My Many Memorable Firsts

This past week, we started a new personal narrative writing unit all about my many memorable firsts.

I began this unit with a hook to engage student interest--we talked about roller coasters. Who doesn't have a love-hate relationship with a good ol' roller coaster? Especially in a room of second graders, the feelings are unanimous. "Roller coasters are SO MUCH FUN!" We talked about what it was like to go on a roller coaster for the very first time--how that wait in line feels like forever; how when you get into the cart and put on the seatbelt, your heart starts to race; how as the coaster slowly goes clickit-clackity up the tracks, you are thinking "We are going up so high!" and your heart is beating out of your chest; how at the very top it feels like the world stops for just a moment, and then woosh!; how you scream at the top of your lungs as you zoom down the track and loop upside down. I shared my personal story of the first time I went on the roller coaster The Mantis at Cedar Point, and my students were all in. They couldn't wait to start brainstorming!

I modeled how to come up with some ideas to get my students on the right track (no pun intended), and put some common experiences down, like the first time I lost a tooth or the first time I rode a bike, to prevent students from getting "stuck" in a writer's block. Students had to come up with at least 3-5 ideas, but many of my students came up with many more. We did lots of sharing out, and then we each circled one idea on our web that we would write about.

The next day, it was time to start some serious planning. I created a pre-writing organizer that would not only engage key information like the "who," the "where," and the "when" but also would engage sensory details right from the get-go. 

We spent the most time on the "Things on the Outside" section as we went through the five senses. What did I see? Hear? Smell? Feel? Taste? I chose to use the idea of the first time I swam underwater, so I wrote down things like I saw the blue water of the pool, I heard my mom cheering for me, I felt the blazing sun, I smelled chlorine and sunscreen, I tasted salty sweat on my lips as it dripped down my face.

Then, it was time for our sequencing organizer to get the meat of our story told using temporal words.

I can't wait until we are to the revising/editing portion and can dig into these checklists!

If you are interested in this "My Many Memorable Firsts" common core aligned personal narrative writing unit, I just uploaded it to TPT. Just click the picture below!

Also, get the "Peer Editing Checklist" as a FREEBIE! :) Click the picture below!

3 Million Strong Sale!

Thursday and Friday mark the last two days of February, which means 2 great things:

1) It will be March, and something about the sound of the word "March" makes me feel that spring is on it's way. Even if the polar vortex IS striking again this weekend and the below zero windchill currently feels equivalent to living in Siberia, it will just feel warmer when I let "March" roll off my tongue.

2) Teachers Pay Teachers is holding a 2-day sale to celebrate that it is 3 million teachers strong. Woot, woot! I am throwing a 20% off sale on all of my products, and in addition, TPT is offering a discount of its own with the promo code TPT3. I know I have oodles of products on my own constantlty-growing wishlist that I can't wait to pick up tomorrow!

To be taken to my store on TPT and access the sale, click on the button below.

Happy shopping!

Using a Puzzle to Teach Main Idea and Details

Teaching main idea and details can be a difficult concept for younger students to grasp. Two years ago, I found this great idea of using a puzzle to do so. Basically, you compare the main idea to the "whole picture" of the puzzle and the details to the individual "puzzle pieces." When you put the puzzle pieces (details) together, you create the whole picture (main idea). After using this concrete example of a puzzle to teach main idea and details over the years, I have seen my most struggling students have that "aha!" moment.

Thus, when I started to teach main idea in my classroom in small group two weeks ago, I pulled my 100-piece shark puzzle out of the closet. Sharks are always a huge hit, and my students were eating it up. They were able to tell me that the "whole picture" was of a shark and that the pieces were the details. However, they really, really, REALLY wanted to build the puzzle. Now you know how precious small group time is during reading workshop, so I couldn't very well have my students build the ONE HUNDRED-piece puzzle. But this got me thinking... Why couldn't I create my own puzzle that my students could build and would ultimately reinforce the concept of main idea and details? That got me thinking more... What if I created a graphic organizer to use with teaching main idea and details that was in itself a puzzle?

Probably because the shark puzzle went over so well, I got to work on an "Under the Sea" puzzle where each piece, or detail, would be a different sea creature. A blowfish, an octopus, a sea turtle, a sting ray, a hermit crab... I created a puzzle where there was only one creature per piece. See the finished product below!

I wrote the word "detail" on the back of each puzzle piece. When introducing this concept, I would show students one puzzle piece at a time, asking, "What is this a picture of?" (A starfish, a clam, an octopus...) I would then have students start to use the word "detail" as they were describing what they saw in each puzzle piece. Once students identified every detail, I would have them construct the puzzle and ask, "What is this a whole picture of?" (Creatures under the sea) THIS is the main idea!

Then, it was time to introduce the "Main Idea & Details" graphic organizer. Students used this directly after they built the puzzle. They chose the details (different sea creatures) that they wanted to write down, but they all had that the main idea was creatures under the sea. The beauty is, I can now use this graphic organizer with ANY TEXT, and it reinforces this minilesson!

