That’s why I love using a kindergarten reindeer unit during this part of the year. It’s fun, high-interest, and full of opportunities to connect literacy, vocabulary, science, writing, and centers into one smooth, cohesive learning experience. And because kids are genuinely interested in reindeer (come on Santa…), this theme practically hooks them for you.

Let me walk you through what this kindergarten reindeer unit looks like in our classroom — and why it makes such a difference during the winter months.

Start With Curiosity: Building Background Knowledge Together

One of the biggest challenges in December and January is channeling student excitement into something productive. Starting the week with nonfiction about reindeer works like magic because it gives students something real to latch onto.

They’re fascinated.
They’re asking questions.
They’re sharing observations you didn’t expect.

This curiosity becomes the foundation for everything else we do. Even your most distractible learners suddenly have an anchor — a topic that feels new, cozy, and worth exploring.

And that’s really the power of a reindeer theme: it sparks interest instantly, which makes every other skill easier to teach.

Literacy That Feels Like Discovery, Not Work

Winter is a tricky time for literacy instruction. Students need routine, but they also need something engaging enough to break through the seasonal wiggles.

This reindeer unit makes literacy feel like a shared investigation. Through read-alouds, discussion, labeling, and vocabulary activities, students begin talking like little scientists — using words like herd, antlers, adaptations, and Arctic with complete confidence.

What I notice every year:

• Students stay on task longer
• They retain the vocabulary because they use it over and over
• Even hesitant speakers participate more
• Writing becomes easier because they have words and ideas ready to go

It’s not “holiday learning.” It’s meaningful literacy wrapped in a theme kids love.

Centers That Students Can Actually Do Independently

Here’s the truth: winter centers can feel chaotic if the activities require too much teacher support.

But reindeer-themed centers? Different story.

Because everything ties back to the same big idea, students already have the context and confidence they need to work independently. Whether they’re sorting vocabulary, completing literacy tasks, or exploring early math skills, the theme keeps them focused.

Teachers tell me all the time:

“These centers run smoother than anything else I do in December.”

And that’s exactly why a reindeer unit belongs in the winter lineup — it gives you ready-to-go activities that maintain structure on days when you really need it.

Writing With Purpose (and Without Tears!)

Writing can be tough this time of year if students don’t feel connected to the topic. But once your class has spent a few days learning about reindeer, something shifts.

Suddenly they have:

• Background knowledge
• Vocabulary
• Visuals and examples
• Confidence

This means their writing isn’t forced — it feels natural.

Some share facts, others write descriptive sentences, and some draw detailed pictures to go with their ideas. No matter the level, every student finds an entry point that feels doable and exciting.

Creative Moments That Bring Calm to the Classroom

One of the sweetest parts of this kindergarten reindeer unit is how it incorporates creative opportunities that double as quiet, focused work time.

Activities like drawing, labeling, and hands-on tasks create a sense of classroom calm that’s often hard to come by in winter. The room settles. Kids concentrate. You can breathe.

It’s the perfect balance of fun + purpose.

Why Teachers Love Using a Reindeer Unit in Winter

This theme works because it solves real classroom problems:

• Students stay engaged even with high winter energy
• Lessons feel connected instead of fragmented
• Prep is minimal during an already busy season
• Activities support literacy, vocabulary, writing, science, and centers
• It works beautifully in December or January

And for students?
It feels like learning wrapped in wonder.

Looking for Reindeer Activities That Make Winter Teaching Easier?

If you’re wanting a kindergarten reindeer unit that blends nonfiction learning with centers, writing, creativity, and vocabulary — all in one simple package — this Little Explorers unit is the perfect fit for your winter plans.

Click here to take a closer look at the Kindergarten Reindeer Unit.

The research behind science of reading isn’t necessarily new, yet it still leaves even seasoned teachers scratching their heads about best practices – and let’s face it… we all want to help our students to the best of our ability.

That’s why I’m so excited to embark on a new series of mini posts to share what the research says, what I’ve learned, and what I’ve experienced success with when working with my students.

And yes mini means they are going to be shorter and more bite sized so you can visit each week, read in just a few minutes, and leave ready to implement!

Today I’m going to share 5 tips for planning small group literacy that will save you SO much time!

• The first thing I always recommend to teachers is to organize your data and plans.

I’ve been there and I’ve done that with searching here and there for notes about how students did, what we did in a previous lesson, who was able to show mastery of a given skill, and the list goes on…

Years ago I decided I’d had enough with literally wasting time trying to find the information I needed to even start planning, and I created a small group binder! And yes… it works for guided reading, structured literacy, or whatever it is your school calls small group literacy.

Inside is everything I need – previous small group lesson plans, blank assessment forms, and a tab for each student so I can look at his/her past assessments to inform my planning.

