Monday, July 16, 2018

Classroom Management Series Week 3: Behavior

Hi there!

Thanks for stopping by for Week 3 of my Classroom Management Summer Series, where I am going to be talking all about behavior management! This will be many of your student's first time in a school setting. They will not know how to sit properly, walk in line, or how to act in the lunch room. In addition to teaching them routines and procedures, you need to teach them how they behave at school.
Setting the tone at the beginning of the year
I remember my first week of my first year teaching, I was chatting with a few other teachers on my team. I had this one student who was causing problems and not being respectful. They asked if I had sent him home on yellow or talked to his parents. In my mind, it was only the first week and I didn't want to send home anyone on yellow yet! However, that was my first mistake. You have to make sure to set firm expectations at beginning of the year. If a student is misbehaving, and does not fix their behavior, they need to understand that what they did is not acceptable classroom behavior. My first year teaching was definitely my hardest with classroom management, specifically behavior.
The first day of school we always complete this "Good vs Bad" behavior sort. I hold up a picture of the behavior and we talk about whether it is making a good choice or a bad choice. Then, we sort it in a pocket chart. I also use this time to show off my acting skills. My students DIE laughing when I get on the floor and roll around! I ask them "Should you roll around on the carpet during carpet time?" They all say a loud "NO!" I think seeing their teacher make the bad choices and how silly that looks, really helps them understand. The book No, David! by David Shannon is a great read aloud that goes along with this lesson.

This next little trick was given to me by a veteran teacher. Kindergarteners LOVE skittles, or any small form of candy. I carry a sandwich size bag of Skittles around with me at all times. I randomly give out 1 or 2 to a student showing model behavior, like walking nicely in line, or going to the carpet quickly and quietly. I just hand them a skittle and they eat it right away. I don't even need to say anything, but all the other students see and automatically copy whatever that student is doing. I only use this for a week or so, but that instant gratification really works when you are trying to establish model behavior.

Behavior Management
These are the three main behavior systems I have used in the past, Clip Charts, Class Dojo, and Behavior Goals. Every year, my behavior management strategies have slightly changed based on my class. I have used just one or even a combination of the three. Don't worry about what other teachers think, or say to do, because you need to do what works best for you and your students.

•Clip Charts
This past year I had a class with almost ALL boys. I knew I needed to step up my behavior system in my class. After two years of not having a clip chart, I decided I would give it a shot again. And, boy am I glad I did! My students needed that visual of when they misbehave, there is an instant consequence, but when they make a good choice, they may be rewarded. When my students moved down to yellow, they realized they had to work hard to move back up to green. Always give your students the opportunity to move their way back up! At the beginning of the year, my students had quite a few yellow days. But by mid October, the yellow days had gone down significantly and the purple days went up!
Here is the clip chart I use. I also have a behavior calendar that I send home in their take home folder each night. They color in whatever color their clip ends up on at the end of the day. Their parents can see their color for the day when they check their folder at home. If my students move up to blue or purple, they get a special note home from me. My students really strive to earn blue or purple! If my students move down to yellow, then I write a quick note home using these forms.

Class Dojo
I have really enjoyed using Class Dojo! I usually use it as my main behavior management strategy; I have used it along with a clip chart and also on it's own. When using it with a clip chart, I clip students down if they do not listen after two warnings. I usually take away a point as the warning, so the next step is a clip down. Like I said before, the clip chart is mainly for setting expectations in the beginning of the year. Class Dojo is what I focus on throughout the year.

I give way more points than I take away using Class Dojo. I like it because I can carry around my phone or an iPad and give/take away points right away. The students hear the "ding" and immediately they fix their behavior. To keep track of their points, I use this Class Dojo hundreds chart in the back of their homework folder. Every Friday, during pack up time, I walk around and show my students how many Dojo points they have. They color in the boxes until they reach that number. I have reward coupons that they can earn based on how many points they have. For example, when they reach 25 points, they get to choose something small, like a fun pencil or to chew bubble gum. When they reach 100 points, they can have lunch with the teacher, or sit at the teacher's desk.

