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Week Five Planning- GRA 2012- Charlotte’s Web

Saturday, October 27th, 2012

Although most of the participants are done now, we’re going strong for one more week…

Last week, we managed to fit in chapters 18 and 19 which were not part of our plan at the beginning of the week.

We read both, cut and glued the visuals, and watched the parts of the animated movie that correlated.  If you’re following along or using our visuals, here they are:  ch18visuals and ch19visuals.

On Monday, we’ll read chapter 20 of Charlotte’s Web. We will cut and glue these visuals into our Comprehension Notebooks – ch20visuals.

We will talk about the problem (Mr. Zuckerman wanted to kill Wilbur and make him into bacon and ham) and the solution (Charlotte tricking the Zuckerman’s by writing words about Wilbur in her web) in this book.  We’ll use this Problem/Solution graphic organizer and glue it into our Comprehension Notebooks as well.

On Tuesday, we’ll read chapters 21 and 22.  We will cut and glue these last four visuals for the story – Chapters 21 and 22 visuals.  We will also finish watching the animated movie version on Tuesday.

We will also complete a page with “First, ” “Next,” “Then,” and “Last” visuals on it.  We will use these visuals and put them in the correct order- CW4partsequence.

On Wednesday, on the morning before our afternoon-o- Halloween Parties, I plan to show the 2006 remake of Charlotte’s Web. With any luck, we can find this in DVD and show it on the SMART board. We’ll have popcorn and celebrate that we’ve finished FIVE WEEKS reading this entire chapter book!  This is a major success for us!

On Thursday, students will individually be given as assessment on Charlotte’s Web. I will post the different assessments here as soon as they are completed.

Hopefully, sometime in the week, we’ll also get to post some more pictures on our e-portfolios and write some more sentences to go with these pictures.  This will be done individually and sporadically throughout the school week.

We have Friday off as a reward for finishing the Global Read Aloud! (And also for PD and report cards!) Enjoy!




2012 Summer Newsletter, Prep for the Upcoming School Year

Tuesday, July 31st, 2012

Terms Used That May Be Specific To Room 5 @ Hilton School

Apps- short for “Applications”, as in the programs/games/software used on an iPad, iPod, iPhone, or iTouch
Blog- A web log or written account of activities or information
Case Manager- Your child’s “case manager” is Morgan Kolis. A case manager is the “point person” on your child’s IEP team. This person is responsible for coordinating schedules of therapies, maintaining the IEP, communicating to all members of the IEP team, etc.
Decodable Books- These small books (may be orange, blue, red, or printed in black and white depending on what grade level/reading level your child is working on) are made up almost entirely of words that can be sounded out and simple sight words. These books are used often during one to one reading instruction or guided reading groups, and are often sent home for homework.

E-Portfolio- An “Electronic Portfolio” will be your child’s own website or electronic display of your child’s work (with your signed permission and privacy settings).
Friday Folder- Every Friday, your child will bring home a folder with his/her papers from Room 5 from the previous school week. Any papers that come home in the Friday Folder are yours to keep. Please empty the folder, sign the paper to indicate you’ve received the folder, and send it back to school on Monday.
Homeroom Teacher- This is your child’s “regular education teacher.” Depending on your child’s IEP, his/her homeroom teacher may be responsible for teaching science, social studies, language arts, and/or math. Attendance, lunch count, and class parties will be handled by the homeroom teacher.
Homework- Homework is individualized to fit your child’s needs. You can ALWAYS help with homework. Homework is never “graded” or used as an “assessment” in Room 5. Feedback on homework is appreciated.  For Kindergarten students, homework is optional.
IEP Team- Your child’s IEP Team consists of these people: Parents (and any advocate, grandparents, etc. that you bring), School Principal or other district representative, School Psychologist, Intervention Specialist, Regular Education Teacher (aka Homeroom Teacher), Speech and Language Pathologist, Occupational Therapist (if applicable), Physical Therapist (if applicable), Audiologist (if applicable), any other service provider necessary.
Intervention Specialist– This is another term for “Special Education Teacher.” Either term can be used to describe Miss Kolis at Hilton School.
iOS- This is the Operating System used in the iPad, iPod, iPhone, and iPod Touch.
Reading A-Z– This is a reading program that we often use in Room 5.  This is supplemental to the Harcourt Reading Series and other methodologies/strategies that we use to teach reading.

