Monday-Thursday: We will study one shape each day and read a book about that shape, view and discuss real objects with that shape using a powerpoint presentation, practice drawing the shape on dry erase boards, & create something using the paper shape cut-out.
(ex. make a sun using a circle, window using a square, etc.)
Friday-Review all shapes by playing shapes hokey-pokey.
We will be reading books about the 5 Senses this week. Our books for Journeys Unit 2.6 include Listen, Listen and My Five Senses. You can find the response sheets and Literacy Centers here.
We will be making a Five Senses book which you can find here (free).
Monday-Read Listen, Listen & write about the sounds you can hear in each season. (events/key details)
Tuesday-Read My Five Senses & write about how the child used each of his senses. (key details)
Wednesday-Read Seeing and Tasting & write about things we like to see and taste in the My 5 Senses Book. (opinion)
Thursday-Read Hearing and Smelling & write about things we like to hear and smell in the My 5 Senses Book. (opinion)
Friday-Read Touching & write about textures we like to touch in the My 5 Senses Book, students will share the book with partner. (opinion)
Sorting Activity-5 Senses
Octopus-Stamping popcorn words & games
Jellyfish-Alphabet letter match or beginning sounds game & write the room/classroom library
Crab-Color word cloze sentences & free choice writing
Turtle-Cut and paste sound sort for Jj and Rr & painting or magnets
Fish-Cut and Paste popcorn words or write the words 3xs each & playdough mats
We did this activity earlier in the week. Mom invited my class to join her students and we tasted three different colors/kinds of apples with her students. The students voted for their favorite color of apple.
Today we read books about Johnny Appleseed, books that explained how apples grow, and books about the parts of an apple. The students put together an apple "craftivity" and labeled the parts of an apple, they made a belt using the apple life cycle sequencing pictures, and they used an apple from home to do some measuring and counting activities.
We had an "Apple Tasting" Party and the students ate Apple Jacks cereal, apple slices, applesauce and drank apple juice. We went into the hallway and they selected their favorite food and we recorded the data.
This week we are reading books from Journeys 1.5. The books, The Handiest Things in the World and The Little Red Hen, have a theme about helping. I will also be reading The Big Red Barn and Pumpkin, Pumpkin to get ready for our field trip to the farm! The Helping Unit can be found here.
Whole Group Reading
Monday-Read The Handiest Things in the World & TSW complete web by drawing/writing about key details from the text.
Tuesday-Read The Little Red Hen & TSW complete the story map (character, setting, events).
Wednesday- Read The Big Red Barn & TSW write about their favorite farm animal (opinion).
Thursday- Read Pumpkin, Pumpkin & TSW label a pumpkin.
Octopus-Stamping popcorn words & choice of games
Jellyfish- Some students will match alphabet letters and record & other students will write the letter for the beginning sound of the picture. The writing on the card provides some scaffolding for the students. Choices-Write the Room and Classroom Library
Turtle-Cut and paste picture sound match. Some students will begin to write the word beside the picture. Choices-Watercolor and Q-tip painting here.
Crab-Color Word Sentence Cloze Writing. This really helps them to read the color words which are some of our popcorn words. Choice-Free Choice Writing
Fish-Some students will spell this week's popcorn words (cut and paste) and other students will write all popcorn words 3Xs each. Choice-Playdough and mats
We will be reading books about Jobs this week. The books Pizza at Sally's and Everyone Works are from Journeys Unit 1.4. We will also read Miss Bindergarten Takes a Field Trip and discuss Community Helpers. The unit with literacy centers can be found here.
Whole Group Reading
Monday-Pizza at Sally's & TSW write about the toppings they would like to eat on a pizza.
Tuesday-Everyone Works & TSW recall keys details by writing about the jobs that we read about in the book.
Wednesday- Miss Bindergarten Takes a Field Trip & TSW recall key details/events by drawing the places the students went on the field trip.
Thursday-Re-read all books & TSW complete the map that sequences the places they went on the field trip.
Friday-Apple Day Activites
Octopus-stamping popcorn words
Jellyfish-some students will match alphabet letters and record and other students will write the letter for the beginning sound of the picture
Crab-Color Word Sentences
Turtle-cut and paste pictures for Hh and Cc
Fish-some students will cut and paste letters to spell popcorn words and other students will write all words introduced 3xs each
We will celebrate Johnny Appleseed's Birthday and Fall with an Apple Day Celebration on Friday.
