tag:blogger.com,1999:blog-81002406441177560052024-03-13T13:31:15.485-04:00Creativity to the Coreintegrating creativity every step of the wayCreativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.comBlogger103125tag:blogger.com,1999:blog-8100240644117756005.post-85308702270481973992015-08-22T13:23:00.002-04:002015-08-22T13:25:53.108-04:00Back to School Scavenger Hunt<div class="separator" style="clear: both; text-align: center;">
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If Meet & Greet or Open House is coming up soon, you may want to add this fun idea to your repertoire! The idea is that you send parents, students, or both on a scavenger hunt around your classroom. By the end of the scavenger hunt, families have completed all necessary paperwork, received necessary information, and signed up for volunteer opportunities within the school. Of course, you can change each station to fit your needs and event. But today, I thought I'd give you an inside look at mine!<br />
<img alt="Engage students and parents with a classroom scavenger hunt!" border="0" height="480" src="http://3.bp.blogspot.com/-d7MeHk6NwOA/VdiOZFj49dI/AAAAAAAAJ5U/iU8_hP8CcC4/s640/photo1.jpg" style="text-align: center;" title="Classroom Scavenger Hunt" width="640" /><br />
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We host Meet & Greet the Friday before school starts each year. Students receive their teacher placement and visit the classrooms with their families. As a teacher, there are so many things I need filled out, dropped off, taken home, etc. by the end of this one hour. This year, the morning was glitch free and convenient because parents led the way!</div>
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<img alt="Meet the Teacher sign in station" border="0" height="212" src="http://3.bp.blogspot.com/-Zo28JjUBsO4/VdiOarfYhEI/AAAAAAAAJ5o/0M5dBFHwBJs/s640/photo2.jpg" title="Classroom Scavenger Hunt" width="640" /></div>
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My Writing Center was the first stop. Parents walked right in my door, signed in, and found their child's folder. The scavenger hunt was stapled inside the folder. </div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-nKqwSATZMjQ/VdinQ3O9usI/AAAAAAAAJ8Y/AlGvyoBGEJU/s1600/photo8.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="http://2.bp.blogspot.com/-nKqwSATZMjQ/VdinQ3O9usI/AAAAAAAAJ8Y/AlGvyoBGEJU/s400/photo8.jpg" width="283" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small; text-align: left;">I also placed each student's "Detective Badge" inside the folder. <br />They wore it during the Meet and Greet so that I would remember their names. </span></td></tr>
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<img alt="Classroom Scavenger Hunt" border="0" height="320" src="http://1.bp.blogspot.com/-B90szCrA1Ts/VdiOc07g4wI/AAAAAAAAJ50/-9wMDBlR3Ww/s640/photo5.jpg" title="Supply Drop Station" width="640" /></div>
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As parents and students left the sign in station, they went over to find Clue #1 which was on our Word Work table. This was our school supply drop station. I labeled a bunch of bins that I had in my classroom and placed extra supply lists on a magnetic hook on the board for those students who haven't purchased supplies yet. This station is essential for me each year! It eliminates tons of bags of supplies on my floor. It also allows students to help and sort with their parents. </div>
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<a href="http://1.bp.blogspot.com/-lki7qwKqDvA/VdiOdfjEkaI/AAAAAAAAJ6A/HZiWQ34OIlI/s1600/photo6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Classroom Scavenger Hunt - Meet the Teacher" border="0" height="400" src="http://1.bp.blogspot.com/-lki7qwKqDvA/VdiOdfjEkaI/AAAAAAAAJ6A/HZiWQ34OIlI/s400/photo6.jpg" title="Using Google Forms for Meet the Teacher" width="400" /></a></div>
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Clue #2 was placed on our computer table (seen in the back of this picture). I had four computers (two classroom computers, a school teacher laptop, and my personal laptop) signed onto the Google Form that you see above. When parents got to this station, they quickly filled out the form and clicked submit. I cannot tell you enough how AMAZING this Google Form idea is. <b>Each time someone fills out the form, it adds their response to an excel spreadsheet that is located in my Google Drive. </b>Brilliant. I now have all phone numbers, allergies, volunteers, transportation information, and...the best part...LEGIBLE email addresses right at my fingertips at school AND at home.</div>
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<b>You can find the tutorial for this Google Form <a href="http://www.sharingkindergarten.com/2014/08/how-to-use-google-forms-for-meet-teacher.html">here at Sharing Kindergarten</a>.</b></div>
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<img alt="Classroom Scavenger Hunt " border="0" height="480" src="http://1.bp.blogspot.com/-DUVjbg1pYZA/VdiOcxKbtpI/AAAAAAAAJ58/Q0Yd1QLEzEA/s640/photo4.jpg" title="Student Book Bins with Name Mats" width="640" /></div>
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Clue #3 was on this shelf to help students find their classroom book bins. If you look at the image of the sign in station, you will see that each scavenger hunt folder had a number on it. These numbers are the student's classroom number. Parents and students matched the number on the scavenger hunt folder to the number on these blue bins. Many of my kids pulled out the yellow name mat and were excited to see their name ready to go!</div>
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Clue #4 was up next! Each student's school paperwork was located at this station in a classified folder. Sorry! I have no pictures of the forms because they are all specific to my school. </div>
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<a href="http://4.bp.blogspot.com/-QG35A-rhWLo/VdilmXc-M3I/AAAAAAAAJ8M/klQoE3Hd6Hw/s1600/photo7.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Classroom Scavenger Hunt - Meet the Teacher" border="0" height="386" src="http://4.bp.blogspot.com/-QG35A-rhWLo/VdilmXc-M3I/AAAAAAAAJ8M/klQoE3Hd6Hw/s400/photo7.jpg" title="Classified Folder for Student Paperwork" width="400" /></a></div>
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Parents then came to my small group table which had Clue #5. Each student received a pack of small markers (left in my room from the previous teacher) and a certificate for completing the scavenger hunt.</div>
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<img alt="Classroom Scavenger Hunt - Meet the Teacher" border="0" height="480" src="http://2.bp.blogspot.com/-uQPa4OfaeIk/VdiOaCLPm0I/AAAAAAAAJ5k/hykHi2ApQHw/s640/photo3.jpg" title="Simple student gift at Meet the Teacher" width="640" /></div>
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Finally it was time for the last station. The scavenger hunt said "Find your teacher and snap a picture for our class bulletin board!" My little ones came over to me and we walked right into the hallway to a blank wall to take a photo before they left.</div>
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After a few questions and conversations, Meet & Greet was over. Just like that! I am so thankful to have had the scavenger hunt to keep parents and students busy as I chatted with others around the room. </div>
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If you are interested in using this editable scavenger hunt in your classroom, <a href="https://www.teacherspayteachers.com/Product/Meet-the-Teacher-Scavenger-Hunt-EDITABLE-for-Open-House-classroom-or-school-2001316">you can check it out here</a>. Because it is editable, you can use it for Meet & Greet, Open House, a classroom scavenger hunt with only your students, or even a hunt around the school! There's even a preview file that shows you some of the pages before you purchase. :)</div>
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<img alt="Classroom Scavenger Hunt - Meet the Teacher" border="0" height="640" src="http://3.bp.blogspot.com/-Iu_827dXBFw/VdirC38m8DI/AAAAAAAAJ8k/49qaXahbhLU/s640/scavenger%2Bhunt%2Bcollage.jpg" title="Editable Scavenger Hunt for Classroom & Schools" width="448" /></div>
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com25tag:blogger.com,1999:blog-8100240644117756005.post-82665765760988874752015-08-10T19:51:00.003-04:002015-08-10T19:54:06.500-04:00The Book With No Pictures: Books Bloggers Love<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-SaG_FyudEa4/Vck3TfOALBI/AAAAAAAAJIg/_VkbM-PkaGM/s1600/the%2Bbook%2Bwith%2Bno%2Bpictures.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://3.bp.blogspot.com/-SaG_FyudEa4/Vck3TfOALBI/AAAAAAAAJIg/_VkbM-PkaGM/s640/the%2Bbook%2Bwith%2Bno%2Bpictures.jpg" width="640" /></a></div>
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Are you looking for a book that will leave your kiddos in hysterics? Well then, this is the book for you! <i><b>The Book With No Pictures</b></i> is just that....a book with NO pictures. It was written by B.J. Novak, the writer and executive producer of <i>The Office</i>. You may also know him as the character Ryan Howard on <i>The Office. </i>Just take his humor on the show and put it in a children's book. Friends, it is hilarious! Here is funny a <a href="https://www.youtube.com/watch?v=qewZF-JaexQ">YouTube video</a> read aloud if you'd like to hear it or share it with your class!<br />
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There are so many ways to use this book because it lends itself to many topics. Here are a few ideas...<br />
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<b><u>Nonsense Words</u></b><br />
Novak uses nonsense words throughout the book to express sounds (onomatopoeia) and just to be silly. The kids just eat it up! I plan on teaching a mini lesson on the difference between real words and nonsense words. I will have students search through the book for words that are nonsense or silly. This will be the perfect read aloud to show students that they can tell if a word is nonsense by saying it out loud and reading it in the sentence.<br />
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<b><u>Bold Print</u></b><br />
There are no pictures in this book, so the author uses many large fonts and bold print to express emotion. You could use this read aloud to teach students about concepts of print and text features. They will learn how to orally read words when they are large, small, bold, and regular print. While you are reading, get really loud and have your students join in when the words are ginormous and stretched across the page. Make your voice soft and squeaky when the words are as tiny.<br />
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<b><u>Picture-less Class Book</u></b><br />
Create your own class book of silly words or silly stories. Have each student write one page, and then bind them together. You will be mimicking the layout of <i>The Book With No Pictures</i>. This would be a great way to see if students can use bold print and onomatopoeia in their writing.<br />
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<b><u>Design Your Own Pictures</u></b><br />
This would be a fun activity for students who are already fluent readers. Teach a mini lesson on finding details in the text and including them in illustrations. Read the book and have students listen. You may even have them close their eyes as you read. This will allow them to create strong pictures in their minds. After reading, students can draw and label pictures to describe the words on each page of the book. Once they can read the page on their own and create illustrations that match, you will be able to teach the importance of illustrations to the reader.<br />
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<b>Enter below to win a copy of a few of this month's books including <i>The Book With No Pictures!</i></b></div>
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<br />Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com4tag:blogger.com,1999:blog-8100240644117756005.post-13830047743635305172015-08-08T11:00:00.000-04:002015-08-08T11:26:11.266-04:00Orange Ya' Glad it's a Blog Hop!<div class="separator" style="clear: both; text-align: center;">
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Glad that you were able to join us for the third annual Orange Ya' Glad it's a Blog Hop! I am the...</div>
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If you have hopped with us in the past, some things will be familiar, and some things will be new!</div>
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This year, all of our bloggers are focusing on free tips or ideas that they can share with you to get your school year off to a great start. Some ideas will have a freebie, others might just be a stand alone concept. The idea is to try and share things that will solve problems and create a happy and stress free first few weeks!</div>
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<b><i>Let's talk about Feature Friday.</i></b></div>
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This year, I really want my students to take ownership of their writing. I want them to be engaged and to interact with each other throughout the process. My hope is that Feature Friday will make this happen.</div>
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<b><i>What is Feature Friday?</i></b></div>
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Feature Friday is an interactive way to integrate technology and writing. Students take photos throughout the week on iPads, iPhones, or with cameras (whichever you have access to!) of any classroom happening, activity, or student that interests them. Then, on Friday, you pick one photograph to share on your classroom website. It is important that you choose pictures that <i><b>students</b> </i>have taken. This keeps Feature Friday genuine and kid-centric. The student or students who are pictured in that chosen photo become the Feature Friday Stars! </div>
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<b><i>Making Connections and Writing Collaboratively</i></b></div>
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Feature Friday is not only a fun way to share photos, it is also a great way to get students to write about what they see! My kindergarteners will be able to write about our Feature Friday Star the VERY first week of school because we will write orally first, and then I will type directly onto our classroom website as we repeat the sentence.</div>
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<b>Here is an example of a Feature Friday post on our classroom website. </b>If you do not have a classroom website, you could simply send an email to your entire class with a picture and a few sentences to explain it. If you are interested in using a classroom website, check out <a href="http://weebly.com/">Weebly.com</a>. It is super easy to use, looks very professional, and it's FREE!</div>
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<span style="font-size: x-small;">(Disclaimer - The photograph below is old. It is not an actual Feature Friday picture taken by students. The description was not written by students. This is just a sample of what Feature Friday will look like. The student's name has been changed for privacy.) </span></div>
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<b><i>Connecting Families</i></b></div>
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We all know that families are busy and it is often difficult to get them to regularly check the classroom website or read the weekly newsletter. This year, I have decided to ditch the newsletter. I am going to solely rely on Feature Friday. How? <b>Feature Friday bracelets.</b></div>
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Every Friday, when I pick one photo from the week, I will project it on the board. The students and I will congratulate the Feature Friday Star (the child in the photo) and present them with their Feature Friday bracelet before we write the description together. The bracelet will be taped around their wrist so that family members see it. </div>
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Imagine the excitement from my sweet students when their picture has been chosen, they have been congratulated in class, they received a bracelet, AND they get to share it with their families! My hope is that parents and relatives will be just as excited! <b>Teachers, here's the exciting part...The Feature Friday bracelet prompts families to check the website (or email) to see their child as the Feature Friday Star!</b></div>
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I am so excited to integrate collaborative writing in this simple, yet creative way for students. I think it will really help them to understand that all pictures can be written about and shared with others. Sharing the pictures on a website or emailing them to parents, will make children SO proud of themselves. ...And, as an added bonus, it will draw parents toward your classroom website. What more could you ask for?!?</div>
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If you'd like to start Feature Friday in your classroom, grab this Feature Friday bracelet freebie!</div>
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Please click <a href="https://drive.google.com/file/d/0B8r3yE5L1R6RLWFIS0UzZFhTZDg/view?usp=sharing">HERE</a> to download the file.</div>
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<a href="http://2.bp.blogspot.com/-yKdtNWVpYpI/VcOfwTjpu2I/AAAAAAAAJAs/FfL22wMELao/s1600/feature%2Bfriday2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://2.bp.blogspot.com/-yKdtNWVpYpI/VcOfwTjpu2I/AAAAAAAAJAs/FfL22wMELao/s640/feature%2Bfriday2.jpg" width="448" /></a></div>
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We will be having an Instagram giveaway again! At the bottom of each post, there will be a letter. </div>
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The letters all work together to give you the name of a type of orange! This year is a bit tricky...it's a two word name! **Hint: The numbers in the top right corner signify the order!" </div>
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Once you've solved the puzzle...take a picture of the answer. </div>
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Post it on instagram and hashtag it with #orangehop2015. We love original ideas...so, do something fun with your image! Check out some images from last year's IG hop below!</div>
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We will go through the pictures and select a winner!</div>
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Next up on the hop is...Sabra from <a href="http://teachingwithatouchoftwang.blogspot.com/">Teaching with a Touch of Twang</a>!</div>
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<br />Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com12tag:blogger.com,1999:blog-8100240644117756005.post-60119197229820660562015-08-06T07:00:00.000-04:002015-08-06T07:25:51.515-04:00Exciting News! - Florida Blog Hop!<div style="text-align: center;">
Happy back to school season!</div>
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I'm excited to announce a fun Florida-centric blog hop!</div>
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I'm joining with some wonderful Florida bloggers to give you some great back to school ideas that will give you all you need to start the year off right! You can look forward to seeing tips from the following Florida PreK-5 bloggers!<br />
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com0tag:blogger.com,1999:blog-8100240644117756005.post-25222044912662333002015-08-04T08:00:00.000-04:002015-08-04T13:47:35.571-04:00Lollipics - Teachers Are Sweet!<div style="text-align: center;">
<b>Do you love lollipops? I do! ...and I know for a fact that my kindergarteners do!</b></div>
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I am thrilled to be working with Laura from <a href="http://www.laurakellydesigns.com/">Laura Kelly Designs</a> & <a href="http://www.meandmyinklings.com/index.php/2015/08/03/back-to-school-with-lollipics/">Me & My Inklings</a> to share these tasty {personalized} treats with you! Yes, I said <b>PERSONALIZED</b>. If you're a teacher like me, chances are you love a fancy monogram or freshly labeled bin. So, you can imagine my excitement when I discovered I could <b style="font-style: italic;">personalize a lollipop</b><i>! </i></div>
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Laura has designed some adorable clipart that is just right for your classroom, school, staff, or community. Her easy to use site even allows you to upload any image that you wish! When ordering my lollipops, I had to things in mind. 1 - Meet the Teacher night and 2 - How can I keep these going all year long?</div>
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In the image below, you can see my Meet the Teacher lollipop which says "You color my world!" with a cute crayon doodle. These will be a <b>HUGE</b> hit with students and parents. I mean, what kid doesn't love a large rainbow candy?! I will definitely be sharing more of these once I get all set up for that night!<br />
