Listening Strategies for the Wiggles

This post is very special to me because it is the result of my experience teaching young children for 15 years.  Do you have students that get wiggly at group time?  OF COURSE!  They are young children, and their attention spans are short.  They tie and untie their shoes.  They twist and turn. Sometimes when you glance up at them while reading them a book, they look like little ants crawling everywhere.

As adults we learn strategies that help us pay attention and to sit appropriately during long meetings (LOL! I know teachers can sometimes be the worst at sitting still during professional development.).  So here is a collection of strategies that I have used with my students over the last few years. Make them an integral part of your classroom procedures, and you will empower them to figure out what helps them focus better. And to make it even more fun and engaging, I recorded 4 new songs to go with it.  You can listen to a sample of the songs by clicking on the video below.

Click HERE to see it on Teacher Pay Teachers

Everything is ready to print to help your children get rid of  their "WIGGLES!" Yay! And tomorrow starts the Back to School Sale on TpT.  All of my products are 20% off August 12-13.  Enter the TpT Sale Code and receive another 10% off of the sale price.  So place it in your shopping cart tonight and be ready for the sale tomorrow.

I got the idea to do this packet when one of my anchor charts that I posted on Pinterest was pinned like crazy.  I thought - Hey we are all in the same position trying to help children retain all of the information that we need to teach.  So I decided to create this packet to help early childhood teachers.  Here is the anchor chart that started it all. I start by teaching the first 2 strategies on the first day of school.  I increase their choices for what to do with their hands over the next few weeks depending on how old they are.  Pre-K and Kindergarten students should learn them slowly and internalize their options.  1st grade and 2nd grade can move at a faster pace. But always remember, if you look up from reading that wonderful book and all of your students are using a strategy, you have been sitting too long :-)  Have a great school year and have fun teaching the strategies.

Superheroes to the Writing Rescue

I am really excited to announce a new packet that I have made for young writers.  I know the challenges teachers face when motivating young writers and reluctant writers to write stories.  And with all of the Common Core Standards being implemented into the early childhood classrooms (K-2), we need tools to help our children be successful and to motivate them. While watching one of the many "Superhero" movies that my husband loves so dearly, I thought, "We need SUPERHEROES in our classrooms too!"  Amazing how ideas just pop into teachers' heads!


What's more fun than being a superhero?  Being a Superhero Who Writes!  This packet contains the following:

9 "Everyday" Character Cards
2 Student Samples for Making Their Own Character Cards
7 Superhero Speech Bubble Rescue Cards Bright Blue
7 Superhero Speech Bubble Rescue Cards Star Border
7 Small Blue Pocket Chart Superhero Speech Bubble Rescue Cards
7 Small Pocket Chart Superhero Speech Bubble Rescue Cards
Without Border
5 Different Versions of Superheroes Training Camp and Checklist Conferencing Cards
1 Anchor Chart Superheroes Use Capital Letters
1 Anchor Chart Superheroes Use Punctuation
Directions for Making Reminder Conferencing Sticks
WOW and BAM Conferencing Sticks
Everyday - Superhero Switch Conference Sticks
Extra Blank Chart for Other Use

Click HERE to view it on my Teachers Pay Teachers store. 

My friend Stacee introduced me to a blog that shows how to make DIY Superhero Capes out of t-shirts and scissors. No sewing is required! Click HERE to get to the blog. Follow the directions for making very CUTE Superhero Capes. My suggestion is to use an old t-shirt as a practice run.  Lessons learned - I got so excited, I didn't read all of the directions.  After the first failed attempt, I made 5 in less than 30 minutes.  I am going to let the students wear the capes when it is time for "their writing conference with the teacher."  By School Day - Everyday Kiddos - with the Superhero Capes - Superhero Writers.

Thanks for stopping by!  Check back over the next few days.  I have 2 more packets that I am getting ready to post on Teachers Pay Teachers.  I am just waiting on the songs to be ready from the recording studio.  And hint, hint . . . one packet is for Listening Strategies to help children get "their wiggles out." The other one is a surprise.  Follow me on Teachers Pay Teachers and this blog so you don't miss out.

