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Guided Reading Pack (Lesson Plans, Strategy Posters & Running Records)
Aug
12
2011

This pack has what you need to help make your guided reading lesson planning, organization and strategies used a snap!

Get the lesson plan templates that makes planning for your guided reading lessons more simple and time-effective! Filling in the template will save you time and allow you to review your plans quickly what it is you want to accomplish with your group.

  • Keep yourself organized using the individual reading log and running record forms. They help you keep it all in one place and easily accessible everyday.
  • Five reading strategy posters feature simple icons that are meaningful to students and effective when used as prompts and during guided reading instruction and modeled during shared reading experiences. 

Included:

  • explanation of reading strategies
  • questions you can use to guide students
  • ideas for fun pointers
  • samples of 3 lesson plans
  • template for level 1/A
  • template for level 2/B
  • template for level 3/C
  • template for level 4/C
  • template for level 5/D
  • template for level 6/D
  • template for level 7/E
  • template for level 8/E
  • template for level 9-10/F
  • template for level 11-12/G
  • blank template for any level
  • weekly group planning sheet
  • two column running record sheet
  • three column running record sheet
  • individual student reading log
  • 5 reading strategy posters (all 5 come in three different sizes)

Product Length: 45 pages

 


 

Helps Meet Common Core English/Language Arts Standards:

