Thursday, April 27, 2017

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FREE LANGUAGE ARTS LESSON - “Poetry FREEBIE Campfire”

by Deedee Wills
Pre-Kindergarten - 1st Grade


Poetry and shared reading for the summer and it's common core aligned!
It includes:
Common core standards aligned chart.
5 daily activities to keep your poem going all week
An emergent reader
A student copy for their poetry notebook
2 sorting activities with response pages (compound words and long and short o sort)

Your kiddos will love practicing their concepts about print and fluency with this fun poem. This poem just perfect for the summer

Once the week is over, add it to your poetry or pocket chart station!

If you enjoyed this FREEBIE and are interested in an ENTIRE year of Shared Reading and Poetry, you might like this best selling product!

Poetry Station and Shared Reading: The Complete Set



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Wednesday, April 26, 2017

FREE LANGUAGE ARTS LESSON - “FREE FRY Words 1-100 Checklist (portrait)”

by Joya Crawford
Kindergarten - 2nd Grade


Here is a FREE FRY words checklist for the first 100 FRY words. Included at the top are 4 lines to put the dates you assess your students on these words.

Please check out my other FRY word products in my store:
http://www.teacherspayteachers.com/Product/FRY-Words-KABOOM-Bundle-Words-1-400-1367610

http://www.teacherspayteachers.com/Product/FRY-Words-1-100-KABOOM-Game-740910

http://www.teacherspayteachers.com/Product/Sight-Words-Connect-4-Fry-Words-1-100-1187793

http://www.teacherspayteachers.com/Product/Ultimate-FRY-Words-1-100-Activities-Bundle-1401774





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Tuesday, April 25, 2017

FREE LANGUAGE ARTS LESSON - “Word Wall Backgrounds”

by Janetta Hayden
Pre-Kindergarten - 12th Grade


These word wall backgrounds are for you to write the words and add to your word wall. They come in blue, green, yellow, red, and purple. You can choose one color, or choose several. These coordinate with my Parts of Speech posters and Peanuts Daily 5.
Thank you,
Smiling in Second





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Monday, April 24, 2017

Dr. Frankenstein, I Presume? Developing Culture With Lab Classrooms


                                 "Dr. Frankenstein?"
                                 "Frankensteen."
                                 "You're putting me on!"

                                 "You must be Eegor."
                                 "No, it's Igor."
                                 "But they told me it was Eegor."
                                 "Well they were wrong then, weren't they?"

The words "lab classroom" never fail to conjure up images of crazy-haired Gene Wilder and boggle-eyed Marty Feldman in the opening scenes of "Young Frankenstein." I imagine myself in a white lab coat, wearing glasses that make my eyes appear 10 times larger than they really are...and my students tethered to numerous scientific experiments, calmed only by the strains of "Puff the Magic Dragon" played on my ukulele.  In fact, I'm giggling to myself as I sit here typing these words.

Pedagogy Is a Science

All kidding aside, pedagogy is "the art, science or profession of teaching" (Merriam-Webster Dictionary).  Sometimes, it does feel like "MAD science," as we race around implementing procedures and techniques that have very little basis in the real science of educational research.  Some days, I do look a little like Gene Wilder. Other days, I think I channel Marty Feldman.

My staff has been on a journey over the last two years.  We've begun delving into the work of Harvard's Project Zero, and we've chosen to examine Ron Ritchart's Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools and its implications for us as a community of learners. We began this journey by reading Making Thinking Visible (Church, Morrison & Ritchart). This year, we've waded into the deep end of this inquiry. 

One thing that became apparent in our learning is that we are really good at talking about data...REALLY good. We examine it. We know where our students are in their learning. We know who needs to be pushed. We know who needs remediation.  However, we seldom talk about the how. How do we push this child? How do we help that child? In our PLTs, we seldom discuss pedagogy.

Dr. Frankenstein Has Entered The Room

We want pedagogical conversations to occur naturally.  And on some level, they used to before the content of team meetings became so heavily monitored or dictated. So in order to shift our staff culture, we scheduled two lab classroom days.

