Repeating Patterns

The students practiced making repeating patterns with pattern  blocks. They were each given a pattern written in letter form in which they had to recreate. They marked the repeating sections with popsicle sticks. After they were finished creating their pattern, they turned the letter card over. All of the students went on a "gallery walk" to practice identifying and labeling the patterns that their classmates created.

It's Library Time!

Our class visits the library each Friday after lunch. The students may choose up to three books to take home. After choosing their books, the students read independently. After all students are finished, our Instructional Media Specialist reads the students a story.

Independent Reading

For morning work before announcements the students may choose books from the classroom library or their book boxes to read from independently. Their book boxes are a part of our Guided Reading/Daily 5 lessons and include on-level, "just right" books for them. As you can see by the pictures below, the students are free to get comfortable to enjoy reading.

Attributes of 2D Shapes

As we learned about the attributes of 2D shapes the students worked in cooperative groups to show examples and non-examples of circles, triangles, squares, and square rectangles. When sorting they had to verbally justify how they knew what were examples and what were non-examples by explaining the specific shape's attributes such as how many sides and vertices the shape has. The students then went on "gallery walks" to see how their classmates had sorted their shapes.

Properties and Energy Science Lab

Several weeks ago we visited the science lab to explore physical properties and sources of energy. The students rotated between stations to sort objects by size, shape, color, and texture. They also rotated to stations to explore objects that produce light and sound energy.

Classroom Maps

In Social Studies we have been learning about positional and cardinal directions. They played "Simon Says" using cardinal directions. They went on a hunt for hidden objects using positional words. They also took a "birds-eye" view of the school by looking at a blueprint of the school. They worked in groups to explain the position of various places in the school in relation to the library and using directional words. They also drew a map of our classrom noting where objects were located according to their position on the north, south, east, or west wall.

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.