Writing Workshop Wednesday - Week 3

Young writers learn to plan their writing because we teach them to plan.  Storytelling is part of the planning for narrative writing.  You can read my post from last week about storytelling here.

These are the steps I use to help writers learn how to plan a story.  Whether your writers are early elementary or later elementary students, they probably need reminders and extra practice planning their stories.  This is another one of the mini anchor charts that will be in a pack that I'm working on s-l-o-w-l-y. 

I start by showing students an example of how I planned in the same way to write a story of my own 

(my real adult writing in my real writer's notebook).  Then I ask students to practice thinking of a true story from their own life.  I struggle with the silence sit patiently, while I give them plenty of time to think. Next, I ask the students to turn to a partner to either tell the story across their fingers or we use a blank pre-made book and ask them to tell across the empty pages.  

I also created a graphic organizer to help my students sketch across the pages.  You know, so their story doesn't end up all on one page.  My Sketch Across the Pages is a freebie in my Tpt store if you'd like a copy.

This tired girl has to be at school at 6:45 in the morning to finish setting up for professional development.  So, that's all for now...

Happy writing!

Writing Workshop Wednesday - Week 2

My brain is overflowing with ideas that I want to share with my teachers after attending the Summer Writing Institute at Teacher's College two weeks ago.  I will be posting about the things I learned a few times each month on Wednesdays for a while.  If you missed the first post, you can find it here.

One of the things I learned is that writers need more opportunities to practice storytelling. If they can think can it, then they should say it, before they write it. We need to teach our writers that it is part of the planning process.   

Young writers benefit from the strategy of telling their story across their fingers.  This helps them define the beginning, the middle and the end of the story before their words hit the paper.  

I have been working on creating small versions of the anchor charts I use with students, since my job requires me to be in several buildings each week.  The chart below is one example that will help me prompt students for storytelling.  All of them will be included in one product that I'm hoping to finish to add to my Tpt store soon.  

Another strategy in the planning process is to sketch the story.  The sketches of the story can be used as a tool to help a child verbally tell their story to a partner before they begin to write the words.

Storytelling is a strategy that helps our writers form narrative stories in their mind and clarify the details for their audience.  During my week at the Summer Writing Institute, many teachers asked if it was necessary to start with narrative units for writing. The experts at Teacher's College agreed that you should start with narrative writing.

Here are a few of the reasons to start with narrative writing...

1.  It values student experiences.

2.  It helps build a community of writers because stories are personal.

3. The ability to retell a story in a sequence is a foundational literacy skill.

4.  Narrative writing is a building block for other types of writing.

Happy writing!

2 Types of Readers

When I reflect on my years as a classroom teacher, I think about my students as individual learners. I spent a lot of time reflecting about teaching and learning this summer. It became clear to me that 2 types of readers have passed through my life.

The 2 types include those who get lost in books and those who read until the timer goes off.  In fact, the two different types of readers are represented in my own house as well.

My daughter read over 100 books in 6th grade last year.  Big books.  She has her nose in a book while she walks around the house.  I frequently find her reading under the covers with a flashlight long after her bedtime.  She has stacks and stacks of books waiting to be read in her room and frequently runs out of things to read.

My 9 year old son is a good reader, but he reads approximately 25 - 30 pages a day with a timer in his hand. When the timer goes off, he happily drops the book.  He won't pick up another book until I remind him about what research says about summer lag the next day.

This summer, I'm collaborating with some of our 5th and 6th grade teachers and our Instructional Support Team to re-read The Book Whisperer by Donalyn Miller.  I have read this book six times and each time it leaves me reflecting on different ways to reach our young readers.

The first step for me (although I'll admit that it is painful) is accepting the fact that not all readers are born with a natural love for books.  The second step as a teacher (and a mom) is to let what we know about the reader and the books they choose "whisper" (as Donalyn Miller says) to us so we can support them as readers.  The third step is to never give up hope.

I'm hopeful that my son will soon fall in love with a series or genre so much so that he no longer feels the need to read for only 20 or 30 minutes. Until then, I'll keep modeling a love for reading.  I'll keep exposing him to different authors, genres and series.  Most importantly, I'll let the choices he makes whisper to me so I can support him even if it is for only 25 - 30 pages a day (for now).

Chocolate Milk, Por Favor! Blog Tour and Giveaway!

Extra!  Extra! Read All About It!

