Daily Archives: May 12, 2015

Sight Words Hide and Seek BUNDLE

Sight Words Hide and Seek BUNDLE

Sight Words Hide and Seek BUNDLE

You can view this FUN resource HERE!

Purchasing the bundle saves you 12% off of the total of all 4 sets.

You can find individual sets with previews at the links below:
Sight Words Hide & Seek (Set 1)
Sight Words Hide & Seek (Set 2)
Sight Words Hide & Seek (Set 3)
Sight Words Hide & Seek (Set 4)

This 100 page bundle includes sets 1, 2, 3, and 4. Each set includes a page for each of 25 high frequency sight words listed below. Students are given directions to write each word, color the sight word a particular color, and write a sentence with each word. Students are to make it a game of “hide and seek” as they look to find (tag) the directed sight word on each page. The sight words on each page are randomly placed for finding and coloring.

The sight words included in each set are below.

Set 1:
the, of, and, a, to, in, is, you, that, it, he, was, for, on, are, as, with, his, they, I, at, be, this, have, and from

Set 2:
or, one, had, by, words, but, not, what, all, were, we, when, your, can, said, there, use, an, each, which, she, do, how, their, and if

Set 3:
will, up, other, about, out, many, then, them, these, so, some, her, would, make, like, him, into, time, has, look, two, more, write, go, and see

Set 4:
number, no, way, could, people, my, than, first, water, been, called, who, oil, sit, now, find, long, down, day, did, get, come, made, may, and part

These sight word hide and seek activities can be used for introducing sight words, reviewing sight words, homework, morning work, interventions (RTI), literacy centers, and much more.

To add more skills and to include different levels of activities, students can flip to the back side of their paper and write more sentences with each word.

I hope your students enjoy this game of hide and seek as they learn to recognize sight words.

You may also like:
Sight Word Practice (Sets 1, 2, & 3) (77 Sight Words)
Sight Word Practice (Set 1) (Common Core)
Sight Word Practice (Set 2) (Common Core)
Sight Word Practice (Set 3) (Common Core)

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Sherry Clements

How To Make Effective Collaborative Groups

By Deann Marin at The Best of Teacher Entrepreneurs

Offering for Educators, Comprehensive Teaching Aides. If you’d like to see what else I have to offer please visit my store.


I found that having children work in small collaborative groups made learning fun for both myself and the class. Interpersonal development is essential for students as they need to learn how to relate to each other in a positive way, small group activities allow them to do this effectively.Working in Groups 8x8 cover

Group Structure: As I approach the new school year and get ready for my class, I look at last year’s  teacher’s recommendations to help figure out levels, once that is done, I make groups with one high level child, two with average ability and one lower level child. I also try to have 2 boys and 2 girls in each group. That way there is diversity in abilities and they can all help each other. I found that the best arrangement for groups is no more than 4 so if I have 25 students I will make 6 groups of 4 and one with 5.  Each group remains the same for one semester, and then we rotate. We would change groups 4 times throughout the year since we had 4 semesters. I liked having them work together for at least two months, getting to know each other, cooperating and allowing each child a chance to be heard.  Of course there are always one or two kids that have a hard time working with others.  If that occurs, you might pull them from the group and have them work on their own, esp if they are disruptive, until they can prove that they are able to work within a group. Setting up the rotations takes a bit of  work since you don’t want to have the same kids in the group more than once.  *See diagram.  

Participation:  Each child in the group has a particular job to do: leader, complimenter, secretary, person to pass things out, person to clean up, presenter, etc. Make sure that you let them know exactly what is expected of them.  Depending on the lesson, we play the pencil game, one person holds a pencil and it is their turn to do the talking, when they are done the pencil is passed to the next child, and so on. Everyone has a turn.  Sometimes they will write a  group  report and to make sure that everyone contributes, they have to initial the part that they have written. 

Working in Groups names

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Since it is important to put 1 high level, 1 low level, and 2 average students in each group, you might want to assign them a color and a number. For example: Jane is a bright student, assign her blue 1: Kathy really struggles, assign her blue 4; John and Adam are average students, they would be assigned blue 2 and 3.  When you do each rotation, you would need to make sure that they are with different classmates and labeled accordingly.  Keep the number code to yourself, the class should know their color code.

Classroom Set up

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Classroom set up:  I make two rows of horseshoes. Two members of the group are in front, the other two sit in back of them.  So when it is time for group work, the front row only has to turn their desk around to face the other two. Of course, this takes a bit of practice, but they eventually get it.  When we begin group work, it can become noisy, so I have to remind them to use inside voices, I might hold up a finger, ring a bell, or hold up a QUIET sign. You can also reward the quietest group with something that they would like.  Since it is important to put high level, 1 low level and 2 average students in each group, you might want to assign them a color and a number.  For example: Jane is a bright student, assign her blue 1; Kathy really struggles, assign her blue 4, John and Adam are average students, they would be assigned blue 2 and 3. When you do each rotation, you would need to make sure that they are with different classmates and labeled accordingly. Keep the number code to yourself, the class should know their color code.


            If you’d like to see a complete lesson using this technique please see my bundle, What is it Like to be an Archaeologist? 

What is it like to be an Archaeologist 8x8 cover

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This post is part of a blog hop called Sharing is caring. Please take a look at these awesome blogs from some amazing educators.

A great group of educators

1. DIY Farmwife: Kids Can Collaborate! Here’s How

2. Heart 2 Heart Teaching: Role Playing in Groupwork

3. RCL: Collaborative Groups That Work

4. Socrates Lantern: How to Make Effective Collaborative Groups









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Language Arts: Transcontinental Railroad – Reading Passages and Comprehension Questions

Grades 4-7 and Homeschool

Sarah Peterson

Hands on History




rc train cover

This product is great for Social Studies (History) and Language Arts (Reading Comprehension).  The product contains: NINE one-page passages of informational text on The Transcontinental Railroad;  NINE pages of reading comprehension questions (one for each passage); and the teacher’s keys.   Questions are true or false; multiple choice and open ended, and include both literal and inferential questions.  The reading passages can be used for CLOSE READING with other non-fiction graphic organizers as well!


THIS PRODUCT IS GREAT FOR A QUICK SAMPLE FOR CHARTER SCHOOLS!   It may be used for Independent Reading, Homework, or as a Supplemental Homeschool Worksheet.

rc train arc train brc train c












Grades 4-7 and homeschool


Please note:  The Informational Text also appears in my Wild West Career Lesson Plan; however, the reading comprehension questions are not a part of that lesson plan.

 Click Here to Download the Preview!

 Visit my Store for more history-based lesson plans, bingo and more!

Happy Learning!