ME? Dress up for Halloween?

Me? Dress Up for Halloween? I dunno…

I hate to wear hats when I dress up.

I don’t like things on my head.

I do enjoy a great laugh.

I want to participate with the group.

 

BUT… I don’t dress up for Halloween.

Screaming child

Sreaming Child

There!  I said it!

I am the “old teacher” who does NOT dress up for Halloween.

Old Granny

Old Granny

WHY?  I dunno.

Just never got “into it”.

The whole “make-up, costume, prop thing” just doesn’t appeal to me.

DON’T GET ME WRONG!

I love HALLOWEEN!

I dressed my kids up in HOMEMADE costumes AND store-bought costumes.

They were SO CUTE!

Teachers EVERYWHERE dress up and they are AMAZING!

I just can’t do it at school!

Maybe I’ll dress up at home!

Maybe.  Maybe not.

Maybe??

So for now… I will live in my “COSTUME”

vicariously through all of YOU on PINTEREST!

This post might help me…

My Fall Dilemma 

WOW! CUTE hat!… Maybe…  Gotta go…I think I found a HAT I LIke.

Stay tuned.  Check out my Instagram.

There may be a HALLOWEEN pic.

Maybe.  🙂

Do YOU “dress up” for Halloween?

Help me out…What do YOU dress up for on HALLOWEEN?

Leave me a comment. 🙂

Wendy

 

Grandma & Grandpa

I need to apologize to my grandma & my MOM!

I am such a SLACKER!

I think I have it all together..

I DO NOT! HOW? HOw to do it?

My Grandmother & MY MOM

raised a family, worked at home & outside the home,

and we always had stuff when we wanted it.

AND I NEVER ASKED HOW?

Grandma & Grandpa

My Grandma & Grampa

This is my GMA & GPA…

I miss them both.

They lived on a dairy.

 My GPA taught me about cows, HARD work, & what “silage” tasted like! ICK!

My Gma always wore a dress & heels. She was a petite little thing.

She wore toilet paper around her hair at night, so she would look “good” in the morning.

My Gpa didn’t give us candy.

 When we left his house, he would give us a teaspoonful of brown sugar

, from the jar in Gma’s kitchen.

 Nothing fancy..but it meant EVERYTHING to us!

They owned a peach orchard.

 40 acres of peaches.

I never really thought about it when I was little.

 It was just a “lot of trees”. HOW to keep it all together?

Engangement photo

Mom & Dad’s ENGAGEMENT photo

This is my MOM & Dad ( I just found this engagement pic.) HAHA

59 years

59 years together!

They worked hard.

My dad went to work every day.

 Dressed in his suit & white shirt

( that my mom ironed..I know ..with an iron & ironing board! )

And my mom worked a self-owned business,

was ALWAYS there when we got home form school,

 and helped us with EVERYTHING we ever did ( sports, clubs, school, etc).

And I never asked HOW?

How do you do it ALL?

And now this….

Both my GMA & My MOM canned fruits, made pickles, and baked goodies!

Now I don’t bake ( leave that gene to my sister, Susie).

I have NEVER made pickles..& probably won’t..BUT

I   CAN  FRUIT!   

I CAN FRUIT, A LOT!

I  remember walking into GMA’s garage & seeing shelves FULL of canned goods.

I grabbed bottles of canned fuits from my mom’s shelves in our garage.

Peaches, pears, cherries, etc, etc, etc,,   whenever we wanted!

Winter, Spring, Summer, Fall

It didn’t matter…it was always there.

HOW????

I never asked.

So now..I apologize to GMA & MOM.

I should have asked to help you peel, or slice, or wash, or……..or….or……

But, I cannot take it back.

SO?

I will follow in your steps.

I will teach MY DAUGHTER to can!

And my granddaughters!

I will continue the family tradition.

Only…we will use the recipe on my laptop.

( I know GMA & MOM didn’t do that!)

So here was my day TODAY ( from start  to finish ).

canning peaches

Canning Peaches – jars

canning peaches

canning peaches

Wash the jars ( hot water & heated dry) in dishwasher.

peaches

fresh peaches

peaches

washing peaches

peaches

blanched peaches

Wash..rinse…BLANCH (  Boil  whole peaches, then put in pan of ICE WATER!)

