Final Paper and Portfolio

Sink 1 EDUCATION 330 Final Paper and Portfolio “Teaching Language Arts!”

Kristin Sink Roanoke College 2013 2

Philosophy Statement

“You must remember that every student who walks into your classroom will have a story.

They all have individualized ways of viewing the world, ways that they prefer to learn information, different home lives, and unique skill sets” (Hipsky 5). This quote sums up everything that I feel about teaching in the best way possible. It is so true, every student is different and unique so why not have unique and diverse lessons in the classroom.

Differentiation is one of the most important things a teacher can do in the classroom and what I will work my best at doing in my classroom one day when I am a teacher.

I think that it is all about choice in the classroom. I know that when I was a student I always liked feeling independent and like I choose the activity that was best for me. In subjects that can be easily differentiated like reading, writing, spelling, and oral language choice is crucial. Why not let the child choose? Why not let each unique personality come through in every subject? There should be a good amount of differentiation. As a future teacher it will be my responsibility to make sure that everyone is learning the materials, but I cannot expect that everyone will learn from one tactic. I will have to think about the three parts of differentiation – learning profile, readiness level, and interests of the students. As a teacher I will use many tactics in the classroom, like centers, group work, partner work, different topics, books of all kinds, choice menus, websites, different technology, and many other options for the students to best learn. As a teacher I will have to differentiate the content, process, and product of instruction within my classroom.

My expectation for every student in the classroom will be different, so why not make the assignments different? It may be harder to have to come up with all these choices and plans but if it gives the kids the best education and most enjoyable then I will do it. I want my students to love school like I loved school, which was mainly because my teachers cared for each of our Sink 3 differences and showed it with different activities and lessons. One quote that I wrote down,

“focus on practical ways to spotlight one area at a time so you can differentiate for students’ interests, learning profiles, or abilities” (Scigliano 12). This was more like a tip to me for when I become a teacher. Not only does differentiation cover interests, but it should also cover the abilities and strengths of the students. Effective teachers make effective students and I think that differentiation plays a major role in that.

I think that differentiation is needed in the classroom as much as possible. It should be looked at as a plus not a negative to both the student and the teacher. It may not always work with a certain topic, but it will be my goal to make sure that at least once a day the students have a choice and option in how they learn, what they learn, and the end result of the lesson. I will let my students continue to “write their own story” and grow within my classroom based on their needs, strengths, abilities, and preferences. I will let my students take on the sociolinguistic approach in their studies. As a teacher I do not see how or why you wouldn’t want to differentiate in the classroom. It helps the student fulfill their best self and learn to love school more and more in my opinion. Differentiation is key in the classroom and crucial for every child who has come into the class with their own differences, diversity, and their own uniqueness. My goal is differentiation! 4

Instructional Framework

Instructional framework varies from each subject. Reading, writing, and spelling all are special and distinctive, each calling for different types of activities.

The method that I liked best from reading was literature circles. I feel like this gives the children the option of what book to read, they get to work together in groups, and they are still responsible for independent studies as well. Literature circles are more student-centered, emphasizing the social interaction of reading. This method allows for a lot of differentiation by allowing the kids to choose their book, different group members’ roles, and within the method options like a thinking skills menu, word walls, and different handout and worksheets. I liked literature circles because they promoted individuality, group processing, social skills, and choice.

Literature circles best incorporate three things, readiness and interest by the student but also learning profiles, the most important for students. As Daniels says from page 214 in our

Coursepack, “…all of our literature circles display the characteristic features of true collaboration: student-initiated inquiry, choice, self-direction, mutual interdependence, face-to- face interaction, and self-and group assessment” (Daniels 214). I love this! I love the idea that the students are collaborating with each other, helping each other, and hearing each other’s opinions and perspectives. Literature circles open the classroom up to what I was talking about early, the diversity of students and the fact that not everyone is the same or learns the same.

Daniels says another things that I love, circles are the perfect place for a child “to find [their] niche as a reader” (Daniels 216). I also choose this because I liked the role of the teacher. I won’t be directing the class all the time; the students will hear different voices and hear different opinions from people in their groups. I, the teacher, will be here to help direct, answer questions, challenge the students but also help and mold their love for reading. Along with literature circles, Sink 5 there will be other reading activities such as DEAR time (Drop Everything And Read). This is important to the student as well. It allows them the opportunity to read books they love, gain more reading experience, develop as a reader, and learn to love reading by reading books they choose. I will also read aloud to my students as often as possible and even do book talks. Book talks engage the reader in varies different kind of books and lets them see their options. Like

Millers states, book talks are not about proving you read the book but giving a recommendation for the book. I think it is good if the students and the teacher give book talks often. I also think it is important for them to see the teacher reading and enjoying books as well; it gives them a role model to look up to. My enthusiasm for reading will hopefully rub off on them. I am sure there will be other methods for reading that I will use in the classroom as a teacher, but these are my absolute favorite and preferred methods of teaching reading.

To teach writing I will use varied frameworks. I really like Writer’s Workshop, journals,

5W’s charts, idea menus, and other methods for the classroom. The student will most likely have to write for their whole school career, so I find it very important to teach them great, exciting, and effective methods to writing. I liked the idea of writer’s workshop because the student got a mini lesson each day, instead of an overwhelming big picture one of the whole concept of writing. Then right after that they got time to actually put to use what they just learned in the mini lesson. If offers differentiation by them “choosing what to write about or assuming ownership in their writing and learning” (Tompkins 153). They can make a book, a research project, a paper, or a letter as the product. There writing topics can vary based on the ideas menu, and their process can be adjusted to however long they may need for each step of writing. Just like in literature circles the teacher’s role is a helper, director, sometimes I will tell them what to write about, but I will always be there to answer questions and help. They can write every day if we have time, keep their papers in their folder, have the teacher check on their progress 6 throughout and then share in their groups or to the class depending on the assignment. I would and have combined some of this method with authoring cycle. Both are very similar and I like both methods for the classroom writing time. I think anything that gets them writing is good, so journals, notes, letter writing time, and any other methods of writing only helps the student in the long haul. Writing in the classroom can be boring, but with options and different methods like the writers workshop the author in each student can come out.

For spelling I choose to do the developmental/grouping method with my students. Again,

I enjoy doing mini-lessons with them and then actually having them do the assignment based off the lesson that we just learned. I liked this method because the student will be grouped based on the stage of spelling they are in and then instructed by the teacher everyday for a few minutes in their groups. Like Ogle and Beers say on page 248 of our Coursepack, “Your students are your best source of information about their spelling developmental issues and the types of modifications that may be needed.” This method really encompasses that ideal, it groups the students based on their skills level and stage, allowing the teacher to see and make the best modifications and options for the student. They will always use a Tic-Tac-Toe Choice board to decide for themselves what to do for homework or classwork, allowing for differentiation based on interests and ability. In the end, I liked it because it had a clear assessment, a spelling quiz, but because the kids were grouped based on skill then it allows for more success rates within the children. There will be word walls around the room to showcase spelling words. I also feel like with spelling there are a lot of fun activities that can be done with the spelling words, like word searches, word ladders, and word puzzles. Spelling is the basis of reading and writing, so it is very important in the classroom.

