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The school year is done and I've been noodling on how I'd like to incorporate and tweak the data cards I created in spring and used for spring conferences to begin working with them in fall.

Student data is recorded everywhere and there were just too many pieces of paper to sort through during a conference. I really wanted a place to collect all the info I had on each student in one single spot.

In the past, I've collected student portfolio data into a binder...but after repeated hole puncher difficulties and pinched fingers from binder closing (mine and my students), I've developed a seeeeeeerious allergy to them

I've moved to a manila file folder system for each student instead.

Bonus: The data page really helped guide me (and keep me on track...hehehehe) through the parent conference. It also helped easily highlight for parents what skills their child needed at the time. Kind of a personalized learning plan.

On a side, but very important, note: I make it a point to share a few sweet anecdotes at each parent conference...this dose of sweetness helps parents know that I deeply care about and connect with their child. It also helps soften the sometimes tricky news that needs to be shared. A "we're in this together and we CAN do it" mentality.

Prior to the conference I made a copy for each parent and they often took notes directly on the page.

Here are some close-ups...


The one below says "Use Making Words" in the left margin...for students with this note, I had compiled some example warm-up lessons from Making Words and did a little demo with magnetic letters for those parents.

We're blessed with many involved parents where I teach and they are always looking for ways to help their children grow....for kids that need extra practice with ordering the letters within words, Making Words is helpful and easily to follow for parents. Win-Win!


The friend below had over 50 health room visits in kindergarten...so to get to Spring of 1st grade with "only" ten visits was a win in my opinion. I only listed the number of visits for the few students that had ten or more visits by that point in the year. Our health room staff sticks a "Frequent Health Room Flyer" note in our mailboxes a few times each year.


These are two different friends below...


For the upcoming school year, I will revise the form and use it from the beginning of the year to the end. I'm debating on printing it on cardstock, though I don't know if our copier would like that when it comes to making a copy for each parent right before conferences.

Thanks for stopping by today!!! I hope you found this helpful and I'd love to hear how you share with parents!!!

If you did enjoy this post, please consider following me on FacebookTeachers pay Teachers, and/or Pinterest!

There are LOTS of other Bright Ideas for you to read about from bloggers...make sure to check them out below!


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It is so helpful to parents when we, as teachers, provide strategies and tips for working with their children at home! Parent input at Back to School time can be so helpful, too! I'm a big fan of parent communication - I'm super blessed to work in a community where parents support education and work with their children. In order to help set them up for success, communication helps out!
Parent Information Night is Thursday night and I've been getting a bunch of stuff ready!

One of the things I've been getting ready is this letter to help parents support their child's at home reading...which, of course, I'm sharing with you! You guys are the best!!! I can't thank you enough for your kind words, emails, comments and support!

I laminated mine, numbered them with student numbers and my classroom code 1-M.

The goal is for them to go home each day inside the students Take Home Book envelopes for parents to refer to throughout the year as their readers grow and evolve.

Disclaimer: this post contains some affiliate links. If you choose to click on the links, I receive a small commission.



I use letter size poly envelopes like  these or these or these because they last all year long (after I lay down the expectations on how to take care of them)!

This is all in an effort to support and enrich the foundation of reading workshop...which is to build readers who read like a star (S=study, T=think, A=ask & R=respond):

All three of my reading workshop packs are available in a bundle or individually (Finding Proof, Teaching Readers to Self-MonitorBuilding STAR Readers,  .

Do you struggle with students that don't self monitor their reading? They plow on with their reading even when what they've said doesn't make sense, sound right and/or look right? Be sure to check out "Teaching Readers to Self-Monitor" in my TpT store!
This parent reading support letter provides explanations and examples of how they can provide support and compliment their reader from the lenses of word-solving, fluency & comprehension.


The other side has the Word-Solving strategies, a tidbit about fluency and an image from my READ bulletin board in the classroom.

I have a hyperlink to the word-solving strategies in the download of this letter or you can snag them up right here, too.

You can download this At Home Reading for Parents letter freebie below...I hope it helps you out!!!

For building your classroom community with a culture of kindness, you might want to check this Let's Be Kind mini-unit out, too! 



You might also like this back to school freebie from my TpT store. It's a zipped file containing a non-editable pdf and a Powerpoint file that you can edit & tweak to your heart's content for your classroom. (Uncomfortable, but necessary, terms of use...please do not edit the file and then redistribute it, claiming it as your own.)
  

