The Best Ever Literacy Centers Routine!

So one aspect of teaching that took me a LONG time to figure out and perfect is how I run my literacy centers.  Now that I have established my "center routine," my small group reading instruction is not only one of my favorite parts of my day, it is the time where I feel I make the most impact on reading progress with my students.  My students independently work through their center routine while I meet with 4 reading groups for 15-20 minutes each.  So here's how it works.

Right after morning announcements, students take out their center folders, a dry-erase marker, and their 5-minute sand timer.

Here is what is inside their center folder: reading log, writing journal, math fact fluency packet, and their center checklist.

We (my job-share partner and I) spend the first couple of weeks modeling and providing time to practice this routine.  It is so worth our time and efforts because it establishes such a clear routine for our students and gives us invaluable small group reading instruction time.  But it doesn't just happen. We have to really work at modeling and then providing time to practice the routine with support.  So worth it though!

The students begin the routine by choosing one of three activities: 10 minutes of  reading, 10 minutes of writing, or 5 minutes of math facts.  The students love that they get to decide which order they would like to do the activities.  Giving them a little bit of choice whenever possible gives them more ownership and keeps them motivated and on-task.  They each have a laminated center check-list so that they can monitor (and me too!) their progression through the routine.

There is a link later in this post for a FREEBIE centers checklist!

Reading Log: Students read a book of their choosing (library book, classroom library etc) and read anywhere in the room for 10 minutes.  They may get up only one time to exchange their book for a different one.  (Before I had this rule, some students spent more time looking for books than actually reading:)  They start their timer when they begin reading and since it is a five-minute timer, when the sand runs out, they know they need to flip it over again to complete the 10 minutes.  At the end of the ten minutes, the students return to their seats and write the title of the book in their reading logs.  If  they read two books, they are only required to write down one title.  Then they color in the number of starts to rate the book.

Students selecting books for 10 minutes of reading

Writing Journal:  Every month students receive a monthly writing journal.  The journal is simply composed of a cover page, a writing menu, and lots of writing paper.  I can't take credit for the writing menu.  This was my job-share partner's awesome idea (I believe her daughter had them in her classroom).  I totally love the writing menus!  It is a page of writing ideas/prompts for the students to select from.  I have them write down which number they choose on their journal page so when I'm reading their "invented spelling," I can  tell what topic they were writing about:)   I'm in the process of creating my own writing menus and coordinating writing paper with a spot for the date and prompt number.  Here is what I came up with for October.

I will put this in my TPT store soon.  I plan to make one for each month.

I plan to help students brainstorm some ideas for topics during our writing workshops.  This way they aren't always using the choice menu.  I think it's important that they also come up with their own topics sometimes too.

I have place for name and the journal number at top of this writing paper I created.

The students use their timers again to write for ten minutes.  (In first grade, this also includes a picture of course!)  During our IE time, we often pull students over and conference with them using their writing journal.  We discuss what they are doing well and set a goal for their writing.  We collect them at the end of the month and use them as an assessment piece.  We have an additional block of time in our afternoon for writing instruction.

Math Facts Fluency: I know, this is not a literacy center!  But I can't resist an opportunity to give math fact practice!  Students are provided with a math fact fluency packet.  Since school just started, all of these packets are the same for our first round of centers.  Now that we are completing some diagnostic assessments, we will be able to differentiate the packets so students are working on skills that are appropriate just for them.  Currently, the packet is all addition with sums to 10 (remember, first grade:)  Students can work on any page in any order in the packet.  They may choose to use manipulatives.

The timeframes for each activity are the mininum amount of time the student needs to be working on the activity.  I let the students know that if they are in a writing mood, they can write longer.  If they are feeling like reading, keep on reading.   Same for math.  Again, more ownership and control over what they are doing means more motivated students!

 Now the fun part!  After the students complete all 3 activities, they go to an assigned center.

The centers are on the left.  (The right is our MATH rotations).

Nothing fancy, but we keep our centers in these blue bins with a tag that coordinates with the one on the board.

