Writing
Our Family is Adopting!
Hello hello hello teacher friends!!
So I have been extremely busy these last 10 months because I have been preparing to adopt our new son from Uganda!
The road has been long and exhausting. But every time I think it gets too hard, I remind myself of the happy ending that is soon to come! And I remind myself that I have been working on this for 10 months, but my son has been waiting for a mom for 7 years!
Because of my adoption agency's policies, I am unable to share any specifics about the process or about our son until we are back home safe in the states. I will say that he has this picture of our family and he is so, so, so excited to have a mom and dad!
But, I can say that very soon the five of us will be boarding a flight to Uganda!! My husband will stay for about 10 days. My children and I will stay for as long as it takes for us all to be able to fly back home. I have been told this will be at least 2 months, but likely longer.
We are so fortunate that we are able to stay this entire time. I am going to be homeschooling our children. And because I work solely on the internet, I can work from Uganda! The kids are very excited about working in the orphanage and learning about their brother's culture.
As you can imagine, the cost to fly 5 people to Uganda, stay in country for several months, and then fly 6 people back is not cheap. And the cost along the way has been high as well. We are nowhere near wealthy, but we just keep pushing our way through the process. We refuse to use the excuse, ‘We can't adopt because we can't afford it.' And for the past 10 months, God has made a way to pay every bill that has come our way!!! It truly is incredible!! He is so much bigger than our bank account! 🙂
Back to School Adoption Fundraiser Bundle!!
So enough blabbing from me. I am writing this post to share an amazing back to school adoption fundraiser bundle some of my friends have helped me put together.
You can save 50% off all these resources and help support our family's adoption by purchasing this bundle!
But, hurry, because the bundle is only available through September 30th.
To see the bundle, click on the image below!
It includes 20 back to school and fall resources ranging from grades 1-8.
How Else You Can Help:
Adoption Coffee!!
I have bought so many of the amazing coffees offered, but here are two of my favorites!!!
Thank you all so much for your kind words and loving donations! We are overwhelmed by the support we continue to receive. Our family is forever changed in so many great ways. We can NOT wait to share our entire story with y'all one day!!!
Lots of Love,
Jen Bengel and Family
A Step-by-Step Guide to teaching Spelling Each Week
I wanted to show you a fun, engaging, new way I am teaching spelling this year!
I don't know about you, but I am tired of the old traditional ways of teaching spelling, where all the students in the room memorize the same 20 words each week.
There is no differentiation in learning with this method.
What if students already know how to spell all 20 words?
Or what if the words are just too challenging?
In either situation, no real new learning will occur all week!
But, there is a way to teach spelling in a way that every student will be challenged at his/her own level! And the focus will be on studying patterns, not memorizing a list of words. Let me show you how by going over the 5 days of instruction in this spelling process:
Day One: Whole Group Lesson and Choosing Spelling Words
Step One: Teach a spelling or word study skill in a mini-lesson format to the entire class. Â During the lesson, the students will help in making a list of words that follow the particular spelling pattern for the week.
Day Two: Review and Independent Practice
Day Three: Reflection of New Learning
Day Four: Partner Reteaching, Tips, and Practice Test
Day Five: Partner Spelling Test, What's Next…?
Thank you so much for stopping by!!
You can view a FREE sample of the year-long Interactive Spelling Curriculum by clicking the image below
Or, click on the images below to see the resource available for your grade level!
Thank you so much for reading this post! I hope it was helpful to you and your students. Best wishes!
Jen
TpT LOVES Teachers Sale and a Fun Linky
Hello Friends!
I am so excited to join some of my blogging friends to talk about some amazing resources I can NOT wait to buy during the Teacher Appreciation Sale this Tuesday and Wednesday (May 6-7)!!
These are the top 3 resources I can NOT wait to buy:
{You can click on the images to see them in each teacher's store}
#1 The first is a set of Common Core Daily Warm-Ups for Math. I have had my eye on these for a while. I will be homeschooling my kids next year and my son is going into 5th grade. As a literacy person, I need help with math! I know these will be wonderful. I love having the peace of mind knowing that I will be covering all the 5th grade math common core as well!!
#2 I also have a daughter going into 7th grade. So I am super pumped to have the 7th grade version as well! I love that both my son and daughter will have these similar resources that are appropriate for their grade levels!
#3 The third product I can't wait to snatch up is a Skittles math resource. My kids are obsessed with skittles so I know they will LOVE this resource!!
I am so excited about these 3 resources. I hope you will find them helpful in your classroom as well!