To download this "Under the Sea" puzzle and "Main Idea & Details" graphic organizer FREEBIE, click on the picture below or HERE.

Also, you can use any puzzle to teach main idea and details, or you can even create your own! Portraits work really well. Simply cut out a picture from a magazine of a person's face and laminate. Then, cut your puzzle pieces out so that one facial feature is present in each piece. An eye, a nose, a mouth, an eyebrow, etc. Have your students identify those facial features as your details, and then once they put the puzzle together, they will see the main idea is of a person's face! You can even have your students design their own puzzle to use to teach a younger student. The possibilities are endless!

Reading Workshop: Increasing Motivation and Accountability

When it comes to reading workshop, we as teachers want it to run like a well-oiled machine. You, the teacher, are sitting at your back table with a small group of students. Your small group is active in rigorous learning that is differentiated to their specific needs. You and your scholars are really honing in on crucial literacy skills! The rest of your class is working independently around the room individually, in pairs, creating a soft buzzing sound as every single student is engaged in learning. One student sits at a desk using scrabble tiles to spell his spelling words for the week, another practices her high frequency word flashcards, another cozies up against a pillow as he reads to himself, two students follow along in a book with headphones on their ears at the listen to reading station, one student is taking a comprehension quiz on a student laptop, a pair of students point together in a big book as they whisper read together... This is what your workshop looks like EVERY SINGLE DAY, right? I know that for myself, this is what I want. And sometimes, in fact, a lot of the time, this is what I see. However, we all have those days in teaching where our students seem to get "a case of the crazies." Or, we have those specific students who need lots of time, patience, and scaffolding to really build this independence. 

That's where having a specific tracking system for reading workshop that increases motivation and promotes accountability comes into play. Ultimately, I want my students to be intrinsically motivated. I want THEM to WANT to read and write because they DESIRE to do it. I want them to have to struggle to tear themselves away from that page-turner of a book like I do when reading at night. However, I have to meet my students where they are at. And not all of our students come to us at school with this intrinsic motivation in place. Thus, we have to help build a bridge for these students using extrinsic motivators. Through extrinsic motivation, we can move them step by step towards intrinsic motivation coming from one's self.

I spent a lot of time thinking about what I could use to keep my students motivated during reading workshop time now that the novelty of the newness of it all has worn off. I put myself into the mind of second grader, and tried to remember, "What motivated me as an elementary student?" That's when I thought of Girl Scouts. I have great memories not only of the cookies (can we say thin mint craving happening right now!?) but of the experiences. Art work, the great outdoors, community service, there were so many different activities I participated in, and at the end of each experience, something very special was earning that badge or pin to add to my sash as a tangible symbol of my growth and learning. I treasured my badges and actually still have them in a box in my basement, which I will pull out from time to time to reminisce. These badges are what sparked my idea of how to keep my kiddos motivated during reader's workshop in the classroom.

First, I created a tracking chart for my students to use to keep themselves accountable for the work they are completing each day. I use the Daily 5 (read to self, read to someone, listen to reading, work on writing, and word work) structure to organize my reading workshop. To download my tracking chart for free, click on the photo below or HERE.

So that students aren't victims of the desk monster eating their tracking charts, I staple all of them to our reading workshop bulletin board. Then, students get to use paint pens to mark the choices they are completing each day. Who doesn't love a paint pen!?

Once I had my tracking system in place to increase accountability, it was time to develop the reward system to build motivation. I wanted to get that feel of badges as I experienced with Girl Scouts, so I came up with a set of 25 unique "badges of honor" all connected to literacy for students to earn, one each week.

Then came the task of how to display these "badges of honor." How about necklaces? I went to the store and bought a big spool of lanyard, lanyard snaps, and beads. I made the necklaces and then brought in the beads to have my students actually string them. My students loved choosing their own colors and really took pride in and ownership of their workshop necklaces. Now, we were ready to start earning badges! 

To earn a badge, students need to have at least one stamp in each of the Daily 5 categories (read to self, read to someone, listen to reading, work on writing, and word work) on their tracking chart. This really helps my students to do ALL of the stations vs. just their favorites (aka the student who just wants to use stamps each day for word work or the student who always wants to read to self). Also, I made it very clear that quality work needed to be done at these stations, and we have had ample discussions about what "quality work" does and does not look like. Since my workshop is an hour long, students complete two different activities a day. This means that if students are doing what they are supposed to be doing independently when they are not with me in small group, they should have one stamp in each Daily 5 category with room to pick some of their faves over again and get a second stamp.

So far, with this new tracking and rewards system, I have noticed some great results. I had 2 students initially that would try to sneak in doing the same exact station each day, and now, they are hitting all of the Daily 5 categories. Also, my students as a whole class are excited to get their badges on their necklaces, and they wear them with pride during workshop.

To get your very own "badges of honor" pack to increase motivation and accountability during your reading workshop time, click the picture below or HERE.

My hope is that my students at the end of the year have a necklace full of badges. They can then take this home to keep as a memento of all the great learning they for reading in second grade. And who knows, maybe someday they will store it in a box in their basement too.

