Freeman's High-Impact Strategies
Mrs. Goulding Teaches Vocabulary Using SIPPS
Mrs. Goulding Teaches Vocabulary Using SIPPS![]()
Journals In Mrs. Pickett's Class
Journals In Mrs. Pickett's Class![]()
Ms. Scheuer Teaches Using Total Physical Response (TPR)
Ms. Scheuer Teaches Using Total Physical Response (TPR)![]()
Attention Kindergarten Parents!!!
Attention Kindergarten Parents!!!![]()
Click HERE to see everything that your child should know in Kindergarten!
Small-Group Reading (Mrs. McCurdy's Class)
Small-Group Reading (Mrs. McCurdy's Class)![]()
John Hattie taught us the importance of looking at learning through the eyes of the students. For example, if a teacher simply reads a book in front of the class the students are quietly listening.
Vocabulary Programs (ES .65)
Vocabulary Programs (ES .65)![]()
Vocabulary Programs- By Mrs. Goulding
Vocabulary Development for Houghton Mifflin stories
1. A copy of vocabulary, definitions, pictures are given to each child for each story, approx 20 words. Words are provided by the anthologies and in addition Tier 1, and 2 words (Isabel Beck) are focused upon.
2.The class decodes the words individually and places them on the white boards, reads them, reads the definitions, and the students refers to the pictures. The class breaks down words and students look for suffixes, prefixes, vowel combination etc. This continues until students have a good understanding of the words. The class focuses on the key vocabulary words but then words are selected that they may not have knowledge of that I think they will need help in understanding the story. The teacher picks out words from the story and break the words down phonetically.
3. Next, students progress to oral language development using the vocabulary. Students are given vocabulary words (One for each word that they have learned) cards, they are asked to create a sentence using the word sentences. Usually these are related to the story. They use the vocabulary in a sentence in front of the class and with groups. 5-7 students go up in front of the class and orally use their word in a sentence. Students who struggle with the words may go last so that they hear the words first used in a sentence by their peers. Most of this practice precedes the reading of the story.
Evidence of proficiency is demonstrated by their, written vocabulary tests, and their sentences. To learn more about this strategy please see Mrs. Goulding.
Vocabulary Development for Houghton Mifflin stories
1. A copy of vocabulary, definitions, pictures are given to each child for each story, approx 20 words. Words are provided by the anthologies and in addition Tier 1, and 2 words (Isabel Beck) are focused upon.
2.The class decodes the words individually and places them on the white boards, reads them, reads the definitions, and the students refers to the pictures. The class breaks down words and students look for suffixes, prefixes, vowel combination etc. This continues until students have a good understanding of the words. The class focuses on the key vocabulary words but then words are selected that they may not have knowledge of that I think they will need help in understanding the story. The teacher picks out words from the story and break the words down phonetically.
3. Next, students progress to oral language development using the vocabulary. Students are given vocabulary words (One for each word that they have learned) cards, they are asked to create a sentence using the word sentences. Usually these are related to the story. They use the vocabulary in a sentence in front of the class and with groups. 5-7 students go up in front of the class and orally use their word in a sentence. Students who struggle with the words may go last so that they hear the words first used in a sentence by their peers. Most of this practice precedes the reading of the story.
Evidence of proficiency is demonstrated by their, written vocabulary tests, and their sentences. To learn more about this strategy please see Mrs. Goulding.
The 28 Club
The 28 Club ![]()
The 28 Club - By Mrs. McCurdy
The 28 club is designed to focus in on the most important math facts. Students may also practice the 28 club at home with their families. The 28 Club encourages students to get fluent with the 28 multiplication and division facts from 3x3 to 9x9. These facts form a stair-step triangle on the multiplication table (See 28 club folder in locker below). To implement this in 3rd, 4th and 5th grades, the class reviews facts that focuses on sixes, sevens, eights, and nines. The students practice regularly for homework. Once or twice a week the teacher has a formal timing examination for 1 minute. Students must complete all 28 problems in 1 minute with 100% accuracy to enter the 28 club. The teacher makes six versions of the multiplication test (See Test Below in the Locker). Students get a form and put it face down on their desk then they put their name on the back. When the teacher says "Ready, Set, Go", they turn it over and work as fast as they can. The teacher starts the online stopwatch on the screen. When it gets to 60 seconds, they have to put down their pencils and hold up their paper. Those who have finished the 28 facts bring their paper to me and join the 28 Club and get their name on the chart on our Data Wall. I collect the rest of the forms to keep a record of how far the others get so they can see they are getting closer to 28.
Level 2: Once a student has joined the multiplication 28 club, they then work on the division facts and take a division test. Right now, they get a sticker on the chart next to their name.
Level 3: After they join the division 28 club, they continue to work on their facts and take a test that mixes multiplication and division. I put a second sticker next to their name.