NO PREP Reading and Writing Common Core Packs
I have been working hard on some new Common Core resources.
I love these latest resources because they allow students to show all they know about the Common Core Standards, and require no planning time from me!
If you would like to check out a few of the newest NO PREP Packets you can click on the images below.
They will be on sale, along with everything else in my store!
Spring Cleaning Sale!
Hello friends!
I am joining in with other amazing teacher-authors at TpT for a little spring cleaning sale!
Click on the image below to hop over to my store and save 20% off EVERY resource through the end of March!
You may want to check out my month-long Poetry Units of Study just in time for National Poetry Month!
Or you could try some seasonal interactive edits!
Or, if you are like me, you are wanting to plan ahead for the end of the school year. I know that is so hard to believe that the end of the year is right around the corner! Check out these fun end of the year resources.
How to Get ALL Students Writing Poetry in 3 Steps
April is National Poetry Month! Â I have a few tips for you that have worked so wonderfully over the years when introducing poetry to my classes.
Some students are natural writers and can jump write in when asked to write poetry.
Other students will stare at you like a lost puppy, suddenly develop a stomach ache, have to go to the bathroom, call their mom because they forgot their lunch, or just simply want to run and hide!
So, how can we get all our students writing poetry? Â How can we challenge those already eager writers while bringing those reluctant writers along?
There are 3 steps to how I introduce poetry that have always worked!
Step One: Â I read, read, read a ton of poetry to the class. Â I let them spend several days just listening and enjoying some great poetry as readers. Â Sometimes we share our opinions, questions, and thoughts about the poems. Â Other times, I just read for pure enjoyment.
I make sure to have at least three overflowing bins of poetry collection books of all varieties. Â I usually get these from the school library and my own collection. Â Here are some of my favorite poetry collections:
Each day after I read, read, read, I put the bins of poetry books in the middle of the carpet. Â I then tell the kids to choose one book that interests them and begin reading those poems independently. Â I make sure to have enough poetry books so that there is at least one per student and they have lots to choose from!
We repeat this process of reading poetry for several days. Â There is no pressure to begin writing poetry yet, just enjoying what has already been written!
Step Two:Â To transition kids from reading poetry for enjoyment into beginning to think about poetry as a writer we move into step two. Â During this stage I continue reading great poetry to the class. Â But, during their independent work time I have students copy poems they really enjoy.
They simply choose a poem that stands out to them as something special and copy it exactly as it is written.
By doing this for a few days, there is still no pressure on kids to come up with writing their own poems. Â Here are some great benefits to this step:
1. Every student can be successful at copying a poem
2. Students are building a level of enjoyment for poetry
3. It is a great assessment to see what types of poems each student is really interested in
4. It builds a great sense of community as students share their favorite poems after they are copied
5. It introduces the ideas of line breaks, spacing, and font changes in poetry
Step Three: Â After students have copied several of their favorite poems, ask them to choose their absolute favorite. Â Choose a class favorite from all the poems you have read. Â On a large chart paper, write a poem similar to your favorite. Â Ask the class to help you write the poem, inviting them to share their ideas with the class.
After the class poem is finished, instruct students to do the same thing with their favorite poem. Â Tell them there are no wrong answers and that they can be as creative as they would like. Â That's what makes poetry so great!!
These three simple steps have saved my students from the pressures of having to instantly write poetry. Â They have also saved me a lot of headaches when trying to force students into writing poetry when they have no clue even where to begin!
I hope these tips will help you and your students during National Poetry Month!!
If you are interested in learning about the month-long common core poetry units of study I have created for both the reading and writing workshops, you can click on the links below.
Best wishes to you all!!
Jen
Tips for Using Picture Books in Upper Elementary and Even Middle School!
Well, hello again friends! Â Thanks for stopping by during the bright ideas blog hop!! Â There are so many fabulous ideas from my blogging friends, so I'm going to keep this short and sweet.
I wanted to share a few of my favorite tips for using picture books with older kids. Â I have taught grades 3-6 and found that students in all these grades enjoy listening to reading, even shorter texts the we may think only younger kids can enjoy!
I have found that shorter picture books, rich in meaning, can offer great reading and writing learning opportunities for older kids.
Tip #1:
Before introducing the text to the class, read it over and decide on 3-5 teaching objectives you can focus on before, during, and after reading the text to the class.
Tip #2:
Share your thinking that focuses on teaching objectives by stopping during reading and modeling what you are thinking.