No Longer Snowed In

Well, today was the first official day back to school after the longest winter break ever (seriously, 19 days!) with a snow day at the very beginning and then two in a row tacked on at the end. If you are a mid-westerner like myself, you were definitely in the same boat with these frigid wind-chills and mounds of snow. In fact, I had to give my little Honda a pep talk this morning to get through some of those side streets that were still in desperate need of some plowing. "C'mon Hondie, you can do it!" with a loving tap to the dashboard. I know you all have a nickname and talk to your car too--hey, we know what works.

Once I got to school safe and sound, it was so wonderful to see all of my sweetie-pies this morning--I missed them! Their little smiles are just the best.

To start 2014 right, I began one of my absolute favorite writing units--"What is the best pet?" opinion writing. The engagement is always high for this unit as students support their opinion with strong reasons and evidence. They really get into it! Click here or on the picture below to access The Best Pet Opinion Writing Unit at my TPT store.

Since this was only day 1 of the unit, we brainstormed. What exactly makes a pet a great pet? Is a great pet cuddly, easy to take care of, playful, quiet,...? I expressed my opinion that a great pet must be cute. Picture that furry face of a golden retriever puppy. However, some of my students did not agree. Some were adamant that a great pet does NOT have to be cute. Snakes are cool (obviously). What's not to love about a slimy, slithery creature that eats dead mice? (Ick! Need I go on?) We had to agree to disagree on this one. However, gotta love the friendly debate that stirs up--it really gets students eager to support their opinion right from the get-go.

Tomorrow, I will bring in some Oreo cookies as a hook to introduce our opinion writing graphic organizer when we start pre-writing. Always a huge hit!

I must say, putting on my black dress pants, sweater, and Sperry shoes this morning was a bit of a shock, as well as the alarm clock. But it sure feels good to get back to teaching! And let's be honest, my yoga pants and sweatshirt that I've been sporting for the past 2 plus weeks needed a break. :)

Let it Snow!

With winter break only 2 days away, the energy has taken a physical presence in the room! Thus, it was a perfect time to update my brain tools bin by adding some fun new ones and throwing out some of the old dirty, sticky, well-loved ones. :) I went to this neat PD this year where they talked about the importance of brain tools and having a variety to choose from in your classroom since we as individuals all have different preferences. Even something as inexpensive as a pipe cleaner can be quite effective as a brain tool. Today I went shopping with variety in mind, and I was in luck. I stopped at Target and Michael's on my way home tonight and found some really cool ones! I will use the giant green ball and the long caterpillar in box pictured below as rewards for behavior. Students love getting to use the special brain tool.

The key I have found with brain tools being effective is having clear expectations. The instant a "tool" starts becoming a "toy," the privilege of using one is gone. What constitutes a tool becoming a toy? I spell that out very clearly with my students: throwing it, playing with it and completing no work, talking about it with others, etc. That way, students are set up for success right from the beginning. When it is time to write, students are trained to put their brain tools to the side of their desk, and when they are finished, they can pick it right back up. They love their brain tools and so do I. They work!

Another way I combatted all the "winter break is almost here!!! energy" today was by turning on some holiday jams during snack time while students created snowmen for decorations for our song-a-long we will have as a school on Friday. Check out my cutie-pies' snowmen!

Gotta love pig-tails on a snowman or the rainbow colored body. So sweet. :)

As for all you teachers out there, hang on to your hats for the next two days! We got this!

Timing is EVERYTHING

Today is December 12th, and as of today, we have totaled 11 and half inches of snowfall this week in good ol' GR. Last year, it took until January 21st to get to this amount. And WHEN has this delightfully delicious snow been falling may you ask? Oh between the hours of 7:30 am and 4:30 pm each day of course. Thus, timing is everything. If this snow had chosen to make its grand entrance during the wee hours of the night at any point, we would have had a snow day or two. Instead, we have had indoor recess, frigid dismissal, and interesting commutes home due to the freezing windchill and nonstop snow. I take that back, it does stop snowing, AT NIGHT. :) Gotta love that whining you hear from all the teachers kids about not having a snow day. Now before I start sounding like a meteorologist, let's talk about what we have been doing all week during this time AT SCHOOL. :)

A few weeks ago, I blogged about increasing the amount of writing my students are doing for math as well as making sure this writing involved rigor and critical thinking. To do this, I created C-E-R (Claim-Evidence-Reasoning) journals for my students, and I am really starting to see my students take flight with this.

Each day, my students respond to an open ended story/prompt by making a claim (What do you think?), providing evidence (What proof do you have to support your claim?), and tying it all together with some reasoning (How does your proof support your claim?). Check out some of their work!

My students were given the prompt, "Carl uses base-ten blocks to represent numbers. He makes the number 72." My students came up with different claims like Carl had 5 tens and 22 ones, or Carl had 6 tens rods and 12 ones cubes. They were using the concept of trading beautifully, and I could hardly stand it when I saw a student make a data table without any prompting!

To download your own copy of the CER template to use, click here.

Now it's time for me to put on the boots and go shovel up some of that snow! :)