My favorite author released her newest book, Chocolate Milk, Por Favor!

Maria Dismondy is an award winning author, a former teacher and a mom who writes books that empower others and encourage us to celebrate diversity.  I've known Maria for a few years and have had the pleasure of hearing her presentations several times in my school.  My own children have also been empowered by her message when she visited their schools.  She is a fabulous presenter and I can tell you from experience that her positive message sticks with children and adults.

I've read and enjoyed all of Maria's books in my classroom and at home with my own children. Her new book is the story of a two boys, Gabe and Johnny.  Gabe speaks a different language than the other students in his new school and Johnny struggles to accept Gabe at first.  Throughout the story, Johnny learns to celebrate diversity with empathy.  Chocolate milk plays role in the story as well!

Chocolate Milk, Por Favor! sparked conversations at our house about important topics like ways we can make people feel welcome, getting to know more about people to honor the differences among us, celebrating diversity instead of pretending we are all the same and having empathy for others.  In our family, we want our children to do more than accept others.  We want them to learn from each others differences, accept each other without the expectation that we should all be the same and encourage others to be the best they can be.  I tried to teach the same to the children in my classroom. Chocolate Milk, Por Favor! is a book that I will definitely be recommending to teachers and parents for years to come.

I have a great deal of respect for Maria Dismondy's work and the positive messages she shares.  I am honored that she asked me to create a reader's guide for Chocolate Milk, Por Favor!.   The reader's guide includes activities that are aligned with the common core standards (but will work with any standards) for teachers and parents to use as they enjoy the story together.  You can read more about this book (and her other books) and download the reader's guide for free on Maria's website by clicking on the image below.

As part of the blog tour, Maria is allowing me to giveaway a signed copy of Chocolate Milk, Por Favor! to one lucky winner!  The giveaway ends on April 11th at midnight.

a Rafflecopter giveaway    

Congratulations, Maria!

Another fabulous book!

Another powerful message!

Looking forward to filling our shelves and our hearts with more of your stories in the future!

Good Comprehension, But Not So Great Accuracy

There is one question that people ask me about teaching reading that is more frequent than any other question.  It actually usually starts out as a statement.

"He has great comprehension, but he makes lots of errors with word accuracy on the assessments."

Here are the steps I recommend for addressing this problem.

1.  Name It
Talk to the student about what you are noticing about his/her reading accuracy.  Name the problem by telling the student that you notice they are having difficulty with word accuracy.  As teachers, I think it is important for us to give purposeful feedback to students to help them improve.  I am definitely from the camp that believes that it is hard for students to improve something if they do not have specific feedback.

2. Explain It
Explain why word accuracy is important to the student.  Even though some students may have good comprehension with decreased word accuracy at first, their comprehension will likely decrease when they encounter more complex texts in the future.

Some struggling readers are used to being challenged by word accuracy.  They constantly need to use strategies to decode words.  Around 3rd and 4th grade, the children who tend to struggle with word accuracy are often those who had no trouble learning to read in previous grades.  These are the children who did not necessarily have to use strategies at first. Words just came easy to them and when they begin to encounter multisyllabic words in 3rd and 4th grade, they have difficulty decoding the words.  They often tend to only focus on the beginning portion of the word.

3. Check for Discrimination
It is important to determine whether or not the student can discriminate when someone else makes errors as they read.  If they can't tell when someone else makes an error, then it will be hard for them to self correct their own errors.

To work on this, I give the student a copy of a book at their level and I read a few paragraphs  (or pages if the text is short) from another copy of the same book.  I ask the student to track the print and either knock on the table or ding a bell (just because that is more engaging) every time they "catch Mrs. Gillow" reading a word incorrectly.  Taking the focus off the reader, but asking them to focus on my reading accuracy helps me determine if they are able to discriminate the correct vs. incorrect words that I read.

I practice this for the first few minutes each day during small group instruction with students who have good comprehension, but reduced word accuracy.  Then I simply remind them about the importance of word accuracy and continue on with their small group instruction for the day.

4.  Reverse Roles
Once I know the student can discriminate word accuracy in someone else's reading, I reverse the roles and practice the same routine with the student doing the reading and me knocking quietly on the table.  Competitive students often beg me to ding the bell, but I only use the bell if the student requests it.