Behavior Goals
I also tried something new in my classroom this year! I had my students set their own personal "behavior goals" every day. At the end of the day, we would have an afternoon meeting and talk about our goals. I have a whole blog post on how I used this in my class. You can read about it here: Behavior Goals.


Desk Groups Management Ideas
My students are grouped into desk groups for our morning work, writing,  and whole group math time. Here are two ideas I use to help manage table groups and utilize our time at our desks.

•Table Points- This is a super simple way to motivate your students to listen and do their work at their table group! All you need is a little space on your whiteboard. I number each of my table groups and tell them that they are a team. Anytime a table group gets ready quickly, is listening, participating, working hard, cleans up quietly, I give them a tally mark. At the end of the week, whichever table group has the most table points, they get a small treat, like a special pencil or 5 minutes of computer time.

•Quiet Critters- I use these little guys during writing! I tell my students, "Writing needs to be quiet time, because we can't write while we are talking." I put one Quiet Critter on each student's desk. Quiet Critters like to watch them work quietly. However, if they talk, the Quiet Critters get scared and go back into their home. Students are not allowed to touch their critter or they lose their magic and have to go back home. If a Quiet Critter lasts through the lesson, they get a point, skittle, ticket, something small! Once one student talks and loses their critter, the rest of the class is silent! You can buy them pre-made here or make your own!



I hope you got a few new ideas on how to handle behavior in your classroom! Stop by next week to learn all about having an organized classroom!







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Monday, July 9, 2018

Classroom Management Series- Week 2: Routines and Procedures

Hi friends!

Thank you for joining me on Week 2 of the Kindergarten Classroom Management Summer Series. Last week, I talked about how to set up and implement successful centers in your classroom. This week, I am going to talk all about Routines and Procedures!
Create a consistent schedule
Kindergarteners NEED structure and a consistent schedule. I don't know how many times something threw off our day- an assembly, fire drill, class party, etc. If you don't have a consistent schedule, ALL your days will feel hectic. Your first step is to create a daily schedule and STICK to it. Things come up, and it will all be okay. Your students will come to expect that schedule and will know if it's different or off. Some schools make your whole schedule for you, while other schools may give you the times for lunch, recess, and specials, but the rest is up to you. Once you have your schedule, you can create routines and procedures for your day.

Planning Ahead
Once you get your keys to the classroom for the year, you instantly start thinking of how you are going to decorate your class and where all your Target dollar spot finds will go. But first, PLAN! My first year teaching, I arranged all my tables and classroom furniture without thinking of routines and procedures. I ended up having to move all my furniture multiple times because it didn't work. There wasn't enough room for my students to unpack in the morning, my center materials were in a not-so-easy place for students to access them, and my center stations were not spread out enough. Here's how I decide how to set up my classroom each year: Grab a pad of paper and pencil and let's go!

First, start at the classroom door- think of how your students will enter the classroom. Ask yourself questions like- Where do their backpacks go? Walk through your classroom like you are a student and figure out your morning routine. Then, WRITE IT DOWN! That way on the first day, you won't be showing your students the morning routine and forget what comes next. Do the same for centers, lining up, dismissal time, etc.

I created a simple printable that will help you plan out routines and procedures in your classroom. Find it at my TPT store here!
Once you create your routines, you can move your classroom furniture to fit your classroom needs. Planning ahead will make you feel prepared for the first day and help your classroom be set up in the most beneficial way possible.

Start on Day 1
Start teaching your routines and procedures on the first day of school. Yes, I know you probably want to do all that cutesy stuff, like coloring and taking pictures with homemade signs, but you NEED to leave time for teaching procedures. Your students will come in and have no clue what to do. You have to literally walk through EVERY LITTLE STEP THEY TAKE for the entire day. Now, it is impossible to do this first thing on the first day of school. Put the backpacks down, don't touch the supplies, have them sit at their desk or table and play with Play-Doh. This will occupy them until it's time to teach them all the routines and procedures.