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On the right, is my "Today a reader. Tomorrow a leader." lollipop. I chose an image of a book for this one. I love the unique contrast of the green book against the plain white lollipop! These will be perfect for students when they hit a reading milestone during the year!<br />
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If you are interested in snagging some of these colorful creations for your classroom this fall, be sure to check them out today! There's a deal waiting for you!<br />
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Here's how...<br />
1) Visit <a href="http://lollipicsforteachers.com/">LollipicsForTeachers.com</a><br />
2) Choose the image that fits your fancy (birthday, welcome back, etc.) and add your personalized text<br />
3) Use the promo code <b>TEACHER</b> to get your set for $1 each (minimum order of 30)<br />
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<img border="0" height="640" src="http://1.bp.blogspot.com/-kYuILDzIb_g/VcAuXGl2V0I/AAAAAAAAI7Y/MczaGKce07k/s640/Lollipics_TAS_Collage.jpg" width="540" /></div>
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<b>Be sure to also enter the giveaway below! </b></div>
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<b>You can win an Ellison AllStar Machine, cute Dies, and more custom lollipops. Good luck!</b></div>
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<a class="rcptr" data-raflid="04fe1a3968" data-template="" data-theme="classic" href="http://www.rafflecopter.com/rafl/display/04fe1a3968/" id="rcwidget_l8walpny" rel="nofollow">a Rafflecopter giveaway</a>
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<span style="background-color: white; color: #575757; font-family: Quicksand; font-size: x-small; line-height: 27.7199993133545px;">*I was compensated for this giveaway with my own set of custom Lollipics for my classroom.</span></div>
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<br />Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com3tag:blogger.com,1999:blog-8100240644117756005.post-23385588436901344452015-08-02T07:00:00.000-04:002015-08-11T21:27:33.565-04:00Bulletin Board Ideas<div class="separator" style="clear: both; text-align: center;">
<span style="text-align: left;">Hello friends! As back to school time approaches, bulletin boards are a constant topic. Today, I am linking up with Ashley from </span><a href="http://www.schroedershenanigansin2nd.com/" style="text-align: left;">Schroeder Shenanigans in 2nd</a><span style="text-align: left;"> and </span><a href="http://www.luckylittlelearners.com/" style="text-align: left;">Angie from Lucky Little Learners</a><span style="text-align: left;"> to share some tips and tricks to make your bulletin boards beautiful (and not too stressful!). Hope you enjoy!</span></div>
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<a href="http://2.bp.blogspot.com/-rVegsiZEMeM/Vbt9ZsJJoPI/AAAAAAAAImA/vGoYlsENSAg/s1600/Cohesive%2Bcolor%2Bscheme.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://2.bp.blogspot.com/-rVegsiZEMeM/Vbt9ZsJJoPI/AAAAAAAAImA/vGoYlsENSAg/s640/Cohesive%2Bcolor%2Bscheme.jpg" width="640" /></a></div>
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If you haven't noticed already, I am (just a tad) OCD in my classroom. There is a place for everything, everything is in its place, and everything is tied together with COLOR. I have used blue, green, and brown with small pops of yellow for the past two years and absolutely love it! Why do I keep my color scheme the same? 1 - It's expensive to purchase this stuff! Using it from year to year is important to me. 2 - A color scheme can go with almost any theme you wish.</div>
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<b>Why blue, green, and brown?</b></div>
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There has been research done that shows the color blue produces a sense of calm. Yellow on the other hand, can be a very strong color for students who struggle with attention disorders or students who have autism. Think about ambulances and stop/yield signs. They are either red or yellow. These colors spike our attention and make us very aware of our surroundings.</div>
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<b>When creating a classroom environment, color scheme is KEY! Pick a few colors and go for it. Your bulletin boards are going to be the pops of color that "ground" your classroom and pull everything together for a cohesive look.</b> Layer borders to give your bulletin boards more detail and "curb-appeal" from far across the room. I use brown paper in the back of my room so that I can add more color when the student work is added. In the front of the room, I use the brighter green paper (seen in the first image with the chevron border).</div>
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You can see from the images above that I have many different colored bulletin board papers and borders in various arrangements. However, all of the colors are in the same "family".</div>
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<b>Here are the links to the specific borders used in my classroom:</b></div>
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Key border: <a href="http://www.dollartree.com/office-school/learning-educational/classroom-decorations/Teaching-Tree-Classroom-Wall-Borders-14-ct-Packs/610c616c617p335169/index.pro">Dollar Tree</a></div>
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Brown and lime chevron borders: <a href="http://www.creativeteaching.com/products/chocolate-chevron-border">Creative Teaching Press</a></div>
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White wavy border: <a href="http://www.creativeteaching.com/products/white-wavy-border">Creative Teaching Press</a></div>
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Lime polka dot border: <a href="http://www.amazon.com/Teacher-Created-Resources-Polka-Border/dp/B001AZ8N30/ref=sr_1_4?ie=UTF8&qid=1438355008&sr=8-4&keywords=lime+and+white+polka+dot+border">Teacher Created Resources on Amazon</a></div>
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Lots of Dots brown border: <a href="http://www.creativeteaching.com/products/lots-of-dots-brown-border">Creative Teaching Press</a></div>
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Brown Bordette: <a href="http://www.amazon.com/Pacon-Bordette-Scalloped-Border-Brown/dp/B00006IDXL/ref=sr_1_1?ie=UTF8&qid=1438354812&sr=8-1&keywords=brown+bordette">Pacon on Amazon</a></div>
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All bulletin board paper is the Fadeless brand from my local teacher store.</div>
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This year, I knew I wanted to put a quote above my boards to fill the blank space. We are not allowed to paint any walls, so this idea added a large pop of color. Our grade level theme is <i>Fantasy</i>, so I chose a Mary Poppins quote that I just <b>ADORE </b>for kindergarten. This is the focal point of our classroom. Your eye is drawn to it the moment you walk in...and you may just start singing "oohhh a spoonful of sugar helps the medicine go down". </div>
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<b>How do I create one for my classroom?</b></div>
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If you are interested in creating a large quote for your classroom, it is VERY simple. Just create a PowerPoint document and insert a text box on each page. Type one letter per page and choose a thick font you love at a large font size. I used <a href="https://www.teacherspayteachers.com/Product/KG-The-Last-Time-Personal-Use-475487">KG The Last Time</a> at size 667. Click format and change the font fill to "none" or "transparent" and the outline to "black". Print it on bright paper. I used the <a href="http://www.amazon.com/Neenah-Astrobrights-Premium-Assortment-Inches/dp/B00006IDQS/ref=sr_1_1?ie=UTF8&qid=1438356066&sr=8-1&keywords=astrobrights">green from this pack</a> and teal from a pack parents donated last year. I layered the two for a textured look. When you print, be sure to click on "Fit to page" or "Shrink to fit" so the edges of the font don't get cut off! </div>
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-Zj6Bs-Wub1Q/VbuQqlG57uI/AAAAAAAAIm8/lDeoyu4O8dA/s1600/first%2Bgrade.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="255" src="http://3.bp.blogspot.com/-Zj6Bs-Wub1Q/VbuQqlG57uI/AAAAAAAAIm8/lDeoyu4O8dA/s400/first%2Bgrade.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Here's another focal point example from my first grade classroom two years ago.<br />
Kids and staff alike LOVED our tree. Plus, it tracked our AR progress!</td></tr>
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<img border="0" height="330" src="http://3.bp.blogspot.com/-Yft_eUZLh9o/Vbt7ooy7HAI/AAAAAAAAIl0/WlCLYVtqRLs/s640/unlocking%2Bour%2Btheme.jpg" width="640" /></div>
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<b>Here's a quick tip to leave you with...</b></div>
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Imagine you just created a "fake" bulletin board on the ugly back of some cubbies, but you weren't sure if you want to use white or green lettering. :) Yup...that was me!</div>
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I'm not sure why I didn't think of this before, BUT all you have to do is take a picture of the blank board. Then, insert it into a PowerPoint and type right on top of it! (See mine above!) Mess around with the colors and fonts until you get something you love. Then, simply enlarge the letters, print them, cut them out, and tape them up. Ta-da! I wish I had thought of this sooner. I would have done every bulletin board this way!</div>
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<b>Be sure to check out the links below to get more brilliant bulletin board ideas for back to school!</b></div>
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<a href="http://3.bp.blogspot.com/-BLeQSiPIUqU/Vbtsijy9PZI/AAAAAAAAIkk/cXKomaYPk0c/s1600/2gether%2Bslides.002.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="140" src="http://3.bp.blogspot.com/-BLeQSiPIUqU/Vbtsijy9PZI/AAAAAAAAIkk/cXKomaYPk0c/s400/2gether%2Bslides.002.jpg" width="400" /></a></div>
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com10tag:blogger.com,1999:blog-8100240644117756005.post-35402382477458210172015-08-01T11:24:00.004-04:002015-08-01T11:25:40.118-04:00Quality Teacher Shirts<div class="separator" style="clear: both; text-align: left;">
Do you wear enjoy wearing fun teacher t-shirts in the classroom on Fridays? I do! I cannot wait to grab a few new ones this year as I move to kindergarten! If you are on the lookout for adorable teacher shirts, look no further. <a href="http://aplusimages.com/">Aplusimages.com</a>, <a href="http://teachershirts.com/">teachershirts.com</a>, and <a href="http://classroomfaces.com/">classroomfaces.com</a> have everything your teacher heart could desire!</div>
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Last month, as I was prepping to travel to Las Vegas for the SDE and Teachers Pay Teachers conference, I heard about a company offering bloggers a FREE t-shirt with their logo. Of course I jumped on that opportunity! The online editing tool on aplusimages.com was very simple to use. I picked a t-shirt style and color, and poof! I had a beautiful new teacher shirt!</div>
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Within a few days, my t-shirt was on my front steps. Just in time for Vegas! Let me tell you...this shirt is perfect! The color is bright, and my logo is not one bit blurry. A+ Images was so thoughtful to include blogger instructions as well as directions on how to get the best results when you first wash the t-shirt. While in Vegas, I loved seeing all the other bloggers showing off their blog with a shirt. :) It's such a fun idea and helped to easily identify people that I did not know personally. </div>
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A+ Images has many different t-shirt options. You can create your own with their custom shirt category, you can browse their teacher apparel, and you can even get a class t-shirt that includes all of your sweet students' faces! How stinkin' adorable is that?!?! Go to <a href="http://classroomfaces.com/">classroomfaces.com</a> to customize the color and faces before you order yours for the new school year. I just know my students and parents will love them!</div>
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com9tag:blogger.com,1999:blog-8100240644117756005.post-26270009712472178842015-07-15T05:00:00.000-04:002015-07-15T05:00:07.235-04:00Interrupting Chicken: Books Bloggers Love<div class="separator" style="clear: both; text-align: center;">
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<img alt="Interrupting Chicken Activities" border="0" height="640" src="http://1.bp.blogspot.com/-YoMBFRLIbLo/VaW2AcR7IDI/AAAAAAAAGzA/Bx3itA344vQ/s640/Interrupting%2BChicken.jpg" title="Interrupting Chicken" width="448" /></div>
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Because August marks the beginning of the school year and we are just starting to focus on classroom rules, I love reading Interrupting Chicken! This book is all about...how did you guess??...an interrupting chicken. The little chicken wants a bedtime story, but he constantly interrupts his father throughout the book. David Ezra Stein uses powerful illustrations and speech bubbles to show how and when the little chicken interrupts.</div>
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<a href="http://3.bp.blogspot.com/-LVYkHhqTiaI/VaWrPO87GUI/AAAAAAAAGyg/d54G5aoLV-Q/s1600/11350635_2515109887257_8917149025201451687_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="176" src="http://3.bp.blogspot.com/-LVYkHhqTiaI/VaWrPO87GUI/AAAAAAAAGyg/d54G5aoLV-Q/s320/11350635_2515109887257_8917149025201451687_n.jpg" width="320" /></a></div>
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I use Interrupting Chicken during the first week of school to teach students the importance of being respectful and not interrupting others. There is some repetition throughout the book which helps students to participate actively the entire time. One of my favorite aspects of this book is the fact that the chicken appears inside a book inside of the book! This is an excellent opportunity to show students the difference between the actual book and the story within the book. My students are always thrilled to read this story again and again!</div>
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After we have read the book one time, I show my class this <a href="https://www.youtube.com/watch?v=jfhbdD69qJw">video</a> as a review. Then, we use <a href="https://www.teacherspayteachers.com/Product/Interrupting-Chicken-848016">this freebie</a> from Mrs. Wheeler (see the pictures above) to apply the book to our real lives. We sort the cards in a pocket chart and discuss how we can all be "Respectful Students" instead of "Interrupting Chickens". Throughout the year, I may teach a few mini lessons on this same topic to remind students of respectful behaviors. This book is the perfect addition to your year, because students will <i>never</i> forget the interrupting chicken!</div>
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<a href="http://2.bp.blogspot.com/-pJ6XsmBg1RI/VaWrPSEpfAI/AAAAAAAAGyc/ip8B4mD2kfg/s1600/11539836_2512760228517_105510414_o.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="156" src="http://2.bp.blogspot.com/-pJ6XsmBg1RI/VaWrPSEpfAI/AAAAAAAAGyc/ip8B4mD2kfg/s320/11539836_2512760228517_105510414_o.jpg" width="320" /></a></div>
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Do you love books? We do! Each month, I will be joining 12 teacher bloggers for a link-up called Books Bloggers Love. We will each share one of our favorite books to use for the following month and show you how we use it. Keep in touch and you will have a chance to win 4 of the 12 books that we blogged about each month! Enter below to win 4 books this month!</div>
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com5tag:blogger.com,1999:blog-8100240644117756005.post-63039520068130595712015-07-02T05:00:00.000-04:002015-08-11T21:28:04.752-04:00Classroom Improvements<div class="separator" style="clear: both; text-align: center;">
<span style="text-align: left;">Hey everyone! I am thrilled to be sharing some improvements with you today as part of the #2getherwearebetter monthly link up hosted by </span><a href="http://www.schroedershenanigansin2nd.com/" style="text-align: left;">Schroeder Shenanigans in 2nd</a><span style="text-align: left;"> & </span><a href="http://www.luckylittlelearners.com/" style="text-align: left;">Lucky Little Learners</a><span style="text-align: left;">. Today, we are talking about classroom improvements. We are thinking about this past year, learning from it, and making improvements throughout our teaching and our classrooms!</span></div>
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<span style="text-align: start;"><b><span style="font-size: large;">REFLECT</span></b></span></div>
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After co-teaching in two third grade classrooms this year, I have learned a lot about myself and other classroom management techniques. I have seen my co-teachers do things that I would NEVER have done or even thought to do in my own classroom (positive things, I promise!). I watched as they allowed a child to read and come to centers on his own time in order to not "throw him off" or provoke a meltdown. I have worked daily in classrooms that were so completely different than mine, but have grown to love their differences. </div>
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This year was also an important one in my professional career. I completed my master's degree in Reading and began assisting in and teaching professional development opportunities at my school. As I look back on my first major presentation to staff, I laugh. It seems like I have come leaps and bounds since then. I am so grateful for these opportunities and for administration who believes in my passion and supports me. I was also blessed to be able to attend a week-long training in the <a href="https://www.orton-gillingham.com/">Orton Gillingham</a> method of multi-sensory education. This experience forever changed me as a primary teacher. It rekindled my love for emergent literacy and beginning reading instruction. Although it is a bit pricey, I highly recommend this training over all others I've ever been to!</div>
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<tr><td class="tr-caption" style="text-align: center;">a literacy centers professional development workshop I gave to new teachers at our school</td></tr>
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<span style="text-align: left;"><b><span style="font-size: large;">LEARN</span></b></span></div>
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<i><b>Tip #1: Go with the flow.</b></i></div>
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So often we say this, yet we don't follow through. Every single year is different in our classrooms. Every single child is different. I'm probably {a bit} OCD. Everything has a time and a place. This year, with these specific students, I learned that my "Type A" ways are not always going to work. I learned to be flexible and to give students specialized attention if and when necessary.</div>
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<i><b>Tip #2: Collaborate about classroom management ideas!</b></i></div>
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YOU may have never had a child on the spectrum in your class, but maybe your colleague has! This may be the first year that administration "stacked" your class, but maybe Mrs. Jones has had stacked classes every year! The moment you bring these topics up in meetings or informal settings, ideas will find their way toward you.</div>
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<i><b>Tip #3: Work hard and become a leader. </b></i></div>
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This is part of an old proverb, but it is 100% true! The only way I was ever able to present to my fellow teachers was by working extremely hard to fine tune my learning before hand. Teachers should be constantly learning and improving their craft. I cannot wait to flood my brain with information this summer during the SDE I Teach First and TPT Vegas conferences! Learning in order to help my students in the future, is something that truly excites me to the core!</div>
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<b><span style="font-size: large;">IMPROVE</span></b></div>
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Soon, I will be teaching kindergarten. I am SO excited that I sometimes wish there was no summer break. {Did I really just say that?} Teacher. Nerd. Truly, third grade was fun, but my heart is in the primary grades. I'm planning to improve a few things about my approach and classroom this year. Check them out below!</div>
