As for assessments, I've linked a few for you to peruse.  I've done interest/inventory surveys with upper grades before, but never the younger grades.  Not sure why...?!  

Here's another resource for you:  http://home.att.net/~teaching/filecab.htm

Building a classroom community is hard to put in words, so I know what you are trying to get at, but it just doesn't seem to be something that is easy to explain.  My take on it is that everyone in the classroom sees themselves as an important participant.  We all give and take.  We are all experts at one time or another and can teach others, other times we need to be taught and need to allow ourselves to be taught by our peers.  For this to happen we need to work as a TEAM.  There are a few clichés that I've used before that help get this point across to students - - "What benefits the hive, benefits the bee" or maybe it was "What benefits the bee, benefits the hive"  and "Together Everyone Achieves More" and "There is no 'I' in team" - - So, we work on a lot of problem solving when problems arise, and do some proactive problem solving too, if I anticipate that problems might arise.  In the beginning of the year, we work on building a classroom community by learning our peer's names, interests by playing games, working cooperatively, etc.  Community is built by having to learn how to do our jobs (be a learner) while others are doing their job (be a learner).  This is hard for little ones.  It's hard for big ones like us too.  There's a teacher at our school that builds community by using the book "Essential 55" .

http://www.stenhouse.com/authorindex.asp#index_D

 - - that might be something for you to check out.  I've linked a couple of my beginning of the year TEAM building activities for you. 

I had to use heavy duty Velcro to keep the PIZZA PANS attached to the wall, and then I hot glued around the edges after that. 

I don’t send home any parent communication alerting parents to their child’s daily or weekly behavior.  I do have stoplight stickers that I tried once, but didn’t really end up using them.  If I ever have a problem that needs to be communicated to parents, I’d rather call (preferably with the child present) so that they know what’s been going on.  Sometimes I might write a note home, but usually a call is more my style.  I have known teachers who do what you are suggesting, a weekly behavior report that goes in their take home folder.  I’ve seen it where the child “colors” in the red/yellow/green, or where the teacher, gives a red/yellow/green sticker.  Our reading recovery teacher sometimes has to develop a behavior plan with some kids, and with two of my little guys she’d send them back with a red/yellow/green slip of paper (she just cut construction paper).  If they came back with a yellow, I just talked with them, and if it was red they moved their clothespin/card.  BUT…alas….I don’t do the red/yellow/green system anymore. 

When I used to use the green/red/yellow stoplight system, all students began on green.  If a student was misbehaving, not making appropriate choices, I’d warn (warning = verbal) them.  I the behavior continued, I’d have them move their clothespin to yellow (warning = visual and physical).  If the behavior continued, or if later on they were having trouble again, I would warn them verbally, and they'd have to physically move their clothespin to red.  Children who were on red had a loss of a privilege (recess, free choice centers). 

Last year I didn’t do the red/yellow/green system.  Instead, I did the 1, 2, 3 magic (a variation of it…)  http://www.parentmagic.com/.   Basically within a given time frame (morning meeting, let’s say), if a child was having a hard time, I’d say, “Tom, 'S'”.  If they had problems again during Morning Meeting, I’d say, “Tom, 'I'”.  If again they had trouble, I’d say, “Tom, 'T'”.  They would then have to get a chair and sit on the outskirts of the group, still participating, but away from us.  After (or briefly, on the spot during) that particular segment of the day (Morning Meeting in this case), I’d have a 1:1 talk with Tom and we’d talk about “what were you doing, what should you be doing, what will you do now” type discussion.  The “S, I, T” starts OVER for every new “segment of the day” - - they don’t carry over from Morning Meeting to Writer’s Workshop.  I liked this system a lot better.  Next year I will do it again.  I often find that the ones that continually missed recess because they landed on “red” from the previous system were the ones that NEEDED recess….and I NEEDED them to have recess (mental break from just being with them….!).  So now loss of recess is saved for other cases:  1) students who misbehave on the recess equipment or can’t seem to use their hands/words appropriately during recess.  It would be natural for them to miss recess for these cases b/c their recess behavior was the problem.  2) students who are not working appropriately during an academic time (not working to ability) and need to demonstrate how to do it appropriately during part or all of recess. This might be “how to say the pledge appropriately” or how to work productively at the Pocket Chart Center, etc, etc, etc.  Again, it makes sense for them to stay in for recess at this point and demonstrate the correct behavior, and then head on out and get that energy  out so that they can work productively the last half of the day…  Again, we have that “what were you doing, what should you be doing, what will you do now/next time….” talk.

