Teacher Appreciation Sale!

This was a "no brainer" for me to throw a sale alongside Teachers Pay Teachers.  Feel free to browse through ALL of my products, as they are an ADDITIONAL 20% off.  Check out my Products Page for many of my bundles. Great savings through TPT and my own personal sale. 

The sale goes from May 5th-6th, so you have a couple days to check out and wishlist the items you want to buy when the sale begins.  Click the picture below to go straight to my store. Happy Shopping!

 

101 Reasons to Discuss Careers in the Classroom

Recently I have been thinking about my students and their futures.  A few years ago, I taught summer school and each classroom focused on a college around the country to be the theme for the 6 week session.  Many of us contacted the universities and they sent us promotional products to hang up in the classroom and pass out among the students.  Big props to Ball State University for sending me TONS of pencils, posters, cups, calendars, etc. for my students.  These little kindergarteners were THRILLED with all the goodies.  Plus, it got them thinking at such an early age about college and their future.  Now, I highly recommend something similar in your classroom.  Whether you focus every week on a new college or something like that, it just gets your students [of all backgrounds] thinking about their future. Now, since I taught summer school I have not done this in my classroom, but it is always in the back of my mind. 

I took it a step past colleges and focused on careers. I created a product with 101 careers.  The product allows me to use cooperative learning strategies at tables, or focus on 1-2 careers a week.  I made sure to have a variety of careers, so it would open students eyes past "doctor" and take it a step further "Pediatrician" or "teacher to college professor". When I used cooperative learning strategies in the classroom, I would give each table 2 careers to research.  Now, I was at an advantage here, as my students have individual tablets.  You could easily assign the tables or groups careers and then head to the computer lab for them to do the exact same thing.  From that, there are pages in their product for student responses.  They write notes on the job requirements and job responsibilities.  Students, then join their group to share and discuss results found.  Then, tables share out about their job, and we come up with 10-12 careers to share with the entire class.

After completing 25 careers, students can fill out a "Checkpoint" sheet.  This allows students to answer some questions about the careers they have learned about. My premade order gives a variety of careers, so hopefully, every student can find some sort of interest.  But you're more than welcome to do them in any order as there are two sets: one with numbers and one without.  In the checkpoints, it allows students to research a college they could attend to do this career.  My hopes is to get them thinking about colleges, and having them understand to do that job they have to work hard to make it through elementary, middle, high school, and college to do the career of their dreams! Maybe word that differently to them, as it sounds pretty daunting.  ha!

If cooperative learning is not your thing, you can easily cover a few of these a week through teacher modeling and instruction.  Together, you could make a K-W-L chart on a career, and do the research together as a class to fill in the rest of the graphic organizer.  This, personally, does not work with my teaching style as my students are very hands on in the classroom. I try to "stay out of the way" after modeling and guided practice. 

Another option I might try in my classroom to save some time is to add it to my morning work routine.  Students will be given a notebook (to save printer paper!) to research the Career of the Day on the blackboard.  They write information found via tablets (or preprinted resources) about the career.  This would be something I would include as a secondary element to my morning work routine, as I want them to have some grammar and math practice as well.  But this is a GREAT authentic way for students to be reading, writing, and researching first thing in the morning.  Students would take notes, and at the beginning of writing time we would discuss the career for 7-10 minutes and fill out the main sheet together.  I plan on keeping these in a binder for student reference throughout the year.  I am really excited to try this with my students this upcoming year. 

Get the product HERE!

A fun way to have some closure to the assignment (if you just do 75 or all 101) is to have a Career Day.  In the past (before creating this document), we had a career day for our second graders.  They researched a career of choice, and then wrote a paper describing why they wanted to be that job (3 paragraphs).  Students could pick their career of choice, and write a great research paper about the career.  Paragraphs could include:

• Opening Paragraph
• Job Requirements
• Job Responsibilities
• College Requirements (what college, classes, etc.)
• Why is it the best fit for the student?
• Closing Paragraph