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<i>***Disclaimer: We are locked out of our classrooms ALL summer, so there are no fun classroom pictures yet. Plus, all of my supplies are tucked away inside the cabinets. Major teacher problems over here.</i></div>
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<a href="http://4.bp.blogspot.com/-Av2l8oezxm8/VZS3eLL9qJI/AAAAAAAAGnk/64dG6-9-tqM/s1600/pics.006.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="http://4.bp.blogspot.com/-Av2l8oezxm8/VZS3eLL9qJI/AAAAAAAAGnk/64dG6-9-tqM/s400/pics.006.jpg" width="396" /></a><b><i>Communication</i>: </b>I have always had a classroom website and have emailed/called parents frequently. However, one of my co-teachers this year had a <b>wonderful</b> communication system in place in her classroom. The parents were the sweetest, and they had amazing relationships with my colleague. This year, I am focusing on strengthening my communication with this new & improved {FREE!} classroom website (<a href="http://weebly.com/">Weebly.com</a>), a weekly newsletter, positive phone calls home, and frequent emails/notes. I really hope to create a sense of community for the parents and their students. </div>
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<i><b>Decor: </b></i>Teaching kindergarten means labeling everything. every. thing. ev. er. y. thing.</div>
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Lately, I've been focusing on making posters and labels for objects in my classroom. I decided to keep my blue and green color scheme this year, but to add read pictures in order to engage students throughout the day with environmental images. I cannot get into my classroom until early August, so for now, my kitchen counter will have to do...</div>
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<span style="text-align: start;"><i><b>Classroom Library Arrangement: </b></i>Before co-teaching third grade, I taught first grade. My classroom library was the focus of the entire room. I had purposefully done this to see how students progressed during reading. I absolutely LOVED this setup, however, it may not work as well for kindergarten. I'm thinking of creating my library in a more closed-in space this year. I'm not sure exactly how I will arrange the furniture quite yet because I'm hoping to use alternative seating and very few tables. I'll be sure to keep posting more pictures as the new room decoration beings!</span></div>
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So far, I have printed new kindergarten-friendly book bin labels and have them ready for the first day that I am able to make my way into the new room. Until then, I will keep plugging away at posters, object labels, and mini projects!<br />
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<tr><td class="tr-caption" style="text-align: center;">Place your library in the CENTER of the room to change things up and create an automatic focal point for students.</td></tr>
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<span style="text-align: start;"><b>What areas of your teaching or your classroom are YOU improving this summer? Comment below and be sure to check out these other fantastic bloggers!</b></span></div>
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com7tag:blogger.com,1999:blog-8100240644117756005.post-18855577372385795092015-05-04T05:00:00.000-04:002015-05-04T05:00:03.836-04:00Teacher Appreciation Week Giveaway!<div style="text-align: center;">
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Happy Teacher Appreciation Week! I'm so excited to be teaming up with the girls from The Primary Pack to bring you this fabulous Giveaway! We really want you to know how much we appreciate you and how amazing we think you are. Teachers are the most dedicated, hard-working people around, and we want to celebrate you! So we are each giving away a gift card to one of our favorite places to shop. But we didn't stop there! We are also giving away one big GRAND PRIZE on <a href="http://theprimarypack.blogspot.com/2015/05/teachers-make-world-colorful-teacher.html" target="_blank">The Primary Pack</a> blog!
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I'm also giving away a $25 Target gift card here on my blog! I don't know about you, but I am obsessed with Target. If you follow me on IG, you know that I am a hoarder of all things from the "Target Dollar Spot". Oh how my heart loves teacher-y items and bins for $1-3 dollars! But, let's face it. It's very hard to leave Target without spending $100...soooo think of this as $25 off, and go shop for yourself for a change! Thank YOU for doing what YOU do every day.</div>
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Enter below in the Rafflecopter to win! The giveaway will run through Sunday, May 10th.</div>
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<br />Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com3tag:blogger.com,1999:blog-8100240644117756005.post-7252362677857547632015-04-02T03:00:00.000-04:002015-07-31T10:24:38.222-04:00My 3rd Grade Schedule<div class="separator" style="clear: both; text-align: left;">
<b>I am so {beyond} excited to be sharing my schedule with you today as part of the #2getherwearebetter monthly link up hosted by <a href="http://www.schroedershenanigansin2nd.com/">Schroeder Shenanigans in 2nd</a> & <a href="http://www.luckylittlelearners.com/">Lucky Little Learners</a>. </b>(Let's just stop right here and talk about two of the most genuine, friendly, encouraging ladies on the face of the planet! ...I may be biased; Ashley & Angie are amazing!)</div>
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<b>Scheduling is my thing. I love it. Could be my type A personality. Could be my colorful flair pens...but I love it. </b><br />
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<b>Wait! :) My schedule is a bit confusing and very broken down into groups and rotations. I co-teach during reading only, so this is helpful to note:</b><br />
8:00-10:10 - Classroom A with Ms. H, Reading<br />
10:40-2:00 - Classroom B with Ms. N, Reading<br />
(No, I do not have my own classroom this year, however, I do have students registered under my name, if that makes sense...)<br />
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<b><i><span style="font-size: large;">Here's a little peek into my day of co-teaching third grade!</span></i></b></div>
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<b><u><span style="font-size: large;">8:00-8:15 (Classroom A)</span></u></b><br />
Welcome students, attendance, check homework, announcements, begin morning review.<br />
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Homework usually consists of a reading comprehension passage and a math review page. We check homework for completion (Except if there are BIG noticeable mistakes...then we conference with that student for a few minutes). We use a simple checklist with their names so that we can keep track of who is frequently not completing homework. This helps us when report card time comes around.<br />
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<b><u><span style="font-size: large;">8:15-8:30</span></u></b><br />
Because our 3rd graders in Florida have to pass to state assessment to be promoted to 4th grade, our school creates reading and math review packets. Students complete a page or two of the reading review packet before our mini lesson each morning. Ehhh you know...nothing really fun, but they are helpful, so we do them as test prep.<br />
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<b><u><span style="font-size: large;">8:30-8:40</span></u></b><br />
Mini-lesson - This changes often, but may include <a href="https://www.teacherspayteachers.com/Product/Describing-Inferring-Details-with-Picture-of-the-Day-Reading-Photos-Closely-826852">Picture of the Day</a> or a YouTube video or maybe a short read-aloud to introduce a topic.<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img border="0" height="480" src="http://1.bp.blogspot.com/-qFiJwMZRpnU/VNLPKwok4II/AAAAAAAAChQ/iFrcnxBDXG8/s1600/classroom.009.jpg" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">We loved this SUPER engaging {and hilarious!} mini lesson about comparing and contrasting using <a href="http://www.amazon.com/Apples-Oranges-Going-Bananas-Pairs/dp/159990103X/ref=sr_1_1?ie=UTF8&qid=1408718839&sr=8-1&keywords=apples+and+oranges+bananas+with+pairs">Apples and Oranges: Going Banana's with Pairs</a> (<a href="http://www.teachingwithamountainview.com/2014/08/teaching-children-to-compare-contrast.html">Thanks to Teaching with a Mountain View!</a>)<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td><img border="0" height="480" src="http://2.bp.blogspot.com/-t44CR_U4BNo/VNvrjlSUV0I/AAAAAAAACmg/KKZzuwxqwvI/s1600/traits.003.jpg" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr>
<tr><td class="tr-caption" style="font-size: 13px;">Students love watching YouTube videos before practicing or reviewing a skill! <a href="http://creativitytothecore.blogspot.com/2015/02/wordless-wednesday-february-11.html">Read more about this activity here!</a></td></tr>
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<b><u><span style="font-size: large;">8:40-10:10</span></u></b><br />
Integrated Reading Block<br />
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<a href="http://1.bp.blogspot.com/-EKrHXJDwe9I/VNLPIbIio5I/AAAAAAAACgo/XObvJvf9R3w/s1600/classroom.002.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="400" src="http://1.bp.blogspot.com/-EKrHXJDwe9I/VNLPIbIio5I/AAAAAAAACgo/XObvJvf9R3w/s1600/classroom.002.jpg" width="300" /></a></div>
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<b>Because there are two of us teaching at all times, we try to maximize our time and meet with all of our students. </b><br />
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(Our school uses Journeys for the reading curriculum, however, we are urged to use other resources. Journeys is <i>only</i> one tool. We do not use it often at all. It is usually only used for intervention students.)<br />
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We teach completely in small group during reading. There are <u>two groups of six students who are below grade level</u> and <u>three groups of four to five students who are on-level or above-level</u>. Both teachers hold small groups at the same time. We are on opposite sides of the room, so it's not distracting. <b>We basically split the entire room in half when we are teaching -- it's like two separate groups of small group and centers in the same room. </b><br />
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<i><b>Monday and Tuesday</b></i> - The main classroom teacher always begins the week with the below grade level students to lay a foundation. She has 2 small groups for about 30 minutes each. I always start the week with the on- or above-grade level students. I have 3 small groups for about 20 minutes each.<br />
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<b>My Mon./Tues. schedule:</b><br />
9:00-9:20 - Rotation 1<br />
9:20-9:40 - Rotation 2<br />
9:40-10:00 - Rotation 3<br />
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<b><i>Wednesday and Thursday </i></b>- SWAP! This gives students the ability to hear the same concept in two different ways, from two different teachers. I reinforce the lesson with the below-level students. The main classroom teacher reviews and enriches the lesson with the on- and above-level students.<br />
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<b>My Wed./Thurs. schedule:</b><br />
9:00-9:30 - Rotation 1<br />
9:30-10:00 - Rotation 2<br />
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<span style="line-height: normal;"><b>Friday's schedule:</b></span></div>
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<span style="line-height: normal;">Assessments and finish any incomplete centers.</span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img border="0" height="480" src="http://3.bp.blogspot.com/-y5bZdofdYKo/VNLPLu294fI/AAAAAAAAChg/izm3N4cLtz4/s1600/classroom.011.jpg" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This was taken from my small group area. You will see the other teacher's "side" directly across the room. One of her groups is in small group and the other is working on computers in the far corner of the room. When she is ready to switch, she will simply have those two groups trade spots.</td></tr>
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<i style="font-weight: bold;"><u><span style="font-size: large;">Centers</span></u></i><br />
While we are teaching our small groups, these centers are happening throughout the classroom. Students spend two days at each center. Our centers have broad labels, so that we can change them to include activities that are meaningful for students throughout the year. See the pictures below for some real-life examples:<br />
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<ul>
<li><b>Computer</b> - We have a program called iReady that is used throughout the school. Students take individualized reading and math lessons on the program.</li>
<li><b>Vocabulary/Novel Study</b> - My novel study groups read their novel, make annotations, and respond to their "flippy prompts" (blue flaps seen below). When we are not reading a novel, students complete vocabulary activities at this center. </li>
<li><b>Skill Practice </b>- This center changes depending on our skill. It is differentiated for the different groups of students. There are often two separate activities for certain students. This center almost always includes writing. Sometimes it has task cards. Overall, it is based on the standard that we are teaching that week.</li>
<li><b>Text Evidence </b>- Students are given books or passages and questions. We make sure that they are focusing on finding text evidence and responding in complete sentences with evidence based sentence starters. Paired text passages are a hit with students in this center.</li>
</ul>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-iOFsjwd5LRg/VNLPKcnkpUI/AAAAAAAAChI/xxU0KFC1B24/s1600/classroom.007.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="480" src="http://4.bp.blogspot.com/-iOFsjwd5LRg/VNLPKcnkpUI/AAAAAAAAChI/xxU0KFC1B24/s1600/classroom.007.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Grab these Fiction and Nonfiction prompts that can be used to extend reading comprehension or during novel studies from <a href="https://www.teacherspayteachers.com/Product/Reading-Response-Prompts-Cut-and-Glue-Flips-1642197">The Teacher Talk</a>.</td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-pyF--0K8qt0/VNLPLbII28I/AAAAAAAAChc/YOGStPmmcgE/s1600/classroom.010.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="480" src="http://4.bp.blogspot.com/-pyF--0K8qt0/VNLPLbII28I/AAAAAAAAChc/YOGStPmmcgE/s1600/classroom.010.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Here is a student making predictions and reading Stuart Little in our Novel Study center. Many of our on-level students still struggle with forming complete sentences to explain their thoughts. We infuse TONS of writing throughout the day to help students to improve throughout the year.</td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><span style="margin-left: auto; margin-right: auto;"><img border="0" height="480" src="http://3.bp.blogspot.com/-mIhpOWqREsE/VNLPIRAv8AI/AAAAAAAACgk/1PeRtAhp1cE/s1600/classroom.004.jpg" width="640" /></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This is a student practicing <a href="https://www.teacherspayteachers.com/Product/Animal-Report-Nonfiction-Text-Features-Animals-Point-of-View-555325">research and point of view</a> in our Skill Practice Center.</td></tr>
</tbody></table>
<b><u><span style="font-size: large;">10:00-10:05</span></u></b><br />
Wrap up small groups, clean up centers, go to Specials.<br />
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<b><u><span style="font-size: large;">10:10-10:40</span></u></b><br />
Specials - Computer, Art, PE, Music, Media, or Chess<br />
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<b><i><span style="font-size: large;">When I switch classrooms, the students in Classroom B do pretty much the exact same activities as in Classroom A. I will just list times for you here. The activities are almost identical to the ones explained above.</span></i></b></div>
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<b style="line-height: normal;"><u><span style="font-family: inherit; font-size: large;">10:45-11:20 (Switch to Classroom B)</span></u></b></div>
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<span style="line-height: normal;"><span style="font-family: inherit;">Wrap up math from before Specials.</span></span></div>
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<span style="line-height: normal;"><span style="font-family: inherit;">Snack and reading review packet warm up (same one mentioned above).</span></span></div>
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<span style="line-height: normal;"><b><u><span style="font-family: inherit; font-size: large;">11:20-11:30</span></u></b></span></div>
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<span style="line-height: normal;"><span style="font-family: inherit;">Mini lesson</span></span></div>
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<span style="line-height: normal;"><b><u><span style="font-family: inherit; font-size: large;">11:30-12:40</span></u></b></span></div>
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<span style="line-height: normal;"><span style="font-family: inherit;">Integrated Reading Block</span></span></div>
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<span style="line-height: normal;"><b><span style="font-family: inherit;">My Mon./Tues. schedule:</span></b></span></div>
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<span style="line-height: normal;"><span style="font-family: inherit;">11:30-11:50 - Rotation 1</span></span></div>
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<span style="line-height: normal;"><span style="font-family: inherit;">11:50-12:10 - Rotation 2</span></span></div>
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<span style="line-height: normal;"><span style="font-family: inherit;">12:10-12:30 - Rotation 3</span></span></div>
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<span style="line-height: normal;"><b><span style="font-family: inherit;">My Wed./Thurs. schedule:</span></b></span></div>
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<span style="line-height: normal;"><span style="font-family: inherit;">11:30-12:00 - Rotation 1</span></span></div>
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<span style="line-height: normal;"><span style="font-family: inherit;">12:00-12:30 - Rotation 2</span></span></div>
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<span style="line-height: normal;"><b>Friday's schedule:</b></span></div>
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<span style="line-height: normal;">Assessments and finish any incomplete centers.</span></div>
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<b style="line-height: normal;"><u><span style="font-family: inherit; font-size: large;">12:30-12:40</span></u></b></div>
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<span style="line-height: normal;"><span style="font-family: inherit;">Wrap up small group and centers, clean up, go to lunch.</span></span></div>
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<b style="line-height: normal;"><u><span style="font-family: inherit; font-size: large;">12:45-1:20</span></u></b></div>
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<span style="line-height: normal;"><span style="font-family: inherit;">Lunch</span></span></div>
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<b style="line-height: normal;"><u><span style="font-family: inherit; font-size: large;">1:20-1:40</span></u></b></div>
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<span style="line-height: normal;"><span style="font-family: inherit;">Recess </span></span></div>
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<span style="line-height: normal;"><span style="font-family: inherit;">(Truth - It's Florida. It's hot. Sometimes it's miserably hot at this time. It's optional to go outside. Many times we just do a series of GoNoodle dances in the classroom instead of sweating profusely.)</span></span></div>
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<b style="line-height: normal;"><u><span style="font-family: inherit; font-size: large;">1:45</span></u></b></div>
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<span style="font-size: small; line-height: normal;"><span style="font-family: inherit;">Assign homework, pack up</span></span></div>
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<b style="line-height: normal;"><u><span style="font-family: inherit; font-size: large;">2:00</span></u></b></div>
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<span style="font-family: inherit;">Dismissal</span></div>
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<b style="text-align: center;"><i><span style="font-size: large;">Thank you for stopping by to read about our day in third grade! Be sure to check out other teacher schedules below!</span></i></b></div>