Tip #3:
Invite students to share their thinking before, during, and after reading by having them turn and talk with a partner about what they are thinking as they are listening to you reading. (This way, everyone has a chance to share their thinking, not just the one or two students that always raise their hands and answer for the class.)
Tip #4:
LISTEN to students' thinking as they share with the class. Â Let their thinking direct your instruction. Â Take notes on the things they are noticing/thinking during reading. Â The things they are thinking about will lead you to create intentional future teaching that is highly engaging and appropriate.
Do NOT be afraid to get those big kids on the carpet!! Â It's a great way to keep them focused and making time to talk with partners quick and easy!! |
*** Here are just a few of my favorites short texts to read aloud with older kids. Â Check out the list of teaching objectives that would be great to use to develop deep meaning.
Ira Sleeps Over
1. Build a sense of classroom community by having each student share items they have slept with when they were younger. Â Or have them share something their brother, sister, cousin sleeps with.
2. Recognize rising and falling tension in a story.
3. Judge the main characters based on the things they do and say in a story.
4. Identify problems and solutions in stories.
5. Analyze how characters attempt, but fail, to solve problems.
6. Compare how the main characters are alike and different.
The Man Who Walked Between the Towers
1. Form opinions about real people in biographies, using evidence from the text to support your opinions.
2. Consider how illustrations in a text add to the meaning of the words.
3. Identify the setting (time and place) and consider how the events would be different if the time in which the events occurred were different.
4. Infer the reasons behind the main characters' actions.
5. Identify the author's purpose and message
6. Â Consider different possible solutions to problems in a story.
As you can imagine, the list of teaching objectives from just these two books could go on and on!
So, the next time you see a picture book, don't think it is too easy for your students. Â And don't even worry if they have read it before. Â They are older now; they will look at the book with a new perspective. Â If you look closely and keep an open mind, you will likely find countless teaching opportunities!!
If not, just read it to the class and ask them what they are thinking. Â Their ideas will spark so many teaching opportunities you won't have enough time in the day to cover them all!
Next up on the blog hop is Elizabeth from Fun in Room 4B. Elizabeth has a great post for
you all about getting all those task cards organized! Just click on the button below to check it out!
Alternatively, you can search by topic using the link-up below and move along to any
other blog on the blog hop!
Best wishes to all and happy teaching!!!
12 Freebies and a HUGE SALE!!
Hello friends!
I am so excited to share with you that I spent my entire weekend putting together a bunch of free resources! Each one of these free resources includes one or two reading/writing lessons and printable assessments. They are all part of larger units available. You can click on the images within each free resource to see many more common core lessons and printable resources!
Click on the images below to find these, and even MORE new FREE resources in my store!!
SALE TIME!!!
Also, Teachers Pay Teachers is celebrating a great milestone this week. They have reached 3 million subscribers!! Wow, it's hard to wrap my brain around how big that number is! That is 3 million teachers working together to create the very best classrooms possible for our students. Talk about one big group of phenomenal collaborators!!
So, this Thursday (2/27) and Friday (2/28) you can enjoy 28% off all the resources in my store and in many other stores on the site!!
Click on the image below to start filling up your wishlist and get ready for the big sale!
Realistic Fiction Units of Study Posted and on Sale!
Hello friends!
I wanted to let you all know that I have just completed a new month-long unit of study! This unit has been in the works for a loooooong time! I am so excited to have it completed.
To celebrate, I am offering this resource, for grades 2-6, at a special 20% off price through Friday, January 31.
Click on the images below to view these units!
Here is what is included in this unit:
- 20 reading workshop mini lessons, details, and chart examples linked to the Common Core State Standards.
- 20 writing workshop mini lessons, details, and chart examples linked to the Common Core State Standards.
- 40 printable mini lesson statements.
- A list of 20 interactive read aloud realistic fiction picture books with one book linked to every reading lesson.
- A detailed description of the reading and writing workshops.
- A detailed description of interactive read-alouds and how to use them with the lessons.
- Printable tabs for reader's and writer's notebooks.
- Directions on how to set up reader's and writer's notebooks.
- Printable record of reading form for students.
- Printable reading conference observation form for teachers.
- Printable writing conference observation form for teachers.
- Printable reading log sheet for students.
- Printable book talk planning form for students.
***These units have the same mini lessons in each grade level. The only difference is that the grade level Common Core State Standards are attached to each unit.
Coming Soon…
- A Fantasy Reading and Writing Unit of Study
- Supplemental Printables for the Realistic Fiction Unit of Study
- Supplemental Printables for the Fantasy Unit of Study
Best wishes to all!!