The students will be bringing an apple from home to use for sorting and graphing apples and the Apple Investigation sheet. We will have an Apple Tasting Event, discuss apple parts, and the growth cycle of an apple!
In a few weeks, we will begin 2 evenings of Parent-Teacher Conferences.
During the conferences, I will discuss how the students are progressing academically, behaviorally, and socially. We will also review the tests I have administered (Brigance and STAR).
I use a form to assist in the discussions and it also gives the parents some information they can take home (translation-put in their child's memory book).
I complete a form for each student and then I make a copy of it for the parent to sign and I file that for documentation of what was discussed during the conference. I give them a copy of the original one with my signature.
I have two forms that I have made and one is editable so you can change the skills or topics you want to cover during your meeting. I did not add a space for comments because I would end up just reading it to them instead of discussing it with them.
This is the one I am using this year. I have two versions on with "needs improvement" and one with "progressing".
Here are some answers to a few questions I have received about the way I organize and manage my Literacy and Mathematics centers.
I have 5 Literacy Centers and 5 Mathematics Centers. I am also using centers during RTI as skills centers (right now, my mathematics centers here), for those students who are not meeting in my RTI group.
This is the rotation chart. I have it on my calendar board (not my students' real names).
Every day the students go to a different center. They will visit that same center for Literacy, Mathematics, and Skills. I take the bottom circle off and move the rest of the circles down a space, then put the bottom circle I took off on the top. My students in the center groups are not grouped by ability. I have 4 students at each center and 4 small groups. I place one student from each small group at the center. This helps to take students out of the centers and there are not as many at the center working when one of the four is at the teacher center and another on the computers.
I have these hanging from my ceiling to show students where the center is located. They are also used as table names for calling over to the rug, lining up, etc. I use pictures instead of numbers or colors because I sometimes have students who may not be able to identify numbers or colors at the beginning of the school year.
Here is a picture of my mother's center/table signs.
(I am making these center signs, rotation cards, and center basket signs for different themes. I have ocean and jungle themes in my TpT store now. If there is a theme you prefer, I will take special orders. Follow me at TpT to see when they are uploaded.)
During the Literacy Center/Small Group hour, the students visit one center with a must-do and choices, visit the computer center for 15 minutes, and meet with me for 15 minutes.
The rotation looks like this:
Group 2 has two center spaces. It is the same center just broken into two different time slots.
After the 15 minute small group, I escort the "teacher group" over to the computers and we let the students working on the computers know that their time is over, I stand by the computers as the students get off and on the computers. Then I quickly check how the other students are working at centers as I walk back over to the table to call the next group.
Each center has a must-do and choices. The students know that after they complete the must-do, they can make choices on their own. I do not have a formal rotation time. Sometimes it takes students longer to complete the must-do and sometimes you have students that can complete the must-do in 10 minutes. Having the choices provides them with activities to do the entire 30 minutes. The must-do provides accountability.
This is how the centers are set-up. Each one has the must-do in the white basket labeled with the center icon. The choices are in the cart drawers.
I have a detailed post about what goes in these baskets and carts here.
The must-do assignments change every week. The task is the same but has different words, letters, or skills that we are working on or needing to review. After next week, I plan to differentiate the must-do work at the centers for the students. I will be posting my literacy centers weekly and showing/explaining the differentiated work.
The choices are left in the drawers for several weeks. I have empty drawers and will add activities as I find or make them and as the skills change.
I started centers the first full week of school. Because my students do not rotate, it is easy to do.
The first "training week" of centers I had a simple worksheet (shape cut and paste, dot to dot, tracing) and then one choice. They only stayed at the center for about 20 minutes.
During the "training week" as part of the hour center time slot, I gathered the students to the rug and taught them how to complete the centers that are in my literacy units-the ones I have in the center baskets now (pictured here every week). I modeled one a day and they recorded the answers on their recording sheet with me and then the second week of centers
the students completed those as the must-dos. Every week for the first few weeks, the must-do's are the same task (cut and paste sound sort, cut and paste popcorn words, stamping letters and words, alphabet match with recording sheet) but different skills/letters/words.
For the first few weeks, I place a completed sample sheet in the basket in case they forget what to do or need some scaffolding.
For Mathematics Centers, we use the same rotation center icon. They will return to the same table/zone they were at during Literacy Centers. They have a math tub with the center activity. Right now, they are using the Kathy Richardson counting centers. I will post pictures of them next week.