tag:blogger.com,1999:blog-12674447262686120492024-03-06T11:04:43.304-08:00Another Glorious Day LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.comBlogger93125tag:blogger.com,1999:blog-1267444726268612049.post-73012066170149416952016-03-23T04:45:00.002-07:002016-03-23T04:45:41.853-07:00I've moved! <div style="text-align: center;">
Click the image below to be redirected to my new blog! </div>
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Friends,<br />
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I've rebranded. Thank you so much for following along over the years. I made a new blog because I didn't want the links to the old blog posts on this one to die. I don't plan on closing this blog! I hope to see you over at Education with an Apron!<br />
<br /><div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-16937468452103397182016-02-22T08:23:00.000-08:002016-03-01T08:30:39.031-08:00Classroom Libraries: Every Book Has a Home! <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuBeB-9KRq386rgaZDhVMd67e-PSgMoQz987Fg33ZFo0fhyphenhyphenj38wGvl7vsWwvdEv5crCCXMgAQVpIgtCCglng6SE1Jmy1jCGep9rzz_VxvN2M0Ca2Xr54w5qhIJtUSqPckiXe0L7xQ0VpQ/s1600/Presentation2+copy.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuBeB-9KRq386rgaZDhVMd67e-PSgMoQz987Fg33ZFo0fhyphenhyphenj38wGvl7vsWwvdEv5crCCXMgAQVpIgtCCglng6SE1Jmy1jCGep9rzz_VxvN2M0Ca2Xr54w5qhIJtUSqPckiXe0L7xQ0VpQ/s640/Presentation2+copy.png" width="474" /></a></div>
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Classroom libraries can be a thing of beauty. I mean, just look at the awesome photos on Pinterest! But they can also be a huge source of frustration if they aren't organized. Hopefully this post will help! If you don't have many books, make garage sales, thrift stores, and Half Price Books your BFF.<br />
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Here we go!<br />
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1.Gather every book you have and stack them up. All of them. Assess what you are working with.<br />
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2.Collect any bins or buckets you have. It doesn't have to be cute (ever, really) but certainly not at this point. Right now, you just want all of the random buckets you have so that books can be sorted. </div>
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3. As you decide how you will start organizing your library, write your genres ideas and levels on sticky notes OR start sorting and create levels based off of what you have. </div>
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4.Remove your teaching books/mentor texts and beloved read alouds. Remember to vary the genres (read: pull more than storybooks...read aloud nonfiction, magazines, etc...)you select to read aloud and sort those by units later. </div>
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**You should consider a place for them to be housed (small book stand maybe?)after you’ve read them aloud but they can still be safe but the kiddos can still enjoy them. </div>
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5.Sort out the books that blatantly fit in a genres. Authors, dinosaurs, holidays, poetry, fairy tales, series, etc... Get them out of the way and into a basket. This is the easiest sort. </div>
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6.The books that are left should be leveled. Sort them into two piles: “probable chance” and “fat chance." Probably chance book are the ones that the titles LOOK mainstream enough that you'll probably be able to find it online. Fat chance books are the outdated or maybe published independently- a random book from an outdated basal series...the ones that you won't find at the school book fair. </div>
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7.Your “probable chance” pile can be leveled via the internet, apps, etc... level and house them. Write the level somewhere on the book but keep it consistent. I do the back of the book in the upper right hand corner.<br />
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8.Your “fat chance” pile should hopefully be small. You can give away, create a recess book basket, teacher’s favorite book baskets, etc... These are books that could be great for kids to read- but they don't really fit anywhere. </div>
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9. At this point, every book should have a home! Consider allowing the students to create the basket labels with you to help with ownership. They can also help you label the books with colored sticky dots in the corner that match the sticky dot on the basket label. Or, if you're wanting a more uniformed look, NOW is when you go buy your pretty buckets and print matching labels. Doing it at this point (instead of at the beginning of the process) ensures that you will buy the correct amount of buckets. </div>
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10.Consider allowing your library to change throughout the year. Nothing invigoraes a reading workshop like a fresh shipment of "new" books! Think about holding some books back and swapping them out as the year goes on.<br />
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<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-18130870087564214072016-02-02T17:31:00.001-08:002016-02-02T17:50:22.750-08:00Why Workshop Teaching DOESN'T Work<div class="separator" style="clear: both; text-align: center;">
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I've been a "workshop teacher" for a long time. 7-8 years? You could cut my educational-arm and I'd bleed workshop. I've been to Teacher's College. I've read most of the books and stalked every publication Lucy and her peers have posted. I love that you have to dig in and know they "why" behind the "what." I love that they encourage you to write your own units of study. I'm trying to say that I believe in their work. I respect their work.<br />
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<b>And yet I find myself defending workshop teaching more and more.</b><br />
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Some quotes I've heard:<br />
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<i>"I'm not gonna just teach for 10 minutes and send them off to read for 30. That isn't rigorous enough..."</i><br />
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<i>"They don't work. They play."</i><br />
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<i>"It's so hard to assess them. I never know what they are doing." </i><br />
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Here are some thoughts I've had regarding this subject.<br />
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<b><u>1. Classroom Management </u></b><br />
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Running a workshop in your classroom can quickly so south if your classroom isn't a well-oiled machine. The workshop structure gives you a chance to teach a quick mini-lesson and then they are sent off to work for a chunk of time while you confer and meet with small groups. If your students struggle to work independently or lack the autonomy to work without your presence, then as soon as you say "off you go" they will go off...to play.<br />
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<b>What can you do?</b><br />
Tighten up your classroom routines, make sure your kids can work without you constantly monitoring them, and practice, practice, practice! They need to know where to get their materials, how to get settled in, and under which circumstances they can interrupt you while you are teaching or conferring (hint: never. unless blood, fire, or puke). It's not easy to confer when you are telling Jason and Leah to stop throwing books at each other or showing Jessie where the paper is to make a new book. They can do that stuff without your help...if you teach them to.<br />
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<b><u>2. Students have no accountability/Mini Lesson lacked clarity </u></b><br />
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Maybe you have great classroom management but you still feel like your kids aren't working when you send them off to work. Here are a few reasons that that might be:<br />
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a) The mini-lesson that got away. I've been there. You wanted to teach them ONE thing. ONE thing that would be added to their repertoire of strategies to help them as they work. But you got going, one thing led to another, and bam, just like that it's 20 minutes later. Your kids are sort of confusedly staring at you ...or playing with their Velcro straps. You realize what you've done and send them off to work...and they go into autopilot or they do whatever they want. It's happened to better teachers. But it could certainly explain why they aren't working! They don't know what to do! They could just be confused.<br />
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b) You haven't given them tools of engagement that will keep them accountable during their work time. There is so much more to their work time than you just saying "go read" or "go write." YES we want them to read, but you have to put some things in place in order to encourage on-task behaviors. That could include reading mats, copies of learning progressions or rubrics that they can use to grade their work, or exit slips. There are TONS of ways that students can self-regulate and stay on task without bothering you. But again, it has to be taught.<br />
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<b>What can you do?</b><br />
Make sure your teaching point is crystal clear. Also, remind students of the overarching goals of the unit. Figure out what tools you can use to keep them on task without your help.<br />
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<b><u>3. You don't have the other Balanced Literacy components working for you.</u></b><br />
I've written extensively about this <a href="http://anotherdayinfirstgrade.blogspot.com/2015/07/making-balanced-literacy-work-for-you.html" target="_blank">here</a>. In short, there are some components in your daily schedule that can help to you hit some of those skills that you might notice a lot of your kids struggling with. You can model tons of skills via shared reading, shared writing, interactive writing, and read alouds with accountable talk.<br />
<b>What can you do?</b><br />
Make sure these components are in your schedule AND make them work for you!<br />
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<b><u>4. You aren't sure how to really assess progress and/or collect the data that your standards call for. </u></b><br />
You might even be having a hard time lining the standards up if you live in a state (like me) that didn't adopt the CCSS. Now it's your job to go through your units of study and assign standards. That takes time! Also, teaching in a workshop means that you have to assess students individually. We don't get to pass out a test on Friday, score it, and enter grades. At least not on everything. That makes a lot of us uncomfortable, so the assessment seems haphazard. <br />
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<b>What can you do?</b><br />
Front-load. Know your overarching unit goals, secondary goals, and standards deeply. This will help you as you are conferring and doing small group work. You'll be able to quickly ascertain your students' mastery levels and collect tons of data. You'll know strengths and weaknesses on each of your students.<br />
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<b><u>5. You're approximating what workshop is.</u></b><br />
And to be totally honest, I don't even blame you. Our profession! The ever-swinging pendulum of learning methods. I've been teaching for 10 years and I've been well-versed in Four Blocks, Literacy Work Stations, Basal Programs, and whatever else was mandated at the time. It can be overwhelming to learn so many new programs! Let alone the fact that so many teachers are new to the profession, new to a building or district, trying to keep their heads above water, call parents, collect the book orders, apologize for not getting attendance taken on time, typing up the newsletter...I mean...you get it.<br />
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I implore you. Don't approximate this one. Don't just say things. Because it's good. It's sooo good. It teaches kids to be thinkers and life-long learners. It gives you a chance to individualize instruction more than any other structure that I've used! It gives students the power of CHOICE. It gives them a chance to love what they are working on. <br />
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Also, you have to read to really get the workshop "bang for the buck" and lots of us don't have the time. The good news here is, once you get the rhythm of workshop, you don't have to read so heavily. My first year, I taught the units of study almost verbatim. But after that year, I was so familiar with the flow, I wrote my own units of study and mini-lessons!<br />
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<b>What can you do?</b><br />
...Read anyway. Find some greats in the field and pour over their knowledge. I know we don't have time. But we kind of do. We have the same hours in our day as the leader of the free world. And Beyonce. We can squeeze something in. Some of them even have youtube videos and podcasts you can listen to on the way home from school. Don't just get in front of your kiddos and say whatever you want to say in the name of a mini-lesson. K? {Group Hug}.<br />
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<b><u>6. Your school (as a whole) isn't on board. </u></b><br />