Jen
Teacher Training in Uganda: Preparing for the Next Generation of Learners
Hello again friends! I am back from my trip to Africa and can't wait to share my experiences training these wonderful teachers with you all!!
In case you are unfamiliar with how I ended up traveling to Africa to train teachers, you can click on the image below to find out how this journey all began.
5 Main Goals of the Conference:
1. To empower teachers
2. To open teachers' minds to a different way of teaching that will promote active learning in all students. (To move from a traditional style of teaching to a more inquiry-based style)
* In Uganda, all teachers use a traditional style of teaching that involves mostly lecture and memorization. There is no real critical thinking involved and no real way for teachers to assess if students are really
understanding objectives.
* Many teachers believe: ‘it is my job to present the information, and it is the students' jobs to understand. Once I have taught the lesson (via lecture, memorizing definitions from a text, or restating facts) then my
work is done.'
* Teachers use this traditional approach because that is all they know. They were taught with the same
rote memorization approach, and were trained only in this style at their teacher colleges.
3. To show teachers the importance of making connections between what is known (backgrounnd knowledge) and new information (what is being taught).
4. To show teachers how language and the written word are the keys to all other learning.
* In Uganda, there are over 50 different mother tongue languages, but the national language is English. That means that every…single…student is learning English as a second language. They require, but are not currently receiving, a bilingual education curriculum. Everything is taught in English only.
* The new curriculum we are writing for Uganda will be bilingual. Students will learn in their mother tongue the first week. The second week, they will receive the same instruction in both their mother tongue and English. The third week they will receive very similar instruction, but in English only. In this way, students will be able to make connections across the two languages and connect their second language (English) to their mother tongue.
5. To learn just as much from the teachers (if not more) than I could ever teach them.
How I Accomplished the 5 Main Goals:
What is Teaching?
Goal One: Empower Teachers
What is Learning?
Goal Two: To open teachers' minds to a different way of teaching that will promote active learning in all students.
2. I modeled the think-aloud approach several times. I wanted to show teachers that there is more to teaching than just reading a book, or parts of a textbook and memorizing definitions. I used the think-aloud strategy to show them how we should be modeling our thinking before, during, and after we read anything to our students.
Learning is About Making Connections!
Goal Three: To show teachers the importance of making connections between what is known (backgrounnd knowledge) and new information (what is being taught).
Teachers are the bridge responsible for connecting what students already know to what they are expected to learn |
Language is the key to all other learning
Goal Four: To show teachers how language and the written word are the keys to all other learning.
Learning from the Teachers
Goal Five: To learn just as much from the teachers (if not more) than I could ever teach them.
Teachers trying out some inquiry lessons that they wrote together! |
…on Friday afternoon. Teachers put on a drama:
The drama was about a bus driver who lets all kinds of negative influences onto his bus while he keeps pushing Jesus to the back. It was such a great message!! |
Sang Songs:
And Presented Me With a Gift!
I’m in Africa Working with Teachers!! Find Out Why!
Hello friends!
I wanted to let you all know that I will be in Uganda from December 6- December 18. I will not be available to answer any questions during this time.
You may be asking yourself, so why in the world are you going to Africa!? Over the past few months, I have begun writing curriculum for the schools in Uganda and South Sudan.
None of this would even be possible if it were not for Teachers pay Teachers. Because of TpT, I was able to stay home this year and focus on my family. Little did I know at the time that God had bigger plans for me. I never dreamed I would be going to Africa!!
Teachers pay Teachers got the ball rolling. And here is how the rest of events happened that led me to the other side of the world…
Major Events that Have Led to Me Writing Curriculum for Africa:
1. My family moved from WI to AL this summer
2. Within the first month of being in AL our pastor announced to the church that we would be supporting a missionary couple in Uganda. He said that if anyone was an educational author, teacher, or knew publishers to contact the church. I felt like he was talking right to me!
3. I contacted the church and began talking with Lisa, the missionary in Uganda.
4. The mission of her and her husband was to create a curriculum for the children of Uganda and South Sudan.
5. After just a few weeks of communication, Lisa felt strongly that she should come to America and work on beginning to write the curriculum with me.
6. Lisa arrived in the United States at the beginning of October.
7. We have been working together almost daily since then. So far, we have created a framework for the curriculum and have written some early year lessons.
8. We began discussing the importance of training the teachers on the new curriculum. We knew that if the teachers were not on board, the education would never reach the millions of children we are trying to teach.
