Numbers to 1,000

Hi all,
Please excuse my absence. I have been doing some extensive soul searching and I mean extensive. I think all educators go through this from time to time. ;)
I am back and just posted an assessment I think other interventionists and classroom teachers will find will glean some good information on students' comfort level with numbers and how well they can work numbers mentally, etc. It is pretty comprehensive and is based on 2nd grade Common Core standards. So if you have some kiddos that are just not making it in 3rd, 4th, 5th or even 6th, click HERE and see what they can do in this range of numbers.

Help for Billy- The Meat

Love, love, love.

Sounds so simple. Surely all teachers have a loving heart- especially toward children. The book Help for Billy has a reigning theme of love as the single biggest factor in what will transform Billy from an explosive child who makes poor choices and who cannot regulate his emotions or reactions to a more calm, rational child who learns and grows. Love, understanding and support. And a great deal of it.
A strong traditional classroom management plan that uses rewards and consequences does not work to change Billy's explosive behavior, poor choices and work avoidance. Love will. As well as connection and support. Remember, Billy was not cared for properly when he was an infant and toddler. He lives in survival mode only caring about the next 15 seconds at a time. Consequences and right from wrong are not part of his 'in the moment' thought process. But you can help him and guide him to feel safe and begin choosing more appropriate responses to the things that brings Billy stress. Accept and understand Billy, love him, and move him forward starting from square one. You can make a difference. Do know it is not going to be easy. Help for Billy says it can take 6 to 8 months in your loving care. Read on to hear about a super cute, different, relationship based classroom management plan great for lower elementary. I LOVED this idea!

Billy Needs You! Notes from Chapters 4 and 5

Billy...Billy is the name the book Help for Billy uses to describe the student placed in your classroom who you are dreading having in the fall. Hopefully my previous blog posts have given you some insight as to why Billy behaves as he does. And what to do. Hopefully now you think you may be able to work with his unpredictable behavior in a new way. You will not judge, shame and lecture him, as his teachers in the past have done, but you will strive to be a support for him. Billy was never nurtured and soothed as a baby. He did not learn to deal with his feelings and he did not have someone there who cared or who answered his cries. His neglected upbringing wired his brain to live in a state of fear and overwhelm. Understanding this you make a goal to hear him out when he gets upset, and to do your best to have a connected relationship with him- both of which he has never experienced before. This is good news for Billy. But the bad news is, Billy needs more than that.

Changing the Cycle of Unpredictable Behavior with "Billy"

Top of the morning to ya! Yesterday's blog post was about changing how we deal with the "Billys" in our classrooms. "Billy" is the child who was not tended to as a baby. His cries were not heard, and needs were not met resulting in Billy living in a state of fear and overwhelm as his normal. He comes to school as child with an unstable foundation which schools try to build upon with rigorous academic and social expectations. Billy struggles to behave, concentrate, make friends and follow along. He functions in survival mode. The part of his brain that focuses on the next 15 seconds of life dictates his actions and choices. Billy can't plan ahead and reason through his responses. Due to his upbringing, he is not wired that way. Behavior plans don't work to keep Billy in line. He needs something different.

When Billy is losing it, he needs to be understood, heard, and empathized with. He needs to know he is not alone, and he is safe. He needs his feelings to be validated- he does not need to be reasoned with or reminded of the rules he broke. It goes like this:

Billy could not find a partner and is hiding under a table. He was yelling but now has shut down. He does not worry about how he looks to the other kids in the classroom. He perceives them as a threat, anyway. He feels unloved, unwanted, and stupid.
Teacher, "Billy, I see you are upset and angry right now. I would be too. It was not a good feeling to not know who your partner was going to be."
Billy, "Go away!"
Teacher, "This is upsetting you, I can see. I will be over here when you want to talk to me. Take your time."
Billy, "I hate school."
Teacher, "That must make your stomach upset to feel hate. Does your stomach hurt?"

Keep in mind Billy's past if you feel like you are coddling. He does not have an upbringing of nurturing. Most mothers treat their infants this way when they cry out and Billy needs this foundation. He will move forward from here, eventually. He needs to learn what a connected and trusting relationship feels like, first.

This truly worked for me at home with my adult daughter. Read on for my personal story.

