Summer Bucket Lists for Students

My brain is already buzzing about what fun things I want to do this summer!  

Now, If I am thinking all of these summery things.... I know my students are thinking about it too! 

A great project to get your kids' sunny thoughts down on paper is to have them create a summer bucket list! 

I love this project as an end of the year capstone.  I double love it because it is easily adaptable to multiple ages and grade levels.  Click the image below to download it for FREE!!  

For beginning writers, use the buckets with sentence stems.  New writers simply have to fill in their thoughts! If you have a writer that really struggles, use an adult or fellow student to act as a scribe. 

For older students, or students who love to be creative--try a bucket with a summer story starter.  You will be amazed at some of the creative stories students can come up with. 

Other buckets are just blank templates. These are designed with advanced writers in mind, as experienced writers do an excellent job of generating ideas, organizing their thoughts and getting it down on paper.

This activity is definitely one that you can use year after year!

Happy writing!

Reflection Power

When the school year is over, So. Are. Teachers.  

We are tired. Exhausted. Drained. Physically, emotionally and mentally spent. 

We are so excited to turn off that alarm. Stay in comfy clothes.  Eat a meal that lasts longer than 10 minutes without being interrupted.  Use the bathroom whenever we want. 

BUT....

The end of the year is the perfect time for reflection! 

I know it is tempting to not spend one more moment thinking about school, however there is SO MUCH power in looking backwards and reflecting on your school year.

It is proven that we learn from processing through our own experiences.  When we stop and spend time thinking about the academic year, we grow and develop professionally.  Insights, celebrations, frustrations and goals come with reflection.

Thus, I urge to take a few minutes to reflect on the following questions!  

• How did your school year go? 
• Why was it so?
• How did you grow?
• How will it show?

Perhaps, use the following graphic organizer to jot down the answers to the questions above. 

Even better yet.... after you have completed the graphic organizer, share you thoughts with a colleague, administrator or instructional coach!  If we hold conversations with others our reflections are amplified.

If you are interested in using this graphic organizer with your staff or sharing with your colleagues, click the image below to download it for FREE!  

Celebrating Students at the End of the Year 🥳

Say hello to the end of the school year!  

This time of year is always full of so many emotions.  It is stressful and chaotic with wrapping up instruction, benchmark assessments and finalizing grades.  

Whew....so much!  

It is also fun and filled with excitement as you celebrate the learning and growth with your students.  

PLUS who can forget all of the end of the year celebrations---ice cream parties, field day, yearbook signing, graduation assemblies, etc. 

In my intervention group we always end with an ice cream party with LOTS of toppings and then the students have a chance to play games, or play outside.  It isn't anything fancy or a lot of work, but a great capstone for the end of the year.   

I also hand out student awards to celebrate the growth students have had in my classroom.  I like to include a special treat with my awards--so candy themed awards are a go to!  

Each student receives a certificate and then a candy bar that corresponds to the certificate.  For example a Milky Way because the student is "out of this world" or a Snickers because he or she always tells funny jokes. 

I have also done drink awards, which is basically the same as the candy awards.  

Instead of receiving candy, the student receives a drink that corresponds to the certificate.  For example a Fanta for being fantastic, or Dr. Pepper because they pepped up the class all year. 

Hop on over to Mind Sparks on TPT where you can nab these fun certificates, and alleviate some of the stress in planning an end of the year celebration! Just click here, or the images above!

If you don't have a ton of time to purchase treats, or your wallet is looking a little thin....generic certificates are fun as well.  

Lets face it--it is just nice to be given a certificate...it makes you feel important and special!  Click the image below or click here to download the black and white generic set for free! 

How do you celebrate students at the end of the year?  I am always looking for more ideas!

Top 5 Mistakes Teachers Make Teaching Vocabulary

Teaching vocabulary can be tricky!  Most of us never took a class in college which covered effective reading instruction...AND as elementary teachers we have more than just one subject to devote our time to studying. 

Some teachers may just be winging the whole "vocabulary thing,"  Teachers are simply doing the best they can with the tools they have in their toolkit.  So, it seems reasonable that we might be making a few mistakes.  The good news---common mistakes are easy to fix!  

Keep reading to find out the top 5 mistakes teachers make with vocabulary, AND what you can do to fix those mistakes!

1. Not teaching vocabulary

When someone doesn't feel efficacious about something, or see the benefit....sometimes it gets skipped or pushed to the "I'll just do this later list."  Vocabulary instruction is NOT something that should be skipped.  

Research supports that teachers should be directly teaching 3-5 words per text selection!  This means students should be adding 2,000 to 3,000 new words per year to their reading vocabularies. (Beck, McKeown & Kucan, 2002).  Check out A Routine for Explicit Vocabulary Instruction for how to directly teach a term. 

2. Not explicitly and directly teaching words

We learn vocabulary in two ways, incidentally and and intentionally.  Incidental learning is when children are indirectly exposed to words.  Indirect exposure to words happens when students engage in oral language experiences (talking with friends, adults, siblings, etc.), listening to books being read and independently reading.  Most of our vocabulary is acquired incidentally, however this cannot be the only way we learn new terms!

Intentional learning of words happens through direct and explicit instruction.  As mentioned above, research supports teachers directly teaching 3-5 words per text selection, and getting students to truly own a word.  This means students students should explicitly taught some 400 words per year in school (Beck, McKeown & Kucan, 2002).  

To truly own a word, students must be able to pronounce the word, understand its meaning and use it during conversation or in writing.  Check out A Routine for Explicit Vocabulary Instruction for how to directly teach a term! 

3. Not illustrating connections to other words

Our brains crave organization and patterning.  As we learn words, our brains are creating pathways to connect new words with known words. Every word in your mental dictionary is connected to other words, ideas or images.   

Help students truly understand a vocabulary term by facilitating connections.  Some great classification activities include the following:

• Open sorts--give students a group of words and have them group the words how they see fit.  
• Identification of categories--show students a group of words that go together and have them determine a category label.

Check out this free one-pager resource which includes 12 different ways you can have students sort and classify words!  A list of words can be compiled based on a spelling pattern, phonics skill, vocabulary or grammar concept!  

4. Not providing ample opportunities to use newly learned terms

One principle of effective vocabulary instruction is providing multiple exposures to a word and it's meaning.  There is great improvement in vocabulary when students encounter vocabulary words often (National Reading Panel, 2000).  Students have to see a word multiple times, and in multiple contexts to truly own the word.

Check out Resources to Teach Vocabulary for oodles of ideas on how to provide students with multiple opportunities to interact with vocabulary terms.  

5. Not selecting the right words to teach

Determining which words to teach our students can be tricky.  There are just SO. MANY. WORDS!

Leading literacy experts (e.g. Archer & Hughes, Beck, Graves, Stahl & Nagy) all agree on the following five rules when selecting vocabulary to explicitly teach.

1. Choose words students probably don't know
2. Choose words that are crucial for text understanding
3. Choose words that students will encounter often
4. Teach words that are difficult to learn without explicit instruction
5. Select 3-5 words for each text.

If you are looking for more information on how to best select vocabulary words to explicitly teach, check Choosing Words to Teach by Isabel Beck, Margaret McKeown and Linda Kucan published on Reading Rocket's website.  These ladies are the true guru's of teaching vocabulary!