I mean...why WOULDN'T you use cootie catchers in your reading block? It makes perfect sense. Ok - remember last week how I was talking about doing a little spring cleaning with some of my TpT resources? Well, I did a little spring cleaning in my file folders on my computer as well. Yikes. Now THAT'S a bit of a rabbit hole. I got in a little deeper than I wanted to, but I figured I might as well finish the job. I got rid of a lot (a LOT) of cringe worthy products that just didn't make the cut anymore, and I got some major organizing done as well. BUT - you know what I found? THIS >>> It's a reading comprehension cootie catcher that I TOTALLY forgot I made! And since it resurfaced for me - I thought I'd resurface it for you! I'm sure I made it for you guys in the first place, but I can't for the life of me find it anywhere on the blog. There's actually 3 different versions. They have different comprehension questions that can be used with any fictional book. They work great as a quick partner review game. You can download them here! Find any long-lost things in your spring cleaning, lately? Pin and Share this freebie:
Integrating art and content in the ELA classroom. Tips and resources.
So, I posted recently that my sixth graders were writing a mystery that was going to take place in the library. I took two of the best mysteries that were submitted and combined them! Here's how our mystery looked: The Problem: Mrs. Svarda got to school on Monday morning and saw the mess. At first she was just mad that all of the books were out, then she saw that all the books were missing their endings. She picked up a book and noticed that the barcode was missing, too. She looked around and found that several books were missing their endings and barcodes. The scanners were also missing so no one could check out books! Then Mrs. Svarda was scared and mad. Who could've done such a thing? What happened here? How could this happen? She needed help. Starbelly Sneetch Alibi: It was 5:00 and I heard a knock on my door. It was Fox in Socks. He came in and I turned off my music and put away my IPod. We played at my house until we got bored. We decided it would be fun to go to the movies. We texted Hop On Pop and Yertle the Turtle to see if they wanted to come, too. Everyone came to the movie except Hop on Pop. After the movie we couldn't think of what to do so we walked around. We thought we might stop by the library to visit Hop On Pop. It started to rain as we walked so we stopped at Fox in Sock's house to pick up some blankets to keep dry on our walk. Hop On Pop Alibi: It was 5:00 and I was looking at my clock when the doorbell rang. It was Yertle the Turtle. He had brought me some homemade bread. He asked if I wanted to go to the mall. My mom said, "No. I had to work on my homework at the library." Yertle the Turtle got a text right after that asking if we wanted to go and see the Diary of a Wimpy Kid movie. Bummer. I really wanted to see a movie and hated that I had to go to the library instead. Yertle the Turtle left to meet everyone for the movie. I headed to the library with my homework. My animal report was due on Monday and mom said I couldn't do anything fun until I was finished with the report. The fun thing was that everyone came by the library after the movie and told me all about it. They had a great time. At 8:00, everyone had to head home. I had about thirty minutes left of homework, so I told them I'd have to stay around just a bit longer... Yertle the Turtle Alibi: It was 4:00 and I was cooking some homemade bread. When it was done I wanted to have some fun so I took some bread over to my friend Hop On Pop. I asked if he wanted to go to the mall, but then I got a text from Fox in Socks and Starbelly Sneetch asking if I wanted to go to the new Diary of a Wimpy Kid movie. My mom said I could go to the movie, but his mom said he had to do homework. He tried not to show it, but boy, was he mad. I had to leave Hop On Pop to make it to the movie on time. I told him if we had time, we'd stop by the library after the movie to hang out with him. Fox in Socks' Alibi: I was sitting in my room when my mom came in and said when I finished my chores I could play. I decided to go over to Starbelly Sneetch's house to play. We thought it would be fun to go to see a movie and texted our friends to see if they could come, too. When the movie was over we went by my house to get some blankets because it was raining and we didn't want to get wet. Then, we headed to the library to visit Hop On Pop because he was doing homework there. At the library, I looked for the Diary of a Wimpy Kid book. I really liked the movie so I thought I would like the book. What the students do: When the students entered the library, they each grabbed a clipboard with a pencil, ingredients of a mystery checklist, alibis, map of the crime scene, and suspect list attached to it. They also grabbed a highlighter. I had the problem and alibis typed up on my SMART board including pictures of the characters. I read the problem and each alibi to the students. We walked through the ingredients of a mystery and checked off all of the mystery elements that our mystery had on the list. Then, I separated the students into two groups. One team surveyed the crime scene and drew the map of the evidence in the crime scene first. The second team worked in teams to read through the alibis and highlight evidence they found in the text that made them believe a character or characters might be guilty. After ten minutes, the teams swapped stations. We returned together as a group to discuss all of the evidence the students had found in the crime scene as well as the alibis that led them to believe that specific characters could be guilty of the crime. We completed the suspect list together. Students work in teams to highlight evidence in the alibis. Students sketched the crime scene. We taped off the crime scene with caution