Interactive Anchor Charts

June 17, 2017Leave a comment

If you’re a teacher, you already know the importance of anchor charts. They literally “anchor” our learning and provide a resource for students to look back to throughout the year.

But have you ever felt like you put all this time into making a cute, pinterest-worthy anchor chart and your students rarely, if ever, look at it again? It seems like it just became a part of the classroom decor? Well, most likely, the students didn’t have a connection with that anchor chart!

When students contribute to anchor charts and they become interactive, yes, the charts may not come out quite as cute, but they make a connection to the chart and its content and they will be much more likely to use it as a resource.

Here are some ideas and different types of interactive anchor charts you may want to implement in your own classroom:

This is a type of chart that many of us are already implementing in our classrooms. As I introduce each letter of the alphabet, I have students brainstorm words they know that begin with that letter. I quickly write the word and sketch the matching picture.

I add ANY word the students think of, so long as it begins with the correct letter and is school appropriate.

This is a great time to build connections with your ESL students as well! If they give me a word in their home language, I will add it to the chart with a picture (Google Translate is my BFF), and explain to the class why we are adding it and what it means. It means SO much to them to see words in their own language on these charts!

I use charts with sound boxes all the time as we’re learning cvc words and short vowels. The cute “Aw Man O” at the top comes from Michelle Hudgeons.

Of course, I could just write words that students brainstorm on the chart, but I think it means so much more to have them help me stretch out the words and use the sound boxes themselves. We will use sound boxes all year long and I want my students to become experts at stretching out words that they’re writing, so I need to make sure i’m modeling it as much as possible.

Similar to sound boxes, as we begin learning more complex phonetic patterns, I begin having my students stretch out the words and label the pictures on our anchor charts.

I am NOT worried about spelling here! If they forget a phonics rule we’ve already learned I may remind them, but otherwise I let them use inventive spelling to encourage taking risks in their own writing.

These charts may be pre-made, but they show students how to do something step-by-step and they should match the task exactly.

This chart shows students step-by-step how to solve our addition word problems.

I had the steps already written on the chart, but I made sure we referred to this chart constantly as we practiced solving word problems whole group. Every time we did a step, I had a student tell me what number it was and what it said. They HAD to refer to this chart so that it would be more likely they would refer to it later on when they needed help.

Another example is letter writing. This time I did start with a blank chart:

I only had the numbers written on here so students knew how many steps there were. Then I wrote the letter in front of the class explaining what I was doing as I went.

I made sure to use different colors to make the difference in each step obvious.

After we finished this chart and went through the steps a few more times, I put this at the writing center. Letter writing was now an option and, because they had this chart to refer to, I expected all students to follow this format.

Again, these are charts that you are probably already using in your classroom! These charts are your KWL charts, your Can, Have, Are charts, and your bubble charts. These charts are meant to document student learning.

Here is a very sorry looking dinosaur Can, Have, Are chart. 😉 We completed one column every day and wrote about that part. Students were able to use the chart as a resource and were more likely to be able to recognize the words because they contributed the information.

This is a bubble chart we made after reading a book about spring. The pictures help students know what the sentence is about, which helps them recognize the words because, again, they came up with the words.

This last chart type is one that is usually pre-made and they can be easy for students to forget about if you are not diligent about making sure to refer to them often.

We used this chart when learning about character traits, but we also had a chart with even more traits I displayed on the SmartBoard:

We read “Tops and Bottoms” and then used both charts to fill out this character traits sheet:

I made sure that we referred to that chart often throughout the rest of the year as we read stories together.

If you have any great anchor chart tips, be sure to leave them below!

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Transitional Readers in Kindergarten

March 22, 2017March 22, 2017Leave a comment

If you’re a kindergarten teacher, you know that every year is like a box of chocolates – you never know what you’re gonna get. Every year I have kiddos come in who range from not knowing their own name to knowing a few letters to being able to read and comprehend chapter books.

Today i’m going to talk about what you can do to meet the needs of those high students without cloning yourself… because let’s be real, sometimes it feels like you need to if you want to fit it all in! And these ideas aren’t just for kindergarten – many can be used with any primary grade level!