DIY ABC Letter Tubs and the Common Core

I started making my own letter tubs about 10 years ago after I saw the cute ones in the Lakeshore Learning sales catalog.  I loved them, but for that price, I decided to make my own.  I started out by sending home weekly letters asking for objects that began with a certain letter of the alphabet.  I didn't receive a lot of response from my families and decided to change my letter to just ask for donations of their "small toys."  Sometimes it's hard to find something in the house that begins with an "f" or a "b."  But it you leave your letter open-ended, it makes it easier for parents to donate items to your letter tubs.  

So what can you do with letter tubs?  

*Phonemic Awareness Activities

*Isolate the Beginning Sound

*Isolate the Ending Sound

*Isolate the Middle Sound

*Produce Rhyming Words

*Delete Beginning Sound

*Delete Ending Sound

*Substitute the Beginning Sound

*Substitute the Ending Sound

*Segment Sounds

*Blend Sounds

*Count Syllables

*Letter/Sound Word Sorts

*Blend Word Sorts

*Sorting by Vowel Sound

*Sorting by Digraphs

*Play Guess What's in My Box

Here is a picture of my letter tub boxes and some pictures of the activities,

Here is a sample picture of the newsletter I send home to my families.

Here are the Common Core Standards for Kindergarten and 1st Grade that go along with the letter tubs.

Language Arts - Reading - Foundation Skills - Kindergarten - Phonological Awareness

RR.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Recognize and produce rhyming words.

Count, pronounce, blend, and segment syllables in spoken words.

Blend and segment onsets and rimes of single-syllable spoken words.

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant or CVC) words.

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new sounds.

Language Arts - Reading - Foundation Skills - Kindergarten - Phonological Awareness

RF. 1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Distinguish long from short vowel sounds in spoken single-syllable words.

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Go ahead, give it a try.  You'll be glad you did.  But remember, let them play with the letter tubs first before you give them a task to do.  Young children need to explore first.

If you would like a copy of this parent newsletter, email me at kathytps@aol.com or leave your email in the comments section, and I will email it to you. 

Thanks for stopping by. Click on the follow me button to the right.  I have a lot more to share over the next few days, weeks, and months!

Back to School Name Cheer Book

Where did the summer go?  I spent most of my summer presenting at conferences and playing with my 9 month old grandson.  Fun, fun, fun!

So now it's back to the world of blogging, and I have so much to share.  But to get everyone into the "Back to School Spirit" I revised and revamped my old "Name Cheer Book."   I make a book for each student  to place in his/her book box for just right reading and for practicing their ABC's.  I also print the copies in grayscale to put in my writing center.  Students can make "Cheer Books" for their friends and family.  Graphics are by Thistle Girl Designs.  www.thistlegirldesigns.com

I included a version so you can take your students' pictures and place it on the cover of the book.

I updated this file today (Sunday, August 5th) to include a Class Cheer Book.

Click HERE to download a FREE copy of these books.

Thanks for stopping by!

Supporting Children's Illustrations as Writing Details

I am continuing the book study on In Pictures and In Words by Katie Wood Ray today. Mrs. Wills is leading the discussion this week so click (HERE) to link up with other bloggers who have joined.  This week is on Chapter 7 Ideas and Content.  Here are writing samples from a student who was in my class.  I will use her book to highlight some of the things that I learned about supporting Ideas and Content from In Pictures and In Words.  And as a side note:  If we are teaching young children, we have to model, model, model in our own writing along with giving them mentor text to support these concepts.  Will you see all of the concepts that you teach in every single illustration?  No.  But you will begin to notice that it becomes a natural integration as they master each concept.  We cannot expect young children to independently use all of these strategies: but instead, they should start trickling out of their illustrations.  You should have "Ah Ha" moments as a teacher and also smile when you see them using a technique that has been modeled as you "Think Aloud" about the author's choice of illustrations and technique.

