Minilesson Magic: Helmet Law Debate (Interpreting and Comprehending Data in an Article)

Back to reality! And boy was it a great day! I was prepared (did you catch yesterday's post of my week's plans?) Monday is also my day that my team covers recess and lunch for my kiddos, so I got triple planning time with that and my after school time~no meetings, yay! Needless to say, I still have things to think about...remember my "I'm a 3-day planner" confession. I have a problem with OVER-THINKING things, especially in science and social studies. Maybe it's because we have so little time for these subjects but sooooooo many ideas that we could do. It's hard to weed it all out and make decisions (and then have time cut even shorter and have to re-adjust).

ANY-who. I decided to check in today to share my reading minilesson. Since I shared my plans with, I spent the whole day thinking, man, I should take a picture of that or blog about that to share what exactly I did and how it went. So, this week we are focusing on the human body systems during reading and writing (research, science, nonfiction reading, all rolled into one topic). Then, in our regular science time, we are studying Force and Motion, but I didn't just want to jump right in with that on our first day back, so I planned something that connects all of this, but my little babes barely knew it today. (They will see the connections throughout the rest of our week). Let's call today an ENGAGE. :)

We spent ALL--ALL--ALL last quarter working on opinion based essays and while we are not going to have TONS of time this quarter for a large writing project, I want to continue developing students' ability to write about their opinions and to structure an essay paragraph using PEEL (free download from Tracee Orman--we have used this method to the max this year!). They have grown so much, but ya know, "Ya use it or lose it."

In walks the NC Helmet Law Repeal Debate. Should motorcyclists be forced to wear helmets? Should our state (or yours) repeal their helmet requirements? (I used the word 'forced' instead of required because it's a strong sounding opinion-e word.) Some states require motorcyclists to wear helmets, others do not. Now, I am not a motorcyclists and do not plan to be. I may never be on one in my entire life (although I would have LOVED a helmet while at Carowinds last week :) But, this topic might just stir up some excitement for my kiddos and they can connect to wearing a helmet (or not) while riding a bicycle (meanwhile, I can teach them the importance of protecting their craniums and their brain--a key part of the nervous system).

Long story short, I quickly chose three articles for them to read today, made copies, etc. Then, I read them Sunday and thought WHOA buddy. I cannot send them loose on this article, "North Carolina Motorcycle Helmet Repeal Bill Passes First Mile Marker."  So, I quickly decided to turn this into a guided lesson where we interpret the information in the article. I decided not to give students the article at all (yet) and just work from the 6 excerpts I pulled out. For each snippet of the text, I wrote a question or two.

Most of the questions focus on interpreting what point the person quoted is trying to make or "talking back" to the text. Talking back to the text is something we learned to do last quarter. (When you are reading an opinion-based text, you often want to talk back to the text with your ideas. Critical readers should be talking back to opinion based texts because we know the author is trying to get us to agree with them and may be leaving out important information).

To get their little minds engaged,  I started with a bicycling questionnaire just to see where their thinking was before we talked about the issue.

After a quick sharing of our survey answers, I explained the issue at hand and then we went through the excerpts from the article one at a time. I read aloud from the smartboard and then had students try to interpret the info or talk back. Next, we shared, I helped interpret/explain when necessary, then we moved on to the next excerpt. It sounds boring or too teacher directed, but they actually seemed to get a lot out of it and wanted to talk about their opinions the WHOLE time! My~smart~little~thinkers :)

If you would like to do this lesson, I am linking the google presentation I made, the questionnaire and worksheet, and the article so that you can implement it PRESTO! Magic! :)

In my students article packet, I also included two others articles that have a heavy opinion that motorcyclists should have the freedom to choose, but we didn't get to those today.
Helmet Law Hypocrisy from ncrider.com (I only pulled a few paragraphs from this; while I don't agree, I thought it was a good example of strong opinion and something students could "talk back" to)
The Twisting of Data in Helmet Safety Studies from bikersrights.com

If you would like the packet I made (straight copy and pasted the articles above into a packet for the kids, shoot me an email and I will send it to you. I just don't feel comfy sharing that on the web). Also, these are not 'pretty,' but they are down and dirty minilesson materials that get the job done.

