what I'm reading about reading

http://www.brilliant-insane.com/2014/08/6-ways-teachers-kill-the-joy-of-reading.html

Oh my!

Resource Room Blog

http://missashleysresourceroom.blogspot.com/2012/08/goodie-bags-and-presentations.html?m=1

Persuasive Writing

Here's a cool way to teach persusaive writing for middle and high school

http://www.freetech4teachers.com/2014/09/socratic-smackdown-game-for-learning.html?m=1

Picture Books from LCI-Kindergarten

Here are some great resources available in the LPS Library System Coach Leighow reccomends:  

Text-to-Self:
Alexander and the Terrible...Day -- Viorst
Art Lesson -- de Paola (inference, irony, personal narrative)
Canoe Days -- Paulsen (personal narrative, visualization)
Chicken Sunday -- Polacco (personal narrative)
Chrysanthemum -- Henkes (character traits, irony, strong theme, prediction, self-worth)
Going Home -- Bunting
Ira Sleeps Over -- Waber (prediction, foreshadow)
Julius the Baby of the World -- Henkes (irony)
Keeping quilt -- Polacco (main idea, personal narrative, point of view, symbolism)
Lilly's Purple Plastic Purse -- Henkes (character traits, strong theme)
Mirette on the High Wire --McCully (inference, courage, synthesis)
Mrs. Katz and Tush -- Polacco
Mrs. Mack -- Polacco
My Great-aunt Arizona -- Houston (character traits, compare/contrast)
My Rotten Redheaded Older Brother -- Polacco (personal narrative, compare/contrast)
Nana Upstairs, Nana Downstairs -- de Paola (death, elderly)
Oliver Button is a Sissy -- dePaola (teasing, being oneself)
Owen -- Henkes
Pain and the Great One -- Blume (point of view, character traits, siblings)
Relatives Camer -- Rylant (character traits, memorable language, personal narrative, beginning)
Roxaboxen -- McLerran (mood, personal narrative)
Sheila Rae, the Brave -- Henkes
Summer My Dad was Ten -- Brisson (strong ending, honesty, personal narrative)
Up North at the Cabin --Call (imagery, simile, metaphor, text/self)
When I Was Young in the Mountains -- Rylant (character traits, personal narrative point of view)
Wilfred Gordon McDonald Partridge -- Fox (strong beginning, strong ending)
Your Move -- Bunting (text/world, gangs)

Text-to-World: 
Baseball Saved Us -- Mochizuki (personal narrative, Japanese-American, WWII)
Fly Away Home -- Bunting (inference, personal narrative, homeless)
Gleam and Glow -- Bunting (voice)
Great Kapok Tree -- Cherry (main idea, point of view)
Lady in the Box -- McGovern (compassion, homeless, voice)
New York's Bravest -- Osborne (Sept. 11)
Night in the Country -- Rylant (strong beginning)
Other Side, The -- Woodson (prejudice, friendship, questioning)
Picnic in October -- Bunting
Smoky Night -- Bunting (strong theme)
Someday a Tree -- Bunting (foreshadow, inference)
Those Shoes -- Boelts (self-worth)
 Uncle Willy and the Soup Kitchen -- DiSalvo-Ryan
Wall, the -- Bunting (personal narrative, questioning, Vietnam Memorial)

Making Literacy Connections with the LPS Coaches and First Grade Faculty

Kindergarten Technology LCI

Welcome Kindergarten Teachers!  Please email me or comment below if you have questions or further input about your Instructional Technology needs

Saving Videos:

Use SaveFrom.net to download and save video to your computer or thumbdrive.  After you find a video you like on youtube/iBoss, hover your mouse over the video and right click.  A drop down of options will appear, select "Copy URL," and then open a new tab and go to SaveFrom.net and right click/paste the URL into the DOWNLOAD box, and hit the DOWNLOAD button. A thumbnail pic of the video will appear below the address box, and you may then select the type of file you would like to save.  If you select FLV (Flash Video), in SmartNotebook you can then select Insert on the top toolbar, and select Insert the Flash Video from the drop down options.

