How to Be President

On President's Day, the students learned about the role of the President from PebbleGo. They then recorded facts learned on a Circle Map. Then using a Flow Map, the students wrote various requirements for becoming the President on a Flow Map. They used their Circle Map and Flow Map to write a modified "how to" paper on how to be the President. After completing their final draft, they drew a picture of themselves as the future President.

Space Research Papers

After researching space from various informational texts, the students used their Circle Maps to independently write research papers. Before beginning, we had a mini-lesson on how authors often use a "hook" or something catchy to get a reader's attention. One of the ways we discussed is that author's sometimes ask a question to actually state a fact about their topic. The students all started their papers by ask a "Did you know?" question by stating their most interesting fact. They then wrote at least four more related facts about their topic. They glued their Circle Map and final draft (we always edit writing together) on a black piece of construction paper.

Space Research

In reading we have been learning about informational texts. As a part of those lessons, the students have been using various non-fiction sources to research space. The students were divided into groups. In their groups they chose a specific topic about space: astronauts, space shutttles, stars, the sun, or the solar system as a whole. They worked in small groups with me to research using PebbleGo. They recorded important information on a Circle Map. They then worked together to find book sources to record addtional important information.

Dr. Martin Luther King, Jr.

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.

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: The Princess and the Pea

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.

Clock Book

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.

Coin Tree Map

The students have been learning to identify the names of coins and their value. They are also learning to identify how many pennies are equivalent to that coin's value. To help them with this concept, we created a large class Tree Map with examples of the coins, their values, and other ways to make the same value.

Auntie Claus

In reading we have been learning about character traits. We recently read Auntie Claus to discuss how the main character, Sohpie Kringle, changed over time. After reading, the students retold the story on a Flow Map. As they retold the story, I introduced vocabulary to describe Sophie's character which we highlighted on the Flow Map. Later the students made connections to the lesson in the story which is that "it is better to give than to receive." They made presents out of scrapbook paper to write down four things you can give to someone that does not have to be bought.

Stocking Descriptive Writing

As a fun homework project, the students decorated their own Christmas stocking. Then in class they wrote sentences to describe their stocking. They first brainstormed what it looks like, what it has, and what it can do on a Circle Map. They then transfered those ideas to a Tree Map which they used to write their sentences. They wrote their final draft of stocking paper which was hung on the fireplace with their stocking art.

We Are Thankful

In the computer lab, the students brainstormed people, places, and things that they are thankful for on a Circle Map. They then typed those things into Tagxedo. They then chose a fall leaf template of their choice along with the color scheme. Here are a few samples of their work:

Fact Family Tree Map Download

Here is a fact families activity that I created to help my students identify related math facts. The students sort the fact family card on large construction paper to create a Tree Map. Sorting the cards into fact families helps the students understand that they must use the same three numbers in the addition and subtraction problems. In my class, the students worked in small groups to sort and create the Tree Map. A recording sheet is provided to use as an assessment of their individual understanding. You can download the file at my TPT store.

Bat Writing

Using our writing program, Write From the Beginning, the students wrote to describe a bat. They brainstormed their ideas on a Circle Map and then transferred those ideas to a Tree Map in logical order. The Tree Map was then used to write sentences. After editing and writing a final draft, we had a lesson on how to draw a bat. The students had to listen and follow multi-step directions in order to complete the drawing and I think they did a fantastic job.

Pumpkin Writing

Using our writing program, Write From the Beginning, the students wrote to describe pumpkins. They first created a Circle Map followed by a Tree Map to describe what a pumpkin has, looks like, and what it can do. Each Thursday we have Guided Writing instead of Guided Reading. The students work on their writing Monday through Wednesday and on Thursday they bring it to me for editing. I work with the students to edit their work by asking them questions such as "What goes at the beginning of a sentence?" or "What goes at the end of a complete sentence?" We also discuss strategies of sounding out words to spell unknown words. After we edit together, the students rewrite their sentences for a final draft. The students wrote their final draft this time on pumpkin paper and colored it.

Comparing Stories

As a part of our story of fairy tales and recurring phrases we read Cinderella and Little Red Riding Hood. After reading, the students compared and contrasted the two stories and we charted their comparisons on a Double Bubble Map.

Alliterations

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.