Sunday, April 5, 2015

~*GIVEAWAY*~PREP TOON Math Resources

Last year, I used the 6th grade PrepToon math videos with my 5th graders (4th and 5th grade videos were not yet available.) I loved the real-world math exposure that the videos allowed my 5th graders to experience instantly. They were not simply given word problems on paper, but were able to visualize them with the help of Preptoon's short videos. This was especially helpful for my inclusion students and students who have difficulty understanding what computations a word problem requires them to complete. The CD also includes worksheets that go along with the video questions.

After using the videos, I left this feedback:
{You can check out some of their awesome work with the freebies in their TPT store.}

I'm excited to be partnering with PrepToon to host my first ever giveaway! Math Animations by Preptoon has offered to give away a set of Common Core aligned math animations to one lucky winner. (4th, 5th, and 6th grade video sets are available).

"These story based animation videos which show importance of math in daily life will help you engage your kids and make your math class more fun and lively. Plus these videos are CCSS aligned and come with printable worksheets to follow along video activities."

a Rafflecopter giveaway

Soon, PrepToon will be launching their website with "100's of interactive videos, 750+ critical thinking questions and printable worksheets." The videos will include interactive features where students input answers and receive feedback and data reports for teachers. This week, I had the opportunity to try out the website and it's features and I think it's going to be a classroom necessity!

You can preview one of the videos I watched here:
When the website launches, I will be holding another giveaway for access to it! {Holy MOLY, that's gonna be a great deal!} 

I will announce the winner on Monday April 13th, so submit your entry and stay tuned!!

Don't forget, I'm having a spring break appreciation sale through Monday!

Saturday, April 4, 2015

Yahoooooooo! Geometry!

I just updated one of my OLDEST PRODUCTS!!!!! Like, 5 years old, BABY! And I have to say, I am so glad I took the time to add more information to my Geometry Vocabulary Cards Product. This baby went from 13 pages to 25 and it's staying at the same price as it was!

I'm starting my Geometry unit on Monday so decided this was a great time to freshen up all of my Geometry resources. I hope to have the others updated this week! I hope you love this resource as I can't wait to use it with my 4th graders! My 5th graders LOVED the team competition we did with these vocabulary cards last year.

These 41 Geometry Vocabulary Terms aligned to 3rd-5th grade common core. Terms, a visual, and a written definition are included (for a total of 123 cards).
This set of Geometry Vocabulary cards can be used to provide students with multiple exposures to vocabulary terms and to offer them a study strategy for Geometry units and state assessments. I have included creative and fun ways for students to play with these cards and engage with the vocabulary terms. 
This resources also includes:
-Over 5 different activity and game ideas for utilizing the cards in your classroom (with cooperative groups, partners, stations, and independent activities-includes ideas for differentiation and scaffolding)
-Printing ideas that help you DIFFERENTIATE
-Common Core alignment
-6 pages that support the activity ideas
Don't forget, everything in my store is on Sale through Monday and tomorrow I'm announcing my GIVEAWAY contest! It's getting exciting UP-in-HerE! <3

Friday, April 3, 2015


Hello Followers!

My spring break is coming to an end. We go back on Monday! As I'm planning for our upcoming units, I'm having to make a few purchases of resources on TPT, so I thought, maybe you are planning too and YOU DESERVE A SALE!

My Teacher Appreciation Spring Break {you deserve it} sale runs now through Monday April 5th and everything is 20% off! It's a great time to grab my Multiplication Intervention Bundle or my Morning Meeting bundles at a super duper deal!

I'm also spending some time today updating my geometry files. I plan to put together a bundle by Sunday of all of my Geometry products, so be on the lookout! It's gonna look something like this {and if you already own some of my geometry products, be ready to download the new files!}
Also, I'm announcing a GIVE AWAY on Sunday for a FREE Year-Long Common Core Curriculum for Math from Prep Toons! Animation products for grades 4-6 are currently available. The set costs $20 on TPT but its over 35$ worth of value! Later this year, I will be hosting a giveaway for Preptoons newly launched website! You don't want to miss any of this fun! You must be following my BLOGFACEBOOK page, and TPT store in order to enter. Please follow Prep Toon on TPT as well. Go ahead and do it now to get ahead of the game! :)

Monday, March 23, 2015

~*Worksheets and Dendrites*~Ch 1 & 2

Allowing students to brainstorm and discuss is something I feel I do all day long! My students have journals for every subject. This provides the perfect place to brainstorm ideas for questions that I pose. I learned early in my career that choosing one student to answer questions was not my style (mainly because it bugged me that the disengaged students constantly got out of doing the thinking). I think it is important to give everyone "thinking time" and my students quickly get in the habit of jotting ideas and responses when I pose questions, especially in reading and math.