Let's practice:

Here's what it looks like from school: http://www.cleanvideosearch.com/media/action/yt/watch?videoId=idexNu0SZpU

Hover your mouse over the video display box, and right click.  From the drop down that appears, select Copy Video URL and then open a new tab in your browser and send it to SaveFrom.net, then hover your mouse in the white box that says "Enter the URL, you want to download from" and right click again and select PASTE, then click the DOWNLOAD button.

Your video Information will appear just below where you pasted the address.  To the right of your video are the Download Links, if you have a preference hit MORE to find other file type options.  I recommend FLV to embed into a SmartNotebook lesson, but sometimes that is not an option.  If you plan to put it into a PowerPoint, select MP4.

Your video will usually be saved on to your computer in your Downloads folder, depending on your settings.  No more waiting for something to load or loosing a link!

Trouble Shooting Your SmartBoard:  Dust your pen tray, and Calibrate

Dust clogging the sensors can prevent the board from detecting when a pen or eraser is picked up.  Wipe off the dust from your pen tray as needed if you are not getting a light over the pen tray when you pick up one of the pens.


To calibrate, I found a great video that explains it way better than I ever could!  Enjoy!

SmartNotebook Exchange

Today we are accessing previously created activities from. and then if we have time, we will research lessons from exchange.smarttech.com using a login I have created for training, LPSlogin@gmail.com and password (email me or create your own using your own email).

Lesson Activity Toolkit

 Find the Gallery icon, the Framed picture on your left side's tool bar.  Click it, and then select Lesson Activity Toolkit 2.0 We divide into groups and build our first activity in the Lesson Activity Toolkit->Activities. There is a 4 page handout with a breakdown of all the activities and games.  Thank you Mrs. Jackson for getting it all printed in color, it is very helpful!  Don't loose it!

Thank you so much for your support and helping your neighbors during this time.  Comment below if you have questions. Or requests for a Tech Tuesday :)

Washington BUG (Board Users Group)

Get your Product Key to install at home—use a wired connection if at all possible, SmartNotebook is full of BEEFY files

http://smarttech.com/us/Support/Browse+Support/Lost+Product+Key+Form

They will email you a long code to cut and paste into the Registration form after you install SmartNotebook, which will run 30 days without the key code.  To find the software, go here: http://smarttech.com/Home+Page/Support/Browse+Support/Download+Software

I have three suggestions for you all for intermediate and advanced resources from the Exchange on more advanced techniques, play with them over the break if you can:

http://exchange.smarttech.com/details.html?id=97872ec1-60ee-4ba9-90f5-ecc1b94a6608

 http://exchange.smarttech.com/details.html?id=43091a18-1dea-4da1-9be8-f5c560f2952a

working with flash and widgets: http://exchange.smarttech.com/details.html?id=cefe649d-7a3b-4363-8342-891f90209920

Resources to Find Lessons:  exchange.smarttech.com
ID LPSlogins
Password loginsLPS

BUG Out!
Trina

1st Grade's February Coaching Day Techtivities

Welcome Back Teachers!

Saving Videos:

Use SaveFrom.net to download and save video to your computer or thumbdrive.  After you find a video you like on youtube/iBoss, hover your mouse over the video and right click.  A drop down of options will appear, select "Copy URL," and then open a new tab and go to SaveFrom.net and right click/paste the URL into the DOWNLOAD box, and hit the DOWNLOAD button. A thumbnail pic of the video will appear below the address box, and you may then select the type of file you would like to save.  If you select FLV (Flash Video), in SmartNotebook you can then select Insert on the top toolbar, and select Insert the Flash Video from the drop down options.

Trouble Shooting Your SmartBoard:  Wipe the dust off your pen tray, and calibrate.

Dust clogging the sensors can prevent the board from detecting when a pen or eraser is picked up.  Wipe off the dust from your pen tray as needed if you are not getting a light over the pen tray when you pick up one of the pens.


To calibrate, I found a great video that explains it way better than I ever could!  Enjoy!

