Sunday Shout Out: Customary and Metric Measurement

Today, I want to give a big shout out to Jamie at Miss Math Dork !  She is a math specialist that creates fun resources to help students learn and practice math concepts.

In particular, I would like to highlight her Measurement Wars series of resources.  One, because it perfectly suites my needs to review standard and metric measurement.  Two, because I love to make learning more of a game, and task cards almost always fit that bill.

She has a length, capacity, and Mass bundle:

She also has posters that provide a handy reference guide for students while they are using the various units of measurement.  I plan to have these posters available to students as a review while they are playing the Measurement Wars games.

If you're looking for a specific measurement concept, she has the bundle broken down into:

Length Measurement Wars

Capacity Measurement Wars

Mass (Weight) Measurement Wars

I have been trying to have stations available to students for what I call "Experiment Day/Week."  I break the class up into groups of 3 or 4 and have them rotate through various stations.  They record their findings at each station on "report sheets" and turn the report sheets in at the end of the week for a grade.

I float through the stations to check for understanding and correct any misconceptions.  If I see that a group has completed the assignment, I sign off on their report sheets and allow them to get the materials for the next station.

I always make the station that requires the lab equipment the "teacher station."  That way, I can supervise the ssquirrels  students so that they use their time and the equipment properly.

I can't wait to make these task cards part of the game station!

STEAM, Social Studies, and Language Arts! Oh, My!

In January, I will be teaching a series of Saturday Enrichment Program classes.  Teachers get to pick the topic of their class, and I chose STEM.  I also love art, so STEAM was my inspiration.  It was from this inspiration that my "Solve Architectural Problems in a Science Lab!" unit was born.  It's a 5-part unit that's designed to be taught in 2-hour increments.

The first lesson introduces students to what technology really is.  I call this one the "Paper Bag Technology" experiment.  A lot of students think technology is only things that require electricity.  This lesson shows that anything that is designed to solve a problem is technology.

The second lesson focuses on the concepts of team-building and engineering.  I call this one the "Build an Index Card Tower" experiment.  It is the first experiment in the unit in which they fill out the "STEAM Planning and Report Sheet" that follows the five steps of the Engineering Design Process.

The 3rd lesson is the "Build a Longhouse" experiment in which students work together to build a scaled longhouse.

The 4th lesson has the students building a scaled covered wagon in the "Build a Covered Wagon" experiment.

The 5th lesson has the students building a bridge of manila folders in the "Build a Bridge" experiment.

Each lesson has enrichment questions and/or activities.  All of them include research suggestions and reading titles.

I'm so excited to use this for the SEP!

You can pick up a copy by clicking here.

Shout Out Sunday: Ecosystems and Biomes

In a recent forum, it was suggested that we test out and give a shout out to other bloggers/TpT sellers that have products we love.  I, naturally, was all for it!

In this particular shout out, I want to thank Julie Smith from The Techie Teacher!  First, because she incorporates technology into almost every lesson.  Secondly, because her webquests for biomes, habitats, and ecosystems are great!  As soon as I saw them, I knew I wanted to use them this year as a lab/research project!  Last, but not least, her products are VERY reasonably priced.  This is always appealing to me.

Julie's Biome/Habitat Webquest

Julie's Ecosystem/Habitat Webquest

Thank you Julie for making science and technology blend so easily!


I was inspired to add on to this with an activity that extends Julie's concepts to include abiotic and biotic factors of the ecosystems, habitats, and biomes.

In this part of the activity, students are taking a nature walk around their neighborhood/school to find abiotic and biotic factors.

This part of the activity asks students to name the factors as well as to draw food chains and webs, and name the ecosystem and biome.


This editable PowerPoint includes:
Standards of Learning for this activity:
LS.6: c, d
LS.8: a, b
LS.9: a, b

~Teacher directions page for prerequisite learning, differentiation suggestions, and technology differentiations
~2 sets of student instructions, depending on whether you choose to use paper copies or use technology
~1 slide of a marine/beach ecosystem
~1 slide of a pond ecosystem
~Student answer sheets that ask students to identify the following:
The food chain, food web, ecosystem, biome, abiotic factors, and biotic factors.
~A Nature Walk activity that has students looking for abiotic and biotic factors around their neighborhood and school
~answer keys for the ecosystem student answer sheets

You can pick up a copy by clicking here.

Cyber Monday Sale!

