About kgorhamblog

As a B.Ed graduate specializing in K-12 Inclusive Education and Secondary English, I blog about anything and everything education! I am currently working as the Pre-K to Grade 2 Student Support Teacher at Westmount Elementary School in Moose Jaw, Saskatchewan, Canada, whilst pursuing the Certificate in Extended Studies in Inclusive Education at the University of Regina. Many endeavors have sparked my passion for working with learners with varying abilities: Camp Easter Seal, Campus for All, and my K-12 Student Support Teacher internship placement at Mossbank School. My long term goal is to become an Educational Psychologist or Speech and Language Pathologist. Follow me on my inclusive teaching journey! I look forward to collaborating with you!

Task Bag Learning

Today we will be talking about learning with task bags. I worked alongside my Educational Psychologist, Jenn Osberg, and my Consultant, Michelle Michaluk, to create literacy, math, fine motor, and life skills task bags that would meet the needs of my learners. As a primary Student Support Teacher, task bags are part of my regular intervention and we love them because they:

  • are play-based and hands-on
  • cover a variety of curriculum and/or individual outcomes
  • are simple to use and model (if another teacher or Educational Assistant will be implementing them)
  • include high-interest materials
  • promote student engagement
  • can be accomplished quickly (5-10 minutes of practice)
  • can be used with 1-3 students to add social goals, such as sharing and turn-taking
  • are quick interventions that reinforce previously taught outcomes
  • are easy and cost effective to create
  • can be created from “Busy Bag” idea books, simple internet searches, or unused items around the classroom

I have used my task bags with a variety of students, particularly a student who could only say two words when they started in our Kindergarten program. Task bags became an easy way to develop this student’s vocabulary, name recognition knowledge, and keep them engaged. What I like most about these task bags is that after modeling the use of the task bags a few times, they are easy for any other adult to take and use and they fit nicely into any schedule. I use my task bags for intervention times. I have also used them for additional literacy and math practice with Kindergarten students who need additional practice time after our centers. It is quick and easy to pull them for 5-10 minutes and target the specific concept and can be done within their classroom. In the classroom, these task bags could be set up as a center after teacher modeling/explicit instruction. I recommend using task bags with 1-2 students but I have used them with up to 3 learners.

 

I have organized my task bags into two shelves and four categories: 

 

a) early math skills

 

 

b) early literacy skills

 

c) fine motor skills

 

d) life skills  

There are countless other tasks bags that could be made and I hope you find use for them in your own room. Please find the task bag labels and instructions attached: Task Bag Instruction Templates. Happy teaching!

 

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Classroom Library

Today we will be talking about classroom libraries! The Saskatchewan Reads document states that “libraries play an important role in supporting and engaging students as readers. “They provide environments rich in information, literature, and technology that, together with effective instruction, enable students to achieve curriculum learning outcomes and acquire the attitudes and skills for lifelong learning” (Saskatchewan Ministry of Education, 2008, p. 1).” It is recommended to have books around the room, in addition to on the shelf, and students can assist with this book selection. I plan to display books on top of the shelves once I have read them aloud to the students. Another option is to switch out books based on current units of study and/or student interests. Routman (2014) states that “excellent classroom libraries” should be of top priority “ahead of the latest technology, resources, programs and standards. It is only through wide, self-selected reading that we will produce proficient and joyful readers as well as writers” (p. 99). It has been one of my main back-to-school priorities, as I know the importance of a well-stocked and organized classroom library for student literacy achievement.

 

My classroom library has both leveled books (blue bins) and interest books (green bins). Students select from both blue and green bins to fill their individual pouches so that during Daily 5 they have books to keep them engaged and improving during read-to-self and partner reading. Having students self-select these books regularly helps avoid interruptions to my guided reading lessons, as students are excited to read. Students get to choose where to sit, whether it is the reading cubbies, couch, Tipi, swivel chair, standing desk, carpet, or pretty much anywhere but the roof! We even get to enjoy the outdoor classroom space in the fall and summer.

 

When students are both comfortable and interested, classroom management takes care of itself. Well… pretty much. We do have to go over stamina training (graphing time on-task to meet a class duration goal) and lessons on the “Right Fit” books using the 5 Finger strategy. 