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Have you noticed an increase of both diagnosed and un-diagnosed anxiety in your students over the last few years? I sure have!

I'm starting year #23 of teaching and have concerns about how much anxiety I'm seeing in students these past few years. Each student's story is their own and particular to them, but I will say that I just can't help but think that increased testing and pace of life at school and home play a role.

Anywhooo, I am making a deliberate and concerted effort to keep things calm and peaceful in my classroom and started the first days of school centered on four statements with my students.

So, on the first day of school, amidst teaching a bunch of the most important procedures and routines (bathroom, cafeteria, where to locate important items in the classroom, etc), I spent much of our day around these core statements.

You might be asking yourself, "Why are there only four statements? How did that last the entire day?" Here's how it went down...

It might be helpful for you to know that I had intentionally placed kids at tables with friends from their class last year - this was a huge help for many when they arrived for Meet & Greet the night before. Students that are new to our school were spread out across the tables and I made a point of introducing the new student to the kids at their table very early in the day.

We started our first day with JUST the first statement "It's okay to not know," but had the students helped me compose it, Shared Writing style. I introduced myself, of course, and then talked about how I was both totally excited and nervous about starting the new school year. That starting a new school year makes me feel big feelings, that some of those feelings are almost opposites, like excited and afraid. That our feelings are our feelings and we have choices in how we handle them.

I told them about these things that made me nervous:

  • I wasn't sure what my new students would be like, 
  • we have new math curriculum (Bridges) that I haven't taught before,
  • I wouldn't be getting to spend as much time with my family as I did over the summer, 

Then I shared the statement and asked for their help in writing it on the whiteboard easel.

It's okay to not know.

I picked the statement, but they eagerly helped me remember to start with an upper case letter, put spaces between my words, spell sight words, and end with a period. I reminded them, "See - you already know a lot! There will be things about first grade that you know already and there will be things you don't know and no matter what, it's okay! It's okay to not know."

Then we practiced taking some deep breaths, because sometimes when a person doesn't know something, they forget to breathe and they don't even realize it. Breathing is always important, especially so when we are worried and stressed. So we practiced some more breathing.

(You might be wondering when effort and taking action when stuck and giving your best try will enter the picture...don't worry...it WILL...for day 3. For these first days, I just want my students to start our KNOWING that there will be things they don't know and that IT IS OKAY.)

Then, we carried about the day, learning about where important items like tissue, pencils, recycling/garbage baskets, band aids and such are kept. I answered some questions from the students about those kinds of things.

Then we started the launch into the next statement, "We are kind," by first reading, Chrysanthemum.
This is an affliliate link. I love to pay it forward and am an Amazon affiliate,
receiving a little bit of compensation for orders made from links I provide.

We will use this book as a touchstone book for retelling, kindness, vocabulary, character change, dramatizing characters, etc, throughout the school year, but for this first reading we focused on kindness and how when someone says or does unkind things, it hurts feelings.

Then, again, Shared Writing style, the students helped me remember to start with an upper case letter, put spaces between words, spell sight words, and end with a period. This time, I added (but ultimately erased) a segment on how we don't say, "How do you spell?" in first grade. See the blue underlines under "It is okay?" in the first statement? I went back to that and reminded them that the English language is tricky and sassy and even kinda naughty so when we spell words we don't know, we spell them one part at a time.

Which means, not only are we kind to others, WE ARE KIND TO OURSELVES! When something feels hard, we have to make sure to remind ourselves that, "It is okay to not know." That throwing a pencil down or crumpling a paper because you feel like you can't spell a word right are NOT being kind to yourself. (I'm foreshadowing here my day 2 addition to "It's okay to not know." So bear with me and keep reading.)

By the way, this important work also helps lay a foundation for my "Let's Be Kind" mini-unit of projectables, printables and original poems.

After that segment of the morning, we learned about and practiced the recess and cafeteria routines and procedures, followed by heading out to recess. It was the calmest I have ever felt on day one of school.

Since our school has a new routine from last year to go from recess to lunch, we had stuff to sink our teeth into about what felt confusing and made them worry. So after lunch I took questions and we discussed how to handle those situations.