For each test, no fact families are repeated. Also if students are in 3rd grade, then they may have 2 minutes to complete the 28 club otherwise students only have 1 minute to complete.
The 28 club is designed to focus in on the most important math facts. Students may also practice the 28 club at home with their families. The 28 Club encourages students to get fluent with the 28 multiplication and division facts from 3x3 to 9x9. These facts form a stair-step triangle on the multiplication table (See 28 club folder in locker below). To implement this in 3rd, 4th and 5th grades, the class reviews facts that focuses on sixes, sevens, eights, and nines. The students practice regularly for homework. Once or twice a week the teacher has a formal timing examination for 1 minute. Students must complete all 28 problems in 1 minute with 100% accuracy to enter the 28 club. The teacher makes six versions of the multiplication test (See Test Below in the Locker). Students get a form and put it face down on their desk then they put their name on the back. When the teacher says "Ready, Set, Go", they turn it over and work as fast as they can. The teacher starts the online stopwatch on the screen. When it gets to 60 seconds, they have to put down their pencils and hold up their paper. Those who have finished the 28 facts bring their paper to me and join the 28 Club and get their name on the chart on our Data Wall. I collect the rest of the forms to keep a record of how far the others get so they can see they are getting closer to 28.
Level 2: Once a student has joined the multiplication 28 club, they then work on the division facts and take a division test. Right now, they get a sticker on the chart next to their name.
Level 3: After they join the division 28 club, they continue to work on their facts and take a test that mixes multiplication and division. I put a second sticker next to their name.
For each test, no fact families are repeated. Also if students are in 3rd grade, then they may have 2 minutes to complete the 28 club otherwise students only have 1 minute to complete.
Notes From Pat Quinn - The RTI Guy
Notes From Pat Quinn - The RTI Guy![]()
Step 1: Remove the barriers to learning (Power and Control, Build student confidence, establish relationships, establish goals)
How can teachers build students’ confidence?
- Students realizing that they are exceeding their expectations. Showing data of how they are progressing.
- Awards Assemblies
- Success wall
How do you build relationships with students?
- Figure out their likes and use them in teaching.
- Use examples that are relevant to their culture.
- Use their strengths and give them jobs. Example- If they talk a lot then I might make them the M/C during an assembly.
- Give them responsibilities and leadership roles / put trust in them / invest in them.
How do you establish goals with students?
- On a 3x5 card have students write a goal on Monday, and then on Friday check back in with them. It can be an academic or social goal.
Step 2: Establish Routines with the class
How do you establish routines for direct instruction?
- Practice from the beginning and revisit the rules periodically.
How do you establish routines for guided practice? (Feedback is 60 sec. or less)
- Practice how to use their whiteboards, practice how to use their markers and how to be great listeners.
How do you establish Routines for independent practice? (Feedback is 24 hrs.)
- Constant feedback, and practice. Students who finish early should know what to do when they are finished early.
How do you establish routines when students are finished?
- Have work available for them. Accelerate or reteach students.
How do you establish routines for small-group work?
- Give students roles and practice the roles. Facilitator, recorder, reporter, and time keeper are examples of roles. Practice what each role will do.
Note: It is very important to teach students the reasons “Why” routines are important as well. Also practice what it would look like, what it will sound like, and also give an example of what it will not sound like but do not exaggerate the negative example.
Step 3: Teach students about differences
How will you teach students the differences in background information?
- Have the class line up in a straight line by the wall. Tell them that they can only take 2 steps and need to touch the door. The kids by the door will say “This is easy” while the kids in the middle will say this is hard, and the kids at the end will say this is impossible. Excellent visual representation for children to see that differences exist in learning and the teacher must teach everyone differently.
- Also if I buy everyone a size 5 shoe is that fair? Why?
Step 4: The Feedback Cycle
What are some ways that you can determine the length of the assignment?
- If students have 20 problems don’t assign all 20. Instead assign 3. If they get all 3 right then go on to the next challenging assignment. If they still need help then I will explain and assign 3 more problems, if they still need help then 3 more… etc.
- Have extension assignments ready that challenges students, and remedial assignments that target children at their level.
STEP 5: Use Opportunities
What are some ways to teach the objective?
- Have the students state the purpose, and why is this important? How does this apply to their real lives?
What should you do with students who already know what you are about to teach them?
- If students already know move them to a challenge assignment. Work with the students who need extra help.
- Create a poster of acceptable extension activities
What are common mistakes when giving feedback?
- Practice without feedback
- Late feedback
- Too much peer feedback
Feedback is a high-impact strategy. Some teachers may only give feedback 1 time in a 24 hour period. Some teachers give feedback 41 times. The more feedback that you give the more your achievement will be. What are some ways to increase feedback in your classroom?