This year, I have increased partner and group work to capitalize on my students' love of talking. (Look on the bright side!) Early in the year, I realized that my students loved to talk. The first week of school, I was really unsure of how I was ever going to get them to be quiet and work. I find myself often saying "How can I do this where they get to talk?" My students have multiple opportunities throughout the day to discuss and work in partnerships and small groups; we are often engaged in a group project where they have to work with the same classmates long term. With small group and partner activities, engagement and participation increases to nearly 100%.
With our recent Ecosystems Museum Exhibit (project based learning), I have fallen in love with using art in the classroom. Project-based learning is a perfect reason for incorporating art, and I not only included it in my students' culminating project, but their research pages contained multiple opportunties for them to draw what they had learned. I'm definitely on the look out for more ways to allow my students to sketch, draw, and paint in the classroom and have plans to increase my use of art next year. I had to put this strategy under the "sometimes" category.
During the first week of school, I was going back and forth about whether or not to have my students create Heart Maps. Holy-moly, teacher-friends, am I glad I did!?! I have little artists in my classroom. They worked so hard on these things and took their time. {I should have known then that drawing was the way to their hearts.} And, doesn't art often allow certain students to shine?
I have greatly increased my use of sketching and drawing in math with our fractions unit. Students have drawn and colored pies, pizzas, cookies, chocolate, and cake! I found an amazing set of math resources from Georgia from their Common Core performance standards. I modified their handouts a few times, but if you want something hands-on with a little bit of art incorporated, go to this website immediately. I used the 3rd and 4th grade materials, but they have them for K-6.
In my previous post, I reflected on my use of the 20 strategies discussed in Worksheets Don't Grow Dendrites and categorized them as "I already do that-A LOT," "I already do that SOMETIMES," and "I hardly ever do that." I am enjoying the reflection that this book is putting me through. Even if you are not reading the book, I encourage you to look at the strategies and see which new ones you might implement more often. 

Wednesday, March 18, 2015

~*~Book Study~Worksheets Don't Grow Dendrites~*~

Have you heard about this book study? I bought Worksheets Don't Grow Dendrites as soon as I saw the announcement from Amanda at One Extra Degree. I thought it would give me some PLC (professional learning community) time that I am missing these days (I'm at a one person-per grade level school, so I am the lone 4th grade teacher). I'm a pretty reflective teacher {have you noticed?}, and I thought this book would push me through some reflection.

I have been reading the book and thinking about my own classroom, but I have yet had time to post. Tonight I was thinking about the title...WORKSHEETS (pencil and paper, sit at your desk for an hour and do this) "don't grow dendrites." When I think of dendrites, I think of synapses and neurons, and one idea connecting to another like our veins running through our body or tributaries leading one river into another, into the ocean. I've had many experiences as a teacher where I could literally feel my dendrites branching off and connecting to other things I knew and experiences I have had--I bet you have too. We constantly have those AhHa! moments when we are teaching--oh, that connects to that thing we are doing in another content area--oh, that's a new way to teach that--oh, I'm out in the world doing my thing, and that reminds me of ____ that I teach.

I believe that finding ways to get kids OFF of the worksheets WILL grow more dendrites than constant pencil-paper-pencil-paper-sit-at-desk.

When I skimmed through the book and saw the strategies mentioned, I thought, "Man, this is all stuff we all already know," and "I already do that."
And then...
      ...I remembered that "I already do that" is my PET PEEVE of professional development. We always have something to learn and I believe that even if we think we "already know this" and "already do that," we {I} always have tons of room for improvement in utilizing strategies routinely, consistently, strategically, and with FINESSE. The 20 strategies suggested in Worksheets Don't Grow Dendrites include:
When I look at the list of strategies, I have to admit "I don't already do" all of that :) I'm sure we all lean on certain techniques more than others. Maybe we find what works for us and our kids and maybe we are in a rut sometimes and forget to include things we've already learned. So much to do, so much to think about, so much, so much! I also think that I put a lot of pressure on myself when thinking about how I'm doing and making improvements--I don't feel like I'm using these strategies if I only use them in one subject area or as a once a year kind of thing. In my mind, "doing" these strategies means that they are embedded in my classroom throughout the year. Being an elementary teacher with 5 subject areas is tough!

