Yesterday as we continue to learn about apples and how they are an important to our community and our state, we read a story called The Biggest Apple Ever. We learned how to identify a problem and solution in a story and created a co-constructed chart that identified the problem and solution of the story.
Today we read a number book called Ten Red Apples where in the story each farm animal ate one apple from the apple tree until there were zero apples left. Then students worked on completing an emergent reader that counted apples one at a time from one to ten by writing the sight word that we’ve been learning so far this week, see. Students learned the repetitive text to help them learn how to read one word at a time.
For science we continued our discussion on living things and we talked about how apple trees are living things and apples are part of the apple tree that contain the seeds. We also learned about the different parts of an apple and we created and labeled a diagram of an apple.
All these apple activities come from my apples mini-unit found here.
This week we’ve been learning about ourselves and how we are the same and different. At the beginning of this week we read two books. The first book was a realistic fiction story called I Love My Hair! about a girl and all the different ways she could have her hair. We discussed how our hair was the same or different from her hair.
The next story was an informational text about different parts of our body. We discussed how we all may have things that makes us different there are things that are the same about us as well. Such as, all of us in the classroom have two ears, two eyes, a nose, a mouth, 10 fingers, and 10 toes. We then practiced reading from left to right reading one word at a time with our fingers to guide us.
We also looked at ways people can be different all over the world such as how names can be different in different parts of the country, we also counted the numbers of letters in our name. Finally we created all about me rainbows that illustrated different things about us such as; number of siblings, pets, favorite color, what we want to be when we grow up, etc.
As we continued to learned about living and non-living things we spent this week learning all about spiders. We learned about the vocabulary word called schema. Students know that their schema is stuff that they’ve already know about and understand.
We started the unit creating an anchor chart and then writing about what we already know about spiders.
Then we read the non-fiction story Spiders from National Geographic and then finished our writing about what we learned and added to our schema.
The next day we watch sciences videos where scientists observed how spiders grow and change as well as how mother spiders take care of her eggs. Then we created spider lifecycles.
For emergent reading students partner read the story The Spider. As a class we discussed the story’s main idea and the details that supported that main idea. Students should have brought this book home to read.
To illustrate the spider facts that spiders have two body parts and 8 legs, we created a construction paper spider art. Students got to decorate their spider with any color bow that they wish. For our last writing activity students wrote about if they liked spiders or not.
This week we have been really focusing hard on writing and being able to segment sounds from words and put them into writing. One of our phonics activities from this last week was writing spooky CVC words.
As we continued to learn about how fall effects our community and the rest of the world, we read the book Autumn’s First Leaf and wrote about if we were the character Point, what fall color we’d like to turn into.
To help our students be able to read on their own, students read an emergent reader book about different fall colors. They wrote in the sight word ‘I’ and colored the leaves based on what the book said.
We also went on a scavenger hunt and searched for different items that represented the season of fall. Students searched for things like different color leaves, acorns, pinecones, grass, etc.
As we continued to learn about our community and the important people inside of our community we took a closer look at different important jobs. Since we are unable to do a field trip due to the pandemic, we took a virtual field trip to the post office and learned about the job of the mail carrier. As part of the virtual field trip we were able to click on interactive links, ask questions through a classroom chat function and learned vocabulary that is used in the post office.
For reading students practiced reading non-fiction emergent reader books that taught us about different community helpers. The All-Stars also partner read books to each other.
For math students worked on matching numbers to the correct quantity of square counters. Students practiced in partners making different sets based on color and side of the counter.
For read aloud we read the book Officer Buckle and Gloria and created paper bag puppets of Officer Buckle. Finally students cut and glued tools that matched the appropriate community helper.
This week students learned how the weather and seasons determine our activities and how we live. Students learned that during the fall time we harvest food such as apples for winter. For reading, we read a nonfiction book called A Day at the Apple Orchard and created the life cycle of an apple.
During math students talked about matching quantity with numbers and number words. They read the emergent reader book Apples in the Basket and worked on being illustrators for the book. They drew and colored the matching number of apples to the correct page.
Students also learned the song Way Up High in the Apple Tree that introduce students simple subtraction story problems by counting down each time the boy eats an apple. Ask your children to sing this song to you!
This last week we learned about the importance of our family and our roles and responsibilities within our family. We also learned about how families can be different sizes and do different things.
One of the books we read was “My Wild Sister and Me” and drew a picture that illustrated the things we like to do with members in our family. We compared our activities with the boy and his sister playing dress up and make believe.
For partner reading students read emergent reader books about different members of the family. Then they learned how to take turns reading and reading to their partner.
For math we created a class graph of how many students in the class have brothers, sisters, both brothers and sisters, or no siblings. We talked about we compared which group had the most and which group had the least. Then we created our own family trees with the number of apples that matched how many people were in our immediate family.
This week we started our unit on cold weather animals and the season of winter. We read the book Eskimo, Eskimo What Do You Hear discussed about different kinds of animals that live in very cold places such as the North Pole or Antarctica. We also read an emergent nonfiction text and student wrote about what their favorite polar animal is.
The next day we watched a science video about the Walrus and discussed different things that walrus have to adapt to such cold weather. For art we made construction paper walrus art.
This last week our theme was All About Me, where students learned about what makes them who they are. They learned about different body parts and how they look different and similar from others, discussed their favorite things, and learned about other classmates. It is an introductory unit to the bigger International Baccalaureate unit of Inquiry Who We Are.
We started of the unit by learning how to read to self and partner reading with the emergent reader book, All About Me. We read the book as a class first then students practiced reading by themselves and reading to partners. Finally we filled out a web map and discussed the main idea and details of the story.
With spring in full swing and the weather getting warmer, we started our unit on plants this week. We started off by watching a video on plant facts and then wrote 2 facts that we learned in My Plant Book. We also wrote four things that plants need. (Example Book #1: Some plants eat bugs, Example Book #2: Plants do not have bones & Some animals eat seeds)
The next day for shared reading we read Seed to Plant and then during read to partner students read the emergent reader Plant Life Cycle. We took what we learned and made plant life cycle wristbands.