Now that my school year is under way, it’s time to start thinking about homework in the near future. As professionals, we all assign homework based upon our student population . Personally, I am a busy parent myself and therefore believe my students and their parents should not be bogged down with random homework. Instead, I assign homework I believe to be most valuable from BOTH a parent and a teacher view. If you find this topic interesting, continue reading to get your FREE download. McGraw-Hill Treasures Since our district uses McGraw-Hill Treasures, we are fortunate to have take home books in both color and blackline masters. This allows for students to have a minimum of 6 different take home books per unit. In addition, I use several other blackline masters, books such as Hubbard’s Cupboard (FREE) and others that focus on high frequency words and sometimes themes we study. Back to homework assignments… I assign 2 things … First, students practice their Treasures unit sight words daily. Although this is a rote activity, it’s an activity children can do by themselves when parents are unable to help them and still feel successful. I send this home each week on the first day of the week and have students return it on the last day of the same week. Second, I assign the take home books as daily reading Monday through Thursdays after I have introduced these easy readers in our whole group, small reading groups, and independent stations. Again, hoping the parents will read with and to their children but if not, the children will still feel successful after having had lots of practice in the classroom before taking them home. Continue reading for more information and your FREE download. Here’s How We Organize Our Take Home Books Select 12 X 18 pieces of construction paper. Then, fold in half and staple along the 9 inch sides to make a pocket. Next, glue on the Reading Homework Strategies copy below, just click the picture below for your FREE download. After this, place in a filing area alphabetically. After you have finished the take home books you have taught, place in the pocket and send home each month on a day when you send homework. I choose a different color for each month. I label the first month with the number 1, the second month with the number 2, the third month with the number 3, et cetera. Each month I send home one packet with the child. By the end of the year, each child should have 10 packets labeled 1, 2, 3, 4, …. 10 in a different color. By doing this, parents understand that the 1 folder includes the easiest books and each successive folder gets a bit harder. Sending home books in this manner, I have found parents tend to keep them because of the organized format and continue to utilize them with their children during the summer months until the following school year. If you found this resource helpful, please leave a comment! Thanks! Terena If you haven’t already signed in as a follower, please join to receive more information and freebies.
By the time my friends reach 4th and 5th grade, there are some things that should be non-issues. There are some things I should not have to spend instructional time on. Basics. Thus was born the No Excuses list. Each year, after the first couple of weeks of school, I do a quick intro to the No Excuses list. This is a chart of things that, by the time they get to 4th or 5th grade, a student can reasonably be expected to be responsible for doing. Things like starting sentences with capital letters and putting endmarks on sentences. It is not unreasonable to expect those things of my students. However, I find so many of my friends do not have automaticity with them. They should be no-brainers, but my friends have shown (year after year) to be very lax in doing them. To intro the chart, I have the chart done with just the title. I explain what a No Excuses list is. I tell them that this chart will have on it the things that we know every 4th and 5th grader has been taught in previous grades and can be expected to do when reading or writing. These are things your teacher this year should not have to teach again because you learned, practiced, and did them in 1st, 2nd, and/or 3rd grade. I then have the kids brainstorm a list of what they would put on the chart. THEY KNOW! They know what they should be doing! Without fail, every year, they come up with the exact things we need to have on our list. I usually start with the top two; capitalizing sentences and using endmarks/end marks. (I always write endmarks as a compound word. I've seen it both ways band have just always written it as a compound word. Spell check does not agree!) We add teach item to the chart and in the bullet, put the date we add them to the chart. On my chart, the 27th and 28th were actually both added on the same day, but I was talking and writing at the same time and wrote the 28th by mistake. Except for those two items, I usually add items one at a time with at least a week or two between adding an item to the chart. This gives my friends time to work on each without being overwhelmed. What makes the chart work is the rule. Once it is on the chart, from that date forward, it is expected to be done on all work. No Excuses! If a paper is turned in with any of these errors, the student will get the paper back to fix or redo. Or, if I notice it on the paper before they turn it in I will say that I can't accept that paper and they need to check the No Excuses chart. I find that it is usually not that kids can't do these things. It's more that we don't, at some point, draw that line in the sand and say, "Okay, this is now on you! You have been taught and/or retaught these things year after year and now it is your responsibility to do them without being told. No excuses!" I know this might sound harsh to some, but I promise you after just a couple of weeks you will see a dramatic drop in students forgetting to do these basic things. I find the key for me is to stick with the expectations and be consistent in not accepting work that doesn't meet the standard. Now, I also know there may be some students you need to make exceptions for. But, in general, if something makes it on to your No Excuses list, everyone is usually expected to do it. What you have on your list can be tailored to the grade level, students' abilities, and the expectations you set in your classroom. You know your students best, so you have to create a list that works for you. The list can be added to as the year goes on, but I generally focus on things that have been taught in previous year(s) and are reasonable expectations of my students. Is this something you think would work in your classroom? What would be on your No Excuses list? Or, do you handle this issue in another way that might be good to share?
