Making the Best of Timed Math Fact Tests

Who here gives timed math fact tests?

I remember doing them when I was in school. I was pretty good at them, but my anxiety and nervousness was through. the. ROOF. every single Friday afternoon.

Knowing that timed tests are so stressful for our students, why do we continue to do them? Well, some of us are required to... However, when you look at the CCSS for second grade, students are supposed to "know from memory all sums of two one-digit numbers" by the end of second grade. And the wording is the same for third grade and multiplication facts.

We know that automaticity of math facts is crucial for when students move on to higher level math. My students practice their math facts every day in a variety of ways, including math games and using the Xtra Math website, but when it comes time to assess, the only option I can think of to assess automaticity is using a timed situation, which seems so old school. GROAN...

So how can I make these painful assessments less painful?

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Independent Reading Routines: The Reading Spot

I'm struggling to stay above water at my new school and in my new grade level (YES! Many changes around here, but we'll have to save that story for another day!), but I just HAD to put my school work on hold for a few minutes to share this nugget of AWESOMENESS with you!

My new school is a Teacher's College Reading and Writing Workshop lab school. I am amazed by the amount of trainings and resources we have at our fingertips, and I am beyond excited to jump into the deep end of that pool! But coming from a Daily 5 mindset, there are a few new routines I need to wrap my head around.

I've been meeting with my instructional coach, and we've been discussing establishing routines for independent reading time. Yesterday she suggested that my students choose a "reading spot" and sit that spot for the whole month.

My first thought was, WHAT?! When I did Daily 5, my students chose a new spot for Read to Self every day. Wouldn't I be taking away student choice and ownership?? Besides, everyone needs a change of scenery every now and then. What if they didn't want to sit in that spot the next day? Also I don't have enough reading pillows and carpet squares for everyone to have one. So how will I make the use of those fun reading materials fair?

But, I went along with her suggestion despite my reservations. She's an expert after all, right?

Well, it didn't take me more that 3 minutes of my instructional coach teaching my mini lesson to realize that this idea is GENIUS!

Think about where you read/work at home. I'm usually parked in the same spot on the couch in my living room when I'm reading. Do I find a new spot every time I sit down to read? Usually not... unless one of my kids is being distracting!

We picked students' names at random, they grabbed a reading pillow or carpet square if desired and available, and then chose their spots. I wrote down everyone's spot, even down to what color pillow they will be using. This will be especially helpful if there is a sub in my room and someone tries to pull a fast one :) We practiced several times setting up and cleaning up. My students were able to get ready for reading and clean up in less than 45 seconds for each transition!

There was no arguing over the pillows. There was no racing to sit by certain people. There wasn't any wandering around the room, wondering where to sit. No more wasting time "getting started right away."

They got their book boxes and pillow/carpet square, went to their spots, and got down to business.

In less than 45 seconds.

FORTY-FIVE SECONDS!

We were focused on reading during independent reading time. Not trying to hide behind a bookshelf for the 37th time and then me having to talk to the student like it's the first time I've had to tell them that.

I did tell my students that if there was a day that they wanted to sit in their desks instead of their spots, that's fine. So their options are their reading spot or their desks. That's it.

I wrote down the names of the last three students that chose spots. They will go first next month. Each month we will choose a new reading spot.

Semi-permanent reading spots are here to STAY in my classroom! What do you think? Will you give it a try?

For more Reader's Workshop ideas, check out my Pinterest board!

Follow Hippo Hooray for Second Grade's board Reader's Workshop on Pinterest.

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Bright Idea: Using Visuals to Establish Routines and Expectations

Setting routines and expectations is so incredibly important at the beginning of the school year. It will be an uphill battle for the entire year if you and your students aren't on the same page. I learned very early on in my teaching career to never assume ANYTHING when it comes to routines!

One thing we spend lots of time doing at the beginning of the year is set expectations for classroom and school routines. From transitioning to the carpet, transitioning back to desks, how to organize desks, how to use the pencil sharpener, how to find a book and put it away, lining up, walking in the hall, using the bathroom, hanging up back packs, and so much more, I can't stand the sound of my own voice by the end of the first week of school!