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This is the hardest one. The reasons from number 5 could apply BUT you could have a situation where (for example) kids are getting workshop teaching from 1 or 2 teachers in K-1, none in 2nd, again in 3rd (maybe) and 4th and 5th grade wants to pass the test so they throw workshop out altogether and do skill/drills. You could be the best workshop teacher in the world and you could end up with poor scores because you are trying to teach them in a way that they are not familiar with. You might have kids that had a great workshop experience in 1st grade, a workshop-ish experience in 2nd, etc... That could result in a group of confused kids with little mastery. It could also result in frustrated team meetings, unfocused school-wide professional development sessions, and a lack of teaching-solidarity.<br />
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Now... imagine the school that has every teacher on board! The fourth grader has been doing workshop since the day he walked into Kindergarten. There is no need to launch the reading workshop in fourth grade...we've been doing this for 4 years already so let's jump right in! This kiddo can read long and strong, can write with amazing word choices and voice, and has been exposed to tons of genres throughout his schooling. This kid...can probably pass any standardized test that comes his way. Now, understand that I'm not saying every child that has had years of workshop can automatically pass a standardized test. There are always exceptions. But I think we could get a lot more done when a workshop can be up and running on the first day of school because your students know exactly what this is and what to do.<br />
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<b>What can we do?</b><br />
On this one...I got nothin'. I'm sorry about it. It's tough. I think schools all over struggle with this- not specifically with workshop but with WHATEVER program that the school is supposed to use. I've done professional development with various schools and I hear this frustration from teachers all the time..."everyone is doing something different and we aren't on the same page...."<br />
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I once heard a pro-workshop-anti-basal educator say, "I'd rather a teacher teach from a basal program than to teach workshop poorly." It was tough to hear but gosh...I agree. If we think we give a 10 minute unfocused mini-lesson and send them off to fend for themselves, it won't work. It will hurt. If we don't own what we teach because we believe in it and not because we were told to, it'll show. And if those things happen, we will miss out on a wonderful experience for ourselves and for our students.<br />
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So, do I think workshop teaching works? Of course I do. It's the best way for me to differentiate instruction for my entire class on a daily basis. And in my opinion, it sure beats the heck out of a text book curriculum.<br />
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<br /><div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com2tag:blogger.com,1999:blog-1267444726268612049.post-19090706560346755702016-01-23T10:16:00.001-08:002016-01-27T10:04:45.466-08:006 Ways to get Students to TRANSFER Spelling Skills to Daily Writing! <div class="separator" style="clear: both; text-align: center;">
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You know what is super-annoying? Conversations like this:<br />
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“Sarah got a perfect score on her spelling test, but then she spelled the exact same words wrong in her writing piece...what gives?”</div>
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Lots of spelling practice can be trivial. I know because I'm formerly "that kid." I was just like Sarah. I could ace the test by memorizing it but wouldn't spell the same word patterns correctly. We as teachers know that the transferring won’t just happen... but what can we do to help? </div>
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I think we have to be intentional about teaching our spellers what that looks like. They have to be reminded and taught to be mindful of spelling during writing workshop, homework, journaling, and...well, always. Here are some tips I've found helpful! </div>
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Undoubtedly, you study words in your class. How are students able to keep track of patterns that they've learned in the past? You could have them glue down weekly word pattern sorts in a notebook, keep a collection of spelling quizzes in a 3-pronged folder, or keep a collection of words in a baggie. However you do it, encourage your students to keep a record of patterns. This can be used over and over throughout the day and will encourage students to pay attention to spelling. </div>
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Model...as in, put on a skit where you are the student. Begin writing (while thinking out loud) and then quickly arrive at the need to spell a word with a word pattern. Model what it looks like to open your notebook (or whatever your class uses to collect words) to the page with like-sounds. Physically show them what this process looks like. This will increase the chance that they will do this independently because they are watching you think aloud! </div>
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Again, use the power of modeling! Model filling in a worksheet and thinking through the spelling of a word you KNOW is right, but you might be feeling a little lazy. Think aloud, "I'm just going to scribble down something close to the spelling." Then, switch gears. SHOW your kids that you refuse to let poor spelling go unchecked. Think aloud again, “I’m a better speller than that. I can spell that word correctly or at least get really close!” Putting these skits on means putting thoughts into your students' heads! </div>
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The goal is to get daily writing under control. Some kids (like twenty-years-ago-me) don't like that strategy where they have to stop then and there. Consider teaching them that there can be a time and a place to focus on spelling. Teach them that they can get their ideas out, THEN go back ad think about your word patterns and spelling words correctly. Tell them to pick a system for words they KNOW are incorrect (maybe lightly circling them) but teach them that the MUST go back and give those words the attention they deserve! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWksUldPP93pjrs-KJ69wlhPbrk4wP0ZGlzGVbjO0JuwxZIcol-aSieTiRTsBSJLMza3HSfdoV0Z-0P52UeF6FlcNx37IROJrQUcXAHGdITpgOtXM6bs6hix-TkLDVI88Xgwy9hzU9WvQ/s1600/number5.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWksUldPP93pjrs-KJ69wlhPbrk4wP0ZGlzGVbjO0JuwxZIcol-aSieTiRTsBSJLMza3HSfdoV0Z-0P52UeF6FlcNx37IROJrQUcXAHGdITpgOtXM6bs6hix-TkLDVI88Xgwy9hzU9WvQ/s1600/number5.png" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL88baUkxCBe4_Ii3EX_6dAALSrN8h0OrMt2aWm653iuPMr7b4jNJ65SEZXkLxv7b005bZdVPP7S6n0xECvGAr0Jh1i0W3OjhkGz0Eb_f0AB82tVeUR0vlPtu3eyubqUhKiR9zWhynxJE/s1600/number+6.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL88baUkxCBe4_Ii3EX_6dAALSrN8h0OrMt2aWm653iuPMr7b4jNJ65SEZXkLxv7b005bZdVPP7S6n0xECvGAr0Jh1i0W3OjhkGz0Eb_f0AB82tVeUR0vlPtu3eyubqUhKiR9zWhynxJE/s1600/number+6.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL88baUkxCBe4_Ii3EX_6dAALSrN8h0OrMt2aWm653iuPMr7b4jNJ65SEZXkLxv7b005bZdVPP7S6n0xECvGAr0Jh1i0W3OjhkGz0Eb_f0AB82tVeUR0vlPtu3eyubqUhKiR9zWhynxJE/s1600/number+6.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL88baUkxCBe4_Ii3EX_6dAALSrN8h0OrMt2aWm653iuPMr7b4jNJ65SEZXkLxv7b005bZdVPP7S6n0xECvGAr0Jh1i0W3OjhkGz0Eb_f0AB82tVeUR0vlPtu3eyubqUhKiR9zWhynxJE/s1600/number+6.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL88baUkxCBe4_Ii3EX_6dAALSrN8h0OrMt2aWm653iuPMr7b4jNJ65SEZXkLxv7b005bZdVPP7S6n0xECvGAr0Jh1i0W3OjhkGz0Eb_f0AB82tVeUR0vlPtu3eyubqUhKiR9zWhynxJE/s1600/number+6.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL88baUkxCBe4_Ii3EX_6dAALSrN8h0OrMt2aWm653iuPMr7b4jNJ65SEZXkLxv7b005bZdVPP7S6n0xECvGAr0Jh1i0W3OjhkGz0Eb_f0AB82tVeUR0vlPtu3eyubqUhKiR9zWhynxJE/s1600/number+6.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL88baUkxCBe4_Ii3EX_6dAALSrN8h0OrMt2aWm653iuPMr7b4jNJ65SEZXkLxv7b005bZdVPP7S6n0xECvGAr0Jh1i0W3OjhkGz0Eb_f0AB82tVeUR0vlPtu3eyubqUhKiR9zWhynxJE/s1600/number+6.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a>Most of us have a word wall in our room. It is a great teaching tool! But what you want to discourage is letter-by-letter copying. Teach kids to <a href="http://anotherdayinfirstgrade.blogspot.com/2015/09/word-study-workshopunits-3-4-and-5.html" target="_blank">activate their visual memories</a> by studying the word that they need and take mental snap shot of it. We hold up an imaginary camera with our fingers and try to look at the word one time before we copy it down. The more they do this...the more the spelling will stick!<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifUSZdstQ0H4ERgYKgl8O0b6hguw0wi9Nr5pkdUZeXTMoojrScXFAJAVDsKz9vpCS-I7M30-0wyGGEKK7Zg0C2xtuPZFbwxi6xr9VGQZRjJL-sT13tdwJ0L7ZOi0qMS0z3kuY_NimDtzc/s1600/number+6.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifUSZdstQ0H4ERgYKgl8O0b6hguw0wi9Nr5pkdUZeXTMoojrScXFAJAVDsKz9vpCS-I7M30-0wyGGEKK7Zg0C2xtuPZFbwxi6xr9VGQZRjJL-sT13tdwJ0L7ZOi0qMS0z3kuY_NimDtzc/s1600/number+6.png" /></a><br />
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Before, I mentioned activating their <a href="http://anotherdayinfirstgrade.blogspot.com/2015/09/word-study-workshopunits-3-4-and-5.html">visual memories</a>. In developing the <a href="http://anotherdayinfirstgrade.blogspot.com/2015/08/word-studyworkshop.html">Word Study Workshop</a>, I spent some time researching habits of great spellers. I interviewed people in my life and also looked up strategies and habits that professional spelling bee champions depend on. Across the board, the thing I heard over and over was that they visualized the word in their mind. I then asked myself why that never worked for me...and it is because visual memories aren't created equal! I don't have a great visual memory. I was pleased to find out that there are tons of things you can do to improve you visual memory. </div>
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As students activate their visual memory, it gives meaning to a lot of the spelling practice sheets and practice activities we do. Instead of just "rainbow writing" spelling words, students can do that activity with purpose. <br />
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<b>If you want to hear more, I would love for you to check out the Word Study Workshop! There are mini-lessons tucked into spelling units of study that encourage spellers to become a lover of words. </b></div>
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<span style="font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Word-Study-Workshop-PREVIEW-CATALOG-2338987" target="_blank">To check it out, download my free product catalog! </a></span></div>
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To purchase the Word Study Workshop, click the image below! </div>
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<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-50564495121098445722015-12-08T00:41:00.000-08:002015-12-08T00:42:38.367-08:00Mariah Carey's Song...Turned Book and Mini Unit! <br />
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How did I just find out about this? Mariah Carey turned like, the best Christmas song ever into an ADORABLE book. The words read the same as the song but the story is told through the lovely pictures. The characters are wonderfully diverse and you can't help but to sing the song as you read it.<br />
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I put a companion pack together to accompany the book! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixEcTBlexxOC7-rSKUC2FhU3ObC8E9fUgicp4rtsf0KbQ7fst2YiIkFdc60pF4KdUpJ2Wi2_AR0eVpKwFPdIk3FRT_LjBUso2o5bE1exbo-_0iPkcQCjZz47MpEfppQX1PaiMfaWiDzyk/s1600/Slide1.jpg" imageanchor="1"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixEcTBlexxOC7-rSKUC2FhU3ObC8E9fUgicp4rtsf0KbQ7fst2YiIkFdc60pF4KdUpJ2Wi2_AR0eVpKwFPdIk3FRT_LjBUso2o5bE1exbo-_0iPkcQCjZz47MpEfppQX1PaiMfaWiDzyk/s1600/Slide1.jpg" /></a></div>
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The unit includes:<br />
*Writing prompts/illustrations<br />
*Retelling through inferring: story map<br />
*Magic reindeer clicks math problem solving book<br />
*Persuasive Writing book<br />
*Christmas ornament/handwriting practice<br />
* All I Want for Christmas craftivity<br />
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Here are some snapshots from the unit!<br />
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The unit can be purchased <a href="https://www.teacherspayteachers.com/Product/All-I-Want-For-ChristmasIs-You-A-Companion-to-Mariah-Careys-Book-2249700" target="_blank">here</a>! </div>
<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-37700728723971069102015-11-30T18:59:00.002-08:002015-11-30T19:00:41.260-08:00Black History RevampGreetings, friends!<br />
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I've been working on updating and improving some of my products and I'm particularly excited about this one! I made a <a href="http://anotherdayinfirstgrade.blogspot.com/2013/01/black-history-highlights.html" target="_blank">Black History unit for primary students a few years ago</a> that looked like this:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioJ48h6OL-GFdESsxR4s1pPSu2_ZrC9YyYhquDBXcUk8N2BNKnTsPNgvymmvUMrnN7eTAW4XjeAHw4N9m0FF9BQ1kNsh2a7RW-Z4T0EnkS6QY6zlUxYq033IyeCzOYEy2xYyChyphenhyphennZ0vv0/s1600/bh+old+.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioJ48h6OL-GFdESsxR4s1pPSu2_ZrC9YyYhquDBXcUk8N2BNKnTsPNgvymmvUMrnN7eTAW4XjeAHw4N9m0FF9BQ1kNsh2a7RW-Z4T0EnkS6QY6zlUxYq033IyeCzOYEy2xYyChyphenhyphennZ0vv0/s640/bh+old+.png" width="496" /></a></div>
