Hosting a Charlie Brown Thanksgiving in Your Classroom

If you have students in class the week of Thanksgiving you know what a challenge it can be! Why not take some time and start celebrating with them? Transforming your classroom into the Charlie Brown’s Thanksgiving will create memories that will last a lifetime!

Food you will need:

• Sliced Bread
• Popcorn
• Pretzel Sticks
• Jelly Beans
• Ice Cream
• Butter
• Drinks

Supplies you will need:

• Plates
• Napkins
• Table Cloths
• Ice Cream Scoop
• Toaster

Gathering Donations

Our team uses an app called Class Tag which has a great option for parents to sign up for conferences and of course party foods! You can be very specific in what you want the students to bring. This is especially helpful when you have allergies in the classroom or you need specific Charlie Brown food items. 

Our Charlie Brown Thanksgiving

The menu items we asked students to bring were: pretzel sticks, popcorn, jelly beans, bread, bowls, plates, plastic spoons and drinks. The teachers provided the ice cream and butter. We also purchased white table cloths to make the tables look fancier. Once all of the items came in we knew we were going to have quite the celebration. Thank goodness we didn’t forget our toaster! I am sure you could toast more bread at once if you used the cafeteria oven; but a four-slice toaster worked just fine for us! 

When the students walked into school we had the Charlie Brown Thanksgiving DVD cued up for the students to watch as we created the holiday plates. Toasting the bread and buttering took the most time but with a couple extra hands (volunteers) this process went smoothly. As the video ended we passed out the food and started to enjoy the treats. I had the students tell a buddy one thing that they were thankful for before taking their first bite. 

Turkey Glyphs

Once all the eating was complete we decided to end the morning with some arts and crafts. We love to do monthly glyphs to get some fine motor practice for the students. These are also great to display on a bulletin board and save into a portfolio to show growth throughout the year! 

Today we made turkey glyphs which made us reflect and look forward to the Thanksgiving holiday that was ahead of us. The students choose different shapes and colors to decorate their turkey based on the choices from the holiday glyph. It is so fun to see how different all of the turkeys come out. Some years I don’t save them for the end of the year but have the students make Thanksgiving cards with them instead. 

You can find directions to make the Turkey Glyphs in my TpT Store here:

Turkey Glyphs

You can find other Thanksgiving Resources at my TPT Store HERE.

With the hustle and bustle of the academics these fun filled “kid” days are appreciated by everyone. We love to capture pictures from these special days and post them on Class Tag for all of the families to enjoy along with us. Happy Turkey Day!

Summarizing Strategies

 

Teaching kids concrete ways to summarize makes the process much easier to learn and much easier to duplicate when it comes time to do it independently. There are so many terms students need to think about: main idea, gist, central idea, theme - the list goes on!  I try to give them clear guidelines so these words don’t get cloudy in their minds. In this post I will share two strategies I have found work well with my students. Whether you are working with fiction or nonfiction text, these strategies will hep your students summarize!

Fiction Summary

I call this the 5 finger method. I like providing them with a graphic organizer that they can identify and create for themselves. To start, I have them trace their own hand to create a thinking space. Within the traced hand there is space for different information. I have them label each finger with the 5 Ws: who, what, where, when, and how/why. These question words will help the students make quick notes about the text.

Once I have them fill in all of the important pieces, they start building the gist statement (introductory sentence) that will start their summary. 

Who:  Little Red Riding Hood and the Big Bad Wolf

What:  Big Bad Wolf is trying to out smart Little Red

Where:  In the Woods

When:  In the morning

How/Why:  The Wolf impersonates Grandma but Red wins in the end

For organizational purposes, I like to have them start with the where and when to set the scene of the gist. Students seem to have an easier time with the rest of the summary once they have those parts figured out.

Sample Gist Statement

One morning, deep in the woods, Little Red Riding Hood meets up with a Big Bad Wolf who is trying to outsmart her. 

Once the gist statement is complete, I have them trace another hand to use as a main idea catcher. In each finger, I have them write a main idea statement from the sections of the story.  These sentences will then be added to the gist statement to begin telling the main ideas from the beginning, middle, and end of the story. I also encourage them to write their main idea sentences in their own words. This allows them to paraphrase in their notes and avoids a direct copy of the text. The gist statement along with the main idea sentences will make a complete summary.