My goal for the centers is that the students can work independently in them and the expectations are clear.  I don't want to spend an hour at the beginning of each week going over the new centers.  I also can't stand spending hours of my time coming up with new centers so most of these are very easy to switch each rotation (which lasts about 2 weeks).  Most of the centers are the same routine, just with the new skill, sound, or words we are working on.  So here they are!

Listening Center: Students grab their headphones, an iPod Touch, and the listening center basket.  I created QR codes for several books.  (They are available here in my TPT store.)  So, students scan the code with the iPod and follow along in the book.  I have them complete a very simple form about the book when they are done.  So this one is easy for us to change.  Just put out two new books with the QR code tag.

Stamping Words: This might be my personal favorite!  I found these awesome Playdough Trace Stamp Maps by Lidia Barbosa. You can get them on her TPT store here.  I bought play dough letter stampers (I believe from Lakeshore Learning) and some play dough.  Students love to use the play dough.  Who doesn't?!  So, for each word the students can stamp the letters in the play dough.  They also form the play dough into the shape of each letter in the word.

Red Words and Blending: We do Ortan Gillingham for our phonics instruction.  At this center students get to be the teacher and use the blending board.  They will do various kinestic activities with their red words.


Fluency and Sight Words: Our students have their own individual list of sight words.  We have purchased fluency words and phrases.  Students love using the one minute timer to see how many they can read.

Computers, iPads, iPod Touches: Lots of learning apps and websites.  Obviously always a favorite.

Math: Yes, more math in my literacy centers, but it breaks it up:)  This one always changes, but is to easy to update with games we have played during our math lesson or various hands-on activities.

Phonics: Another easy, fun one.  We often have fun, seasonal activities (often purchases from TPT) based on whatever sounds/skills we are working with.

Comprehension:  Honestly, my job-share partner is queen of this center.  She is always putting something together fabulous for them to work on reading comprehension.  Early in the year we have simple things like reading a sentence and drawing a picture to go with it to demonstrate their understanding.

Word Work:  This changes quite a bit throughout the year.  ABC order, synonyms, antonyms, word sorts, etc.  At the beginning of the year, we try to put something out with students' names so their can learn each other's names.


So for me what makes this routine far more effective than other systems I have tried in the past is the beginning routine with the check list.  This gives me an additional 30 minutes to meet with groups, allows students to gradually move to centers, and provides important opportunities for students to work on writing, reading, and math fact fluency.  And of course it also strengthens their work habits as they learn to self-monitor and work independently through the routine.

You can download my checklist here for free!

The timers (and the actual checklist) are a critical part of why I think this block of time is so successful.  The students are monitoring themselves.   Yes, I do keep a timer on my phone just to check them in case I have a few students (especially at the beginning of the year) who say they completed the entire 25 minute checklist in 2 minutes.  It happens every year! But, I find that once they know I am keeping track of the time and that I actually look at their reading log, writing journal, and fact work, that they work hard and don't rush through.  Students know to pause their timers (set it on its side) if they need to use the pass (bathroom, drink), organize materials, or come to the small group table for their reading instruction etc.  If I have a student that isn't able to handle it, I usually adjust the routine for them providing more support.  (I may give them a specific order to complete the routine in and they check in with me after each activity or something along those lines.  I gradually lessen the support until they can complete the routine with the all of the choices.)

Students find a comfortable place to read with their timers

I used to have the students complete independent activities (writing, review sheets etc) and tell them that they couldn't go to their center until a specific time.  I found the problem with that was that they all watched the clock and as it approached the center time, the students become anxious and all bolted to centers at the same time.  It was too noisy and too chaotic.  The routine I use now, keeps these first graders engaged and QUIET for 75 minutes (including their guided reading time)!!  I get a lot of valuable small group instruction done in those quiet 75 minutes!!  Each student is doing something different and on their own timeline.  Instead of 23 students bolting to centers, they gradually trickle to them as they complete their routines.  Seriously, it's peaceful, calm, organized.  I LOVE it!  The other great part is that students love this time as well!  If there is a day where for whatever reason we don't get to do our center routines, they are very disappointed.