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And while I loved it, it needed a serious overhaul! The old unit celebrated amazing African Americans in the areas of the arts, scientists, and inventors. I decided to separate those and give them each their own unit. Below you'll see the unit on the inventors. I wanted to showcase some lesser-known inventors because we often don't go past George Washington Carver. I thought it'd be fun to learn about some other ones...and a few are still alive today! </div>
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Here is a sneak peak! </div>
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Inside, there is a letter to the teacher that might teach Black History during the month of February. Just a note from me to you...teacher to teacher and virtual friend. Not to make you feel any sort of way...but just to let you in on my experience. I wanted to include it here. It reads: </div>
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Blessings to you! </div>
<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com1tag:blogger.com,1999:blog-1267444726268612049.post-5073403149277519592015-11-09T12:40:00.001-08:002016-02-07T14:52:12.750-08:00Help-At-Home Parent Packs! <div class="separator" style="clear: both; text-align: center;">
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We’ve all been there. We spend tons of time drilling certain skills and still there are some kiddos that just. don’t. get it. And school is fast-paced! We can’t spend a long time learning ONE skill deeply. While I know we will still work with those students in class, I often ask parents to continue the work at home. Then I am met with the ever-present question: <br />
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<span style="font-size: x-large;">Well, how can I help my child?</span></blockquote>
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I used to run off a bunch of copies and stick them in a folder, tuck it in their child’s backpack and say “here you go” or direct them to a website simply because I didn’t always have enough time to make intervention packets for each skill and for every student. I always wanted to do more. </div>
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This product offers you a chance to be way more intentional about empowering parents to help at home. Not only can this be sent home to allow parents to just help- but it also gets parents involved in the process of collecting data on their child. </div>
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I’ve proudly used this during the RTI/CORE process because it shows that I’ve gone beyond normal instruction AND in-school intervention. I’ve now involved the parents and the results either help the student with mastery or it helps to prove that other actions need to be taken.</div>
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So how does it work? You can literally print this product, assemble in a folder, and send home! That's it! </div>
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I get a three-pronged folder and in an effort to make it special and fun (instead of seeming like extra homework) I write their name on it the front cover (included in the download). </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjd-reBrVP8RrxHFvLyN7FLc_BjqqQYIcqn5vExvpRnlywMgxrfOtVj5aLeNuhXH73oCsKtVCKAuMsFJ5oIt83FhbMHKfWBlvoviwEcQgDDZVQ_ujwTPZzucJHBmD2TXdGFjOcH8YIVn10/s1600/parent+pack+c.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="434" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjd-reBrVP8RrxHFvLyN7FLc_BjqqQYIcqn5vExvpRnlywMgxrfOtVj5aLeNuhXH73oCsKtVCKAuMsFJ5oIt83FhbMHKfWBlvoviwEcQgDDZVQ_ujwTPZzucJHBmD2TXdGFjOcH8YIVn10/s640/parent+pack+c.png" width="640" /></a></div>
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When the parent opens the folder, stacked in the front pocket they would find: </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjseObCU0ZQDhERJ1T2MkLNZ3gd3jIkvpFqLk830CbPoNySv_klJxuAVrqGqshzdaJ-DMKiV85Lo3_lVx0YgYM7VVJR6uWxzQCyfFYwoY0odiLCzu0E62U5IOwD00mV09GQiD913OzbFfw/s1600/parent+packs+b.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="524" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjseObCU0ZQDhERJ1T2MkLNZ3gd3jIkvpFqLk830CbPoNySv_klJxuAVrqGqshzdaJ-DMKiV85Lo3_lVx0YgYM7VVJR6uWxzQCyfFYwoY0odiLCzu0E62U5IOwD00mV09GQiD913OzbFfw/s640/parent+packs+b.png" width="640" /></a></div>
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And inside the prongs, parents will find 10 days of practice that is parent friendly (simple and quick!). I also include anchor charts that parents can display at home. I put them in sheet protectors so they last a little longer. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPs9h1LDYezFSXl1TIQz42mjDggi18pJChgUbMphvUPCSG-lEXZ9UDxdsHcbiibi235xuxrYhV2rhRiH2YGbm8gX17hvtph6foX-p0OFTExZkaLYbQPoFVOBSoCQ7UT3piOrBB3p-vWDs/s1600/parent+packs+3+copy.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPs9h1LDYezFSXl1TIQz42mjDggi18pJChgUbMphvUPCSG-lEXZ9UDxdsHcbiibi235xuxrYhV2rhRiH2YGbm8gX17hvtph6foX-p0OFTExZkaLYbQPoFVOBSoCQ7UT3piOrBB3p-vWDs/s640/parent+packs+3+copy.png" width="640" /></a></div>
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Here are a few of the sheets up close: </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQaF4II-iCXXxEsLWAzg5W5p8T9P5lsLBcG0rE8KuYSGN7K8l-m835lufodawM29mH2OtFQhHj62YD-IiH3_d3yT2lqFgnHLwf54zX_WuNBWSdYIr7WZaygRvH8shhaJ-k-YVMJC2GFEM/s1600/Slide11.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQaF4II-iCXXxEsLWAzg5W5p8T9P5lsLBcG0rE8KuYSGN7K8l-m835lufodawM29mH2OtFQhHj62YD-IiH3_d3yT2lqFgnHLwf54zX_WuNBWSdYIr7WZaygRvH8shhaJ-k-YVMJC2GFEM/s400/Slide11.png" width="300" /></a></div>
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This progress tracker is the sheet that I ask parents to send back for my records. They don't always come back, and that's OK. I just explain the importance and most parents understand. </div>
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The best thing is knowing that I have provided my parents with a tangible and organized way to help their child. This provides accountability for me AND my parents! </div>
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<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com2tag:blogger.com,1999:blog-1267444726268612049.post-36673054072418547752015-09-11T10:09:00.000-07:002016-03-18T13:56:16.134-07:00Word Study Workshop...Units 3, 4, and 5 Visited! So, being 40 weeks pregnant I've slacked with posting highlights from these units! They have been posted though, and are available in my TpT store! I'll give some snapshots from these units now!<br />
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<b><u>Unit 3</u></b>- My. Favorite. It's all about our visual memory.<br />
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When I wrote this unit, I interviewed some people I know that are really great spellers. Most of the spellers that I talked to would always respond to my "how do you spell things correctly?" question with "I don't know...I just<b> see it in my head</b>." They have good visual memories. Not every one does! I, for one, don't have a great visual memory. Thankfully, this is something that can be improved upon with practice! Here are some activities and mini lesson teaching points:<br />
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<b><u>Teaching Point: </u></b>Today I want to tell you that visual memories are different for everyone. (You can tell your own story here OR you can use mine!) In college, I remember seeing a movie called “White Christmas” for the first time. I loved it so much that I wanted to order it online. By the time I’d gotten back home, I forgot the title! I asked my roommate who hadn’t seen it either and without skipping a beat...she said, “White Christmas by Irving Berlin!” I was so confused. I asked her how she remembered so easily and she said “I just saw in in my mind!” I was so surprised because I looked at the same movie and my memory didn’t capture it the way hers did. Some of us have to work a little harder to access our visual memories than others...and that’s OK. We can all improve our memories by playing games and working on it. <br />
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<b><u>Teaching Point</u></b>: Today we will do a quick activity that will activate your visual memory. I am going to show you a tray that has some items on it. Your job will be to remember the items on the tray. You can either draw or write a list of items that you remember seeing. Try to remember where you saw the items on the tray and add as many details about the objects as you can (like write “red fuzzy ball” for example). Complete the activity with students and share what they managed to remember. Show them the tray for about 30 seconds and then hide it. Have students record what they remember. <br />
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...and here is a sample of one of the visual memory games! </div>
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To activate their understanding of visual memory, I had them close their eyes and visualize a logo that they could remember just from going out shopping with their family. Here are two samples: </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjN_5KWE4TnDzFI6vzGcQ3eBxftH1Lq_OXxyapGfcikktRiCOBcGDxlTw9GbZxtSp1217awlJHRiaZF_fEBs886HQ4VWxpGfREcNUq0vdPB1mjDL10rG0ZKaQPPHR1j3dC_cDg1T36rLsU/s1600/11948013_954237823153_1700572198_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjN_5KWE4TnDzFI6vzGcQ3eBxftH1Lq_OXxyapGfcikktRiCOBcGDxlTw9GbZxtSp1217awlJHRiaZF_fEBs886HQ4VWxpGfREcNUq0vdPB1mjDL10rG0ZKaQPPHR1j3dC_cDg1T36rLsU/s640/11948013_954237823153_1700572198_n.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0O0sw-1NFy9Byvi4CBBM7JCwhYXSwUGhrX8kcHgA1TT3wZuJZ_It81PkXrPbMxsPWue3HZsCCkTVoCn73d2rGV3YbnDP7pHAAlFjWpSTJk4eCYZiH5lpXDkaqjJOPahdAX5Cg5QwQpW0/s1600/11948165_954237833133_570504217_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0O0sw-1NFy9Byvi4CBBM7JCwhYXSwUGhrX8kcHgA1TT3wZuJZ_It81PkXrPbMxsPWue3HZsCCkTVoCn73d2rGV3YbnDP7pHAAlFjWpSTJk4eCYZiH5lpXDkaqjJOPahdAX5Cg5QwQpW0/s640/11948165_954237833133_570504217_n.jpg" width="480" /></a></div>
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Another activity that the students LOVED were the visual memory flip cards. Check them out! </div>
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....And so much more!! </div>
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<b><u>Unit 4 - Tips and Tricks for Spelling Practice! </u></b></div>
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This unit offers opportunities to teach our spellers to read as much as they can, pay attention to handwriting, and think about the meaning of the words all in the name of spelling. There are lots of teaching points that provide spellers with habits of mind and examples for teachers to model!<br />
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Here are a few sample mini-lessons and snapshots: </div>
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<b><u>Teaching Point</u></b>: Today I want to teach you that you can be clever spellers who learn all the words you can so you can see them in your mind’s eye. How do we do that? By reading as much as we can! Spelling experts tell us that exposing yourself to different types of texts will increase your knowledge of the way things are spelled. Through reading newspapers, novels, blogs, even billboards, your brain memorizes spelling patterns! <br />
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<b><u>Teaching Point:</u></b> Today I want to teach you that there are tons of ways that you can practice your spelling words in tons of fun new ways. No matter how you practice you have to keep one thing in mind: your visual memory! <br />
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We celebrated the unit by creating a self-help book that other classes could use to help with spelling! </div>
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<b><u>Unit 5 - Write the Right Way </u></b></div>
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Unit 5 is all about writing outside of the word study workshop. The biggest complaint I hear from writing workshop teachers is that the skills don’t transfer into their writing. It often sounds like, “They got a perfect score on their spelling test, but spelled the exact same words wrong in their writing piece...what gives?” This unit focuses on <b>TRANSFERRING </b>the skills learned to daily writing! </div>
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Sample Mini-Lessons and activities: </div>
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<b><u>Teaching Point:</u></b> Today I want to teach you that word investigators have their word study folder/notebook along side them when they write. Every time we start a new word study pattern, we've been taking our old list and moving it to the back of our folder so that we can have a collection of past words at our fingertips. Today, we will put that folder to good use!<br />
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<b><u>Teaching Point:</u></b> Today want to teach you that careful spellers pay attention to spelling- even when they are doing a small writing assignment. They understand that no task is too small for good spelling! <br />
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To celebrate the end of this unit, we started a business! Mrs. Tabb's Spelling Consultants were established! We created advertisements for services and found places to hang them! They LOVED this and they made lots of great writing partnerships across classes and grade levels.<br />