9. So, we decided I would travel to Uganda and host a week-long training session for teachers on the new curriculum. Most teachers in Uganda have the equivalent cognitive levels of a freshman in high school. So, the curriculum needs to be very scripted. They do not know how to comprehend text or think critically. These are of course major skills that will be included in the curriculum. So, in order for teachers to be able to teach reading comprehension and critical thinking, they need to learn it themselves.
10. The training will take place the week of December 6-13, with approximately 60 teachers present and some government officials.
The Major Challenges With Writing Curriculum for Uganda and South Sudan:
1. It needs to be bilingual. English is the national language in both South Sudan and Uganda. But, in both countries there are over 50 different mother tongue languages spoken at home. So, kids come to school with no English.
2. It needs to be taught with little to no resources. In most schools, the only available resources are pencils
and thin paper. That's it. No crayons, markers, posters, math manipulatives, scissors, glue, etc, etc, etc. There is no ability to make copies or purchase workbooks.
3. Teachers with a 9th grade educational level need to be able to understand and effectively teach the lessons.
4. All the curriculum needs to maintain and African perspective. Our goal is not to ‘Americanize' the next generation of Ugandan children. We want to build a generation of critical thinkers, who value the written word, are able to reason, and can develop morals and beliefs that will positively affect every aspect of their lives.
If you would like to know more about the work we are doing, you can view this informational video featuring my friend Lisa and her school in Uganda.
Again, thank you all for your patience while I am out of the country. I will be sure to update you with pictures, video, and all the amazing adventures when I return to the United States.
Best wishes to you all!
Jen
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Cyber Monday SALE and Linky Party!
Hello Friends!
Well, it's that time of year again for another BIG sale! This Monday AND Tuesday (December 2-3) you can enjoy 28% savings on everything in my store. Visit my store by clicking on the image below!
There are so many other amazing teachers having sales in their stores as well. Find some of their great work by hopping around this fun linky party! Click the image below to get started.
Let's have some fun with these creative Christmas song titles for teachers!
It's Beginning to Look a Lot Like Reading!
The 12 Days of Common Core!
I'm Dreaming of a Holiday Product!
Have fun shopping during this amazing sale! I know I will be emptying out my wishlist on Monday too!!
Birthday Sale! Plus a FREEBIE
Hello Friends!
So guess what!? November 20th is my birthday and I am turning 30-something (NEVER ask a lady her real age). I wanted to offer 20% off everything in my store for one-day only.
Click on the image to visit my TpT Store! |
To add to my birthday fun, I put together a birthday celebration you can share with your students. Help them remember that special day with this freebie!
Click on the image to get this FREEBIE! |
I hope everyone is having a great week!
Best wishes to all,
Jen
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Cooking Up a Caring Classroom
Hello Friends!
I have teamed up with some other great bloggers to share some incredible books written by Julia Cook. You can check out all her books on her website by clicking here.
Click on this image to link to other great blog posts about Julia Cook Books! |
Book Summary:
The Best Parts of this Book:
What makes this book so special is the way Ms. Cook describes the physical way in which Louis feels right before he interrupts. Kids can easily relate to the feelings Louis has right before he blurts out his important words. We all feel like our words are important, and they are! But, just like Louis, we all need to learn the appropriate time to share our words.
Ms. Cook then describes a practical way to stop oneself from interrupting. Louis learns to bite down on his tongue and breath the words out through his nose. This keeps Louis from interrupting. He learns to wait until it is his turn to talk.
Ideas for the Classroom:
I have read this book in my classroom during the first few weeks of school for a few years. Even my fifth graders were engaged in the story! It is an excellent mentor text that helps set classroom expectations.
During the story, I stop and ask my students if they have ever been a Louis. I tell them, be honest! Almost everyone raises their hand!
I ask students to turn and talk with a neighbor about a time they have been a Louis. Then I ask a few of the students to share a few times they have been like Louis.
We talk about how all our words are important. I tell students that I really want to listen to everything they have to say. But, it is impossible to listen when more than one person is trying to talk to me at once.
And, sometimes we run out of time in class. Not everyone can share their very important words with the entire class.
We finish reading the story of Louis. We practice biting our tongues and breathing through our nose to keep from interrupting.
After reading, I ask students to sign an interrupting contract. Please enjoy this free resource by clicking the image below.
Another strategy I introduce to my students after reading is the idea of writing down their very important words. I set a stack of index cards next to a teacher mailbox. I let students know they can write me a message of their very important words any time we run out of class time. I will read their important words after school every day.
My students LOVE this! It makes them feel special just knowing that I really care about everything they have to say.
