When you think about it, being a parent is a pretty crazy concept. You literally have nine months to prepare for something that no one can really prepare you for before you are handed an infant that you will be fully responsible for. And not just for a couple days. FOREVER. Sure there are books
Here's our latest high-quality poster that will look great on your Teacher's Room wall and will mativate you (and your fellow teachers) every working day! It's titled 'Classroom Management M
iMOM shares some would you rather questions for kids to get conversation started. You'll learn some interesting things about your children.
Please remember that Early out Day is on Monday this year, not Wednesday! School will get out at 2:30. The teachers have weekly meetings that they attend after school on this day, so if you pick your kids up, please be prompt. Help spread the word to your friends and neighbors.
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(Trey is 2 years and 8 months) "Does Trey have seizures?", they asked us during his evaluation done at The Thompson Center back in April....
Whether you are teaching small children or a returning adult learner, they all need to know you care. How do we engage students from the moment they enter the classroom? Here a few ideas I came up …
If not reminded, and reminded often, your students will naturally slip into believing that school is just something they’re supposed to do. They never consider that school doesn’t need them, individually anyway, but that they need school. So many students approach their education as ... Read more
Brain breaks are fun with Mimic Me movement cards! This is a fun, interactive, movement activity or brain break, that students can play when they need a chance to get up out of their seats. This classroom management you activity can be played silently, or you can let the giggle fly! To play Mimic Me...
The Adventures in Odyssey Club helps the whole family grow closer to Jesus. Club membership includes unlimited, on-demand, streaming access to 900+ episodes—plus daily devotions, fun videos, faith-building activities and more!
Introducing our exciting "Simon Says Game for Kids" - a classic and entertaining activity that promotes listening skills, memory, and coordination. With colorful and engaging cards, children can play the beloved Simon Says game, following instructions and mimicking actions. The game features a variety of fun and interactive prompts, challenging children to think quickly and stay focused. Perfect for parties, classrooms, or family game nights, our Simon Says Game for Kids provides endless hours of laughter and entertainment. Watch as children develop crucial social skills, improve their attention span, and enhance their ability to follow directions. Bring the joy of the Simon Says game to your children and watch them giggle and engage in this timeless activity. 3 pages REMINDER: This is a DIGITAL download. Not a physical item. Directions: After purchasing the item, you will receive an email from Etsy containing the link to download the files. Kindly read this article for more information: https://www.etsy.com/help/article/3949 Due to monitor differences and your printer settings, the actual colors of your printed product may vary slightly. TIP: Print and laminate the worksheets for multiple uses! Click for more: https://www.etsy.com/shop/CraftedWithBlissShop Follow us! FB - Pinterest - IG @craftedwithbliss www.craftedwithbliss.com Paper Format: A4 size - 21cm x 29.7cm Terms of use: After purchase, the buyer acquires the license of the product for personal and non-commercial use only. The buyer is strictly not allowed to sell, rent, send, and distribute the file to others. In addition, the buyer is strictly not allowed to share, copy, or lend the file to others. Unauthorized usage or reproduction of our products is a clear violation of the copyright laws. Lastly, we have a no return and refund policy. With this, we will not allow any return of our products or refund of your payment upon purchase. Thank you! Let us know if you have any questions or concerns. Just message us here! :)
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If you have followed the discussion over the past years about "21st Century Skills" or have been on this planet long enough, you know that the ability to work with others is just as important as any "
What exactly does it mean to read fluently?
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!
Ages: 5+ / K2 Display A Compelling Visual Reminder To Help Kids With Summarizing Put the three banners together to create a big, easy-to-see, write on/wipe off poster where you and your students can record the essential parts of a story summary. After filling it out as a class, the poster works as a handy reminder for students when they write their individual summaries. Large Format Is Easy To See: Put the three 12" by 39" banners side by side to create one big 36" by 39" poster that can be seen throughout the classroom. Fun Format Helps Kids Remember: The poster helps young writers look at retelling as if they are making a pot of stew. It lists all the key "ingredients" they need to include in a good summary. Write-On/Wipe-Off: The Write Again wipe-off laminate surface not only lets you write on this poster with dry erase marker and wipe it off later for reuse, it also adds durability. You can use this helpful writing tool all year long and year after year.Help young writers sharpen their story summarizing skills with this jumbo, write-on/wipe-off poster in a fun format.
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Blurting Out is a FREE Social Story to help students learn to listen to others while they are speaking and why it is important to follow the classroom rules. Social Stories are a great way to promote positive behaviors in the classroom. Social Stories are a visual guide to describe interactions, situations, behaviors, skills or concepts. This story will help children on the autism spectrum, children in your special education class, children in primary grades, or children in an inclusive classroom. This story will help ease anxiety and stress during playtime and during instructional time. It will also help teach the children how to respond appropriately. Parents are welcome to a copy of this resource as well. You can use the black and white version as a printable booklet for students to read and color, or use the color slides to project and read with the class to guide your discussion. Print out the color version to make a class book for your library! There are many other social stories bundled in my store, so please take a look if this is a resource that will help your students. If you would like to view of my other products just click on the links below. Interactive Notebook- Social Skills Social And Emotional Activity Pack Social Skills - How Would You Feel? Social Stories: Sharing Lunch Time No Pushing Social Story How To Make Eye Contact Restroom Procedures The Fire Drill How To Use My Voice In Class *************************************************************************** Teacher Tips: How to get TPT credit to use on future purchases: Please go to your My Purchases page to find a Provide Feedback button. Each time you give feedback, TPT gives you feedback credits that you use to lower the cost of your future purchases! I value your feedback greatly as it helps me determine which products are most valuable for your classroom! DOWNLOADING AND PRINTING If you have any trouble with downloading or printing your documents, please read the help on this page: https://www.teacherspayteachers.com/Help If you still need troubleshooting, please email [email protected] and the TPT tech team will be happy to help you. Bundles are collected in a compressed ZIP file and include all clip art on the cover, my logo, a preview image, and a link to my TOU. You can read more about zip files by clicking HERE. Thank you for visiting my store! —————————————————— Copyright ©Educating Everyone 4 Life. All rights reserved by author. This product is to be used by the original downloader only. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Intended for classroom and personal use ONLY. *Not for commercial purposes such as Outschool.
Diagramming sentences is one of those things you either love or hate - there's no middle ground. I happen
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