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Unit 6 coming soon!<br />
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Don't forget...here is how the curriculum fits together!<br />
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Here are the links to the other products:<br />
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<a href="https://www.teacherspayteachers.com/Product/Year-Long-Word-Pattern-Lists-2061347" target="_blank">Year Long Word Patterns </a><br />
<a href="https://www.teacherspayteachers.com/Product/Launching-the-Word-Study-Workshop-Unit-1-2057613" target="_blank">Launching The Word Study Workshop- Unit 1 </a><br />
<a href="https://www.teacherspayteachers.com/Product/Word-Study-Workshop-Unit-2-2064850" target="_blank">Unit 2-Investigating Words in Our World </a><br />
<a href="https://www.teacherspayteachers.com/Product/Word-Study-Workshop-Unit-3-2071757" target="_blank">Unit 3- Improving Our Visual Memories </a><br />
<a href="https://www.teacherspayteachers.com/Product/Word-Study-Workshop-Unit-4-2081623" target="_blank">Unit 4- Tips and Tricks for Spelling Practice </a><br />
<a href="https://www.teacherspayteachers.com/Product/Word-Study-Workshop-Unit-5-2087227" target="_blank">Unit 5- Write the Right Way</a><br />
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Happy Spelling! </div>
<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-10919289760728679252015-09-03T10:36:00.000-07:002015-09-03T14:44:01.752-07:00Word Study Workshop- Unit TWO! Greetings, teachers!<br />
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If you haven't heard of this workshop, PLEASE check it out from the beginning <a href="http://anotherdayinfirstgrade.blogspot.com/2015/08/word-studyworkshop.html" target="_blank">HERE</a>! So far, you can find:<br />
Launching, Unit 1 <a href="https://www.teacherspayteachers.com/Product/Launching-the-Word-Study-Workshop-2057613" target="_blank">here </a><br />
Unit 2 <a href="https://www.teacherspayteachers.com/Product/Word-Study-Workshop-Unit-2-2064850" target="_blank">here</a>.<br />
Unit 3 was just posted <a href="https://www.teacherspayteachers.com/Product/Word-Study-Workshop-Unit-3-2071757" target="_blank">here</a>!<br />
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I wanted to share a few snapshots and thoughts about unit 2. Unit 2 is all about becoming an investigator of words in our world. We want to turn our young spellers into people that inquire about spelling all of the time. They should be naturally curious and fascinated by words and the way they are built. That doesn't just happen without teaching. Investigative curiosity is the spirit of this unit!<br />
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Some of my favorite teaching points from this unit are:<br />
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<i>*Today I want to teach you that word investigators don’t want someone to tell them how to spell a word...they think, what or where is a word in my world that can help me?<br /><br /> *Word investigators notice environmental print. Environmental print is what you see...EVERYWHERE! Words that are on places like Home Depot, Best Buy, Sponge Bob, Wendy’s, Immediate Care, etc... If you are playing attention, you can use these words to help them spell other words! The thing about environmental print is that you probably know how to spell (or get pretty close) because you see it SO much. Why not use that to help you spell other words?</i><br />
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<i> *Word investigators collect words from places they go as well. They might ask for the weekly flyer at the grocer or they can even ask for the junk mail at home. Then, they can cut out words they find interesting and glue them in a special place like a notebook or journal. If nothing else, they can record them on the back of their word pattern lists!</i></div>
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(These lessons are fully scripted with EVERY part of the mini-lesson included!)</div>
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Hopefully after reading those, the spirit of the unit shines through! I want to use this unit to push our spellers into a frenzy of word pattern finding. That is what makes a careful and thoughtful speller. </div>
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To celebrate this unit, we decided to go on a word- hunting "walking trip" around the school! Then, they get to celebrate with a certificate and a healthy snack that I bring in. </div>
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Thanks for reading along and happy spelling!! </div>
<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-39193000013905202892015-08-31T11:44:00.000-07:002015-09-01T06:59:51.256-07:0010-Day Word Pattern Cycle Notes and Tips! Hi there! I wanted to stop by and give some snapshots of the activities that we've been doing in our Word Study Workshop! If you haven't heard of this workshop, PLEASE check it out from the beginning <a href="http://anotherdayinfirstgrade.blogspot.com/2015/08/word-studyworkshop.html" target="_blank">HERE</a>! The full blown launching unit can be found <a href="https://www.teacherspayteachers.com/Product/Launching-the-Word-Study-Workshop-2057613" target="_blank">here </a>and Unit 2 was just posted <a href="https://www.teacherspayteachers.com/Product/Word-Study-Workshop-Unit-2-2064850" target="_blank">here</a>.<br />
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So, here is the 10-Day Overview...I'll touch on a few of the activities to give some tips and show how it went with my spellers! Full instructions and notes are available in the Launching Unit, but I wanted to give some specifics and tips! :) </div>
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<b><u>DAY 1</u></b></div>
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So, the first day is a Guess'N'Sort. This one takes a lot, a LOT of practice because it is supposed to be independent (except for your emergent spellers- coach them heavily!). The students are excited for new lists! Make sure you teach, model, and remind students to: </div>
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*Look at your new list carefully</div>
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*CAREFULLY copy their words onto the word cards. <i>You might even tell them to scribble the entire back page with a crayon so that if one gets lost, they can turn them over to see if the crayon color matches the cards they have! </i></div>
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<i>*</i>Cut their words out and SORT by similarities. I allow them to do this in partners or trios. That is up to you! </div>
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*Then, I have them record the way they sorted their words and write down the word patterns they think they've found. </div>
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*I do have to coach them in the actual name of the list. Most kids won't come up with the fact that the list should be called "Blends" for example. </div>
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<b><u>DAY 2</u></b></div>
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Mix-It Fix-It </div>
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You'll just want to make sure they understand the pattern of this activity- which is to make the word with letters (tactile learning) and then mix it up to make it again. The goal is to be able to spell it with the tiles WITHOUT looking! </div>
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<b><u>Day 3</u></b></div>
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Word Hunting. The most important tip I can give here is to remind your students that word hunting isn't word SEARCHING. Unlike a word-search, word hunting should involve real reading. I try to model this as much as possible! </div>
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<b><u>Day 4</u></b><br />
Today is the day that the students will select 6 words to explore the meaning of. Below, there are samples from an emergent and within word speller. Remember that on this day, the definitions are GUESSES. It's OK for them to be a little off. </div>
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<b><u>Day 5 </u></b></div>
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Interesting day. Be prepared to be flexible. The students are partnering up and talking about the sheets above. If they agree, the can check a box that says "yes." If they disagree, then their job is to come up with a new sentence together. The new sentence should have a different meaning. As you are conferring and working with small groups, check in heavily with the meanings of the words. Try to use them throughout the week. We are a "<a href="http://www.amazon.com/Word-Nerds-Teaching-Students-Vocabulary/dp/1571109544" target="_blank">Word Nerds</a>" school- so this is where I actually pull our vocabulary words for lanyards. </div>
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<b><u>Day 6 </u></b></div>
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LOTTO! This day is always a class-favorite. </div>
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My tips are: </div>
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*Select ONE student per group to use their word cards every time you play this game. Pick your "little Miss or Mr. Perfect" that is super organized. They will always have their cards ready and this will cut down on arguing, not having supplies ready, etc...</div>
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*Use small cups to put words and chips for marking their spaces. </div>
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*Have students write their words in any order on their board BEFORE letting them go to groups. </div>
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*Remind them to take the word OUT of the cup before passing the cup to the next friend. </div>
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<b><u>Day 7</u></b></div>
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ABC Order</div>
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The only tip I have is to model using the CARDS first and recording second. They get really burnt out when they have to erase an entire list because they forgot one! Oh! One more tip- I have them partner up with one member of their spelling club to compare lists! </div>
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Days 8-10 are assessment days and you'd be pulling each group over to play take a quiz using the alternate pattern words and recording sheet- which are all included in the unit! There is a full post on assessment <a href="http://anotherdayinfirstgrade.blogspot.com/2015/08/assessment-in-word-study-workshop.html" target="_blank">here</a>! </div>
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Hope that helps! </div>
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Happy Spelling! </div>
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<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-90105782306973569912015-08-26T15:15:00.000-07:002015-08-27T05:26:52.362-07:00Assessment In the Word Study Workshop<a href="https://www.teacherspayteachers.com/Product/Launching-the-Word-Study-Workshop-2057613" style="text-align: center;" target="_blank"><b><span style="color: red;">Update</span></b>: Unit One: Launching the Word Study Workshop is available on TpT! Click Here! </a><br />
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Greetings!<br />
I'm soooo close to posting the first word-study unit! I've got a couple of people proofing it, and then it'll be up. In the meantime, I wanted to share about assessment in the word study workshop.<br />
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As I mentioned in my last post, the word pattern cycles last 10 days. After the mini-lesson, the students engage in practice activities. But what does the teacher do? A LOT! That work time is your "game time!" This is the time that I am extremely intentional about pushing my spellers to the next level through small group, partner, and individual conferring. </div>
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Below, is the conferring sheet I used to push my spellers along. My goal is to meet with each speller (individually) at least once during their 10-day word cycle. I meet with them a lot more throughout the week via small groups. </div>
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Here is an example of a conferring sheet filled out with anecdotal notes. It's a great way for me to collect data and provide feed back to students, parents, and administration. Also, if I want to assess their progress during writing workshop, I'll often pull this sheet out and remind myself of the progress the students have made. It helps me to know what they have improved upon! There are step-by-step instructions at the top of the sheet for what I actually do when I confer. Forgive my awful handwriting. I am not one of those teachers with font-worthy handwriting at ALL!<br />
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This tracker is what I use at the end of a cycle when I give the assessments with alternate pattern words. It is just a quick pass/fail at-a-glance so I can watch progress over time. I also can easily see the students that are falling behind quiz after quiz and address that. If over half of my students fail (marked with an "X" then I might reteach that or plan to reteach it during a spelling small group session.<br />
