Wednesday, September 25, 2013

coLAR App on Dot Day

Confession:  I had never read The Dot by Peter Reynolds.

But then I went ahead and participated in Dot Day because of this pin:

I do love technology- so trying out this coLAR app seemed like a fabulous idea.

We read the book first, and it is, indeed a GREAT read.  I think it is empowering about making a mark on the word, and inspiring others, and seeing beyond the "I can't" that stops us from ever achieving greatness.  I had borrowed the book from the library, but now I know that I will purchase my own copy for my regular read alouds collection.

The coLAR site has free printables for coloring to make 3D art.  And the app is free too!  We colored up our dots and then took turns manipulating the art and taking some screen shots.  If you are a one iPad classroom- this is an app that they could easily use and you could still do a whole group activity but not need everyone on the iPad at once.

Here's some shots of the coloring action:


 And here's some shots taken with the iPad using the collar app.  It can actually do about four or five different 3D designs, but these two are my favorite:

The large spinning globe. I think this would be pretty useful for kids making a flat world map and then seeing it fold into a globe, I'll have to give that a try.  It's nice that you can push pause on the app to stop the spinning at a particular place to take a picture. Also you can put your hands in the picture and the picture shows over top.

I call this one "bouncy balls".  The kids also found it outrageously exciting for them to all be bouncing at once.

My only complaint is that once it was over, well, it was, over.  I haven't figured out how to stretch out the experience past the picture phase.  I know there are lots of coloring pages available on the site for printing out and using with the app.  I'll have to investigate them.  Perhaps I could combine the still photo of the 3D art with a voice thread, or a kid's blog post, or even writing description. Not sure yet.

Has anyone else tried out this app?

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Tuesday, September 24, 2013

Storytelling and map making

My kids are having trouble drawing maps.

They can tell me that they are supposed to pretend that they are floating on the ceiling and look down to draw it- but then they turn in maps that look like they stood at their door and took a picture.  I don't know if it's just an age thing or what- but "perspective" is kicking my butt.

Also because of their age, paying attention for any good length of time- also tripping me up.  I decided to combine something I knew they liked- being told a story- with creating a map they could look at from up above to get some perspective.

You know from previous posts that I dig on The Three Pigs.  So we all sat down on the carpet and I grabbed up some construction paper, a pair of scissors, and a roll of tape and set to work.  I told my version of the three pigs.  (I'm working on putting it into book form- so you'll see it soonish, promise.) As I told the story, I cut simple shapes of paper and folded them into house forms.  This enthralled my ducks, I have to say.  WHOA! HOW DID YOU DO THAT?  They went absolutely nuts at just about each house.  Which also tells me, crafting will be fun with them this year.  They clearly haven't had a lot of experience- so if I can integrate that into the lessons, I'll get their attention.

At the end of the story I had a pretty simple map.  We each took a turn standing over the top of it to see how it looked.  I took this picture with my iPhone:

And then I popped it up on my promethean board, drew the basic outlines overtop of the photo and then removed the photo so the kids could see a map from an overhead perspective.  And then they went out to make their own.  They haven't finished them yet- but they are doing a much better job that previously. 
I've decided to get some other things to help with up in the sky looking down perspectives.  I figured- why not use dollhouse furniture when we try to make maps of rooms?  You can lay out the pieces in any arrangement and then just lean over the top of your desk to draw it- or even take a picture and put it up on the board like I did with this picture.  I also have lots of Toobs ( I bought mine at Hobby Lobby- but I think Michaels sells them too, and also Amazon) that I think I can also use to set out these little landscapes and create maps.  And then- here's the big moment- after I do this a couple of times- then THEY can create scenes and make maps.

I love map making, how about you?

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Monday, September 23, 2013

Pardon me, do you have the time?

We've been reviewing telling time to the hour these past couple of weeks.  They had completely forgotten all the parts of a clock.  It's worrisome, their small little memories.

It was a nice opportunity to use the watches I'd made this summer, and my Pardon Me, Do You Have the Time pack.


First off- I totally had them hooked once they saw the watches.  This group I've got- they are young and they like to play.  So anytime any lesson seems like a game- we go all Mary Poppins over it. 

