¿CÓMO SURGE LA IDEA? Este año la compañera de Ed. Infantil y responsable de la biblioteca escolar CEIP PÍO XII de Don Álvaro (...

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Boletín de la Biblioteca Escolar del Colegio Pilar Izquierdo (Híjar) Granada.

First and foremost after years of saying I am going to get to it, I FINALLY made an email list and I can't wait to start sharing some of my favorite books and other content with you all that way. You can sign up for it by clicking HERE! Second, Brooke and I have heard you loud and clear. You wanted Kindergarten Storybook STEM after seeing how well our bundle has worked with first and second graders. We are taking some of your favorite books AND throwing in some new ones.... and coming up with the perfect STEM and Literacy activities for your Kindergartners. We completely understand that your students need clear and easy to manage STEM that ties into your science standards. For example check out a few things from The Napping House and The Mitten: We also took the this opportunity to REALLY hit home those ELA standards in an engaging way. And because once you guys tried one, that you would want more, we completed SEVEN at once! You can grab Volume One Bundle or The Whole Set. Here are links to the books we used in Volume One: AND...if you made it all the way, then you get a reward! Here is one of our units for free in Brooke's store: Thank you all for popping in <3

Fluency is such an important component of reading. Low fluency rate may not always be detected until late elementary or early middle school. Suddenly, a student is expected to read more curriculum in a short period of time, and is not able to keep up with his or her studies. This is one area of reading that I wanted to tweak so my students would be well prepared. I realize that in order to increase a student's fluency rate, he or she needs to practice reading. I reflected back to my personal experience of joining a book club. My book club read a different genre each month . . . i.e. we didn't read chick lit. each month. I thought this must be what it's like for my students. You know, reading a book that's not really your personal taste. Whenever the genre wasn't my taste, it took me all month to read it. Most months I would have a cram session a couple of days before my book club met to finish the book. UGH! This must be what my students feel like! I decided to do something a little different to help my students. On Wednesdays, students are encouraged to bring a book of their choice to school. It can be a book they checked out of the library or one of their personal books. If they don't have one, they may check a book from my class library. I give them 20 minutes of time to read in class. Then we meet in book club groups. Students are grouped differently each week. Sometimes we meet according to the genre of the book. Other time I will have students meet in groups of 3 and do a book talk, mini-commercial about their book. Each student has a Book Club folder. I attached the assignment sheets (below) in the 3 prongs in the folder. I made each student a Book Club booklet. I cut construction paper in half, put copier paper in it, and stapled it together. The assignments are numbered. Each week, students complete an assignment about the chapter they read at school. Some weeks I assign a specific assignment, other weeks I let students choose their assignment. I found these assignments from different websites, but I'm sorry I can't remember which one or I would give him or her credit for the great ideas. Please let me know if you know the source. Book club is making a difference! I'm sure the key factor is CHOICE! Choice of book and some weeks they have choice of assignment. Below are the forms I use:

A esta actividad con post it de colores la llamo “Rutina emocional” o de pensamiento emocional. Las podemos trabajar con cualquier aspecto que queramos trabajar. Yo suelo usarlas para trabajar emociones, sentimientos, ... para tratarlos de forma diferente. A mis alumnos y alumnas les gusta mucho y a mi me encanta verlos exponer sus emociones y opiniones a determinados temas. Si os apetece verlas y usar alguna de las preguntas que ya hemos trabajado nosotros y nosotras en clase, podéis ir al enlace, con el hastag #rutinaemocionalpostit Para hacer estas rutinas he usado muchas marcas de notas adhesivas, pero las que mejor me funcionan son las de la marca Post It, suelo usar las de 76 x 76 mm porque para esta actividad con esa superficie de escritura es suficiente, además, compro un pack que incluye varios colores y así quedan más vistosas en la pizarra. Aquí os dejo el enlace al pack que uso para mi clase. Un saludo. Maestra Berta