A friend of mine sent me a message the other day asking for some advice on writing a research paper on their future career.  The timing being perfect, as this post was sitting in "draft" mode for a while...so thanks, Vanessa!  It got me thinking that there are so many fun ways to incorporate this product into your lessons, especially if you're thinking about taking it further into a writing project.  I think the main thing to remember is to take it paragraph by paragraph with students.  I remember my first year teaching writing---I hated it! Hard to believe I ever hated to teach writing!!  I would be overwhelmed, which would make students become overwhelmed.  There was too much to accomplish in a short amount of time, I began cramming things together which made for highly unorganized papers and a stressed out teacher.  I then learned to just take it one paragraph at a time.  One day focus on the opening---model your own opening paragraph (pick a career no one is doing or a struggling student is completing).  This will give students a different model so they can't just copy you, but it will give them something to follow and a great example.  After modeling, walk around and help students with their openings.  Stop to give individual students, groups, or the entire class pieces of advice.  Then you'll be ready for Day #2 to focus on your next paragraph.  Now, some students will not be ready and others will be ready in 30 minutes.  The joys of differentiated instruction!!  Still model the next paragraph so students can move on, but just pull the struggling students to help them catch up.  Keep going at this until the paper is complete.   Then you can start editing with students.  See my post about how I edit/revise with my students here. 

Overall, this product gives you a variety of options...but most importantly it helps your students think of the future.  If they have a BIG goal in mind, you'll be able to get them to work hard in your classroom to achieve that goal.  To add one more spin on the product, have community members come in to speak about their careers periodically.  Maybe after you reach 25 careers, have 5 professionals from that chunk of careers come into speak.  It will impress the visitors that your students know (or hopefully know) what the the career does and ask thoughtful questions to the professionals. 

Good luck! Feel free to tell me how you used this product in your own classroom! I love hearing how my products are used in other classrooms.

 

Help Me Celebrate my Store's Milestone!

This past week has been great for 3L + 1T...I reached a personal milestone that I have been working on for quite some time. To thank all of my loyal customers, I am throwing a 10% Off Sale for all of my products.  The sale goes from March 28th-30th.  Please help me celebrate by picking up some of your wishlist

 

As for more products, I am so sorry I haven't been able to update the blog in almost 2 months! Yikes. I have many great new products that will get to prepared for the end of the school year...and I hate to say it---next school year as well! Hard to believe we're almost ready for another school year.  But for now, enjoy all 110 of my products at a discount.

Again, THANK YOU for all of your purchases, support, and ideas! 3L + 1T would not be here without you!  This milestone is the first of many because when I get 100 more sales I will be throwing ANOTHER sale! Help me reach this second milestone by shopping now with this great discount.

 

Celebrating Valetine's Day Early at 3L + 1T

It is February 1st so...Valentine's Day is RIGHT around the corner.  Have you started to think about what you want to do in your own classroom? I'm sure there will  be yummy treats, cute little crafts, and maybe some cards exchanged.  Have you thought of some fun ways to include learning into the mix of it all?

Have no fear, Mrs. Valentine's Day to the rescue! Catchy, right?  I have created a few products that will allow your students to still have fun, think about the holiday, and learn as well!

The Perfect Match: Synonyms & Antonyms

I cannot wait to use this in my classroom! I think this activity will be great when working in small groups during stations/centers.  The product includes:

• 21 pairs of matching synonym cards
• 21 pairs of matching antonym cards
• 1 quick check assessment for synonyms
• 1 quick check assessment for antonyms
• 1 combined assessment to use a synonyms and antonyms in writing a story and identify the words they used

I can see myself using the cards during my Word Word Station where students can play matching games with partners like memory or a Go-Fish kind of activity.  I also think it would be great to get notecards, and students can write cloze sentences where their partner has to find the missing word to go into their sentence. Really make those kiddos think!

The assessments would also be great to use after a mini-lesson or when you feel your students are close to mastery.  The assessments include matching, defining, using in a sentence, and identifying.  The final assessment asks students to write a story of their choice.  They must use a certain amount of synonyms and anytonmys.  When finished, they must go back to underline and circle those words they used. I love assessments that allow students to be creative, but also apply the skills they learned.

Have no fear...this product isn't JUST for Valentine's Day.  Use this all year around, as the only thing Valentine's Day about this is the hearts and the title.

 Check it out...here!