Until recently, centers was one of the areas I was constantly trying to find ways to improve.  If you have ever felt the same, I hope that this post gives you some ideas that can help your small group instruction time as well!

Why I Don't Use a "Clip Up" Behavior Chart

So perhaps this blog is too new to write what might be an unpopular post, but there seems to be so much buzz right now about behavior charts and I want to put my opinion out there.  A new school year naturally lends itself to parents and teachers discussing classroom behavior systems.  And with PBIS, lots of staff are discussing this as well as schools implement school and district wide systems.  Behavior clip charts have been around for quite awhile and one version of those has gained so much popularity that it seems to have taken over Pinterest (although it too has been around for years) and is so prevalent in so many schools.  And yes, this is the one that for me-both as a teacher and a mom-that just doesn't work: the clip up and clip down behavior chart.

I have used many behavior systems over the years.  Most recently my job-share partner and I used a  card turn system and this year we are doing an individualized clip chart.  If I could do what is truly in my heart, I would use no behavior chart system at all.  I would focus on the positive system which I currently use and love: Brag Tags.  But for several reasons, I use the Brag Tags and an individual clip chart where students can get their clipped moved, but only in one direction.  We have lots of discussion about what the colors mean and communicate that with parents.  And it has several clip moves where essentially nothing "happens" to the child other than they are encouraged to self-reflect.  To me this is the purpose and usefulness of the chart. (You can see my clip chart here in my TPT store).  As far as behavior charts go, I love the one I use.  I am careful to have students move clips in the most private way as possible and with the tone of teaching appropriate behavior, rather than an punitive or embarrassing manner.  Students have a behavior calendar that they color each day to communicate to parents.   Although my system works for me, it isn't perfect and I'm considering next year eliminating the card clips altogether and just using the brag tags.  I'm just not sure I'm brave enough to give up the structure the behavior chart gives my classroom.

I'm hoping not to offend anyone and I know many teachers feel successful with their clip charts.  And perhaps with all the right explanations both to parents and students and an exceptional implementation plan, they work.  In my experience, I still think the negative aspects just might outweigh any positives.  Here are a few reasons why I feel behavior charts are not the best thing for students:

1. They typically don't change behavior.  These charts help track behavior, but rarely do they actually change behavior.  For the students who you just need to move their clip one time and they get back on track, you could find an alternative and that student would still back on track.  It isn't the clip system doing it's magic.  That "type" of student has the skills and self-control to be able to get back on track with some type of cue from the teacher.  My argument is that it doesn't need to be a colored coded chart for everyone to see to get them redirected.  Although I agree it is an easy way to get students to understand the classroom expectations.  My clip chart works very well for these type of students. For some students, moving their clip won't change their behavior at all.  It's the same kids getting to the same color every day right?  Why is that?  Those students need more support.  They aren't "bad" kids.  They are children who lack the skills to do something different.  They don't want their clip moved, but they don't have the skills and instead of turning clips, these students need their own individualized, private behavior system with a focus on teaching and supporting appropriate behaviors and skills.  They need strong relationships with their teachers.  Turning their clips is not going to change their behavior.

2. They can be embarrassing.  I can't tell you how many times I have heard or said myself that I feel so bad for moving their clip.  That quilt is a sign that something isn't right.  You are embarrassing them.  Yes, children need consequences and sometimes, especially, as a parent is can be hard to follow through even though we know it's best.  We don't want to be "over coddling" parents or teachers.  But a public display (and even the individual charts on desks count as public) is in my opinion not is in their best interests.  I have heard my parents say that their children notice and tell them who was on what color at the end of the day.  That just makes me feel so sad for that child who had his/her clip moved and is now the subject of another family's dinner conversation.  I certainly wouldn't want a display of all of my mistakes for the day.  It wouldn't motivate me.  And I wouldn't be excited to return to a place where I knew that's what I would be faced with each day.  A clip down or two might not be the end of the world for some students, but if it has this type of a negative impact for even just one, it has me questioning the value of the whole thing.

