One Extra Degree

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One Extra Degree
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Engage and enrich your students with lessons that promote critical thinking and creativity!
 
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Help your students unlock word meanings with Word Builders! Teaching our students about morphology, or meaningful word parts, helps our students unlock the meaning of new and increasingly sophisticated words. This packet addresses prefixes through
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Help your students unlock word meanings with Word Builders! Teaching our students about morphology, or meaningful word parts, helps our students unlock the meaning of new and increasingly sophisticated words. This packet addresses suffixes through
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Each intervention card shows an Elkonin box made of snap cubes. They are color coded to show directionality and to designate vowels and consonants. Students should place a snap cube onto each Elkonin box as they segment the words, then they should
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Directions: Students should switch out the medial sound by placing the five vowels on the CVC Ladder mat. They should record the real words they make on a dry erase board or paper. If desired, you can have them make a ladder, like I did on my
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Directions: There are two formats included in this file. One set of cards has lined, traceable letters that your students can trace with their fingers and place magnetic letters or letter tiles on top of. The other version is more traditional. If
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Directions: Cut each card into two parts. One will show the picture, and the other will show the word with onset and rime color-coding. For the word “bag”, students would say /b/ as for the onset (designated by the green circle), and they would
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Directions: Each card shows colored sound spots for directionality. Students may tap sounds out on the spots, they may use color-coded counters, or they may use letters to segment each word. I recommend using magnetic Bingo chips because after
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Directions: Students should switch out the initial sound by placing consonants onto the CVC Ladder mat. They should record the real words they make on a dry erase board or paper. If desired, you can have them make a ladder, like I did on my
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Directions: Each card shows colored sound spots for directionality. Students may tap sounds out on the spots, they may use color-coded counters, or they may use letters to segment each word. I recommend using magnetic Bingo chips because after
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Directions: These puzzles are intended to be used for phoneme blending and segmentation. Simply cut on the black lines to split them into three pieces that represent the three sounds in each word. Have students say each sound separately as the
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Directions: Students should switch out the final sound by placing consonants onto the CVC Ladder mat. They should record the real words they make on a dry erase board or paper. If desired, you can have them make a ladder, like I did on my example.
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This unit addresses silent -e by contrasting closed (CVC) and silent -e (CVCe) syllables. It begins by looking at how adding an -e to the end of CVC words changes the sound of the vowel and the meaning of the words. Word addition problems are
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Directions: There are two formats included in this file. One set of cards has lined, traceable letters that your students can trace with their fingers and place magnetic letters or letter tiles on top of. The other version is more traditional. If
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Digital Download PDF (34.67 MB)
Phoneme-grapheme mapping is a sequential, systematic, explicit way to help students understand that the number of sounds (phonemes) they hear in a word may vary from the number of letters that represent these sounds. Since the 44 phonemes in our
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TEACHING EXPERIENCE

I currently teach third and fourth grade gifted kiddos, and I enjoy every second of it! Over the past eleven years, I have absolutely fallen in LOVE with my job! I am extremely passionate about teaching and creating, and I enjoy being able to share that passion with others!

MY TEACHING STYLE

I believe that teaching stretches far beyond the content areas. First and foremost, I work on establishing strong relationships with my students based on trust, mutual respect, and empathy. I realize that I am educating little people, and that even little people have problems that occasionally distract them from learning. I embrace this, and strive to meet their emotional and academic needs while at school. Sometimes we all need a pat on the back or a supportive smile to get us through the day. Beyond that, I take a child-centered approach to learning. I feel that if I say or do too much I am, in fact, inhibiting the students’ learning. My instruction is very much interactive, hands-on, authentic, and tailored to meet each individual student's needs as much as possible. I want the students to think intently and critically to find solutions, reflect on their learning, and gain independence. My role is to facilitate this learning and encourage them along the way. I provide the opportunities and then support as they complete assignments to ensure that every child feels a level of success and confidence in my classroom.

HONORS/AWARDS/SHINING TEACHER MOMENT

MY OWN EDUCATIONAL HISTORY

I have a Masters in Literacy Curriculum and Instruction, a reading endorsement, and a gifted endorsement. I also work as an adjunct professor at a local university, and I love it! *Ultimate Goal: I would like obtain my Doctorate and perhaps work as a professor or Literacy Coach.

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