 

Valentine's Day Letter Writing

I just reduced this price on this product! I created 2 templates---one a post-card and the other a letter for students to write friendly letters to teachers, friends, and/or family members.  This would be a great way to start your day off. Have students finish up before starting your day of lessons and during the celebration in the afternoon...take a 10-20 minute break to go and hand deliver the letters/post-cards. It will make someone's day! I love teaching students about the gift of giving. Check out my Christmas post here to see how I try to do this all year long! 

I would absolutely love to see these products in action, especially the post-cards and letter templates.  Feel free to comment below to share some of your student's work!  

Grab the product...here!

Valentine's Day Synonym Cloze Writing 

The last item for you to pick (also reduced in price) from is a Valentine's Day synonym cloze activity.  This one is great for a writing center, morning work, or an "early finisher" type activity.  Students are asked to read the letter and fill in words that would  make sense or use the word bank in the bottom part of the paper to help students.  The choice is up to you! Although there is a answer key included...but you can always ignore that! Make it even more challenging for your students and have them create their own letter using 10 "fancy" adjectives.  Have them impress their loved ones.

 

Get the product here 

What Makes a Good Friend? Opinion Writing Project

Start a Valentine's Day theme next week with your students right before the holiday.  I am really excited to complete this project with my class.  The project goes through each of the stages of the writing process. Students can start with a heart shaped graphic organizer so they can organize their thoughts. I focused a lot on the next stage which is explaining each one of those hearts in greater detail.  This is where I see my students struggle as they do not know what to say about these subtopics.  From there, there a page dedicated to each heart where students can organize their thoughts deeper so they can elaborate on the individual hearts.  

The next steps are to write the first draft, edit, and revise. Students are given the appropriate paper, and a small quick-check rubric so they can remember to check their own work. I normally incorporate another rubric into the mix---one that I make with students before starting the writing so they understand their expectations and objectives from the start.  

Students can finish the project by rewriting their paper on the final draft format and complete a picture in the decorative hearts as a final step in their publishing.  I also like this project because you can make it into packet format to complete together, in small group, or individually if you think your students are up for the challenge. 

Hope you enjoy this and more importantly...your students have fun with this!

Check it out!

Happy {Early} Valentine's Day! Don't forget to share the love by pinning, liking, and sharing my products on your social media sites!

Writing! Writing! Writing!

I have to be honest, when I first became a classroom teacher I was petrified of teaching writing.  I remember looking at the standards and thinking "Where do I even start?"  With enough practice, and guidance from quarter-long units I was able to understand the breakdown to get to the "big picture".  Now, I absolutely LOVE teaching writing, and I have had some really proud moments of pushing my students to go above and beyond.  My students even understand my expectations, and know they are working above grade level or pushing themselves to work to that level. My third graders were writing 5-paragraphs by December.  So can you tell I really love to teach writing? 

The Writing Process

First ask yourself (or the standard), where you want your students to be by the end of the quarter.  Do you want them to be able to write 3-paragraphs on an opinion piece, biography, or even a research paper? From there I break it down into mini-lessons (Fact vs. Opinion, topic sentences, adjectives, etc).  I decide what will get my students to create great writing...what skills do they need to be successful?

My first year of classroom teaching, I had these Writing Process posters.  Click here for my own version! Make sure you laminate for a lifelong tool! I hung them underneath my black board, and gave each student a clothespin with their class number on it.  Everyone started on the "Writing as a Process" poster.  As we worked our way through the writing process, students would move their clothespin to the stage they were currently working at.  This helped me know where students were and who needed some extra help because they were a few stages behind.

Get your own set! 

1. Prewriting
2. Drafting
3. Editing (Independently, then with a partner.  Partners must sign their name on the drafts)
4. Revising (Independently, then with me)
5. Publishing

If you look closely, you can see the majority of the class is on the 2nd stage: Drafting, but there are still a few students who are Prewriting.  

Especially at third grade, I don't like holding their hands on each stage. I want them to become independent writers, as that is what is expected of them during standardized testing and the real world.  Now, with that being said, I don't just say "write".  I will be creating a similar project alongside them and modeling at the beginning of the lesson. I pace it out depending on how students are performing, and I may move onto showing them how to revise, and students may still be drafting.  