I've discovered what I like best about playing this game as one big mass group game- is the oral language opportunities.  16 of my 23 ducks are ESOL, so this is huge for them.  Plus, especially here at the beginning of the year, some of them still are having trouble with their classmates names, and part of the recording sheet has them write down WHO had that time on.  All they are supposed to say is "Pardon me, <classmate's name>, but do you have the time?" And the other person can only hold up their watch.  Then they go and record it on their paper.  Then they got obsessed with finding out EVERYONE'S time, and who had the same time on as who, and can I finish filling out my paper before you?  Maaaaaaagical

Our ESOL teacher, Mr. Morales.  It was a big treat to be able to ask him for the time.

Filling out our new discovery on the sheet.

Small groups begin to form to check sheets.  "That's not the time I got for him!" and then off they would scamper to see who was right and who was wrong.

 I'm glad I made the watches my wrist size.  Even though they were loose on a couple of the kids, it turns out I have a few that have a wrist similar in size to mine, and I think it was better for them that it fit.

Problem solving the spelling of names- they went to my name frames I set at each table to help themselves out.
Overall- really glad that it works with the kids.  Really glad that at the end of the game they said "Can we play that again tomorrow?!!"  And, extra bonus- after they played- it worked out that everyone had a match up with someone else (completely random, mind you) that I was able to use for the next partner activity.
What sorts of games are you using to help the kids learn how to read an analog clock?

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Sunday, September 22, 2013

A new (for me) technique for planning writing

I am grateful for creative teammates.  My new buddy Cyndy tried this in her classroom and told me about it, and then I gave it a go, and I have decided that (for now anyway) this is the best thing since sliced bread.

I struggle with the following when teaching second graders to write:
1.  They think once they put it down on paper- it's done.
2. I feel bad asking them to redo it completely, when clearly they have spent a million hours on the illustrations. (also part of the reason why they think they are done- because they are all "Don't be messin' with my artwork, lady!")
3.  They freak when they are handed a booklet stapled together.  They think I've asked them to compose War and Peace.  And they shut down and maybe write a page or two.
4. They tell a different story on each page.
5. When you're trying to get them to the seed idea, as opposed to the watermelon- they don't like it when you rip the booklet apart and hand them the one page they need to work on expanding.
6. They don't believe you about revising and editing.
7.  They never believe they "forgot" a part of the story. And even if they do get around to admitting it- they aren't going to actually add it in- because the story is finished.  There's a staple in the top corner that proves it. "Dang, lady, what is your problem already?"
8. The fifth page says THE END.  Even if the story isn't done- they ARE.NOT. going to get another piece of paper.

Anybody else out there?  Am I seriously the only person who has kids like this?

So here's Cyndy's magic:
Tell a story orally.  Do quick stick man sketches on index cards.  Tell the story again while pointing at the cards. Let your audience ask you a question about that story.  IF they ask you something, it probably is a detail that you left out and need to add a card for.  Tell the story again while pointing at the cards.  No more questions?  Time to write what you said OUT LOUD on the back of the card.  Forget what you said?  You have the person next to you that you told the story to that can probably remember. Spelling doesn't matter.

And I had listened to Cyndy tell me this is what she did and I was like, yeah, ok.  Cards.  I've got cards.  Shoot, kittens, I have everything in that closet of mine.  It's a teacher's black market in there.

I sat down with a small group and told them the story of a time I went sledding and fell down a hole.  I made ridiculous stick figures with no detail at all, except for a frowny face and tears on occasion, and a big speech bubble that said "HELP!".  I labeled the tops of the cards with ordinal numbers (ooooo-math tie-in) and then said "What do you think?".  They kids asked me A LOT of questions actually.  And it turned out, that three of the questions they asked actually were important details to the story that I had left out.  So I added in three other cards and renumbered them.  This was within ten minutes.  It doesn't take that much time to  draw really, really, bad stick figures. So then I said- "Do you think you can do that?" And they were ready to go!  One kid asked "Can I use as many cards as I want?" Right there, I knew this was going to work.

They had about thirty minutes to work on the cards that first day.  All but two of them finished drawing on the cards.  And, they made more detailed drawings as they always do- but they weren't in color, it was obvious that they weren't "finished". I was able to go to each of them and touch base and have them tell their story to me while touching the cards.  I was able to ask them a question that drove their story in a new direction.  I was able to point out a moment that I thought was really interesting and would like to hear more about.  And nobody got miffed because it was just on cards.  They hadn't even "written" anything down yet.  They did not mind at all going to get another card or two to add in to their story.

