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First, have you noticed? Teaching with Blonde Ambition got a much needed facelift! Thanks to Christi Fultz for a wonderful blog design! She TOTALLY nailed it and it depicts my personality perfectly!!!:) So many teachers have asked me to blog about my lessons and how I teach various skills. Also, teachers have asked what order I teach the standards. Well, I am going to answer a few of those questions today. First, I have my pacing guide that I use for teaching ELA that I am going to share with you.

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This is MY pacing guide and the order that I teach the Common Core Standards. I emphasize the word MY because this is strictly the order that I have chosen to teach the standards. I do a lot of spiral teaching, but this gives you my plan and when I introduce each standard. Once I have taught a standard, I continue to integrate the standards throughout the school year. Click to download my pacing guide. So, this past week, I started teaching how to make inferences.

I am going to give you a peek at what our week looked like. Here are some of the activities we did in class last week to learn about inferences. To introduce inferences, I began with a concrete definition for making inferences. The first activity I started with was 'Making Trashy Inferences.' This was not my original idea. My teammate found it online somewhere and told me about it.

But, basically as a class, I modeled how to make inferences by using my neighbors' trash (totally made up). I told the kids that I have new neighbors in my subdivision that I haven't had the opportunity to meet. I explained that my English mastiff likes to bring their trash to my house, so I have collected the trash and brought it in for them to see. I told them that I hoped they could help me learn more about my neighbors by using the clues/evidence plus their background knowledge to make inferences about them.

I showed the kids a trash bag full of various items like a baby clothes hanger, birthday candles, a Wal-mart bag, receipts, etc. I pulled the items out of the trash bag and we discussed as a class what they all might mean about my neighbors. They filled out a handout that I created while we did this activity. After it was over, I told this kids that I wanted them to be 'trashy' readers.snoop through the clues in the text to make inferences about what they read. Side note: The kids really believed my story about the neighbors. In fact, they asked if I would go introduce myself so I could find out if their inferences are correct. It was really painful to tell the kids that I did have new neighbors, but the trash wasn't theirs.:).

I do a Daily 5, kind of schedule. In learning stations, the kids work on a hands-on, writing, read to self, work with the teacher, and respond to reading.

I give the students about 20 minutes in each station. They do not get to every station all in one day.it takes two, so I meet with the kids two times a week and my intensive kids meet with me three days. During small group instruction, I utilize Storyworks magazine a lot.

I don't have a lot of guided reading books, but I have two years worth of Storyworks and we still subscribe to them. They are great! I also use leveled readers from Reading A-Z. While I am working with the kids, we read the material and generally work on the skill that I am teaching. I will look at blogging about that in the next couple of weeks, so you can see how that works. Thanks for your question.:).