Speaking of editing & revising...I add another round of clothespin into the mix.  Students each have their own clothespin they keep in their art box (different use than the Writing Process one).  I have students edit independently and then with partners first (Step #3).  When they get to Step #4: Revising, they are allowed to come see me.  Instead of having a long line that lasts from my desk to the door, they come put their clothespin on this sheet at my desk and I call them up when I am ready to edit with them.  After much instruction and practice they know not to come put their clip up on the sheet until they have looked it over, read it aloud, and edited it until the couldn't anymore.  

Get the product...HERE!

Writing Binders

So...interesting story on how I created the foundation for my handwriting and writing organization in my classroom.  I didn't help create the supply list for 3rd grade, as I was still teaching 2nd grade at the time.  I had not thought that far in advance anyway.  I looked over the list, and realized every single one of my students was bringing a black 1-inch binder. I went into a small panic, and began asking the other teachers what they used them for.  They all used them for a variety of ways, but I decided I wanted an organized binder for handwriting and writing.

After much thought, I decided to create 4 tabs to help students stay organized.

• Resources- handouts, rubrics, helpful hints, etc.  For example, after our lesson on character traits, students put a variety list of traits in their binders to use as a resource later in their writing. 
• Projects- This is where all of their prewriting, rough drafts, and short stories were kept.
• Handwriting- They would keep all of their handwriting practice pages and assignments in this section to have as a resource.
• Vocabulary- Students would keep their Vocabulary Matrix from each week's vocabulary words in this section. 

Students were pretty good at keeping this binder organized after much explanation and practice.  I would always do the hole punching ahead of time, or call students up by tables so we could put things in the binder as we created them.  

For more information on other ways I incorporate writing into my classroom visit my post about: Writing Homework. 

Breakdown of Each Center/Station

Hopefully you got the basis of what my classroom looks like and how it functions during centers/stations from my first post.  This post will focus on each of the stations that occur in my classroom.  One day, I'll post activities for each of these stations to make life just that much easier for you.  Check out a few FREEBIES below to add in your classroom. Enjoy!

Read to Self:  At this station, my students are required to stay at their seats to read.  If I catch them reading and engaged in their book, I give them a "Hooked on a Book" coupon {FREEBIE}, where the next time they are at the Read to Self station they can read anywhere in the room using pillows, stuffed animals, or the bean bag chair. They really strive for those coupons! One last thing you can incorporate if you want students to have a finished product at this station is a Reading Response Slip.  From this, they either tell me what they learned if it is a non-fiction book or give a brief summary of the story/chapters read. This gives them some responsibility during that station  for the last 5 minutes and the teacher a sense of whether they are actually reading during that time or not. I also make students stick to one book (this depends on grade level) so they can finish books and not start-stop-and never finish.

I kept a basket near my Teacher's table so I could quickly get up when my group was reading or working independently to pass the coupons out.  Students could choose to use them immediately, but often realized to wait because they would have more time the next time they were at Read to Self. 

Check out the Reading Response Slips HERE!

Writing: This station is very flexible in my classroom, just one requirement...to write!  I come up with a variety of activities for students to do here, and many times it is tied into our reading comprehension/response that we are working on during that week/unit.  For example, students may be asked to read 2 short stories/passages and write a paragraph to compare/contrast the two.  I have also allowed free writing, incorporated some grammar skills into their writing assignments, or even reading a variety of passages to identify the genre and why it fits there. 

Word Work: This station really changed from my second to third grade groups and students only visit this station once a week.  In second grade, students are working with stamps, magnetic letters, word families, spelling words, the list goes on and on! In third grade, since students had a good understanding of their phonics skills, I treated it more like a vocabulary station. Students would given an organizer {FREEBIE} to complete items such as the definition, in a sentence, part of speech, picture, & synonym/antonym of the word.  By asking students to do this, they are working on ABC order and guide words as well as what is asked on the organizer.  Check out my post on Vocabulary. 

Work with Teacher: At this station, I work with individual groups that are working on the same skill or reading at the same level.  Many times it will be focused on fluency practice, a specific standard/skill, comprehension practice, and reading strategies. Look out for a post soon in detail about lessons I have created and the order of them. 

