Tuesday, April 22, 2014
After reading The Very Hungry Caterpillar by Eric Carle, the students created their own caterpillars. We then researched caterpillars on Pebble Go. They then wrote to describe caterpillars and facts learned.
Sunday, April 6, 2014
During our camping theme, the students made s'mores. Since we obviously cannot build a fire, we made them in the microwave. After making and eating the s'mores, the students used a Flow Map to write the steps they took to make them. They used the Flow Map to write sentences using transition words. They then made paper s'mores to hang with their writing.
To practice following multi-step directions, the students learned how to draw a tent as a part of our camping theme. The students were given step by step oral directions accompanied by picture cues. They followed the steps one at a time and then colored their pictures. I love how they are all unique yet similar at the same time. After they drew their pictures, we brainstormed as a class the things that they would need to do to go camping. The students then put the steps in order on a Flow Map. They used the Flow Map to help them write a How To paper on camping.
Saturday, February 22, 2014
In writing the students have been learning to explain why or why not they think something. Since we were researching space in reading, they wrote to explain why or why not they would want to be an astronaut.
The students wrote sentences to explain what they would do if they lived in a snow globe. They then created a snow globe out of construction paper and illustrated at least one thing they would do.
Tuesday, November 26, 2013
We learned about the Pilgrims' journey by using the Scholastic website and PebbleGo. The students then wrote about what the Pilgrims wear, eat, and can do. After prewriting, writing their first draft and editing, they made a Pilgrim to hold their final draft.
The students created and wrote about scarecrows for one of our weekly writing lessons. I'm very proud of how they are adding descriptive language and comparisons to their writing now.
The students wrote to describe spiders with the help of Thinking Maps. After writing, we had an art lesson on how to draw a spider web. The students colored in each part of the spider web a different color. They then created a spider out of construction paper. I love how they are all similar yet so different.
The students worked on using their Thinking Maps to come up with more details to describe objects. This time they described a bat. Instead of just adding details like "black" to describe its color, they had to add more details like "black like coal" for more complex sentences. After writing, we had a short art lesson on how to draw a bat hanging upside down. I think they did a great job!
The students used Thinking Maps to organize their ideas of how to describe a pumpkin. They then wrote three sentences using those Maps. Each week I model for the students how to use Thinking Maps to help them with their writing. Then they write independently for the first three days. On the fourth day, I sit down with each student individually to do one-on-one editing. When I see an area that needs to be corrected, I ask the students a guiding question such as "What goes at the beginning of the sentences?" and they answer. I think this helps them take more ownership and leads to better writing the next time. After we edit together, they go back and rewrite a final draft which is what is displayed in the hallway. While I work with students one-on-one, the other students are working in Daily 5. Occasionally I will have an independent art project that they can do to go along with their writing.