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2013 uconnect manual chryslerLearn about Easel TOOLS Easel Activities Pre-made digital activities. Add highlights, virtual manipulatives, and more. Browse Easel Activities Easel Assessments Quizzes with auto-grading that will be available for purchase on TpT soon. Some filters moved to Formats filters, which is at the top of the page. The turkeys are all wearing disguises and to reveal what they are disguised as, students will need to answer the addition facts correctly. The cards are LOW PREP, just laminate and cut the page. This activity is a fun way for students to practice addition to 20. The teacher should cut out and laminate (if possible) the scoops of ice cream and the cones. The teacher should cut out and laminate (if possible) the balloons and the tags. Students can do this as well before the activity. Back to School Math Review for Second Grade. Perfect for the first weeks of school. Includes over 4 weeks of math fact fluency practice and story problem review. Includes a digital version perfect for distance learning. Great for purposeful practice and math routines. The common core standards covered are listed on each page. Use of these pages encourages and reinforces skills taught; yet the students are having fun while learning. Contents. Perfect for distance learning and digital math centers. The best part is that these sheets are print and go. No prep required!This BUNDLE was BUILT to SAVE you MONEY. The first set of 5 addition color by code include adding up to 19. The second set of subtraction color by code include subtracting from 20. Use the math printables for first and second grades throughout the holiday season. Each packet contains 6 different pictures. Students will dab the correct equation with a bingo dauber or can color it with a crayon. This packet includes two sets of addition worksheets. Both sets cover numbers 1-20. Target Group: Even if you don't use EnVision, students will still benefit from building their 5th grade math vocabulary skills.http://www.fotobielsko.pl/_upload/dx626-behringer-manual.xml
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Even if you don't use EnVision, students will still benefit from building their 3rd grade math vocabulary skills. Even if you don't use EnVision, students will still benefit from building their 4th grade math vocabulary skills. Suitable for distance learning. Printable PDFThis 1 - 20 Chart resource gives students the opportunity to practice writing and tracing numbers using charts and worksheets. Contents:This packet includes flashcards for numerals 0-20 and flashcards with the corresponding number of animals on each. SPACE reading comprehension passages will help your readers BLAST OFF INTO LITERACY TIME! 20 passages four written questions, plus 20 zany AUDIOBOOKS. Are you getting the free resources, updates, and special offers we send out every week in our teacher newsletter? Sign Up. As a classroom teacher, they absolutely transformed my literacy center time! SO many genius ideas shared for year-long centers! I grouped the kids. I set the timer. They switched centers at my command. Each day I had to remember to put out a fresh set of activities at each center. This was stressful for me. When they finished the activity, they were free to choose a different center. But I believed my learners would rise to my expectations, and they did! It could include letter tiles, ABC order, sorts, play dough, letter stamps, etc. Some of you are SO tired of hearing it, right? It means you differentiate the level of work. For example, learners who struggle to write can draw their response to a book and label their picture. More advanced learners can still draw, but would be expected to write. This means, you can teach all learners how to play in a whole-group mini-lesson instead of teaching every group a completely different set of rules. It includes CHOICE for learners. It includes time, as some learners will finish before others.On one side, they kept their visual literacy center menu and finished work. On the other side, they kept the work that needed to be finished.http://www.agentclassroom.org/userimages/dx6-manual-pdf.xmlI know what you might be thinking- “I don’t have ROOM for that many centers!” I didn’t either. But a center or work station doesn’t have to be in a permanent part of the classroom. It can be the center of the floor on carpet squares. Sometimes my learners would use their own desk to work on something. Learners begin to get confused as to what you expect and that can create chaos. When learners get the hang of those, add another activity to the mix. Just because you’re passionate about something doesn’t mean your learners will magically know what you want them to do. Management of materials, movement around the room, choosing a center, getting help when the teacher is working with a group, using your literacy menu, and anything else that comes up. Modeling can happen any time of the year or any time a problem arises. Of course, feel free to change them for your purposes. There’s no magic to this number.Their center folder came with them. If they were in the middle of something, I asked them to tuck it away and they could return to it with the time left or go to it first the next day. Some weeks, I’d “close” a center. If a center was “closed” for the week, I’d just go ahead and ask learners to mark through it with an “x” on their menu. Often, I’d write a star on 2-3 of the centers that I definitely wanted them to get to that week. The order they did them in was their choice. If I spotted learners who weren’t taking responsibility seriously, I had permission to take away freedom. Usually, this meant requiring them to do their work near my guided reading table or