Student's Explanation:  The pigeon is really hungry and is staring at the breakfast on the table.  He wants to find a way to get to the table so he is thinking about sneaking under the table to get it.
My Thinking:  This student was a reluctant writer.  When I sat down to conference with her, she did not want to write any words.  Since our focus was on the illustrations, she had a good start.  I just opted to write the title for her to take the emphasis off of something that was intimidating for her.  Sometimes children need minimal supports to get the motivation to write.  One of those is the freedom to draw what they are thinking in pictures.  Notice how the pigeon is facing away from the reader and looking towards the focal point of the food.  Starting the initial writing is the hardest.  How do I know?  Starting the writing of my blog is the hardest for me.  Once I get going, it's easy.

Student's Words:  Can I eat breakfast?  No. No.
Student's Explanation:  He is thinking if he tries from the sides of the table, he can get breakfast.
My Thinking: I love this choice of directionality in illustrations.  In the title page the pigeon is facing forward looking in and from below the picture.  This student decided to have the pigeon try to take the breakfast from a different angle.  This is something I wouldn't have noticed had I not been in tune from just reading In Pictures and in Words.  

Student's words:  Can I have some juice?  No. No. No. But I am so so thirsty. No. No. No. No. No. No.
My Comments:  This picture seemed random to me.  So I asked, "Why did you choose to make the illustrations in this way?"  Try to leave your questioning open ended so you can get the full impact of their drawings.  Sometimes when we guess what they draw, we take the words away from them.  Or we only focus on their text and negate that details can be in the illustrations to support our text.
Student's Explanation:  The pigeon is up above (look at the top of the page - barely in view) and he is so thirsty that's how many juices it would take.
My Thinking:  This page takes on a whole new perspective of just how thirsty this pigeon is.  I really started to believe that maybe I should just give the pigeon some juice myself:)

Student's Words:  Can I have a egg at the dinner table?
Student's Explanation:  The pigeon wants to eat at the dinner table because that is where you go to sit down with your family.  It is nice to do that.
My Thinking:  Awww!  I felt a little guilty with this one.  How many times had my family sat down at the dinner table to eat that week.? We are always in a rush. I forget "It is nice to sit down at the table and have conversations." And her eggs look pretty good to me:)

Reluctant writers find the pigeon series books a great support.  Sometimes, "No means NO!"

Student's Words:  Can I eat bacon for dinner?
Student's Explanation:  Sometimes my family has breakfast at dinner.
My Thinking:  Mmmm!  We do too!
My Ah Ha Moments:  This student was a reluctant writer. She is building her stamina by starting with her illustrations first to support her text.  I have validated her illustrations and details a different way this time.  She is writing.  Food for thought (no pun intended):  By looking at writing through Katie Wood Ray's lens, I was empowering a reluctant writer to write and teaching her how to use illustrations in a different way to support the text!

Student's Words:  Did you let the pigeon eat break(fast)?  NO.
My Thinking:  When I sat down to conference with her for the last time on this book, I was surprised that there weren't any pictures.  But wait!  Look closely and you can tell there are illustrations on the back of the page.  Hmmm . . . Wonder why?  Keep reading:)

Student's Words:  I want some breakfast.
Student's Explanation:  He is sad.  He is outside the house now.  He is looking in the windows and really wanted that breakfast.
My Thinking:  How cool is that?  She put her illustration on the back of the page instead of getting a new page.  It's like the pigeon is really on the outside of the book looking in!  She used the concept of making the pigeon larger to bring him to the front of the page with the house in the background.  She is making a great attempt to have windows to show that he was looking inside the house and turns around to make one more attempt with the reader to give him "some breakfast."  No, the table is not in the window but rather below it.  To her that is how you draw that concept.  With time, she will understand those artistic techniques.  But WOW!!! My reluctant writer wrote a fantastic story supported with illustrations that are detailed for an emergent writer.  And guess what,  her stamina for writing and  to write more continued throughout the year.
My Ah Ha Moments:  Teachers need to continually evaluate their teaching practices.  We need to search for professional books that support and challenge our current thinking about what writing is.  We need to go with that natural "gut" instinct on what is developmentally appropriate for young children.  Reading is FUN!  Making books is FUN! In Pictures and in Words does just that.  Now imagine this student's story if I had taken away her choice to use markers, color, and illustrations.  

