Wednesday, September 26, 2012
In Social Studies we have been learning about positional and cardinal directions. They played "Simon Says" using cardinal directions. They went on a hunt for hidden objects using positional words. They also took a "birds-eye" view of the school by looking at a blueprint of the school. They worked in groups to explain the position of various places in the school in relation to the library and using directional words. They also drew a map of our classrom noting where objects were located according to their position on the north, south, east, or west wall.
The students worked in small groups to brainstorm words that began with the same letter as their name. They recorded their words on a Circle Map. They then used the Circle Maps to help them write their own silly sentences using alliterations.
Before reading books together we always take a "picture walk" where the students view the front cover and all of the pictures to predict what they think will happen in the story. We recently read Lisa's Daddy and Daughter Day by Eloise Greenfield. The students made various predictions based on the pictures which we charted. After reading, we went back through the predictions to confirm correct predictions and correct inaccurate predictions. Next to the predictions, we charted text evidence that supported the correct predictions. The students then wrote at least one correct prediction from the story and the text evidence that supported it.
The students recently took a taste test to see which type of apple they liked the best: red, yellow, or green. After choosing their favorite, they created a real object graph to see which type of apple was the most popular and which was the least popular. Using the data from the group real object graph, the students individually created a bar-type graph of the results. They then used the bar-type graphs to answer questions.
During math the students have been learning about bar-type graphs, picture graphs, and real object graphs. To help them understand real object graphs, they sorted their shoes into two categories: with shoelaces or without shoelaces. They then worked together to create a real object graph to compare the groups.
We recently read Chrysanthemum by Kevin Henkes. After reading, the students decorated their own name in bubble letters. They then counted how many letters are in their name. We then graphed the number of letters in each studnet's name to compare and contrast them. Their names were then added to our writing area as a name word wall.
As we learned the classroom and school rules, we read David Goes to School by David Shannon. As we read, we also reviewed the parts of a book. To help them remember the parts of a book, they created their own book. On the inside, they wrote at least two ways they could follow rules at school.
To help the students make connections and to ease them into the change of a new grade and class, we read Wemberly Worried by Kevin Henkes. After reading the story, we discussed how we should treat one another in class. The students then wrote and illustrated their favorite part of the story.
During the first few weeks of school, the students wrote personal narratives about events from their summer vacation. They worked on drawing detailed pictures and then using those details in their writing.
The students worked in small groups to brainstorm alliterations and rhymes about school on Circle Maps. After deciding on their group's sentence, they wrote them on chart paper and illustrated them.
At the beginning of the year, the students worked together to make a large spider web to practice working together as a team and to show that we are all connected. We started with a large ball of yarn and each student took a turn rolling it to one another as they shared interesting facts about themselves.