I decided to put the 20 strategies on a chart (One of my favorite strategies--always, sometimes, rarely :) )
If you haven't started following along with the book study, here's the schedule. Each of the bloggers listed are hosting a linky party, so if you have a blog, you can link up your reflections too. Click on a blog and catch up!
Kickin it in Kindergarten- Chapters 1 and 2 (February 28th)
Mrs. Wills Kindergarten- Chapter 3 (March 7th)
Queen of the First Grade Jungle Chapter 4 (March 10th)
Fabulous in First Chapter 5 (March 14th)
One Extra Degree Chapter 6 (March 17th)
Mrs. Jump's Class Chapter 7 (March 28th)
The First Grade Parade Chapter 8 (March 31st)

In April, you will be visiting these girls for the remainder of the study:
Mrs. Ehle's Kindergarten Chapter 9 &10 (April 4th)
What The Teacher Wants Chapter 11 (April 7th)
First Grader At Last Chapter 12 (April 11th)
Erica's Ed Ventures Chapter 13 (April 14th)
KinderGals Chapter 14 &15 (April 18th)
A Rocky Top Teacher Chapter 16 (April 21st)
Mrs. Wills Kindergarten Chapter 17 (April 25th)
Little Warriors Chapter 18 (April 28th)
Falling Into First Chapter 19 (May 2nd)
Kickin' it in Kindergarten Chapter 20 (May 5th) 

{And stay tuned for my "catch-up" posts of my reflections from each chapter}

Monday, March 16, 2015

Mobile Museum Ecosystems Exhibits~PBL~

Project-based learning has been in full swing for my 4th graders for the past month or so. I'm so excited to share the process and the results with you. My principal {requires} at least one project based unit each year. In our first "project" earlier this year, students negotiated and presented a $20,000 budget to the principal {for our government/economics unit}. If you are not familiar with project-based learning, the Buck Institute is a great place to start poking around. We were also strongly encouraged to figure out ways to incorporate the arts into our project because we are working to be recognized as a STEAM school. I decided to focus my PBL unit on Ecosystems/Organisms through an Ecosystems Mobile Museum Project--Project based learning? Check! Art...Oh yeah baby! {If you didn't catch my last post about my Ecosystems Research unit, you may want to go back and read that first.}

I dare say this project was more fun and meaningful AND allowed me to incorporate lots of Language Arts and technology goals into a science-based unit. I'm going to share what we did {and if you are a PROJECT BASED whiz, please forgive me for coming late to the game AND I  will admit that I do feel this is more INTEGRATED, INTERDISCIPLINARY than PBL, but it's a great start for this year}.

One note to keep in mind as you read, I collaborated with the 5th grade teacher for this unit, so anything I did focused on Organisms and Ecosystems of NC, she applied to world biomes to meet the 5th grade standards.

To launch our project, we planned a field trip to a local Natural Sciences museum. Before our visit to the museum, students received a "letter" from the museum challenging them to create a mobile museum to help the museum educate more children about ecosystems and organisms of North Carolina. The letter started with "You have been hired by the Museum of Natural Sciences to help create a mobile museum exhibit. A mobile museum exhibit is one that can be moved around from place to place. We believe that mobile museums are important for helping us educate more students beyond the walls of the museum."

Driving Question:
Project-based learning is supposed to start with a driving question. Our driving question was "How can we create a museum that educates children and adults of all ages about our state ecosystems and wildlife?"
In 4th grade, Students chose an organism local to NC’s coastal plain or the mountain region (also included temperate deciduous forest animals). 5th grade students focused on organisms from specific biomes. All students used the research pages provided to learn about their organism in-depth. The journal pages provided a focus for students’ research and the 5th grade teacher and I each chose the sheets that matched our standards.
After researching their organism, students wrote research papers AND turned those papers into Google slide shows (or other presentations) to be shown as interactive learning stations during the mobile museum. I also had plans for us to pull sentences and paragraphs from students’ articles to create informational posters for our mobile museum displays, but we didn't get the time to include this in our exhibit. {Can you say "SNOW DAYS"?}