Once you officially start your day, teach the routines and procedures as they come up. They have to clean up their Play-Doh, so show them how to clean it up, close the lid, and where to put it. Teach them how to stand up and push their chair in. Show them how to sit on the carpet with you. Practice it twice, then move on to the next task.

Tip: Teach them all about the bathroom procedures FIRST! No one wants an accident 15 minutes after the first day of school has started!

If you print out my free checklist, put it on a clipboard and cross off each item as you go. You probably won't get through all of them the first day, so spread them out over the first week.
Go slow when you are doing something with your students for the first time. 
Model each step so that all students can see and complete it with your students. 

Reviewing Procedures: 
Now that you've taught your students all the procedures, you still need to review them often. Each day for the first TWO or so weeks of school, pick a few procedures and review them daily, even if they are already able to do it independently. I pick one or two students to act out the procedure for the rest of my class, and we discuss whether or not they did it correctly. Then, we practice as a class. It takes maybe 5 minutes a day, but it is so worth it!

Throughout the year, you should keep reviewing the procedures, just not every day. Once I noticed my students starting to forget the correct procedure, I make sure to review it right then and there, or the next day, if there's no time. For example, when my students were unpacking one day, I realized that many of them were forgetting to take out their take home folder for me to check. I stopped what we were doing and made them go back through the whole morning routine to do it the right way. The next day, we reviewed our morning routine before we even entered our classroom, and I told them I was going to look for super star unpackers to get a skittle. My whole class ended up doing a great job, so everyone got a skittle.

Don't wait until its too late to review a procedure! After breaks like Christmas Break and Spring Break, take some time the first morning back to review procedures too. It may seem like this is getting repetitive, but your classroom will run smoothly throughout the year!

Ideas for procedures:
Turning in work/unfinished work
Bins are from Big Lots
We use these bins for their finished and unfinished work. Once a student finishes their work, they turn it into the finished work bin. If a student does not finish their work in the time given, they put it in the "Unfinished Work" bin. I check these bins by Thursday, to make sure unfinished work doesn't end up in the "Finished Work" bin. On Fridays, I pass out any unfinished work  to the students, and they have additional time to work on it. Any students who finish all their work, get to choose a free play center, we call this "Fun Friday". My students work VERY hard to finish all their work by Friday. If students still do not finish their work, I send it home with them to complete it over the weekend.

Using the Bathroom
If you have a bathroom in your classroom, it makes things a lot easier for you and your students. However, there's always an incident where one student walks in on another. We use this sign to let others know if there is someone in the bathroom or not. The clothespin is on GO when the bathroom is unoccupied. When a student needs to use the bathroom, they clip the clothespin to the STOP side, go in and do their business. Once they are done, they clip it back to the GO side.

Lining up and walking in the halls
Lining students up on the first day of school is always what I imagine herding kittens to be like. Most of them have never gotten into a line before, so this procedure takes some time and a lot of patience. First, I teach them how to properly stand in line. I use this saying with my students- "Bubbles and duck tails". They put a "bubble" in their mouth. I remind them to breathe through their nose with the bubble, because there are always a few who think this means "hold their breath". The "ducktail" is their hands clasped behind their back. "Bubbles and duck tails" ensures that the students aren't talking to one another and they aren't touching each other or the wall as they walk. Next, I show them how to quietly walk and get in line. If you want them to have a specific line order, this is when you teach them. Most years my class is fine without a specific order, but sometimes it helps cut back on arguing about the line order. We practice walking through the hallways quietly, and I show them all the different parts of our school.

