Claiming My Blog & Beginning of Year Books Linky

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I am joining First Grade and Fabulous and Collaboration Cuties book linky parties.

Click button above to visit Picture Book Linky Party at First Grade and Fabulous.

 

I use a variety of books at the beginning of the school year. For the past several years, I have used Filling Bucket books to introduce the concept to my students. This is the start of my classroom management. Two years ago, one of my teammates introduced me to Howard B. Wigglebottom. My kindergarten students relate to him, and enjoy his stories. Last year, I delved into Pete the Cat with my kinderkids. What makes it so great is the songs and repetition that goes along with the stories. I just got the new one yesterday. I will be starting Reading Street in my district, and the first story has to with a bus picking up children. I typically use The Kissing Hand on the first day of school in kindergarten. My favorite book for first grade is Stand Tall, Molly Lou Melon. The illustrations are fun and cheerful. Molly Lou Melon is a character who overcomes a bully who becomes her friend at the end.

 



One book I would like to go into more detail is David Goes to School. My kinderkids and firsties loved David books. These books make them laugh and use their imaginations. One of my social studies standards touches upon rules in the classroom. David is a child who tends to not follow the rules. This is a great lead in to a classroom discussion about classroom rules. With my firsties and my kinderkids, I made classbooks titled, "No, First Grader or Kindergartener, No!" Each student made a page for our classbook about something they would do that is not allowed in the classroom. When discussing about class rules, I think it is also important to talk about nonexamples as well.

Here are some great ideas that deal with David books. I plan to do more with David this upcoming school year. I think my kinderkids will enjoy making a David.

Fall Into First has a freebie David craftivity on TPT.
Mrs. Lee's Kindergarten has a great activity about Peacemakers and Peacebreakers.
The First Grade Parade has a great post about Peacemakers and Peacebreakers.
The First Grade Parade has a great inferencing with David activity.
First Grade Wow has a cute craftivity with David.
First Grade Wow has a great inferencing activity.
Kindergarten, Kindergarten has a free David puppet craftivity.

 

Click above to see other Social Studies mentor texts at Collaboration Cuties.

 

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Who Feels Like Winning?

I am having my own little happy dance! Since I'm celebrating, I want to give away some great resources:

What is my excitement all about? I finally posted my "Start School- Using Brain-based Research" at my TPT store!! I have been working on it for over a month! Thanks to my 3 followers who helped to edit it and gave me some great input. I am putting this packet on sale until August. I have jammed this packet with all sorts of goodies:

Using Brain Research for Classroom Setup & Teaching the Brain to Students

(28 pages)

* Brain-compatible classroom

* MacLean's Triune Brain Theory, Safe Place, & Brain Activities

* Lifeskills

* Routine Charts

* Active Listening

* Behavior Counting Form & Behavior Contract

Optimism Can be Learned

(43 pages)

* Success Mapping, Success Folder Labels

* Bucket Filling Ideas (Common Core Standards: SL.K.6, SL.K.1a, K.OA.4)

* Fill or Dip Bucket pictures for chat

* Friendship Quilt

* FRIENDS class reward

Building Classroom Community

(26 pages)

* Morning Meetings (Common Core Standards: RI.K.10)

* My Friends book & Name charts

Other Related Activities to Surviving the First Weeks of Kindergarten

(32 pages)

* Kissing Hand activities (and a few other book titles includes as well)

* Trail of Hearts (K.CC.3, K.CC.4)

* ABC Match Up (RF.K.1d)

* Star Student of Day activities

Family Involvement

(45 pages)

* Parent Communication

* Child Information Card

* WOW (Work of the Week)

* Planner Labels (Adhesive Paper)

* Open House & Meet the Teacher Ideas

Review of Brain Research & Brain Breaks

(34 pages)

* Brain Breaks

* Letter Sounds Actions (brain break activity)

* What's Playing on My IPOD?

Click below to visit my TPT store and download the freebie that includes

filling buckets and morning meeting greetings.

Now in celebration of my newest TPT product, I would like to do a BIG giveaway. Here is what I have for the GRAND PRIZE: My newest TPT packet, "Start School- Using Brain-based Research!", a set of 24 square puzzles, Have You Filled a Bucket Today?, It Starts in the Heart CD, Lakeshore lesson plan book, and 24 colorful smiley erasers. These all go along with starting school in a brainsmart way!!

