Table of Contents - co02201641.schoolwires.net€¦Thank you for working with students in Colorado Springs School District 11 in the valuable capacity of teacher’s aide or educational

Table of Contents

Welcome 2

Self‐Reflection 3

Appropriate Presence in the Classroom 4

Praise + 5

Voices 6

Discipline 5 7

Procedures – Common Issues 8

Prep Form 10

Student Progress Record Sheets 12

Practice Makes Permanent 14

Five Components 15

1‐3 Minute Reading ‘Games’ 16

Fry Word Lists 18

Important Math Ideas 20

Basic Fact Math Game 21

Math Fact Grids 22

How to Ask Questions 24

Great Websites for More Support 25

Appendix 27

2

Welcome to the 2012 – 2013 School Year!

Thank you for working with students in Colorado Springs School

District 11 in the valuable capacity of teacher’s aide or

educational assistant. We have created this training and plan

book to support your success.

Use this plan book as a daily tool to help you prepare and deliver

meaningful support to the students in your charge. In it you will

find practical suggestions for managing student behavior,

maximizing instructional time, addressing common

issues/procedures, communicating with the classroom teacher,

and keeping track of student growth, along with some basic

instructional strategies.

We appreciate you and your efforts, and we wish you a great

year!

Lisa Wolf, M.Ed.

Julie Shaw, M.Ed.

Professional Development Specialists/Induction Coaches

Colorado Springs School District 11

[email protected]; [email protected]

3

Self Reflection: How am I doing? Circle 1‐4; 4 being highest

Date: 1 2 3 4

I smile at each student 1 2 3 4

I say each student’s name every session

1 2 3 4

I model please and thank you 1 2 3 4

I call on every student 1 2 3 4

I use many types of questions 1 2 3 4

I give wait time after asking a question

1 2 3 4

I give specific reasons for praise 1 2 3 4

I maintain adult voice 1 2 3 4

I support the school behavior plan in each session

1 2 3 4

I check plans with each teacher weekly

1 2 3 4

I use every minute with the students for instructional time

1 2 3 4

Self Reflection: How am I feeling?

______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

4

Appropriate Presence in the Classroom

1. Working with students

a. Instructional

b. Emotional

c. Behavioral

2. Preparing materials

a. Knowing the schedule

b. Knowing the procedures

c. Knowing the office staff

Unobtrusive presence

o Quiet interactions

o Calm mannerisms

o Positive expressions

o Visible/Invisible – behind the scenes

o Focus on teacher/instruction

Confidentiality

o About students

o About teachers

o About families

o About school

Appropriate relationships

o With students

o With staff

o With parents

Protecting yourself – legalities/liabilities

o Never alone

o Doors open

o Within eye/ear shot

5

Praise + Avoid Giving Attention for Misbehavior

Keep SAFETY first: monitor students at all times as directed

o Individual student

o Group or whole class

o Outside the classroom

Pay attention and acknowledge positive behavior with praise

o On‐task

o Following directions

o Following rules & procedures

Ignore minor problems

o Model: focus on the teacher/instruction

If student off‐task

o praise the students around him/her

o when back on‐task—praise him/her

Problem behavior

o Whisper reminder or cue to the student

o Quickly

o Minimum attention

Sample Praise – use the student’s name and be specific:

“Steve, you went from one page right to the next; that’s the way to keep working!” “Jan, you capitalized the first word of every sentence, you’ve really learned the rule!”

6

Voices Child Quit picking on me.

You don’t like/love me.

You want me to leave.

Nobody likes/loves me.

I hate you.

You’re ugly.

It’s your fault.

Don’t blame me.

He, she, ___ did it.

You make me mad.

Parent You shouldn’t do that.

It’s wrong/right to do that.

That’s stupid, immature, out of line, ridiculous.

Life’s not fair. Get busy or over it.

You are good, bad, worthless, beautiful.

Do as I say.

If you weren’t so ___, this wouldn’t happen.

Why can’t you be like/do ___?

Adult In what ways could this be resolved?

What factors will be used to determine the effectiveness, quality of…?

I would like to recommend ___.

What are the choices in this situation?

I am comfortable/uncomfortable with ___.

Options that could be considered are ___.

For me to be comfortable, I need the following things to occur: ___.

These are the consequences of that choice/action: ___.

We agree to disagree. What other comments might you make that fit into the adult voice?

