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Creating clip activities for students to learn CCVC words and word families.

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I do find that when I come into a classroom to teach a guided reading lesson, I can tell right away whether students are excited to get started or tired and unengaged. I try to find ways to keep them engaged in their seats, such as racing to write a sight word, because a 30 minute guided reading lesson doesn't allow for getting up and moving around. -Laube

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The things that I use to enhance student focus all tie back in to the lesson I'm teaching because time is limited. I already do the "write with the body" strategy by having students use their magic wand (index finger) to write sight words in the air. I'd like to try a version of the team greeting to get us started when I get into the classroom. -Laube

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When I was in the classroom I loved to play Disney music. I also loved playing The Nutcracker soundtrack during writer's workshop in December. -Laube

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When I was in the classroom I assigned each student a job for the week. Sometimes if students did an excellent job, they could keep their position for 2 weeks. Now I invite students to show leadership and teamwork by working together to clean up. We also celebrate working collaboratively on things like using strategies or completing writing.

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Because we are sitting during our entire guided reading lesson, students can become easily distracted by what is happening in the room or lose focus if the topic of the book isn't interesting to them.

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Because we are sitting during our entire guided reading lesson, students can become easily distracted by what is happening in the room or lose focus if the topic of the book isn't interesting to them.

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Crawford

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I would like to try the cross-laterals and maybe a quick round of Simon Says when they lose focus. This could be done in the reading group without disturbing the other students in the room.

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I would like to try the cross-laterals and maybe a quick round of Simon Says when they lose focus. This could be done in the reading group without disturbing the other students in the room.

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Sometimes I will just stop my lesson to let them share their connections or ask questions to re-engage them in the lesson.
Crawford

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Music was a big part of our day, especially in the afternoons, when I had a homeroom. It was something they looked forward to and kept them engaged in the learning. Crawford

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Music was a big part of our day, especially in the afternoons, when I had a homeroom. It was something they looked forward to and kept them engaged in the learning. Crawford

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I have students work with their neighbor to look for information in the text, draw conclusions, turn and talk,etc.This works well in classrooms where the homeroom teachers have taught the students how to collaborate and has demonstrated what cooperation looks like.   

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I have students work with their neighbor to look for information in the text, draw conclusions, turn and talk,etc.This works well in classrooms where the homeroom teachers have taught the students how to collaborate and has demonstrated what cooperation looks like.   

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Last week when we were learning about cats, the reading generated a lot of new questions about panthers, leopards, etc. I googled their questions on my phone and we discussed the answers. If time allows I would like to try to have them research their questions with a partner who had similar questions on the iPad. Although we use technology in our Friday lesson,technology is not normally integrated into a guided reading lesson.Crawford

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This year I have incorporated a "Beat the Teacher" game when we are getting ready to write. If the kids are able to get a pencil and pass the pencil caddy around before I pass out their papers then they win. If I pass out the papers first I win. They absolutely love it and they get excited to write. - Johnson

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I completely agree with both of you! Picking books that the students will enjoy is key. Also, if they see that I am genuinely excited about a book, they typically become excited.  It's all about "selling" the book. - Johnson

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I try to call on a student before I ask the question so that the students stay focused throughot the reading group. I also have tried popcorn reading so that the students are required to follow along during groups -Wilson-Miles

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I have them give mock fluency checkouts with supervision to increase participation and buddy system

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Creating energy to increase my classroom's electricity can be difficult due classroom management rules and expectations, however I try to have "controlled" periods of high energy.  I use whole group or small groups times for this.  Moving around is a strategy I use often along with high gestures.  

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Creating energy to increase my classroom's electricity can be difficult due classroom management rules and expectations, however I try to have "controlled" periods of high energy.  I use whole group or small groups times for this.  Moving around is a strategy I use often along with high gestures.  

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-McKnight

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I music is several different way in my classroom.  I sometimes put calming sounds on the smart board such as the beach/ocean or nature sounds.  This assists my students in self deescalation.  I use music as a timer as well.  For example, I would say you have until this song is over to clean this area or finish this assignment. 