I use this approach to summarizing fictional text over and over. The combination of a predictable organizer, ease of duplication, and structured format helps students stay focused on the content. 

Nonfiction Summary

I have found that the 5 finger method can work with non-fiction texts as well, but I recently found a strategy that makes a nonfiction summary even easier.

First, I have the student number the paragraphs or chunks of information so they can be organized into numbered parts. I create a chart that is divided into 2 columns. Each row is numbered to help with organization. In the left column I paraphrase the paragraphs into main ideas statements. On the right hand column you can have the students add detail statements that supports the main idea. The first time I modeled this to the students I had them just focus on the main ideas. This limited the size of the summary paragraph so they didn’t get overwhelmed. After all of the main idea sentences are complete, I move into creating a gist/topic sentence for the summary.

I used a strategy called SAAC which breaks down the parts of the topic sentence. 

S:  State It - (name of article, type of writing)

A:  Assign  - (use the author’s name or publication)

A:  Action  - (choose a verb like explains or tells)

C:  Complete the Sentence (use your main topic)

Sample Gist Statement:
In the article, “The Sounds Around Us” the author explains all about sound.

The last step is to put the gist statement (introductory sentence) at the beginning of the summary. If the main idea sentences are already paraphrased, then the students are ready to add them after the topic sentence. I have the students choose the order of effectiveness of the main idea sentences.

Whichever way you teach your kids to summarize make sure to keep your strategies consistent. When you lessen the cognitive load for your students by using predictable organizers or processes, your students will be able to put more thought into the content. Good luck getting your students summarizing like champs!

Holiday Crafts and Projects in the Classroom

December can be a challenging month in the elementary world. Minds are racing everywhere. It can be hard to stay focused with all the hubbub of the Christmas season. It can be a struggle for adults, imagine how hard it can be for the students! Remember to be kind and give yourself (and your students) a break!

To help keep focus on school, there are tons of fun things that can be integrated into the classroom to make learning engaging and holiday themed.We love to do holiday themed writing, games, task cards, break outs. But in our classrooms there are always tons of crafts being made as well.

When the holidays approach I always consider them a time to hone the students' OT skill sets! Fine motor skills and eye-hand coordination are important. And what better way to practice those skills than to craft!

Classroom Holiday Crafts

I love to make crafts with the kids and have them bring them home for a gift. Their faces light up when they have the opportunity to give a gift to someone. We do have some staple ornaments and projects that we do every year, such as these adorable candy cane ornaments--> Easy Christmas Ornaments.

Students come back and tell us, “I still have the ice cream cone ornament” or “I hang my puzzle piece wreath every year!” I know I cherish the ornaments that my daughter has brought home over the years.

This year since I am team teaching again (with 3 sections) and we decided to handle crafts with a team approach. We wanted to make sure each student in the grade level would have identical gifts to bring home. This sounds like a great plan until you have to make 75 of this and 75 of that! But once we got organized the process was like a mini assembly line.

Our first step was to decide what to make. We then talked about supplies we already had in the closets, and finally we divided up the crafting time. It worked out very well because with each of us focused on different curriculum we were able to break up the day (and the crafting time) based on where each teacher was in the scope and sequence for their curriculum.

Below are some of the crafting and holiday-themed items we have sent home to families:

Snowmen Ornaments

Handprint snowmen were done in one classroom. The teacher did a mini lesson for the day and then had the class working on content related tasks that were review, so they didn’t need explicit teaching during this time. She was able to call over each student one at a time to paint their hands. (A parent volunteer came in and put all of the names and date on each of the bulbs.) This helped with time and she was able to get all 75 students’ hands printed on the bulbs. The bulbs came in a great box of 100, so reorganizing them back into the box to dry was a life saver. Paper plates or shoe boxes would also be a storage option.

The next day, once all of the paint was dry, the students came back and worked in small groups to decorate the snowmen. They used permanent and craft markers. The teacher noticed that the permanent markers dried out quickly due to coloring over the paint. So she switched to cheaper markers and they did the job just the same. Once they were all done, she loaded them back into the organizer bin until we were ready to send them home.