Red (soft cover) Reading Book- This is a soft cover book that SECOND GRADERS may be reading from this school year.
Room 5– In other buildings or school districts, our “kind” of resource room may be referred to as the “CD Unit,” “MH Unit,” or “MD Unit.” We prefer to call our classroom “Room 5.” We believe that Room 5 is just another classroom in the building where learning takes place.  The state categorizes our room as “cross categorical.”
Sight Words- These are words that cannot be “sounded out.” These words are sometimes called “popcorn words” or “high frequency words” as well. You can find the complete lists of sight words on our blog page under Language Arts.
Touch Points– This is a math term used by the Touch Math Program. You will find touch points on numbers 1-5 and on the coins (penny, nickel, dime, and quarter). You will find “double touch points” on numbers 6-9.


Quick Reference Chart for Special Ed. Acronyms

AAC Assistive Augmentative Communication device
ASD Autism Spectrum Disorders
AT Assistive Technology
AU Autism
CD Cognitive Disability
CP Cerebral Palsy
DD Developmentally Delayed
ED Emotionally Disturbed/Delayed
ELL English Language Learner
ETR Evaluation Team Report (paperwork put together of the MFE)
HI Hearing Impairment
IEP Individualized Education Plan (reviewed every 364 days)
MD Multiple Disabilities
MFE Multi-Factored Evaluation (completed every 3 years at minimum)
MH Multiple Handicaps
OHI Other Health Impaired
OT Occupational Therapy / Therapist
PT Physical Therapy / Therapist
SET Special Education Teacher
SL Speech and Language Therapy
SLD Specific Learning Disabilty
SLP Speech and Language Pathologist


People You May Need to Know at Hilton School

Dave Martin, Hilton Principal-

Cheryl Miller, administrative assistant-

Morgan Kolis, case manager/ special ed. teacher-

Joe D’Alessandro, school psychologist-

Effie Konstas, speech and language therapist-

TBA, occupational therapist- TBA

Lisa Dietsche, physical therapist-

Dr. Brigid Whitford, audiologist-

Lynn Clapper, school counselor-

Barb Vajda, Room 5 special education aide

Dennis Svozil, special education aide

Deb Eschweiler, special education aide


Upcoming Projects and Events for the 2012-2013 School Year

  • Once again this year, we will participate in the Global Read Aloud project. Last year, we read Flat Stanley, completed many projects, and made several global connections. This school year, we will participate in the reading of Charlotte’s Web by E.B. White.
  • We will participate in a project with Middle School students from teacher Scott Kinkoph’s class that is, as of now, still nameless.  The concept, still in the planning phases, will help his technology students complete a project where they must create or evaluate software to fit the needs of our students.  Before this project, you will see more explanation and permission forms come home.
  • I plan to start ALL first, second, and third graders on “e-portfolios” this year. More information will follow on these along with a permission form.  Here’s an example of a student’s e-portfolio from a past year-
  • Police Officers, Firefighters, Paramedics, and Emergencies- This project was started in the 2010-2011 school year and will continue into this next school year. The purpose of this project is to help bridge the gap between kids with special needs and our emergency service personnel. This year, we will be using crafts, books, web sites, and projects.  We will likely use these web sites: VoiceThread, Wordle, and Weebly.  This project is done mostly at school.  The only thing I ask you to do at home for this project is continue to learn and practice your phone number and address with your child. I will keep an update posted on the Room 5 Blog page as we complete lessons, projects, and activities.  Check the “Social Studies” section at to see what we’re doing.
  • There may be other projects along the way this year as we try out a new “project based learning” model.