Instructional frameworks may vary from year to year and student to student but I also hope to pick the methods that are best for the student, the teacher, and for differentiation. The Sink 7 methods listed above are my favorite and I hope to one day be able to use them in the classroom with my students. 8

Weeks Activities in the Classroom

The weeks plan for reading, writing, spelling, and oral language in the life of my classroom and students. My first week will be about reading in the elementary classroom of third grade. We will be doing a “Magic Tree House” unit in reading and writing. During the week we will be participating in literature circles based off of what book the students choose and then I placed them into based on everyone’s 1st, 2nd, and 3rd choice. I will try to make sure they get their first choice while still making sure that each person in the group is close to the same level of reading or there is an equal representation, the teacher will still have some control over the grouping. I will introduce this unit by book walking the first book, Dinosaurs Before Dawn, in front of the class. I will examine the cover and pictures, read all the chapters titles, and read the summary of the book, this book walk will act has a mini-lesson for a book walk and how to do one. This book will be used for mini-lessons throughout the week and be read each day as well.

Then I will do a book talk on each of the other book options, discussing the basic plot of each to the class. Once they have chosen and I have placed them into their groups, each group will do a book walk and a K-W-L chart about what they know about their book topic, what they want to learn or will learn, and then what they still want to learn which will be completed at the end of the week. They will look at the cover art, pictures, titles of chapters, and the summary on the back of the book. This will help them become aware of the book and the basic premise of it based off of the cover and other identifying things. After, to close and finish our reading hour from day one I will read chapter 1 of the class book. Tuesday, day 2, I will read chapter 2 to the class from the class book. Then the students will get into their groups again and together they will read chapter 1 from their book. The good thing about literature circles is that, “the talk is meaningful because students talk about what interests them in the book” (Tompkins 187). The teacher will then explain the Thinking Skills Menu (TSM) to the class and hand out the Sink 9 individual pieces of paper tailored to each students needs and instructional plans based on their strengths and reading level for how many activities and from what category they must complete from the TSM. I will also explain that some of the choices on the TSM have an asterisk by them, indicating that they are group project options. I will have the groups discuss what project they wish to complete and plan their 2-week reading groups and project plans. Individually they will complete 1 activity from their TSM. On this day they will also have DEAR time as a wrap-up for the day. For the third day, Wednesday, the teacher will read chapter 3 from the class book aloud like usual. I will do a mini-lesson on vocabulary from the main book, such as pick out words that seem tricky or ones that I do not understand. I will then explain how to use a dictionary to find their meanings. After, each group will read chapter 2 individually and each student will come up with words from that book so far that they do not know or understand then they will look them up in the dictionary. Once everyone is finished, each group will discuss their words and choose 5 that they will contribute and share with the class to our vocabulary tree. They will write their words and the definitions on leaves, share them in front of the class, and then place them on the tree. Groups will also have time to discuss project. For homework they will have to read chapter

3. On Thursday I will read chapter 4 aloud to the class. The groups will meet and within the group they will get into pairs. The pairs will read chapter 4 of their book together and will do a

Stop and Tell activity while reading. One student will read a page then stop and then the other student will tell/summarize what that page was about. They will continue to do this until they have finished chapter 4. They will complete one activity from their Thinking Skills Menu. On this day they will have DEAR time as well. For the final day, Friday, the teacher will read chapter 5 aloud to class. The students will get back into their groups and work on their group projects, which ever project the group has chosen from the TSM. They will do a group popcorn read as they read their chapter 5. They will be given a focus question: Who were the main 10 characters in your book? Explain their roles throughout the whole book. This is the week of reading in my classroom which offers differentiation with the TSM’s, allows them to work with partners and their groups, offers mini-lessons from the teacher, and even some DEAR time.

My week for writing in the third grade can be seen with the framework of Writers

Workshop. On Monday, I will discuss the 1 page writing assignment: “My Adventure on the

Magic Tree House,” and give them the Prompt: If you were to go on an adventure in your own

Magic Tree House where would you go? I will model brainstorming in front of the class, such as writing down places I would like to travel to, when I want to go, with her I want to go with and other things. I will show clips or pictures of fun and exciting places to travel to, like France,

England, the desert, New York, China, and many more places. This will act as a teaser for the students to want to write and brainstorm where they want to go. One of my favorite quotes is from The Book Whisperer, and even though it is about reading I think it also applies to writing. It states, “I discovered that is was my job as a teacher to equip the travelers, teach them how to read a map, and show them what to do when they get lost, but ultimately, the journey is theirs alone” (Miller 16). It is important for the kids to see me do mini lessons and be clear about what

I want them to do, I will be equipping my students with the tools they need to write a great story and do it on their own with their own touches. I will then let the kids have some time to brainstorm, “getting ready to write stage,” themselves about where they want to go, could go, or have been (Tompkins 159). Once everyone’s place has been approved and told to the teacher I will model the 5W’s chart (Who, What, When, Where, Why). I will fill it in, asking the class for ideas! Anything and everything can be yelled out and I will pick what I like best! Making it fun for the kids to brainstorm ideas and be creative. I will explain each section of the W’s has I get to each one. Then the students will be given on to fill in about their writing topic. After, we will go around the room and each child will inform the class as to where they chose to go to in their Sink 11 adventure. They will turn in their chart at the end of the day to be checked. If they needed it for a little differentiation, they could use the place from their book they are doing the reading unit on or there could be hat they could choose from so they wouldn’t have to decide where to go themselves. On Tuesday, I will model a rough draft – actually doing it in front of the class on the board. Kids will draft their paper – teacher help if needed. On Wednesday, I will model revision to my own story in front of the class on the board as a group revise model. We will read the sample and look for missing words, information, things that are confusing, order of sentences, etc… This will help the students see what they will need to do. Kids will revise theirs and then have a partner read it and do the same revision process. On Thursday, I the teacher will model and actually do editing in front of the class on the board with my own paper, much like the revisions on the day before. Then the students will edit their papers: first with pairs, them by themselves, then the teacher will edit it. For homework they will finish editing and any other writing aspect of their paper if needed. Finally Friday! On Friday, they will work on their final copies of the paper and their cover art. The teacher can look at it for one last review if they so wish. Students will type up their final papers, then they will draw a picture/cover for their writing book assignment. For homework they will have to finish cover if needed and prepare to present their story on Monday. Throughout the week they will have opening activities each day. On

Monday they will write a journal about their weekend. On Tuesday they will write a journal topic about their book: How are you feeling so far about it? Does it seem like a good choice of book? On Wednesday, they will explore the Magic Tree House website. On Thursday, they will do Start Me Up Grammar and then on Friday, they will begin working on their cover drawing.