Hello Everyone! I almost forgot to post one other thing. I have had a ton of questions and e-mails about my story retelling rope that I posted on last year.You can read about that here! :) I have been doing retelling ropes for a long time. Does anybody remember "Project Read?" The author of that amazing curriculum was my inspiration for this way of teaching kids about the parts of a story and extending that into retelling. "Retelling" is an important component of discriminating comprehension in our beginning readers. Making it hands on is important to me! Kids almost always cement learning better when they can incorporate as many senses as possible. I took some time to redo my retelling rope icons, my retelling poem, made some little posters about the parts of a story, and redid my anchor chart. Here are some pics of what this little unit includes. Here are some pics of finished products, anchor chart and student retelling rope. For your free mini unit on retelling grab the rope and click here! I hope this helps with your lessons on retelling!! Hold on and have fun!! Joyfully! Nancy

Las bibliotecas escolares son (o deben ser) uno de los principales espacios en los centros educativos. Conocer la importancia de estas sobre las

Os dejamos estas divertidas láminas para decorar tu aula con diferentes normas de aula. Las normas, tanto de clase como fuera de ella, deben consensuarse con el alumnado y llegar a ellas tras refle…

While I would love to share this, I don't feel quite comfortable doing that, as it is very closely based on this pin on Pinterest. It is something that the pinner purchased. Although it covered all the types of non-fiction I need to touch upon, there were things I needed to change to make it work for my classroom. First, I included "The Internet" instead of "digital media." Really, this was more for the familiarity/vernacular of my students than anything. Next, the definitions came out of the dictionary I use in my classroom; this way, the information is kept at a higher level for my older students. Additionally, although I included images, I wanted the written info to be the focus and the images a supporting piece. I also included a few items we discuss in my classroom that were not on the original, such as subtitles and subheadings. Finally, I made sure there was a place along the middle for folding. I will have my students glue this into their reading composition books. The page is too large, but I did not want to reduce it. There is a lot of info here, and it needs to be easy to access. They'll be able to fold it where the crease won't interfere with reading the words. Still, for younger grades, purchasing the preexisting one makes sense, and thus, I don't feel right about sharing mine for free. However, if you want to make your own, I can tell you what I did. The "books" are simple shape and line art. The definitions come from a source my class uses and trusts; I highly suggest that the definitions take into consideration the age of your students. If the wording is too high, the kids won't get what they need from it, and if it is too low, it talks down to them and lessens its perceived value. The images are from Microsoft--the ones that come with the Office software. I built my page in power point, as it gives me the most freedom to manipulate things; all I had to do was click 'insert clipart,' and search for images using keywords. I reduced their size to fit and gray-scaled the images for copying.

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A blog about my life as a teacher, mom, and essential oil user.

Hoy desde Orientación Andújar os compartimos un material excelente de la maestra y del grupo de Facebook Ms. Loy creations and more a quien agradecemos infinitamente por su gran ayuda y apoyo en la…

This file includes SIX versions of a kid-friendly behavior notice. The first version correlates with the color change system (green, yellow, red, and blue) with consequences included. This version uses the language respectful, responsible, and cooperative choices. The second version correlates with...

