Stretchy Snake

What do you do during CAFE's mini lessons? The last two weeks, I focused on Stretchy Snake with my kinderkids. There are so many cute freebies on TPT about Reading Strategy buddies. However, I am using what I had found originally before I discovered TPT. I still use Christina Bainbridge's mini posters (free) and now I have included Deanna Jump's Guided Reading activities ($) to help with introducing and practicing reading strategies using little stuffed animals. I only introduce one at a time. So far, we have Eagle Eyes, Lips the Fish, Stretch Snake, and Chunky Monkey. I post my CAFE menu on my cabinets.

 

I created my own strategy cards. April Larremore has a great freebie that inspired me to make my own. 

I found the colorful CAFE headers on TPT for free from Rachelle Rosenblit.

 

 

Two weeks ago, with our Reading Street series big book, Flowers, I took out some bean cards made from Growing Kinder's Math & Literacy for Little Sprouts. I dispersed the 12 green bean cards around the room and had my students work in pairs. They folded their papers into quarters to make 4 boxes. They worked together to use "Stretchy Snake" to sound out CVC words. Then they numbered the box to match the bean's number, wrote the word, and drew a picture. They looked like they were having a good time, and they did such a great job working together!

 

 

While they were working, some of my kinders finished quickly, so I had them do 4 more on the back. I thought to myself about doing this activity again, but differentiating it for my students. So this past week I created another version using fall leaves. Some of my kinders needed more challenging words, so I moved to using some blends and sh- words. Many need practice with CVC words, so I had those out as well. We colored a yellow or red dot on top of our papers to help us remember which words we were going to try and read during this mini-lesson.

 

 

 I made a fall packet of words that can be used for kindergarten or first graders. There are short vowels, long vowels, and blends. I also included black and white patterns so you can print on colored cardstock and write your own words on them. You can find this 70 page packet at my TPT store for $2. Click below to see more about the packet there.

 

 

 

 





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Currently October and a Reading to Self Freebie

 



Hubby and I went out this morning to the farmer's market and picked out some yummies for our dinner. I have completed my Reading Endorsement assignments for the week, and getting involved with a little blogging. In the background, it's just the humming of the dryer, reminding me I have more laundry to do!

 

I am so proud of my little kinders when they are reading to self. They use their book boxes (IKEA cardboard magazine holders) to store their reading materials. Inside, I have them keep their Reading Street Buddy Reader, a couple of Reading Street easy readers, a couple leveled readers, and their own books made. They also have a ziplock bag that holds their reading tools: "Keep Your Eye on the Words" pointers and bookmarks for sharing with partners. This was the first year that I incorporated Kim Adsit's Blasting Off with Reader's Workshop. I am loving the anchor charts and ideas for mini lessons! She even has mini anchor charts that I have used for my students to glue into their reading journals for reference.

 

 

 

 

This week will be a sad, yet happy week. It will be my intern's last week with us. We are going on a field trip to the zoo on her last day! Should be fun!

 

I am in need of a teacher work day to catch up on paperwork! Luckily we will have one on an upcoming Monday. I was going to rearrange my classroom furniture then, but yesterday morning, I was inspired. So glad I did. Because of the smaller space, I tried 3 tables of 6 kids. My kinderkids are flexible and great at moving themselves around for different projects requiring space. So I squeezed another table in, and I am loving how much table space they have for themselves. I just don't have a table to catch my clutter!

 

I'm leaving you with a little treat. My reading bookmarks needed some revamping, as my previous ones in the above photo were made over 14 years ago!! I pass them out to my students when I want them to share about something particular about their reading. For example, we have used character and setting bookmarks. While reading a book, they find a picture of the character or setting in the book. When it's time to share, they can turn right to the page and share the character or setting. It's a great way for me to also observe who knows characters and settings.

 

Click picture to get FREEBIE.

