Mandy Partida #17

ON TARGET
With Our Voice Level

Undesirable Behavior Targeted: First grade students are too loud when working in partners or groups during
guided math stations. The higher voice levels are distracting to other students who are working in guided math
stations or in a small group with the teacher.
Desirable (expected) Behavior Targeted: Partner Voice The teacher will know when students are using partner
voices when they are speaking only to their partner or group and the student is not distracting other groups with
their voice level.
Types of positive reinforcements
Immediate R+: When students are observed using appropriate voice levels during guided math stations,
they will be given a dart to place target.
Ongoing R+: When there are 10 darts on the target, students will earn a Marcy Cook-Color 100s Chart
activity.
Overall R+ -: Place Value Bingo
Administering all R+ (both immediate R+ & ongoing R+): The teacher will observe and monitor voice
levels during guided math stations. When students are using appropriate voice levels, they will be given a
dart to place on the target. Once there are 10 darts on the target, students will complete a Marcy Cook-
Color 100s Chart activity. We will also record each ongoing R+ goal on a 120s chart to track our progress.
Interactive Learning Activity: (TEKS: 1.2 CDEF-represent, compare, and order whole numbers to 120)
Leading up to the overall R+ activity, students will earn darts to place on the target. At the end of each class day
the teacher will lead students through a number talk including how many darts we have, how many are needed to
make 10, how many are needed to reach the goal of 120, etc. For every 10 darts on the target, students will
complete a Marcy Cook-color 100s Chart activity. Students will also record each of the ongoing R+ goal as they
are met on a 120s chart that will be kept in their math INB. When the overall R+ goal of 120 targets is met,
students will play Place Value BINGO.
Teach the Desired Behaviors: The teacher will read Decibella and Her 6-Inch Voice by: Julia Cook. After the read
aloud, the teacher will introduce and model the Voice Level chart. Students will practice each voice level
throughout several class periods and a variety of activities. During the first few sessions of guided math, the
teacher will not pull small groups so that she can actively monitor students in the guided math stations. At this
time, the teacher will begin praising students using appropriate voice levels and give them a dart while saying
great job using your partner voice, while ignoring students who are too loud. Once students show they
understand the expected voice levels during guided math stations, the teacher will then begin to pull and work with
small groups.
Teach the Plan: To introduce the BCP to the class, the teacher will begin by having a class meeting. The teacher
will then let students know that there is a problem with voice levels while we are working in guided math stations.
The teacher will then allow for a few minutes of group conversation to reflect on the problem posed by the teacher.
Once students have shared their perspective and understand that loud voices are a distraction when the class is
working in guided math stations, the teacher will then introduce ON TARGET: With Our Voice Level plan. The
teacher will explain that while working in guided math groups, students need to be using a level 2. The teacher will
then show students how to place the dart on the target. The teacher will explain that once the class has earned 10
targets they will complete a Marcy Cook-Color it on the 100s Chart activity. Students will then be told that
the goal is to hit the target 120 times as a class and that once the goal is met, students will participate in day of
Place Value BINGO. To conclude, the teacher will have each student make suggestions for the BINGO prizes
(ie: homework pass, iPad time, lunch with the teacher, etc.)
Provide options: This BCP can easily be adapted to correct different behaviors within the math class like raising
your hand to talk, putting away manipulatives, putting math INBs in the correct crate, etc. In addition, this BCP
can be used across many grade levels by making an actual dart board and allowing students to throw an actual dart.
Students then can keep a running record of points to show progress towards each goal.
Mandy Partida #17