3. They create pressure and in some students, anxiety.  Obviously, the student who typically has his/her clip moved each day would feel pressure and anxious.  They probably don't want to go back and face the pressure and repeated "failure."  I know that's not the message or environment we want to create for our students.  We want our students to feel safe and excited to come to our classrooms each day.  But also, think about the child who's clip you rarely or never move.  That child might be feeling so  much pressure each day to not move their clip. They might not every show any signs that it bothers them.   Every time you move another student's clip, they feel anxious as they hope they don't make a mistake and can stay on "good" day.  I know this because this is how my own children describe that pressure.  My son never has had to move his clip.  Not once.  He is not an anxious child at all.  He just happens to have excellent self-control.  However, I know he puts pressure on himself as he sees others get their clips moved.  He would be devastated if his was moved.  Is that the environment we want to create?  Where is our focus?  I don't want to create an environment where students are distracted by the pressure of getting a clipped moved.  I want a comfortable, safe, collaborate environment focused on learning and celebrating successes.


So what's my issue with the clip up chart?  How could that be worse? Isn't a clip chart where students can move up at least a little more focused on the positive?  My issue is that it is just too much.  It's too much pressure.  I listed three "issues" I have with all behavior charts, and in my opinion, the clip up charts make those three issues more extreme.  Because with these charts not only do students have to worry about going down, they now have the pressure of making sure their clip goes up.  Here are the additional reasons I think specifically the clip up, clip down chart doesn't work for me:

1. It is too subjective.  If they clip can be moved down and up throughout the day, why wouldn't they all end up at the very top of the chart?  Isn't the teacher seeing all of the positive things each child is doing?  It depends on the teacher as to how many good choices he/she wants to acknowledge about where they child ends up.  It would be ridiculous for the teacher to move a child up each time they are listening or making a good choice.  So this is when it is too subjective and inconsistent.  The teacher picks and chooses when to move up and therefore dictates the whole system of where the child is at the end of the day.  And for me, that's too much pressure because it is unclear.  I know as a parent I didn't find this type of chart helpful.  So I kind of just ignored and didn't put too much value into where my daughter ended up.  This is certainly not what I want in my classroom.

2. It really doesn't communicate anything to parents.  Because the clip can be moved up, down, back up again-at the end of the day, it doesn't really tell parents (or the child) anything really specific about what kind of day the child had.  It just tells them where they landed at the end.

3. It's distracting.  I want my students to be focused on learning.  And true, learning can't occur until we have clear routines and some type of system for managing behavior, but I don't want my students to actually be distracted by the system that is supposed to ensure more time for learning.  And I do think that happens when students are trying to move up on the behavior chart (or earn points on class DoJo etc).

Again, I know so many love their behavior charts and especially the clip up, clip down ones, and I truly don't mean to offend anyone.  I just am hoping to give a different perspective.  We all want to create a comfortable, safe learning environment where our students can thrive.

Back To School: 10 Things I'm Doing To Get Ready

The start to a new school year is right around the corner and this is my favorite time.  I love the preparation and the promise for the new school year.  A fresh start.  Reflecting and revising.  Getting inspired.  No pressure yet, just time to think, gradually gather ideas and piece them together.  And the best part is, I get to do it all while I'm at home in my cozy clothes (yes, often pajamas at noon on a good day) listening to my own four children enjoy their carefree summer days.  I think about the culture I want to create in my classroom, the meaningful lessons that I want to design, and the excitement and love of learning I hope to inspire.  And it motivates me.  So here are 10 things I'm working on right now to help kick off a new school year:

1.  Classroom Decor

Perhaps not the most important thing I'm doing, but probably my favorite.  Every year, I love to add to my classroom decor.  Not only do I want to create an inviting, clean, organized space for my students to learn in, but I spend quite a bit of time in there as well!  My classroom theme in a nutshell is turquoise chevron and lime green polka dots.  I'm making a frayed fabric garland and I picked up some coordinating paper to make a few banners.  I'll post pictures when they are completed and up in the room.  I think it's important that whatever style you prefer, that you bring some of that into your classroom.  The grade level you teach will dictate what elements you add and obviously we all consider what works for our students when designing our classroom's physical environment.  I spend much of my time (and money!) decorating my home and making it a very special place for my family and I try to put some of that effort into my classroom as well.