taking away their freedom to choose a center for themselves. Join thousands of other subscribers to get hands-on activities and printables delivered right to your inbox! This is due to the fact that with time restraints I can no longer meet with every guided reading group daily so this means at times some students will not come to me and would be stuck at a center for too long unless I allow them to move on to something else. My question is: How do you manage centers like computers or iPads where students would stay the entire time and others wouldn’t get a turn. Is it an issue at all. I thought about sand timers, but it’s hard to find a 15-20 minute timer and each computer would need it’s own as students arrive at different times and get called to reading groups at different times. I honestly don’t remember exactly how I handled this problem, but here are a few ideas: They would need to calculate 15-20 minutes themselves to know what their stop time will be. They could always ask a classmate to help them with this if they aren’t sure how to add 15-20 minutes to the time. 3. If learners don’t get all the way to 15-20 minutes when you call them to a reading group, you can quickly glance at the page and know how much time they have left based on the start time they wrote. 3. Keeping track of time would need to be modeled and role played so learners know exactly what’s expected of them. 4. This still requires learners to be honest and have integrity with their time on the computer. But freedom and honesty is a big part of the year-long centers.Learn how your comment data is processed. The best literacy centers build autonomy, help students practice key skills, and free you up to teach small groups or give support elsewhere. We’ve pulled together this long list so you can have plenty of simple options at your fingertips. Here’s another flexible upgrade to traditional bingo games. Just copy different lists on different paper colors to differentiate. Having each word in its own box keeps it organized. Set out loose parts and mats for them to answer a reading response question creatively, like this one for “What do you love about fall?” Leave messages in pictures for children to solve using their knowledge of letters and sounds. To differentiate, offer a few different book choices. Share them over at our WeAreTeachers HELPLINE group on Facebook. She now works as a consultant and writer while fielding the never-ending questions of her four young children. Touch device users, explore by touch or with swipe gestures. Well, I am obsessed with them. I also have quite the obsession with reusing Crystal Li. Reading Strategies Reading Skills Teaching Reading Teaching Kids Reading School Reading Comprehension Reading Words Reading Levels Guided Reading Groups I Can Read Simple Sentences Set 1 NO PREP Packet. ROLL and READ a simple sentence with sight words and CVC words. Perfect for FLUENCY and CONFIDENCE. Sight Word Practice Sight Word Games Sight Word Activities Classroom Activities Learning Activities Cookie Sheet Activities Word Study Word Work Kindergarten Literacy Reading Street Word Work-Say It, Build it, Write It. Reading Street Word Work-Say It, Build it, Write It. Reading Fluency Reading Intervention Teaching Reading Guided Reading Reading Games Close Reading Reading Groups Word Reading Early Reading Spring Math and Literacy Packet (Kindergarten) Roll and Read a sight word. Such a FUN and effective way to practice sight word fluency. Teaching Sight Words Sight Word Games Sight Word Activities Classroom Activities Classroom Teacher Teacher Binder Classroom Decor Kindergarten Literacy Literacy Centers WOW: Work on Words Center: Updated!! Hello! I can't believe a whole week has gone by since I posted our St. Patrick's Day projects. We have spring conferences next week.busy week ahead. I also work part time at Hobby Lobby (LOVE that discount!) so that makes it doubly busy.anyway.I spent a little time after school working on my word work activities. I would like to say right at the start.none of these are my original ideas. I'm FINALLY going back to work after a year-long maternity leave and I can't wait. I've been scrambling to prepare my new classroom look, my literacy centers, and my new homework packet. Oh my! I have so many new things to share with you. Today I'll be showing you my sight words homework. This packet is a three puzzle piece game that you can put in the literacy center, or use for small groups. This packet includes all short a,e,i,o,u CVC sounds. With this game the student can work on beginning sounds, blends, vowels. Preschool Letters Kindergarten Literacy Preschool Learning Fun Learning Teaching Learning Letters Alphabet Activities Literacy Activities Montessori Q Tip Painting Alphabet Printables Never planned to homeschool, now wouldn't trade it for the world Kindergarten Centers Kindergarten Reading Kindergarten Classroom Teaching Reading Guided Reading Classroom Decor Kindergarten Sight Words Close Reading Teaching Spanish Five for Friday Anyway. I know Kacey is taking a break from her Five for Friday linky, but I thought I would share my favorite five anyway. This was a noisy, crazy, exciting week. We still have TWO DAYS next week to go. Yes. we. do. Here are some of my favorites from this week. I made a Holiday Homework packet with lots of fun activities for December for the children to do at home. I sent home one or two a week, and the families really enjoyed doing them together. Holla!!! - Tunstall's Teaching Tidbits At our school we can’t say Friday without saying “Holla!” Our principal started it 2 years ago on morning announcements. You know that if you start something with 6 year olds it becomes one of the Ten Commandments you better be prepared to say it for the rest of the