Listening: This is another station that students only visit once a week.  Most of this is done at the computer now that our reading series does not provide a CD for each of the stories from our reading series. On the computer they are completing tasks from a website portal called My Big Campus.  Students are to complete games, activities, quizzes, etc. through this program based on the standards we are working on that week/unit. My class also piloting a classroom set of tablets, so I integrated those into this station too. 

Give this a chance, especially if you are not planning a lot of time for them. In a few months, my students could complete this independently, quickly, & it would be quality work. 

*Work with Teacher (Additional Teacher): In our school, Title I teachers are licensed teachers so I respected their teaching ability and they created their own lessons.  We would co-teach on Mondays during the station time to introduce the learning target for that week.  We would also meet at least once a week to discuss what the groups needed to make sure between the two of us we were covering all of their needs.  I was really lucky that my Title I teachers were amazing and I trusted what they were doing with my students. 

How Do I Begin Centers/Stations?

Centers...Stations...whatever you may call it, is something than can be overwhelming to add into your classroom, especially if you've never experienced them in a classroom before.

Starting out as a Title I teacher, I was able to be "exposed" to many types of stations. After viewing all of these types, I took a little something and created my own.  With that, I also researched Daily 5 to create a great foundation for my classroom. With this being said, because my class was never the "model" class, I had to role with the punches to create the best engaging methods that worked for them.

The Daily 5 should be broken down into these 5 stations: Read Independently, Read to Someone, Work on Writing, Listen to Reading, & Word Work. I took these 5 stations and created a variation that worked with my teaching style and my students' needs:

• Read to Self
• Writing
• Word Work
• Work with Teacher
• Listening
• Work with Teacher (For 2 years, I was lucky enough to have a Title I instructor in my classroom, so I added a 6th Station those years)

For more information on my specific instructions in these stations, please visit Centers/Stations Part 2.

Before I jump right into doing stations, I spend 2 days during the station times to explain rules & have a practice round.  I know these days won't go perfectly, but students will have spent time with me practicing my expectations. A few weeks of practice, my classroom is silent during stations unless a group is supposed to be working together. *Note: I don't normally start stations until the 2nd or even 3rd full week of school. I want my students to master the rest of the classroom/school procedures before bringing in a whole new set of them to learn. 

Day 1: Expectations: I walk around with the entire class for the full hour (I'll discuss timing later) and we decide at each station what they should be completing during that time and what I should be completing at that time. I fill out these expectations sheets {FREEBIE} with the students and then post them when I am finished so it is always there at that particular spot so they can reference later. No excuses! 

Day 1: Book Selection: In my classroom, I found these great cloth red bags from Goodwill that my students hold their books they selected for that week.  Now, I have used these bags now for 3 years and they are still holding up, so I suggest buying something at a higher quality that will last for years instead of plastic baggies or boxes. 

When I explain how to pick books, we go through how the classroom library is organized.  I explain my expectations that books need to go back in the bin they were selected from whether it by reading level or genre.  This takes a while, but a few months (yes months!) they get the hang of it. Once they start understanding genres it becomes easier.  My students pick 5 books (4 for my 3rd graders). Of those 5 books, 3 need to be Fiction and 2 need to be Non-fiction. This allows students to read a variety and not pick the same type of books each week.  (3rd grade: 2 Fiction; 2 Non-Fiction).  Students are allowed to keep the same books from week-week if they are not finished.

Weekly Visits/Timing: I switch each station activity each week.  Students visit each station twice a week except (Listening & Word Work).  Mondays were for co-teaching and Tuesday-Friday were stations.  That is the goal, although students are given different amounts of time based on what they need extra help on.  Also, some years I have differentiated within the station.  My expectations are different for each of the groups based on what they can accomplish during that time frame. For example, my lower achieving students might only be required to write a paragraph at writing station, but my highest achieving students may be asked to write 3 paragraphs in that given time.  

As for timing, in second grade, I had three 20-minute stations.  They would rotate when the bell rang.  In third grade, because I felt they needed more time to accomplish their goal I had two 30-minute station. Many people thought this was too much time, but I took time and value into planning stations so student activities were worthwhile. I was really able to get quality work from each of them. Quality always trumps quantity.  

This is a screenshot of my lesson plans for stations.  They are not very detailed as I know my requirements and do not want to take up a lot of room on my lesson plan template. 