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<br />Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com7tag:blogger.com,1999:blog-8100240644117756005.post-25607789631637359052015-03-29T15:01:00.003-04:002015-03-29T15:01:20.116-04:00Fun Test Prep!<br />
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<span style="font-size: large;"><b>Are you ready for testing?!?! We are!</b></span></div>
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We have one more school day before the FSA (Florida Standards Assessment) reading test. Over the past few weeks, we have been working <i>oh so hard</i> to get ready. We have reviewed in groups, in small group, in pairs, and independently. But, truth is, we are all sick of reading comprehension pages and practice assessments. (Can I get an AMEN?!) Sometimes they are just not fun to do. As teachers, we can change this attitude!</div>
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This year, my co-teacher incorporated many fun activities in order to keep our students engaged while continuing to practice using our strategies in the text and on test questions. I am sharing three of our favorites with you today! These "games" are extremely simple to make and will not break the bank. Many thanks to the Dollar Store! Plus, all of these activities can be saved for next year!</div>
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<i>Students should read the passage(s) and answer all questions first, showing their evidence in the passage. All of these activities are to be done while <b>REVIEWING</b> the answers with students. The review can happen in small groups or whole group.</i></div>
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<b><u><span style="font-size: x-large;">Ping Pong Balls & Cups</span></u></b></div>
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Place cups in front of a group of 4-6 students (clear cups work even better than these styrofoam ones!). Label the cups with the letters included in the answer choices. Give each student a <a href="http://www.amazon.com/Practice-Ping-Pong-Balls-Tennis/dp/B000ILDDSM/ref=sr_1_1?ie=UTF8&qid=1427653172&sr=8-1&keywords=ping+pong+balls">ping pong ball</a> (cotton balls will also work). As you go over each question, thinking aloud, have students bounce/place their ball in the corresponding cup. Announce the correct answer (Cue student cheering). Students hand all the ping pong balls back to each other and you start over on the next question.</div>
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***Yes, students may look around and follow their peers, but we make sure to let them know that we are looking for <b>their own answers only</b>! "Cheating does not help you in life."....and that whole teacher spiel. </div>
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<b><u>Our Rule:</u></b></div>
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<b>We allow students to bounce their ping pong ball on the table, ONE TIME ONLY, trying to aim for their chosen answer cup. </b>If the ball doesn't make it in, they are to just place it in the cup. They follow this rule religiously. If they don't follow this rule, we would have ping pong balls ALL over the place. Follow it, or don't play. :)</div>
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<b><u><span style="font-size: x-large;">Jenga</span></u></b></div>
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<tr><td class="tr-caption" style="text-align: center;">I have also played this in small group with struggling students. We read the passage together and then went one by one through the questions. After they answered one question, I would check it. This provided immediate feedback to them. Plus, they were always excited to pull the blocks!</td></tr>
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<b><u><span style="font-size: x-large;">Fly Swatters</span></u></b></div>
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Each child will need a fly swatter. (We bought them at the dollar store, but <a href="http://www.walmart.com/ip/Fly-Swatter-Pack-of-12/38392866">here is another good deal from Walmart</a>. These are reusable from year to year.) Students break their desk into fourths with dry erase markers and label with the answer choices. (Just use a clorox wipe to clean up!) As you go over the test questions, think aloud. </div>
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Say something like, "One, two, three -- SWAT!" When you say that, students "swat" their answer. <b>They must hold their fly swatter on the letter until you tell them to remove it. </b>Walk around and assess student answers. Announce the correct answer (Cue student cheering), and then move on to the next question. </div>
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<b><u>Our Rule:</u></b></div>
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If you mess around with the fly swatter (including but not limited to: hitting another person, lifting it up and changing your answer, swinging it like crazy in the air), you will loose the privilege of the fly swatter, and have to continue reviewing the questions the "normal" way.</div>
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<b>Those are a few of our classroom favorites! These little games give students a reason to try their very best during our review. It also keeps review a little interesting on the teacher end, too! </b></div>
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Happy Testing Season!</div>
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com2tag:blogger.com,1999:blog-8100240644117756005.post-87112054423420249172015-03-26T08:02:00.001-04:002015-03-26T08:24:45.349-04:00The Early Reading Process<br />
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I've recently been spending a lot of time studying and reviewing for my state's K-12 Reading assessment which I have to pass to obtain my Master's degree in Reading. This test also certifies you to be a Reading Specialist, if you so choose. As I was talking to my friend from class who already took the test, she said, <b><span style="font-size: large;">"I thought it focused a lot on emergent literacy, but you're more...you know...you're dealing with that every day."</span></b></div>
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As I read through the emergent literacy section of the review book, I realized that there were SO many <b>technical terms </b>that primary teachers use quite often. On the other hand, intermediate elementary teachers may not. </div>
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My friend has been in all of the same courses as me in the last two years, but she didn't feel as confident with these terms. All of a sudden it made SO much sense to me! I mean, we're human. <b>If we don't use complex (Tier 3, if you will) vocabulary often, we forget the true meaning.</b></div>
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I get confused and think too far into all of these Ph words often, so these are the details that have helped me! Let's take a look at a few of those technical teacher-y terms that we throw around with colleagues. Hopefully, this breakdown will help you all to gain a firm understanding of each concept or just review some that get a bit confusing (phonological, phonemic, phonics....ahhh!). </div>
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<b><span style="font-size: large;"><u>Phonological Awareness</u></span></b></div>
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Phonological awareness is recognizing the sound structures of <u>spoken</u> language, or speech sounds. P<i>honological awareness focuses on large parts of spoken language. </i>It includes syllable awareness, sentence awareness, word awareness (rhyming and alliteration), onset-rime awareness and phoneme awareness. </div>
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<b>Syllable awareness (deletion) example:</b> What is bookshelf without book? <i>Shelf</i><br />
<b>Sentence awareness example:</b> How many words are in the sentence, "Did you have a fun trip?" <i>6</i><br />
<b>Word awareness example: </b>Do these words rhyme: bark and bike? <i>No</i><br />
<b>Onset-rime example: </b>What word is this: m-ath? <i>math</i><br />
<b>Phoneme awareness example: </b>What is the beginning sound in path? <i>/p/</i><br />
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Phonological awareness focuses only on <b>sound</b>. It does not address the symbols (letters) for the sounds. Students are not looking at words or any print, they only listen and produce sounds. It is a broad term. <i>Phonological awareness is the umbrella. </i>Phonemic awareness falls below. Many researchers believe that phonological awareness is a key indicator of a child's future success in reading and spelling.<br />
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Be sure to check out <a href="https://www.teacherspayteachers.com/Store/Hello-Two-Peas-In-A-Pod">Hello Two Peas in a Pod</a> for amazing phonological awareness activities created by Jen Jones from <a href="http://helloliteracy.blogspot.com/">Hello Literacy</a> and Katherine Zotovich from <a href="http://pureliteracy.blogspot.com/">Pure Literacy</a>. They are PERFECT!</div>
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<b><span style="font-size: large;"><u>Phonemic Awareness</u></span></b></div>
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Phonemic awareness is a subcategory of phonological awareness. Phonemic awareness includes identifying and manipulating <u>individual sounds</u> within spoken words. <b>The smallest units of sounds are called phonemes</b>. Phonemes combine to form words. <i>So, phonemic awareness only deals with the phoneme level of language</i>.</div>
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<b>***Rhyming </b>is considered phonological awareness, NOT phonemic awareness, because it does not relate to the individual sounds in words.<br />
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When students have phonemic awareness they have knowledge of the smallest units of sounds, or phonemes, in a word. Students should be actively identifying, segmenting, blending, and manipulating the separate sounds in words. Only <b>sounds</b>. This is key! No visual symbols --- no letters! If students have phonemic awareness, they can connect sounds together to form words!</div>
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<span style="font-size: large;"><b><u>Phonics</u></b></span></div>
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Phonics is often confused with both phonological awareness and phonemic awareness (above). The main difference is easy to remember. <b>Phonics deals with letters! </b>A professor at a reading conference once said to our group, <i>"The second you give a kid a letter or word to look at, BOOM!, it's phonics!" </i>And it's very true. While phonological awareness deals with only sounds, phonics deals with actually <u>seeing</u> and working with the letters that make the sounds.</div>
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<b><u>PSA:</u> </b>When you are googling or Pinterest-ing phonemic awareness activities, PLEASE be careful. I know someone who was doing a doctoral project on this topic. Many times, honestly most of the time, phonics activities (activities including letters) are listed under the label "phonemic awareness". Just be on the lookout...</div>
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<b><span style="font-size: large;"><u>Alphabetic Principle</u></span></b></div>
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Letters represent speech sounds. Arrangements of letters represent spoken words. Students learn letter names by singing the alphabet song. Then students learn the shape of letters by looking in books, playing with blocks, or playing with plastic/wooden letters. Finally, students relate to the letters they see to the speech sounds they hear and produce. The alphabetic principal is the understanding that <b>there is a relationship between speech sounds and written letters</b>. </div>
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<b><span style="font-size: large;"><u>Decoding</u></span></b></div>
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Directly teaching phonics patterns will make decoding easier for students. If students recognize relationships within words, they can figure out words they have not seen before. When students can decode quickly, they are able to spend more of their working memory on comprehending the text.</div>
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Decoding incorporates the ability to:</div>
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-use what one knows about patterns in letters</div>
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-understand the correspondence between letters and the sounds they represent</div>
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-pronounce printed words correctly</div>
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<span style="font-size: large;"><b><u>Morphology</u></b></span></div>
The smallest units of meaning are called <b>morphemes</b>. For example, the "s" that is added to the end of the word "dog" to make is plural is a morpheme. <i>A single morpheme can change the meaning of a word. </i>Morphology is the study of the structures of words that are formed with the smallest units of meaning.<br />
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Whew, okay. That's all the teacher jargon I have for today!<br />
Happy Reading!<br />
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com2tag:blogger.com,1999:blog-8100240644117756005.post-68608796364819339752015-03-18T21:11:00.000-04:002015-03-18T21:25:13.077-04:00Every Child.<br />
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<b>"Every child in your class is someone's whole world." -Unknown</b></div>
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My brother is diagnosed PDD-NOS (Pervasive Developmental Disorder - Not Otherwise Specified) with a processing disorder. That means that he is on the spectrum, but they aren't quite sure what he has. </div>
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This past weekend, we toured a fully accredited college that is specifically designed for students with learning disabilities and/or ADHD. (If you haven't heard of <a href="http://www.beaconcollege.edu/">Beacon College</a>, check it out! It is amazing!) <b>It is there that we realized that he is <u>not</u> ready. </b>There are too many reasons to list to describe why Michael is not ready. I have been in a funk since last weekend because my mind has been filled with the doubts and the uncertainties of his future. However, that is not my focus today. I want to look past that. Far too often we focus on the negative. <b>Let's change our perspective, and think of what students succeed at, what students find joy in.</b></div>
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Visualize your students. Write down the names of your "low", "struggling", "behavior" students. Think about how many of them are formally diagnosed (with anything). Picture the ones that you can sense have "just a little something else going on".</div>
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These are the students we need to focus on.</div>
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Each student needs your love and understanding.</div>
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<b>That student is someone's baby.</b></div>
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I know the days can be SO challenging. I know behaviors are sometimes completely unpredictable. I understand how frustrating it can be to want to finish a lesson with so many other activities or discussions happening around the room. I have been there when people say, "Really!?! How do you teach while that is happening?" </div>
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So, I started watching the expert teachers around me. They are not necessarily veteran teachers and they are not necessarily trained to work with students with special needs. <b>They just have a gift. </b>This year I am blessed to co-teach with two wonderful ladies in two separate classrooms. Each one has a student who was a "problem student" in the past. I saw something different in the kids. There's just a certain spark about them compared to last year. I started realizing that there was a type of trust, love, and friendship that developed between the child and the teacher. The following two things hit home the most:</div>
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<b><u>Learning about the child</u> </b>is so important to his/her success. We have a student who is autistic in one of my classes. Let's call him B. B is infatuated with dinosaurs. He absolutely loves everything about dinosaurs. I noticed that his main classroom teacher has embraced this from the beginning. <i>She has taught me to relax throughout the day and just be whatever B needs us to be. </i>We talk dinosaurs, we act out dinosaurs, we get him books about dinosaurs, we listen to "Dino Stomp" on GoNoodle. B thrives with his teacher. He is so sweet and innocent (and can tell you 100000 facts about a Velociraptor!). </div>
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<b><u>Investing in their interests</u> </b>helps students to understand that you truly care about them. B begs to go down the hall to another classroom so that he can look up dinosaurs on the computer and hang out with that teacher. This teacher knew B loved dinos, so she took the time to show him a dinosaur research website. A second grade teacher from downstairs even decorated our door and room today with dinosaur footprints because she knows B. He often waves in her window when we pass by, because he knows she always loves his dinosaur sounds and hand movements. This teacher made T-Rex footprints "appear" in our classroom this morning. There was even a note on B's desk from the T-Rex. I cannot tell you how excited he was. He literally talked about it all day!</div>
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These days, we are so hyper focused on standardized tests and achievement scores. Other times, we teachers read the child's "label" before learning about the true child. <b>However, kids like my brother or B are not defined by those numerical scores or the series of letters in a label. </b>They may not be able to read a passage and comprehend the text perfectly. They may not be able to process quickly enough to solve all of the math questions during a timed test. They may not be a top performing student in your classroom. But they are someone's WHOLE WORLD. </div>
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<b>Each and every single child in your classroom is someone's whole entire world.</b></div>
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After facing some difficult times with my brother, I look at my students in a new light. I am doing everything in my power to understand where they are coming from and what brings them joy. As teachers, we have to find that joy in children. That joy deep inside that their mothers and fathers see. That joy gives such insight beyond the label. <b>It gives you insight on the child. </b></div>
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com0tag:blogger.com,1999:blog-8100240644117756005.post-43455093627787773822015-03-01T19:03:00.000-05:002015-03-01T19:24:05.655-05:00Digital Game Shows<div class="separator" style="clear: both; text-align: center;">
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<b>Hey! I am so excited to share my brand new game show idea with you! </b></div>
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<b>I have some third graders who are quite low. They struggle with vocabulary and basic sentence structure. I decided that I needed to think of a way to engage them, but still teach hard-core vocabulary before our state assessment.</b></div>
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So, I began working on this game show product a few weeks ago. Since then, it has been played by my kiddos and edited by many other teachers to make sure that there are no kinks. I am happy to announce that my first digital game show is posted and ready to be enjoyed by many students! <b>Keep reading to hear more about it, and scroll down for a link to the product.</b></div>
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<a href="http://4.bp.blogspot.com/-6m40nfTIq08/VPOfkLXJMGI/AAAAAAAACww/kPblj2XYxOQ/s1600/blogpost.048.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-6m40nfTIq08/VPOfkLXJMGI/AAAAAAAACww/kPblj2XYxOQ/s1600/blogpost.048.jpg" height="480" width="640" /></a></div>
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<b><span style="font-size: large;">What is a digital game show?</span></b></div>
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Basically, it is like playing Jeopardy! The game is created in PowerPoint and has clickable links throughout. <b><u>You MUST have PowerPoint to play it.</u></b> As you click, new pages appear. The kids were amazed that the answers were instantly given to them!</div>
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<b><span style="font-size: large;">Why do I need a digital game show?</span></b></div>
