Merry Christmas

Wishing you a very Merry Christmas and Happy Holiday season!!

Reindeer Moves

Need a movement activity to help the students release some of their holiday energy and excitement. Try this cute Reindeer Moves game.

DESCRIPTION

Watch your little reindeer leap and prance during this movement activity! Label each of several index cards with a different action that a reindeer might do, such as leap, jump, run, prance, or fly. Store the cards in a small paper bag. Help each youngster trace each of his hands on brown construction paper and then cut out the shapes. Staple the hand cutouts to a paper strip to represent antlers. Then fit the strip to the child's head to make a headband. Have each child wear his headband along with a red sticky dot on the end of his nose. Direct students to stand. Then invite a youngster to remove one card from the bag. Read the word and then turn on holiday music. Invite youngsters to perform the action on the card until you stop the music. Continue in this manner until all of the cards have been used. Go, reindeer! Go!

Five Powerful Questions

Check out this article on the 5 most powerful questions you can ask kids. Great read!!!

Five Powerful Questions

'Twas the Week Before Christmas

Enjoy Friends!!

I'm Back!!! Thoughts from the Conference

In case you have missed me, I have been at the National Learning Forward Conference in Nashville, TN. I want to share some of the Big Ideas from the conference.

1. Differentiation is not s set of strategies - it is a way of thinking about the classroom.
2. All learners come to the journey of change at very different levels. It is not one size fits all.
3. We learn through our students' learning.
4. We teach for the success of the learners.
5. Teaching is like having a love affair with a rhinoceros. It is difficult to maneuver and figure out.
6. What works with any student works with ALL students if we are providing quality instruction.
7. When children can't do their homework it confirms that they can't do it.
8. We lose 80% of the information taken into the brain within 24 hours if there is no sense of permanency. We must anchor it in rules, relationships, and patterns.
9. We connect something new to something old, something abstract to something concrete.
10. Repetition or practice makes learning permanent. We must make sure we are having students understand/practice correct information.
11. Quality is everyone's responsibility.
12. Talking is thinking.

And many more!!!

Santa Hunt

I know how much the kids love "The Bear Hunt" song so when I came across this song, I had to share it!  It was posted on Dr. Jean's blog. Your kids are going to love this “Santa Hunt”. 

Santa Hunt  

Adapted by Sara Lensing                                     

Get out your backpacks.

Open ‘em up.

Let’s put in some cookies for Santa and his reindeer.

And, let’s put in a thermos of milk in case he gets thirsty.

Oh. and don’t forget your Christmas lights in case it gets dark.

Zip ‘em up and repeat after me.

(Children repeat each line.)

We’re gonna find Santa  (March and slap thighs.)

Before Christmas day.  

He has a big, round belly  (Extend arms.)

And a long, white beard.   (Pull down from chin.)

Look over there!  (Point.)

It’s a Candy Cane Forest!

Can’t go over it.  (Arms over head.)

Can’t go under.    (Arms down low.)

Can’t go around it.  (Circle arms.)

I guess we’ll go through it.  (Open palms and shrug shoulders.)

Slurp, slurp, slurp!  (Pretend to suck on candy cane.)

We’re gonna find Santa

Before Christmas day.

He has a big, round belly

And a long, white beard.

Look over there!

It’s an egg nog river.

Can’t go over it.

Can’t go under.

Can’t go around it.

I guess we’ll swim across it.  (Stroke arms as if swimming.)

We’re gonna find Santa

Before Christmas day.

He has a big, round belly

And a long, white beard.

Look over there!

It’s a gingerbread house!

Can’t go over it.

Can’t go under.

Can’t go around it.

I guess we’ll go through it.

Yum, yum, yum!  (Pretend to eat gingerbread.)

We’re gonna find Santa

Before Christmas day.

He has a big, round belly

And a long, white beard.

Look over there!

It’s Santa’s workshop.

Can’t go over it.

Can’t go under.

Can’t go around it.

I guess we’ll go through it.

Shhh!  (Finger over lips.)

Get out your Christmas lights.  (Pretend to get out lights.)

Turn them on – click.

Let’s set out the cookies and milk.

I see a big, round belly.

And a long, white beard!

It’s Santa!

He-he-he! We can’t let him see us!

Tip toe!  (Tiptoe.)

Quick!  Go through the gingerbread house! Yum, yum, yum,!

Swim across the egg nog river!

Go through the Candy Cane Forest! Slurp, slurp, slurp!

Go home.

Open the door.

Shut the door.

Phew!

We found Santa.

Merry Christmas to all!

*Children could do a time line or a story map of the hunt for Santa as a follow up activity.

Lick & Listen

Did the title get your attention???