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI5.3 Explain the relationships or interactions between two or more (ideas) based on information in the text.
RI5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 
Hope you can use this, if not now, next year!

lifeloveliteracy@gmail.com

Peek at My Week: Show me the Plans!!!

Hi Everyone!

Spring break, now over. I nearly laid in the bed all day (well, until 11:30). Then did some blog-stalking-pretending-I-was-planning-procrastinating. I watched an episode of undercover boss and cried when the boss gave a kid a full-ride to college so that he wouldn't have to work and go to school at night. Wow! If only everyone felt as grateful as this kid to be getting his education paid for. As happy as he was, I cried because I knew he was getting an opportunity for higher education that he wouldn't have otherwise. {Did you know I'm a softy?} I finally talked myself into a run-jog, walk-around-and-look-at-the-birds around 5. Now I sit here needing a shower, needing to pack my lunch, needing to pick out tomorrow's outfit, and needing to finalize my plans for the week so that I can link up with Mrs. Wills' Kindergarten blog for her AWESOME Peek at My Week linky.

Don't get me wrong, I am excited about our upcoming quarter, but I always get a little paper-bag hyperventilating when it feels like we are starting so many new things at once. I know I will be fine by Tuesday, and seriously, I am planned-and-ready for tomorrow, so calm down!

If you take a close look at my plan...you.will.find.some.holes. Seriously, I am a 3-day planner. I want to see how things go and then re-organize. I have some ideas in my mind (usually) but I wait to make final decisions on what comes next based on what my kiddies do. So, don't-judge, please :)

If you click on the images above, it will take you to a google doc where you can click on the hyperlinked plans. (Can't figure out why the google doc does not allow you to click on hyperlinks, but if you download, you can get them that way).

I made these plans in word and converted them to a PDF. Then, I watched Deedee's video about how she makes her visual lessons and she does it in powerpoint. You know I love to make stuff in powerpoint over word but I thought word would be easier for these lesson plans...I might be converting over to powerpoint next week! If you haven't hopped over to see Deedee, you definitely want to check out her blog and the other bloggers that are giving a "Peek" at their week.

Pass the Torch!

Get Ready for Bloggy Olympics!!!

Join The 3AM Teacher, the Reading Olympians, and over 80 SUPREME education bloggers as we take you through a tour of the Reading Olympians Root Study Program!!

To get started with Reading Olympians, I printed the raps for each set onto different colors of cardstock. (I made two sets of the copies so that I would have enough cards for each student with a few extras). This method goes along with my Task Card Love <3 as students or the cards can move around.

I also printed these babies on the same color cardstock as the set it matches.

Next, I made copies of the Journals for students. (We are still on the Nike Set).

During our first lesson, students received the rap cards randomly and worked on the 4 quadrant sheets in their journal until they felt that had thought of everything they could. Mainly, I wanted students to generate as many words as possible using the root. I explained that they could move on to other roots, but would likely be able to keep previous roots in mind and would probably come up with new ideas. You could have studenst work in partners to generate words, but my group is having a talking/playing issue, so I wanted this step to be independent.

After a few sessions of doing the steps above, I have students play a brainstorming "game":

* I put students in groups of four and everyone has a writing utensil. I give them a ledger-sized sheet of paper or chart paper.
* Students record one prefix on each side of the paper to prepare for the brainstorming session.
* I set the timer for 5 minutes and all students silently record words that contain one of the prefixes. (The group decides which one to start with first; it really doesn't matter as long as they only work on one at a time). Students do not analyze the appropriateness of the words at this time, it is simply a brainstorming-get-it-on-paper session.
* When the timer goes off, students get 1 minute to discuss the words recorded and mark off any that do not fit the prefixes' meaning.
* Students flip the chart over and begin the 5 minute brainstorming session again with the new prefix.
* When the timer goes off, students get 1 minute to check their words and mark any off.

In the next lessons, we go through a whole-group sharing session where students report out the words they came up with. Students get 1 point for words that no one else came up with and -1 for words that we deem do not fit the meaning of the prefix. (Keeping score has been harry-and unnecessary for motivating my students, but if you have time for it, it could be a fun element).

As groups share words, I type them into a google doc so that we can all keep up and have a record for later.