- Many of students fail to read with expression. - This poster reminds students what their voices should doing when they encounter specific punctuation marks. - Also included are smaller versions for students to keep with them during independent reading and to take home for parental support.
School has been pretty hectic these days. Although it is stressful, there are those rare moments of the day when all the students are actual...
I hope you were able to come up with some great ideas of how you plan on making Read To Self work in your kindergarten class. This chapter certainly gave me quite a bit to consider. I sure was glad to have Krissy’s guiding questions to help me through it. Before I go there though,…
I love thinking across texts with my students by connecting themes, characters, lessons, symbols, and relationships. When students are able to make connections across texts, they lift the level of their thinking and comprehension about the texts by synthesizing and interpreting information. Students become to expect me to ask them to think across multiple texts in various ways so they begin to do it independently too. Currently, in our Historical Fiction Unit we are connecting historical events and character actions/decisions within time periods. For example, thinking about how the time period impacted/caused the characters' actions, decisions, and conflicts during the Civil Rights time period by analyzing and connecting Freedom Summer by Deborah Wiles , Freedom on the Menu: The Greensboro Sit-Ins by Weatherford, and The Other Side by Woodson. Or by looking across The Butterfly by Polacco, The Harmonica by Johnston, Behind the Bedroom Wall by Williams, and The Boy in the Striped Pajamas by Boyne to connect how the World War II, internment camps, and the Nazis impacted lives, decisions, and actions of the characters and people living through that time period. I am always eager to find different picture books, chapter books, and nonfiction articles we can add to our text sets that we are thinking across and connecting. Last week, one of my colleagues, Heather, lent me Glory Be by Augusta Scattergood to read. As soon as I began reading it, I instantly knew that it was going to connect to Freedom Summer on many levels and was so excited to begin thinking across the two texts. Both Freedom Summer and Glory Be are set in the 1960's during the Civil Rights time period when African Americans were not allowed to drink out of the same water fountains, eat in the same diners, or swim in the same pools as white people. In both books, the swimming pool is a main focus and the main characters share similar feelings about the laws being unfair and that the color of your skin should not matter. My students loved reading and talking about Freedom Summer so I am excited to share Glory Be with them this week. Happy Reading! :)
Rereading using context clues is an essential decoding strategy that promotes independence in beginning readers. It also builds vocabulary, strengthens comprehension and can be used to build fluency.
The Corner on Character, for engaging and authentic character-development, integration and infusion ideas and activities.
See the first five reading lessons I use to teach routines and procedures when introducing reading workshop and guided reading to students.