Asking for permission
Kindergarten students do not understand how to ask for permission, especially if this is their first time in school. So, if you do not want unwanted blurting during your story time, when a student has to use the bathroom, teach them these hand signals. There are many different variations, but this is how I use it in my class. If a student needs to go to the bathroom, they raise one finger up QUIETLY. Once I see them, I make eye contact and nod at them. They get up and go to the bathroom. No interrupting! I don't have to stop and tell them they can go, I can easily nod while I am reading a book, solving a math problem, etc. The other numbers go like this-
2- Water
3- Pencil
4- Tissue
5- Question (because that's just raising your hand)

Find hand signals here!

Pencils
I don't know about you, but hearing the pencil sharpener going in the middle of a lesson is my BIGGEST (teaching related) pet peeve. Some teachers don't mind, but I think this totally distracts my students and me too! The pencil sharpener is not allowed to be used by any one other than the Pencil Sharpener Helper, and ONLY at the end of the day. We have two pencil cups, one with freshly sharpened pencils and the other where the broken, unsharpened pencils go. When a student breaks their pencil, or it gets too dull to write properly, they can switch their pencil out.

Community Supplies
Community supplies are a lifesaver in my classroom. It is so much easier to combine all the supplies, then to worry about whose crayons are whose or if a student doesn't bring any supplies. Each desk group has a supply caddy, which can be found at Target, Lakeshore, Michael's, etc. In the caddy, I put pencils, dry erase markers, scissors, glue sticks and individual crayon boxes. I bought a class set of scissors, so that they are all the same. I can't stand when my students argue over something silly like scissors. If they are all the same, there is no arguing! For the crayon boxes, I find that the cardboard boxes rip and tear EASILY. So, I have Dollar Store Tupperware containers for each student to put their crayons in. I just take a whole box of crayons, dump, then close the lid. Each container has a student's name on it. You could also just have a basket of crayons. I like my students to have a little responsibility when it comes to their supplies.

There is also a caddy at each center and at my teacher table. Students don't have to carry supplies with them anywhere which cuts back on "lost" supplies.
Thanks for stopping by! I hope this post helped you feel more prepared for teaching routines and procedures to your students. Next week, I will be talking all about organization!



Monday, July 2, 2018

Classroom Management Summer Series- Week 1: Centers

Hey there!

Thanks for stopping by for Week 1 of my Classroom Management Summer Series! This week I am going to talk to you all about CENTERS.
My favorite part of our day in Kindergarten is our Reading and Math Centers! Centers are the perfect opportunity for your students to grow socially and academically, while learning how to work independently and as a team. I look forward to my small group time, as this is where I am able to really work with my students and give them the attention they need. I've had lots of questions on Instagram about how I do centers in Kindergarten, so today I am going to explain how I incorporate centers in my daily schedule!

When/how long are centers in my daily schedule?
When creating my daily schedule, I schedule my Reading Centers time slot FIRST. I find a part of my day that I have an entire hour uninterrupted, preferably in the morning, and that's where my Reading Centers go. An hour gives you either four 15 minute rotations or three 20 minute rotations. Your students will need at least 15 minutes for a center, but anything over 20 minutes is too long and where behavior issues start, at least in my experience. My centers DO change a little every year, and that's fine! Each class is different and you will figure out how long they are able to work before getting antsy/bored with their center.

I have two options for center rotations. Depending on how big your class is or what your class is like behavior wise will help you decide which option is better. If you have a small class (less than 18) I would go with the 4 center rotation, because you would have about 4 in a group. If you have a big class, 6 centers may be a better fit, so you don't have 6 students in a group. I find that groups of 3-4 work BEST together and more than 4 becomes a behavior/management problem.
What do your center stations look like?
My center stations are Teacher Table, Technology, Activity, Pocket Chart, Art, Writing, and Independent Work. I've linked some of the resources that I like to use!