• Next, when sitting down to plan small group lessons the very first thing I do is look in my binder to see what we covered in the previous lesson(s).

Do I feel like my students did well or mastered the skill covered? Do they need a review? Do they need to see it a different way?

With that information at the forefront of my mind I take a look at past assessments to see if there are skills we need to spiral in for review or build on.

With all of this readily at hand I take the guesswork out of what my groups need to work on and immediately make the planning process not only incredibly faster but also easier.

Tip number 3 goes hand in hand with the data and observations I’m using in tip 2.

• Group students in fluid groups that have a shared need (skill, strategy, phonics pattern, etc).

Trust me on this one… When all of the students in your group share a common need you can easily pinpoint exactly what to focus on during your small group instruction.

It also makes differentiation built in and *almost* effortless because every group is getting instruction on the exact skills they need.

A word of caution though… the only way to create these types of groupings is to start with baseline data and refer back to your observations in small groups and assessments throughout the year.

And yes, fluid means I change my groups often. There’s no magic time table for this, but by meeting with my groups readily it becomes apparent when it’s time to mix things up!

• Use one book for 2 (sometimes even 3) lessons.

Yes, I used to feel the need to introduce a new book during every single one of my small group lessons. However, that really didn’t prove to be the most effective for my students (or for me).

It created twice as much prep work, and I found that each time I met with a group we were literally rushing to get through all of the components of the small group lesson.

And you know what else? Some students aren’t even ready for books just yet – whether it be a decodable book, leveled reader, beginner chapter book or other. Some kiddos need this time dedicated to building their foundational literacy skills like phonological awareness, phonics knowledge, and more.

In a later blog post we will explore what I do during each lesson to split one book between 2 (or 3) lessons.

• Lastly, follow a proven structure when you plan small groups.

If each time we sit down to plan we are recreating the wheel as to what order we are going to do things, trying to remember what skills to focus on, etc then we are inevitably going to increase the time it takes to plan.

I use the same frame work each time I meet with students depending on whether they are working on pre-reading skills or are developing their reading habits and skills.

Does that mean kids get bored? Absolutely not! I vary the activities, manipulatives used, books, etc so it’s always fresh yet I save so much time because my roadmap is already there for me!

So – there you have it! Five easy-to-implement tips for reducing the time it takes to plan your small group literacy instruction.

Head back to the blog next Sunday as we take a dive into what a small group lesson with pre-readers looks like!

Why Math Centers? 

Math centers give you and students an opportunity to differentiate skills and challenge themselves when appropriate. They allow students time to explore and build schema for important foundational math concepts they’ll carry into real life and higher level math learning in middle school, high school and college. You can easily pack a TON of practice into a short amount of time. I don’t know about y’all, but I’m usually working with about half an hour to 45-minutes of math each day, which isn’t long at all! Plus, it’s another early elementary opportunity to promote independence, working with others and problem solving (without running to you every five minutes). Finally, a huge reason why I love math centers is that they allow you time to have guided math lessons with individual students or small groups. We’ll cover this in a future post, because I’m a firm believer in guided math (right up there with guided literacy). 

Where to Start

A common frustration and question I’ve gotten from you guys via social media and email, is not knowing where to start with planning. One of the great things about math centers is that they’re flexible, no matter what your schedule you can make them work in your classroom. 

I prepare four or five centers (one of which is often guided math) for students to complete over two class periods. In these centers I always want to include something new we’re working on in addition to practicing and spiraling skills we’ve already learned. 

• New Skills — generally you want to introduce a new skill to the whole group, then allow students independent time to practice the skill in their centers. I’m an advocate for having at least two of your centers working on this new skill in different ways. This gives students of different learning types the chance to approach and master new skills in a variety of ways. 
• Review — Using information you’ve informally gathered from your math warm-ups, you may notice a skill or two your class needs to dust off. Include a review center for students to dust off old skills for use in the future. 
• Spiral Pre-Taught Skills — I really dislike the idea of learning something then leaving it behind forever. I see this a lot with students and the concept of money — we teach it once then don’t use it again for the rest of the school year. Use your math centers as a way to build old skills on top of new ones, spiralling them into more and more challenging activities for students. There’s an opportunity here for different students to complete the same activity at varying levels of difficulty so everyone is challenged in their own unique way. 
• Use Assessment Data —  Always be assessing y’all. The more data you have on each student and use that data to inform how you teach, the fewer students fall through the cracks each year.  Use that data to inform how you teach! I promise you, these early on assessments correlate directly with higher graduation rates later on! Use formal assessments from your school’s curriculum, informal observations you gather during calendar math and warm-ups, or data from any online programs you love. 