 

 

 



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Back to School Books

I love books! I would think that teachers typically say that. However, one of my teacher friends surprised me when she told me she hated reading! I know, right? Who doesn't love to read? She giggled at me, and told me that she lies to her kids and tells them she loves to read. She had me fooled- she is an incredible teacher and reader.

Chrissy at First Grade Found Me is having a book linky party! She has some great beginning of the year school books on her list.

I have quite a few beginning of the school year books from my years of teaching K-2. Here are my must haves:

I share a variety of filling bucket books during the first week of school. This ties in with my classroom management system. This particular story tells a story about a boy's day and how his and others' buckets are dipped and filled.

This is a story that young children can relate to. It is also a great lead in to active listening routines.

P.K. Hallinan has some very cute books. I like to use this particular one to let my students know that I am their friend too.

David books appeal to young children with its humor and fun pictures. These books are a great lead in to class rules.

This is a fun one too. I like to use it for a writing lesson on what we packed in our backpacks for the first day of school.

This is one I love to use in first grade. David Catrow is one of my favorite illustrators!

 I have used this book before a labeling lesson. I remember my first year of teaching, and my first graders thought I lived in the closet at school. Nowadays, they wouldn't believe me.

This is another great kindergarten book. I like to use it to think aloud how I did things alike and different than Miss Bindergarten. My students make a classbook telling how they get ready for kindergarten.



This is a great math book for counting, colors, sorting, patterning, and beginning addition.

Another fun math book! Children love to create their own dot pictures.

What are your must have books?

 



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Spring Cleaning

I have spent the past four years "spring cleaning" my classroom. I have gotten rid of so much stuff! I'm still working on downsizing and keeping myself clutter-free. I feel like Linus in Charlie Brown, except it is clutter that seems to follow me! Well, I am working on throwing out my files that I no longer need. I came across one of my first grade predictable readers that I used for the first ten days of school. I couldn't just throw it away, so I made it into a digital file for safe keeping. I think it could be adjusted for kindergarten or second grade too. If you like it, please consider leaving a comment!

Google Docs Link:


I'm really excited to mail out the winner's prizes on Monday!! Since there hasn't been too many people involved... you have a higher chance of winning!! If you haven't entered my giveaway, please check it out here: GIVEAWAY! At the beginning of the year, I plan to share photos of the different activities in the packet. Here's a preview of one Kissing Hand activity:

I'm thinking of heading to the beach. I hope not to get sunburned!! Have a lovely weekend!



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Daily 5: Read to Someone

Sharing Kindergarten is hosting the "Read to Someone" part. Mary has a great resouce for Reading to Someone!! Click below to go there.

1. Why should students be reading to someone? They can help each other in many ways. It happens naturally at centers. My students read our poetry and student of day charts together. They also act out songs or short stories. I have them read in partners after reading groups. Sometimes they choose to read to self, and then they begin to share what they notice in books. As long as they are reading, listening to reading, working with words, or writing, I feel that they are on task. 

Also, outside of our reading block, we meet with our big buddies once a week to read with them. This is a great experience for both groups.

2. How can your students EEKK? I have not emphasized this particular structure. I've had my students practice facing knee to knee. Sharing Kindergarten has a fabulous cute poster that I will implement with my kinders this year. I will use it as a way to read with a partner, but still accept other ways as well. I do like to change it up with different chairs and pillow pets, too.

3. How can your students read to someone and how can you need to model these ways with your students? Sometimes, I have my students read to someone, but it's not always human. My students have read to the class pet (I've had gerbils, hermit crabs, bunny, and fish). When we hatch eggs, they love to read to the little chicks. Now, it is not the same benefits of reading to someone human. However, it does motivate my children to get reading! Now for reading to humans, I will be using Mary's Read to Someone posters.

4. What is the one thing you have done with partner reading that ensures the success of your students? Since I don't follow Daily 5's exact prescription, I think my success with partner reading is using variety- different people, different settings (inside or outside), and different props (finger pointers or pillows).

In case you haven't heard, I'm having a giveaway!! Please check it out and join in on the fun!