What are lab classrooms?  In our building, lab classroom days are when staff members, who have agreed to open up their practice to their peers, teach a 45 minute lesson in front of 4-5 colleagues. Within the lesson, the host teacher is using a thinking routine embedded in the lesson. Colleagues are there to observe, not participate or interact with the students. After the lesson, the host teacher leaves the classroom (a substitute or another staff member provides coverage) with the observing colleagues for a 30 minute debriefing session.

The debriefing session is highly structured and requires the host and observing colleagues to reflect on the moves the teacher used to encourage student thinking and the evidence of student thinking during the lesson. Another staff member or in our case, a staff development teacher or coach leads the debriefing session.  

During the debrief, participants are not allowed to make judgement statements...this includes PRAISE.  Not praising a colleague is perhaps the hardest part of the debrief.  The purpose of it is to focus solely on the what was observed and the evidence of thought.  The minute we start to praise, objectivity goes out the window. On our lab classroom days, we secure 4 substitute teachers who travel throughout the day to cover staff members who are observing.  We have five teachers who volunteer to teach lessons using thinking routines, and then we schedule the rest of our staff in groups of 4 or 5 to observe those teachers.

When You Put The Lab Coat On...


I volunteered for the first day of lab classrooms, since I had facilitated them as a coach in years past, I felt more comfortable in sticking my neck out.  I chose to model a thinking routine that was new to my students, because I thought that watching a teacher "unpack" a new routine might be beneficial for my colleagues.  I chose Claim-Support-Question.

We had been studying powers of ten in our math workshop, so I came up with the question, "Do other multiplication patterns exist when we use exponents with other numbers?"

I began my lesson by introducing the Claim-Support-Question Routine. Using a slide show that I had created, we discussed the words "claim" and "support."  I asked students my math question, and then sent them back to their table groups to discuss it and write a claim statement on their table's chart paper.

After they had written their claims, they returned to the carpet to report out to the whole groups.  Then, we talked about how we might support our claims.  What procedures might they follow? They returned to their tables to investigate. 

This was fun to watch. All groups, except one, claimed that there would be patterns.  All groups chose a number and found the exponential products for that number up to an exponent of 10.  I allowed them to use calculators for this part, so it was more easily investigated.  We stopped briefly to remember that scientists and mathematicians want more than one set of data to prove a claim, and then groups continued to work with other numbers to triangulate their data. 

At this point, I had to leave with my observing colleagues and a substitute took over. But before I did, I asked my students to talk to me about their thoughts about the new thinking routine and the type of thinking they believed they engaged in... in other words, I asked my students to engage in some metacognition.  They did not disappoint. Using Project Zero's Circle of Understanding, my students engaged in a lively debate about uncovering complexity and reasoning with evidence.  Then, my students continued the investigation without me.


Mad Science Without The Crazies

The debrief of my lesson was fun.  The lack of praise was weirdly awesome.  Here's why: When people praise me, I am uncomfortable.  Sometimes, I distrust what they say.  Often times, I feel embarrassed.  In the debriefing session, I heard specific feedback.  I heard my colleagues comment on the amount of scaffolding I used to introduce a new thinking routine.  I listened to feedback about differentiation and how I utilize the Circle of Understanding in my classroom.  I swelled with pride as they named and noticed evidence of student thinking and depth of student thinking.  All of this without, "You did a good job when..." Afterward, I walked out feeling six inches taller, and I had some new pedagogical targets to chew on for upcoming lessons.

Shifting Culture

We have a long way to go in our learning community.  Don't we always?  That's the nature of being a community learners: CHANGE. That being said, I've noticed three shifts as a result of our lab classrooms.
  1. More of us are talking about our classroom practices more often. 
  2. These discussions have an inquiry-like tone.
  3. Our conversations and reflections have deepened, and we are asking more questions about our practices.

