Monday, March 31, 2014

Schedule and Reading Stations

When reading blogs, one thing I really look for is how the reading block is broken up.  There's no perfect solution, in my opinion, and I've worked REALLLLLLY hard to figure out the best plan for this year's reading block.  In my school, we have 2 5th grade classes.  I teach all of 5th grade reading and writing, while my co-teacher teaches all math and science.  We also mix up our students so that all Read 180 kids are together, all special ed kids are together (with a push-in teacher), and all System 44 kids are together.  This makes scheduling a billion times easier, and we're thankful that our principal allows us to do this!

Here's a look at our day:

7:35-7:50      Morning routine (planners, lunch cards, attendance, etc)
7:50-8:40      Specials (Art, PE, Music, and Library/Computers)
8:40-10:00    Reading 1/Math 1 (all Read 180 kids are in Reading 1, and leave for Read 180 at 9:30, when we start stations)
10:00-10:50  Writing 1/Science 1
10:50-11:40  Writing 2 (all Read 180 kids)/Science 2
11:40-12:00  Lunch
12:00-12:20  Recess
12:20-1:45    Reading 2/Math 2 (all Read 180 kids are in Math 2)
1:45-2:00      Recess
2:00-2:30      RtI
2:30               ESL bus packs up
2:40               Bus riders pack up
2:45               Walkers/Car Riders pack up

Now, breaking down that 85-90 minute reading block even further:

40 minutes- Instruction and work time
30 minutes- Stations (2 stations at 15 minute each)
15-20 minutes- Read Aloud

Now, I wish that we stuck to this schedule every day, but sadly, my favorite part of the day, Read Aloud, gets bumped 90% of the time.  This is something that I have always LOVED, and the last two years, we've gotten through 5-8 novels during the year.  I hate gypping this year's group of kids, and I feel like their reading skills are lagging because they haven't been encouraged to read by the read aloud.  That's what happens when you're too focused on "raising test scores," and not on actually educating children...ouch...that's a sore subject...(on a side note, my previous students have scored very well on their tests, and were not exceptional readers...I honestly think it's because they were exposed to tough literature for NINE WHOLE MONTHS, and were able to decipher the meaning of it. But, being the obedient person I am, I have ***reluctantly*** agreed to the whole "stations is best" mindset that my building has adopted...)

Reading stations is something that I've always dreaded.  I hated doing them in school, in college, and in my classroom.  I've always seen it as busy work and play time.  I still don't really care for them, but after a year of HAVING to do them, I've tweaked mine to be a bit more bearable.

Most of the year, I have 5 stations that pretty much stay the same.  They are Word Work, Fluency, Teacher, Writing, and Library.  I worked all year long to find things that would work in these stations.  I'm still not completely happy with them, but the kids enjoy them, and they're making progress.

 Word Work:
This is when my students work on their Words Their Way activities.  My students complained about the sorts being boring, so I took those out.  I can't say that I disagree with them about that...Most of my 5th grade students tested at the Within Word level, and a pretty big group tested at the Derivational level.  There wasn't too much in between.  I guess this happens when your school district removes spelling instruction for two years and then brings in WTW! I found some great "homework" packets for Words Their Way on TPT, and I've been using these for Word Work station.  Students basically sort the words by writing them, then put them in alphabetical order, or unscramble them.  I also have a packet of fun spelling activities also from TPT, that includes things like writing the words in Morse Code (a favorite!), using Scrabble tiles and finding the point value, making crosswords, building word pyramids, etc.  Students do the sorting page first, then the fun page.  I've seen huge improvement in their spelling this year!

We have to do a bi-weekly running record on students, so I use Fluency station for them to practice reading passages out loud.  Students work with a partner and take turns timing each other for 1 minute.  They time each other 5 times total, marking each ending word with a different color (red for the 1st read, orange for the 2nd read, yellow for the third read, green for the 4th read, and blue for the 5th read).  They then count up the total number of words and record it.
I started the year with using fluency activities from

This is a station I dread...I hate doing structured guided reading.  We were supposed to use the "trade books" that came with our new reading program, but these were DULL.  I hate having predetermined conversations, questions, and vocabulary.  I hate having to follow along with a card that tells me what to do and when.  Reading instruction/discussions should happen naturally, and should be about interesting topics/books.