The next day, I brought my cards back out, and had them bring their cards as well.  I retold the story again.  In fact, I found that I even changed my wording a little as I told the story.  They noticed. 
"Hey, you said it differently yesterday!"
 "Well, which sounds better?  Which way did I tell it and make it more interesting?" 
"Oh, today sounds better, definitely."
So I told them that the goal today was to finish their card drawings if they hadn't yet, and tell their story again to a partner while touching the cards and see if their partner had questions that would point them in the direction of adding new cards. They had really only done the drawing the day before, so I wanted to make sure they told the story to someone other than me today. And off they went, happy as clams, and worked the entire time.  Did a couple of the girls get together to chat off topic?  Yeah, Cheesy Pete, it's not like that is ever NOT going to happen.  But I did notice that some of my kiddos actually chose to move away from the distraction- they were definitely into creating their stories.

Third day, I got out my cards, and they got out their cards, and I told my story again.  Touching each card as I went, changing my language up a bit again on the third day.  And I even realized a part I had forgotten- as it was a true story and happened to me twenty years ago- telling it three days in a row had revived my memory. So I added in a card.
"You can still add in a card?!"
"Sure, why not?"
"But, aren't you done?"
"Well, I thought I was, but when I told the story again I remembered a part.  Do you think it's ok that I add in the card?"
"Yeah, ok, since you forgot."
Then I showed them how now I was ready to write on the back of the cards.  I wrote exactly what I had told them as the story for each card.  When I got to my third card I said, "Hmmm, how did I say this part again?" And So I wrote it down.  So here, on this third day, I had them go out, tell their story again, add if necessary, and then begin to write on the backs of the cards.  I told them that it was OK if they didn't finish that writing part today.  I said the important thing was to get the story down the way they wanted it to sound when they touched their cards.  And off they went. To actually CARE about their writing.

Why am I getting more excited about these cards when they haven't even finished yet?
This is why:
1. It's not a finished looking product.  They will not believe that it's "a book" until we put it into one. which means...
2. They will be willing to revise and edit on these cards. 
3. I don't have to mess with their pictures.  We write ON THE BACK of the cards- so even if we end up crossing things out and adding things in, if they really want to keep their picture, they can, it's untouched on the other side.
4. When they lay out their cards and tell me a story, I can pick the card or cards that contain the seed idea, pull them down, and tuck the other cards in a paper clip in their folders for another time and have them add cards before or after the seed idea to zero in on that smaller moment.
5. Because the card is small, and they get to sketch first, they don't freak out about length.  Some of these kids I worked with had only written me two sentences when I gave them the Lucy Calkins stapled booklet.  When I had them work with the cards and I didn't put any limitation of the story, they drew out a ten page story.
6. Plus, they are saying more than one sentence when they point at the card, and since the writing part of the assignment asks them to write exactly what they said out loud on the back of the card- they don't blink.  They have probably already told the story five or six times to someone before they get to the writing part, and they have another person able to remember what they said- so they don't forget what they wanted to say.
7. So far, not a single one of these cards say "the end" on them.

My plan is to let them create three or four of these card stories for their folders before we go to the next step and I have them pick ONE that they like a lot and would like to take to the next level.  I plan to hook them into this part of the process by saying they create colored pictures.  I'll have them concentrate on the words they wrote on the back of their cards, and look at their quick sketch to see if they should add or change the picture to go along with the words.

I let go of the idea that they constantly need to finish a story.  You know what, folks- they have to be able to write a finished piece AT THE END of the year.  I have 170 more days to get them there.  I'd rather spend the time getting them to be able to tell a story, and LIKE (for heaven's sake!) telling a story, so that I can completely trick them into becoming authors.

Whatcha think, kittens?

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Monday, September 16, 2013

A quick peek at my chandelier

Remember my branch?

I wanted to make something sort of like this:

And also combine it with something like this:
Both pins are from the awesome-sauce Sally at Fairy Dust Teaching.