This is a great December activity for your listening center. All you need are Christmas books or music and candy canes. Students go to the listening center take a small candy cane and "lick and listen". Sometimes children just need to listen to a good story being read or their favorite songs playing. You can even have a Santa hat or Elf ears for them to wear as they lick and listen.

If you feel you MUST include something academic, you can have the students create a list of "Ll" words after listening to the story/music.

Hint: Have baby wipes available to clean hands after going to the center. And make sure to wipe down your listening station each day. Yes, the children and the headphones will get sticky!! It's okay!!

December Sensory Tub

Bring the holidays into the classroom with a fun sensory tub! 

Materials:

Colored rice

Small Christmas bows

Stars

Tinsel

Ornaments

Small presents 

Candy canes

Little trees

Etc.

Activities:

1. Simply explore

2. Sort items (color, type, texture, etc.)

3. Counting

4. Beginning/Ending/Medial Sounds

5. Spelling
6. Writing sentences about the objects

7. Addition/Subtraction

8. Measurement (length/weight)

The possibilities are endless. Students are learning and they LOVE it!!!!

Turkey Clothespin Activities

Okay, so I know Thanksgiving is a week away and you probably do not have time to make or think about another Thanksgiving activity, so put this easy activity in your November file for next year. This activity can be used for a math or ELA center as well as for fine motor development.  

Go to this website for the math printable. Turkey Clothespin Counting

Taken from Childcareland

I can envision an addition and subtraction activity (using dice to indicate the number of clothespins and placing the answer in the middle) or a making words activity (clothespins have individual letters and students place letters to make words - sw/ing or c/at).

Santa's Reindeer Cam

Santa's Reindeer Cam

Students will enjoy watching Santa as he feeds his reindeer.

He will be feeding/entertaining the reindeer three times a day every weekday (11 am, 6 pm. and 9 pm) and once a day on weekends (6 pm) until the Christmas Eve take off event.

Block Play (Yes even for 1st Grade)

If I had to have only a couple of centers in my classroom, blocks would definitely be one of them! I absolutely LOVE blocks and children love blocks too! Blocks are a natural element and feel good to touch and hold.

Noise and cleanup are the two biggest complaints I hear from teachers regarding block play. Well, it goes back to teaching procedures. First, blocks need to be played on a soft surface (rug, mat, or carpet). This will eliminate the noise as the blocks go crashing down. (But that's part of the fun - build it and knock it down). Second, use clean up as a learning opportunity or a game between students. It will make clean up so much more fun!!

I was perusing Dr. Jean's Blog and found this wonderful post on block play. Even first grade can implement theses activities. And if you need blocks, I am sure your kindergarten and CD friends will share with you!

Check out these ideas and bring some new life to your block center.


Dr. Jean's Block Play

Say It, Build It, Write It

I LOVE simple activities. And this one cannot get any simpler! This is a great activity to do with high frequency words, spelling words, word families, etc. (any kind of word work)

Directions:

• Create your form, laminate it, and have students use markers and wipe it off! 
• Use a cookie sheet if using magnetic letters to build words . You can get these cookie sheets at the Dollar Store.  You can also use play dough for another sensory experience.
• Students can work at their seat or at a table. 

Taken from Educator Station

Click on icon to view photos.
Directions for Students:

Draw a card. Place it in the first box and say it. Then build it. Then take a wipe-off marker and write it! Clear off the board and choose another word card.

What Do You Teach Young Children?

What do you Teach Young Children?

When you tell someone you teach young children have you ever been asked, “What in the world do you teach 4, 5, and 6-year-olds?”  Carol Hillman in her book, Teaching Four-Year-Olds: A Personal Journey responds by saying: “Many years ago. I would have answered by describing some of the science projects or the work with art materials I did with children. Now it is different. I feel more secure in my own position. I tell them what I really do. I teach children about the world they live in, about themselves, and their peers. And I teach children about adults, trust, and love. I work with attitudes. I hope to inspire a love of learning. This is what I teach.”

What do YOU teach children?

With something to think about, this is Mrs. Morris reminding you ….

Muffin Tin Math

I love finding activities that have materials you can purchase from the dollar store.

For this activity, take a mini muffin tin and label each section with a number {using an expo marker}. You can use any number as long as the answers to the problems are included.  Students take a card, solve the problem, and place a pom pom in the corresponding section. Continue play until students get 4 pom poms in a row.

Check out this link for word problem muffin tin math.

Muffin Tin Math Word Problems

Remembering Our Veterans

Remember to take time today to honor those who served and continue to serve our country!

Great Books for kids!