Which led to core statement #3..."We are helpful." Which I wrote again, Shared Writing style. As you know, kids are different. Some take things in stride more easily than others. Some listen very closely and can handle changes without a problem. Some feel worried and internalize it without seeking help, then get stuck and frustrated and break down or shut down.

So, we talked about how it's kind to be helpful to others. Specifically to our recess/lunch routine, when you know what to do, you can look for others who look worried and confused and offer your help. You might say something like, "What can I do to help you?" or "Let me show you where to go."

Then we brainstormed ways we can be helpful around our classroom. Locating items, remembering the direction about what to work on when we're done, pushing chairs in, noticing when someone looks like they need help, following the steps of our morning routine, etc.

Now that there were three statements, we read and reread them Shared Reading style.

Then we practiced our line up procedures again and headed to Music class. Upon returning, we added Core Statement #4.

I can do this!

Our discussion about this tied the previous three statements together and also is super important in our efforts to be kind to ourselves. Whenever we have that worried feeling, we want to switch to "Power Mode" and tell ourselves, "I can do this!"

We practiced saying it in strong, confident voices because when we feel confident we sound confident, hence the somewhat lame stick figure drawing with muscles. 

My goal is to help all kids know that problems are normal and part of every day life, throughout your life. That just because you encounter a problem, you aren't "bad" or "dumb" or anything of that kind. When you know and expect that problems will occur, you have a better mindset and attitude about handling them.

A better mindset...a Growth Mindset. You might like these three posts, which include freebies and read aloud suggestions. Click any image to get to that particular post.

Building a Kind, Caring, Growth Mindset Classroom Community...

Perseverance...

Growth Mindset...


Then we worked on our first day time capsule with the opportunity to practice that confident, "I can do this!" attitude while I circulated, complimenting them for their efforts and nudging them to spell part by part but not get too caught up in perfect spelling.

After recess and popsicles, we re-read our chart in animated voices. I took questions and told them what to expect when they arrive at school tomorrow, gave them their Take Home Folders (which I'd pre-filled, rather than attempt to have them go through the mailbox routine.) and we headed out to lockers and end of day spots in the hallway.

So - that's it - that's how my day went. Was I exhausted? Yep. But not so much as previous years.

At the end of the day I even had energy to take a picture of our chart and email it to the parents to help the, "What did you do today?" discussion at home. I also shared with them that we would add this to it the next day...

All problems can be solved.

So, do I have data to show that this helped reduce anxiety in my students. I do have data of the qualitative, not quantitative, kind. Multiple parents of my students with diagnosed anxiety emailed me to say thank you for such a calm start to the year....that their child(ren) had been very nervous and full of tears about going to school the first day, yet felt great about going back the next day, saying, "I can do this! It's okay to not know stuff."

Now THAT is data I can carry in my heart.

Readers, you are FULL of awesomeness and I would love to hear what YOU do to help reduce your students' anxiety in the comments.
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Today I want to share with you a system for keeping track of which writers are writing and which ones need support. It keeps me on track for who I need to be nudging for productivity by checking in on his/her ideas and writing plan.

It also helps me plan mid-workshop interruptions, loud compliments, student goals and mini-lessons.

I'm a bit of an "out of sight, out of mind" kind of girl. Some might call it "visually organized."

That hasn't worked in my favor when I've implemented routines and procedures that have students put their finished work in their writing folders. Some years I tried collecting the folders. #couldntstandthemess

I'm a systems girl.

When I don't have a system for something, I muddle around and around and around.

And feel ineffective.

Drives me nuts.

So, I try to develop systems for the "big" parts of my teaching.

Writing Workshop is one of them.

A little background first...our district follows both the reading and writing curricular calendars from Lucy Calkin's Teachers College Reading & Writing Project. We are a "Workshop" district for both Reading and Writing, which I love!

I started using this system the last two years, and this year have used it consistently with my class and it's worked well!


Here goes...

After determining the amount of student writing time for the week-ish, I set a target for how many completed pieces writers should be able to finish in that amount of time.


Students hand completed pieces in at the end of the writing workshop time each day as they complete it; I have them hand it in at the end so that they have their work right with them for partner or group sharing time (which we have nearly every single day).

I keep a skinny little class list and a big ol' binder clip handy. When the child hands it in, they set it on top of the "done pile." At the end of the day or of writing workshop (or the next morning...or...or...or) I read their piece and jot instructional notes. If it fits what done is supposed to look like, then I mark a tally mark next to their name and clip it in to the pile.