year. She is a Kindergarten teacher at Bonny Doon Elementary school. It is a small single school AND district, just like mine. Because I don't have a group of fellow kindergarten teachers at my school, it is very important for teachers at our small schools to reach out and connect. So, I am very grateful that my administrator gave me a day to go observe Kristie and learn from all her wonderful ideas. I love Centers. I love giving my students a variety of materials and ways to show their understanding. So, here are some of my favorite Alphabet centers. Build-a-Letter Fine Motor Letters Students use the connecting cubes to build the lowercase letters. Great fine motor practice. Check them out HERE. Alphabet Puzzles Students use ABC puzzles to practice matching upper and lowercase letters, or putting letters in order. We ordered most of these from Lakeshore. I'm a huge fan of them, but literacy and math centers have to fit two criteria: the majority of the students should be able to do the tasks with little to no support and each task must work on more than just literacy or math (also writing, fine motor skills, social skills, etc.). When we do centers, there is a TA at each center for light support, and then I run a center doing our reading curriculum (Early Literacy Skills Builder). All the ideas include some element of fun - something very important. Here is a great dice game for sight words. My kinders LOVE dice games. To download go to Learning With Mrs. Parker Rainbow Sight Words From: Kindergarten Lesson Plans If it involves markers - it is a winner. Students read the word and if they get it right, they get to keep the cube. Whoever has the tallest tower at the end wins! Privacy. As a result, it is necessary to provide multiple opportunities for students to read, write, participate in meaningful experiences, and collaborate with others so that they can develop their ability to read and comprehend text(s). It is designed to provide appropriate materials to help students work independently or collaboratively (with partners or in small groups) to meet literacy goals. A literacy center can be portable, temporary or permanent. Literacy centers facilitate problem-solving because students are able to explore, invent, discover, and create alone or with others at centers (Stone, 1996). Teachers can create literacy centers that support guided reading instruction. As the teacher works with one group of students for guided reading, other groups rotate through the literacy centers in the classroom. They are also appropriate for integrating technology. Ideally no more than four students should work in a literacy center. This video are published with permission from the Balanced Literacy Diet. Activities have to be relevant and purposeful. Literacy centers can be used in a variety of ways, one of which is to motivate students to read and write, provide them with relevant materials, and also stimulate comprehension development. Informal monitoring of student success on specific performance tasks will provide data on student literacy achievement. Use your monitoring system of student participation in the literacy center. The Literacy Center. Stenhouse Publishers. This is a comprehensive presentation on research for the use of literacy centers in the classroom. The book provides information about the organization, management, and assessment of literacy centers, and the instructional techniques that promote cooperative and collaborative learning settings. It is available through Stenhouse Publishers. You can download Morrow's Literacy Center Checklist here. Guided Reading — Good First Teaching for All Children (Grades K-2). Heinemann. This book provides detailed descriptions of classroom management techniques for literacy centers. Guided Reading is available through Heinemann Publishing. Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. This companion volume to Guided Reading (K-2) extends the instruction, assessment, and management of literacy centers to intermediate through middle school grades. It also focuses on teaching comprehension, genre, and content literacy. Guiding Readers and Writers is available through Heinemann Publishing. K-2 Meaningful Literacy Centers Literacy Work Stations in Two First-Grade Classrooms (NCTE) Portsmouth, NH: Heinemann. Portsmouth, NH: Heinemann. York, ME: Stenhouse New York, NY: Guilford Press. Gainesville, FL: Maupin House. Childhood Education, 72, 240-242. Portsmouth, NH: Heinemann. Childhood Education, 72, 240-242. The centers are a great idea for assessing the students with teacher observation and it is easier to have one on one time with each student. Web page addresses and e-mail addresses turn into links automatically. Lines and paragraphs break automatically. Our reading resources assist parents, teachers, and other educators in helping struggling readers build fluency, vocabulary, and comprehension skills. Or they can work in larger groups. Or mix groups up so that students work with peers at different levels. You can give them partial choice. Or you can determine the centers that students visit. I really don’t think so. Ultimately, you have to do what works best for you and your kids. I’ll cover topics like grouping, differentiating, and holding students accountable. AND I have a free gift for you at the end of the post!! Think of it as an ice cream sundae. Reading, writing, speaking, and listening are the ice cream (necessary for the sundae!). The different variations and activities are the toppings (fun and make the sundae taste even better). Centers activities are derived from and tied closely to whole and small group literacy instruction. As readers and writers, we want our students to: Students have choice within each center—but more about that later. For