thoughts to Dr. Wilhelm on a new book he's writing (what an honor to be asked) and he's got me thinking about the work that people do when they read and write and think.  I'm a teacher.  I read and write and think...like a teacher.  But, not all of our students will go on to be teachers.  Do I introduce them to the ways that historians, scientists, mathematicians, artists and others from various disciplines read and write and think about the world?  Instead of sharing knowledge, maybe I need to consider more how I design lessons with teachers so that more kids think and wrestle and come to discover.  I can never share enough "information" with them to help this survive in this digital world cloud, or whatever we are currently calling it.  But, maybe, because I think like a teacher, I can find a way to help them think and question and understand in ways that will be of use to them no matter the data.

Deep thought for tonight.  :-)  I'm going to now finish those chapters I've promised for Dr. Wilhelm, but below you'll find a couple of cool links for thinking like historians with primary sources.  Let me know if you need help finding some.

Angie

Stanford University
http://sheg.stanford.edu/?q=node/45

Library of Congress
http://www.loc.gov/teachers/tps/