This bundle includes both Hobo activities from my Great Depression unit. These activities can be given to students together or separately. Each activity allows students to analyze the impact of Hobos as well as their place within the historical narrative. Product includes: Hobos During the Great Depression Google Slides Lesson & Secret Language Activity DBQ: Life of Hobos during the Great Depression Hobos Letter Writing Activity
Can your students write better narratives? Have students evaluate their narrative writing with this great checklist. This list checks for paragraphs, word choices, punctuation, figurative language and more!
We are knee-deep in our 5th grade historical fiction unit right now. This is always a favorite each year. We've blogged about our various HF adventures HERE, HERE, HERE, and HERE. In 5th grade, kids have already completed a HF unit when they were with us in 4th grade. During that time, they all read the SAME book. This year, to take them a little deeper, the kids main focus is studying the ERA they selected. Due to this, kids are all reading DIFFERENT books that are within the same era as their book club members. Our students also had to select a different era this year from the one they studied last year in our space. Eras we focused on this year: Colonial America, Revolutionary War, Westward Expansion, Civil War, WW2, and Civil Rights. Our favorite part of this, is that kids of all levels are in book clubs together, really creating fantastic discourse tied to era understanding and how their book fit together. A huge part of any historical fiction unit is nonfiction understanding of the era they are studying. We spent the first week+ immersing ourselves in nonfiction materials tied to our era. Kids shared ideas with each other and created a group timeline outlining important events from their era. As we have been working through our books and discussions, they started to bring up and share where their books fit into these non-fiction timelines. Last year, we made "double timelines", which were fun, but only one book could fit in that framework. This year, our amazing student teacher, Megan Leverence (she's looking for a job, people...anyone hiring?? :) found a great blog post. You can read it HERE. She took the idea and changed it up a little bit, and found a way to connect it to the timelines the kids created. Rather than write up "reviews," like the blog suggested, she had the kids create "book timelines" of the books they had been reading. She had them find 5-10 important events in their books (no spoilers allowed), and create a timeline "flipbook." Once the kids created their "flipbook timelines", they placed their books on the nonfiction timelines. This created a fantastic visual of where all of the books we were reading fit across history. We utilized a huge bulletin board in our hall to hang all the timelines and books on. It's been a great discussion and visual tool for all of our kiddos. How have you taught HF units? How do you bring in nonfiction? We'd love to learn with you! Happy Teaching, Angela
My Resource Room students have been reading several short stories in our literature book and I have been teaching/reviewing story elements and conflict. These are the notes they pasted in their jou…
Use some expert help from top professionals in any academic field! Order custom paper => https://bit.ly/click_me_for_help <= We take pride in our solid team of professional academic writers available 24/7 to serve your requests. 🤫 Democracy and Education, by John Dewey - Project Gutenberg Chapter Two: Education as a Social Function 1. The Nature and Meaning of Environment. We have seen that a community or social group sustains itself through continuous self-renewal, and that this renewal takes place by means of the educational growth of the immature members of the group. generalization...
Our Narrative Perspective Poster is a great educational resource that will help you create relevant and engaging English classrooms.
Dear Mr. Henshaw - Literature Kit Gr. 5-6 This enriched exploration of the Newbery Medal-winning story told from a young boy's perspective is perfect for fifth and sixth graders. Specifically designed for students who read at a lower grade level, it aims to meet various learning needs. The kit invites a deeper understanding into Leigh Botts' journey of self-discovery, prompting students to: Predict character identities based on clues within the novel. Explore antonyms in the narrative's vocabulary. Solve mysteries surrounding plot events with engaging activities. In fostering creative thinking, students have opportunities to: Create their questions for Mr. Henshaw as Leigh does in his narrative journey. Inspired by Mrs. Badger's writing tips from the book itself, develop their unique writing checklist. All assignments align perfectly with State Standards and encourage elements beyond mere academics such as character analysis and discussions on empathy, loneliness in school age or parental separation. Note: An interesting feature is projecting imagined future scenarios between characters like Leigh & Mr.Henshaw showing applicability of learnt lessons today. For educators looking for supplementary tools alongside core study: An ample amount of word searches are available; A variety of extra crossword puzzles are included; Detailed comprehension tests along with solution sets offer easy referencing options; To conclude: Dear Mr.Henshaw - Literature Kit Gr 5-6 seamlessly integrates into Language Arts Literature instruction for crucial grades 5 & 6. Catering to classroom settings or homeschooling methods or even as home tasks, its PDF format makes it conveniently manageable. Dear Mr. Henshaw - Literature Kit Gr. 5-6
Teaching narrative writing lessons can be SO fun! Here are my favorite lessons and activities for teaching personal narratives!
