Today for “Fiesta Friday” (we had it on Thursday since there is no school Friday) we learned about different things you can make with apples. One of the things you can make is Apple Cider. Students got to put apples in the power juicer (with supervision) and help put in ingredients and stir our apple cider. When the cider was ready we used some of our senses to talk about what the cider smelled like, looked liked, and tasted like.
Then we talked about opinion writing and what it means to write an opinion. Students wrote if they liked apple cider or not. We also made sure to add important details into our drawings so that the readers knew were (such as drawing things we see in the classroom; carpet, whiteboard, desks, chairs, word wall), and what we were doing (drinking apple cider). They also practiced making a simple sentence with some of the sight words we’ve learned so far.
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.
This week we began our IB Unit “Who We Are”. This unit looks into how our environment can influence our roles and responsibilities. We started this unit talking about how families are different. We read the story What Makes a Family and created a thinking map identifying the main idea and details of the story.
In the story we learned that families can be all different sizes and with different types of family members. We created an apple tree that illustrated the number of family members that live with us.
We also read another book called When I am Old With You about a boy talking about all the things he likes to do with his grandpa and wants to do with his grandpa as he continues to get older. We talked about how not all families like to do the same thing as other families. Students then drew pictures in their journals what they like to do with their family.
Hello everyone! It has definitely been a long time since I’ve posted. With the pandemic hitting it has been a time of stress and confusion but I feel good about this year.
Our school has reopened with a plan on how to keep myself and other students safe with a strategy called “cohorting”. It is where your class stays within their group the whole day and does not do school-wide activities in person. Staying in our separate “cohorts” is a way to stop the increase of community spread. Students are asked to wear their masks when inside the school except for when they are eating.
In my all-star classroom students have individual desks each with their own individual supplies. All classroom activities and supplies have to be in individual bins and only one student can use the item at a time. When something is used it gets put in the “sanitation station” where the items are cleaned to be put back in the classroom so it’s safe for someone else to use.
Our first days of school went by quite smoothly! Much of the days were spent singing songs and learning the classroom procedures and routines. Students got to enjoy extension centers where they learned problem solving skills and explore what we have to offer in the classroom.
We also learned how to use our individual materials by creating an anchor chart, writing a list of things we can and can’t do with crayons. Students provided the answers for the anchor chart and together we developed a guideline on how to safely and properly use the crayons.
Then students practiced their coloring skills by coloring a soccer ball that had clear lines and spaces for them to color inside. Their goal was to color inside the lines and have as little white-space as possible.
To celebrate the first week of kindergarten we read books that talked about going to school for the first time such as “Miss Bindergarten Get’s Ready for Kindergarten” and the book “Kindergarten Rocks!”. Then students talked about how they felt on the first day of school and created a first day of school pennant. They picked an emoji that they felt matched their emotion for that day. They colored the emoji and glued it onto the pennant. They also practiced writing their name on top instead of writing the feeling. When students finished they were able to take their individual book bags and practice reading leveled reading books.
To help students learn the alphabet we are learning special characters called “Alphafriends” from the Journey’s reading curriculum. Each Alphafriend has a hand motion that goes along with each of the characters. We also learned how to write the letters by writing in our “rainbow write” journal.
Much apologies for being so late in updating. The holidays were quite the busy time for my family.
The last week of school before break was one of my favorite units, Polar Express week! We started the week by reading the book The Polar Express by Christ Van Allsburg. Then throughout the week we did activities that went along with the book.
On Friday December 20th we had our Christmas party and Polar Express day. Students were able to come to school wearing their pajamas. We started out the morning by making ABC order trains. For math students math train glyphs; coloring the trains based on questions asked. Afterwards they got to open their Christmas presents from me!
Then after lunch students were given their own ticket’s to “ride aboard the Polar Express”, and they came into the library to watch the polar express on the big projector. The outside of the library door shows a train tunnel with the train light shining and railroad tracks below.
Students sat in columns as if they were on a train. They got to have hot chocolate and popcorn! At the end of the movie they each received a tiny bell that came from Santa’s sleigh!
As we continued our holidays around the world unit, we read Mrs. Greenberg’s Messy Hanukkah and watched a National Geographic video for kids that discussed Hanukkah traditions. Students wrote about how people in Isreal celebrate Hanukkah. At the end we sang the song Hanukkah, Hanukkah by Jack Hartmann. The activities from the Holidays Around the World unit can be found here.
On the last day of our gingerbread unit we read one more gingerbread story and retold the story by putting pictures back in the correct sequence.
We also made gingerbread dough and students helped cut out their own gingerbread people. After they were done baking the students came back from specials surprised to find that their people had run away! After they caught all their gingerbread people, they got to decorate and eat their creation!
Throughout last week we compared different Gingerbread Man folktales from around the world. We also did art and math projects that supported our readings. During math we learned out to make patterns using gingerbread people and students made glyphs based on the directions I gave them.
The directions were:
- If students favorite holiday cookie was chocolate, color the gingerbread person brown
If students favorite holiday cookie was gingerbread, color the gingerbread tan
If students favorite holiday cookie was sugar, color the gingerbread yellow
- If students favorite milk was chocolate, color the frosting green
If students favorite milk was strawberry, color the frosting red
If students favorite milk was plain, color the frosting blue
- If the student is a boy, color the buttons blue
If the student is a girl, color the buttons pink