Find the pets and perfect your prepositions as well.
Children will practice bringing excitement to their writing in this fun language and vocabulary worksheet.
Find resources for teaching story elements to kindergarten, first, second, and third grade students including books and hands-on activities.
Engage your students with chapter books that draw them into good literature with these read aloud chapter books for second graders.
STORY SLEUTHS I is a 4 week, critical thinking project based on Caldecott Award winning books. Your students will use text features, illustrations, and context to determine which Caldecott Award winning book is described by the set of clues. By involving your students in this project, you will exe...
Click here to see several Long A Vowel Teams AI AY Phonics Activities and Games as well as daily lesson plans for first grade and second grade!
Who is this man who has so immersed himself in nautical ways?
This homophone worksheet is a great way for students to practice using the correct homophone to match the context of the sentence. This is a valuable skill for students to learn in order to improve their writing. Here, Hair, Hear Homophones Worksheet
We create and use anchor charts all the time in our second-grade classroom! Anchor charts are a great way to help students learn new information and make
October is here and we are gearing up for some fun, hands-on and engaging learning! We have you covered with NO PREP packets for: Preschool,
I've got a little Secret Code Spelling sheet here. I have the students write each spelling word then draw the picture for each letter next to the word to make a code. I use this as a Word Work center, but if you need a time filler - or something for your sub plans, this sheet could be put under the document camera and done whole group with the spelling list for the week. For a variation, you can have the kids mix up their spelling words and write the code only, then give it to a classmate to "break the code". Not matter how you do it, my students like this one:) Click on the picture to go to my Teachers Pay Teachers store and download this for FREE. While you are at my store, check out some of my new and best selling products including: My Original Writing Center - My best selling product! Don't miss this STEAL: Sight Word Mega Bundle Read It, Build It, Write ItAll 220 Dolch Sight Words Included Reader's Toolbox of Reading Strategies Sight Words Superhero: Everything You Need to Motivate and Reward Sight Word Recognition Sight Words Superhero Add-On Pack: 130 Pages of Sight Word Games and Activities! And MUCH more - click here to see more great products! And, don't forget to follow my store to get a free kit each month!!! Past "Follower Freebies" include" Click here to see how to get free kits each month: Mrs. Gilchrist's Follower Freebies
Contraction Surgery {FREEBIE} for teaching about contractions. Kids perform surgery on words to join them together with an apostrophe
Oh. My. Stars. Nine months, you guys. It’s been nine months since I updated my website. That is ridiculous, and while I completely understand that my excuses will help no one, I will offer a …
Here is our new installment of great resources for busy homeschooling moms! This time, it is our Second Grade Homeschooling Made Easy!
{Download FREEBIE pack here.} Economics is my absolute FAVORITE social studies unit to teach. There are so many hands-on activities to do with students and they are so eager to earn and spend money! One of my favorite activities is to end with our "Madden's Marketplace." This is a chance for students to put into action all of the things they have learned about being producers and consumers. To begin with, I send home a letter asking students to create paper goods. Why paper? It's something all of my students have at home (or I can easily give them). I want my marketplace to be fair for all students. I'm sure I could let them have the freedom to create any product, using any materials and I would get some amazing masterpieces. I would also get some elaborate (and expensive) items. That's not what I want. I encourage parents to spend NO money on this and for it to be STUDENT CREATED. I really want them to take the initiative. Here are some samples of paper products my students created to sell this year - everything from rockets to bookmarks to lanterns to hats. I incorporate the making of goods into my students' homework schedule, encouraging them to create two products per night. Before the due date, we work on creating "shops" in class. We create our "shop" by gluing two file folders together. The picture below is using legal-sized file folders, but that just happens to be what we had available. Shop Parts: Signs: Initially, we create the signs for our shops, color the awnings to make them eye-catching. Open/Closed: Next, we create open/closed signs that sit atop our shop so we can easily flip the sign to show the status of our shops. Slogan: We then come up with a catchy slogan. We talk about slogan's we know from commercials. Why did those stick in our heads? We learn to use a play on words, alliteration, onomatopoeia, etc. to make our slogans catchy so consumers will remember them. Product Description: Students each write a product description detailing WHAT their product is and HOW it works or can be used. We talk about the importance of letting consumers know exactly what they are getting. Commercial Script: Finally, students write commercials to "sell" their products to