I finally ditched the reading series on this, and brought in some of my favorite novels.  Right now, we are reading Running Out of Time by Margaret Peterson Haddix.  This is one of my absolute favorite books to read with students!   It's full of places to make inferences and discuss this skill, make predictions, history lessons, lots of vocabulary, and it's just a wonderful story.  It's about a girl named Jessie who lives in Clifton, Indiana, who is selected to leave the town to retrieve medical help for the diphtheria epidemic.  I can barely hold in my excitement when my students are about to learn the "secret" of Clifton!  I LOVE THIS BOOK!

During "teacher station," my students and I take turns reading aloud, paragraph by paragraph.  We discuss how the paragraphs are set up, the difference between dialogue and regular paragraphs, reading with expression, etc.  We have these conversations regularly, and as problems arise. 

I also pause to quickly explain a difficult concept or word, or to have students recap what has happened, make predictions, make inferences, describe a character, or ask questions.  I also mention things that happened earlier in the book and talk about if they were clues or not to what would happen later.  I don't have students record anything on paper, as that takes away from the enjoyment of reading, plus we get through a lot more of the story in 15 minutes than if they had to write, too.  My students don't need to write everything down, because we review people and ideas frequently with our mini-discussions. Ask any one of them, and they'll be able to rattle off the entire plot of the story with plenty of details.

As we finish books in "teacher station," I have students complete a reading response activity.  With Running Out of Time, I have them make postcards about the book.  They choose 3 of the following: a character, problem/solution, setting, theme, important event, compare/contrast. I give them many more details with this, but I don't want to give any of the story away! (I will probably post their postcards in a later blog post!)

In writing station, I post a prompt of Edmodo, which the students then transfer to paper and respond to.  These prompts vary from things like answering questions about themselves, finishing a fictional story, researching a topic, writing a poem, etc.  On the back of their paper, there is an activity for fast finishers. Some of their favorite fast finisher activities have been making a list of as many "M" words as they could without using a dictionary, finding rhyming words, writing concrete poems, and writing letters.

I would like to say that I am organized enough to collect all of their writing station papers and keep them together in a journal of sorts, but I am not.  It's something I'd like to do next year, though!  I tried having students write in a notebook, but I found that students wouldn't do the work unless the pages were turned in and graded, so loose papers is the best solution I've found.

Students read a book of their choice during this station.  This group has been really great about actually reading during this time!  Again, I require no paperwork from students here, because it takes away from the enjoyment of reading.  I do conference with my students as time allows (sadly, not scheduled conference times...), which keeps them honest and on track with their reading.

Now, as test-taking time nears, I've changed my stations up a bit.  Instead of Word Work, they're working on skill based task cards, instead of Library, they're working on MobyMax, and instead of Writing they're working on a Jeopardy review game. 

So there you have it (I'll try to post pictures of stations soon) schedule and reading stations. I may not be in love with stations, but I've nearly completed a whole year with them in my classroom.  Does that mean I'm going to use them again next year??? I guess I'll just wait and see.
Sunday, March 30, 2014

Drop a Pebble in the Water

We tried out a poem during close reading late last week.  I found the poem, "Drop a Pebble in the Water" by James W. Foley, that I thought was perfect for 5th graders. 


We've had quite a bit of "girl drama" this year, and rumor spreading was at the center of it.  This poem fit in perfectly with that problem, and encouraged students to spread kind words instead of unkind words. 

My students are starting to get the hang of annotating text, and they're doing a pretty good job, if I do say so myself.  Like I've said before, close reading allows my struggling readers time to dig into the text and figure out what it is talking about, and it makes my advanced readers slow down and really think about what they read.  I've seen every student's written responses and comprehension improve in just the few weeks we've been doing close reading. 

"One thing the author compared dropping a pebble in the water to was unkind words.  The author ment that when you say unkind words you have made waves of tears.  Another thing was cheer and kindness.  The author ment their is sweet music going miles and miles over the water when you drop a kind word.  That is how he compared dropping pebble in the water to the poem." -Rachel
"First the author said was drop a pebble...But there's half a hundred've disturbed a mighty river just by dropping a tiny stone.  The author restates this point using kindness and unkindness.  This means 1 rumor could keep spreading, there isn't a way to stop it.  1 word could make the best day, or the worst." -Kadin

This note made ME happy!