Materials Needed:

• one ornament per student (we used glass but plastic works well too)
• white paint
• colored markers

Time:

• 1 day to stamp hands and dry
• 1 day to decorate

Process:

• label each ornament with the student's name and the year
• paint each student's hand white and press it on the ornament (we kept our snowman count to 3)
• wait for the ornament to dry
• have students decorate their snowman family using markers

Family Traditions Book

One of the tasks the students worked on while we were crafting in small groups was a paragraph about their favorite family tradition. They could choose a holiday or winter themed tradition to write about. Once these writing pieces were complete, we made a grade level book of their traditions. This became a keepsake to send home with the students. We did give support with grammar and mechanics, but kept the content as they wrote it. It was nice to see how they all celebrate family during the holidays.

Family Recipe Book

Another memorable keepsake that doesn’t take too much time to put together is a grade level family recipe book. We sent home a flyer requesting a special family recipe to be sent into school. If you plan on doing this make sure you are specific in your request. Ask families to send the recipe via email. We have done this in the past where we had to retype all of the recipes when they came in hand written!

Once you get the recipes, they need to be formatted and complemented with some clip art. In years past we have printed books in a smaller format so we could create a bound book. We would have each student bring in a cereal box to use for the book cover. We would copy the recipes on a half sheet of copy paper. Then we would cut the cardboard boxes to make covers to support that size.The students cover the cardboard with wallpaper, wrapping paper, art work decorated by themselves. It makes a nicer presentation than just the stapled packet. 

Foam Ornaments

The bulk packages that you can buy make a great and simple ornament for the kids. Our parent volunteers spend quite a bit of time trying to separate all the parts that go with each ornament. This is a time saver for sure! We put all the supplies out on the table and bag up what is needed for each ornament. Sometimes it gets a little crazy when the same kit has reindeer, Santa, and a snowman in it. All of those have different accessories, so bag them up and be ready for those crazy crafters to come to the table! These ornaments are also great a great place to stick those school pictures! My teammate loves to grab these foam kits the day after Christmas for 50-75% off. Grab them cheap after the holidays, throw them into storage, and you will be ready to rock once next December gets here!

Snow Globe Ornaments 

This is a craft we have been looking at for years but had never actually done it. After some late-night messaging on social media, we decided to give it a shot.

To start, we took a picture of each student in an “open jumping jack” pose. The goal was to have them appear to be trapped in a snow globe. We then had to transfer the images to PPT and ask for them to be printed in color.

Then, cutting, cutting, cutting. We trimmed each student’s picture so there was only an outline of their body.

For lamination, we used lamination sheets (3 globes per sheet). After drawing the circles on the sheet, we painted the snowdrift on the bottom portion and then asked students to use their fingers to make snowflakes in the upper portion. We sprinkled some glitter to give it a little pizzazz. Lastly, we added in a globe base (pre-printed with the year) and the student picture. The sheets were ready for lamination!

A tiny dab of paint will help keep the base and picture in place.

WARNING: it is IMPERATIVE that the paint be dry before you laminate. Give the sheets overnight to dry; otherwise you will end up with a smeared mess when the sheets go through the machine.

ALSO NOTE: this is such a cute craft, you may end up making some with your own children, pets, or coworkers’ families!

Materials Needed:

• one picture of each student
• lamination sheets and machine
• white paint
• snow globe bases
• string for hanger (optional)

Time:

• 1 day to take, format, and print picture
• 1 day to cut out the silhouettes
• 1 day to prep the sheets
• 1-2 days to add each student's fingertip snowflakes, glitter, base and picture (and laminate)

Process:

• take each student's picture
• format and print the pictures in color (I fit 6 students on the page vertically, 3 per row, in order to be sized properly for the globe)
• cut the pictures
• prep the lamination sheets: draw circles for the globes, open the sheets and paint the snow drift, allow to dry overnight
• have students add their fingertip snowflakes (allow to dry)
• add the glitter, students picture, and snow globe base
• laminate
• cut out the globes
• add hanger (or a magnet to make it for the fridge!)

This is one of the most intense holiday crafts I have ever done. There was quite a bit of stress and frustration with certain parts of the process. However, like childbirth, I will probably forget about the pain, focus on the product, and do it again!

Holiday Canvas Bags

Every year I have seen these adorable string of light crafts where the students make the light bulbs with their fingerprints. Like the snow globes, they are always begging us to make them. This year we decided to make 75 of them! We actually used our PTO mini-grant to help support the cost of these. We found what we needed on Amazon and applied for two mini-grants to cover the cost.