SmartNotebook Lesson Activity Toolkit

Today we are accessing previously created activity templates.  Find the Gallery icon, the Framed picture on your left side's tool bar.  Click it, and then select Lesson Activity Toolkit 2.0 and then if we have time, we will research lessons from exchange.smarttech.com using a login I have created for training, LPSlogin@gmail.com and password (email me or create your own using your own email).

We divide into groups and build our first activity in the Lesson Activity Toolkit->Activities. There is a 4 page handout with a breakdown of all the activities and games.  Thank you Mrs. Jackson for getting it all printed in color, it is very helpful!  Don't loose it!

Thank you so much for your support and helping your neighbors during this time.  Comment below if you have questions. Or requests for a Tech Tuesday :)

103 Things to Do Before/During/After Reading by Jim Burke from ReadingRockets.org

This is an EXCELLENT article!  I simply could not narrow it down---I wanted to share them all.  Please consider visiting ReadingRockets.org, an excellent resource.  

Create a Spinner for kids to be aware of the options, and spin at different times during the reading time.  SmartNotebook has a spinner in it's Lesson Activity Toolkit that is super easy to use.

103 Things to Do Before/During/After Reading

By: Jim Burke

Sourced from http://www.readingrockets.org/article/82

This article offers a collection of interactive activities that help kids become more involved in the stories that they read.

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RELATED

Reading Adventure Packs

25 Activities for Reading and Writing Fun

Literacy in the Sciences

1. Pantomime
   Act out a scene you choose or the class calls out to you while up there.
2. Dramatic monologue
   Create a monologue for a character in a scene. What are they thinking/feeling at that moment? Why?
3. Dramatic monologue
   

