As I said in the blog earlier this week, students have been busy learning routines and procedures. Now that these routines and procedures have become pretty automatic, we have been able to focus more of our attention on the curriculum. Please read the sections below to see what we've been learning in the areas of reading, writing, math, and science.
Reading
Students have been hard at work learning the routines and procedures for Readers' Workshop. Once this workshop is fully up and running, students will be able to independently perform the following tasks: Read to Self, Read to Someone, Work on Writing, Listen to Reading, and Word Work. Each day, students will have an opportunity to choose 4 of the 5 tasks to complete, while I work with small groups on specific reading skills. Although it will take a few months for students to become independent with all of these tasks, it will pay off in the long run. As I've witnessed these past few years, students learn exponentially more throughout the year with the implementation of this structure compared to a year without this structure. Already, my students have become independent with Read to Self, and are on their way to being independent with Read to Someone and Work on Writing.
To help students become independent with each of these components, I have created anchor charts with my students on the specific step-by-step instructions they are to do with each task. Pictures have also been added to these charts. They serve as visual reminders on what to do for each component of the Readers' Workshop (see procedures and pictures below for Read to Self). Once a chart has been created, students directly practice each item, and slowly, but surely, they build stamina. Our first day of Read to Self, my students were able to read independently for 2 minutes. The second day practicing Read to Self, students were able to read independently for 3 minutes. I am proud to say that we are now able to read independently for 35 minutes! It's really amazing, considering many of my students don't exactly know how to "read" just yet.
Even though not all of my students can read words, ALL of my students can successfully read the pictures. Students have learned that there are two ways (as of now) to read a book: through pictures and through words. They will soon learn that they can also read a book by retelling the story. This beginning skill of reading pictures will help students quickly develop the skills necessary to read the words. I have also done many lessons on how to read books: how to hold a book, how to point to the words as we read, how to use the pictures to help us read the words, and how to get our mouths ready to say the first sound when we come to an unknown word.
"The Book Fairy" has also been extremely motivating in our reading adventure. She leaves books and materials in a book basket each day to help us become better readers. Oh, how my students LOVE The Book Fairy. They truly believe she is a magical creature who wants them to love reading as much as she does. My students have already received individual books from The Book Fairy to add to their reading box. These are the books that they know really well and can practice throughout the Readers' Workshop. Students have absolutely LOVED receiving these new books!
Here are the pictures and procedures from Read to Self:
Reading
Students have been hard at work learning the routines and procedures for Readers' Workshop. Once this workshop is fully up and running, students will be able to independently perform the following tasks: Read to Self, Read to Someone, Work on Writing, Listen to Reading, and Word Work. Each day, students will have an opportunity to choose 4 of the 5 tasks to complete, while I work with small groups on specific reading skills. Although it will take a few months for students to become independent with all of these tasks, it will pay off in the long run. As I've witnessed these past few years, students learn exponentially more throughout the year with the implementation of this structure compared to a year without this structure. Already, my students have become independent with Read to Self, and are on their way to being independent with Read to Someone and Work on Writing.
To help students become independent with each of these components, I have created anchor charts with my students on the specific step-by-step instructions they are to do with each task. Pictures have also been added to these charts. They serve as visual reminders on what to do for each component of the Readers' Workshop (see procedures and pictures below for Read to Self). Once a chart has been created, students directly practice each item, and slowly, but surely, they build stamina. Our first day of Read to Self, my students were able to read independently for 2 minutes. The second day practicing Read to Self, students were able to read independently for 3 minutes. I am proud to say that we are now able to read independently for 35 minutes! It's really amazing, considering many of my students don't exactly know how to "read" just yet.
Even though not all of my students can read words, ALL of my students can successfully read the pictures. Students have learned that there are two ways (as of now) to read a book: through pictures and through words. They will soon learn that they can also read a book by retelling the story. This beginning skill of reading pictures will help students quickly develop the skills necessary to read the words. I have also done many lessons on how to read books: how to hold a book, how to point to the words as we read, how to use the pictures to help us read the words, and how to get our mouths ready to say the first sound when we come to an unknown word.
"The Book Fairy" has also been extremely motivating in our reading adventure. She leaves books and materials in a book basket each day to help us become better readers. Oh, how my students LOVE The Book Fairy. They truly believe she is a magical creature who wants them to love reading as much as she does. My students have already received individual books from The Book Fairy to add to their reading box. These are the books that they know really well and can practice throughout the Readers' Workshop. Students have absolutely LOVED receiving these new books!
Here are the pictures and procedures from Read to Self:
Find Bubble Spot Get Started Right Away
Read the Whole Time Quiet...Shhh!!!
Writing
Similar to our Readers' Workshop, we also have a Writers' Workshop. Essentially, it's the same concept: students learn to work independently so that the teacher can work with students individually. We started off slowly, creating an anchor chart to know exactly what to do during this time. We also took pictures to help us remember each of the procedures. We have also been building stamina. Students have gone from being able to write independently for 5 minutes to being able to write independently for 35 minutes.
