Layering my Classroom (And the Cybersale!!)

I think my love of 100 Minutes has been well documented since I started reading it this past summer…but today I want to talk about how I think it has helped me build in my classroom routines in my language program and add layers to my teaching.

Side note: 

This is a wordy and lengthy post…I apologize! But if you hang in there I have a whole list of must-have products from TPT sellers towards the end. 

I have already struggled with wanting to start EVERYTHING all at the same time and have my full program up and running. Lisa Donohue talked a lot about the importance of deepening your routines and taking students farther by adding on to previously existing structures and routines. I have found that thinking about my program in this way has really helped me to find the perfect time add a new layer to our existing literacy routines and provide my students opportunities to deepen their understanding of the concepts we are studying. 

Adding layers has been an especially important part to my class' success this year has I have a VERY wide range of abilities and quite a few ELL's and students working below grade level. Building in layers of routines to help deepen my program has really helped me to differentiate and work towards meeting all my students needs. It has been especially helpful as 6 students from my class receive ESL support three out of 5 days…that's a 1/3 of my class!! Then I have 3 other students who receive Spec Ed support everyday and 1 student who goes to a math group twice a week. 

My room is a constant revolving door. 

This has made scheduling guided lessons somewhat difficult but not impossible. Lisa Donohue wrote about intentional sequencing in her book 100 Minutes and it made so much sense to me…it was definitely the missing piece to the puzzle of my literacy program. 

It isn't perfect yet (and probably won't be) but it has helped me to see how to schedule our literacy block and why I should be putting  rotations in a certain order. 

So this is how I plan for guided reading and our literacy rotations. As you can see some of the boxes have X's in them. This is when my ELL's are receiving support and are not in the class with us. As  I said it isn't perfect yet. We have yet to build in Reading Response as a rotation (the goal for next week!) and I haven't yet met with groups for a Writing Conference. 

Sigh.

Always so much to do. 

This is our rotation board. Since it's new to me this year it's work in progress. 

If you like it you can find it here in my TPT store. 

Right now I have been using post-it notes to provide instructions to my students for each of their rotations. I am lucky this year that I have a full time educational assistant in my room to work with one of my students who needs 1:1 support. She has wonderfully taken the initiative to also work with three other students who need 1:1 support for most of their work. I often assign that group extra guided reading with her so that they are being taught in a guided group everyday…plus the time they are being pulled for ELL or Spec Ed support. 

Sometimes the scheduling makes my head spin. 

Here's a closer look at my Guided Reading Literacy Group Labels.

This is also the first year that I have been happy with how my guided reading program is running and I must admit guided reading has been a necessity in my class. I am VERY much behind in my literacy teaching due to the fact that some many of my students have so many different needs. Guided reading has been the key to this problem as I now teach all the components of my reading program in small groups. 

We save whole group time for interactive read alouds, chapter books, building on our routines and scaffolding our writing instruction. In the past I have focused most of my writing instruction on the text forms but this year it just wasn't feeling right so instead I have switched to a much freer writing approach, allowing my students to choose the majority of their own writing topics and forms. We are focusing on the writing process and how to edit and revise. 

Isn't it amazing how much your writing can change from year to year?

So now on to the good stuff…! 

What are some TPT products that I just can't live without?

Well, I'm glad you asked, especially since the Cybersale is on tomorrow. 

 Button from The 3AM Teacher

This amazing writing prompt product from Irene Hines has been the cornerstone for my weekly journal writing program. 

I just love it.

The Fluency Strip pack from The Moffat Girls has really helped my students who are ELL's and working below grade level to build on their fluency skills AND they love tracking their progress through the sets. 

I can not even tell you how much I LOVE The Weekly Word Wizard sets from SunnyDays. Since Grade 3 is a testing year in Ontario this product provides my students with constant practice of valuable grammar and vocabulary skills. 

I am loving it!!

The next few sets are already in my cart for tomorrow.

This next product is a MUST HAVE for anyone doing guided reading in their class. It has saved me sooooo much time when creating my guided lessons and helps to provide a consistent checking system of the skills we have already covered and need to review. Head over to Angeline Stewart's store to check it out. 

So there you have it…

My literacy program in a nutshell. I hope you get some good deals tomorrow and I'd love to hear about any suggestions you have for literacy products from your own TPT store or others that you think might benefit my students. 

Literacy Workshop…Revisiting 100 Minutes

In the past few years a few things have 

totally changed the way I teach. 

