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.

Predictions and Text Evidence

Before reading books together we always take a "picture walk" where the students view the front cover and all of the pictures to predict what they think will happen in the story. We recently read Lisa's Daddy and Daughter Day by Eloise Greenfield. The students made various predictions based on the pictures which we charted. After reading, we went back through the predictions to confirm correct predictions and correct inaccurate predictions. Next to the predictions, we charted text evidence that supported the correct predictions. The students then wrote at least one correct prediction from the story and the text evidence that supported it.

Apple Graph

The students recently took a taste test to see which type of apple they liked the best: red, yellow, or green. After choosing their favorite, they created a real object graph to see which type of apple was the most popular and which was the least popular. Using the data from the group real object graph, the students individually created a bar-type graph of the results. They then used the bar-type graphs to answer questions.

Real Object Graph: Shoes

During math the students have been learning about bar-type graphs, picture graphs, and real object graphs. To help them understand real object graphs, they sorted their shoes into two categories: with shoelaces or without shoelaces. They then worked together to create a real object graph to compare the groups.

Chrysanthemum Name Graphs

We recently read Chrysanthemum by Kevin Henkes. After reading, the students decorated their own name in bubble letters. They then counted how many letters are in their name. We then graphed the number of letters in each studnet's name to compare and contrast them. Their names were then added to our writing area as a name word wall.

David Goes to School

As we learned the classroom and school rules, we read David Goes to School by David Shannon. As we read, we also reviewed the parts of a book. To help them remember the parts of a book, they created their own book. On the inside, they wrote at least two ways they could follow rules at school.

Wemberly Worried

To help the students make connections and to ease them into the change of a new grade and class, we read Wemberly Worried by Kevin Henkes. After reading the story, we discussed how we should treat one another in class. The students then wrote and illustrated their favorite part of the story.

Personal Narratives: Summer Vacation

During the first few weeks of school, the students wrote personal narratives about events from their summer vacation. They worked on drawing detailed pictures and then using those details in their writing.

Alliterations and Rymes

The students worked in small groups to brainstorm alliterations and rhymes about school on Circle Maps. After deciding on their group's sentence, they wrote them on chart paper and illustrated them.

Spider Web: We're All Connected

At the beginning of the year, the students worked together to make a large spider web to practice working together as a team and to show that we are all connected. We started with a large ball of yarn and each student took a turn rolling it to one another as they shared interesting facts about themselves.

My Classroom 2012-2013

Here are a few pictures of my classroom setup this year: