Fluency Graph example

This gives you an idea of how we charted our growth with words read per minute.  The data shown does not belong to any child in my classroom as I made it up.  The goal (target) at the beginning of the year was less than 123 but I had the student put 123 as the target on the chart because (1) it's the time of year that 123 is the goal and (2) it is the ultimate goal so why not use it.  The students charted their own growth using the template chart created for them to use.

Fluency Graphs

I wanted the goal (123 words) to appear on the students' graphs.  I googled how to put a target line on a graph and found a solution that worked for me.  There may be another way, maybe even easier than what we did, but I'm happy.  We just added another column of data with the goal.  The goal is listed with each entry.  Now we have a line showing the target number and the students can see how close they are to the goal.  They read to me today to get a new number to add to their chart.  Maybe I imagined it, maybe it was real, but it seemed like they all tried a little harder.  They've always been interested in their fluency (words read per minute) number, but now it has become a competition to get that WRPM above the target line.  They love reading to me.  They love getting their new number.  They love using excel to chart their growth.

They are becoming so quick at figuring out how to follow me on the computer and how to use the computer.  It might be time to allow them to gather more data about themselves.  Maybe a timed test on multiplication facts.  I wonder if a target line on their graph for multiplication facts would inspire them as much as the WRPM.   Now to figure out what would be a reasonable goal for multiplication facts in one minute....

Pictographs Done!

I created the "skeleton" of the pictograph for the students and then together we created the pictograph using data we created from polling the class about our favorite ice cream.  I kept it simple giving students three choices, chocolate, vanilla and other.  Each ice cream cone on the graph equaled two.  Making a 1/2 cone was interesting.  (We put a box over half of the cone and filled the box with white.) We put the "guts" into the pictograph.  The students watched me on the big screen and they did the same on their computers.  They were delighted with their graphs. 

We collected new data for each student to create their own pictograph.  We did this in about 20 minutes.  Each student picked a topic and two choices to put with a category of other.  I open the smart software and each student turned on their clicker.  I put the topic and choices on the page and the students voted.  When we were done each child had a bar graph with their data.  They turned that data into a pictograph.  This time they did the skeleton along with the guts.  :)

Creating a line graph

We have an ongoing line graph displaying fluency scores.  Each week the students read to me for one minute and I count the words per minute.  The students are using Excel to log their data and create the line graph.   We had some problems on some machines with the graphs displaying the data properly.  Those problems appear to be fixed (the grant facilitator took the machines and worked on them so I don't know the 'fix') and we learned how to print the graph alone or with the data.

One of the things I learned with the kids is to make sure they know how to write a date using slash.  The students used a back slash which didn't work so well.  Interesting.

Pictographs

Today we are going to learn about pictographs.  Students will collect data and create their own pictograph about ice cream today.   I debated allowing the students the opportunity to create their own graph outline (the box part) or have that part done and students then complete the content.  I'm going with complete the content for today.  If things go well and we have extra time, I'll show them how to create the box part of the graph. 

Story Element Web

I created a story element web on Publisher (the students could have made it but I didn't want to take the time) for a picture book.  The stationary boxes were in bold so students knew which boxes they were expected to complete.  We completed the web together.  Today the students will hear a different picture book and then will complete the story element web on their own.  I am excited to see how they complete it.

Compare/Contrast

We read a story out of Treasures (our reading series) that was perfect for comparing and contrasting.  I created a venn diagram (to keep students from spending too much time making perfect circles and a 'perfect' diagram) using Publisher and students created text boxes to place the information.  The students continue to amaze me with how quickly they create text boxes, change the font/size, type the information and adjust the box to the perfect place and size.  But not only do they amaze me with their technology skills, they amaze me with their content knowledge.  After gathering and placing all the data on the diagram, the students created a text box at the bottom of the diagram cutting the bottom fourth of the diagram out of the picture.  Well, it was 'cut' out of the picture after students filled the text box with white.  The white text box was used to write a paragraph about the information using compare/contrast signal words.  Signal words were bolded.