Their peels  just  slide right off!

Slice, Slice, slice!

canning "station"

Hubbies canning station

Too hot to cook inside!

Set up our campstove OUTSIDE!

Pan on the left is a sugar/water mixture.

Cook the peaches in for a short time, then pour into jars!

Hubby is sooooo  good at this!

peaches

Peaches in jars

canning peaches

Sliced peaches in jars

peaches

peaches in jars

Then…

Boil in a water bath ( 25 minutes ) to seal.

peaches

seal the cans

 and…

VOILA!

peaches

Canned peaches

peaches

canned peaches

There we go!

11 quarts of fresh canned peaches!

They will be sooo  good  this winter!

(Daddy gave us more peaches

…so I am thinking peach cobbler for dinner!)

or maybe…..

I SHOULD MAKE JAM!

Gma made jam……so did MOM….WOW!

This is HOW!

I should THANK them.   🙂

Here are some more posts to help me “get it all together!”

Planting Seeds

Bring on FAll

Bring on FALL! We are READY!

Have I mentioned…

I  LOVE  FALL!

OK…Many times.

I live in NORCAL.

We don’t have the  TRADITIONAL

4 seasons.

DID YOU KNOW THERE ARE  4   ????

In NORCAL…

we have

Summer ( 90-100 degrees )

Fall   (  80-90 degrees)

Winter   (  foggy…  60-70 degrees…sometimes cooler )

Spring  ( 70-90 degrees )

It’s OK…I LOVE my HOMETOWN.

Sometimes.

OH…well…  🙂

And so on.

SO now that it’s 80 degrees & FALL..

What’s UP in ROOM 3??

Fall Brings…

BRAG  TAGS!

We use Brag Tags on rings during the month.

They earn BRAG TAGS

for

 following classroom / school rules

AND

Lifeskills

At the end of each month…

They transfer their earned BRAG TAGS  from RINGS…

To string necklaces.

They get to wear their necklaces ALL DAY AT SCHOOL

and then

HOME!

( Parents are told at BTS night to

 REWARD their kids for necklaces

 at the end of the month!)  🙂

Fall Brings…

English   Language   Arts

Word Work

Word  Sorts…NO GLUE!

Pick 3 crayons.

Color the words according to the KEY!

Write!

Back from 2 week vacation.

TEACHER…..CLEAN   YOUR   TABLE!

 I don’t have a teacher desk.           #bestdecisionever

Reading  ROCKERS!    #alternativeseating

Birthday  Books.

On each student’s birthday  ( or close  to ),

We make a class BIRTHDAY  BOOK!

We do these during  MUST DO TIME!

Independent work.

We have a “FRAME” style we use.

Everyone makes a page.

We STAPLE together and VOILA!

CLASS   BIRTHDAY  PRESENT!

We sing and dance as we PRESENT ( haha )  it to the birthday  student!

LAST..( whew..what a  week !)

Fall Brings…

GUIDED MATH

My  newest  &  favorite time of the day!

 We are doing

MATH  MUST  DO’s  &  MAY  Do’s

( Same format as ELA centers in the AM )

KEEP  YOUR  ROUTINES  THE  SAME!

We go the the MATH  Calendar  (  next to ELA  Calendar  )

after  lunch.

Math  Calendar

After  we go through the “math board”…

We NOW ( Quarter 2)  do MATH MUST DO’S.

(  Approx.  45   minutes  )

Must DO’s

#1    MATH    JOURNAL

Story  Problem  with  illustrations &  number  sentence.

#2    Math  Paper

A  Workbook Page FROM  YESTERDAY ( review )

#3    MATH   TUB  (center)  with a PARTNER

I do the whole class MATH lesson  BEFORE  centers.

SOMETIMES we do the workbook page together…sometimes they do.

Depends on the Lesson.  We  have a district curriculum to follow.

( Approx.  time    45  minutes  )

What  am I doing?

GUIDED   MATH   GROUPS!

I meet with 2-3  kids at a time.

We work on a STRATEGY.

NO  worksheets!

They need  to have independent  strategies to do ON THEIR OWN!

I  can’t  take the assessments  FOR THEM!