•Teacher Table: Weekly Readers, Phonics Interactive Notebooks, Sight Word practice, Fluency Roll and Read
•Technology: iPad, Chromebook, or SMART Board
•Activity: Puzzle, Matching Game, Sensory Bin, Bingo, Spelling Cards
•Pocket Chart: Phonics Picture Sort, Sentence Builders
•Art: Letter Crafts, Color by Sight Words, Sort by Color
•Writing: Handwriting, Picture Prompts, Sight Word sentences
•Independent Work: Worksheets, Cut and Pastes
Note: I only have Teacher Table and Technology every day, the rest I rotate between the remaining 2 or 4 center stations. 

How do you plan your centers?
When planning, I make sure I am covering the weekly skills from the reading curriculum and also any additional skills that we are working on for that quarter. I use my Erin Condren planner, to write down quickly what centers I will do. After I make copies, and pull any games/puzzles/activities from my files, I put them in a clear Sterlite bin with the center number on it.

Here's what a sample week looks like:

One tip for you is to keep it SIMPLE. I use the same type of activities/worksheets/games, so that I do not have to explain a new one every week. For example, we do three days of sight word work at an independent center. I use this Sight Word Super Stars packet by The Moffatt Girls, and print the worksheet for the two weekly sight words that we are practicing as a class. I also use my Editable Sight Word Cut and Spell with words that my students have previously learned. After two weeks of working on these worksheets, my students understand how to complete it and I don't have to explain it every time.

What are your procedures for centers?
After we finish our phonics lesson, I pull out the center bins for the day. I open each bin and show them the center for that station. I explain and model how they complete the center. I let them ask any questions, after I finish explaining every center. Then, my students will go to their first center and start right away. Around the classroom, I have these big center signs. It helps my students find their center quickly.
You can grab the EDITABLE Center Signs freebie here:
My students work for the set amount of time. If they have a question, they ask 3 others then me. I have this light up sign that reminds students to not disrupt me unless they have already asked 3 others.
I set this timer and display it on the SMART Board. I use the :57 second one and add my total time. If centers are 15 minutes, I put a 15 on the timer. Once it gets down to :57, then music will start playing. This cues my students to STOP, drop what they are doing, and clean up. My students know that they must finish cleaning up before the music stops. They turn their work into the Finished Work bin and if they did not finish, they put it in the unfinished work bin to be completed later. Once the music stops, they freeze and face me. I wait until the class is quiet and standing still, and I say "Switch" and my students rotate clockwise to the next center.

When/how do you introduce centers at the beginning of the year?
On Day 2 or 3, I start to introduce centers to my students. I put out fun, non academic centers at each station, like play-doh, puzzles, crayons and paper, etc. I group my students into random groups and they get 10 minutes to play at each station. When the music for the countdown timer starts playing, they freeze, and I explain how that is their signal to stop. We will sometimes practice freezing when they hear the music, kinda like a backwards Freeze Dance. I show them how/where to rotate and we do one group at a time. They get 10 minutes to play at the next station, then we practice again.

During the first two weeks of centers, I do not have a group at my Teacher Table. THIS IS MY MOST IMPORTANT TIP. Instead, I walk around the room and monitor each center group. I will sit down with each group, play the game with them or help them with their work, modeling how to act/work together during centers. Some students do not know how to take turns, or what to do when someone "steals" their turn, so I make sure they all understand how to take turns. This time also gives me the opportunity to get to know my students, see who works well together, and which students need to be in separate groups. I usually pull a couple of students and do any pre-assessments I need to complete once my students seem to be working nicely. If you don't take the time to make sure your students understand center expectations, your centers will not run smoothly, and then you will have to deal with problems down the road. Take the time to establish center expectations and procedures.

How do you group your students?
First, I list any students that absolutely cannot work together and separate those students first. There are always 2 or 3 students that need a solid group that won't tempt them to mess around. Then, I do it academically with what the students need to work on. Usually I have a "high" group- students who come in knowing many of the Kindergarten skills and need a challenge, and a "low" group, students who may come in not knowing any letters and need more intervention. The rest can be moved around easily. I do change my center groups every few weeks, that way students have the opportunity to work with others in the class.