The students get to write basically about anything they want to, as long as it is creative, organized, well written in grammar and mechanically, and overall shown to have had much effort put into it. This is my week I have planned for the writing unit. Want to start writing? 12

For the week of spelling I have chosen to use the developmental/grouping model.

“Spelling programs are organized around a five-day schedule, each week a spelling principle or lesson is introduced” (Ogle 247). This in the key ideal to my spelling week. On Monday, I will teach a mini-lesson about certain spelling pattern for the week like –ash or –sion. I will assign the students to their spelling groups based on their spelling stage and then each group will meet with me to discuss their words for the week. On Tuesday, I will do a classroom word search on the smart board; expect they won’t be looking for spelling words but their own names within the word search. After that, they will be put into their groups and they will complete a practice activity of a word sort and a word search. They can either write their words on small pieces of paper or I will have words already typed up and ready to cut and sort for them is they wish. I will meet with each group and discuss words again, ask if they have any questions or concerns and quiz them on their words so far. For homework they will complete 1 activity from the Tic-Tac-

Toe choice board. On Wednesday, the students will play a word game with a partner from their spelling group such as Word Ladders or Making Words. For homework they will complete 1 activity from the Tic-Tac-Toe board again. Then on Thursday, students will complete a writing assignment using all of their words. They will practice words in pairs and there will be time to ask me the teacher for help if it is needed. For homework they have to complete 1 activity from the Tic-Tac-Toe choice board and study for their quiz. On Friday, I will give a quiz to each spelling group. The quiz will be aloud, called out by the teacher. Differentiation plays a major part in spelling, since they will be completing a Tic-Tac-Toe choice board three out of five days for the week.

The week plan of Oral Language is a little different then the other ones. I won’t be assessing them or making them orally talk or present everyday of the week. On Monday during writing we will go around the room and tell each other where we decided to “go” to and write Sink 13 our story about. You do not have to do it if you do not feel comfortable. Also on this day, they will have a group discussion during their book walk, so that is orally responsive. On Tuesday, the groups will read their chapter 1 together aloud. On Wednesday, during reading the group will discuss vocabulary they have found within their chapter and then they will either have one person share their groups 5 words aloud to the class or each person will present one word, depending on what the group decides. On Thursday the student will orally participate with a partner during the reading circle hours and then on Friday, the group will “popcorn” read their chapter 5. Oral language doesn’t always need to be planned specifically, because most likely every day the student will have a little oral assignment within each subject, like just going around the room or reading in a group. They will definitely be listening throughout the week in every subject. They will be listening to others and also listening to me the teacher all day. This seems like a pretty good week to me full of reading, writing, spelling, and oral language for the students. 14

Classroom Layout

I love thinking about the classroom layout and design for my room. Hopefully I will have a nice big classroom so I can have lots of cool things around the room. I will have 5 round table that seat 4 in the middle of the room. These will be the students’ desks, in a group of students.

Then there will be a projector and smart board at the front in the middle on the way of all the desks. There will be two big shelving units that hold teacher resources, books, projects, and other things on this wall to the left and right of the projector. On the top far left and far right of the middle of the room there are kidney shaped tables. These tables will work for centers or teacher meetings with groups. These will also work for the students to seat out during other times in the day and as the teachers desk, since I will not have one specifically because I probably wont be using it that much and could instead just use the shelves and a kidney shaped desk. On both sides of the room, in the top corners are clothe stands for the children to place their jackets, hats, and other items they take off or leave in the classroom. Now for the bottom half of the classroom. In the middle bottom, there are two storage containers with a fridge and sink in the middle of them two, like a counter work area. I like this because you never knew when you might make a mess and need a sink. Storage is always needed in the classroom, to organize markers, pencils, books, and any other things that need a place. On the outside of the storage units the students can place their paintings or drawing that they complete. There will be two easels in front of the storage units. On the left of the storage units will be my reading nooks. There will be two beanbag chairs, a giant rug, and a small sofa, with three bookshelves. I plan to have a lot of books so the children have options for reading and lots of comfortable seating! On the other side, the far bottom right is the computer station also with a giant rug. There will be three or four computers

(not all depicted in picture because I could not fit them in) for the students to use for working, centers, writing, math, science, reading, and other assignments. I want my room to feel Sink 15 comfortable and welcoming. Filled with posters around the room like the picture of the Dr.Suess artwork below, art work done by the children, word walls, places for centers, designated places for everything around the room, organization, and overall I want my room to feel like a wonderful learning environment. This is something little, but I always remembered walking into my classes on the first day and my teachers always had a plug-in air freshener, making the room smell like vanilla or flowers. I will have one to, so the children can always remember the smell and associate it with their time in my class.

The idea of round desks and an open floor plan offer great use to me during my lessons.

They let groups work together easier and let the teacher flow around the room better meeting and discussing with each group or student. Having the computers away from the reading nook helps by not distracting the readers with other things. They get to pick a comfy seat and just concentrate on reading. I hate when the classroom doesn’t reflect the teachers style, like with plain colors and no coziness. Storage is key in the classroom so it doesn’t look too cluttered, so I hope to have a lot of that and to remind students to always stay organized and put things back where they got them from. I want things hanging from the ceiling, like colorful paper pom-poms, visuals, or artwork done by the child. I want rugs around for coziness and posters that have inspirational quotes on them for the children to read. I want a workstation for art, for reading, and for technology. I just want a classroom where the students want to come to learn, feel comfortable in, and feel like it is theirs. The key of any classroom is just to make it feel inviting, bright, successful, and cohesive to learning for every student. Like Hipsky says on page 254 of our Coursepack, “The learning environments in the classroom should be structured for student success,” which is so true and one of the most important things about the classroom layout

(Hipsky 254). 16

Assessments

Assessing students is very important to not only them but also to the teacher. It helps the teacher know if the student comprehends the lessons and is continuing to grow and learn. It helps the student know what they need to work on and strive to do their very best. There are a few methods that I will take as a teacher to assess my students. I will do formal assessments like tests and rubrics and I will do informal assessments like homework assignment checks and verbal daily discussion. Honestly, I hate assessments because I think it is so hard for a teacher to gage knowledge based on a grade, but I will do my best to accommodate each students special needs and their own personal knowledge. For each subject, reading, writing, spelling, and oral language the assessments vary.