What Does Work for Billy- How to Reach Billy

I'm excited to be back to share with you, what will work for kids like Billy. "Billy" is the kid that you are getting in the fall, and who you were hoping was placed in another classroom. Let's be honest. No one prays they get Billy. He has an unpredictable and explosive personality and does not respond to typical behavior plans. Yes, you have a place in your heart for Billy. If you didn't you would have never become a teacher. But you know the year is going to be a challenge with him.
Billy has been imprinted with chronic stress and overwhelm due to his upbringing where he was not loved, attended to and nurtured. He frequently fights or flees and it is hard to predict when because what we see as non-threatening, Billy perceives as a threat. A simple direction can set him off. He operates from the limbic system of his brain which focuses on 15 seconds of life at a time, Billy can therefore change on a dime. So, how can we help to change this disruptive cycle?  Read on.

Back on board with Help for Billy (to chapter 3)

Last June I got a tip on a good summer read, Help for Billy, which is about understanding and working with the most challenging of students- those who respond unpredictably with a fight or flight response. In short, this book has changed my entire outlook on what is going on with these kids, how to respond, and I am only half-way through the book! I can even credit this book with enabling me to have a better relationship with my 22-year-old daughter. I am so happy to be able to share what I have learned with you. Read on for my notes.

LOVE, LOVE, Help for Billy (Chapter 3, part 1)

Enough already of my LAZY behavior this morning! It is just soooooo addicting.
On to Helping Billy. Chapter 3 was sooo juicy that I have to break my notes for you up into 2 sections. I know how ADHD some teachers can be so little pieces at a time works best, right? (Speaking for myself here- and this will hardly be little!)

The human brain fascinates me. I love to read as much as I can about brain function and learning. Chapter 3 is about the 3 general parts of the brain. In short (as short as I can make it, anyway) the first part of the brain is the brain stem which runs what keeps us alive: heartbeat, breathing, etc. There is no shaping this part of the brain. It does what it does.
Next, and most important to understand as it relates to challenging students, is the limbic system which handles mood, memory, attention, emotions, pleasure, fear, relationships, fight or flight responses...The limbic system also records memories of good and bad experiences and behaviors. It is important to know that this area of the brain handles only the next 15 seconds of life and moment-to-moment survival. I'll get back to this.
Finally, the third area is what separates us from animals- the neocortex or the rational brain. This is where learning takes place, imagination, planning...Morals and ethics reside here. Hindsight, foresight, and insight. Right vs. wrong. And MUCH more.
Most and "good" students go about their day with the neocortex in charge. They can choose to delay responses after thinking them through. This part of the brain allows us to let an unimportant argument go, or to talk things out. It tells us that hard work pays off in the long run. It helps us work toward a goal. Or holds anticipated fears in check (You will be in trouble with Dad when he gets home!). Consequences are registered in the neocortex. Making decisions for the good of all happens here.
What comes next in the chapter, made so much sense! Read on for how all of this relates to challenging students.

Breakfast over Billy

Ahhhhh, summertime- when you can push the snooze three times just for fun. You are probably wondering why a teacher would even set an alarm in the summer, but I would literally sleep the morning away if I didn't.
Stumbling through my empty nest, careful not to trip over old Louie (15 in August!) who is comatose smack in the middle of the foyer, I pour my morning coffee and dislodge a small rock stuck to the bottom of my foot. Private Selection moca blend is my personal heaven. After shutting up my fat cat with a slice of turkey, and letting out my Cavalier King Charles Spaniel, I head to my recliner and wrap in a fuzzy blanket. I adore Michigan summer mornings when it is actually cold. 
Welcome to my book study series: Helping Billy.
Read on for my notes about chapters 1 and 2.