Currently, done is supposed to include completed editing circles on each page...I love having writers build the habit of revision and editing early on!! The editing circles are RIGHT.THERE. and really seem to help.

Once a writer gets to three tally marks, they are able to choose the genre they'd like to write.

For the sake of ease for grading and conferring, I clip the students work in their classroom number order. As the pile grows larger, it takes a titch longer, but there are generally only 4-8 done pieces each day so it's manageable.

My instructional notes could be about individual nudging for students, whole class mini-lesson opportunities, writer "shout outs," mid-workshop interruptions and also strategy group work I could be conducting soon.

For the particular pile in the picture above, we've been working with informational writing and based on the amount of writing time we had for a certain period, I determined that they should have three pieces completed. Once completed, they could choose to write personal narratives, work in their writer's notebook or do more informational writing. Soon, we'll begin opinion writing and that will be a hoot!

One glance at the tallies helps me know quickly who is struggling to complete their work during the work time (or who might be spending so much time on their illustrations). This helps me know which students to confer with about their ideas and plans for writing. I can also see who, after a nice string of work time over a few days who I might have a strategy group with to discuss how I can help support them to finish their work by using their work time well.


Things happen, though, and I am flexible. A systems girl with choice and flexibility within the system. #otherwiseigocrazytown
What are you wondering about? What have you tried in your writing classroom?
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Welcome to “The Chalkies” Turkey Trot! We hope you enjoy a jog through our blogs gobbling up freebies, ideas, and recipes for some holiday joy!



We have a new blog name!  We switched out the word "Primary" for "Elementary". We want to meet the needs of any teacher K-6. Our blog has been thoughtfully designed to help you find what YOU need for YOUR classroom level!



I love those grade level tabs {seen above} that help me grab what I need. This trot will also take you through the grade level blogs of your choice.

We hope you enjoy this little meal from appetizer to dessert!



If you love to integrate literacy and math practice, you might enjoy this freebie that uses
Look Alike Sight Words.

Click here to check out the full product bundle. Click the pic below to snag up the freebie!

You might also like this Vowel Song Freebie...sung to the tune of "Deck the Halls!"

Timely for the holidays is The Vowel Song, sung to the tune of Deck the Halls. It's a little tricky to pace the syllables, so practicing the words to the tune ahead of time is highly recommended. Hee Hee! Thanks, Kim Geswein, for the font! Click the pic to download.

Having students be able to set and articulate their goals is so important to me. One of the ways I've helped them set goals is by using our learning targets. Here's an example...

You can see that the page I had students highlight mimics our Learning Target board, which is based on our Reading Workshop mini-lessons.

This student is selecting the goal, "I can warm up before reading....bcas I nevr do ti." Which, for him, was true! He'd go straight into reading new texts without that warm up, then get tripped up on tricky words. It was a GREAT goal for him!

You can read more about this kind of goal setting by clicking {right here}.





Seriously the BEST and EASIEST gravy recipe!!! 

Why scramble at the end when you can make this ahead of time - which is delicious....but then make it even more amazing by adding the turkey drippings to your already re-heated gravy??? 

It is seriously my FAVORITE part of the Thanksgiving meal! Just click the photo above to upload the recipe.





Have you seen my latest products? They're getting fab reviews!
Click the pictures to check them out...



This next one is a best seller and SO helpful this time of year while building
important reading habits!

In case you're looking ahead to December....here are some fun and fab math printables!



Now, trot on over to this AMAZING Chalkie's post to gobble up some more fun!





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Writing Workshop has been a important and delightful part of my classroom for over ten years. My students and I absolutely adore writing workshop! Yet - I'm still in a constant state of refinement and tweaking of workshop.

Here are some tried and true tips for what has worked well over the years, regardless of the writing curriculum I was using...Let me know which tips you find most helpful!


Make sure to pin this post so you can come easily back to it when you want to add more layers to your workshop or have more questions.

Heads up - this is a MONSTER BIG post! Took me over two three months to write (#reallifefirst #thenbloglife) and there's SO much more I could say about each tip. #teachingiscomplex #whichiswhyiloveit #mostdays #somedaysijustwantjammies

Here we go...

(There are some affiliate links in this post.)
Here's an anchor chart we build together for stamina. It applies to stamina everywhere, not just writing workshop,but I thought I'd throw it in here in the event you find it helpful. 


