January 27, 2020

🌹Monday's Quote! 🌹

🌹Happy Monday to you!🌹

Here is your quote for today!

January 21, 2020

Sale at Fun To Teach!

Hello and Happy January,

Fun To Teach is having a sale on January 20 through the 23rd!

If you teach English learners, I have a great bundle for you! 
Intermediate English Language Learner Bundle!

This engaging intermediate K-5 English language level bundle is packed with essential EFL, ESL and ELD activities for your English Language Learners (ELLs). 

The 26 resources in this K-5 bundle will take you through the school year assured that you are teaching the essential foundation of English grammar and vocabulary to your intermediate second language learners. 

To make things even better it will be on sale January 20th through 23rd along with all the resources in my TPT store.  You can save another 20% during this sale! 
 Mark your calendar and get ready to save!  Happy January! 

Warm regards,


January 20, 2020

🌹Monday's Quote! 🌹

Hello everyone!
The definition of quote is to repeat someone else's statement, phrases or thoughts.

Here is today's!

 Happy Teaching!


January 13, 2020

🌹Monday's Quote! 🌹

🌹Hello everyone!
The definition of quote is to repeat someone else's statement, phrases or thoughts.
🌹  Welcome back!

Here is today's!

🌹Happy Teaching

December 1, 2019

Reflexive Pronouns and Time for a sale!

Hi to everyone!

I just put this lesson plan together for a fellowship I am applying for and thought I would share it with you!  It follows my Reflexive Pronoun Unit that I give as a sub plan for all of you who have taken one of the Fun To Teach workshops.  This alternate form can be used by anyone using their own picture cards.        

Hope it is something you can use this year!

Happy Teaching!                     

This lesson is intended for teachers of English learners in elementary grades 1st - 3rd who are at an Early Intermediate to Early Advanced English proficiency level.  This lesson can be used for small groups or in whole class settings and is appropriate for all genders and nationalities.  A simple change of picture cards may be need to meet cultural standards

At the conclusion of this lesson, students will be able to differentiate between the reflexive pronouns.
Listing of student outcomes
Students will communicate effectively 80% of the time when using reflexive pronouns to describe what people are doing in pictures.

Teacher and student roles and activities
Introduction:  Teacher:  Briefly introduce reflexive pronouns and describe their meaning.
The lesson:  Teacher presents the pronoun chart in detail.  Explicitly teaching when to use “it” (I can do it myself.) and when not to (He can shave himself.)
Teacher writes the subject pronoun and the corresponding reflexive pronoun on the board.
Students discuss the meaning of the reflexive pronoun.  Teacher checks for student understanding.
Download for your TpT Store Page Column Banner - 160 × 200• Teacher introduces the chant while the students listen for the reflexive pronouns.
• Call Back: Students repeat lines after teacher.
•Students raise their hand every time they hear a reflexive pronoun.

• Teacher passes out the reflexive pronoun word cards one per student. Teacher recites the chant. Students hold up their reflexive pronoun card when they hear their word.
The Activity:  Teacher introduces the following prompt and reply.
Prompt: Who do/does _____ see in the mirror?               Reply: _____ see/sees _____in the mirror.
Teacher holds up one reflexive pronoun card at a time.  Students practice by looking at the card and speaking the prompt and reply. Students ‘Call Back’ repeating after teacher until they successfully repeat the structure. Students continue the practice by having a girl pretend to look in the mirror, a boy look in the mirror, and two students look in the mirror, etc.
The Game:  Teacher divides class into 2 lines and names the first person of each line as the team leader.
• Beginning with the team leader the teacher reads and shows one of the picture cards. The first student to give the corresponding reflexive pronoun wins and goes to the end of their line
• The next student in line plays against the remaining student

• The team that has the leader back to the front of the line wins!
Wrap up:  Refer to the objective.   Parting Passport: 
Teacher asks the students to say their favorite line of the day using a reflexive pronoun.
The overarching theme of the lesson is the introduction and practice of reflexive pronouns in oral conversation for English language learners at the intermediate/early advanced level of English.
35 minute lesson
·      Introduction: 3-5 minutes
·      The lesson:  5-10 minutes
·      The Chant:  5 minutes
·      The Activity:  5 minutes
·      The Game:  10 – 12 minutes
·      Wrap up: 3-5 minutes
Picture cards, reflexive pronoun cards, and chant for reflexive pronouns.  Optional: mirrors

Write the reflexive pronoun chart on board or display with overhead or document camera (see chart below).  Copy and cut the cards.   Print copies of the chant.

Pre and Post Assessment measures
Students are given a variety of pictures requiring the use of reflexive pronouns.
Students orally describe what is happening to the people in each picture.
Teacher records the proper and improper oral use of reflexive pronouns.

Click here  if you would like to see the Reflexive Pronoun Unit at my store on Teachers Pay Teachers!


Teachers Pay Teachers is having their Cyber Sale December 2nd and 3rd and you can save up to 25%!

Download for your TpT Store Page Leaderboard - 720 × 90

Happy Teaching!

October 23, 2019

🐫🐫It's hump day🐫🐫

Hello everyone,
It's Wednesday and we made it! 
Enjoy the day!

🐫🐫It's hump day🐫🐫

October 10, 2019

📚Something good to read! 📚

Hello everyone!  Are you looking for 📚Something good to read! 📚

I am reading Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students  by Zaretta Hammond. 

I thought I would share my notes after reading the introduction!    If any of you have read this book, please leave your comments below, we would love to hear your thoughts! 

Today I will share my thoughts about the introduction.

This section outlined the book and its purpose.  It starts with a personal story and then goes on to hit the following points:

ü Neuroscience and Culturally Responsive Teaching (CRT)

ü Making Culturally Responsive Teaching accessible

ü Zaretta Hammond’s intention when writing this book

ü What the book is and isn’t

ü Naming the students that are targeted in the book

ü Who the book is for

ü The outline of the book

ü Suggestions for getting the most out of the book


The part of this section I enjoyed the most was the very last.  After reading the Introduction and pondering on it I wondered if that last heading was actually an example of CRT and provided explicit instruction for reading this book.  Now that got my interest.  Can’t wait to dive into Chapter One!


Happy Reading!