Do you have Math Centers?
In my class, we do have Math Centers 4 days a week, with Fridays being a whole group lesson and math activity or craft. We don't have enough time to do a full hour, so we have 2 rotations every day for a total of 30 minutes. Centers are switched every other day, similar to the 6 station rotation mentioned above. We have the same type of centers, and I use the exact same procedures and routines, just using math skills instead.

Thanks for reading! Be sure to check out next week's post about Kindergarten Classroom Management- Procedures and Routines!

Thursday, June 28, 2018

Your Students can Learn 100 Sight Words!

Can your students really learn 100 sight words in a year in Kindergarten? YES, they can! Today, I am going to share the sight word program that I have used the past 5 years in Kindergarten. And 90% of my students every year have learned over 100 words! The best part- it only takes 5 minutes a day to do!

Even though my students are only required to learn 50 sight words, the first grade curriculum is a big jump. In order to help accommodate that jump, and make sure my students are ready for 1st Grade, I include over 100 sight words on the Kindergarten sight word list. I know that this seems like A LOT, but they don't HAVE to learn all 100something words. However, most DO learn 100something words! This Read the Rainbow Sight Word program motivates my students to learn their sight words.

The whole purpose of this program is to allow students the time they need to learn their sight words. Some students learn their sight words quickly, while others may need more time. And that’s OKAY! All students learn at different paces so this sight word program is perfect for all classrooms.

How to make your sight word list:
The first thing I do is create a sight word list using a mixture of curriculum words, Dolch, and Fry sight words. Most Kindergarten curriculums have between 20 and 40 words. I put one or two words in each list. That way, my students are learning the curriculum sight words as we come to each unit and week number.

Then, I look at the Dolch and Fry lists and add words throughout my sight word list. I use easy words like "see" and "am" in the beginning of the year, and add tougher words like "they" and "find" towards the end. I also add in a color word to each list. This sight word master list has 6 words per list and 3 lists per color, which totals 144 words. I know that is way over the 100 words in a year, however, I include 36 "challenge" words- the purple and pink lists. Some students fly through sight words and need more of a challenge, so these lists are for them. About half of my students end the year either working on the challenge words or finishing the whole list.

Here is what my sight word list looks like once I add all the words:
If you want to make things REALLY easy, you can find the Read the Rainbow Sight Words product at my TPT store here. You just type in your words and it autofills the flashcards for you! It took me 10 minutes to create a list and flashcards for the whole year. Of course, you could make your own list, but I did all the work for you!

Sight word rings
Now it's time to make sight word flashcards! There are 6 per list and they are held together with a binder ring. My students keep their current sight word flashcards set in their pencil box inside their desk. They do not take them home, although you may let your students take them home.

You will need:
•Read the Rainbow Sight Words file with your words inputed into the master sight word list
•Colored Astrobrights paper
•Small 1/2 inch binder rings (enough for each student to have one)
•Something to store them in
•Laminating sheets and laminator (or access to your school laminator)

How to prep:
1. Print flashcards on colored Astrobrights paper. This makes it easy to see what color each student is currently on.
2. Laminate the whole page. If you want these flashcards to last for a few years- LAMINATE! I used my personal laminator (because it's a little thicker than the standard school laminators) and my flashcards are still in great condition 3 years later. Yeah, this picture is 2 years old... so my flashcards, as seen below,  have lasted through 2 classes and can be used next school year.
3. Cut the flashcards out. Using a paper cutter makes things go MUCH faster!
4. Put a hole punch in the upper left corner of each flash card.
5. Use a binder ring to connect them together.

How to store sight words:
Clearly, your students will not all be on the same list. I make sure to print an entire class set of the Red flashcards, because your students will all probably start on Red. If you have some advanced students, you can start them on a different color if they already know some sight words. I prep about 5 sets of flashcards per list.

I separate each complete list with a paperclip, like this:
Then, I put the lists in a sandwich size baggie and label it with the color and list number. These get stored in a Sterlite bin, so I can just close the lid and store wherever.