Scholastic notes that “experts claim a classroom library should have at least 20 books per student, so a typical class of 28 students would have a classroom library of close to 600 books.” While that may seem like a lot of books, 20 books per student is on the lower end, especially when considering the diverse learning needs in our classrooms. I am proud to say that I have grown my classroom library to 500 books over the past three years. I found the best sources are garage sales, family and friends members with young children, and talking to administration. As a Student Support Teacher, the number of students that I serve varies so 500 books feels like the right amount… for now!

The changes I made this year to my classroom library impacted my green bins, or interest book sections. I created more sections so that books can be found easier. I used to put multiple categories in a bin but this just didn’t work for student put-back. Using the labels I found, I created 12 categories: Friends, Family, Cultures/Canada, ABCs, Math, Weather/Seasons, Animals, Fiction, Feelings, Good Character, School Stories, and rhymes and poetry. There are many other categories but I found these worked best with my previous system. The labels were easy to use and I printed the bin labels on Avery 8168 labels. The corresponding book labels were printed on Avery 8293. Everything printed well and it looks visually appealing but not too distracting (in case you are interested in these labels for your own classroom).

 

My hope is that students will be able to select books that they are interested in and also put them back in the correct bins. I will explicitly show them how to select and re-shelf books. At this time, I will also explore with students the books that can be found in each section and we will move books around if needed so that it makes sense to the kids. The system is self-explanatory enough that educational assistants, substitute teachers, co-teachers, administrators, and parents will be able to come into my room and select and re-shelf books to read with learners without me having to explain things. This should help books stay where they should.

My blue bins, or leveled books, are relatively the same as last year with a color-coded dot that roughly correlates to 2 levels of Fountas and Pinnell. I am not too worried about each book being precisely leveled as students will learn how to select “Just Right” books. The idea is that they are reading books that are within their level so that they can build fluency, maintain comprehension, and feel successful, albeit while still being challenged.

Class 18

I am beyond excited to share the classroom library with a new set of learners and some returning friends! As I always say, reading is succeeding!

‘Twas the Week Before School: A Look Into Our Classroom

It’s the most wonderful time of the year! No, not Christmas time; back to school time! This classroom – and more importantly, this teacher – is ready for the kiddos to return!

‘Twas the week before school, when all through the class

Not a student was stirring, not even a gasp;

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The sight words were hung on the bulletin with care,

In hopes that the new students soon would be there;

The teacher planned guided reading snug in her bed,

While visions of comprehension strategies danced in her head;

Reading Strat

Link: The Measured Mom

Soon students in their new shoes, and I in my dress,

Would settle our brains and bodies to do our best.

When inside the Tipi there arose no chatter,

The students would learn Zones of Regulation to solve a matter.

Class 21

Student-friendly labels on the books for sorting in a flash,

Will make it easy for students to have a reading bash!

Class 23

Some students, to the reading cubbies will go

Some at the standing table looking at objects below,

When, will students to my wondering eyes appear,

I can’t wait until tomorrow when they are finally here.

But will the little students be so lively and quick,

I knew in a moment Whole Body Listening was it!

   More eager each day for the students that came,

She whistled, and planned, and labelled by name;

“Now, Sweetheart! Now, Honey! Now, Buddy and Friend!

Learn, reading! Learn, math! Learn, writing and pretend!

Write on the whiteboard tables but not on the wall!

Now walk only, no running, walk only in the hall.”

Marshmallows

Link: Kindergarten Lifestyle

A clean class before the hustle-and-bustle fly,

When met with an obstacle, give growth mindset a try.

So students, the outcomes and lessons we’ll do,

With buckets full of books, and F&P sight words too.

And then, for the wiggles, a sensory cushion on the seat

Let the kids be kids and move their little feet.

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Another option for those who need turning around,

A swivel egg chair the students will be glad I found.

Class 24

The board all dressed in Letterland, letters from head to foot,

The math manipulatives covered so I get student input.

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A bundle of Good/Poor choices, Inside Out in the back,

And Circle of Courage is all part of our pack.