So…

Here is what’s UP  in room 3 in the FALL?

Need  supplements for ELA  or MATH?

Brag Tags

Balanced Literacy

Check out my store for GOODIES!

1stgradefireworks

Fall Dilemma

What do I teach in OCTOBER?

 

So my October dilemma.

We have a two week vacation

 from Sept. 29-Oct. 14, 2018.

(NO COMPLAINING HERE!)

Celebrate!

WAHOO!!!

BUT…

We return on Oct. 15.

 MONDAY

16 days (exactly ) until…

YOU  KNOW  IT

WEDNESDAY, October 31, 2018

Trick or Treat Kids

Happy Halloween!

HALLOWEEN!

Parties,

CANDY,

Kids who can’t wait to get home ( highly DISTRACTABLE!)

(some schools…not mine….)

COSTUMES!

So … My October dilemma.

When we go back,

Do I put out HALLOWEEN themed centers?

Do I keep it OCTOBERish with Columbus, Halloween, Fall, Pumpkins,etc?

Do I just “touch” on the “HOLDIAY” stuff…and Promote the FALL  stuff?

Do I  add  THANKSGIVING?

Should I keep it ALL going until THANKSGIVING?

What to do?  What to do?????

Fall Leaves

FAll Leaves

BTW…   I  LOVE, LOVE, LOVE   FALL!

I love October!

My favorite season.

Pumpkins

Pumpkins

Starbuck's Pumpkins Spiced Latte

Starbuck’s Pumpkins Spiced Latte

YUMMY!

But…

CONTENT is EVERYTHING!

My students MUST take a BENCHMARK ASSESSMENT in December.

I want them to do well.

( I don’t think there will be a HALLOWEEN question on it.)

Unless it’s about 

HOW MANY CANDIES DID YOU EAT ALL TOGETHER?

So ..what to do?   What to do?

October INTEGRATE!

I must teach SCIENCE and SOCIAL STUDIES!

( Living things…life cycle…Plants/animals…Lifestyles Long Ago..)

So here is MY October plan:

Reading:

  • Nonfiction about pumpkins, apples, plants
  • Biographies about Christopher Columbus, Squanto
  • Fiction about Fall, Halloween, Pilgrims, Thanksgiving

I am checking my district curriculum

( yes, we have one )

for REQUIRED (Tested )  Skills & Strategies for this quarter.

As we delve into our reading…I make SURE to incorporate TESTED strategies.

Questioning? Sequencing? Retelling? Etc..etc…

Vocabulary?   Again…check NECESSARY vocabulary for success!

I spend A LOT of time on necessary vocabulary. I have 10-12  English Language Learners.

They need visuals, modeling, & practice before they can “TAKE ON” the new information.

Phonics?   Spelling?   Grammar? 

 Required phonics skills for this quarter.

What to use for  Spelling? 

BOTH!

  Required spelling skills AND  thematic vocabulary words. 

WHAT?      WHY?

Because…I want them to have some  INTRINSIC vocabulary to use easily in their…

WRITING!

Bear wrapped as mummy

Bear wrapped as MUMMY

I want MY Mummy!  🙂

Sorry…. couldn’t resist.

October Writing:

  • “How To”..grow..carve…etc… about pumpkins, apples, plants
  • “Informative”  about Christopher Columbus,   Squanto, Pilgrims
  • “Narrative”  about Fall, Halloween, Pilgrims, Thanksgiving
  • Thank You cards, Invitations, Lists, Etc.

Again…I am checking my district curriculum 

for REQUIRED (Tested )  Skills & Strategies for this quarter.

Whatever our REQUIRED writing prompt will be

( I already know mine  is INFORMATIVE)

We will practice, practice, practice!

I won’t skip the other genres.

Just FOCUS on the INFORMATIVE!

BUT wait!

I want crafts! I want CUTSIE! I want products! 

I Love October BOOKS!

And so…we will make CUTSIE lapbooks, paintings, charts, stories & crafts

 about???

Fall, Halloween, pumpkins, apples

, plants, Christopher Columbus, 

Squanto, Pilgrims, Thanksgiving

DON’T tell our FIRE MARSHALL.

I might HANG THINGS UP!

Definitely!