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First of all, who doesn't love a game show?!?! :) </div>
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Digital game shows are engaging to all learners in my classroom. Students really get involved and excited about these games. We have been using this game show as a review of multiple meaning words. It is perfect timing, because our state assessment is in about 17 days.</div>
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<a href="http://1.bp.blogspot.com/-flw1eoWk5Og/VPOfjL14RwI/AAAAAAAACwY/RkHg7yZbpWw/s1600/blogpost.045.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-flw1eoWk5Og/VPOfjL14RwI/AAAAAAAACwY/RkHg7yZbpWw/s1600/blogpost.045.jpg" height="480" width="640" /></a></div>
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<b><span style="font-size: large;">How do I keep students engaged whole group?</span></b></div>
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I hardly ever teach whole group. If I do, it's a mini lesson or review that lasts about 10-15 minutes. However, the game show I created is 20 questions and takes longer than 15 minutes if you are talking and teaching as you go. In my two third grade classes, we use white boards ALL THE TIME. So, we asked students to take them out and record their answers as we read. I also included a recording sheet in the PowerPoint in case you would like to print that out. We all have those few kids who stare off into space! :) <b>Having some form of writing keeps students accountable for their learning. </b>Plus, they actually enjoy recording and checking their answers.</div>
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<a href="http://3.bp.blogspot.com/-BXUdhFXFo8U/VPOfijh4NAI/AAAAAAAACwU/1gCfaBvdCGo/s1600/blogpost.044.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-BXUdhFXFo8U/VPOfijh4NAI/AAAAAAAACwU/1gCfaBvdCGo/s1600/blogpost.044.jpg" height="480" width="640" /></a></div>
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<b><span style="font-size: large;">How can I integrate skills?</span></b></div>
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If I am playing a game with my students, I am trying my very best to get their best effort. I read with funny voices, jump around, and act silly when they get the correct answers. <i>I am also embedding skills in our fun.</i> In the picture above you will see that my kids wrote "verb" on their boards. <b>For each question, I asked them to record their answer, and then explain if it was a noun, verb, or adjective.</b> This was tricky for many of my struggling students. These little additional activities can give you LOTS of data on your students. (Let me be honest. This part sincerely scared me! I had some kids writing <i>noun</i> when it was an action and <i>adjective</i> when it was a place. AHHHH!)</div>
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<a href="http://3.bp.blogspot.com/-HL6Vvd7nSWk/VPOfi6_M3gI/AAAAAAAACwc/tn8lZyg1ZDU/s1600/blogpost.046.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-HL6Vvd7nSWk/VPOfi6_M3gI/AAAAAAAACwc/tn8lZyg1ZDU/s1600/blogpost.046.jpg" height="480" width="640" /></a></div>
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<b><span style="font-size: large;">How can I use game shows?</span></b></div>
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I have created this game show to be very versatile. I have personally used it as a mini lesson and in whole group to review for our upcoming test. I even had a couple girls who wanted to play the game on my computer during our break on Friday.<b> Whether it be with the entire class or one person, the game show is engaging and effective. </b>I am excited to add this file to our classroom computers so that students can play the games during centers as well!</div>
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I can't wait to make more of these games in the future, because my kids are certainly hooked! I welcome you to <a href="https://www.teacherspayteachers.com/Product/Digital-Game-Show-Multiple-Meaning-Words-1739686">take a closer look at the preview file</a> in my store to see if it is something that you would enjoy. Have fun!</div>
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<a href="https://www.teacherspayteachers.com/Product/Digital-Game-Show-Multiple-Meaning-Words-1739686"><img border="0" src="http://3.bp.blogspot.com/-iO3zBlsVgG8/VPOlq1OTBPI/AAAAAAAACxM/UHqdz0f3vvg/s1600/High%2BTides%2Bof%2BMultiple%2BMeaning%2Bpics.001.jpg" height="308" width="400" /></a></div>
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<br />Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com1tag:blogger.com,1999:blog-8100240644117756005.post-6047003655202479972015-02-28T09:36:00.001-05:002015-02-28T09:36:12.116-05:00Skill-based Fluency Instruction<div class="separator" style="clear: both; text-align: center;">
I wrote this post last week as part of my collaborative blog <a href="http://theprimarypack.blogspot.com/">The Primary Pack</a>. Thought you may enjoy it! I hope if brings you some ideas for your fluency instruction. :)</div>
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<b><u><span style="font-size: x-large;">Fluency Overview</span></u></b></div>
<span style="font-family: "Times New Roman";"> </span><span style="font-family: inherit;"> <span style="font-family: inherit;"> In
the past, fluency was defined as the ability to read smoothly and effortlessly,
at a quick, automatic rate (Harris & Hodges, 1995; Logan, 1997). A
student’s reading rate and accuracy are very important because less time spent
on decoding leaves more time for the brain to focus on comprehension. However,
after recent research, <b>fluency has come to encompass much more.</b> It now includes
prosodic elements such as expression, volume, phrasing, pacing, and smoothness.
When students read with prosody, they are able to capture the meaning of the
story or script. Current research supports phrasing, pacing, and smoothness as
elements that help develop fluency in students. (Clark, Morrison, & Wilcox,
2009)</span></span><br />
<span style="font-family: inherit;"><span style="font-family: inherit;"><br /><o:p></o:p></span></span><span style="font-family: inherit;"><span style="mso-tab-count: 1;"> </span>Students who do not read fluently
segment the text and read it word by word. However, students who read smoothly
with appropriate expression, pacing, and phrasing make reading sound like
natural language (Zutell & Rasinski, 1991). <b>Fluent reading develops when
students are able to make their reading sound like individuals speaking as they
do in daily life.</b></span><br />
<span style="font-family: inherit;"><br /></span><span style="font-family: inherit;"> Although fluency is a large part of
reading curricula, it is often neglected in reading instruction (Reutzel &
Hollingsworth, 1993; Zutell & Rasinski, 1991). Many teachers refer to traditional
methods of measuring fluency. This is usually comprised of giving students an
unfamiliar passage and timing their reading while keeping track of errors. Research
has shown that <b>varying the fluency practice is beneficial</b> in the classroom in
order to motivate those students who are not motivated by competition (Tyler
& Chard, 2000; Worthy & Prater, 2002). Repeated readings of familiar
texts are necessary in order for fluency, and therefore prosody, to increase.</span><br />
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<b><u><span style="font-size: x-large;">Fluency in My Classroom(s)</span></u></b></div>
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If you teach primary grades, then I'm sure you are used to the Oral Reading Fluency (ORF) Assessments or something of the sort. These are short stories that we ask students to read while we time them and note any mistakes. Last year, I had very high first graders who already read fluently, so our ORFs were easy to administer. I didn't stress about them. I simply tested my kids, plugged in their scores, and clicked submit.</div>
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Fast forward to this past fall. During the first half of the school year, I taught in a private school. One of the small groups that I worked with consisted of first graders who were struggling readers. Fluency was....not quite their strong point. </div>
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Fast forward to January. I transferred back to the public school I was at previously. I now work with third graders, many of whom are at a lower level than the first graders I had last year. So I began to ask myself....<b><span style="font-size: large;"><i>What are they missing?</i></span></b></div>
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After attending a training in <a href="http://www.orton-gillingham.com/">Orton-Gillingham</a>, {LOVE! If you ever have the chance to go, GO! Run! I recommend it over any conference I have ever been to!} <b>I was convinced that students (or at least the ones I have worked with) were lacking basic instruction in phonics skills. </b>If I could teach them the skills that they were lacking, would they then be fluent? Could they then comprehend?</div>
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<span style="font-size: x-large;"><b><u>Skill-Based Fluency</u></b></span></div>
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I love the idea of fluency practice every day, especially in the primary grades. I have seen the benefits of repeated readings, and the smiles and giggles from successful readers. <b>BUT I have always thought that fluency passages were sort of...random. </b>I'm not saying that they are ineffective. I am not telling you not to use them as part of your curriculum. In fact, many curriculums require them.</div>
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<i>Let me just explain my reasoning...</i></div>
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If I am teaching silent E, wouldn't it be great to immerse the kids in silent E? Letting them <b>SEE</b> silent E everywhere they look or read will help them to identify silent E in the future. Right? So, why not include that skill in your fluency instruction?</div>
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<span style="text-align: left;">I began doing this with two different groups of struggling readers, and have seen the positive effects already! We use LOTS of hands-on activities to drive this concept home. The following pictures are from two groups of students - first graders and second graders.</span></div>
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<span style="text-align: left;">One activity that my students love is this silent E set from the talented <a href="https://www.teacherspayteachers.com/Product/Clip-It-Silent-e-941787">Lavinia Pop</a>.</span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-7xVsuz4psts/VO6J7qrG3mI/AAAAAAAACug/vKcX23eiOpo/s1600/blogpost.002.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: center;"><img border="0" src="http://3.bp.blogspot.com/-7xVsuz4psts/VO6J7qrG3mI/AAAAAAAACug/vKcX23eiOpo/s1600/blogpost.002.jpg" height="640" width="451" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Use sound chips when saying each sound.</td></tr>
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-ldcrPAe_jLg/VO6J7YlzgoI/AAAAAAAACuU/HFNaWebRWww/s1600/blogpost.001.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto; text-align: center;"><img border="0" src="http://2.bp.blogspot.com/-ldcrPAe_jLg/VO6J7YlzgoI/AAAAAAAACuU/HFNaWebRWww/s1600/blogpost.001.jpg" height="587" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Add the silent E with a dry erase marker and use the sound chips to read the word again, changing the vowel sound.</td></tr>
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-P4xJI5-qtFk/VO6J8Ku0o0I/AAAAAAAACuk/7SODQVvqG9w/s1600/blogpost.004.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://2.bp.blogspot.com/-P4xJI5-qtFk/VO6J8Ku0o0I/AAAAAAAACuk/7SODQVvqG9w/s1600/blogpost.004.jpg" height="480" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">I then ask students to change the onset of the word while keeping the rime the same. Once they have written the word, they cover the onset so that they see the pattern in the rime. They come up with as many words as possible.</td></tr>
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Another day during the same week, we read these <a href="https://www.teacherspayteachers.com/Product/Rhyming-Activities-10-Poems-with-Elkonin-Box-format-for-rhymes-934572">Rhyming Poems</a> which are WONDERFUL because they have Elkonin boxes for the rhyme sounds. We use sound chips again here. The students would put a sound chip in the box each time they heard a long vowel and saw a silent E. Then, they would underline the silent E words. In pairs, they would face each other and take turns reading the poem as I listened in and gave advice on pausing and pronunciation of words.</div>
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During the same week, I introduce fluency sentences. Jen Jones {my literacy hero} created <a href="https://www.teacherspayteachers.com/Product/RTI-Fluency-Sentences-for-Progress-Monitoring-Phonics-Interventions-865526">these amazing fluency sentences that are organized by skill</a>. AHHHHH! Can you hear the hallelujah chorus?! Perfect for RtI and intervention groups!</div>
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-wGpzKZ61PyU/VO6J87zvsFI/AAAAAAAACu4/FxAZdt9ZRbA/s1600/blogpost.006.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://2.bp.blogspot.com/-wGpzKZ61PyU/VO6J87zvsFI/AAAAAAAACu4/FxAZdt9ZRbA/s1600/blogpost.006.jpg" height="480" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Students read each sentence and underline and silent E words that they read. I then have them check with their partner to see if any have been missed. Then, they add any underlines that they missed.</td></tr>
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-Nk760IRJZtI/VO6J9lhNWkI/AAAAAAAACvI/mXunsfxx8pc/s1600/blogpost.008.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-Nk760IRJZtI/VO6J9lhNWkI/AAAAAAAACvI/mXunsfxx8pc/s1600/blogpost.008.jpg" height="480" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">I have the kids whisper read to themselves as I listen in to them one at a time. Then, we read together. Finally, they read to a buddy.</td></tr>
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You will see here that this sweetie underlined "the" in the second sentence above. This was a GREAT teachable moment to discuss the fact that "Not every E at the end of a word is a silent E." <b>Use these mistakes to help students understand the reasoning behind the skill.</b></div>
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-p4uddG23IGI/VO6J9OKdzDI/AAAAAAAACu8/DgXJ86bv_JM/s1600/blogpost.007.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-p4uddG23IGI/VO6J9OKdzDI/AAAAAAAACu8/DgXJ86bv_JM/s1600/blogpost.007.jpg" height="480" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This student needed more chunking. The text was too overwhelming. I drew lines between sentences and had him only focus on three sentences at a time. He then wrote down all of the silent E words and read them from his white board before continuing to the next few sentences.</td></tr>
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At this time, I am currently working with struggling second graders for my final practicum project. These <a href="https://www.teacherspayteachers.com/Product/Fluency-Spinners-Short-Vowel-Edition-1266470">short vowel fluency passages</a> from <a href="http://secondgradesugarandspice.blogspot.com/">Miss DeCarbo</a> are a savior! The kids seriously love spinners, so that's a plus! This set requires students to hunt for words and participate in repeated readings of the text. <i>And guess what!?! </i><b>They are ALL based on a phonics skill!</b></div>
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<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-vMS6CFcdvBo/VO6J-Vx3mOI/AAAAAAAACvU/76TJTtRy-rA/s1600/blogpost.010.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-vMS6CFcdvBo/VO6J-Vx3mOI/AAAAAAAACvU/76TJTtRy-rA/s1600/blogpost.010.jpg" height="640" width="480" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This page focused on "ack". The kids were SO excited that the word <i>backpack</i> had TWO "ack" sounds in it!</td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><span style="margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-yEDIEAuz6x0/VO6J-mqnf_I/AAAAAAAACvY/AsE92RuUJso/s1600/blogpost.009.jpg" height="504" width="640" /></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;">After completing all of the steps and reading the passage together as a group a few times, students buddy read. They listen for changes in their partner's voice each time there is punctuation.</td></tr>
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Focusing on a skill while practicing fluency has been SUCH a blessing for my second graders. They are not at grade level and cannot handle second grade fluency passages. Using these passages with the same phonics skill repeated over and over again helps the students to read a full paragraph without stopping to "sound out" any words. They know the phonics skill and are able to apply it throughout the passage. After one day, I had these kiddos giggling and reading with expression in their voices. <b>Why? Because the text was predictable and they had confidence in their skill.</b><br />
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<b>As you go off into your classroom this week, think about including your skills into your fluency practice. There are oh so many ways that you can do this. Just keep practicing in a variety of ways, and make fluency fun! As they say, "Practice Makes Permanent!"</b><br />
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<a href="http://1.bp.blogspot.com/-c_kDF0fghkw/VIIG0lB3GGI/AAAAAAAACS8/3xgYfRkOaCc/s1600/signature.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-c_kDF0fghkw/VIIG0lB3GGI/AAAAAAAACS8/3xgYfRkOaCc/s1600/signature.png" /></a></div>
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com0tag:blogger.com,1999:blog-8100240644117756005.post-7490761293579557982015-02-23T00:00:00.000-05:002015-02-23T12:13:57.212-05:00Teachers Are Heroes - What's in MY cart?<div class="separator" style="clear: both; text-align: center;">
The SALE is coming up this Wednesday! My entire store will be 20% off!</div>
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What's in your cart? These are my top 3!</div>
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<a href="http://2.bp.blogspot.com/--5JMo1yVDDA/VOlFQV6GqZI/AAAAAAAACtE/fVKD9_OQ3MQ/s1600/Linky%2BPromo%2BImage.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/--5JMo1yVDDA/VOlFQV6GqZI/AAAAAAAACtE/fVKD9_OQ3MQ/s1600/Linky%2BPromo%2BImage.jpg" height="400" width="400" /></a></div>
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<a href="http://2.bp.blogspot.com/-V8VYFdVJGws/VOlFPyM1c4I/AAAAAAAACtA/juTIoSY2HQA/s1600/1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-V8VYFdVJGws/VOlFPyM1c4I/AAAAAAAACtA/juTIoSY2HQA/s1600/1.jpg" height="211" width="640" /></a></div>
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As you may know, Jen Jones from <a href="http://helloliteracy.blogspot.com/">Hello Literacy</a> is my favorite. Like my all-time, I-want-to-be-her-when-I-grow-up favorite! See is amazing. I have used her <a href="https://www.teacherspayteachers.com/Product/Describing-Inferring-Details-with-Picture-of-the-Day-Reading-Photos-Closely-826852">Picture of the Day Volume 1</a> for two years now. Let me tell you, your kids will make some MAJOR gains with this! They learn to make detailed observations, form questions, and make inferences all through pictures! I cannot wait to get my hands on the second volume! <a href="https://www.teacherspayteachers.com/Product/Describing-Inferring-with-Picture-of-the-Day-Reading-Photos-Closely-Vol-2-1705504">Click here to get it for your classroom!</a></div>
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<a href="http://1.bp.blogspot.com/-04SSh_gqm8c/VOlFxjWwmuI/AAAAAAAACtY/E4P2DAvOWAc/s1600/Screen%2BShot%2B2015-02-21%2Bat%2B9.57.50%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-04SSh_gqm8c/VOlFxjWwmuI/AAAAAAAACtY/E4P2DAvOWAc/s1600/Screen%2BShot%2B2015-02-21%2Bat%2B9.57.50%2BPM.png" height="398" width="400" /></a></div>
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<a href="http://4.bp.blogspot.com/-T40hvYmq96I/VOlFP-Cz8KI/AAAAAAAACs4/iwWM-jTQQZQ/s1600/2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-T40hvYmq96I/VOlFP-Cz8KI/AAAAAAAACs4/iwWM-jTQQZQ/s1600/2.jpg" height="212" width="640" /></a></div>
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This year I am co-teaching, and push in to two different classrooms. I am already thinking {dreaming} of my decor for next year when I have my own classroom. I have some ideas of color scheme and room arrangement, but I absolutely LOVE these polaroid style alphabet posters! Yep - they're from Jen Jones again.</div>
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<a href="https://www.teacherspayteachers.com/Product/Classroom-Alphabet-Set-Traditional-Style-Script-Polaroid-Style-854512">Click here to grab them!</a></div>
