Introducing and Reinforcing Read to Self

No matter how many other tasks I'm required to do the first week of school, I make introducing Read to Self a priority. I want to get the process started early and begin establishing expectations. Plus, those kids need to get reading! I use end of year testing data to get a sense of each students' reading level and prior to the start of school I phone each of my new families to find out what sort of books those kids like. Using all that info, I become a personal librarian and populate each student's book bin with books I feel will be a good fit. Building stamina begins on day 1!

I have yet to find a better explanation outside of the Daily 5 book to introduce Read to Self. I follow The Sisters process closely. My kids' favorite part is being a "star" in the example/non-example process! I make an anchor chart and put it on the wall. Prior to each session we go over expectations. Many kids have not had so much freedom selecting where and what they'll read. What a treat to watch kids get excited about choosing a book and finding the perfect spot!

This year I have a room full of wiggle worms, therefore I'm spending a bit more time than I have in the past actively monitoring the group while they build stamina. Although it has delayed starting one-on-one conferencing, I feel this is time well spent. Nipping issues and bad habits now will help the rest of the year will go smoothly.

The second week of school I brought out the Read to Self Habit Sort for Lower Elementary (I actually printed out a couple of the Upper Elementary version too for differentiation.) I recently revamped it and am excited about the improvements and additional pieces. In addition to a new font, it also includes a second page with the same habits but in a larger font for wall anchor charts or on a whiteboard. I expect my students to recreate the sort in their Reader's Notebook after we do it whole group. As each element is introduced we do the other sorts included in this BUNDLE

The third week I copied and send home Read to Self Routine Homework! I do love this. The half page includes specific questions for an adult to ask the child about Read to Self. Students get to become the experts at home, further reinforcing expectations. The notes I get back from parents range from "Jace understands what to do." to "Kaelyn has never been so excited about reading before! Thank you!" to "It's good to get a glimpse into the class." The sheets include homework for the other Daily 5 elements as well.

The fourth week things run pretty smoothly. It is at that point I get out my camera and start taking photos of the kids who are doing exactly what I expect. I print the photos and post them around our Read to Self anchor chart. This keeps it fresh and kids are always hoping to have their picture added throughout the year. It's such a simple way to reinforce the habits and recognize children at any reading level loving books. One piece of advice - kids start to ham it up when they see a camera. If a child suddenly changes what they were doing to smile, I whisper "I take photos of kids who are working hard." then circle back.

Ironically, one of the favorite photos I've taken for this purpose was of a girl with a furrowed brow and a down-turned mouth. She was leaning her head in her hand, her book just inches from her face. When I posted that one, the girl called out, "That is a terrible picture of me!"
"What book are you reading now?"
"Sadako and the Thousand Paper Cranes"
"What was going on in the story when we did Read to Self today?"
"Sadako is very sick. They had to put her in the hospital."
"Did you know I took this photo?"
She shook her head no.
"That is why I wanted to show it. Your worry for the main character is on your face. You know how scared you are by the way you hold your head. You didn't know I was right next to you because you were so focused on Sadako's story. This is what being lost in a book looks like! I LOVE this picture!"
I just about started to cry when all the other kids cheered for her.....

Popcorn Fun!

Due to a miscommunication I found myself with 40 minutes of unscheduled time the other day. Opps! I pulled out one of my favorite cross-curricular activities, Popcorn Fun: A Hands-on, Integrated Learning Activity, and saved the day! I've used this resource for years and it's always a hit with the elementary crowd. I make copies to have on hand at the beginning of the year for occasions such as this.

In order to be prepared I keep a 99 cent bag of popcorn in my cupboard. I'd be scared to tally up how many times the popcorn in that bag has been handled, drawn and counted by my students.
There are several reasons why this unit is a hit with kids. First, everyone has an opinion about popcorn - and most kids like it. Second, there are no wrong answers. Third, kids get excited to learn new facts about something they are really familiar with from both book and video resources. Teachers like this unit too! Kids are actively engaged and and there is a lot of sneaky learning that goes on -- how to take notes, generating parts of speech, non-fiction text features and math. Popcorn Fun can be completed in an afternoon (fine for older kids) or divided into smaller chunks (better for younger kids). Each year is a little different but this is how the lesson went this year...