Have changed the teacher I am.

Have changed the way I view my profession.

The first was switching from teaching Grades 7 & 8 rotary to teaching Grades 3 and 4 core.

I used to teach two classes English, History and Geography on a rotary schedule where my students switched classes every 40 minutes.

I now teach one class of students everything and at most they only leave the room for 40 minutes a day. 

And it's so much better. 

I know my students better.

I integrate my content more effectively.

I like it better.

The second major shift was when I read Guided Math by Laney Sammons for an online book study with Brenda from Primary Inspired. 

Thinking about how to differentiate my teaching and teach in a guided setting really helped me to understand how I could help each of my students to achieve success. 

Then this past summer I read 100 Minutes by Lisa Donohue…and wow, did that ever change my teaching. Coming from the intermediate grades I really had no idea about guided reading. How to do it, what it was, how to plan for it, etc. I read The Daily 5 that first summer in an attempt to be ready to teach Grade 4 and have a guided reading program. 
However, I can't say that it really helped me that much. 
It was just too much to wrap my head around.
Too many rotations.
Too many options and choices.

A few years later I read Guiding Readers by Lori Jameson-Rog and lead a book study here on my blog and it really helped me to understand what guided reading was and how it could be used to help work with my students at their instructional reading level. But a few maternity leaves have popped up in the meantime and I just wasn't able to get a successful program up and running.

Until now!

I am pretty proud of my guided reading program even though it is still in the early stages I can see where I am heading with it and I know that it is going to be very beneficial to the students in my class. Especially since this year the reading levels of my students range from D to U!
Yes, in one Grade 3 class. 

The biggest takeaway from 100 Minutes for me was the idea of "intentional sequencing". It just made so much sense and really made all the difference for me with having a literacy workshop program that was up and running the way I wanted it for me.

That doesn't mean it's all gone smoothly by any means…
In my class there are 6 students who receive ESL support 3 days a week during my literacy block so that has made scheduling my guided reading and writing groups somewhat tricky. 

I would recommend 100 Minutes to anyone that is interested in having a workshop style program for their literacy classroom and is unsure of how they might go about organizing the time.

Click here to see how 100 Minutes has helped me layer my classroom and my MUST HAVE products from TPT for my literacy program. 

100 Minutes Celebration Giveaway

We did it!!!

Woooo hoooo.

I am so happy that I chose this book for this summer's book study. I have learned so much from reading it and all the posts by the co-hosts and participants.

Thank you all so much. 

Lisa has generously answered quite a number of the questions that we sent to her, and here's what she has to say!

Question: How does Lisa suggest managing the editing and revising piece of the writing block?

Lisa: As students work on the various stages of their writing, they can use the independent writing time to draft, revise, edit and publish their work.  I use the Writing Conference time, to regularly check in with students to see where they are with their writing, and how I might be able to help. I try to differentiate for the student's various learning and writing styles.  When I know that students are working on a piece that they will take right though the writing process, then I suggest that they choose whether to begin by writing it by hand, or working on a computer. If they choose to use a computer, then it's easier for them to make revisions without having to spend time re-copying their work.  My students spend more time 'learning' about a given form or element of writing by writing many different pieces, rather than working on one piece through all five stages of the writing process.  Not everything I have written has been published... and the same goes for them.  They need time to play with text forms and elements of writing before they are ready to share their writing with a larger audience. 

Question: How do you balance assigned writing with free or choice writing?

Lisa: I help students learn how to prioritize their writing.  There are some "must-do" and there are some free-choice.  Even within the parameters of a "must-do", I try to include as much choice as possible.  For example, I might give students a number of writing prompts and ask them to select one that inspires them to write.  While we may be working on a particular form of writing, I try to allow as much choice as possible within the task.  Also, I try to give students as much choice as possible as to the way they would like to write (pencil and paper, computer, blog, etc).  There are times, within AWARD Time, when students are able to work on whatever writing they choose.  Often, during the Writing Instruction time students start pieces, or generate ideas that they would like to pursue.  By giving them a 'write whatever you want' time, students are able to revisit work that they have started, or would like to build on.

Question: During your students independent reading time do you have them track their reading using a reading log? Genre challenge? 

