Super Improver Door


A couple years ago I read up on whole brain teaching and using a super improvers wall display in the classroom. I attempted to do it in the general education classroom that I co-taught in but it didn’t go as well as planned. So instead of starting this whole group I chose to start it in with my small group of IEP students in my resource office that I use to teach small groups.

This year I went for a chalkboard type theme for the wall. I bought some scrapbook paper from Hobby Lobby and lined the back of my door before I put the Super Improvers’ Wall up.  I put each kids’ name up in the same color as the content area.  Underneath their names I write I can…. and leave enough space so that after they are laminated we can write and change out goals as needed. Next to each child’s name I put a circle that represents the color they are on on the Super Improver’s Wall. On that circle I write what that child can do at this time.

Let me just say this has been the ONE thing that my kids look at after each time we progress monitor (every 2 weeks). Their goal is to reach pink (Master). At the beginning of the year we set mostly year-long goals. For most of my kids learning the letters in the alphabet is a huge struggle. We are in April and I have kids that still don’t know all the letters.

I have a Literacy side and a Math side to my wall. As a team the student and myself choose one goal from each area. I have some students who are on writing IEPs and not Reading IEPs (that’s why I put Literacy, it covers it all!). To the left of my door I have student graphs that they color in to correspond to the color they are on the wall. This provides a visual for them to see where they are at and how far they have come!

When they reach pink I told them they can have whatever kind of treat they wanted since they worked so hard. I don’t let them choose goals that will be easily met within a month or two. I try to aim for long-term goals.  So far McDonald’s has been a favorite choice. (Come spring time and it seems I am venturing out more often because kids are meeting their goals, I love it!).


If I were a Pilgrim on the Mayflower I would bring…

This week we have been learning about the Mayflower and what it was like. To end our week we made these cute little pilgrims. I used the small paper plates and had them paint them. While they were drying we made the hats with buckle. After the paint was dry I had the kids draw on faces. We then hung them up along with all of our other Thanksgiving themed activities.


Handwriting without tears foam letters



There’s a wocket in my pocket class book


In honor of Dr. Seuss and his birthday, last year our class made a class book based off of There’s a Wocket in My Pocket. I had the students think of a word that rhymes with wocket and then they had to draw their rhyme. We talked a lot about how the characters in this book were not real things. They were made up and how it was okay to write/draw about something that was not real. Below are a few examples of what the students created.




Graffiti Table- Focus letters and name


I have been wanting to try something new with my groups on Fridays when I have to do progress monitoring. I saw the idea for graffiti tables on Pinterest awhile ago and loved the idea. I just never got around to implementing them in the classroom. Over winter break I decided that I wanted to give them a try just to see how they went. I made one for each of my 3 CIM groups that related and reviewed concepts from the week. My first student struggles with letter ID and with her name. So I created this graffiti table for her. We have been focusing on the letters h and a this week in a modified interactive writing way (The interactive writing lesson format just wasn’t helping her to make progress so I had to switch it up a little bit).

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Above: Letter writing practice. I left it blank because I am planning on laminating it so that way I can use it multiple times.

20150110-101534.jpg20150110-101440.jpg These are just like our letter anchor charts that we do for each letter. The student will think of things that start with each letter and draw a picture or write a word that begins with the letter.


We have really been working on writing her name so I will put a model on the top line and she will write it on the bottom line. In the other box I will write a sentence and have her circle given letters within the text. I will let her use dry erase markers or wikki sticks.


On the left side I am going to write a capital letter and have her match it to the lowercase letter (right side). I left it blank so I can change it up the next time we use it.



Since rhyming is a struggle I also included it on here. She will have to draw and tell me one word that rhymes with each picture.

Graffiti Table- Spring(ish) theme


I have 3 different CIM Interactive Writing/Guided Reading Plus groups during the school day. Each group is working on something a little different than the other groups. I decided that I would try my hand at making each group a graffiti table geared to what we were learning this past week. Due to the weather conditions and having 2 hour delays I did not meet with this group at all last week because their group time was during our specials since the schedule was all messed up from the delay. We will implement this graffiti table at the end of next week. My goal is to have the students work on the graffiti table while I am doing my progress monitoring with another student on Friday. I will try to remember to update with pictures of the students actually working on them next weekend.

Since it is extremely cold outside this week I thought I would create a spring(ish) themed graffiti table to remind us of what is to come in a few months. For this graffiti table I kept some spaces blank within the outlines/activities because I plan to laminate these so that way I can change what I want the students to do by just drawing in with a Vis-A-Vis and erasing it to change it for something else later.