tape. The crime scene included Diary of a Wimpy Kid books, barcodes with fur on them (from characters), endings ripped out of the end of the Diary of a Wimpy Kid books (these were really just copies I ripped), a blanket, movie ticketes (3), and a book about bumblebees (this was the book Hop On Pop was using to do his research for homework). I found the copies for the ingredients of a mystery checklist and suspect list from Beth Newingham's Scholastic post about the mystery unit she teaches in her classroom. The Solution The students really thought like detectives in this lesson! I did catch a few of them off guard with my red herrings, though. The fuzz on the barcodes made some of them immediately suspect Fox in Socks and the Starbelly Sneetch. One of the kids said, "This is the best lesson we've had in the library all year!" So, you can make whoever you want responsible for the crime. I decided that Hop On Pop was guilty. He was mad that he did not get to go to the movie with his friends. He was working on his report about bumblebees (since bears love honey) and had to stay later than his friends in the library to finish up. All of the other characters visited the library to visit Hop On Pop and they did not say anything about something being wrong in the library. Hop On Pop tore the endings out of the books when his friends left. To excite the kids about checking out mysteries in our library, we created a mystery display. All of the books were sealed in brown paper bags with the barcodes on the outside so we could check the books out without opening the bags. Each bag had a different mystery inside. This was a fun way for our students to try reading something new in the library and practice their detective skills we learned in our lesson together! Mystery books in mystery bags!
Free library games and resources, including printables, worksheets, and slideshow presentations designed to help kids build library skills.
Closing the gap between the language rich and the language poor is of upmost importance for educators. A proven way to shrink the literacy gap between the "rich" and the "poor" is by explicitly teaching vocabulary words. Research supports that teachers should be directly teaching 3-5 words per text selection and teaching them in a way that students "own" the words. Owning a word means you have a deep understanding of the word. You can pronounce the word. You understand it's meaning. You have the ability to use the word during conversation and in writing. An owned word is one that is a member of your personal lexicon. Vocabulary instruction is important for all kids, but it is vital for students who have under developed vocabularies. Teaching students vocabulary terms should happen before a text selection is read, and should be done using the following routine. 1. Pronounce the word, write it and read it. Always introduce a word orally first. Kids need to know how to correctly pronounce the word. Say it, and have them repeat it back to you. If the word is multi-syllabic, talk about the syllables and say the word in syllable chunks. Next, write the word. Say each sound, or each syllable as the write the word for all students to see. Example: Our new word is plain. Class, say plain. How many syllables does plain have? Lets clap the syllables in plain. How many sounds does plain have? Lets tap the sounds in plain. There are two spellings for the word plain.....plane and plain. We are going to learn about plain, spelled p....l.....a....i.....n. Plain is an adjective (which means it describes a noun). 2. Tell students what the new word means Use a student friendly definition of the new word. This ensures that students understand what the new word means. However, after a student friendly definition is given....don't be afraid to elevate a student's vocabulary by giving a more technical or advanced definition. Additionally, talk to the students about word origin. Point out prefixes, suffixes or any base words that may exist. Finally, give students a more concrete way to grasp the word by showing pictures, video clips, demonstrating an action or providing a hands on experience. It is always best to find real images to share as opposed to clipart images. Example: Plain means ordinary. Something that is plain is not flashy. Plain looks like this: 3. Say more about the word and give examples Once students have an understanding of the new word's meaning, use the word in several sentences. These sentences should help students further understand what the word is and what it isn't. Example: If I wanted to use plain in a sentence, I could say: My outfit is plain today because it doesn't have a lot of colors. Or, I enjoy eating plain yogurt that is only one flavor and doesn't have any mix-ins. 4. Ask Questions about the Word's Meaning Ask students yes and no questions about the word to really help the meaning sink in. Example: Students, are the outfits you are wearing plain? Is your bedroom at home plain? Do you like plain food, or food that doesn't have a lot of spice or ingredients? 5. Provide opportunities for students to use the word To help students truly "own" a word, they need ample opportunities to use the newly acquired term. Encourage students to use the word in writing and speaking activities. Have students write sentences using the word, or share a sentence verbally. Example: Students, I want you to think of a sentence using our new word plain. After some think time, have students hand up, stand up and pair up to share their sentence with a partner. Interested in seeing the vocabulary routine in action? Check out the following clip of explicit vocabulary instruction taking place in a kindergarten classroom. Make sure to check out this article from Reading Rockets, A Multidimensional Approach to Vocabulary Instruction: Supporting English Language Learners in Inclusive Classrooms, for eight more instructional tips regarding vocabulary instruction.