 I love reading poems with my students, and they typically enjoy the challenge of figuring out what they mean, but I have trouble finding poems that are age appropriate.  If you have a good resource for poems, please share! 
Wednesday, March 26, 2014

First Attempt at Close Reading

I've fallen into the trap of the newest "buzzword," and I actually really like it.  I've read about Close Reading on many blogs this year, and I've seen many items for sale on TPT, but I hadn't really investigated it until Spring Break.  Our end of the year state testing is at the end of April, and normally after Spring Break, we start preparing for it.  I've never really liked this, as I think we should be preparing students all year long.  Yes, we need to review some things, but I don't like spending all of reading time on prepping for the test.  So, to do this a little differently, I introduced Close Reading.

The first day back from break, I basically told my kids that 5th grade would normally start prepping for the test now, but I didn't want to do that.  I told them that they've spent the whole school year prepping, and that they should do well on the test if they use all the tools they have.  To review/introduce these tools, we're doing close reads with various science/social studies articles that I found online and put into a word document.  It's super easy to find articles by searching things like, "articles for kids about _______".  You can find a multitude of articles from various sources and at various readabilities.

I introduced close reads slowly over three days.  On the first day, I passed out the Susan B. Anthony article (from Scholastic's $1 eBook sale- these also have comprehension crosswords, which are really good!).

I also had a Close Reading Guide that I made for students to organize their processes and ideas.  This chart includes a spot for the topic, guiding question, 3 vocab words,  annotating symbols, and a paragraph response to the guiding question.

I had made the anchor chart shown below, and we went over the steps verbally, then I modeled with the article on the SmartBoard, then students completed the steps on their own.  Here are my steps for a first read (I think everyone does this differently and modifies it to meet their own preferences and needs):
First Read
  • Vocab. Check- I introduce one or two words that students will need to know 
  • Number the paragraphs
  • Chunk the paragraphs (I was amazed at how well my students did this, they tended to chunk things naturally, based on the flow of the article, but I also gave them some guidelines: if it's less than 5 paragraphs, chunk each paragraph. Otherwise, chunk every 2-4 paragraphs.  Chunking basically means drawing a line to separate the article into smaller pieces.  Every time they get to the line, they stop and think about what they just read.  This has helped TREMENDOUSLY with my lower readers, who can easily become overwhelmed by a full page of text. 
  • Read the article/story/poem on your own
  • Find the gist of each chunk- this is just a short summary of what that chunk was about.  Students write the gist near the chunk.  I tell them it's clues to what that part was about.  They fill this out when they reach each line they drew to chunk the text.

The next day, I introduced the steps of the second read.  I had my first reading class decide (with just a tad bit of guiding suggestions from me) on what symbols they would use when annotating the text.  We needed symbols for: unknown words, key words, important details, parts they don't understand, parts they do understand Here's my steps:

Second Read
  • Annotate the text
  • Discuss the text with a partner or whole class
My students did pretty well with annotating.  They marked up their text quite a bit, but it all had a purpose.  As they came to unknown words, we'd have spontaneous conversations about prefixes, root words, context clues, etc.  If they absolutely could not figure out the word, they could look it up or ask a neighbor.  One word they got stuck on was inequality, but after asking them if they saw any smaller words inside it, they pulled out equal, and knew what that meant.  Then I asked if they remembered what the prefix -in meant, and by knowing both of those, they came to the definition of "not the same."  Not bad, with just a few prompts.  Hopefully, they'll start prompting themselves as they read.

One part I liked was having students underline key words.  We talked about key words being words that are repeated over and over and over and over, words that are defined for you in the reading, and clues to the main idea.  Students underlined these words, and decided, on their own, that the key words for the Susan B. Anthony article were suffrage, vote/voting, and women.   We decided that these words would make a pretty good summary of the entire passage.

We also had a whole class discussion with this first article.  I created a list of discussion starters/frames to use during the discussion, and this was really helpful.  The quality of responses was great.  We also worked through the toughest part of the text, and they were able to get a better grasp of it.  I'll vary our discussions by switching between whole group, small group, and partner talks.