Plus, you can use data from your beginning of the year inventory using this free resource I’ve created. 

What’s that you say, FREE?

Yeah, you heard me right. What better way to start your school year than with an amazing free resource for your planning binder? I do go on about assessments, but seriously y’all it’s SO SO, let me say it again, SO important for student development. So important in fact, I’m offering a free “Beginning of the Year Math Assessment Inventory” for kindergarten, first grade and second grade. It includes shapes, number recognition, addition/subtraction fluency and SO MUCH MORE. Get yours today by signing up for The Teaching Texan newsletter, which sends helpful tips and tricks straight to your inbox a few times a month. You’re welcome in advance  

After you join our email newsletter below, you’ll receive a welcome email with the password to our free resource section of the blog.

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Grouping Students 

Depending on your classroom, this can be a challenge. But it’s a great opportunity to group students differently from their literacy centers so they have the chance to interact and build relationships with more of their classmates. 

The main things to consider are student behavior and skill level. And remember, you can (and SHOULD) change these groups throughout the year. If a grouping isn’t working, it’s not set in stone! You should entertain the idea of grouping students of the same skill level (homogenous groupings) and varying skill levels (heterogeneous groupings) at different times throughout the year. This will help students develop both their math and social skills when working alongside different people each month or quarter. 

If you’re like me and LOVE an organizational tool to help keep all this straight, don’t worry y’all of COURSE I’ve got you covered. Planning and organizing for math centers is not so different than planning and organizing for literacy centers, and y’all know I love a color-coded binder print out to help me stay on track. In my next post I’ll share a link to grab a resource that is sure to get your organized and on track for math centers and guided math!

Today I want to share with you 5 tips that will help you get your Google Classroom more organized, efficient and effective.

One of the things I hear most from teachers is, “how do I organize all of the activities that students are completing?” Well, my friend, there is no one-size-fits-all answer, BUT with using these strategies and a little testing on your part I think you’ll find a method that works for you and your students.

Use topics to group assignments

One of the very first things you’ll want to do if you have not already done so, is determine how you want students to view assignments in the classwork tab. Once you’ve clicked “Classwork” the topics for your class are shown on the left-hand side.

If you haven’t yet set your topics, you’ll want to click “+Create” select “Topic” and type the name of your topic.

You may be asking yourself, what topics should I have?

There are a number of ways you can do this, and my best advice is to pick one, try it, and adjust if it doesn’t work for you. Here are 4 commonly used methods for grouping assignments:

There really isn’t a right or wrong way to do this, so be flexible and see what works best for you.

Assign only what students need

So you’ve grabbed a really awesome resource from TpT, but the resource is 50 slides long and you only need or want students to complete a few slides at a time. Here’s how to navigate assigning only what students need for a given assignment.

I like to store folders in my Drive based on subject (which is also how I published assignments out to students). Under each subject folder I created additional folders for each unit.

In each unit I like to keep a folder titled “Originals” where I save my clean copies. This step IMO is super important because I don’t want to have to run back to TpT or wherever I got a resource from to get a clean copy each time I need the original file.

From my “Originals” file I can easily create copies of activities/resources into the main unit folder. These are the files I go into and manipulate for assigning to students. For example, if I want to assign a calendar math activity for students to complete but don’t want to assign the entire original file, I will delete all of the other slides in the COPY of the original. Now when I assign that copy the students will only have the one slide to complete.

TIP: When assigning, make sure you toggle the options below. I generally choose to make a copy for each student because I do not want them to edit MY copy of the file, rather I want them manipulating their own copy. This is super important for files that have interactive pieces or text boxes for answering. If you assign using the “Students can edit file” option all of your students will be using the SAME file – gah!

It’s worth mentioning that you could go a step further and add in folders for each lesson of the unit, but to me that creates just another click that I’d rather avoid when assigning.

Link multi-step activities in one assignment

Especially with our younger learners, having a ton of assignments posted each day is not only overwhelming for the students but it’s also a lot to manage for parents. Instead, I recommend creating a landing page of sorts with all of the activities for a given subject that day. This tip won’t work for each classroom/teacher/assignment, but it may help declutter your Google Classroom and the students’ streams.

Using Google Slides, list out the steps or activities for the subject/assignment as shown below.

You can go in and add in clickable links to videos, activities, websites and more so that students can easily navigate.

Once they have completed each of the steps listed on your Google Slide they can submit any required documentation you’d like and mark the assignment as complete. This really helps with not have to mark 4 different assignments complete for a given subject each day especially when you want students to go through several steps or complete several related activities.

Alternatively, you can create separate assignments for each step and link those on the Google Slide for grading purposes.