   Check out Reading Rockets' new summer website, Start with a Book. You'll find a treasure trove of themed children's books, parent–child activities, and other great resources for summer learning.
   Create a monologue for a character while they are out of the book. Where are they? Why? What are they thinking?
4. Business card Book
   Write the story in the most compelling way you can on paper the size of a business card.
5. Postcard
   Write to a friend, the author, or to a character about this book. Write as if you were the character or author and write to yourself.
6. Mapmaker
   Draw a map of the book's setting.
7. Moviemaker
   Write a one page "pitch" to a producer explaining why the story would or would not make a great movie.
8. Trailer
   Movie previews always offer a quick sequence of the best moments that make us want to watch it – storyboard or narrate the scenes for your trailer. Focus on verbs.
9. Billboard
   As in the movies, take what seems the most compelling image(s) and create an ad.
10. Adjective-itis
    Pick five adjectives for the book or character(s), and explain how they apply.
11. Collage
    Create an individual or class collage around themes or characters in the book.
12. Haiku/Limerick
    Create one about a character.
13. CliffsNotes
    Have each student take a chapter and, using the CliffsNotes format, create their own.
14. Roundtable
    Give students a chance to talk about what intrigues, bothers, confuses them about the book.
15. Silent roundtable
    The only rule is the teacher cannot say anything during the period allotted for class discussion of book.
16. Silent conversation
    A student writes about a story on paper, then passes it to another who responds to what they said. Each subsequent respondent "talks" to/about all those before.
17. Fishbowl
    Impromptu or scheduled, two to four students sit in middle of circle and talk about a text. The class makes observations about the conversation then rotate into the circle.
18. Movie review
    Students write a review of (or discuss) a movie based on a story.
19. Dear author
    After reading a book the student(s) write the author via the publisher (who always forwards them).
20. Surf the Net
    Prior to, while, or after reading a book check out the Web and its offerings about the book, its author, or its subject.
21. Inspirations
    Watch a film inspired by a story (e.g., Franny and Alexander is inspired by Hamlet) and compare/contrast.
22. Timeline
    Create a timeline that includes both the events in the novel and historical information of the time. Try using Post-Its on a whiteboard or butcher paper!
23. Mandala
    Create a mandala with many levels to connect different aspects of a book, its historical time, and culture.
24. Transparencies
    Copy portions of the text to a transparency. Kids annotate with markers and then get up to present their interpretations to the class.
25. Gender-bender
    Rewrite a scene and change the gender of the characters to show how they might act differently (e.g., Lord of Flies). You can also have a roundtable on gender differences.
26. Picture this
    Bring in art related to book's time or themes. Compare, describe, and discuss.
27. Kids books
    Bring in children's books about related themes and read these aloud to class.
28. Downgrade
    Adapt myths or other stories for a younger audience. Make into children's books or dramatic adaptation on video or live.
29. Draw!
    Translate chapters into storyboards and cartoons; draw the most important scene in the chapter and explain its importance and action.
30. Oprah bookclub
    Host a talkshow: students play the host, author, and cast of characters. Allow questions from the audience.
31. Fictional friends
    Who of all the characters would you want for a friend? Why? What would you do or talk about together?
32. State of the Union
    The President wants to recommend a book to the nation: tell him one important realization you had while reading this book and why he should recommend it.
33. Interview question
    When I interview prospective teachers, my first question is always, "What are you reading and do you like it?"
34. Dear diary
    Keep a diary as if you were a character in the story. Write down events that happen during the story and reflect on how they affected the character and why.
35. Rosencrantz and Gildenstern
    Write a story or journal from the perspective of characters with no real role in the story and show us what they see and think from their perspective.
36. Improv
    Get up in front of class or in a fishbowl and be whatever character the class calls out and do whatever they direct. Have fun with it.
37. What if
    Write about or discuss how the story would differ if the characters were something other than they are: a priest, another gender or race, a different age, or social class.
38. Interrupted conversations
    Pair up and trade-off reading through some text. Any time you have something to say about some aspect of the story, interrupt the reader and discuss, question, argue.
39. Found poetry
    Take sections of the story and, choosing carefully, create a found poem; then read these aloud and discuss.
40. 13 views
    Inspired by Stevens's poem "13 Ways of Looking at a Blackbird," write a poem where each stanza offers a different view of a character or chapter.
41. Personal ad
    What would a particular character write in a personal ad for the newspaper? After posting on board, discuss.
42. Holden Meets Hamlet
    What would one character (or set of them) in one story say to another if given the chance to talk or correspond? Write a dialogue, skit, or letter.
43. Character analysis
    Describe a character as a psychologist or recruiting officer might: what are they like? Examples? Why are they like that?
44. Epistle poem
    Write a poem in the form and voice of a letter: e.g., Phoebe to Holden from Catcher in the Rye.
45. Write into
    Find a "hole" in the story where the character disappears (off camera) for a time and describe what they do when we can't see them.
46. The Woody Allen
    In Take the Money, Allen interviews the parents of a man who became a bank robber. Write an imaginary interview with friends and family of a character whom they try to help you understand.
47. Author interview
    Write an interview or letter in which the character in a story asks the author a series of questions and reflects on how they feel about the way they were made.
48. The Kuglemass
    Woody Allen wrote a story in which the character can throw any book into a time machine and it takes you inside the book and the era. What would you do, say, think if you "traveled" into the story you are reading?
49. Time machine
    Instead of traveling into the book, write a scene or story in which the character(s) travel out of the book into today.
50. Biography
    Write a biography of one of the characters who most interests you.
51. Autobiography
    Have the character that most interests you write their autobiography of the time before, during, or after the story occurs.
52. P.S.
    After you read the story, write an epilogue in which you explain – using whatever tense and tone the author does – what happened to the character(s) next.
53. Board game
    Have groups design board games based on stories then play them. This is especially fun and works well with The Odyssey.
54. Life graph
    Using the Life Graph assignment, plot the events in the character's life during the story and evaluate their importance; follow up with discussion of graphs.
55. Second chance
    Talk or write about how it would change the story if a certain character had made a different decision earlier in the story (e.g., what if Huck of Huckleberry Finn had not run away?)
56. Poetry connection
    Bring in poems that are thematically related to the story. Integrate these into larger discussion. Use Poetry Index.
57. Reader response
    Pick the most important word/line/image/object/event in the chapter and explain why you chose it. Be sure to support all analysis with examples.
58. Notes and quotes
    Draw a line down the middle of the page. On one side write down important quotes, on the other comment on and analyze the quotes.
59. Dear classmate
    Using email or some other means of corresponding, write each other about the book as you read it, having a written conversation about the book.
60. Convention introduction
    You have been asked to introduce the book's author to a convention of English teachers. What would you say? Write and deliver your speech.