You have 2 ways to win: 1. Be a follower of my blog and leave me a message in the comment section that you are a follower. 2. If you have a blog, advertise my giveaway on your blog, and leave me a message in the comment section that you blogged about my giveaway.

In addition, for every 25 followers, I will do a drawing to win my newest packet to be emailed to you. For every 50 followers, I will do a drawing for a musical CD (most likely a Jack Hartmann or Dr. Jean CD). This giveaway will close on Sunday, July 15th, 2012, by 11AM Eastern Standard Time)! I'll announce the winner(s) the following Monday! I am looking forward to more friends to collaborate with! :0)

Edited to add: This giveaway is over. Congrats to #5- Vickie Plant and #3 Marlana!!

Thanks for your support and joining me in my happy dance!

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Daily 5 Chapter 3

http://livelovelaughkindergarten.blogspot.com/2012/06/kd5-ch3-linky-party.html

1. Establish a gathering place for brain and body breaks. 

I just call it our meeting area. I've also called it "the carpet". I do like the idea of giving it a name. Perhaps, my new students will help think of a name for our meeting area.

2. Developing the concept of "good fit" books.

 The shoe concept is a great visual for teaching "good fit" books. I also like Tammy's (from Live Love Laugh Everyday in Kindergarten) suggestion to use Goldilocks and the 3 Bears concept too. Click on her linky party link above to go to her site. If you haven't been there yet, you're missing out. She has some great freebie visuals on this concept.

 
3. Create anchor charts with students. How will these be visual in the room? Where will you store them? What about small spaces?

After creating an anchor chart, I usually hang them on the whiteboard or up on our lights. Sometimes I create them on the computer and display them on the tv screen for students to reference during the time they may need them. Some anchor charts I send home with my students when we are done with them. Some anchor charts are put on hangers and put in my poetry/chart center. In the past, I have taken pictures of my math charts and put them into a classbook. If I did this with my all my charts, then I would have a reference of what I have done in the past. 

Here's a picture of my poetry stand. It is like a clothes hanging stand. I do not have a side view... sorry! It shows where we display the main poem or anchor chart we are using at the moment. Behind it, is a wooden bar that holds all my charts. I have them categorized. My students know they may use the charts at the front, near the hanging place for the chart. This is where I keep my student of the day charts, poems, and anchor charts. Separating the front from the back is a bunch of empty hangers waiting to house  a chart. At the back, I keep all other poems and charts for the year, waiting to be introduced.

 
4. Short, repeated intervals of independent practice and setting up book boxes. (How are you going to keep track of stamina? What will you use for book boxes? What are you going to put in those book boxes on the 1st day of school? 

I haven't officially kept track of stamina with my students. At the beginning of the year, we discuss and work our way up to 15 minutes, then as they matured and learned to read, they were capable of reading for longer periods of time. Last year, I purchased white book boxes from IKEA for each of my students with the intention of following Daily 5's recommendation of book boxes. Then my class quickly grew from 18 to 32 students. So, I did away with the book boxes and used ziplock bags instead. I have had chair covers in previous years be their "book boxes". In addition to book boxes, I also have group blue baskets of books. I use a "DEAR" (Drop Everything And Read) concept, following a 4 Blocks "Self-Selected Reading" for Daily5 Read to Self. At the beginning of the year, I gather books from my personal stash, Harcourt resources, and the library. There is a variety of books, ranging from easy readers, magazines, and picture books that I place in the baskets. I do not put any chapter books in kindergarten, until I see a need for it. My kindergartners make many easy readers at the beginning of the year. Those are the first books that are placed in their book box or ziplocks (which are kept in the group blue baskets). I do like having group baskets. Even though some children are not reading words, they can read pictures. After a reading group, I usually put our guided reading books into the group baskets. After reading a book to my class, I put copies into each group basket. My students love to reread these books.

5. Calm Signals and check in procedures. Do you already have a signal? How will you handle check ins? 
I use music for transitions. Dr. Jean has some great ones. I also play the xylophone or sing a tune to get their attention for a quick moment when needed. When I first start off teaching Daily5 concepts to my students, I am usually monitoring and checking in with my students. I start weening off after I have helped them learn "ask 3 before me", use anchor/direction charts, and how to get my attention for a problem that hasn't been solved. I discuss with my students they may interrupt me for an emergency. If they have a problem and the other ways did not help, they may stand by me and I may be able to answer them. We role play different situations and discuss ways to solve these problems. So besides that, I don't have calm signals or check in procedures, unless it was something discussed with one particular child needing that extra support. I am looking forward to reading what others do in this area!

