Students come to us on all different levels, which can be a challenge- 3 great ideas on how to teach a mutli-level class.

As the arts lose more and more of a hold in education, it becomes increasingly important for teachers to find ways to integrate the arts in their classes.

Before the start of each school year, I spend a lot of time reevaluating the routines and procedures that I use in my classroom. Establishing routines and procedures early on, sets the stage for a well-managed classroom and helps ensure "smooth sailing" for rest of the school year!! Below is a list that I refer to each year when establishing routines and procedures for my classroom.... {Click here to download!} Like anything else we teach our students, these routines and procedures need to be taught, modeled, practiced, and reinforced!! The following are the routines and procedures that I focus on the most, and the ones which I believe help foster a high-functioning learning environment.... Entering the Classroom "Ready to Learn" One of the first procedures that I teach my students is how to enter the classroom, and what to do once they come in. I strongly emphasize that they need to enter the classroom "ready to learn". We spend a lot of time talking about what it means to be ready to learn.... coming in quietly, having all materials needed for class, ready to follow directions or routines, and ready to GET TO WORK!!! My students learn quickly to always look to the white board for directions. First thing in the morning, after recess, and after lunch, I always have specific directions written on the board. Students learn to come in, look to the white board, and then begin following directions right away. This gives me time to take care of business, especially in the morning. At the same time, it teaches students independence. I always love the compliments I get from subs about how well my students follow directions, and how quickly and easily they get to work!! Teacher Signal The "teacher signal"-- No teacher should be without one!! For me, I have always use the simple and easy, GIVE ME 5. With this, I simply raise my hand and say, "Give me five," and my students raise their hands and show me that they're ready to.... STOP! LOOK! and LISTEN! Below is the graphic that I have displayed for the first weeks of school. We spend a lot of time discussing the expectations, and PRACTICING during those for first few weeks. {Click here to download!} Most of the teachers at my school and our principal use this strategy, so it's something consistent for the kiddos from year to year. However, I have always been very intrigued by some of the fun and catchy "attention grabbers" out there. I have often thought about giving some of these a try. Here are some great examples.... {SOURCE} {SOURCE} Transitions I will never forget my first year of teaching.... It never occurred to me that I would need to teach students how to transition from one activity to the next. So of course, chaos would ensue each time I gave students a simple direction, such as taking out a text book, or coming down to the rug. Each simple task would turn into full-blow conversations!! I would then have to get their attention all over again to give the next direction. A vicious cycle!! I quickly learned that quick and quiet transitions needed to be taught, practiced, and reinforced, NON-STOP for those first few days of school. The key is to always wait until students are quiet and then set the expectation for WHAT they need to do, and HOW they need to do it. I also teach my students to save their movement for when I am COMPLETELY done giving a direction. Quality of Work I spend A LOT of time at the beginning of the year discussing the quality of student work. It's always amazing to me how upper grade students forget {or do they?!} some of the most basic skills they learn in the primary grades. We're talking things as simple as using a period at the end of a sentence, or misspelling the word "read". In my class, I like to have a list of "must haves" that students refer to as they are working, and before they turn an assignment in. While of course there is always room for error, there are just certain things that are simply nonnegotiable for upper elementary (general ed.) students.... {Click here to download!} If anything on the list is missing, I simply hand assignments back to students, and remind them to refer to our Must Have List. Additionally, we spend a lot of time focused on "presentation" and students taking pride in their work. For example, when I assign projects I ask students to outline their writing with black or colored marker, add details and at least 3 colors to their illustrations, and to make the most of the space they have on their paper. I spend a lot of time modeling this, and I am constantly reinforcing high-quality work. In my classroom, time, effort, and pride go a long way!! Final Thoughts With any and all routines and procedures, it is so important to constantly set expectations during those first days. Right before recess, I always remind students about what is expected when they come back into the classroom after recess. Before an assignment, I ask students to tell me how I expect them to behave while they are working. We are constantly talking about expectations! Plus, we practice ALL THE TIME!! When we line up for lunch, we practice how to walk in a line. When we come in after lunch, we practice how to come in the classroom quietly. It seems like a lot, but it is so important to get them in place so that the rest of the year is smooth sailing!!! If you're looking for some Back to School activities and printables to ease you into the school year, be sure to check out this Back to School resource in my teacher shop. Click on the pic below to learn more!

Thousands of teachers have used these tried and true GUARANTEED tups to stop students from blurting out. Chatty Class? YOU NEED TO READ THIS!

