Can you complete the story? In this early reading worksheet, your child uses pictures as clues to fill in the missing letters to complete the story.

Age-appropriate chores for young children (and older children) are so important - with or without a chore chart! They help raise children that work hard and are not spoiled. It's the reason that we use these Printable Chore Cards because they teach kids that they have to do their chores in order to have downtime.

dies, plant a new one in my memory. Tell your descendants todo the same. It shall be our family’s duty to keep this forest strong.” And so they did. Each time the forest lost a tree, the children replanted one, andso did their children, and their children after them. And for centuries, the forest remained ... Read more

Simply put, Autism Spectrum Disorder (ASD) is not a single disorder, but a group of developmental disabilities with a shared core of symptoms that can cause considerable social, communication and behavioral challenges.

Simply put, Autism Spectrum Disorder (ASD) is not a single disorder, but a group of developmental disabilities with a shared core of symptoms that can cause considerable social, communication and behavioral challenges.

Choosing a theme for your classroom can be both exciting and challenging. What best represents your personality? What would the students choose? Some teachers choose not to have a theme and may use a color scheme instead. Summer vacation is a perfect time to plan and organize for the upcoming school year. There are so many resources to use online to help you create a classroom that is both inviting and conducive to learning. Listed below are some of my favorite themes with creative sayings to display classroom materials and highlight students. Dog Theme - Students and teachers love dogs! What a wonderful way for students to make personal connections with their classroom. Even for students who are not dog owners, these cute and adorable animals brighten up any classroom. "Barking About ______" is a title that can be used in a variety of ways. Highlight a subject area or activity on a bulletin board. Just add student work and this board will be something to bark about. "Top Dog" can be used to describe a student of the week or month. You can create a bulletin board highlighting students for their accomplishments. "Dog-Gone Good ______" is another title with endless possibilities. You can add words such as students, work, behavior, readers, writers, scientists, etc. This title will fit perfectly on a bulletin board in your dog themed classroom "Paws"itively __________" is a wonderful play on words for a dog theme. You can add so many different words to highlight students, subject areas, and classroom activities. "You've been Spotted ________" can be used for so many different bulletin boards. Ideas include: reading, writing, working, behaving, and following class rules. Click below for a free dog theme poster: If interested in more dog theme decor, click below: Dog Theme Classroom Decor Hollywood Theme - I have used this theme in my classroom for several years. You can actually check out pictures of my Hollywood classroom on my blog. I love the idea of the students becoming stars of their classroom. If you like to coordinate your room with certain colors, then red, white, and black will really stand out in your Hollywood themed classroom. Some ideas that you can use on bulletin boards to spotlight students, activities, and lessons include: "Spotlight on ___________" can be used for almost any idea. Students love to see their work spotlighted and this helps build their self esteem. "Now Featuring/Playing __________" is similar to "Spotlight on _________." You can highlight students, specific lessons and/or activities. "Wall of Fame" can be used to motivate students. If students complete an assigned goal then their name can be added to the Wall of Fame. Students become more motivated when they realize that their hard work will be acknowledged. "Starring ___________" is another idea with endless possibilities. You can add your class name, grade level, or a description such as super students. "A Star is Born" can be used to spotlight a student of the week. Students can bring in baby pictures of themselves to add to this bulletin board. "Meet the Cast and Crew of ___________" is a perfect way to add your teacher name. This board should be displayed at the beginning of the year. "Look Who's Popping in ___________" can also be used at the beginning of the year to introduce the new students of your class. I used it in my classroom for Accelerated Reader. The students "popped" as they earned points. "Hollyword" is a wonderful title for your word wall. I used a wipe off board to display my words and hung the sign above the board. "Stage Crew" can be used as the title of your helpers bulletin board. I labeled the helpers with all Hollywood themed names. Click below for free Hollywood themed homework passes: If interested in more Hollywood Theme decor, click below: Hollywood Theme Classroom Decor Jungle Theme - Another favorite theme that I have used in the past. There are so many possibilities with this theme that it makes it easier to decorate a classroom. I am wild about a jungle themed classroom. "Wild About __________" can be used by adding any subject. Student work can be displayed according to the subject that was chosen. "Roaring About _____________" is very similar to "Wild About ___________." You can add any subject or topic. Add student work and the board is complete. "You've Been Spotted _____________" reading, writing, behaving, and working are just some of the ideas that you can use with this board. "Swinging into _____________" just needs the grade level added to it. You have a perfect bulletin board for the beginning of the school year. "Welcome to the Jungle" can be displayed on your door. Perfect addition to your jungle themed classroom. "Rules of the Jungle" can be included with your classroom rules. It is important for students to be able to read the rules and review them often. "Exploring ____________" is another topic that can be used with any subject, topic, or lesson that you are teaching. Click below for free jungle themed hallway passes: If interested in more jungle themed classroom decor, click below: Jungle Themed Classroom Decor Farm Theme - Love this theme for primary classrooms! The main color of this theme is red and the animals bring along many other colors to brighten up a classroom. Some ideas to include in your farm themed classroom: "Mooooving Along in ________________" can be used to highlight a grade level, teacher's class, or subject area. Just place a drawing of a cow and the board is all set. "You've Been Spotted __________" is a great title for spotlighting a specific activity. Ideas include reading, writing, behaving, following directions, and completing homework "Down on the Farm with ____________" just needs the teacher's name added and you can use this at the beginning of the school year to welcome your students. "Round Up for _____________" is perfect for any subject area or topic taught. Add student work and the board is complete. Click below for a farm themed reading certificate: If interested in more farm themed classroom decor, click below: Farm Themed Classroom Decor Pirate Theme - Students love this theme. The colors include mostly red, black, and white. Where do you mostly find pirates? Sailing on the blue ocean under a blue sky. So blue is also another color that can be added to your pirate theme. Listed below are some suggestions to enhance your classroom: "We ARGH..." is a wonderful starter sentence and the possibilities are endless. We ARGH following the class rules. We ARGH prepared for class. We ARGH excited for school. We ARGH ready for ____ grade. We ARGH readers. We ARGH wishing our classmates a happy birthday. Add your own words to this sentence starter and your pirate themed bulletin boards are all set. "____________ is a real treasure!" is another heading you can use on bulletin boards. Add different subjects in the blank and you can use this to display your students work. "You ARGH top crew!" can be used to highlight the student of the week. Display these words on a bulletin board to showcase one particular student or a group of students. "Sailing into...." can be used for the beginning of the year. Just add the grade level or teacher's name and you have a title ready for your back to school bulletin board or classroom door. "Gold ___________" can be used to spotlight students. "Gold Readers" can be used to motivate students with a reading incentive program. "Gold Mathematicians" can be used to display outstanding math work. You can use this sentence starter to highlight students who are displaying academic success, positive behavior, and/or showing acts of kindness. Click below for a pirate themed top crew certificate: If interested in pirate theme classroom decor, click below: Pirate Theme Classroom Decor Hope these ideas help enhance your classroom! In the comments section would love to hear about your classroom themes and any additional ideas that you have.

