LambReads

Four poems from www.gigglepoetry.com are used to ask students to make inferences by adding clues from the text with prior knowledge.

Two poems from www.gigglepoetry.com are used to ask questions about elements of poetry and making inferences.

Two sets of 18 dominoes - pictures on one side and l blends on the other. One set for bl, cl and fl; another set for gl, pl and sl. Students match the pictures to the beginning l blend. These can be used during small group instruction or in a phonics center. Laminate to use again and again, or send home with students for extra practice.

This is a perfect warm-up activity for students or adults. Participants read the 22 clues (i.e. "can't hold on to anything" and "famous former baseball player") and try to determine the appropriate candy (i.e. Butterfingers and Babe Ruth). Could be used as a cooperative learning activity or as a contest to see who can solve the most correctly first. An answer key is included.

Multiple meaning words are often confusing for students, especially English Language Learners. This sheet gives ideas for using/modifying commercial board games such as Balderdash and Outburst to have students work with polysemous words. Different suggestions allow for students to use both words and pictures to demonstrate knowledge of multiple meanings.

I have... Who has... is a cooperative learning activity that has also been called the "loop game." Each student is given a card with a question and answer that do not match. The first student reads aloud their question. The classmate with the answer then reads their card. The activity continues until the last question is asked which the first person will have the answer for. This set of cards are all related to the characteristics of drama/plays.

Five mini-lessons to use while students work on writing their own fable. Excerpts from fables and folklore are provided for teacher modeling as well as opportunities for guided or independent student practice. Mini-lesson topics include characteristics of a fable, conveying a message or lesson, writing interesting hooks, using specific nouns, and proofreading.

This worksheet includes clues for the four parts of reciprocal teaching (predicting, questioning, clarifying, and summarizing) and space to record student thinking about each part.

This a strategy to use when breaking words into syllables. Three simple steps and it works all the time.

Multiple meaning words can be tricky for many students. This worksheet asks students to think about parts of the body that can have multiple meanings (i.e. a calf can be a baby cow or the lower part of your leg).

Thirty dominoes with pictures depicting different meanings of polysemous words. Students try to connect the dominoes by matching two pictures that represent a single multiple meaning vocabulary word. Perfect for small group instruction, collaborative literacy center or independent practice. Answers provided.

This graphic organizer makes an analogy between writing a paragraph to a burger. The first sheet allows for teacher modeling and/or student practice with adding details (meat, cheese, lettuce) to a topic and conclusion sentence (the bun). The directions explain that just like you cannot build a good sandwich without ingredients to put between the bread, you cannot build a good paragraph without interesting details. Topics for this activity include friendships, computers, and reading. The se

Students decide if words on the 18 pencils belong to Carmen or Cecelia depending on whether the words on the fish contain a hard or soft c. This worksheet is appropriate for guided instructional practice or independent follow-up to instruction.

Students will work in groups to chart 10 trials of one person dropping a ruler for another to catch. This performance task provides students with cooperative group experience that includes independent reflection or questioning as follow-up. The task consists of a teacher direction sheet with sample performance criteria or exemplary responses and student activity sheets. When students are engaged in the performance tasks they should follow this basic format: • The teacher introduces the task

Multiple meaning words are often confusing for students, especially English Language Learners. This activity directs students to think of several definitions or contexts for one polysemous word (i.e. run or light). Students create a wheel using two paper plates, one with a cut out window. They can use words and/or pictures to demonstrate knowledge of multiple meanings.

24 dominoes - pictures on one side and s blends (sm, sn, sp, st, and sw) on the other. These can be used during small group instruction or in a phonics center. Students match the pictures to the beginning s blend.

This writing project includes two mini-lessons to use while students work on writing an essay about the states of matter. The first mini-lesson addresses brainstorming and organizing ideas. The teacher can model webbing and creating an outline about the scientific method before students explore the topic of matter. The second mini-lesson tackles linking paragraphs to make the message clear.

Students decide if words on the 18 fish belong to George or Gabe depending on whether the words contain a hard or soft. This worksheet is appropriate for guided or independent follow-up to instruction.

The students will work in groups to complete the activity. One student will drop the tennis ball to the floor. The three students who are not dropping the ball will have to watch closely to see how high the ball bounces and record the distance on the chart. This performance task provides students with cooperative group experience that includes independent reflection or questioning as follow-up. The task consists of a teacher direction sheet with sample performance criteria or exemplary respo

Students will work in cooperative learning groups to design a new toy for a toy company's contest. This performance task provides students with cooperative group experience that includes independent reflection or questioning as follow-up. The task consists of a teacher direction sheet with sample performance criteria or exemplary responses and student activity sheets. When students are engaged in the performance tasks they should follow this basic format: • The teacher introduces the task.