Must View

https://youtu.be/KCWPYNe29gc
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Free Field Trip Idea

Visit a local bread making company.


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Free Field Trip Idea

Visit a pet shop to see what animals are there and how they live. PetSmart and Petco have programs specifically set up for school groups.


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Free Field Trip Ideas

Michael’s –occasionally hosts programs for school groups to make arts and crafts projects.

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Kick Start Your Class

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Consider this...

Learning Styles are very important to the teaching process. As difficult as it may seem sometimes, try your best to incorporate more than one style for each lesson. You will find that more of your students will grasp and understand the skill you are teaching.


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Field Trip Idea

Visit an art store.  Observe the many kinds of pencils, markers, paint and other art supplies.  After the visit have fun back home or at school creating your own work of art.

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Common Core English Language Arts Mapping Project Grade: K

Dawson Education Co-Op


Unit: 1-A Colorful Time with Rhythm and Rhyme by Tyger Sims, Kimberly Johnston, Angela Weaver and Kara 
Jones at ArchFord Coop
Overview: In this series of three lessons, students will learn about rhyming words and the differences in the
CAPS of a storybook and a poem. Students will also explore the habitat of animals and the winter hibernation
habits of a bear.
A. Topic: Listening for, identifying, and producing rhythm and rhyme within literature
B. Objectives:
● The student will develop phonological awareness by identifying through a common sign (e.g. thumbs up,
thumbs down) rhyming words in literature.
● The student will develop phonological awareness by producing rhyming words through reciting and
drawing.
● The student will recognize the differences between a storybook and a poem through independent sorting
work in centers.
Focus Standards
• RF.K.2(a) Recognize and produce rhyming words
• RL.K.5 Recognize common types of text (e.g. storybooks and poems)
C. Instructional Resources:
Brown Bear, Brown Bear by Bill Martin, Jr.
Polar Bear, Polar Bear, by Bill Martin, Jr.
“Despite their endless differences, effective lessons share the same, well known core structure. Though terms may differ, the essential parts of a good lesson include a clear learning
objective with some effort to provide background knowledge or create interest in the topic, teaching and modeling, guided practice, checks for understanding/formative assessment, and
independent practice/assessment.” (Excerpt from ASCD Focus by Mike Schmoker)“Five Little Bears” www.nanascorner.com
“Teddy Bear, Teddy Bear” www.youtube.com/watch?v=kZnzMIwe_gE
Scare a Bear, by Kathy-Jo Wargin
“Time for Sleeping” and “Big Brown Bear”http://www.edu.pe.ca/mtstewart/Grade1/Poems.htm
D. Procedures:
Day 1
1. Set: Practice responding with thumbs up and thumbs down. Ask simple questions such as “Did you
ride the bus to school today?” and “Do you have a pet at home?”
2. Teach: Tell students that some words have chunks of sounds that are alike. We say these words rhyme.
Give examples of pairs of rhyming words and pairs of words that do not rhyme. Introduce the text Brown
Bear, Brown Bear and have the students actively listen for rhyming words in the story.
3. Closure: Reread the story Brown Bear, Brown Bear. Model showing a thumbs up or thumbs down for
words that rhyme in the book. Throughout the book, give students pairs of words that rhyme or do not
rhyme and have the students respond with a thumbs up or thumbs down.
5. Differentiation: Brainstorm new words that rhyme with a given word. Repeat sets of rhyming words.
6. Connections: Science: Sort the animals from the book with their habitat.
Day 2
1. Set: Teacher will show the You Tube video “Teddy Bear, Teddy Bear”. Have the students listen for
rhyming words.
2. Teach: Introduce the poem “Teddy Bear, Teddy Bear. Show the students the format of the poem. Talk
about the placement of lines, verses, and title. Show the book Brown Bear, Brown Bear. How do the
two look different? Discuss. Read the poem and have the students thumbs up or thumbs down to note
rhyming words.
3. Closure: Have the students answer the following questions while showing the poem and the book.
Where is the title of Brown Bear, Brown Bear? Where is the title of “Teddy Bear, Teddy Bear”? Look at
the CAPS for the storybook and for the poem.
4. Assessment: Reread “Teddy Bear, Teddy Bear”. Have students clap when they hear a rhyming word.5. Differentiation: Have the students sing the song “Teddy Bear, Teddy Bear.”
6. Connection: Science: Read the poem “Time for Sleeping”. Have the students listen for rhyming words.
Discuss the winter habits of a bear.
Day 3
1. Set: Teacher gives a word and directs students to buzz with a partner. The students will buzz
rhyming words for the teacher given word.
2. Teach: Introduce Scare a Bear. Instruct students to identify rhyming words in the book and to
identify CAPS in the book. Have the students compare and contrast the CAPS from Scare a Bearto
“Teddy Bear, Teddy Bear” and Brown Bear, Brown Bear.
3. Closure: Have students discuss with a partner and decide if Scare a Bearis more similar to Brown
Bear or to “Teddy Bear, Teddy Bear.”
4. Assessment: Have students share their decision from their buddy discussion.
5. Differentiation: Match picture cards of things that rhyme.
6. Connections: Read the poem “Big Brown Bear”. Have the students act out the bear’s actions. Tell
about hibernation.


