Adventures in Literacy Land: Freebie

Showing posts with label Freebie. Show all posts
Showing posts with label Freebie. Show all posts

Five for Friday ~ Poetry Across the Grades

Hello, everyone!  Andrea from Reading Toward the Stars here today!  I have been on my Spring Break this week and am not ready to go back.  But, I am excited to share some fun poetry ideas for everyone, especially with Poem in Your Pocket Day next week!

This post is linked with Kacey at Doodle Bugs Teaching.

Poetry can be used with even the youngest of children.  Nursery rhymes and other simple rhymes are perfect to use with young children.  I use them with my own daughter and kindergarten students to help them with rhyming.  Just listening to the poems and rhyming together helps them out so much!

I also use simple poems with my kindergarteners to work on concept of word.  I use nursery rhymes and simple songs to help them know where words are in print.  We progress throughout the year as we read poems.  Here are some examples of things we do with the poems.
Using stickers to mark words
Finding words in the poems
Here is a freebie of Weather Poems that are perfect for Concept of Word from Carla at Comprehension Connection.  Click {here} or on the picture below to grab it from her TPT store.
Weather Poems for Concept of Word and Word Work

Using poetry with beginning readers is always fun!  We use the poems as repeated readings to help with fluency.  I use one poem throughout the week with the students to help with fluency practice.  We also work through other activities as well, such as locating sight words or other words they need to know.  We continue to work with rhyming words as beginning readers too.

Em from Curious Firsties has a great post on using poems for repeated readings.  You can read her post by clicking {here}.

As children progress as readers, so do their needs as readers.  Poetry lends itself well for helping students with important reading skills.  Once students are more fluent as readers and have the basics for reading, they need to hone in on important skills.  At this stage, students really need more work on prosody, the rhythm of speech.  We really have fun with this as we highlight punctuation marks and other types of print to help them focus on HOW to read the words and phrases.  I posted about this in February, and you can read this post {here}.
Of course, once students become competent readers, they work with poetry in different ways.  Once students are familiar with the ins and outs of poetry, they can begin to work with comprehension.  Students in third grade and beyond can work on reading poetry and thinking about what happens in the poem.  Sometimes poems can be tricky, but if you start out with poems they know, like nursery rhymes {yes, nursery rhymes with older students}, they can understand comprehension skills easier.  Many nursery rhymes tell a story and have some type of cause and effect.  Think about "Jack and Jill".  Kids can learn so much from that one rhyme!

Problem:  They need water.  Solution:  They go up the hill to get it.

Cause:  Jack fell down.  Effect:  He broke his crown.

And as students go through the middle and high school grades, they can use that simple knowledge on more complex poems.

Even though many of these ideas seem to be specific for each stage of reading, readers in all stages can benefit from poetry.  The ideas in the various stages can be used for other stages as well.

All readers can find imagery in poetry and visualize what is happening.  Each week when we read poems in my groups, we spend some time drawing a picture of what is happening or what the students think about when they read the poem.  Here is an example of a student's drawing based on the poem we read.

Thank you to Lauren from Teacher Mom of 3 for this wonderful set of May poems,which is where I got the poem for the above picture!  You can grab them for free from her TPT store by clicking {here} or on the picture below.
http://www.teacherspayteachers.com/Product/May-Poetry-Book-for-Fluency-242724

Students of all ages can also write simple poetry.  Many start with the simple acrostic poem and work their way into some more complex types.  I like to use the Bio Poem with my students when they study famous people.  Here is a freebie template for planning a Bio Poem.
https://www.dropbox.com/s/o47lvb0u9pefnjf/bio%20poem.pdf

And in honor of Poem in Your Pocket Day, which Lauren wrote about on Wednesday in this post, here is a freebie you can use with your students for their poems in their pockets.

https://www.dropbox.com/s/64j5orctgo617ar/poem%20in%20pocket.pdf

Bex from Reading and Writing Redhead also has a great freebie full of resources for helping to teach poetry in this blog post.