Grouping: Of all the things needed to prepare to add centers/stations into your classroom creating groups and organizing them can be the most difficult. And if your classroom is anything like mine, students are coming in-out for other services during that time so I need to make sure they are receiving the instruction from me that is needed. It can definitely get confusing. After organizing groups by ability/skill (depending how often you're wanting to change groups), I give each group a name. My groups always go with my classroom theme:

• Rainforest Theme (all animal named groups)
• Garden Theme (flower named groups)
• United States Themed (Midwest states)

On the chart I use, I color code each station so it makes it easier to see if I missed a station for one of the groups.  I also go day-by-day to check over my work and literally say "Kentucky is at listening while Indiana is working with me.  Ohio is working with Title I, and Michigan is at writing".  I say each day aloud to make sure groups are not doubled at one particular station. Let's just say...I have learned from my mistakes on this one! 

This is a quick example of how I color code to make sure every need is met.  Now my Kentucky group has outside needs, so I make sure the second station is things they really need to work and not miss out on. 

Organizing each Station: Stations stayed the same on Tuesday/Wednesday and on Thursday/Friday.  This allowed me to only have to put out supplies on Tuesdays and Thursdays. I would have all the supplies they would need, minus lined paper as that was in a specific bin within the classroom.  I also always had my Word Work station stocked with dictionaries, pencils, scissors, and anything else they may need during that time frame.

Most Importantly: You have to make stations work for you and your students.  If you are stressed during stations, your students will be stressed during stations. Set your expectations high, especially in the high-stress times of the year (BOY, holidays, EOY). If you do, your students will take it seriously and it will run smoothly. Good luck & let me know if you have questions.

Common Core Checklists

As promised, I have created Common Core Checklists for English Language Arts and Mathematics for grades K-6.

I have created individualized checklists for each of the sections of the ELA and Math Common Core.  I used these this past school year in my classroom. I won't lie, it took me a while to get in the habit of having them out as I grade and assess. Within time, I got the hang of it and had GREAT data for each of my students. The checklists allowed me to show my principal, parents, and myself which students were mastering the standards and which ones needed more assistance/reteaching.  I found the checklists especially helpful when trying to get students tested. I had the data right in front of me to show the testing team what his/her strengths and weaknesses were...it really helped me stay focused on what the problem(s) were.

Visit my TPT Store or click on the links below to take you directly to the product you want. 

As the year winds down, this is a great time to download, print, and organize this product. I printed one for each student, and put them in a binder. Each student had a tab, so I could focus just on that individual student. You could also organize your binder by Common Core section. For example, label each paper with student name from the section of writing. This would show how your class is doing in that particular section of Common Core. I just personally liked organizing them by student rather than by standard section. I could just put all my focus on that student's complete performance of the Common Core Standards.

English Language Arts Common Core Checklists (K-6)
Kindergarten Common Core Checklist
1st Grade Common Core Checklist
2nd Grade Common Core Checklist 
3rd Grade Common Core Checklist
4th Grade Common Core Checklist
5th Grade Common Core Checklist
6th Grade Common Core Checklist


Mathematics Common Core Checklists (K-6)
Kindergarten Common Core Checklist
1st Grade Common Core Checklist
2nd Grade Common Core Checklist
3rd Grade Common Core Checklist
4th Grade Common Core Checklist
5th Grade Common Core Checklist
6th Grade Common Core Checklist

Sale. Sale. Sale.

On May 6th AND 7th, Teachers Pay Teachers will be throwing a site-wide sale. Along with their sale, please enjoy an EXTRA 15% sale from my store as well. What a better way to load up for the end of of the school year or even look into next year's organization!?!

Just a FEW of the products that will be on sale for the 2-day sale.

 

Writing as Homework!?