 

 

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Daily 5: Listen to Reading

1. How will you instill the importance (or urgency as the sisters call it) of “listening to reading” in your students and especially those who have had little “lap time” or reading done for them in their homes? To instill early learning habits at home, I use a baggie book check out system in my classroom. This usually starts the 2nd week of school. In the past, I had my students pick any book. Now, I have them all start at an easy level, until I figure out their level. Then, they may choose different books at their level. I send home reading tips approximately once every other week. My first reading tip is sent home in the ziplock bag with a popsicle stick that has an eye on it. Click below on the popsicle picture to see my Reading Together letter and tip at Google docs.

At school, it seems natural for students to be interested in listening to reading. As long as I have enough space and materials for each child, it works out well. My difficulty lies in teaching my students to use a tape player! Marsha, at Differentiated Kindergarten, has a wonderful visual for helping with that!

2. What devices or strategies are you going to use to conduct listen to reading? Will you use a community recording device with one cd and several earphones, individual CD players, taper recorder, ipod-type devices, or computers? I have several listening to reading areas. I have a tape player and 3 walkmen in a basket which is called the listening center. No earphones for the tape player. Just books on tape. I also have a CD player for songbooks or books on CD. I also use the computer for listening to reading. I use software programs, such as Instant Readers. We also use online programs, such as Starfall or Tumblebooks. At the beginning of the year, my students work on an abc starfall book that I created. Click below to visit my TPT store for a free download and directions for using Starfall's ABCs.

3. What expectation will you have for your students during “listen to reading” and how will you keep them on task and independent instead of needing your assistance when they can’t manage the devices? At the beginning of the school year, I model the listening center with the whole class.  We listen to a story together as I hold the book up for them to see. Then we talk about our reading response journals. I model the steps, and they follow along. We do this for the first 2 weeks, and I let them be. However, I have had more problems with using a tape player in more recent years. I guess they no longer use them at home!! So I really need to work on the mechanics!

In the past, at each of my centers, I use a clear plastic sleeve for holding my directions. That way, I can easily type my directions up and change them as needed. I usually doodle some picture clues when I go over the directions with my students. For example, on the second page, at the end of the computer center directions, it states you may need help. I discuss with my students how they can do that and draw some suggestions.

Google Doc Link:

4. Do you have enough “listening to reading” type materials? If not, what ideas do you have for securing these materials? Where will you store them? How will your students retrieve these items? Where will they be used (will there be a designated spot in your class for listening or reading or will it be their choice)?  I do have a nice collection of books. I have tried varied ways of storing them. I had them stored with my theme boxes, but am back to switching them into crates. I only keep a few out in a basket. I use ziplock bags to keep the books, tape, and reading responses. Yep, ziplocks are my favorite! There are designated spots for the CD and tape player. The walkman may be used around the room.

To get more listening center material, I have had parents and school staff members record themselves reading a book. It is played at the listening center. The children have fun trying to guess who it is. Then we have the mystery guest reader come in and read to the class. Sometimes I like to throw them off by inviting a PE teacher or principal. Look below for starting Mystery Reader in your class.

Google Docs Link:


5. The sisters do not really talk about this in their book, but how do you feel about listening response sheets? Will listening to reading be just for “listening” or will there be follow-up work required of your students? If there is a reading response sheet, what will they look like? I do like reading responses. My students have a reading response journal. This is where they keep track of books they listen to. If my students only listened, I think some do get restless. So having them work and respond in a journal allows them to collaborate with others and draw their ideas on paper.

6. I would be remiss to not add this so… how can this station be differentiated to meet the various learning profiles, interest, and/or readiness of your students? Since my students have a reading response journal, and the question is usually open ended, my students work at their own levels. Some may draw with only beginning sounds, while others write sentences. Usually at the beginning of the year, I have them glue a reading response into their journal. My students draw a picture and write what they can about it.

Phew! This is a long post!! In case you haven't heard... I am having a Giveaway!. Please check it out!

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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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