For the third read, students searched for answers to the guiding question.  They said this was so easy, because they already knew what the story was talking about.  Bingo.  Our question was something along the lines of telling what Susan B. Anthony did to change history, and how she did this.  I didn't want to give away any details in the question, as I wanted students to really read the text to figure out what it was talking about.  Students put a star next to anything that could be part of their written answer.  This was then put together into their written response on their Close Reading Guide.

All in all, I think our first attempt went pretty well.  I was impressed with how my lowest students were able to tackle a tough piece of text, and how it made my speedy readers stop and slow down.  I think Close Reading will be here to stay for awhile, and I kind of like that.  I did a lot of research, watched a lot of videos, and even purchased some items from TPT, but I had to tweak it all.  I had to make it work for me.  I had to create a document for my students to keep them accountable (at least for now), while they're reading.  I had to find articles that I was interested in and that I knew my students would be interested in.  Their responses aren't all super fantastic yet, but I think all the practice and work will

be for good.  And, I hope it will be something they can really use on their end of year test!

Monday, March 10, 2014

Student-Led Conferences

Since my partner teacher and I have all 37+ fifth graders for have the day, we decided to do joint conferences, and to make them much more bearable, we decided to try doing Student-Led Conferences.  Let me just say...I am COMPLETELY sold on this idea.  Seriously.  If you haven't tried it yet, you must!  I'd heard about them, and I'd seen posts floating around the internet, but always thought, "'ll never work."  I was wrong.  And I'm not wrong very often.

We only have 15 minute conference blocks, so we had to really search for some guidance on how to do a student-led conference without setting up rotations for students to go through with their parents.  We watched some youtube videos, and finally found one format that would work for us.  We also searched TPT and found some student-led conference organizers.  We chose a couple, and adapted them to fit our needs.

Basically, students are describing:
  • their grades
  • why they got those grades
  • their goal for 4th quarter
  • a plan for reaching that goal.  
We are also having students discuss:
  • their third quarter math assessment
  • fluency words per minute
  • informational writing piece
We also included:
  • their behavior during 3rd quarter
  • what they're looking forward to for the rest of year
  • their favorite part of the year so far
  • a little blurb about their progress on fundraising for our end of year trip
After Day 1 (of 4!) of conferences, the parent feedback is excellent!  I love being able to watch the parents as their child is explaining their progress.  You can just tell that the parents are proud of their babies (umm...we haven't had our "less than pleasant" conferences yet, so I'm sure the parental looks will be a little different for those!).  I believe that the parents are actually listening MUCH closer, as it's their child explaining their difficulties and strengths.
My favorite part is the concluding statement students give, thanking their parents for taking the time to listen to them explain their grades and such.  I don't think children today thank their parents enough!

I'm posting my conference form in my TPT shop as a freebie!  Click on either image to find it. It's editable to meet your needs.  It's scripted at the beginning and end, and provides places for students to write. 

Monday, March 3, 2014

MobyMax Rocks!

One day, I stumbled upon MobyMax, the best site I've ever found for my students! It's easy to use and has a great free trial for new users.  Warning: You will want to pay the $79 for the license when the free trial is over! 
A snapshot of my dashboard on MobyMax.  You can select which subjects and activities you want your students to see on their dashboards. 

MobyMax offers individualized work aligned to the Common Core for students in Math, Language, Reading, Vocabulary, and Test Prep.  It also has a math fact drill for addition, subtraction, multiplication, and division.  Students can earn game time by completing so many minutes of work.  I love this feature, because you know that they are not just playing games the whole time!

