Family Graphs

In math the students have been learning to create and read tables and graphs. We have been learning about three types of graphs: real-object graphs, picture graphs, and bar graphs. To assess their learning, the students created a table on a foldable about their families. They tallied how many boys, girls, and pets are in their families. They then transferred the information from the table to a bar graph.

Lisa's Daddy and Daughter Day

This week we read Lisa's Daddy and Daughter Day by Eloise Greenfield. Before reading, the students made predictions about what would happen in the story based on just the title and the cover picture. The students predicted that they would be going swimming based on the picture because it appears that she is in a swimsuit and by the water. As they continued to take a picture walk through the book, they changed their prediction because they saw she was not in a swimsuit but rather a tank top and by a park and river. They then predicted that she was looking at boats and airplanes because both were present in the pictures. They then changed their prediction again, as we looked at the pictures, because the last picture shows Lisa looking up. They decided that it meant she was watching the planes  because she was looking up. After making predictions and changing them as we looked at pictures, we talked about confirming and changing predictions based on the clues in pictures. We then read the book and created a class Flow Map of the events in the story. The students then created a three part foldable to write the beginning, middle, and end of the story in their own words.

A Visit From Aunt Rose

As a part of our weekly theme "family fun", we read A Visit From Aunt Rose by Patsy Becvar. On the first day that we read the story, the students made a prediction about what would happen using on the pictures. After reading, they practiced retelling the story in our own words to a partner. On the second day that we read the book, we created a Flow Map together to retell the events of the story. The students then were divided into small groups and assigned part of the story. Using the class Flow Map to help them, the students wrote and illustrated about their part of the story. They then shared their sentences and pictures with the class and we put them in order of the events in the story.

All I Am

A few weeks ago we read All I Am by Eileen Roe to learn about nouns and verbs. After reading the book we created a t-chart of the things that were nouns and the things that were verbs. The students then created a foldable to write and draw two things that they can be. We then practiced the verbs by acting out things they can do through the game "Monkey See, Monkey Do."

Classroom Helpers

To help the students learn responsibility, we have classroom jobs. The classroom jobs range from being the trash helper (taking out the recycling and checking the floor for scraps), door helper, light monitor, materials manager, teacher helper, computer helper, library helper, cd helper, calendar helper (lead and teach calendar during math with support of teacher), and substitute helper (helps with a job if the assigned student is absent). The helper jobs change each day so the students learn a variety of life skills as they help their classroom community.

Calendar Math

Each day a student is given the classroom job of being the calendar helper. The calendar helper is responsible for teaching their classmates, with the teacher's assistance as needed, calendar for the day. The first few weeks of school I modeled asking questions about the calendar such as "What is today's day of the week? What was yesterday? If today is Thursday, what will tomorrow be?", etc. The students now ask those questions of their classmates and then move the calendar pieces to reflect the answers. Before moving the calendar, the calendar asks the class "Is it correct?" and the rest of the class gives a thumbs up or thumbs down as feedback. We do this to practice constructive feedback. At the end of the calendar lesson, the calendar helper calls on one student to give a rating (a number from 1-5) to give feedback on how they did. If the rater gives less than a five, they have to provide constructive feedback on what can be improved. We do this to learn how to accept feedback without getting upset. The calendar helper then calls on at least three people to be affirmers. Affirmers give the calendar helper one specific compliment about something they did well during the lesson. Raters and Affirmers is a part of our school's discipline and guidance plan through Capturing Kids' Hearts.

Chrysanthemum by Kevin Henkes

A few weeks ago we were reading various stories about school. One of the books we read was Chrysanthemum by Kevin Henkes - one of my favorites! As a part of the lessons, we talked about how Chrysanthemum was feeling and made connections to how we were feeling about starting school. We then extended the lesson by counting the letters in our names, just as Chrysanthemum's classmates do in the book, and compared how long our names are to hers. We then created a bar-type graph to record our findings. The students then created art with their names by coloring patterns on bubble letters. After they were completed, the students read the names as a group and clapped out the syllables. We then sorted the names according to the number of syllables in the names to create a real-object graph. Their artwork was then added to our classroom helper area as a name word wall.