Tomorrow is the huge Cyber Monday on TpT!  I'm so excited!  I am participating in the sale.  I am offering 15% off my products and TpT will give you a code to increase that discount to 25%!  So come grab some already cheap stuff for even cheaper on December 1st and 2nd!

Click here to go to my store.

I already have things on my wish list that I want to purchase.  Do you?

It's Time for a Sale!

I am a lover of all things on sale.  As such, I thought I'd share with you that TpT is having their big Back to School sale December 1st (Monday) and 2nd (Tuesday).  I will definitely be buying things to help in my new curriculum!

So in the spirit of Beg, Borrow, and Teach!, I am participating in the sale.  I am offering 15% off my products and TpT will give you a code to increase that discount to 25%!  So come grab some already cheap stuff for even cheaper on December 1st and 2nd! 

Click here to go to my store.

Nonfiction Close Reading and Early Finishers

So, I'm settling into my middle school science home rather nicely.  I'm really loving this age group and this curriculum!  In the past few weeks, I've learned many new things about how the students think and learn.  Here are three that I decided needed addressing right away:

1.  Many students don't seem to want to "mix" reading and science.  They see them as two separate subjects that don't have anything to do with each other.  Uh, oh.  


2.  Students don't want to support their answers with the text or use it to do research.  Once again, doh!


3.  If students finish assignments early and others are still working, they want to distract the students that are still working.  Well, that one is the same for any grade level.


So.... I found some articles and books that are content-related that I will display in my classroom.  To go with them, I made some Nonfiction Close Reading Bookmarks.

The idea is to put page protectors over the text and annotate, then go back and clarify terms and ideas.  Finally, the student gives a one-sentence summary.

These bookmarks are part of an editable PowerPoint that includes:
~Directions on how to annotate the text using a page protector and dry-erase marker
~Directions that guide the student to read and reread the text 3 times
~Directions that guide the student to use a dictionary and/or ask for help with clarifying unknown terms and content
~Directions on how to summarize the text

I'm hoping this will encourage use of these strategies while we are reading the textbook, but also will enrich the students needing a challenge with additional text.

I'd love to hear how you keep your students engaged and ready to learn in science class!

Interactive Science Notebooks (ISN)

I've done my research and updating to my ISNs, and I'm finally ready to share the finished product!

Interactive Science Notebook Pack

I took some of my stations from my Language Arts blocks and included them in the notebooking experience.

I plan to use station activities on catch-up days.  This will be an opportunity for me to meet with small groups to catch them up on their ISN or enrich others.

I also brought back the Textmapping that helped out so much in my Social Studies class.

I included note-taking teacher "input" examples and student "output" examples (above).

I'm really proud of the how it turned out!

This 23-page editable PowerPoint includes:
~Materials suggestions
~Teacher planning sheets
~Suggested station activities
~Table of Contents pages
~Rubric
~How to make bookmarks
~Input activities: 
~Note Taking Strategies (PLAN and Cornell)
~Textmapping
~Output activities:
~Thinking Stems
~Acrostic
~Concept Map
~Compare and Contrast
~RAFT
~Vocabulary template

If you'd like a copy, click here.

How do you use Interactive Notebooks?  Do you use them in Science?  I'd love to hear your ideas!

Helping Students Recognize and Manage Distractions

At a recent PBIS meeting, we discussed methods of helping students get back on track when they are distracted.  The more I thought about it, the more I realized this process needs to start with the student recognizing what distracts them.

So, I came up with a quiz that differentiates between external and internal distractions and asks students to come up with plans of action to combat their distractions.

This editable PowerPoint includes:
~14 True/False questions that help students determine if their distractions are internal or external
~An answer key that has students create a plan to combat their distractions and get back on track when they are distracted

If you'd like to pick up a copy, click here.

I will be using this with my middle-schoolers the first week as a get to know you activity, but I think it's could be used at any time of the year.  Do you have anything you use to help students combat their distractions?

Organizing Mail and Absent Work

I am so excited to be moving into a middle school Science teaching position!  Two of my biggest passions are Social Studies and Science, so I feel especially blessed with this change.  Of course, with every new classroom and grade change, there comes new organization challenges.  So, that's what I've been working on this week.

I gathered inspiration fro the image below:

I thought the hanging file folders were brilliant to file all those graded assessments and mail for each student in all four blocks of my classes.  Then I would just need another crate to hold materials for absent students and one to hold extra papers, since someone seems always to misplace papers and need new ones.  To make it my own, I wanted to make the images on the labels be those that make me happy.  Thus, the chocolate and coffee.