More Acronyms and Words to Know

In addition to the Special Education Acronyms we’ve posted before, check out some new ones you might need to know…

iOS- i Operating System like that used on the iPad, iPod, iPhone or iTouch (I might say something like “For those iOS users…”)

Apps– short for “Applications”, as in the programs/games/software used on an iPad, iPod, iPhone, or iTouch

Developers- People/companies who make “Apps” for the iPad, iPhone, iPod, or iTouch.

PROMO CODES– Sometimes developers give out codes to use in the iTunes store for FREE Apps.  The promo codes can be entered on the home page of iTunes by pressing “Redeem” in the upper right hand menu.

AT- Assistive Technology- This can be as simple as a calculator or picture schedule to as high-tech as an iPad or computer.

AAC- Assistive Augmentative Communication- as in an iPad used for communication, a Dynavox Xpress, a Vantage or Vantage Lite, Springboard, etc.

“Chat”- This may be listed in your child’s “collaboration time” between teachers and SLPs.  We may use “Google Chat” or an instant message system in Facebook, Yahoo, AOL, etc.

Microblogging- Using a web site like “Twitter” for small burst of information.

Blog- A Web Log or written account of activities or information.

Glog- A graphic blog like those found on


2012-2013 Room 5 Supply List

First, let me say, you are NOT required to provide any of these things… And, if you’ve already gotten them for your grade level supply list, please DO NOT feel you need to bring ANY of these items (we can share between classes).

Nothing has to be “brand-specific” as we can use generic or name brands!   Anything that is not on the list, we can provide in Room 5!

Room 5 Supplies Needed:

– 1 large glue stick

– 1 pack of 3 x 5 note cards

– 4 rolls of paper towels

– 2 cans/tubes of disinfecting cleaning wipes

– 1 box of Velcro (or generic brand of “hook and loop tape”)


Ideas for Summer Activities 2012

Sunday, May 20th, 2012

Already tired of the pool?  Too rainy or too hot to play in the sprinkler? Need some extra practice to supplement your child’s summer program?

Try some of these ideas this summer:

1. Go to our Room 5 Homepage and find a game that targets what your child is working on.  If you’re working on naming coins, try Coins to Build a Robot.  If you’re working on addition and subtraction, try Adding Bricks or Math Bingo.  Looking for beginning sounds? Try Read, Write, Think: Picture Match.

2. Practice math skills by making a chart of the time mom or dad get home from work each day, what time you eat lunch or dinner, or what time your sister has soccer practice.  When dad gets home, ask him to take the coins out his pockets and count his change.  Use that change to let your child buy a treat at the Caboose at the ball field.

3. Teach your child to do at least one chore at your house this summer.  If your child folds the hand towels, unloads the dishwasher, or takes out the recycling, that’s one more step to becoming independent.  If you need a visual schedule for this chore, please let me know and I can provide it for you!

4. Do you have an iPad?  Look for posts here or on our facebook page “Parents and Other Fans of Room 5” for updates on Free Apps!

5. Practice using Google Images. Help your child look up images of his/her favorite characters or shows.  This will help us to use this tool more effectively in school when we need to find images of concepts we don’t understand.

6. Go to and look for FREE worksheets.  One worksheet a day couldn’t hurt anyone!

7. Brecksville’s Super 2012 Summer Reading Kick Off: Mission Possible! starts on Saturday, June 9th from 9am to 5:30pm. Registration and participation in the Summer Reading program are free!

8. Try one of these events at the Brecksville Library:

Mission Is Possible: What Goes Up, Must Come Down

Thursday, June 14, 2012 7:00 PM – 7:40 PM

Registration Starts: Tuesday, May 01, 2012 9:00 AM

Brecksville Branch: Meeting Room

Your mission involves a puzzling assignment.  Join the Mission Is Possible Force and become a secret agent to solve a mystery about Mother Nature and her favorite Sun.