their classmates. We use hooks to get their attention, repetitions of our catchy slogans, and persuasion. Other Components: We also glue on the Consumer Comments, Price, and Interest Inventories, but we leave all of those blank initially. On the day of the marketplace, students set up their shops and lay their products out on display. Then, they have a chance to walk around the classroom and "window shop." They are encouraged to take a good look at all of their options, reading the product descriptions and examining the merchandise. After students have had a good look at all of their choices, I give them stickers (I would recommend 3-4). They walk around and place their stickers on the "Interest Inventory" of the products that interest them the most. The results of the interest inventory are used by the shop owners to determine if they have a high demand or low demand for their products. Knowing the demand helps them determine a price for their product. High demand = higher price. Low demand = lower price. The only rule is that all prices have to be in whole dollars. Once prices are set, then students are ready to go shopping! There are many different ways to let students shop. Some years, if I've done economy-based management system, my students will use "money" they've earned to shop. This year, I just gave them all $12 to shop with. I'm always torn about letting my students split into groups to run their shops (half shop while half work) - it always seems that students don't get to shop at all of the stores in that scenario. To solve that problem, I let all of my students shop at the same time. To do this students create "tokens" to leave at their shop. They create the same number as products they have to sell. For example, if Katie has 10 kites to sell, she creates and leaves 10 tokens with her name or shop name on them. Once each shop has tokens, students are ready to shop. Since there are no workers at the shops to collect money, I give my students "consumer spending logs" with pictures of dollars on them. Since I gave my students 12 dollars to spend, their consumer spending logs had 12 one dollar pictures. As students go around to the shops, they color in the dollars they've spent and pick up tokens (NOT products) that they will trade in for their purchases once the shops close. Once all of the tokens are gone, that shop is "closed." Once a student has colored in all of the dollars on his/her spending log, they are done shopping. It really works out quite well. Once students have traded all of their tokens in for their goods, they are given paper for providing feedback to the shops. They slip these into the "consumer comments" pockets on the storefronts. They love reading the feedback from their customers! <3 After wrapping up our shops, students are often left with some extra products. Instead of having them take their own products back home, I let them put another economics concept into practice - BARTERING! They have a blast working out "fair swaps" for their products and really working to get the other things they may have wanted but didn't have the money to purchase...and of course, they do all of this while proudly wearing some of their favorite purchases. :) All in all, it is a fun day of learning. Students take their roles as both producers and consumers seriously and come away with a real sense of accomplishment! If you would like to download this packet of FREE resources to hold your own Economics shop, you can do so HERE. Enjoy!
Are you ready for some more anchor charts? I hope so :) For some reason, my posts about anchor charts always end up much bigger than I anticipate. So this one on "plural nouns" is going to be divided into two parts - much like Anchor Chart Ideas - Adverbs Part 1 and Anchor Chart Ideas - Adverbs Part 2. Here's an "introduction to plural nouns" anchor chart: If you create something like this to use in your classroom, pay attention to a few things (based on my personal experience): - include at least one example of each "kind"of noun (i.e. person, place, thing, animal) - the output of the machine should not only show items in groups of 2s (in the chart above: 2 flowers, 3 clouds, 4 houses, etc). I've once made that mistake and had a couple of students misunderstanding that the plural only referred to groups of 2s. - use words that have different ending sounds. Again, I had students creating their own "add -s" rule based on the ending sound. When creating anchor charts for plural nouns, you might also want to use a different chart for each case/rule. Here's one on the "add -ES" rule for nouns ending in S/SH/CH/X/Z/SS: And another one on the "drop and add" rule for nouns ending in Y and nouns ending in F/FE: You might want to add that the "y" rule is only valid for words ending in -y preceded by a consonant. So, nouns like "boy", "bay", "toy" only need -s to become plural. And there's the plural nouns "snapshot" anchor chart, where the most common plural cases are all in the same chart: Of course, what you'll end up adding to your anchor charts will vary according to what your students need to know and what you want to teach, but I hope you now have some anchor chart ideas to inspire you. If you happen to be looking for a spring activity to practice plural nouns, be sure to check out my Interactive Matching Activity (QR codes optional) Don't forget to follow my blog to be the first to see and pin my anchor charts! Check out Anchor Chart Ideas - Plural Nouns Part 1/2. Thanks for reading!
