Whoa! Where did the year go?
They say the older you get the faster time flies. I think that this is the first year where I truly felt this happen. It feels like just a few days ago that I was setting up my classroom and learning my student's names. Now we are just days away from the "100th Day"!
This time of the year is a good time to reflect, catch-up, organize and plan for the next part of the year.
When I return in January I like to complete a few tasks. They are:
Review student portfolios
Make sure all assessments are updated and current
Complete "running records" on students who are reading
Look over the state goals and district expectations and make sure we are about ½ way through them
Review plan book and see what gaps there might have been
Create ideas on how to push the higher students to challenge them
Review interventions for lower performing students to bring them up
Prepare for student conferences, have conferences with "key" students
Before you know it Spring Break will be here. Take a few hours to prepare a little now so you have less to do at the end of the year when it all piles up. Time flies!
Saturday, December 30, 2006
Tuesday, December 26, 2006
Updates on December and January
Wednesday, December 20, 2006
Christmas Sale
Merry Christmas Sale! All 9 of my teaching products for $29.99. That's a savings of $22!
Includes: Beginning Sounds, Cut Match and Glue #1, Cut Match and Glue #2, CVCe Word Fluency, CVC Word Fluency, Daily Literacy Journals for Kindergarten, Daily Math Journals for Kindergarten, Reading Assessments, Word Family Fluency
Click here to purchase
Includes: Beginning Sounds, Cut Match and Glue #1, Cut Match and Glue #2, CVCe Word Fluency, CVC Word Fluency, Daily Literacy Journals for Kindergarten, Daily Math Journals for Kindergarten, Reading Assessments, Word Family Fluency
Click here to purchase
Sunday, November 19, 2006
Friday, November 10, 2006
November Page Updated
The November page has been updated with homework, curriculum, games and books.
http://www.mrsmikesell.com/teachnov.html
http://www.mrsmikesell.com/teachnov.html
Saturday, October 14, 2006
Reading Assessments
Assessments for Kindergarten Reading
Just got them up!
31 in all. Focus on letter ID, beginning sounds, sight words and word families.
$4.00!
Kel :)
Just got them up!
31 in all. Focus on letter ID, beginning sounds, sight words and word families.
$4.00!
Kel :)
Saturday, October 07, 2006
Tip of the Week - What's with all the singing anyways?
October 9, 2006 -- What's with all the singing anyways?
We sing all day. We sing at calendar, we sing in reading,
we sing for math, we sing in science, we sing to line up,
we sing to sit down, we sing when we're excited, and we
sing just for fun.
Most people when they walk by my room probably think, "Is
that the music class?"
I feel so strongly about singing because it works. Plain
and simple. If you use a song to teach a concept, the kids
tend to remember it.
Dr. Jean
http://drjean.org/html/monthly_act/act_2006/03_Mar/pg04.html states that, "...there are some activities that you can
do to make their brains more alert and to help improve
learning." Who wouldn't want that? She also talks about
how there are several quick and easy ways to jump start
your students brains. Some examples are tapping elbow,
crossing the midline and touching toes.
An article by Hap Palmer
(http://www.happalmer.com/articlepg1.htm) states, "Why not
work with children's natural desire to move and be actively
involved..." I couldn't agree more. Kids love to wiggle,
jump, flop, sway, clap, sing. Why not use that to help
them learn?
He also states to, "Make music and movement sessions a
collaboration with the children." In my classroom I get to
choose two songs and they get to choose two songs every
day. In doing this, I get to focus on the skills and songs
I know need to be focused on for the day and they get to
take ownership and choose songs they love.
Another musician I use frequently in my classroom is Jack
Hartmann(http://www.jackhartmann.com). Hartmann's music is
skill based and down-right fun. His site states
that, "These nursery rhyme activity songs are curriculum
research based and enhance the important skills children
are required to learn in order to succeed in school." Yep,
sing to succeed! That's powerful.
Hartmann's songs are also a huge hit because there is a
large variety of styles from "cool kid-friendly, reggae,
hip-hop, Latin, rap, pop, country, or rock". This is great
for learning about tempo and style. We use the different
styles of music to create a large "describing word"
vocabulary.
Many teachers complain that calendar is long, boring and
they don't want to do it any more. I agree, if it is long
and boring, why do it?
My calendar time is fast, fun, easy to follow, and filled
with music! I also use a lot of silly little songs to keep
them on track. For example, when they are hanging the link
of the day, they sing "I have a chain, what color is it?"
or when they put the straw up for ones, tens, hundreds,
they sing, "I have a straw, where should I put it?" They
are just little tunes to get the kids that spaced out back
on track.
I hope that you choose to put a little music into your
day. I think you will see that you and your students will
have fun, the children will retain skills and that behavior
problems will lesson - all with singing!