6. Using the correct model/incorrect model approach for demonstrating appropriate behaviors.  I do not keep track of inappropriate behavior, unless I need to for RTI. Instead, I have to think about why the child is misbehaving: attention? work too hard? work too easy? enough or too much choice? social issues? Then we discuss ways to solve our problems or I adjust materials available to my students. If a child needs attention, then usually I have them on some type of positive behavior plan. Sometimes, I may pair a child with a partner.


On a different note, I just spent 3 days in a Got Mimio? workshop. I am excited about being able to do more with my Mimio software! I don't have the interactive part just yet, but I hope to get some updated technology in my classroom soon! They have a great piece where students record themselves to demonstrate their understanding. I think this could be used for small groups to work in creating anchor charts for Daily 5. Just wondering how you would tie in using an interactive whiteboard with Daily 5?

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Daily 5: Chapter 2

Click on above picture to go to the Kindergarten Daily5 Linky Party: the host this week, Kindergarten Smiles.

1. Do you trust your students? How do you build this trust? Are you able to trust them and allow them to be independent throughout all aspects of your day? Are you going to be able to stay out of their way? Even though I trust my students, I know that they depend on me to set those boundaries. Some years, I can be more flexible while other years less so. Some children need more guidance and modeling for social interactions in a classroom setting. One thing I do that has helped me is to observe and watch, rather than jump to conclusions. For example, if my class sounds too noisy, I will observe and deduct what is going on. If learning is taking place, I move on. If someone is off task, then that is who I will need to interact with.

2. How much choice do you give your students throughout the day? (would love for you to share some examples!) Do you go over your daily schedule with your students or is it just 'posted' in the room? I think I give choice to my students in different parts of the day- such as with independent practice or even with partners. When we share with our partners with Kagan’s Stand-Up, Hand-Up, Pair-Up, my students can choose their partners, unless at the end they need help finding a partner. They may pick which centers to go to, as I do not have a literacy center chart. I have had charts and more structure in previous years, but it took more work and not enough time with certain reading groups. I needed more flexibility. So I arranged it that whatever they choose they stay in that area during the duration around 15-20 minutes. Then I play a transitional song to gather for a mini lesson and then off they go to their 2^nd choice for 15-20 minutes. 


Now, my students do use a chart to help themselves make good choices. Mrs. Bainbridge has so much information on her site. I took her My Weekly Check sheet and made enough +2 for students in my class. In case the direct link to her checklist does not work, or you need more information about it, here is the link to her blogpost. I glued each checklist on one side of green construction paper and a weekly book tracker on the back side. Click here for direct link to google docs for my weekly reading sheet. This is where my students keep track of a couple titles they read per day. I had these 2 sided sheets laminated, so that my students clean them at the end of the week and reuse them. I have had my set for the past 3 years now! This is a great way to help my students see the choices they have made and allows me to quickly glance and see what they are doing.

During math centers, they may pick which games and partners they would like to play with. In math, they may choose how they get to a solution- I try to pick open ended questions with various answers.  Sometimes, when we are working on writing, they may choose their topic.

I have slacked off using an agenda in my classroom. It was beneficial to have one, but lately my classes have been great at knowing our schedule… my routine charts help with that. If our schedule changes from the norm, then I post it up, mostly for me to remember the changes!

3. How are you going to create that sense of community where students will hold each other accountable? Having classroom community meetings, class celebrations, and Kagan’s cooperative structures help in developing a sense of community. I'm working on a packet for the beginning of the year that addresses this. Here are 2 books that I believe to be wonderful assets in building a responsive classroom community. Click on the pictures to go to the Amazon site.

4. Student ownership in learning? How do you instill this in every child? Based upon my observations, it seems that it is uncommon for kindergarteners to come to school with ownshership in their learning. They are most likely only 5 years old, some even 4 years old. Developmentally, they are working on independence. When they come to school, I think it is my responsibility to help them learn to take ownership for their learning. It is a process and does not happen overnight. First off, I know that I tell my students that when we make a boo-boo (mistake), it is okay, because that is meaning that we are learning. I tell my students I make boos-boos all the time and I am still learning. I also work with them to discover what their strengths are and what some possible weaknesses are. I tell them that I love to read, but I still do not know how to snap. They love to show me how well they can snap. I love it when my little ones tell me it's okay, because we're learning. We also work on metacognition, thinking about our own thinking. 