5.  Try Tracking 
Over the years, the single most effective strategy that my readers have used to improve their word accuracy is tracking the print.  I encourage my students to use their finger (since it's always with them).  From time to time, I give students a color overlay bookmark to help them track the print.

I disagree with the folks who have recently recommended that students should stop tracking print at level D.  As an adult, I sometimes track my print to help focus my attention.  If it works, you are never too old to track the print.

Now off to walk my doodles!

March is Reading Month Themes

February is the time to do 2 important things.

Eat chocolate and prepare for March is Reading Month, right?

Two of my favorite themes to do with my students for March is Reading month were the Information Highway, which my whole school did last year. I made this Information Highway unit to guide my students through a month of focusing on informational text.

Here are a few pictures from our month long journey on the Information Highway.

My all time favorite March is reading month theme is Camp Read a Lot!

It was a student (and parent) favorite as well.  I liked it so much that last year I did the Information Highway theme for the whole month and we still visited Camp Read a Lot for a week.  Over the last couple years, many teachers have sent me pictures of my Camp Read a Lot unit being used as an end of the year unit as well.

Back to the grad school assignment that I've been avoiding while I watch Downton Abbey.

Have a great week!

Seriously, folks...I don't even like vegetables!

Last year, my students did a research project about eating healthy foods.  

My students made these Fruits and Veggies in Your Bag Writing Craftivity.

Here are a few pictures of the writing,

 which we published on the back of grocery bags.

And...here is the truth.

I hate vegetables and leftovers.

So, why would I person who hates veggies and leftovers do the Whole30?

Because, sometimes we have to do things that we don't like.  

And...it turns out that it helps you button your pants!

When my co-workers see my lunch, they ask me what kind of diet I am on.

I tell them the same thing every single day.

The Whole30 is not a diet, it is a healthy lifestyle change.

There are tons of rules that go with the Whole30.

Basically it means for 30 days, you eat only meat, veggies and little bit of fruit.

No preservatives.

No sugar.

No Dt. Dew. (I'm still trying to get over that reality.)

You're also not allowed to weigh yourself during the 30 days.

I don't believe in that...so I weigh myself once a week.

It's working.

I am currently on day 23 of the Whole30.

I joined a support group of teacher bloggers 

and we are all doing Whole30 together this month.

The teacher support group has been super helpful!

Even more helpful is the fact that my husband (who is our resident chef) 

agreed to do the Whole30 with me.

Most people who do the Whole30 say they have a burst of energy a few days in.

Some folks claim they slay the "sugar dragon" within these 30 days.

Most people who do the Whole30 say they are inspired to learn to cook new things.

Most people who do the Whole30 say they have the best workouts ever.

People even claim to get "tiger blood" during the Whole30.

My reality is a little different.

I did not have a burst of energy.

But, do mom's who work full time, take grad classes, have a history of sleep issues,

 have kids in travel soccer, travel baseball and dance 

with a husband who is currently coaching basketball 

really have bursts of energy outside the month of July?

I like to bake.  I make great chocolate chip cookies, cakes and desserts. 

I still hate to cook - especially veggies.

And I feel like I might be the only one in the world who hates leftovers.

I also have not worked out once during my Whole30, 

unless you count my dog walks several times a week.

I have a gym membership, 

but I refuse to feel guilty about not using it this month because if

I have to choose between sleeping or waking up at 4:00 a.m. to fit it in...I choose sleep.

I don't know what tiger blood is...so I'm sure I don't have whatever that is. Ha!

I'll get back into my running routine when life settles down, 

but guess what?

The Whole30 is still working.

I sleep better.

I no longer have acid reflux.

My frequent headaches are gone.

I feel like I am in control...instead of chocolate controlling me.

And my favorite pants button!

I WILL NOT DRINK DIET DEW WHEN THIS IS OVER.

I wish I could.  But, I won't.

Being healthy makes me happy.

After the Whole30, I hope to continue my healthy eating adventure

with not so many rules and a whole lot more self control than I had before.

Professional Books for Small Group Reading Instruction

Since I started my new job as an instructional coach, it's been a little tricky for me to figure out how to keep blogging.  I've been super busy, but I love my new job.  We have a fabulous instructional support team and here I am posting about something that I love. So, all is good with my little world.

One of the projects I've been working on this year is facilitating discussions, providing training and leading reflection groups about small group instruction for reading.  During this process, I gathered my favorite resources for small group reading instruction.