Taken from The First Grade Parade

Guided Reading Blog Party

Guided Reading: Chapters 4 & 5

"In short, an organized and well-designed classroom enables the teacher to observe, support, and meet the learning needs of each child." (p.43). That pretty much sums it up! Simple? Not exactly. It takes trial and error and most of all time! Time to build relationships with the kids, time to organize all of the materials, time to create that perfect schedule, etc. And who has all of that time?? Well, if our students are to be successful, confident, independent learners we MUST find the time. As I read the section in chapter 4 on underlying theory I immediately thought of the COT. Okay, I guess you could say 2 things are going on here. One, I LOVE theory (but you know that!) and second, I have been conducting COT observations so I guess I had all of those APS' on my mind. But seriously, I made some connections with the theory and the COT. First, let me share some of the theorists that have guided my understanding of literacy and learning.

1. Roger Brown - form follows function It is within the context of authentic, purposeful experiences (function) that we help children understand specific skills (form)
2. Michael Halliday - Children learn language in order to function in their world. We have to set up reasons for children to want to be literate
3. Brian Cambourne - There are certain conditions that need be in place in order for children to learn language (or anything). One of those is responsibility. The students have to be responsible for the strategies we teach so they can use them when they are away from us and for future learning. Also, expectation is a condition. We need to expect children to read and write and communicate that expectation to them. (Remind me to tell you the Brian Cambourne story!)
4. Lev Vygotsky - learning is a social process. Any 2 or more learners will learn from each other. Learning occurs through the give and take interactions between 2 or more people.
5. Shirley Brice Heath -  every community has a legitimate language system. Students come to us with "funds of knowledge". We value what they know and what they do as they emerge as readers and writers.

Now, let's connect the underlying theory to the COT.
1. APS 4A - establishes and communicates high achievement expectations
2. APS 4C - communicating relevance and purpose of learning; facilitates active ownership of learning
3. APS 5B - opportunities for both independent and collaborative learning
4. APS 5C - students applying learning beyond classroom
5. APS 8A - meaningful, relevant displays
6. APS 8C - facilitates inquisitiveness and teamwork; involves students in designing instructional activities

And so on.

I loved all of the ideas in Chapter 4 regarding space. The checklist for analyzing the classroom environment (Figure 4-3) is a great tool for reflecting on your environment.

The essential question of Chapter 5 is "When I am working with guided reading groups, what are the rest of the children doing?" The answer is simple. "All other class members must be engaged in meaningful literacy." Worksheets, color sheets, fill-in-the blanks, etc. are not efficient nor productive. Students need to engage in activities that are purposeful, authentic, and interesting for them. This chapter provides a repertoire of ideas and suggestions for literacy center activities. Another important aspect of managing the class is establishing procedures and routines. I love the quote on page 62, "Every moment invested in teaching routines is time well spent, because it will save hours of instructional time later." Read that again. Take the time at the beginning to explicitly teach routines & procedures. You may want to consider introducing 1 center at a time in small groups. Just like our preschool teachers introduce their centers. You cannot assume the students know anything regarding the routines. Demonstrate, demonstrate, demonstrate everything!!! Some groups will catch on faster. They can be the center experts. Students come to them with questions about equipment or other tools and the daily tasks. Figure 5-3 is a nice chart detailing the first 6 weeks of guided reading. This chapter is full of helpful charts and information on implementing centers and rotation schedules. You could even use these same procedures for math centers.

Think about this quote: "Getting students absorbed in meaningful, purposeful literacy activities requires a number of significant changes in the classroom - in the physical environment, in events and activities, and in the nature and quality of the interactions." Are you ready to make some changes???

Reflection:
1. Reflect on your classroom environment using the checklist on page 52 (Figure 4-3). What changes do you need to make? How might you go about making these changes. Set a timeline for yourself.

2. What work stations or literacy centers do you have? What types of activities are included in your stations? Are the activities differentiated? How? What procedures are in place for stations, i.e. competing activities, rotating stations, etc.? How do students engage independently in each station? Collaboratively?

3. How do you determine your work groups?

Portable Clothesline

I had forgotten about this great make & take center activity until I ran across mine while looking for something in my school stuff. Potable Clotheslines!! They are so easy to make and can be used for multiple activities.

Directions 

• 2 Yogurt containers or empty cans (make sure there are no sharp edges)
• Dowel rods (12" - 18")
• String
• Plaster of Paris (a little goes a long way)
• Clothespins

Mix plaster as directed. Pour into containers (at least 3/4 full). Place dowel rods in plaster. Let dry. Cut string into desired length, depending on your activity. Tie the end pieces of the string to each of the rods a couple of inches from the top. Separate the containers so the string stretches across like a clothesline.

Activities

1. Names - Students spell their names (and their friends' names) by clipping letter cards to the clothesline

2. Making words - Students clip letter cards to make words. You can use this activity to practice sight words, spelling words, vocabulary words, content words, etc.

