What a wonderful (and BUSY!) first week we had in school! It was an exciting week getting to know the children (who I am enjoying immensely), setting up routines, and creating a safe and open environment where the children will grow and learn this school year.
Here is a summary of what happened in our classroom:
Getting to Know Each Other…
To build inclusion and practice communication and listening skills, students created T-shirt designs that represented themselves. Their paper shirts were divided into sections to include topics such as family, favorite place, favorite food, etc... Students could share their shirts with the class as others listened and learned about their new classmates.
To showcase their birthdays, students designed their own cupcake using construction paper.
This week's goal was to build a strong community and foster our Tribal Agreements. Each day we focussed on one tribal agreement, and with the help of some great children's literature, we discussed in detail what each agreement looks like, sounds like and feels like.
We used Miss Nelson is Missing by Harry Allard to discuss Mutual Respect and Interrupting Chicken by David Ezra Stein to discuss Attentive Listening.
At the end of the week, as a culminating activity, we created our class "Recipe for Success" using the Tribal Agreements discussed earlier in the week and a few others that make a successful student. Students enjoyed mixing different "ingredients" that symbolized the different traits of a successful student. I hope they shared their recipe for success with you!
In Langauge Arts...
Students listened to many stories this week. One in particular, an Aesop fable, The Lion and the Mouse was used to help students practice visualizing as they read. As students were read the story, they were asked to make a "mental movie" of various scenes in their minds. Using this story, student discussed a very important life lesson: No matter if you're big or small, you can make a difference!
Without looking at any illustrations, students used their visualization strategy to really listen to the story I Need My Monster by Amanda Noll. Halfway into the story, students had to illustrate one scene from their mental movie. This particular story included rich vocabulary and word choice, so it lent itself well to visualizing the details. Students got to share their monsters. Then we read the story looking at the illustrations in the book. It was really cool to compare students' interpretations!
After reading a picture book called Wolf! by Beeky Bloom, about a wolf who struggled to learn to read but never gave up and eventually became the best reader in his town, students wrote down what they think good readers do. We later made a circle map with all our ideas. This map is now decorating our classroom, as there are many wonderful ideas that we never want to forget like...Good Readers...
-Using our Stepping Stones curriculum, students started to learn about place value, specifically tens and ones. They also practiced writing numerals and number names. They are still working on adding in the hyphen when need in number names. Extending their knowledge of place value, students compared two-digit numbers and even order numbers from greatest to least or least to greatest.
REMINDERS AND ANNOUCEMENTS