  • K.RF.1.a-1. Demonstrate how to hold a book with correct orientation.
  • K.RF.1.a-2. Distinguish pictures from words by pointing when prompted.
  • K.RF.1.a-3. Locate on a printed page where to start reading with multiple lines of text.
  • K.RF.1.a-4. Demonstrate that the left page of a book is read before the right page of a book.
  • K.RF.1.a-5. Track text with a finger on a printed page from left to right.
  • K.RF.1.a-6. Track text with finger from one line of the printed page to the next line on the same printed page (return sweep).
  • K.RF.1.a-7. Demonstrate that pages are turned one at a time in a sequence from front to back.
  • K.RF.1.a. Follow words from left to right, top to bottom, and page by page.
  • K.RF.1.b-1. Distinguish letters from numbers on a printed page by pointing.
  • K.RF.1.b-2. Locate a letter on a printed page within text.
  • K.RF.1.b-3. State that letters are placed together to form words.
  • K.RF.1.b-4. Locate a word on a printed page within text (reads own name).
  • K.RF.1.b-5. Listen to spoken sentence(s) and state individual words in the sentence(s).
  • K.RF.1.b. Recognize that spoken words are represented in written language by specific sequences of letters.
  • K.RF.1.c-1. Isolate words within printed text. Example: Isolate words using index cards or by circling words.
  • K.RF.1.c-2. Point to individual words using one-to-one correspondence.
  • K.RF.1.c. Understand that words are separated by spaces in print.
  • K.RF.2.b-3. Blend syllables together to form a word when given an oral prompt (e.g., po - ta - to = potato).
  • K.RF.2.b-4. Segment words into syllables orally when given a spoken prompt (e.g., hamburger = ham - burg – er).
  • K.RF.2.c-1. Blend onsets and rimes of single-syllable words when given by a teacher.
  • K.RF.2.c-2. Segment onsets and rimes of single-syllable words when given by a teacher.
  • K.RF.2.d-1. State the initial sounds in three-phoneme words.
  • K.RF.2.d-2. State the final sounds in three-phoneme words.
  • K.RF.2.d-3. State the medial sounds in 3 phoneme words.
  • K.RF.2.e-1. Blend at least three phonemes together to state one-syllable words.
  • K.RF.2.e-2. Segment one-syllable (3 phonemes) words into phonemes.
  • K.RF.2.e-3. Substitute individual sounds of simple one-syllable words to make new words. Start with beginning sounds (e.g., cat becomes hat).
  • K.RF.2.e-4. Add individual sounds to simple one-syllable words to make new words. Start with beginning sounds (e.g., art becomes part; car becomes cart).
  • K.RF.3.a-1. Produce 50 percent of the primary or most frequent sounds for each consonant.
  • K.RF.3.a-2. Produce all of the primary or most frequent sounds for each consonant.
  • K.RF.3.b-1. Recognize short vowel sounds (a, e, i, o, u) within common spellings.
  • K.RF.3.c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do).
  • K.RF.3.d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
  • K.RF.4. Read emergent-reader texts with purpose and understanding.
  • K.RF.4.a. Use self-correcting strategies when reading simple sentences.
  • K.RI.1.a. With prompting and support, answer simple questions about key details (individuals, events, ideas, or pieces of information) in a text.
  • K.RI.1.b. With prompting and support, ask simple questions about key details (individuals, events, ideas, or pieces of information) in a text.
  • K.RI.2.a. With prompting and support, identify the main topic in a text.
  • K.RI.2.b. With prompting and support, retell orally two or more key details (individuals, events, ideas, pieces of information) in a text.
  • K.RI.3.a. With prompting and support, describe differences between two individuals, events, ideas, or pieces of information in a text.
  • K.RI.3.b. With prompting and support, describe similarities between two individuals, events, ideas, or pieces of information in a text.
  • K.RI.4.a. With prompting and support, recognize that words have a meaning.
  • K.RI.4.b. With prompting and support, recognize when a word is not understood in the context of a text.
  • K.RI.4.c. With prompting and support, answer questions about unknown words in a text.
  • K.RI.4.d. With prompting and support, ask about unknown words in a text.
  • K.RI.5.a. Identify the front cover of a book.
  • K.RI.5.b. Identify the back cover of a book.
  • K.RI.5.c. Identify the title page of a book.
  • K.RI.7.a. Recognize that illustrations (pictures, drawings, charts, captions) depict a person, place, thing, or idea that is in the text.
  • K.RI.7.b. With prompting and support, explain how the illustrations (pictures, captions, drawings, charts) support and extend the text.
  • K.RI.8.b. With prompting and support, identify key points (individuals, events, ideas, or pieces of information) in informational text.
  • K.RI.10. Actively engage in group reading activities with purpose and understanding.
  • K.RL.1.a. With prompting and support, orally answer questions asked by the teacher about key details (characters, setting, major events) in a text.
  • K.RL.1.b. With prompting and support, ask simple questions about key details (characters, setting, major events) in a text.
  • K.RL.2.a. With prompting and support, identify orally one key detail (characters, setting, major events) of familiar stories.
  • K.RL.2.b. With prompting and support, identify orally two or more key details (characters, setting, major events) of familiar stories.
  • K.RL.2.c. With prompting and support, sequence identified key details (characters, setting, major events) of familiar stories.
  • K.RL.3.b. With prompting and support, identify characters in a story.
  • K.RL.3.d. With prompting and support, identify setting(s) in a story.
  • K.RL.3.e. With prompting and support, identify major events in a story.
  • K.RL.4.a. With prompting and support, recognize that words have a meaning.
  • K.RL.4.b. With prompting and support, recognize when a word is not understood in the context of a story.
  • K.RL.4.c. With prompting and support, answer teacher's prompts about unknown words (new vocabulary) in a story.
  • K.RL.4.d. With prompting and support, ask about unknown words (new vocabulary) in a story.
  • K.RL.4.e. Understand and use fix-up strategies.
  • K.RL.4.e-1. Use pictures to figure out unknown words.
  • K.RL.4.e-2. Break words into sounds to read unknown words.
  • K.RL.4.e-3. Chunk unknown words into parts to read unknown words.
  • K.RL.7.a. Identify that illustrations tell a story or help tell a story.
  • K.RL.7.b. Explain that illustrations support and extend the story.
  • K.RL.10. Actively engage in group reading activities with purpose and understanding.
  • K.RL.10.a. Use pictures and context to aid comprehension and to draw conclusions or make predictions about story content.
  • K.SL.1.e. Participate in a conversation about a book or text and other kindergarten topics.
  • K.SL.1.f. Speak to and respond to an adult in complete sentences.
  • K.SL.1.g. Speak to and respond to a partner in complete sentences.
  • K.SL.1.h. Speak to and respond in a group in complete sentences.
The Magic Finger Teaching Novel Unit ~ Common Core Standards
Aug
12
2011

This is a custom written literature unit to be used with The Magic Finger by Roald Dahl.

