9.27.2013

Pack a Bag and Let's Go First Grade!


For the last two weeks we have had a lot of fun exploring new places. First the
students heard the story "Me on the Map." Then they extended the
learning by continuing to read "How to Make an Apple Pie and See the
World." After reading the story, students went on a "virtual trip" to
China, Utah, Colorado, Minnesota, and Florida viewing landforms and
collecting ingredients to create a "Terrific Travellers Trail Mix" at
the end of their journey. Students used Google maps and traditional
maps to view the places and see various landforms. They also wrote
about their journey. Next week, we will visit Kenya in Africa to see what happens when a young boy tries to bring rain to "Kapiti Plain." I am very excited about this lesson because I created quick Prezi to bring in some background information and introduce the lesson.

9.26.2013

"On Top of Spaghetti"




Show me the number!

 

In my continuous effort to have students extend the counting sequence, I wrote a short story about a little boy who wanted to make spaghetti and had to follow a recipe. The recipe used tens and ones represented by lines and circles to show how much pasta and meatballs he should use. Students were given a number, a plate, pictures of meatballs and dried real pasta. The students then had to figure out how much pasta and meatballs they would need to make their pasta dish! 

"If I Were King of the Forest!" - Retelling Settings from "The Wizard of Oz"


 
Setting the Scene
 
Students enjoyed listening to the extended text "The Wonderful Wizard of Oz." One of the tasks students completed to reflect on what we were learning was to illustrate a setting from the story and put the correct characters in that setting.
 


9.01.2013

One is the Loneliest Number....Extending the Counting Sequence

One of the first grade Common Core standards in math is to extend the counting sequence. That standard means many things and when paired with the standard to Count to 120 starting from any number.....well you are really going to have to get creative to think of ways to help make that real for students. Then add in the standards about place value and counting by ones and tens and you are going to have a busy time!

We have begun counting using our tens and ones and have extended our sequence to 120. This week we used a variety of materials including popsicle  sticks and markers. We also used chenille stems and pom poms, which I will post later once we have completed our task. The students also enjoyed using pretzel sticks and round cereal (which later became a recess snack).


These activities are hands-on and also help your tactile learners. They may take two days to complete. One day to build your number with your materials and then a second day to have students go back and count and write their numbers. These activities are also great for differentiation. My students who can work independently loved building their number and counting on their own. My students who needed extra assistance used counting charts and our classroom place value chart to help assist them. Students were also given individual numbers to complete, thus allowing me to see were they fell on the independent or needs help range.

Once the assignment is completed they will be displayed in our hallway and commentary will be added to a few of them. The following week, students will be able to take their work home to their parents to show what they have been working on.

I also use these hands on activities in tandem with my textbook and also the use of the traditional/standard tens and ones unit bars and cubes.

8.21.2013

"We're Off to See the Wizard...."

If you are a first grade educator in Georgia and you teach ELA, then you are probably familiar with the Common Core Units created last year that included "The Wonderful Wizard of Oz." If you are teaching this year, then you probably have seen completely new units offered for first grade students.

Because I believe in teaching the standard and not necessarily tying it to the text...as the units states you can....I decided to continue with "The Wonderful Wizard of Oz" this year and not get into the new text. Instead of throwing the baby out with the bathwater....I decided to add to my current resources and continue the journey down the yellow brick road!

One of the activities I added this year is a word order sentence scramble. Students will work with a buddy to unscramble the words to make a complete, correct sentence. Then after they unscramble all 5 sentences, they can illustrate one of the sentences. I am feeling happy to share so see if you can use it in your classroom. I am using it in my literacy workstations for grammar.

.
 
Toto
run
can
fast
the
I
.
see
Tinman
girl
is
Dorothy
a
.
home
.
will
go
She
you
Did
Oz
?
see

 

Name:____________________________________________________________

Cut out the strip of words and punctuation.                        Glue the words into the correct sentence order.