Day 1 1:00 - Panic!! The art teacher left early. I've got the kids for 40 mins. What am I going to do? Deep breath. Calm. Get out Popcorn Fun papers.

1:05 - Gather in a group and discuss the variety of ways to prepare popcorn. Make a list of background knowledge facts. Students record their own background knowledge on the paper.
1:15 - Pass out popcorn kernels in cups. Draw diagram. What a great time to discuss labels!
1:30 - Make popcorn kernel predictions. Watch kids count the actual number of kernels in the cup is always fun to watch. Since I do not give instructions on how to do it those kids come up with a variety of problem solving solutions.
1:45 - Back to the regularly scheduled program

Day 2
2:00 Read book about popcorn - as a whole group, we remember new facts we learn from the book. I project a word document to record the facts, modeling note taking skills.
Show video about popcorn - as a whole group, add additional facts to the word document
2:30 - Teach kids how to cite their sources
2:35 - Students choose the facts they find most interesting to write on their paper. Differentiate as needed.

Day 3 - In small groups, complete the popcorn parts of speech sections.
Later in the day, eat Kettle Korn - using the included recipe. Yum!
Popcorn Fun: A Hands-on, Integrated Learning Activity puts many skills and strategies into motion with an authentic experience. Fellow teachers have used this a regular back to school activity and is great for observations. Happy popping!

6 Ways to Get Your Morning Meeting Routine Started

Morning Meeting. It's the backbone of a rich classroom community. When possible, start it on Day 1 - before all the supplies are put away - before that first read aloud - before the icebreaker games - you won't regret it. If Morning Meeting is new to you and the school year has already started, it's NOT too late! Give your kids the chance to get to know each other better and learn some basics about social interaction. Morning Meeting, like greeting students at the door, creates a cultural shift in the classroom. You'll facilitate friendships, respect and ultimately working together as a team. This, in turn, makes teaching academic content a much easier and effective process. "The way to a child's head is through their heart."

Here are six ways to get your Morning Meeting routine started:

1. Begin with just passing the Greeting. Looking for a great collection of Morning Meeting Greetings? Click HERE. When that is perfected, add on one of the other elements - Sharing, Activity or Message. Some years my kiddos are ready to move on the next day. Some years it takes a couple of days but don't rush it. Wait to add on until kids have mastered the procedure. You'll reap the benefits later.

2. Tell people where to sit. At the beginning I write each child's name on a card and place them in a circle on the floor. Students find their card and sit there. This prevents jostling, saving places and hurt feelings those first few days. Once kids know what a Meeting circle should look like, ask them to form it on their own. Not as easy as it sounds...just sayin'..... Typically their first attempt will be a very oddly-shaped, sort-of-brokenish oval. Allow them time to scootch back and forth to make a 'real' circle. Notice how the leaders (and perfectionists) step up for this task! When kids begin taking ownership of the circle, friends will sit next to friends - but the goal is to get to know everyone. Every single day I do a couple of quick switches to keep things fresh. "I want Emma and Jaylen to switch spots."

3. Actively teach how to ask someone their name. Most elementary age kids will freeze if they're expected to greet someone and they don't know their new friend's name. It brings the Meeting to a complete halt. Be proactive and teach it before passing the Greeting. "Let's pretend I don't know my friend's name. This is what I'll do. I'll lean over and quietly say "I forgot your name." Watch me do this now." Do the process with kids sitting on both sides of you. Now open it to the group. "What did you notice I did when I didn't know my friend's name?" Talk through the process then tell the kids to make sure they know the name of the friend on each side of them. Quickly review the expectation for the first several days.

4. Model correct voice volume and eye contact. Morning Meeting requires kids to talk to each other and in front of a group. Everyone needs to be heard and involved. "Laila. I couldn't hear your voice when you greeted Tawnya. A little louder please. Try it again." Lots of smiling from you.

5. Don't let any expectation slide. Stop and correct as needed. Keep it fast and specific. Kids running across the room during the Activity? "Michelle, we walk when playing Find your Family. Go back and I'll watch you walk." Does a student raise their hand during Sharing to tell their own story - instead of asking a question? "Colton, this is Sharing time. Do you have a question for Michael?" Any correction should be followed up with a genuine smile and a quiet, "nicely done!"