Reading assessments are very important, but it is not all about the requirements. “It’s about reading, not requirements” (Miller 80). I want to make reading fun so always making a reading quiz or test for the students, or making them read a certain number of pages a day or books a year just isn’t cohesive to the environment I want in my classroom, I will be checking their reading for comprehension but I want to make sure they know it isn’t all about the grade yet more about the reading in general. With reading it is harder to know if the student comprehends what is going on in the story by just asking or quizzing so the teacher must check numerous different sources. Each week I will check their TSM activities that they have completed to make sure that they have completed them and that they seem to understand the group book. I will know when they present their vocabulary words to the class that they understand how to use a dictionary and have completed that assignment. Their discussion question at the end of the week will be turned in and graded as part of an assessment as well. Throughout the week I will be walking around the room during their literature circles listening to groups read or discuss, this will be a form of informal assessment. Sink 17

For writing the assessments are more formal. Not only will I be checking their journals at the end of every week for completion but I will also be checking their worksheets like their 5W’s chart. There is a rubric for their 1 page book writing assignment that will be turned in and graded on numerous attributes including organization, grammar, and structure. Each step of the writing process will also be checked of which goes into their final paper grade.

For spelling the quizzes every week and their notebooks filled with their Tic-Tac-Toe choice activities are the assessments for that area. The quizzes will be graded formally as well, either they are spelled right or they are spelling wrong. The spelling notebooks will just be checked for completion.

For oral language the assessments will be more formal as well. ”The spoken words and listening connections come before the ability to write and read words”, according to Tompkins from page 118 in our Coursepack, so it only makes sense that oral language plays an important role in the classroom and is assessed frequently throughout the day. There will be a rubric provided for their presentation on their book assignment. Clearly grading for certain topics like sound, organization, creative cover, and finished product. Also, throughout the week they will get class participation grade for being involved in their group discussions and class discussions.

It is important for the class to feel comfortable talking and communicating with each other and with the teacher aloud in the classroom, like answering questions or discussing short answer questions.

Assessments are important in the classroom. They help gage where they student is and what they have learned, but they do not all need to be a test and quiz. They can be just as simple as class participation or homework checks. As long as the teacher is keeping up with each student and checking his or her progress and comprehension in each area of language arts then any assessment will work. 18

Technology in the Classroom

Technology in the classroom today is very important. With the ever-growing population of kids who know how to work a computer before they know how to tie shoes it is important that the teacher is up on the different technology sources and utilizes them effectively. I will use technology in my classroom as much as I can. I will use the smart board for lessons, show videos, pictures, or PowerPoint’s on the projector, and give the kid’s different websites to check out for lessons. For the unit I am doing for language arts Magic Tree House plays a huge part in reading, writing, the opening, and wrap-up assignments so it only makes sense that I utilize the

Magic Tree House website, www.magictreehouse.com, on day as an opening assignment for the kids to look at. My wish would be that every kid had an iPad to work with. It allows for them to use it for anything and everything, like writing, reading, playing educational games, and even using the dictionary. I will use the computers in centers as much as possible and plan to use the computer lab for things like typing up papers or making puzzle for their spelling words on sites like puzzlemaker.com. Like our Coursepack talks about starting on page 263, technology supports literacy (Cohen 263). It mentions ideas such as podcasts, electronic books, talking books, photography, video production, blogs, and other sorts of technologies to accompany lesson within the classroom. I hope to use all of these methods in the classroom to help my students in the classroom. Technology applications are very important to the growth of the students and the society has a whole, so why not use it in the classroom to add to lessons and assignments. I will try to use technology everyday in one way or another and will always try to give my students time to use the technology to further their learning and knowledge. Sink 19

Bibliography – Works Cited

Cohen, Vicki L and John Edwin Cowen. Literacy for Children in an Information Age: Teaching Reading, Writing, and Thinking, 2nd ed. Belmont, CA: Wadsworth, 2011.

Daniels, Harvey. Literature Circles: Voice and Choice in Book Clubs and Reading Groups, 2nd ed. Portland, ME: Stenhouse Publishers, 2002.

Hipsky, Shellie. Differentiated Literacy and Language Arts Strategies for the Elementary Classroom. Boston: Pearson, 2011.

Miller, Donalyn. The Book Whisperer: Awakening the Inner Reader in Every Child. San Francisco, CA: Jossey-Bass, 2009.

Ogle, Donna and James W. Beers. Engaging in the Language Arts: Exploring the Power of Language, 2nd ed. Boston: Pearson, 2012.

Scigliano, Deborah, and Shellie Hipsky. “Three Ring Circus of Differentiated Instructions,” Kappa Delta Pi Record, R2. Winter 2011.

Tompkins, Gail E. Literacy for the 21st Century: A Balanced Approach, 4th Ed. Upper Saddle River, NJ: Merrill Prentice Hall, 2006.

3rd Grade: Monday Tuesday Wednesday Thursday Friday Magic Tree House Unit 20

Opening They will complete a Journal about your Explore Magic Tree Start Me Up Being working (10-15 min) journal about their book: How are you House website: Grammar on your cover weekend. feeling so far about www.magictreehous drawing for your it? Does it seem like e.com book! a good choice of book? Reading  Introduce main  Teacher reads  Teacher reads  Teacher  Teach reads (45-60 min): book (Dinosaurs chapter from aloud reads aloud Literature Before Dark) that main book.  Mini-lesson on aloud  Groups Circles will be read aloud  Groups read vocab from  Groups work on to the whole class chapter 1 main book and read group and used for together explain chapter 4 choice example mini-  Groups will make dictionary use. in pairs- project from lessons. a plan for their  Each group will do the TSM  Do a book talk of 2week reading reads chapter 2 Stop and  Group the other book groups and individually Tell popcorn options and have projects; fill in a  Each student activity reads kids write down teacher given comes up with while chapter 5 their number 1 chart and teacher words from the reading  Groups choice. Teacher gives them the book so far that  Individua focus on will put them in rubric for the oral they do not lly discussion groups. report. know or complete question  Each group will  Teach will understand then 1 activity given to do a book explain Thinking they will look from the them from walk/K-W-L Skills Menu them up in the Thinking the teacher: chart, focusing on (TSM) and the dictionary. Skills Who were the cover art, choices for their  Each group will Menu the main pictures, titles, group projects, contribute 5 characters in and summary on which will be words, after your book? the back of the listed on the discussing them Explain book. TSM with an as a group, to their role  Teach will read asterisk (*) contribute to the throughout chapter 1 of class  Individually they classroom vocab the whole book (Dinosaurs will complete 1 “Tree” and book. Before Dark) activity from the explains their Thinking Skills words to the Menu (Each child class. will be given  Group will specific discuss their instructions to final projects how many and  HW: Read what type of Chapter 3 on activities they your own. need to complete based on their level). Writing  Teacher will  Teacher will  Teacher will  Teacher  Work on (30-40 min): discuss writing model a rough model revision will final copies Writers assignment: “My draft – actually to her own story model – teacher Workshop Adventure on the do in front of the in front of the and do can look at Magic Tree class on the class on the editing in for one last House,” and board. board as a group front of review Sink 21

model  Kids will draft revise model – the class  Students brainstorming. their paper – Read the sample on the will type  Prompt given: If teacher help if and look for board their final you were to go needed missing words,  Then the papers on an adventure information, students  Draw a in your own things that are will edit picture/cove Magic Tree confusing, order their r for their House where of sentences, papers: writing book would you go? etc… This will Pairs assignment  Kids will help the students Self  HW: Finish brainstorm places see what they Teacher cover if they want to go, will need to do.  HW: needed and could go, have  Kids will revise Finish be prepared been… theirs and then Editing to present on  Teacher will have a partner and any Monday model a 5W’s read it and do other (Who, What, the same writing When, Where, aspect of Why) chart, then your the students will paper fill one in about their writing book assignment  We will go around the room and each child will say where they chose to go to in their adventure