I just have to use my rosters to assign numbers to the students and label all the file dividers with the numbers.  Then, students will know what papers belong to them and I don't have to spend precious instructional time handing out papers.  Then I can hang them on the front of the file crate with binder rings.

If you'd like to pick up a copy, click here.

I'll be working on more things to brighten up the room and make it feel more like home.  I can't wait to share more!

Teaching Equal Versus Inequality

We have already learned the algebraic properties of addition (commutative, associative, zero property) and we have been practicing our addition, subtraction, multiplication, and division facts.  Now we are practicing understanding the connection between all these inverse operations.  While learning all this, we also are solving equations to see if they are equal or inequalities.

To help mix all these concepts together, I came up with a sort.

The first page is addition and subtraction equations and the second page is multiplication and division equations.  Students solve the equations and determine if the statement is true or false.  If it is true, they glue the equation under Equal.  If it is not true, they glue it under Inequality.

The editable PowerPoint includes:
~A cut and glue sort that has students solving equations and deciding whether they are equal or inequalities
~The first sort is addition/subtraction equations
~The second sort is multiplication/division equations
~Answer keys for both sorts that allow for quick or self-checking work

If you'd like to pick up the whole packet, click here.

Constitution Day Activities

Our district requires us to celebrate Constitution Day and do activities related to it.  I actually enjoy it.  For one thing, The Constitution is one of the most important documents our country has ever written.  For another, we will be discussing this document in depth in Virginia Studies.  If I take the time to front load the vocabulary and basic understanding of the Preamble, it makes studying the document's history go much more smoothly.

First, we read We the Kids: The Preamble to The Constitution of the United States by David Catrow.  It's a really cool book that uses kid-friendly images and language to explain the Preamble.

There's also a video with the same title as the book that can be used as a refresher later in the year.  It has the exact information and language in it that the book uses, but it's just a nice visual reminder for the students.

We use a graphic organizer to break down the robust vocabulary of the Preamble.

We also do a writing activity that incorporates the vocabulary and talks about the students' personal freedoms.

I have an extension activity set up for students needing a challenge.  These students work in small groups to take a sentence or phrase, rewrite it in their own words and illustrate the main idea.

My complete lesson plans for Constitution Day include:
~The Virginia Reading and Writing Standards and objectives associated with the activity
~Mentor text/video suggestion
~Prewriting activity suggestions (anchor chart, graphic organizer)
~Graphic organizer of robust vocabulary from the Preamble
~Journal prompt
~Challenge/Extension activity

If you'd like to pick up a full copy, you can do so by clicking here.

Cooperative Learning Groups

I use the Guided Model for most subjects, which means students spend a lot if time in small groups.

In Reading and Math, the groups are determined by preassessments and individual needs. In Science and Social Studies, it's a different story.  I randomly assign groups by pulling Popsicle sticks. I do reserve the right to change group members if the dynamics are off. 

After groups are together , I have them quickly and randomly choose group jobs. I do this with the spinner included in my Cooperative Groups packet.

I then pass out the group job description sheets.  I really focus on the Words of Encouragement part of the group Booster's job description (below), especially at the beginning of the year to build a sense of community.

This editable PowerPoint includes:
~Directions on how to create the groups and job descriptions
~A spinner to randomly choose jobs for students
~Job descriptions and checklists for the following jobs: Guide, Booster, Materials, Recorder, Reporter

If you'd like a complete copy, you can pick one up by clicking here.

Do you use Cooperative Learning Groups?  If so, do you use the same jobs?  I'd love to hear how you use them.

Building a Classroom Community Using Author's Purpose

I have always used author's purpose (PIE) when teaching reading and writing. We talk about the "slices of pie" (persuade, inform, entertain) that authors use, depending on what they want their readers to take away from the text.  We practice these same techniques in our own writing, carefully choosing our words to fit our purpose.  I have posters displayed around the room and in reference guides at group tables.

There are a ton of great visuals and practice activities out there, but here are just a few of my favorites:

 

This is a great board game for practicing identifying author's purpose, not to mention it's FREE!



Then there's my favorite visual of Author's Purpose from Mrs. Gilchrist:

 

 

 

I do these things every year but THIS year, I'm turning the lesson around for the students to take charge.  After teaching the basic pieces of the P.I.E., I am going to open up the journaling to my student authors.

