I’m a teacher-author on TeachersPayTeachers.com (aka #TPT). I’m having a 20% off sale for cyber Monday and Tuesday on everything (#CYBER2016)! Here are the descriptions of a few of my seasonal elementary products aligned with the Common Core State Standards (CCSS).
This is an 18-page document with text from story retold by Sandra Rogers in which students are provided space to illustrate the story to match the meaning described in the text. 12 vocabulary words are boldface typed within the story with definitions provided on a glossary page. It includes a vocabulary pretest. The end purpose is to have students read it to their parents or other students in the school. Students will be eager to learn the new words such as plump, almonds, and hay, so that they could accurately illustrate their self-made booklet. This activity correlates to the following #CCSS on Speaking and Listening: Presentation of Knowledge and Ideas:
Kinder: #5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
Grade 1: #5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Grade 2: #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. (Note: The text and drawings can serve as the storyboard for recordings.)
Other similar products include the following:
K-3 Poetry Illustration: ‘Twas the Night Before Christmas #CCSS SL.K.5, SL.1.5, SL.2.5, SL.3.5
K-3 Holiday Literacy Pack Bundled product includes those mentioned in this blog post plus 2 literacy center posters (Reading and Writing), a literacy activity checklist, and a generic strategy usage form for self-evaluation. #CCSS SL.K.5, SL.1.5, SL.2.5, SL.3.5
The 15 images in the presentation are photos taken of Colonial Williamsburg in Virginia in the winter. The purpose of the presentation is to give students a glimpse of colonial life. The 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.
*These literature activities are also available for sale individually. Other products include Spanish language editions.
**All my products are on sale for TPT’s #CYBER2016!
Thank you for shopping 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.
TeachersPayTeachers.com is a great way for educators to sell their own material. They’re an open marketplace for educators to buy, sell, and share their self-made educational products. Here’s my store on TPT: http://www.teacherspayteachers.com/Store/Teacherrogers. I currently have 50 educational products for sale. Examples include a podcast project, learning center signs, language prompts with photos from American life, and literature studies. The majority of my products are available in English and Spanish editions.
You have to become a member to make a purchase. Membership is free. Additionally, you will have access to thousands of free downloads from each teacher—that’s the sharing component of TPT. If you’re interested in selling products on TPT, then please use my referral link.
Read my WordPress page about being a materials writer for TeachersPayTeachers. I’m selling products on TPT to help pay for graduate school and to get hands-on experience as an instructional designer of educational products. This activity is also helping me learn about the Common Core State Standards, as I try to align my products. For example, check out the fictional story I wrote about the life cycle of various animals and plants a young chick encounters on a walk around the farm.
Also, some teachers (not me) make a substantial income on TPT. Read about TPT’s number one seller, Deanna Jump. Thank you for visiting my store! If you purchase something, please leave feedback.
Over this past school year, I’ve been serving as a virtual intern for the U.S. Interests Section in Havana, Cuba (USINT Havana). It’s a Virtual Student Foreign Service (VSFS) internship through the US State Department. I communicate via email with my program coordinator in Havana. We’ve been working on two major projects: a Kindle literacy book club project and updating their organization’s website with links to educational bilingual sites. USINT Havana requested a list of a variety of web resources in Spanish to include under the “Resource” tab on the USINT homepage, as well as a review of the existing links listed on their site. Improving the list of Spanish language websites would increase traffic to USINT’s Web page, provide better access for new Internet users unaccustomed to searching the web, and help ensure their Internet time at the centers is used for educational purposes.