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An example of a tracking sheet filled out for one spelling club. </div>
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This is what I mentioned above when referring to the alternate pattern words. For each spelling pattern, I've provided a list of words that follow the pattern. I use these words for quizzes and examples when I work with a small group. </div>
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So, that's how I assess my spellers in a nutshell! My goal is to always have a pulse on their progress. </div>
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Thanks for reading along! </div>
<br /><div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-1671462241610626892015-08-20T21:18:00.000-07:002015-08-27T05:26:19.519-07:00Word Study...WORKSHOP! <div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/Launching-the-Word-Study-Workshop-2057613" target="_blank"><b><span style="color: red;">Update</span></b>: Unit One: Launching the Word Study Workshop is available on TpT! Click Here! </a></div>
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Hello! I hope school years all over the blogosphere are off to a great start. I am excited about a new project that I've been working on...the WORD STUDY Workshop! </div>
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<b>Just as the reading and writing workshops were born out of studying the habits of great readers and writers, I spent a little time researching the habits of great spellers. I read lots of articles from national spelling bee winners and even interviewed a few people from my life that have always had a knack for spelling things correctly. From there, I gathered my notes and turned them into mini-lessons that might encourage students to become people who find patterns, look for things to alphabetize, or notice when words break spelling patterns in their every day life. Essentially, this curriculum is designed to encourage kids to become word lovers and word investigators by nature. These lessons are designed to provide kids with what I call spelling habits of mind. These units are designed to give your spellers a teaching-tip that is good for ALL spellers, and then they will go off to complete their differentiated spelling tasks, games, and activities to help them become better spellers. </b><br />
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Based off of the <a href="http://readingandwritingproject.com/public/themes/rwproject/resources/assessments/spelling/spelling_primary.pdf" target="_blank">spelling inventory (from Words Their Way)</a>, my students are in one of three groups that I call “spelling clubs:” emergent spellers, letter-name spellers, and within word spellers. I like this term because the students don’t know what I’m doing. For example, they think that the yellow group (emergent spellers) just “happen to be studying blends this week” and the orange group (within word spellers) just “happen to be studying long ‘a’ patterns.” I tell them eventually everyone will study everything, so I can trick them a little better. <i>I personally don’t enjoy the spelling curriculums I’ve used in the past where there are multiple lists within the same skill. Kids know when the class is studying "long /a/" and their list consists of words like “cake” and “rake” while other kids are learning works like “obligate” and "explain." They quickly figure out which “group” they are apart of. I like to think that this method is a bit less obvious. </i></div>
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In an effort to meet students where they are, they will work on word pattern lists that are designed specifically for their level. I start my students on the continuum and then move them right along lesson by lesson. There is of course, room to jump groups. I will administer a quick assessment if I feel like a student is rapidly progressing during the year. They are not "stuck" in any group!<br />
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The word pattern cycles last for 10 days. After every 4th word pattern cycle, my class participates in a class-wide pattern study on the <i>same skill.</i> This skill is based on word structures or meanings (like compound words, posessives, etc...). These units can be swapped in or out based on need.<br />
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Days 1-6 are spent doing various practice activities with their list of words. Days 7-10 are spent doing group assessments, spelling games, or makeup-work. I keep the same routine for consistency. </div>
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Below are the Word Units of Study for the year. </div>
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These were written with all spellers in mind. The units aren't skill-specific (like a whole unit on long vowels or diphthongs) but rather they are mini-lessons with tips and strategies to become a life-long lover of words. </div>
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The spelling pattern cycles have a set list of words that students will work with but they will be on the lookout for words that match their pattern, so their collection of words will grow tremendously during the 10-day stretch. I do let parent know about the words that their child will be studying but I send a letter home explicitly stating that this is NOT a spelling list to drill. I ask them to jot some words down that they might happen upon during their nightly reading.<br />
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<span style="text-align: start;">There are word lists, home lists, and word logs for each of these word pattern and skill-specific cycles.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJE0g0JUTGlYKv7vYuEoH_qTc9qAKqfZhZj8TsQRSSqzMEy4TWDdf2aqa5FXhNuLW5fSQYQra34kl28LaA_UPVkq5OEWB6lAv3-MpFJkB7cf9KuUz0X3G2NKHulPLlGvJ9XULbsf9EM2M/s1600/Slide3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJE0g0JUTGlYKv7vYuEoH_qTc9qAKqfZhZj8TsQRSSqzMEy4TWDdf2aqa5FXhNuLW5fSQYQra34kl28LaA_UPVkq5OEWB6lAv3-MpFJkB7cf9KuUz0X3G2NKHulPLlGvJ9XULbsf9EM2M/s640/Slide3.png" width="640" /></a></div>
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Here are some examples of the activities done during the 10-day cycle. </div>
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Just as we celebrate the end of a reading or writing unit, we also celebrate the end of a spelling unit! The first unit is celebrated by making a class book with our word-study goals for the year. Some units will be celebrated with special projects and the last unit is celebrated with a class-wide (or grade level-wide) Spelling Bee!<br />
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So, there is a peek at the overview and some of the first unit. I can't wait to finish them up and share them with anyone who might be interested!<br />
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I do plan to post each unit individually but I'll also bundle the entire product. Also, if you are interested in JUST the units with life-long spelling mini-lessons (without the word lists and activities), I'll be posting those individually as well!<br />
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Cheers! </div>
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<span id="goog_1849509967"></span><span id="goog_1849509968"></span><div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com6tag:blogger.com,1999:blog-1267444726268612049.post-24764247609070164262015-08-12T16:43:00.002-07:002015-08-12T16:44:29.899-07:00How to Make Clip Art on Power Point! (Video Tutorial)So, I say "uhm" way too much, sound winded (36 weeks pregnant), and feel super weird about this video but....here it is!<br />
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<br /><div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com6tag:blogger.com,1999:blog-1267444726268612049.post-49223046740012358212015-08-05T20:04:00.001-07:002015-08-05T20:05:08.209-07:00Putting Your CONFERRING TOOL KIT Together! <span id="goog_1069233388"></span><span id="goog_1069233389"></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCZqUCTSSRzjM0OZM95GglItWF4a0PZvTOQAJrhxhojpCi_Ay-giOpWqbTlVoJ5hwkFJIrgjPJLX3Zg0f6BNJwbIKilRq6C9W8aS4WvR-0hSCn0WJJRWJJeTZ_UzKpxEdKWeoKl3s4snQ/s1600/Slide9.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCZqUCTSSRzjM0OZM95GglItWF4a0PZvTOQAJrhxhojpCi_Ay-giOpWqbTlVoJ5hwkFJIrgjPJLX3Zg0f6BNJwbIKilRq6C9W8aS4WvR-0hSCn0WJJRWJJeTZ_UzKpxEdKWeoKl3s4snQ/s1600/Slide9.png" /></a></div>
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Does conferring intimidate you? I know it intimidated me for the longest time, but now it really has become the heart of my reading, writing, and math workshops. One thing that has helped me is having a well-stocked conferring tool kit. This is what I have with me at all times when I confer.<br />
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I use a simple caddy that you can find anywhere. I share a kit for reading and writing and I have a separate one for math. Inside, I have everything that I could possibly need for effective conferring!<br />
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Included:<br />
-iPad<br />
-Markers, pens, pencils, etc..<br />
-Wipe off boards<br />
-Index cards<br />
-Sticky Notes<br />
-Extra reading tools that have been taught (think marks, speech and think bubble sticks, pointer fingers, alphabet charts etc...)<br />
-Transparencies for writing conferences (you can put a transparency over their writing piece and model your teaching point without writing on their work since that is a big no-no!)<br />
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Inside the binder, I have: </div>
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-Word Lists </div>
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-Writing mentor pieces at various stages (a bare bones piece, pieces with blatant errors so that I can model how I might edit my writing on the spot). I keep these stories in sheet protectors so that I can write on them with a wipe-off marker. Then they can be used with different kiddos. Also, the mentor pieces that I write are swapped out when the unit changes. </div>
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-Student mentor pieces from years past. Students always do better when they can see how other kids did with the writing assignment. </div>
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-Copies of anchor charts from current and past units </div>
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(bare bones piece) </div>
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(This piece is where I show students how to show what happened, not tell what happened. Also, there is a piece where I misuse lowercase and upper case letters.)</div>
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And the most effective tool in my kit is a series of progressions, continuums, and rubrics. These are usually made in class during a mini-lesson and turned into an anchor chart that stays up during the unit of study. I then make a condensed version of it and stick it in my binder. I keep past units' anchor charts and progressions as well because a lot of times my students need to refer to something that was previously taught and the charts are usually taken down at the end of a unit. </div>
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Also, I am always trying to find a better way to collect anecdotal notes. I've done the sticky note system most effectively. Basically, I have a sheet with 30 labels on it. The goal is to get all of the sticky notes peeled off by the end of the week. I write all of my students names and the weekly dates on them and then any extra labels I have go to my lowest readers and writers so that I can attempt to meet with them twice in a week. Each student has a blank white sheet of paper and I just stick the label on their sheet in chronological order. </div>
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After reading some work by Jennifer Sarravallo, I've been using a conferring template that has been really nice. I created it at the end of last year, so I haven't had time to use it for a long period of time. But, feel free to check it out...click to download! </div>
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<a href="https://www.teacherspayteachers.com/Product/Conferring-Sheet-2013630" target="_blank"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw5U7Wm-zrf_jhhdWrB__kHupwXtFoLFGYONWgO-E8wJSjZRQO9WDm9PZfRzbLpDrEFYVNIxd8V_JbdC3mG14Ky3J5lDBSuCorbGUWSlMKc4AGqyaeHMDf4l2lXxVopeEZpRFIalf1fa0/s640/Tabb+Conferring+Sheet.+Sarravallo+copy.png" width="490" /></a></div>
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So, that's it! It is ever-growing and changing. And I'm sure that I'm missing a ton of items that could help me with my conferring- but here is the gist! Happy Conferring! </div>
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<br /><div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-25828110487474366552015-08-04T17:03:00.002-07:002015-08-04T17:03:13.705-07:00Making Balanced Literacy Work for YOU Part 4 <div class="separator" style="clear: both; text-align: center;">
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Hello! If you are just now joining me for this little series on Balanced Literacy, you can get caught up on the other posts here:<br />
<a href="http://anotherdayinfirstgrade.blogspot.com/2015/07/making-balanced-literacy-work-for-you.html" target="_blank">Post 1- Overveiw </a><br />
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<a href="http://anotherdayinfirstgrade.blogspot.com/2015/07/making-balanced-literacy-work-for-you_26.html" target="_blank">Post 2- Shared Reading & Interactive Read Alouds with Accountable Talk </a><br />