Solutions for Social Emotional Learning & Executive Functioning

As we started back to lessons after Christmas break it became evident that my students needed a little extra motivation. Christmas music and Christmas recitals were finished, and most students got out of their practice habits over the break. Of course I wish that all my students could be motivated simply by the love of […]

The personal financial literacy math standards include challenging vocabulary and concepts. Use these 5 tools to make it easier and more fun for kids!

It seems like every day there is an endless stream of students reporting behaviors or incidents that happen in the classroom. On one hand, we want to help our students feel heard and validated so they know we are a safe person for them to talk to. On the other hand, we certainly don't want to feed into the tattle machine. It's a fine line to walk. So how do we handle tattling in our classrooms?

Happy Sunday, friends! Tonight I want to share with you one of my favorite Kagan structures – Stand Up, Hand Up, Pair Up (SU, HU, PU). Kagan Structures are all about cooperative learning – not group work – with frequent modeling, celebrations, community building, and brain breaks…sounds fun, right? Kagan structures hold every student accountable...

Ok, just because I've been gone from 'blogging land' doesn't mean we haven't been working hard in 4B. I've definitely been documenting a lot of what we've been doing! To start, it was clear to me that our old way of peer conferencing just wasn't working. Kids seemed to be goofing around, not really helping each other, and it was a waste of everyone's time. It frustrated me when most of my one-on-one conference time was spent managing unruly PEER conferences. I knew something had to change. I decided to revamp our workshop so that our peer conferences would hold both the author and the peer more accountable AND work on our 6-traits language. I introduced our 'new' method for peer conferencing using this anchor chart to document our process. After students finish drafting, they are to grab a 6-traits peer conferencing sheet and assess themselves by circling all the descriptors for each trait that they feel match their own writing. Mind you, we did a lot of whole-class practice with scoring writing based on the 6-traits criteria so students would feel comfortable doing this process on their own (and being HONEST!). Through our mini-lessons we've learned that it's possible to have high scores in some traits but lower scores in others. That's how we grow! Here you see Devin circling where he thinks his writing falls on our 6-traits rubric. (Note: The link to the 6-traits peer conferencing sheet above will bring you to an even more updated version than the one shown in this blog posting! Just FYI!) Here's another student assessing her own writing after she's drafted. This student has finished assessing her writing using our rubric. She decides on a final number score and circles it to the left of the descriptors. Then it's time to meet with a peer. (We have a peer conference sign-up sheet in our room which helps students know which other students in the room are also ready to peer conference.) Here you see this author reading his story to his peer. After he's done reading, he will explain to his peer the scores he gave himself and why. It's important for the peer to listen carefully to the author because it will soon be her turn to assign a score to this author for each trait . On the lines on the rubric, she will write to explain the scores she gives him. The peer needs to follow the following sentence stems in his/her scoring response: * I give this a writer a ___ because... * This writer needs to work on ... This process requires peers to truly work together, hold each other accountable, and it gets the kids using our 6-traits language a lot more. The second sentence stem helps the writer establish a goal for what to work on when revising! To see more of this peer conferencing process, watch a clip of us practicing this stage! Our focus lately has been on the trait of organization. We've been looking thoroughly at different beginnings and endings of both student and published writing. Here is our anchor chart documenting what we noticed! In other Writer's Workshop news, these are a few additional anchor charts we have in our room to help keep our writing organized. This anchor chart reminds us of powerful words to use to spice up 'said'! In reading we have been working hard on purposeful talk.This is so very important to the social construction of knowledge in any classroom! It's essential to teach students purposeful talk behaviors before even considering literature discussion groups (LDGs). The majority of kids talk like...well, KIDS! So, if we expect kids to talk like mature young people about different texts they read, we need to explicitly teach them how! Talking about Text by Maria Nichols is a great place to start if you're interesting in learning more about purposeful talk behaviors. I taught each of the behaviors individually through two separate mini-lessons - one day to explain 'hearing all voices' in a concrete way (without text), and a second day to practice 'hearing all voices' using text. Then I taught 'saying something meaningful' in a concrete way without using text, and the next day we practiced 'saying something meaningful' using text , and so on. Eventually all of the purposeful talk behaviors kind of blended together and kids started to discover that we often need to use all of these things at the same time in order to truly talk purposefully about anything! We did a lot of practicing, and I've been taping students in this process. Here is a clip of students practicing their behaviors while they talk about their families. (We had read a few books about different kinds of families to foster a safe environment to celebrate the fact that we all have different kinds of families!) We also had students practice their purposeful talk behaviors while discussing their best or worst memory in school (which helped warm up their brains for a timed writing activity we did during writer's workshop). Here is a clip! As a class, we watched these video clips to analyze our body language and other purposeful talk behaviors. I think taping and analyzing is a very effective way for students to learn how they should look and sound in an LDG. 