Spelling  Teach mini-  Classroom word  Students will  Students  Quiz given (15-20 min): lesson spelling search on the play a word will to each Developmental/ pattern smart board game with a complete group Grouping  Students assigned  Practice Activity: partner from a writing Model to each spelling word sort and their group such assignme stage group – word search as Word nt using teacher instructs  Teacher will Ladders or all of them on their meet with each Making Words their words group and discuss  HW: 1 activity words words from Tic-Tac  Practice  HW: 1 activity Toe Choice words in from Tic-Tac Toe pairs – Choice time to ask teacher for help is needed  HW: 1 activity from Tic- 22

Tac Toe Choice Wrap-Up Subject Area Review DEAR Time Centers – practicing DEAR Time Friday Fun Day (15-20 min) Game: Math spelling, grammar, Centers and and others playing on the Magic Tree House website Sink 23

Lesson Plan

Name: Kristin Sink Date: 12/2/2013 Subject: Reading Grade: 3rd Virginia SOL: 3.5 Start time: Stop time: Lesson Title: Stop and Tell Objectives (What do you want students to know, understand , do, or feel as a result of your instruction?) 1. The student will read chapters from their book 2. The student will demonstrate comprehension of fictional text 3. The student will be able to ask and answer questions about what is read 4.

Critical vocabulary:

Materials/resources: Book, pairs, thinking skills menu

Intro (how do you capture their attention and get them interested?):

Teacher reads aloud from the class book.

Body (what comes after your interesting intro?)

The students will be put back into their literature circles and within them be put into pairs. They will read chapter 4 from the book and do the Stop and Tell activity while reading. One student will read a page then stop and then the other student will tell/summarize what that page was about. They will continue to do this until they have finished chapter 4.

Closure (purposeful summary-help them remember today or anticipate tomorrow):

They will complete one activity from their Thinking Skills Menu.

Homework (If applicable):

Assessment: (How will you assess if they have mastered your objectives? Be specific.)

Their activity from the TSM will be graded when this particular unit is over. Also, the teacher will walk around the room and make sure that pairs are on task and be there to answer questions for those groups who may need any help.

Pre-assessment: (How will you know if your students already know what you are teaching?)

Don’t need to complete

Are you differentiating lesson content, process, or product by readiness, interest, or learning profile? Explain below. Please fill in ONE form of differentiation (content, process or product) and ONE student consideration (readiness, interest or learning profile) relevant to it.

content

process 24

product The Thinking Skills Menu is part of the differentiation plan. They will get to choose what activity they like best and fits within their educational plan.

readiness

The TSM fits into the interest category of differentiation. They will interest complete activities that they feel most comfortable with like visual, auditory, or kinesthetic. learning profile Sink 25

LESSON PLAN

Name: Kristin Sink Date: 12/2/2013 Subject: Writing Grade: 3rd Virginia SOL: 3.9 and 3.10 Start time: Stop time: Lesson Title: “My Adventure on the Magic Tree House!” Objectives (What do you want students to know, understand, do, or feel as a result of your instruction?) 1. The student will be able to use the prewriting strategies – brainstorm main ideas 2. The student will be able to include details about the main idea 3. The student will be able to write a paragraph or paper on the topic 4. The student will be able to show creativity and original ideas

Materials/resources: Magic Tree House books, 5W’s chart, board for teacher, pictures of places

Intro (how do you capture their attention and get them interested?): The teacher will discuss the writing assignment to the class. Stating the prompt: If you were to go on an adventure in your own Magic Tree House where would you go? She will discuss what they will have to do; such has the writing process, all about writer’s workshop and the length of the paper (1 page). The teacher will show clips or pictures of fun and exciting places to travel to, like France, England, the desert, New York, China, and many more places. This will act as a teaser for the students to want to write and brainstorm where they want to go.

Body (what comes after your interesting intro?) Now, the teacher will have the 5W’s on the board (Who, What, When, Where, Why) and she will fill it on for herself, asking the class for ideas! Anything and everything can be yelled out and the teacher will pick what she likes best! Make it fun for the kids to brainstorm ideas and be creative. She will explain each section of the W’s has she gets to each one.

Then the students will be handed a 5W’s chart for themselves. The first step they will have to complete is filling out the Where. They will be given 5-10 minutes to brainstorm their ideas with friends, the teacher, or by themselves. Then we will go around the room and everyone can tell the class where their adventure is taking them! After they will be given about 15 minutes to complete the rest of the W’s.

After they have completed that they will turn in their 5W’s chart and I will check it to make sure it makes a little sense and make sure they are on the right track.

Closure (purposeful summary-help them remember today or anticipate tomorrow): The teacher will read a chapter from the book aloud to the class (Monday’s Reading). She will explain how exciting it is to be able to go to her “where” from her W’s chart and how excited she is to start writing tomorrow. She will tell the class to be thinking of how they are going to write their rough draft and how important it is to be creative!

Assessment: (How will you assess if they have mastered your objectives? Be specific.) I will be checking the 5W’s chart that the kids have come up with during class and then 26 hand it back to them the next day with ideas or corrections if applicable.

Content They could choose to write about the same place already written about in their book. They would use that has a starting point and write a summary instead. However, they would have to add themselves into the story. That way it is still bringing out their creativity but allowing them to use a book as a reference and not have to come up with so much on their own.

Process If they needed it they could work with partners. They could brainstorm and write their 5W’s chart with a partner. They could each write about the same thing, the 5W’s, but each still have their own paper. This way they can have help but still write independently.

Also, if they couldn’t come up with any ideas about where to go, there could be a hat with slips of paper they could draw from already containing places they could “go”. Product

Each of these has to do with readiness. If the student isn’t ready to work readiness alone then they can work with a partner or if they aren’t ready to come up with ideas themselves they can use their books as a reference.