61. Sing me a song
    Write a song/ballad about the story, a character, or an event in the book.
62. Write your own
    Using the themes in the story, write your own story, creating your own characters and situation. It does not have to relate to the story at all aside from its theme.
63. Executive summary
    Take a 3x5 card and summarize what happened on one side. On the other, analyze the importance of what happened and the reasons it happened.
64. Read aloud
    One student starts the reading and goes until they wish to pass. They call on whomever they wish and that person picks up and continues reading for as long as they wish.
65. Quaker reading
    Like a Quaker meeting, one person stands and reads then sits and whomever wishes to picks up and reads for as long as with wish… and so it goes.
66. Pageant of the Masters
    In Los Angeles this remarkable event asks groups to stage different classical paintings in real life. People would try to do a still life of some scene from a book or play. The class should then discuss what is going on in this human diorama.
67. Create a diorama
    Create a diorama of a particularly important scene such as the courtroom or Ewells' house in To Kill a Mockingbird.
68. Day in court
    Use the story as the basis for a court trial; students can be witnesses, expert witnesses called to testify, judge, jury, bailiff, reporter; great fun for a couple days.
69. Censorship defense
    Imagine that the book you are reading has been challenged by a special interest group. Students must write a letter defending the book, using specific evidence from the book to support their ideas.
70. Call for censorship
    In order to better understand all sides to an argument, imagine you are someone who feels this particular book should not be read and write a letter in which you argue it should be removed.
71. Speculation
    Based on everything you know now in the story, what do you think will happen and why do you think that?
72. Questions anyone?
    Students make a list of a certain number of questions they have about a particular character or aspect of the book; use these as the basis for class discussion.
73. Newspaper connection
    Have students read the newspapers and magazines to find articles that somehow relate to issues and ideas in the book(s) you are reading. Bring those articles in and discuss.
74. Jigsaw
    Organize the class into groups, each one with a specific focus. After a time rotate so that new groups are formed to share what they discussed in their previous group.
75. Open mind
    Draw an empty head and inside of it draw any symbols or words or images that are bouncing around in the mind of the character of a story. Follow it up with writing or discussion to explain and explore responses.
76. Interrogation
    A student must come up before the class and, pretending to be a character or the author, answer questions from the class.
77. Post-Its
    If they are using a school book in which they cannot make notes or marks, encourage them to keep a pack of Post-Its with them and make notes on these.
78. Just the facts, ma'am
    Acting as a reporter, ask the students the basic questions to facilitate a discussion: who, what, where, why, when, how?
79. SQ3R
    When reading a textbook or article, try this strategy:
    • (S)urvey the assigned reading by first skimming through it;
    • then formulate (Q)uestions by turning all chapter headings and subheadings into questions to answer as you read;
    • next (R)ead the assigned section and try to answer those questions you formulated;
    • now (R)ecite the information by turning away from the text as soon as you've finished reading the assigned section and reiterate it in your own words;
    • finally, (R)eview what you read by going back to your questions, the chapter headings, and asking yourself what they are all referring to, what they mean.
80. Brainstorming/Webbing
    Put a character or other word in the middle of a web. Have students brainstorm associations while you write them down, then have them make connections between ideas and discuss or write about them.
81. Cultural literacy
    Find out what students already know and address what they need to know before reading a story or certain part of a story.
82. Storyboard
    Individually or in groups, create a storyboard for the chapter or story.
83. Interactive story
    If you have a student who is a computer genius, have them create a multimedia, interactive version of the story.
84. CyberGuides
    Search the Net for virtual tours based on the books you might be studying.
85. Tableau
    Similar to the Pageant of the Masters, this option asks you to create a still life setting; then someone steps up to touch different characters who come alive and talk from their perspective about the scene.
86. Audio books
    There are many audio editions of books we teach now available – some are even read by famous stars who turn the book into its own audio performance. Recommend audio books to students with reading difficulties or play portions of them in class.
87. Sound off!
    Play a video version of a book you are reading – only turn off the sound while they watch it. Have them narrate or discuss or write about what is happening, what the actors are revealing about the story through their gestures. Then compare what you saw with what you read.
88. Narrate your own reading
    Show kids how you read a text by reading it aloud and interrupting yourself to explain how you grapple with it as you go. Model your own thinking process; kids often don't know what it "looks like" to think.
89. Magnetic poetry
    If working with a poem, enlarge it on copier or computer and cut all words up into pieces; place in an envelope and have groups create poems from these words. Later on discuss using the same words for different texts. Heavier stock paper is ideal for this activity.
90. Venn diagram
    Use a Venn diagram to help you organize your thinking about a text as you read it. Put differences between two books or characters on opposite sides and similarities in the middle.
91. Write an essay
    Using one of the different rhetorical modes, write an essay in which you make meaningful connections between the text and your own experiences or other texts you have read.
92. P.O.V.
    How would it change the story if you rewrote it in a different point of view (e.g., changed it from first to third person)? Try it!
93. Daily edition
    Using the novel as the basis for your stories, columns and editorials, create an newspaper or magazine based on or inspired by the book you are reading.
94. Read recursively
    On occasion circle back around to the beginning of the chapter or text to keep yourself oriented as to "the big picture." This is especially important if you have questions to answer based on reading.
95. Oral history
    If you are reading a historical text, have students interview people who have some familiarity with that time period or the subject of the book.
96. Guest speaker
    If you are reading a book that deals with a subject an expert might help them better understand, invite one in. Try the Veterans of Foreign Wars, for example, if reading about war.
97. Storytelling
    After reading a story, pair up with others and tell the story as a group, recalling it in order, piecing it together, and clarifying for each other when one gets lost.
98. Reciprocal teaching
    A designated student or group reads a section of a text and comes prepared to present or teach it to the class. Follow up with discussion for clarification.
99. Make your own test
    Have students create their own test or essay questions about the text. This allows them to simultaneously think about the story and prepare for the test on it.
100. Recasting the text
     Students rewrite a poem as a story, a short story as a poem or play. All rewrites should then be read and discussed so as to understand how the different genre work.
101. Debates
     Students reading controversial texts or novels with debatable subjects such as 1984should debate the issues.
102. Literature circles
     Students gather in groups to discuss the text and then report out to the class for full-class discussion.
103. That was then, this is now
     After reading the text, create a Before/After list to compare the ways in which characters or towns have changed over the course of the story. Follow up with discussion of reasons.

