co

Saturday, December 31, 2011

Poetry Station

Yikes! The holiday break is going by quickly! I'm starting to think about plans for next week. I'm planning for Lit Stations and coming up with some poetry to use. So I have some to share and I think I'll take this opportunity to answer some questions I've neglected to respond to. I'm no expert at any of it but here is what I do if you are interested.

How often do you do poetry? I introduce a poem about once a week. I usually do it as "Guess the Covered Word" (see previous post) which is a great way to review using context clues. Then students all get a copy which they glue into their journal. We chorally read it several times and perhaps add words from this poem in the Words to Know section of their reading journal. Sometimes we do: Actors and Reciters. This is where half the class reads it and the other half acts it out silently. Then we switch roles. My goal is to have them read it MULTIPLE times to develop that fluency. Kids just think it's fun and it allows them to get out of seats for a bit and be dramatic! Think of multiple intelligences!

What do you teach from the poem? Lots! Sometimes my grammar lesson comes directly from a poem. I can teach contractions, prefixes, suffixes, even comprehension skills like making inferences, drawing conclusions, etc. It becomes my Shared Reading time!

Where do you get poems from? All over! But I really try to have them fit what I'm teaching and many times they are content area specific. Sometimes I just google for a poem subject and usually have success.

What do kids do at the station? After we have used the poem in the whole group time it is ready for station work. When kids go to that station, they read the poem at least three times. Once with their partner, once with the earphones, and once by themselves. I have those amplifier microphones there too if they want those and can handle it! Then they illustrate their poem for meaning...I'm very picky about this part. It needs to be quality work and they are given a score for their illustration (1-5). The illustration shows meaning. They have learned that Mrs. Young loves captions and labels and often add those to their drawings. Finally they do the follow up sheet. They then do the follow up and do the search and finds etc. I also sneak some testing type questions in here. Plus it forces them to go back and reread again!
I also have other poetry books there so they can read more or collect some more for their poetry journal.





Here are two poems I will use next: The New Year's Poem fits so nicely with our study of fantasy/realism. We will add the words: distant and wondrous to our Words to Know section.





New Years Day Poem
Kids can relate to this one....text to self connections! This winter poem is great for teaching the -er suffix
Poem Winter Labels for the Poetry Journal if interested (:









Poetry Journal
Do you use poetry in your class? I LOVE LOVE LOVE your comments and emails (even if I don't respond right away)!











Wednesday, December 28, 2011

Where in the World?

Third graders are responsible for knowing a lot about a lot! I'm feeling the pressure of teaching them all the new third grade content plus reviewing all the K-2 social studies learning so they are prepared for the May state tests. One way I review mapping is by pulling out our floor map puzzle pieces. We do this everytime we are "going somewhere new" in our studies. We pulled it our when we were just beginning to learn about Greece and then again for Rome.

Kids love putting this together. We push back the desks to make a big open area on the floor and sit in a big circle, then put out one piece at a time and place it. Throughout the entire process I am reviewing latitude, longitude, hemispheres, continent and ocean names and cardinal/intermediate directions. We use yarn for the Prime Meridian and Equator and index cards with the names for the Oceans.
Then we use unifix cubes to mark all the spots they are responsible for knowing: VA, USA, Egypt, China, etc. etc. It takes teamwork! Kids who are participating well earn the right to place the pieces. Lots of motivation there! Everyone wants to help!


The pieces were done with big colored poster board. They are not laminated but have held up through the years. Using an old opaque projector is the way to go and this would be a great job for a parent volunteer!




Do you have a fun way of reviewing Geography skills? Please comment...I would love to hear!






Tuesday, December 27, 2011

Paragraph Writing: Main Idea and Details

My third graders have been loving our Ancient Civilizations Unit. We have been working on identifying Main Idea and Details during our reading block so it seemed natural to transfer what we were learning into our Writing Block and integrate some Social Studies too.

Third graders need to know the different contributions the Ancient Greeks made in the areas of architecture, arts, government and sports. So I had them pick one of these areas and told them we were going to write a paragraph with what they knew. We had just studied this so it was pretty fresh and current. We started with a picture walk through our social studies book to get some visuals in our brains. They then decided on the main idea and picked four details to support that idea and recorded it on the main idea table (see below). It was the one we were using for our reading so they were familiar with the table idea.