I'm thinking about one of my young boys from this past class. He was an active boy who had a difficult time focusing for more than a few minutes. He needed postive reinforcement often, as he adored attention. He was on a daily behavior plan for most of our school year. He gradually became more independent, as he took ownership in his learning. A big turning point was around spring, when he worked on his wolf book for over 2 weeks! When we met about his writing, he shared with me all the thoughts and details that went into it. I was so impressed because he used a nonfiction book that was too hard for him to read. However he used the pictures and key words to help him make his own book. This particular child took ownership in his learning... I had no part in him choosing his topic and researching it. He was given choices and this is what he wanted to do for those two weeks during my "Daily3". He wanted to write!

5. Stamina! How are you going to build stamina with reading? independent work? Will you use a timer? Will you set goals? The Daily5 book has been a great influence on me for helping my students build stamina and having them set their own literacy goals. On the very first day of kindergarten, I discuss with my students on ways we can read. This is telling on what they believe and about their own metacognition. Some believe they can read and they can. Some believe they can read and they don’t seem to know where to start. This is when I introduce my Reading Buddies. The first one I share is a stuffed eagle. The “eagle eye” strategy is using pictures to figure out the words. However I scaffold it down and tell them to use the pictures to tell the story. I model for them how we use our “eagle eyes”. Then they pick a book (rebus readers) and practice telling stories and then make a switch for a new book. We do this for 5 minutes, sitting in a circle together. I sit with them and model the behavior. Mrs. Bainbridge has free reading strategy posters to use with beanie babies. They are fabulous and a great way to introduce each reading strategy to children. Deanna Jump also has a great reading packet on TPT: Guided Reading 101. What I love about her packet is that she has similar reading strategies with some quick printables to send home to parents to practice the same strategies at home. Besides reading strategies, Deanna Jump has other useful ideas in her packet. I got it near the end of last school year, and used it for segmentation and word ladders with my 10th Planet software. I plan to use more of her packet this year.

I use timers. I invested in a Kagan CD of timers. However there are free timers online. Here are a couple:

http://www.online-stopwatch.com/countdown-timer/

http://www.timeme.com/

During morning meetings, my students and I set a daily goal to help make our classroom a better place. For the first day, I suggest that they try to make a friend. We discuss how we can make new friends. As our week progresses, my students and I learn what we need to do to make our classroom a better place and our daily goal may change to deal with voice level or walking in the classroom… depending on what we need to focus on. I am required to post and review our academic goals as well. Deanna Jump has a great set of common core standards posters that I use. They are kid friendly with cute pictures to go with each one. By January, my students are ready to make their own literacy goals. I meet with each student to take a running record of their reading and discuss their literacy goal. This is where I offer suggestions to my students who need help. For example, some students will choose to work on their handwriting. So I suggest the computer center where there is a program that illustrates and have them practice particular letters or I have them go to the abc center to practice. Some students choose to use a reading strategy, such as "Tryin Lion". Some students choose to work on their sight words. This is a great way to differentiate independent practice. Here’s a sheet I use to keep track of my students goals:

As we continue reading, reflect on what your biggest challenges are going to be when you implement the Daily 5. Keep in mind what changes you are going to have to make and what you are still questioning about using the Daily 5 in your class (if you are not doing so already). 

I think my biggest challenge is to find time! I hope that I am using my time wisely with my students. The other thing I am wondering about is if I will be able to implement goal setting earlier with my students this year, as I will be doing more scales and rubrics with my class. I think this will facilitate better understanding of what learning is taking place and help develop metacognition with my young children.

While I am working with my students in small groups, I wear a crown which reminds my students that I am busy with a group and do they really need to see me. It really makes them take a second to stop and think if they are having an emergency. One time, one little boy noticed something, and called out to me, "It's an emergency... look!" as he was pointing to a poor peace plant slumping down in its pot. I just had to smile at that.

I am looking forward to reading what everyone else has to say about Chapter 2. I plan on doing that tomorrow, as I am off to spend time out and about with my friends! Have a wonderful Wednesday!

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Daily 5 Introduction

I spent my morning lost in Daily 5 resources online. Click on the above picture to loose yourself in Daily 5 ideas. Tammy at Live, Love, Laugh Everyday in Kindergarten is hosting this Daily 5 linky party, and  I am so happy to have found it! After spending hours looking and reflecting about how I use Daily5 in my classroom, I decided to join in on the fun! I do not have my Daily5 book with me, as it is in my classroom. I read it a few years ago, and this would be a great time for me to revisit it as I have not grown the past 2 years from a Daily3... not quite enough time in my literacy block to do it all everyday!! All five components are included into my daily literacy block, but my students choose two to participate in. We all start with the read to self part.