3. Alphabetical order - Students places letter cards or word cards in alphabetical order

4. Making sentences - Students clip words cards to make sentences. Make sure to add punctuation mark cards!

5. Matching Games - Students match upper and lower case letters and clip on the clothesline. You can have students match synonyms/antonyms, colors/color words, beginning sounds/pictures, rhyming words, etc.

6. Math Games - Addition/Subtraction problems, Ordinal poistions, Numerical order (1's, 2's, 5's, 10's), counting, etc.

The activities are ENDLESS!!!

Choosing the Best Math Strategy

The Standards for Mathematical Content are a balanced combination of procedure and understanding.For students to have understanding they must be able to articulate and explain their mathematical strategies. 

I came across this activity for helping children identify strategies for addition. As the author states, "Learning HOW to carry out a strategy is one skill but it's not helpful unless a student knows WHEN to use that strategy.  It's useful to devote some instruction time to teaching your students how to match up a strategy with a problem."

Check out this website for Math Strategy ideas.

Add this work strategy identification game into a math center!  Students park the cars in the correct spaces based on the strategy needed. 

 Choosing the Best Math Strategy


Happy Friday!!!

Play vs. Academics: A False Dichotomy

Below is a GREAT article written by Amanda Morgan on the value of play and its role in academics. It's a little long but it’s well worth the read.Although the article specifically refers to preschool, I think all grades should consider the role of play in academics.

Play vs Academics: A False Dichotomy

An argument is brewing in the preschool scene. In one corner, you have those arguing for more academics to give children that head start that might correct the troubles of high-school drop-outs and low test scores. They claim that children rise to the occasion and show that they are capable of more than we’ve been asking.
In the other corner, you’ll find those who say play is disappearing from the cultural landscape of America and that its absence is a contributor to many childhood maladies such as obesity, ADHD, and declining social skills. They say that children “rising to the occasion” are really only performing splinter skills, which are more closely aligned with party tricks than with actual learning.
Certainly, both camps can make compelling arguments. But each time I read an article giving voice to the two sides, I find myself thinking: these aren’t mutually exclusive points of view. The notion that a child’s education can either be playful or academic seems to be creating an unfortunate and false dichotomy.
It seems to me that setting play and academics at odds with each other is pitting the method against the goal. It’s not an either/or choice, it’s a means and an end.
The term “academic” has come to mean “formal, direct instruction”, and in that sense, the two modes are different. But when “academic” is viewed as scholarly and giving rise to study and learning, it easily goes hand in hand with a play-based education structure.
To be sure, often the two camps are really at odds over what expectations are developmentally appropriate. But if we’re talking about developmentally appropriate learning outcomes, truly, academics can be taught and learned through a play-based curriculum. In fact, in many ways, I believe that the format of play and experience can teach and prepare young children for concepts that are more advanced than could be taught in a formal, conventional way. Here’s an example.
You would (hopefully) never consider plopping a multiplication worksheet down in front of a preschooler, followed by an explanation of the basic principles and procedures of algebra. However, I know a phenomenal preschool teacher who recently gave her students a similar challenge, but in an authentic, playful way.
As this teacher sat down to snack with a group of her students, she noted that there were five people at the table and each person could have 3 crackers. She then asked the children at the table how many crackers she should put on the plate to serve. One child enthusiastically answered, “Three!” So the teacher placed three crackers on the plate and set it on the table. The children looked around at five hungry faces, trying to figure out where they went wrong. As the gears turned in their minds, one child suddenly shouted, “Fifteen! We need fifteen!” Not bad for a “non-academic” school.
A quality play-based learning environment is not just a glorified birthday party. Each activity, each nook and cranny, and every loose part is arranged and made available with specific developmental objectives in mind. Ask a teacher and he or she will be able to tell you, “That builds fine motor skills for writing. That promotes sorting, which is the basis of the set theory of mathematics. This will help with phonological awareness, which leads to literacy. Here we invite creativity and problem-solving while over there they are using their language and interpersonal skills.”
It’s those foundational experiences that allow children to learn advanced concepts more easily and more thoroughly. I worry that in our effort to get ahead in education, we’re simply skipping these foundational pieces so often learned through play. It’s like being in a rush to construct a tall building, so we decide to forget about the foundation (nobody really sees that anyway) and jump right to the first floor. It might look OK at first, but eventually we get to the second or third floor and suddenly we realize that things aren’t solid, and we find ourselves slipping. I really think many of the academic problems we see in primary grades are not because the children didn’t start formal instruction early enough, but because they don’t have enough foundational experience for that formal instruction to make any lasting connections.
I guess what bothers me most is that setting play and academics at odds with each other often implies that one is for feel-good fun and the other is for real learning. That one is just daycare and the other is school. In reality, a play-based education is not only more responsive and developmentally appropriate for young children, but it also teaches them not only how to answer, but how to think. Not just to recite, but to inquire. Not simply to complete worksheets, but to build connections. Academic content isn’t just taught, it’s meaningfully constructed.