Need to know how to help students write summaries? These lesson ideas and summarizing ideas and tips for the upper elementary classroom will help you teach summarizing and help your students write summaries as they read.

This past Wednesday, I shared a wonderful Roll-a-Dice Freebie for writing story starters (Check it the CF2 post here if you missed it!), but there's more where that came from! Check out my blog post from yesterday Roll-a-Dice Literacy Fun which features two new freebies using dice. Additional resources are provided for those interested in incorporating dice games into your classrooms through this post! Visit my blog post or access the freebies directly but clicking the pictures or links below! Roll-an-Emotion Fluency Activity (Google Doc) Here's a great tool for picking reading partners or reading buddies in the classroom! It's "clock partners" with a twist! Roll-a-Reading Partner (TpT) Happy Back-to-School Teaching!

Isn’t it amazing how hard we have to work at communicating well? I often throw up my hands and think, “God, does it really have to be this difficult?”Whether it is working through a misunderstanding with my husband, negotiating through a conflict among my children, or responding thoughtfully to a coaching client who’s trying to figure out her next best step, communicating well is an essential skill that requires intentionality, humility, and perseverance. Although words have always come easily to me, I’ve not always been good at communicating well. My thoughts would often race ahead, striving to find the…

We know how important it is to teach our students to make inferences when they read. It's a tricky concept, and one that needs to be taught again and again. Students often confusing inferring with making predictions and observations, and some are just confused all together! Som

TweetPin5EmailShare Annoying children are unfortunately overly prevalent in literature and media. It’s not that writers deliberately create these characters to be annoying, but they end up that way when they... Read more »

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!

People belonging to a narcissistic family tree end up having hugely dysfunctional and traumatic childhoods, which haunts them even when they become adults.

Spelling. My teaching nemesis. I’ll admit, I’m not a fan of teaching it – probably because I haven’t found anything that works. However, one thing that does seem to stick (f…

Cultivate lifelong reading skills.