Ohhhhhh, Sweet Mystery of Life

"Ohhhh, sweet mystery of life, at last I've found you..." Madeline Kahn rocked that song at the end of "Young Frankenstein," didn't she? Change has begun in our learning community because of lab classroom experiences.  It's exciting to see what happens when teachers take control of their own learning and protocols are implemented that promote a safe sharing environment.

When I returned to my classroom, my students showed me their questions. They asked a number of questions, but two particular questions gave me goosebumps:
  1. If we multiply fractions exponentially, will there be patterns?
  2. If we multiply decimals exponentially, will there be patterns?
They connected the inquiry to our past units of math study! "Ohhhhh, sweet mystery of life! At last, I found you!"

FREEBIE ALERT

If you'd like a copy of the inquiry math lesson I taught during my lab classroom experience, click the picture below.



You might also be interested in the these visible thinking resources:




Until next time, teach on!
P.S. Come back next week! It's 3 E's Blogging Collaborative Week and there'll be free goodies!


FREE LANGUAGE ARTS LESSON - “Vocabulary Challenge {Matches any topic/theme}”

by Green Grubs
2nd - 4th Grade


This vocabulary activity sheet matches any theme or topic! 


Use a word/subject that your class feels enthusiastic about as motivation for reviewing basic vocab skills (e.g. the movie ‘Frozen’, or the word ‘Frog’ etc.) Simply write the word of your choosing in the empty box at the top right before copying for your class.

This sheet is perfect for your creative and ‘divergent thinkers’ as most questions have multiple correct answers.



Looking for classroom resources? You might want to have a peek at these:

Nature Table Task Cards & Sorting Arrows {for grouping natural materials}.

First week of school {Getting to know you homework sheets}.

SNAILS! {Fun & facts about terrestrial & aquatic snails & slugs}.



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Sunday, April 23, 2017

FREE SCIENCE LESSON - “Build a Periscope {Science Challenges Sample}”

by The Science Penguin
3rd - 6th Grade


Build a Periscope is a sample challenge from Science Challenges: Part I.

This challenge is not a simple following directions activity. Students must rise to the challenge by researching and planning how to build the periscope. Then they build the periscope and select one of the project options to show what they learned.

What does each activity include?
• Teacher Information Page
• Student Directions with Requirements and 3 Project Options
• Student Planning Page
• Editable Rubric

When can you use this?
• while students are in stations or receiving more teacher support
• during RTI or Intervention and Enrichment Block
• during technology class
• end of year projects
• when integrating science with research skills
• challenge for students at the end of a unit
• challenge for GT students

Do you want 9 more Science Challenges?

...................................................................................................
Important Product Notes

• While the rubric is editable, the rest of the file is secured and cannot be edited. 

• The file must be opened in PowerPoint.





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Saturday, April 22, 2017

FREE LANGUAGE ARTS LESSON - “Poetry Mad Lib FREE: Shakespeare's “Shall I Compare Thee to a Summer’s Day?” ”

by Secondary Sara
7th - 12th Grade


Students learn from the greats by reading mentor text poems and writing their own using templates!

Hook students into poetry by making it seem as easy as fill-in-the-blank! Great for any British Literature class or regular English Language Arts, this editable template page uses a side-by-side layout so that students can read the original and quickly begin making their own (serious or silly) versions of the poem. The blank spaces force students to think carefully about grammar, rhyme, alliteration, and syllables so that the poem still “sounds like” the mentor text.

This activity is an excerpt from my Bundle of 5 Poetry Mad Libs from British Literature, where you will find four MORE mad lib templates and a full directions page that includes easy CCSS grading. (There’s also an American Literature version of the Poetry Mad Libs too!) All of the directions and templates in the paid bundles are EDITABLE.

The printout includes:
• the original poem,
• a question for reading comprehension,
• a fill-in “mad lib” style template, and
• a “challenge” option for any student who might find the mad lib template too easy.