Draw and color a picture to match one of the sentences. (Extension)

 

1.___________________________________________________________________________________________

 

 

2.____________________________________________________________________________________________

 

 

3.____________________________________________________________________________________________

 

 

4.____________________________________________________________________________________________

 

 

5.____________________________________________________________________________________________

Extension:

 

Write your sentence and draw a picture to match it.

 

Sentence:

 

______________________________________________________________________________________

 

Picture:

8.15.2013

10 Little Ducks Went Out To Play......

Sooooo, a Common Core math standard says that students should be able to count to 120 from any number. How am I supposed to do this? Well, today I felt as though my math lesson tied one aspect of this together. It is only our first week of school...actually day 5! So I don't want to overwhelm some students and underwhelm others. I always try to think of how to integrate as many aspects to a lesson as possible. I also know that it is early in the year and I can't assume that all students can even count to 100, much less 120.

I believe that it is best to work with something students may already know, then expand on that. Most students can at least "sing" to 100, so I wanted to start with the basic counting by 10s.

I began the lesson with a spotlight on what standard we were working on. Then we stood up for a little music and movement courtesy of Have Fun Teaching. The Youtube videos on counting are GREAT! We did the Skip Counting By 10 Song - Beginner. Between the chorus of the song, we added in 110, 120 to the beat of the music.

Then we used dry erase markers, wipes, and 0-120 number charts in sleeve protectors to count and circle the numbers from 0-120 together.


Next, students heard the story 10 Little Rubber Ducks. After the story, students were give a page of blank little rubber ducks. I used the one below, but added more ducks to each sheet.


Students had to write the number 0-120 counting by 10s on the ducks. Here is how I differentiated the lesson. For students who needed help, they were allowed to use a 0-120 counting strip to help them fill in the numbers they needed help with. On level students were able to count from 0-120 independently. My more advanced students were able to extend their counting sequence with extra blank ducks. Students could then color the ducks yellow, cut the ducks out, and then glue them to a sheet of paper that they colored blue to mimic the ocean that the ducks from the story were floating in.
 
This lesson, was a little longer than one of my regular math lessons, and this is the type of lesson during the year, that I would usually reserve for a Friday, however I will probably be doing more of these lessons during the week because it really gave students many components. I also thought that next year to really tie it all together I would add a journal writing piece to the lesson to integrate writing in with the literacy piece. Below you can find samples of students' finished work. 
 
Before the work is displayed outside I will include teacher commentary and post the sign explaining the lesson and learning outcome.
This student completed the assignment 0-120 without assistance


This student extended the counting sequence to 140

 

This student required the use of the counting strip and extra guidance from the teacher
 

8.14.2013

"Life is a Highway"

I know that I am not the only teacher with a race car inspired classroom, but I just wanted to share my take on it. Just as many other teachers use the race care theme, I also use it but I also integrate the lingo, visuals, and feeling in almost everything that I do.

My students are my drivers. Their desks are set up in lanes. They work as my Pit Crew. We even have "street signs" with The Seven Habits of Happy Kids. At the beginning if the school year I ask parents/guardians to fill out a "Driver Profile" about their child to give me their child's fav's.

I also love that my classroom appeals to not only boys but also girls and I enjoy being in the bright and fun space. I am happy to share my photos below. P.s. I am very happy about the way I covered my desk with white contact paper and race car checkered flag Duck Tape. It really gave it a fresh new look. The funny thing is is that like most teachers I hardly ever sit there!






Ting-a-ling-a-ling School Bell Rings!

In the words of one of my more memorable students after he returned from school...I'm back! It was a great summer and I created a lot of fun memories. However, I must admit, I didn't prep as much as I usually for the new school year. I took time and updated, refreshed, and cleared out a few of my older materials to make room for materials and ideas that will focus on Common Core!

I still have my beloved race car theme and I am very happy that more students were excited to enter my classroom.

For the past couple of years, along with my "Welcome to My Class Letter" to students, I have included a key labeled the "Key to Success" with my student's name. They bring the key to me and when they enter they go to their desk and exchange their key for some fun race car themed treats. The kids love it. Then their key is added to the classroom door. I love to see their faces as they hand me the key. It is as if they are entrusting me with the ability to motivate, educate, and protect them this school year.