example, Group A visits centers 1-3 on Monday and 4-6 on Tuesday. The order of these centers was carefully selected so that students usually have a balance of writing and reading activities each day. It’s a quiet center—but not necessarily silent, since many students in K-2 may be whisper reading. They write quick notes or ideas to share with their peers. That takes place at the “Reading Response” center. If we ask them to create lengthy responses during their reading time, it can a) reduce the amount of time they have to practice reading, and b) send confusing messages about whether they need to be reading or writing. They usually read only from their own book bags or boxes. Late first grade and second grade students might have between 6 and 8 books, depending on the length of texts that they are reading. But it also helps ensure that they’re not always reading books that are way too hard or way too easy. This time is exclusively dedicated to reading. They can shop for books during other “down times” in the day. I like to assign each guided reading group a book shopping day (or days), and students get new books as soon as they arrive at school on that specified day or days. For these students, place a 5-minute sand timer in the center. When students arrive, they turn the timer over and have 5 minutes to “shop” for new books in the classroom library. When the timer runs out, they must settle down and begin reading immediately. Not all students will visit the independent reading center each day, but we want to ensure that all students have an opportunity to read independently every day. They spend a few minutes: When the timer runs out, planning and talking stops and students begin working on their responses. The options may vary, but can include: drawing or writing about a favorite part, drawing or writing to show an interesting fact, designing a new cover for the book, writing an alternative ending to the story, creating a new nonfiction book that combines information from several texts, answering a reader response question, writing a book recommendation for a friend, writing a letter to the author, etc. Students may be finishing up a response from a previous day (I recommend that students spend no more than 2 days on any one response). My personal preference is to have students work independently or in similar-ability partnerings. They practice their own words, which are kept on cards or in lists in their independent work folders. Words are selected for students based on their developmental needs, and they may be part of a word study program like Words Their Way (my personal favorite). You may also want to include 2 word study centers in your classroom at the beginning of the year so that students have many opportunities to practice these foundational skills. Students can play games, stamp words, make words out of Wikki Stix or playdough, use iPad apps, work with magnetic letters, complete word or picture sorts, and the list goes on. I also recommend teaching students a core group of games and having them play these games throughout the year (using different words each week or 2-week period). This cuts down on the amount of time you have to spend preparing and teaching games. They may also respond to the texts by writing, drawing, or talking to a partner. However, if they choose to work on a piece from writing workshop, they put that piece back in their separate folder for writing time. But as I’ll discuss later, this is just fine. And you can pretty easily glance over and see if a pair of students is goofing off or actually reading. ?? But if you are able to create a center like this, I think it’s a great idea to do so! When I taught kindergarten, I always created a space for dramatic play in my classroom. If you’re interested in resources to help you create a dramatic play center based around literacy, look for my dramatic play resource (coming soon!). Each center can last about 15 minutes for K-1. In 2nd grade and up, you might use 15-20 minutes for each center. When students are finished cleaning up, they sit back down and point to the center where they will go next. When everyone is ready, the teacher gives another signal, and students rotate. The display can be created on a pocket chart, bulletin board, or interactive white board. The teacher (or a student helper) changes the parts of the display each day to reflect students’ center assignments for that day. However, in many centers, students actually complete the activity with one partner or independently. So although 4 students may be in the center at the same time, all 4 children are not usually working together (this helps reduce the noise level). This way, the teacher can specify that students work with a same-ability partner OR a different-ability partner, depending upon the activity. Here are some tweaks you can make, if necessary: I don’t think that kids have to produce something in every center that they visit. We can do this by: Although I assign groups and the centers where students work, I like to provide different options to students within each center. These are represented on instructions cards: You can store materials and have students work in that same space. You can still designate one location in the classroom where materials for that center will consistently be stored. But I found that this created “information overload” for my students when I had to teach them (or at least review) tons of new centers each week. And on Tuesday, you introduce a new activity for the partner reading center (again, the other 2 options in that center stay the same). And on Wednesday, you might introduce new activities for the independent reading and word work centers. (And so on.) This way, you’re only spending a few minutes teaching 1-2 things