Here are my responses to Chapter 1 Questions:
1. How do I teach new behaviors? Lots of modeling and practice. I pretell with my students, we practice examples and nonexamples, and then we try the real deal. I also post up procedures or anchor charts. The one below shows a morning routine chart where I had drawn the pictures. Now I make the procedure charts with my students pictures. My charts are clipped on the magnetic board, and I switch my charts as needed. If it is read to self time, then that chart is out. If it is packing up time, then that chart is showing.

2. How do I teach expectations? I have high expectations. I positively reinforce those who try their personal best. For example, if a shy child raises his/her hand and offers an idea, then I reward that child for showing courage and participation with a sticker for their bucket or even a letter towards our class compliment party. The letters that make out FRIENDS, as seen in the picture above, shows one way I use positive reinforcement. I am currently working on a packet for the beginning of the school year on how I establish my classroom routines, write routine and procdeure charts, implement positive behavior through bucket filling, start community meetings, and other brain research strategies.

3. How do I monitor student behavior? At the beginning of a school year, I monitor my students’ behavior. I use the “filling buckets” concept, community meetings, and other positive reinforcements to help monitor their behavior. Later on, they monitor their own and each others behavior. At that point, I believe my students could run the classroom without me!

4. What do I do when a student is not exhibiting desired behavior? Reteach! If one child is not following our procedures, depending on the desired behavior, I will do different things. For example, if a child is not reading to self, I would redirect. If I have to remind, I will reteach the procedures to just the individual or small group who needs it. If it is still an issue, I take away choice and let that child know he/she can choose the place to read when I see that they can follow our routine of reading to self. If a child is not following our morning routine, I will ask parents for help by reviewing those procedures at home. I send home pictures of their child showing each task. That child reviews at home by putting those actions in order.

5. Whose classroom is it? It is our classroom. However, I take ownership of my resources... such as books. I do not put all my books out at once. I put out different book buckets out at different times of the year. I teach my students my expectations, and when they show that they can follow through, I put more out. If not, then I do not put as much out.I do the same with my games and other manipulatives. I expect students to treat things with respect, so that they last longer, especially since I invested in those items with my own money.

6. Locus of control? Kindergarteners want to be like the big kids. So I treat them like the big kids, with a bit more patience as they try to gain independence. Through our classroom community meetings and discussions, we discuss trying our personal best, having strengths and weaknesses, and making mistakes is just learning. They learn "I statements" and move to making better choices and becoming independent learners. I used to have literacy center charts, but I typically do not like to have them, because I rather have my students choose where they want to go for their learning goals. This allows me the flexibility to call my reading groups and meet with them less or more, as needed, rather than an assigned amount of time.

7. Where are supplies stored? My classroom units and supplies are busting at the seams from the cabinets and storage closet. However, I have different areas of supplies. I have staplers and tape near my teacher table, so I can quickly grab when needed or my students can easily access if needed. At the writing center, there are different papers, writing utensils, stamping supplies, dictionaries, word rings, etc. for my students. At the art center, I keep our class supply of glue, scissors, and pencils. Depending on the art project, then those particular art supplies are out for student use. At each group, there are baskets of crayons and pencils. They have individual crayon boxes, but we rarely use them, as I rely on community supplies. They use their crayon boxes for visiting other classrooms, special occasions, and at the end of the school year. I have books everywhere! Baskets are at different centers. The classroom library has labeled baskets of popular books, easy readers, class-made books, student-made books, leveled readers, etc. The abc/word work center has a big basket of abc books. The math center has a basket of math books. The science center has books about the theme such as butterfly books. Our listening centers have different books on tapes and CDs, usually based upon a theme or skill we are working on. For other supplies, such as games and manipulatives, I take out and vary them throughout the year. This sparks interest throughout the schoolyear. The areas of my classroom are labeled. However, I am thinking of making four different main areas in my classroom, which has all the Daily5 components in each one. When I went to one of Kim Adsit's workshop, Differentiated Instruction for the Little Guy, I found out how she organized her classroom. She has four main areas in her classroom, where children go during the literacy block. They have different jobs and choices to participate in. I think this will allow me to have my students rotate each day through the different areas for independent practice. They will still have choices to work with at each area.

Thanks for visiting!

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