And here is one of my favorite "almost wordless" picture books to show illustrations.  It is absolutely beautiful.

The Lion and the Mouse by Jerry Pinkney.  Click (Here) to see the book on Amazon and for a look inside the book.  You could teach so many "ideas" for illustrating on every page.  We look at the book as a whole, but also as individual pages.    My students say, "Awww! Oooohhhh!  He is a great illustrator."  I agree!

Thanks for stopping by!  If you haven't purchased In Pictures and In Words yet, it's not too late.

What Happens in Vegas Stays in Vegas Giveaway

I am so excited to meet many of the bloggers that I respect so much at the Vegas Teacher Blogger Meet Up on July 10, 2012.  I will be one of the sponsors for this event and am giving away 5 CD Bundles that are geared for K-1st grade.  


The "songs-multimedia files-books-activities" are from my CD "Growing Dendrites with Kathy Griffin" (c) Copyright 2011. Here is what is included on each CD.

#1 Letter Sound CD Bundle (TpT Value:  $20.00)   

Includes the Following:

*Multimedia file for the Smart Board, Interactive Whiteboard, or student computer

*mpeg 4 file for the iPad, iPod, and iPhone

*mp3 song

*Book Set that goes with the song which includes an 11 X 17 big book, 8 1/2 x11 class book, a half-size book for guided reading or book boxes, and a song sheet page for a take-home reading folder

Click (here) for a prior blog post about this song.

*Multimedia file for the Smart Board, Interactive Whiteboard, or student computer

*mpeg 4 file for the iPad, iPod, and iPhone

*mp3 song

*Book Set that goes with the song which includes an 11 X 17 big book 8 1/2 x11 class book, a half-size book for guided reading or book boxes, and a song sheet page for a take-home reading folder 
Click (here) for a prior post about this song.

# 2 I Know My Vowels CD Bundle (TpT Value: $15.00)  

Includes the Following:

*Multimedia file for the Smart Board, Interactive Whiteboard, or student computer
*mpeg 4 file for the iPad, iPod, and iPhone
*mp3 song
*Book Set that goes with the song which includes an 8 1/2 x11 class book, a half-size book for guided reading or book boxes, and a song sheet page for a take-home reading folder
* I Know My Vowels Activity Game Pack
Click ( here ) for a prior blog post about this song.

# 3 Blends and Digraph CD Bundle (TpT Value: $20.00)  

Includes the Following:

*Multimedia file for the Smart Board, Interactive Whiteboard, or student computer

*mpeg 4 file for the iPad, iPod, and iPhone

*mp3 song

*Book Set that goes with the song which includes an 8 1/2 x11 class book, a half-size book for guided reading or book boxes, and a song sheet page for a take-home reading folder

Click (here) for a prior blog post about this song.

*Multimedia file for the Smart Board, Interactive Whiteboard, or student computer

*mpeg 4 file for the iPad, iPod, and iPhone

*mp3 song

*Book Set that goes with the song which includes an 8 1/2 x11 class book, a half-size book for guided reading or book boxes, and a song sheet page for a take-home reading folder

Click (here) for a prior blog post about this song.

# 4 It's Great to Be Reading CD Bundle  (TpT Value: $25.00)  

Includes the Following:

It's Great to be Reading Short Vowels

*Multimedia file for the Smart Board, Interactive Whiteboard, or student computer

*mpeg 4 file for the iPad, iPod, and iPhone

*mp3 song

*Book Set that goes with the song which includes an 8 1/2 x11 class book, a half-size book for guided reading or book boxes, and a song sheet page for a take-home reading folder

*It's Great to Be Reading (Short Vowels) Activity Game Pack

Click (here) for a prior blog post about this song.