6. Highlight the great things you saw happening. Regardless of how disjointed or rocky the first Meeting was, always end with a positive, upbeat evaluation. "This was a really great Morning Meeting my friends. I noticed everyone's eyes following the greeting around the circle. We asked questions before beginning the Activity so we knew what to do. When correcting the Message we explained our thinking using the word 'because'. Nice job today!"


A collection of ready to go Morning Meeting Greetings and 2 Minute Group Activities keep the Morning Meeting interesting and fresh throughout the year.



Each has a simple design and an easy to read font. As needed, there are simple implementation instructions and photographs too. Copy the Greetings and Activities. Laminate for durability. Put a hole in the corner so you can hang them on a ring for easy reference. Looking for more organization and support? Check out this Morning Meeting Bundle.

Looking to get more insight on crafting a daily Morning Message? Check out this post.

Best of luck starting your Morning Meeting Routine. Go slow and don't give up. It will transform your classroom culture.

The Power of Greeting Students at the Door

One thing I recommend to all teachers is to greet their students at the door. Every day. Without fail. This simple task takes just a little time, yet reaps huge rewards. Greeting students will have a positive impact on your classroom culture by establishing a one-on-one connection. When your students get a friendly smile, handshake and short interaction they know you've 'seen' them. You've given them the gift of affirmation and it's powerful. Looking to make a change? Try this one!

Now, greeting students at the door does NOT mean calling hello and waving from across the room while pulling papers for the day's lessons. Putting this concept into practice requires you to be organized and ready to go before that bell rings. You need to be 'on' and smiling.

Start simple. Stand in the doorway so you can keep an eye on the hall and your classroom at the same time. As each child approaches shake their hand, make eye contact, smile and say "Good Morning _______". Some kids need specific coaching on how to do all of those things in response. This is a great time to explain what a comfortable, firm handshake feels like... voice volume... what does eye contact mean? Those few moments give you the chance get a read on the general class mood - and connect with those needing some extra attention. Once you have established this classroom routine students crave it and you will too!

Ready to take it to the next level? Revisit concepts or prep for the day with a Good Morning! Message. Print and cut the Good Morning! Messages. Hang a plastic sleeve and slip a message inside for students to read. They're automatic conversation starters. These are short and open-ended messages so all can be successful. Good Morning! Messages are meant to get kids in the school mode, promote positive and joyful interaction and are fast. Some messages require simple materials like coins, a clock, or something written on a whiteboard yet all are flexible. It is easy to differentiate based on ability or grade. I've used these messages with second, third and fifth graders! You may have some emerging readers unable to be independent with these messages. This is not an issue. Point at the words as you read it out loud to them. They then think and respond. As students get more confident in reading they grow more independent.
This collection has over 210 messages organized by literacy, math, holiday, special events and just plain fun tasks. The cards are not meant to be used in order, but rather mix and match depending on what is going on that day. Students look forward to variety! You can also create your own Good Morning! Messages focused on curriculum content by adding onto the blank page at the end of the General Messages.

Ready to take it even further? Save precious classroom time by expecting students to make their lunch choice and have their homework in hand while waiting for you! Post the lunch choices and sign up sheet in the form of a class roster next to the door. While waiting in line (teaching kids how to wait in line may be necessary too) students read the menu and put an x next to their lunch choice - both those who are buying and bringing from home. Everyone must sign up so when the tardy bell rings you'll have lunch AND attendance count ready to send to the office. Write the homework that is due that day on a whiteboard. Train kids to get those papers out of their backpack and collect their homework on the spot. Keep a homework completion roster on hand to easily identify kids needing encouragement, support or a note home. This is a huge time saver!

Using Good Morning! Messages has also helped my students put part of the question in their answer! It allows daily oral practice and I can quickly model/reteach in seconds. Students know once they enter it is time for Morning Work and getting settled in. Reinforcing behavior expectations is key – and doable.

Greeting students at the door is almost guaranteed to change your classroom culture. Let me know what you think!

Making Grammar Lessons Stick

My school is firmly tied to a basal series and I am expected to use just about every piece of that curriculum. Yet I run my literacy block as a Reader's Workshop/D5 model! How does that work? Sometimes it isn't easy, yet I'm very grateful to have flexibility on how I put the pieces together. Also, I have freedom to supplement as I see fit, and I supplement a lot - especially when it comes to teaching grammar and mechanics.

Oh how dry and boring are isolated worksheets. Here is a way to teach grammar and mechanics so it is applicable, meaningful and 'normal'. Teach it in context.