This one's a big deal that can have a big impact...
All writers need to feel successful. As a teacher who ditched the deficit model decades ago, I am eagerly on the hunt for positive, genuine ways to compliment each writer as often as I can. Not only is this kind and humane, it respects the writer's developmental stage and builds on his/her strengths. And they ALL have strengths.

In an effort to be strategic...
Compliment based on your teaching points...and do it in a loud-ish whisper...it's another opportunity to reinforce what you're teaching. And...it will benefit all who overhear it.

In order to feel more genuine, your compliments will often sound like "noticings."

If your mini-lessons are about including introductions, your compliments (noticings) might sound like...

"I notice you introduced your piece with a question!"

"You're trying out a sound effect in your introduction!"


If your mini-lessons have been about improving writing stamina, your compliments might sound like...

"Check out the way you're really sticking to it today! You're not letting anything distract you from your important writing work!"

"Wow! I noticed that you turned your body away from your friend so that you could stay on track with your work. Powerful decision!"


If your mini-lessons have been about editing, your compliments (noticings) might sound like...

"Look at you, going to town, editing your piece for punctuation!"

"I see you edited for using capital letters only for names and at the beginning of sentences!"

Several years ago, I had the chance to see Peter Johnston speak about Choice Words and it helped shape how I talk to children....as a parent AND educator.


I was mesmerized the entire time he spoke and had many take aways. (In fact, I got to see him again on April 30th and it was incredible!!) The way we speak to children has consequences, positive and negative, on how they view themselves and the world.


To that end...
because that's what they are. Address them as writers when you gather for writing workshop, in your mid-workshop interruptions, and when you gather for sharing. You might sound something like this...

"Writers, in workshop today, I want to teach you about a strategy that can help you when you are stuck for an idea...."

"Writers, I'm interrupting your powerful work to share with you something I noticed _____ doing when she was figuring out her closing sentence."

"Writers, I look forward to hearing your work during our sharing circle today. Please gather around the rug for sharing."

This next one might make you a little itchy...or feel the urge to throw tomatoes my way. But please...hear me out!
If you've got your tomato in hand, please, before you throw anything...read the next pic, then come back up to this one. :)

Why content over conventions? For the same reason we want kids to spell using their very best approximation instead of just writing words they know how to spell correctly. 

Wanna read piece after piece that sounds like a laundry list of repetitive sentence formats...written that way because it's safe...the writer knows how to correctly punctuate and capitalize that sentence format? Me, either.

In order to "write like a reader" you have to "read like a writer" and be willing to take risks.

Laundry list writers described above are writers who don't want to take risks.

To build risk-taking writers...honor their content...frequently and enthusiastically.

Take a look at this first grader's writing....it's a review of an absolutely hilarious and adorable book by Eve Bunting...Frog and Friends. Quite possibly my class' favorite book series. Just. Too. Cute.



The conventions make it a bit difficult to read. This writer has made wonderful progress this year, yet I still needed him to read it to me. When he did, my writing teacher heart was SOOO happy!

Check out his content...

How awesome is that? Talk about incorporating the teaching points of Opinion Writing:
Introduction that hooks your reader...Check
Details that keep your reader hooked...Check
Include facts and opinions in your piece...Check
Closing sentence that makes the piece sound finished (without using the words, "The End.")...Check

His parents gave me permission to type up the review and put it on Amazon, where many folks have marked it helpful and now it appears as the first review. Talk about exciting for this firstie! {Click here if you'd like to do that, too. Just scroll down to the reviews and mark it as helpful.}

You can check out my opinion writing unit in this blog post or see it on TpT by clicking here or the picture below.


This one is big.
When you (respectfully and honorably) hold your writers accountable for conventions that are appropriate for where they are at developmentally, you are communicating your belief in them. You are communicating that you know they are capable of what you're asking of them and that you won't accept less.

Developmentally appropriate accountability means you are working at the cutting edge of your students' learning.

How do you know what's developmentally appropriate for each child? Look at their writing and notice what they are doing sometimes, but not always.

For a child who is putting spaces between words sometimes to often, but not always, it would be developmentally appropriate to cheerlead them to put spaces between all words. Yet, if they are including spaces only occasionally, you'll want to pick a different convention to hold them accountable for...look closely at their spelling - are they including multiple dominant consonants for words, but not all words? Holding them accountable to sound stretching for multiple dominant consonants in most to all words would be more developmentally appropriate.