Lisa: To be honest, I don't. There are some teachers who do, but for me, I feel that independent reading should truly be about the student's free choice to explore different texts and foster their love for reading.  There have been times when I would suggest different books to students, or encourage them to select a book in a different form (e.g., something other than a graphic novel), but for the most part, if they are reading, and thinking about their reading, then I am happy.  I use our Guided Reading time as a way to focus their attention on different types of texts, text features, and ways to critically think, analyze and apply their learning. 

Question: Does the writing lesson always have to go last or could you mix and match?

Lisa: 100 MINUTES is a flexible framework.  It was written as an idea of what a Literacy Block might look like.  Even I do not stick to the "rules" of 100 MINUTES.  Teachers should feel free to adapt and alter the various elements in ways that would work best for their learners.  Moving the Writing Lesson to the beginning of the literacy block, makes complete sense. 

Question: Do your writing lessons focus on a genre or the traits of writing?

My writing lessons focus on everything!  From the form of writing to the elements of writing.  We focus on conventions, grammar, voice, and parts of speech.  This is the time when I can weave in the various aspects of writing, play with voice and explore the 'rules' of writing.  

Question: This is about have the writing lesson at the end of the block-  do the students remember what was taught in the lesson, do they carry it over to the next day?

Lisa: Because AWARD Time is an ongoing cycle, the kids are really good at remembering where they are and where they are going next (even when I forget). As far as the application of the writing skills, I always take a few minutes to review what each group will be doing during AWARD Time and remind them to check their individual goals.

Question: When doing guided reading, how many lessons do you spend on one text? Should students (in higher levels especially) have the chance to read the text before coming to the lesson?

Lisa: I know that there are many different opinions on this.  I personally only use a guided reading text once with students.  For me, engagement is the key and I prefer to keep the texts that students are reading with me new every time.  

Question: Is all the reading during a guided reading lesson reading aloud?

Lisa: I think this would depend on the age of your learners.  With younger students, I would want to make sure that they are actually able to read the words and make sense of it.  With older students, my concern is more about being able to understand and apply the things that they are reading.  Usually, I would start a text by introducing a 'big idea' or something to think about (like a HOT question). They I would ask students to read the first part on their own (in their head).  As a group, I would ask if anyone would be willing to read what they have just read aloud to the group, so we could discuss it.  After I know that students are into the text, and comfortable with it, I might ask them to read the next section and find something that would support their thinking in response to the big idea or HOT question.  This way, the students are reading for a purpose.  I know that they are able to understand the text, because of the conversations we have about it and the evidence they select to justify their thinking.  I don't really need to listen to them read every word aloud to know whether or not they are understanding the text.  When we are having a conversation, and kids are pointing to the page and saying things like "Yeah, but it says that....", and "I disagree because over here I read that...", or "I still don't understand how ....", I know that they are reading and thinking.

Question: What advice would you give to someone who would like to write a professional book?

Do it!  Do lots of research in your class and the classrooms of others.  Do lots of professional reading and co-learning.  Once you know that your practice is grounded in solid pedagogy and you think your experiences can benefit others, then actively seek out a publisher.  

Different publishers have different requirements when submitting a proposal.  For the most part, you will need to create a proposal that describes the purpose and audience of the book, a draft of the Table of Contents, and probably the first few chapters.

Be persistent and don't give up.  If you feel that you have something worth sharing, then share it!  Maybe formal publishing might not be for you, but there are so many other vehicles through which you can share your ideas.  Start a blog, share on Twitter, create a Website, network through conferences and professional learning opportunities, but keep sharing and learning.

Finally, don't quit your job to pursue your dream of writing professionally.  While it is a fun hobby on the side, it won't pay the bills.  :)

Teaching is much more about learning than knowing.  

Thanks for being a part of my learning network 

by doing this book study.  

I have learned so much from you all by following along.  

Best wishes in your classrooms, please feel free to let me know how 100 MINUTES is working for you and your students next year.

To celebrate all our learning and growing, the co-hosts and I are holding a giveaway.

Checkout these amazing prizes.

Kelly Anne from Appleslices has donated her

Beginning of the Year Writing Unit. 

Look at all this amazingness. 

Kelly from An Apple for the Teacher is also in on the fun...

She is donating an item from her TPT store- 

WINNER'S CHOICE!

Check out her store here. 

My amazing new BFF, Erin from A Piece of the Apple has generously donated at $20 gift card to Starbucks.

Hmmmm, coffee!!

Jen from Teaching, Life and Everything In Between has kindly offered a copy of her Differentiated Literacy Activities- The Little Match Girl. 

