Saturday, October 21, 2017

Teaching Theme with Elephant and Piggie Books

Who doesn't love Elephant and Piggie books? They are perfect for our young readers. They teach intonation. They are funny. And you can use them to teach theme. Yes, theme (or central message).
central message
If you're like me, you were a little clueless when it came to teaching theme/central message. The Common Core State Standards includes this as a standard beginning in first grade. If you look throughout the grade levels, 1st-3rd grades refer to it as central message, while 4th grade and above, refers to it as theme. Call it what you like. It's the message an author is trying to convey.
central message
So how do we simplify this sophisticated concept for our 1st graders? I've figured it out for all of us! Just read an Elephant and Piggie book and you'll see there's a message.
central message
I've been working on theme in my classroom for years and loving every minute of it. It requires our students to think deeper about the message the author is giving. It gives the kids the opportunity to use evidence from the text to support their answers. And it allows our beginning readers to demonstrate an understanding of the big idea of a text.
central message

I created a unit that includes the resources you'll need to teach theme to your little ones (minus the books).
teaching central message
You probably have the Elephant and Piggie books in your library, but if you don't you can find so many videos on YouTube. Here's one of my favorite channels for Elephant and Piggie books.
Did you watch it? Can you guess the theme?

If you guessed perseverance, you'd be correct. You could make an argument for other themes, but providing evidence will encourage your students to support their answers.
teaching central message
We all love Elephant and Piggie books, and if you haven't read one yet, DO IT! You won't regret it. With all that they have to offer, why not dig a little deeper?
teaching central message
Thanks for stopping by! If you're interested in this resource you can find it here :)

Wednesday, October 4, 2017

Easy Fall Trees

Happy fall!

I wanted to post this quick and easy art project I have my students do to brighten up my already bright and colorful room.

These might actually tone it down a bit.
You will need:

  • tree printable
  • q-tips
  • yellow, red, orange, and yellow-green paint
  • paper plates

I began by showing the students a You-Tube video with fall pictures.
We had a discussion about the colors they saw on the fall trees. The colors they mentioned, are the paint colors we used. I then proceeded to play the music throughout the project while they continued to speak in outside voices.

Once we had chosen the fall colors, I modeled how to use one q-tip for each color and how to make dots with on the tree.

I handed out the trees, paint, and q-tips and the rest is history. It was that easy!
You can find the trees here.

Thanks for stopping by!

Saturday, August 5, 2017

Hyperdocs for the Primary Classroom

Have you heard of the new unicorn?

Otherwise known as hyperdocs.

Hyperdocs integrate the 4 C's--collaboration, communication, creativity, and critical thinking. They add variety to your classroom instruction. They keep you, the teacher, focused on a topic. And they are fun!

What are hyperdocs?
Hyperdocs are created using hyperlinks and Google Docs (hyper + Doc=hyperdoc). 1:1 classrooms can benefit most from these since every student can work on their own devices. Hyperdocs are documents with links attached. The links take students to collaborative docs, videos, passages, websites. . . anything you can find online or save in Google Drive.

How do hyperdocs work?
Hyperdocs are shared through Google Classroom. The teacher shares the hyperdoc in Classroom and students have access. The Doc generally has a topic. It could be about butterflies, rocks, presidents, math concepts. . . Whatever you want. Once you become familiar with hyperdocs, the possibilities are endless. Here is a sample of a hyperdoc about sound.

What's inside?
Once your students open the hyperdoc, they will be able to click on the links. Here, you would begin by having your students tell what they know about sound. Each student has his/her own box to type in. All students are able to read the entries of their classmates. 
The next section is called engage with a link to a video. Teachers can assign this component as independent work. It builds background knowledge before reading an article.
 The following is the video students would see once they clicked on the link. 
Explore includes having the students read text. This can be done together or independently. Students can read the text several times. I prefer to use articles from I find an article, download it to my desktop, then upload it to my drive. I copy the link and use that for my hyperdoc. 
The final assignment on the hyperdoc is for students to make a slideshow. This is the application piece. Students can use the information gained from the video and passage. It is available for them to reference while completing their assignment. And it's all in one place. 

If you'd like to see the hyperdoc, click here

Thanks for stopping by!