- Be active and not passive when giving feedback.
- Passive- “Class raise your hand if you know the answer.”
- Active- “Show me on your whiteboards what the answer is to this problem. I am counting how many people got this right.”
So when I differentiate, what are some activities for advanced students?
- Challenge Packets
- Class Projects
- Create Manipulatives
- Live Blog
Feedback For Accelerated Reader (ES .73)
Feedback For Accelerated Reader (ES .73)![]()
Accelerated Reader - By Mrs. Horsky
Mrs. Horsky's class uses feedback to motivate students to read. The graph below shows class progress toward meeting their goals. Each color represents a different month. Here are a few techniques used to motivate students.
* Reading chart updated daily (usually) w/ individual and class words read.
* Visit chart at least once a week as whole class, point out progress. Talk about their reading and setting individual goals
* Reading logs checked daily by teacher. Student asks for permission to take quiz and leaves TOPS page up for teacher to check and record their quiz results and total number of words read on their log.
*After a quiz is taken, student receives feedback/praise from me when we are looking at their TOPS report.
*Student receives TOPS and Books Read report each month to review, discuss and take home to have parent sign.
*Students take STAR 4 to 6 week intervals, receive print out of Annual Progess to review, highlight and share with parents
*Celebrations: Classroom acknowledgements when class at chart, as individual goals are met, every million words is class celebration.
*Time: Students who are independent readers have 25-30 minutes of silent monitored reading time each day in class. This takes place at a time when students who need additional support are at Title 1 or RSP.
If you have any questions please speak with Mrs. Horsky.
Mrs. Horsky's class uses feedback to motivate students to read. The graph below shows class progress toward meeting their goals. Each color represents a different month. Here are a few techniques used to motivate students.
* Reading chart updated daily (usually) w/ individual and class words read.
* Visit chart at least once a week as whole class, point out progress. Talk about their reading and setting individual goals
* Reading logs checked daily by teacher. Student asks for permission to take quiz and leaves TOPS page up for teacher to check and record their quiz results and total number of words read on their log.
*After a quiz is taken, student receives feedback/praise from me when we are looking at their TOPS report.
*Student receives TOPS and Books Read report each month to review, discuss and take home to have parent sign.
*Students take STAR 4 to 6 week intervals, receive print out of Annual Progess to review, highlight and share with parents
*Celebrations: Classroom acknowledgements when class at chart, as individual goals are met, every million words is class celebration.
*Time: Students who are independent readers have 25-30 minutes of silent monitored reading time each day in class. This takes place at a time when students who need additional support are at Title 1 or RSP.
If you have any questions please speak with Mrs. Horsky.
The Success Wall
The Success Wall![]()
The Success Wall - By Mrs. Gustafson and Mrs. Meyer
- Each student has a display area on the wall about 14” x 14” in a grid pattern arranged by 3 rows and 11 columns, depending on number of students.
- Wall must be accessible to students so that they may post their own work and apply their own stickers (this is important!)
- The display on the wall includes 1) a goal card, 2) a sample of student’s best work, 3) a success card, 4) a message to classmates
- Success card is used to mark student success, seen with a success sticker. Student will be awarded success stickers during the “success sticker ceremony” after each test, completed task, or achievement.
- Teacher produces success stickers on a Avery address label. The success sticker includes an icon or image on the left, and a written objective on the right.
- I ROCKED my short vowels spelling test (“ROCKED” = 80% or better)
- I ROCKED my Topic 2 Math test on Rounding
- I read over 1,000 words
- I improved my Reading Level in September *
- I wrote a friendly letter to Martin Luther King, Jr.. I used the correct format, which included date, greeting, body, closing and signature. I expressed three ideas that I appreciate from Martin’s life.
- I had perfect attendance in the month of October
- My Scientific Notes on Energy Sources are accurate and complete
- I have consistently completed my homework in the month of October
- I can add single digit numbers quickly and accurately
- I can identify the difference between a statement, command, question and exclamatory sentence.
- I can subtract single digit numbers quickly and accurately.
- I passed a quiz on my library book
- The success sticker ceremony is held when tests are handed back / reviewed. Emphasis on 80% or better will earn a sticker. 78% will not earn a sticker, but it will earn positive verbal feedback if this is an improvement for the student. At the time of the ceremony, students without a sticker may be “invited to attend” an intervention that could give them another chance at the success sticker….
- Some success stickers are handed out more informally, like when a writing task is completed, or the student has just finished reading 10,000 words. In this case, stickers are ready and waiting for students to claim them for their card at the time of task completion.
- The success wall is referred to frequently as a tangible goal for students. “This task will earn you a success sticker….so get to work!”
- The success wall is highly visible to visitors, parents, and other students. What we are learning in the class is obvious based on the sticker objectives and student work samples that are posted.