This year I plan on getting a little more interactive in science and taking social studies into a more creative approach. So far, I have more time in my schedule to do just that so I am very excited. I plan to use Social Studies Weekly, the first grade Georgia edition. I also plan to bring in my iPad and put it to good use in the classroom.

I have also bought two more resources from one of my favorite shops, Lakeshore Learning.
I bought the Daily Common Core Comprehension Journal and will use these daily. I also bought Crayola erasable colored pencils for students to use with them. Just a little something to spark their interest and give them a change of pace from always using plain pencils.

I am also going to use the Number bond journals. I started off now, even though students haven't been introduced to subtraction, we are using them to find the missing addend and practice related facts. I am introducing problem solving this way with simple steps each day. The first day they listen to the math story and illustrate it. One the second day the fill in the number bond boxes after figuring out the number bond. We are working these out together. On the third day we fill in two of the related facts in the fact family. Then when we start subtraction, they will be able to go back and fill in the subtraction facts, thus extending the learning.

I plan to post at least once a week, and add more pictures this year. I am fully turned up and ready for a great year. I love that my county allows teachers to have a little fun. Check me out in the video below. This is right up my alley and why I love to "Teach to the Beat!" Have a Great School Year!
Footloose Teachers

7.02.2013

Dance to the Music! Motavating Beats for Your Clasroom

Here are four songs that I created to motive, excite, and get it going in my school and classroom!
I hope you enjoy!

Dr. C. Bruton's Classroom Tunes!

https://sites.google.com/site/teachtothebeatmusic/mp3

4.05.2013

Freebies for You and your Firsties!







http://www.inlinkz.com/wpview.php?id=251453

I am so excited to be a part of Teaching Blog Addict's 2 year anniversary and freebie giveaways!
Click on the link below to see what is offered for free.

Enjoy!

3.10.2013

Tell Me Something Good!

I hope that you have gathered great ideas from my blog. I invite you to visit TeachersPayTeachers and see a few of the products I have created. If you are looking for a fun review for adjectives, then give my PowerPoint and Worksheet packet a try!

In a previous post I gave some examples of how I taught my class adjectives. These two items include more examples and worksheets that you can use.

Please check me out, download my free item and tell me what you think!

3.04.2013

Shine bright like a diamond....

This week marks the ending of our third nine weeks and the beginning of our benchmark tests. Today we took our reading benchmark test. For my firsties that included reading short passages and titles, looking at illustrations, and answering questions. Although I haven't gotten their scores back, I saw them doing many of the things we have reviewed since the beginning of the school year.
1) Read the title
2) Look closely at the illustration
3) Read the story two times
4) Find the answer (if it is a recall detail) in the story and circle or underline it.

Practicing step #4 has been paramount to reading comprehension at this point. We have done that with highlighters, crayons, and pencils. We have read short passages from the beginning of the year until now, increasing in length, difficulty, and types of passages. We have read fiction and nonfiction. We have read together and independently. They have also used listening workstations to practice these skills in small groups.

I am also very excited about some new materials that I have just found. The first is a set of reading comprehension activities for small group instruction. I was able to buy these materials with a grant I won from Kappa Delta Pi International Honor Society in Education.  I am a proud member of KDP and the Georgia State Delegate. The title of the grant was "Bridging the Language Gap," and my primary focus is to use the materials provided in the kits in small groups with my ELL students.

I already have any of the Lakeshore listening workstation kits, but I found one more that I am excited to use.  The listening workstation materials will also be used for my ELL students in particular.  I love the products by Lakeshore and in reviewing the new items, I love the content, activities outlined and the variety of passages.


I also purchased an additional listening workstation to add to my current activity station. This new listening workstation is more grammar based, but of course to truly understand what you are reading you also need to understand the parts of speech, punctuation, etc.