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<a href="http://anotherdayinfirstgrade.blogspot.com/2015/07/making-balanced-literacy-work-for-you_29.html" target="_blank">Post 3- Shared and Interactive Writing </a><br />
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After all of that information, you're probably thinking I am a crazy woman with a 10 hour school day...but there are a few tricks that I do employ in order to get it all in! </div>
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Out of all of the components, I make sure that I do certain ones everyday no matter what- depending on the grade level. As I am a 2nd grade teacher, we do an interactive read aloud with accountable talk EVERY DAY. When I taught kindergarten, I was sure to do more than one component everyday (shared reading and writing and interactive writing) because those are SO important when modeling reading and writing habits that kinderbabies need to pick up quickly. </div>
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Generally, I plan to do an interactive read aloud with accountable talk every morning. During community circle, I'll pick one reading and one writing component. So on any given day, I've got a read aloud ready, and a shared or interactive activity planned. Some days I will move my IRAWAC to the middle or end of the day to make room for a shared reading lesson. This doesn't happen as much in 2nd grade as it does in K1. The rest of the components get to take turns on any given day. The goal is always to get a reading and writing component in...but there is never a day where every component is taught. My advice would be to consider what your students need to see the most and then figure out which component it would be easiest to model in.<br />
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So...how do I schedule all of this? </div>
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Being a visual person, I need to be able to map out a week at a time when it comes to balanced literacy. I use a planner to jot down my ideas. I like this one because I can be intentional about a lot of things. I can select which components that I'd like to plan and I can vary with the genre. I am able to think about the needs of my students and plan accordingly. </div>
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Below, is an example of a planning sheet that has been completed- along with a blank copy that you can download if you'd like to! Just click the blank one below.<br />
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<a href="https://www.teacherspayteachers.com/Product/Balanced-Literacy-Planner-2010820" target="_blank"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipeLP7fO2t9azbCD8uad9WeiZwHdQEcqJ5NvgPd5v4zA2T1LtYvxzVhNgKk2OOl5ExwoE9tc5sMZPnZQT9DBXx08FIUpxdbncrNOWDC14Rar6yUJbXyDUw7z2MBRfcTJQVJPBfi-jifMc/s1600/Slide1.png" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKL1m34lMo4X2or1blO_1_EtXfG7dC5EVc-yHAJ2gI97QxMUtakgDKVeNZncGyvfWmloI7l80kgNwsDxxvM3Y-67NHuCOe0nuSyKShoA2ImZbxp5rhVGyopZyx0aCvtNksQ2vFXwzVcJQ/s1600/Slide2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKL1m34lMo4X2or1blO_1_EtXfG7dC5EVc-yHAJ2gI97QxMUtakgDKVeNZncGyvfWmloI7l80kgNwsDxxvM3Y-67NHuCOe0nuSyKShoA2ImZbxp5rhVGyopZyx0aCvtNksQ2vFXwzVcJQ/s1600/Slide2.png" /></a></div>
So, in essence, that's what I do! I think about the current reading and writing units that I am in and I consider if my students need to brush up on certain things. Since they always do, I am able to find places in my schedule to address those needs naturally. Most of the time, the students just think we are doing a big book or writing a story together. They don't always realize that they are taking in a lot of things that I am saying as I think aloud. I have found that this is what I need in order to get these skills to transfer into my independent reading and writing time.<br />
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Thank you so much for reading along! Happy New School Year! </div>
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<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com1tag:blogger.com,1999:blog-1267444726268612049.post-52511600383169540992015-07-30T12:04:00.000-07:002015-08-04T18:54:57.843-07:0010 Tips to Brush-Up Your Workshops! <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJX3D54WkTc9PRIBwXRqpLv5Lw-54zSiRKRAhgM304CctrKWwcDbzCmY6Flyme2eW3HPZ1BXSb4YrbBxRzVFvBxTP0u2FwDgnWc3mxtNRLE1Wpy5PuyYFyaU-y8pJ9Xob3JIrxhuK-us0/s1600/Slide7.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJX3D54WkTc9PRIBwXRqpLv5Lw-54zSiRKRAhgM304CctrKWwcDbzCmY6Flyme2eW3HPZ1BXSb4YrbBxRzVFvBxTP0u2FwDgnWc3mxtNRLE1Wpy5PuyYFyaU-y8pJ9Xob3JIrxhuK-us0/s320/Slide7.png" width="286" /></a>As we get ready to start a new school year, I thought I'd give a few workshop brush-up tips to get your workshops off the ground with success!<br />
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I've been doing a series on supporting your workshop through the balanced literacy components. If you haven't checked it out, you can find them below!<br />
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<a href="http://anotherdayinfirstgrade.blogspot.com/2015/07/making-balanced-literacy-work-for-you.html" target="_blank">Post 1- Overveiw </a><br />
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<a href="http://anotherdayinfirstgrade.blogspot.com/2015/07/making-balanced-literacy-work-for-you_26.html" target="_blank">Post 2- Shared Reading & Interactive Read Alouds with Accountable Talk </a><br />
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<a href="http://anotherdayinfirstgrade.blogspot.com/2015/07/making-balanced-literacy-work-for-you_29.html" target="_blank">Post 3- Shared and Interactive Writing </a><br />
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Now...onto to the Top Ten Tips! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoQFTLeKdjM4U1uZ0wAYZKmW-FLhHs9Gj_8SO2IEt4ZqIxxU5nrJxwMNQRUOoIYfds5mjXwpyrbI6R_gkysRlv99s-Sz0fKEXFcUW3RqzBs4Y8koJ4RcKgP5EW5xymOt3hbIjRtLjjUnY/s1600/Slide7.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoQFTLeKdjM4U1uZ0wAYZKmW-FLhHs9Gj_8SO2IEt4ZqIxxU5nrJxwMNQRUOoIYfds5mjXwpyrbI6R_gkysRlv99s-Sz0fKEXFcUW3RqzBs4Y8koJ4RcKgP5EW5xymOt3hbIjRtLjjUnY/s1600/Slide7.png" /></a></div>
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<b>1. Know what workshop is and why you are doing it. </b></div>
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Simply stated, workshop is a block of time that involves a mini-lesson, work time and a share time. The mini-lesson is usually no longer than 10-15 minutes, depending on the grade level. Work time is about thirty to forty-five minutes long and the share time is generally around five to seven minutes long. Challenge your students to work the whole time by setting goals and modeling the behaviors you want to see while they work for extended periods of time.<br />
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<b>2. Keep your workshop routines simple and predictable. </b></div>
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Student should know the cadence of your daily workshop and feel very comfortable with their learning time. When students feel safe and know what to expect, their brains are freed up to do more thinking!<br />
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<b>3. Pull your kiddos close! </b></div>
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Students are generally sitting on the floor right at your feet during your brief mini-lesson. They go off to work at their desk or a work spot around the room, and then they are called back to the front for share time. <br />
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<b>4. Let the kids use the STUFF. </b></div>
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Materials that students use during workshop should be labeled and accessible so that students can get what they need without bothering you. Don't keep the "good" markers and the "good" paper in the closet all year. What is it there for?<br />
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<b>5. Protect your 10 minute mini-lesson! </b></div>
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Student-talk during your mini-lesson should be minimal if they even talk at all (with the exception of the active engagement portion). That is YOUR chance to deliver a tip for today’s learning that they should be practicing and not a chance for students to help with the learning. Your mini-lesson should be explicit and intentional.<br />
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<b>6. Keep your read alouds OUTSIDE of the workshop. </b></div>
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Read alouds are generally done OUTSIDE of the workshop. You don’t want to spend ten of your fifteen minutes on a story that could have been read that morning. Be intentional about the books you read aloud and use those as mentor texts that you refer to during a mini-lesson. Also, consider varying the book genres you use for read alouds! Hearing YOU read nonfiction texts might be the only time your students ever hear nonfiction being read out loud. Make them good ones! <br />
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<b>7. Know the architecture of a mini-lesson. </b></div>
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The mini-lesson has an actual architecture that is very important. Briefly, that includes a connection, stating the teaching point explicitly, giving a demonstration right there on the floor, having the students try the skill on the floor (active engagement) and a link to daily learning. More on the mini-lesson structure here. <br />
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<b>8. Don't you dare skip the SHARE! </b></div>
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The share time portion of the workshop can be used to do a variety of things! You can reinforce the teaching point or showcase really smart work that you saw during the work time. To keep this time short, during small group or conferring, select the student that you want to showcase and be ready to show the class what they did. Talk for the student and allow them to shine without going over the five to seven minutes!<br />
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9. Send your learners off and then...it's GAME TIME!<br />
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10. Use other parts of your day to support your workshops.<br />
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<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-77600231691423241852015-07-29T17:52:00.000-07:002015-08-04T18:55:24.606-07:00Making Balanced Literacy Work for YOU Part 3<div class="separator" style="clear: both; text-align: center;">
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Hi! Thanks for joining me for the third session on how to make balanced literacy work for you!<br />
Today I want to dive into shared and interactive writing. This can be SUCH a power component to model skills for your readers and writers.<br />
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So I'll jump right in with Shared Writing. I've heard it said that if you want to teach effective writing, you must model effective writing- regardless of the grade.<br />
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Shared Writing is your biggest and most effective chance to model writing in front of your students! Generally this lasts around 10 minutes per lesson and the students are gathered around your chart paper. A few notes about Shared Writing:<br />
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*YOU keep the pen the whole time.<br />
*Ask the students what they would like to compose. Prompt them with ideas like a list, letter, short narrative on a shared experience, responding to literature, etc...<br />
*This is a chance for students to negotiate vocabulary, sequencing, and allows a chance for students to respond to texts.<br />
•Shows students that writing is AUTHENTIC and ORGANIC by selecting real reasons to write. Maybe the lunch workers aren't putting out enough napkins and your students would like to write them a friendly letter to ask for more.<br />
*When you plan, think: “What’s coming up in our class, school, or world that we could write about?” <!--EndFragment--><br />
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I've written things like the Pledge of Allegiance, (because I noticed my students were saying it incorrectly in the morning) thank you notes to parents that sent in treats, or holiday song lyrics that my students were humming in class. Other ideas might include: </div>
•Advertisements <br />
•Signs <br />
•Thank-you note <br />
•Persuasive letters <br />
•Journal entries<br />
•Creative Writing <br />
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<tr><td class="tr-caption" style="text-align: center;">Simple Shared Writing text on the last week of school. We were reorganizing our library and needed to make a list of the book baskets that we had. This was an extremely authentic reason to make a list and we used it in real life. </td></tr>
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Interactive Writing: </div>
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*Very similar to shared writing only this time you, the teacher, will SHARE THE PEN. </div>
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*I try to keep the reasons for writing just as authentic. </div>
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*You can have the students write the majority of the text, or they can join in on a specific skill that you'd like to work on. </div>