As teachers, we often provide small group instruction to meet our students needs in writing, reading and math.  Guided reading is a model of small group instruction, but not the only model.  During traditional guided reading, students participate in a book talk introduction, spend time reading at their instructional reading level (either at or away from the table depending on their level) and participate in a group discussion based on teacher led questions about the book.  It is recommended that students who fall within the levels for grades K - 2 (levels A - M) also participate in word work during this time. In Irene Fountas' model of guided reading, students also write about reading.  The recommendation is that students who are level N and above write about reading daily.  It is also recommended that students below level N write about reading as much as possible.  Many teachers are using post it notes and/or reading notebooks for this purpose.

The pros of this traditional model are that it allows teachers to learn information from student discussions/responses that they can use to plan their instruction for individual students or the group for the next week.  In my opinion, a con is that the students have a limited amount of time to read at their instructional level when the teacher is doing so much teaching/talking during their small group time.

Less traditional models that I've tried and observed working well in classrooms over the years include groups that are more flexible in classrooms that are using the reading workshop model.  With focused mini lessons in a large group setting, independent reading practice time and teachers taking notes on specific things each student needs to work on instructionally, students tend to have more actual reading time during small group instruction.  Flexible groupings are sometimes based on reading level and sometimes based on strategy focus.  Word work is sometimes done at the table for struggling readers in this model.  Students who are on or above grade level tend to do this word work away from the table. Many teachers are using post-it notes and/or reading notebooks for writing about reading in this model as well.

Another option is students visiting the small group instruction table in a staggered way (not necessarily by strategy focus or level), because one student is called at a time to get started.  The seats at the table fill up in this model in a staggered method that allows the teacher to have a quick (1 minute kind of quick) discussion about today's focus with each individual student as he/she calls them to the table. After quickly talking to the student about what he/she noticed the student needs to work on, the student gets started and continues reading while the teacher repeats the process with another student.  Within a few minutes, the table is filled and the teacher can take notes, prompt students as needed, ask questions with individual students while everyone else keeps reading.  Word work is sometimes done at the table for struggling readers in this model. Students who are on or above grade level tend to do word work away from the table. Many teachers are using post it notes and/or reading notebooks for writing about reading in this model as well.

Nontraditional models of small group instruction take some time to get used to, but they tend to increase the actual reading minutes in a big way.  I found this extremely helpful to build reading stamina.  It doesn't work for everyone, but I find that I learn more when my students spend more time reading and I can spend more time listening, noticing and noting how to plan instruction to meet the needs of each individual student and the class. As a teacher, my goal was to aim for each student in my class to be reading (actually practicing reading at their level) for 90 minutes a day. My goal was based on the recommendation of the work that Richard Allington did with the International Reading Association.  When I first heard that recommendation, it caused me to reflect on how many minutes my own students were spending actually practicing reading (not me instructing them for reading) in my classroom.  I was shocked to discover that I was no where near that goal and worked for the next several years to include more actual reading practice time for my students. Adjusting my small group reading instruction time was one of the things that really helped me reach that goal.

Here are my favorite professional resources for small group reading instruction.

This book is a great resource for getting organized for small group reading instruction.

If you use Fountas and Pinnell leveling (A - Z), 

this is a fabulous resource for ideas of things to work on at each level.  

This is my old copy of the K - 2 version, 

but the new version has a white cover 

and has several different grade level combinations including a K - 8 version.

This is my favorite reader's workshop resource, 

but it includes lots of information about small group instruction as well.  

I purchased this book after participating in a webinar by the author, Jennifer Serravallo.  

Her webinar was about conferring and she also has a book about conferring.  Two friends who participate attend the Teachers College Reading and Writing Project in NY each year recommended this book as well.  The focus of this book is using assessment data to drive instruction.  

My copy is grades 3 - 6, but she has a K - 2 version as well.

This book has sample planning templates, ideas for working with students at different levels and ideas for scaffolding instruction at each level.

I'd love to hear about your favorite models of small group instruction and/or favorite resources for small group reading instruction.

October Daily Messages

At the end of September, I posted a set of October Daily Messages for Kindergarten.  Would you believe that I'm just now gettin' around to blogging about them?  Oy...  You can find them in my Tpt store and I'm working on a November set as well.

The messages included look about like the image below, but each one is a little different.