This unit is designed to be used with some student/instructor interaction. It can also be revised as an independent study for the student. It is written as a 7-day unit but can be slowed down or sped up as needed for the individual student. It is written for the 3-5th grade reading level.

It would work great in a one-on-one setting for home school or for a teacher to use as a resource in the classroom for a small group or entire class. The unit is designed so that you can start teaching immediately with little to no preparation on your part. Great time saver!

This unit contains:

  • Teacher Packet containing detailed daily lesson plans, answer keys, and suggested curriculum connection activities
  • Student Packet containing comprehension questions, and writing extension activities that correlates with the book
  • An Assessment Packet that contains an end of the book test in both a short answer and multiple choice format, and 2 end of the book writing assessments.
  • The Common Core Standards Alignment for grades 3-5.
  • An After the Book Activity Packet that can be used with this unit or any book. This packet is also sold separately titled Fun Book Report Activity Ideas~Book Report Alternatives.

I wrote and developed this unit myself. I am a certified teacher in Nebraska. I hold a Bachelor's degree in Elementary Education from Iowa State University and a Master's Degree in Elementary Education from the University of Nebraska-Omaha. In addition to my Masters I have taken graduate courses on teaching of the Gifted and Talented. I have successfully used these activities in the classroom setting many times.

This unit is aligned with the Common Core Standards for Grades 3-5.

Problem Solving
Aug
12
2011

Probelm solving number stories with cooresponding page for solving brought to you by www.theschroederpage.com.  This is a smartboard file filled with interactive number stories with pages and manipulatives to solve.  Additon and subtraction. 

Behavior Incentives
Aug
12
2011

Brought to you by www.theschroederpage@gmail.com and www.schroederpage@blogspot.com.  This is a SMARTboard file that contains behavior incentive slides to be used on your interactive wipeboard. 

Teacher Planning Pages and Binder Tips
Aug
12
2011

Based on teacher request, this customizable template allows you to use Excel to make yourself planning pages! No more impersonal plan books - you can create your own! This template features 2-3 samples and a blank template - all of which you can edit.

Its highly recommended that you are familiar with Excel (or willing to try!) features for example: merging and unmerging cells, and changing cell colors and shading.

Also included: a helpful tips packet (pdf) on how to create a customized binder for your teacher planning needs. (And FREE 2010-2011 calendar) Want to read about creating a binder first? Check out this post "binder basics" on our KindergartenWorks blog.

See, Stamp, Write (Sight Word Journal and Open-Ended Activity Pages)
Aug
11
2011

Let your students grow in their knowledge of sight words by getting great practice with this "see it, stamp it, write it" sight word study notebook.


KindergartenWorks brings you a 82 page workbook that makes a great fit for your ABC center that is manipulative based so it reaches all kinds of learners. Students are guided step by step on how to use this workbook using simplified icons and symbols. These directions move from concrete to more abstract as students grow in their independence and abilities.

Created to be printed double-sided these are ready to go! The developing teacher makes the left-handed page as the "must finish" portion, while the right-handed page is the open-ended activity for students to work on (at all levels to allow for differentiation) when the "must finish" portion is completed.

Get your students reading, writing, making sight words as well as improving their fine motor skills. Students start by learning one open-ended activity (sorting letters) before moving onto others (making words or the alphabet, stamping words or the alphabet).

Also included:

  • a poster explaining what goals and choices are available (what to do)
  • literacy center icon
  • bin/materials picture icon labels
  • kinder-friendly sight word reference pages for students to use like task cards
  • 33 letter sorting work mats
  • 3 abc order work mats


Sight words featured:

  • blue
  • red
  • the
  • my
  • like
  • a
  • green
  • yellow
  • see
  • am
  • me
  • and
  • so
  • an
  • black
  • to
  • at
  • brown
  • orange
  • do
  • you
  • are
  • have
  • can
  • she
  • up
  • white
  • go
  • come
  • here
  • this
  • said
  • play
  • no
  • in
  • he
  • love
  • we
  • pink
  • it
  • you
  • is

Product Length: 122 Pages

 

108 Smartboard Activities
Aug
11
2011

This is a DVD+R that contains 108 Smartboard Activities to review and improve primary skills. Some examples are graphs, adding and subtracting, positional words, money, dolch words, Down By the Bay, Making Sentences Great, Making Words, Nonsense Word Generator, memory, more and less, Nouns, verbs, odd and even numbers, prefixes, syllable sort, weather bear and seasons. Each contains bright and colorful clip art. It would take you hours to create these activities. I have done all the work for you.