I hope you all enjoy this blog hop and get some great ideas for your classrooms! I would LOVE to hear how you are using some of Julia Cook's books as well. I welcome all your comments below.
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Best Wishes!!
Jen
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What do We, as Teachers, Understand About Writing?
Writing is my
absolute favorite subject to teach because it is the time in the day when I
begin to understand my students the best.
Through their writing, I can see their experiences, beliefs, values, and
so on. It is a magical time when their
creative minds are at work! But, before
I can begin teaching writing, I have to ask myself what it is I want my
students to be able to do as writers when they leave my classroom.
planning and teaching writing, we must be self-reflective and ask ourselves
questions as writers. What do we, as
teachers, understand writing to be? What
do we understand writing not to be? What
do writers do to ensure they are creating their very best work? Only after we have answered these questions
ourselves can we begin to understand what it is we need to teach our young
writers.
Here are my best
answers to these questions:
What
do I Understand Writing to Be?
creative expression of the mind.
way to respond to personal experiences.
way to deliver information that is extremely important to the author.
place to share our purpose about the things we are passionate about.
•Making
a difference with the written word.
•Feeling
valued with what we have to say.
with the readers (our audience).
place to ask and answer our own questions about matters that are important to
us.
What
do I Understand Writing NOT to be?
•Writing
is not about everyone in the class writing about the same topic.
•Writing
is not about simply responding to a prompt.
•Writing
is not only about correcting poorly written sentences.
•Writing
is not at all about trying to write with someone elses idea.
•Writing
is not about learning how to follow directions.
•Writing
is not just about learning about paragraphs, indenting, spacing, etc.
•Each
writer brings a unique set of experiences and beliefs to writing. A class of writers can not produce the same
response to a prompt.
•There
is no right or wrong answer.
do Writers do to Ensure they are Creating their Very Best Work?
•They
are reflective…they think about their personal experiences.
have a strong purpose for what they are writing about.
understand their audience.
brainstorm ideas by making lists, webs, timelines, charts, more lists from
lists, etc.
talk with other writers.
ask questions.
research.
reread their work several times.
consider their audience when they write.
are observant…they don’t let the world pass them by. When they get an idea, they write it down so
that moment becomes a permanent place in time.
carry a notebook with them to gather ideas.
are patient with their work.
read books from other great authors and think about how they could try certain
writing strategies in their own work.
value their own work.
see themselves as really writers that have something important to say. They know their words matter to their
readers!!
As you begin teaching
writing this year, ask yourself these 3 questions and make your own list! You may find that the third list makes a
great set of teaching objectives. After
all, we all want to teach our young writers to do their very best!
I’d LOVE to hear your
lists and thoughts! Send me a message
and tell me how you are planning to instill a sense of value and purpose in
your young writers!!
Best wishes to all the writers out there!!
Jen
ELA Summer Book Club Chapter 10 (last one!)
Hello friends!
I am so excited to wrap up this amazing summer book study! There has been some great conversations regarding the ELA Common Core for grades 3-5. If you missed any, check out these other posts!
W- (What I Know)
are 10 Reading Literature and Reading Informational Standards per grade.
are 3 separate writing pieces each grade needs to complete (informational,
opinion, and narrative)
standards require higher level thinking skills as they go up the grade levels.
of the standards require students to be reflective readers.
standards seem like they could apply to several different types of lessons.
•They
are consistently worded across grade levels, like a continuum.
W- (What I Want to Know)
there a recommended sequence in teaching each standard throughout the year?
much time should teachers invest in each standard?
can teachers incorporate more than one standard across subjects in there
lessons?
do the standards support differentiated instruction to ensure all students are
learning?
types of assessment formats best match the standards?
L- (What I Learned)
CCSS present a shift in thinking. They
move away from separating reading standards and include elements of these
standards (phonics, vocabulary, fluency, comprehension) across all ELA
standards.
instruction has pros: going deeper with content, saving time, making
connections, kids become highly engaged.
Instruction has cons: keeping the learning relevant to the curriculum, limited
texts selected just to support theme and not reading/writing skills, may lack
explicit instruction.
CCSS are moving for more teaching for content at the elementary level.
CCSS are moving for more teaching of strategies at the secondary level.
topics that are too broad skim the surface of too many ideas…no deep learning
occurs.
W- (What I Still Wonder)
can teachers incorporate science and social studies standards into writing and
reading classes without turning the lesson into a science/social studies
lesson? In other words, how can teachers
ensure they are still teaching writing/reading strategies and not just teaching
the content in a science/social studies text?
does project based learning look with the new CCSS?
types of assessment formats best match the standards?
is the balance between content instruction and strategy instruction?