So I bought myself some ribbons and beads in my classroom color palette, and wrote each student's name on a ribbon.  I tied the ribbon to a glittery pipe cleaner, and told them to pick three different beads from the tray. String the bead on the pipe cleaner, and then twist the pipe cleaner somewhere on to the branch.
I had enough variety that no one felt like they didn't get a bead they liked.  And it turned out that the little color sorted bead packs were only two dollars at Wal-Mart.  I got this chip tray from the Dollar Tree.
I learned A LOT from watching the kids string the beads.  It was a quick hash out of who had fine motor skills and who didn't.  And, as it turned out, not all of the beads had openings large enough for the pipe cleaner to fit through- so I also got to find out who were problem solvers and who went straight to helpless "do it for me" mode.  And, ah, yes, kittens, soooooo many of them went straight there.  It's going to be a rough road this quarter.

It was also interesting to see how they managed to twist the pipe cleaner on the branch.  A number of the pipes fell off as soon as I lifted the branch.  So I'm thinking a lot about how to integrate fine motor activities into the day.

But here is the current branch:

It's pretty.  I like it.  the kids like it.  Now I've just go to get those little canvases straightened out.  They are going to be my birthday tradition art work pieces.  But at the moment, they are cluttering up my wall.  Will work on that this week.

My hope for this chandelier is to have adults that visit our room also tie things to the branch.  And I'd like to send ribbons home for the parents to write hopes and wishes for their kids on so I can tie those on as well.

Are you making any collaborative art projects with your kids this year?

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Sunday, September 15, 2013

How I tried to WBT my Ten Facts

I had really high expectations for being awesome with the WBT moves after watching hours and hours of webcasts this summer.  Turns out, I am, probably like everyone else in the world, not perfect right out of the gate.  Curses.  Not giving up on it though- I'm just going to have to adjust and go slow, and be better at the individual parts before I get the whole magic show pulled together.

I have stepped up using gestures in the room though.  We've been working on our quick ten facts, as they are the first scheduled to be mastered this year. So we've been learning different games to play- like Investigations Make Ten and Tens Go Fish.  I went hunting for other options as well, in hopes that I could get five or six excellent make ten games going in the room to work on math workshop routines and also start pulling for small groups and quick assessments.

Pinterest junky that I am, I do have a board for Facts to 20.  And I ran across this pin here:

I must admit that I just looked a the pin and didn't read the blog post, initially. Which, unfortunately, I do with a lot of my pins- but I have read the post over at this point, and actually discovered a lot more variations for using this game which will come in handy at other points in the year- so you, too, should go read Anne's post at Common Core Connection.  All I did in my room was make the card stock board, hand them ten pennies, and then have them shake, spill, sort, and do the hand motions for the math equation that made ten.  And I had a teachable moment as I wandered from pair to pair checking on their understanding- but before I get to that- I had laid some tens ground work with the kiddos beforehand.

 A year ago I came across this awesome freebie from Teri at A Cupcake for the Teacher:

It also comes in black and white, and with blank lines for the kids to fill in.  I used it with my kiddos this year as a tie-in to maps.  I told them that the rainbow was like a map to get to ten, and we traced with our finger the "road" from one side to the other.
And then I got funky with the hand motions.
WBT talks a lot about using gestures to activate the motor cortex.  So I told my kids exactly that- doing the motions will help you remember.  Here's a little video clip of two of my girls doing the motions as they play the making ten game with pennies:
So these two babes got it.  And I loved how her partner would mirror her while she did her side.  As I went from group to group, I found that some partners would mirror, and others were shy about it.  I will continue to work on that through the year- I figure the more they do it all together the more natural it will seem.
But I also came across a partnership that had seemed to miss the major point of what we were doing:
 Yikes!  This baby doll has also been reluctant with the hand motions.  So we take a moment to do the game AGAIN, using the correct steps.  What a treat for you, you get to hear my froggy voice!
I can't decide if I sound too harsh or not.  Oh well.  I am pleased to see my guy in the background though doing a great job at the game. 

To reflect on this experience with the kids- I like videotaping.  It's been very helpful for me to look back over what I'm seeing them do, and even catching some of what's happening in the background.  I'd like to figure out a way to tape more of what I do- but not sure my iPad could handle anything lengthy.
I am also really beginning to see how I really have to make a point to sit with each group during a game session and watch them play.  I think sometimes, as teachers, we teach a game, and then workshop time starts and we see it as an opportunity to either only focus on a couple of kids or even get some other work done.  But had I done either of those things- I would not have caught my two little buddies here.  It turns out that his partner did have a better grasp of the game, but had been completely going along with the wrong way of playing it as to not make waves.
Another discovery that can be found as I go from group to group is social skill deficits.  Who needs a lesson on speaking loud enough for a partner to hear?  Or taking a turn with a degree of grace?  I'm also discovering who doesn't know anyone's name yet.  And I can work on oral language by having them use sentence frames when talking to each other so that they are saying more than a one word utterance.
What games are you playing to learn how to make ten?  Are you finding time to watch everyone play?