I am interested in building my classroom library, but I'm not sure where to get the best prices on books.  Where do you buy most of your books?  I've checked with Amazon. If they don't have a particular book then they refer me to a different seller who charges $3.99 to ship a book that costs $2.50.

I know what you mean about needing to build a classroom library! 

Four years ago (spring, 2003) I moved to WI and began teaching Kindergarten after having taught 3-6 grades for the previous 5 years.  I had lots and lots of books, but NONE were appropriate for my new little ones.  And - - the classroom I moved to was virtually book-free (only 4 books that I could find!). 

Amazon Marketplace is NOT the best way to build a classroom library - - those books are from sellers that sell one book and then charge the shipping rate for one book.  They make money off of the shipping, b/c to ship something that is less than a pound; you can ship it for less than $2.00.  And I can almost guarantee that most of the books are less than a pound!  So they are making money! 

Here are ways that I do it.....

1. Check out books from my local public library....mine lets teachers check out crates of books (you just check out the entire crate) for I think 2 months.  Or, what I do is check out books that I request via the computer.  The down side to this method is that I can only reserve 15 books, pick them up (I have them all shipped to one library location) and then I reserve another 15, and repeat the process.  I renew online too, so I can keep them longer than 6 weeks.  I love the public library system (I love doing it online), and the librarians are very helpful and nice.  The KNOW ME!!!  :o)

2. Visit garage sales.  This can be a pain, especially if you don't garage sale for other things....what I do is just ask them right off the bat, "do you have children's books for sale" and that way I don't have to look around for them - -wasting time.  The books are generally very cheap and nice! 

3. Shop at Good Will, and other thrift stores.  We have one in Green Bay that I love, LOVE, love to go to.  They have 25 cent picture books and USUALLY, you buy one get one free.  Sometimes I've been very lucky when going there.  I also look at their GAMES section too, for great board games.  The one that I visit is called Saint Vincent DePaul's.  Good Will has lots of books too.  If you GOOGLE "thrift stores" or "thrift shops" and add your nearest large city, then you will get a few links that will list the thrift stores near you.  This has been by FAR the best way for me to build my classroom library.

4. Scholastic book clubs is another great way, but it can be expensive too...but if you have a class that orders (this past year I was fortunate enough to have a class that had $100 orders each month) you can really stock up on BONUS POINTS and order nice books that really fit your themes/lessons.  I love scholastic book orders! 

5. EBAY is a GREAT way to stock up on books.  Last summer I made it my goal to search for Eric Carle, Tommie dePaola, and "How to Draw" books.  I'd bid on auctions and win some and lose some, but I came away with some great sets of books.  This summer I've been bidding on "easy readers" book auctions.  It's actually kind of fun and addicting!  I sold lots of teacher resource books last week and made some money so now I feel like I have some money that I can spend (buying books that will really be used in my classroom by MY KIDS).  :o)

6. Family members, church members, Friends, etc - - if they know that you are collecting....they might be able to help out by cleaning out their book shelves. 

Have fun, and good luck!  Keep your chin up, it WILL happen...in the meantime, your classroom CAN have books - - from the public and school libraries for free while you try to locate books at the other places for good deals/prices. 

Do you place all your books in the bins at once, or do you add the books as you read them to the class?

What kinds of books do you put in the Character Education Category?

The children just bring the bee books in, put them on the shelf, and during the day I find time to just quickly flip through them to find notes/money/forms, ect that need to be taken out.  During the day, I add anything that needs to be passed out and taken home to a “Bee Book Basket” and at the end of the day the children get their bee book, sit at the edge of the carpet and I pass things out quickly.  The folders will be the same as the books, only a condensed version – more stickers/labels for things instead of full size sheets.  I’ll post pictures.  The management part will be the same.

Actually that is just cut off of another pocket chart.  That’s all!  Just one “row”…  J

For the # of Days of School, I give each child these numbers...