Monday, July 31, 2017

Teacher Birthday Box

Birthdays! Birthdays! Birthdays!

How do you celebrate birthdays in your classroom?

Need a simple idea for organizing birthday goodies?

The Birthday Box!
birthday box
What's in my Birthday Box, you ask?
I have birthday certificates, no homework passes, gift tags, birthday card from the class, stickers, pencils, Play-Doh, and cookies. I think that's it.
You could also put in sunglasses, bubbles, candy, bookmarks, plastic bracelets, or party favors. 
birthday at school
These colorful gift bags (found at Michael's) with gift tags (attached with Washi tape) are a fun way to celebrate students' birthdays.

Tuesday, July 25, 2017

Reciprocal Teaching for Beginning Readers

When I first learned of reciprocal teaching, that was the last.

Why? It just seemed too complicated.

That was before I looked into it again and realized it didn't have to be too complicated. Not only is it not too complicated, it can be made E-A-S-Y.

I spent the last school year simplifying reciprocal teaching for teachers, but challenging students. Challenging students to collaborate with others. Challenging students to think about their reading using reading strategies.
According to Reading Rockets, reciprocal teaching is an "instructional strategy in which students become the teacher in small group reading sessions."

Most reciprocal teaching models include summarizing, clarifying, questioning, and predicting. The reciprocal teaching I am most familiar with includes picture walks, predicting, setting the purpose, clarifying, questioning, visualizing, and retelling/summarizing.
visual literacy
Picture walks and visual literacy includes having students look closely at illustrations and understand that illustrations give us clues. You can begin with showing your students a wordless movie and have them discuss what is going on based on the illustrations. The following is a great video to practice.

reciprocal teaching
Good readers make predictions. They make predictions before they begin reading and as they continue to read. The second step of reciprocal teaching in making predictions. Pretty simple, right? So far so good.
reciprocal teaching
Setting the purpose is to state why a person is going to read a certain story. For example, I am going to read the story to find out where the wild things live. This, like the other reading strategies used in reciprocal teaching, just takes practice. But it can be done. And it's another strategies good readers use.
reciprocal teaching
Monitoring and clarifying is a pretty important skill. Reminding our students that we need to pay attention is a skill they must be taught. I love this short video which show students how to do this.

reading strategies
Good readers ask themselves questions as they read. Therefore, students must be explicitly taught this strategy.
reading strategies
Visualization is a strategy that comes naturally to some. It comes naturally while one is reading or completing math problems. For others, visualization does not come as easy. A great way to practice this strategy is to have students draw pictures while the teacher is reading chapter books.
The final step of reciprocal teaching is retelling or summarizing. Retelling requires students to tell about the characters, setting, beginning, middle, end, problem, and solution. In other words, it is LONG. Summarizing is quick. Students in the lower grades might be more comfortable retelling. Eventually, students will be ready to summarize stories.

Do you have to invest time in teaching these strategies? Yes.

Can it be made easy? Yes.

The lessons I wrote for Reciprocal Teaching for Beginning Readers were written to be practiced during read alouds. If you love read alouds like I do, you can easily begin reciprocal teaching in your classroom. Once students have mastered the strategies, you can begin having students working collaboratively using these strategies.

Thanks for stopping by!

Tuesday, July 18, 2017

Goal Setting

Making goals is important. What successful person hasn't made goals? As a teacher you've made goals. I make tons of goals. And the teacher in me always needs some sort of visual otherwise I'm 10x more likely not to complete it.

But, do we have our students make goals? If you think about it, goals setting must be taught. Goals need to be encouraged. Students don't just set goals on their own unless they've been taught.

Student goal setting is an important part of every classroom. Each teacher goes about it in different ways. I have to admit,  I have not done a great job at this.

My goal: make goal setting a priority in my classroom.

Each time I start something new in my classroom, I have to ask myself: Will you be able to keep up with this?

I tend to abandon things if it's not convenient. I know myself.

So. . . with goals in mind, I wanted to create something that would encourage students to make goals and something I could keep up with.

I have been thinking about this for years. I mean years. I've thought of using binders or folders. Charts and banners. None of this was me. None of this was something I would be consistent with. I know myself.

So. . . here is what I came up with. It's not an everyday thing. It's not an every week thing. It's a monthly to quarterly thing.
progress passport
This binder keeps me organized and accountable.

