Classroom Organizers

With the changing of rotations, there have been times when I felt like the Master of Ceremony of a 3-ring circus. I'm often asked, "How do you do it all?" The answer is... I'm organized enough so that I don't feel stressed or frantic.
When pressed, I can quickly put my hands on a piece of paper, or book that a student requires. My students know where to find materials they need without interrupting my teaching. Even better, they know where to return each item and help maintain a sense of order.
Having a well organized physical environment conveys the message that my READ 180 classroom is a safe, interesting, and comfortable place for students. A neat and orderly classroom enables students to better achieve their learning goals.

© illustration by Kevin Palivec, used with permission

Note: Click the below images to view them full size.


This pocket chart displays colored dragon cards for the three rotations. At the end of the day, I rotate the order of the cards.	As you enter the classroom, you see a dragon figurine holding a novel for the whole-group Read-Aloud.	Each month I promote a different theme or holiday celebration in this book display.


This reading log bulletin board is made from Elison die cuts. On each cut-out, students write the book title, author and the genre. The cut-outs are held together by a metal ring, which is hung on a push pin.	I use this 4-person primary painting easel to hold Big Books and book project ideas. Ideas for book projects and student samples can be found in section 11 of the index.	The brown cabinet, at the front of the classroom, is not only used for my Read Aloud display but also holds flash cards and hall passes.


This cubby holds the audio book cassette that students choose for independent reading. Each section is labeled with a student's name and number. This is the same number for the student's rolling cart file and corresponds to the student's number in my gradebook.	At the beginning of the year, I make copies of the worksheets found in the READ 180 Audiobook and Paperback Teacher Guides. These worksheets are stored in separate file drawers. When students are ready to start a new book they can quickly find the appropriate paperwork.	Since the rolling file cart has limited space, students use the brown cubbies, underneath the chalkboard, to store their audio book and cassette container. The rolling file holds students' independent reading and small-group folders.


I assign different colors for the pocket folders. The blue folder is the independent reading folder and the manila folder is used for small-group work.	This is an inside peek at the reading folder. The left pocket holds a reading log and worksheets for fiction and non-fiction paperback books. The right pocket holds paperwork for audio books.	The manila pocket folder includes helpful charts and is used for small-group work. After a strategy or skill lesson, students store completed worksheets in these folders, for later review.


In this brown notebook, students write and respond to literature in a journal format. This notebook is also used to record skill lessons, READ 180 QuickWrites, vocabulary, and answers to Scholastic Skill Cards.	I use the Mystery Box as a fun activity to check for understanding. A variety of "Jackdaw" items from a literature selection are placed inside. As I remove one item at a time, students explain the item's connection or importance to the story.	Before I had this organizer, my paper closet was always disorganized. Getting a specific number and color of paper from a stack was a challenge. This construction paper holder helps to keep paper neat and colors separated.


Items that I frequently use in my small group lessons, such as highlighter tape, pointer, and questioning sticks are stored in easy reach in this pocket chart. The pocket chart is hung from magnetic hooks on the chalkboard.	Each Monday, when the previous week's homework is due, students roll a die. The number is recorded next to their name on the chart, in case a token is accidentally moved later on. I use a different color chart to separate 4th and 5th grade students.	This is the modified Homeworkopoly game board. Since space is limited, I taped the game board to the magnetic chalkboard. Students choose a special magnet for their game piece. Directions can be found at http://www.teachnet.com/ homeworkopoly/


After introducing a reading comprehension strategy, I add the name to this colorful pocket chart. This display gives students a visual reminder to practice the specific strategy taught during their independent reading rotation. By the end of the school year the chart is filled.	This photo is at the entrance of my classroom. A room divider behind the cabinet displays motivational posters. On top of the cabinet is a sign out/sign in binder. Requiring students to sign-out each time they leave the classroom has resulted in a considerable decrease in unnecessary restroom breaks.	This pocket chart hangs to the left of the entrance. It holds the directions to numerous book projects as well as a variety of graphic organizers. These project assignments provide an alternative to the paper and pencil tasks presented in READ 180 resource books.


My whole-group sessions presented a challenge this school year. During my read-alouds, some of my students had difficulty sitting still and listening to a story. However, knowing that they would be required to write in this journal helped to keep them focused and accountable during the read-aloud and book discussion.	I write my lesson plans on the computer...easier to make corrections, additions and deletions. I place the lesson plans in page protectors and store them in a binder. I also keep a sample of the graphic organizers, anticipation guides, quizzes, transparencies, and other lesson materials in this binder.	With a flip of the page, I can easily view both sides of my lesson plans and quickly scan for the materials needed for the day's lesson. This lesson format also helps me to keep track of which CD segments my students are working on and the number of books and genres they are reading.