40 "Would You Rather" (slides format only) to get your students thinking and talking about reading for use in library or classroom literacy time. You could also print and post around the library/classroom/hallway. Smaller card version also available separately or in a bundle. ...
Get all the picture book info you need to use them effectively in your classroom. I post lists on comprehension skills, values and attitudes.
The Color Monster is the story of a monster who, with the help from a little girl, learns about his emotions through different colors. This book companion is the perfect cross-curricular addition to your classroom for teaching your students about their emotions. What is included? • Visual craft with step-by-step real picture sequencing • Writing activity (to go along with the craft - great for bulletin board displays!) • STEM emotion activity • Visual recipe to make monster cookies • 7 differentiated cut/paste worksheets (errorless included) • Task box emotion clip cards When do you use book companions? Book companions are a great addition to any reading or language arts block. They also serve as a great print-and-go lesson for any substitute binder. PLEASE NOTE * 1. You will need to purchase the book The Color Monster - A Story About Emotions by Anna Llenas to go along with the book companion and craftivity. 2. Part of this book companion is included in the January Mini Lesson Plan Pack. Connect with me: • Newsletter • Blog • Facebook • Instagram • Pinterest • Don't forget about the green ★ to follow my store to get notifications of new resources and freebies! Thanks for Looking and Happy Teaching!
BookFlix is an educational resource designed to encourage students to read. It's an ideal resource for World Read Aloud Day, as it promotes reading and literacy. In this resource you will find: Book report Graphic organizer to include all the books we have read. All the elements for a library/ classroom display/ bulletin board. It’s perfect for World Book Day/ Book Week! Digital book report to be completed with Google Slides. Don't forget to leave a comment. Thank you! En este recurso puedes encontrar: Ficha de lectura para incluir datos del libro y dividir la historia en 4 "capítulos". Organizador para incluir los libros leídos durante el curso o por toda la clase. Elementos para crear un mural: Título y categorías de Bookflix. Perfecto para el Día del Libro Ficha de lectura digital y organizador de libros leídos para completar con Presentaciones de Google. Más actividades de lectura: https://www.teacherspayteachers.com/Product/FICHASACTIVIDADES-DE-LECTURA-ESPANOL-4382007 More book reports: https://www.teacherspayteachers.com/Product/BOOK-REPORTS-READING-ENGLISH-4097156
A free first grade literacy packet for learning at home.
Engage your students with some this wonderful book study to correlate with the cute book We Don't Eat Our Classmates by Ryan T. Higgins.
A free comic strip template for Elephant and Piggie books, plus a set of super cute Elephant and Piggie paper bag puppet templates.
Teachers often have questions about what a literacy block should actually look like. How do you structure your time? When do you pull reading groups? How and when do you teach grammar? The list of questions is lengthy, and with good reason. No one really ever told us what to do! Probably because there is […]
This FREE resource packet includes three activities and introductory vocabulary for the book, We're All Wonders, by R. J. Palacio.