Turn off comments

Okay, hear me out on this. We want students to be able to voice their ideas, comments, and questions – but what often happens with our young learners is the comment feature becomes a place for students to post things like “this is cool” or “asdfkljasdfkj.”

In reality, if students have a question they can ask it in a number of other ways – on a class Zoom/Google Meet, via email from parents, or directly to the teacher if you are face to face teaching. If you teach in older grades, it may make sense to leave comments on – but take it from me younger grade friends… it’s a whole lot easier for us to turn them off. Here’s how you can do it.

Use your comment bank

Let’s be honest… whether in person or digital, as teachers we often catch ourselves saying the same thing over and over to different students.

Google Classroom has an awesome solution to commonly given feedback and it’s called the comment bank! When you are reviewing student work that is submitted, you have the option to leave a comment. Whenever you’ve left feedback that your likely to give again (and honestly, what feedback are we not likely to give to another student at some point) then add it to your comment bank! Now you can use this same comment for another students/assignment/time without having to retype it!

There you have it. Five quick tips to help organize and streamline your Google Classroom.

I know there are tons of tips out there for using Google Classroom, so I may be back with future posts to help make the most of this platform. If you’ve got some awesome tips for using Google Classroom, drop them in the comments below!

Since 1962, St. Jude has been finding cures and saving children from cancer with zero cost to the families. Their “mission is to advance cures, and means of prevention, for pediatric catastrophic diseases through research and treatment. Consistent with the vision of our founder Danny Thomas, no child is denied treatment based on race, religion or a family’s ability to pay” (St. Jude). I’m hugely honored to get to partner with such an amazing organization and even MORE stoked to get to share this project-based learning challenge with you all. 

It’s called the E.P.I.C. Challenge, which stands for: 

Experimenting

Prototyping

Inventing

Creating

If you’re already sold and ready to jump in (because who doesn’t need more ideas for quality STEM and project-based learning for distanced classrooms this year?!?), this guide has all the details you need to get started. 

If you want to hear more first, don’t worry y’all, you know I’m not one to be quiet when I’m excited about something. And I’ve already had three cups of coffee today! LET’S DO THIS. 

Here’s what’s great about the project:

First off, ITS FREE!!!! 

And there’s nothing better than free quality resources, am I right? It’s free to participate AND there’s an opportunity for your classroom or family to raise money to help children with cancer. Oh, and did I mention there’s a version specifically designed for those new homeschooling parents this year? Yep, another great perk  

There are two distinct tracks for teachers with classrooms or parents to implement the project at home, with tailored support for each. Super epic, if I do say so myself The St. Jude Educator Ambassador Network and team at St. Jude worked to ensure that educators have all of the tips, details, and resources needed to successfully complete this challenge. 

Second, it’s designed to be completed successfully in the classroom or through distance/hybrid learning. Plus, the project aligns with Next Generation Science Standards so you can be sure to tick some important curriculum boxes along the way. 

Third, it comes in 5 easy-to-implement lessons. This is a great project for the beginning of the school year to build camaraderie and teamwork among your students for distance learning or socially distant in-person classrooms. Additionally, it’s community-facing and helps students strengthen that empathy muscle by getting into someone else’s shoes and considering others’ needs and struggles.

Finally, it’s an all-inclusive guide that you can use straight “out of the box”, so to speak, or adjust it to fit the needs of your own classroom. St. Jude has provided example inventions as a guide to stimulate student imaginations. As you’ll see below, imagination is key! Students do not have to confine themselves to the boring rules of “reality” when participating in this challenge. The sky — and beyond to a galaxy far far away — is the limit! (Say hey to Luke and Rey for me!)

St. Jude Examples and Invention Categories: 

• School Invention

St. Jude patients often miss lots of school while they’re receiving treatment. What can you invent to help make sure kids who battle cancer don’t fall behind in their studies? Example: A rocket ship wheelchair to get to and from appointments more quickly.

• Friends Invention

St. Jude treats patients from all 50 states and around the world! That means lots of kids at St. Jude speak different languages. What can you create to help kids who speak different languages communicate? Example: A phone that translates words as children speak to each other. 

• Feelings Invention

Going through treatment for cancer sometimes feels uncomfortable and scary. What can you invent to help kids feel calm and safe while they go through treatment? Example: A confidence cloak covered in nice sayings to help patients feel better. 

• Body Invention

Kids battling cancer sometimes develop a fever before their parents know they have cancer. What can you create to help parents know the fever is a symptom of cancer? Example: A remote control thermometer that tells parents when children have cancer.

Source: St. Jude EPIC Challenge

I know I can’t wait to complete the challenge with my kiddos! So, who’s joining me for an E.P.I.C. CHALLENGE?!?!

Register and read more HERE. Let’s make this year EPIC and out of this world!