2. Create Binders

Student Data Binder

This could be its own post (and perhaps it will be!), but I'm spending a lot of my time right now creating pages for these binders.  Students having ownership over their learning is very important to me and my students graph a lot of their progress.   Each student will have a small 3 ring notebook which I put together ahead of time with all of their graphs that they will use to track their data for the entire year in reading and math.

For math, students graph the results of their diagnostic, formative, and summative assessments for each common core standard.  All of these assessments are 10 points to keep it simple.  They get so excited to watch their bar graph grow!  At the end of each quarter, I always give a summative for the skill even if it was taught way earlier in the year just to make sure it is still "mastered."  I often of course have students that score a 9 or 10 on the diagnostic or the first formative.  These students need to be challenged and during their small group instruction are taught with that in mind.  If they demonstrated mastery of the first grade skill, why continue teaching the first grade skill?  I often move up to the second grade expectation and their assessment and bar graph will reflect their growth.  (I do not average this into their "grade" for report cards since those are a reflection of progress toward first grade expectations.  But I think it's important that these higher achieving students also demonstrate growth so they are given the differentiated assessment.  I just add an extra graph to their binders).

For reading, the students track their progress with phonics, fluency, sight words, running record levels, and the district-wide MAPS assessment.  These data binders are powerful.  They are great for communication and conferences with parents, building IAT meetings, and most importantly, for the kids to visually see their growth and progress.

Teacher Binder

I also am making sure my teacher binder is ready to go.  Here is a list of what sections I have in my binder so far: Class Information (class list with ID numbers, parent email list and contact info, medical info, transportation list, birthdays, etc), Staff Meeting Notes, Curriculum Maps, Passwords (for websites I use), and still thinking what else I might have this year.

Math & Reading Binders

I will have a separate binder for reading and math.  In this binder I will keep class summary sheets of data (class running record sheet, fluency scores, progress on mastery of each common core standard for math etc).  Since a lot of my instruction is done in differentiated small groups based on all of these assessments, I will also keep my group lists (reading groups and my extremely fluid math groups).  I will also keep sheets where I record observational notes and thoughts for future lessons/interventions.  

3. Spice Up My Classroom Management

I wasn't really in need of a new management system.  This is an area that has always come fairly easy to me, but this year I'm actually super excited about the addition of something new: Brag Tags!!!  For the past couple of years, I've had a card turn system and the bucket fillers.  Kids love the bucket filling (they each literally had their own buckets which other students could fill out slips and I added pom poms when I wanted to recognize them).  This along with the card system were totally working, but I alway like to change things up!  What I love about Brag Tags is that they aren't just for behavior-I can also recognize academic accomplishments, use it as my reading incentive, and celebrate personal things like lost teeth and birthdays-all in one system!!!  



So this year each of my students will be given a binder ring.  On the binder ring will be a tag with their name.  These will be displayed in the classroom (although they don't have to be if you are short on space).  The first tag students will receive is the First Day of School Tag to celebrate and remember their very special day.  Throughout the year, students will earn tags for all kinds of things.  On Fridays, they will attach them to their backpacks and take them home for the weekend to share with their families.  Here is a list of some of the tags I have made so far (I'm sure I will be adding more!):

Bucket Filler 

Excellent Effort 

Great Listener

Sensational in Centers

Organized Desk

Keeping Our Classroom Clean

Super in Specials 

Star Sub Behavior

Recess Role Model

Outstanding Lunchroom Behavior

Excellent Line Behavior

Bus Role Model

Happy Birthday

I Lost a Tooth

First Day of School

Last Day of School

Awesome Addition 

Spectacular Subtraction

Math Fact Master

Sight Words Master (tags for 1st-6th grade lists)