For more articles on using music in your classroom visit
Research on How Music Promotes Learning
(http://www.songsforteaching.com/references.htm).
Kelly :)
We sing all day. We sing at calendar, we sing in reading,
we sing for math, we sing in science, we sing to line up,
we sing to sit down, we sing when we're excited, and we
sing just for fun.
Most people when they walk by my room probably think, "Is
that the music class?"
I feel so strongly about singing because it works. Plain
and simple. If you use a song to teach a concept, the kids
tend to remember it.
Dr. Jean
http://drjean.org/html/monthly_act/act_2006/03_Mar/pg04.html states that, "...there are some activities that you can
do to make their brains more alert and to help improve
learning." Who wouldn't want that? She also talks about
how there are several quick and easy ways to jump start
your students brains. Some examples are tapping elbow,
crossing the midline and touching toes.
An article by Hap Palmer
(http://www.happalmer.com/articlepg1.htm) states, "Why not
work with children's natural desire to move and be actively
involved..." I couldn't agree more. Kids love to wiggle,
jump, flop, sway, clap, sing. Why not use that to help
them learn?
He also states to, "Make music and movement sessions a
collaboration with the children." In my classroom I get to
choose two songs and they get to choose two songs every
day. In doing this, I get to focus on the skills and songs
I know need to be focused on for the day and they get to
take ownership and choose songs they love.
Another musician I use frequently in my classroom is Jack
Hartmann(http://www.jackhartmann.com). Hartmann's music is
skill based and down-right fun. His site states
that, "These nursery rhyme activity songs are curriculum
research based and enhance the important skills children
are required to learn in order to succeed in school." Yep,
sing to succeed! That's powerful.
Hartmann's songs are also a huge hit because there is a
large variety of styles from "cool kid-friendly, reggae,
hip-hop, Latin, rap, pop, country, or rock". This is great
for learning about tempo and style. We use the different
styles of music to create a large "describing word"
vocabulary.
Many teachers complain that calendar is long, boring and
they don't want to do it any more. I agree, if it is long
and boring, why do it?
My calendar time is fast, fun, easy to follow, and filled
with music! I also use a lot of silly little songs to keep
them on track. For example, when they are hanging the link
of the day, they sing "I have a chain, what color is it?"
or when they put the straw up for ones, tens, hundreds,
they sing, "I have a straw, where should I put it?" They
are just little tunes to get the kids that spaced out back
on track.
I hope that you choose to put a little music into your
day. I think you will see that you and your students will
have fun, the children will retain skills and that behavior
problems will lesson - all with singing!
For more articles on using music in your classroom visit
Research on How Music Promotes Learning
(http://www.songsforteaching.com/references.htm).
Kelly :)
Saturday, September 30, 2006
Tip of the Week - Teacher, I'm Done!
Teacher, I'm Done!
Every teacher has had this happen about 1,000 times. You send the children to complete a task and 10 seconds later someone is "done". I have a few ideas on curbing the "I'm done" that I'd like to share with you.
During Writer's Workshop I set a timer to let the children know when they can be "done". We discuss what you can do on a story that is "done" and what other details could be added. I also talk about sharing their story with a friend to see if they have ideas on what they could add. At the beginning of the year, they are writing for short periods of time, maybe 5 minutes. By the end of the year I set the timer for up to 30 minutes depending on the skills that we are working on. I also let the children know that they are not "done" until the bell rings.
At Centers I prevent the "I'm done" by placing a book basket in most of the centers, so when they are "done" with the assigned activity they can read books. This has helped me a lot this year - I can keep my guided reading groups longer because the other students are working longer independently.
Throughout the day I do not typically do worksheets, but on the occasion that I do and someone is "done", I have them go to the reading center and read independently to our reading buddies (Beanie Babies) until the other children are finished.
Another strategy I use is "Choice Time". When children are "done" they can choose an activity off of the "Choice Time" list. Activities I have used in the past were: story writing, reading books, puzzles, computers, and listening center. That way the children have an activity to do once they are "done".
The key to curbing the "I'm done" is to hold your children to high expectations and make it clear as to what they do when they are finished. I have seen in many classrooms that the teachers are upset when a child is "done". This is because they do not have a plan or procedure in place before hand. Come up with what you are comfortable with, model and implement it and then the "Teacher, I'm done" will seem more like "Teacher, I'm ready for a new challenge!"
Every teacher has had this happen about 1,000 times. You send the children to complete a task and 10 seconds later someone is "done". I have a few ideas on curbing the "I'm done" that I'd like to share with you.