Over the last several years, I've done at lot of change up our library space at Stewart. Here's some of my tips to help you rethink your library.
Here’s an archive of our downloadable activities so far- feel free to download and print off any of these to use yourself or with your club / group / scouts troop / evil supervillain society&…
If you are looking to add some high interest activities for teaching characters and settings, try using the animated short Geri’s Game.
Use station activities to improve reading comprehension! Get your students
Second graders need to have hands-on practice with ELA skills in a meaningful way. This post shares some fun 2nd Grade literacy center ideas.
Whether you call them literacy centers or literacy stations, big kids at the upper elementary level love center time and get so much out of it! How do literacy centers benefit kids? They add variety to learning and to the routine. They allow teachers to easily differentiate learning. They are a great way to help cover and reinforce all of the standards. They give students a place to practice important social skills, like collaboration, problem-solving, and communication. So how do you set up literacy centers and run them successfully? Here are a few things to keep in mind: 1. Plan Centers and Center Spaces Plan Centers: Since I've been teaching for quite a few years, I have a pretty good idea of what I'll be teaching and when. Of course, I make small changes as needed with each class, but generally, my pacing is pretty set. This information helps me make a skeleton plan for the major concepts, games, and activities I'll plan for the year. If you aren't sure of your yearly schedule, maybe you could schedule them a month ahead of time as you go. Another idea is to meet with your grade level team to talk about your reading themes for the year and to plan together. Plan Center Spaces in Your Classroom: Classrooms never seem big enough, so this can be a challenge. I like to have 4 - 5 kids at each center (the smaller number the better) but it depends on the class size. If I have 28 kids, that means about six center areas. Since my classroom is pretty small, when kids do the independent reading center, they stay at their desk/seat. That leaves me with 5 center areas to plan. 2. Types of Centers One of the questions teachers often ask is what kind of centers to include. Here are some suggestions that I've used in my classroom. I don't use all of the centers suggested at the same time but do mix up some of the centers every now and then for a bit of variety. Each center lasts 20 minutes long and the total center time is one hour, which means students should visit 3 centers each day. A. Independent Reading - This is one that ALL students do every day! It's important to me that students self-select books based on motivation and not reading level. One of the rules is that kids need to have a book ready before reading time. I don't want them to waste time searching the classroom library during this time. B. Teacher Time - This could be guided reading in a very structured setting or it could be reader's workshop style, where students meet with me to read a bit and to discuss concepts. C. Word Work - At this center, students work on spelling, grammar, context clues, and vocabulary. They may have a worksheet but more often they play a game. Since I couldn't find any games already made, I created a bundle of 30 Grammar Games, one for third grade and one for fourth grade to cover all language standards. They target grade-level skills and really make grammar fun. A huge time saver for sure! D. Magazine Center/Informational Text - This center is filled with children's news magazines (some from last year) like Scholastic News. I also include kid's magazines, like National Geographic Kids. I have graphic organizers I use for a bit of accountability. Students read an article, fill out the template, and then are free to continue reading whatever they'd like at this center. E. Technology Center - Every school is a bit different but whether you are blessed with tons of technology or are scraping by with a few older computers, there are still lots of great websites students can access with your direction at this center. Here are some you might want to check out: Freckle Education (formerly Front Row) Edcite Newsela MobyMax.com ABCYA.com Edmodo National Geographic Young Explorers Big Universe Spelling City I've also created standards-aligned reading units for 3rd - 5th grades. They give lots of focused, paperless practice. CLICK THE PHOTO BELOW TO LEARN MORE. F. Genius Hour - If you've never done Genius Hour with your students, you'll want to definitely look into it. I used to call these independent projects. Students are able to research and read about topics of interest and then prepare some type of presentation to share what they've learned with the class. Genius Hour projects are ongoing projects which students complete on their own time table, although you can set guidelines for how many they need to complete a semester for example. I tend to let it be more open-ended, as long as I see them engaged and focused. I know that some projects may take a number of weeks, while others may take two center rotation times. G. Reading Skills - At this center, I tie in worksheets that match our current reading strategy. Reading is my very favorite subject so I have lots of reading units already prepared which are no-prep, print and go. Click here if you need some fresh reading units for this center. H. Writing - Students