I’m going to start with talking about guided reading. Right now I have a group of kiddos who read and comprehend at a range of levels M-U (3rd-5th grade levels). The word comprehend is so important because it doesn’t matter if a student can read a higher level text if they don’t understand what they read.

Sometimes that can be difficult to explain to parents why I have their student at a lower reading level when they’re convinced they can read every Harry Potter book back-to-back, but what’s the point of reading if you don’t do anything with it? (Does that make sense? I’ve got spring break brain, HA!)

We’ve been working all year, and one area I found my kiddos struggled in was retelling nonfiction.

I LOVE these Scholastic Kids newsletters! Yes, they’re a lower reading level, but they are laid out perfectly to show my students how to pick out the main idea and supporting details.

After reading a few times, I have my students fill out this graphic organizer. You can find it here. If it was a magazine with 4 points, i’d either have them just choose 3 or add another on the back.

On day 2, we would put this into paragraph form, which was definitely a challenge as they had never done that before! First, I had students write a topic sentence using the main idea, then put the 3 details into sentences, then write a closing sentence. I taught them that they could just reword the topic sentence to write the closing sentence (So “There are dangerous animals in summer.” might become “Those are some of the dangerous animals of summer.”)

Then, because I do want to push my students further, I have them go back and add more to each detail (this extends over multiple days – so a day for the graphic organizer, a day for writing, a day for adding more details, etc).

Students use sticky notes to add on to each detail. Often they want to say “But there’s no more here!” and I have to make them go back and read because of course there is. 😉

Now, this step is extra, but I wanted a way to make the structure more visual to them.

First, I had my students cut apart their paragraph. Then they glued it down in order, this time adding in those expanded details with the post it notes.

Then, they wrote their paragraph again and this time illustrated it:

Pretty impressive! Now that they understand the structure of a paragraph, we’re working on writing multiple paragraphs about an animal they’re researching. Once they’re done, we’ll learn how to type it up and they will get to present to an upper grade class (they’re dying to do this!)

Again, those graphic organizers can be found here. Honestly, I use them every day for any skill I think we need to work on – making connections, predicting, retelling, and more!

What about literacy centers? If you go back to this post, I show you how I differentiate my literacy centers to meet the needs of all my students:

This group is my purple group, so they know that they can choose any basket with a purple ribbon or any purple folder.

Some centers are very easy to differentiate because I just need to change up the sight words. For example:

-Read it, Make it, Write it

–Mystery Sight Words

-Sight Word Stamp

-Roll and Write a Sight Word

I also like to have them do research and write as a basket. One basket contains a bunch of Scholastic Kids magazines and the same graphic organizer so that they can get more practice even when they’re not at my table.

I LOVE the PBL projects from Digital Divide and Conquer! I sometimes start these with the students and then make them a basket.

I also put out these animal research tab books out and let my students choose an animal to write about. You can try the lion tab book out for free here:

I hope these ideas were helpful to you! Do you have any great ideas for meeting the needs of your higher students? I’d love to hear them!

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Organizing for Guided Reading & Guided Math

January 24, 2017January 24, 2017Leave a comment

If there is one place I am organized (the only place I am organized), it is at my small group table. What happens at this table is so important, and it happens SO fast, that I find I need to be as efficient as possible.

Keep in mind, this is what works for me and its taken me 4 years to figure out exactly what did and did not work. Hopefully you can use some of these ideas, but if something doesn’t work for you – find something that will!

Ignore the mess in the background! It’s proof that i’m human. 😉 This is how my table is set up each day. I’m supposed to be able to fit 6 at my table, but I can only fit 5 right now and i’ll show you why in a minute. I prefer to have 5 or less in my groups if possible (We share kids between classrooms to try to make this doable).

This set of drawers is where my 6th chair would be and without them I would be lost. I keep my alphabet charts, sound boxes, and analogy charts on top in dry erase pockets.

In the small top drawer, I keep my magnetic letter trays. I used to keep these out, but I found that letters would mysteriously “walk away.” 😉

In the middle drawer, I keep things I need for guided reading. I keep my pencil trays with dry erase markers, erasers, pencils, and highlighters in them and I keep one tray to the side filled with extras just in case. I also keep small sentence strips from the dollar spot in here.

In the bottom drawer, I keep my items for guided math. Most of my manipulatives are kept in separate tubs, but I keep things I bought myself in here. I have counting bears, 50 & 100-charts to practice counting, magnetic ten frames, and playdough.