Units of Study Frequently Asked Questions
I have been getting a lot of questions about the units of study available in my Teachers pay Teachers store. I think it's great that you all are asking questions!! I love to help teachers in any way I can. So, I decided to create this post of FAQ's that I have received so that you all can have additional information in one spot. I will add to the list of questions as needed.
Question #1:
Q: I do not have the read-aloud picture books that you recommend for the lessons. Do I need to buy them?
A: Absolutely not! The picture books that I reference in all the lessons are merely suggestions of titles that go along nicely with the reading/writing strategy for that day. The lessons are focused on teaching students reading/writing strategies that they can apply to reading any text or writing in any genre. They are not lessons that teach to the content of a specific text; therefore, any text can be used to model the skills taught.  Any read-aloud texts that you have in your classroom can work with these lessons. Some people like to have the exact titles, but it is NOT necessary. It is completely up to you if you would like to use the titles I suggest.
Question #2
Q: What order do you recommend teaching the units?
A: The order in which you teach the units is completely up to you and how your school/district maps out the curriculum. I do suggest beginning the year with “Launching the Reading and Writing Workshops” (although this unit can be taught at any time; some teachers use it again after winter break). I teach the personal narrative unit next because I have found that students have an easier time writing about themselves than anything else. This unit is a great way to get all students involved in writing! After that I usually teach the informational unit so that I can introduce some nonfiction. Each year varies after the third unit. Again, it is totally up to you and what order works best.
Question #3
Q: Are you making units for first and second grade?
A: Yes! I am planning to create units for first and second grade! These will take some time though. I do a heavy amount of research before I begin to develop each unit. I take creating these units very seriously as I want to develop the best lessons for the appropriate grade levels. I am hoping to have units for first and second grade by the end of 2013!
Question #4
Q: Are these units based on Lucy Calkins Units of Study (I get this question all the time!)?
A: I have heard of Lucy Calkins and think she is doing some amazing things with writing! But, I have not studied or taught with any of her units. I have been trained at Lesley University in Cambridge, MA with Irene Fountas and her colleagues as a Literacy Collaborative Coordinator. I believe that many of the ideas from Irene and Lucy are similar and align with best practices in the area of literacy instruction.
Question #5
Q: Are the lessons the same from grades 3-6 in your units?
A: Yes, the lessons are the same in my units from grades 3-6. The only difference between the grade level units is the Common Core Standards that are attached. Teachers always have the opportunity to change some vocabulary in the mini lesson statements so that their students can understand each lesson. Every classroom is filled with unique students that only that teacher knows best. I would expect the language in the statements to change slightly based on student needs. I have taught these units in grades 3, 4, 5, and 6. They are appropriate for each level. Of course I have found with the older students that I can go deeper with them. I can challenge their thinking a little more, which makes the lessons fun and new each year!
Question #6
Q: Will your units for grades 1-2 have the same lessons as the 3-6 units?
A: The units will likely be the same genres, but the lessons will be much different. The vocabulary, expectations, and activities will change to fit the needs of first and second graders. I fully understand how different primary is from intermediate and I want the units to reflect the needs of primary.  This is another reason why these units will take a while before they are published.
Question #7
Q: Can you create SMART Board lessons for these units?
A: I would LOVE to be able to create SMART Board lessons for the units. However, I do not have that software.
Question #8 (Added August 16, 2013)
Q: Based on the reader's/writer's notebook dividers in your units, how many pages
do you recommend having in each section?
A: This is what I would recommend for Reader's Notebook:
*About 10 pages for the ‘reading log' section
*Split ‘mini lessons' and ‘reading responses' in half
This is what I would recommend for the Writer's Notebook:
*The first half for ‘gathering seeds'
*Split the second half with ‘mini lessons' and ‘word work'
I hope this post has helped answer all your questions about my units of study!
***Please add any additional questions you have in the comments section. I am here to help 🙂
To view just a few of my units click on the images below!
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The Unit are Also Available in Bundles: get 8 units for the price of 6!
A Fun End of the Year Reading Review Lesson!
graders. We spent a lot of time looking
in our readers’ notebooks under the mini lesson section. All year my students have copied the mini
lesson statements and the date each day throughout the year. Here is how we reviewed some of the reading
strategies we have learned this year:
I called out a date and students found the mini
lesson from that day in their notebook.
One student read the mini lesson to the class.
We talked about what type of reading strategy we
learned that day and how we continue to use that strategy each time we read.