There are so many wonderful ways to use poetry in our classrooms!  What are some fun ways you have used poetry with your students?








**Thank you to Ashley Hughes for the cute kids in this post!

Freebie Fridays

Classroom Freebies Manic Monday
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Five {Freebies} for Friday

If you visited Literacy Land yesterday, then you already had a sneak peek at today's topic.  In yesterday's {post}, we discussed the differences in phonological awareness, phonemic awareness, and phonics.  I promised to be back again today with a follow-up post to share five fabulous freebies.


Freebie #1 is being offered by Em from Curious Firsties.  She wrote a guest blog post for Reading Toward the Stars describing how she makes the most out of the phonological awareness portion of her guided reading lesson.  Em has 3-5 precious minutes to develop PA, so her instruction must be meaningful and effective.  You can read all about the fun her students have with nursery rhymes and pick up this rhyming {freebie} while you're at it.  


Sound Boxes can be a great tool to use for teaching phonemic segmentation. Freebie #2 is being offered by Lori from Conversations in Literacy.  This set has four different monster themed sound boxes.  As you say a word, students slide tokens into a sound box for each sound they hear. Click on the picture to download.

Who doesn't love coloring Easter eggs?  These Dippin' Eggs take sound boxes to the next level.  Students will learn to segment and write words in a super fun way!  Freebie #3 comes to you from Jennie @ JD's Rockin' Readers.  If you like this activity, be sure to pick up Jennie's other free holiday themed sound boxes.



Update: This freebie has expired.
Emily from The Reading Tutor OG is offering her Phoneme Segmentation Cards as a freebie for a limited time only.  

Build and strengthen phonemic awareness with this awesome product, but hurry...it's only free through Sunday. 




Update: This freebie has expired.
Phonemic awareness is essential in the development of spelling and phonics skills.  It's important for teachers to make the connection between phonemes and graphemes.  Carla from Comprehension Connection is offering our final freebie of the day.  This making words activity pack has color-coded letter tiles for students to manipulate.  Students can sound-stretch words, spell them with tiles, and write them on white boards.  It's yours free only through Sunday.


Over the course of the last two days, I hope I've offered you a few ideas that you can add to your teacher's toolbox.

If you download a freebie and love what you see, please leave the author some friendly feedback as a token of your appreciation.  :)

Have a fabulous Friday!

Freebie Fridays



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Word Attack Strategies!


When I work with my students during guided reading, I really focus on helping them develop good "word attack" strategies. I keep this anchor chart up for them to refer to. When they are stuck on a word, I always ask,"What strategy are you going to try?" Sometimes it takes more than one, but usually the strategies get the job done! After reading together, we even added another one (after I took this picture). The fifth one is: Look for chunks you know. This has actually ended up being one of the most popular ones! So here is a quick list of the strategies we use:

1. Look at the picture.
2. What would make sense?
3. Look at the beginning letter.
4. Skip it, read to the end of the sentence, then go back.
5. Look for chunks you know.

I use these strategies with all the grade levels I work with. I have really been pushing the strategies with my third graders. They wanted to sound out every word! I told them now that we were reading harder books, the words were getting too long to sound out. My third graders are also still working on learning several phonics rules, so their sounding out often was not successful. To break them of this "sounding out habit," I made a checklist.


I made a small list of the strategies for each student to have in front of them. I laminated the strategies so that students could check off the strategies with a dry erase marker as they used them. It has been a huge success! I am so pleased! My students are really starting to use these strategies instead of sounding out. I find it very interesting how certain students favor different strategies. Some students prefer to use a couple of the strategies over and over, whereas other students like to use every single one in a book. Differentiation at its finest, right?!


If you would like a copy of the strategies, click here, or on the picture above. I hope your students find them as useful as mine do!

What word attack strategies do you use with your students?