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I music is several different way in my classroom.  I sometimes put calming sounds on the smart board such as the beach/ocean or nature sounds.  This assists my students in self deescalation.  I use music as a timer as well.  For example, I would say you have until this song is over to clean this area or finish this assignment. 

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-McKnight

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Due to my students not being with me all day, I only use jobs for certain groups. For example, my large social group has adapt jobs for leaving the room a certain way before dismissal. I have a door holder and line watcher as well. I hope to retool this by taking more of the responsibilities off myself and giving these roles to my students. They are extremely capable of fulfilling these job duties, I just don't assign them consistently, especially during academic groups.
-McKnight

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I start teaching small groups at 8:15 and I continue with small groups up through 12:30 with no break. Some days are more difficult than others, you can tell when the students are tired and not responding or off task. These are the times when I may incorporate something personal to engage students again. 

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I start teaching small groups at 8:15 and I continue with small groups up through 12:30 with no break. Some days are more difficult than others, you can tell when the students are tired and not responding or off task. These are the times when I may incorporate something personal to engage students again. 

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Bloom

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I allow students to get up and move around or sit on the floor to work if they have been sitting for a while.  I have had students take a walk for water or just take a walk down the hall to get out some wiggles.

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I allow students to get up and move around or sit on the floor to work if they have been sitting for a while.  I have had students take a walk for water or just take a walk down the hall to get out some wiggles.

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Bloom

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"Eyes on me!" helps or calling out student names when we are ready to start a lesson.  I have students in and out of my classroom all day. I have students doing seat work when I am completing small group instruction at the same time.  If students seem distracted by what is happening around them they can work in a quieter area.

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"Eyes on me!" helps or calling out student names when we are ready to start a lesson.  I have students in and out of my classroom all day. I have students doing seat work when I am completing small group instruction at the same time.  If students seem distracted by what is happening around them they can work in a quieter area.

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Bloom

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I wish I was able to use music more often in my classroom. During small group instruction it would be distracting. There are times that I will allow students to listen to music if they seem stressed or need a break. We have used music as a celebration.

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I wish I was able to use music more often in my classroom. During small group instruction it would be distracting. There are times that I will allow students to listen to music if they seem stressed or need a break. We have used music as a celebration.

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Bloom

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During small group reading instruction there is a part during the lesson for students to complete fluency checks with their neighbors.  They also have an opportunity for students to complete more difficult assignments together.

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During small group reading instruction there is a part during the lesson for students to complete fluency checks with their neighbors.  They also have an opportunity for students to complete more difficult assignments together.

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Bloom

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I have to focus on students' skills they feel more confident with.  All my students struggle academically and socially.  I allow students to assist each other or even help out younger students in other classes. I depend on the help from other teachers as well, I will often ask for some of my students to visit or go help a teacher if they need a break or have earned a reward.

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I have to focus on students' skills they feel more confident with.  All my students struggle academically and socially.  I allow students to assist each other or even help out younger students in other classes. I depend on the help from other teachers as well, I will often ask for some of my students to visit or go help a teacher if they need a break or have earned a reward.

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Bloom

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One of my more challenging students has earned the opportunity to go help out in another classroom. While in the classroom she has helped younger students with reading and writing. She is very excited about this and is confident when she is assisting younger students.  We talk about how this is something she is good at and could think about doing it in the future, working at a daycare or even teaching.

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One of my more challenging students has earned the opportunity to go help out in another classroom. While in the classroom she has helped younger students with reading and writing. She is very excited about this and is confident when she is assisting younger students.  We talk about how this is something she is good at and could think about doing it in the future, working at a daycare or even teaching.

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Bloom

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Keeping the students engaged and on task. If something is not working or students are "bored" change it up, take a break and talk about something fun. Read a story or play a game. 

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Keeping the students engaged and on task. If something is not working or students are "bored" change it up, take a break and talk about something fun. Read a story or play a game. 

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Bloom

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I have attempted to incorporate technology when working on social skills. Videos are a good resource when discussing specific topics that lead into good conversations.

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I have attempted to incorporate technology when working on social skills. Videos are a good resource when discussing specific topics that lead into good conversations.

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Bloom