  Her eyes-how they twinkled! Her smile how bright!

The students were coming, their minds like a light!

Her small little class wrapped up like a bow

And the tabletops for writing were as white as the snow;

The classroom bulletins were covered by curtain,

Weighted dogs, Telemircale teddies, and pillows were there for certain.

Class 19

The room felt like home with plants in their pots,

The students would care for, and water them lots.

The teacher area was organized, set to work like an elf,

And I’d work in the space, that was all to myself.

Class 12

In a wink of the eye, in the guided reading zone,

Students would soon know how to read on their own.

Class 18

Looking at the I Cans, and getting straight to work time,

LLI at the horseshoe table to ensure all is fine.

Class 11

And laying on the couch when the teacher knows,

That a strategy is needed to care for the woes.

Class 20

She can see the whole group, from any spot,

But the students snuggled in their sections cannot.

Class 8

I heard the teacher cheer, as she prepped into the night,

“Happy School Year to all, and to all a learning right!”

Adapted from A Visit from St. Nicholas by Clement Clarke Moore, 1779 – 1863

 

Classroom Learning Environment Pt. 3

Wow! I have no idea where the time went, but here I am a week away from my 3rd year of teaching. Over the last couple of years I have been working towards creating a positive, safe, and inclusive classroom learning environment. Here is what the room looks like this year:

I have divided my room into 5 zones: a) the guided reading zone; b) the instruction zone; c) the self-regulation zone; d) the student reading zone; and e) my teacher zone.

The guided reading zone is quite similar to how it was last year with a word wall featuring the Fountas and Pinnell words from the 25 and 50 lists, a moving whiteboard, a horseshoe table and large chairs so student have the option to sit or stand, and my “don’t-judge-a-book-by-its-cover” comfy green chair. This space is great for small group guided reading lessons, Fountas and Pinnell reading intervention, and playing the many beloved phonics and phonological awareness games.

The student reading zone has been updated with whiteboards for word work and writing practice. I added mats with Velcro (a bit heavier than cupboard liners) to make the reading cubbies an even better place to be! This area is a classroom favorite. It is the perfect place for learners to read-to-self while I am working with a small group in the guided reading zone (from this spot I can see what all of the kids are up to!). Students also enjoy Flashlight Fridays in these spaces and are often found cuddled up with a pillow, book in hand.

The instruction zone features the Letterland alphabet train, a letter carpet, plants, and book shelves that divide the guided reading, instruction, and self-regulation zones. This year I have add a curtain to one of the shelves to keep the contents out of sight and out of mind. I also reorganized my books into classroom collections and student resources; I am hoping that I have made it student-friendly enough that students can select books at their level and return them to the right bin… only time will tell. This space is where the whole-class instruction occurs and where we learn about rules and procedures, such as Whole Body Listening. One of my main focuses this year has been alternative seating. In this area, I now have a blue rocking chair, a blue swivel egg chair from Ikea, and 3 sit disc cushions. I have also used bed risers to turn one of my hexagon tables into a standing table. I painted all of the tables with Rustoleum Dry-Erase Whiteboard paint. I am excited to see the look on the kids’ faces when I tell them they can draw on the tables!

The self-regulation zone still has the black comfy couch, some pillows, Telemiracle teddies, and weighted dogs. This year I have added a weighted blanket and replaced my colorful tent (which is now in another calm-down area in the school) with a tipi that I won from One Tribe (check them out on Facebook to grab your own custom-made tipi)! I’m quite excited about this space and think it goes well with the Circle of Courage poster and teachings already in place. This space is a calm-down space for students and a space where students can work one-on-one with an educational assistant on task bags, reading, etc. The space is private due to the bookshelf and the pocket chart (with the daily schedule on one side and good/poor choices on the other side). From my spot in the instruction, guided reading, or teacher zones I can still see the students in the area without there being an entire audience. The students are given the chance and the tools – such as fidgets, timers, and Zones of Regulation and Inside Out visuals – to work out their emotions in a safe place.

Finally, there is the teacher zone. Nothing has changed (except for all of the knowledge learned). The stop sign remains on the desk but what student would want to be in that space anyways? Textbooks or a tipi? Reading rubrics or a reading cubbie? The choice is pretty simple!