I just started using the program 3rd quarter to work out any kinks and figure out how I wanted to do it so that I am fully implementing it starting at the beginning of the year next year. I can't wait to learn how everyone else is using the program and putting their own spin on it. (I'm sure I will make some tweaks next year as we go 1-1 laptop, like having students generate their word lists in group googledoc documents, then I can simply pull each groups set of words up on the smartboard to discuss. This would be a major time saver (and might allow me to better do something where I am keeping score). If you have not started implementing the program, I say, GET TO IT. Print out the Nike Set and just set yourself a goal of using it with the time you have 4th quarter to see how you want to use it in your classroom next year. I totally recommend the purchase!


Discover the program IN ACTION in more K-6th grade classrooms as you Pass the Torch!! Get ideas, discover the progression of the program, and enter the Raffle for a chance to win ONE of the three prizes listed below!!

First Place Winner : Gold Medal

  Prizes: Complete Reading Olympians Program
            $50.00 Amazon Gift Card
            50% off Discount Code for a 1-Day shopping spree at The 3AM Teacher's Etsy store!

Second Place Winner: Silver Medal

   Prizes: $25.00 Amazon Gift Card
              40% off Discount Code for a 1-Day shopping spree at The 3AM Teacher's Etsy store!

Third Place Winner: Bronze Medal

    Prizes: 30% off Discount Code for a 1-Day shopping spree at The 3AM Teacher's Etsy store!

Pass the Torch!!!
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Currently April

I am linking up with Farley's Currently for April (for the first time :) Hopefully I can get into the currently tradition. It seems that EVERYONE LOVES it!

Listening
"Keep your head up, my LOOOOOOuUUUhhVe"...LOVE LOVE the Lumineers, 'nough said!

 

Loving

My mini-vaca to Charlotte. I took my 11 year old cousin to Carowinds. I haven't been since middle school and had a blast getting jostled around all day. I also LOVED spending time with her even though she's starting to turn into a teenager! 

(oh, first pic of me on my blog...Dat's cool! :) 

Thinking

.....it's getting late, but I need to get over to escuella to make some copies for Monday. But I reaaaaallly want to go to Tanger and pretend my break isn't almost over! If only I could wing it without my copies (or get to school early on Monday morning), but hey, that's JUST-NOT-ME. Not the winging it part, that's totally me sometimes:) but the early Monday morning part. That would just be lyin'! 

Wanting

more break...see above :) 

Needing

is a coral blazer (the newest fad) a need? Aqua/turquoise would work too, but I just bought a flowered turquoise necklace that would look awesome with a coral blazer with cuffed arm. Hence, Tanger shopping time, please! 

Advice

My advice for TPT-ers would be go ahead and switch to powerpoint. I LOVE LOVE making my creations in powerpoint now. The main reason is because of the EASE of making thumbnail pictures for preview images. (With the click of a button, you can have the thumbnails ready to upload, stack for a collage image, and right there to easily post about on your blog). Basically, you go to FILE, SAVE AS, OTHER FORMATS, then change the file type to JPEG or another image type, then say SAVE ALL SLIDES in this document. Powerpoint makes a file on your computer named after the ppt file. It's so AH-MAZING that this week I took my Theme Bulletin Board Labels product that was perfectly fine and remade it in powerpoint so that I could get better image files of it. Of course, I added some pizzazz to it since I was already doing the work.

BEFORE: 

AFTER:  

Thanks for stopping by!

Human Body Systems-Ready to Teach!

When we return from break, we will be learning about human body systems. We have to learn about the respiratory, circulatory, muscular, skeletal, nervous, and digestive systems. This is new in our curriculum this year, which means  I get to learn new stuff too and figure out how best to teach it. Unfortunately, I feel like I have struggled all year to teach science in truly meaningful ways. Mainly, I feel like our new curriculum is shallow and widespread (we went from 4 goals/units to 7 domains). I'm not trying to be a baby (maybe I am) but I didn't like science to begin with when I became a teacher and then as I became a 5th grade expert on my science content areas, I began to like it more. I even got over my hatred of sand all over my room when we were learning about erosion, deposition, and weathering (no more landforms in 5th grade :( )

Now, with no {real} training or investment from our district, we got to start from scratch on a number of these units. We get the impression that no one is interested in investing in these standards because we will be transitioning to Next Generation standards in another year. (So, why didn't we just leave our old standards the hell alone as we also transitioned to the common core? In addition, we also have a 5th grade science EOG...on new standards...love it! That's education for you.) Discovery Ed's science tech-book was the only new resource we were given, which I'm also not that big of a fan of because it's pretty basic. Maybe I will appreciate it more next year when we are 1-1 and I can more easily assign components of the units to my students.

