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.
Hello readers and parents! It has been a very busy year or so and I have been trying to play catch up for quite some time. Fear not! For I have returned and I am ready to update you with new content.
This last week we learned about spiders using a Nonfiction reading comprehension unit by Deanna Jump. This unit uses the book National Geographic Readers: Spiders by Laura Marsh however it can be easily adapted to any nonfiction book about Spiders.
We started off by learning about what schema is, and starting our anchor chart labeling our schema on spiders. As a two part writing project students illustrated and wrote their schema. After the students read the book, then we added our new learning to the anchor chart and then wrote what we learned.
The next day students learned about the life cycle of a spider and vocabulary words such as; egg sac and spider-ling. Then we made a Life Cycle anchor chart as a class and made individual life cycle charts. For art projects we made spider headbands and hand print spiders.
This week we’ve been learning about and focusing on spiders. For science & math; we watched videos and read non-fiction books about spiders.
Then students completed a survey on whether they thought spiders were scary or neat, then we graphed the results and drew our own spiders. We also learned the song “Itsy Bitsy Spider” and made our own hand painted spiders to go along with the song.
We read the story There Was an Old Lady Who Swallowed a Fly and retold the story using an old lady puppet and animals to put into the old lady’s mouth. Finally, students illustrated the main character and the other characters to make a character map.