I won’t tell if YOU won’t tell.

MATH:

  • addition / subtraction
  • missing addends
  • place value
  • graphing
  • story problems

And October MATH??

Lots of Graphs, addition & subtraction,                 problem-solving, story problems

ALL ABOUT THEMES!

How many apples, pumpkin seeds, candies, turkies, indians, etc, etc.

(Math Journals are GREAT for this!)

and, yes..

I will need to keep it going until Thanksgiving.

And I will need to use EVERY MINUTE of EVERY DAY!

And yes… it will take planning, and prepping…

Bat craft

Bat craftivity

BATS! 

Black Cat watercolor

Black Cat Watercolor

Black  Cats

Pumpkin plants in garden

Pumpkin plant in garden

Growing  Pumpkins

Crock Pot applesauce

Crock pot applesauce

Making APPLESAUCE!

Happy Birthday Johnny Appleseed!

And YES

I WILL LOVE EVERY MINUTE OF IT!

You see…

FALL IS MY FAVORITE SEASON OF THE YEAR!

Don’t you just LOVE OCTOBER?

To those of you who hung in there to the bottom of this LONG POST…

A FREEBIE FOR YOU!

Happy FALL!

BOO BANG!

Boo Bang

Boo Bang FREEBIE!

Spooktacular Giveaway

It’s a SPOOKTACULAR GIVEAWAY!

Whew!   Our

“GROWING READERS in a Balanced Literacy Classroom” – Blog Series – is COMPLETE!

The blog series can be accessed HERE.

Growing Readers

Growing Readers in a BALANCED LITERACY Classroom

Finally, I hope you have learned a little, enjoyed the collaboration, and found some new tricks & tips to use in YOUR classroom!

I know I did!

YOU GUYS ARE AMAZING!

In addition to the blog series

AND

to keep the celebration going…  

I am having a SPOOKTACULAR GIVEAWAY!

I am giving away 5 of my

WHAT IS A BALANCED LITERACY  CLASSROOM?  packets!

Balanced Literacy

What is a BALANCED LITERACY Classroom? This resource will show YOU!

BALANCED LITERACY

This is a HUGE Resource BINDER!
(Binder NOT included) 154 pages are in a zip file.

All of the pieces needed to create a BALANCED LITERACY classroom are included.

Descriptors, samples, pictures, and resources. 
Printables in color and B/W.

Balanced Literacy consists of:

Read Alouds
Shared Reading
Guided Reading
Independent Reading
Modeled / Interactive Writing
Shared Writing
Guided Writing (Writer’s Workshop)
Word Work

All of these are resourced in a BINDER format. Components are defined for collaborative discussions, suggested uses for the classroom. and examples for adding to YOUR own lesson plans. Daily use of elements through curriculum integrations ensure consistency for students.

YES! 

5 winners!

Spooktacular Giveaway

Spooktacular Giveaway

The Spooktacular Giveaway starts Sept. 21 and winners will be chosen Sept. 29.

Enter HERE

or click here…

a Rafflecopter giveaway

 

Good Luck!

 

Wendy

 

 

 

Games for Assessments. What will they think of next?

Games for Assessments? Are they CRAZY?

Can I really play a FUN game to ASSESS?

Oh YEAH!

We have been playing ( YES…PLAYING) 

fun games this month!

And guess what?

I can use them for assessments! 

( Do I hear OH YEAH!)

Sorry …my WBT is going to my head!

My new SEPTEMBER game is both.

It’s a game & assessment.

I use the foldable game cards as a

What Am I? September assessment game

What Am I? September assessment game

Task Cards.What Am I? September assessment game.

Red cards. September assessment game

What Am I? September assessment game

What Am I? September assessment game

I start the month with the cards to see what my kiddos know…

DO I HEAR KWL???

Then I can plan for the month depending on what they DON’T KNOW!

At the end of the month..REASSESS!

Another GAME!

Use DATA for review in small groups.

(WOW!!! I think I am getting this down…sarcasm)

It’s only taken me 27 years..sarcasm

( Some of us have been teaching this way for years!)

Shhhh…don’t tell anyone

Those “young PHDers in Education” may feel sad. 

They think they have created something new..

The education pendulum has swung again!

