Showing posts with label Foldable. Show all posts
Showing posts with label Foldable. Show all posts

Monday, March 11, 2013

Modeling Larger Numbers

During our last unit of Place Value, the students worked in groups to create three flap foldables to record various ways to write numbers. The students drew out number cards and recorded the number on the top flap. Under the flap they drew the number as sticks (tens) and dots (ones), identified the number of tens and ones, the expanded notation, and the written form. As they worked, they discussed which number was the greatest or least and justified their answer using the number of tens and ones each number had. They then compared their numbers with other groups.


Monday, January 21, 2013

Comparing Fairy Tales

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.

BME: Jack and the Beanstalk


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.

BME: The Emperor's New Clothes

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.

Saturday, November 3, 2012

The Berenstain Bears' Trouble with Pets

We recently read The Berenstain Bears' Trouble with Pets to practice retelling stories including the beginning, middle, and end. The students retold the story on a three-flap foldable and then illustrated each part.







Monday, May 14, 2012

A Bad Case of Stripes

As a part of our author study on David Shannon, we read A Bad Case of Stripes. After reading, we created a class chart to write down our discussion about the characters, setting, problems, and solutions found in the story. The students then created their own Story Maps on construction paper to put the elements in their own words.



The next day we reread the story focusing on retelling the story from beginning, middle, and end. The students then created a three flap foldable to write and illustrate a retelling of the story in their own words.

Too Many Toys

As a part of our author study on David Shannon, we read Too Many Toys. After reading and discussing as a class, the students created a Story Map independently to write about the characters, setting, problem, and solution of the story.


The next day, after rereading, the students created a three-flap foldable to retell the story from beginning, middle, and end.


Eric Carle: Comparing Stories

After reading The Mixed-Up Chameleon and The Foolish Tortoise, both written and illusrtated by Eric Carle, we created a class Double-Bubble Map to compare the two stories. The students then used the class chart to help them create their own Venn Diagram independently. The next day, the students created a foldable to write sentences: one thing that was unique, or different, about each story, and one thing that was the same about the stories.



The Foolish Tortoise

As a part of our study on author and illustrator Eric Carle, we read The Foolish Tortoise. As we read, we discussed and charted the characters, setting, problem, and solution. The students then created their own Story Maps on construction paper to identify and write about the information.


The next day we read the story again but this time we focused on retelling the story from beginning, middle, and end. The students then created a three-flap foldable to retell the story.

The Mixed-Up Chameleon

As a part of our author study on Eric Carle, we read The Mixed-Up Chameleon. After reading, we discussed the characters, setting, problem, and solution. The students then created Story Maps about the book.



We then read the book again focusing on retelling. The students then created a foldable to retell the story from beginning, middle, and end.



Sunday, April 22, 2012

Terrariums

My teammate, Mrs. Timms, who plans science for our team, taught all of first grade how to make a terrarium. Using soda bottles cut in half, the students first added soil to the bottom half of the container. As they took turns, we discussed what is in soil and how soil is used. They then added a plant to the soil followed by more soil. Next they added water. We discussed that plants need soil, water, and air. The teachers then placed the top of the soda bottle on top of the bottom piece. Once back in class, the students created a four flap foldable to indicate the steps taken to create the terrarium. On the top, they drew the pictures with labels and under the flaps they wrote sentences using transition words. By the end of the day the students were already able to see how the water was evaporating to the top of the container which lead into a discussion of the water cycle.




Thursday, April 5, 2012

Ocean Zones Foldable

Using PebbleGo and BrainPopJr., we researched the different zones found in the ocean along with examples of animals that live in those zones. We discussed how certain animals had to adapt to their environment because of the cold water or lack of light. To help the students remember the different ocean zones and the animals that live there, they created a four-tier foldable. One the top flap they colored the water a lighter color, indicating it is the closest to the sun, and then each following flap was gradually darker. They glued the name of the zone along with a brief description of the zone, which we read together as a class. They then chose animals that can be found in each zone to glue down. Fellow teachers, if you would like a copy of the printouts that go on the foldable, feel free to email me. I would be happy to share!





Tuesday, February 28, 2012

Place Value Posters

The students created place value posters in small groups. The students were in groups of three and each student had their own number card ranging from 60 to 99. The students folded a large piece of paper in fourths. In each square, they wrote down one of the numbers from the cards and built it with Base Ten Blocks. They then modeled the number with paper Base Ten Blocks. The students wrote each number in word form and expanded notation. They also identified on a t-chart how many tens and ones were in each number. After identifying and modeling all of the information for the three numbers, they used the fourth box to order the numbers from greatest to least and least to greatest. Their posters were added to our group time teaching wall as a reference point.


Living and Non-Living

In science we have been learning about living and non-living. The students worked in small groups to sort various pictures into living and non-living categories. As they sorted they discussed what a living thing must have to survive. The students recorded their findings on a Tree Map in their science journals. They then created a foldable to identify eight things that are living and eight things that are non-living.




Compound Words

We have been learning about compound words during grammar. As a check of their understanding of the concept, the students created a compound words foldable. They created the foldable by folding a large sheet of construction paper in a stage fold. They then folded the paper in half twice. This resulted in four boxes on each side of the stage fold. They then cut along the folded lines on the top flaps. On the flaps, they wrote the two root words that form the compound word and illustrated their meaning. Under the flaps, they wrote the compound word and illustrated that word's meaning.

Sunday, February 12, 2012

How the Milky Way Came to Be

In reading, we read the Cherokee tale of "How the Milky Way Came to Be." In this tale, a family was collecting cornmeal to store for the winter when they noticed it was going missing. The mom and dad told the children that it had to be "Great Dog" who was from another world. Knowing that he would continue to steal, the parents and villagers knew they had to scare away "Great Dog" with drums. When they did, he retreated to the sky in fear leaving a trail of cornmeal behind which turned into stars. After reading, we made connections back to the constellations that the students had made and then the students retold the story on a foldable.

Monday, January 30, 2012

Landforms and Bodies of Water

The students reviewed bodies of water and landforms by creating a foldable diagram to illustrate the different features of mountains, hills, plains, oceans, rivers, and lakes.



The Main Idea: Transportation

As a part of our lessons on how to identify the main idea of texts, we read several books from We Give Books and Reading A-Z about various forms of transportation. Each day we read a new expository text and the students had to verbally identify the main idea of the text. We used Multi-Flow Maps to help chart the details that lead up to the main idea. (Sorry... I did not take a picture of these charts.) After reading about the various types of transporation, the students created a Circle Map of as many examples as they could think of. We then discussed how those examples could be divided into conceptual categories. So, we then created a spider web graphic organizer to sort the examples into the categories of land, air, and water. The students then created a three part foldable to illusrtate one example of transportation from each category. They then wrote at least one fact they learned about that mode of transportation under the flap.






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