All set? You bet! Looking for funny attention-getters for your class? Look no further – here you’ll find brilliant class attention-getters that kids will love.
Learn common types of abbreviations that all 2nd grade students should know, and abbreviations activities to use in the classroom.
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We've been up to our ears these past few weeks with traditional literature (and LOVING it!), and this week we have been working on summarizing and writing a summary of literary texts. I'm a huge fan of my anchor chart: I think the triangle is what I like most. I love how my students can visually see the differences in size and sentences when telling the topic, main idea, summary, and retelling the story. I'm sure most of you have seen the "Somebody, Wanted, But, So, Then" organizer for summarizing. I also included "Finally," which I can't claim as an original thought. I'm pretty sure I saw it on Pinterest last year. What I like about including "Finally" is that it gives you the option to add a final detail to wrap it all up. I snapped the above pic before I was done making the anchor chart. I added parentheses around the word "Finally" to show that it's an option, but you don't always need it. Example: we practiced summarizing with Stone Soup and Town House Country Mouse. With Stone Soup, we needed the "Finally," but with Town Mouse Country Mouse, we didn't. Here's the graphic organizer I used: Click the pic to get a copy :) What I like most about it is the lines at the bottom to write the summary. The first day, we read Stone Soup, filled in the "Somebody, Wanted, But, So, Then, (Finally)" together and orally "wrote" our summary. The second day, I read Town Mouse, Country Mouse to the bunnies and they filled in the top portion with a partner. I was going to have them write the summary with their partner, but they gave me that "Whaaaaaa?????" look, so we wrote it together and the bunnies copied it down. At first I was a little discouraged that my students couldn't take the info in the graphic organizer and write a 2-3 sentence summary, but then I realized we've never done this before, and I need to give them a break! I like that we wrote it together, so my students could see what a quality summary looks like. (Sorry I didn't snap a pic, and I'm too brain fried this Friday to try to remember what it was!) My plan for next week is to do the same thing we did today (I read aloud, students fill out the Somebody, Wanted, But, So, Then, (Finally), and we write the summary together). Then on Tuesday I'll read again and the bunnies will complete the whole page with a partner. I have the book Snow Queen (the inspiration for the movie Frozen, which happens to be Traditional Lit!) on order at the public library, so hopefully it will be in by Tuesday! Then I will use this graphic organizer as homework for my guided reading groups. These kiddos will be summarizing SUPER STARS by the end of the year, I'm sure of it!!
Spelling words with ch or tch. This generalization states that when you hear the /ch/ sound at the end of a syllable and it is immediately preceded by
Do you have a newcomer student in your classroom? Here are some strategies for supporting newcomer ELLs in their elementary classroom...
The previous week's lessons in reading focused on procedures, routines and teaching students the importance of asking and answering questions about key details in a text. You can find ELA Lesson Plans #1 here. By the end of the week students should be able to ask questions before, during and after reading so that they understand what the text is all about and why. This week students will continue to ask and answer important questions in order to gain knowledge of details and be able to retell key details in their own words. It's important to gradually grow these reading skills and strategies so that students can start to summarize this information next week and eventually synthesize the information. Regardless of the student's reading level, they should be able to master all skills and strategies when given differentiated text. During independent time students will build their stamina in independent reading and gain confidence in using skills and strategies in shared reading independently with self selected text. The other portion of the independent block should be used to teach procedures and routines for independent work such as workstations. When choosing workstations I use the five core components of reading: comprehension, fluency, vocabulary, phonics and phonemes. Each component will be represented in the work stations. Students can also learn dictionary skills during independent time so that they can work independently to grow their vocabulary, check spelling and grow in grammar knowledge. The following lesson plan templates are from A Modern Teacher . Differentiated Print and Go Dog Reading Passages Dictionary Skills Phonics Print and Go Games During the previous week students learning focused on the hows and whys of writing. They were able to complete a narrative piece so that teachers could assess where each child has the most potential to grow their writing. Now teachers can model the basic conventions of writing starting with capital letters, punctuation and using nouns properly so that students can look at their writing and make corrections. As students gain more knowledge of the process and procedures, the writing block will increase in time. Writing Office With Word Walls
Help your students understand adjectives and adjectives the fun way by using Alice in Wonderland resources, plus lots of games!