Smile, nod your head,…and teach!

Do I hear an “OH YEAH!” 🙂

The 8 Components of Balanced Literacy – Week 8 – Word Work

Balanced Literacy.

The Why? The What? and The How?

This Week:  Word Work

Balanced literacy has been defined as  “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)

It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.

Balanced Literacy has been defined in “components” or  “pieces” of literacy instruction.

This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaborations. A “common language” where we can learn from each other and with each other.

The 8 components we will focus on are:

  1. Read Alouds
  2. Shared Reading
  3. Guided Reading
  4. Independent Reading
  5. Modeled / Interactive Writing
  6. Shared Writing
  7. Guided Writing / Writer’s Workshop
  8. Word Work

Each week we will focus on one area of Balanced Literacy and share experiences,  teacher tips, and resources to support and expand our Balanced Literacy repertoire.

BALANCED LITERACY

This week:   WORD WORK!

You can’t THINK of Word Work without thinking …

Sight Words, High-Frequency Words, Word Families, Spelling, Phonics, etc…

Before we start..

WHAT IS WORD WORK?

During Word Work, students experiment with spelling patterns, memorize high-frequency words, and develop a genuine curiosity for and interest in new and unique words. By playing with words, word patterns, word families, prefixes, suffixes, and so on, students hone their knowledge of words and increase their speaking and writing skills.

Daily 5

This Reading Mama

https://thisreadingmama.com/what-is-word-work/

What is WORD WORK?

Word work is a hands-on time to explore the spellings and/or meanings of words (vocabulary). Making time for word work is vital because it helps patterns and words move into long-term memory. Word work can help our learners become better readers, spellers, and writers. Depending on our learners’ developmental stages, they might use this time to focus on letters and their sounds, read and spell words, or work on word meanings. At the same time, learners have time to explore sight words.

When or HOW do I teach WORD WORK?

Here are a few suggestions:

1. Before a Small Group Reading Lesson – Before small group reading lessons, I review a previous word study, based on my learners’ word work needs. Beginning sounds, short vowels, ending sounds, etc. The key to these is that they should be quick and easy.

2. Spelling word practice. During our guided reading lesson, I might focus on our spelling words for the week or the word families we have reviewed in previous lessons. I always start with what the kids know…and then add new information.

3. A Small Group Lesson – Frequently I have strategy lessons just to focus on a particular phonics or spelling strategy, especially if we notice several learners struggling with the same thing.

4. Whole Group Instruction – I recommend a simple phonics lesson for all learners in the classroom each day. This isn’t a long lesson (10-15 at most) and covers phonics material that is on grade level. I have a district required curriculum. I use the curriculum phonics as my MORNING MEETING lesson. I can expand on it during my small group time.

I incorporate word work mini-lessons into my writing lessons, when appropriate. If we are working on multi-syllabic words, we will edit our writing for those words, also.  

Always be on the lookout for opportunities to support your students! When we are doing interactive writing, we incorporate MANY literacy practices! 

Balanced Literacy does NOT isolate skills and strategies.

Best practices are integrated throughout the entire school day.

First Grade Roars

Free Word Work

Free Word Work

Bethany Ray

 

CA Journeys BLENDING LINES Grade 1 Units 1-6

1stgradefireworks-Blending Lines

Word Work can be integrated from ANY curriculum and ANY resource.

Use science, social studies, reading, writing, and ANY vocabulary experience to support your WORD WORK studies. 

These literacy posts may help in YOUR Balanced Literacy journey.

Balanced Literacy

Read At Home

Flexible Seating

Read Alouds

Reading at Home

These Word Work resource books for TEACHERS may be helpful for YOUR reading.

 

Brain Games Word Workout Kit

Brain Games

Let's Go Fishing ( for Sight Words)

Let’s Go Fishing for Sight Words

 

So…Leave me a comment… What does Word Work look like in YOUR classroom?

Writing Workshop

Balanced Literacy – Week 7: Guided Writing / Writer’s Workshop

Balanced Literacy.

The Why? The What? and The How?

This Week:  Writer’s Workshop

Balanced literacy has been defined as  “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)

It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.

Balanced Literacy has been defined in “components” or  “pieces” of literacy instruction.