When I did a daily message in my classroom, I put it under the document camera each day. We solved the words with missing letters together.  That gave us an opportunity to talk about specific phonemic awareness skills, phonics skills, word wall words, spelling words, decoding strategies and comprehension strategies together.  Then I gave each student their own copy of the message and they filled in the blanks, read it to themselves and read it to a partner.  Finally, they took their copy home to read it to their parents (or their dog, or a stuffed animal).

When we worked on blends, if we discovered a word that had a consonant blend at the beginning we added it to our Book of Blends.  You can also find My Book of Blends in my Tpt store.

I am lucky enough to visit lots of classrooms for my new job, which I love! I've shared my Super Spelling Forms and Autograph Bookmarks with several of my teacher friends for word work and accountability for independent reading time.

I'm off to a Painting with a Twist event with a friend!  Have a great week!

Currently October

It's time for Currently!  Thank you, Farley (Oh' Boy 4th Grade), for hosting each month!  If teacher bloggers were eligible for Emmy's Farley would certainly be nominated, win and rock out the speech.

What is currently happening in my life is very different 

than what has happened to me in October for the past 16 years.

Listening - We have two goldendoodles.  Kalli likes me better. Daisy likes my husband better.  I don't know why.  They should both like me better because I am the one who takes them on walks, lets them on the bed, buys them treats and throws the tennis ball for them in the backyard. It's a mystery.  

Loving - I started a new job as an Instructional Coach this year.  In my new role, I work as a member of the Instructional Support Team in our district.  We each have different roles and our leader (boss) is fabulous! I know I'm going to learn a lot from her.  It was really hard for me to leave my elementary building to take this position, but as I get to know my team it is clear that I made the right decision. 

Thinking -  When I packed up my classroom, I brought 32 of those giant rubbermaid bins home.  In addition to that I brought home 12 big pieces of furniture that belonged to me (book shelves, tables, chairs).  I need to keep lots of it, in case I return to the classroom anytime soon.  But, let's face it...the chances of me ending up in the same grade level if I return are slim.  Time to start digging through the bins, sorting into save/sell piles and posting some of the things that I really don't need.

Wanting - Two weeks ago, I sprained my ankle.  I fell down the basement stairs backwards while trying to carry groceries in from our garage.  The door to our garage is right at the top of the basement stairs and when I stepped to the side to open the door...I accidentally stepped backwards off the top step.  The result - I skinned my knee, sprained my ankle, bruised my elbow and sprouted a giant bump on my head.  For real.  The doctor called it a bad sprain and said it would take about 6 weeks to heal.  She was about 104 and seemed to be barely hearing what I said, so I was hoping she was wrong.  It's the beginning of week 3 and I am probably going to get struck by lightening for judging/doubting her soon.  It still hurts.  It's still swollen at the end of each day.  I spend a lot of energy each day trying to pretend like I am not hobbling. No wonder she laughed when I asked if I would be able to continue my running routine by the next weekend.  

Wanting - I actually already bought the rolling thing.  Once upon a time, I worked as a speech-language pathologist who traveled to 8 different buildings in a week.  After experiencing my cart of speech and language tricks dumping over the in the snow for 2 years, I decided I would NEVER own a rolling cart again.  My new job will require me to travel from building to building to work with teachers.  I broke down on Friday and bought a rolling bag (like the giant briefcase really).  The extra bonus is that it kind of works as a crutch too. :)

I have an appointment to get my nails done today and I'm sure I'll need to grab the ice pack for my dumb ankle by the end of the day.

TREAT!

Earlier this week, I posted a set of October Daily Messages for Kindergarten. If you'd like to try the daily messages, they are on sale from 10/5 (today) to 10/8 in my Tpt store!

In addition to the October Daily Messages for Kindergarten, the following fall themed products are also on sale from today 10/5 to 10/8 in my Tpt store. 

Funky Football Fan Fun

Fall Math Work Stations

Fall Themed Writing Stationary

It's Halloween Emergent Reader

Fall How to Writing Pack

Fall Math Journal Prompts

Be sure to visit Farley to find out what is currently going on with teacher bloggers around the world. 

Off to get ready for my son's soccer game.  It's 41 degrees in Michigan this morning, so I'll be breakin' out my lava seat for sure.  Happy Sunday!

Building Stamina (+ Free Graph)

As many of you know, this was my last week in the classroom.  On Monday, I'm off to my new position as an instructional coach.  I spent the last two weeks transitioning my class (since I was supposed to loop with them this year).  The new teacher is all settled in and I miss the kids like crazy already.  I'll still be posting on a regular basis, so I hope you'll follow along to see what my new adventure brings.