 

 

 

 

 In order to build the classroom community aspect of the journal, I will be including story starters and examples that support social problem solving in school and the classroom.

 

 

 

 

If you teach author's purpose AND you want to work on student journaling AND building your classroom community, then check out this packet on my TpT store. 

This editable PowerPoint includes:

~Teacher's directions on how to use the product
~Student directions on how to use the product
~Persuasive story starters and examples
~Informative story starters and examples
~Entertaining story starters and examples
~The examples for each section are geared toward building your classroom community and fostering deeper thinking


Do you have any other ways to use P.I.E.?  I'd love to hear about them!
 

Scientific Method Foldable

I usually start off the year in Science with a mini lesson on the Scientific Method.  I have always used a foldable to show the steps of the Scientific Method in the past, however, I edited it this year to include the steps in the order in which we practice them in class.  I also added descriptions that better describe each step.

This editable PowerPoint includes:
~Directions on how to cut, fold, and glue the foldable.
~The 6 steps to the Scientific Method (Problem, Hypothesis, Experiment, Observation, Results, Conclusion).
~Brief explanations of each step to guide students in their thinking.
~Space for students to write their thinking for each of the steps.


You can pick up a copy by clicking here.

Do you have any graphic organizers or foldables that make teaching the Scientific Method easier?  I'd love to see your ideas!

Math Vocabulary Station

Since I am revisiting how my Guided Math stations work this year, I noticed how my Math Vocabulary Station needed tweaking.  One thing all my students need practice with is identifying the operation words in word problems.  So I created a little game to help them practice identifying addition, subtraction, multiplication, and division words.

Students take turns drawing cards with key words on them and identifying which operation they apply to.  If they get the right answer, they can advance their game piece on the board.

This editable PowerPoint includes a vocabulary game and word cards to help students recognize words related to:
~Subtraction
~Addition
~Multiplication
~Division
It includes:
~A game board
~8-10 words for each concept
~An answer key for self-checking

You can pick up a copy by clicking here.

How do you teach vocabulary in your math class?  I'd love to hear your ideas!

Taking Another Look at Guided Reading

I had a tough time fitting everything into my Language Arts block that I needed to do with the students last year.  So I'm taking another look at what I'm doing and when with each small group.  I created a PowerPoint with directions for me and visuals for the students.

This is part of the station rotations template that I will use to track what the students are doing at each station and when.

This is the poster of the "Must Do" activities at the Catch Up Station.

This is the poster of the "May Do" activities at the Catch Up station.


This *mostly* editable 23 slide PowerPoint includes:
~How to Use the Guided Reading Stations
~Station rotation chart with station descriptions
~May Do and Must Do posters
~Polka-Dot station labels
~Polka-Dot reading group labels
~Polka-Dot spelling group labels

You can pick up a copy by clicking here.


How do you fit in Guided Reading, Writing, and Word Study?  I'd love suggestions and/or comments!

 

Taking Another Look at Guided Math

I already use the Guided Math model for my math instruction, but I want to revamp it so things run a little smoother next year with the station rotations.  In an effort to do this, I created a PowerPoint with what I will need to display the information so it is easily accessible to me and the students.

This editable Guided Math Station packet includes:
~Guided Math Lesson Plan Template
~Directions on how I use the packet for Guided Math
~How to choose what stations different students will start with each day
~"Must Do" vs. "May Do" activities for each station
~Polka-dot station label cards and group numbers

These are an example of what the station label cards look like.

Pick up your copy by clicking here.

Do you do anything like this?  I'd love to hear your suggestions!

End of Year Letter to Next Year's Students

At the end of each school year, I have the students write a letter summarizing their experiences.  I put them out on the desks for next year's students on Back to School Night.  It's a fun project for this year's kiddos, and I always like seeing the looks on the faces of next year's kiddos as they read about what's in store for them.

First, I print several copies of the outline (see the first page example below).  I make sure there's at least one copy for every two students to share.  Students do NOT write on these.  Instead, they will copy the sentences on notebook paper to make the letter.  I will allow students to write on the outline if they need that differentiation, but most do just fine with copying it onto paper.

For those students needing a challenge, I included the following activity.  They love drawing their favorite parts of our room!

I also included a rubric because I find that students need clear expectations of how to complete the assignment and it helps with self-editing.