With something to think about this is Mrs. Morris reminding you to ...

Counting On Cups

Counting on is a mental math strategy used to increase math fluency. It is generally the first mental math strategy that should be taught, as it is the easiest for most students. Chances are that some or many of your students are already using this strategy without knowing it. Counting on means that you start with the biggest number in an equation, and then count up. For example, in the equation 5+3, you want students to start with the “5″ in their heads, and then count up, “6, 7, 8.” This is to discourage students from counting like, “1, 2, 3, 4, 5…..6, 7, 8.”  It sure does beat putting 6 on your fingers and 5 on your fingers....then, realizing you don't have anymore fingers when solving the equation 6+5! :)

Check out this counting on activity you can  easily implement into your math centers. This activity can be played with a partner or independently.

Counting on Cups

Don't Forget to Vote!

                       

Pumpkin Pie Playdough

If you are like me, when I think of Thanksgiving I think of pumpkin pie (and of course all of the other delicious foods!). So naturally I want to share a Pumpkin Pie Playdough recipe with you.
I know I have said this many times before, but playdough is SO good for children. Not only does it build and strengthen small muscles in the hands and fingers but it is a wonderful sensory learning experience. Honestly, I believe you could practice any skill using playdough, i.e. letters, sounds, counting, addition/subtraction, etc. All you need is a ball of playdough and directions for the activity. Tip: Children only need a fistful of playdough. Si try it in your literacy or math centers. You will be amazed!!

Homemade Pumpkin Spice Playdough
Ingredients:
2 cup Flour
1 cup Salt
2 tablespoon Cream of Tartar
2 tablespoon Cooking Oil
2 cup Water
Nutmeg, cinnamon, or pumpkin spice
Orange food coloring (add to water)

Directions:
1. In a medium sized bowl, combine all dry ingredients and mix well. Add wet ingredients to bowl and, again, mix well.

2. Add contents to a large pan and cook over medium-low heat, stirring constantly until it forms a ball.

3. The dough is ready when the mixture pulls away from the pan and when the wet parts begin to look dry.

4. Turn the dough onto your counter-top and knead it until smooth. It will be quite warm to the touch, so be careful!

5. Add the spices AFTER the dough has cooled. The scents won't "take" as well when the dough is hot/very warm. The spices will turn the orange dough a nice pumpkin color.

6. Place playdough balls in an airtight container.

I doubled the recipe. This recipe makes a large ball. Remember children only need an amount the size of their fists. You can easily cut it in half.

ENJOY!

Feature Friday

HAPPY HALLOWEEN!!

A Piece of Crystal

I love the book The DreamKeepers by Gloria Ladson-Billings. It is a powerful read on improving the academics of African American students. The book discusses the notion of culturally relevant teaching and its inherent conceptions of the teacher and others.

One of the most powerful quotes in the book(and there are many!)comes from Ann Lewis, an Italian American woman in her mid-forties, who was in her 7th year teaching fifth and sixth graders. One of Ann's star students was a boy named Larry. Larry had had a troubling history. He was the oldest student in the class. He had been retained several times and was 13 years old in a class of 11 year olds. He had been traumatized by a drive-by shooting of a favorite aunt. Other teachers referred to him as "an accident waiting to happen." No one wanted him in their classroom.

Ann referred to Larry as a "piece of crystal".

"He's strong and beautiful but fragile. I have to build a safe and secure place for him and let him know that we - the class and I - will be here for him. The school has been placing him in the kitchen junk drawer. I want him to be up there in the china cabinet where everyone can see him."

By the end of the year, Larry had been elected class president, was involved in peer-conflict mediation, and was making A's and B's.

Do you have students in the junk drawer or in the china cabinet for everyone to see? With something to think about, this is Mrs. Morris reminding you ....

Math Workshop Activity: Candy Corn Math

Candy Corn Math

Counting is fun, counting candy is even more fun!  This is a great thanksgiving themed math activity that promotes  "Checking your work” something that not only encourages kids to slow down but it also builds independence and confidence. 

1. Gather your materials: a cheap cookie sheet with raised edges to keep the candy corn contained, some brown and green construction paper, scissors, tape and a marker. Oh and of course some candy corn. If you are not a fan of using candy for activities you can easily substitute pom poms.
2.  Start by cutting out the green husks. Then cut out the ear of corn from brown construction paper.

3.  Place on cookie sheet. (You can tape to the cookie sheet if you do not want it to move.)
4.  Add numbers to the husks. Try to add some easy and some more challenging. 