I look a week ahead in the basal scope and sequence. The week prior to it being taught in the basal, I introduce that concept via my daily Morning Message. I blogged about how I integrate content in my Morning Message here. For example, if I know that writing book titles is coming up, I'm sure to cover it in my Morning Message this week. I think of it like dripping information on my students. It gives kids exposure and practice for two weeks instead of one.

I share and explain a correct model. Keep it simple. "Look here. I underlined Little House on the Prairie? This is because we always underline the title of a book. It lets the reader know it is a title."

Later in the week I'll make a mistake.
"We have a problem here. Can anyone spot it?"
"Yes. I must underline When I Was Young in the Mountains. Who can explain why?"
A student will find, correct and explain the error in my message.

In addition, we discuss the concept as it relates to our daily mini lesson and read alouds.
"If I were to write a letter to my mom recommending this book, how would I write the title of this book?"

During the second week (the week it is targeted in the scope and sequence) I project a few worksheets from the basal during a writing mini lesson. We do it whole group so kids will become familiar seeing the concept presented different ways. In addition, I want them to know the format for assessment day.
Throughout the week however, I use these activity sheets.

I love these because they can be used with ANY text at ANY level and, most importantly, they focus on noticing and understanding the skills in context.

The top left is a skill anchor chart. It reminds students of the overall skill concept in bold. There are one or two examples to practice the skill.
The top right is a task card. This gives students instructions.
The bottom is an area for student interaction using their own text. A quick check lets me see who has mastered the skill and who needs reteaching.

These Grammar and Mechanic Sheets are very flexible! There is built in differentiation and are super for informal assessments.
1. Model a new sheet during a mini lesson after the skill has been introduced and taught. Work as a whole group.
2. Explain the three key pieces of the sheet whole group. Depending on student need, students work independently, with a partner or with direct instruction in a small group setting.
3. Use with the basal anthology or the basal readers or self-selected text.
4. Complete during guided reading, Word Work or Writer's Workshop.
5. Students project their 'findings' and share with the class.
6. Keep as a whole sheet or cut and glue into a Reader's Notebook.

If you'd like to try out a sample for free click here
Teaching grammar and mechanic skills in context helps concepts stick better with kids. How do you authentically engage students when tied to a basal series?

Back to School Ideas - Who Am I? Activity

School is beginning to creep into my thoughts. I have a few weeks left but am itching to plan out my first few days. Here is one thing I know will be on my schedule! I'll plan in roughly twenty minutes on the first day to do a "Who Am I?" activity. It's easy, fun and kids are guaranteed success.

It's a simple two-sided paper with fill in the blank questions on one side and an illustration box on the other. It is straightforward so kids can work independently and help each other with reading if needed. Add this to your plans on the first day of school and pull it out again on the last. A fun and flexible time filler!

As with any project I expect students to complete, I create my own model. Most of the kids don't know me well so they like to see my answers and illustration. Note: I try to put in some pretty unique answers to the questions. Kids in my age group are easily 'inspired'. My first year I showed that my favorite place was the beach. Guess what everyone else's favorite place was?

Since it's the first day of school I don't worry about spelling - but I do want them to spend time on the illustration. Every moment of that first day (no, I take that back, every moment of the first month) is an opportunity to model expectations. In addition to being a fun and relaxing time of the day it serves several purposes. First, I talk about filling the WHOLE box when working on an illustration. This is also a great time to bring in the correct (and incorrect) use of crayons and how to sharpen a pencil. Seriously, never assume they know! Describing those basic procedures sets the stage for the rest of the year. I don't let them use markers because I don't want it to bleed through.

I let my students read their answers out loud to the class to give some public speaking practice then I take the papers and tuck them away in my LAST WEEK OF SCHOOL file.
On the last day of school I project the Q & A side and let the class guess who it belongs to. I do it in small chunks throughout the day to keep it fresh and we laugh a lot. Kids are amazed at their beginning of the year answers answers and how much they have grown. There always seems to be one kid who guesses that their own answers belong to someone else.

This is easy enough to make on your laptop but if you're looking to save time and have an attractive, "hall ready" item (updated since these models)
The simple and fun First Day of School and Last Day of School Who Am I? activity is available in my TpT store. Best of luck on YOUR first day!