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Saturday, September 14, 2013

Connecting with Students

My year has begun.  Nine days in.  And every year has it's new set of challenges.  This year, one of the challenges is from me- I'm having trouble connecting.  Maybe I put too much emotion into last year.  Maybe I had too high expectations for myself for this year, and didn't give myself time to adjust.  Maybe...who knows.  I sure don't.  But I've just sort of been feeling like soda that's gone flat. 
I happened to notice that one of my students was having some struggles connecting as well.  New to the school, and a bit of a weird duck as well- he just wasn't finding a niche.  I believe it was the second day of school that he very animatedly told me about his favorite book about a pitcher plant.  I remembered that I'd seen at Lowe's in the houseplant sections some Venus Flytraps.  Not exactly the same thing, but the same idea.  And then I remembered I had this greenhousey sort of planter I had gotten out of the garage.
So, I sent the Mayor McCheese off with an Alexander Hamilton to get me as many flytraps as that could buy.  Turns out it equals two.  And then the next morning I sat down with the class and talked all about how I was inspired to get these plants for us by our new classmate.  We looked at two books from the library.  We looked up North and South Carolina on the map because the book told us that's where the plants came from.  We read the package on the plant and talked about why it needed what it needed. We talked about "soil" versus "dirt".  We talked about how the house traps heat.  We talked about "misting" versus "watering" and "moist" versus "wet".  We talked about how moss keeps moisture, and we could tell by the condensation in the bag before I added it to the top of our soil. 
We sent a great deal of time on how they actually eat and how they can't eat us.  Some of my boys were extremely disappointed.  Until we noticed that there actually was a fly inside the greenhouse already:
My view as soon as the fly was spotted.
Obviously, Venus flytraps are no where in my curriculum. But, oral language is- and we did a lot of talking.  And the vocabulary for soil and condensation is in my science standards- albeit later in the year. I also got to touch on some non-fiction text features, and looking at maps, and explaining how we live in the state of Virginia, and not elsewhere.  We all got to touch moss, and the plant, and create a schema for carnivorous plants.  Oh yeah, and I got to use the word schema.  And then they got to use the word schema.  And then we were all very big headed and smart scientists. 
The biggest blessing of the experience though is I feel a little less like flat soda.  Being able to do things with nature with my kids pumps me up.  And my little weird duck- he is now forever connected to our plant as the inspiration for the experience.  Two other little nature lovers have popped out of the crowd and spent some time with him on the playground looking for our plant's next meal. 

Anybody else feeling flat out there?  Try adding in a personal passion for a boost.
Anybody a champion at connecting to your year?  Give us some tips, kittens- I like my soda bubbly.

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Tuesday, September 3, 2013

Why the first day is like giving birth...

Because if you could remember the pain of it, you wouldn't do it again.

First off, why do I bother planning a morning lesson? Why can I not remember that I always end up spending the first half of the day dealing with their things, and finding out which ones of them have UNDIVIDED attention at home? Because I don't write it down, is why. And then the year passes and all I can remember are eight year olds. I have completely forgotten what it meant to be seven.

Sigh. Ah well. It could have been worse. I could have been working on a kidney stone. Oh, wait....

In all fairness though- it wasn't half bad. The girls are pretty much "with it". Only two dreamers in the bunch of 13. Boys. Well. Hmmm. I have one that is non-stop talking- TO ME- about ANYTHING that I am not talking about. He will be my special pet project this year. The Gods have spoken.  I have one that makes robot noises. And I'm just going to rest on that for a bit.  I have two that are non-stop talkers -TO EACH OTHER. Bless the bunnies. Cuties. But dear gawwwwwd, hush! I have one who is a nervous Nellie. I have one that is gigantic, but thus far presents himself as a child that *if* I thumped on his skull, I'd hear a ripe hollow sound... That's 6 out of 10- and to be completely accurate, one of the boys didn't even show up today...