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*While one child is called up to add to the interactive writing piece, the rest of the children are going to be actively engaged by doing the same skill in a few creative ways. For example, if I am working on the spelling of sight words, I might call students up to add all of the sight words in the text that we are writing. While little Johnny comes up to write the word, I might ask the rest o the class to write the word in the air, on their neighbor's back, on the carpet, etc... so that the lesson keeps everyone engaged. </div>
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*Consider your colors. I tend to use two colors when I do an interactive writing lesson. One for me, and one for the student writers that add to the text. </div>
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Below is an example of an interactive writing text where my students were working on long vowel patterns. Within the context of a real reason to write, I am specifically practicing certain skills that I know the class needs as a whole. </div>
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<tr><td class="tr-caption" style="text-align: center;">Here is a list that I co-constructed with my class I wrote everything but the long vowel patterns, controlled R sounds, and endings. All things I knew we needed to brush up on as a class. </td></tr>
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So, I've been harping on the idea that we need to allow these components to work for us in regard to independent work time. I generally use the writing components to teach basic grammar and punctation skills. This allows me to spend more time focusing on the work of the unit instead of taking time to teach my students basic skills during workshop time.<br />
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Cheers!</div>
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<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-51310098260374397002015-07-26T17:33:00.003-07:002015-07-26T17:33:21.524-07:00Making Balanced Literacy Work for YOU Part 2<div class="separator" style="clear: both; text-align: center;">
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This post is the second in my series on Balanced Literacy. If you are just now joining, you can catch up with Part 1 <a href="http://anotherdayinfirstgrade.blogspot.com/2015/07/making-balanced-literacy-work-for-you.html" target="_blank">here</a>! Today, we will pick apart the READING components of Balanced Literacy- specifically: <b>Shared Reading</b>, I<b>nteractive Read Alouds with Accountable Talk</b>, and <b>Story Time</b>. <br />
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While I don't want to insult you, dear teacher, I mentor some newer teachers that read this blog and for their sake, I want to define what Shared Reading is and why we do it. Shared Reading is a chance to collectively read a text together and it gives students the opportunity to explicitly see and hear what proficient readers do.<br />
*In order to do shared reading, you need to have a text that is big enough for everyone to see. If you have a document camera or some other form of technology that can enlarge something, then anything could be come a shared text.<br />
*I tend to use big books, poems written on sentence strips, or excerpts from books that involve something I want to read with my students (like quotation marks or a tricky vocabulary word).<br />
*The kids are gathered on the rug, right in front of the text. I am explicitly modeling whatever the skill is that I have selected for that reading.<br />
*I am also being very intentional about thinking aloud as I model the skill so the students can get a peak at what that is supposed to sound like when they read.<br />
*We can stick with one text for multiple days, or we can switch them out pretty quickly.<br />
*It usually lasts about 10 minutes- very quick! Most importantly: This is a great time to introduce new genres, concepts, and strategies because this is a very <b>safe</b> reading experience. The feeling should be similar to a kid sitting on their parent's lap for a bedtime story. </div>
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So, we have the general idea of Shared Reading down, but now I ask: <b>what is your goal when you do a shared reading?</b> My teacher-hero and unofficial mentor, Kathy Collins writes in Growing Readers: </div>
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<span style="background-color: white; color: #666666; font-size: medium;">Kathy Collins, Growing Readers- pg. 36:</span></div>
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That's like, the whole point. This component should work in service of the independent reading time...not just something we do because we were told to. I came to the realization that I could use this slot to teach and model in a way that is responsive to the needs of my students. In other words, the skills that I choose to model come from my noticings when reading with students. </div>
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For example, if I'm conferring or doing small group work, I might notice that my readers have stopped attending to punctuation. They might be blowing right past periods or not making questions sound like questions. Maybe they are having a hard time reading dialogue and it is affecting their comprehension because they can't figure out who is talking. From those noticings, I can make it a point to select a text that will allow me to model reading punctuation the way it should be read. Or, I can take a sample from a chapter book read aloud (that we might be reading) where there is a good amount of dialogue that I can copy on to chart paper so we can read it together and talk about it. </div>
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While the list of skills that can be introduced, practiced, and refreshed are as wide as the skills we teach in reading, there are some that lend themselves better to a Shared Reading experience. Some skills that I tend to drift toward include: </div>
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*Fluency</div>
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*One to one match (when I taught K/1) </div>
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*Intonation </div>
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*Word solving strategies<br />
*Using context clues for new vocabulary words<br />
*Word study can be taught/supported<br />
*High Frequency Words<br />
...and so much more!<br />
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So, in a nutshell, be responsive. As you confer and lead small groups, take copious notes. Look at those notes as you plan for a Shared Reading experience. Use that time to brush up on those skills and you won't have to spend time putting out fires during your mini-lessons!<br />
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An interactive read aloud with accountable talk (IRAWAC) is mostly what you think it is. It's a story being read aloud by the teacher but the students have specific places where you want them to stop and talk about something that is happening in the story. The biggest difference here is that the kids won't be able to track the text with you. I obnoxiously refer to this as an interactive-read-aloud-with-accountable-talk because the accountable talk part is what a) sets it apart from a story time and b) is the most important part of this component. </div>
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*The students have two important jobs during this component: thinking and talking. The teacher also has two jobs: explicitly thinking aloud and facilitating a turn and talk session.<br />
*Much like thinking of WHY you are selecting Shared Reading texts, you'll want to be just as intentional about an IRAWAC. I tend to select fairy tales or books with strong characters. I also try to vary the genres that I choose so that students get to turn and talk about different kinds of texts.<br />
*The biggest thing I spend my time on during this component is the <a href="http://www.amazon.com/Keys-Comprehension-Help-Your-Kids/dp/0761515496" target="_blank">Seven Keys to Comprehension. </a> I do an IRAWAC daily so I am able to cycle through one of the the 7 keys every day.<br />
*I pre-read my texts thoroughly and place sticky notes with places that I'd like to stop and either think aloud to model a comprehension strategy OR have my students share their thinking in regards to what is happening in the story.<br />
*I review an anchor chart with my students probably once a week so they remember HOW to talk to each other about books. Generally the reminders include looking at their partner in the eyes, keep the conversation going by asking clarifying questions, etc...<br />
* A big part of the reading workshop is reading with partners. I know that my students can easily forget how to talk to each other when partner time comes. Instead of correcting them during their independent reading time, I can plan to review those skills with them during this component.<br />
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Again, it is all about making this component work in service to your independent reading time!<br />
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Lastly, story time. You can relax! That's just a story. Generally this is a story that is beyond the reading level of most of the students. I usually pick stories that have beautiful language or a chapter book. Students are free to enjoy and get lost in a story while I take care of the print work, phrasing, and intonation. I don't make this component work in service of the workshop- I just need to know that there is a place for a read aloud just 'cause I want to read it!<br />
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Thank you for sticking with me! In the next post, I'll share about the writing components of Balanced Literacy!<br />
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Cheers!<br />
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<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com2tag:blogger.com,1999:blog-1267444726268612049.post-79878766628330982802015-07-25T06:28:00.000-07:002015-07-26T08:57:40.976-07:00Making Balanced Literacy Work for YOU Part 1<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ8YjECULjmIUgmbuGqC4r1LO5a4K3he-yLEgXbBSw2OlP4yfE8pVSmglhAAwy3HDrpBn7pUMFo9TKv4w45b7NHJeEoluC1Xp6acj2PgAV9tVGn_T5urtSryetmG3e2e4sd4snD5QZq5s/s1600/Presentation8+copy.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ8YjECULjmIUgmbuGqC4r1LO5a4K3he-yLEgXbBSw2OlP4yfE8pVSmglhAAwy3HDrpBn7pUMFo9TKv4w45b7NHJeEoluC1Xp6acj2PgAV9tVGn_T5urtSryetmG3e2e4sd4snD5QZq5s/s640/Presentation8+copy.png" width="321" /></a>"Balanced Literacy..."<br />
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If there is one thing our dear profession <i>loves</i>, it's buzz words.<br />
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<i>I mean right?? Last year a group of us swore that if we heard the word "rigor" ONE more time...</i><br />
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But friends, I implore you, don't let this term be one that falls on deaf ears! If you teach a (Lucy Calkins-based ) reading and/or writing workshop then this could be the answer to a lot of your workshop-prayers!<br />
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I've taught reading and writing workshops for about 7 or 8 years now. One of the frustrations I've had in the past was feeling like workshop wasn't <b>rigorous</b> (<--ha!) enough to meet the needs of my lower performing learners. I would go on about how a ten minute mini-lesson just wasn't going to get the job done.<br />
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I was so wrong.<br />
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I was missing the critical components of Balanced Literacy. Before I go on, let me blatantly state what I mean by <b>components of Balanced Literacy. </b><br />
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Balanced Literacy includes the reading and writing workshops (of course) but also, there are times in your day where you teach via:<br />
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*Shared Reading (I've seen this done K-5)<br />
*Interactive Read Alouds w/ Accountable Talk<br />
*Story Time (nope, they aren't the same)<br />
*Shared Writing<br />
*Interactive Writing<br />
*Word Study<br />
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It is through these "vehicles" that I am able to meet the needs of ALL my learners. I am able to teach them the skills they need to transfer over into their reading and writing workshops as well as their real reading lives outside of school.<br />
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I feel like this is one of those things that will seem like, "well, I already do these things...what is she talking about?" And I get that. BUT I will ask you: <b>Are you doing them in service of your workshops?</b><br />
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What I mean is...<br />
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*Do you haphazardly pick stories to read aloud or do you pre-read and sticky note the pages where your students can turn and talk about character changes because you might be in a reading unit about tracking how characters can change?<br />
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*Do you grab a shared reading poem for the kids to read in the name of fluency (which is totally awesome, by the way) OR do you select a poem or big book that allows kids to practice the word solving skills that you taught in the last unit but seem to be slipping? The fluency can still be taught BUT you are being responsive to the needs that you notice in your class without interrupting the current unit that you are in. <i>I've had times where we were knee-deep in a nonfiction unit of study but I noticed that my students weren't using their comprehension strategies like they once had when I would read with them. I immediately knew that I needed to use my read aloud with accountable talk slot and intentionally pick a text where we could practice those skills again.</i><br />