Jungle Bob’s Live Animal Show

Saturday, June 16, 2012 10:30 AM

Registration Starts: Tuesday, May 01, 2012 9:00 AM

Brecksville Branch: Meeting room

Jungle Bob Tuma is bringing some awesome animals to the library in this fun family program.  See the critters up close and personal, and learn lots of cool facts about them!  Registration is required, beginning May 1st.  Children under age 6 must be accompanied by an adult.

A Garden of Stories

Monday, June 18, 2012 3:00 PM

Registration Starts: Tuesday, May 01, 2012 9:00 AM

Brecksville Branch

Join Carol Burns for some bloomin’ good stories about gardens.  Each child will receive a plant to place in a special spot at home.  For children in K-3rd grade.  Registration is required, beginning May 1st.

Music for Kids and Parents with Chip Richter

Saturday, July 07, 2012 3:30 PM

Registration Starts: Tuesday, May 01, 2012 9:00 AM

Brecksville Branch: Meeting Room

This is “live” music, no accompaniment tracks, so anything can happen!  With his guitar, banjo, harmonica, stories and original tunes, Chip connects with the kids and adults, creating moments to remember.

Aesop’s Mural

Saturday, July 14, 2012 2:00 PM – 4:00 PM

Registration Starts: Monday, June 04, 2012 9:00 AM

Brecksville Branch: Meeting Room

Join artist Melinda Placko to create a permanent piece of art for the library!  Taking  inspiration from Aesop’s Fables, each child will have fun experimenting with many kinds of drawing and painting materials to create part of a mural full of animals and nature.  For 2nd-5th graders.  Registration required, beginning June 1st.

Solve the Story

Friday, July 27, 2012 10:30 AM

Registration Starts: Friday, June 01, 2012 9:00 AM

Brecksville Branch: Meeting Room

Storyteller Jennifer Johnson presents a puzzling collection of mysterious tales and riddles which the audience can help her solve.  Registration is required, beginning June 1st.  For ages 3 – 10 years; children under age 6 must be accompanied by an adult caregiver.

6:30 PM Take A Dip

Thursday, August 02, 2012 6:30 PM

Brecksville Branch: outside

Bring in a washed, 50/50 cotton-polyester blend t-shirt to tie-dye for this annual end of the summer wrap-up fun fest for the whole family.  We’ll help you tie-dye a t-shirt with funky patterns and vibrant colors.  This is a multi-generational program open to all ages, but participants younger than 12 years old must be accompanied by an adult.  Registration begins on June 1st at 9:00 a.m.

Exploration Station: Making Choices

Tuesday, August 07, 2012 11:00 AM

Registration Starts: Monday, June 04, 2012 9:00 AM

Brecksville Branch: Meeting Room

Ages 3-5 with a caregiver:  Join us for stories and activities about making choices.  Children will be able to explore and practice thinking skills through play at hands-on learning stations.  Registration is required, beginning July 2nd.


Update the Flipped Unit Plan- 3/16/12

Saturday, March 17th, 2012

Unit Plan #1- Flipped Classroom

Topic:  Counting Coins Using the Touch Math method
Time Spent: 20-30 minutes daily for 2 weeks
Materials:–          Real Coins with touch points drawn on in marker

–          Brain Pop Jr. movie- “Counting Coins” in the math notebook (

–          iPad video recording showing the method we use at school for home – Touch points and Brain Pop Jr. to Count Coins

–          SMART board

–          SMART Notebook software

–          Price Tags

–          Snack items for sale

Unit Objectives:–          Solve problems involving quarters, dimes, nickels, and pennies (depending on student level) using the dollar sign or cents sign.

–          Accurately count combinations of coins up to $1.00.

–          Count on from 25, 10, or 5 (depending on student level)

–          Identify the names and values of quarters, dimes, nickels, and pennies.