This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaborations. A “common language” where we can learn from each other and with each other.

The 8 components we will focus on are:

  1. Read Alouds
  2. Shared Reading
  3. Guided Reading
  4. Independent Reading
  5. Modeled / Interactive Writing
  6. Shared Writing
  7. Guided Writing / Writer’s Workshop
  8. Word Work

Each week we will focus on one area of Balanced Literacy and share experiences,  teacher tips, and resources to support and expand our Balanced Literacy repertoire.

BALANCED LITERACY

This week:   Guided Writing / Writer’s Workshop

This week we jump into Writer’s Workshop!

You can’t THINK of Writing without thinking …

LUCY  CALKINS!

Writer's Workshop

Lucy Calkins Guide to Writer’s Workshop

During the writing workshop, students are invited to live, work and learn as writers. They observe their lives and the world around them while collecting, drafting, revising, editing, and publishing well-crafted narrative and expository texts. Students receive direct instruction in a minilesson, during which the teacher explicitly names a skill proficient writers use that is within reach for most of the class, then demonstrates the skill and provides students with a brief interval of guided practice using it. Students then have time to write, applying the repertoire of skills and strategies they’ve learned, while receiving feedback through one-to-one conferences and small group instruction designed to move them along trajectories of development.

Lucy Calkins

The four components of Writer’s Workshop are:

  1. The Mini-Lesson
  2. Writing
  3. Conferring
  4. Share

Let’s discuss each part.

1. The Writing Workshop Mini-Lesson

 The mini-lessons are short, focused, direct. They typically fall into the categories of classroom procedures, the writer’s process, the qualities of good writing, and editing skills. The lesson is 5-10 minutes of directed instruction. Start off your writing lessons by brainstorming ideas. This lesson will help set the stage for a year of writing by giving students a place to find ideas to put in their future writing pieces. If you use interactive notebooks or writing folders, each student needs a place to put ideas, writing pieces in process, and finished works.

Rockin Resources

Writer's Workshop

Tips & Tricks for Writer’s Workshop

Where the Wild Things Learn

Launching Writer's Workshop

Launching Writer’s Workshop

Teaching with Crayons and Curls

 

2) The Writing in Writer’s Workshop

In my first grade classroom, my students have a folder, a journal, and a Pictionary ( pictures and words ). At the beginning of the school year, we practice writing.

Our routines include:

  1.  First,  they draw a picture with your PENCIL. ( No crayons, yet )
  2. Next, they write the words. After one month of school, we are now beginning to write 2-3 sentences. NO— THEY ARE NOT PERFECT—-  We are just beginning the process.
  3. Last, they may color their picture …unless they would like to ADD MORE. And then they can ADD MORE words to match the picture!
  4. I like to play classical music while my students are writing. I FEEL it helps them focus on their writing and gives them a quiet, calm atmosphere to create.

Right now our writing stamina is at about 10-15 minutes. As we become better writer’s, our stamina will increase to about 30-40 minutes.

3) Conferring during Writer’s Workshop

 CCSD102

4) Sharing During Writer’s Workshop

We call it the AUTHOR’S CHAIR.

My students are placed into 4 groups. 10-15 minutes before we dismiss, we ask the 6 team members if they would like to READ or PASS. If they choose to READ, they get their journal and come to the big “TEACHER CHAIR”. They choose 1 story to share with us. Our emergent readers can tell us the story and then they show us their picture.

Later in the year, we will give one compliment and ask one question to the “AUTHOR”. They LOVE this! It is important to discuss “beginning writer’s” and “advanced writers”, ahead of time.

No hurt feelings and EVERYONE’S work is appreciated! 

Writer’s Workshop is a planned time during the day when students can create writing of their own.

During this time, guided writing small groups may be meeting with the teacher or individual conferences may be happening. Whatever your choice, embrace the attempts. The successes and the failures will make them better readers and writers. We learn from our mistakes. Hold them accountable. Quality work is always our goal.

 

These literacy posts may help in YOUR Balanced Literacy journey.

Balanced Literacy

Read At Home

Flexible Seating

Read Alouds

Reading at Home

These Writer’s Workshop resource books for TEACHERS may be helpful for YOUR reading.

