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.
This last week students learned about our community and the different places that our important to our community. We also learned about the different helpers in our community and talked about what we want to be when we grow up. We started with reading the book Pizza at Sally’s and then created an anchor chart with the order of how Sally made the pizza.
For writing students worked on copying writing prompts and completed a sentence talking about what they want to be when they grow up. They also worked on adding details to their pictures illustrating what they want to be.
For art students colored and traced a flip book that illustrated themselves as different community helpers. They glued a picture of themselves on top of the flipbook to make them appear to be wearing the uniform of the community helper.
As we continued on with our apple week, we read a fiction story called Max & Mo Go Apple Picking, and learned about the different elements of a story. Together as a class we filled out an anchor chart that showed the different elements.
For science we’ve been learning about things that are living and nonliving. We examined some apples and created our own diagram that displayed the different parts of the apple.
Today on Friday we celebrated our second Fiesta Friday by putting apples in a juicer and making hot apple cider in a crock pot. Students got to enjoy the apple cider while watching a virtual field trip to an apple orchard on Blippi.
Last week the All-Stars started talking about who we are and what makes us special. Students filled out an “I am Special” book that highlights things about themselves; including their eye color, hair color, favorite birthday present, what their hand print looks like, etc.
Students were sent home a form to fill out about their favorite things. Last week students had the opportunity to share their favorites with the class. This helps their speaking and listening skills.
At the end of the week we took what we’ve learned about ourselves and design a puzzle piece that shows all of the things that us special; our favorites things, things we are good at, what we look like. Students then took their puzzle piece and glued them together to form a puzzle. A couple of students wanted to glue their pieces away from the puzzle so they could show how the puzzle gets put together to make a community.
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 in math we’ve been learning about recognizing numbers 1-5 and counting quantities. To connect to the song “Five Little Monkeys”, one of the songs we sing during our morning routines, we cut and glued monkeys with numbers on them to the correct number of counters.
As we continue to get to know our friends in the classroom we took pictures of ourselves and shared the pictures with special colored t-shirts. Students let their artist skills shine and were encouraged to color the t-shirts anyway they chose.
For reading we’ve been reading books about going to school and making friends. We read the story, “Miss Bindergarten Gets Ready for Kindegarten” and as a class we created an anchor chart that compared and contrasted how we got ready for kindergarten.
During our literacy workshop block students are learning how to choose activities that they would like to work on while building up their academic skills. Some activities include identifying capital and lowercase letters, learning to read color words, and highlighting target letters.
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.
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.
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!