During Writer's Workshop I set a timer to let the children know when they can be "done". We discuss what you can do on a story that is "done" and what other details could be added. I also talk about sharing their story with a friend to see if they have ideas on what they could add. At the beginning of the year, they are writing for short periods of time, maybe 5 minutes. By the end of the year I set the timer for up to 30 minutes depending on the skills that we are working on. I also let the children know that they are not "done" until the bell rings.
At Centers I prevent the "I'm done" by placing a book basket in most of the centers, so when they are "done" with the assigned activity they can read books. This has helped me a lot this year - I can keep my guided reading groups longer because the other students are working longer independently.
Throughout the day I do not typically do worksheets, but on the occasion that I do and someone is "done", I have them go to the reading center and read independently to our reading buddies (Beanie Babies) until the other children are finished.
Another strategy I use is "Choice Time". When children are "done" they can choose an activity off of the "Choice Time" list. Activities I have used in the past were: story writing, reading books, puzzles, computers, and listening center. That way the children have an activity to do once they are "done".
The key to curbing the "I'm done" is to hold your children to high expectations and make it clear as to what they do when they are finished. I have seen in many classrooms that the teachers are upset when a child is "done". This is because they do not have a plan or procedure in place before hand. Come up with what you are comfortable with, model and implement it and then the "Teacher, I'm done" will seem more like "Teacher, I'm ready for a new challenge!"
Sunday, September 24, 2006
Tip of the Week - Guided Reading
September 25, 2006
Guided Reading in Kindergarten?
Many teachers ask me about guided reading in Kindergarten. They ask about what to do with students who aren't reading, what to do after they read the book, how to start guided reading, and why they even need to do guided reading with "little ones".
Well, I am a firm believer that guided reading is one of the most important parts of a Kindergartner's day. It is during this time that you can really see what a student knows, what skills they use consistently and what needs to be worked on, and almost more importantly the students get a little time one-on-one with you.
In my class I have 3 different reading levels: non-readers, pre-readers, and readers. I follow the same "plan" with each level. I use Literacy Tree books, PM Starters, and other DRA leveled resources for guided reading. I start my non-readers in DRA Level 1 books right away so they can start gaining necessary concepts of print. The other students are started on their DRA level.
Typically in guided reading I have the children read a review book for warm-up. It is at this time that I would pull a "Running Record". Many students are not ready for a RR right away, so just let them warm-up for the reading and skill work to come. This time is crucial for your low students or students who are not confident readers. In reading a familiar book, the child can realize that "I can read!" and they are more prepared for a new story.
After the review book, I introduce a new story with a front cover discussion and a picture walk. This is when I can plug in any key words or vocabulary the children will need to read the story.
Then, they read! The children should read at their own pace, NOT together. Listen carefully to the students. See what strategies they have used, and what strategies still need to be discussed. For a great list of reading strategies for kindergarten visit Kelly's Kindergarten.
After we read the story, we discuss any needed strategies and review the story. Then I typically do some mini-lessons in skills. For example, we may work on beginning sounds, syllables, ending sounds, rhyming, phoneme segmentation, and phoneme blending or sight words. Sometimes I use a game, like Instant Learning Centers or sometimes I use picture cards.
After the reading, skills, and review I always have the children reread the story once more before they return to centers.
I always end guided reading with a smile, and cute stamp on their hand and excitement. This makes the children even more excited to come to the table the next time!
My groups last about 15 - 20 minutes, and I meet each child at least 2 times a week. My lowest students are met with every day.
For a great overview on guided reading in Kindergarten, visit Linda's Learning Links.
Good luck and happy reading!
Guided Reading in Kindergarten?
Many teachers ask me about guided reading in Kindergarten. They ask about what to do with students who aren't reading, what to do after they read the book, how to start guided reading, and why they even need to do guided reading with "little ones".
Well, I am a firm believer that guided reading is one of the most important parts of a Kindergartner's day. It is during this time that you can really see what a student knows, what skills they use consistently and what needs to be worked on, and almost more importantly the students get a little time one-on-one with you.
In my class I have 3 different reading levels: non-readers, pre-readers, and readers. I follow the same "plan" with each level. I use Literacy Tree books, PM Starters, and other DRA leveled resources for guided reading. I start my non-readers in DRA Level 1 books right away so they can start gaining necessary concepts of print. The other students are started on their DRA level.
Typically in guided reading I have the children read a review book for warm-up. It is at this time that I would pull a "Running Record". Many students are not ready for a RR right away, so just let them warm-up for the reading and skill work to come. This time is crucial for your low students or students who are not confident readers. In reading a familiar book, the child can realize that "I can read!" and they are more prepared for a new story.
After the review book, I introduce a new story with a front cover discussion and a picture walk. This is when I can plug in any key words or vocabulary the children will need to read the story.
Then, they read! The children should read at their own pace, NOT together. Listen carefully to the students. See what strategies they have used, and what strategies still need to be discussed. For a great list of reading strategies for kindergarten visit Kelly's Kindergarten.