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Az elmúlt hetek tapasztalatai alapján fogalmazódott meg bennem ismét a címben szereplő kérdés, ami egyben egy könyv címe is (kérdőjel nélkül). A nagyobbik lányomtól kaptam pár éve, és nagy élvezettel olvastam. Még szülői értekezletre is bevittem. Jan Uwe Rogge taglalja, hogy igenis kell, és nem lehet mindent a gyerekre ráhagyni. Sajnos azt tapasztalom, hogy manapság nem nagyon tud, vagy nem akar fegyelmezni a szülő. (Tisztelet a kivételnek, senkit sem szeretnék megsérteni, amit írok, azt a környezetemben tapasztalom, de Vekerdy Tamás ajánlásában is erről olvashattok.) "Kell a gyereknek a korlát… de a felnőttnek is. Kell a korlát a szülőnek, a nevelőnek, a tanárnak is, vagyis mindazoknak, akik részt vesznek a nevelési folyamatban. Az a nevelő, aki nem állít fel korlátokat, tehetetlen báb lesz, akit a gyerek semmibe vesz, és rabszolgájának tekint. A korlát ahhoz is hozzásegít, hogy kölcsönösen elfogadjuk és tiszteletben tartsuk egymás személyiségét. Bár a szülők, nevelők, tanárok zöme ösztönösen érzi, hogy korlátokat felállítani helyes dolog, ha cselekvésre kerül a sor, igen sokan elbizonytalanodnak. Mindenki „csak jót” akar a gyereknek, s az általános vélekedés szerint ez kizárja a korlátozást. Mekkora tévedés! Márpedig nem egy szülő-gyerek kapcsolatban bizony alaposan eleresztették a gyeplőt – a szülő némán tűr, csak tűr, míg ki nem fakad, hogy zeng tőle a ház. Bölcs és gyakorlatias szerzőnktől nemcsak azt tudhatjuk meg, hogy kell a gyereknek a korlát, hanem azt is, hogy milyen korlátozásra van szüksége és mikor, és ezt hogyan lehet a siker reményében alkalmazni." Vekerdy Tamás Aztán ha a gyermek bekerül az óvodába vagy az iskolába, öntörvényű lesz és nem tudja elfogadni a közösségi élettel együtt járó szabályokat. Most is van néhány ilyen tanulóm a két osztályban. Általában tudják, hogy nem helyes, ahogy viselkednek, de valahogy mégsem akarnak vagy tudnak változtatni. Ma is megkérdezte az egyik gyerek, hogy ő miért nem kapott kis képet. (Tudjátok, a Szuperfiú, Szuperlány.) Nem is tudta, hogy mikor viselkedett rosszul. Ezért aztán arra gondoltam, az ajtóra teszek olyan képeket, amin látják, hogy hogyan kellene és hogy nem szabad viselkedniük. Talán ez segít. Mivel az elsősök olvasni még nem tudnak, keresnem kellett olyan megoldást, ahol rajzokkal illusztrálják a betartandó szabályokat. Korábbi gyűjtésből vannak a képek, de a forrás megjelölése miatt most ismét rákerestem, és találtam színes képeket is. Ki ki válasszon kedvére, és használja őket csoportja, osztálya javára! ITT akadtam olyan hasonló képekre, mint amit pár éve mentettem le a gépemre. Ízelítőül néhány, a többit a külföldi oldalon megtaláljátok. Aztán a színes oldalak is "előkerültek". IDE kattintva válogathattok közülük. Ezek a képek inkább óvodába valók, de az iskolában is használhatunk belőle néhányat. Ha valaki még több képre vágyik, ITT aztán találhat kedvére valót. Csak legyen elég ideje. Természetesen, vagy sajnos (?) a szöveget törölni kell, vagy magyarra változtatni. Én már elkezdtem a magyarosítást.

Este SUPER DADO es un recurso perfecto para trabajar la COMPRENSIÓN LECTORA de una manera divertida y amena para los niños.

