In One Ear…But, NOT Out The Other
This session deals with capturing and making effective use of bits of
instructional time, in language arts, without extra preparation.
Use of short, high interest text daily…
™ builds comprehension regardless of decoding abilities
™ gives every student a common literary experience
™ facilitates reading aloud for prosody
™ provides many opportunities for modeling
™ allows thinking aloud
™ provides practice in fluency
™ proves to be highly brain compatible
™ allows for “chunking” of skills and strategies
™ makes it easy to transfer and apply strategies to longer texts
™ builds confidence
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FRACTION RAP
Way up North in the Numerator
Way Down Deep in the Denominator
Way up North in the Numerator
Way Down Deep in the Denominator
point up, voice high
point down, voice low
point up, voice high
point down, voice low
What does it mean?
How many equal parts in all ?
How many parts are we talking about?
How many equal parts in all?
How many parts are we talking about?
point down, voice low
point up, voice high
point down, voice low
point up, voice high
Antonym Word Picture Activities
A
Display 2 Antonym Word Picture cards with matching antonyms. Have students write the meaning of the
antonyms by looking at the cards. Discuss the card, the meaning of the words and how they relate to the card.
Let students tell what they wrote and make comparisons.
Give each student a card from the Antonym Word Pictures, making sure that there are matching cards in the
group of students. Have students stand in an area with boundaries. On the cue “mix”, students exchange cards
with one another until the cue, “freeze.” On the cue “antonyms!”, students find the person who is holding the
antonym for the word on their card and stand with that student. When all matches are made, start the activity
over by saying “mix.”
Give each student an Antonym Word Pictures card, making sure that the teacher keeps all antonym cards for the
ones given out. The teacher holds up a card for everyone to read in unison, and the person holding the antonym
for that word stands and says the word on their card. Continue through all cards.
Display 2 Antonym Word Picture cards with matching antonyms. Have students create new ways to show
the meanings of the words by drawing on 3 x 5 cards. Display the students’ cards around the Antonym Word
Picture cards.
Display 2 Antonym Word Picture cards with matching antonyms. Have students write a sentence that includes
both words. The sentences can be serious, funny, or nonsensical as long as the meanings of the words are
evident.
Use the Antonym Word Pictures cards for a game of class “Memory.” Post the cards, picture side down, in
random order. Divide the class into teams and have one team choose 2 cards to turn over. If they are a match,
the team gets to keep those cards. If there is not a match, the cards are turned back over, and play moves to the
other team. The team with the most matches at the end of play wins.
Give students a set of 2 matching Antonym Word Cards. Have them pantomime the words for the rest of the
class to guess.
Place half of the set of Antonym Word Cards on the floor. (make sure no matches are present) Students throw a
bean bag on a card and say the matching antonym for that card.
Place all cards on a word wall. Students use a trash can and a paper wad as a basketball. Divide the class into
teams. Students must try to “make a basket” with the paper wad and trash can. If they get the paper in the
trash can, they must first say 2 antonyms from the word wall and use them in a sentence before their team gets
a point. Take turns, moving from team to team, until all team members have had a chance to “make a basket.”
The team with the most points wins.
Display 4 Antonym Word Picture Cards without their matching antonyms. Have the students make a folded flip
book. (Directions below) The students copy the cards on the four flip-up pages of the book. They must write
and draw the matching antonym under the flip-up pages.
Fold paper “hot dog” style. Cut the top flap only into 4 equal flaps. Draw on each flap and on the paper just
under the flap.
PO Box 6606 Lubbock, TX 79493 Phone: 806-281-1424
FAX: 806-281-1407
Email: [email protected] Web site: www.lonestarlearning.com
© 2007 Lone Star Learning
Response Cards
Keep every student actively involved!
Know what your students are thinking!
Reduce answer call-outs!
Every Student answers every question!
Quick way to assess without using paper and pencil tasks!
How Do I Use Them?
Before beginning, assign each color of the Response Card with a value, a letter sound, a punctuation mark, a part of
speech, great for multiple choice letters for practice test items, etc.
(Example: Green = ., Blue = ?, Yellow = !, Red = ,)
You may want to tape a Response Card on the chalkboard with the answers written next to each color. Using the
example of punctuation marks above, you can show different sentences with punctuation mark missing.
Have the students hold the Response Card in their lap.
The teacher asks the question, or shows a question on
the overhead, and says “Think Time.”
The students use the think time to pinch the correct color
on both sides of the Response Card with their fingers.
Next the teacher says “Show Me.” The students wait until this cue
to hold up the Response Card in front of their chest with the correct
color pinched. The teacher can scan around the room quickly to see
who has the right answer.
If students are looking at their neighbor to get the answer, the teacher
can see that also and knows that the student doesn’t know the answer.
(But how many times do you ask a question and have everyone in the
room trying to find out the right answer?) You can always have students
close their eyes before you say “show me” to keep them from looking
at other student’s choices.
DO NOT use the cards for “I understand” or “I don’t understand” choices.
If a student chooses “I understand: on the card, you have no way to know
if they really do understand. Only designate multiple choice answers that
can be given for a number of questions. This may require a change in the
way you ask questions, but is a highly effective, quick, interactive way to
discern if your students have just gotten a concept that was introduced.
PO Box 6606 Lubbock, TX 79493 Phone: 806-281-1424
FAX: 806-281-1407
www.lonestarlearning.com
.
?
!
,
Email: [email protected] Web site: www.lonestarlearning.com
© 2007 Lone Star Learning
Brain-Compatible Math Activities
Some of the most effective ways to move new information
from short term to long term memory are...
Music
Movement
Use of color
Mnemonic devices
Graphic organizers &
Meaningful mental images
Consistent short reviews
82
© 2007 Lone Star Learning
The Handy Method of Finger Multiplication
Hold the palms toward you with the fingers pointing toward
each other and label the fingers according to this diagram:
6
6
7
7
8
8
9
9
10
10
To solve for 9 × 7, touch the factor fingers together.
9
7
Count the touching fingers, plus all the fingers abovethem,
as 10 each (60). Of the remaining fingers (the ones below the
touching fingers) multiply those of one hand by those of the
other (1 × 3 = 3). Now add the two figures (60 + 3 = 63).
10
20
30
40 50
1
60 + 3 = 63
×
3
60