I am looking forward to another year in the classroom and cannot wait to see how the kids respond to the environment, grow and learn, and build relationships with their peers. As George Evans notes, “every student can learn, just not on the same day, or in the same way” and this is the space just for that!

Our Favorite Learning Tools!

I asked my Grade 1s to share some of their favorite tools for learning! Here are their top picks:

Emotions/Classroom Community:

This year I combined Inside Out lessons with our Bucket Filling, good/poor choices, and Zones of Regulation emotional programming. I have found that the students are more engaged with the lessons and are able to relate better.. (this could be because we watch the movie together with some delicious popcorn!?). The “Let’s Talk About” book series is also a learning tool that we utilize.

Image result for lets talk about series

The Zones of Regulation Presentation  (see Zones of Regulation Curriculum by Leah Kuypers for resources)

 

 

Reading:

The Grade 1s enjoy Flashlight Fridays and using our slinkies to sound out words, our ropes to retell a story, and our mirrors to visualize our pronunciation of words and letter sounds!

 

 

Sight Word and Alphabet Learning:

The students love forming letters with magnets, salt, play dough, and shaving cream. Writing on our Buddha boards and chalkboards is always fun, too! Some alphabet and sight word games that they enjoy are: upper/lower match boxes with popsicle sticks, bowling, fishing, balloon pop, ball toss, golfing, toppling bunnies, scavenger hunts, fly swatter, cup stacking, bingo dabber, egg flip, and toppling towers sight word/alphabet games. We enjoy sounding out CVC words on our pool noodles and by jumping in our hula hoops. As a teacher, my favorites are the word walls and my Lakeshore rhyme and alphabet buckets with initial sound or word family toys/examples. The picture cards are also a great find! As always, I recommend the Florida Center for Reading Research for engaging, research-based phonics and phonological awareness games.

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Books, Books, Books

Here are some classroom Book Teaching Resources that I am fortunate to be able to share with my learners. I have found that having a categorized system ensures that no book gets left behind!

What are some books that you love to use in the primary grades? What organizational system works for you!? Happy reading!

 

Positive Learning Spaces x2

A glimpse into my room! So far I am loving the calm-down area (equipped with a tent, a couch, fidgets, timers, and the Zones of Regulation!!), the reading cubbies, and the guided reading horseshoe table. I am very fortunate to have such a wonderful space to get to share the wonder of reading and literacy with my learners!

Reading Intervention Planning

This year I had the opportunity to attend a Joyful Literacy Reading Summit in Saskatoon. We learned all about helping struggling readers thrive through a games-based approach. I spent the next couple months trying to implement my newfound knowledge into my teaching, as it positively applies to my work as a Student Support Teacher. So far the kids are loving the games and our Grade 1 reading scores are improving!

With my brain full of great ideas and seemingly not enough hours in a day, my first step was to read Putting on the Blitz by Janet Mort. The text offers ideas about setting up meaningful interventions and there are great game-based resources and examples to learn from. My task was to try and figure out how this would work for my students and within my environment with the resources allotted to me. The next step was to approach my room and resources with a different lens. I had to figure out what I already had in my room that could be used to create game-based phonics and phonological awareness interventions. Suddenly fly swatters were looking like tools for learning in our Sight Word Splat instead of for their intended use! However, I did also have to purchase resources and took advantage of great finds at the Dollar Store, as well as, the Teacher Tax Credit. It is amazing what resources you can find when you look at things with a different perspective.

With significantly less  money in my pocket, my next step was to pull everything together and create a phonics and phonological awareness intervention year plan. This year plan utilizes the games that I have already created in my classroom, as well as, the Florida Center for Reading Research’s Florida Assessments for Instruction in Reading curriculum. If you are a primary teacher and especially if you are a primary Student Support Teacher, I highly recommend taking the time to utilize this resource. It does take a lot of time to create – printing each game on cardstock, cutting, laminating, labeling the resources in Ziploc bags, and filing – but in the end you have hundreds of age-appropriate lessons, games, and assessments that focus on phonological awareness, phonics, comprehension, fluency, and vocabulary. The best part is that it is research-based and the kids are highly engaged by the games! They ask me to play them again and again!