After students completed their slideshows, I had them pair up with another student who studied a similar organism and they completed the venn diagram from my Ecosystems research booklet materials. I thought this was a great way for students to experience one another's projects, but then I also realized it was a great way for them to get feedback and a motivator for revision. So, after doing the comparison activity, I copied the niche, behavioral adaptations, and physical adaptations sheets and paired students again. This time, students had to try to fill in the niche and adaptations sheets using only the information their partner provided in the slideshow. (I call this "backwards mapping" as students were kind of trying to work backwards from the slideshow to the research template.) This activity created a lot of motivation to revise their projects and to include missing information. (Constructive feedback for 21 kids given by other classmates? PERFECTO!)
Simultaneously with our in-class research, students created a 3-D model of their organism with either clay or by felting in art class.
After getting a good grip on our research and slide shows, I divided students into groups based on their specific ecosystem (Mountains/Forest in Mountains, by the Riverside, in a Forest by the coast, etc) and they worked together to design ecosystem murals to serve as backdrops for our Mobile Museum Exhibits. {Mural design and painting happened mostly in my classroom! I was so scared to take on "real" art happening in my classroom, but now I'm so glad I did it!} I cut butcher paper fit to the size of tri-fold boards. Groups figured out how one backdrop would flow into the next so that we had a “mountains to sea” display.
When the mobile museum was ready, we opened in the cafeteria and invited parents and all classes to attend. In case you can't tell by the pictures below, it was AH~mazing!
As grade levels came to visit, my students grabbed one student and led them around the museum. (I made a little checklist/scavenger hunt of all the organisms in our museum so that they would have a little something to engage them at the museum.) I spent the morning watching my students share their slideshows and what they had learned with students in other grades. It was so cool to see a culmination of all their hard work!

I do have some wishes for what I wish we had time to add to these projects:
* I wanted a key of the organisms (instead of using the labels you see) where students create a simple illustration of the environment and use numbers and a key to identify each organism. (This is how it's done at our local museum's exhibits)
* I wanted foreground environmental stuff (you see those bare tables? I would have loved for students to have had time to add sticks, leaves, grass, moss, etc. to the displays)
* the DECOMPOSERS in the ecosystem are missing! (Whoops!!! Something else that needed to be added to the foreground)
* Using information from students' slideshows and research to add displays and info boxes to the exhibit (like at a real museum--you have info to read as you move through the exhibits)
* And lastly, I truly had the goal of having students create one hands-on learning tool in partners. This would have helped us better meet our "Driving Question" and would have required more critical thinking as students become teachers. The 5th graders were able to pull this off. Here's two examples from their projects:
You might ask how much time this took. We began our projects in January and wrapped up at the beginning of March. We also had nearly two weeks of snow days in there. I would estimate that we spent 2 weeks on research, 2 weeks on typing drafts, one week on slideshow creation and mural creation (same week), and that the art teacher used 5 or so art classes to help students get their 3D organisms completed. Keep in mind all of the standards I included with this one project--research and reading informational texts, writing informational texts, creating slideshows/utilizing technology, art, communicating and collaborating (to design a cohesive mural together), all of my ecosystems science goals, and a better understanding of the regions of North Carolina (social studies). I call this a WIN WIN! and my students are excited to do it again in 5th grade for their biomes unit!

I'll be reflecting on my {first} project-based learning unit  using this Project Design Rubric and a PBL Essential Elements Checklist, but for now, I'm going to bask in the glowing light of joy from having my students complete 3D organism models that look amazing, a collaborative mural backdrop that flows from one environment to the next, a final research booklet, research paper, and a google slide show. I can hardly measure the time put into this project, but I dare say it was less than or equal to what it would have taken to teach research, nonfiction writing, slideshow design, and ecosystems separately. And this project surely created memories of 4th grade!

Monday, March 9, 2015

Ecosystems & Animal Research Booklets

Animal Research in the UPPERGRADES? I have to admit, I have always underestimated the power of "Animal Research" in my 4th and 5th grade classrooms~I always thought it would be too basic for my students. Is it possible to take this typically lower-grades project to a higher level? I think so! Today I'm popping in to share my latest science research booklet, but WAIT...this booklet is MORE than just a booklet! It's also a project~based learning unit! I have been envisioning, processing, tweaking and adding to this booklet since November and finally uploaded it on Friday.

I had to create this set of research/notebook pages for myself because nothing I found when searching for “animal research projects” really fit my needs for upper elementary students and our curriculum. Utilizing NC standards from 4th grade and 5th grade, I focused on habitats, ecosystems, biomes, adaptations, and on supporting students as they develop an in-depth understanding of a specific organism {all were consumers}.