I have also done many lessons on how to write. Students understand that there are two ways (at this point) to write: drawing the pictures and writing the words. Currently, students are learning that they can add details to both their pictures and their words. All of my students feel successful at this point because they understand that even if they can't write yet, they can draw pictures to help tell the story. I am truly amazed at my students' writing and illustrating thus far. After several lessons on how to stretch out words and write down sounds, nearly all of my students have attempted to incorporate words into their writing.
We are currently writing true stories from our lives (personal narratives). We have been reading personal narratives written by published authors to help us learn how to write this particular kind of book. Students have learned that some of the smallest moments in our lives can make the best of stories. They have embraced this concept, and I am loving the stories my students are sharing. Currently, I am keeping their writing pieces in individual files. At the end of each trimester, I will put the pieces into a book for you to keep. In the meantime, I am trying to copy a writing piece once a week so you can see their writing progression.
Here are the pictures and procedures from Writers' Workshop:
Similar to our Readers' Workshop, we also have a Writers' Workshop. Essentially, it's the same concept: students learn to work independently so that the teacher can work with students individually. We started off slowly, creating an anchor chart to know exactly what to do during this time. We also took pictures to help us remember each of the procedures. We have also been building stamina. Students have gone from being able to write independently for 5 minutes to being able to write independently for 35 minutes.
I have also done many lessons on how to write. Students understand that there are two ways (at this point) to write: drawing the pictures and writing the words. Currently, students are learning that they can add details to both their pictures and their words. All of my students feel successful at this point because they understand that even if they can't write yet, they can draw pictures to help tell the story. I am truly amazed at my students' writing and illustrating thus far. After several lessons on how to stretch out words and write down sounds, nearly all of my students have attempted to incorporate words into their writing.
We are currently writing true stories from our lives (personal narratives). We have been reading personal narratives written by published authors to help us learn how to write this particular kind of book. Students have learned that some of the smallest moments in our lives can make the best of stories. They have embraced this concept, and I am loving the stories my students are sharing. Currently, I am keeping their writing pieces in individual files. At the end of each trimester, I will put the pieces into a book for you to keep. In the meantime, I am trying to copy a writing piece once a week so you can see their writing progression.
Here are the pictures and procedures from Writers' Workshop:
Find Bubble Spot Get Started Right Away
Write the Whole Time Quiet...Shhh!!!
Math
In math, we have been learning several routines and procedures as well. This is the first year I am attempting to do the Math Workshop approach. Very similar to the Readers' Workshop and the Writers' Workshop I just described, Math Workshop involves students working on tasks independently while the teacher works with small groups of students. These small groups of students will consist of students who are working on similar skills. I truly believe this approach will allow me to meet the individual needs of my students. I can truly challenge them exactly where they are at. Currently, we are learning the procedures for Math By Myself. This time involves counting various collections and recording their thinking. Eventually we will add more to this, but for now, this is a task that will help deepen each students' sense of numbers.
Here are the routines and pictures of Math By Myself:
In math, we have been learning several routines and procedures as well. This is the first year I am attempting to do the Math Workshop approach. Very similar to the Readers' Workshop and the Writers' Workshop I just described, Math Workshop involves students working on tasks independently while the teacher works with small groups of students. These small groups of students will consist of students who are working on similar skills. I truly believe this approach will allow me to meet the individual needs of my students. I can truly challenge them exactly where they are at. Currently, we are learning the procedures for Math By Myself. This time involves counting various collections and recording their thinking. Eventually we will add more to this, but for now, this is a task that will help deepen each students' sense of numbers.
Here are the routines and pictures of Math By Myself:
Find Bubble Spot Get Started Right Away
Count the Whole Time Quiet...Shhh!!!
In addition to learning Math By Myself, we are working on Math With Someone where students play math games with a friend. We are also learning about different ways to sort and different ways to count. Students have learned that we can sort objects in many different ways: by color, shape, size, kind, and material. Students have learned that math tools can help us to count efficiently. So far, we've learned about number lines and tens frames.
We are also learning about shapes. Students have learned new terms such as quadrilateral, rhombus, trapezoid, hexagon, and parallelogram. They have also learned that by putting shapes together, new shapes can be made. Students have made the observation that shapes are all around us and that they make up our world.
We are also learning about shapes. Students have learned new terms such as quadrilateral, rhombus, trapezoid, hexagon, and parallelogram. They have also learned that by putting shapes together, new shapes can be made. Students have made the observation that shapes are all around us and that they make up our world.
Science
In science, we have focused our attention on sorting. We have learned that scientists sort and classify objects in the world around them. We came up with a list of things we can sort at home. Our list includes: groceries, dishes, laundry, and toys/stuffed animals. Students have had opportunities to sort these items in many different ways. The sorting rules are becoming more and more creative. Today we sorted dishes that I brought from home. The sorting rule that one student came up with was breakable dishes and dishes that won't break. I thought this was "outside of the box thinking". Students are already thinking like scientists!
In science, we have focused our attention on sorting. We have learned that scientists sort and classify objects in the world around them. We came up with a list of things we can sort at home. Our list includes: groceries, dishes, laundry, and toys/stuffed animals. Students have had opportunities to sort these items in many different ways. The sorting rules are becoming more and more creative. Today we sorted dishes that I brought from home. The sorting rule that one student came up with was breakable dishes and dishes that won't break. I thought this was "outside of the box thinking". Students are already thinking like scientists!