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*Or lets say you are reading your students' writing workshop pieces and you notice that a lot of students are neglecting punctation at the ends of their sentences. Instead of giving up one of your workshop lessons to go back to basics, why not intentionally plan to do a shared or interactive writing piece together as a class? The skills can be brushed up and practiced OUTSIDE of your workshop.<br />
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See where I'm going at all? I hope so, because it changed everything for me where workshop was concerned. So, with this post, I just wanted to get on the same page and give a quick overview. The next post, I'll chat about the differences in the reading components and what skills can be easily taught/practiced during that slot.<br />
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Also, here is a document I created awhile back that I thought I'd include for good measure.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyi8jXmyhWm7-Fv4JVxFLlb9Yiyb6unoCozVV_AfEcaikXcD3HYChKgIKUNr_uiEWof5VQ4RgdjNxrqBhOxD21JiioreYzdXNuxD_Ot4mZaLTvmL78c5Px4yLJQDZD8Pi3d5L7Jbe68vQ/s1600/Publication4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyi8jXmyhWm7-Fv4JVxFLlb9Yiyb6unoCozVV_AfEcaikXcD3HYChKgIKUNr_uiEWof5VQ4RgdjNxrqBhOxD21JiioreYzdXNuxD_Ot4mZaLTvmL78c5Px4yLJQDZD8Pi3d5L7Jbe68vQ/s640/Publication4.jpg" width="640" /></a></div>
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It'll be fuuuuunnnnnn! I hope you'll come and read along!!<br />
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Cheers!<br />
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<br /><div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-77006693255377793562014-08-29T18:57:00.001-07:002015-06-24T12:12:37.018-07:00Self Guided Inquiry Packet <div class="separator" style="clear: both; text-align: center;">
<a href="http://www.teacherspayteachers.com/Product/Self-Guided-Inquiry-Packet-for-High-Ability-Students-1420528" target="_blank"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbhJoy07Y3MxDeyMtavGeVtATQvvE4M0kzr8Tfc5uIMlh-VREfCp1R7sDRXrb-7hekEkc87dCp1VafdSok65yauyrK32ilKVtkMedAlP-R4qx5CcP6C7EYCDHh00ijfQTxrJrMDiiDx78/s1600/g.png" width="482" /></a></div>
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uploaded a little something. </div>
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it's designed for the child in your class that's super-bright and a little bored. </div>
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tell them to pick a topic and get busy. </div>
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click the photo above to check it out. </div>
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<br /><div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-11066509908087881332014-08-21T19:42:00.002-07:002014-08-21T19:42:48.050-07:00Weekly Lesson Plans This is the first year that I'm having to turn my lesson plans in in advance. I was really worried because we all know good teaching is responsive teaching...but I think I've figured out something that will work for me. <div>
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I decided to identify all the standards, teaching points, and objectives that I *hope* to get to next week. Then, at the end of the day I look at these plans and tweak or reorganize if needed. I feel like my planning is still purposeful without doing double-duty. </div>
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One thing that has truly saved me a TON of time is adding drop-down menus to my plans. All I have to do to add my standards in is...click! I have them completed and available in my TpT store for K, 1, and 2! Click the image below the lesson plans. </div>
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<a href="https://drive.google.com/file/d/0B_UOhX0NlYYUdTQxTWNjdEplZU0/edit?usp=sharing" target="_blank">Click here for my FULL lesson plans </a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio0Js6n-TTiB6oe8wanYzMUyB1VVgJZHGxMV_KqgQUDxdVqVLUe1Y4hR3LsuaTILV3ghZCo556_YTT8tpxCPYrCcbeIvkPTIXMT2cRXf-V3ILWTHNb6KADJ162s9jivEb2KuJG5k7a8As/s1600/hg.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio0Js6n-TTiB6oe8wanYzMUyB1VVgJZHGxMV_KqgQUDxdVqVLUe1Y4hR3LsuaTILV3ghZCo556_YTT8tpxCPYrCcbeIvkPTIXMT2cRXf-V3ILWTHNb6KADJ162s9jivEb2KuJG5k7a8As/s1600/hg.png" /></a></div>
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click below to purchase ready-made drop down menus! <a href="http://www.teacherspayteachers.com/Product/CCSS-Lesson-Plan-Drop-Down-Menus-First-Grade-1362226" style="text-align: center;" target="_blank"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoZW7TtvTqw5-sOVh3l-IjjX29GRsvyD_wxjoDwGbfoGqFNEXW0tZG0UJkFPDw2nRSdRKihn1hyoeUlFU4r5oQ5YFKi0adJtVBIWImMAqm3dQ6hM5sQJcgenV2_OIMeMX62NbjVbPp4QY/s1600/lesson+plan+image.png" height="233" width="640" /></a></div>
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<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-43486746483004564172014-08-09T18:41:00.000-07:002014-08-09T18:47:56.169-07:00How I Decorated My classroom for 25 bucks. AGAIN! A few years back I shared <a href="http://anotherdayinfirstgrade.blogspot.com/2012/06/how-i-decorated-my-classroom-for-under.html" target="_blank">this post</a>. I bought lots of tissue paper and scrapbook paper and went to work with what I had on hand. I've moved classroom and did it again. Same swag, new colors.<br />
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Since I trashed the clip chart, I decided to make a "take a break" area. I purchased this from Teaching in Progress. You can find it <a href="http://www.teacherspayteachers.com/Product/Take-A-Break-Behavior-Management-and-Self-Regulation-678756" target="_blank">here</a>. </div>
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Also, if you haven't checked out my drop-down lesson plans- click the photo below!! Major Time saver!!! </div>
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I have grades K, 1, and 2 uploaded! </div>
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<a href="http://www.teacherspayteachers.com/Product/CCSS-Lesson-Plan-Drop-Down-Menus-First-Grade-1362226" target="_blank"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQNzV_WEc_TAHO23ejlrMcFKg0Jc4KXyxopWrG4676wbb-tlZpLC6jlg0i1JVzNT7TRX1naIf56CMZeP2qqQ9axH2SvqunFbgQ9Q1KguVE00_pvFcdhxW-GzcLeIZWAZlqRdW7TYUDk7k/s1600/lesson+plan+image.png" height="233" width="640" /></a></div>
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<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com2tag:blogger.com,1999:blog-1267444726268612049.post-1752862724197923042014-07-31T19:53:00.003-07:002014-07-31T19:53:30.052-07:00Drop-down CCSS Lesson Plans: Major Time Saver! Don't spend another minute looking up your standards and copying/pasting them in! I've added in every English/Language Arts and Math standard in a convenient drop-down menu that can be inserted into your lesson plans! <br /><br /> Please make sure you have added the “DEVELOPER” tab to Microsoft Word. Directions to do that can be found here: <a href="http://msdn.microsoft.com/enus/library/bb608625.aspx">http://msdn.microsoft.com/enus/library/bb608625.aspx</a> <br /><br /> You can insert these in your own lesson plans by simply copying and pasting AND I have included my personal lesson plan template for you to tweak if you'd like! <br />
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I'm busy making drop-down menus that can be inserted into your lesson plans for grades k-12! <br />
Kindergarten and First Grade drop-downs have been posted and you can find them <a href="http://www.teacherspayteachers.com/Product/FIRST-GRADE-CCSS-Drop-Down-Menus-1362226" target="_blank">here</a>! <br />
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<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com0tag:blogger.com,1999:blog-1267444726268612049.post-23731208592513673022014-07-30T21:07:00.000-07:002014-07-31T00:26:42.178-07:00Drop Down Menu Lesson Plans. It'll change your life. <div class="separator" style="clear: both; text-align: left;">
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So this really awesome teacher named Erica taught me how to add drop-down menus to a word document. Can you imagine the possibilities? You can add in all of your standards and anything that you get tired of typing out! You can even add a calendar!! <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRUbwI1ZX36-CPBXSCgFgscj8W8yfMAqfnGqMCjJPOphLzGHVNu-uvpwydVqnXdMfuUEthNUZxhG6vYfBeJZzx4HGAaQBdoktQk1kAXWCP-6GITEJJ54BUZNHO48OtbsrfYb2UDAFkemA/s1600/drop+down+lesson+shot.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRUbwI1ZX36-CPBXSCgFgscj8W8yfMAqfnGqMCjJPOphLzGHVNu-uvpwydVqnXdMfuUEthNUZxhG6vYfBeJZzx4HGAaQBdoktQk1kAXWCP-6GITEJJ54BUZNHO48OtbsrfYb2UDAFkemA/s1600/drop+down+lesson+shot.png" height="359" width="640" /></a></div>
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Did you guys already know how to do this? Seriously the coolest thing ever. </div>
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Assuming you're late to the party like me, here is what you do! </div>
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1. You have to add the "DEVELOPER" tab to your Microsoft word. (Not sure how to add it in a Mac but I know if can be googled). So Hit "File" and go down to where it says "OPTIONS." </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8xKEKsp5WQgjPJoyO2a0tIhGdSIe9A7t3VT3YP7EaJ5jSksw_OlocmN3vstM4xKeQxqq2X-DrdQzX9wysIJ5TEVcwiJrsDFZVTQ52-LpoVRfWwr1Ve4SUsW-KhGIchKch64_CtQpYGE8/s1600/options.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8xKEKsp5WQgjPJoyO2a0tIhGdSIe9A7t3VT3YP7EaJ5jSksw_OlocmN3vstM4xKeQxqq2X-DrdQzX9wysIJ5TEVcwiJrsDFZVTQ52-LpoVRfWwr1Ve4SUsW-KhGIchKch64_CtQpYGE8/s1600/options.png" height="358" width="640" /></a></div>
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2. Then you'll click "CUSTOMIZE RIBBON. From there, you can click "DEVELOPER" and it'll be added to your ribbon! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikHEzQJWFrphWJ2_CFRrUMBbLHChe1YgpKpme1lGgGSXlTSEgG6zCJhDoB2uQezNzasKVuadKxLtUGrfx-PE0IeCVV16q5fEdAvTeNG-f8RZllIUgKufPI-bpvEDUKGbQDPcfRqBYZ02A/s1600/cust+ribbondevel.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikHEzQJWFrphWJ2_CFRrUMBbLHChe1YgpKpme1lGgGSXlTSEgG6zCJhDoB2uQezNzasKVuadKxLtUGrfx-PE0IeCVV16q5fEdAvTeNG-f8RZllIUgKufPI-bpvEDUKGbQDPcfRqBYZ02A/s1600/cust+ribbondevel.png" height="358" width="640" /></a></div>
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Now that you have the developer tab added, I'll talk you through adding a drop-down menu. I like to click the little box that says "Combo Box Content Control" to start. When you click it, you'll see the drop-down menu added to your document but it will be empty. You need to click the drop-down menu and then go up and click "Properties" and you can customize your drop-down menu from there! <br />
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You'll want to: <br />
1. Click where it says "add" <br />
2. Copy/Paste or Type whatever you want as an option to add (must be added individually, though. You can't copy/paste ALL of your standards, for example- you'd have to do them individually in order to select the ones you are teaching) where is says "Display Name." <br />
3. Click "OK" and go see your new options in a drop-down menu! <br />
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If you want to add a calendar, simply click the "Date Picker Content Control" icon that looks like a little calendar. You can customize from there. <br />
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Lastly, if you want the items in your drop-down to match the fonts in your lesson plans, you can easily make that happen! <br />
1. Open "Properties" for the drop-down menu you're wanting to customize. <br />
2. Click "New Style" <br />
3. Find the font you'd like to change it to and the change the size if you need to. <br />
4. Click "OK"<br />
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That's it! Give it a try. ;) <br />
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Or- If you don't want to give it a try, I'll do it for you! I'm adding these dropdown menus to my store. Find it <a href="http://www.teacherspayteachers.com/Product/Kindergarten-Lesson-Plan-CCSS-Drop-Down-Menus-1360000" target="_blank">HERE</a>! <br />
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<div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com8tag:blogger.com,1999:blog-1267444726268612049.post-29497103164471288222014-06-22T16:47:00.003-07:002014-06-22T16:48:52.118-07:00DIY Spray Painted Desktop Items! I KNOW you've seen those gold Nate Berkus items at Target. The scissors. The stapler. All so glorious.<br />
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...<i>and </i>expensive.<br />
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As I was cleaning out my classroom, I realized that my desktop items were super outdated and old. Then, instantly I thought about spray paint! I grabbed some spray paint from Wal-Mart and got busy. It was so much fun! I tried to spray paint everything I could. Hope summer is going well for you! <br />
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<br /><div class="blogger-post-footer">C:\Users\TeamTabb\Pictures</div>LaNesha Tabb http://www.blogger.com/profile/11558302418148040359noreply@blogger.com5