In order to set these routines, my students and I develop rubrics and use lots of photos to create anchor charts we can refer to throughout the year. The first kind is a 3-2-1 anchor chart. In my school, we are striving for 3s. This first chart shows students how to line up to walk in the hallway:

We start by making a list of appropriate lining-up behaviors. Then we practice lining up like a 1: YIKES! I take a picture. Then we sit back down and try it again; this time we are a 2: ALMOST... I snap another pic. We sit back down. Lastly we are a 3: PERFECT! Notice the colors too: red for 1, yellow for 2, green for 3. Green = good to go! After I get the photos printed, I will put the chart together and we review it again. It's hard to tell in the above photo, but the chart hangs right by the door to remind students what to do. 

The awesome thing about the 3-2-1 poster, is that I will hold up 3 fingers, 2, fingers, or 1 finger to signal to the kids where we're at. I also train my kids how to remind others around them to be a "3 Line." You know, because shouting at friends to be quiet and shushing them loudly is COMPLETELY counterproductive. So I teach them to tap their neighbor on the shoulder, give the quiet sign (putting a finger to their mouth, as if to say "shh"), face forward, and be a 3 again. I will change my fingers as we improve, and as soon as we're a 3, it turns to a thumbs up, and we are on our way! I also have green, yellow, and red cards on a ring that I will hold up when we are in super crazy situations, like coming in from recess.

The next one hangs in the hallway. Each student gets one hook, although each hook has two hooks, one on top of the other. So we talk about how backpacks need to be zipped and hanging up, with lunch boxes on the top shelf. As it gets colder, we also talk about how to hang up and organize snow gear. It's quite the balancing act, but it IS possible to hang up snow pants, winter coats, and backpacks on the hooks. And most kids usually have a tote bag too, to carry their snow pants and boots home. Does it require a bit of rearranging? Yes. But I want my kids to be responsible and take care of their belongings.

The second kind of routines anchor chart I have is a list-type poster. Last year I noticed a lot of my kids slouching in their seats or resting their heads on their desks or arms during learning time. So we came up with a list of what "Ready to Learn" looks like. Then we practiced, and I took some pictures of kids who were ready to learn.

I hung up this poster at the front of my room so that I could refer to it if I needed to. There was some serious competition to be in the photos! :) I've also made posters like this for what the Daily 5 stations look like, what math work time looks like, what it looks like to work at a computer/with an iPad, etc.

In case you're wondering, I do this with my class every single year. I do not keep these charts from year to year. I feel that creating these charts together helps students "buy into" the routines, plus I want to use THEIR photos, not photos of my class from previous years. Also, each class has different needs. Last year was the first year we needed to review "Ready to Learn" behaviors, but this year *fingers crossed* we won't have to do that.

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The 5 Color Rule

Quality, not quantity.

Raise your hand if you have ever had a kiddo rush through a coloring project. It seems like it's getting worse and worse every year, doesn't it? Especially now with Common Core, we hardly do any cutesy art projects anymore. So when I give you the chance to color... BUNNIES, SEIZE THE OPPORTUNITY!! Instead they scribble on the paper a few times and announce, "I'm done!" Ummm... no you're not. OK, hands down now.

Enter The 5 Color Rule. 

The 5 Color Rule states that students must use at least five colors in all their drawings. The purpose is not so that drawings are pretty and colorful (although they do end up this way). I want my students to take their time and produce quality work. Nothing is more disheartening to me when a student sloppily scribbles on something that I intended to be a keepsake for another student or themselves. An added benefit is students understanding the term "at least." I can usually take a quick glance at a drawing to see if the kiddo has used at least 5 colors. Now I see more pride when students show me their work before turning it in. I love it too when they point out and count the colors. Sometimes a kiddo will come up to me and say, "Look! I used NINE colors!" YAY YOU!! :)

My poster is super simple to make. I took one sheet of every color card stock I could find (thanks, teammie Megan!), die cut circles and randomly glued them on. This poster hangs on my front board. While I still have a few who race to be the first one finished, The 5 Color Rule is definitely helping my students slow down and take more care when coloring something.

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