We did the bags in steps and divided the work between the classes. One of us put a piece of masking tape on the top corner and labeled all the names. We organized them into their home/classrooms so they were ready for mass production. Once they were labeled we used a sharpie marker and created unique light string designs on each bag. Then it was time to pass them off to the next teacher. 

Before getting to the painting portion of the craft, we cut down manila folders to fit into the bag. The layer added protection from paint bleeding onto the back side of the bag. When we were done with the bags, we easily pulled the folders out of the bags and put them into storage for next time.

In another classroom, students used their fingertips and paint to create a holiday string of lights.

Students worked in small groups at a designated craft/paint table while the rest of the class worked through a Google Classroom assignment. These festive bags were used for students to transport their holiday items home and made a nice gift themselves!

Materials Needed:

• one canvas bag per student
• permanent marker
• paint (various bright colors)

Time:

• one day to label bag, draw the strings, and insert the folder
• one day for students to paint their bag
• one day for students to write a holiday message

Process:

• have students come to a craft table set with paint
• students dip their fingers in the paint and gently touch spots along the string

For a less intense approach to creating holiday cards and bags you can check out this blog post --> Easy Holiday Cards and Bags

For a Christmas Craft Project that doubles as a ready-made bulletin board you can visit this blog post --> Classroom Christmas Craft

Our days are super busy with curriculum, but this time of year it is important to take time to be present in the holiday spirit. Many days our classrooms looked a lot like Santa’s workshop! But, in the end, the students had an adorable holiday bag filled with timeless childhood keepsakes.These simple crafts will provide memories for a lifetime. Find ways to fit crafts into your plans and don’t forget to lean on parent volunteers and teammates to get the job done!

Happy Crafting!

Morning Routine in an Elementary Classroom

Before Students Arrive

I project a morning welcome slide on the board. It includes the date, day of the week, letter day, special, and fraction day (24/180). If there is a change in the schedule or a special event, I include that as well. Within one section of my morning board I list the items the students will need to start the day. I also have a couple of clickable links. My building records the morning announcements so I have the link ready to go and need to simply tap the icon to get to get there.

Greet at the Door

I love to start my day at the classroom door. As the students are coming down the hall, I stand just outside the door and greet them as they arrive. For some a simple "Good Morning" will suffice. Others like to start their day with a high five or a hug. Whatever your students seek as a greeting, it's a great way to connect with them on a personal level as the day begins.

Attendance Sheet

While I am standing at the door, I will usually have a clipboard and attendance sheet in hand. I check off the students' names as I greet them. The checklist helps me complete my attendance correctly (and on time!). If there is an extracurricular activity going on that morning in which the students need to quickly enter and exit the classroom (such as band or chorus), I will have them sign out on a sheet in the event I missed greeting them as they came in the classroom. 

Attendance sheets are a great way of tracking patterns in attendance.

Check for Homework

If there was homework the night before, the routine in my classroom expects the students to turn in their homework as soon as they enter the classroom and start to organize their materials for the day. As the papers come in (have a designated spot for homework) I check off if the student turned in the assignment. On my attendance sheet the boxes have enough space for 2 check marks. The first would be for attendance, the second can be designated for homework. If you check off the homework first thing in the morning you know which students have not yet turned it in or who needs more time to complete it. It will save time later on in the day.

Side Note: in my room, the spot where all note, bus passes, excuses etc... need to go is called "The Dropbox". Give your spot a name and it will be easier to reference when students ask where to turn things in.

Sign Agendas

Do your students use an agenda? In my classroom the morning routine involves filling out an agenda. I use the words "planner" and "agenda" interchangeably throughout the year. Students quickly learn these words as synonyms. 

Mondays (or the first instructional day) is when the majority of the writing takes place. Students will fill in the schedule for the week. For each day of the week the student indicates the "letter day", our special (great for reminding them to bring sneakers for PE), and if there will be chorus or band lessons. 

I also write down special events taking place during the week (field trips, video conferences, spirit wear) or during the evening (PTO dinners, parent/teacher conferences). I also write down if there will be half days, no school, etc... Last year I started to write the fraction day and the families and students enjoyed watching the days we had been in session move toward 180.

Homework is also written in the agenda as well as special project due dates. I ask families to sign the agenda so I know they have seen the homework and schedule for the week. 