We picked one day from each month and followed
the same steps as a review.
I then sent students off to work independently,
completing the graphic organizer, “My Reading Strategies.” I asked them to read over the mini lessons
from the year and choose 12 that were the most important to them.
After independent work, students gathered back
at the carpet. They shared their 12
strategies with a partner.
After sharing, I asked students to look for
strategies they chose that were the same as their partners.
Finally, I asked students to share with the
class which strategies they had in common.
We had a discussion about what is most important. The strategy that kept coming up in my class
what that readers ask and answer their own questions. My students all felt that was a very
important strategy!
The students were able to see the value in taking good notes all
year. They all really enjoyed looking back
in their notebooks. We had a few
learning experiences about taking notes as well! Some students were missing dates and others
struggled to read their own handwriting.
These were great teachable moments about the importance of writing for
meaning!!
review lessons, come visit my store to purchase this super fun reading review
pack for your own class!
lives, even with the few short days we have left…make them the best!!!
EVERYTHING IS ON SALE!!
It’s that time again…for another BIG Teachers Pay Teachers
site-wide sale! I am so excited to let
you all know that you will be able to save 28%
off ALL my resources (and many other amazing sellers as well) from May 7-8. All the people at Teachers Pay Teachers want
to celebrate and say thank you for the wonderful work we all do for our
students across the world!! Don't forget to add the code at checkout to get the most savings!
sale will not be held again until sometime in August, so now is your time to
stock up and save big. Start planning
early for next year with my Reading/Writing units of study. All units include 20 reading lessons; 20
writing lessons; Common Core State Standards for each lesson; descriptive
details and chart examples for every lesson; and much more! Each
genre is available separately for grades 3-6.
Click on the links below to view just a few to choose from!
Biography Unit of Study Grade 4
Informational Unit of Study Grade 6
Personal Narrative Unit of Study Grade 4
Standardized Test Unit of Study
descriptions for more links to other units available for that grade level!
in our shops which will equal 28% with the coupon code from TpT!
END OF THE YEAR READING AND WRITING FUN!
Hello Friends!!
I hope you all are enjoying a restful and relaxing Saturday morning. I am off soon to watch my son play flag football. He is 9 and it is just so much fun to watch him play!
I wanted to send out a quick blog for two reasons. First, I need your suggestions!!! I am super excited to start a new set of resources that will support the units of study I have created. If you are not familiar with my units of study, they are month-long reading and writing units that focus on specific genres. They include 20 reading and 20 writing mini lessons, with extensive details for each lesson included.
So, this is where I need your help. I am planning to create a supplemental set of resources for each unit. Here is what I plan to include so far:
1. Printable graphic organizers for every reading lesson (great for assessment!)
2. Printable writing organizers for each stage of the writing process
3. Grading rubrics for the final writing piece
4. ?
5. ?
and so on…
If you purchase and use my units in your classroom and have any suggestions for me I would REALLY appreciate leaving me a comment. I want to make these resources the most practical and useful for everyone! Thank you!!
Second, if you haven't found them already, I have created three super fun end of the year resources. My fifth graders and I are working on the time capsule writing unit right now. It is so much fun and the kids are having a blast writing to their future selves!!
I plan to start the reading review unit this Monday. I made all the graphic organizers into a bound reading memory book. I even included a couple of blank pages in the back for students to leave reading tips for their friends!
Finally, this last resource is called leave a note for the new kid. This is so much fun! Students fill out a questionairre about their teacher and classroom. They leave the note in their old desk for next year's student to read. I have done this for several years and it is always so much fun to see what the kids write! It is also very fun to see the new kids find them at the beginning of the school year.
I hope everyone is hanging in there as they wrap up another school year. I have 5 weeks left and I'm counting the days!!
Best Wishes to all!
Jen
Grade 2 Guided Reading Bundle Posted and on SALE!!
Wahoo! I am sooooo excited to announce that the Grade 2 guided reading bundle is finished!! It is 597 pages of four guided reading levels (I-L). It includes 100's of teaching objectives, I Can statements, printable graphic organizers, and so much more! There are also 160 suggested book titles in fiction and nonfiction! It was such a whopper it took over an hour just to upload!!
Thank you all for your patience as I worked through these levels. I really try to make these the best resources I can. Up next are some fun end-of-the year writing projects. And then I am starting grade 4 guided reading (levels Q-S).
You will save $10.00 by purchasing the grade 2 bundle instead of buying all four levels separate. You can also save an additional 20% now through tomorrow (March 24). I hope everyone has a fantastic weekend!!
Jen