Excerpted from Burke, J., The English Teacher's Companion: A Complete Guide to Classroom, Curriculum, and the Profession. Boynton/Cook Publishers. 1998.

Oklahoma Studies Resources for Elementary Students

The new Oklahoma Standards for Third Grade Social Studies focus on the study of our state's geography, economics, history, and culture. Enjoy these resources provided for all of Oklahoma's elementary teachers, courtesy of the Oklahoma Council for Social Studies!
FAMOUS OKIES BIOGRAPHY COLLECTION
POWERPOINT PRESENTATIONS
PRIMARY SOURCE LIBRARY FOR ELEMENTARY

Oklahoma Academic Standards Library

The State Department of Education announces the publication of the Searchable Standards Library for the Oklahoma Academic Standards. The purpose of the Searchable Standards Library is to assist educators and parents in the identification and definition of the Oklahoma Academic Standards. It has absorbed the .PDF documents in to a searchable engine, making it easier to search for subject, grade and keyword specific standards.

English Language Arts, Math and Social Studies in the Searchable Standards Library are available and open for public access on the OSDE website at Oklahoma Academic Standards Library. The downloadable PDF versions of the standards are still available on the OSDE website at http://ok.gov/sde/oklahoma-academic-standards. We will continue to add additional standards as they become available, check back frequently for updates.