I’d like to share some of the bilingual (Spanish/English) educational websites that I found. They address children, juveniles, and adults. The topics include literature, K-12 Education, free e-magazines, and general resources on the US and Cuba. There are several constraints to the learning environment in Cuba. One being the lack of high-speed Internet. Unfortunately, this restricted flash media such as videos and gaming websites from our list. Additionally, the lack of English knowledge is another constraint. Therefore, I selected either fully Spanish or bilingual sites. I was actually amazed at how little I could find in Spanish. If you have some great sites to share, please leave a comment. The project will finish in April.
|http://www.nuso.org Nueva Sociedad es una revista sobre la democracia y politica en la America Latina.|
|http://www.javeriana.edu.co/Facultades/C_Sociales/universitas/numeros.htmlUniversitas Humanística es una revista sobre la antropologia y sociologia.|
|http://www.angelfire.com/planet/islas/Spanish/Islas.htm “Islas” es una revista trimestral dedicada a los temas afrocubanos.|
|http://www.letraslibres.com/revistaLetras Libres es una revista mensual de crítica y creación, fundada en 1999 y heredera de la tradición y el ánimo de la revista Vuelta fundada por Octavio Paz.|
|http://www.cubaencuentro.com/revista/revista-encuentro Sitio Web de la revista Encuentro de la Cultura Cubana|
|http://www.habanaelegante.com/La Habana Elegante es una revista semestral de la literatura y cultura cubana, caribeña, latinoamericana, y de estética.|
|http://www.cajastur.es/clubdoblea/revista/pdf/magazine23.pdf Cajastur es una revista sobre España para los menores.|
|https://www.google.com/Google ofrece herramientas gratuitas de publicación y colaboración tales como documentos, hojas de cálculo, formas, diapositivas, eventos y dibujos graficos. Se puede cambiar la configuración para español.|
|http://cafefuerte.com/CafeFuerte ofrece noticias, cultura y eventos sobre los cubanos.|
|http://elibraryusa.state.gov/resources.htmleLibraryUSA ofrece información sobre la investigación, la empresa, la universidad, el cine, la ciencia y la salud. También cuenta con libros electrónicos y una enciclopedia. Se necesita un código de acceso especial para utilizarlo.|
|http://es.wikipedia.org/wiki/Wikipedia:PortadaWikipedia es una enciclopedia de contenido libre que todos pueden editar.|
|http://www.diariodecuba.com/DiarioCuba ofrece noticias, cultura y eventos sobre los cubanos.|
|http://www.tuotromedico.com/TuOtroMedico ofrece asesoramiento gratuito médica sobre su salud.|
|http://www.usa.gov/gobiernousa/Temas.shtmlInformación para los hispanohablantes que viven en los EE.UU. sobre cómo acceder a los recursos del gobierno.|
|http://www.elboricua.com/Información para los hispanohablantes que viven en los EE.UU. sobre cómo acceder a los recursos del gobierno.|
|http://www.cubanet.org/(Unsure of origin)|
|http://pdba.georgetown.edu/Georgetown University Website|
|http://lanic.utexas.edu/la/cb/cuba/University of Texas website on Cuba|
|http://www.colorincolorado.org/familias/ColorinColorado incluye actividades de alfabetización bilingüe para los padres, estudiantes y maestros.|
|http://pbskids.org/mayaandmiguel/espanol/print/index.htmlIncluye actividades de alfabetización bilingüe para los padres, estudiantes y maestros.|
|http://www.storyplace.org/sp/preschool/activities/petsonstory.aspStoryPlace ofrece historias preescolares en español.|
|http://www.cyberkidzjuegos.com/CyberKidsJuegos ofrece juegos para la escuela primaria.|
|http://www.languageguide.org/spanish-mexico/LanguageGuide ofrece atividades del idioma espanol para los niños.|
|http://www.elboricua.com/canciones_infantiles.htmlEl Boricua ofrece canciones de los niños puertorriqueños.|
|http://www.123teachme.com/learn_spanish/spanish_for_children123TeachMe ofrece actividades de alfabetización.|
|http://www.lamaquinadeltiempo.com/Poe/indexpoe.htmLaMaquinaDelTiempo venden libros y CDs; sin embargo, ofrecen acceso gratuito a la poesía y la prosa.|
|http://www.gutenberg.org/ebooks/36990El Proyecto del Gutenberg tiene 25 ebooks en español y 40.000 ebooks en Inglés.|
|http://www.amazon.com/gp/feature.html?ie=UTF8&docId=1000493771Kindle permite a cualquier persona a descargar esta aplicación gratuita por su teléfono inteligente o computadora para leer libros electrónicos.|
Photo Source: Sandra Rogers, 2008
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.