With our theme Those Nearest and Dearest / People All Around, People Up and Down; we’ve talking about what it means to be a good friend. Good friends share and care for each other! We recently read a story called The Little Red Hen, and in this story Hen works on making bread. For each step of making bread she asked her friends; Goose, Pig, and Cat if they would help her. Each time her friends refused to help.
At the end of the story Hen ate the bread all by herself because her friends didn’t help make the bread. We had a class discussion on if Hen should have let her friends eat the bread anyways. Some students said she should have let her friends eat the bread because her friends might be hungry. They said she wasn’t a good friend either by not taking care of them. Other students said she shouldn’t have to give them bread because the animals didn’t help make it.
Then we made a check-list chart and had students individually check whether they thought ‘yes’ Hen should have let her friends eat the bread, or ‘no’ Hen should not have let her friends eat the bread.
Then students filled out their own individual check list (by copying the one we filled out as a class) and counted how many said ‘yes’ and how many said ‘no’. They decided what was the answer that most people said in the class.
NOTE: The worksheet said ‘Did the Little Red Hen do the Right Thing?’, but I had posed the question “Should Hen have let her friends eat the bread?”. I had noticed that as I was doing the lesson, so I had to clear that up with the students.
Well as the new school year started I decided to go with a new classroom name. The previous year my class was called “Kindergarten Scholar’s”. This year I with some new classroom decorations I got, I decided to call my class the “K-1 All-Stars”. Therefore I changed the name of my site to reflect the actual name of my class.
We read the interactive version of the Ugly Duckling on Starfall.com‘s talking library. We created a story map of beginning, middle, and end of the story. Then students retold the story of what they remembered from the beginning, middle, and end of the story. I had each student illustrate one part of the story. We used our illustrations to re-tell the story and create a story map.
We are learning how to write and construct numbers 11-15. We used connecting cubes and a five-frame to compose and decompose these numbers. Each student was given a train of 10 cubes and then added the number of cubes needed to make a given number. The students learned that they did not need to count the train of 10, that they could count on from 10.
As we start a new theme this week People All Around, People Up and Down; we learn a new comprehension skill known as sequencing. We read the story called My Best Friend by Pat Hutchins. We talked about how friends can be different and good at different things.
Then as a class we discussed important parts of the story and how to put parts of the story in order. Students were given three pictures from the story, put them in order, and colored them.
As we continue with our “Who Am I, Where Do I Go From Here” theme in K-1 class (aka our All About Me Theme); we have begun to talk about our feelings and how we describe them. We talked about how we can write out our feelings and describe them in different ways. We read “Sometimes I Feel Like a Storm Cloud” by Lezlie Evans. In this story the main character describes different way she feels. She describes herself as feeling like a tornado, or feeling like a newborn kitten.
Then students described their own feelings by writing what they sometimes feel like. Following the picture and writing; they created a paper plate face that shows their feeling on their face.
In first picture the student writes “panda”; the second picture the student writes “sleepy elephant”.
On the paper plates they used various arts & crafts supplies to create the accompanying paper plate faces.
The first picture the student writes “a mad bear”; second picture the student writes, “a happy cat”, and a “happy giraffe” was written on the third picture.
Students were invited to think of things or animals that made them think of the specific feelings that they sometimes feel.
Since we had to push back the start of school by two days because we were still waiting for the classrooms to be ready; we are required to make up the two days we missed on Saturdays. This Saturday was the first of the make up days. Most classes went out and picked berries, or some sort of fun activity.
Our K-1 class took a walk out in the village and on the beach and collected items they found. Students collected items such as weeds, one student found a flower, rocks. shells, and feathers. We took the items back to class and had a discussion on what living and non-living things were. Students then sorted their items that they found based on if they came from living or non-living things. For example rocks were non-living but shells once held clams (which students discovered were living creatures). I also told students to put feathers onto the living side because they came from geese, which are living.
Then I had students look at pictures I printed and cut, and they had to determine if the picture was of something that was living or non-living. They really caught on quickly and the whole day was quite a bit of success.
We have been working on numbers up to 12, and moving onto our next topic in Math; comparing and ordering numbers. So for our introduction lesson each student received a picture of a dinosaur with numbers 1-10 on the bottom of the dinosaur.
Students were directed to cut the numbers into puzzle pieces and they mixed up the numbers.
After students mixed up the numbers they reassembled the numbers onto a piece of construction paper and glued them onto the paper.