Okay, now that I have (somewhat) vented, I wanted to share my plans for the Human Body Systems with you. I'm actually kind-of excited about this unit.

We are going to start with nonfiction-based research in reader's workshop. I am going to try to embed as many nonfiction review lessons as I can, probably spending a majority of my lessons focusing on how author's signal vocabulary words and provide us with definitions (aka-context clues). Dedicating about two weeks for this in reader's workshop, we will still have a few weeks for looking at "Test Talk" for the reading EOG.

To hold all of my students' research together and to help them learn the important parts of the Human Body Systems content, I created a Human Body Systems Student Encyclopedia.

This is meant to be a down and dirty science unit. (Did I mention I will also be teaching FORCE and MOTION at the same time during our science block? Phew! Maybe I could have taught all of these standards if  I totally ignored social studies all year. How sad! :( )

During reader's workshop, I will start with a minilesson (probably a video, a journal question for students to respond to, or some other type of engagement activity, and a nonfiction-reading based review lesson), then students will move to articles that I have placed around the room. (I am getting articles from Discover Ed, readworks.org, http://kidshealth.org/kid/htbw/, and kidnetic.org, and I will be pulling books from the library.) I included links from readworks in the Human Body Systems research project. If you don't know about readworks.org yet, you should really check it out for decent nonfiction--free--and lexiled. (You can check out the list here and go to readworks.org to search for them.)

Another great resource I found was kidnetic.com/innerg. You can see below that you put a body part in place, then click on BRIGHT PAPERS on the RIGHT to learn more about the body part. I will either print off the Bright Papers for more research and/or head to the lab at the end of our 6 body systems reader's workshop cycle and let them click around to learn more and add info to their encyclopedias. We will also be using http://kidshealth.org/kid/htbw/.

Each day, we will focus on a different body system. The research sections for each body system include: coverpage/labeling diagram, structure/description/function chart for body parts, a more detailed diagram for labeling or other extension graphic organizer, a chart for students to list "Top 5 Ways to Keep this System Healthy" and "Illnesses and Syndromes that Can Affect this System," lastly, students complete a page where they try to find connections between different systems.

Then, in our writer's workshop block (since I plan for this to turn into a mini-writing project), we will do some sort of science activity to help students better understand the parts of the systems. When we are ready for the mini-writing project, I hope to have students focus on how to take care of one body system by doing more detailed research to understand how a specific disease or ailment affects a system (or multiple systems). I am hoping to make this unit deeper by providing a healthy living spin on it.

Human Body Systems now includes an answer key to help teachers provide feedback and help your students complete their research booklets! This was the most requested change to the Human Body Systems product and I'm so thankful for all the love sent through feedback and everyone's patience! If you have already purchased this product, please re-download for the updates! In addition the answer key, I included a page of the suggested activities that are listed in this blog post.

As I was planning this unit, I also showed some "love" to a few other TpT sellers. I purchased these posters from Mrs. Bell at Tangled with Teaching. It will make a great bulletin board and I will probably copy a set to place around the room when students are rotating to read their articles (it will provide a short break from longer articles and maybe reinforce something they have read. The posters come in two versions.

The human body systems clip art I used for my encyclopedia's came from Teachers Clipart and I found a great packet to use for my language/word study block from Mark Aaron, a FREE set of lessons for Human Body Idioms....go...grab...it...now!

Here are a few activity ideas: (you can also find these by following my Science Ideas pinterest board)
Make a Spinal Cord (spelloutloud.com)

Make a Skeleton (post includes possible read alouds--I would use toothpicks instead of chalk)
Make a Model of  Lung
Digestive System Activities
Importance of Cerebrospinal Fluid w/ an Egg (cool!)
Edible Bone Model (yum!)
Ideas for Cardiovascular System Activities

Phew! Long post, but I hope you found some ideas you can use :) Oh yeah, do you have any favorite activities you do with HBS? Other ideas? Feel free to let us know in the comments section!

~SAVE 10%~Top 2 for Tuesday: EVERYTHING's ON SALE!!!!