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Motivating Struggling Readers

Hello, everyone!  It's Andrea here from Reading Toward the Stars.  Today my focus turns to a topic that is near and dear to me ~ how to motivate struggling readers. My own son was once in this category, but he had a a teacher and mother who worked hard to find what worked for him.  Now I am sitting with him watching the sixth Harry Potter movie since he has finished that book in the series!  I never thought I would see the day when he would be able to read Harry Potter!
You say it every day ~ "Get a book and read when you finish your work."  Most kids do, but several of your students find something else to do ~ drawing, sitting with nothing to do, or sleeping.  You have books at every students' levels on your shelves.  All of your students went to the library and picked out two books.  They have the book you are all reading in their desks.  But why aren't they reading?

Many times those students are struggling readers.  They want to fit in and read what everyone else is reading but feel embarrassed when they pick up those "kiddie" books.  So, what do we do as educators to get them to read?

But how do we do that?  It seems so simple ~ give those struggling students something to read that is on their independent level!  But this is what those students may be thinking as their peers are reading those "cool" books.

http://themeekmoose.blogspot.com/
As educators, we need to tap into those students' interests along with abilities to help them find a way to enjoy reading.  In the middle grades, this is tough to do.  Students at this point have pretty much given up on reading like their peers.  For them, the comprehension skills instruction won't do much for them at all. 

So, what can we do to get those struggling readers to read?
We need to expose those struggling readers to a variety of text genres.  The ultimate goal is to get them to read good books, and they will get there one day.  But for now, we need to tap into what they can and will read.  Many boys love nonfiction, especially about sports or cars.  Girls love to read about things they can make or cook.  Biographies about people they admire are always fun too.  Find out what your students like with an interest survey, like this one you can grab for free on Teachers Pay Teachers from Rocky Top Teacher.

Find books on the students' levels.  Help them to find what they can read, but make sure it looks like what others are reading.  Chapter books are super cool in the middle grades, but many struggling readers can't read the same chapter books as their peers.  Look for books that have a lower vocabulary but look like traditional chapter books.

Tap into their interests!  Find out what they are interested in and help them pick books that they want to read about.  You can even find appropriate websites for them to read about their favorite subject.  I have seen plenty of girls who love horses find and read books about horses with perfect comprehension!  If they have seen a movie, the novel version would be a great book for students to read because they already know the story line.  It makes reading the words so much easier!

Students don't have to just read books they are interested in.  See the list below to show some other great places to find reading material.

1.  Comics ~ Boys and girls alike both enjoy comics.  I remember when my brother hated to read because he couldn't.  He found my old Garfield comic books and went to town with them.  The pictures help struggling readers better understand what is going on in the comics, and they can be perceived as "cool".  Boys love comic books and graphic novels too.  And now, there are many out there for girls too, like the Nancy Drew comic books.

2.  Magazines ~ There are so many great magazines for kids!  I remember reading Highlights for Kids when I was a kid, and their articles include many different levels. Then the other students in the class don't know what everyone else is reading.  Sports Illustrated Kids is perfect for the boys.  If they are interested in the content, they may be able to comprehend quite a bit of it.  And the American Girl magazine is perfect for girls!

3.  Websites ~ Students can go to websites about their favorite things and people (sports teams, cars, dolls, TV shows,movies).  With their interest in the topic, reading will be easier for them.

4.  Audio Books ~ Pair books with audio to help students enjoy some of the books their peers are reading.  Plus it helps them to comprehend what they are reading and learn new words.

And, of course, everyone wants their peers to approve of what they are reading.  When students read a book they enjoy, they love to share it with others.  When students share what they enjoy, they feel pride in their accomplishments.  This year I wanted to create a working bulletin board, but it never has happened.  Based on the premise of Facebook, students would share on the "wall" about books they love.  The name of the bulletin board will be "Readbook", and students will fill out a status update about the books they have read, recommending it to their peers.   At the bottom, their peers can like or comment on it.  Best of all, students will learn about books they may want to read, motivating them to find something they can and will read.

https://drive.google.com/file/d/0B75Esyky_OkYS3EwRi1ES1VjZjA/edit?usp=sharing
Click {here} or on the picture above to grab you copy.
There are many resources for helping educators and parents find books to motivate struggling readers.  Reading Rockets has a wonderful article to help educators and parents get a good start.  You can read that article by clicking {here}.