I designed my research booklet with lots of opportunities for students to sketch in response to their research and learning. I also defined key vocabulary on each page. This gave me the option to use some of the pages for lessons and science notebooking while others were specifically for my students' "Consumer Research" projects. The pages included provide students with ecosystems basics (physical and behavioral adaptations, abiotic factors (sunlight, soil, temperature, landforms), biotic factors (producer, consumer, decomposer), niche, food chains, etc) while also offering opportunities to extend the curriculum (symbiosis, human impact, environmental changes, etc).

What did I do with the research booklet?

I wanted my students to learn about the two main biomes in North Carolina—temperate deciduous forests and the coastal plain (including wetlands/estuaries). I printed the following pages on 1/2 sheets for students to research the temperate deciduous forest (for 2 days) and the coastal plain (another 2 days):

I printed these sheets twice (one set for Temperate Deciduous Forests and one for the Coastal Plain). If your curriculum focuses on world biomes, I have included similar sheets titled "Ecosystems" and "Biomes" so that you have choices. If I were teaching 5th grade this year, I would have students complete the biome sheets for multiple biomes. {Maybe strategically picking two that I would want them to compare after researching both}.I have also included “World Biomes” cover pages and a world map.

After students built background knowledge for our two main ecosystems (and some key vocabulary) we began our organism Research Projects. I created a list of key organisms in NC that students could choose from for their research project. Each student was required to choose a different organism to allow variety. Students received a “Consumer Research Booklet” that included:

• Cover page (you have many versions to choose from)
• Map (I have included a world map and NC Map)
• Habitat, Sweet Habitat
• Physical Adaptations
• Behavioral Adaptations
• Diet (Food Chain)
• Interactions with Other Organisms (Food Web)
• That’s Just “Niche”
• Interactions with Humans
• Relationships Between Organisms
• Ch-Ch-Changes (organism version)

For about two weeks of science/writing time, students used a list of websites that I provided to learn more about their organism. The booklet provided them with a guide for information they should seek out and a way to collect and organize that information, it made the connection to the science standards for our curriculum, and also included some extension topics for their research.
You have many options with the sheets included in this research booklet. I used some of the sheets during science lessons as they are perfect for capturing information in science notebooks; you can complete these sheets together, have students use websites to fill in, or have students work in partners. (You can't go wrong, if I do say so myself ;)

What happened next? Students used their booklets to create a research paper...and later, a google slideshow...and a WHOLE LOT MORE!!!

In this product, I have included “starter” materials for a possible project-based learning unit where students create a mobile museum based on their research booklets. I'm going to share all of our PROJECT BASED fun with you in my next post. Look for it on Thursday or download this baby now and get yo-self started on this engaging unit!

Tuesday, February 24, 2015

~Multiplication, Factors, and Multiples~Number Sense Intervention Group

I finally had time to take pictures of my Number Sense Intervention tasks and wanted to share with you today. In an earlier post, I told you guys:
I have been on a journey this year to ensure that my 4th graders master their multiplication facts. When I use the term "master," I mean with fluency and automaticity--no tricks, no fingers, no count-by's down the side of their page--just automatic fact recall.
Back to the cards, I took all of the "Find the Missing Multiples" and "Which Multiple Does Not Belong" activity cards, printed them on a different color of cardstock for each number set, and put them each on a ring. I try to meet with my Multiplication Intervention group for 20 minutes 3 or more times a week. I meet with them during one of their stations or while other students are completing task cards. I prioritize this group because I know that their math success and confidence lies in gaining better number sense. {I'm even thinking about starting a math/multiplication club during lunch once a week to move some of our practice time out of math class time}.

I love having these cards on a ring because they are ready to grab at any time that we have an extra minute to go over multiples and factors, and multiplication facts. (Think--lining up for specials, lunch, whole-class bathroom break times, end of the day, etc.) Just show one of the cards to your kiddos and teach them to allow others "wait time" before they shout out the answers. You can even have them give you a thumbs up when they are ready with an answer.
Let's take a look at a week with one set of these number sense intervention tasks:

Day 1:
Pre-Assess the Group using 1 to 4 of the "Which of These Does not Belong" puzzles. (I'd use the student notebook pages rather than the task cards for now because it gives them a place to write how they know the number does not belong.) Allow students to share their ideas to provide space for you to gauge misunderstandings and depth of understandings. {Some students have really great insights although they may have trouble with fact memorization}.