Tired of searching and searching for the perfect prompt to use in literacy stations, small groups, writing time, and an every day practice? I felt the same way, as I have my students complete a prompt once a week for homework. This is how is works:

• Assigned on Monday Night---due Wednesday Morning
• Yellow 3-tab folder
• 2 dividers inside
• Resource Tab
• Rubric
• Word Wall Chart
• References for writing (transitions, adjectives, phrasing)
• Guidelines (Title paper, date, # of paragraphs, etc)
• Projects Tab
• Blank lined writing paper
• As the year went on my expectations grew higher (multiple paragraphs, on topic, word choices)
• I use a rubric and put a letter grade, but the grade never goes into the grading book, as I know parents are supporting at home. 
• I never discourage parent support with these unless I can tell the parent wrote the entire assignment. I know parents are giving great support at home with writing organization and paragraph use. I encourage it so they are able to do the independent work with me in class. 

 

Being new to third grade this past year, I had my checklist set at the beginning of the year. By October, I needed to raise the bar and set higher standards, so don't mind the correction on there! hehe!

I tried this first with my 2nd graders during the second semester. They did really well, but I tried with a notebook, and they didn't hold up very well by the end of the year. When I looped up with my class, I continued to the Monday Night Writing Prompt homework, but I used a yellow folder instead. I am so glad I did the folders because papers do not fall out and they can stand the wear-tear of going to and from school. 

I go back and use the rubric I provided them with to grade their work. I never actually put it in the gradebook as I know many students are getting too much help and others aren't getting enough help at home. I always write comments, so they know I am reading their work and taking it seriously. 

I get easily frustrating trying to find prompts to use. I worry I am giving them too many narratives and that I am not keeping track of the types of prompts I have given them. I finally created prompt task card file where it helps me coordinate which types of writing I have given them. This has helped a lot and my students always love guessing which type of writing I am giving them for homework! There are 150 prompt tasks cards total (50 Narratives, 50 Opinions, 50 Informative/Explanatory Texts, & a few blank cards to create your own). 

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I really believe in this method and will continue giving writing homework this week. I only give homework I believe students can benefit from. My parents commented by the end of the year and even the following year as I looped up with many of the students on how much better their writing has gotten. I saw a lot more confidence in my class when they were given independent writing activities as well. Now, I know what you're thinking...I did give other homework as well. My students didn't luck out as their only piece throughout the week. My breakdown was as follows:

Monday: Writing prompt & differentiated math fact practice (based on their skill level: add, sub, or multiplication)

Tuesday: Reading passage (to prepare for standardized tests) & math skill sheet (based on current skill) & reminder to bring Writing folder back tomorrow!

Wednesday: Re-read weekly story and answer a response to literature question; Study for spelling test

Thursday: Problem Solving worksheet & study for vocabulary, daily math review tests

Friday: Bring back signed Citizenship Folder (log) for Monday morning

I don't have parents complain as I try to differentiate where it is needed throughout the week, so parents know their child is getting what they need!

Reviewing for ELA Tests

Although I love teaching new curriculum, having review days are something fun and fresh for everyone. I used to have students write topics on index cards or use white boards to hold up for activities (quick formative assessments). But I have found that I:

1. Couldn't read their handwriting (too small, messy, etc.)
2. The cards lasted through one activity or the boards were stained forever.
3. It wasn't as quick to read the responses given because they were written in many different "fonts".

I decided to spend some time creating little cards that I could print on heavier paper and have the option to laminate (ahh, the lamination machine!). I knew I could either collect them after the activity or have students keep them in plastic bags for a follow-up lesson. My students love getting their special little cards to use during review activities as well. Something new and exciting!

One of the topics I used them for was "Types of Sentences". Students were given a card with a type of sentence on each one. I would post a sentence on the board/overhead. They were not allowed to show a neighbor or me the card they selected until I said the magic word/sound. I would either countdown verbally, yell "Review", or blow the train whistle in my classroom. Students loved the excitement of it, and it really showed me who needed extra help. I would then go over the answer with the entire class.

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Interesting Inventors

My third graders did an amazing multi-week unit on researching famous inventors. We worked through the long process of researching. Students had to find many different items about the inventor they selected. They did a wonderful job. They moved onto the writing process where I modeled a paragraph a day and they worked through to get 4-5 paragraphs about their inventor. Students edited independently, with a partner, and with me before typing and completing the project.

As a second part to the project, each student had to create a timeline of their inventor's life (including the main invention). They did a great job, and it was definitely student-driven. I love projects that you can tell the students did it all by themselves! They learned not only what a timeline is, but learned how to print pictures and go back to find specific dates in reliable sources. Wow!