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Successful Students

Allow students to choose tasks that varies in levels of difficulty.  This gives all learners a better chance to be successful because they will choose based on their readiness level.

What do you think?

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Field Trip Idea

Go see a Children's Theater production.  Middle Schools and High Schools sometimes put on children's plays.


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Morning Meetings

Morning meetings are a good way to prepare students for another day of learning.  Use morning meetings to review concepts from the previous day or give your students the opportunity to discuss things that are on their minds, or even use the time to talk about your expectations as far as behavior issues.  As always, be creative.



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Common Core State Standards 2nd grade - Lesson Plans: Language Arts and Math

Common Core State Standards 2nd grade - Lesson Plans: Language Arts and Math








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Consider......

One of the greatest motivators is parental approval.  If misbehavior is an issue, consider speaking with the parent about loss of privileges in school and at home.  It can increase the chance that the student will improve his/her behavior.

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Field Trip Idea

Set up a pizza restaurant tour.  Many do this and it is a fun and interactive experience.  All those that I have been to even let the children make their own pizza!


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Classroom Resources

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Educational Quote of the Day

"I like a teacher who gives you something to take home to think about besides homework." -- Edith Ann, [Lily Tomlin]


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Old School Teaching........Anticipatory Set

Get all students involved by beginning your lessons with something that grabs students' attention and engages them right from the start (props, puppets, a great passage from a book, etc.).


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Family Math Night

Design programs or events that require strong parental support.  These types of programs help students perform at a higher level.  One example is "Family Math Night".

http://www.familymathnight.com


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There is no 'Common Core math' -- only good and bad teaching materials

Cathy Kotlarek is the elementary instructional specialist with the Chelsea School District. By Cathy Kotlarek Lately it seems like I come across the term "Common Core Math" almost daily. I hear it in conversations: "I don't like Common Core Math." I see it on Facebook: "Common Core Math - If you have 4 pencils and 7 apples, how many pancakes will fit on the roof?"...........read more


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Learning Resources ABC Chalk Talk Electronic Learning Chalkboard

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How Diversity Makes Us Smarter

Being around people who are different from us makes us more creative, more diligent and harder-working Sep 16, 2014 |By Katherine W. Phillips

Learning Resources Quizzillion

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4 Pack LEARNING RESOURCES GIANT MAGNETIC BASE TEN SET

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Get Your Anti Bullying Bracelets for Your Students

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Learning Resources Write & Wipe Answer Boards

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LeapFrog LeapPad2 Power Learning Tablet (includes rechargeable battery - $40 value)

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How-To Guide for Using Facebook in the Classroom

By Clara Pak on August 16, 2013 5:50 PM

Commissioned by Facebook, an education think tank in the United Kingdom recently created a "Facebook Guide for Educators."

As of May 2013, 1.1 billion people worldwide are using Facebook, making the social network "rich with potential for learning," states the guide by The Education Foundation.

The 20-page manual outlines the functions Facebook allows and how educators can tailor them for their own classrooms. For example, teachers can use Facebook Groups to communicate with parents. They can share information about an upcoming school trip or staff contact details. Students can also use group pages to collaborate on projects, post research, and share ideas, videos, or resources.

Acknowledging that Facebook poses privacy challenges, the guide provides an appendix that includes relevant information about how to modify settings. For instance, it shows how to use the "activity log" to select what audience can see a particular image.

As Education Week has reported, many teachers are already using social networks in their classes—including lesser-known ones that are viewed as having more protections for students. And many parents see their kids' social-media use as beneficial.

Teachers, have you used Facebook in the classroom? What are your thoughts on the new Facebook guide?


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Learning Resources Science Sort Activity Set

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Technology in the Classroom

by Samantha Cleaver
Kids gravitate towards technology—if your child heads straight for the video games or Facebook after school, you know what we’re talking about. With a world of information at their fingertips nowadays, it seems like kids should be finding it easier than ever to succeed in school. However, as more classrooms invest in the latest technology, test scores remain the same, bringing its effectiveness into question.
Technology and Teaching