Shop more of The Moffatt Girls products: Click Here! This February NO PREP Packet for 3rd Grade is FILLED with hands-on, engaging and FUN resources that cover core skills for 3rd Grade! The activities in this packet can be use for group work , centers, small groups, homework and more! The BEST part is that there is NO PREP! NO costly colored ink, NO laminating, NO cutting …. just PRINT! *Please note that this is a downloaded pdf file. No physical product will be sent to you. ******************************************************************************** *This packet is targeted for 3rd grade, but can be used for high flying second graders and struggling 4th graders. ******************************************************************************** Included in this packet: *Making New Words (Valentine's Day *Figurative Language: Onomatopoeia *Figurative Language: Alliteration *Figurative Language Review *Concrete Nouns and Abstract Nouns *Shades of Meaning *Phonics: Diphthongs ue or ew *Contractions *Your and You're *Homophones Crossword Puzzle *Prefixes Crossword Puzzle *Parts of Speech Part I *Parts of Speech Part II *Cause and Effect *Main Verbs and Helping Verbs *Commas *Writing: Compare and Contrast *Roll and Multiply *Multiplication Codes (2 Digit by 1 Digit) *Multiplication Codes (2 Digit by 2 Digits) *Measurement: Capacity *Measurement: Area *Measurement: Counting Volume I *Measurement: Counting Volume II *Division Facts 1-6 *Division Facts 7-12 *100 Multiplication Facts *Length: Meters and Centimeters *Length: Meters and Map Skills *Time: Hours, Minutes and Elapsed Time *Fraction Word Problems *Place Value Mystery Numbers *Elapsed Time on a Number Line *Equivalent Fractions *Pounds and Ounces *Geometry: Perimeter Be sure to follow the Moffatt Girls on: Visit my blog at The Moffatt Girls Blog Follow me on Facebook Follow me on Instagram Join my private group, The Moffatt Girls-Engage Group, to see how other teachers, parents, and homeschoolers are using and organizing Moffatt Girl Curriculum!
Happy Sunday! Common Core math has been a big shift from what many educators and parents have been used to in the past. I have personally embraced the shift towards a deeper understanding of mathematical practices and welcome the shift towards assisting students to build a strong number sense. As a student, I could have benefitted from this style of teaching. I was one of the students that wanted to know "why" when learning mathematical algorithms. My district has adopted the Engage New York curriculum and it has been interesting to see how one particular curriculum has been designed to meet the Common Core standards. I see both positives and areas for improvement with the program. I have really enjoyed the engagement pieces of the program. There are many fun games and activities designed to engage students and practice skills. For some areas of the program I have seen a need for additional practice of skills. To meet my students' needs I have created supplementary materials and have incorporated these materials into my daily routine, as necessary. I strive to create lessons that incorporate a hands-on and interactive component. I have created many cut and paste activities to meet the Common Core standards and they have been very engaging and helpful for my students. When I show my students the cut and paste activities there is always an audible "Yay!" from the children. Check out some of the activities below! Click here to get the Related Fact Number Bond Cut & Paste. Click here to get the Related Fact Cut & Paste. Click here to get the Missing Addend Match Cut & Paste. Click here to get the True or False Expressions Cut & Paste. Click here to get the Domino Related Facts Activity. Happy Teaching!