They choose where to “go” and what to write about. They can choose interest their own interests to write about.

learning profile Sink 27

Lesson Plan

Name: Kristin Sink Date: 12/2/2013 Subject: Spelling Grade: 3rd Virginia SOL: 3.10 Start time: Stop time: Lesson Title: Spelling Tuesday – Word Searching is fun! Objectives (What do you want students to know, understand, do, or feel as a result of your instruction?) 1. The student will use correct spelling for frequent sight words 2. The student will be able to understand the spelling word pattern 3. The student will be able to group their words 4. The student will be able to write using their spelling words for the week

Materials/resources: Spelling words for the week, word search, papers with their words on them, Tic-Tac-Toe choice paper, smart board

Intro (how do you capture their attention and get them interested?):

Today the student will already be grouped into their spelling groups. The teacher will start by doing a word search on the smart board with the whole class. The words they will be looking for in the word search will be the children’s names. This is a fun activity to start off the spelling time in class.

Body (what comes after your interesting intro?)

After the opening word search the groups will be grouped again based on their stage in the class. There will be four groups called, the stingrays, the sharks, the dolphins, and the jellyfish. Each group will be given time to put their words into a word sort. They will have to write their words onto small pieces of paper, cut them out, and then sort them. Then they will be given word searches to complete with their specific words for their group.

Closure (purposeful summary-help them remember today or anticipate tomorrow):

As a summary the teacher will meet with each group and discuss the words. Ask them to spell some of them, what words seem to be giving them trouble, which words are their favorites, and if they have any questions about their words for the week.

Homework (If applicable): They will complete one activity from Tic-Tac-Toe Choice

Assessment: (How will you assess if they have mastered your objectives? Be specific.) The teacher will see throughout the week if they have mastered the objectives by checking their homework, having them complete practice activities, meeting with them in class, and having them compete a spelling quiz at the end of the week.

Are you differentiating lesson content, process, or product by readiness, interest, or learning profile? Explain below. Please fill in ONE form of differentiation (content, process or product) and ONE student consideration (readiness, interest or learning profile) relevant to it. 28

content

process If needed they could be given the words already written out on paper and cut to sort instead of writing them. They could also be paired up or work as a group to complete their word searches.

product Tic-Tac-Toe Choice is allowing the children to choose what homework activity they complete.

If they are not ready to work alone or be independent writing and cutting readiness then they will work in groups.

Tic-Tac-Toe Choice is based on their particular interests. interest

learning profile Sink 29

Lesson Plan

Name: Kristin Sink Date: 12/2/2013 Subject: Oral Language Grade: 3rd Virginia SOL: 3.1 Start time: Stop time: Lesson Title: Tree Vocab Presentation Objectives (What do you want students to know, understand, do, or feel as a result of your instruction?) 1. The student will use communication skills in group activities 2. The student will explain what has been learned or why that word was chosen 3. The student will listen effectively 4. The student will ask and respond to questions from teachers and group members

Materials/resources: Book, paper leaves for classroom vocabulary tree,

Intro (how do you capture their attention and get them interested?): This activity for oral language is apart of Wednesday reading. The teacher will discuss how to pick words that you don’t know from the chapter and then how to use a dictionary to figure out what they mean. She will then tell the kids to read their chapter 2 and individually pick out words that they do not know or seem confusing.

Body (what comes after your interesting intro?) After they have individually picked out their words they will meet in a group and discuss their words and choose 5 words that they like the best to present to the class. Each group will present 5 words, so a total of 20 words to our classroom vocabulary tree on the wall. Each group will write down their words and their definitions on the leaves and then get in front of the class and present their word. They will tell us the word and the definition. The teacher will also ask each group why they chose their words.

Closure (purposeful summary-help them remember today or anticipate tomorrow): The teacher will discuss the importance of using a dictionary while reading, especially for defining the words in which you do not know. She will go through each word on the classroom tree as well.

Assessment: (How will you assess if they have mastered your objectives? Be specific.) They will get a participation group grade for presenting to the class, listening to others, their response to why they choose those words, and their participation in the activity.

content Each group is using a different book and learning different words. 30

process

product The group decides what words they want to present to the class. They could choose who gets to present to the class since not everyone in the group has to.

readiness

Whoever is interested in presenting in front of the class can and not be interest forced to if they are not interested in presentations.

learning profile Sink 31 SPELLING PRACTICE TIC TAC TOE Sink Directions for Tuesday, Wednesday, and Thursday: Select and complete three activities that form a line, horizontal, vertical, or diagonal. All work is due on Friday the day of the quiz. Make sure you spell the words correctly and follow instructions.

ABC ORDER: Magazine Words: Sound Words:

Write your words in Use and old magazine Use a tape recorder or alphabetical order. or newspaper and find record your words and your words. Cut them their spelling. Then *Count all your words in the out and glue it into listen to your tape, end and make sure they are your spelling checking to see that all there!* notebook. you have spelled them correctly.

Spelling Song: Pyramid Words: Rainbow Words:

Substitute your Write your words Write your spelling spelling words in a adding or subtracting words in two colors. favorite song! Write one letter at a time. In One color for the down the lyrics in your the end it should look consonants and notebook. like a pyramid shape. another color for the vowels.

Cheer your Words: Silly Sentences: Words-in-Words:

Be a cheerleaders and Use all your words in Write your word and call/yell out your ten sentences. then write at least 2 words! words made from each. *Your parent/guardian will need to write a note in your notebook that you have completed this.* 32 Thinking Skills Menu – TSM Magic Tree House Unit

DIRECTIONS GIVEN BY THE TEACHER SPECIFICALLY TO EACH STUDENT BASED ON THEIR LEVEL (ON LEVEL READER, ABOVE LEVEL, OR BELOW LEVEL) ON WHICH ONES AND HOW MANY THEY MUST COMPLETE WHEN ASSIGNED THE TSM. THE * STANDS FOR GROUPS PROJECT OPTIONS. Sink 33 34 Sink 35

www.pinterest.com http://classroom.4teachers.org 36

PK-1 Book List Title Summary Genre Format Reading Skills Grade Author (2-3 Sentences) (Poetry, (Picture you could emphasize Level Publisher informational, book, (Phonemic awareness, Category Year biography, fantasy, chapter phonics, fluency, (PK-1, 2- historical fiction, book, vocabulary, 3 or 4-6) contemporary/realisti collectio comprehension) c fiction or traditional n of lit. poems, etc.) The Snowy Day Peter cannot wait to Contemporary Picture Phonemic Awareness PK - 1 Ezra Jack Keats go outside and play Fiction Scholastic in the snow. He 1962 wants to make footprints, build a snowman, and carve angles. He wants to climb the snow mountains and slide down them, make snowballs, and have snowball fights. He plays all day and then has a great warm night to dream about his snowy day. Ducks in a Row Max the duck just Contemporary Picture Fluency PK - 1 Lori Haskins wants to feel needed Fiction Houran but when his aunt Fantasy – talking Scholastic shows up for a visit animals 2010 and makes him do tons of things, he ends up just wanting to get back to relaxing.