“Incorporating technology into the classroom requires a double innovation,” says Shelley Pasnik, director of the Center for Education and Technology, Educators who receive new technology must first learn how to use the equipment and then decide whether or not it supports the class objectives and curriculum.
For example, an instructor may restructure a lecture into a group activity, having students conduct online research to boost their understanding. With such a vast reference tool, the students might pose questions that no one in the class, not even the teacher himself, can answer. Many teachers and schools choose to avoid this situation by discouraging the use of computers in a well-organized lesson. Their latest shipment of Smartboards, ELMOs, or iPads stays locked in a closet as they struggle to find the time to effectively incorporate them into the curriculum plan.
Despite the challenges, incorporating technology into education still has proven benefits, especially when it comes to personalized learning. From math games that adjust the level of difficulty as players progress to electronic books that talk and respond to the tap of a finger, products that personalize the learning experience for students often benefit their understanding. An interactive game is more engaging than a book, so technology often promotes more practice and review in areas requiring memorization, such as spelling, math and geography. This frees up time in the classroom so educators can focus on skills like problem solving, character development and critical thinking.
Technology also makes it easier to spend more overall time on learning. “After school and weekend time can become effective learning time with the right technology,” says David Vinca, founder and executive director of eSpark Learning, an education company that focuses on bringing iPads and iPods into the classroom. Much like how smart phones extend the workday by allowing professionals to send emails anytime, educational technology extends the school day for kids who will happily play multiplication games or review grammar on computer programs.
Educators also find it easier to track and assess student progress with the help of technology. At the end of each lesson cycle in eSpark’s app, students record a video summarizing what they’ve learned, and email it to their teacher. If a student consistently misspells words of a certain pattern, the teacher will know immediately and reintroduce that specific skill. This kind of data-driven information is invaluable for teachers who want to revise and review.
Maximizing Your Child’s Tech Time

Consider these three tips when you consider your child’s daily interaction with technology
Look for Connections. When students use technology, it should be within the context of larger learning goals rather than in isolation. “Technology used in isolation is less effective than when it’s integrated into a curricular set of activities,” says Pasnik.
Don’t Assume. There are a lot of facts floating out there, and everyone has an opinion. Base your understanding of education technology on reliable sources. Pasnik suggests asking your child’s teacher about how technology is incorporated into the curriculum.
It’s All in the Application. The success of any tool depends on how it’s used. Ask how a gadget or program furthers higher thinking, basic skills, or the child’s ability to evaluate, analyze, and synthesize ideas. This way, you’ll ensure that it’s being used for more than its novelty.
Looking Ahead

Technology may be changing the experience of education, but the role of teachers and parents grow increasingly important as they become the experts and guides for new learning resources. Teachers remain the constant in an ever-changing classroom environment, which will continue to shift with the technological tides. Vinca agrees. “However technology is used in class, it has the opportunity to be a game changer.”

© Copyright 2006-2012 Education.com All Rights Reserved.
http://www.education.com/magazine/article/effective-technology-teaching-chil


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Learning Resources Talk Point Display (Set Of 15)

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Now updated with new math activities for computers and mobile devices—and now organized by the Common Core State Standards—this book includes more than 650 ready-to-use math starter activities that get kids quickly focused and working as soon as they enter the classroom.


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Awards/Certificates

The end of the school year is near and that means giving out awards and certificates.  All of your students should get something to take home (most improved, attendance, most helpful, etc.) Be creative and lift up all your students.

IJS

Elevate your teaching and you elevate your students.

Report Card Comments

Report Card Comments; Phrases—Citizenship

Comments

• Although _______ has had some difficulty adjusting to our room and various duties, he usually tries to cooperate.
• As you know from my reports to you, _______ has had some problems adjusting to our room. Please continue to work with him in this area.
• _______ has made many fine contributions to our class and is an inspiration to her classmates.
• No matter how busy _______ is, he still has time to do something nice for someone. For this reason, he is one of the best citizens in my class.
• _______ assumes responsibility well, excels on the playground, and is well liked by her peers.
• _______ is trying to practice good citizenship habits, but has been inconsistent with this. He needs to remember that we play only at certain times.
• _______ is a very dependable student. She frequently helps her classmates without being asked to do so. Thank-you for your help.
• Since our last conference, _______ has shown great improvement in the area of citizenship. Thank-you for your support.
• _______ is starting to understand that in order to be a part of this class, she must follow the classroom rules. More improvement is needed for her to be successful in this area.
• _______ is one the best citizens in the class. He often volunteers and helps others without being asked.

Phrases

• _______ is learning to be careful, cooperative, and fair.
• _______ is very helpful with cleanup work around the room.
• _______ gets along well with other children.
• _______ accepts responsibility.
• _______ works well with her neighbors.
• _______ is a good citizen.
• _______ makes friends quickly and is well liked by classmates.
• _______ cooperates well.
• _______ helps others.
• _______ is a big help in seeing that our room looks clean and pleasant.
• _______ is a fine citizen and takes a keen interest in school.
• _______ possesses good self-discipline.
• _______ is respectful of others.
• _______ can be very helpful and dependable in the classroom.
• _______ is always cooperative.
• _______ needs to improve respect for others.
• _______ interrupts others.
• _______ needs to learn more socially acceptable behavior.
• _______ needs to improve his self-control so he can be more socially accepted.
• _______ is learning to listen and share with others.
• _______ has difficulty following the classroom rules.
• _______ does too much talking. It is disturbing to the other children.