You know what though? All those boys hugged me goodbye today. So it's going to be all good.

Did I WBT it today? I tried. I got down class-yes, and teach-okay, and some great "oral writing". And rule one. But tomorrow the score board must come out. As well as rules two and three. Clearly I'd be better at it if I'd actually taken a training. But I'm muddling through as best I can just watching the webcasts- which are very good.

I will be a better teacher tomorrow. Promise, kittens. But for now, I must collapse into a coma. I shall leave you with a photo.

I came home to find my parking place was taken.

Goodnight one and all!

Monday, September 2, 2013

Twas the morning before...

So here it is.
Less than 24 hours now.
Am I ready?

Well, shoot NO! kittens.  I MISSED open house day.  The one day where I get my mind into the game and meet the kids and blaaaaaaahhhh. Why did I miss it?

I'm expecting.

Yep, yep.  I am awaiting the arrival of a fresh little 5mm scamp.  I think I shall name it Peony.  Or Pee-ter.  Or, dang, anything- if it would come out already.  This has been going on since Wednesday.
And how am I coping?
Aside from the Morphine drip they gave me while I was in the hospital- they sent me home with Percocet.  I've been napping with unicorns, my lovelies.  And they also gave me a strainer.  Like I'm a prospector or something.
Miner's report : No Gold in these here hills...
I have zero idea what I am going to do if I still have this in the morning.  I do know that I'm not taking any more medicine after eight tonight though- because I AM GOING TO WORK. Thank God my room is ready.  I'd be in a full out panic if that wasn't done.  And, since taking my skeleton pictures, I was able to receive two more bookshelves that were the height I needed, and keep the two that were too tall and put them to use in my library.  So the whole room is actually ready to roll- with the exception of their first day pencils being out.  But I will DEAL with that.
I got rid of my file cabinet, I turned my desk around, I got rid of some more things.  I've got my headers made for my curtains and charts.  I decided to go with naming us as what we are- so I'm going to avoid saying "Kids!" or the like as much as possible, because "We Are Readers", "We are Authors", "We Are Mathematicians", "We are Historians", "We are Scientists", "We are Inquirers"- and the like. We'll see how I do.  I'm hopeful.
During moments of clarity, I have been doing some work.  I've got my reader bags ready.  Basically.  I am not thrilled with the books in them- but without the book room to borrow from, I had to make do.  I'll get it straightened out by the end of the week. 
I also got my curriculum map onto the computer.  I'm pretty happy with it actually.

I changed my color scheme by quarter.  This one was from a design seeds slide with peacock feathers.  And I made it on Power Point.  I have to say, I'm making almost all of my documents on power point now- Word has just become sort of cumbersome for me.  First thing I did was list all of the standards I have to cover in the quarter according to my state and county.  I also made PDFs of the essential skills that go with those standards and linked them to the content titles.  I've only got the linking done for the first quarter, so far, but it was a pretty simple cut and paste job, so I'll get the other quarters done when I'm feeling a bit better.
Then I separated out my weeks and tried to hit the main points each week.  I still haven't come up with a plan yet for just weekly and daily plans yet- but I'm working on it. I know that in those plans I'll need to spell out exactly what is happening in reading and writing, and spread that math out across the week.
I got excited how I could add the links to PDFs in my map, so now I'm thinking about how easy that could be for my other plans as well.  And then just flash my lesson plan up on my promethean board and tap where I need to go when I need to. An I know there are other programs out there that do that- but I'm not rolling in the dough at the moment.
And I know our standards and pacing are probably not the same, but if you'd like a PDF of my map to look at for an example- just click here.  On the first pages, the titles How we Organize Ourselves, and How the World Works, etc. - those are the titles of my IBPYP planners.  I infuse math, reading, and writing, within those planners as well, but that's where I'm showcasing my science and history standards.
And during moments where I'm fuzzy and completely unsure of what planet I'm still on- rest assured kittens that I am still planning.  I have solved the mysteries of the universe these past days- just can't remember a single detail.
I looked back over my summer strategy and happy to report that I cleared out
All of In the know:
Two out of Three of Category One - reading
One out of Three of Category Two - mess with
Two out of Three of Category Three - investigate
All of Category Four - TPT
All of  Category Five - team collaboration
One and a half of Category Six - Pie in the sky
So I did well!  Summer was successful.  Now on to the school year!
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