Day 2:
Work together using Discovering Patterns to find patterns and rules for "multiples of..." the number you are working/intervening on. Continue getting students to verbalize the patterns they see. (For example, have you realized that some of your students may not realize that a multiple of 4 or 6 must ALWAYS be an even number? When I saw a student write 4 x 9 = 37, that's when I had my AH-ha! about number sense and multiplication facts.) I've included some of the ideas students should come up with in most of the downloads. This is the time to allow students to discover their own ideas, but also to hit home ones like when the multiples alternate even-odd-even-odd, or when all multiples are even.

Day 3-4: Go back to the "Which of these Does Not Belong" cards (for fun, game-like use in small group--I like to have students use a white board to jot down, rather than call out, their answer.) Use student notebook pages to have them explain how they know the number does not belong. Students can share in pairs or in the small group. Expect individual students to begin being able to explain deeper number sense as they pick up ideas from your teaching and other students' insights.

Day 5 and on...Practice with reciting multiples using the "Find the Missing Multiple" and the Number Searches (like word searches). Students can complete these for morning work or in a quiet center/station. Encourage students to recite their multiples even if they know the answer to the puzzles. Multiples recitation is one of the building blocks to multiplication fact memorization. And dang, if they can't memorize a fact for whatever reason, I surely want them to be able to accurately and rapidly recite multiples WITHOUT finger-counting.

Other Ideas for Using the activity cards: 
1) These intervention tasks are perfect for having a volunteer work with a child as an intervention. While I like to use these in a small group (to meet more students' needs), a volunteer could pull one child at a time and work more closely on the multiplication set that student needs. These resources and activities could even be used by an eager parent who wants to help their child master multiplication facts more quickly.

2) Based on where students are with mastering multiplication facts, create student groups. Once or twice a week, you can give students practice time in their small groups with the activity cards.

3) Using all of the multiplication intervention activity card sets (or combinations of sets) have students deal cards equally to one another (2-3 players) and play War or other type of game where students compare the answer they get when solving the puzzle and then whomever has the highest result (factor/multiple) gets to keep the cards.

4) Display problems on interactive whiteboard for "bell-ringers" or when you have extra time. Have students show their answers on a white board

I designed these intervention activities on the basis that many of my students who are not mastering their multiplication facts need to develop greater number sense and to increase their "count by" speed and ability. The more practice you can allow students, the better. They can complete the same activities again and again until they are comfortable with the multiples of a specific fact family. If you want to check these out on TPT, here's links to the BUNDLE pack and the individual sets. (Note that you can grab two right away for free!)

Multiplying by 2's TRY IT FREE
Multiplying by 3's
Multiplying by 4's
Multiplying by 5's
Multiplying by 6's
Multiplying by 7's TRY IT FREE!
Multiplying by 8's
Multiplying by 9's
Multiplying by 10's
Multiplying by 11's
Multiplying by 12's

Number Sense Intervention Bundle

And don't forget, the Teachers are Heroes sale is on {in about 10 minutes here!} and you can get many products up to 28% off. My store is on sale for ya and my cart is full!! It's a great time to re-stock since we are mid-year or pick up some bundles to save even more!
Happy night yall!

~Morning Meeting Individual Sets~

Now available! I have uploaded individual materials for my Morning Meeting Made Easy Set # 2. Remember that TPT's Teachers are Heroes sale starts tomorrow and these will be discounted too!
Although I have begun uploading my morning meeting themes as individual resources for teachers to try them out, I highly recommend purchasing them in Sets. In order for these themes to gain momentum, more than 1-2 should be implemented in the classroom. I also have found it extremely valuable to implement multiple themes because I find the nuances between them allow for great connections between texts, conversations, and the generalizations {big ideas} we make in our discussions. I also think that words are often used interchangeably, but each has it's own definition~kindness and compassion for example, perseverance and achievement, etc. I loved moving from Belonging (it's a freebie!) to Kindness and then to Compassion. These are also found in my set # 1 bundle together (and the belonging theme set still comes through as a freebie with the price).