Okay, I have a new favorite reading lesson-- my asking questions lesson! When I got a chance to work with Scholastic last spring, they gave us a bag of swag that any teacher would love, and it included the book This Is Not My Hat by Jon Klassen, which is perfect for teaching a reading lesson about asking questions! (I’ve linked it to Amazon here, but I also highly recommend finding it through Scholastic Reading Club :) On my CRAFT board, we list "Ask questions before, during, and after reading" as a reading comprehension skill (although some of my kids think it belongs under Response to Text, so we concluded that it could go as either!). This is a really important skill for some of my struggling readers, because some of them never question what they read. They are just reading to get it over with! (oops- took this picture before we added it!) Asking questions before reading gives them a purpose for reading and gets them engaged. When they are looking for the answer, students read more intently. Asking questions during reading makes sure they are thinking about what they read. Asking questions after reading causes them to be reflective about the author's choices and sometimes helps them draw a personal opinion about the text. Asking questions is a great place to start students’ thinking while reading! I love teaching questioning towards the beginning of the year, because this is a gateway skill to deeper comprehension. Asking questions about the text isn't too hard to do (especially with a well-chosen text!), so it helps to build the habit of thinking as they read. It's also a great way to get students started in their reading response journals because it's a pretty clear-cut type of response that most of my students feel confident trying. I used this book with my 2nd grade group and all the way up to my 5th grade group. It's great for teaching this skill because the title and cover instantly intrigue them. Kids wonder, "Whose hat is it?" and "Why is a fish wearing a hat?" I tell them we are going to look for the answers to our questions as we read, and we start the read-aloud. As we read, I stop every few pages and ask the students to whisper to their partner something they are wondering about the story. Then, I choose a few students to tell their questions out loud. (I get 100% participation this way, and more confident kids who are willing to share!) We keep track of our questions on a chart like this- both adding new questions, and putting check marks next to our questions that get answered. (My markers are dying—ugh!) Of course, the chart I made for my partner turned out even better. (Isn't that always how it works?) She actually laminated it so she can use it again sometime (which is such a great idea, especially for us as reading specialists who might teach a version of this lesson to each grade level!). This book also makes a great review for "the three ways to read a book," or using the pictures as readers to help us understand. (Actually, you could use this book to teach that lesson, too, but I just used it as a review.) The book is being told from the little fish's point of view, and so the text only tells us so much. If students don't read the pictures, they won't know the entire plot- and they won't enjoy the book nearly as much! (Here, the text tells us that little fish doesn't think the crab will tell anyone where he went... but the illustration tells us that the crab does tell!) The younger kids, especially, love "catching" the discrepancies between the text and the pictures. At the end of the book, the text stops and we just see illustrations. Some kids are always shocked by this! And, immediately, they all have opinions about what happened to the little fish. Some think he was eaten, some think he just gave the hat back, and some think he ran away. The ending of the book is left open and never actually tells us what happens, and so my students are always left with questions about the book after we finish it! (See why I think This Is Not My Hat is such a perfect picture book to teach questioning?) With the older students, we went a little deeper and discussed the author's choice to leave the story open-ended, and debated whether or not we liked it as readers. (Reviews were very polar in my group-- most kids either loved it or hated it!) The next day during another mini-lesson, I read aloud a different book (usually tailored more towards the group's grade level) and let students practice asking their own questions along the way in their reader's response journals. Eve Bunting's books tend to work really well for Asking Questions lessons (like The Wednesday Surprise), but I also love The Lotus Seed and Chicken Sunday for teaching asking questions. And don't forget to throw in a non-fiction book-- sometimes these are the most important ones in which students need to use the comprehension strategy of "ask questions!" Once we've practiced as a whole group and shared with our reading partners, I'm able to look through their notebooks and make sure they seem like they're getting it. (Glancing through their reading notebooks- even if you don't take a grade yet- is so important, because this is the perfect time to lead a strategy group for those students who need some extra support). From here, I like to let students use Post-It notes to practice this strategy in whatever they're reading independently. I also try to fit in a little time at the computer lab (or at a computer center) using the amazing site Into The Book. If you haven't used this free site, you are missing out! For each reading comprehension skill, there are videos, a song, and an in practice activity. Usually, there are at least two, so you can do one together (especially if you have a SmartBoard or something similar) and have students complete the other independently. Their questioning lesson is a great way to guide student practice of using this strategy to actually help them comprehend. A good list of mentor text suggestions: http://www.mauryk12.org/literacy/reading%20mentor%20texts.htm A great list of resources, including some sample lesson plans for teachers: http://www.busyteacherscafe.com/literacy/comprehension_strategies.html#questioning Share your tips in the comments below or on my Facebook page here! I would love to know your favorite books for teaching kids to ask questions and what other strategies you use.