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You may also like…

My other poetry materials:
Bundle of 5 Poetry Mad Libs from British Literature
American Literature version of the Poetry Mad Libs
"Why Poetry?" Mini-Unit
my Digital Poetry Slam Project

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Friday, April 21, 2017

FREE LANGUAGE ARTS LESSON - “Poster: How to Choose a Book (FREE)”

by Jessica Osborne
2nd - 11th Grade


Choosing Books - Students are always asking how to pick a good book. I created this poster to hang over my classroom library. It's available with a printer friendly white background, or with a fun polka dot green, blue, or pink. Enjoy!

Click HERE to see all my posters.

You may be interested in my Writing and Grammar Poster BUNDLE: All My Posters Discounted!

© 2013 Jessica Osborne. All rights reserved.
By copyright law, the download of this product entitles one teacher the use of the digital and printed files for a single classroom. Files are not to be shared or published (including being displayed on a website) in any way without direct permission from the author: JessicaAnnOsborne@yahoo.com



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Thursday, April 20, 2017

FREE LANGUAGE ARTS LESSON - “Vocabulary: FREE Phonics Task Cards (Short "E") RF.K.2d”

by KB3Teach
Pre-Kindergarten - 1st Grade


FREE Vocabulary Task Cards: Learn basic comprehension and "process of elimination" strategies while working with CVC decoding. Visual Graphics: Great for ELLs!

OPTIONS
1) Print for use as a worksheet.
2) Print and cut into individual work cards (20 cards).
3) Print, cut into individual work cards and laminate for multiple use.

20 multiple-choice color cards (Includes bonus B/W set / Total: 40 cards)

ADDITIONAL SETS:

CVC SHORT VOWELS (AEIOU) LEVEL 1:
CVC Vocabulary Cards (Short "A")
CVC Vocabulary Cards (Short "I")
CVC Vocabulary Cards (Short "O")
CVC Vocabulary Cards (Short "U")
**CVC Vocabulary Cards (AEIOU) BUNDLE

CONSONANT BLENDS & DIGRAPHS LEVEL 2:
Vocabulary Cards (Initial Consonant Blends) LEVEL 2A
Vocabulary Cards (Ending Consonant Blends) LEVEL 2B
Vocabulary Cards (Digraphs) LEVEL 2C

VOWEL COMBINATIONS LEVEL 3:
Vocabulary Cards (Vowel Combinations)

IRREGULAR BLENDS LEVEL 4:
Vocabulary Cards (Double Consonant Blends) LEVEL 4A

LONG VOWELS LEVEL 5:
Vocabulary Cards (Long A) LEVEL 5A

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MEGA BUNDLE (Includes all vocabulary task card sets)
Vocabulary Cards: MEGA BUNDLE
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*All pictures, fonts and graphics used with permission from original copyright holders.*





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Wednesday, April 19, 2017

FREE MATH LESSON - “Area Model Multiplication 2X2 - Error Analysis”

by Katie Minor
3rd - 5th Grade


Error analysis problems are a great way to check your students' understanding of a concept. Instead of just solving many of the same problems on a worksheet, they have to use their critical thinking skills to determine where, if anywhere, the example student went wrong. This forces them to think outside of the box and develop a deeper understanding of the WHY behind the procedure and processes.

This activity is a quick check of the students' understanding of steps for using the area model to solve multiplication problems. I used this as a ticket out the door but you could also use it in centers or in whole-group instruction. I have copied the activity three times on one sheet to save paper :).

Aligns with the standard: NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Looking for some more error analysis products for fourth grade? Check out...

♦ Multiplication: Area Model Error Analysis

♦ Multiplication: Partial Products Error Analysis

♦ Multiplication: Standard Algorithm Error Analysis

♦ Division: Partial Quotients Error Analysis - No Remainders

♦ Division: Standard Algorithm Error Analysis - No Remainders

♦ Subtraction Error Analysis: Standard Algorithm

♦ Addition Error Analysis: Standard Algorithm




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