The Fat Cat Sat A witch names Poetry Picture Phonics and Phonemic PK – 1 on the Mat Wilma has a cat and a Fantasy – talking Awareness Nurit Karlin rat. The rat hates the animals HarperCollins cat and wants him to 1996 leave and get off his mat. It takes some tricky work and some time, but the cat does come off the mat and the mouse is happy again. Oscar The Oscar, a caterpillar, Informational – Picture Vocabulary, PK - 1 (Almost) meets a nice butterfly Spanish and Life- Comprehension Butterfly named Bob. He Cycle Peter Elwell cannot wait to Fantasy – talking Scholastic become a butterfly animals 2009 and fly to Mexico. He Sink 37

learns Spanish and prepares for his trip, but after his long nap he wakes up with wings, but not the wings he thought. He turns out to be a moth. He isn’t very happy about it at first but turns out that he can do everything that a butterfly can do and he flies to Mexico to live there forever. Chicka-Chicka A book about Informational Picture Phonics and Phonemic PK - 1 Boom Boom learning the alphabet. Awareness Bill Martin Jr., The alphabet letters John are climbing up a Archambault coconut tree in a Simon and rhyming scheme. All Schuster Books the letters are 1989 climbing up, but will there be enough room for all the letters of the alphabet? A picture book of George Washington Biography Picture Comprehension PK – 1 George was born on February Washington 22, 1732 in Virginia. David A. Adler He liked horses and Holiday House, math. He was a hero Inc. in wars and was best 1990 known for being the first president of the United States. Boxes for Katje After WWll Katje’s Historical Fiction Picture Comprehension PK - 1 Candace Fleming town in Holland has Farrar, Straus, little left. Her family and Giroux must back their own 2003 clothes and they don’t have things like soap or milk. Then one day the mailman brought Katje a box. The box was from America and full of great things. The box ended up being part of the goodwill effort to help the people in Europe and was sent to her from a girl in Indiana. They begin 38

being pen pals and their lives change forever. Fables This book is full of Traditional Literature Collectio Comprehension PK - 1 Arnold Lobel 20 one page fables n of HarperCollins and an illustration fables 1980 that goes along with the fable. Ones are about crocodiles, ducks, lions, and other animals and life lessons. Where the Wild Max is a wild child Fantasy Picture Fluency PK - 1 Things are who just wants Maurice Sendak attention. His mom HarperCollins yells at him and he 1991 gets sent to his room with no dinner after getting in trouble and from there is imagination wonders. He is on an island where he is the leaders of the beasts but then gets homesick and goes back home to find his dinner there and knows that his mom still loves him. Blueberries for Sal, the little girl Realistic Fiction Picture Comprehension, PK – 1 Sal picking blueberries Phonics, Phonemic Robert loves to eat them just Awareness McCloskey as much as she loves Puffin Books to pick them. Sal and 1976 her mom set out to find berries for the winter just like a mother bear and her cub. Sal has some errors throughout the story and wanders off. It is a good story to teach a lesson and show the spirit of youthfulness. Sink 39

2-3 Grade – Book List Title Summary Genre Format Reading Skills Grade Level Author (2-3 Sentences) (Poetry, (Picture book, you could Category Publisher informational, chapter book, emphasize (PK-1, 2-3 or Year biography, collection of (Phonemic 4-6) fantasy, historical poems, etc.) awareness, fiction, phonics, fluency, contemporary/real vocabulary, istic fiction or comprehension) traditional lit. Madeline Madeline, a little French Contemporary Picture Fluency 2-3 Ludwig girl, is fearless, not even Fiction Bemelmans tigers or mice can make Scholastic her scared. Even when 1982 she has to go to the hospital it is a great adventure. Tikki Tikki Tembo Tikki Tikki Tembo has a Traditional Picture Fluency, 2-3 Retold by Arlene doting mother but has a Vocabulary Mosel tendency to get in Henry Hold and trouble since he is the Company middle child. He falls 1968 down a well and Chang trues to help him out. Tikki’s long name makes things hard since people are suppose to pronounce the whole thing. Chang saves the day when he gets the old man with the ladder. Pocahontas This book depicts some Informational Picture Vocabulary, 2-3 Elaine Raphael of the stories in Fiction Comprehension, and Don Pocahontas’s life. History Bolognese Pocahontas the princess Scholastic get captured by the 1993 English and held for ransom. She is set to marry a warrior from her village but she has other plans. We find out what happens to Pocahontas and other short scenes from her life. A Chair for my A fire destroys Rosa’s Realistic Fiction Picture Fluency, phonics 2-3 Mother home and everything in Vera B. Williams it. Rosa, her mother, and Mulberry Books her grandmother save 1982 and save all their money so they can buy a big chair they all three can seat in. After the jar of 40

coins is full, Rosa buys her mother the best velvet chair, even better then the one destroyed in the fire. Lucky Beans Marshall Loman’s dad Historical Fiction Picture Comprehension 2-3 Becky Birtha lost his job due to the Albert Whitman Great Depression. There and Company is little money, but there 2010 is plenty of beans. His ma cooks beans every single night. One day he sees’ a jar in a window saying, “How many beans are in the jar? Win this brand new sewing machine.” Marshall uses what he learned in math class and wants to win the sewing machine for his ma.

Amelia Earhart A paperback book Biography Chapter Comprehension, 2-3 Tanya Lee Stone summarizing Amelia Vocabulary, DK Publishing Earhart’s life. Gives 2007 pictures and facts about her life and her flying. Great for research projects or just reading to learn about her life. Paddle to the Sea The little carved Indian Realistic Fiction Picture – Comprehension 2-3 Holling C. Holling in a canoe floats along Maps/Diagram Houghton Mifflin the Great Lakes and then s 1969 onto the sea. Along the way readers learn about geographical descriptions with maps, and diagrams. We learn all about the kind people that help the canoe and its voyage. Frog and Toad This book has 5 stories Fantasy Chapter, Vocabulary, 2-3 are Friends of Frog and Toad. They Picture Fluency Arnold Lobel are friends who have HarperCollins each other’s back. They 1970 go swimming, greet spring, wait for mail, and look for lost buttons. This story is great about teaching what true friendship is. Where the A collection of poems Poetry Collection of Phonics, Fluency, 2-3 Sidewalk Ends about anything and Poems Sink 41