5.  Add the corn!

This activity can be extended for addition and subtraction, greater than/less than, place value, etc. 

http://www.notimeforflashcards.com/2011/11/candy-corn-counting.html

Guided Reading Book Study

Guided Reading - On-Line Book Study

Chapters 1 - 3

The first three chapters provide an overview of  literacy learning. Guided Reading is one component of a Balanced Literacy Model - it is NOT an isolated process. All components must work together.   The first chapter provides a quick overview of guided reading purposes and procedures. On page 2, the authors define guided reading: "Guided reading is a context in which a teacher supports each reader's development of effective strategies for processing novel texts at increasingly challenging levels of difficulty." Further along on this page they state, "The ultimate goal in guided reading is to help children learn how to use independent reading strategies successfully." What words or phrases jump out as you read those statements. I noticed "teachers support", "effective strategies" and "increasingly challenging levels".

One strong connection for me occurred on page 4 - "Teachers have found that the most effective ways to approach letter learning is to begin with children's own names ..."  This reminded me of an activity I did once with a group of teachers. I asked the teachers to write the first names of their students. Then I had them go through and see how many of the 26 letters could be taught by only teaching letters through the students'first names. It was AMAZING!! Try it! See if you could teach all 26 letters simply by using the children's first names. Names are important to children, so they will be eager to learn the letters and sounds. Much more so than isolating a letter a week.(plus it will take less time). Another aha moment happened in that same paragraph. There is no need to delay reading of texts because children do not know letters. They will learn more about letters as they encounter them in real texts. Okay, you know I have to slip in some theory. This connects with Roger Brown's theory of "form follows function." According to Roger Brown, we use literature for real purposes and within the context of those experiences we help children understand form. We talk "function" first, then we learn "form". This is why we don't teach letter of the week. We want to put letters in a meaningful context first such as words in a text or their names. This is function, then we talk about individual letters and sounds (form). I LOVE theory. We must be able to articulate why we do what we do. Okay off my soapbox.

Pages 22 - 24 (Figure 3-1) provides a detailed framework for balanced literacy. The organization chart defines the elements of balanced literacy, the value of each element, and the research that supports the element. The elements are not fixed and separate, however, they do require a different level of support. Figure 3-3 (Page 27) is a great visual that explains the components of reading and the level of teacher support. I LOVE how it shows scaffolding in action. During read aloud the teacher is in full control of the reading. With shared reading, the student shares the control (hence the title shared reading). During guided reading the child is mostly in control as they read the text. However, the teacher is right there to provide needed support. And finally, the student is in full control for independent reading,  The same applies to writing instruction.

The balanced literacy framework is a conceptual tool for planning and organizing instruction. Just as our students are at different levels of learning so are we. Each one of you must find your own entry to the framework. Some of you may have all element of the framework in your schedule. Others may have 3 of the 4 reading elements. And then some of you may be starting at the beginning. Regardless of where you are in your journey, each element is worth studying, trying out with students, and reflecting on the results. As the authors stated, "It is not the elements themselves but the teaching decisions within them that lead to new learning."

For reflection:

1. In your reflection journal, analyze your schedule to determine how much time you allow each day for reading instruction. Which reading elements are your students participating?  Are they doing enough reading? Do you have uninterrupted time for guided reading?

2. Reflect on your own personal learning journey. Where are you in implementing the balanced literacy framework.

Onset and Rime Activities

Similar to teaching beginning readers about rhyme, teaching children about onset and rime helps them recognize common chunks within words. This can help students decode new words when reading and spell words when writing.

The "onset" is the initial phonological unit of any word (e.g. c in cat) and the term "rime" refers to the string of letters that follow, usually a vowel and final consonants (e.g. at in cat). Not all words have onsets.

Why teach about onset and rimes?

• They help children learn about word families, which can lay the foundation for future spelling strategies
• Teaching children to attend to onset and rime will have a positive effect on their literacy skills
• Learning these components of phonological awareness is strongly predictive of reading and spelling acquisition

Examples

From the Florida Center for Reading Research, download and print these activities:

• Onset and Rime Slide
• Rime House
• Rime Closed Sort
• Speedy Rime Words

These articles offer suggestions for how to use simple onset and rime activities to help students develop phonological awareness.

• Tuning In to the Sounds of Words
• How Now Brown Cow: Phoneme Awareness Activities

Construct-a-word: "ig" in Pig. The link below outlines a strategy that can be adapted to teach different onset and rime word patterns. This activity helps teachers isolate and teach the rime "ig" using the book If you Give a Pig a Pancake by Laura Numeroff. There is an instructional plan that accompanies the activity and extension ideas included to advance the learning process.
See example >

Download blank templates

There are several downloadable pages on the links below for building word families using onset and rimes.