EVERYTHING in my teacherspayteachers store is ON SALE!

It's a 24 hour sale, so grab now!

My favorites include:

 

~FREE Planning Template~Standards for Math Practices

Looking for a way to plan your math lessons through the Common Core Standards for Mathematical practices?

The Standards for Mathematical Practices "describe the varieties of expertise that mathematics educators at all levels should be developing" in our students. The Standards for Mathematical Practices might seem like the 'unnecessary' icing on the Common Core cake, but I think they are so important.

Because the standards often overlap in a given activity, I wanted to be able to describe one aspect of my math plan and check off multiple practices. This editable template allows you to draft related lessons or units and document the mathematical practices students are engaging in.
The document also includes one math lesson as an example of how you can use the template. (a 5th grade measurement conversion question)

If you have not yet started planning through the mathematical practices, I encourage you to start small. Take a look at the practices. Which ones do you already feel you implement regularly in your classroom? Which math practices do you think 'I know how to do that' or 'I do that in unit xyz"? Which math practices have you perhaps never placed too much of an importance on in your classroom? Of the practices you have rated yourself lower on, which are you most excited about delving more into?

I ask these questions because these are the questions my team has been asking ourselves all year. We knew that our Common Core math conversations had to be different and that a focus on relevancy and the mathematical practices would push us outside of our regular math teaching habits. One of our biggest focuses this year was "Modeling with Mathematics." We have pushed ourselves to consider models in all of our teaching units. (I am not professing that we have hit the mark with our practices, but for a first year implementation of the Common Core, I think we have really prioritized these practices and our students have an idea of what they are...next year can only be better!)

I would love to hear your thoughts, questions, and musings about the mathematical practices. And, if you haven't yet picked up my free Mathematical Practices Summary Document, head on over.

Multi-Step Word Problems Ready!!!!!

Finally...
                 I
                    am
                          SO EXCITED
                                                    to have this set of word problems finished!

Not only can I not wait to get into the classroom this week and get these babies printed off to use the first day we come back from break, I am SUPER DUPER excited to share these with you! This is the first product I have made by purchasing a set of clip art and I love the way it turned out. (So, now I think I will be addicted to buying clipart to make snazzier goods for my class and other teachers!)

Teach your students how to solve multi-step word problems with these 10 problems from "School Supply Central." The 10 math problems in this set require students to think through the problem solving process. These problems mainly require students to multiply and divide whole numbers and interpret remainders, but other concepts are also embedded. If you require students to write equations for the problems, you are also incorporating the Algebra standards. (Common Core Alignment: 4.OA.3, 4.OA.4, 5.NBT.2, 5.NBT.5, and 5.NBT.6)

These problems would be a good challenge for 4th graders, designed for 5th graders, and would provide challenge to most 6th grade students still learning to analyze word problems.***These problems were modeled after NC EOG released items and other state's released testing problems but can be used at any time of the year*** (Like this problem I talked about earlier today) Click on over to check out my School Supply Central problem set.


Now, while I was working on this product, I knew I also had to revamp my "problem solving process" so that I can teach how to solve these problems when we return from break AND I wanted to create a new product for linking up with All Things Upper Elementary.

And was born (or re-born), the problem solving graphic organizer:

 I also included step-by-step explanations of the graphic organizer that you can use with your students (pull up on the smartboard, go through the comments to explain the 4 parts of the problem solving sequence).

I feel like this product took forevah-eva to get ready, but it's all those finishing touches that we must do before we upload! Hope you LOVE LOVE LOVE it, and I hope you can use the freebie! (PS: If you purchase the multistep problem solving task cards, the problem solving steps graphic organizer is included in the download).


Thanks for stopping by!
Tammy

Testing...testing...Ditto Rachel Lynette!

I spent a late night working on a set of multi-step word problems. Yes, it is my spring break, but I have all but decided to discontinue use of my districts adopted textbook. (I just fantasized about moving the stack of textbooks in my storage cabinet to our storage closet when I get back from break). The textbook just isn't engaging and when I use it, I have to send students to so many pages with SO LITTLE practice on the same type of problem that it is futile. I have used it all of 3 times this year I bet, but that's mainly because of the strong love for task cards <3 that I have developed this year.