The last resource that I really love is the reproducible reading comprehension book that includes three different levels of passages, questions for students to respond to, and a guide on how to use the passages in mini lessons to get the most out of the content. The reading comprehension passages will be used to differentiate instruction for the whole class. The bonus is that all of these materials are aligned to Common Core, and unlike some materials that I have bought in the past they are truly first grade level appropriate, interesting, and provide a good mix of content and graphics.

What some teachers call centers, I refer to as workstations and do them four days a week for 20 minutes. I change out the workstations each week, but keep the same types of workstations and the same area for the stations. The groups are also the same each week, however that changes at least each nine weeks and sometimes within that nine weeks. The groups are a combination of ability grouped, and random. It is a time when some students get extra practice, remediation, acceleration, and individualized needs met. I follow alot of the principles outlined in Debbie Diller's books.

I have been doing workstations since my student teaching days and have always found them useful and easy to create, maintain, and helpful for the students. I also start my workstations very early in the year and be sure to make it a part of the set up routine of our workday. I also follow very strongly the principals by Harry Wong in the classic First Days of School.

I am very excited to try out my new materials to see if these items along with solid, creative, and flexible instruction will help my students shine even brighter during the fourth nine weeks.

2.20.2013

"Working Nine to Five"...and then some!

Well, right now I have a student teacher in my room. I love the opportunity to help aspiring teachers reach their goals and have a chance to practice their craft before going on the big stage of their own professional full-time classroom. It also gives me a chance to reflect on what works in a classroom, try new things that I may learn from them, and it also gives me the chance to work to the best of my ability to be a good model of the best practices for him or her.

Hence the title of this week, "Working Nine to Five," well as a teacher, my day starts way before nine and ends well after five. I have a full plate and don't mind pulling up a chair and digging in! I know we are all very busy and have our own tricks of the trade, but as a First Grade teacher, what are some of your go to sites? I wanted to post a few that I can always count on to help round out my lessons. I have posted a few of these before, but I think the busy teacher always can use a refresher. I really believe in working smarter not harder!
http://www.ixl.com/
http://www.starfall.com/
http://www.education.com/
http://streaming.discoveryeducation.com/
http://www.brainpop.com/

Some of the sites above require paid subscriptions, as a teacher leader, you may want to try the free trial and then explore ways to introduce the sites to your school to see if they would foot the bill or buy a personal subscription to use in your classroom. I know that lots of teachers are now ipad aficionados, so what apps do you use? I haven't made that leap in my classroom yet, but I have used my kindle fire to review math facts with my students.

My student teacher and I are collaborating on a thematic unit about plants focusing on sunflowers and will use many of the above sites to tie it all together for our students. I am really looking forward to her ideas and implementation and hope to share some of the ideas that I help create here in the next few weeks.

By the way, are you an educator that is looking for a professional place to meet, connect, exchange ideas, and grow? Then think about joining Kappa Delta PI International Honor Society. This organization has many opportunities for scholarships, grants, Common Core resources, webinars, career planning, and much more, take the jump into professional and personal growth.
http://www.facebook.com/pages/KDP-Georgia-State-Delegate/508293119210310

2.14.2013

..."On the Good Ship Lolipop...."

Well today is Valentine's Day and we know that our little ones will fill our rooms with tons of candy to eat and exchange. As a mom, I cringe to think about how much candy my own children will come home with. Of course, I do like most parents do....I ration it out over the next few weeks. But what will you do with the large amount of candy you get in your classroom? I know what I will do, turn it into tasty manipulatives! How do you use candy and other treats in your classroom to teach or enrich lessons? I know many of us use skittles for graphing, but have you also used it to teach adjectives? Marshmallows are great for addition or subtraction, but have you used it to teach students how to use a number line? Fruit loops make good necklaces for counting to 100 (or now 120) but have you used them to help explain describing words? Please, share with me some of your great ideas using food with your Firsties. Or send me a message and I will share with you some of my ideas also.