I also keep this 10-drawer cart over here because you can never have enough drawers. On the top is a “junk drawer basket.” I keep random things like sticky notes, scissors, and glue in there and I also throw in anything students bring up to me during guided reading.

The top 5 drawers are for each of my guided reading groups.

In each drawer I keep a folder with any printables I need. For example, my Pre-A drawer has all the letter pages we will be doing from my Letter ID Intervention pack. In my Pre-A drawer, I also keep a pile of magnetic letters to match to alphabet charts.

I also keep each groups’ writing journals in here so that I don’t have to sort through one big pile. These were just blank journals I found in a cabinet. If it’s day 1, I keep their books in here too. After that they go in their book boxes.

This binder is my LIFE. Seriously. It was originally just for guided reading, but I recently made the back half for guided math. In the very front I keep my schedule and the interventionist’s schedule side-by-side, but I won’t show you that for privacy purposes.

I have a tab for each group. In each tab, I keep a chart with what letters/sounds they know, what sight words they can write, and then all my lesson plans. I switch kids around quite a bit, so I just change out the charts as needed. We use Jan Richardson’s lesson plans (which I seriously love and suggest you check out), so I don’t have anything fancy to show you there.

After that, I have my math intervention groups tabbed by what skill they need to work on. I just write the students on the front with a vis-à-vis and I can easily erase/add as needed. I also put the day of the week I aim to meet with that group on the bottom.

After that, I have all my regular guided math groups. Again, I write their names on the tab cover. I can only meet with 1-2 of these groups a day unfortunately.

Hopefully some of these ideas were useful to you! I will have blog posts up soon about how I organize and teach each reading level in kindergarten – from Pre-A all the way to Transitional!

Lesson Planning Bonanza! {With a Template Freebie}

June 12, 2016June 12, 20164 Comments

Ok. Before you throw rotten tomatoes at me, I know, you’re on summer break or you’re about to be on summer break and the very.last.thing you want to be thinking about is lesson planning.

I 100% understand. During the last 2 weeks of school, my lesson plans were single words scribbled into a mini-notebook I found while cleaning out cabinets {true story}. #typebteacher

But my brain has been on overload planning mode now that it has nothing to do, so I’ve been putting my all into getting my lesson plans for next year pumped out. It’s going to be a crazy busy year, so I thought i’d deal by getting ahead.

Just in case you’re in my same boat, or you’re just browsing for ideas for next year, I thought i’d share how I lesson plan with you {and stay tuned for a freebie at the end!}

You might have seen a picture of my lesson plan binder that I shared in this post. I have a yearly curriculum outline and then weekly plans. The only day that gets its own page for planning is the first day of school.

This is what the curriculum overview looks like. This is a great free template I got here.

This doesn’t go into a lot of detail, but it gives me a quick glance at themes and what i’ll be teaching that month. The “GK” stands for Guiding Kinders, which is what I will be using for shared reading this year. LOVE Deanna and DeeDee.

I like having this monthly overview at the front of my binder so I can quickly look ahead and feel more prepared.

This is what my actual lesson plans look like. I print them back to back so that when I open my binder I can see both the morning and the afteroon.

Again, these aren’t super detailed. You could make them that way if you wanted, but I view lesson plans as more of a guide. They tell me what lesson to teach or what activity I want to do, but most of those lessons already have full lesson plans in another binder somewhere.

I made these lesson plans before we changed our daily schedule for next year and i’m too lazy to go back and change them all so the subjects aren’t quite in the right order. That’s ok.

Here is the daily schedule I put in my binder:

Like I said before, the only day that is special enough to get it’s own full 2-page lesson plan is the first day of school. Here is how I made that:

Oh goodness. I just realized these have changed as well now that I need to introduce flexible seating! I’ll go over how I will introduce that in another post.

We actually have two first days. Half of the class comes for a full day Thursday and the other half come Friday. The lesson plan this day is pretty much all routines routines routines.

SO. Here is the freebie I promised you!

There are templates that look just like my pages but without the words, then there are blank pages with just the frames. The font I used on every page was “HelloTypewriter” from Hello Literacy and you can add tables to the blank pages by clicking “insert table.”