The 15 images in this presentation are photos I took of Colonial Williamsburg in Virginia a few winters ago. I was amazed by the beauty of the old fashioned traditions like the image above with burlap and cotton bolls as ornamentation for the Christmas wreath. This is one of my products on TeachersPayTeachers.
The purpose of the presentation is to give students a glimpse of colonial life. Photos include children’s toys, holiday wreaths, a bedroom, chamber pot, a kitchen, a dining room, a coal-burning furnace, a cellar, a garden maze, the Governor’s Palace (The Wythe House), the Royal Capitol, a home, wallpaper, a horse-drawn carriage, and a soldier’s drum. The PowerPoint slides include brief lecture notes.
Most school curriculum teach about the 13 colonies and the American Revolutionary in the 5th grade, as part of history class. Check out my store on TPT if you are interested in purchasing it.
Thanks to all of my TPT supporters for another great year!
In search of standard-based instruction, teachers have been producing and purchasing products aligned with the Common Core State Standards (CCSS). Certainly, they’d like to provide high interest topics for children. This is where Santa enters the picture. If you search for Common Core + Santa on TeachersPayTeachers.com (TPT), you’ll find 222 results! I used Clement Clarke Moore’s Christmas poem, and the standards on speaking and listening, to create a literacy activity.
In my product, students are provided space to illustrate the story on each page to match the meaning of the text. Twelve vocabulary words are boldface typed within the poem with definitions provided in the glossary. The purpose is to let students take ownership of the poem by illustrating it and then practice reading it to their parents or other students in the school. This was a popular activity I used in my 3rd Grade class during language arts. Students were eager to learn the new words such as sugarplums, kerchief, and sash, so that they could accurately illustrate their self-made booklet.
Here are the correlating CCSS for Presentation of Knowledge and Ideas:
- Kindergartners: #5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
- Grade 1 Students: #5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
- Grade 2 Students: #5. Create audio recordings of stories or poems; add drawings or other visual displays to stories
or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
- Grade 3 Students: #5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
The poetry product featured above can be purchased online in my TPT store. You can find PDFs of all the CCSS and their applications to students with disabilities and English Language Learners at this site: http://www.corestandards.org/the-standards
Note: This post was previously published on this 12/19/13.
This learning module instructs and guides students on how to upload a media file to a podcast channel, specifically Podbean.com. It can be used to supplement any course content as a project. For instance, a student can produce an audio file on any topic and then publish it to a podcast channel as part of an oral language project. Poetry readings, musical performances, or reporting the weather are just a few ways to incorporate podcasting. This project could last several weeks.
Using emergent technologies is an important skill for the 21st century learner to apply, not only in class, but also in their personal learning networks, college, and future career. Moreover, this product can be used in K-12 schools to address the media skills embedded in the Common Core Standards (2010) for career and college readiness benchmarks. For instance, the English Language Arts Standard for speaking and listening in Grade 2 states (2.5 Presentation of Knowledge): “create audio recordings of stories or poems.” Podcasting would be an excellent vehicle for this task. A similar standard for presenting content in multimedia is included in grades 3-12 core standards.
The learning module includes the following components:
• a podcast interest and technology skill level questionnaire;
• a pretest and posttest on technical terminology (with answer keys);
• an 18-page PowerPoint presentation on the technical terminology;
• a K-W-L chart activity;
• a 7-minute screencast to demonstrate the procedures; (See YouTube video link below)
• a 6-page how-to guide with glossary to serve as a desk reference when performing the task;
• a student checklist of procedures and outcomes for self-assessment of the criteria;
• a rubric for the teacher to evaluate the project; and
* an 18-page teacher guide with research basis and instructional strategies.
Goal Statement: Students will successfully upload a media file to Podbean.com for an oral language project by following the steps in the screencast and supporting how-to guide. The learning context is during class time in the computer lab or on a home computer. Students will need to have already learned how to create an audio or video file and save it as a MP3/MP4 format on a flash drive for school work.
Get a preview of this product on Teacherrogers YouTube channel:
My YouTube Video Demonstration
I completed this project during my doctoral studies, so it includes the research basis for the use of podcasting. I think you’re really going to like this product, as I’ve put over a semester of effort into creating and pilot testing it! It’s for sale on TeachersPayTeachers in the Teacherrogers Store.