Read the Rainbow Sight Word Program
Like I said above, this program is designed to have your students learn sight words at their own speed. In order to keep track of your students progress, you will need to have some form of data tracking.

Here is what I use:
Before I give out their first list, I pre assess all my students to see if they know any sight words. I usually have a few students that I may start on a later list because they already know some of the words. I use my master list and highlight the words they know. This list gets added to their data binder and I use it to test them on all the sight words after each quarter. I use a different color highlighter every time I test them, so that way I can see their progress.
My students get their first sight word list and I send home a white paper copy along with a parent letter explaining the program. I have my students keep their sight word ring in their desk, and they use the white paper copy to practice at home.

You can decide when/how often/how you will test your students sight word progress. I use this tracking sheet to keep track of where my students are at all times. This is a great tool if you need a quick data check- to see what students may be falling behind or struggling with their sight words.
Here's how it works in my classroom:
I preselect two days a week that we do sight word practice. I call it practice instead of testing because students are always open to practice but may be nervous when its a "test". We do sight words first thing in the morning, while my students are working in their Morning Work Binder. One of those days, I make sure to call every student to my desk and the other I just ask who is ready for their new sight words list and only test those students. All of my students get their one on one sight word practice with me at least once a week.

I call a student up to my table. They bring their own sight word ring to me. (I have them take it out when they get to their desk in the morning, that way they can come to my table quickly.) I flip through the words giving the student only 3 quick seconds to read the word. If they have to sound it out, I let them, but they do not pass unless they know every word by SIGHT. If they do not pass I encourage them with a high five and give them a sticker or stamp and send them back to their desk with their sight word ring. Since this is just "practice", the students don't feel like they are failing a test. They just think they are practicing with their teacher.

If a student knows all the words on the ring quickly and fluently- they pass that list! I color in the little square next to their name, and grab their next flashcard set. I unhook the binder ring, put it on the new set and then put away their old list. I take a paper copy of their new list, write their name at the top, then they put it in their cubby to take home. Their parents will know they passed their sight word list once they see a new one come home.

Sight Word Data with Rainbows
I have a wall with their sight word progress in the form of a rainbow. Once they passed all 3 lists with a color, they would get to put up that color band on their rainbow. This would work great if your school requires you to have a data wall.

Also, I have my students color in this rainbow after they pass a color. They keep this in their personal data binder. This is great if you are required to have a Student Data Binder.
Sight Word Practice
We practice sight words as a class in the morning, right after our Phonics lesson. We either do a quick run through of sight words, a sight word matching game, sight word song from YouTube, or a fun sight word activity.
My students also have a sight word of the day, where they have to say the sight word before they leave the classroom.
At Reading Centers, we do this cut and paste weekly sight word worksheet, along with other sight word games and activities.
My students are to practice their sight word rings if they finish their Reading Center early. They get to choose how they practice- with a whiteboard, with a partner, or in their Morning Work Binder on the Sight Word of the Day page.

My students have been so successful with this program and continue onto First Grade as Sight Word Superstars! You can find the editable Read the Rainbow Sight Word Program here. It has everything you need to implement this sight word program. I hope you find this program helpful too!



Saturday, June 23, 2018

Kindergarten Classroom Management Summer Series

Hi friends!

Every summer, I find myself reflecting back on the school year and thinking about what worked well and what needs to be improved. If you're anything like me, classroom management is always on my mind! I love to spend time every summer scrolling through Instagram or Pinterest finding new ideas and tips to try (while I'm sitting by the pool of course!) After 6 years of teaching Kindergarten, I feel like I have a pretty good grasp on what works and what doesn't when it comes to classroom management.


So... this summer, I will be sharing a weekly blog post series focusing on classroom management in Kindergarten. Each Monday, a new post will be posted with lots of ideas for you to try in your classroom.


Find each post here:
Week 1 Centers
Week 2 Routines and Procedures

Hope you enjoy this summer series!

-Kristina