These files can be easily adjusted to fit your needs. You must have Smartboard software to use these files with a smartboard. All clip art is copyrighted and may not be resold.

10 Smartboard Sign- in Attendance 10 Themes
Aug
11
2011

This notebook 10 file is used with the interactive Smartboard. These very colorful files contain 10 different sign-in themes that allow your students (grades K-5) to independently show you that they are here at school today. This is a great way for your students to help you do the daily attendance. It is a classroom management tool for those who would like to use the technology of the Smartboard in the classroom. Change the theme every month. Names are easily changed. Graphics are copyrighted and should not be altered or copied.

Jigsaw Jones: The Case of the Stolen Baseball Cards Novel Unit
Aug
11
2011

This is a custom written literature unit to be used with Jigsaw Jones Mystery Series #5 The Case of the Stolen Baseball Cards by James Preller.

This unit is designed to be used with some student/instructor interaction. It can also be revised to be used as an independent study for the student. It is written as an 12-day unit but can be slowed down or sped up as needed for the individual student. It is written for the 1-3rd grade reading level.

It would work great in a one-on-one setting for homeschool or for a teacher to use as a resource in the classroom for a small group or entire class. The unit is designed so that you can start teaching immediately with little to no preparation on your part. Great time saver!

This unit contains:

  • Teacher Packet containing detailed daily lesson plans, an answer key, and suggested curriculum connection activities.
  • Student Packet containing chapter prediction sheet, vocabulary activities, comprehension questions, and extension activities that correlate with the book.
  • An after the book activity packet.

I wrote and developed this unit myself. I am a certified teacher in Nebraska. I hold a Bachelor's degree in Elementary Education from Iowa State University and a Master's Degree in Elementary Education from the University of Nebraska-Omaha. In addition to my Masters I have taken graduate courses on teaching of the Gifted and Talented. I have successfully used these activities in the classroom setting many times.

Computer Lab Lesson Plan Pages Bundle (2nd Quarter)
Aug
11
2011

Want computer lab lessons that meet your kindergartners needs? Need standards-based activities for students to complete using the computer?


Now you have access to a year's worth of kindergarten computer lesson plans already set to go! These lesson plans are designed to be effective for each week of the second quarter. (9 total) This purchase limits the use to one class.

  • Designed to use in the computer lab or in your classroom during centers - walk your class through the activities whole class in 15 mins. and then allow for independent use!
  • These websites are kindergarten-friendly and with limited teaching about navigation, they will be practicing a wide variety of concepts in fun, interactive ways!
  • All lesson plan pages are designed to be introduced and then given to students for sufficient practice, being the perfect compliment to your lessons done in class!
  • Perfect for modeling or use with a SmartBoard!
  • Each activity opens in a new window, allowing students to exit an activity when finished and quickly moving onto the next!
  • Students can effectively work at their own pace!


Each Lesson Plan Page is a separate pdf document. If you have internet access, you can open each file/lesson page and click the links. The activities are ordered and selected to be specific and meet your students' needs.

All pages are also combined with easy navigation built in on the first page. See sample product for example and standards met by each activity.

Recommendations:

  • Model completing the lesson page (with more explicit instruction early on) whole class.
  • Model what the end of an activity looks like so students know when they're expected to exit (eventually many sites will become familiar and they will not need as much direction).
  • When students ask for help reply with, "What makes good sense?"
  • Use the stars under an activity's title to model how many times you'd like them to repeat the activity.


How to use:

  • Print a paper copy for you to use during your whole class instructions with any notes for yourself.
  • Complete the lesson page so you know what to expect.
  • Put each pdf file onto your computer/network location to be shared by the computers necessary. 
  • Model completing the lesson page.
  • Allow adequate time for independent student work.
  • Students can listen to audio stories (or can repeat favorite lessons) if they've completed their page. This open-ended activity is of high-interest!