A Collection of Ideas for Early Finishers<br />Presented by: <br />Shanetta Pittman and Angela Mallory<br />Weldon City Sc...
“In this class we are never finished.  Learning is a process that never ends.”<br />Carol Ann Tomlinson<br />The Early Fin...
High time on task<br />To allow students to work independently on ongoing assignments throughout a unit <br />To keep stud...
<ul><li>Make sure the students have had practice and understand how to work independently.
Management procedures should already be in place.
The activities should be able to be completed with little to no teacher intervention or assistance.
The activities should be meaningful.
The activities should be tied to specific content or skills that need to be reinforced.
You should have a plan for managing and monitoring</li></ul>     the activities. <br />TIPS BEFORE PLANNING THE ACTIVITIES...
<ul><li> DEAR Time - Silent Reading
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What Do I Do When They Finish Work Early?

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Have you ever wondered what to do next with early finishers? Attend this session to receive a wealth of anchor activities to keep them going while waiting for others to finish. Anchor activities provide extension, enrichment, or practice of key concepts and skills covered. Participants will walk away with ready-to-use activities for any classroom setting.

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What Do I Do When They Finish Work Early?

  1. 1. A Collection of Ideas for Early Finishers<br />Presented by: <br />Shanetta Pittman and Angela Mallory<br />Weldon City Schools<br />pittmansh@weldoncityschools.k12.nc.us<br />mallorya@weldoncityschools.k12.nc.us<br />
  2. 2. “In this class we are never finished. Learning is a process that never ends.”<br />Carol Ann Tomlinson<br />The Early Finisher<br />
  3. 3. High time on task<br />To allow students to work independently on ongoing assignments throughout a unit <br />To keep students challenged after they’ve completed assignments<br />To provide a strategy for teachers to deal with “ragged time” when students complete work at different times <br />To allow the teacher to work with students to target specific academic skills, modify and enrich curriculum, and better meet the needs of individual students<br />Why Should I Provide Activities For The Early Finisher?<br />
  4. 4. <ul><li>Make sure the students have had practice and understand how to work independently.
  5. 5. Management procedures should already be in place.
  6. 6. The activities should be able to be completed with little to no teacher intervention or assistance.
  7. 7. The activities should be meaningful.
  8. 8. The activities should be tied to specific content or skills that need to be reinforced.
  9. 9. You should have a plan for managing and monitoring</li></ul> the activities. <br />TIPS BEFORE PLANNING THE ACTIVITIES<br />
  10. 10. <ul><li> DEAR Time - Silent Reading
  11. 11. Journal Writing or Learning Logs
  12. 12. Vocabulary Work
  13. 13. Math “Problem of the Day”
  14. 14. Learning Centers
  15. 15. Vocabulary Practice
  16. 16. Portfolio Management
  17. 17. Agenda notes</li></ul>General Activities for Early Finishers<br />
  18. 18. Content Activities for Early Finishers<br />Math<br />Imagine a trip you'd really like to take. With permission from your teacher, visit a travel website (such as travelocity.com) and check on available plane tickets and lodgings. Add up the total amount it would cost you to take the trip. How could you get the best deal?<br />Science<br />Come up with a list of new "essential questions" you'd like to have answered about our unit of study.<br />Social Studies<br />Create an imaginary continent. Then, draw and name the countries on that continent. Be sure to include borders, capital cities, etc. Then, write about one of the countries. Explain its government, culture, and laws.<br />Vocabulary<br />Create categories or groups for your spelling words, then figure out a way <br />Reading<br />Write a letter to the author of a book you've enjoyed.<br />
  19. 19. Posting Activities<br /><ul><li>Charts around the room
  20. 20. Dry erase board/Bulletin Board
  21. 21. Hang from the ceiling
  22. 22. Laminate and tape to the desks
  23. 23. Learning Centers
  24. 24. Colored folders
  25. 25. Index cards
  26. 26. Shoe box
  27. 27. Egg Carton
  28. 28. Choice boards</li></li></ul><li>Managing and Monitoring Early Finisher Activities<br />Checklist<br />Extra Points<br />Teacher/Student Conference<br />Rubric<br />Percentage of Final Grade<br /><ul><li>Portfolio Check</li></li></ul><li>YOUR TURN…HAVE FUN!<br />Make and Take<br />
  29. 29. Tomlinson, C. A. (2001). How to differentiate in mixed- ability classrooms. Alexandria, VA: Association for the Supervision of Curriculum Development.<br />Reference<br />

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