Classroom Management Downloads

I recently uploaded a few files to my TpT store that I have used the last few years for classroom management.

The first is a set of classroom helper cards to use when assigning classroom jobs. I display mine in a small pocket chart with student names next to each job. I rotate the names each week.

 

The next is a set of guided reading group signs. These signs are for grouping students for guided reading. I put Velcro tabs next to each sign and each student had a Velcroed name tag. The name tags could be moved from group to group quickly as their levels changed. I also used the grouping signs on the guided reading book baskets. Using colors for the guided reading groups kept the students from knowing which groups were high, medium, or low.

The last set is a set of cards I used for early finishers. These finished assignment cards are suggested tasks for students to complete when they finish work early. They are in card format to go in a pocket chart so that the teacher can use some or all to differentiate.

Sources of Water

In science we have been learning about various water sources. The students created foldables to illustrate rivers, streams, ponds, lakes, oceans, and glaciers. They label whether each source of water was fresh or saltwater, whether it was an open or closed water source, as well as its relation to land (i.e. land on both sides, land all around, etc.). They also brainstormed ways we use water. They illustrated at least four ways we use water.

Plant Diagrams

The students created flower diagrams to show the parts of a plant and their functions. Their flowers were added to our hallway garden display.

Plant Diagrams

During our study of plants, the students created plant diagrams. They labeled the parts and their functions. The diagrams were added to our class garden display in the hallway.

Camping: Living and Non-Living

In reading we have been learning to follow multi-step directions with picture cues. For these lessons, the students learned to draw tents and trees to go along with our camping theme. They had to read the written directions on the projector along with the step-by-step pictures. After each step, we discussed what we did and how following the steps in order helps drawing the pictures easier. After the students drew these two pictures, we transitioned into a science lesson. When possible, I try to connect the different subjects together. I believe it makes for stronger connections to the concepts. For science, we discussed the differences between living and non-living things. We then created a t-chart to list various living and non-living things. After brainstorming, the students went back to their pictures from the reading lesson and added at least three living things and three non-living things to their camping picture. They then labeled each thing and circled it in a certain color to indicate if it was living or non-living. They then shared their drawings with their neighbors.