After we read the story, we discuss any needed strategies and review the story. Then I typically do some mini-lessons in skills. For example, we may work on beginning sounds, syllables, ending sounds, rhyming, phoneme segmentation, and phoneme blending or sight words. Sometimes I use a game, like Instant Learning Centers or sometimes I use picture cards.
After the reading, skills, and review I always have the children reread the story once more before they return to centers.
I always end guided reading with a smile, and cute stamp on their hand and excitement. This makes the children even more excited to come to the table the next time!
My groups last about 15 - 20 minutes, and I meet each child at least 2 times a week. My lowest students are met with every day.
For a great overview on guided reading in Kindergarten, visit Linda's Learning Links.
Good luck and happy reading!
Tip of the Week -- Sort your Books
August 28, 2006 - Sort Your Books
My classroom library starts out empty. That way the children and I can read books, discuss them and then place them into baskets. Each basket has a tag that is laminated and tied on with zip-ties.
By sorting your books with your students they will have a greater understanding on why books go together. They can learn that ABC books are common, that authors write many books, that different "themes" go together. I love the first day of school because I read 3 or 4 books and sort them with the students. The kids love to see our library "grow" throughout the year.
Scholastic has some great photos of classroom libraries here.
My classroom library starts out empty. That way the children and I can read books, discuss them and then place them into baskets. Each basket has a tag that is laminated and tied on with zip-ties.
By sorting your books with your students they will have a greater understanding on why books go together. They can learn that ABC books are common, that authors write many books, that different "themes" go together. I love the first day of school because I read 3 or 4 books and sort them with the students. The kids love to see our library "grow" throughout the year.
Scholastic has some great photos of classroom libraries here.
Monday, May 15, 2006
Math Site!
A site I discovered over the weekend was http://www.aaamath.com/kindergarten.html It has tons of games that are specific to skills. For example:
More and Fewer
Numbers and Counting through Ten
Numbers and Counting through Twenty
Counting Down
Patterns of Numbers
Adding
Subtracting
Positions
Fractions
Telling Time
I have saved a few games as I.E. icons on my desktop for the kids to access quickly. They played the Numbers and Words game today and really liked it. Their favorite part was the timer....... go, go, go!
Hope you check it out!
Kelly :)
http://www.mrsmikesell.com
More and Fewer
Numbers and Counting through Ten
Numbers and Counting through Twenty
Counting Down
Patterns of Numbers
Adding
Subtracting
Positions
Fractions
Telling Time
I have saved a few games as I.E. icons on my desktop for the kids to access quickly. They played the Numbers and Words game today and really liked it. Their favorite part was the timer....... go, go, go!
Hope you check it out!
Kelly :)
http://www.mrsmikesell.com
Thursday, May 11, 2006
Great Site!
A site I have been spending a lot of time on lately is http://www.hubbardscupboard.org/kindergarten.html
The centers ideas are superior and I love the little printable readers.
Also, if you are looking for math centers / tubs, she has some great ideas that are easy to implement at http://www.hubbardscupboard.org/math_tubs.html
If you teach pre-k or K, you need to visit Hubbard's Cupboard!
Kelly
http://www.mrsmikesell.com
The centers ideas are superior and I love the little printable readers.
Also, if you are looking for math centers / tubs, she has some great ideas that are easy to implement at http://www.hubbardscupboard.org/math_tubs.html
If you teach pre-k or K, you need to visit Hubbard's Cupboard!
Kelly
http://www.mrsmikesell.com
Tuesday, May 09, 2006
mrsmikesell.com
My new favorite sties are http://www.lovetwoteach.com/ and http://www.atozteacherstuff.com
These two sites have amazing ideas on them. I'm currently teaching the May unit from LoveTwoTeach in my classroom. My students have fallen in love with the little books offered in each unit. Even my lowest students who are not reading yet love them because they are fun, predictable and easy to make.
I have spent many (way too many) hours on AtoZteacherstuff's discussion groups lately. There is so much terrific information on it. There also seems to be a really well-balanced, knowledable group of teachers that participate.
Hope you spend a few minutes surfing through these two sites!
Kelly :)
http://www.mrsmikesell.com
These two sites have amazing ideas on them. I'm currently teaching the May unit from LoveTwoTeach in my classroom. My students have fallen in love with the little books offered in each unit. Even my lowest students who are not reading yet love them because they are fun, predictable and easy to make.
I have spent many (way too many) hours on AtoZteacherstuff's discussion groups lately. There is so much terrific information on it. There also seems to be a really well-balanced, knowledable group of teachers that participate.
Hope you spend a few minutes surfing through these two sites!
Kelly :)
http://www.mrsmikesell.com
Saturday, March 25, 2006
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