• Word family builders
• Onset and rime tiles

Differentiated instruction for second language learners, students of varying reading skill, and for younger learners

• Have students create and write word sorts of the target word pattern
• Use pictures instead of words in activities for younger and lower level readers

Taken from Reading Rockets

Teaching Stones

Stones are a great concrete manipulative that are a must for some learners and a nice novelty for others. They are a great sensory material, as they are smooth to the touch. Stones can be purchased at the dollar store or craft store.

You can create many learning activities using stones. You can match upper and lower case letters, count, make words, etc. Today I am going to share a Spelling Activity.

Materials
stones ( dollar store or craft store)
multi-surface paint
a fine paint brush
clear sealer (optional)
basket or container for holding stones
clipboard, paper, and pencil (if recording)


Directions for Making Teaching Stones
1. Paint your stones if you wish. Let dry for at least an hour.
2. Then paint your letters, numbers, etc. on each stone. Let dry another 45 minutes - 1 hour.
3. Spray or paint with clear sealer if desired.
4. Place stones in basket.

Taken from No Time for Flashcards

Thanksgiving Spelling Stones

Lay out the stones to spell the word Thanksgiving. Explain the challenge. How many words can be made with the letters in this word. Take the stones and make a word. After making a word with the stones, write the word on the recording sheet. Put those stones back and make another word using the stones. Continue until all words have been exhausted.

Feature Friday: Word Family Activities

This week I want to feature a website with some fabulous ideas - The Differentiated Kindergarten.

I found this website as I was searching for word family activities. The author explains how she introduces word families to how students independently practice word families. Great resource so check it out.

Thoughtful Thursday

People who have accomplished great things in this world often cite someone early in their lives who had a major influence on what they became (a message which should be heartening to all early childhood teachers and providers).  One example is the story of Thomas Edison as related in Mental Floss (September 2010)."In 1862, at the age of 15, Edison got his first job as a newspaper boy at a train station in Mount Clemens, Michigan.  One day, while hawking newspapers, Edison noticed a 3-year-old boy playing on the tracks, right in the path of a runaway freight train....  The quick-thinking Edison jumped on the track, swooped up the boy in the nick of time, and then dove away from the speeding train.

"The action not only saved the boy's life, but it changed Edison's as well.  The boy's father happened to be the station's telegraph operator.  He was so grateful to Edison that he took him under his wing and trained him in telegraphy, sparking the inventor's lifelong love affair with all things electric."

Who inspired you to become who you are today?

Dollar Tree Orange Loofah Activities

Ideas taken from kathygriffinteach@blogspot.com

Orange Loofahs make perfect learning activities for students.  Keep several different colors on hand to teach letters, sounds, phonics, and math skills. You can cover the orange loop at the top with green masking tape to make it look like the stem on a pumpkin. Or you can color regular masking tape green with a marker.

PASS THE PUMPKIN - LEARNING GAMES

These games can be played whole group, small group, or individually.  If playing individually, the child can toss, catch, and say instead of passing around the circle.  If playing with your partner, the child can pass it back and forth between you.

For whole group and small group, begin with passing the pumpkin.  When they have learned this procedure, you can teach the children how to gently toss the pumpkin to the next person to help work on gross motor skills while playing the games too.  The bath loofah is easy to catch because the children can grip it more easily.

1.  Pass the Pumpkin Letter Sounds - Pass around during circle time. Children say a word that begins with the letter p.

2.  Pass the Pumpkin Rhyming - Pass around during circle time.  Say a word.  First child says a word that rhymes with it and then passes the pumpkin to the next child.  Game continues until you run out of rhymes or you can choose a new word and keep going.  Words given can be nonsense or pretend words too as long as they rhyme.

3.  Pass the Pumpkin Phonemic Awareness Segmenting - Pass around during circle time.  Say a word.  Children segment the word that was said.  For example, the teacher or adult says cat.  The child would toss and catch the sounds "c" "a" "t".

4.  Pass the Pumpkin Phonemic Awareness Segmenting - Pass around during circle time.  Say a word.  Children will segment the word using the pumpkin as a prop.  Pumpkin on head for first sound, pumpkin on shoulder for middle sound, pumpkin on knee for last sound.  For example, the teacher or adult says cat:  Child puts pumpkin on head and makes the sound of "c." Child puts pumpkin on shoulder and says "a." Child puts pumpkin on knee and says "t."  Child puts the pumpkin in both hands and says the word - cat,  then passes the pumpkin to the next child. Each child can segment the same word all around the circle (practice, practice, repeat) or you can give each child a different word.  I usually give the same word as we are learning to segment.  This helps reinforce the skill.  Children can retain the word in their head if they see the picture of the word.  Use CVC words with picture clues to help children that are struggling with this activity.  CVC words are consonant-vowel-consonant words such as hat, cat, bat, pig, dog, top, mop, etc.