Counting and Skip Counting to 1,000

Happy April! I find springtime to be filled with happiness and anticipation (especially for Michiganders!) but also with stress as this is the last good chunk of days we have for teaching.
In the second grade classroom where I team teach, we have a pretty good number of high needs students with various issues. Two ESL brand new to America this year, two boys who are challenged to follow directions and need a great deal of support, one special ed., and she is the hardest worker I have ever seen (such a joy!), and two that are heading in that direction for the extremely slow growth they are showing, bless their hearts. Almost a Noah's Ark of a classroom, LOL. So, I have been procrastinating over taking these kiddos  into the world of 3-digit numbers when they can barely handle 2-digit. Yet, it is just a repeating pattern so why not present it as no big deal.
As I worked on gathering supports for these students, I saw the need to provide hundred charts for every hundred and I also wanted an "any hundred" chart where students see the pattern is the same as counting to 100 and can fill in the hundred they need (or just make the point and use this as a visual). 
I didn't need to use them long. And I also used them as answer keys for some of our activities- make your prediction and check your answer on the hundred chart that fits. But the most fun part of all was how big their eyes got over seeing just how many numbers there are to 1,000.
Click here to grab these on TPT and read on to hear about an extension activity I gave to my advanced students.

A.M. versus P.M.- Never Enough Resources

Students in second grade are expected (CCSS) to learn A.M. versus P.M. yet this is something that they don't necessarily hear and see much in daily life. Thus, it can be a hard concept to teach and for kids to retain. After I taught the one single lesson that was included in the math program that my district provides, I went on a hunt for more resources and frankly there is not that much out there. Yes- believe it or not, Pinterest did not glean me much. So, I had to make something myself.

When I give consideration to retaining knowledge that is not used that often, I always revert back to REO Speedwagon. I retain (for years and years) just about every word in every hit song they made. Therefore, I set out to bring some musicality to A.M. versus P.M. in the form of a poem. Which I wrote. To share with everyone. FREE>>> Click here.

If you are interested in more A.M./P.M. activities including my pre/post test, fill in the blank, sorting activity and more, all around the same basics that second graders can relate to, grab the full version here>>> A.M./P.M., for only $1.95.
Happy trails,

Subtraction Strategies Still Lacking?

Fellow teachers- did you ever have a student do 7 - 6 using their fingers? Even worse, have you ever seen a student do 8 - 8 on their fingers? I have and all I could think was, OUCH!
Fourth and fifth grade teachers- do you ever see your students, when executing a long division problem, borrow when subtracting 12 - 7? And then after the borrowing (or trading, or whatever you call it in your area), they still have 12 - 7 and they don't even notice that they got nowhere with all of that work?  It pains me every time!
I believe the problem in both of these situations is that students have no number sense. They are not looking at and thinking about the quantities of what they are subtracting and considering what strategy to use on the numbers involved.
Anchor charts can help as well as time and attention. Though I am sure you are over and done with teaching subtraction strategies this late in the year, as an interventionist, I still have to! And if fluency is suffering maybe you can't not hit this again!
Check out the product I made for help in these situations. It is a mega-pack of 10 subtraction strategy mini-lesson mini-posters, practice, flashcards, assessments, and even some games. There is a student interview sheet to see what strategies students need or are using, as well as a student data notebook graph.
If your district has done away with dreaded timed tests, these shorter fluency practice pages can be timed for how long students take to complete, with students trying to beat their previous score. If your district still mandates timed tests (like mine!) these will bridge the gap between the impossible and the possible with gradually increasing rigor.
I hope you find it useful. Stay tuned for posts/pics of the launch in my classroom.
See it in my TPT store here>>http://bit.ly/1OGaDO3
Happy subtracting!

Long Division Woes No More!

Long division is many a teacher's nemesis. As crazy as it sounds, I do love teaching long division. It stresses students out to no end. It stresses teachers out too- you can tell when a teacher is on long division- that look on their face as you pass them in the hall tells all! But that moment when a student finally gets it- there is nothing better! I created an organizer several years ago to help in the release of the responsibility from the teacher telling students the steps, to the students taking charge. I have used it for years and have not changed it. Watch the video on my Facebook page here>> http://on.fb.me/1SsZS9l to see my tier III intervention students using the organizer on day 2 of long division. 

Grab the organizer here for 99 cents! >> http://bit.ly/1oEAktj It works!

