RESOURCES
The teaching resources I create are mostly geared towards grades two through five and are known for content that engages students in thought-provoking activities and meaningful learning, as well as careful attention to design and detail.
Below are a few favorites, or feel free to visit my Teachers Pay Teachers store.
Reader's Notebook Response Pages: A huge collection of flexible,
differentiated, reading response pages in an engaging reader’s notebook
format, to use with any piece of literature...
Reader's Notebook Response Pages: A huge collection of flexible,
differentiated, reading response pages in an engaging reader’s notebook
format, to use with almost any informational text...
Replace that hum-drum reading log and Infuse new life into students’
independent reading, at school or at home, with the “Tower of Books”
Challenge! Perfect for a summer reading challenge or an alternative to
the stuck-in-a-rut reading log assignment...
Put some meaningful morning work into your daily routine with these "Top
3 List" activities! Get students discussing engaging topics, creating
lists, defending their choices, and analyzing their own and others'
decisions...
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Engaging story starters paired with compelling photographs: these are not your ordinary writing prompts. See the Anytime Set shown above, the Monthly Sets, or the Full Year Bundle.
My “Keep It Fresh! Writing Centers” are designed to keep students engaged in fresh writing practice without having to create brand new centers every week. Each center focuses on one form of writing and uses clever and creative ways for you to easily change it and keep it fresh...
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Reading comprehension strategies, like synthesizing, are an important part of students' development as readers. But they aren't always easy to teach in a meaningful way. Synthesizing for Real! is a unit that builds students' ability to use the strategy from the ground up, from establishing a clear base of understanding, to scaffolded practice with engaging texts, to application to independent reading...
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