Each year I like to gift my students a book or two that I get for free using Scholastic book order points. I throw in some fun pens or stickers and some cute wrapping. I used to wrap each gift with wrapping paper, then transitioned to cellophane bags with tissue paper, and have found and even faster and cheaper option!

Envelopes.

Don’t get me wrong… I love some pretty wrapping paper, but if I’m wrapping 20+ gifts I need it to go quickly. Last year on a whim I decided to wrap my student gifts using large white envelopes with a label glued to the front, and let me tell you… I’m not sure I will ever go back!

And in the spirit of the holidays, I’ve created a FREE and EDITABLE file for you! Grab your free copy of this holiday wrapping label by joining my email list below. You’ll be sent the password to visit the Freebies section of my website.

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I love This Reading Mama’s post on the topic. She breaks it down like this:

Balanced literacy includes balancing these 3 important components when teaching:

1. Teacher MODELS (I do)

2. Teacher SUPPORTS learners as they practice it (we do)

3. Learners WORK INDEPENDENTLY  (you do)

~ This Reading Mama

Instruction: Framing Reading as Fun and Accessible

We know that our students arrive to our classrooms at all different reading levels, and that meeting them where they are instead of expecting them to be somewhere else, is essential to building their confidence and helping them gain literacy skills. Knowing each student individually requires one-on-one time. Personally, I love guided reading time. It’s a perfect time for me to get to know students individually, which not only helps them get better reading instruction but also allows me to teach them in groups and in other subjects more effectively as well.

Plus, if students come to see this time as special one-on-one time with you as a teacher, they’ll learn to love it too. Use the time to help students feel smart and successful, helping reading become more and more accessible (especially for our struggling friends).

Turn sight word learning into a fun game. I love putting these Fry words on a ring and seeing how many and how quickly students can recognize them. If students compete with themselves, instead of others, they can see their growth over time. (ex: “Last week you only knew 10 of these and now you know 15! Good job!”)

Or change up the fun with seasonal options like these Back to School, Halloween-themed or Winter (it’ll be here soon enough!) literacy centers. I love using seasonal literacy centers for students working both individually and in groups.

And speaking of switching it up seasonally, I know that planning can be one of the BIGGEST challenges in guided reading. How can you fit everything in and, most importantly, how can you use the little time you do have efficiently? I offer you the book that saved my life when it comes to actually planning for small groups: “The Next Steps Forward in Guided Reading” by Jan Richardson. It’s seriously genius.

Organization: Create a Schedule

Every teacher wants to make sure each student gets the individual guided reading time they deserve but oh my goodness what a scheduling challenge! Don’t despair. We’ll walk through it together.

First thing to consider is what is expected from you. Does your administration have a specific amount of individual reading time they want for each student? Or do you have the flexibility to manage your own schedule? Trying to meet with students every day can be pretty difficult, but it can definitely be done! I try to meet with students AT LEAST every other day (so they get individual time at least twice a week). If they’re early on in their reading journey and having some of their own challenges, I’ll make meeting with them every day a priority for at least a few minutes. Trust your teacher gut here — you know how much individual students need you and be open to the idea that this may change throughout the year.

Getting organized is key and it’s two-sided. You need to be organized and tracking progress as a teacher PLUS students should have their own way to see improvement and progress. Lucky for you I’ve already done all the work! My guided reading binder and organizational toolkit plus the accessible and brightly colored student version are great tools to ensure your tracking, scheduling and progress are all working together!

Remember also that you can pull students for reading throughout the day, you’re not restricted to “Literacy” time. Depending on what group activity is happening in your room, students may be able to work on their own for 10 minutes and you can snag one-on-one time with a particular kiddo.

Plus, keep in mind other times during the day you may be able to quickly meet with students: as they come in during the morning or early finishers. Making the most of these otherwise “forgotten” moments throughout the day will help you integrate guided reading time seamlessly and ensure that each student gets the individual attention they need and deserve.

And MORE: Grouping Students and Behavior Management

Another challenge in guided reading is making sure students are grouped correctly with their peers. My Guided Reading Toolkit includes assessment forms to help get kids in the appropriate reading level group.

And once students are grouped correctly, you can maximize your time by working both individually AND in small groups with students who have similar needs. Whether that’s fluency work, sight word practice, similar reading level or a different literacy strategy, small groups are another wonderful way to maximize your guided reading time and efficacy. I find it’s best to create fluid groups — students shouldn’t stay with the same peers throughout the year. Give them a chance to move groups and work with others as they progress individually. Or consider grouping students of different reading levels together who have a shared interest by creating a book club for a few weeks.

If you have an organizational system like the one below (y’all know how I love lamination and velcro!) then it’s quick and simple to rearrange groups as needed after reviewing your notes from the previous session.