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“It’s time,” the nurse said as she poked her head into our hospital room. “Great!” we both said in unison, masking the understandable nerves felt by all new parents as they gear up to bring their n…
March is Reading Month is here, and elementary schools nationwide are doing their part to encourage students to keep reading on a regular basis. As parents, what can you do at home to work together with your school in order to get your children reading? There are some simple things you can do to incorporate ... Read more
hold students accountable while they independently read with these easy to implement reading tips and tricks and strategies
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A couple of weeks ago I mentioned that I was working with my third graders on fiction summaries. I am very pleased to say that they have made a lot of progress! Unfortunately, that is only half the battle. Now, we must master nonfiction summaries, too! Does it ever end?! We used the same anchor chart, but focused on the nonfiction side. A nonfiction summary focuses on the main idea and supporting details. Finding the main idea can definitely be tricky. The only way to get better is through lots and lots of practice! For the first book, students analyzed my model of a nonfiction summary. Since the checklist worked so well for fiction, I made one for nonfiction, too! Students used crayons to mark up my summary. When they found something from the checklist in my summary, they either underlined or circled it and checked it off. We wrote the second summary together through guided practice. Once again, we used the checklist to analyze and mark up the summary when we were finished. For the final summary, students wrote the summary independently. They self-assessed their own summary using the checklist, then they traded with a partner. The partner then used the checklist to grade their summary. I love how the checklist allows students to be more independent. They can just reference the checklist instead of asking me for help. The constant assessing of my work, their own work, and other students' work provided constant repetition and reinforcement of the elements of a good nonfiction summary. We will continue to practice, and hopefully students will retain this information! If you would like your own copy of the checklist, click here. Do you use checklists in your classroom?
At last, Reading, Language and Writing Centers designed specifically for Third Grade students that will help on their reading journey. Students practice reading skills/strategies, fluency, grammar skills and a writing genre each week. These centers are designed to be used in any third-grade classroom. They follow the skill sequence outlined in the 3rd-grade Journeys series published by Houghton Mifflin Harcourt*. but, you do not have to be using this reading textbook in order to use the centers in your classroom. You can download the Week 1 freebie to see exactly what each center is like. 3rd Grade Literacy Centers Week 1. There are six literacy centers for each of the five weeks. Set 4 is for weeks 16-20. The literacy centers in this packet are designed to give your students time to practice the literacy skills and strategies that have been presented in-class lessons. You do not have to use all six centers every week. Choose the centers that meet the needs of your students and your curriculum. There are five weeks of centers in this set. Each week has six centers: Read About It: Students read independently, either a book you choose or they choose. At the end of the period, students write a brief paragraph reflection that focuses on the weekly reading skill. -Story Structure -Conclusions -Text and Graphic Features -Story Structure (plays) -Main Idea and Details Chat About It: Students read with a partner using books you've placed in the center. Then students use the thinkmarks to help them discuss the weekly reading comprehension strategy and mark that they've finished the center. -Monitor and Clarify -Visualize -Question -Summarize -Infer and Predict Listen to It: In this center, the students are with a partner again to practice fluency. They take turns reading aloud a text (self-selected or teacher selected.) The fluency text is not included in this packet. Then they rate themselves on their fluency. -Intonation -Stress -Expression -Reading Rate -Accuracy Just a Word About It: For this center, students focus on a word study skill with an activity that can be played with a partner, small group, or on their own. There is a response sheet where students write the answers and an answer key so they can check their own work. They also complete four short written practices for the week. This student practice page is 1 page with 12 to 15 questions for the week. -Context Clues -Suffix -ly -Word Roots -Prefixes pre-, re-, bi- -Dictionary and Glossary Be Right About It: This center focuses on grammar and writing mechanics skills. One set of task cards is included (24 cards) Students write the answers on a response sheet, and they can check their own work with an answer key. They complete four short written practices for the week. This student practice page is 1 page with 12 to 15 questions for the week. -Adjectives and Articles -Adjectives that compare -Verb be and Helping Verbs -More Irregular Verbs -Adverbs Write About It; The students work independently and go through the writing process to complete one short piece of writing for weeks 1, 2, and 3. During weeks 4 and 5 they go through the writing process again, but they produce a longer piece of writing. focuses on writing, writing process and writing traits Set 4 focus: Opinion Writing -Persuasive Letter -Opinion Paragraph -Problem Solution Paragraph -Persuasive Essay (two weeks) **These materials were prepared by Debra Crockett (Crockett’s Classroom) and have neither been developed, reviewed, nor endorsed by Houghton Mifflin Harcourt Publishing Company, publisher of the original Journeys Common Core Reading on which this material is based. **************************************************************** If you have any questions you can contact me through the Product Q and A on this page, or email: [email protected] Created by Debbie Crockett Copyright © 2016 Debbie Crockett All rights reserved by theauthor.
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I love rich print posters...I am always changing them, this is an oldie but a goodie, just a classic favorite of mine. It can be used for many grades. When we do our independent reading we always grab...
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