First This: CVC words - cat, bat, sat, hop, top, mop, pig, wig, dig, lip, dip, bug, rug, sun

Then This:  CCVC words (working on letter blends) - stop, clap, frog, flag, crab

And Then This:  CVCC words (HARDER to hear the CVCC) - bump, jump, tent, band, hand, camp, lamp

5.  Pass the Pumpkin Vocabulary - Pass around during circle time. Children say a word that is associated with fall.

6.  Pass the Pumpkin Nonfiction Learning - Children name a fact or something they've learned about pumpkins.

7.  Toss the Pumpkin Counting - Have one pumpkin for every two players.  Have the children toss the pumpkin back and forth and count how many times they can keep it going (toss and catch).  You can set a predetermined amount of times they can start over again, give them a sand timer, or play music.

8.  Toss the Pumpkin Counting On - Students toss back and forth counting as above.  When they drop the pumpkin, they start off where they left off (counting on).  For example, they toss and catch to 9.  The next time they start with 10 and count up.

9. Toss the Pumpkin Skip Counting - Students toss back and forth counting as above except they count by 5's, 10's, or 2's.

10.  Toss the Pumpkin Greater Than, Less Than, Equal  - Students toss back and forth counting as above. Children can record each count on a piece of paper.  When the game is over, have them circle the largest number and underline the smallest number. If they write the numbers in a horizontal line, they can go back and put greater than, less than, and equal signs between the numbers.

Listening For Syllables

A syllable is defined as an uninterrupted segment of speech. All syllables have one common element, a vowel. A syllable could be one letter, such as "E" in E-li" or several letters, such as "Gra" in "Gra-cie."
Help children hear the parts of words by using familiar words like their names. Be sure to speak clearly and at a slower than normal pace, but be careful not to make each syllable sound like a separate word. It is easy for children to confuse these two topics. Before starting an activity, take time to model the process and share several samples.

Identifying syllables is a step towards hearing even smaller parts of words called phonemes.
Children need to be able to feel the parts of words as they say them. Coordinate a physical movement with each syllable in a word. Students love to clap, tap, stomp, nod and snap syllables in words. The movement helps make the connection for many learners.  Help children understand that the word "car-pet" gets two claps, one for each syllable. It is more important for children to hear each syllable than it is for them to identify the actual number of syllables in a word. Hearing syllables is a tool that will help children unlock print.

Check out these syllable activities.
Syllable Activities

DIY Halloween Math Manipulatives

Spray paint lima beans and draw on faces to make ghosts, jack-o-lanterns or goblins to use for patterning, counting or adding/subtracting. What a festive way to reinforce math concepts.

Save the Sensory Tables!!

Halloween Sensory Fun

Please do not neglect your sensory tables. This is a serious plea.  Hear me out, before you abandon those lovely tables full of gloriously colorful, squishy, scratchy, soft, hard, pointy, smooth, bumpy and smelly materials.  

Sensory tables allow you to differentiate for your class. Sensory work is not only academic, but it also addresses a student's learning modalities  and their interests!
( . . . and when you're really good . . . you can meet their level of readiness too.) Kinesthetic learners need the movement and feel of the sensory table. Linguistic learners enjoy the dialogue associated with working with other students at the sensory table.  The interpersonal learner loves working with other students.  The spatial learner develops stories and scenarios for play based on the contents of the table. The logical/mathematical learner loves the sorting and classifying of materials. Depending on the materials, the naturalist can even be engaged by a shell collection or different types of rocks added to a sensory table. I think there has been this misguided notion that sensory work is 'fluff.' Sensory table work is not only academic, but it can be aligned to Common Core Standards, address learning modalities, interests and readiness levels of students.  

Now that I have you convinced, check this out!

Materials: 
Colored Pasta
Clothespins
Spider Rings or some other Halloween object
Skills Cards (beginning sounds, upper/lower case letters, word families, etc.)

Directions:
1. Color pasta by placing the noodles in a ziploc baggie with a 1/4 cup of rubbing alcohol.  Add a good portion of dye (neon dyes give a bright color) and mix it up.  Let the dye sit in the bag with the noodles for a good 30 minutes to hour.  Dump the pasta on aluminum foil to dry.

2. Hot glue spider rings to clothespins. You can use orange/black pom poms or any Halloween fun object.

3. Gather or make skills cards. This is a matching game so it can be matching upper case letter to lower case letter, beginning sounds, or rhyming pictures. For a more challenging game, make words using word families, e.g. a single letter or blend on one card and the word family on the other card. They clip the two cards together to make a word and then record their word on a paper.

4. Students simply search the tub for two cards.  When they find a pair that matches,  pin them together with the festive little clothes pin (Fine motor practice)and clip it to the side of my tub.  

You could even use this activity with math. Number recognition, counting, 10's and 1's, addition facts, etc.