So. . . what are some goals I want my students to have?

I want them to improve their reading fluency. I want them to add and subtract fluently. I want them to be kind. . . I want them to grow!
progress passport
And this is where the Progress Passport comes in.

The kids are responsible for taking care of it. The teacher is responsible for meeting with his/her kids and talking about goals.

The goals I have set for my students include:
  • reading fluency
  • math fact fluency
  • reading
  • homework
  • helping others
  • attendance
  • handwriting
  • personal goals 
progress passport
With each goal met, the students get to put a passport stamp into their passports. 

progress passport
And that's that! 

Goal setting comes naturally to successful people. But why? We must have been taught at some point. It only makes sense to teach goal setting in the classroom. The Progress Passport is a great way to keep our students and ourselves on the right path. Find it in my Teachers Pay Teachers store here.

Friday, December 30, 2016

The ABC's of Teaching

As I sit and enjoy my winter vacation, I can't help, but think about teaching. You know how it is. When you're a teacher, teaching is one of your top thoughts. My top 3 are food, TV, and teaching. Someday, exercise will be one of them.

So, I made a list of words that came to mind when I think of teaching. These are my first thoughts. I'm not sure what some of these might say about me. I just wrote the alphabet and jotted down the first word that came to mind.

A is for art. Every classroom needs arts and crafts. I was a shy kid. Art brought me out of my shell. It allowed me to be myself. Don't know why. It just did.

B is for baby steps. Everything we teach our students must be done at our students' pace.

C is for creativity. Teaching is a work of art. If we don't try to make it engaging, our kids won't be engaged. It could be as simple as having students trade desks for a lesson.

D is for donuts. I know, if I really think about it, there's probably a much better word for D. But donuts every now and then make for a fun treat!

E is for environment. My main goal is to make my classroom environment one of love and acceptance. I want my shyest little girl to feel comfortable.

F is for family. I tell my students we are a family. They are brothers and sisters. They will be together all year, so they need to get along.

G is for gift. I feel so blessed for being given the gift of being a teacher. I don't know what else I would do.

H is for happiness. My mom tells me to fake it 'til you make it. True. Even on bad days, we teachers have to create a classroom of happiness. For some kids, this is the only happy place they know.

I is for independence. It is the job of parents and teachers to make our kids independent.

J is for January. Honestly, I couldn't think of a word for J. The only word that came to mind was January. I am always shocked by how much my students mature over winter break. When they return in January, they're like totally different kids.

K is for kids. This was obvious. I teach kids.

L is for love. Teachers must love what they do and who they teach. We have kids in our classrooms that depend on us.

M is for movies. I could have put math or something better here, but sometimes kids need to enjoy a movie. . .that goes with a novel we have read.

N is for needy. Kids can be needy, which is why it is part of my job to make them independent.

O is for order. Every classroom needs order. The best lesson isn't the best lesson unless the kids are listening.

P is for patience. No explanation needed.

P is for professional development. I know, I already did P, but this one is so important. Teachers must take it upon themselves to learn about their jobs. College wasn't enough. To be honest, college didn't prepare me at all for teaching. However, graduate work did. As well keeping up on best practices during my own time.

Q is for quiet. Quiet can be heavenly. It can be weird. It can be awkward. It can be uncomfortable. It can be peaceful.

R is for responsibility.  Being responsible will be a predictor of one's future. That's my opinion.

S is for safe. It is my job to make sure my students feel safe.

T is for tattling. I cringed as I typed that. I take time each day during the first week of school to discuss the difference between tattling and telling. It is the best 15 minutes per day I spend.

U is for universal access. Small group time is my favorite. It's my students' favorite. I get to work with a few kids and they get to work independently.

V is for voice. I have a fabulous microphone that attaches to my shirt collar. Because of it, I never lose my voice.

W is for wait time. Always give kids time to think after posing a question. The more difficult the question, the more time they need to think.

X is for eXcitement. Each day should be filled with some sort of excitement. Hopefully it's from a lesson and not from a spider crawling across a kid's desk.

Y is for young. Sometimes we must stop, breathe, and remind ourselves they are young.

Z is for zoo. And yes, there will be days that we feel like we work in a zoo.
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