You can pick up a copy by clicking here.

 This customizable PowerPoint includes:
-A letter outline with fill in the blanks. This can be used as an organizer or as the letter itself. I have students copy the outline onto notebook paper unless they need differentiation.

-A rubric for students to use for self-editing and teacher grading

-A challenge assignment for early finishers           

Do you do an end of year letter?  If so, I'd love to hear what you include!

Literature Circles and Book Clubs

Toward the end of the school year, I break up the small guided reading groups. Instead of grouping based on reading level, I let them group themselves based on interest in reading a book. I put out several chapter books and have students rank them from favorite to least favorite. I then create groups of students with the same or similar reading interest.

Several of these books are those from my author study (author of the month). I rarely finish these books when I read them aloud to the students. I read enough to pique their interest and leave it as a teaser to encourage them to read more on their own.  All of them have read at least some part of these books as a class and now it's time to finish a book of their choice in a small group. 

After they've chosen their book, it's time to get in their groups and assign their jobs. A great way to do this is to use the spinner worksheet (part of my Literature Circles/Book Clubs packet). With a simple spin students are randomly, and most importantly quickly, assigned their role.  I will elaborate on the job descriptions later in this post, but I go into more detail in my Literature Circles/Book Clubs packet. 

 

While they read, all students use sticky notes to mark their thinking with the symbols on the sheet below (in the packet).  ALL students are expected to do this while reading, but the students with the assigned the job check to make sure that particular part is completed by each student during the wrap up.

 

For example, the Word Detective checks to make sure everyone has at least one cloudy or don't know word written and then makes sure each student has defined their word in their vocabulary notebook. 

To hold them accountable for time on task, preparedness, and teamwork I use my Small Group or Literature Circle/Book Club Accountability Sheet (part of the packet). You can pick up a copy by clicking here. The student with the "leader/facilitator" job is responsible for filling out the sheet for their group and making sure the group works cooperatively.  If a group member is absent, the leader does that person's job for that meeting. 

Captain Answer makes sure everyone came up with and wrote a question that starts with the Question Starters (part of the packet). Each  student shares their question and the group tries to answer it. Captain Answer may ask the teacher for help if a question cannot be answered by the group. 

The Connector checks to make sure that each member of the group has made at least one connection between the book and other things (books, movies, personal experiences, world news)

The Summarizer checks to make sure everyone has given a short summary of the text using the summary bookmarks (part of the packet).  They use the "somebody, wanted, but, so, then" summary style. They are also responsible for sharing summaries of any missed reading with group members who have been absent.

 

A great post reading activity is to watch the movie that corresponds to the book and compare and contrast. I have a Book vs. Movie Activity (part of the packet). 

Below are some of the books we have read or will read that have movies appropriate for fourth grade. 

The Lorax

This one is usually read during our ecosystems unit. 

Horton Hears a Who

I usually do a Dr. Seuss themed unit at the end of the year but this one's great for talking about respecting everyone at the beginning of the year, too. 

The Tale of Despereaux

Kate Dicamillo is one of our authors of the month. 

Charlotte's Web

Ramona and Beezus

Beverly Cleary is also an author of the month. 

The Mouse and the Motorcycle

Another favorite of Beverly Cleary. 

Charlie and the Chocolate Factory

Roald Dahl is another of our authors. Speaking of Dahl ...

The Witches

James and the Giant Peach

The Velveteen Rabbit

The Wish Giver

Do you use literature circles in your classroom?  How about comparing books to movies?  Do you have any books that are also movies to add?  I'd love to hear your ideas!

Reading Fluency in Upper Elementary

Fluency has always been a part of my guided reading program, but I struggled with how much emphasis to place on it and what activities to use. I've been searching for something that will take it to the next level for older students. So I'm redoing this station for next year. 

I'm adding a list of "must do" and "may do" at each station, for starters. Must Do activities are to be completed immediately and before the May Do activities. Must Do activities provide the assessment and practice for all students.  May Do activities provide challenge for early finishers and advanced students. 

Before I officially start detailing the station, let me tell you where the majority of the materials will come from. 

 Reading A-Z

There are so many activities that can be done with the materials on this site!  You do need a paid membership, but our school purchased memberships for us so I'm lucky.  Let me list just a few:

Mini Reading Books

 If you're planning to use the printed/copied books from year to year, you might want to consider laminating the covers and taping the spines so they are more durable.  You may also want to separate the books by level so students are choosing books that aren't too easy or difficult with which to practice. Here's how one teacher does this . The picture below is an example from her post.