I absolutely love reader's workshop and writer's workshop time! Over the years, I've searched and searched for a resource for reader's workshop.  I've found lots, but last year I fell in love with this fabulous book.  The best thing about it is that it includes a full year of reader's workshop and writer's workshop units. The reader's workshop and writer's workshop lessons are separate in the book (in case you have a required curriculum).  I used the 1st grade version last year and started using the 2nd grade version this year.  The same authors wrote kindergarten through 5th grade editions as well.  It is very user friendly and the mini lessons are clearly laid out.  There are recommended mentor texts and anchor chart suggestions in each unit.

We spent the week working on reading and writing stamina. We talked about reading stamina first (only because reader's workshop comes first in my schedule).  I made this anchor chart with my students.  I added the smiley/sad faces when we created it together this year to help one of my special needs students.  Each day I asked my students to choose something on either side of the chart as a goal to work on improving during our reader's workshop time. We did a "think/pair/share" at the end with partners to discuss whether or not they reached their goals for the day.

We did the same during writer's workshop as we discussed building writing stamina.

Beatrice Doesn't Want To by Laura Numeroff  is my favorite mentor text to use for stamina building mini lessons. The story is an excellent way to kick off a discussion about both reading and writing stamina. I read it toward the end of the week, because by then the students are able to identify the characteristics of reading and writing stamina (rather than having me point them out early in the week).

Throughout the week, we also refered back to our "Things Writer's Write" chart to discuss how we could build writing stamina by working on different types of writing.  We made a similar chart together at the beginning of 1st grade and they quickly ran out of ideas.  This year, my students were so full of ideas that they begged me to make another list to add to this one.  Unfortunately, I forgot to take a picture of the second one.

I did not ask my students to fill out an individual stamina graph  for reading this year.  I wanted my students to be able to spend their reader's workshop time getting lost in their chosen texts, not watching the clock.  I kept track of the time each day on an iPad timer and we celebrated our stamina building efforts at the end of reader's workshop time each day.

We did use individual stamina graphs for writer's workshop.  I made the graph below.  

You can click on it to download a copy for yourself.  I included 5 days on the graph, so you can use it for one week or make extra copies if you need to continue focusing on stamina for additional weeks.

I'm off to enjoy this beautiful day! 

Every Teacher Loves a Sale!

It's time for the annual back to school sale on Tpt!  This adorable button was made by More Than Math by Mo.  You can download it free from her Tpt store here.

All of my products will be 20% of during the sale, but you can use the code BTS14 for extra savings on everything in your Tpt shopping cart.

The most recent additions to my store...

Super Spelling Forms 

 forms to use with any spelling words + easy Super Spelling Power Stations

Autograph Bookmarks

bookmarks + autographs = increased accountability 

Turquoise and Lime Green Book Bin Labels

Fact Power Folder Set

Some of my other products...

Writing My Opinion 

opinion writing prompts, graphic organizers, book covers, rubrics, anchor chart pieces 

Fall Math Journal Prompts

(winter and spring prompts are also available)

Personal Reader Sight Word Stories

(Short Vowel Personal Readers Stories, Long Vowel Personal Reader Stories 

and a BUNDLE are also available)

Activity Pack for Back to School

Sharing My Writing Through the Year

No time for show and tell?  

Let students share their writing with these fun prompts and turn it into a keepsake book to send home at the end of the year.

Digraph Activities

Funky Fun Vowel Games

Funky Football Fan Fun

Daily Classroom Schedule Words

Camp Read A Lot  Classroom Campout Fun

Information Highway 

Informational Text Unit for March is Reading Month or anytime of the year.

 (passport registration for the Information Highway)

Here are a few of my favorite products from some of my teaching blogger friends.

Sight Word Poems by Jodi from Fun in First.

You can buy this set as part of a bundle as well.

Shark Close Read by Jennifer  from First Grade Blue Skies.

Jennifer has several different close reading sets that are amazing!

September No Prep Math and Literacy Centers by Annie from The Moffatt Girls.

Spring Is In the Air Digital Papers by Corinna from Surfin' Through Second.

She has several sets that I love!

Time to fill up your cart with great deals!

Happy shopping!

Don't forget to use the code BTS14!