may create poetry, write a letter to the principal, or create a personal narrative in their writer's workshop notebook. This is NOT our main writing time, however. It's more of a chance to let students experience low-pressure writing which is not specifically connected to a writing lesson. I. Reading Games - I love this center because it is rigorous while masquerading as fun! Kids at this center play games which are connected to the topic we are highlighting, like main idea, cause and effect, theme, or character traits. I actually created a whole series of reading games, just because I really needed them for my classroom and thought others might too. There is a game for each standard and they provide so much focused practice. I really love these! There's a set of 20 Reading Centers for 3rd Grade and 20 Reading Centers for 4th/5th. Each bundle of reading games has 10 Fiction Games and 10 Nonfiction Games. I also have digital reading units too. J. Read to a Friend - In this center, I have a variety of materials like poetry books and mini-plays to read together, to practice fluency. I also like to place high-interest picture books in this center! Even for 5th graders, you might be surprised at the complexity level of many picture books! Kids love them and they really are beneficial for them. Sometimes I have students bring their own independent books to share with each other. Other times, I have a book sampling basket at the center filled with book underdogs! These are some lesser-known books that I want kids to try. Their job is to read the book summary on the cover and to take turns reading either a paragraph or a page at a time. 3. Prepare Centers Once you've tentatively planned out your centers, the next step is to make or purchase the centers you'll need. I really do like to get the majority done in the summertime or at the beginning of the year because it's great to just pull out the center I need and it's ready to go. You can store the centers a number of ways. I really like the gallon size plastic baggies because I can put game boards, task cards, and anything else I might need (game markers or spinners...) in that bag. I just label the bag with a sharpie but you could make cute labels on the computer too if you want. You'll also want to have plenty of baskets and trays to organize center materials as you use them each week. The Dollar Store always has a great selection of these! 4. Decide How to Structure the Centers You can either have students do a rotation schedule that you create, or allow them to self-select within your parameters. Either works well, so you just need to decide which one works best for you. If students self-select, kids need to know expectations. For example, how many students can be at a single center at a time? How many centers do students need to complete each day or each week? I actually prefer a rotation schedule. I make some simple cards with center titles on them and create the schedule in a pocket chart with the days on the left side (vertically) and the center titles across the top (horizontally). 5. Set Expectations for Center Time Just like anything in the classroom, rules and procedures have to be explicitly taught and reviewed or chaos is bound to occur. First, I think through all of the possibilities of what could happen, and then I prepare for that by making up my list of rules on an anchor chart for all to see. We do some modeling of good and bad examples of behavior and discuss them together. If centers are going to work, this piece is crucial!!! There is no way for you to have quality teacher time if you are interrupted every few minutes to put out fires, answer questions, and give more directions. Take the time to set up centers well and you'll find it to be worth it. 6. Teach Each Center to the Whole Class Before Kids Use It Getting kids ready for centers is truly a process. To make it successful, you'll want to introduce the center to the whole class before expecting them to participate on their own. This is a great time for thumbs up and down questions to check for understanding, as well as modeling when appropriate. Once you've tried centers and have them operating smoothly, I think you'll really enjoy them. Want more information about why literacy centers are beneficial for kids in grades 3rd - 5th? Click here to read Why You Should be Using Reading Centers in Upper Elementary. If you like this post, I would love for you to pin it or to share it with a teacher friend. For more ideas and strategies focused on upper elementary, be sure to sign up for The Teacher Next Door's free email newsletter! Bonus, you'll also gain access to my FREE Resource Library which contains exclusive upper elementary freebies that you won't find anywhere else! Thanks so much for stopping by and taking the time to read it! I'd love to connect with you! The Teacher Next Door's Website Facebook Pinterest Instagram TpT Store
A three-step process for teaching your students how to identify,
Whether you're a homeschool mom looking for a great book for your 5th grader or a classroom teacher trying to build a great library, finding texts that are engaging and a great fit for your readers can be tough. I've compiled this list of the best books for 5th graders to help save you time and give you a
Back to school freebies: No David directed drawing and free printable crowns
Here are some useful websites that you can share with your students to teach about web literacy and critical thinking. Can they work out which websites are true, and which are fake?