Yesterday I was reading Rachel Lynette's post about (not) making test prep materials. Rachel says she has quit making task cards specifically for test prepping and I can only applaud her for this tough decision. I personally don't mind testing too much. During 4th quarter, I keep a cool head, prepare questions that look and sound more like the test, and do my best to encourage students. After reading many of the comments on the blog post, I have to be so APPRECIATIVE of my district this year. We have moved away from multiple-choice benchmarks in ELA and Math to open-ended assessments. You know, the kind you might actually design yourself if you had the time and had not been brainwashed by a system of multiple choice (easy to grade) assessment? Our benchmark assessments are created by a team of teachers (not getting paid extra, not trying to make money off of testing kids), not giant test-textbook corporations. And these assessments are constantly going through a revision process so that they will be better next year.

So, Rachel's post put me through a little reflection as my goal was to create some math questions to help my students get ready for the EOG's. Although you can call it test prep, I feel I am really polishing the skills they learned earlier in the year based on Common Core Standards. As "Test the Season" is upon us, my goals remain the same--provide challenging, relevant, fun math work for students. And after years of doing this, I know it comes down to a little bit of skill and a lot of survival strategies.

When I am faced with an EOG problem that makes my eyes go crossed a little (see below):

I can only imagine how my kiddos will feel looking at a problem like this. First of all, too much information, are you trying to trick me into picking 12? (The answer is 15 if I did my math right). This problem catches me off guard a little because I feel like we have been challenging our kids all year with multi-step problems and by creating rigorous unit tests. However, never have we put them in front of 4 hours worth of questions, said "don't ask questions," "don't talk to each other," "don't ask to go to the bathroom unless it's an emergency," and made what feels like almost all of the questions multi-step.

Upon closer look at this set of released questions, one would find that not all of the problems are multi-step, but I think that students will be so stressed by the other problems they will hardly breathe a sigh of relief when they get to the easier questions.

Unless...
                          Unless...
                                                 Unless...
 
Combine Rachel's post with word from my new principal that we shouldn't be "test-prepping" as the year winds down, and here I am. Here's what I believe:

* As the adults in the room we HAVE to prepare our students for the future (in the short-term, that means a test in May). Our parents expect it and our students deserve it.
* As the ones with the most experience, we must unlock the secrets of the test and unveil that for students. We must not allow them to sit in a fog of unpreparedness during the week of testing.
* We do not need to cheer for the test. We do NOT need to call it SURVIVING the test. We DO NEED to constantly mention HARDWORK, PERSEVERANCE, BELIEF IN ONESELF, and remind students of how hard they have worked all year and how much they have grown.
* We can teach (most) test-prep skills in a way that is transferable to many environments. 

In many places, testing~failure~ results in re-testing (sometimes 2 more times before the last two weeks are over). When faced with these unfair consequences, I believe we have to ethically do everything in our power to help our students achieve. This includes teaching with a sense of urgency ALL~YEAR~LONG, maintaining an engaging learning environment, and not betraying out students' trust with DRILL-KILL-SNOOZE as we get closer to the test.

If things were different, some of my beliefs might be different. But, the state of testing is not different yet. So while we "teachers in the trenches" keep fighting for it to change, we have to prepare our students for these tests while maintaining our CORE beliefs.

I also believe there is a time and a place for pencil to paper~packets of practice~work, mainly because of the beast of testing that our society enforces on our students, but that mode of reviewing skills does not have to (or need to) happen every day up until the test. So, it hit me (like it's hit me all year in waves), I need to focus my math word problem sets on themes that are relevant to students. I will try my best to make sure the products I am creating for "test-prep" usage are just as engaging as the products I create and use with my students all year long.

Keeping it relevant and fun, I have worked on word problems with a "School Supply" company theme and am working on word problems related to Washington, DC (so my kiddos can relive memories of our field trip through math problems). Here's a sneak peak at my School Supply MULTI-STEP Word Problem Set that is almost finished! Check back later today for an update and explanation of this product.

 

Clip Art/Image Credits:
Coverpage Purple Chevron Background
by Mrs. Dixon @ Teaching Special Thinkers
www.teachingspecialthinkers.blogspot.com
Silly Frames, Crayon Frames, and School Supply Clip Art by the 3AM Teacher
http://www.teacherspayteachers.com/Store/The-3am-Teacher