So I took some pictures at school.
Needless to say, I'm embarrassed.
My charts are never cute.
I'm just not good at cute charts! Cause I whip em up super fast as needed, and we share to put them together, and I'm not cute in the moment. I'm only cute if I've planned to be.
Cute takes planning.
These are some of our charts that have been up all year (and will remain!)
I introduced this during reader's workshop, but this chart is on our Writer's Wall. I use it for reading and writing interchangeably. If students can understand the structure of fiction, it's easier for them to read it and write it. We reference this chart frequently.
Our comprehension strategies chart is behind my Guided Reading table. The left column is what is going on in your brain, and on the right is the way to verbalize it, in speaking and in writing. It's really helped my students talk and write about their thinking.
This is a simple summary structure that I have my students use to write summaries of fiction. It's not perfect, but they really struggled with writing a decent summary at the beginning of the year, and this helped them get into a summarizing groove. All of our summaries follow this structure.
__main character__ is a ____ who __character trait that drives the problem__. Then, __problem__. Finally, __solution__. They write a summary of their independent reading daily.
These are our expectations for independent reading. We repeat them every day before we start.
This is a veeerrry basic way that I introduced fluency. We practice this with weekly poems.
In math, I really want students to understand some basic actions that represent operations. Operations are just mathematical ways of representing actions.
If we're combining different amounts, we're adding.
If we're taking away an amount, looking for a missing part, or comparing, we're subtracting.
If we're taking away the same amount repeatedly, we're dividing,
and if we're combining the same amount over and over, we're multiplying.
We have specific motions to represent each action and use our hands to act them out. I try to keep language and actions consistent.
At the beginning of the year, students seemed to think that I was a magician, performing magic, and they were watching for enjoyment, but not really required to do anything.
This was terrifically frustrating, and kids don't learn from watching - they learn from doing!
So we charted a few things for them to do to help themselves. When someone was staring blankly, I referred them to the chart to remind them of ways they could help themselves. I would only help them after they tried something on their own first.
It's so neat to see how people chart things - head over to Ladybug's Teacher Files and link up!
Oh, and in case you'd like a copy of the Problem Solving Song (the one taped to the corner of the Math Actions chart,) I put it up on TPT here as a freebie. It's not pretty or fancy, but the song is there, to the tune of "Found a Peanut".
I also put up my Easter Vowel Sorts: a vowel sort activity for a,e,i,o, and u, with recording sheets. Great for file folder games or centers.
And don't forget about my 200+ follower giveaway! Check it out to win.