Emily from Emmy Mac's Class as offered winner's choice of product from her TPT store, Emmy Mac Shop! 

(Up to $15)

Wow!!

As for me, I am giving away a copy of my Reading Genre Cards

and a copy of my Monthly Character Education Pack. 

Good luck to everyone!

a Rafflecopter giveaway

100 Minutes- Chapter 9 and Conclusion- Building In New Literacies

We've done it!

Can you believe how much you have learned in just a few short weeks by sharing your thoughts and ideas with others? 

Me neither.

I love book studies.

But of course, we're not done quite yet. 

Tina from Croft's Classroom is hosting Chapter 9 AND the Conclusion of our book study (big job!) and I hope you all will give her some comment love after you head over to her blog and check out her post.

Last but not least, (I hope...) I'll be back for my last post of the book study in a day or two. 
Don't worry though! 
The learning doesn't end here...I foresee lots of future discussions as we all take what we've learned and out into practice in the fall as we head back to school.

Reunion anyone??


Plus keep your eyes peeled for a GIVEAWAY!!

**************

If you've got some time you should head over to Teachers Pay Teachers this weekend!!

100 Minutes- My Thoughts on Chapter 8- Small Group Learning

Wow, Chapter 8 already!

Where has the time gone?

Thanks to Emily from Emmy Mac's Class for hosting Chapter 8.

Be sure to head on over and check out her post if you haven't already.

Small group learning is something I have really embraced in the last few years, especially in my math teaching but I still struggle with it in reading and writing. Coming from the intermediate grades (7 and 8) there wasn't any guided reading being done in my class or other classes, and while I did have writing conferences they weren't a regularly schedule thing.

If I could go back in time....wow, would my class/teaching be different.

But I guess that's what reflecting and growth is all about.

One of my goals for this coming school year, and part of the reason I chose to read this book and use it for the book study is that I really want to have a guided reading/ writing conference program in place this year that works for both me and my students.

Really this whole chapter was a great refresher on small group learning but I especially liked-

- the ideas about how to form your guided reading/ writing conference groups on pg 122 (by interest! awesome idea)

- how often to change your groupings (p 123)

- the outline for how to conduct a guided reading lesson

(this reminded me that I want to get out my copy of Guiding Readers by Lori Jameson Rog from the book study 2 years ago and re-read that as well!!)

- the guiding questions based on the reading strategies provided on pages 130-134

- the entire section about Feedback and Writing Conferences on pages 126-127

- "A writing conference is not a time when students hand over their work to the teacher in order to have it corrected." YES!!! YESS!! YESSSSSS!!

- on page 128 Lisa talks about assigning a role to each student during a writing conference so that they have a specific task to do and focus on, she provides some really cute suggestions too

- the feedback prompts for writing conferences on page 135

Lisa states that students should spend the majority of the time during a guided reading lesson actually reading. If the lesson is only 15-20 minutes in length ... is this reading all reading aloud? Shared reading? 

How many lessons do you spend on one text? 

Should the children have had an opportunity to read the text to themselves before coming to the guided reading lesson so they are prepared to read and discuss??

Ahhhhhh!!!!

How I will structure my guided reading lessons so that it works for me and my students.

How I will track my student's writing goals.

My plan to embed word skills (getting ready to start reading Word Nerds very soon!!)

Now that we are into the nitty gritty of the book (and near the end...giveaway coming soon!) I am starting to have so many more questions about how everything will look in my class and how I will structure my 100 minutes. I foresee a lot of time spent re-reading this book, making MORE notes and planning.

And to be honest... I can't wait!!

So what does all this mean for my classroom?

To be continued...

I'd love to hear more about your guided reading lessons and writing conferences...link up below.

One chapter left!!

Tina from Croft's Classroom is our last co-host for the 100 Minutes book study.

I hope you will go visit her on June 25th.

100 Minutes- Chapter 8- Small-Group Learning

Small group learning has become the cornerstone of my classroom ever since I read Guided Math for the first time two years ago and loved it. If it works in language why wouldn't it work in math?

Chapter 8 is being hosted by my fellow Canadian teacher-blogger Emily from Emmy Mac's Class. 

I think this is a "don't miss chapter" and opportunity to post your thoughts. I hope see lots of link ups for this one.

Don't forget, I'll be back tomorrow with my own post on this great topic. 