Hello Everyone! Thanks for stopping by our blog to see what's happening in our first grade classroom! This week we are working very hard on "retelling"stories we have read. Learning how to retell a story helps our little learners as readers and thinkers. It helps to organize thought, and recognize the thoughts we have during reading. It helps us recognize when our thinking changes throughout our reading. Characteristics of good retelling are: using character names, telling about the setting, including the happenings or plot (beginning, middle, and end), discussing the problem the character is having, and describing how the problem was solved. Today I introduced our "retelling rope." Each symbol represents the parts of a story. I have used retelling ropes before, but revamped this with some better visuals. The kids really get it when they can actually manipulate the parts. This year I wrote a simple poem to go along with our retelling activities. We practiced retelling several stories together using the large retelling rope, and then the kids got to make their own mini one to manipulate during their own reading time. After putting these together, some kids chose to work with others to retell a common story (The Lorax has become a favorite for some reason :) !) We also practiced recording our retelling thoughts. We will continue to work hard on this important skill! When I read a story! For your printable of these pages plus larger visuals to make your own retelling rope click here! :) here's the link to the printable with student rope pics! :) Or click here! :) I love helping kids improve their retelling skills!! Don't forget to retell your own stories with your kids!!! Stop by again soon!! Joyfully! Nancy
Adverbs Anchor Chart Plus, this blog post contains a fun, engaging class book project to do to reinforce the concept!
Today started like any other day . . . kids were a little chatty . . . a parent stopped in to chat before school . . . the sky looked a little dark and ominous but– I wasn’t quite prepared for the storm that suddenly popped up and blew out the power for a […]
What does every first chapter need to wow your readers? The answer includes a special formula plus an awesome kit that will help perfect the rest of your novel!
The author looks at the Hero's Journey and Existentialism and and the difficulties of a life not lived authentically.
I’m back from my little hiatus, and we are LOVING our new home!!!! My life has been absolute CRAZY TOWN, and I really haven’t taken enough pictures lately. Honestly, snapping photos has been the absolute last thing on my mind. I did manage to capture a few snippets of our classroom activities though. We have …
Anchor chart inspiration for elementary teachers. Use my Not-So-Pinteresty Anchor Charts for Reading, Math, Grammar, and Writing.
GRADE LEVELS: 3rd - 5th, Homeschool SUBJECTS: Language Arts, Reading, Writing PAGES: 90 Preview: TalesOfPreview Our Tales of a Fourth Grade Nothing PowerPoint is a great resource to use for your lessons about characters traits and character point of view. Includes teacher notes and a student companion.
This is a great writing exercise to practice writing a narrative. Keywords and drawings are given.
Hey bloggy friends! Long time, no see! Let me tell you, getting into the groove of this year has been C-R-A-Z-Y! After 3 weeks of gatheri...
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!
This Finish the Story Narrative Digital Writing Prompts Bundle will help bring writing to life during the fall, winter, spring and summer seasons! These no-prep creative writing prompts are perfect for easy writing activities, writing centers, writer's workshop, early finisher activities, daily journaling, morning meeting activities and more! This is great for first grade, second grade, third grade and fourth grade students! ⭐Save 25% with this bundle!⭐ What's included: 60 Writing Prompts! Fall Winter Spring Summer Also Includes: Editable templates for each resource Directions Want more games for your classroom? Click the links below! Year-Long Digital Games Bundle Would You Rather Year Long Bundle Stand Up Sit Down Year Long Bundle *Note this product may be used in brick and mortar classes as well as virtual systems like Outschool.