The days of dioramas and book reports may be long gone. (Is it wrong that I’m a little sad about that?) Yet the expectation that students read and express their understanding of what they’ve read remains as strong as ever. So what’s a teacher to do? More specifically, what’s a creative teacher to do, when she doesn’t want to rely on worksheets? Get creative, of course! I’ve compiled 9 Fun Book Projects for you. They’re quick and easy to prepare, and best of all, they’re engaging – for both your students and you. No more slogging through piles of “Why I Liked This Book!” Take a look: Write a different ending -- What if the main character didn’t make it in the end? Or the dogs had lived? Or the culprit was the best friend? Your students’ imaginations can really wander with this assignment. Maybe their alternate ending will be even better than the original! Offer to let students draw their new ending as a bonus. Give a book talk --- Book talks are a wonderful way for students to demonstrate their understanding of books that they have read while practicing their writing and speaking skills. They're a great book project because they combine so many skills...and students love listening to one another. Oh, and the added bonus is that students can learn about books that they're interested in reading as they listen to the book talks. If you'd like to give them a try, then check out this FREE BOOK TALK GUIDE. It includes an overview of book talks, pre-write, final copy, and tips and tricks for presenting a book talk. Find it HERE. Write a sequel -- If you have the time, your students may want to extend their alternative endings into a whole second book (or at least a few pages or a chapter). After all, who hasn’t reached the end of a great read and wished for more? This will be a challenge, as students will have to build on the original plot lines and character outlines. Refer them to some famous book series for inspiration. Write a letter to the author -- Take a page from Beverly Cleary’s classic Dear Mr. Henshaw and have students write a thoughtful letter, with questions for the author of their current reading selection (or a favorite book). Most authors love to write (of course!) and appreciate opportunities to interact directly with their readers. Address letters (or e-mails) to the publisher, or see if the author has contact information on his or her website. It never hurts for students to practice their letter-writing and envelope-addressing skills, either – at least as long as snail mail is still around. Your students will be thrilled to get a response, too. Great news! I've put together three stationary templates that students can use when drafting their letters. They're a special FREEBIE just for you! Click here to check them out...and download them for free! Choose a response --- Here's an idea that students love...give them choices! It's amazing how giving students the ability to select the response or project that they would like to complete instantly increases their engagement. With that in mind, I created a series of "This or That" reading responses. Each This or That Reading Prompt includes instruction at the top of the worksheet and then 2 reading response choices for students to showcase their learning. After reviewing the choices, students can choose to do the "This" prompt or the "That" prompt. You can easily turn this into a book project by having students complete 5 (or so) different prompts while reading the book and submit them all as a final project when they finish reading the book. Learn more HERE. Set it to music -- Have your students capture a pivotal scene from the book in a song set to familiar music. It can be a ballad, a pop song, a rap – whatever speaks to them or best works with the scene. Encourage students who select this option to put on a concert. For students who are shy to perform, give them the option of recording their song privately, so you can play it without them having to get up in front of the class. Doodle it --- This is my FAVORITE type of book project! That's because it combines reflection, thinking and DOODLING! You can instantly take book reports and book projects to a whole new level with a Doodle Book Review! First, students complete a planning guide. Then, they design a Doodle Book Review! Check it out HERE! There's even this cinema-themed version that your students are sure to love. Find it HERE. Create a File Folder --- I first developed this book project idea many years ago as a summer reading project. Then, I altered it slightly so that it could be completed during anytime of the school year with any book. With this project, students compile critical information from the book they read including the plot, characters, setting, and a reflection in a manila file folder. The file folder book report includes detailed instructions so that students can complete it all independently. The end result is a compact project that students love! Oh, and you can store the file folders by your classroom library for students to reference when picking out a book! Find more details HERE. Blog about it -- If you have a classroom webpage, it can be fairly simple to create a live (and private) blog that students can use to discuss and debate the merits of their favorite books. This option might work best for students who have read the same book. Make sure you establish expectations for a civil online conversation. You can get in on the