I have to be honest…I have not taught ALL of my SCIENCE standards. And yes, animal classification is a standard.
Somewhere, I have a new Science series, but my new ELA series takes up most ALL of our day…& Math… so, as any good teacher ( who LOVES science & writing) would do INTEGRATE!
We wrote informational writing about animal classifications!
And then we PAINTED them!
Living things…yaadaa. yaadaa. yaadaa…NO!
WE WROTE ABOUT REAL ANIMALS!
My EL’s had a hard time with the new vocabulary, (Thank You Project GLAD), we did new academic language, made charts, filled out graphic organizers, did shared writing, sloppy copies, and a final draft!
And a FREE Balanced Literacy Resource to get you STARTED!
2022 is the Year of LITERACY!
Because 2021 was so BAD….we get DO-OVER!
We get a “LITERACY ” do-Over”!
Ready to UPDATE your literacy block?
Balanced Literacy: Here is your NEW YEAR’s PLAN!
*DISCLAIMER… I know the Science of Reading is the NEW “go-to” for teaching Reading.
I AM NOT AN EXPERT! I am learning. I have been teaching reading to FIRST GRADERS for 30+ Years. AND I AM ALWAYS LEARNING. SO… I hope YOU are open to new ideas & “reusing” OLD ideas to help our “littles” learn. If this helps YOU – Yeah! ( Jan. 2022).
This 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:
Modeled / Interactive Writing
Guided Writing / Writer’s Workshop
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.
Guided reading is subject to many interpretations, but Burkins & Croft (2010) identify these common elements:
Working with small groups
Matching student reading ability to text levels
Giving everyone in the group the same text
Introducing the text
Listening to individuals read
Prompting students to integrate their reading processes
Engaging students in conversations about the text
The goal is to help students develop strategies to apply independently. Work focuses on processes integral to reading proficiently, such as cross-checking print and meaning information, rather than on learning a particular book’s word meanings. (For example, a student might see an illustration and say “dog” when the text says puppy, but after noticing the beginning /p/ in puppy, correct the mistake.) During guided reading, teachers monitor student reading processes and check that texts are within students’ grasps, allowing students to assemble their newly acquired skills into a smooth, integrated reading system (Clay, p.17)
Establish Routines. Routines for The Lesson format ( this helps with TIME constraints ), routines for when Guided reading happens, AND routines for what the OTHER students are doing while the teacher is teaching at the table.
2. Make SMART text choices. The text should provide multiple opportunities for students to apply strategies and skills you have identified for the group.
3. Dive into INSTRUCTION. Before, during & after reading.
3. Assess and Be Flexible. Your groups should be fluid and should change as your students’ instructional needs change. That’s where informal and formal assessments come in handy.
Place Value Activity for whole group / small group / independent practice.
Snowman “pieces” to create a snowman based on a given value.
Snowman HATS have a number. The students “build” the snowman using corresponding units. Uses base-ten blocks, expanded notation, math mountains, & ten-sticks to make numbers. Differentiate based on student needs. CCSS CCSS.MATH.CONTENT.1.NBT.B.2
25 Pocket Chart Word Cards and
Printables to help students practice using pronouns