Archive | September 2012

Harvest some prizes and Harvest Moon

This giveaway is divided into 4 different science packages. I am giving away my Science Vocabulary: Force package. Take a look!

Last night and tonight should feature the harvest moon, if you are having better weather than we are. 🙂

harvest moon

More fall vocabulary word of the day cards will be featured here throughout the week, watch for them!

If you like my word of the day cards, find many more available at my TPT store:

See you tomorrow.



Nutty for Autumn Words

Winter is an etching, spring a watercolor, summer an oil painting and autumn a
mosaic of them all.  ~Stanley Horowitz

We used to go out into the country to gather hazelnuts when I was little. We’d trudge through the woods and take in the beauty of nature. We’d see the frisky, happy squirrels playing chase throughout the trees. It was an amazing adventure in color.


More autum words next week, but no Saturday Extra this week. My daughter is flying in for a visit (with her boyfriend!!). See you Monday.


This is an amazing, prize-filled giveaway! You don’t want to miss it.

Autumn Words Ablaze with Color

Autumn, the year’s last, loveliest smile.”

William Cullen Bryant

I love autumn. The beautiful leaves have always filled my soul with color to get me through the cold winter. Then I moved to Texas and lost the wonderful change of seasons. There are many things to love about Texas, but this time of year I long for the Northeast. I want to take in all those warm vibrant colors.


If you like my word of the day cards, you can find more at my TPT store.

Harvest Time Word of the Day

In seed time learn, in harvest teach, in winter enjoy.
William Blake


I’ll let you decide if harvest should be a noun or a verb! (Harvest time was listed in the dictionary as a compound word, so a noun. I was worried I had used it as an adjective, too.)

harvest 1

Here are more autumn word cards for you to enjoy. I’ll post another tomorrow! Come and see.

If you’d like to have more of my word of the day cards, please visit my TPT store.


Autumn Word of the Day Again!

“The autumnal change of our woods has not yet made a deep impression  on our own literature yet. October has hardly tinged our poetry.” —Henry David Thoreau
Pretend I posted the first one on Monday and this second one on Tuesday! I won’t tell if you don’t.
Find more of my Word of the Day cards at my TPT store.

Autumn Word of the Day

“Autumn, the year’s last, loveliest smile.” —William Cullen Bryant

I will be posting Autumn Word of the Day cards from a set I am working on for my TPT store.

You all get to see them first! Please let me know if you like them!



Saturday Extra: Example and Non-example Edition

“Few things are harder to put up with than the annoyance of a good example.” —Mark Twain

Sorry, I found more appropriate example quotes, but I love Mark Twain.

Example and Non-example is a great way to build concepts that provide students a deeper understanding of the vocabulary terms they are learning.

The activity itself is fairly simple. You need several examples of things that have all of the characteristics of a concept. It is important that you determine the characteristics that the object must have to perfectly represent the concept. This week we are going to use the word “polygons.” So, by definition, polygons have straight sides, are 2-dimensional, and are closed figures. Examples will be easy to come by: triangles, squares, trapezoids, star, etc…

Then you need several good non-examples. The non-examples should have at least one of the characteristics of the example. They should not be something completely off target, like “fire.” For things that are not polygons, we would present a figure without straight sides such as a circle or oval, a 3-dimensional object such as a cube, and a figure with all straights sides that isn’t closed.

To begin, one object is presented and placed on one side of the display area (example). A second object is presented and placed on the same side. Students are then asked to determine what is alike about these objects. A third object is presented and placed on the other side (non-example) of the display. Students are given the opportunity to discuss why it doesn’t belong with the others. Continue in this way with several more objects until the students feel certain they know how the objects are being sorted. Ask for their explanations. Allow students to determine the place for the remaining objects and/or allow students to suggest additional objects for the example side.

At the end of this particular activity, we will create a definition of polygons based on the ideas the students have brought forth themselves. Finding their own understanding is an important element in retaining the lesson.

This activity can be done with very simple concepts. You could do lowercase letters, not lowercase letters (use some capital letters and a number for non-examples) or short-a words, not short-a words (use some long-a words or other short-vowel words for the non-examples). It can also be used with very complex concepts.

Older students could be given a chart of examples and non-examples and be asked to determine how they were sorted, on their own or with a partner. Conversation is a very important learning tool! Students can even be given a list of objects to sort themselves and be asked to write their rationale for sorting them into two categories.

Check out this article with a great description of this strategy.

Find more vocabulary development ideas at my TPT store.