It's Great to be Reading (Harder Word Families)

*Multimedia file for the Smart Board, Interactive Whiteboard, or student computer

*mpeg 4 file for the iPad, iPod, and iPhone

*mp3 song

*Book Set that goes with the song which includes an 8 1/2 x11 class book, a half-size book for guided reading or book boxes, and a song sheet page for a take-home reading folder

Click (here) for a prior blog post about this song.


It's Great to be Reading (Power Point version)
*Teachers can adapt this Power Point with clipart or student pictures to support the reading strategy, "Look at the picture."
*Open version song to insert in Power Point
Not offered on TpT

# 5 Word Families CD Pack (TpT Value: $25.00) 

Includes the Following:

*Multimedia file for the Smart Board, Interactive Whiteboard, or student computer

*mpeg 4 file for the iPad, iPod, and iPhone

*mp3 song

*Book Set that goes with the song which includes an 8 1/2 x11 class book, a half-size book for guided reading or book boxes, and a song sheet page for a take-home reading folder

*Five Word Families Activity Game Pack

Click (here) for a prior blog post about this song.

*Multimedia file for the Smart Board, Interactive Whiteboard, or student computer

*mpeg 4 file for the iPad, iPod, and iPhone

*mp3 song

*Book Set that goes with the song which includes an 8 1/2 x11 class book, a half-size book for guided reading or book boxes, and a song sheet page for a take-home reading folder

Click (here) for a prior blog post about this song.


For more information about the Vegas Teacher Blogger Meet Up click (here).
I hope to see you in Vegas!

Connecting Pictures and Words in Writer's Workshop

I was so excited to see that some of my favorite bloggers are doing a book study on In Pictures and in Words by Katie Wood Ray.  As I present at different conferences across the United States,  I am consistently asked, "How do you keep your students from spending so much time on their illustrations?  Do you limit their time?  Do you make your students write first then let them draw pictures."  I have always had my own philosophy on this subject but was so relieved when a good friend recommended this book about 1 1/2 years ago.  I read the entire book while I was traveling through airports to present at a conference in North Carolina.  If you haven't had a chance to read this book, it is a "must read" for the early childhood teacher. 


Dee Dee Willis is hosting the first 6 chapters and has links to other bloggers who are participating.  Click here to view her comments.  


My students love Mo Williems and the "Pigeon" series books.  For the past 3 years, we have made a class book based on his work.  This is a glimpse inside our collaborative class book after I had read In Pictures and in Words.  I looked at the book from an entirely different perspective, and we focused on how Mo Williems used illustrations to give voice and tone to his books.  Here is our class version.  I always begin by using a mentor text to help support the concepts I am teaching.  The pigeon series books are developmentally appropriate for Kindergarten and 1st grade students to use as mentor texts to foster their love and skill of making books and using illustrations to support the text and tell the story.  We brainstormed a list of what we might not want the pigeon to do.  I charted the list together as a class.  We then voted on what our topic would be.  The students knew they would be using their Writer's Workshop time to create their own pigeon books, so this helped relieve any anxiety about their idea not being chosen.  Here is a picture of our list.

Brainstorming Ideas

Title Page that I illustrated.  

Upon reflection, I should have turned that over to the students.   Keep on reading and you will see why.  They were much more detailed in their illustrations:)

I love the point of view that these 2 students took as a view of our classroom.  It is as though you are looking down into our room.  They said that they want everyone to see how we sit at our tables.  Notice the table legs and the 3 hooks on each side of the table.  Those hooks are part of our table.  I was amazed at their detailed drawings.

What do you notice about this drawing?  These students drew the pigeon peering in from the side.  I asked why?  Their response - because he is trying to listen to what they are saying.  He is being sneaky.  We had actually discussed why the author sometimes placed only part of the pigeon within the readers' view.

We talked a lot about how illustrators use the eyes to show emotion.  Notice the pigeon's eye as he tries to suggest that they take a detour from Readers' Workshop and go to Walmart.  Raz-Kids is a computer program my students use for online reading.  See the computer in the background to support the text.  Also notice that speech bubbles also play an important part of this book.  We always discuss how some authors use speech bubbles to show conversation or add interesting details.