100 Minutes- My Thoughts on Chapter 7 "The Foundation of Independence"

Another amazing post and fabulous chapter.

Thanks to Brenda from Primary Inspired for hosting Chapter 7. 

A great friend of mine in transitioning from many years in Grade 6 to Grade 3 next year (hello Sonia!!) and as I read through this chapter my first thoughts were, 

"Yes!! Sonia is going to love this and wow will it really help!"

And of course I texted that to her right away!

Love you, Sonia. 

It's funny. A fellow teacher asked me how I ended up picking this book for the book study and it's strange. I hadn't seen it anywhere else, or read a review of it. While I was browsing the Pembroke Publishers website it stuck out for me, I asked one of the reps about it and thought it sounded good...and here we are.

Aren't you glad I happened across this book by chance? 

I sure am!

So on to my thoughts about the book. Here are some things that really stood out for me...

Reading and Writing Cycle

Throughout my reading of the book I've been a little concerned (but keeping it to myself) about the idea that students would do 2 days of a reading cycle and then 2 days of a writing cycle.

Would this mean that they wouldn't have 

independent reading or writing 

EVERYDAY? 

But upon reading through this chapter I have decided to let go of my concerns and when September comes to go with the outline of the 100 Minutes framework. Everything makes so much sense and I am ridiculously in love with the idea of intentional sequencing that I MUST give the framework a fair chance before I attempt any kind of adaptation.

On page 107 Lisa talk about the "triangulation of student data" which is  HUGE thing in my board right now.

Using observations, conversations and products to assess and evaluate our students is so important. I have found in recent years that I am much more comfortable with this type of assessment and have learned so much more about my students as learners.

One of my goals for the coming year is to have my students track a personal goal for their own writing. It's something that I have read a lot about and have really wanted to try but just haven't done yet. Silly me.

Stamina

A lot of this chapter reminded me of The Daily 5 and the importance of building stamina and practicing routines in order to set the stage for a successful literacy block. If you haven't read the chapters in The Daily 5 where the Sisters discuss the first days/weeks of the year and setting up your routines and developing the students' stamina- I recommend getting your hands on a copy and checking it out. 

So worthwhile.

If you're like me and have read it...then re-read it.

There is nothing more important than the first days/weeks of your literacy block.

Using Book Boxes

Lisa talks about giving your students some time to browse and select up to 6 books for their book boxes prior to starting your independent reading routine (page 111). This is something I haven't really tried before, book boxes I mean, and it something I really want to do this coming school year.

Starting Independent Reading First...

Then Independent Writing

In my class and in my experience, it's better to start reading first and get a routine somewhat established before starting independent writing. 

You may disagree and that's ok!

One of the best things about teaching is that we all have the opportunity to try it our own way.

Somethings I'm going to consider over the summer:

Writer's Notebooks? 

Artifact Box? 

Writing Inspiration Board?

Family survey- "What did you write today?" (weekly homework?)

Reading logs?

Genre challenge- when to start? how will my program fit in to the 100 Minutes framework

I'm going to end with my favourite quote from this chapter...

"When you invest time in establishing routines for independent reading and independent writing, students will understand that the work they do independently is just as important as the work they do when working directly with the teacher."

(Page 116)

What was your favourite part of this chapter?

Don't forget to link up with your post and

 thoughts on Chapter 7.

Emily from Emmy Mac's Class on June 21st.

Stay tuned for Chapter 8- Small Group Learning. 

Also...you really should head over to Learning with Mrs. Leeby and checkout the amazing giveaway she has going on.

I heard a little something about Tiffany earrings!!

Whoa!

100 Minutes- Chapter 7- The Foundation of Independence

Oh my long time book study friend, Brenda from Primary Inspired is hosting Chapter 7!

I have never been disappointed by anything the Brenda has shared on her blog or during a book study. She'll have some great insights for sure...plus, her book study on Guided Math Conferences starts soon. 

Can't wait for that!

Say hi to Brenda for me and I'll see you all tomorrow.

100 Minutes- My Thoughts on Chapter 6- Exploring Different Purposes and Audiences

Thanks to Erin from A Piece of the Apple for hosting Chapter 6.

Well done!

Didn't you just LOVE this chapter?

I mean so much that it requires all capital letters?

I did...and I needed to make a new graphic just to express my love!

This whole chapter just spoke to me...as corny as that sounds, and it made me so excited to get back to school in September! 