The intervention plan is flexible in regards to the proposed timelines and activities – the students’ understanding will dictate the speed in which you proceed or review concepts and your classroom resources and game creations will vary from my own but can easily be incorporated into this plan. There are Saskatchewan curriculum connections. And since reading intervention is one piece of the literacy pie for my Grade 1’s, I have included guided reading plans with reading strategies and resources.

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I find that having this intervention plan posted in my room allows for easy planning in my Weekly Planner, which can also be adjusted to meet your planning needs. This planner helps when you need a substitute teacher due to an unforeseen event, such as illness. At a quick glance, my substitute teacher is informed about our daily activities, where to find the materials, who I am teaching at what time, and the behavior and academic needs of my learners. So far I am finding that the two resources work nicely together.

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May your literacy and intervention planning be as joyous as your play-based teaching!

Early Literacy and Guided Reading Lesson Plans

Attached are three lesson plans I use for Early Literacy and Guided Reading intervention times. I recommend using Dawn Reithaug’s letter recognition and sound assessment and The Phonological Awareness Aligned to the Hierarchy assessment to form groups based on need. Then divide your learners into early literacy groups (red) and guided reading (yellow) and change groups according to assessment results. I like to check each month formally (summative) using the assessment. For daily (formative) checks, I recommend creating an excel document with all the children’s’ names and all the letters. Pick a letter each day to test them at random (make sure it has been explicitly taught before) and note if the child knows the sound and/or letter. For instance, Child A might be shown letter ‘m’ and Child B might be shown letter ‘c.’ You can do the same thing with basic sight words for your yellow group.

Early Literacy Lesson Plan 

Guided Reading Intervention Lesson Plan

Guided Reading Intervention Lesson Plan – Option 2

Note: I print multiple of these lesson plans out and put them in a folder, which I clip after each day. By keeping a similar format and having copies easily accessible I can plan my next lesson in 10 minutes (depending on the activity)! I can easily highlight what we will be doing the next day and note any letters that need reviewing based on the data or any adaptations for specific kids. It also helps to keep the “I Can Statements” up in the room to save time. Please view Resources for a First Year SST for specific early literacy and guided reading resources.

Happy planning!

Resources for a First Year SST

As a first year SST, I found myself wondering “what resources do I need to be a successful teacher and support?” These are the resources that have helped me get through the first few months (right after some awesome colleages and kids!):

Reading:

FAIR – researched based phonics activities/games. Great to cut-out, laminate, and file so they are easily accessible. So far I have utilized letter recognition/sounds and rhyme games with great success and engagement from the kids! Note: K level actually translated to Grade 1 in many cases (adapt/gage for your children as necessary).

Letterland – kids love the actions and really retain it. Videos on Youtube, as well as, the Sotrybook are great tools for basic classroom teaching and interventions.

This always helps too:

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#halloween #awesomestaff #teacherlife

Measured Mom – everything early literacy (and math!). Great, engaging activities to get student engaged during small-group instruction. It is a good idea to cut-out, laminate, and file some of these supports so they are easily accessible. I also made kids their own individual books and while they worked on those we played some games one-on-one. The kids loved it!

Raz-Kids – for levelled books for guided reading (totally worth it to get an account!)

Reading Assessments: 

Concepts of Print by Marie M. Clay – for basic/initial reading assessments

Fountas and Pinnell Benchmarking Kit 

Orchestrating Success in Reading by Dawn Reithaug – assessing the 5 main components of reading (great for LIT goals)

Reading Power by Adrienne Gear – great for LIT goals and reading instruciton

Autism:

Circles Curriculum – teaches social boundaries/relationships

Getting Unstuck – how to problem solve

Whole Body Listening – great tool for whole-class listening (pair with both positive reinforcement, such as a marble jar, and negative reinforcement, such as name with checks on board, and you will be set!)

Zones of Regulation – great for emotional thinking and tracking (self-monitoring)

Motivation:

A Love Letter to First-Year Teachers from We Are Teachers

And whatever you do, don’t forget to ask questions.. lots of them!