A well-planned word wall allows students to quickly access familiar high frequency words from word study instruction. As they are writing, they can simply glance up, find the word, and continue to write. With… Continue reading
A short and sweet reminder, from a student point-of-view.
This week I’ve been checking and monitoring my students’ work and making plans. I’ve been delving into some fun lessons from, The Big Book of Details by Roz Linder for inspiration and using… Continue reading
Establishing expectations, student goals, and classroom norms from the start will help you and the paraprofessional move forward as a team who operates with the best interest of the children first.
Elizabeth Siracusa, a fourth- and fifth-grade looping teacher, reflects on the ways she infused vocabulary instruction into her classroom this year.
October is here! We’ve been in school for just about a month now, and our writing workshop has moved from its early stages of uncertainty and experimentation to let’s-get-down-to-it writing routines…
Sometimes colleagues tell me that the feel intimidated or uneasy about setting out to teach phonemic awareness, because it all feels so technical. Even the terminology is tricky: phonological awareness, phonemic awareness, phonics… I like to think of teaching phonemic awareness as being just like kindergarteners themselves–complicated indeed, but also a lot of fun.
This year, I’m reaching back into habits of old and carving out time to write during that first day. Here are some things I will keep in mind…
Kids in grades 3rd – 6th choose One Little Word
There is something to be said for emphasizing the kinds of words and phrases that may not deliver a whole lot of meaning on their own, but when used within a piece of writing, are meaning powerhouses.
Last week I wrote a post titled How To Plan A Minilesson From Scratch, and I outlined a very simple way to plan minilessons, based on the work of my wonderful colleagues at the Teachers College Reading and Writing Project. Now, I am going to backtrack a bit and revisit just a teensy weensy bit of what I said. I wrote, “Every minilesson can pretty much go the same way.” And this is absolutely true, most of the time. Except for those times when it’s not true.
How do you make words come alive? In third grade we talked about description and details making our words visible to the reader.
copyright: Bill Watterson – Calvin and Hobbes This is pretty much how Josh felt when I pulled my conferring stool up next to his desk yesterday and asked, “So, how’s it going?”… Continue reading
In my line of work as a staff developer, I often get the question, “Which do you think is better? Pens or pencils?” I have to start by saying that I don’t think… Continue reading
Post a link to your slice of life story and/or share the one little word you’ll live by this year.