convo, too! Focusing on nonfiction in your classroom? Try one of these book report alternatives: Ø Create a scrapbook with images and facts about the book topic. Ø Write interview questions for the main character (if reading a biography, for example). Extend this assignment by allowing students to dress up as the character and record their responses to the interview questions. Ø Write a diary that one of the story’s main characters might have kept before, during, or after the book’s events. Make sure students emphasize what the character is thinking and feeling to give it an authentic feel. Ø Write a news story about the main event in the book (for example, the sinking of the Titanic). This is a good opportunity to practice this very specific form of writing. You’ll want to review inverted pyramid style and how to use quotes if you go this route. BONUS: Wait! I have one more idea. Here's a new spin on the classic book report mobile! Why not have students report out on the plot, setting, characters, and theme on fun pieces of paper clothing? Then students can hang their work from a hanger that says, "Try this book on for size!" This project includes a set of first draft materials and final copy elements so that students can create a high quality project! Here's some links for some of the project ideas above: ➧ File Folder Book Project (any book!) ➧ Doodle and Do Book Review (doodle book project) ➧ This or That Reading Response Prompts ➧ Book Talk (freebie) ➧ Letter to the Author Stationary Templates (FREE!) ➧ Clothes Hanger Book Report I hope that you've found some fun book project ideas to try in your classroom! Happy reading! Mary Beth
Free International Dot Day Activity (Creativity Challenges) Teachers, are you looking for some free resources for International Dot Day? Dot Day takes place on September 15th. The inspiration for the day comes from the book, The Dot , by Peter H. Reynolds. In the story, the main charac
Use these free printable Parts of a Book Poster & Worksheet to teach your pre-readers about book awareness and concepts of print.
A collection of location and mapping worksheets. These resources support the teaching of cardinal and ordinal directions, grid referencing, prepositional words, reading legends and more.
Reading Response Activities for Wonder
Back to School with Pigeon {20 Print & Go Math and Literacy Activities} is a packet created to go along with one of our favorite characters and the back to school season. This packet includes print & go literacy and math activities, as well as a simple one page Pigeon craftivity.Skills inclu...
Making inferences worksheets and activities aren't always easy for students, but there are fun ways to teach this challenging reading skill.
10 significant reasons to read aloud to students on a
Simple STEM Stories will help you merge literacy and STEM with fun and engaging, hands-on STEM challenges based on a children's book.
Typical uses of anchor charts in bilingual literacy centers to boost student reading interaction, classroom procedures, and visual reminders.
As summer winds down, I reflect on what I've learned this summer through the workshops I've attended, the books I've read, and all the great conversations I've had with professionals. This quote has had me thinking quite a bit. It comes from Disruptive Thinking: Why How We Read Matters by Kylene Beers and Robert Probst. What they state is absolutely true. Students need to find relevance in what they are doing right now. So let's backtrack a little... I have always been about purpose. I look at what I'm teaching and ensure that what we are doing serves a purpose. And I share that with students. Understanding why we are doing something is very important to me. Interest is also imperative. I have always tried to make sure that I am matching the books I choose to the interest of my students. Interest surveys, conversations, and book selection time have always been informative to me. But relevance. This is something much deeper. It is something you are connected to. It is something that MATTERS. Well...and when I think about it...do I really read anything that isn't relevant to me? Nope. Not really. So what do I do now? I've been thinking a lot about it and my first step is to just ask my first graders. What issues or problems matter to you? So I added it to my interest survey (click to grab for free): From there...I will need to get creative. They are new readers. And some of them may share some big issues and some students may not. But I need to be prepared to help them make connections to what matters to them and the books we are reading. And I am up for the challenge because Beers and Probst state that: "If they are to undertake anything significant in the future, it will be because they have learned the importance of significant work early on in their schooling." This statement says a lot. We need our students out there doing significant work. We need them to have a voice. So we need to help them find that voice...even at a young age. Em
This week the movie Wonder released on DVD + Bluray. To celebrate I'm giving away two copies to two lucky readers. Plus, download these free printable Wonder activity sheets. Based on the New York Times
Visualizing the text is such an important strategy used for building your students’ reading comprehension. It is very versatile as it can be used in different ways with students of all ages and reading levels. I