I just uploaded a new product that incorporates gaming as an instructional strategy. I used Halloween vocabulary and images to capture young children’s interest. Students can practice syllabification, reading, storytelling, and vocabulary when playing these games! This product contains directions and material for four different types of games to use during literacy centers: clapping out the syllables, vocabulary battle game, vocabulary flashcards, and storytelling. Each game would last 30 minutes, which is about the same amount of time segment in group rotation in a 2-hour literacy block.
This product includes the following items:
- a game scorecard;
- a paper candy reward system;
- 24 different game cards with the vocabulary word, image, and the number of syllables, and
- 24 vocabulary cards without the name or syllable count for testing purposes.
Vocabulary includes basic words like bat and hat, as well as multisyllabic ones like Halloween and October. I suggest printing the vocabulary on card stock and laminating them prior to use. I think students are really going to enjoy these activities. Hopefully, they will want to play them multiple times to become very familiar with the content vocabulary. I also suggest having the students create their own games and corresponding rules.
Here’s a sample game:
#2A: Vocabulary Battle Game: The objective of the game is to correctly read the word for each card drawn.
Learning Objective: Students will practice reading words correctly.
Game Rules: This game can be played with 2-4 players.
Step 1: Place vocabulary cards face down in a stack.
Step 2: Player 1 takes a card and tries to read it. Then he shows it to the other players to get feedback (correct or incorrect). If the student reads it correctly, then they keep the card. If not, then the card is placed in the “trash” pile to be reused.
Step 3: Player 2 repeats this action.
Step 4: After all the face down cards have been read, shuffle the deck of discarded cards to continue the game. The player with the most cards wins. Students redeem cards for candy or other reward at the end of the game.
Visit my store on TeachersPayTeachers to purchase this product! I plan to do the same gaming products based on content vocabulary for each holiday.
When I taught first grade, I created this story to synthesize the various life cycles of plants, animals, and insects. I thought it was important to highlight more than the life cycle of a butterfly, which is usually addressed in first grade. Students need lots of examples and nonexamples in order to fully understand a concept. Granted my story is a fictional tale of a chick in search for food. For example, the characters (a seed, a caterpillar, a tadpole, and a chick) are personified. Therefore, this is not a scientific text. Nevertheless, the young chick encounters the various characters at an early stage in their life cycle. Whether he eats them or not depends on his appetite.
I wrote this story a while back. Fortunately, I now have a venue to sell it as a learning product on Teachers Pay Teachers. This 10-page product includes a story, glossary, and vocabulary pretest. It hasn’t been illustrated; therefore, students can create their own illustrations. Only the title page, page borders, and student glossary have clip art. Students are provided space to illustrate the story on each page to match the meaning of the text. The purpose is to have students illustrate and read it to their parents or other students in the school. This would make an excellent literacy center independent project. Moreover, it’s a great way to integrate science into language arts.
To aid the reader, fifteen vocabulary words are boldface typed within the story with definitions provided on the glossary page. The glossary includes hatch, Luna moth, cocoon, sprout, bud, famished, tadpole, bullfrog, bulging, rooster, hen, mature, coop, ruffled, and roost. The vocabulary pretest has illustrations and real photos of some of the vocabulary and asks students to match the word with the image. The pretest is a great way to activate students’ prior knowledge.
Here’s a sample page from A Chance to Grow: The Story of a Hungry Chick:
Next, the chick found a large striped seed on the ground.
“Please do not eat me,” said the seed. “For I have not had a chance to grow. My mom says that I’ll grow up to be a giant sunflower just like my sister!”
“My mom said I could eat flowers,” said the starving chick.
“Well, you’ll have to wait until I sprout, grow leaves, and bud into a flower!” said the seed. The chick agreed to wait and went to search for other food.
You can use this product in two different ways in the language arts or ESL class. For example, you can distribute the pages among groups and have the students illustrate the part of the story on their page. Then the teacher can compile them into class books for the class library for the students to read and reread. On the other hand, you can use this activity as an individual assignment and have the students illustrate their very own booklet. If they illustrate their own booklet, they can add a statement to the dedication page below that of the author’s. This product is aligned with the following Common Core State Standards.
Common Core Standards: Speaking and Listening
Presentation of Knowledge and Ideas:
Kindergartners: #5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
Grade 1 Students: #5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Grade 2 Students: #5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Grade 3 Students: #5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when
appropriate to emphasize or enhance certain facts or details.