• 2 zeros

• 3 ones

• 2 threes

• 2 fours

• 2 fives

• 2 sixes

• 2 sevens

• 2 eights

• 2 nines

They put them into the zipper pocket.  I have them write their initials on the back of each number card they have for easy identification of whose card it is if we find one on the floor. Every day, they find the number card they  need to make the new number.   The pockets have never ripped.   They get much, much better at inserting the cards.  Great for fine motor!   I don't reuse the pockets from year to year.  They get grimy and the pockets do stretch from pulling each day, but they have never ripped.   One other way I've managed the numbers is instead of giving the  numbers to the children to keep, I put the numbers into a drawer system (hardware bin).  I then take out the needed drawers and students either return and take the numbers as needed or I give out numbers and they give me the numbers to return.

For our calendar wall, we do it ALL from day one.  By 2^nd semester, I have calendar partners that “do the calendar” during our morning work, and then they lead it during Morning Meeting.  This means that when we gather at the carpet, it is already “changed” over for the new day.  It makes it go a bit faster…we get more done then…  J  Also, it is a nice way to “assess” through observation which students really get those calendar math skills and which don’t.  Plus  - - they LOVE being the “teacher” for Calendar Math.  J

OK…back….I ordered them from “School Specialty” and they were called “Giant Money” - - a set of 36 double-sided coins for $7.99.  The item number was/is 30371952.  

I am not sure if they have them anymore, but here are other things that I found that might be of interest to you:

Magnetic Coins/Bills:  #1     #2    #3

Giant  Paper Coins/Bills:   #1     #2    #3

My thoughts/feelings about this is that the room should be a blank canvas.  As we learn, we fill our room with our learning.  I prefer student created things on the wall.  This included our COLORS   NUMBERS    SHAPES  word walls.  Really, the only thing that is up the first day of school is our ABC chart.  That is district mandated - - but if I could I’d have the kids make that too.  None of the things on our walls are store bought - - pre-made.  I feel that the children are more “attached” to and are more likely to USE the resources on the wall if they make them.  Sure, it takes time to do this, but we make the time to create the environmental print that we end up using all year long (Writer’s Workshop).

On a side note - - two years ago, a teacher stopped by my room (we have "slightly" open concept, and the room I was in you could see into that year.  She noticed that “I might need help with putting things up on the wall".  She was concerned because school was starting in a couple of days.  Bless her heart!  I explained my philosophy, and she seemed intrigued. 

Who buys all of your classroom materials?  

I get $300 a year for classroom supplies.  I buy lots with my own money!

Where did you get the compartment drawers that hold your mini sorting manipulatives and your letter stamps and letter cards? 

I was looking through some of your class photos and in one of them you had the 3-drawer units labeled with student names.  Are those their mailboxes or how do you use those drawers? 

I love the storage bin drawers for their crayons and supplies.  They aren’t too big at all!  When they sit at a table, only two sit at a table so there is plenty of room.  WE take them out for Writer’s Workshop, and when we do class books and add a poem to our poetry journals.  That’s about it.  1-3 times per day at the most.  When we get them, I dismiss them from the carpet (meeting area) by boys or girls first, or by color, or some other indicator (birthdays, age, hair color, shoelaces/Velcro/slip-ons/etc, ….).  All supplies are kept in the drawers.  I do have a cup pencils at the writing table, for if we just need those and not the entire storage box.  Sometimes I even say, you only need a scissors and glue stick and they just get that and not the entire box.

Do you have a lot of parent help?  Do you have aids who come in and help in your room? 

Where do you get the cute letters for your main page? 

I have supply list that goes home on my "Welcome Back to School Letter/Brochure/Postcard": http://jmeacham.com/forms.htm (look under “welcome letter”).

As for what the items are used for, the composition notebooks are used for Poetry Notebook, Working with Words Notebook, Calendar Math Journal, Writer’s Workshop Journal; the folders are for the Bee Books, and I think the other things might be self explanatory.  Oh, this coming year [2007-2008] I asked for 3-ring binders and page protector inserts (I’m going to do the Poetry books this way and see how that works…).

The school provides us (teachers) with felt tip pens, glue sticks, post it notes, construction paper, tissue paper, writing paper, teacher scissors/staplers/staples/paper clips/binder clips/bull dog clips….etc..

I always buy extra sets of crayons, glue sticks, scissors, markers - -anything that is on my list, I buy extra sets of b/c inevitably, some kids don’t come with the correct things, or don’t come with things at all…..OR I get new students during the year….that seem to come with nothing at all!    

I do not have a welcome to K brochure.  I just did that this year fo