For a child who is including ending punctuation correctly sometimes to often with multiple sentences, it's appropriate to hold them accountable for correct ending punctuation at the end of most to all sentences. Yet, if they are using ending punctuation incorrectly, you'll want to look closely and find a different convention.

When, with respect and positivity, you hold students accountable for what is within their reach, not only are you helping prevent sloppy habits from forming, you are encouraging them to be more invested in quality work and their rate of progress will likely improve.

Even though it's not necessarily so, do what you can to....

In the opinion piece above, you may have noticed the circles at the bottom of the paper. Those are editing circles. I have a blog post about how I use them - you can read it by clicking {RIGHT HERE} and download the paper as a freebie (there's an additional freebie in the post, too).

When we, as teachers, provide topic after topic to writers (especially reluctant writers), we are enabling the lack of investment of these writers in coming up with their own writing topics.

It is important to make it an expectation.


When writers know that each day they are going to write and that they will be selecting their topic for the majority of their writing, they are much more likely to be invested in their writing.

When writers see and hear all the time that ANY story (not just special things) can become a writing topic, the pressure is off and the floodgates open. For some writers it takes longer than others.

My class is always CRAZY about this book, Ralph Tells A Story, written by Abby Hanlon, former first grade teacher. It is absolutely PERFECT for launching Writing Workshop and also for rereads throughout the year.
Time spent together near the beginning of the unit (after immersion in mentor texts) with table groups generating topic ideas and listing/illustrating them on 12x18 construction paper is time well spent. It gets the ideas flowing and builds investment in the topics.

Yet...


Some writers will need a scaffold for topic generation. And, all writers are stuck sometimes. (Hence the topic generation time described above...those 12x18 posters can be a scaffold throughout the unit.)

In my writing workshop, I will typically provide two topic ideas as a scaffold for "back up" ideas, because I want my writers to write during the time they are given (as opposed to sitting there feeling frustrated that they can't come up with something). 

But, I don't make them too exciting because I want them to come up with their own ideas that they are interested and invested in writing about. Topic generation is an expectation of all my writers, but I'm not unreasonable...all writers are stuck sometimes.

During a narrative unit, I'll generally say something five or so minutes into the work time like, "If you are still stuck on finding a topic, it's important to get started. If you haven't started, write the beginning, middle, and end of waking up this morning to get ready for school or the beginning, middle and end of your arrival at school today." 

Then, as I walk around the room, I'll be complimenting those friends who were slow to start that day, saying things like, "Check it out, Jonny - you had a hard time getting started today and now you're started and on a roll writing about your morning! Doesn't that feel so much better than sitting there not working? I bet you're proud of yourself for getting started!"

During sharing time on days that I've had a couple writers stuck for a little bit, I'll say something like, "As we listen to each other's hard work this morning, you will probably think to yourself, 'Hey, I could write about that topic, too!' because writers get so many ideas from each other all the time. Thank goodness for so many chances to be inspired by our classmate's writing!"

Another scaffold for building time management is to use a visual timer. In the past, I have shown timers on the smartboard, but I usually have a chart of some sort that I want the kids to refer to while they work, so I bought one of these babies and have it hanging on the wall.


I have the 12 inch one that you can hang on the wall or set up on a table or shelf. It's large enough for all to see & my kids and I love it every year. I've had mine for four years and it is so helpful at keeping everyone on track, including me. They also make 8 inch and 3 inch versions.

Something that has helped my writers as spellers a lot is differentiation.
One of the best ways I have gotten information about the specific word work my writers need is from Words Their Way.


The inventory test is SO helpful, providing specific skills that each writer needs to work on. Once you score the inventory test, you designate the stage of spelling the child is at and from there you can provide instruction specific to their needs. There are additional Words Their Way Word Sort books that contain assessments and sorts to help build skills. In my first grade class, I have spellers for these stages, so I have and use all three of these stage-specific books: Emergent, Letter Name and Within Word.

In addition to using these books, I've also used my ELA Common Core Crunch packs for additional practice. Available by individual month, or in semester bundles or as a yearlong bundle, too. When you download the Previews, there are three freebies in each month so you can get a taste before you buy. #freebiesrock



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