A snapshot of progress in Fact Master

You can motivate students to work by creating a contest for them through the site.  Students can earn points in the contest by working in math, language, and reading.  To ramp this up a bit, I ordered some cheap, personalized trophies with my BoxTop money.  I have trophies for Most Time on Reading, Most Time on Vocabulary, Most Time on Language, Most Time in Test Prep, Most Time Spent on MobyMax at Home, Girl with Most Points, Boy with Most Points, and Most Time on MobyMax.  Each week, I check their time and points, then write the winners's names on charts I have displayed above my whiteboard.  The winners then get to keep the traveling trophy on their desk for the next week.  They love this, and it's really motivating them to work! (I didn't order trophies for math, since I don't teach it, and I really want my students to work on their ELA skills!)
I've set up a semester contest, a quarter 3 contest, and weekly contests.
Students earn badges by completing questions.  1 badge for every 50 questions answered correctly!
Unfortunately, our daily schedule has been off the last 3 weeks due to a DARE project we have to complete.  Students have to write, direct, film, act, and edit a movie through iMovie on their computers.  This project always demands SO MUCH TIME, but the students love it, and in the end, it's worth it.  We've been spending our recess time (since it's been indoor recess because of the weather) and our RTI time on these projects, and we are FINALLY almost finished.  Because of these projects, our RTI time, when students would normally be working on MobyMax, has disappeared.  Hopefully our times and stats will increase again this week, since our projects are about finished!

Back to gushing about MobyMax...I love how each lesson is set to each student's individual needs.  Most of the curriculum areas have them start with a placement test to determine where they should start working.  I noticed that one of my very top students placed in the .4 grade level area on the language test, and I was able to reset his placement test after I talked to him about effort.  You'll know when the kids blew off the test and when they really worked.  

I also like the graphs and charts that are provided for each subject and for each student.  I've shown my students their graphs, or lack there of due to such little work time recently, and it's motivated them to work harder.  

My favorite part of MobyMax is the language and language test prep.   We don't have a lot of time during the day to spend on grammar, and this is filling in the gaps quite well.  I asked MobyMax a question the other about their reading program, and was pleased to have them respond very quickly through Facebook.  Right now, the reading program is just stories and questions, and this is the least liked area by my students.  Soon, MobyMax will be adding lessons that will focus on teaching/reinforcing CCSS.

A snapshot of progress in Language Test Prep.  Not too bad, since there are so many things to choose from, and with our messed up schedule the last few weeks!
I love MobyMax because it combines many of the websites we've been using in class.  It has a messenger (where you can send messages to students, and they can only send messages back to you), a place to post announcements, discussions, and assignments, and vibes (which you can distribute based on behavior and work).  It's all I'm planning on using next year, which also means ONE password and username for students to remember!
You can create your own vibes, or choose from a list of pre-made vibes.  You can also type a note telling how students earned their vibe, or what they need to work on.  I've just been giving these out for work, not behavior, but I might add that next year!


***Disclaimer: This is not a sponsored review!  This is just a teacher wanting to share a great resource with other teachers!

Snow Days Are Good For Something!

Well, I'm currently enjoying Snow Day's crazy how much winter weather we've had this season!  But, I have been able to get some things done at home on all these snow days.  I've deep cleaned my house a couple times, made a baby quilt for a friend, scraped off a border in my guest room, and worked on some ideas for next year (crazy to think about next year in MARCH!).

One thing I've worked on, and I may go ahead and roll out after Spring Break (in two weeks!), is the V.I.P. Club.  I saw this on a teacher's website when I was stalking schools that I'd never heard of, but saw on the school closing scroll on TV.  I thought it was a great idea!  I'm not sure how it will work with this particular group of kids I have this year, but I know next year's group will love it.  I think I'll try it out in 4th quarter, anyway. Here's a copy of what I've posted on my classroom website: (I can't get the numbers to line up correctly in their columns.  It's bugging me, but I'll survive.)

V.I.P. Club

Very Intelligent Pupils!

The V.I.P. Club is for students who want to extend their learning to become the best students they can be!  You can become members of the V.I.P. Club by choosing activities from the list, completing them, and turning them in to the V.I.P. Binder.  Once your work has been checked, Ms. S. will add you to the V.I.P. Club!

You can reach different levels of the V.I.P. Club by completing more and more activities!  You can reach levels all the way from 1 star to 210 stars!  The amount of learning you can do is practically endless! Students will enter the Hall of Fame once they reach the 25 star level.  Hall of Famers will have their picture posted in the Hall of Fame for years to come!

When you turn in an activity, you must list the number of the activity, the name of the activity, and your complete answer!  