'Keeping the lines of thinking alive' is a tough concept for many youngsters. Sometimes what happens is that students take turns talking, but they don't really build on what the person before them said. In other words, they don't really DISCUSS, they just share and listen. We applauded the first group in this clip because they had good body language and were respectful as listeners, but we discovered their conversation needed to be more 'alive' by asking questions and making connections to each other's ideas and thoughts. Mrs. Pierce and I taped ourselves doing a weak LDG and a strong LDG. As we watched each example, we used dots and lines to 'map out' our conversations (see chart below). In the weak LDG, we discovered Mrs. Pierce and I shared a lot of individual thoughts. The thought started, and then it stopped. There was really no discussion about anything we said; and Mrs. Pierce wasn't even looking at me during part of our time together! How rude! ;) In the strong LDG example, we mapped out a lot of dots and lines that were connected because we took each other's ideas and built on them. We truly discussed the text to dig deeper. We introduced several conversational moves for students to use to help get their voice heard in a conversation. Students also have these conversational moves on a bookmark that they keep in their LDG books. After we learned the respectful ways to speak and act when discussing with others, it was time to teach our kids how to flag their thinking. This is a crucial step to holding a successful literature discussion group because it allows the kids to track their important thoughts while reading so they have ideas for discussion the next day. Here are the 'codes' we use to track our thinking on post-its. We encourage students to use one of our codes to categorize the kind of thought they have and then write a few words to trigger their thought. This helps them when they get into a discussion group; they'll actually have pinpointed ideas to discuss! Students kept a chart in their Thoughtful Logs with all of our codes on it for easy reference. Here's a clip of our students as they practice flagging their thinking for the first time. The next day, students put all their new learning to the test. We put them in small groups to discuss the text "Slower Than the Rest" which is a short realistic fiction story out of Cynthia Rylant's book Every Living Thing. On another day, we used a high-interest two-page non-fiction text about leeches to continue practicing flagging our thoughts. Here's a clip of our kids flagging their thinking just after we modeled it during our mini-lesson. Below are some pictures of the kids' flagged thoughts. In addition to purposeful talk, we've also been studying the historical fiction genre. We've read several mentor texts, including Dakota Dugout by Ann Turner and Dandelions by Eve Bunting. Our first round of literature discussion books are all within the historical fiction genre. Here are a few of our historical fiction LDGs hard at work: Dear Levi: Letters from the Overland Trail Scraps of Time: Abby Takes a Stand The River and the Trace (I think I put my finger over the microphone at minute 2:00!) Oftentimes, historical fiction books will have a flashback in them. One group's book, called A Scrap of Time: Abby Takes a Stand by Patricia McKissick, has a flashback that occurs towards the beginning of the story. I photocopied some of the pages to try to explain this technique during a whole class mini-lesson. In the first section of the book, three grandkids are spending time with their grandma in her attic. They find an old menu and ask their grandma why she saved it. Chapters 1 through 12 flash back to 1960, where 'grandma' is just 10-years-old, living in Nashville, Tennessee at the time of a lot of civil rights protests. The menu is from a restaurant where a lot of sit-ins took place. Through the flashback a reader learns all about life during the 1960s. In the final section of the book, a reader finds him/herself back in the present - in grandma's attic, where the three grandkids ask their grandma some questions about her life during the sixties. There was also another flashback in the story Dakota Dugout by Ann Turner. We also read The Wreck of the Zephyr by Chris VanAllsburg as an example of a flashback in a fantasy book! In other reading news, here is a picture of the anchor chart that stored all the non-fiction text features we've learned. In social studies, we've been studying the economy of the five U.S. regions. Students have been reading small sections of non-fiction leveled readers to summarize a product or industry that is important to each region's economy. Students are typing up their summaries and we're calling those summaries 'articles' as they each create a magazine of our economy. Through this project, students have learned to: * Summarize main ideas * Center and left-justify their cursor * Use the tab key to indent * Change font size, color, and style * Bold, underline, and italicize * Safe image searches * Copy and paste * Cite their picture resources Here is the inside of one student's magazine. Next week we will be using this site to create magazine covers! Lastly, we had a chance to meet with our second-grade buddies earlier this month. We split the buddies up into two groups and one group stayed with Mrs. Adams to play holiday bingo. The other group was with me in the computer lab. Buddies used this site to play a variety of math and English games. One of the most popular games to play was called 'Story Plant' where students could click on different leaves to create the beginning to a unique story. Depending on what leaves were clicked, you would get a different combination of characters, settings, problems, etc. The computer generates a beginning to a story that the kids can print off and finish during writer's workshop! Have a wonderful weekend!