We have really been working on breaking apart onset and rime with the -at family for awhile. For the top of the tree I added the onset and then the sound and they have to draw a picture and write the word of what the word is when blended back together. This is review for them since we have really been working on the -at family. For the bottom of the tree I put in two rhyming puzzles. I did draw these in, I would just try and have the students draw new pictures the next time of another rhyming word.


For the raindrops I did leave them blank so I could switch them up next time I use this graffiti table outline. I will write a letter on the left side and draw a picture of something that starts with those letters on the right and have the students draw a line to connect the beginning sound to the picture.


This week I introduced the -in family to this group. For the sun they have to write a letter at the beginning of __in to make new words in that word family.


For the flowers I will write a letter in the middle of the flower and have students draw pictures or write words that begin with that letter on the petals.


For fluent writing next week we will be working on the words and, like, & my.







Graffiti Table- Winter theme


This first week back from break has been a crazy week with weather. We had a teacher work day on Monday and late starts Tuesday, Thursday and Friday. Wednesday school was cancelled due to the cold. So to say this past week threw us all off schedule a little is an understatement!

I saw the idea for graffiti tables on Pinterest and wanted to give them a try. I wanted to based them off of our lesson that we did that week (what we did for fluent writing, word and letter work, and tie in our new texts). Since I wasn’t able to fit in a weeks worth of lessons with this group we will do this graffiti table next Friday. I will try to remember to update with some pictures of the students working on it.

Next week we are going to read a book titled Making a Snowman and discuss sequencing. I thought it would be nice to include that on the graffiti table. In my rough draft of how I wanted the table to look I just drew 3 boxes for First, Next and Last. When I was actually making it I wanted the table to have a common theme. So I chose winter since we were talking about making a snowman.


For the sequencing part I made a snowman. On the top snowball the students will write/draw what you do first when making a snowman. The middle snowball is for the next thing that you make and the bottom snowball is for the last thing you do to make a snowman. I gave the snowman a rhyming scarf. On the scarf I put two pairs of puzzle pieces. I drew one picture and in the other side of the puzzle piece the kids will draw a word/picture that rhymes.


I decided for the fluent writing and -at word family to make snowflakes. For the -at word family I made a slightly larger snowflake and put -at in the middle. The students will write words in the -at family on the points of the snowflake. We have really been working on the and is for fluent writing so they will practice writing those 2 words on another snowflake.


The thing this group struggles with the most is letter sounds. I knew I had to include it on the table. I was racking my brain trying to think of something I could use in the winter theme for beginning sounds. I came up with mittens. The students have to draw a line from the letter to the picture that has that beginning sound.

Like I said I will try to remember to update with pictures after the students have worked on it and give you my opinion on how well they liked doing this. If it is a flop I will know not to do this again it took a lot of time to put it together. My next step before I let the kids so this is to laminate it so I can use it again in the future.

Farm animal reports

Each spring we complete a farm animal research report in kindergarten. This year we split up my class (my co-teacher and myself) to work on this report. I took the students who struggle a little more with writing. To begin we learned about each farm animal by itself and created a can/have/are anchor chart for each animal. Here are some pictures of those:




After our anchor charts were created I had each student write one sentence about that animal on a sentence strip and then we made a group like report together on the bigger replica animals that my lovely practicing student drew for me. Here are those:







Once we learned about all the farm animals each student chose one animal that they wanted to go more in depth about. The students wrote at least 3 sentences using the anchor chart for their animal on their research paper. After they had published their writing we made paper plate animals to represent our animals. My co-teacher also had her group create the paper plate animals but they went about the research process a little more independently. I created a little verse of Old McDonald and drew a barn to add to the hall. I think it turned out super cute!









Mother’s Day Hand Print Flowerpot


This is the Mother’s Day gift I had my students make last year. I gave them the writing prompt of I love my Mom because and then had them write a sentence or two. After they wrote on their flower pots I had them create the flower by painting their hand green and then adding some flower cut outs that I had made using a punch. I think these turned out pretty cute. Now to start thinking about what we are going to make this year….


What does the Principal do ALL day? Kindergarten Writing


This was one of our writing projects last spring. Our principal was retiring at the end of the school year so I thought this would be a cute book to give her. The kids had a blast making and giving it to her. I also created a slideshow with all the pages on smilebox and added it to the class website so the parents could see the final product.  It was cute to see some of the responses that Kindergarteners have when asked what they think the principal does all day!



Above this student said she makes the announcements.


The student above said she gets to eat gum all day.


And the only student in the whole class to put something like this: She tells us what to do!

I’m thinking I may just try this writing project again this year with our new principal. I think he would enjoy it just as much as our last principal.

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