Language Arts Activities:
1. List 25 verbs
2. List 25 common nouns
3. List 25 adjectives
4. List 25 adverbs
5. List 25 prepositions
6. List 25 proper nouns
7. Name 15 famous authors. Write the title of one of their books by their name.
8. Find 10 fantasy books and list the titles and authors.
9. Find 10 mystery books and list the titles and authors.
10. Find 10 historical fiction books and list the titles and authors.
11. Find 10 nonfiction books and list the titles and authors.
12. Find 10 graphic novels and list the titles and authors.
13. Find 10 science fiction books and list the titles and authors.
14. Find 10 poetry books and list the titles and authors.
15. Find 10 realistic fiction books and list the titles and authors.
16. Find 10 biographies and list the titles and authors.
17. Find 10 autobiographies and list the titles and authors.
18. Find 10 folk tales, fables, fairy tales, or myths and list the titles and authors.
19. Find 10 sports books and list the titles and authors.
20. List 3 examples of each type of figurative language: simile, metaphor, idiom, onomatopoeia, hyperbole, alliteration, personifciation
21. Write a letter to your favorite author and tell him/her why you like his/her books so much.
22. Write a haiku.
23. Write a concrete poem.
24. Write a sensory poem.
25. List 10 books and their authors that have won the Newbery Medal.
26. List 10 books and their authors that have won the Caldecott Medal.
27. Use sign language to sign the alphabet.
28. Write a sentence using Morse Code.
29. Write a 5 sentence summary (introduction, beginning, middle, end, and your opinion) of a book you have read.
30. Go to 5 days and write down the Word of the Day and its definition.
31. Write a speech persuading the school to have more choices at lunch.
32. Research and write a 5 paragraph essay about your favorite __________. (your choice)
33. Write a narrative story.
34. Write an autobiography about your life so far.
35. Find a synonym for each of the following words: torch, jacket, house, cat, cream, tulip, road, picture, blanket, ocean
36. Find an antonym for each of the following words: polite, angry, hungry, disease, filthy, thick, triumph, reverse, textured, active
37. Describe your dream home. Write at least 10 sentences.
38. Describe your dream field trip.  Write at least 10 sentences.
39. Describe your plans for your future.  Write at least 10 sentences.
40. Write a comic book that has at least 10 cells. 

Math Activities:

41. Draw the lines of symmetry for capital letters.
42. Draw the lines of symmetry for the following shapes: triangle, square, rectangle, trapezoid, hexagon, octagon
43. Name 5 famous mathematicians and list what they discovered.
44. Write the 2's times tables 0-12. (0x2=0, 1x2=2, 2x2=4, then repeat this way: 2x0=0, 2x1=2. 2x2=4...)
45. Write the 3's times tables 0-12.
46. Write the 4's times tables 0-12.
47. Write the 5's times tables 0-12.
48. Write the 6's times tables 0-12.
49. Write the 7's times tables 0-12.
50. Write the 8's times tables 0-12.
51. Write the 9's times tables 0-12.
52. Write the 10's times tables 0-12.
53. Write the 11's times tables 0-12.
54. Write the 12's times tables 0-12.
55. Write the steps for finding the perimeter of a rectangle or square.
56. Write the steps for finding the area of a rectangle or square.
57. Write down the names of place values from ones to hundred millions.
58. Write down the names of place values from tenths to hundred thousandths.
59. Simplify these fractions: 10/15, 14/35, 12/48, 3/24, 100/150, 56/63, 32/36, 2/18, 132/144, 10/75
60. What does each letter of BPEMDAS stand for?

