I saw the cutest graphics the other day and just knew that I had to update my Snowman Interactive Readers. Remember, I've you have bought them already, you can download the new ones for free. If you haven't got them already, they will be 1/2 price until the middle of the week.
Welcome to the November edition of the Bright Ideas Link-Up! This one is a special one! Over the past 10 months, thousands of great ideas have been shared through our monthly Bright Ideas event.
This month, we are re-capping all of those great ideas, just in case you missed any! Below you will find some of my bright ideas from the past several months:
You can find tips on how to adapt activities for children with special needs here. Click on the picture below.
You can find my post on how I organize my reading program by clicking on the picture below.
Want to know how I made these cool sight word stones. Click on the picture below.
To find some ideas for bottle lids, click on the picture below.
I know it's not spring, but if you want to find out how I made this butterfly house, then click on the picture below.
I love making bubbles and children love it too. Click on the picture below to find out how I made these giant ones.
I never realized that I could print things out in different sizes. To find out how I did it, click on the picture below.
My last tip was on how I organized my expectations. Find out what I did my clicking on the last picture.
I hope that you have enjoyed these bright ideas, and that you have found an idea that you can use in your own classroom. Be sure to check out the link up below for tons more bright ideas from my friends!
My squirrel math activities has been updated to include numbers to 20. If you have already bought it, don't forget to go back and download the update for free. You can grab it by clicking on the first picture. Go to the end of the post to grab the freebie.
Here is your freebie. It's the first activities for numbers 1 to 5. Click on the picture to grab it.
This week is Chapter 7, the last chapter, of our book study on "The Book Whisperer" by Donalyn Miller.
If you don't have the book already, you can grab it here. It's not too late to grab the book and read back through the wonderful posts from everyone.
This chapter is called "Letting Go".
one thing that stuck out to me in this chapter was this line, "I have been
told many times, both to my face and through comments on my blog, that I am not
preparing my students for the "real world" by letting them read
whatever they want" p166.
This rang so true to me. We (my EA's
and I) have throughout the years not been supported (at times) in
our views on reading instruction.
Does a child need to know
the whole alphabet in order to learn how to read?
If a child is not
"getting" certain letters do
you drill, drill, drill until they do?
Because part of our mandate is to take children who have just had surgery. I have had older students come to me for a short time. Often, they have been unable to read even level one books (and hating it) and having not
mastered the alphabet yet (I'm talking grade 3 or 4).
Each year on their
IEP is "knows 15 letters working on the rest", then the
following year "knows 17 letters working on the rest" etc. You
get the picture. They would be in
high school before they knew the whole alphabet.
Do we start teaching
them how to read then?
In the 8 weeks ofreadinginstruction in my class these children often
jump to level 4 or above and are actually asking to choose books and to read to
Unfortunately I only have these students for a short time after
surgery before they return to their home schools.
I know the endless
drills are not working. Does that mean that I don't work on the
alphabet or phonics? No, but I work on them in the context of activities
and books and real time practice. We read, read, and read the sight words we have practiced in real books.
Each of my students have the opportunity to
choose a book they want to read and then read it to me everyday. They then take
it home and read it to parents. This takes up a huge amount of my time
and I've often wondered if I should stop and just have the children take the
book home or maybe even pick the book for them and send it home to save on
I now realize that I can't do that. That the time they spendreading in
my class has an impact on their reading levels
and their motivation. I know that the children argue about who
comes to read to me first. I hope this means I'm doing something right.
I hope you have enjoyed our reflections on the book. Here are more links to chapter 7.