Word Sort for /er/ Spelled er~ir~ur

Getting ready for the last theme in Reading, I created a Word Sort for the /er/ sound.  Like Babbling Abby's (The Inspired Apple) class, my kids love a scavenger hunt idea. I intend to use the words in the same way.  I'll place words around the room before the class arrives.  We'll partner up during the lesson to hunt for the words.  Each pair will copy words onto the recording sheet.  Together they'll complete the activity by writing three sentences using the new words and illustrating each one.

                                                             

Wild About Weather

A First Grade Wind Chart

After a few introductory lessons on Weather in Science, we kicked off our unit with a Weather Parade.  Students were asked to dress for their favorite weather.  We had snow pants and ski goggles, flip flops and shorts, and we even had a tornado!!

~ Hot, sunny weather was a class favorite ~

~ It's a TORNADO ~

Making Our Own Patterns

 

After working with patterns last week, students used what they learned to create their own patterns with sentence strips and stickers like the ones below!

Practice with Patterns

We have been extending and making patterns in Math. Today we rotated through stations using different manipulatives.

Literature Circles

This year our team worked together to implement Literature Circles as part of our Language Arts program.  We adapted Dr. Katherine Schlik Noe's ideas presented on her website.  In preparation for our literature circle groups, some teachers send home the book to read.  Students are instructed to read the book twice and discuss it. During the second rereading, students use  post-it notes to mark any pages they'd like to share and talk about in our groups. When groups meet at school, a packet is provided for each of the six roles in each group.  Our groups are comprised of a Summarizer, Discussion Leader, Word Wizard, Story Connector, Real-life Connector and Illustrator. 

The Summarizer begins the meeting having written down the main points of the book to share with the group.  The student will think about what happened at the beginning, middle and end of the story and may want to explain what was learned.  The Summarizer will read the summary to the group.  He/she will have each person tell about their favorite part.  You can view the page from the Summarizer's packet here.

The Discussion Leader follows the Summarizer and guides the discussion of the book.  This person tries to think of open ended questions which will get the group talking about what they have read.  After everyone has answered, the Discussion Leader will share his/her answers.  Click here for the page from the Discussion Leader's packet.

The Word Wizard looks for special words in the book.  A word can be chosen for a variety of reasons - it's a new word for the week, a spelling word, or it is unknown.  In this role, the student writes down the word and the page where it is found.  If the student does not know a word, it will be identified in our circle.  The Word Wizard will ask members of the group to use the words in a sentence as he/she reads them.  The Word Wizard page can be viewed here.

The Story Connector tries to find connections between the book and another story we have read.  After the Story Connector shares, he/she will ask members of the group for other story connections.  You can view the page from the Story Connector's packet here.

The Illustrator is to draw anything about the story.  It can be a character, setting, a prediction of what will happen, or anything else.  When the picture is brought to the group, the group will talk about the drawing first.  Then the Illustrator will tell the group about the picture.

The Real-Life Connector finds parts from the story that remind him/her of things that happened to him/her or someone else in real life.  It can be an event at school, home, or in the neighborhood.  After the Real-Life Connector shares, other memebers of the group can tell about a connection they can make with the story.  Click here for the page from the Real-Life Connector's packet.

Literacy Work Stations/Centers

A part of our day includes Literacy Centers or Work Stations. A center is an area within the classroom where students work alone or with others using instructional materials to expand their literacy. During this time, teachers are able to meet with small groups, meeting the needs of all students.



~Hard at work at the Computer Center and Post Office~




~Stamping Spelling Words at the Letter Center~



~Reading together at the Big Book Center~

~Sharing a book at the Listening Center~

~Making butterflies at the Copy Cat Center~

~Writing stories at the Sticker Story Center~


 
 


Johnny Appleseed

After reading Johnny Appleseed, we wrote three facts that we learned from the story.



Now we can eat apples, all thanks to Johnny Appleseed.

 

Johnny Appleseed was not afraid to sleep outside by himself.

Johnny Appleseed was friends with the animals.