“Flip Plan” aka homework assignment (over the course of 2-3 days):

  1. Assign the Video using the Brain Pop Jr. video, “Counting Coins” (in the math notebook) for homework the weekend before.
  2. Ask the student to get the coins from the bottom of mom’s purse or dad’s pockets (or another source at home).  Name each coin for someone at home. Count the coins using the Touch Math method.
  3. Email Miss Kolis @ and tell her the amount of change in mom’s purse, dad’s pockets, or another source from home.
  4. Put your coins in a bag and label it with the amount, bring to school.

Additional Videos for Home Use-

– Elmo Counting Coins

– Money Song

– The Coin Song

– Show Me the Money

– Learn Coins Song

– Counting by Fives- School House Rock

In School Plan (Lesson 1):

  1. Show the video again at school before beginning the unit.
  2. Review previously learned coin names and values.
  3. Show the class your bag of coins.  Tell the amount and the source.
In School Plan (Lesson 2):

  1. Review counting by 5s.
  2. Watch Counting by Fives- School House Rock.
  3. Count other combinations of quarters, dimes, and nickels (separate then mixed).
In School Plan (Lesson 3):

  1. Review counting on from 5, 10, 15, 20, 25, and 50.
  2. Count combinations of coins- nickels and pennies, then dimes and pennies, then quarters and pennies.
In School Plan (Lesson 4):

  1. Present items with price tags such as Tic-Tacs, Gum, Candy Bars, milk containers, etc.
  2. Practice counting the correct coins for these items in the store.
In School Plan (Lesson 5):

  1. Present practice problems- “What if you don’t have enough nickels?  How can you make up for them?”
  2. Practice trading five pennies for a nickel, two nickels for a dime, two dimes and a nickel for a quarter, etc.
Assessment/Future Plan:–          Send student to the cafeteria with coins.  Buy milk for Miss Kolis.  Can you count out $.35?

–          Go to the pop machine to buy pops for teachers’ aides.  Count out $.75 for each.

–          On a class field trip, make purchases at the store under $5.00 if possible.

Accountability:How will I know if the students have completed the work at home?

–          My students will tell me if they completed the at-home portion.

–          Students will have less understanding at school if they have not completed the at-home portion.

–          When assessed, students who have not practiced at home will struggle.  I will decide if they A. know how to count coin combinations or B. don’t know how to count coin combinations.

What if the students don’t understand “skip counting by 5s?”

–          Introduce the Touch Math “Counting by 5s” song for additional help.

–          Play the Skip Counting Game here-

–          Play Spooky Sequence Game-

–          Use a file folder task to practice counting by 5s.

–          Use a shoebox task to practice counting by 5s.

What if the students don’t understand “coin names and values?”

–          Play Money to Build a Robot –

–          Use file folder tasks to practice matching coins, name aloud.

–          Use a shoebox task to practice sorting, matching coins, name aloud.

Where can the videos be found?

  1. Go to
  2. Look through the categories on the right hand side.
  3. Click on the links to “Math- Grade 1,” “Math-Grade 2,” or “Math- Grade 3.”
  4. Click on the link to the video “Touch Points and Brain Pop Jr. to Count Coins.


Flipping the Classroom 2012

Sunday, February 26th, 2012

This section of the blog will be used to display websites, assignments, or tasks that I believe coincide with my current online class- The Flipped Classroom– provided by WVIZ/ideastream and Ashland University (started 2-22-12).

Curious about what I’m learning?

Flipped Teaching Manifest

The Flipped Class- I

The Flipped Class- II

Digital Learning Day! 2-1-12

Wednesday, February 1st, 2012

Today was national Digital Learning Day and Room 5 was surely celebrating!

We spent the day on our iPads, computers, and SMART board doing activities that are typically done using hands-on manipulatives.  We usually like a mix of the two, but today was different, only digital learning for us!

We watched Brain Pop Jr. videos, played Computer Part BINGO, labeled the parts of our computers, counted coins in a SMART Notebook lesson, watched a YouTube video, and used countless Apps on our iPads.

