I am "looping up" with most of my students from 2nd to 3rd grade this year. They are active learners who show and explain their understanding using a variety of materials in the classroom. I was amazed last year at their growth in becoming confident, collaborative, and self-directed learners. I'm excited to work with this wonderful group of students again as they continue to encourage and inspire one another to be their personal best.
I want to provide choices for students so they can comfortably engage in activities that meet their needs and learning styles.
In second grade these students often self-selected what they wanted to work on independently or with a partner. They took ownership of their learning and felt confident in attempting new strategies and applying what they knew using "ready-to-go" skill-based task cards and materials.
This group of collaborative students are all unique and have a variety of strengths and capabilities. They each deserve to have choices and exposure to different learning resources to grow academically in third grade.
My Project
The Prefix and Suffix Listening Centers and Word Building Tiles will correlate with teacher lessons. The listening centers are interactive in that students can write responses on dry erase materials linked to the audio instruction. Students can work in small groups, and they can also go back individually and choose to work in the center to review and practice these skills. The 5-Minute Vocabulary Practice cards will be used in teacher-led small groups, partner learning, and as practice for when students finish assignments early. These items help strengthen skills related to the use of context clues, synonyms, antonyms, and idioms in literacy development. The materials will be available in the classroom during our two-hour literacy block, and also in the morning upon arrival.
Instruction will be cyclical in that students will be exposed to an ongoing process of direct-instruction, followed by partner work or small group study.
The goal is for children to progress to the independent application of these language skills to improve as readers and learners.
The dry erase Elapsed Time Write and Wipe Boards will be used first to directly instruct students on how to determine elapsed time. This third grade skill can be difficult for many children, but these boards provide three representations (an analog clock, number line, and digital clock all together) to help students visualize elapsed time. Students can later use them in a math center, with a partner, or independently to practice and check their understanding. The Place Value Game is another fun and engaging activity where students will play in a group of 2 or 4 to strengthen place value understanding.
Students need to have a variety of choices in the educational setting to keep them interested in learning and feel successful.
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