This worksheet is a great reading comprehension practice. Students have to read the descriptions and guess who lives on each floor.

Tips for setting up your student seating arrangements for cooperative learning, including options for permanent and temporary teams.

Boggle is such a great game for pattern recognition and spelling. You can even get a little math in there with the scoring. Kids (and adults) love it! Here is a template you can use with your class. The color version is for using with your document camera, while the grayscale version is perfect for ... Read More about Boggle Template: Make a New Game Each Time!

I think there are so many ways this could be used in therapy and I am excited to try it out! The basic principle is the kids can shake the bottle around to find the different words hidden in the rice. Once they find a word, they can:

We've been learning about the parts of speech in the most fun ways. A parts of speech printable and flip book, writing our own mad libs, and more.

In this blog post, read about my best teaching strategies to teach writing narrative endings. Grab all the freebies to help you teach.

I know. You read this title thinking, “yeah right I do a million and one things a day, what are you going to say thats worth my time?” My goal with this post is to give you at least one tidbit that you can take to your class that will give you even 20 minutes back into your week. Here are ways to make the most of your planning time. Tip #1: Use Small Pockets of time A few minutes to spare while your kids are working? Start tidying up so you’re not having to clean up during your conference time. Solicit a student to help clean up! With extra time, I also try to knock out some emails so I can get right to planning during my conference. A few minutes in the morning? As much as you DON’T want to do it, keep a stack of papers to grade on a clipboard. Place a post-it-note of the answers. Grade when you have a few extra minutes so you can get down to the actual planning during conference. Tip #2: Break your To-Do’s into small chunks You cannot do everything in one day. If you try to, even if […]

Art Sub Plans Worksheets

3rd Grade Thoughts: A teaching blog by Stephanie Van Horn

If you're doing digraph activities with your learners, try these free digraph games! Use them in kindergarten or first grade. These literacy center games are a great alternative to worksheets! #digraphs #teachingreading #kindergarten #firstgrade #phonics

Fairy Tale STEM Activity - Goldilocks and the Three Bears Try a hands-on STEM challenge with Goldilocks and the Three Bears! This STEM activity is designed for lower elementary kids. I am so excited to share some details about it! STEM tales introduce the youngest budding engineers to STEM, by taking a familiar story and using it to walk through the engineering design process. Do you love telling and re-telling stories with your kids? Do you ever change the ending to spice it up a bit? That's exactly what STEM tales is all about! Integrate Literacy and STEM with Fairy Tales The 8-page book provides an alternative ending to this story. Your students need to help make a bed for Goldilocks. Goldilocks is simply a printed out figure, which you can add weigh to with either small masses, pennies, or washers. Using whatever crafting materials you have handy (index cards and tape are really all that is needed, but feel free to use other supplies as well), create a new bed for Goldilocks. The Testing Phase of the STEM Challenge Is the bed large enough? Will it hold the weight of the figure? You will be surprised at the designs your students come up with! Designing and creating a bed for Goldilocks is a way for students to bring the fairy tale alive. After you have tested out the beds, it's time to introduce the bear family to the challenge (mama, papa, and baby, who is the same size as Goldilocks). You will add heavier weights to mama and papa bear, and then test the designs again. This is a great way to demonstrate why it's important to know your design criteria before starting a STEM challenge! Mama bear may fit on some and not others, or papa bear may fit but weigh too much and collapse the bed. Get the Goldilocks Fairy Tale STEM Challenge Here is the link to the full resource. In addition to all the steps above, the 8-page story book guides students through the engineering design process and also includes a self-evaluation check list. Or pin the idea for later: How to Conduct a STEM Tale Challenge To read more about how to conduct a STEM challenge, visit this post: To see all posts in this series, click here:

special education, behavior, behavior plans, BIPs, writing a behavior plan

In this blog post, read about my best teaching strategies to teach writing narrative endings. Grab all the freebies to help you teach.

This blog post explores innovative and engaging lesson plans for any novel unit... ranging from task cards to book instagram pages to a novel podcast project. Student choice is key here, and students can find something they would like to complete in order to convey their reading, comprehension, and

Do you hate to teach poetry? Do you want your students to learn and enjoy poetry? Try these simple ways to learn how to teach poetry...

