August 29, 2019

🧡❤️Time for Past Tense Verbs💚💙

Hello everyone and thanks for joining me!❤️🧡

Teaching irregular verbs spans first to 3rd grade and beyond.  Here is a quick look at some of the Common Core Standards for irregular verbs.  



Students quickly understand that irregular past tense verbs don’t end with ed but make the past tense more creatively!

Sometimes past tense verbs are tricky!  Here are some irregular past tense verbs that don’t change between tenses!
bet            bid             broadcast
cut            hit              hurt
let             put            quit
set            shut          spread


Some verbs can be regular or irregular:
Burn                   burned/burnt
Dream                dreamed/dreamt
Hang                   hung/hanged










August 22, 2019

🎳Games - engage your students with fun! 🎳


Hello everyone!  
I love games 🎲🎲 in the classroom and they are a big part of my practice and review time.  Many folks have asked me why I find games so valuable, so I wrote the following!  

🎳Are you struggling to get students to:
ü  pay attention
ü  participate in the lessons you teach
ü  engage in cooperative groups
ü  attend to tasks that focus on practice
ü  be responsible for their own learning

If your answer is yes to one or more I suggest you add games to your instruction.

🕹Why should we include games as part of our instruction?

When we include games in our instruction we tap into the essence of high quality instruction. Games motivate and engage student learning in so many ways.
Ø  Lowers students affective filters
Ø  Creates common classroom experiences
Ø  Develops an environment where it is fun to teach and learn
Ø  Provides a safe place to wrestle with new knowledge
Ø  Retention of knowledge through student interaction 
Ø  Expands subject or topic understanding by hearing different perspectives about the same knowledge
Ø  Constructs social skills

🎯Notes on classroom management:
Game playing needs to be highly structured. Start with your learning target or objective. Choose a game that tightly corresponds to your objective/target. Make sure the game is reinforcing your lesson.

o   Before game play cover all your expectations.
o   What starts and ends a game?
o   What will the player do?
o   What do the other students do during play?
o   How will you deal with common undesired behavior?
o   Will you use a timer or timekeeper to create a fun sense of urgency?
o   Finally, what is the consequence for misbehavior?
.

♦️Remember:
Games need to be active and engage all players.  Stick to procedures and routines for game playing.  When students know the game procedures and routines more time playing is more time learning.  Don’t hesitate to put your own spin on familiar games.  Use fun ditties to remind students of the rules!  For example, when handing out game pieces recite:  “You get what you get and don't you don’t throw a fit!”  And when presenting dice:  “If you throw the dice off the table you loose your turn, roll it gently!” 

Have fun!❣️







August 19, 2019

🏎Ready, Set, Go🏎Time for TPT's Back to School 🚌Sale!


🏎 Ready, Set, Go 🏎

Time for TPT's Back to School 🚌Sale!


Hello Teachers!
Happy August! 

 Are you ready to head back to school?🚌 I am!  

Thinking about how many teachers will find English Language Learners (ELLs) on classroom rosters this year, I thought I would share some ideas used to establish a warm, and supportive learning environment for second language learners.    


As teachers we know that creating a safe and secure classroom environment includes such things as:
•Arrange the classroom in a way to maximize interaction with clear walkways and designated work areas
Post student work   
Display classroom rules and procedures
Model kindness, patience and respect
Smile often, laughing with our students and giving explicit positive reinforcement
  

You can ensure a sheltered and supportive classroom for your English language learners by including labels for your room and classroom objects that include words and pictures.  This helps build vocabulary and helps limited or non-speakers know where things go and what they are called.

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Word walls provide a systematic visual vocabulary organizer that aides children in seeing and remembering connections between words and the characteristics that help them form categories and schemas to remember how to use them.

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Integrate Ells’ first language and culture into your classroom when possible.  Incorporate all students into the classroom by putting up posters, books, songs and pictures of different cultures.


Remember to develop and maintain predictable procedures, schedules and routines.  I model and practice these often during the first weeks of school and adhere to them throughout the year.  Posting a schedule, content and language objectives, rules, lunch menus and bus schedules gives a sense of security to students.  Try to always include pictures and simple wording.

Establish a sense of belonging by seating ELLs in the middle of the room toward the front facing the teacher.  Make regular eye contact.  Some teachers think they should not put second language students on the spot and don’t interact with them.  I feel this allows an ELL to slip to the edges of a classroom, never participating, speaking or learning. Offer support by asking ELLs to repeat a simple statement from another student.  That keeps the student engaged while lowering the affective filter!

    Further that sense of belonging by designing classroom jobs appropriate for ELL students.  There are many classroom jobs that a limited speaker can do such as:  Handing out papers, posting lunch numbers, etc.

   Have fun this year! 
   Happy Teaching!



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August 14, 2019

☀️Learning Centers Made Simple! Part 3☀️


Hello everyone!
 ☀️Learning Centers Made Simple!  Part 3☀️


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This is part 3 of using centers in your classroom…

Have you wanted to try centers in your classroom, but weren’t sure where to start?  Have you tried centers and not been successful?  If you answered yes to either of these questions, read on and I will try and answer some basic questions teachers often have about  centers.


Welcome to a center-based classroom!

Imagine walking into your classroom and seeing students in small groups working cooperatively. One group sits at a center with the teacher for guided reading instruction. Another group of children work at a theme center sequencing the life cycle of an insect. At the next center, students work together restructuring a story with sentence strips. The teacher signals for attention; the students quiet for directions. Students clean up their centers and rotate to the next center, going right to work.  Centers can be done simply with the helpful hints we give you here. Read on and

make centers a reality in your classroom!

💜💜💜

By providing a center-based environment in your classroom, you will be able to give your attention to small groups of children during “guided reading.” Research shows that this small-group instruction is one of the primary components that leads to strong readers. Centers also allow you to teach to all the student levels that are in your classroom. Your choice to run centers in your classroom will also teach your students how to work cooperatively in small groups. Learning centers allow you to teach “responsibility” as students work independently, practicing and
reviewing skills and concepts at each center. 
💜💜💜
Q: How does a center-based classroom look?
A: Many teachers use tables and desks against the walls in
their classroom. You can use student desks as a center, too.
During center time, the desks will be empty and small groups of children will be sitting at centers throughout the room. The teacher at guided reading will have her/his back to the wall in order to see all centers at a glance from where she/he sits.

💜💜💜

Q: How many adults do I need to run centers in my classroom?


A: Just you! When you teach the routines and procedures of

your centers well, your students will learn how to work without supervision during center time.

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💜💜💜

Q: How long is center time?

A: That depends on you and on how many centers you have

each day. If you have five groups of students rotating through five centers and spending 15 minutes at each center, then you will need 1 hour and 15 minutes for center time. Six groups of children rotating through six centers will need an hour and a half. Remember to add a little extra time for the rotation of

groups when determining the time you will allot for centers.

💜💜💜

Q: When it is time to change centers, how do I get my studentsattention?
A: Ringing a bell or calling out “freeze” or “give me five” are great ways to call your students to attention. Teach your students to “freeze” when the signal is given and to listen for instructions.

Happy Teaching,
Lori

For more in depth information on running centers in an elementary classroom Click Here!
 


 Click Here!