Which Tarot cards predict pregnancy? Are there any Tarot cards which can represent that you are pregnancy, or indicate that there will be children and babies in your future? Just like love and marriage readings, pregnancy readings are very frequent occurrences, so this is a subject which I am going

*Avery Binder with Clear Cover (We use 1 inch binders in my room)*Small Avery UltraTabs*Large 3 x 3.5 inch Avery UltraTabs*3 Ring Hole Punch*Avery

About two years ago, I created some resources to send home with parents on how to help their children succeed in school. You can find the

This 1st grade pack of reading comprehension passages with questions contains 20 FICTIONAL passages that target both reading FLUENCY and COMPREHENSION. These reading passages are offered in 2 versions for easy differentiation. VERSION 1: The students will have to: * read the text 3 times and color a star after each reading (for fluency) * answer at least 2 multiple choice questions and color the evidence in the text ( I usually help my students by asking : " Can you find the words in the text that answer this question? Great. Color those words red.) * answer 1 question in writing ( constructed response) * draw a picture to illustrate the text (for the first 6 passages only; the other 14 passages have their own picture) VERSION 2 : the students just answer the questions without coloring the evidence These passages are designed for 1st grade but the level of difficulty varies for easy differentiation: *the easy passages can be done independently, the hardest ones in small group * or use the easier passages with your lowest students and the more difficult ones with your highest students Story titles: 1. At the Pool 2. At the Doctor 3. In the Yard 4. At the Lake 5. On the Farm 6. At the Store 7. My Puppy 8. Kate's Snake 9. Grandpa's Horse 10. The Rain 11. My Dinosaur 12. The Big Turtle 13. A Snowy Day 14. The Baby Fox 15. Ana's Teddy Bear 16. Todd's Soccer Practice 17. Jumping on the Bed 18.Leo's First Game 19. A Fun Day 20. The Blue Bike You might also like: First Grade Reading Comprehension Passages Nonfiction Happy teaching! Dana's Wonderland

Looking for a book list for making inferences and predictions? Here you go! Be sure to check out all the book lists I have for teaching comprehension. *This post contains affiliate links. Making inferences and predictions are highly related comprehension strategies. In fact, most books for teaching comprehension lump them together. For the younger ... Read More about Book List for Making Inferences and Predictions

This, that, these, those find out how to use demonstrative pronouns correctly. This, that, these and those go before the nouns they modify.

Learn About the 7 Continents! Exploring the 7 Continents has never been more exciting! It’s a Small World Continent Study is filled with over 35 activities to help your students gain a greater understanding of the seven continents. This 130+ page unit is filled with great resources, posters, printables, activities, and projects that will open […]

Do you teach learner(s) who need extra support with spelling? Then, you’ll LOVE our updated spelling folder. This spelling folder, made with two folders put together, changed everything for my second grader. *Find spelling folders for US readers, Canadian readers, UK, and Australian readers at the very end of this post. Already a subscriber? If ... Read More about Spelling Folder with FREE Printables

Can creativity be cultivated in our current school system?

If you want your kids to be good readers, why share wordless picture books? Isn’t reading all about letters and words? Not exactly. Reading is: to inspect and apprehend the meaning of writing or ot…

Poem by Oliver Herford in 1894. Illustrator Martha E. Miller. Reprinted in Up One Pair of Stairs of My Book House, edited by Olivia Beaupre Miller, 1920-1937.

We'd like to share this critical thinking skills cheatsheet for you to use with your students. Get them asking questions on any topic! Via Tom D'Amico (@TDOttawa)

The list below contains the books I have used over the years for teaching figurative language. Some of them are designed to teach about figurative language and some of them are books with figurative language woven naturally into the poem or story. Just recently, we shared how we used one of these books to do a text ... Read More about Books with Figurative Language

Parent communication is a big deal for our young learners. Our students rely on parent-teacher partnerships that help them grow their skills and feel excited

This book list for asking questions includes picture books and chapter books that will compel kids to ask questions before, during and after reading.

Favourite books, reads and characters

Would you like to decorate your classroom with fun, hand-drawn anchor charts/posters? Do you simply not have the time to get them done? Well, you have come to the perfect place! I love making these engaging and appealing anchor charts. I also can draw/create any other topic you would like, just contact me directly and ask! My students absolutely love these posters and references them every day. Many of them are visual learners, so the colorful images really help them connect and remember what they have learned. This particular anchor chart is for readers/writers practicing the "bonus letter" or "floss rule". My students absolutely loved using the floss rule to help them build words and read these in passages. They loved using the anchor chart as a visual reference and had fun with the pictures/colors. **These will be copies unless asked otherwise for a custom poster. They are not laminated, and are printed on normal, anchor chart paper. I ship these out ASAP after being ordered, but please keep in mind once shipped, it is outside of my control. Therefore, if shipping does not meet your expectations, I highly encourage you to please reach out to me first, and we have always been able to work something out to make up for anything that may have occurred after I have sent your package, thanks so much!! Hope you love it :)