Morning Work

Once students have been greeted, turned in homework, and written in their agenda, they can work on their "morning work". I don't always have this component in the morning routine. My teammate does and she has consistently used morning work for years. An assigned task helps get the students focused for the day and keeps them engaged while waiting for the rest of the class to arrive and get organized.

Single Point Rubrics for Writing

Rubrics. I took an entire semester on assessment and rubric construction while earning my Masters degree. It was a memorable class. I learned a lot and have used many of the nuances that create a powerful rubric to assess my students. When constructing rubrics I have always used suggestions from the students. It is common practice in my classroom to have students grade themselves on the rubric and turn it in with their final drafts.

At the start of the school year I saw a social media post from someone (forgive me, I cannot remember who) about a single point rubric. I did a little research and found references to this revolutionary way of grading as far back as 2015. Surprisingly, I had never heard of it! I was intrigued enough that I decided to give it a go to determine if it was a good fit for my classroom. It was... and it can work in your classroom too!

For the explanation and samples in this posting, I used the single point rubric to grade writing pieces. My district and state use 2-point and 4-point scoring goals for written responses. A 2-point response is usually one in which students need to answer a question about the text using details from the passage to support their response. It can be described as a "short response". A 4-point response typically involves pulling evidence from more than one text, multiple paragraphs, and more eloquent sentence structure. 4-point responses are often referred to as "extended response".

I started with a 2-point question. I had been using the tried and true R.A.D.D. (Restate. Answer. Detail. Detail.) but students would still struggle with simple things such as "enough details" or an appropriate conclusion. For those students who would follow the rubric literally, they sometimes would give two drab text details without context, explanation, or an inference. 

INTRODUCING A NEW RUBRIC AND EARNING 2 POINTS

To begin, I introduced the rubric and spent approximately 20 minutes going over each bullet; demonstrating examples and non-examples. We also discussed how a student could be missing a bullet point (ex: conclusion) and still earn 2 points. It was a wonderful way for students to dissect good writing and the merits of a "strong" 2 compared to a "weak" 2.

My rubric coding is as follows:

• star = the student completed that bullet well 
• circled bullet = need more for this category
• arrow to the left = need to improve the response in that bullet category
• arrow to the right = exceeded the expectations for that bullet category

One of the challenges of using a single-point rubric for a 2-point response is that the max points are 2. Once students have met the requirements in the center column, they have maxed out the credit. However, the right column helps students aim for writing that exceeds the expectations; even if they are unable to earn arrows to the right for each bullet point, they most likely have earned 2 points. 

The 2-point rubric helped prepare my students for meeting expectations when we moved to a 4-point rubric. Once the students understood the concept moving through the center column and meeting the requirements, it was an easy segue into the 4-point response.

THE NEXT LEVEL: EARNING 4 POINTS

After working with the single point I moved my students to working with a 4-point single-point rubric. With having the previous experience with the 2-point rubric, they understood the minimum requirements are listed in the middle. However, with a 4-point response, when a students completes the middle column they have MET the expectation. If a student earns arrows to the right, they are now working beyond the minimum requirements and have EXCEEDED the expectation. Using a single-point rubric to explain the difference between meeting and exceeding expectations helped clarify a lot of the misinformation about scoring 4 points. The rubrics were especially helpful when conferencing with families and discussing what is proficient compared to exceeding. It also helped to shift the discussion to other parts of the report card where students can earn up to 4 points for each of the standards. For some families, they were able to grasp that a 3 doesn't mean 75% and that 3's are the goal. 4's are a celebration and rare.

Students have been presented with a bulleted list of requirements for over a decade. Yet, I would still get written responses handed in with some of the bullets not completed. The frustration! Have you ever wondered how a student could completely ignore the bullet point "details from BOTH stories"? I will not claim that students no longer ignore/miss/forget bullet points. But at least now the rubric matches the prompt. It is more cohesive and there are fewer bullets being missed. 

I use single point rubrics to organize and explain the minimum requirements of a writing assignment. The ease and flexibility of the rubric lends itself to adaptation for any assignment and any content area.

A single-point rubric has eliminated a lot of the "clutter" that comes with the big grids. It also does away with the "always, sometimes, rarely, never" nonsense that has wiggled its way into rubrics for lack of anything better. The single-point rubric streamlines the minimum expectations for students and families and clarifies the difference between meeting and exceeding expectations.