I love this picture.  What do you notice about the drawing ?  The clothes are on actual hangers like they would be in the store.  The pigeon is covered in snow to support that he is freezing.  

This little girl had just had a baby sister, so she could totally relate to stinky diapers.   At first I thought she drew a shopping cart, but upon listening to these students' explanation, that is actually a changing table with the baby on it.  The family is standing away saying, "Shoo, shoo!"  Pictures are such an important part of young children's stories.  We need to listen to why they drew the pictures instead of always saying, "Read me your story."  Look what I would have missed had I not been made aware of this.  Thank you Katie Wood Ray for confirming this for me.

This is actually an add on page by a student who struggles with writing.  He was wanting to show other things that were at Walmart that the pigeon might suggest.  The pigeon is looking at the meat counter.  Notice the pigeon if facing away from us and we are looking at a back view of the pigeon.  Meat is on the counter and in the shelves and there is a man behind the counter ready to help.

Do you recognize this illustration?  I didn't at first.  I wasn't paying close attention to the details of their interpretation of what Walmart looks like.  Those are the actual aisle shopping check out lanes with the numbers above each aisle.  Amazing.  I wouldn't have thought of that.

These little stinkers actually slipped in something to get back at me for being gone to the conference.  This is a drawing of our classroom with a view of the front part of our classroom.  Notice the right side at the top.  That is a whiteboard.  They wrote the name of the substitute who had taken my place while I was presenting at the North Carolina conference.  This little girl was not happy when I was gone.  Notice all of the details of our room.  The gray is our Smart Board with our Secret Story Phonics beside it.   They have included part of the whiteboard where the date is always written.  Three girls worked on this picture and I really enjoyed their conversations while illustrating this page.  Sometimes we must take the time to listen as they work.

Notice the point of view from the pigeon.  My students said that he kept popping in and out to try to talk the reader into taking the money.

Being persuasive takes on a whole new meaning here.  Smelly markers are a special treat in my class only used for interactive writing.  These students were really trying to make us say yes to the pigeon.  Notice the pigeon above.  I asked about this detail in their drawings.  Normally, I would have assumed the black part was an error or a cover up mistake. Their response - He is starting to get frustrated and is flapping his wings up and down like when we throw a fit with our parents and jump up and down.  The black is because he is doing it so fast. (Side bar:  We had role played what a fit looked like and of course my students' dramatic portrayal of their fits were very comical and most likely spot-on:)

What do you notice here?  I asked what is happening on this page?  Their response - The pigeon is starting to get more upset and is popping in and out of the book saying please.  Wow - That's a lot of "please" words but represented by pictures.  

Wow again!!!  Look at the pigeon's blood shot eyes and the steam coming off of his head.  He is also at different views on the page.  These boys said they wanted him to look like he was really upset that he wasn't getting to go to Walmart.  They said he was sooooo loud that everyone in the class had to cover their ears.  I will never ever forget this illustration.  There is power in their pictures and their words.

And we end our story with a more calm pigeon and a last view of our classroom.  You can tell my students love their Smart  Board:)  It is shown as black here with our Secret Story Phonics behind it.

I compared this version to my previous year's version, and I was amazed at the difference between the illustration details after I put Katie Wood Ray's book to practice in my classroom instruction.  


So how do I build stamina in getting my children to write?  Model, model, model my enthusiasm and do "Think Alouds about Illustrations" just like I do "Think Alouds" about the comprehension of text.  Validate the pictures in the story and give them many examples of mentor text to view and discuss.  Give your students time to draw and confirm their attempts at the story telling process.  Let them enjoy "making books."  A picture IS worth 1000 words.  


I referenced The Secret Stories by Katie Garner in my students' illustrations.  It is a FANTASTIC phonics' program.  For more information click (HERE).  For The Secret Stories Face Book page click (HERE).


Thanks for stopping by.  My next blog post will show a student sample of a pigeon book that happened during their individual writing time.  And you will LOVE her attention to details in her illustrations.  Feel free to leave comments, questions, or your thoughts about what you noticed.