before students start centers each day. For example, have students play a word work game during guided reading before you place it in the center. When it’s time for centers, you might have to briefly review or explain a few things, but then it’s just a matter of placing the familiar materials in the center for students to use. Students also keep their writing, drawing, and other center-related tasks inside the folders. If a product is “in progress,” it goes in the pocket with the green sticker. If it is finished, it goes in the red pocket. Did you say there is a free gift attached to this post. I apologize but my tired eyes can’t find it (or was it only available on the day of your posting)? I especially tuned into Word Work (for sight words and words with a particular pattern) and Listening Centers (Pre-recorded stories). I love a lot of these ideas. This was a very helpful post. I am anxious to try some of your ideas! I also moved from preschool to the primary grades a while back! ?? Thank you for the suggestions and explanation of each center. I especially like how you set up your Centers with the intent of using partners. The guided reading grouping vs.I like the idea of using mixed abilities in the centers and similar abilities in guided reading. Thank you for sharing. Thanks so much for reading and for your sweet comment. ?? It seems like the folders would be hard to keep up with. When do they clean them out? The folders can go there.I run literacy work stations in my upper elementary classroom and can relate to this model for launching centers that actually work. Thanks for sharing your tips! You can always cut down on the centers time (maybe to 30 mins) since kids are doing plenty of other reading and writing.For 1st I am thinking 2-3 centers daily with a read aloud Monday then different whole group activities the rest of the week. Centers would be roughly 15 minutes each with a 15 minute whole group lesson. One advantage is we are able to have the room prepped and ready before students arrive. With a 15 minute whole group lesson, students are able to get explicit instruction for a time-frame that best matches their attention span at that age. View My Account Yes, establishing literacy centers can be a lot of work, but once you get them up and rolling I promise you they can become one of best parts of your day! This means that, at no cost to you, I earn a few nickels should you choose to make a purchase through the link. Today I’ll share with you some of my tried and true tips for grouping and assigning students, optimizing classroom space, and organizing materials in easy and effective ways. I hope after reading you’ll see that the process of launching literacy centers doesn’t have to be an overwhelming one! The groups will determine two things: 1.) the collaborative team that will work together at a literacy station and 2.) the students who will work with you in a small guided reading group. I have tried both heterogeneous and homogenous groupings and have found that my students tend to do better when grouped homogeneously into teams of four. When I need to meet with them the whole group comes together. If students were in heterogeneous groups I’d have to pull individual students from different groups and that could leave someone without a partner for a center activity. For this reason, I prefer homogenous groups. I use formal and informal assessment data to move kids in and out of groups, often using my Literacy Centers Chart resource. It’s an easy way to edit names and print the new groups of kids! There are also times when I need to meet with individual students to help them catch up on something or work through an intervention. It is important that the chart is always displayed in an accessible location where my students can independently check it. I like the center cards because they allow me to quickly reorder or change the center activities with which my students will engage. My highest achieving students are in the red group and the ability levels decrease to my least proficient students in the purple group. This is an intentional decision as the red group will unknowingly serve as models for their peers. Once the “red group” gets to the bottom row, I know my literacy center activities may need to be switched up. Each activity follows one of the following structures: As much as I love a cute holiday or seasonally themed activity, I’m really not sure who has time to create and recreate word sorts on Halloween pumpkins, winter snowflakes, and Valentine hearts. Certainly not me! I keep my students practicing their reading and writing skills with resources like Write the Room Sentences, Sequence Stories and Differentiated Sentence Builders. These prepared resources can be used for a few months rather than just one week. This preserves instructional minutes and allows for maximum learning time. A student can’t afford to waste time wandering around the room in search of a whiteboard marker needed to find hidden sight words. In my classroom, all supplies needed are stored in a tub which is labeled with the matching center card for students to easily identify. I like the stations closest to my guided reading table to be the quietest. To the left of my teaching table is our listening center, and to the right I have a computer center. My students wear headphones at both centers so it’s almost silent. In addition, when students encounter an unsolvable glitch in technology, I can redirect or pop in and quickly from my teaching table to help them get back to their task. Being close to the computer station also lends me the ability to keep an eye on my students choice in appropriate websites. The wall has become a great place to hang anchor charts for my students to refer to while composing.