The Enrichment Project Continues

So, what has happened to the Enrichment Project? It is nearly dead in the water- BOO TO ME! As I reflect on my goal to spend 5 minutes a day with a high student in need of enrichment (my district has cut all elementary advanced or accelerated programming leaving it up to the teacher to differentiate and enrich high students), I can think of several reasons why this project is about dead.
First, it is all about the relationships. I started out the project reaching out to fifth, fourth and third graders that I knew were at or above level and who I thought might want to do extra math on top of the regular classroom curriculum and homework. I was hoping that this project would catch on like a forest fire and I'd have a line of kids waiting for my half-page extra math sheets. I think it is called delusions of grandeur. Anyway, I was wrong about that but I do have two students in the project. What now?

Counting Back from 20- a fun idea for independent practice

Good morning! Is anyone struggling with students who can't count back? I am very excited to share this silly tool I thought up that will help your kiddos practice their counting backward sequence, INDEPENDENTLY. One little cutie was so excited- she wanted to show all of her friends and the fire started there. Here is how it went.
The lead teacher in first grade showed me her subtraction timed tests and boy oh boy- some kids have no idea what subtraction is all about. Their answers were nonsense. So, I set to work on that handful of kiddos by gathering pre-assessment data- can they count back from 20?

Addition and Subtraction in First Grade

While working with this adorable first grader, she bounced off and gathered up a couple of pencils and a pair of scissors. Just another off-task little kiddo, I thought...until I realized what she was doing. She put both of her hands down with her stuff in between. She was trying to represent the number 13 but didn't have enough fingers so grabbed some objects to help. How brilliant! How many kids have I worked with that say they can't do the problem if the numbers are too large? My other thought is, since these kiddos have moved on to numbers past being able to represent on their fingers, it is nearing time for a counting on strategy. Grab my counting on practice pages here>> http://bit.ly/1PjQOD1
Already into subtraction? Counting back pages here>>http://bit.ly/1P7JWqw
Have a great day!

The Enrichment Project Continues

I started off my year with a goal. It was to spend 5 minutes a day with a student needing enrichment. I wasn't sure what I was going to do or who with so I created a short geometry challenge, copied off 10 copies, and went around the building giving out just a few in each hall. Then I waited.

Before the day's end, three were returned to me with big eyes and lots of questions. "What's this for? Did everyone get one? Why did you give me this?" I let the students know I thought they might find it fun and left it at that.

Finding Time for Assessing, Grading or for those Unteachable Days Before Break

Read to hear about the Chase for 100! Let me start from the beginning...

December was a fun month! I believe the kids stopped paying attention right around the 1st of the month. I began to worry. With so much time ahead to be in school, how was I going to keep the days productive?
I gave the first week or so my best effort at engaging the students, yet Santa Claus still lurked behind every white board, anchor chart, and math tub. Double digit addition with regrouping simply wasn't going to cut it any longer.

Hard at work

So, I worked hard all weekend to create a game of sorts and review all of the math standards I had taught up until that point. I called it The Chase for 100. In this game, students completed independent review pages and earned base 10 cubes from the bank. They were paid exclusively in cubes and had to regroup their ones for tens and finally regroup their tens for a hundred flat. Once they earned 100 their name went on the board under the WINNER heading. The students were EXCITED!

I held a brief meeting with my 5 most advanced students. They were my 'bankers' and were to check pages and pay out according to what each page was worth (as stated on each page). The excitement rose even further! Kids in charge? You might think that there would be a few unhappy campers but the class was totally fine with that and they wanted so badly to begin. But not without a few ground rules.

I laid down an "ask three, then ask me" rule where if a student didn't remember how to do something (such as even/odd, make an array...) they were to ask three other students before coming to me. That worked beautifully and only one student asked me for help the entire time.

Work time was quiet, kids were like little machines furiously earning more and more- making trades of 1s for 10s,

Use base 10 blocks, or pennies, dimes and dollars!

and when the recess monitors showed up at our door, the kids asked if they HAD TO go to recess!!
We ended up doing this for three days leading up to our Christmas break and each night I went home and made more and more review pages. The kids were eating them up (not literally)! I could not have been happier, my team teacher could not have been happier but most importantly, the kids could not have been happier!
If you want to pick up a set (34 pages in all) of these 2nd grade CCSS review pages and give yourself time to assess, conference, plan, record grades...grab them here>   http://bit.ly/1OYI7HP
I hope your kiddos enjoy them as much as mine did!