61. Write a word problem that has the answer of 47.
62. Write a word problem that has the answer of 2/3.
63. How many feet are in a mile? How many feet in a yard? How many yards in a mile? How many inches in a foot?  How many inches in a mile?
64. How many quarts in a gallon?  How many pints in a quart?  How many cups in a pint?
65. How many days in a year?  How many weeks in a year?  How many days in a week?  How many minutes in an hour?  How many hours in a day?  How many hours in a week?  How many hours in a year?
66. Convert the following:  1300cm= _____m, 750m=_____cm, 124km=_____m, 13L=_____mL, 6km=_____cm, 192804mm=_____km, 45g=_____kg, 12000mL=_____L, 78kg=_____g, .0194mm=_____m
67. Draw and label these 3D shapes: cone, cube, sphere, rectangular prism, pyramid, cylinder
68. Ask your classmates what their favorite ice cream flavor is and make a bar graph.
69.  Record the daytime high temperature for 10 days and make a line graph.
70. Draw pictures to show the following fractions: 1/4, 5/6, 7/10, 11/19, 5/31
71. Write numbers 0-300.
72. Write numbers 301-650.
73. Write numbers 651-1000.
74. Write the number word for the numbers 0-50.
75. Write the number word for the numbers 51-100.
76. Write the steps for finding the mean.  Find the mean for these numbers: 6, 8, 6, 9, 11, 14, 3, 6, 7, 9, 15, 3, 6
77. Write the steps for finding the median.  Find the median for these numbers: 6, 8, 6, 9, 11, 14, 3, 6, 7, 9, 15, 3, 6
78. Write the steps for finding the mode.  Find the mode for these numbers: 6, 8, 6, 9, 11, 14, 3, 6, 7, 9, 15, 3, 6
79.  Write the steps for finding the range.  Find the range for these numbers: 6, 8, 6, 9, 11, 14, 3, 6, 7, 9, 15, 3, 6
80. Find the perimeter and area of our classroom.

Science Activities:

81. Define what a vertebrate is and list 10 examples.
82. Define what an invertebrate is and list 10 examples.
83. What are 5 characteristics of a mammal? List 10 mammals.
84. What are 6 characteristics of a reptile? List 10 reptiles.
85. What are 5 characteristics of a bird? List 10 birds.
86. What are 7 characteristics of an amphibian? List 10 amphibians.
87. What are 4 characteristics of a fish?  List 10 fish.
88. What is a desert biome like?  List 10 animals that live there.
89. What is a tundra biome like? List 10 animals that live there.
90. What is a grassland biome like? List 10 animals that live there.
91. What is a tropical rain forest biome like? List 10 animals that live there.
92. What is a deciduous forest biome like? List 10 animals that live there.
93. What is a coniferous forest biome like? List 10 animals that live there.
94. Draw a picture of a pond habitat.  Include 5 living and 5 nonliving things in or around the pond.
95. Draw and label a picture of the water cycle?
96. Draw a picture of a food chain that includes 6 things and starts with the sun and ends with a bear.
97. Draw and label a frog's life cycle.
98. Draw and label a chicken's life cycle.
99. Draw and label a butterfly's life cycle.
100. List 6 sources of fresh water.
101. Make a t-chart that tells whether the following items are natural or manmade: glass, dirt, aluminum soda can, wood, plastic, diamonds, metal, rubber, grass, cement
102. Draw and label a series electric circuit.  This video can help: Series and Parallel Circuits
103. Draw and label a parallel electric circuit. This video can help: Series and Parallel Circuits
104. List 10 rocks and minerals.
105. List the three types of rocks and how you can tell which one is which.
106. List 10 flowers.
107. Write the steps to separate a solution.
108. What is a mixture?  What is a solution?  Give two examples of each.
109. List 10 constellations and draw a picture of each one.
110. Write the names of the planets in order from the sun.
111. How long does each planet take to orbit the sun?
112. List three natural ways you can tell time if you are outside and you do not have a watch?
113. Describe how day and night are made.
114. List the 8 phases of the moon, in order, and draw a picture of each one.
115. Draw a picture of a lake and label 6 ways humans can benefit from it. (Remember to include hydroelectricity!)
116. Draw and label the colors of the rainbow.
117. List 8 organs found in your body.
118. Write down 5 ways you can conserve electricity.
119. Describe the differences between a tornado watch and a tornado warning.
120. Write down 10 major bones of the human skeleton.
121. Find and list 3 examples of levers.
122. Find and list 3 examples of pulleys.
123. Find and list 3 examples of wheels and axles.
124. Find and list 3 examples of inclined planes.
125. Find and list 3 examples of screws.
126. Find and list 3 examples of wedges.
127. What does nocturnal mean? What are 5 nocturnal animals?
128. List 10 items that will stick to a magnet.
129. List the steps of the Scientific Method.
130. Who won the Google Science Fair, and what was his/her project about?