- Student work samples are assignments that are the epitome of what is being learned and produced in class. Work displays can vary from student to student as long as it is the best work that the student has to offer
- The student goal card can be changed weekly, monthly, or by the trimester, and should announce what skill the student wishes to focus on during the given window of time.
- The “message to my classmates” card should give the student freedom to express themselves with personal mantras, words of advice, favorite sayings, or actual messages to classmates. It gives their spot on the wall a little more personality.
The Success Wall Video
The Success Wall Video![]()
Class Economy Motivates Students
Class Economy Motivates Students![]()
Classroom Economy by Mrs. Harris
The classroom economy is a great way to have incentives in the classroom that cost very little actual dollars to the teacher. The classroom economy also is a great way to teach concepts about how the actual economy works. For example, "Supply and Demand".... Desks are either rented or purchased, and the desks in the back of the classroom (Students want to sit in the back) cost more when compared to the seats at the front of the classroom.
Step 1. Determine how much things in your class will cost and how much can your students earn, see example.
Ms. Harris’ Classroom Economy
Earn Money
Every 1000 words read in a week is a $1.00
Homework Complete $1.00
Each Class Dojo Points $1.00
100% Test $5.00
100% AR Quiz $1.00
100% Homework $1.00
Honor Roll Star Test $10.00
Cost Money
Rent Desks Group 1 and 3 - $40.00
Group 2 -$35.00
Group 4 and 5 -$45.00
Group 6 -$50.00
No Homework -$2.00
Absent -$1.00
I-pad ticket 10min -$5.00
Bathroom Pass -$3.00
Drinking water pass -$1.00
Each negative Dojo points -$1.00
Buy a Desk -$150.00
Buy tickets for Friday drawing -$1.00
Sharpen Pencil during class time -$2.00
Buy a pencil -$5.00
Step 2. Make money, Mrs. Harris chooses to use play money and paste a picture of the teacher on the money.
Step 3. Choose a day to be pay day, during silent reading time on Friday Mrs. Harris calls students up one at a time to make their transactions. She tells them what they earned and what they owe and then she pays them. The process takes about 30 min to pay everyone out.
Mrs. Harris has seen an improvement in words read and test performance. The kids are having fun and learning how to budget and make good decisions, Mrs. Harris actually heard kids say to each other “ I have to read and turn in all my homework so I will have my rent money.” You can also leave money for sub to distribute. If you have an questions with this strategy speak with Mrs. Harris.
The classroom economy is a great way to have incentives in the classroom that cost very little actual dollars to the teacher. The classroom economy also is a great way to teach concepts about how the actual economy works. For example, "Supply and Demand".... Desks are either rented or purchased, and the desks in the back of the classroom (Students want to sit in the back) cost more when compared to the seats at the front of the classroom.
Step 1. Determine how much things in your class will cost and how much can your students earn, see example.
Ms. Harris’ Classroom Economy
Earn Money
Every 1000 words read in a week is a $1.00
Homework Complete $1.00
Each Class Dojo Points $1.00
100% Test $5.00
100% AR Quiz $1.00
100% Homework $1.00
Honor Roll Star Test $10.00
Cost Money
Rent Desks Group 1 and 3 - $40.00
Group 2 -$35.00
Group 4 and 5 -$45.00
Group 6 -$50.00
No Homework -$2.00
Absent -$1.00
I-pad ticket 10min -$5.00
Bathroom Pass -$3.00
Drinking water pass -$1.00
Each negative Dojo points -$1.00
Buy a Desk -$150.00
Buy tickets for Friday drawing -$1.00
Sharpen Pencil during class time -$2.00
Buy a pencil -$5.00
Step 2. Make money, Mrs. Harris chooses to use play money and paste a picture of the teacher on the money.
Step 3. Choose a day to be pay day, during silent reading time on Friday Mrs. Harris calls students up one at a time to make their transactions. She tells them what they earned and what they owe and then she pays them. The process takes about 30 min to pay everyone out.
Mrs. Harris has seen an improvement in words read and test performance. The kids are having fun and learning how to budget and make good decisions, Mrs. Harris actually heard kids say to each other “ I have to read and turn in all my homework so I will have my rent money.” You can also leave money for sub to distribute. If you have an questions with this strategy speak with Mrs. Harris.
SMART Goals May Increase Achievement
SMART Goals May Increase Achievement ![]()
SMART GOALS - By Dr. Gonzalez
Have you ever tried to lose weight? I sure have. As a teacher or principal I loved it when parents would bring me foods like flan, pozole, tamales, enchiladas, and ...more
Have you ever tried to lose weight? I sure have. As a teacher or principal I loved it when parents would bring me foods like flan, pozole, tamales, enchiladas, and ...more
SMART Goal Video