7

Discipline 5: Plan for success!

1. STOP the behavior.

2. Tell WHAT is wrong with the behavior.

3. Tell WHY the behavior is wrong.

4. Tell WHAT the consequences are.

5. Tell HOW to behave the next time.

Reflection:

Staying in the Adult Voice in Child/Adult Interactions

Ask these questions…of yourself or of the child.

1. What did I do?

_________________________________________

2. What did I want?

_________________________________________

3. What other things could I have done?

_________________________________________

_________________________________________

_________________________________________

4. What will I do next time?

_________________________________________

8

Procedures – Common Issues with a Planned Procedure

Issue My Procedure

Coming to the group

Warm‐up activity

Going to the restroom

Getting student’s attention

Blurting out the answer

Distribution/collection of materials

Student’s repeating goal of day

Sharpening pencils

Snacks during group time

Going back to class

9

Issue My Procedure

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Single Student or Small Group Prep Form

Days/Date(s) ___________________ Time(s) ______________

Student(s): Who is in this group?

___________________________________________________________

___________________________________________________________

Location: Where will we meet?

___________________________________________________________

Main Focus: What is the IEP Goal? OR What does the teacher expect

student(s) to learn?

__________________________________________________________

Plan: What will we do? What materials do we need?

What else can we do when we finish?

Time Activities/Work Materials/Notes

2 min

Warm up:

10 min

Game:

3 min

Check for Understanding

5 min

Reteach/Review

3 min

Closure/Revisit Objective

2 min

Pack up/Back to class

11


Days/Date(s) ___________________ Time(s) ______________


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Student Progress Record Sheets

Assignment/Date →

Students ↓

Assignment/Date →

Students ↓

Assignment/Date →

Students ↓

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Assignment/Date →

Students ↓

Assignment/Date →

Students ↓

Assignment/Date →

Students ↓

14

Practice Makes Perfect Permanent!

Games, Movement, and Music

Never underestimate the power of teaching through games with all ages

and levels of students. Games motivate students so powerfully that

calling a learning activity a game will often make students love it! For

example, if you need to review material or tedious information, make it

more exciting by referring to current game shows, cartoons, movies,

songs, or other familiar media. Calling review a new name can provide

just the spark you need to stimulate learning. (Think…“Are You Smarter

than a Fifth Grader?” and, “Is that your final answer?” and, “Would you

like to use a lifeline?”)

Some simple ideas:

Chant a set of sight words, math facts, etc. while clapping a simple beat, using a funny voice, or while hopping from one foot to the other

Ask students to think of a favorite song melody and then sing the information to that tune.

Use cross body movements like elbows to opposite knees to connect both sides of the brain

These multi‐sensory methods will cement learning concepts into long‐term memory more quickly.

Drawing and Reflection Drawing is foundational to expressing learning. Students can

communicate their understanding of a concept by drawing it. In

addition, drawing can prompt ideas for writing in all content areas, it

can reinforce learning, and it can move information from short term to

long‐term memory. Reflective writing serves the same purpose.

How the Brain Learns by David Sousa

15

Five Components of Reading BasicsPhonemic Awareness Sound manipulation including

first, last, middle sound & changing sounds

Phonological Awareness: Rhyme, syllable, segment & blend

Auditory only

Phonics – 80%

Spoken & Written: Sound / spelling match

Reading and writing

Decode= sound it out

Fluency Connected to comprehension:

familiarity & practice

Prosody: Does it sound real?

Pacing: Is it the speed right?

Accuracy: Are there mistakes?

Vocabulary Listen, speak, read, write

Word knowledge

Social vs. Academic

Listen to adults read

Read extensively on own

Comprehension Genres: Fiction & Non‐fiction

Experience‐text connection

Touch the text ‐ Book & Brain

Predict, Infer, Question, Summarize

Group: choral, partner

National Reading Panel: 4 reads

Every student – Every word!

16

1‐3 Minute Reading ‘Games’

Phonemic Awareness: Can you? (Modified Simon Says) “Touch something on your face that starts with /n/ [nose] /l/ [lips], etc. I Spy: I spy something that starts with /s/ (circle cut out on wall); I spy something that starts and ends with the /k/ sound (clock)

(A great rhyming song is Down by the Bay)

Phonics: Take Apart: Let’s take apart the word ship. How many sounds? (3) How many letters do we need to write ship? (4) Take apart bridge (4 sounds, 6 letters) List Competition: Work with a partner and write down as many words as you can in two minutes. All words must start with the letter m. (Or end with the letter t, or have a middle sound of short a, etc.)