Social Studies Activities:

131. Name the 7 continents.
132. Write the names of the 50 states.
133. Write the names of the 50 states and their capital city.
134. List the countries that are part of North America and their capital cities.
135. List 10 countries that are part of South America and their capital cities.
136. List 10 countries that are part of Africa and their capital cities.
137. List 10 countries that are part of Europe and their capital cities.
138. List 10 countries that are part of Asia and their capital cities.
139. List the 5 oceans.
140. List the major lakes in Missouri.
141. List the major rivers in Missouri.
142. List the states that are Missouri's neighbors. 
143. List 15 famous people from Missouri and tell why they are famous.
144. Choose 15 countries and draw and color their flags.
145. Write the two letter abbreviation of each state.
146. Describe the Eastern Woodlands and list 3 Native American tribes that lived there.
147. Describe the Great Plains and list 3 Native American tribes that lived there.
148. Describe the Southwest Desert and list 3 Native American tribes that lived there.
149. Describe the Northwest Coast and list 3 Native American tribes that lived there.
150. Bring in a newspaper article about a current event and write a 5 sentence summary about it. 
151. Write the names of the 1st-10th presidents and the years they were in office.
152. Write the names of the 11th-20th presidents and the years they were in office.
153. Write the names of the 21st-30th presidents and the years they were in office.
154. Write the names of the 31st-current presidents and the years they were in office.
155. Write down the names of the men who were part of the Apollo 14 mission.
156. Write down the names of the three branches of government and what each branch's job is.
157. List the 13 original colonies.
158. List 5 causes of the American Revolution.
159. Make a timeline that shows 5 major battles of the American Revolution.
160. List the states that were part of the Union and the states that were part of the Confederacy during the Civil War.
161. Make a timeline that shows 5 major battles of the Civil War.
162. What Civil War battles were fought in Missouri?
163. Write the steps a bill must take to become a law.
164. Who is Missouri's Governor? Who are Missouri's Congressmen?  Who are Missouri's Representatives?
165. What are the requirements for becoming president?
166. Name 10 National Parks and tell what state they are in.
167. List 10 tourist attractions in Missouri. Which ones have you been to?
168. How many miles is it from our city to New York City?  How many miles is it from our city to Los Angeles, California?  How many miles is it from New York City to Los Angeles?
169. Where is the hottest city in the United States? What is it's record low temperature?  What is the coldest city in the United States? What is it's record low temperature?
170. What are the top 10 largest cities in the United States?  What are their populations?

Miscellaneous Activities:

171. List 10 colleges in Missouri.
172. List the 8 Ivy League colleges in the United States.
173. Write one career for each letter of the alphabet.
174. Name the birthstones for each month.
175. Name 20 different modes of transportation.
176. Name 20 breeds of dogs.
177. Name 10 Winter Olympic events.
178. Name 10 Summer Olympic events.
179. Where will the next Summer Olympics be, and in what year?
180. Where will the next Winter Olympics be, and in what year?
181. In the 2014 Winter Olympics, how many gold, silver, and bronze medals did the United States win?
182. In the 2012 Summer Olympics, how many gold silver, and bronze medals did the United States win?
183. List 10 instruments in a marching band.
184. List 10 instruments in a symphony orchestra.
185. List 10 professional football teams and their cities.
186. List 10 professional baseball teams and their cities.
187. List 10 professional soccer teams and their cities.
188. List 10 professional basketball teams and their cities.
189. List 10 professional hockey teams and their cities.
190. List the colleges in the SEC and their cities.

191. What city and state is the National Baseball Hall of Fame located in?
192. List the 10 players with the most home runs and how many home runs they hit.
193. What was the date and time the Titanic sank?
194. Name 10 makes and models of cars.
195. Name 2 male and 2 female professional golfers.
196. Name 2 male and 2 female professional snowboarders.
197. Name 2 male and 2 female professional bowlers.
198. Name 2 male and 2 female professional ballet dancers.
199. Name 2 male and 2 female professional tennis players.
200. List the winners of American Idol and the years they won.
201. List, in order they were released, the Nintendo game systems and the years they were released.
202. List 10 other names for the color blue.
203. List 10 famous painters.
204. List 10 famous composers.
205. List 10 city newspapers.
206. What were the top 10 girl names in the year you were born?
207. What were the top 10 boy names in the year you were born?
208. Design a flag for our classroom.
209. Design a name tag for our class pet.
210. Design a new license plate for Missouri.
I'm excited to see how this works out!