I did end up differentiating for this lesson quite a bit. My struggling writers were called to me and we created a chart of this table together. We discussed together and I wrote it on the big chart and they recorded it on their paper. This allowed me to help them use this graphic organizer successfully plus I snuck in some reteaching of these Social Studies concepts and words!
My high achievers ended up doing extra research. We just learned the basics about the Greek government so my skilled writers researched more about this topic to get more interesting details to include in the paragraph. This worked great and they ended up teaching this info to the rest of the class.
From the main idea table it was easy to form the paragraph. We revised and targeted the organization trait and then edited for spelling.
Our final step was creating the pop ups to go along with the writing. Here are the final products: My kids said it was 3D and thought that was cool!







Everyone ended up with a well formed paragraph and product they were proud to have hanging in the hallway:







I like the idea of these pop ups and they can be used for many different ideas. They work great for story structure: background shows the setting, the characters go on the pop ups and they can write about the problem and solution in the paragraph.


Here is how I cut the papers. You really need to use cardstock paper if you want them to stay up. I simply fold the paper in half and make two cuts as shown below.



Then open and pull out the pop up. I cut the bottom of the paper close to the pop up so it stands up better when hung. The bottom is just the ground that the characters are standing on.



Here is the organizer I used for both reading and writing:


Main Idea Table
I'd love to hear your comments if you are going to try this activity. How else can we use this organizer and presentation idea?
























Sunday, December 25, 2011

Sunday's Words for the Week




Hope everyone had a blessed Christmas Day with family and friends.







Thursday, December 22, 2011

A Third Grade Christmas

Well, we made it! A third grade Christmas all wrapped up and delivered! It has been a BUSY couple of weeks. There were so many ideas I WANTED to do with my kids this year but the curriculum couldn't be put off so I did some and some will have to wait until next year. We did have a great holiday party! Here are some highlights:
We wrapped our Christmas presents to our families. It was a potholder that kids decorated with fabric markers. They loved wrapping the presents. We played Minute to Win It Winter Version. Kids LOVED it! First up was Snowball Toss. They simply had to toss minimarshmellows to their partner who was holding a cup.


Next up was Stacking Snowmen. Here they had to build as many snowmen as they could in a minute with the minimarshmellows.


This one was called Shovel the Snow. They had put the pile of the snowballs (minimarshmellows again) into the cup using a straw. It was totally quiet in the room! Loved this game!





Then it was Build a Snowman. Gave them a roll of toilet tissue and they had to cover their partner with white! Fun game.




My great parent volunteers handled the party! They did a craft with kids. Here they were making a Dangling Snowman out of wire and foam. They turned out so cute.




Another mom had them make a Candle Cupcake. Adorable as well!



Now it's time to focus on family and friends and what Christmas is really all about. I hope everyone has a great, restful holiday break!!












Friday, December 2, 2011

Editing for Spelling using Brain Buddies



Do your kids struggle with editing during writer's workshop? Are they slam dunking the composing part of the process, yet are dropping the ball during the mechanics stage? In our class we call that part of the process the "Clean Up" stage and in the end, we were leaving our drafts still a bit of a mess. I really want my kids to become more proficient in finding and fixing their own spelling mistakes. Right now they are relying WAY to much on me yet I want THEM to own this part of the process. We really need to work towards more independence with this ...so Brain Buddies to the rescue.... Last year I used these guys primarily for decoding help for my kids. (See earlier post). This year I've had the brainstorm to use them for encoding as well. They work like a charm and my kids love using them.



They are attached to my dry erase board with magnets so they are easy to pull of and use. Here is the new flow chart the kids and I came up with to help us when we are editing our drafts with spelling in mind. Do you see how the brain buddies can help support them with the process?



First and foremost I want my kids to be more accountable for spelling. That means they need to use their eagle eyes to spot words that look "funny" and they suspect may be spelled wrong. I am teaching them that it is NOT ok to just leave them like that. They must attend to them.


Third graders are attempting to use more multisyllabic words when they write. Chunky monkey reminds them to break those words apart into chunks and spell just one syllable chunk at a time.


Stretchy Snake makes them slowly stretch the syllable chunk so they can really hear the sounds used in that word.


Through the RTI process we are noting that some kids are lacking in the very early literacy skill of phonemic awareness. As a whole class we are working alot on tapping the sounds we hear and recording them. In the decoding stage, skippy frog becomes tappy toad.



I think flippy fish is important here because students at this stage are more aware if a work looks "funny" spelling wise. They know there are multiple ways to make lots of sounds, long a for example can be made with an ae, aCe, ay, etc. In the flipping part they substitute various letters until they find the right match for the word and it "looks right" to their "eagle eyes".



We also work on using the dictionary during the editing stage and students are realizing they can use a dictionary for spelling if they know the first three letters of a word.

Students now have strategies they can use to attack and attend to misspelled words in their drafts. We still have work to do to become more self reliant in this part of the process but it's a start!