Some of the Apps we used were iLearn with Poko: Addition, ABC Magnetic Alphabet, TeachMe Kindergarten, the Winter Library from LAZ, Love to Count Pirate Trio, Autism Xpress, Everyday Math Monster Squeeze, Everyday Math Addition Top it!, Five Little Monkeys, SplashMath First Grade, Count Money- Coin Matching Game, Adding Apples, and Proloquo2Go.

Third Graders used a game from Read, Write, Think called Comic Creator.  We will use it again tomorrow to make our own comics!

Check out our pics from our 2012 Digital Learning Day!



Summer Suggestions and Ideas

Saturday, June 11th, 2011

Need some ideas for the summer months?

(Sure, the first few weeks are great, but then what?)

Check out these ideas… (Take pictures of your activities and email them to me! I can post them on our blog under “Summer 2011!”)

For ALL of the Room 5 Students:

A Summer Resource Page from the “Cybraryman”

Take the Scholastic Summer Challenge!

Eric Carle’s The Little Cloud and Craft

Eric Carle’s The Grouchy Ladybug and Craft

Another Grouchy Ladybug Activity

Eric Carle’s Brown Bear, Brown Bear and Craft

Eric Carle’s The Very Hungry Caterpillar and Craft

Seashell Memory Game

A Summer Reading List for each grade level K-6

Go to the Room 5 Home Page and play any of the games there!

Make a Wordle using summer words like sunshine, swimming, picnics, pool, goggles.

Create a “Glog” using photos from the summer!

Create a VoiceThread using photos from the summer. Write captions and record your voice!

Another summer reading list with various books about baseball!

Summer Reading List: Patriotic Books for Children

Summer Reading List: Books in Spanish

Summer Reading List: Cats, Dogs, and Horses

Summer Crafts:

Turn Washers into Jewelry

Ice Cream Crafts

Sunshine Hand print Craft

Campfire Craft

Cybraryman’s Craft Page

Sunglasses Strap and Baseball Bracelet

Seashell Picture Frames

Examples of People First Language

Tuesday, July 14th, 2009

People First Language puts the person before the disability,

and it describes what a person has, not who a person is.
Are you “myopic” or do you wear glasses?

Are you “cancerous” or do you have cancer?
Are you “freckled” or do you have freckles?

Is a person “handicapped/disabled” or does she have a disability?


People First Language isn’t about being “politically correct.” It is, instead, about good manners and respect (and it was begun by individuals who said, “We are not our disabilities!”). We have the power to create a new paradigm of disability. In doing so, we’ll change the lives of children and adults who have disability diagnoses—and we’ll also change ourselves and our world.

Isn’t it time to make this change?
If not now, when? If not you, who?
People First Language is right.
Just do it—NOW!

Examples of People First Language

People with disabilities.
He has a cognitive disability (diagnosis).
She has autism (or an autism diagnosis).
He has a diagnosis of Down syndrome.
She has a learning disability (diagnosis).
He has a physical disability (diagnosis).
She’s of short stature/she’s a little person.
He has a mental health diagnosis.
She uses a wheelchair/mobility chair.
He receives special ed services.
She has a developmental delay.
Kids without disabilities.
Communicates with her eyes/device/etc.
Congenital disability
Brain injury
Accessible parking, hotel room, etc.
She needs . . . or she uses . . .

Instead of:
The handicapped or disabled.
He’s mentally retarded.
She’s autistic.
He’s Down’s.
She’s learning disabled.
He’s a quadriplegic/crippled.
She’s a dwarf/midget.
He’s emotionally disturbed/mentally ill.
She’s confined/wheelchair bound.
He’s in special ed.
She’s developmentally delayed.
Normal or healthy kids.
Is non-verbal.
Client, consumer, recipient, etc.
Birth defect
Brain damaged
Handicapped parking, hotel room, etc.
She has problems/special needs.

Keep thinking—there are many descriptors we need to change.

This document may be photocopied and shared with others. Please let me how and when

you use it ( Download the PDF version below.

Please don’t violate copyright laws; inquire before reprinting in any publication.

© 2005 Kathie Snow; revised 01/05.