Another concern I hear a lot is behavior management. How does the rest of the class stay under control while you work with just one or a few students? This can be a challenge I know. And not all of us are lucky to have classroom aides or assistants to help us out. We’ll continue on this topic in a couple of weeks, unraveling the question “But what do my other students do?” Keeping the rest of the class engaged is important, plus having clear behavior expectations in place in your classroom already. I don’t recommend starting individual guided reading time until you’ve established classroom behavioral expectations and self-management techniques, at least two or three weeks into the school year, sometimes longer.

Next up in our series we’ll dive deeper into actually planning lessons for guided reading so you’ll be prepared and able to make the most of your time with individual students and small groups. You can learn more about planning by clicking here.

Finally, we’ll expound upon the question, “But what do my other students do?” We’ll talk a bit more about behavior management, clear expectations and communication of scheduling with your classroom.

What else trips you up when planning and organizing for guided reading? Where do you need support in your classroom? Comment or get in touch with so we can support you better!

My dear friend Haley from Teaching with Haley O’Connor had a dream for quite some time of helping a teacher revamp his/her classroom library. This summer we decided to team together to make this dream a reality and bring a brand new classroom library to a teacher and group of students. I’d love to share that journey with y’all! This post does have a few freebies and Amazon affiliate links.

We started off with a simple application that many teachers across the DFW metroplex completed. We truly felt that every single entry was so deserving of a class library revamp, but we had to settle on one application.

The phrases at the beginning of this post represent the key aspects that Stephanie was looking for in her classroom library. Those phrases stuck with Haley and I as we moved forward with taking a tour of Stephanie’s current space.

We inventoried current books and storage to get started. While there was a decent number of existing books that could be used in the space, we knew we needed more books showcasing diversity as well as books that could be leveled for Kindergarten reading abilities. We set up an Amazon wishlist and were so fortunate to have several amazing educators donate books and shelves for the flip. Thank you to Princess from Teaching, Love, Cupcakes, Carrie from Adventures in Kinder and Beyond, Alyssa from Simply Special Ed, Susan from Susan Jones Teaching, and Ari from The Science Penguin.

We decided on a mixture of roughly 1/3 of the books being levels and 2/3 being organized by genre. We chatted quite a bit about how we never mention levels to students. All they know is that the bins have letters on them to help keep them organized. We just felt that it was something that students at a Kindergarten age didn’t really need to know.

Now came the messy part… we spread out all of the books across the classroom and began sorting into piles based on genre, level, and if they could be donated to another classroom.

With all of our piles sorted, we needed some new storage options for the books. Lakeshore Learning came to the rescue and donated several of their Neon Heavy-Duty Books Bins.

These were absolutely perfect for storing the books, and their durability is sure to keep the library looking nice for years to come!

Thank you Lakeshore!

With this being a Kindergarten classroom, we knew we needed a management system so that books were returned to the bins they belonged in. We added stickers to each book that coordinate with the label on the bins. For the leveled books, a simple letter sticker did the trick.

For our books organized by genre, Haley created some awesome stickers that had pictures matching the front of the bin. We added these to the backs of the books so students could refer to them when shelving their books.

Doesn’t the organization just make you smile? The best part about the sticker system if that you can keep a set of them in a file folder or plastic baggie and anytime you add a new book to your library you quickly slap a sticker on the back and you’re good to go!

Kindergarten students LOVE reading to friends and reading buddies, so it was natural to include a reading buddy bin in the library.

We were so fortunate to have so many books donated that we were able to also create a small read-aloud library for Stephanie.

Underneath the read-aloud library are student book bins where Stephanie’s kids will keep a set of books for their independent reading times.

With all of the books organized, it was time to focus on some decor! Stephanie had a cactus vibe already going, so we took that theme and ran with it! First up was to create a bulletin board on the large wall space that framed the library area.

Knowing this would be a high-traffic area of the classroom, we didn’t want to use traditional butcher paper for fear it wouldn’t hold up to the test of 5 and 6 year olds. We found an amazing vinyl option that is normally used for photography backdrops, but can easily be washed and because it’s vinyl won’t tear. You can check out tons of options here.

Keeping with our theme of items that would stand the test of time, we found some awesome Better Than Paper bulletin board cover to create a few cacti. This stuff is AWESOME! It is non-woven fabric so it doesn’t tear, can be cleaned with a towel and water, and it can be used as a whiteboard!

A few added accents of tissue paper flowers and pom pom garlands, a small cork board using quotes I typed up and pictures from old books that had fallen apart, and photo-display string with favorite book characters and the library was starting to feel like “home.”

