If I Lived in a Snow Globe

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.

Snowman Writing

Back in January the students created their own snowman and then wrote to describe them. They wrote what they looked like and what they could do.

 

Holidays Around the World

In writing we researched and compared the role Santa Claus plays in The United States, Germany, France, and Mexico. As a whole group, we charted our findings on a grid for who the gift giver is, what he looks like, how he travels, when he comes, and where he leaves gifts. The students then took notes on their own copy of the grid. Using their notes, they chose to countries, and their version of Santa Claus, to compare on a Venn Diagram. After completing the Venn Diagram, they added heads, hats, legs, and arms to the Venn Diagram to look like Santa. Later in Social Studies we compared even more of the traditions of each country. We also looked at the traditions of Hanukkah in Israel as a part of our Social Studies lessons.

If Santa Got Stuck in the Chimney

The students wrote to explain what they would do if Santa got stuck in the chimney. A lot of the students said they would ask their parents for help. Several said they would call 911 or firemen. One said he would tickle Santa with a feather until he sneezed so hard he would come out of the chimney. Their stories were really funny!

Elf Descriptive Writing

The students created elves out of holiday scrapbook paper. They then wrote to describe their elves. They also wrote one thing they would do if they were an elf.

Stocking Descriptive Writing

Over the Thanksgiving break the students were given a stocking template to decorate however they chose. When they returned to school, the wrote to describe their stockings. They turned out fantastic!

Pilgrim Writing

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.

Scarecrow Descriptive Writing

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.

Spider Descriptive Writing and Art

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.

Bat Descriptive Writing

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!

Pumpkin Descriptive Writing

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.

Apple Descriptive Writing

The students brainstormed ways to describe an apple on a Circle Map. They then used those ideas to build a Tree Map. The Tree Map was used to write sentences to describe the apple. We use Thinking Maps to help the students organize their thoughts in logical and detailed sentences.

Teddy Bear Writing

The students are learning to use Thinking Maps to help organize our thoughts into writing. In this lesson the students wrote words to describe a teddy bear on a Circle Map. They then transferred those words onto a Tree Map. The Tree Map helps the students understand that every sentence must include a noun and a verb. The Tree Map was used to help the students write their sentences. Every week I work with the students to edit their work one-on-one during guided writing. As we read their sentences together, I ask questions such as "What should go at the beginning of the sentence?" and "What should go at the end?" We correct the work together and the they write a final draft of their writing.