Archive for the ‘Reading Street-Unit 1’ Category
HIP HIP HOORAY! IT'S THE 90th day!
I can't believe how quickly this year is going by. We are celebrating our 90th day today, and I couldn't be more excited to be half way through the school year. I love the middle of the year. The kids are in a routine, continually reading more and more words each day, and growing by leaps and bounds!
To celebrate the halfway mark, I thought I would post the skills sheets (by units) throughout the week! We have recevied a few requests for these, so I thought I would post them all together in one place.
Today, I am going to post Unit 1 Skills Sheets.
These are great for planning lessons. I also like to keep them in my teacher binder for quick reference in the classroom. I also keep a copy of the overviews at home for planning.
They also are a nice resource to send home to parents each week.
(To download the PDF, click on the images below)
Sam Come Back!
Pig In A Wig
The Big Blue Ox
A Fox and a Kit
Get the Egg
Unit 1 Overview
Come back tomorrow for UNIT 2!
We all know the saying, "One man's trash is another man's treasure." A first grade teacher gave me this bag of foam dice, which was used in a previous math curriculum. Now that we have piloted and implemented our new math program, this bag of dice wasn't needed any longer. So, she gave them to me!
After looking at them, measuring them, and imagineering them, I decided to use the foam dice to make a nonsense word game.
I took the dice home and measured them. Each side measured 1.5 inches.
Now, I had to figure out how to get letters onto the dice. I didn't want the letters to be too big, as I wanted the dice to be able to roll on the foam edges.
So, I created a document with letters to fit the dice. I inserted "Auto Shapes" in Microsoft Word and created a square to be 1.25 inches. Once I made the square, I copied 18 squares onto the page. Then, I inserted a text box into the squares. I copied that text box into each 1.25 inch square and put a letter in each one. I used letters that were easily recognizable to first graders, even if they were upside down on the die. In ten minutes, I had the document done. No problem!
It looked like this:
I printed the document and laminated it using my home laminator. If you don't have one, you must get one! They are great!
I cut out all the letters.
Now, I had to adhere the letters onto the blocks. It was time to get out my trusty hot glue gun.
I glued the vowels onto one block, and the consonants onto the other two blocks.
Another center ready to go!
To get more ideas or to read more about nonsense words and DIBELS practice, click on the links below:
This year, we are introducing our first graders to writing prompts. We are using our "Writing To Sources" book as a source for the prompts. In order to teach the children how to write a good sentence to answer the prompt, we are also using our Written Expression curriculum.
How do you marry two very different types of writing? Well, after much thought, discussion, and tweeking, I think we have found a solution!
This is the book we are using to get our prompts from. Our very first writing prompt for the year is from our story, "Animal Park."
In order to use our Written Expression Curriculum, we had to come up with a way to brainstorm the information we are going to need to write a good sentence.
In order to do that, we needed a good graphic organizer that was teacher and student friendly.
This is the organizer we are using as our brainstorming tool to write a good sentence.
The first column is where the students write the subject noun. This is what we are going to write about. The second column is the action in the sentence (this is the verb). The third column, is what we refer to as the expander. In this writing, we are using the "Where?" expander.
In order to brainstorm and name all the animals in the story, I used my pocket chart to list and write the subject noun, action word, and where. I have the children read the story. As we read, I added the animal and what it does in the story, and where the action takes place. When we are done, my pocket chart looks like this:
The students copy their answers onto the graphic organizer as we read about each animal. This is a sample of a student graphic organizer.
Now, we are ready to write. Each student received a prompt and I modeled how to write the first sentence.
The first sentence is, "Zebras run in the grass." The students quickly got the hang of writing across the graphic organizer to create each sentence. When they were done, they had five sentences.
This is an example of student work.