Inventors Research

In the computer lab the students used PebbleGo to research various inventors of their choice. I love PebbleGo because not only can the students read the information themselves but they can have it read to them as well. There are also various pictures, videos, and timelines to help them comprehend the material. As the students learned about their chosen inventor, they recorded facts on a Circle Map. They then used those facts to help them write a research paper about their inventor.

Inventors: Thomas Edison

Another inventor that we studied in Social Studies was Thomas Edison. After learning about his many inventions and accomplishments, the students discussed how things would be different today if we did not have his inventions. They then brainstormed various modern day inventions that use the light bulb. They drew a light bulb and then wrote some of those modern day inventions around it.

Inventors: Garrett Morgan

In Social Studies we have been learning about various inventors. One of the inventors we learned about was Garrett Morgan. We read a book about his life and inventions from Reading A-Z. As a class the students recorded facts they learned about him on a Circle Map. The students then created a traffic signal, one of his many inventions, to record at least three facts they learned about him.

Pirates Don't Change Diapers

During our author study over David Shannon books, we read Pirates Don't Change Diapers. After reading the story, the students retold the beginning, middle, and end on a Flow Map using the Promethean Board. They then created a three-flap foldable individually to retell the story. Once they were finished, we had a mini-art lesson on how to draw a pirate. Their drawings turned out amazing!

Comparing Stories by David Shannon

As a part of our study over David Shannon books, we read Too Many Toys and A Bad Case of Stripes. As you can read about in previous posts, the students analyzed the characters, wrote about the beginning, middle, and end as well as the story elements. In this lesson, the students created a Double Bubble Map to compare the two stories. They then wrote at least one way the two stories were the same and two ways they were different on a four-tiered foldable. The foldables were displayed along with artwork they created for A Bad Case of Stripes. The students traced their hand and arm and then colored it with stripes.

Character Traits: Too Many Toys

After reading Too Many Toys by David Shannon, the students wrote about the main character, Spencer, on a person template. They wrote how he acts, what he feels, and what they would do if they were him. They then colored the template to look like Spencer.

Character Traits: Alice The Fairy

After reading Alice the Fairy by David Shannon, the students wrote about the various character traits of the main character on a person template. They wrote about what she looks like, how she acts, some things she did in the book, and then if they would want to be a permanent fairy or a temporary fairy. They then colored the person template to look like her.

Bad Case of the Stripes

Continuing with our study of David Shannon books, we read A Bad Case of Stripes. The students created foldables again to write the beginning, middle, and end. They also completed a Story Map to write the characters, setting, problem, and solution.

Too Many Toys

As a part of an author study of David Shannon, we read Too Many Toys. The students created a three-flap foldable to record the beginning, middle, and end of the story and then completed Story Maps to record the characters, setting, problem, and solution.

Word Work

During our Daily 5 time, our main focuses are Read to Self, Read to Someone, and Working on Words. During Working on Words time, the students enjoy a variety of hands-on practice activities. Below are a few examples of what the students work on while I am working in small groups on Guided Reading. Each group has a set of word wall and phonics cards to practice. They build the letters with pop cubes, write them in Rainbow Letters or Stair-Step letters, and much more.

 

 

Reading Partners

Each morning when the students arrive they begin Read to Self  or Read to Someone from Daily 5. I try to have the students read for 15-20 minutes at the beginning of each day either independently or in partners. During this time, I've found that a large number of the students enjoy reading to a stuffed animal. They get to use their imagination while they read aloud. As you can see from the pictures, the students are free to read wherever and however they are comfortable.