Before we get to the BIG reveal, one more fun addition to Stephanie’s classroom. We had so many old book jackets left over that we weren’t sure what to do with. We felt awful to just throw them away, so we turned them into a garland!

This was literally so easy to create. Simply use a paper cutter to remove the front portion of the book jacket, string some twine using paperclips, and hang book jackets using clothes pins!

Ok, you’ve stuck with me this long so can you at least give me a drum roll? Please?? Here we go!

Haley and I had such a fun time with Stephanie during this flip! It was amazing to head into a local Dallas ISD school and give back to a teacher, kiddos, and community! Who knows, maybe this will become a tradition for us!

If you’d like a FREE copy of the cacti inspirational quotes you can grab them right here on my blog! All you have to do is sign up for my newsletter here and then use the password in the welcome email to grab your free quote pack on my Freebies page.

First off, know that creating a classroom library is a HUGE job, and will likely take many years. So if you’re a first or second year teacher, don’t worry about buying a hundred books at once. Give yourself the freedom to collect good books you love over time, there’s no rush. This post contains affiliate links – simply click the book cover to visit the Amazon listing.

That being said, I’d love to share with you 10 books that celebrate differences, diversity, and humanity. It was SO DIFFICULT to pick just ten y’all. There are SO many good ones. These are in no particular order and address lots of differences that arise in the classroom and in life — great conversation starters for you and your students.

Whoever You Are
Written by Mem Fox
Illustrated by Leslie Staub

This is a wonderful book on differences that unite us for ANY elementary classroom. From the author’s website — “This story weaves its way across cultures and generations, celebrating the bond that unites us all.” Timeless.

I Am Human
Written by Susan Verde
Illustrated by Peter H. Reynolds

Part of a series that also includes “I Am Peace” and “I Am Yoga”, Susan Verde has written an INSTANT #1 New York Times Bestseller that is a wonderful book to read as a class any time of year. This book “is a celebration of empathy and compassion that lifts up the flawed fullness of humanity and encourages children to see themselves as part of one big imperfect family—millions strong”.

The Girl Who Thought in Pictures: The Story of Dr. Temple Grandin
Written by Julia Finley Mosca
Illustrated by Daniel Rieley

While technically not released until March of 2019, we just read this in class and my students LOVED it. Everyone needs it. It’s part of a series of STEM books focusing “the inspirational lives of amazing scientists”. So cool, right? It rhymes, includes a biography and fun facts, and even a note from Dr. Grandin herself. If you don’t know Dr. Grandin, she’s a scientist who happens to be on the autism spectrum and is a wonderful inspiration especially to children who learn differently. Her story can teach any classroom a lot about accepting people who learn or express themselves differently.

It’s Ok to Be Different
Written & Illustrated by Todd Parr

A classic. Fun and colorful. A great addition to any classroom library. Children’s Literature says this “book unites the concept of tolerance of differences with simple images for easy understanding and comprehension. It’s Okay to be Different encourages readers to accept themselves and others”.

The Last Stop on Market Street
Written by Matt de la Peña
Illustrated by Christian Robinson

A #1 New York Times Bestseller, winner of the 2016 Newbery Medal, 2016 Caldecott Honor Book AND a 2016 Coretta Scott King Illustrator Honor book — this book speaks to issues of class, relationships, and being grateful for what we have. It offers children a new perspective through the lens of another generation, brought to life with a “vibrant text” and “radiant illustrations”.

Drawn Together
Written by Minh Lê
Illustrated by Dan Santat

Language barriers and generational gaps can often make people dismiss each other as too much work to be in a relationship with or not worth getting to know. That’s certainly what the young boy in “Drawn Together” thought about his grandfather. That is, until they learned to share their love of drawing, which helps them form a bond beyond words. A beautiful picture books that illustrates how to reach across barriers to connect with other humans.

Not My Idea: A Book About Whiteness (Ordinary Terrible Things)
Written & Illustrated by Anastasia Higginbotham

Anastasia Higginbotham has a series of books — Ordinary Terrible Things — which tackle topics that can be difficult to talk about with students. Named one of School Library Journal’s Best Books of 2018, “Not My Idea: A Book About Whiteness” is “a much-needed title that provides a strong foundation for critical discussions of white people and racism, particularly for young audiences. Recommended for all collections.” If we’re not brave enough to tackle these topics in the classroom we risk sending students uninformed and unprepared into a world that needs them to enact change!

Let the Children March
Written by Monica Clark-Robinson
Illustrated by Frank Morrison

This beautiful retrospective looks at the historical events in 1963 Birmingham, Alabama from the perspective of children, making it easily accessible to students of all ages. “This remarkable story remains relevant today as young readers think about their roles in the ongoing struggle for justice” (School Library Journal). A great read aloud book for February, or ANY month of the year.

The Boy and the Bindi
Written by Vivek Shraya
Illustrated by Rajni Perera

The Boy and the Bindi is a beautiful book perfect for your classroom’s collection. It provides conversation starters for your students to discuss Hindu culture as well as gender expression. “Imparting an important lesson on inclusivity and individuality, this multicultural, intergenerational story of young agency is a timely acquisition for all libraries” (Hong, Smithsonian BookDragon). Must have.

Giraffes Can’t Dance
Written by Giles Andraea
Illustrated by Guy Parker-Rees

Oh how much I love this book! Definitely a classic for your bookshelf, “Giraffes Can’t Dance” tells the story of Gerald the giraffe, who wants nothing more than to dance. But with his awkward frame and lanky legs, he’s not what you’d expect for a typical dancer. “With light-footed rhymes and high-stepping illustrations, this tale is gentle inspiration for every child with dreams of greatness.” Get. It. Now.

So there you go, 10 books on diversity that I just love. If you’re itching for more there are so many good lists out there — here, here and here are great places to start. What about you? What books do you use to celebrate and talk about diversity in your classroom?

]]> https://theteachingtexan.com/10-uplifting-books-that-teach-diversity/feed/ 0 https://theteachingtexan.com/7-behavior-management-tips-to-save-your-sanity-before-after-breaks/ https://theteachingtexan.com/7-behavior-management-tips-to-save-your-sanity-before-after-breaks/#respond Thu, 03 Jan 2019 13:39:17 +0000 https://theteachingtexan.com/?p=5301 Let’s be honest. This time of year is CRAZY. I’d be lying if I said I didn’t sometimes wonder why we even return to school between Thanksgiving and Christmas. And those first few days (or weeks) after winter break? Without good behavior management tactics and a WHOLE lotta patience, these weeks can easily feel like wasted time in a classroom, dragging your caffeine-infused body along until the New Year and beyond. But you’re in luck, because I’ve got you covered.

Here’s my down and dirty, quick and easy Teaching Texan’s Top 7 Tips for you:

1.  Focus on Others – I have my kids write ways to be kind/bring joy/help others on light bulbs (Because these actions LIGHT up any situation!) and display them on a chart to keep kindness at the front of our minds this time of year. I also have students “shout out” others who they see doing kind things by creating a light bulb for them and adding it to the chart. Get your FREE Light Bulb Bulletin Board below.
2. Mr./Mrs. Potato Head – I use this as a whole group behavior incentive.  Each time we get a shout out from another teacher (think specials) we get to add a piece.  Once he/she is put together we decide on a class activity as our reward. Some past examples are decorating cookies, a dance party, extra recess, etc. You can grab your own potato head using the Amazon affiliated links below:
   • Mr. Potato Head
   • Mrs. Potato Head
3. Morning Meeting – I use this crucial time at the beginning of the day to build community and a safe learning environment. When kids feel safe FIRST they are more likely to engage and participate correctly. We also use this time to talk about our core value of the month and listen to read alouds promoting great behavior, teamwork, etc.
4. Free Choice Friday – Every Friday, I reserve about 20 minutes for students who have had great behavior all week (or whatever your individual students can handle – my students also have to turn in their homework all week to participate).  This is a time at the end of the day, I let students pick what they’d like to do – play a game, draw, etc. They can work together or individually, as they decide.
5. Visual Timers – I like to display a visual timer to help students manage their time. I’ll put it in a central place where all can see it counting down. I also will give spoken reminders at key time marks: “Five minutes left.” “Keep an eye on your time.” “Make sure to leave time to clean up.” etc.
6. Practice, Practice, PRACTICE Routines – Don’t leave your routines behind this time of year, but remember to keep it fun!  Kids act out the “expected” behavior and this is a great time of year to remind students what is expected. Keep it fun for students by allowing them to show examples of how NOT to act that allow them to get out the giggles. You can even have students create a skit/song/picture/etc about how they should and shouldn’t behave. This allows them to demonstrate “bad” behavior and reinforce expected behavior in a way that’s safe, controlled, and fun.
7. Give in to the Chaos (a little) – Don’t forget that this is a special time for your students (and you). You’re allowed to give into a little fun and enjoy the moment! Have parents visit for holiday traditions, plan extra holiday-themed brain breaks, break out the glitter! (ALL THE GLITTER!)

Grab your free copy of the Holiday Light Bulb Bulletin Board by joining my email list below. You’ll be sent the password to visit the Freebies section of my website.

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Don’t forget to have fun. Seriously y’all. The crazy excitement of students is one of the greatest joys of teaching, right? Hope these tips have helped. Stay sane this holiday season and beyond everyone!

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