2.06.2013

Give Your Heart a Break

It is with a heavy heart I make this week's post. My beloved school principal passed away suddenly and with her a spark, magic, and greatness seemed to slip away with her. She was a great administrator, devoted mother, loving wife, kind person, and very funny to get to know. Just last week I posted about taking time to check in with your children (students) because we never know what emotional tolls they may carry.

This week, I take the stance to make sure you check in with someone you love to let them know how much you care. It goes without saying that teaching takes heart, let's all really take a moment to get to the heart of the matter this month, the month of Valentine's Day to really let someone know you love them, care about them, and show it. It is a great time to hug your firsties just a little closer and smile at them a little wider.

1.30.2013

Pause for a Cause

As teachers it is our job to educate, to impart knowledge, to facilitate growth academically, to help children excel and succeed. I also feel it is our duty to help children develop character, kindness, and understanding for those around them. I recently was forwarded a video clip about the difference one person can make in the lives of others. Although this is outside the realm of first grade lessons, I think it is a good reminder for us to be ever vigilant about how we teach and model for children how to treat others.

Please visit the The Difference and watch, share, like. I think the message hits home for many students today and also for educational professionals lets remember to always keep our eyes and hearts open to students. You never know what they are feeling and thinking.

1.23.2013

You Can Do Magic...

Now for the formatlities:
Common Core: CCSS.Math.Content.1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.

Above is what I have to teach, the eternal question of every teacher is how to make it interesting. Well, I always try to find a way to make things fun and relatable to my students. As you have may have noticed we try to think a little outside of the box. Sometimes I use the box, and then just add my special spin. I think all teachers do and that is a great skill that we all share.

So with the help of the student teacher in my class, we made math mats. Essentially I told my students that this week, we will be looking for the mystery number. I called it a puzzle and we had to find the missing piece.

First I introduced the terms that we would be using, whole, addend, missing addend. The puzzle I told the students was to find the missing addend. We talked about counting up and counting everything "in all."


Here is  how we step through a mystery. The card above to the left shows what the mat looks like. The second card up top shows the mystery beginning. We have the whole number at the bottom and up top the known addend which is 3. I then would also write the equation on the board for them to see it using the numbers and signs: 3+ ? = 7. Then I tell them it is time to start solving the mystery. We put 3 dots for the known addend then we count up adding dots until we get to the whole number of 7. After we put our dots in the missing addend column, we count the number of dots and that should solve our mystery. Then we count the dots "in all" and check to see if it equals the whole number of 7. Then we fill in our equation sentence. We are practicing four of these mysteries a day. I did add the "d" to the end of addend, sometimes working fast catches up with you!

Update: This week I found some great worksheets that transfer what we learned and practiced on our mats in equation form. You can find them at Worksheetplace.com. There are Missing Addends to 10 worksheets that you can use as follow up practice. I cut the sheets in half so we are working on 5 equations each day.










1.16.2013

Tell Me About it: Adjective Practice

Teaching the parts of speech can sometimes be very difficult in first grade, especially when a lot of what we do is to try to teach students to simply be able to read and write basic sentences. However, adjectives make sentences come alive and as part of the Common Core standards first grade students must be able to identify them, use them, and understand the purpose of adjectives in sentences.

Two activities that I have done in my classroom have revolved around using food items to help students understand that adjectives are how we use our senses in sentences.

The first activity involves Skittles. Students are given one Skittle and then we look at it, taste, it, feel it, and dare I say....listen to it to come up with words to describe the candy. Then students pick three of the describing words and write sentences. The last part of the activity involves them drawing a basic picture of their Skittle.








The next activity involves marshmallows. Students completed this assignment by observing and interacting with the marshmallow in the same way we did the Skittle. Except this time, students brainstormed adjectives that would describe the marshmallow instead of simple circling the words as indicated on the above worksheet. Then students drew a picture of the marshmallow. Students were also able to use a white crayon and black construction paper to complete this assignment. I could also next time have students construct a word web instead of the list to display their marshmallow adjectives.

1.01.2013

Out with the Old, In with the New

Hi fellow teachers!

What plans do you have to start your new year off in the right direction in your classroom?