Writing Strategies

Writing Strategies

Writing Strategies

 

Launching Writer's Workshop the Book

Launching Writer’s Workshop the Book

Launching the Writing Workshop

So…Leave me a comment… What does Writer’s Workshop look like in YOUR classroom?

Also…  check out these WONDERFUL teacherpreneurs to connect with!

Sept, Teacher Talk

Check out these amazing teacher blogs on TEACHER TALK

How Do You Know When It’s Fall?

How do you know when it is FALL??

When STARBUCK’S brings out…

Starbuck's Pumpkin Spice Latte

It’s FALL! Starbuck’s Pumpkin Spice Latte is BACK!

It’s HERE!

FALL!

My school district is on a “modified” traditional calendar.

What that really means is…our FALL starts EARLY!

We start school in JULY…go for 9 weeks…

& get a two-week VACATION IN OCTOBER!!!!

YIPPEE! Fall Break!

Fall Trees

Photo by Pixabay on Pexels.com

In approximately 22 days ( and 24 parent conferences)…

I will be on Fall vacation for 2 weeks! YIPPEE!!!

I only have a few things to do…

ELA Benchmark tests to be administered, corrected, & data inputted…

Math benchmark tests to be administered, corrected, & inputted…

report cards to be inputted ( no comments needed…)

&  24  Parent Conferences…

  And keep teaching to keep up with the 

district pacing guide!

OH, Yeah! Teach FALL theme also!

AND…It’s Johnny Appleseed’s birthday!

WE MUST MAKE APPLESAUCE!

(And after all of that…PLAN FOR the 2 weeks of OCTOBER after we get back!)

So, to help with the October stuff..

A NEW Fall PACKET!

Click HERE

Trick or Treat October Centers from 1stgradefireworks

Trick or Treat October Centers from 1stgradefireworks

 

How Many Syllables

How Many Syllables from Trick or Treat October Centers

Syllable Task Cards from Trick or Treat October Centers 1stgradefireworks

Syllable Task Cards from Trick or Treat October Centers 1stgradefireworks

Noun or Verb Cards from Trick or Treat October Centers

Noun or Verb Cards from Trick or Treat October Centers 1stgradefireworks

Noun or Verb Cards

Noun or Verb Task Cards from Trick or Treat October Centers 1stgradefireworks

Let's Write

Let’s Write from Trick or Treat October Centers 1stgradefireworks

Story Sentences Pages

Story Sentences Pages from Trick or Treat October Centers 1stgradefireworks

Fall comprehension stories from Trick or Treat October Centers

Fall comprehension stories from Trick or Treat October Centers 1stgradefireworks

Math Centers

Math Centers from Trick or Treat October Centers 1stgradefireworks

Math Mountains from Trick or Treat October Centers

Math Mountains from Trick or Treat October Centers 1stgradefireworks

Number Bonds from Trick or Treat October Centers 1stgradefireworks

Number Bonds Math Centers from Trick or Treat October Centers 1stgradefireworks

Missing Addends

Missing Addends from Trick or Treat October Centers 1stgradefireworks

Candy Corn Fact Families from Trick or Treat October Centers

Candy Corn Fact Families from Trick or Treat October Centers 1stgradefireworks

Candy Corn Fact Families B/W

Candy Corn Fact Families B/W from Trick or Treat October Centers 1stgradefireworks

Here are a few more packets to help with …FALL!!! 

CLICK   HERE

Sight Words for Fall

Sight Words for FALL

FALL Thematic Unit

Fall Thematic Unit 1stgradefireworks

Greater Than, Less Than, Equal to Math

Greater Than, Less Than, Equal to Math center

 Halloween Fact families Booklets

BEST SELLER! Halloween Fact families Halloween Booklets

And a FREEBIE for YOU!

Happy FALL!!

Candy Corn Fact Families FREEBIE

CAndy Corn Fact Families FREEBIE

If you are looking for MORE  classroom resources:

Shared writing

The 8 Components of Balanced Literacy. Week 6: Shared Writing

Balanced Literacy.

The Why? The What? and The How?

Balanced literacy has been defined as  “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)

It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.

Balanced Literacy has been defined in “components” or  “pieces” of literacy instruction.