Navigating the library
Once you have entered the subject and grade level, click the plus sign next to "domains" in order to access specific standards.


For More Information, Contact:
OSDE Service Desk
Phone: (405) 521-3301
Email: sdeservicedesk@sde.ok.gov

Recommended blog

I was browsing pinterest, and this blogger had Amazing Ideas. ..and she's from Moore,  Oklahoma! Her literacy center ideas are so creative,  I just had to share.

Check out
http://mrsterhune.blogspot.com

Connecting words into sentences.

1st Grade Training Day: Technology Enhanced Learning

A link to download 17 review activities (below and more!) is at the bottom of this post.  Please Comment with additional sites that meet the Quarter 3 Objectives so I can see if I can add them to a SmartNotebook so we have OffLine access.

Quarter 3 Weeks 4 to 9 Objectives:

Find your Coach and Week below.  We are exploring Quarter 3, abbreviated Q3, followed by W# to indicate the week number.  

Ashlee Leighow:

Day 1:  Q3W4 RF 1.3g Recognize and read grade appropriate irregularly spelled words.
Dinosaur Eggs Game
Day 2: Q3W4 L.1.1b Use common, proper, and possessive nouns.
Pronoun Balloon Pop Game

Trina Menzie:

Q3W5 RI 1.6 Distinguish between information provided by pictures or other illustrations and information provided by words in a text.
Compound and Complex Sentences

Susan Nance:

Q3W6 RF 1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (O) 
Day 1: Blending Dragon
Day 2: Hay loft phonic blending

Katie Cox:

Q3W7 RI 1.5 Know and use various text features (Ex: headings, tables of contents, glossaries, etc.) to locate key facts or information in a text. 
Day 1: Jeopardy Text Features Competition
Day 2:  Fling the Teacher Review Quiz

Sarah Totte:

Q3W8 SL1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly
Day 1: Character Scrapbook (Printable)
Day 2: Interactive Story Map 

Jane Springli:

Q3W9 RI 1.1 Ask and answer questions about key details in a text. (O)

http://www.pspb.org/blueribbon/keys/questions.html

To save the Smartboard Activities for First Grade, Quarter 3, follow this link and select File: Download for this file link:  Activities  for Quarter 3

Feedback is appreciated, to improve this information please post a comment!

Deconstructed Common Core: Notice and Note Companion Resources

Recommended Instructional Strategies 

Deconstructed Common Core from CommonCoreInstitute.org

NoticeandNote.com Companion Resources

Resources from the Appendix

1. Surveys
2. Rigor and Talk Checklist
3. "Huswifery"
4. Text Complexity Worksheet
5. Notice and Note Signpost Bookmarks
6. You Try It
7. Notice and Note Reading Log
8. Adaptations of Notice and Note Reading Logs
9. Notice and Note Signposts in Walk Two Moons
10. Texts for Teaching the Notice and Note Signpost Lessons
1. Thank You, Ma’m (for Contrasts and Contradictions)* no link available currently.  PDF coming soon.
2. Excerpts from Crash (for Aha Moment)* no link available currently.  PDF coming soon.
3. Excerpts from A Long Walk to Water (for Tough Questions)
4. Excerpts from Riding Freedom (for Words of the Wiser)
5. Excerpts from Hatchet (for Again and Again)
6. Excerpts from Hope Was Here (for Memory Moment)

Video Study Guide developed for a Book Study group.  Authors engage in a discussion about the close reading strategies and instructional techniques, and the extensive research developing the activities from the Appendix (above).

Video Resources

1. The Importance of Close Reading in Cultivating Engaged Readers…and Addressing the CCSS
2. Collaborating to Foster Will and Skill
3. Rigor, Text-Dependent Questions, and the Need for Close Reading Strategies
4. The Influence of Louise Rosenblatt and the Role of Literacy in Defending Democracy
5. A Case for Literature in the Contemporary Curriculum

Beers, Kyleen and Robert E. Probst. Notice and Note: Strategies for Close Reading. Portsmouth, NH: Heinemen, 2013. Print.