I came across this website while hunting around. It contains many resources for creative book reports, novel units, phonics study, holidays, etc. Some resources are free and some are available for a minimal cost.
arachgoldI just noticed that there is a free newsletter that teachers can receive. Resources are free for the first 5 days after a newsletter is sent. After that, they are available at a nominal charge. It is also possible to view past newsletters on the site.
I saw this game a few years back, there were yellow and green plastic tiles with word parts, and a believe students flipped them over to make words (sort of like a matching game). I don't remember the name of this though!!! I'd love to buy it - does anyone know what its called or know something similar?
I need to complete a DRA in my preschool classroom. Is this similar to Clay's Observation Survey? I am completing this for a college class and would like more information on DRAs.
On 10/25/10, AGC wrote: > Can the word 'not' be considered part of a simple > predicate? For example, if the sentence is "He will not > answer the phone," is the simple predicate "will answer" or > is it "will not answer"? I didn't think 'not' could be part > of a simple predicate because it is an adverb, but I seem > to be in the minority at my elementary school site. Any > enlightenment would be appreciated!
On 10/25/10, GrammAR wrote: > The simple predicate is the verb "will answer", and "not" is > an adverb. > > P.S. GrammAR > > > On 10/25/10, AGC wrote: >> Can the word 'not' be considered part of a simple >> predicate? For example, if the sentence is "He will not >> answer the phone," is the simple predicate "will answer" or >> is it "will not answer"? I didn't think 'not' could be part >> of a simple predicate because it is an adverb, but I seem >> to be in the minority at my elementary school site. Any >> enlightenment would be appreciated!
I do not like to do the old "read and answer questions" type of lesson. I'm alway6s lookinhg for another way to teach reading. Would you please share ideas that I could use to put so life into my lessons.
If you are interested in taking a look at one of her books, I would suggest purchasing, "Revisit, Reflect, Retell." I bought it during the first year of teaching and still use it with my students and recommend it widely. My district bought some training DVD's on the strategies in the books and were overly satisfied with how easy it was to learn and implement.
You can easily look up her books on Amazon or go here:
I have to take "authentic" writing grades every week. Since it can take a few weeks for kids to go through the writing process with whatever project they are working on, I devised a way to get a grade, and see how they are progressing. Just wanted to share an example... Mae
I am looking for a hand drawn poster that I have seen several times online; now that I want to see it again I can't find it. It is a picture of a face and brain. The brain is overgrown and shows what we do as good readers. Anybody know the website it is on? Thanks.
I was on somewhat of a similar search last year for a bulletin board outside our reading intervention department. I wanted two large pictures of the brain that compared the BEFORE of a dyslexic brain with little reading intervention in a whole classroom setting and then the AFTER of the same brain a year later when scientifically based research methods were implemented an hour each school day by a reading specialist for a year.
It is a landmark study (Fletcher, Kent State Univ.?), but finding good pictures of the actual brain scans were non- existant. So, I took my own brain scans from a recent MRI and duplicated the graphic of the before and after brains from the actual study (color highlights, labels). Lots of work but it sure sent the message. We had lots of parents sign their kid up for intervention and I'd like to think the bulletin board helped with that.
A brain does not "grow" as we become good readers, we just use more of it from different areas. A picture of an overgrown brain is not the right visual to help students understand what goes on in the brain when learning to read or understand what they read.
While in LindaMood training, I was taught how to model to children what areas of the brain are activated as we become more independent readers. When they first start the program, we tell them that they need remedial help because they have been only using one part of the brain, which hasn't worked for them so far. We reassure that, through multisensory methods, more areas of the brain will become stimulated and aid in memory. It really puts the kids as ease because they suddenly realize that there is a glimmar of hope because now they have somewhat of an understanding about their own brain and how that they are going to use it to help them.
If you want to read the study or see the PET scan (brain) graphics from the study, send me an e-mail.
On 10/27/10, Jan wrote: > I am looking for a hand drawn poster that I have seen > several times online; now that I want to see it again I > can't find it. It is a picture of a face and brain. The > brain is overgrown and shows what we do as good readers. > Anybody know the website it is on? Thanks.
On 11/04/10, Nicole S. wrote: > Jan, > > I was on somewhat of a similar search last year for a > bulletin board outside our reading intervention department. > I wanted two large pictures of the brain that compared the > BEFORE of a dyslexic brain with little reading intervention > in a whole classroom setting and then the AFTER of the same > brain a year later when scientifically based research methods > were implemented an hour each school day by a reading > specialist for a year. > > It is a landmark study (Fletcher, Kent State Univ.?), but > finding good pictures of the actual brain scans were non- > existant. So, I took my own brain scans from a recent MRI > and duplicated the graphic of the before and after brains > from the actual study (color highlights, labels). Lots of > work but it sure sent the message. We had lots of parents > sign their kid up for intervention and I'd like to think the > bulletin board helped with that. > > A brain does not "grow" as we become good readers, we just > use more of it from different areas. A picture of an > overgrown brain is not the right visual to help students > understand what goes on in the brain when learning to read or > understand what they read. > > While in LindaMood training, I was taught how to model to > children what areas of the brain are activated as we become > more independent readers. When they first start the program, > we tell them that they need remedial help because they have > been only using one part of the brain, which hasn't worked > for them so far. We reassure that, through multisensory > methods, more areas of the brain will become stimulated and > aid in memory. It really puts the kids as ease because they > suddenly realize that there is a glimmar of hope because now > they have somewhat of an understanding about their own brain > and how that they are going to use it to help them. > > If you want to read the study or see the PET scan (brain) > graphics from the study, send me an e-mail. > > > On 10/27/10, Jan wrote: >> I am looking for a hand drawn poster that I have seen >> several times online; now that I want to see it again I >> can't find it. It is a picture of a face and brain. The >> brain is overgrown and shows what we do as good readers. >> Anybody know the website it is on? Thanks.
Thanks for any and a...See MoreHey everyone, I'm a Language Arts Student Teacher, and my kids will be taking a vocab test of units 1-3, thats 60 words. I've dedicated two days to review for all words. Usually we play Vocab Jeopardy and the kids really enjoy it. I was wondering though what other fun activities can be done for reviewing vocab words??
Thanks for any and all help! Hope all of you and your students are enjoying your Halloween!
...See MoreOn 10/30/10, C. Neves wrote: > Hi, > I need an activity to teach "generalization" for 5th > graders. > Thanks
Do all dogs bark? Not all dogs bark but -generally speaking - dogs have a tendency to bark when excited.
Generalization is when we say something that might not be true in every case but is often true.
Generally speaking, most 5th graders can read and write well. Generally speaking, most 5th graders have not yet taken calculus.
1 out of every 2 Americans is now obese. What generalizations could we safely make based on that?
1. They eat too much? 2. They exercise very little?
Yes and yes. While some obese Americans may have metabolic orders, generally speaking obesity derives from eating too much and walking around too little.