This introduction to poetry gives teachers ideas on teaching poetry minlessons that make a difference in how your students think about poems.

This past week, we learned about synonyms. The kids really grasped the concept by mid-week! I am excited to see them start using synonyms...

Need some brain teasers and problem solving for kids? They'll enjoy these free printable Crack the Code Puzzles featuring some silly donut jokes and punchlines.

If you struggle with classroom management no matter how many different strategies you try, there's a chance you're doing something to get in your own way.

Today I wanted to stop by and share some strategies for teaching vowel teams and diphthongs in our classroom! It’s always challenging to teach spelling patterns that aren’t easily decodable! […]

Free parent-teacher conference forms to help guide your conversation and make sure you share everything you want and need to with parents.

Happy Mother's Day to all you fabulous mothers out there! I wrote this post early and scheduled it to go out today because I'm celebrating with my family today. We're starting with a fabulous brunch (my own family, my sister and her family, and my mom and dad), then all the girls in the family are going to see the Cirque du Soleil, and then I get to return to a fantastic supper cooked by my wonderful husband (and hopefully cleaned up by my girls). Can't think of a better way to spend the day! OK ... on with the post. I only have one math journal entry to share with you today. I had planned to do another one on Friday, but a coworker of mine brought quite a few of my journals with her to our board's "share fair" on Friday. No journals = no journal entry for the day ... that's all right though, it gave us more time to finish up our Mother's Day activity. We're still in our 2D geometry unit - just need to finish up transformational geometry before we move on to fractions. This journal entry was all about symmetry. Symmetry isn't a new concept for my students, but rotational symmetry is new for my grade 5 students. This is the right-side of our journal entry - the one I model (I use my document camera to project it over the smartboard while I work on it) for the students to copy. We started out with our learning goal, then made a T-chart to compare Lines of Symmetry and Rotational Symmetry. We gave a definition for both, the cut out a trapezoid, square, and parallelogram for each side. For the lines of symmetry, we folded the shapes to check for symmetry, then drew the lines on the shape. We glued the shape down so that it could still be folded to check for symmetry (tricky with the square - we could put glue on 1/8 of the shape so that it could still fold). We discussed the "big idea" that regular polygons had the same number of lines of symmetry as sides on the shape. For the rotational symmetry side, we attached the shapes to the page using brass fasteners, and then traced the shape on the page. We could then rotate the shapes to check for rotational symmetry. Students also completed their "left-side thinking" - learning goal in student-friendly terms, what I know, what I learned, proof, and a reflection. They work on this side independently. I really like how this student completed another example of rotational symmetry, using a different shape then we used on the right side. At the beginning of class the next day, one student reviews the lesson by sharing his or her "left-side thinking". They put their journals under the document camera, and talk us through their thinking. Ever since we have started the left-side thinking, at least one of my students asks me if they can be chosen to share the next day ... now that screams success and engagement to me! What more can I ask for??? Well, that's about it ... Happy Sunday, and Happy Mother's Day! Hope all you mommies get lovingly spoiled today! Interactive Math Journal Interactive Math Journal 2 Building Better Math Responses Math Concept Posters InLinkz.com

This is a fun worksheet to practice the present continuous tense. Students have to look at the pictures and write what the people are doing.

Hey guys! I am excited to have a guest blogger today: Sara from Mrs. V's Busy Bees. She has been kind enough to share some awesome ideas wi...

Click here for the new blog post!

POEMS? That 5-letter word will send shivers down the spines of middle school students. Add in the suggestion of "poetry analysis," and the moans and groans can be heard throughout the hallways! If all this sounds familiar, I have a few teacher tips to help you boost engagement with poems that middle schoolers actually enjoy!

Hello, everybody! And happy summer! In this post, I am going to show you how to teach some basic critical thinking skills to young ch...

Do you struggle with classroom management? Here are four strategies that you can add to your toolkit that will make it just a little bit more effective.

Ask any teacher who has ever spent every single minute of a beautiful weekend grading student essays and he or[…]Continue Reading

It's that time of year! Magic e! I love teaching my kids about the magic e because it means they have really grown as readers! I know th...

This is a fun worksheet about adjectives and their antonyms. Students match each word in Twin Tom with its opposite in Twin Tyrone.

Our free digital escape rooms for kids and adults will keep you busy at home for a long time! It's a great family activity to work as a team!

Mummify Barbie! I had my daughter use information that we gleaned from books to come up with a list that we could use in our own mummy activity.