Thursday, January 31, 2013
Tuesday, January 22, 2013
Fellow teachers, I just added a Making Ten Addition and Subtraction packet to my TpT Store. The packet can be used to teach students to use a ten frame to make ten and find the corresponding fact family number sentences. There are three activities that can be used to take students from guided practice to independent practice or can be used for differentiated learning. This download also includes my Ways to Make Ten Posters which you can also purchase seperately.
Monday, January 21, 2013
In Social Studies the students have been learning about Dr. Martin Luther King, Jr. We read several books about his life and accomplishments as well as using PebbleGo as a source. The students recorded information on a Circle Map. They then chose five facts that they learned about his life and added it to a handprint graphic organizer.
To help the students understand the difference between windy, breezy, and calm, we went outside to experiment. The students first observed the flags to see what direction they were blowing. During this time, we reviewed directional words from Social Studies. We discussed that the direction the flag is moving lets us know the direction the wind is blowing. As we observed we talked about if the flags were moving slow, fast, or not at all. They they experimented with plastic bags and streamers. They discovered that it was a very windy day that day.
The students felt of there different unseen objects to see which one was the hottest and which one was the coldest. One object was an ice pack, one was hand warmers, and the other was a crumpled paper towel. They recorded their findings and then discussed with a partner which was hottest, coldest, etc. Then as a class, we recorded objects in our homes that are hot, objects that are cold, and objects that are room temperature. They then drew three objects in order from hottest to coldest.
A few weeks back, we read various fairy tales to discuss recurring phrases and their meanings. We also worked on identifying story elements. Two books that we read were Cinderella and Prince Cinders. After reading and creating Story Maps for both stories, the students created Double Bubble Maps to record how the stories are the similar and how they are different. They then recorded one thing that was similar on a foldable. On the same fodlable, they wrote two things that were different, yet related to the thing that was similar. For example, both main characters got married. But, Cinderella married a prince and Prince Cinders married a princess. Or, they both lost something. But, Cinderella lost a glass slipper and Prince Cinders lost his trousers.
After reading ThePrincess and the Pea, the students retold the story on a Flow Map using the Promethean Board. Then, individually, they wrote what happened at the beginning, middle, and end in their own words on strips of construction paper. After completing the retell, they glued the strips of paper on a larger piece of construction paper and added brown bed posts to recreate the Princess' bed with the stacks of mattresses. They then added on pea (a green hole punch) to the bottom of the mattresses.
The students wrote to the beginning, middle, and end of Jack and the Beanstalk on a three-flap foldable. I often use this same type of foldable in guided reading and Daily 5 time to have the students work on their retelling skills.
After reading The Emperor's New Clothes, the students wrote what happened at the beginning, middle, and end of the story on a Flow Map on the Promethean Board. Then using the class Flow Map for support, they retold the story in their own words on a three flap foldable.
Students were divided into small groups and given a specific time on the hour or half hour in digital time. They then had to draw that time on a small analog clock. They then glued those clocks onto a construction paper band to create a watch. The students then chose a partner from another group. In those groups, they practiced asking one another "Do you know what time it is?" and the other student would respond by reading the time on their watch. Both students would check the time on the watches to make sure it was accurate. They continued this process with several new partners. It was a fun and engaging way to have them practice time!
The students used a Tree Map with questions on it to help them describe what a snowflake looks like, feels like, and what you can do with it. They used the Tree Map to help them write at least three descriptive sentences about a snowflake.
In science we have been learning how to reduce, reuse, recycle, and repurpose. In our class we have a basket full of paper scraps that the students can use during Daily 5 for writing practice. On this day, the students worked to tear some of the colored construction paper up in small pieces to create picture frames. As they worked, we discussed where paper come froms, what would happen if we continually wasted it, and how we could reduce, reuse, recycle, and repurpose the paper.
The students brainstormed various activities that we do at school and the approximate time (to the half hour) that we do them at. We recorded the times on a Circle Map. They then worked in small groups to show one of those times on an analog clock. They then had to write a sentence about what time a specific activity is done using its digital time. They also drew a corresponding picture. The pages are being bound in a book to use as review and during math tubbing.
Our school, in an effort to reduce bullying, participates in Rachel's Challenge. If you are unfamiliar with Rachel's Challenge, I encourage you to check out their website. The students recently visited the library to watch an informational video about Rachel's Challenge and to learn about the importance of being kind. At this time they also signed a banner to show that they accept the challenge to be kind and not to bully. Each time a student was caught being kind, a paper chain link was added to our class chain. All grade levels brought the chains to our Pride Rally to show how many acts of kindness had been witnessed so far.
The students read and watched the video of The Snowman by Raymond Briggs. They then created their own snowman art. The students were very creative and they turned out so great! Using our writing program, Write From the Beginning, the students used a Circle Map and Tree Map to help them write sentences to describe their snowman (or woman)!
Before Christmas break we read David's Christmas and discussed David's behavior. It was a good way to remind the students that although the break was coming up soon, they still needed to behave. The students then used a character trait template to answer questions about David such as what he looks like, how he behaved, what they would do if they were David, etc. They then colored the template to loo like David.
I saw this cute idea on Pinterest a while back. The students brainstormed what they would do if they lived in a snowglobe. They then wrote at least one sentence about it and then illustrated it on a construction paper snowglobe.
To help review place value concepts, we have been having short place value relay races. The class is divided into three groups and they sit in rows. I write three larger two-digit numbers on the board and the students compete to see who can describe the number in picture form (sticks and dots), standard notation, and expanded form. If they need help, they can ask their teammates. The team who finishes first correctly gets three points, second place gets two points, and third place gets one point.