Holiday Gifts for Children

Holiday Gifts for Children

Holiday Gifts for Children

Holiday Gifts for Children

Too Small to Fail | Clinton Foundation

https://www.clintonfoundation.org/our-work/too-small-fail

Too Small to Fail aims to help parents and businesses take meaningful actions to improve the health and well-being of children ages zero to five, so that more of America’s children are prepared to succeed in the 21st century.

Report Card Comments; Phrases—General and Handwriting

Comments

• All of _______'s basic skills are at grade level, but he is not working to the best of his ability.
• _______'s school work has shown improvement over the past quarter. I hope this effort will continue.
• _______'s behavior continues to be inconsistent. She is still having difficulty following the school rules and respecting the other students. Please call to set up a conference.
• Thank-you for your continued support and help from home. The amount of extra time you have been spending with _______ on his schoolwork is evident.
• _______ has improved since the last time we met. I suggest that you continue to work on _______ nightly.
• _______ is a polite and alert _____ grader. Because he is a quiet boy, he needs to be encouraged to participate in class. Any help you can give from home would be very beneficial.
• _______ has adjusted nicely to her new school environment. Could you call to set up a meeting as soon as you are settled into your new home?

General

• _______ is gaining more self-confidence.
• _______ is maintaining grade-level expectations.
• _______ performs well in everything he undertakes.
• _______ is doing strong work in all areas.
• _______ is a clear thinker.
• _______ has good organization of thoughts.
• _______ should be encouraged to _____.
• _______ needs frequent encouragement.
• _______ exhibits creativity.
• _______ has excessive tardiness.
• _______ has excessive absences.
• _______ has failed to turn in makeup work.
• _______ is a good student who appears to be a deep thinker.
• _______ grasps new ideas promptly.
• _______ talks excessively.
• _______ needs to spend more time on assigned tasks.
• _______ does not put enough time into the assignments.
• _______ needs to improve self-discipline
• A conference is requested.
• Please call to set up a conference.
• Your constant cooperation and help are appreciated.
• It is possible for _______ to exceed grade expectations.

Handwriting

• _______'s handwriting needs to be improved.
• _______ has good (poor) fine-motor skills.
• _______ is able to print on the lines.
• _______ spaces letters and words correctly.
• _______'s work is not neat.
• _______ does not form letters correctly.
• Some of _______'s printing is excellent, but it is often untidy in daily assignments.
• When printing, _______ often reverses letters, such as __, __, etc.

Report Card Comments

Report Card Comments; Phrases—Citizenship

Comments

• Although _______ has had some difficulty adjusting to our room and various duties, he usually tries to cooperate.
• As you know from my reports to you, _______ has had some problems adjusting to our room. Please continue to work with him in this area.
• _______ has made many fine contributions to our class and is an inspiration to her classmates.
• No matter how busy _______ is, he still has time to do something nice for someone. For this reason, he is one of the best citizens in my class.
• _______ assumes responsibility well, excels on the playground, and is well liked by her peers.
• _______ is trying to practice good citizenship habits, but has been inconsistent with this. He needs to remember that we play only at certain times.
• _______ is a very dependable student. She frequently helps her classmates without being asked to do so. Thank-you for your help.
• Since our last conference, _______ has shown great improvement in the area of citizenship. Thank-you for your support.
• _______ is starting to understand that in order to be a part of this class, she must follow the classroom rules. More improvement is needed for her to be successful in this area.
• _______ is one the best citizens in the class. He often volunteers and helps others without being asked.

Phrases

• _______ is learning to be careful, cooperative, and fair.
• _______ is very helpful with cleanup work around the room.
• _______ gets along well with other children.
• _______ accepts responsibility.
• _______ works well with her neighbors.
• _______ is a good citizen.
• _______ makes friends quickly and is well liked by classmates.
• _______ cooperates well.
• _______ helps others.
• _______ is a big help in seeing that our room looks clean and pleasant.
• _______ is a fine citizen and takes a keen interest in school.
• _______ possesses good self-discipline.
• _______ is respectful of others.
• _______ can be very helpful and dependable in the classroom.
• _______ is always cooperative.
• _______ needs to improve respect for others.
• _______ interrupts others.
• _______ needs to learn more socially acceptable behavior.
• _______ needs to improve his self-control so he can be more socially accepted.
• _______ is learning to listen and share with others.
• _______ has difficulty following the classroom rules.
• _______ does too much talking. It is disturbing to the other children.