Monthly Reading (September Super Reader, October Outstanding Reader, November Nifty Reader, December Determined Reader, January Joyful Reader, February Fantastic Reader, March Magnificent Reader, April Amazing Reader, May Marvelous Reader)

I was worried at first about using the word brag, but I couldn't think of a title I liked better.  So I'm just going to explain to students the meaning of the word brag and the negative connotations associated with it.  And then we will distinguish how we are celebrating each other's accomplishments.  It's more of a chance for their teacher to brag (in a good, positive way) about all of the great things going on with each of them.

Brag Tags will also be my monthly reading incentives!  Each month, students receive a reading calendar for them to keep track of their at home reading.  If they get 500 minutes for the month, they earn the Brag Tag for that month!  (For the past few years, I did a system with necklaces and earning beads for minutes read.  It worked really well, but I am looking forward to not have to add all of those beads.  Just grabbing a tag once a month that they can add themselves sounds great to me:)

Here is the link to my TPT store if you are interested in adding Brag Tags to your classroom.

I also made new posters for my classroom rules.  You can find these also in my store here.

4. Write a Note to Mail to My Students

I know my own kids love getting a note from their future teacher.  I really like including a picture of myself because I have heard parents comment at open house that it has helped their children feel more comfortable to see a familiar face.  I just have to show the card I created several years ago.  So funny!  I was very proud of it at the time.  

5.  Update My Classroom Website

I have a class website that we use A LOT for communication with parents.  Not every parent visits the site, but many are "regulars."  I have all kinds of resources on their for parents including printables for extra practice with many of the skills we do, links to website, important dates.  My favorite portion is the blog where I post pictures and a description of lessons.  The students love to see pictures of themselves too.  It definitely helps with the old question "What did you do in school today?"   Parents can ask more specific questions and have more meaningful conversations with their children about things that are happening in school.  Parents are able to comment on the blog too.  All of the weekly newsletters can be found on the website as well.  So I'm spending a some time going through the website to "clean it up" and add relevant information for this year.

6. Meet with Colleagues

I'm meeting with my job-share partner to go over the loads of things we want to discuss and plan for the start of the year.  I realize most people don't have a job-share partner, but I think it's a great time to meet with grade level partners or members of your team.  Once school actually begins, it is always so overwhelming with to dos, so it's nice to get some of that collocation and planning in while everyone is still under the relaxation spell of summer.

7. Tweak My Curriculum Map

One of the things my job-share partner and I will discuss this week when we meet is our curriculum map.  I constantly refer to my curriculum map.  Not the one the district requires us to do with its very specific format, but the one we create on our own.  I am a major planner by nature so I would feel completely lost without this.  Here is a snapshot of my curriculum map for last year.

8. Prepare for Open House

I loved the flip book I put together for open house last year.  I've always done more of a packet and I know that can be overwhelming for parents to read and sift through.  I love the look of the flip book and think it's a great reference for families all year.  So, I'm currently in the process of updating the information in the flip book and then plan to create sign-ups for parents (conferences, volunteer opportunities, information sheets etc) and signs for collecting and managing all of those school supplies.  I usually make a presentation and would be making some notes for that, but our school is changing the format this year and the timeframe won't allow me to do that.  Kinda sad since I love having the opportunity to talk with parents in that forum, but I guess the good news is that there is one less thing on my to do list!  Here is a picture of my flip book from last year.  I will make sure to take a close up this year!

And in honor of my first real blog post, I have a freebie!  Click here to get the template for the flip book.  (I have to tell you that the template looks so simple, but I can't even tell you how much time it took me to create it!) I hope you can use it and find it helpful in some way!