 

Buddy Reading Station

Must Do: Practice Fluency Strategies with Mini Readers or Multiple Copies of Chapter Books (AKA: Buddy Books)

These strategies are not new, but I'll be teaching them early in the year in both the whole class and small group settings. 

Ideally, a more fluent reader would be paired with one that is less so. However, my students will most often be completing stations with their homogenous small reading group.  In this case, I will try to make the reading material be something they've already read so it's more of a practice than an introduction to new material. 

If I want students to read together, here are some techniques:

Choral Reading: Reading the same thing at the same time.

Echo Reading: One partner reads with fluency and then the other reads the same thing, trying to mimic or correct the fluency. 

*Turn-Based Reading: Take turns reading paragraphs or pages before answering the questions together.

If I want them to read separately (this could be used as a differentiation for advanced students), I will have them do the reading and questions independently and then come back together to discuss their answers. 

Now, here's where I break away from the small readers for a moment. I also plan to use our Science and Social Studies textbooks at this station. Since it will be material/words we covered in class, it will still be ideal for fluency. Bonus: Sneaking in core content review.

Buddy Reading: Comprehension Check

I want to add a reading comprehension accountability to this station, so from time to time I will use:

Buddy Reading Questions: Click here to get your copy.

This buddy reading packet is editable for your class needs. 
This packet includes:
Book browsing policy (how to pick a book for buddy reading)
A prereading activity
Think-Aloud question starters (during reading)
A book recommendation form (after reading)
 

Reading Comprehension Bookmarks: Click here to get your copy.

 

Reading Strategies Organizers: Click here to get your copy.


 

Using Sticky Notes to Increase Reading Comprehension: Click here to get your copy. 

 

Buddy Reading: One Minute Fluency Checks

The passages are ready for printing on Reading A-Z so I don't have to go searching for material. I plan to let students give each other fluency checks with these passages AFTER I've used them to "test" them. The students will use the following at the buddy reading station. 

 Fluency Check Center

 

Teacher Station Fluency Extension: Using Reading Series Mini Books

You can always use any leveled readers you have, including those from your reading series if you don't have an A-Z membership. As a matter of fact, I have students choose and practice a few paragraphs from their reading series leveled book. I have them do this with their whisper phones (see example below) so they'd can hear themselves read, but not disturb anyone else.

 

After they've had time to practice, they "share" their paragraphs with the group. Other group members are listening for examples of fluent reading and we compliment the reader on these when they finish. We also *politely* offer suggestions on things like voice level and tone and pronunciation. 

Fluency Home-School Connection with Mini Readers

I have sent the printed/copied books home for fluency practice with Mom and Dad (or anyone who's available to help). This can be in addition to or in place of the usual nightly reading.  It's a great way to involve parents.

May Do Activities

Fluency Games

All I need is several copies of the following resources.  Some are games and some are Fry/Dolche lists for upper grades.
 

Super Speed 1000 Game
 

Blank Gameboards for Practicing Fluency
 

I can Read Like a Rockstar Game
 

Third Grade Fry Phrase Flashcards
 

Fluency Phrases for the First 25 Fry Words
 

Fluency Phrases for the Fourth 100 Fry Words
 

Practice, Play, Connect with Fry's Fourth 100 Words
 

Bang! Game with all Six Fry Levels

Poetry Station

Pairs or trios can practice with various forms of poetry. In addition to the standard poetry books, I'm including:

Two-Voice Poetry

You can pick up a copy of my examples and activities to use with it here.

Some great two-voice poetry books that I will include for students to read together:

Joyful Noise

I am Phoenix 


 

Reader's Theater

These are so great for practicing fluency without being boring!  Ideally, each student would have a copy while I read fluently as an example during small group reading. 

There are so many awesome reader's theaters out there.  Here are some of my favorite finds:

I have a Virginia Studies-related reader's theaters available (Patrick Henry) and I plan to make more.  Click here for your copy. 

Sideways Stories from Wayside School

Reading A-Z (again!)

All the scripts are listed by reading level so I can even differentiate  for each small reading group and it goes all the way up to level Z.  

Phew!  What about you?  Any other ways you know of to incorporate fluency practice into upper elementary?  I'd love to hear your ideas!