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<a href="http://4.bp.blogspot.com/-2fefJfcdN1o/VOlI4yscaEI/AAAAAAAACtk/0aw8aWkT8mQ/s1600/Screen%2BShot%2B2015-02-21%2Bat%2B10.11.01%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-2fefJfcdN1o/VOlI4yscaEI/AAAAAAAACtk/0aw8aWkT8mQ/s1600/Screen%2BShot%2B2015-02-21%2Bat%2B10.11.01%2BPM.png" height="400" width="396" /></a></div>
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<a href="http://3.bp.blogspot.com/-GSg08C0-geI/VOlFPzeQjdI/AAAAAAAACs8/qu4-tDGUEvE/s1600/3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-GSg08C0-geI/VOlFPzeQjdI/AAAAAAAACs8/qu4-tDGUEvE/s1600/3.jpg" height="211" width="640" /></a></div>
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And last but not least, I love these <a href="https://www.teacherspayteachers.com/Product/Fluency-Spinners-Long-Vowel-Edition-1622971">Fluency Spinners</a> from <a href="http://secondgradesugarandspice.blogspot.com/">Miss DeCarbo</a>! They will work perfectly for the group of 2nd graders that I am doing intervention work with. Kids always love spinning a paper clip and a pencil! It's the simple things, people! :) They love them.</div>
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Those are my top 3!</div>
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<br />Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com3tag:blogger.com,1999:blog-8100240644117756005.post-8155091820926635892015-02-22T00:00:00.000-05:002015-02-22T00:00:00.147-05:00Milestone Giveaway & Freebies!<div class="separator" style="clear: both; text-align: center;">
I am SO excited to announce that my little store has reached 1,000 Facebook followers and 4,000 Instagram followers! <b><i>You all are the best!</i></b> When I started this journey last April, I never thought I would get this far. Thank you, thank you, thank you!</div>
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I couldn't have done this without you --- so how about a giveaway and some freebies?!?</div>
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<b>Scroll down to enter!</b></div>
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I will be posting freebies on <a href="https://www.facebook.com/creativitytothecore?ref=hl">Facebook</a> from some lovely teacher friends throughout the day. One product will be posted every hour, on the hour, starting at 8:00am. They are only free for 15 minutes, so HURRY!</div>
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<b><span style="font-size: large;">GIVEAWAY!</span></b></div>
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21 teachers are joining me in the celebration. Each of them is either donating store credit or a product for you to win. Enter the Rafflecopter below to get a chance to win all this goodness! Good luck!</div>
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<a class="rcptr" data-raflid="a74452728" data-template="" data-theme="classic" href="http://www.rafflecopter.com/rafl/display/a74452728/" id="rcwidget_1v9hq3qv" rel="nofollow">a Rafflecopter giveaway</a>
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Thank you for following along with me on this journey!!!!</div>
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com11tag:blogger.com,1999:blog-8100240644117756005.post-75266648534112689322015-02-19T09:44:00.000-05:002015-02-19T09:48:16.134-05:00Testing ManiaAs I look back on this week, I feel like my fun teacher spirit was dumped off in Timbuktu. We have tested EVERY day this week during our reading block. No small group. No center activities. No hands-on learning.<br />
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You see, the official countdown to THE BIG TEST began a few weeks ago. Our state test (Florida Standards Assessment, FSA) is in 22 days. So you may ask, "Why in the world are you testing now?"<br />
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In third grade, students are retained if they do not pass the FSA assessment. There are many other ways to promote to fourth grade, so it's not black and white. Still, we have to follow the protocol. One important piece of the protocol is the Portfolio testing. This test consists of a series of passages and questions. We assess students on one passage each day. Then after like 2-3 weeks of testing all the different passages, we basically do an item analysis of each standard to see which ones they passed. If the student has "Mastered" all the standards with 70% accuracy, they can be promoted. If they don't, we continue the process that the county provides (Summer School, alternative testing, etc.).<br />
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It is sad, really, to think about the amount of time the kids are staring at passages that are extremely too high for our struggling readers. They use all the strategies we've taught them. They reread, underline, number paragraphs, and show their evidence. But, let's face it, some students do not pass.<br />
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<b>Testing is not a horrible thing.</b> It definitely gives me data that is valuable to my day to day life as a teacher. Testing shows me what my students are retaining and what needs to be retaught. But testing for so many days is another story.<br />
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I know there is nothing I can do to switch the system around immediately. Testing is not going to disappear. But, I do feel that there are many teachers out there who feel the same way. How are we suppose to teach and remediate skills when we have to test, test, test? <i>Shouldn't there be a happy medium?</i><br />
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...For now, I will keep plugging away. I will expose students to engaging activities that align with our standards. I will help them to master concepts and skills. And in 22 days, I will hand them a pack of paper, and urge them to do their best.<br />
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<b>Because at the end of the day, they are 8 and 9 years old, and I will remember that each and every day.</b><br />
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com2tag:blogger.com,1999:blog-8100240644117756005.post-49426817490497880892015-02-13T19:05:00.001-05:002015-02-13T19:27:35.500-05:00Literacy Centers & Student Achievement<br />
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<span style="text-align: left;">Recently, I gave a professional development to the teachers who are new to my school as a requirement for the last semester practicum of my Master's (yippee!). The PD was focused on how to teach in and through literacy centers. But, not just any literacy centers. <b>Real, data driven, standards based literacy centers. </b></span></div>
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<span style="text-align: left;"><b>RIGOR </b>is an important word these days with our new Florida Standards (as with Common Core). The goal of this presentation was to give teachers a deeper look into providing center activities that required students to do more than move task cards, match cards together, or order magnetic letters. I am not against the former. Yes, there is a time and place for both. However, the teachers that were in this PD were interested in how to create activities that would promote the thinking and writing that we are pushing for with our new standards.</span></div>
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<span style="text-align: left;">After many requests, I've decided to share some of the slides with you below. Enjoy!</span></div>
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<span style="text-align: left;"><b><u>Disclaimer:</u> </b>Before we start, I know many people cannot call daily academic activities "centers" anymore, because administration and some researchers associate centers with play. "Stations" is becoming the popular term because it seems more work-based. However, my school still uses "centers". Please think in this mindset as you read. :)</span></div>
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<b>Why should you teach through literacy centers?</b><br />
Literacy centers allow us to gradually release students throughout the year. We teach them directly in small group when they are just beginning, and then as they become more knowledgable, we allow them to work on their own. This gives students a turn to practice and reinforce the strategies that we teach them.<br />
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When students are at centers, it is easy to differentiate their work. Differentiation is also not as obvious to other students when it is done in centers. I can have completely different activities going on, but students do not realize it because they are around the room working in groups. Integrating content is SO simple when you teach in a classroom that is full of centers. Students can connect material throughout the day in reading, math, social studies, and science.<br />
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And of course, you can plan centers to align directly with your standards.<br />
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Finally, literacy centers should include the 7 main components of reading: comprehension, phonemic awareness, phonics, fluency, writing, speaking & listening, and vocabulary. Jen Jones, from <a href="http://helloliteracy.blogspot.com/">Hello Literacy</a>, calls these the <a href="https://www.teacherspayteachers.com/Product/The-7-Big-Rocks-of-Literacy-Posters-ELA-Essentials-All-Kids-Should-Know-958615">Big 7 Rocks of Literacy.</a><br />
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If you do not have centers up and running in your classroom, the first thing you will need to do is figure out a <b>layout</b> for your furniture. Furniture should be placed in a way that will promote movement. In primary classrooms, it is convenient to have activities rotating around the perimeter of the room. In the picture above, you will see my first grade classroom last year. I placed my small group table in the back corner (with the ball chairs). My centers were then placed around the perimeter of the room so that I could "keep an eye on" everyone. Students who were reading would sit on the carpet in the center of the room. I liked this set up because the groups of students were separated just enough so that each group was able to stay on their assigned task.<br />
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Centers do not have to be at tables that are separate from desks. Frequently, I would set a center bin at a group of desks. Students would sit at that group of desks to complete the center. We also use the floor a lot. Students LOVE reading and completing sorting activities on the floor!<br />
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<b>Is your school in love with data?</b><br />
Mine is! There are state assessments, county assessments, school-wide assessments, grade level assessments, in class assessments, and observations. Whew! It can make a teacher crazy. However, we can use the <i>important</i> data to help us create center groupings.<br />
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In my classroom, I use summative assessments to determine reading groups at the beginning of the year. At this point, I do not know much about my students or their strengths and weaknesses. As reading groups are used throughout the first few weeks/months, I use the subsequent summative assessments to regroup students.<br />
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Formative assessment is perfect for taking note of <i>how</i> students are reading. While in small group, I use black return address labels to write little notes or observations that I see. At the end of the week, I simply peel each label off and place it on the inside flap of the specific student's folder. These notes are wonderful during conference time. I am just beginning to use the app Confer to do this same thing. <a href="http://creativitytothecore.blogspot.com/2014/12/confer-app-note-taking-and-data.html">See my previous post about this data tracking app here.</a> Formative assessment helps teachers to differentiate center work. Don't wait for a formal test to change a student's assignment! If you see something that they need, go for it!<br />
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<b>Mini-lessons are the first part of my day.</b><br />
I teach a short 10-15 minute mini-lesson to introduce our topic of the week or review something that we need to practice. I always love using literature, a short movie clip, or a song to grab the students' attention! As teachers, we often teach too long in the beginning of a lesson because we are excited about the material. When we think about it, we are talking and students are "listening". It is important that we let the <i>students</i><b> </b>do the talking. When you keep a mini-lesson short, it leaves time for students to show their independence on that particular skill.<br />
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<b>Literacy Centers</b><br />
When you begin forming your literacy centers, you should think about the centers that you want to include in your classroom. Everyone has different preferences here. I had 6 different centers in my first grade classroom: read to self, spelling, word work, computers, content area, and work on writing.<br />
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<b>How do you rotate?</b><br />
Above is my rotation chart. I had three reading groups that I met with daily (horizontal across the top). These were homogeneous groupings. Vertically on the left, I had "center partners". These were heterogeneous groupings. One child from each of the reading groups was placed together as "center partners". So, at the end of the day, each student went to two centers and my small group.<br />
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When I asked students to find their first center, they would all go to the center in the first column. Three students would be at each center. Then, I would call my first reading group "Cardinals". One child from each center would come to me, leaving two kids at the center. This continued during reading group two and three. After about two weeks, I didn't need to send students to their centers first. They learn quickly and know to just skip the center during their reading group time!<br />
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Differentiation is my favorite part of centers. Centers make differentiation so simple! Look at the image above to see some fun ways to provide students with instruction that is at their individual levels. I love these ideas from two of my favorite teacher bloggers! The Brown Bag Teacher uses <a href="http://thebrownbagteacher.blogspot.com/2014/10/differentiating-your-classroom-with.html">folders that are color coded</a> to match student reading groups. These folders are placed in each center activity bin. When students go to the bin, they just grab their folder and begin working! Miss DeCarbo differentiates word work by <a href="http://secondgradesugarandspice.blogspot.com/2015/01/making-word-work-powerful.html">integrating student choice and differentiated sight words</a>. Students keep words for a short time or for a few weeks...depending on what the specific student needs.<br />
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Remember, these images are from the PD given to my school. In our county, social studies and science are <u><b>NOT</b></u> given separate times in the day. We <u><b>must</b> </u><b><u>integrate</u> </b>social studies and science (and math!) into our reading block.<br />
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Integrating content into literacy centers allows teachers to create thematic units in the classroom. Students in my classrooms have always enjoyed learning when it is built into what they are reading. Using nonfiction texts or magazines in small group is a great way to integrate! As students begin to discuss and respond orally to what they are reading, it is easy for teachers to incorporate the new speaking and listening standards!<br />
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I compiled the following <b>literacy block examples </b>for different grade levels in my school in order to show teachers how to use the same topics and standards throughout many centers throughout the week. They may not work for your students or your curriculum. Please remember, these are just examples! :)<br />
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I also wanted to show teachers how <b>the same six centers can be used in K-5 classrooms</b>. I created these little charts as a way to show the progression of ideas and activities within each center from grade level to grade level. Again, these are just examples! Add or subtract anything you wish.<br />
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<b>Small group is my favorite time of day.</b> I love the "almost" one-on-one interaction that I get with my students. This is when I <i>really</i> get to know them. I love the <a href="http://theprimarypack.blogspot.com/2015/01/what-can-you-do-in-15-minute-small.html">layout that Dianna from Sassy Savvy Simple Teaching created</a>. I printed it out and gave it to all of the teachers in the PD. It is easy to understand and perfect for planning your small group instruction! Below is an example of Dianna's layout as well as a tweaked version that I created for our 3-5 grade teachers.<br />
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<tr><td class="tr-caption" style="text-align: center;">Fonts: Hello Literacy & KG Fonts. Backgrounds: Sassydesigns.net. Clipart: Melonheadz.</td></tr>
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<span style="text-align: left;">That's it! I hope you enjoyed a mini version of my literacy center PD! Thank you for stopping by!</span></div>
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com3tag:blogger.com,1999:blog-8100240644117756005.post-18408796806541435942015-02-11T19:12:00.002-05:002015-02-11T19:21:02.441-05:00Wordless Wednesday - February 11 - Character Report Card<div style="text-align: left;">
I'm linking up with <a href="http://secondgradesugarandspice.blogspot.com/" target="_blank">Miss DeCarbo</a> for Wordless Wednesday! I know this is longer than a normal Wordless Wednesday, but I'm excited!</div>
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This month we've been working on identifying character traits in books and short videos. This week, we watched <a href="https://www.youtube.com/watch?v=EUm-vAOmV1o" target="_blank">Ormie the Pig</a>. It is an adorable video about a pig who is attempting to get a jar of cookies off of the top of the fridge. He puts many different ideas to use trying to knock the cookies over. The kids LOVED this video.</div>
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Before watching, students were given this handout. We (teachers only) chose specific traits, and students copied them into the boxes. As they watched the video, students graded Ormie and showed their evidence. We explain a general scale aloud to students before they begin. As you will see below, we allow students to disagree as long as they have evidence to support their opinion! It creates <b>FANTASTIC</b> discussion in groups. And that's about it! Super simple. Highly engaging.</div>
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<u><b>Example Grading Scale for the Character Report Card</b></u></div>
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A = OH! He is definitely _____!</div>
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B = I see that he is ______.</div>
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C = He can be _______, but _____.</div>
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D = He's not very _________.</div>
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F = I didn't see him being _____ at all!</div>
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<tr><td class="tr-caption" style="text-align: center;">Here, an on-level student accurately described Ormie's character traits.</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Here, a below-level student gave different grades, but he was able to provide accurate support from the video.</td></tr>
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<tr><td style="text-align: center;"><a href="http://secondgradesugarandspice.blogspot.com/" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" src="http://4.bp.blogspot.com/-UWh3ytz3ehs/VDUmY4oKFgI/AAAAAAAACAU/ojqiwPGp28o/s1600/WordlessWednesdayLinkyPic.png" height="411" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Click the image to see more pictures of classroom activities this week!</td></tr>
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Be sure to head over to <a href="http://secondgradesugarandspice.blogspot.com/" target="_blank">Miss DeCarbo's</a> blog to read more!<br />
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<br />Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com4tag:blogger.com,1999:blog-8100240644117756005.post-63333842942293601362015-02-08T15:10:00.000-05:002015-02-08T15:13:45.249-05:00Close Reading: What's It All About?<div class="separator" style="clear: both;">