Thank You!

Thank you to Lori at Bee the Change for passing on the Versatile Blogger Award to me. It is very nice to have fellow teachers share their ideas with me and I hope that my blog provides a variety of ideas for both my colleagues and parents of sweet little first graders! If you get a chance, check out Lori's blog!

Never Eat Sour Watermelons

This week in Social Studies we have been learning about map skills and directional words. To help the students remember the order of the directions, we learned the silly phrase "Never eat sour watermelons!" This helps the students remember north, south, east, and west. We discussed how north should be on the top of a map. We then played "Simon Says" in our classroom using directional words. The students then drew a map of our classroom showing where objects are located related to which wall they are closest to. To extend the learning, the students identified various rooms in our school on a blueprint of the school. They identified where the gym, the music room, the art room, the cafeteria, library, computer lab, the playground, the office, and our classroom are. They then color-coded them on their own copy of the school blueprint according to which part of the school they are in - the north, sount, east, or west. Tomorrow they will use their maps to go on a walk to find rooms around the school.

Comparing Fairy Tales

Today we compared Little Red Riding Hood and Cinderella to discuss how fairy tales typically begin with the phrase "once upon a time" or "long, long ago." We used the online media stories for both which the students found very engaging. After hearing both of the stories, the students identified the characters - including the heros and the villains. They discussed that fairy tales usually have heros and villains and have to overcome a problem. To help them visualize their comparisons, we created a Double Bubble Map.

Rhymes and Alliterations

Last week we worked extensively on rhyming words and alliterations. The students practiced finding rhyming words with the song "A Hunting We Will Go." They brainstormed rhyming words to insert in the song and sorted pictures that rhymed. For alliterations, the students brainstormed words that begin with the first letter of their name on a Circle Map. They then shared their words with the class. We wrote the words on a class anchor chart. We then brainstormed additional words for each letter of the alphabet. The students then used those Cirlce Maps and the anchor chart to write drafts of their own alliteration sentences in their journals. The students then met we me in small groups to edit and revise their sentences. They wrote their final drafts and illustrated it for publishing in the hallway. Their alliterations are very creative!

David Goes to School

To help elaborate on our Social Contract  and to learn the parts of a book, we read No, David! and David Goes to School by David Shannon. Before reading, we talked about the parts of a book. We discussed the purpose of the title and the need to stay on topic. We also discussed the role of the author and the illustrator. To help us remember their roles, we sing these songs to the tune of "The Farmer in the Dell":

The author writes the words,

The author writes the words,

Hi-ho, the derry-o,

The author writes the words.

The illustrator draws the pictures,

The illustrator draws the pictures,

Hi-ho, the derry-o,

The illustrator draws the pictures.

After reading, we discussed the things that David did in the book as non-examples of how to behave at school. We discussed how David would have been different if he had a Social Contract to follow. The students then created their own book cover about them going to school. On the inside of their book, they wrote at least two things they can do at school to follow the Social Contract.

Wemberly Worried

During the first week of school we read Wemberly Worried as a part of a lesson on discussion. The students learned the rules of discussion such as using our eyes to look at the speaker, listening with our ears, and not interrupting. As we read the book, we stopped to practice the rules of discussions with partners. The students discussed their favorite parts of the book and retold what was happening from beginning, middle, and end. After discussing, the students illustrated and wrote about their favorite part of Wemberly Worried.



Capturing Kids' Hearts Social Contract

Each year the students at Moseley create a Social Contract in each of their classes. The students discuss in small groups how they want to treat their friends and teacher and how they want to be treated by their friends and teacher. They then write the words on our class Social Contract. If several groups list the same word, we put a check mark by it. This shows us which things we find the most important. The students then create a happy face of themselves to place with the Social Contract to remind them of how it feels when we all treat each other well.