This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaborations. A “common language” where we can learn from each other and with each other.

The 8 components we will focus on are:

  1. Read Alouds
  2. Shared Reading
  3. Guided Reading
  4. Independent Reading
  5. Modeled / Interactive Writing
  6. Shared Writing
  7. Guided Writing / Writer’s Workshop
  8. Word Work

Each week we will focus on one area of Balanced Literacy and share experiences,  teacher tips, and resources to support and expand our Balanced Literacy repertoire.

BALANCED LITERACY

This week:   Shared  Writing.

Week 1:  We discussed Read Alouds.

Week 2: We discussed   Shared Reading.

Week 3:  We discussed Guided Reading.

Week 4: We discussed Interactive Writing.

This week we jump into

SHARED  WRITING.

Let’s talk about Shared Writing.

Shared writing is an instructional approach to teach writing to students by writing with them. The idea is to teach writing through writing. The process of writing is demonstrated by the teacher through a ‘write aloud’ process. The teacher acts as a scribe while the students contribute ideas.

Effective literacy teachers present the demonstration, explanation, and models needed by naïve writers in order for them to understand how and why to incorporate genre and text structures (and such transcription skills as punctuation and spelling) into their own writing behavior.  ReadWriteThink.org

 

During shared writing, the teacher transcribes the entire text while engaging students in a rich discussion about how the text should be composed.

  • Shared writing is taught to small groups or a whole class in briskly paced, 5- to 20-minute lessons.
  • Plan lessons for types of writing that present particular challenges to your students.
  • First, develop and extend children’s background and language knowledge on a topic or experience of interest.
  • Establish a purpose for the writing and an intellectually engaging opportunity for students to apply new learning. Students might write a letter to a local newspaper or write directions for a new game they have developed.
  • Write the entire text yourself in front of students (using chart paper or document viewer) while requesting input from students regarding aspects of the writing where they most need to expand their expertise. Consider, for example, whether your students need to focus attention on paragraph structure, word choice, or sentence expansion.
  • During the writing, model processes needed by your students. Have a small whiteboard available, for example, to demonstrate to students how to say a word slowly and write sounds heard into “sound boxes” (Clay, 2006) before writing a phonetically regular word into the text for them. For older students, begin with a root word and demonstrate how to add prefixes or suffixes to a new word.
  • Demonstrate in-the-moment revision during shared writing as necessary to construct a strong draft. Reread the text to students from time to time to discuss what needs to be written next or to monitor whether or not the text conveys information clearly. Add a word using a caret, for example, or delete unneeded text.
  • Do not deliberately make errors during shared writing. Model the immediate construction of a high-quality draft.
  • Read the completed text to students. Take a few minutes to have students orally summarize what has been learned about writing during this session.
  • Post the text in an accessible spot in the classroom, and provide opportunities for students to read or use the text multiple times over the next several days or weeks.

ReadWriteThink.org

Some tips to keep in mind for shared writing:

  • I use large paper that looks just like the paper the children use during writing workshop. I write on chart paper or perhaps a SmartBoard so the whole group can easily read it.
  • The children are engaged and involved in telling the story (or essay, song, poem, or other kinds of text).
  • I restate/scaffold children’s language by modeling rich language and coach them when they storytell.
  • Over time, children see each step of the writing process modeled:
    • Coming up with ideas
    • Planning across the pages, rehearsing how the text will go
    • Drafting words and sentences
    • Revising
    • Editing
    • Publishing
  • Over time, children see qualities of good writing modeled:
    • Meaning
    • Organization/Structure
    • Genre
    • Detail
    • Voice
    • Conventions
  • TwoWritingTeachers
Shared Writing

How to Take Care of a Goldfish. The Daily Cupcake

The Daily Cupcake

Shared Writing

Shared Writing – MAth Anchor Chart – Kindergals

Kindergals

Tools that may be helpful for shared writing:

Mr. Sketch Smelly Markers

Mr. Sketch smelly markers

Teacher Books that may help with Shared Writing:

These literacy posts may help in YOUR Balanced Literacy journey.

Balanced Literacy

Read At Home

Flexible Seating

Read Alouds

Reading at Home

So…Leave me a comment… What does  Shared Writing look like in YOUR classroom?