(And yes, I know the year is wrapping up for a lot of you and you are looking forward to a well deserved break, but I've been on mat leave since September 16th and I am ready to work again!)

There were quite a few quotes that really stuck out for me and made me think as I read through this chapter.

On page 79 it says, "students need opportunities to become disciplined thinkers so that they can learn how to communicate their ideas effectively."

Isn't that so true and really the definition of a literate citizen? Especially nowadays with so much social media and methods of communicating with others. Students need to think about how they are communicating, what they are communicating, if they should be sharing the information they want to share and with who...the list could go on and on.

Using Writing Prompts

I love using prompts with my students because so many of them do struggle with getting started and often a prompt can jump start their thinking. The prompt cards provided by Lisa through out this chapter for "Recall and Reflect", "Entertaining Ideas", "Inform Me!"  and "HOT Topic" are amazing. I am looking forward to not only using them with my students but taking some time to brainstorm our own prompts as well. 

The Artifact Box (page 80-81)

First of all, this idea is genius and I am super sad that I have never thought of it before. I'd love to tell you all about it...but I'd rather you grabbed a copy of Lisa's book and read it through for yourself. 

Long story short...a box of tangible writing ideas!

Genius!

Writing to Reflect

This section was by far my favourite of the whole chapter. Writing retells and recounts can get very boring very quickly so I am glad to see that Lisa has provided a graphic organizer (p 89) to prompt students to delve deeper into their experiences when writing a recount.

I am very interested in thinking more about this as an ongoing project/assignment throughout the year...but more on that at the end of my post!

Sample Success Criteria

Throughout this chapter Lisa provides lists of possible success criteria for each of the purposes of writing and they are awesome. This is something I always struggle with as I want to have a list prepared before my students and I co-create the anchor chart so that I can help to guide them towards the criteria they need to know and understand. 

I also loved how Lisa words the success criteria as "I am learning how to write..." and then each criteria starts with "I will...". So positive and affirming for students.

Emily from Emmy Mac's Class shared a great example of how she has her students deconstruct a piece of writing using the success criteria in her post on Chapter 5 of 100 Minutes. If you have checked it out, it's awesome. 

If you click here you can grab a freebie I created last year for writing that contains the success criteria for a procedure that my class I brainstormed. 

Guiding Questions

Along with the lists of sample success criteria Lisa provides a list of guiding questions that teachers can use when teaching each of the purposes of writing or conferring with their students. 

Each list is designed to fit with the sample success criteria that when made into task cards (do I see a freebie coming?) they would be very helpful for both teachers and students during the independent writing and conferring time.

Media Integration

Lisa provides a lot of ideas to think about how media can be integrated into our writing lessons in order to provide authentic writing experiences for our students. I am really enjoying that as so often media is seen as an add-on when if it is integrated effectively it can be a powerful teaching tool.

WHEW!! I have been typing so fast...my love for this chapter has just been flowing out of me.

So what's next?

* I am very interested in developing a Writing to Reflect program that can last throughout the school year and be used across the subject areas. I want to go back and re-read that section of this chapter and start brainstorming ideas. There are a lot of expectations dealing with metacognition in the Ontario Curriculum and I think a consistent writing assignment such as this will keep my students thinking about their own learning as they grow over the course of the year.

* More time needs to be spent looking at the guiding questions and sample success criteria to make sure that I have cemented my own knowledge of the purposes of writing. I want to create some checklists, task cards, reminder prompts...something that will help my students to really understand each of the purposes of writing as well as provide for myself a reminder of good questions to pose during conferences.

*What are some areas where I can effectively integrate my student's writing, media use and subject area learning?

*How do I plan to organize my student's writing? Portfolios? Writer's Notebooks?

*What will be the year long plan for writing in my class? Since I am moving to a new school in the fall I will need to look into the curriculum mapping done by my new Grade 3 colleagues.

Don't forget to link up with your post...I am super excited to see what everyone else thinks too.

The incredible Brenda from Primary Inspired!

She will be talking all about Chapter 7- The Foundation of Independence.

Hope you are having a relaxing time if you are already on summer break...and if not, hang in there! 

It'll be your turn soon.

In other news....I'll also be contributing to the Guided Math Conferences Book Study that starts soon.

Here is the schedule.

As you can see I'll be hosting Chapter 1 with....

 Brenda from Primary Inspired!!

Whooo hooo!

a Rafflecopter giveaway