Shel Silverstein everything. They offer HarperCollins all different types of 1974 poems as well; free verse, end Rhyme, couplets, etc… Grandfather’s When he is in California Historical/Realisti Picture Comprehension, 2-3 Journey he longs for Japan, when c Fiction Fluency Allen Say he is in Japan he wants Houghton Mifflin to be in California. 1993 When he marries and has a daughter in California but he still longs for Japan and moves his whole family back. His daughter grows and marries and has a son. The boy, now a grandfather tells his grandson about California. The grandson, years later goes to California to visit. It is a tail of cross- cultural experiences and family. 42

4-6 Grade Book List Title Summary Genre Format Reading Skills Grade Author (2-3 Sentences) (Poetry, (Picture you could Level Publisher informational, book, emphasize Category Year biography, fantasy, chapter (Phonemic (PK-1, 2- historical fiction, book, awareness, phonics, 3 or 4-6) contemporary/realis collectio fluency, vocabulary, tic fiction or n of comprehension) traditional lit.) poems, etc.) Roll of The Logan family is dependent Historical Fiction Chapter Comprehension 4 – 6 Thunder on their land. It takes Cassie Hear My and her brothers awhile to Cry understand how important it is Mildred D. and how lucky they are to have Taylor the land. They understand this Bantam because their poor black Book sharecropper neighbor can’t 1984 afford the land in Mississippi. The children begin to notice the difference between whites and blacks and how they are treated. They live during the years of racial prejudice and all that happens during that shows Cassie just how important owning their own land is.

Sarah Their mother died after Caleb, Realistic Fiction Chapter Fluency, 4 – 6 Plain and their brother was born. Their Comprehension Tall house is quiet now, Papa Patricia doesn’t sing anymore since her MacLachla death. Papa decides to put an n ad out in the paper asking for a HarperColl wife. He receives a letter from ins Sarah Wheaton of Maine. 1985 Sarah decided to come for a month and test it out. She comes and decides to stay and sing. Number 10-year-old Annemarie and Realistic Fiction Chapter Comprehension, 4 – 6 the Stars her best friend Ellen think Fluency Lois Lowry about life before the war. Yearling However, their real life is 1989 filled with school, food shortages, and the Nazi soldiers. The Jews are being “relocated”, so Ellen and her family moves in the Annemarie and pretends to be Sink 43

all one family. Then Annemarie is asked to go on a mission, a dangerous mission. She must find courage to save her best friend. A Series of After the Baudelaire children Contemporary Chapter Vocabulary, 4 – 6 Unfortunat loose everything in a fire Fiction Comprehension, e Events including their parents, they Phonics Lemony are forced to stay with a family Snicket member they have never met, HarperColl Count Olaf. They move in ins with him and find out that he 1999 is terrible. He makes them cook, clean, and treats them awful. We later find out that he is really only in it for their fortune and is going to marry Violet, the eldest child just to get their fortune. The kids however outsmart him at the end. Lon Po Po Shang, Tao, and Paotze’s Fable Picture Fluency, 4 – 6 Ed Young mother leaves to visit their Phonics PaperStar grandmother, she tells the Books children to close and latch the 1989 door for there is a wolf that lives near. The wolf is very cunning, when he sees the mother leave he dresses as the grandmother and goes to try to trick the children. But the children are cunning too. This is a Chinese twist on Little Red Riding Hood. The Little The little prince lived along on Fantasy Chapter Comprehension, 4 – 6 Prince a tiny planet no larger than a Vocabulary Antoine de house. He owns three Saint volcanoes, two active and one Exupery extinct. He also owns a flower Scholastic of great beauty and of great 1943 pride. It was this pride that ruined the serenity of the prince’s world and started him on his travels to earth. He learns what is really important in life. Here in A book with 54 poems in Poetry Chapter Poetry, 4 – 6 Harlem: many different voices but Phonemic Poems in written by one hand. They tell Awareness Many stories of soldiers, hometowns, Voices love, and Harlem. Walter Dean 44

Myers Holiday House 2004 Who was A biography all about the man Biography, Chapter/ Comprehension 4 – 6 Neil who landed on the moon. It Informational Picture Armstrong talks about is early life and ? then his life being an astronaut Roberta and landing on the moon. Edwards Grosset and Dunlap 2008 Where the This book shows the western Informational, Picture Comprehension, 4 – 6 Buffalo scene. The animals, plants, and Realistic Fiction Vocabulary Roam geographical features help the Jacqueline store plot. It talks about the Geis buffalo and how and what they Ideals eat and roam in the southwest. Children’s Books 1994 The Giver Jonas’s world is perfect. He Fantasy Chapter Comprehension 4 – 6 Lois Lowry has everything under control; Laurel- there is not war, fear, or pain. Leaf Books There are no choices. Every 1993 person is assigned a role in the community. When Jonas turns 12 he is singled out to receive a special training from the Giver. He will hold to memories of the true pain and pleasure of life for the future. He has no choice but to take on this role, there is no turning back. Sink 45

Annotated Website List

 http://interactivesites.weebly.com/language-arts.html o This site is perfect for the students to use for language arts. It offers activities for writing, reading, ABC’s, Rhyming, Poetry, Vocabulary, and many other sites and activities. This will be good for warm-up’s, centers, or partner work in the classroom.

 http://teacher.scholastic.com/activities/clf/tguidesitemap.htm o Scholastic has great options for students to complete language arts activities as well as options for teachers to use. It has grade-leveled activities like games, writing activities, book connections, and much more. For teachers it offers strategies, lesson plan ideas, resources, and tools.

 http://www.teacherspayteachers.com o Teachers pay teachers is a great site for teachers to find ideas and even pay for worksheets, lesson plans, decorations, tests, quizzes, and basically anything you could imagine. It’s a great site to help teachers and also come up with ideas for other teachers to use. I use this site often to come up with lesson plans and activities.

 http://www.goodreads.com o GoodReads is a free website that anyone can use and mark books they have read or find books. They offer books of the month for any type of genre and age group. This site will be good for a teacher to use to come up with books that either she has read to the class or that she wants to use for the class. They have book reviews on here and you can even find other readers online and see what they love and read, so teachers could connect with other teachers and read reviews or see what book they are reading in class.

 http://www.pinterest.com o Pinterest is quite possible the best invention for teachers ever! You can Google anything, like a lesson plan, worksheets, pictures, etc… and find them for your class on there. I like to see what other people have pinned and then use a version of their idea with my own ideas for lesson plans, rubrics, center ideas, and worksheets. This is a great teacher website and source.

 http://www.funbrain.com/brain/ReadingBrain/ReadingBrain.html o This site is for the students. It offers games for math, fun games, and reading games. They list books that are new and exciting for children, games that go along with them, comic strips to read, and even Mad Libs to fill in online. The games are good because they offer different types of lessons, like grammar, root words, 46

plurals, and others. This site seems like a great resource for the students to use maybe at home, in centers, or during down time in the classroom.