When I first imagined a socially distant classroom, I had an overwhelming sense of sadness. I was flooded with images of classrooms under "normal" circumstances. I had flashbacks of kids rotating through fun learning stations, playing games together, reading in small groups, completing learning fact hunts, doing hands-on projects, and getting imaginative with their learning. For an instant, I felt like those days were over. Then, I remembered the most fundamental truth about educators: "Teachers are innovative." I knew it was time to think creatively about instruction. So, I took a deep dive into some of my favorite ways to get kids learning, and guess what? With small tweaks, we can still make learning engaging, motivating, and meaningful...and if it means that kids will have to do it 6 feet apart, no problem! The learning activities may be a little different, and we may need to get a little creative, but I'm hopeful that you'll be able to find some ideas below that just might work in your socially distanced classroom. I love fact hunts! They're a great way to introduce or review material with students. Under "normal" circumstances, you would hide a ton of facts around the classroom or school. Then, students would rotate around and collect the information. Since students move around freely to collect facts, I thought that this might not work in a socially distanced classroom, but then I realized that with a few more parameters and a bit more planning it could work. Here's how: --- Write facts about a topic on 1/2 sheets of paper. --- Tape the facts around the classroom or along a hallway, spacing the facts at least 6 feet apart. --- Explain to students that they will be collecting facts as they rotate around the classroom. --- Designate where each student will begin. --- Then, after collecting the first fact have students move on your cue to the next fact as they rotate through every fact. Adding a little movement to learning is a powerful and easy way to make learning fun. I've created fact hunts for back to school, literary devices, ancient civilizations, and holidays. They're always a blast. Check them out here. Let's be honest, kids are always requesting to have class outside. Now is the perfect time to do just that. To prep, just set out flags, blankets, or cones to designate where kids can work while remaining socially distant. Then, have students bring their work outside. Since the kids are outside, they can also be a bit louder, so you can make it especially fun by... --- Letting students shout their spelling words --- Challenging students to read out loud in a way that everyone on their blankets can hear them --- Creating cheers to help remember important content --- Teaching new information and encouraging students to yell their responses One of the troubling things about the socially distanced classroom is the fact that kids will have less opportunities to collaborate and work together. However, interacting with peers and working together is such a powerful part of the "normal" classroom. That's why this next idea is perfect! Jenny from Art with Jenny K and I created a series of collaborative anchor charts. Each student is responsible for creating an element of the chart independently. Then, the teacher assembles the collaborative anchor chart. The cool part is that not only is it creative and collaborative, it is also a powerful way for students to learn. When they see their own work as part of the chart, they're more connected to the learning. We've created anchor chart parts on Finding the Main Idea, Sequencing, Summarizing and Growth Mindset. I know what you're thinking, "Learning stations in a socially distant classroom?! Yeah, right!" I'm with you. At first, I thought learning stations would have to go away. But, then I realized that it's still possible to do the fun and engaging learning station activities with a small tweak. Specifically, instead of setting up different learning stations and having students rotate to each one, everyone in the class could stay in their seats and work on a single station's tasks at the same time. In other words, on the first day, everyone would complete station one. The teacher could serve as the "leader" of the station, reviewing the directions and ensuring that students have the right materials. While the rotations would be gone, many of the benefits of learning stations would remain because they still keep students engaged while chunking instructional material. Since stations also include a variety of activities, students will still be able to learn in various ways. Some of my favorite stations teach critical study skills, reading comprehension, social studies, and even celebrate holidays. You can see them all here. One of the concerns about socially distanced classrooms is that students will have to learn in a "sit and get" environment. As educators, we're always striving to move away from traditional lectures. That's where 3-D projects come in. When students can turn their learning or research into a 3-dimensional project engagement and buy-in soar. Here are some simple ways to make learning a little more 3-dimensional: --- Have students turn their notes into paper airplanes. --- Turn a single piece of paper into mini-books filled with notes. --- Let students create cootie catchers to review important concepts. --- Provide students with interactive notebook activities. I love making learning more hands-on. Some of my favorite lessons are back to school mini-books, 3-D monuments for ancient civilizations, 3-D research projects and even 3-D writing lessons. Doodling is a great way to engage students (even when they are socially distanced). Give students an opportunity to doodle during the school year and watch their engagement soar! Not only is doodling fun, it’s also been shown to help our brains process information. You can have students create doodles to showcase their learning at any time. Let students create doodles: --- To help them learn vocabulary --- As a way to review for a test --- For a book report --- As they learn about a new topic --- When they answer a test or quiz question You might want to introduce Doodle and Do resources into your classroom. First, students complete doodle-style notes. Then, they practice their learning as they "do" different activities. You can get students doodling as they learn new vocabulary, nonfiction text features, study skills, novel studies, fact hunts, and even reading skills. The fact is, doodles are so adaptable and fun! Get inspired RIGHT HERE. __________________________________________________ I hope you've found a few instructional ideas to bring into your socially distanced classrooms. These sure are challenging times for educators, but there's one thing we all know for sure: Teachers are innovative! I know that your students are so lucky to have you! If there's anything I can do to help, feel free to reach out to me at [email protected]. Thanks for stopping by! Mary Beth

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El primer día de clase es un momento muy especial y delicado. Es importante que como profesores dediquemos nuestra primera clase...