Another reason to plan a trajectory to implement multiple themes is to help build students understanding of themes that are found in literature. Since my teacher resources provide at least 5 picturebooks (and most of them provide songs and video resources too!), you are able to read texts on the same theme and compare/contrast the messages in the text. With our belonging unit, we found that characters often try to change themselves to fit in or belong, however this rarely worked out to give them the belonging they wanted. Other times, if the "outcasted" character saved the day, they got a huge sense of belonging. We talked about how that was a sweet way to end a picturebook, but real life doesn't always turn out that way. {Can you say POWERFUL messages for upper-elementary/middle school kiddos to be discussing and realizing?}

Morning Meeting Made Easy Set # 1
Morning Meeting Made Easy Set # 2
Morning Meeting BELONGING Freebie

Purchase Themes Individually:
Compassion Theme
Conflict Theme
Perseverance Theme
Kindness Theme
Compromise Theme
Happiness Theme
Achievement Theme
Individualism Theme
Integrity Theme

Common Core Connections:

Monday, February 23, 2015

Hey, Teacherheroes...

Yes, you. Teacher friends, TPT is launching a 2015 Teachers are Heroes sale on February 25th. Go ahead and load up your carts to save cash on classroom necessities and fun stuff! I'm already going through my wishlist and filling up my cart with goodies <3 I have to say, I love the support I get from other teachers as a blogger and a teacher seller, and it is just as good of a feeling to spend my money on classroom resources created by other teachers. {I love the thought of them hearing "cha-ching"! and getting that little happy feeling no matter how hard of a day they are having}.

I have made a ton of purchases this year, so I thought I would link up with Gena at Speech Room News for "What's in Your Cart" to share what should be in every 4th/5th grade teachers' carts--these are stores and products that have made my world so much easier this year as I transitioned to a new school and back down to 4th grade. (I really want to title this post Can't Live Without!!! resources!)

Concept Sorts:  A Set of 5 Fraction Sorts for Grades 4 and 5Anything from The Teacher Studio makes me happy these days, but I have especially found her Fraction Concepts Sorting Cards helpful. I have used these cards to launch our fractions unit--they are perfect for collaboration (I had students work in groups of 3); by listening to students' conversations and asking questions, I have really been able to see the depth of their understanding and heard misconceptions. As a bonus, students have been fully engaged! 
Fractured Fractions:  A Set of Puzzles to Teach DecomposinToday I picked up one of her latest products {Fractured Fractions: A Set of Puzzles to Teach Decomposing and Composing}, and am so excited to use it tomorrow! When I saw this activity (differentiated and all), I couldn't wait for a sale, I had to have it today!!
Of course, I can no longer run a math class without task cards. They make learning so engaging, and most of all, I find that students are more willing to ask for help when working with task cards versus a worksheet. Some of my go-to task card stores include Chili Math and Dennis McDonald (and my own of course ;) I find that Chili Math and Dennis McDonald's task cards ALWAYS provide a variety of levels of challenge. Chili Math is especially good at asking questions that require interesting applications of seemingly *simple* concepts, while Dennis McDonald always has extra goodies with his task cards like student handouts or smartboard displays, accompanying worksheets that can be used for fast finishers or as assessments, and the last product I bought also contained a spinner game!

Poetry: Mentor Poems for Teaching PoetryThis year, I wanted to implement Poetry Workshop again. I had a folder of poems (and tons of anthologies) that I planned to pull from. Planning for these lessons each and every week started to feel like I was spending way too much time trying to find poems using different literary devices. I decided to search TPT and boy am I glad I did! I found this set of Mentor Poems for Teaching Poetry compiled by Lorrie L. Birchall. This has helped me keep my poetry Friday's care free when it comes to planning. I just search  through the poems and print the section I want students to have for their poetry journals. 

In hopes of creating more accountability around our read aloud book and the discussions we have, I decided to implement written responses to open-ended questions. Through these questions, I am teaching students to tease out what kind of thinking the question really requires, how to decide on an appropriate graphic organizer for planning out their response and collecting evidence, and in turn improving their ability to respond to open-ended questions in written form. We are reading Maniac Magee by Jerry Spinelli, and this packet (HUGE) of questions and language arts focus activities for Maniac Magee has been a LIFE-SAVER for me! It's from Secondary Solutions. Secondary Solutions will be my go-to-store for future book studies! The sale is a great time to pick up one of their book sets; I fortunately had a parent gift card when I bought mine!

What's in my store that I can't live without?
My Morning Meeting Made Easy series have made my morning meeting so much easier! With everything planned out (linked resources, picturebook ideas, student journal pages, and the bulletin board display), morning meeting has never been easier for me! And, my students LOVe having these moments to connect and have conversations about the "real" stuff that matters in life!

Happy Shopping!

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