This worksheet is perfect for helping students practice adding the ED suffix to spelling words. Just print and go! This worksheet is no prep and easy to use. This worksheet is perfect for helping students practice adding the ED suffix to spelling words. Just print and go! This worksheet is no prep and easy to use, making it a great resource for busy teachers. Add ED Suffix Worksheet
With my small group pull-out sessions limited to half-hour increments, I'm always looking for quick, engaging reading and writing activities to reinforce literacy skills. I used to think dice games were only for teaching math and probability, but I'm starting to discover that there are ENDLESS possibilities for using dice with literacy. Are you looking for a few ideas? Well... let's shake and roll! 3 Roll-a-Dice Activities for Reading & Writing My roll-a-dice resource collection continues to grow, but here are a few resources that I've added to my literacy toolbox that may be perfect for your students. 1. Roll-a-Story
After this past week, my kiddos could certainly answer that question with a big YES! This week we learned what the setting is, what makes up a setting, and why on earth it matters so much! My kiddos rocked it, so I’m here to share what we did. I know that spending an entire week on setting might seem like…
The Second Great Lesson is meant to show, in broad strokes, how life on Earth has changed throughout time.
This MA study demonstrates that Assagiolis original conception of Psychosynthesis is fully Integral with levels, lines, states, types and quadrants, and that Firman/Gila have developed a different version of psychosynthesis.
PDF file includes an "Adding Dialogue" Poster or handout that can be glued in student notebooks and also scaffolded worksheets.These worksheets were designed to be used to scaffold adding dialogue (and using dialogue tags) to a narrative draft by zooming in on a specific part of the student's writi...
Do your students need some support understanding about accepting no? Are you looking for ways to teach your students how to cope with the word 'no'? If so, this 'Accepting No' social narrative story is the perfect visual story for you to use with your autistic and special education students. This story is great to help your students understand and process being able to accept no as well as how to manage their feelings. It helps your students understand what may happen, how they may feel and what they can do to help understand and process this. The majority of our students are visual learners and like to learn through seeing something in action. This book comes complete with matching, simple yet engaging graphics to help describe what is being said on the page. ★ If you are looking for a social narrative that is personalized for your needs, check out my custom social narrative resource here. ★ Click below to find: Social Narratives Life Skills Activities Autism Classroom Resources Once you have purchased this resource don't forget to come back and leave feedback to help you gain some TpT credits! If you want to keep up to date with my sales, new resources, freebies and so much more click the green ★ next to my store name! I love to see my resources in action in your classrooms, if you use one and would like to send me an image of it you can send to me @teachingautism on Instagram! Follow me here. What are TpT Credits? You can gain TpT credits by going back and leaving feedback on any purchases that you have made. The credits build up and then you can use them off future purchases - from any seller on TpT!
Fourth Grade Reading Comprehension Worksheets, Free Fourth Grade Reading Comprehension Worksheets, Fourth Grade Comprehension Worksheets, Free Fourth Grade Comprehension Worksheets
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Here are 15 engaging and creative TV episodes to use in ELA to teach genre, narrative techniques, characterization, and more. (Blog post)
Help your child with his grammar skills with this printable worksheet that focuses on using end punctuation.
Parable of the Great Banquet - Finger Puppets - Bible StoryEnhance your Bible lessons with these engaging finger puppets, allowing your students to actively participate in the biblical narrative. As they immerse themselves in the story of "The Parable of the Great Banquet", these puppets offer an in...
I created this character map that I use during stations. I copy the Character Traits on the back and have them highlight the traits that describe the character. Then, they write them on the front of the page in the Character Traits section. They draw an illustration of the character in the middle of the page. I love it because I can use it during stations for the story of the week, whole group, or they can even complete it independently using the main character from their AR book. Click on the image below for a copy of this printable