Jana also has a great post on our blog about engaging reluctant readers, which you can access by clicking here.   Lauren also wrote a book review of The Book Whisperer in this post, which can be helpful for helping you reach those struggling and reluctant readers.

Helping struggling readers find motivation to read is the first step in helping those students become better readers.  Once they have that foundation, they will enjoy reading and talking about reading.
http://themeekmoose.blogspot.com/

What are some ways you help your struggling readers become more motivated to read?






http://readingtowardthestars.com




**Thank you to Erin from I'm Lovin' Lit for the frames and headers and Heather from The Meek Moose for the clip art.  Some fonts by KG Fonts.**

Classroom Freebies Manic Monday
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Helping to Make Nonsense Words "Real"

Nonsense words...for a long time I just asked why?  Why do words like wez, tix, pum, or sek need to be a part of my life?  Why do I have to complete assessments to determine if students can read these words?  Why do these fake words frustrate me!?

But as I gained more teaching experience, worked with more and more struggling readers, observed others, had many professional conversations, my outlook changed.  I realized that when using nonsense word assessments, I can analyze how that particular student is decoding.  I started to see that these nonsense words are inside larger words and if they can read these nonsense words, it is going to help them read the multi syllabic words.

I have to admit, this was an important step in my teaching.  FINALLY! There is a purpose!   I understood how these nonsense words related to my teaching.  But that led to another question....how can I make these nonsense words more meaningful to my students?  After some brainstorming sessions, my teaching-mate and I came up with some ways!



Analyzing  how a particular student is decoding during a nonsense word progress monitoring helps me to determine how I need to change my interventions.
Here are some examples:

  • student can say all three sounds but can not blend them together
  • student can say all three sounds but the first sound is left out when blended together
  • student can say the three sounds but when blending, vowel sound is incorrect
  • student consistently says certain sounds incorrectly
  • student can successfully blend all three sounds but it is very slow
  • student can successfully say the nonsense words quickly and accurately

Once the assessment is complete, the student and I have a quick conversation about what we can work on.  Here are some things that have come from those conversations:

  • For one student this year, we noticed that he was getting confused on the letters b and d.  He was using a resource on the wall but needed a quicker reference.  So we put a post-it in front of him at the guided reading table with the letters "Bb   Dd" on it.  After a few weeks, the student no longer needed this resource.
  • Another student could say the three sounds but could not accurately put those together.  So we discussed this and came up with some strategies to help her.  I noticed her using these strategies when she was reading words in isolation and in text.  YES!


It is really important for our students to realize that nonsense words are found in multi syllabic or "bigger" words.  My teaching partner made these cards to help show our students the nonsense words inside the "bigger" word. (I posted more about it HERE)

http://curiousfirsties.blogspot.com/2014/02/wednesday-wow-nonsense-words.html

I also created some sheets to help them look for the nonsense words or "smaller" parts.  They will get the highlighted sheet first so that the nonsense words stand out to their little eyes quickly.  Then I can take this intervention away so they can see those parts on their own.

I also realized that my students needed to understand that these nonsense words or "smaller" parts can belong in more than just one word.  Some of them would read the first part of the word and shout out what they thought it was, such as "comic" even though it was the word "comet."  They were not looking through the whole word.




Because of this I made up more cards (like the ones above) that had several of the same nonsense words embedded in them.  This forced them to look through the whole word. Here are some examples of those words:
Establishing purpose for the lessons, games, and assessments that we do in the classroom has a strong impact on our students.  It helps them to take more ownership over their own learning.  Thankfully, I discovered the purpose in nonsense words and could make my lessons and assessments more meaningful for my students.

If you would like to use these nonsense word sheets, please click on the image below.

https://docs.google.com/file/d/0B3eyEJCd5J5kaXJoZUlCOFJkMG8/edit








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