Curriculum Planning Guide

Hi Everyone,

     Today I thought I would start buckling down and getting my self organized for next school year.  Every year, before school starts, I like to sit down and write out my plan for the year.  After I am done I always feel like that plan should last me for a couple of years, but it never does! Every year I get new ideas on how to structure my lessons differently, and engage my students more.  Today I sat down with my curriculum books and all of my favorite writing implements.

Am I the only one that needs to buy new pens whenever there is a planning project to be done?  Or when a new planner is bought?  It's an obsession, but it makes me happy : )

I usually go one subject at a time, and plan out the whole year.  I try to match up my themes as much as possible.  I print out all of my check off sheets for the standards to make sure that I am covering them all at some point during the year.

This is just a quick example of what it looks like:

It's nothing fancy, but it help keep me on track for the year.  It shaves time off my lesson planning because most of my planning has already been done, I just need to plug in the activities that we will be doing to learn that particular standard.

If you would like my free planning pages I have included a link to my TPT store in the image below.  There are two sets of calendars, one for public school, and one for private.  The private school one includes a column for religion curriculum planning as well.




Guided Reading Organization

  One of my goals this summer was to revamp my guided reading program.  After reading these two great books I got some good ideas!

I decided to implement the strategies that would be most beneficial to my students.  To help me get organized, I created this pack:

Everything you need to start guided reading

Here is how I set-up my guided reading binder:

I like to organize my guided reading groups based on fruit names.  I have these little cards that go into our center pocket chart that let the students know which group I am working with.  In my folder I have a separate tab for each fruit group that I can keep their group observation forms in.  On the left hand side of that tab I have a list with students who are in the group, and this list changes frequently throughout the year as the students progress and move on to different levels.

Next I have numbered tabs that correlate to my students classroom numbers.  In each of these tabs I keep their personal testing information, such as a letters known inventory, running records, sight word mastery sheets, observation notes, etc.

These tabs are followed by my Concepts about print inventory list and my reading, comprehension, and vocabulary strategy sheets.  I also have sheets for digraphs and initial and final blends.

Sight word list and fluency phrase lists follow the strategies.  I have lists going all the way up the third grade for both of these.  These are just suggested lists of what word order to teach your students.  Under these tabs I also have the sight word and fluency mastery sheets.  I use these to keep track of which sight words and fluency phrases my students have mastered (after 6 times of writing it correctly).

Next I have my sound boxes that the students use with their magnetic letters.  I have 2, 3, and 4 sound box pages.

These are followed by my observation form originals for each guided reading level.  I also have a tab that contains my guided reading correlation lists.  This just has different resources I have found on the internet about how to level my classroom library, and how all of the different leveling systems compare.

Lastly I have my alphabet charts that the students can practice matching up their magnetic letters to.  I got this chart from Marsha over at A Differentiated Kindergarten.  Click on the picture, and it will send you to her awesome blog post about guided reading, where you can download the freebie.

We'll see how this new system works, and I will update you throughout the year to let you know what best practices I find in the process.