Fluency: Fry Word Lists – time students for 30 seconds; they record how far

they get on the list

Read aloud to students

Poems, chants, songs, tongue twisters

Supervised Sequence:

1. Listen to me read I Do To

2. Read with me We Do With

3. You read You Do By

4. Continue: Read with a partner, independently, or both

17

Vocabulary: I’m Thinking of Something: I’m thinking of something brown, that is very small, and it has a long tail. [Keep adding clues until students guess the word] Last Man Standing: Divide group into teams. Choose a subject. Teams have 30 seconds to list as many words as they can to describe the subject. One person from each team stands and reads one word. If other teams have that word, all cross it off. Continue taking turns reading words until all words have been read. Bingo. Can play with single words teacher pre‐writes in the Bingo squares or have students write the words according to subject or words they are working on from Fry Word Lists. Rather than calling out the word, call out a definition.

Comprehension: Find it Fast, Find it First: Close books. Say, “Find it fast, find it first: the page where goldilocks knocks on the door,” Or “…the place where Little Red Riding Hood made a decision,” Or “…touch the text where the Little Pigs taunt the wolf.” Build a Summary: Teacher begins with one sentence. Teacher: “Once upon a time Cinderella worked very, very hard.” Then student one takes over. Students continue around the circle each adding a sentence. Play until the story is finished, or to give the students a place to begin writing the summary. Draw It: Teacher reads a section of text and students draw what they see in their minds.

18

Fry Word List 100 Words the of and a to in is you that it he was for on are as with his they I at be this have from

or one had by word but not what all were we when your can said there use an each which she do how their if

will up other about out many then them these so some her would make like him into time has look two more write go see

number no way could people my than first water been call who oil now find long down day did get come made may part over

Fry Word List 200 Words new sound take only little work know place year live me back give most very after thing our just name good sentence man think say

great where help through much before line right too mean old any same tell boy following came want show also around form three small set

put end does another well large must big even such because turn here why ask went men read need land different home use move try

kind hand picture again change off play spell air away animal house point page letter mother answer found study still learn should America world high

19

Fry Word List 300 Words every near add food between own below country plant last school father keep tree never start city earth eye light thought head under story saw

left don’t few while along might close something seem next hard open example beginning life always those both paper together got group often run important

until children side feet car mile night walk white sea began grow took river four carry state once book hear stop without second later miss

idea enough eat face watch far Indian real almost let above girl sometimes mountain cut young talk soon list song begin leave family it’s afternoon

Fry Word List 400 Words body music color stand sun questions fish area mark dog horse birds problem complete room knew since ever piece told usually didn’t friends easy heard

order red door sure become top ship across today during short better best however low hours black products happened whole measure remember early waves reached

listen wind rock space covered fast several hold himself toward five step morning passed vowel true hundred against pattern numeral table north slowly money map

farm pulled draw voice seen cold cried plan notice south sing war ground fall king town I’ll unit figure certain field travel wood fire upon

20

Important Math Ideas

It is important for students to both memorize their facts BUT also

understand how the numbers work. Give students time to work

accurately with their math facts and give strategies to figure them out.

Remember, practice makes permanent, so we want to be sure practice

is accurate.

Basic Fact Strategies:

Skip count by 2’s, 5’s, 10’s for each step walking down the hall.

Move on to all of the other digits 3 – 12. Continue but start from 3

or 7 or…? Record/discuss the patterns. (Algebra function tables!)

The nines…Have students look at both hands, palms up, fingers

spread. For every digit times nine, have students start from the left‐

hand thumb and count each finger moving to the right. If it’s 9 x 4,

put down the fourth finger. There will be 3 fingers to the left of the

“down” finger, and 6 fingers to the right…or the product of 36!

Teach double facts and doubles plus or minus one.

Have students find and draw pictures of tens and hundreds in two

and three digit numbers. Use place value blocks for models.

An important math idea…

Present addition/subtraction together and multiplication/division

together. For example, discuss digits like five (5). Five can be shown in

various groups; 0 and 5, 1 and 4, 2 and 3, 3 and 2, 4 and 1, and 5 and 0.