<span style="font-family: inherit;">Hey everyone! I wrote this post back in July as part of a 5-part mini-series and recently shared it on my collaborative blog, </span><a href="http://theprimarypack.blogspot.com/" style="font-family: inherit;" target="_blank">The Primary Pack</a><span style="font-family: inherit;">. I've gotten a lot of positive feedback from readers, so I thought I would repost it all together for you. Enjoy!</span></div>
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<span style="font-family: inherit;">Close reading is the big hype these days with Common Core (or "Florida Standards" in my state!) and the push to expose ALL students to complex texts. I've recently done a lot of research on it for my Master's, so I decided to share it with you and hopefully answer some questions that are floating through your minds!</span></div>
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<span style="font-family: inherit;"><u><b>5 Essential Topics</b></u></span></div>
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<span style="font-family: inherit;">1. What is close reading?</span></div>
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<span style="font-family: inherit;">2. Background Knowledge</span></div>
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<span style="font-family: inherit;">3. Complex Texts & Text Dependent Questions</span></div>
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<span style="font-family: inherit;">4. Repeated Readings</span></div>
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<span style="font-family: inherit;">5. Annotation</span></div>
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<span style="font-family: inherit;"><u><b>Close reading</b></u>: “an instructional routine in which students critically examine a text, especially through repeated readings” (Fisher & Frey, 2012a). </span></div>
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<span style="font-family: inherit;">Close reading was used in high school and college in the past, BUT the implementation of Common Core has pushed teachers to use close reading in elementary school. </span><span style="font-family: inherit;">So, there must be some modifications made in elementary schools. The teacher must </span><b style="font-family: inherit;"><u>build</u></b><span style="font-family: inherit;"> students toward independent reading. As teachers help students dig through reading passages, they are helping students to build habits of great readers. </span></div>
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<span style="font-family: inherit;">I think this quote explains it perfectly: </span><span style="font-family: inherit;"><b>“The teacher’s goal in the use of Close Reading is to gradually release responsibility to students – moving from an environment where the teacher models for students the strategies to one where students employ the strategies on their own to when they read independently”</b> (Brown & Kappes, 2012). </span></div>
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<tr><td class="tr-caption" style="text-align: center;">First graders work on annotating and finding <br />
main idea during repeated reading.</td></tr>
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<span style="font-family: inherit;">Close reading gives kids the opportunity to take </span><b style="font-family: inherit;">NEW</b><span style="font-family: inherit;"> information from the text and add it to their background knowledge and experiences. When they do this, they increase their schema (what they already know).</span></div>
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<span style="font-family: inherit;">Close reading can be used with different genres, various formats, literature, and informational text. </span><b><span style="font-family: inherit;"><u>BUT, {This is a biggie!} it is only appropriate with some texts.</u> </span></b><span style="font-family: inherit;">Close reading does not work with everything. It should not be used with long chapter books or even some multiple page passages. It is not an appropriate strategy for everything and anything. You have to be thoughtful and purposeful when you choose a passage. </span><b><span style="font-family: inherit;"><u>AND, {This is a second biggie!} it should go along with other instructional practices throughout the school day.</u> </span></b><span style="font-family: inherit;">This is simple. Just don't make it the only thing you do. Yes, there's a huge push for it in schools. Yes, it is great for students in certain environments. I love how Brown and Kappes (2012) explain it, "Close Reading of text is one important strategy for fostering independence and analytic skills."</span></div>
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<span style="font-family: inherit;">Remember: It is only <b><u>one</u></b> strategy. It is not the <b><u>only</u></b> strategy to use in the classroom. There are many others that are successful in the classroom. Choose a strategy that fits your students, your topic, and your teaching style.</span></div>
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<span style="font-family: inherit;">This is perhaps the biggest debate in close reading. Period.</span></div>
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<span style="font-family: inherit;"><b>Here's why in simple terms:</b></span></div>
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<span style="font-family: inherit;">Teachers have sometimes given students <b><u>SO</u></b> much background knowledge, that they were able to answer questions about the text <b><u>before</u></b> even reading it! {I mean, really, that sounds just plain crazy!} </span><span style="font-family: inherit;">What is the point in reading if they kids already know the answers? It is boring for kids. It is a waste of time for teachers.</span></div>
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<span style="font-family: inherit;"><b>...in walks Common Core...</b></span></div>
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<span style="font-family: inherit;">I have heard so many times that Common Core says a big fat "NO!" to background knowledge. This is not true by any means. But I do know where the idea stems from. Educators were afraid that TOO much background knowledge was given before reading. So they started encouraging teachers to pull back.</span></div>
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<span style="font-family: inherit;"><b>However, background knowledge has been proven to have an impact on student comprehension. </b>Many researchers believe that you do not have to instruct kids on the topic before reading because it can be </span>very easily <span style="font-family: inherit;">done during reading. I agree with this. I would rather jump into reading and tackle questions as they come rather than spoon-feeding the kids before they have a chance to think!</span></div>
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During close reading (or any type of reading), it is important to:</div>
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-set a purpose for reading</div>
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-give definitions of unknown words that are essential to understanding the text</div>
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-not tell students what to expect from the reading</div>
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-allow students to interact with the text</div>
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-address clarification as needed throughout</div>
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<b><u><span style="font-family: inherit;">Think about this:</span></u></b></div>
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<span style="font-family: inherit;">“For the purposes of Close Reading, it is essential to distinguish between the background knowledge that is required to understand the text and the knowledge sought to be gained from reading the text” (Brown & Kappes, 2012). </span></div>
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<span style="font-family: inherit;"><u style="font-weight: bold;">Remember:</u> Some students may only have to <u>ADD</u> information from the text to their schema (what they already know) so that they understand. On the other hand, some students will <u>lack</u> background knowledge and are less likely to accurately understand.</span></div>
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<span style="font-family: inherit;"><b>You know your students. You know what they have absolutely no clue about. You also know what they are familiar with. Use that to your advantage and help those who need it!</b></span></div>
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<b>Brief, high-quality, & complex text.</b></div>
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Reading lessons should match this description if you are implementing close reading. In my research, it was recommended that passages should be anywhere from 3 paragraphs to 2 pages.</div>
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<b><u>Why shorter passages?</u></b></div>
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-Teachers can teach specific skills.</div>
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-Teachers can focus on specific ideas in the text.</div>
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-Students can practice really digging into the text. </div>
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-Students of <b>ALL</b> reading levels can closely read demanding texts.</div>
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-Young students have time to gradually build up to independent reading because they are not overwhelmed. </div>
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<b><u>Time Consuming!</u></b></div>
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Close reading can take a very long time. So...teachers should choose smaller passages in order to be able to get through everything. When students are reading on their own, they can enjoy longer passages. For close reading, keep it short!</div>
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<b><u>Modifications</u></b></div>
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Modifications must be made when using close reading in the elementary grades. Common Core calls for <b>ALL</b> students, regardless of reading level, to interact with complex texts. But how can kindergarteners and young firsties do this, you ask??? Answer: Modify!</div>
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Students in primary grades have a higher ability to comprehend while listening. So, it may be important for teachers to expose students by reading aloud to them and promoting independent reading. If you teach K or 1, you may even try a close read in which you read aloud to students. This modification will help kids to move from listening to reading independently in the upper grades.</div>
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<b><u>Text-Dependent Questions</u></b></div>
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Common Core is focused on text evidence. So, teachers should form text-dependent questions for students. In other words, the questions MUST require students to use the text. </div>
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In close reading, students are asked to go back to the text to find something that confirms their opinion or answer. Focusing on these questions causes students to reflect on the text rather than just quickly getting the gist of the passage (Brown & Kappes, 2012). </div>
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<b><u>Questions should be about and include:</u></b></div>
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-General understanding of the text</div>
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-Key details</div>
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-Vocabulary</div>
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-Text structure</div>
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-Author's purpose</div>
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-Inferring</div>
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-Opinons</div>
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-Intertextual connections</div>
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<tr><td class="tr-caption" style="text-align: center;">A struggling third grader came to understand new <br />
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Using many types of questions helps students to develop diverse discussions about the text. Think about it. If you keep asking the same key detail questions, kids will only talk about key details. But, if you ask questions that have them recall, talk about text features, infer from the images, form opinions, and make connections to their lives, they will have <b>A WHOLE LOT </b>to talk about!</div>
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<b><u>Think about this:</u> </b>"Students who learn to ask themselves such questions are reading with the discerning eye of a careful reader. We can also teach students to read carefully with the eye of a writer, which means helping them analyze craft" (Boyles, 2012).</div>
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<b><u>Goal:</u></b></div>
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Have students participate in active discussions to share their background knowledge and ultimately apply what they have learned. Eventually, students should begin to ask themselves the same questions while reading independently.</div>
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<span style="font-family: inherit;">Repeated reading is a BIG part of the close reading process. Each time students interact with the text, they come to a deeper understanding of it. Each time, they have more background knowledge than before. Each time, their conversations deepen.</span></div>
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<b><u><span style="font-family: inherit;">Struggling Readers or English Language Learners</span></u></b></div>
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<span style="font-family: inherit;">Struggling readers and English Language Learners (ELLs) may need extra time when reading. Each has his/her various challenges. However, close reading is great for struggling readers and/or ELLs because of this repeated reading. It gives kids time and many different opportunities to process information and make connections. </span></div>
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<b><u><span style="font-family: inherit;">Who is reading?</span></u></b></div>
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<span style="font-family: inherit;">The text is being read over and over. But who should read the text each time? </span><span style="font-family: inherit;">Many times, the reader changes. It is usually suggested that the students tackle the text independently through silent reading the very first time. However,</span><span style="font-family: inherit;"> modifications must be made for younger students. This may mean that a teacher reads aloud as shared reading for the very first time. </span></div>
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<b><u><span style="font-family: inherit;">Types of Repeated Reading</span></u></b></div>
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<span style="font-family: inherit;">-Individual</span></div>
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<span style="font-family: inherit;">-Groups</span></div>
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<span style="font-family: inherit;">-Teacher</span></div>
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<span style="font-family: inherit;">-Partner</span></div>
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<tr><td class="tr-caption" style="text-align: center;">Repeated readings of this passage helped this <br />
first grader to be able to write about Meerkats.</td></tr>
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<span style="font-family: inherit;">Remember that the type and number of repeated readings depends on the specific passage and students in the classroom. You do not need to use all of those listed above. Choose what works for you and your kids.</span></div>
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<span style="font-family: inherit;">Annotation is sometimes known as "Reading with a pencil". In simple terms, that's all it is. Students use a pencil while they read to note specific things. Annotation is extremely important when analyzing a text.</span></div>
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<b><u><span style="font-family: inherit;">Types of Annotation</span></u></b></div>
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<span style="font-family: inherit;">-Underlining</span></div>
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<span style="font-family: inherit;">-Circling</span></div>
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<span style="font-family: inherit;">-Noting unknown words</span></div>
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<span style="font-family: inherit;">-Noting challenging sections</span></div>
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<span style="font-family: inherit;">-Writing margin notes</span></div>
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<span style="font-family: inherit;">-Writing on bookmarks</span></div>
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<span style="font-family: inherit;">-Writing on sticky notes</span></div>
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<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-ZPCmqWR8cZ8/VNWBEdFmtAI/AAAAAAAACj4/rd3_xf8wdFE/s1600/pics.002.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-ZPCmqWR8cZ8/VNWBEdFmtAI/AAAAAAAACj4/rd3_xf8wdFE/s1600/pics.002.jpg" height="300" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">annotations for unknown vocabulary</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">annotations on sticky notes during a novel study</td></tr>
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<span style="font-family: inherit;">In high schools and colleges, students always annotate in text when participating in close reading. Elementary students have very little experience with this. {Most elementary teachers may have very little experience teaching it!}</span></div>
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<span style="font-family: inherit;">So, how do you annotate in an elementary classroom? </span></div>
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<span style="font-family: inherit;">Can you guess? MODIFY! </span></div>
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<b><u><span style="font-family: inherit;">Ways to Modify Annotation</span></u></b></div>
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<span style="font-family: inherit;">-Use <a href="http://www.wikkistix.com/" target="_blank">wiki sticks</a> to underline</span></div>
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<span style="font-family: inherit;">-Use colored pencils or highlighters to show unknown words</span></div>
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<span style="font-family: inherit;">-Number paragraphs or draw lines to separate paragraphs</span></div>
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<span style="font-family: inherit;">-Use only a limited number of annotations</span></div>
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<tr><td class="tr-caption" style="text-align: center;">Highlighters make annotations instant fun!</td></tr>
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<b><u><span style="font-family: inherit;">Why Start So Young?</span></u></b></div>
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<span style="font-family: inherit;">1. It is so important to teach students to do this at a young age. Start in primary! Use some of the modifications above to help you explain "reading with a pencil" to the little ones. As you model a few types, students will begin to use them in the close reading process. I recommend choosing just a few to focus on so that students become comfortable using them and understand <b>why</b> they are using them.</span></div>
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<span style="font-family: inherit;">2. THEY CAN DO IT! Believe in them. They are capable of GREAT things!</span></div>
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<b>This is an example of what I would say to students in my classroom last year (high achieving first grade) once we were comfortable with our annotations. I stuck to just 3. Keep in mind that we went over these one at a time earlier in the year.</b></div>
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<span style="font-family: inherit;">1. Number the paragraphs to the left of each paragraph.</span></div>
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<span style="font-family: inherit;">2. Circle any unknown or tricky words.</span></div>
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<span style="font-family: inherit;">3. While answering questions, go back to the text and highlight the evidence. Make sure you have the question number next to your evidence and the paragraph number next to your answer. </span></div>