9. Add to My Professional Wardrobe

I love any excuse to shop.  I'm sure my husband dreads this time of year because I get a little too excited to hit The Limited and pick up a few things to strengthen my work clothes portion of my wardrobe.  After weeks in my summer mommy clothes, it's a refreshing change!  I totally look forward to getting a few new things!  But in all seriousness, I feel better when I am "dressed for the part."  I know many will disagree, but for me there is something to be said for the whole dress for success thing and dressing professionally.  If ever I wake up not feeling "it,"  I try a blazer or even a skirt and tights and somehow it always puts me back in the right mode.  I totally don't judge, care or even notice half the time what other teachers wear by any means.  It's just something I noticed makes a difference in my attitude and how I feel throughout the day.  

10. Plan My First Few Days

This is another thing I love to do!  It's so fun to browse Pinterest, TPT, and blogs for new activities to try during the first couple of days.  There is a long list of procedures and expectations that I want to make sure I go over within the first week.  I gradually chip away at those as they come up during our first few days.  Spending the time to establish the routines and expectations during the first few weeks is crucial to maximizing learning time for the remaining of the year-especially when it comes to centers! (Which totally is another future blog post-I love the way centers are run in my room, but it took me years to figure it out and I'd love to share my ideas soon in hopes of saving a few other teachers the frustrations and the millions (well it felt like it) of systems I tried.)

I really look forward to the getting to know you activities and sharing books that set the tone for the type of environment I want to establish for the year.  My only other blog post was last year around this time (I had my 4th baby last year and decided to hold off on starting regular blog posts until now!)  and it described the activities I do with the book Happy School Year.  Making a wish (goal setting!) and cupcakes always make for a memorable first day! So I will definitely do that along with another "Chasing Away the Butterfly" activity I've done since my first year of teaching.  We always do me bags-fun & timeless.

Another activity that I like to do during the first week is play a whole class matching game with students pictures on one set of cards and their names on the other.  Last year, we just sat in a big circle and played on the floor.  This year, I'm considering playing on the smart board.  What's great about this activity is that it becomes of one of my centers while I'm doing initial running records.  They love it.

I also like to do a writing page that each student completes about themselves and then compile these into a class book.  The students then each take a turn taking the book home to read and learn about their classmates.

I just came across this puzzlemaker website that allows you to customize a word search for free.  I'm going to make one with all of the students' names and one with words associated with our school.  How fun!  A great thing for them to do right when they walk in as I'm helping everyone get settled.

Going along with the whole puzzle theme (just random, not intentional), I've created my own version of a "Pieces of Me" puzzle for students to create and then share during the first week.  As more and more parents (and teachers) are frustrated with the state testing demands, the developmentally inappropriate amount of time students spend test taking, and the general narrow-minded way in which students are viewed in education today, I really try to make sure I demonstrate that, although I love data and accountability for student learning,  each of my students are so much more than a test score.  I love to learn about their strengths and their interests as it pertains to both school and things outside of school.  As a mom, I hope that my own children have teachers with this perspective.  And as a teacher,  I hope that each one of my students (and their parents) feels and knows this to be true of me.

Since I'm so new to blogging I have no idea if anyone will get to read this post!  So if you have happened to stumble across it, I'd love you to share your thoughts and anything you are doing now to get ready for a successful new school year as well!

Happy School Year!

Happy School Year!

I love the start of a new school year!  I have so many ideas and new things I want to implement.  I want each of my students to feel that same sense of excitement for their first grade year.   

New School Year Wish

My favorite thing we do every first day of school centers around the book Happy School Year by Susan Milord.  We activate their schema by discussing birthday and New Year's celebration traditions.  We talk about how a new school year can be a celebration.  After reading the story, the students write their wishes for the new school year.

This year we also invited parents to write a wish for their child.  They wrote it on a paper sprinkle which we put on a cupcake and displayed in the hallway by the student wishes.  It's awesome to see the display of hopes and wishes for a new school year.

Of course, we then celebrate by giving each child a cupcake.  I light a candle on my cupcake (they pretend with their cupcakes), we count to three, shout "Happy School Year!" and make our wishes!  It's so much fun.  I know students go home excited about the new school year and tell their parents about their special day.