The story will tell subtraction or addition. 5 birds; 3 fly away; 2 are left.

Or 3 birds; 2 more come; 5 now. (Turn‐around facts/fact families:

2+3=5, 3+2=5, 5‐3=2, 5‐2=3)

Multiplication/division: 2 x 4 = 8, 4 x 2 = 8, 8 / 2 = 4, 8 / 4 = 2. Put these

facts on triangle cards for review games at school or home. Store in

baggies.

21

Basic Fact Math Game ‐ WAR

FACTS WAR (or Top It!) Regular deck of playing cards, 2 players; Aces =

1, Jack = 10, Queen = 11, King = 12, All other cards = face value

Basic Rules:

1. Choose what operation you will use during game. (+, ‐, or *)

2. Each player takes ½ of the deck (no shuffling/dealing to save time)

3. Each player flips over their top card and compares to the other

player’s top card.

4. Based on the operation you chose, the first player to give the

answer gets to keep both of the cards. Cards won are points.

5. If both players flip over the same card, proceed as in regular WAR

game. Each player puts two cards down and turns a third card up.

The player to give the answer to these two cards wins all of the

cards played in this turn.

Rule adaptations: ↓and ↑ ‐ Start with simple to more challenging…

1. The first player to say the name of the number on their card wins.

2. The first player to say if their card is worth more or less (determined

before game) wins.

3. The first player to say the sum of the two cards wins.

4. The first player to say the difference between the two cards wins.

5. The first player to say the product of the two cards wins.

6. Players find the answer to the two cards (any operation chosen).

Then if the answer is the cost of a purchase, the first player to give

the change from a dollar (or $5, or $10) wins.

7. Players find the answer to the two cards (any operation chosen).

Then if the answer is the change back from a dollar (or $5, or $10),

the first player to give the cost of a purchase wins.

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Math Fact Grids

+ 0 1 2 3 4 5 6 7 8 9 10 11 12

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X 0 1 2 3 4 5 6 7 8 9 10 11 12

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Use these grids to keep track of the facts students already know and the ones

they learn this year. This way we build on what students know rather than

always starting over with all of the facts. Avoid the overwhelming!

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Math Fact Grids

Student Name _______________________________________

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How to ask Questions Simple to Complex using Blooms Revised Taxonomy: I. Remember –

Who? What? Where? How? When? Why? II. Understand—

What are they saying? What part doesn’t fit? Can you explain…?

III. Apply— Can you predict what would happen if? When would we use this? Why would we use this?

IV. Analyze— What is the function of…? What assumptions were made? What was the motive? Is it fact? Opinion? Can you compare? Contrast? What does the author believe?

V. Evaluate— What did you like? Why? What did you like better/best? Why? What is true? False? Why? Can you find any errors?

VI. Create— Can you give an alternative? How else could you…? What could you create that would be better?

Reference: Worksheets Don’t Grow Dendrites by Marcia L. Tate, Corwin Press. 2010

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Great Websites for More Support:

Behavior:

http://www.pbis.org/school/default.aspx

http://www.loveandlogic.com/articles.html

Math:

https://www.xtramath.org/

http://www.freemathhelp.com/

http://www.webmath.com/index.html

http://math.about.com/od/reference/a/MathCOS.htm

Reading:

http://www.readingrockets.org/helping/

http://pbskids.org/lions/

http://www.starfall.com/

http://www.rif.org/kids/readingplanet/gamestation.htm

Fry Word Lists:

http://www.k12reader.com/fry‐word‐list‐1000‐high‐frequency‐words/

http://w4.nkcsd.k12.mo.us/~kcofer/fry_words_pg.htm

Tuition reimbursement:

Email Ron McManigal ‐‐ ESP Training Coordinator for the Professional Development Department in Colorado Springs School District 11. [email protected] Need more copies of a page? Available on the CSSD11 ADMIN_SHARE drive in the folder EA TA Training 2012

26

27

Appendix

Self‐Reflection Forms

Prep Forms


Math Fact Grids

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Date: 1 2 3 4



1 2 3 4





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Date: 1 2 3 4



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Date: 1 2 3 4



1 2 3 4





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Date: 1 2 3 4



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Assignment/Date →

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Math Fact Grids

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Documents

Table of Contents - co02201641.schoolwires.net€¦Thank you for working with students in Colorado Springs School District 11 in the valuable capacity of teacher’s aide or educational