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<a href="https://www.teacherspayteachers.com/Store/Creativity-To-The-Core/Category/Close-Reading"><img border="0" src="http://4.bp.blogspot.com/-e1BZ4rJkBrA/VNV2dzkorjI/AAAAAAAACjM/YK5nwEQ1JUk/s1600/CloseReadingBLOG.009.jpg" height="480" width="640" /></a></div>
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<b>I have linked some of my close reading resources <a href="https://www.teacherspayteachers.com/Store/Creativity-To-The-Core/Category/Close-Reading">here</a>. Check them out if you are interested in implementing close reading in your classroom. Or <a href="https://www.teacherspayteachers.com/Product/FREEBIE-Close-Reading-Florida-Sample-1359538">grab a FREEBIE here</a>. </b>Each pack comes with a weekly layout, CCSS alignment, passages, vocabulary activities, reading responses, visualizing & questioning handouts, graphic organizers, and writing prompts. Click the preview link under the images to see more before you buy!</div>
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I hope that this mini-series gave you ideas to bring back to your classroom! Please feel free to email me with any questions at <a href="mailto:creativitytothecore@gmail.com" style="font-family: inherit;">creativitytothecore@gmail.com</a>.</div>
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<span style="font-family: inherit;">If you would like to read more about close reading, please see the references below. I promise you, they are not boring. :)</span></div>
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<tr><td class="tr-caption" style="text-align: center;">Fonts by KG Fonts & Hello Literacy. Backgrounds & Borders from Teaching in a Small Town. Clipart by Melonheadz.</td></tr>
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Thank you! Wishing you many great close reading successes in the classroom! Happy Teaching!</div>
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com0tag:blogger.com,1999:blog-8100240644117756005.post-52882497402343697242015-02-05T00:00:00.000-05:002015-02-05T00:00:05.042-05:00Co-teaching Reading in 3rd Grade<a href="http://3.bp.blogspot.com/-EKrHXJDwe9I/VNLPIbIio5I/AAAAAAAACgc/BEnmTt_FszM/s1600/classroom.002.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-EKrHXJDwe9I/VNLPIbIio5I/AAAAAAAACgc/BEnmTt_FszM/s1600/classroom.002.jpg" height="320" width="240" /></a>It's been about a month since I began the leap from first to third grade, and I am loving it! Last year, I taught high achieving first graders who were almost (if not, just as high) as my third graders. So thankfully....the leap wasn't too difficult. :)<br />
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<tr><td class="tr-caption" style="text-align: center;">My friend and now co-teacher last year <br />in my first grade classroom.</td></tr>
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Co-teaching with one of my best friends and another energetic, hilarious, engaging teacher has been an amazing experience. We are each other's physical, mental, and emotional help each day...which in the teacher world can be a wonderful thing! Today, I wanted to share a few of the things we have been doing...<br />
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<b><u>Schedule</u></b><br />
In our county, 18 is the maximum amount of students allowed in each classroom. Both third grade classes that I work in have about 25 students. Therefore, the school had to hire an extra teacher (me!) to work in both classrooms and provide support. I am teaching only reading. I begin each day with one teacher, and begin after lunch with the other. The three of us have synced our schedules. This way, I am teaching the same lessons when I am in both classrooms. It is SO nice for the three of us to plan together and bounce ideas off of each other! Here's the layout we have. <a href="https://drive.google.com/file/d/0B8r3yE5L1R6RRENDMWQ0UllLSW8/view?usp=sharing" target="_blank">Grab an editable one here!</a><br />
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<img border="0" src="http://3.bp.blogspot.com/-yw3rj-t2RPQ/VNLR0e1E5QI/AAAAAAAAChw/P7n5Y4-HTt8/s1600/Screen%2BShot%2B2015-02-04%2Bat%2B9.12.09%2BPM.png" height="494" width="640" /></div>
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<b>Because there are two of us teaching at all times, we try to maximize our time and meet with our students.</b> We teach completely in small group during both reading and math blocks (although I am not with co-teaching with them during math). Each class has been broken up into 6 groups of 4-6 students. There are two groups of six students (groups 1-2 above) who are below grade level in each class. There are three groups of four to five students (groups 4-6 above) who are on-level or above-level. We each keep our groups for two days. Then, we swap groups for the last two days. This gives students the ability to hear the same concept in two different ways.</div>
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We basically split the entire room in half when we are teaching. This helps to keep the noise level down and also keeps students from getting confused. This picture was taken from my small group area. If you look across the room, you will see the other teacher's "side". She has the lower groups and is working with a small group while the other group is working at the red pocket chart on the far side of the room. When she is ready to switch, she will simply have those two groups trade spots. My "side" of the room is to the left of this image. We have a table of computers for one group and then a reading area on the floor for the other. My students go through two centers and my small group on this side of the room.</div>
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<img border="0" src="http://4.bp.blogspot.com/-y5bZdofdYKo/VNLPLu294fI/AAAAAAAAChY/itcZi9ccGjc/s1600/classroom.011.jpg" height="480" width="640" /></div>
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<b><u>Minilessons</u></b></div>
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Almost every day, we give a minilesson on a new topic or an important topic that needs review. Both teachers discuss with the students and plan together for these lessons. Here I am leading a minilesson on comparing and contrasting using the book <a href="http://www.amazon.com/gp/product/159990103X/ref=oh_aui_detailpage_o01_s00?ie=UTF8&psc=1" target="_blank">Apples and Oranges: Going Bananas with Pairs</a>. The kids were obsessed with this book! It comes HIGHLY recommended for all grade levels!</div>
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<img border="0" src="http://1.bp.blogspot.com/-qFiJwMZRpnU/VNLPKwok4II/AAAAAAAAChE/zjPK0yjHKbw/s1600/classroom.009.jpg" height="480" width="640" /></div>
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<b><u>Small Group</u></b></div>
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The main teacher is always "Small Groups 1" and "Centers 1" on our plans above. Each week she begins the week with her lowest performing students and lays a foundation. She ends with her highest students. I am considered "Small Groups 2" and "Centers 2". Each week I start with the highest performing students and end with the lowest performing students. Two small groups are running at the same time. However, we are at opposite sides of the room, so it is not too distracting. :)</div>
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During my first two small groups of the week (on- and above-level students), we are reading the novel, Stuart Little. Here are some of our supplies. You can <a href="https://www.teacherspayteachers.com/Product/Lets-Talk-About-It-Teaching-Students-How-To-Have-Meaningful-Text-Talk-1351493" target="_blank">grab them here</a>. My readers are working SO hard on accountable talk and discussion. Some groups are getting really comfortable with it! One little boy even said, "Hey, you can't talk so much! You're suppose to be invisible!"<br />
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<span style="text-align: left;">By the time the kids come and go, our table is a {big ole} mess! </span></div>
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Our on-level students still struggle with writing complete sentences and explaining their thoughts. We do LOTS of writing to try to fix this. Here is a prediction that one of my students made before reading chapter 3. It is not a perfect sentence, but she was working oh so hard!<br />
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Right now we are only 33 days away from our BIG state assessment that determines promotion of third graders, so our below level groups have been practicing comprehension strategies every.single.day. Yes, we know they need to do practice passages, but they also need to have fun! I introduced these <a href="https://www.teacherspayteachers.com/Product/Reading-Response-Prompts-Cut-and-Glue-Flips-1642197" target="_blank">sentence strips from The Teacher Talk</a> as a way to extend our thinking after reading a test prep passage. These are the students who normally <b>struuuuggggle</b> with writing. However, these fun flippy prompts helped them to write quite a bit! I was one proud teacher!</div>
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<a href="http://1.bp.blogspot.com/-iOFsjwd5LRg/VNLPKcnkpUI/AAAAAAAACg8/qQO3ceb8tKM/s1600/classroom.007.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-iOFsjwd5LRg/VNLPKcnkpUI/AAAAAAAACg8/qQO3ceb8tKM/s1600/classroom.007.jpg" height="480" width="640" /></a></div>
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When our below level groups are not doing test prep, test prep, test prep, we have lots of fun! We make inferences and find evidence in the passages. We read stories and determine character traits. We practice past skills with task card games in small group. <b>Basically, the three of us remediate again and again until our little ones catch on!</b></div>
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<a href="http://2.bp.blogspot.com/-dEOvRuTmA5c/VNLPK8qtldI/AAAAAAAAChA/We2mRUxxpAI/s1600/classroom.008.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-dEOvRuTmA5c/VNLPK8qtldI/AAAAAAAAChA/We2mRUxxpAI/s1600/classroom.008.jpg" height="352" width="640" /></a></div>
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<b><u>Centers</u></b></div>
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My side of the room has two centers: Computer & Text Evidence</div>
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The main teacher's side of the room has two centers: Skill Practice & Vocabulary/Reading</div>
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Our lowest two groups stay in small group for 30 minutes each and only go to one center per day.</div>
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Our higher three groups have 20 minutes of small group and go to two centers day day.</div>
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<li><b><i>Computer</i> </b>- We have a program called iReady that is used throughout the school. All students take individualized reading and math lessons on the program during this center.</li>
<li><b><i>Vocabulary/Reading</i> </b>- My novel study groups read their novel, make annotations, and respond to their flippy prompts (blue flaps seen above). When we are not reading a novel, students complete vocabulary activities at this center. Our lower groups do not go to this center because vocabulary is taught explicitly to them in small group</li>
<li><i><b>Skill Practice </b></i>- This center changes depending on our skill. It is differentiated for the two sets of groups. Sometimes, there are even two separate activities for certain students. This center usually includes writing. Sometimes it has task cards. Overall, it is based on the standard that we are teaching that week.</li>
<li><i><b>Text Evidence</b></i> - This center is completed only by on and above level students. They are given books or passages and questions. We make sure that they are focusing on finding text evidence and responding in complete sentences with evidence based sentence starters. Paired text passages work very well with students in this center. </li>
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<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-mIhpOWqREsE/VNLPIRAv8AI/AAAAAAAACgY/FXC9nUqy2xo/s1600/classroom.004.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-mIhpOWqREsE/VNLPIRAv8AI/AAAAAAAACgY/FXC9nUqy2xo/s1600/classroom.004.jpg" height="480" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small; text-align: left;">This is a Skill Practice center focused on point of view. Students were researching an animal and then writing about the animal from </span><span style="font-size: small; text-align: left;">the animal's point of view.</span> </td></tr>
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That's a little look into our Reading Block! I hope you enjoyed it!</div>
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Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com5tag:blogger.com,1999:blog-8100240644117756005.post-38816556091719315702015-02-04T10:22:00.000-05:002015-02-08T15:13:27.706-05:00Wordless Wednesday - February 4 - Professional Development<div class="separator" style="clear: both; text-align: center;">
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<span style="text-align: left;">Today linking up with my friend Christina from </span><a href="http://secondgradesugarandspice.blogspot.com/" style="text-align: left;" target="_blank">Miss DeCarbo</a><span style="text-align: left;"> for Wordless Wednesday! My week has been filled with meetings, sessions, and testing. It has been crazy. BUT on the positive side, I am so excited to say that my first ever Professional Development session is complete! I am so thankful for all of the teachers who provide me with my own "Virtual PD" daily. Blogs and teacher friends are a beautiful thing!</span></div>
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Have a great week!<br />
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<br />Creativity to the Corehttp://www.blogger.com/profile/00533879099501029303noreply@blogger.com1tag:blogger.com,1999:blog-8100240644117756005.post-7023942529479383502015-01-25T09:00:00.000-05:002015-01-25T09:00:02.880-05:00Trade & Grade: Roll & Write Month Edition<div class="separator" style="clear: both; text-align: center;">
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Welcome to our Trade and Grade! This week I was able to use a wonderful product from my friend Cassie at <a href="http://mrsthomaskinder.blogspot.com/" target="_blank">Mrs. Thomas's Class</a>. The kiddos LOVED it! Keep reading to hear all about it!</div>
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Roll & Write was a brilliant addition to my writing center this week. It gave students the ability to practice writing narratives, but also kept their attention because it was hands-on and involved many different crazy topics. In the picture above you can see my writing center table. It includes the activity (Roll & Write), a red box full of writing paper, a pencil box full of sharpened pencils, Expo markers and dice for the activity, and center directions. </div>
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We are required to have standards based centers with directions and a learning goal or scale at every center during our reading and math blocks. Each time I plan a center, I simply type up a direction sheet, print it, and put it in a sheet protector or plastic frame. Students refer to it throughout the activity if they need help. During this Roll and Write center, the learning goal said:<b> "I will be able to write a narrative story that includes characters, setting, a problem, and a solution."</b></div>
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I absolutely love this simple low prep center! When you are getting started, you will need the things seen above: paper (or a journal), Expo markers, dice, and printed sheets in sheet protectors (or laminated). Give students some dice, and they will do whatever work you have planned for them!</div>
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You could definitely print one page per child and have students color the boxes in with crayons, however, I know we are all teachers who are conscientious of the number of copies we make {or are allowed to make!}. Using sheet protectors and Expo markers helps to keep the copies down! I do not have a color copier at school, so I printed these on some winter-y colored paper to make them bright and inviting. They turned out beautifully in black and white!</div>
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Once students get to the center, the directions are quite simple. Just roll the die (We call them number cubes...more on that later...) to choose a character from the first column, then move to the second and do the same, and then move to the third. Once students have rolled three times, they will have the characters, setting, and problem of their narrative. <b>The goal of the activity is for students to determine a solution to the problem and to include that in their writing. </b>I explained this to my students before they began their narratives, so I am interested to grade them this week and see who was able to create their own solutions!</div>
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And....finally....They write! This student happened to roll all 6's and was SUPER excited to begin. I had my students write their stories on some simple lined paper, but you can also have them write in their journals or on lined loose leaf paper. It's a flexible center, so that's up to you!</div>
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I teach third graders who are on and below grade level. However, they really struggle with writing. Although not every story made sense in its entirety, I was SO beyond proud of their effort and excitement! I truly believe they were excited because of this creative activity. I don't think my students have ever been THIS excited to write! {Happy Teacher Moment}</div>
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Overall, here are my favorite aspects of this brilliant and kid friendly writing product:</div>
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<b>Low Prep! - </b>Just print it and stick it in a page protector. Seriously. So simple, people! I love when I can give my students fun activities that are easy to reproduce.</div>
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<b>Printer Friendly - </b>Each page uses only a small bit of colored ink. Therefore, they look great printed in black and white. Colored paper will make the monthly sheets pop!</div>
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<b>Monthly Options - </b>Each month has different options for characters, setting, and problem in the columns. Students will get experience writing about MANY topics. That means, my writing center is already planned for one week each month. My students can work on the monthly prompts that week and still get exposure to other writing activities during the rest of the month. I can also see this activity being great for homework also because it is easy to send home each month.</div>
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<b>Engaging for Students - </b>Like I said before, dice are magic. We are actually supposed to call them "Number Cubes" in my district because dice apparently refers to gambling. But people still go back to saying "Dice". Silly if you ask me! Anyway, kids love them, so why not use them to make writing more fun!?!</div>
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<b>Automatic Differentiation - </b>Each student is going to write differently. As long as they use their characters, setting, problem, and solution, they are completing the assignment. Therefore, my struggling writers will have exposure to including all four things in a short story, while the students who are excelling can write longer narratives with more details and structure. </div>
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If you are thinking about trying this activity in your own classroom, I highly recommend it! My students were engaged the entire time and giggling about their crazy combinations! Roll & Write is the perfect addition to any writing center because it allows for choices, adds manipulatives to make writing more hands-on, and can truly change up your writing routine.</div>
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We cannot wait to finish our stories next week! As a teacher, I am interested to see how my students' writing improves as we continue to use these monthly Roll & Write activities over the next few months. I truly believe it will help the kids to become comfortable with writing narratives and including all of the necessary components in their writing.</div>
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<b>If you are interested in grabbing this set for yourself, check it out <a href="https://www.teacherspayteachers.com/Product/Roll-and-Write-Month-Edition-1578113" target="_blank">here</a>!</b></div>
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