Activity 1- Art: Cool and Warm Colors In this activity the students will learn about cool (blues, greens and purples) and warm (reds, oranges and yellows) colors. They will be given a sheet of paper which has a grid of 1” by 1” squares drawn on it. Students will be given an assortment of tracers which correspond with a theme or unit that is being used in class (ex. Fish). They will then trace 1-4 fish onto the grid. The squares and parts of squares inside the fish shapes can be colored with warm color crayons, while the squares and parts of squares outside of the fish will be colored with cool color crayons. The tracing gets the children working on keeping a steady hand by using their fine motor skills to go around the bumps and corners of a fish tracer. Because there are quite a few squares that need to be colored, it will involve a lot of thinking for the kids to make sure that they haven’t gone outside the lines of the squares or of the fish, that squares that touch are all different colors, and to keep the “cools” and “warms” in their proper areas.
Activity 2- Reading: A book on bullying with discussion In this activity the teacher will read aloud a book which involves a child who is a bully and/or a child who is being bullied. Some examples would be: The Ant Bully by John Nickle, Four Hens and a Rooster by Lena and Olof Landstrom, My Brother Bernadette by Jacqueline Wilson, or Bully by Judith Caseley. The teacher will then lead a discussion with the students to make clear what a bully is, what it might feel like to be bullied, and what to do if somebody bullies you. A good pre or post book to read would be one that encourages children to be who they are, enjoy themselves and their quirks, no matter if they are being bullied or not, such as Nancy Carlson’s, I Like Me! Choosing the right book for your class is important because you want a book where they can relate to one or more of the characters but also something where the message of anti-bullying is clear or demonstrated in a way that they can fully understand. When discussing the book afterward it is important for the teacher to get the kids thinking from each characters point of view. How does the person/animal being bullied feel? Is the bully being bullied him/herself somewhere else? It is important to talk to the kids about what bullying looks like and how you can stop it. What should you do if your friend is being bullied? Books on bullying can provide kids with the knowledge of how to handle these sorts of situation if there are no adults around. This activity can lead to some good discussion and possibly even the making of a class rule or two.
Activity 3- Environment/nature: grow grass by the window In this activity the students will learn how to grow, take care of plants and learn a little about how grass grows. The students will be given a small container on which they can draw a face or an animal so that the grass looks like hair after it is grown. They will fully be involved in planting the seeds and watering the grass on a regular basis. Water and sun are important when it comes to growing plants, so to show the kids that this is so I would get them to plant and take care of their grass but also plant some experimental ones. The kids grass would all be watered and have a place on the window sill. Another container with grass seeds would be placed on the window sill but given no water; and another would be given water but not placed near the window, so it would get less light. This activity also gives the kids an opportunity to build record keeping skills. They can measure how much water they give their grass, how often they give it, how long it takes to pop out of the soil, how tall it can grow over a two week period, as well as many other things.
For my portfolio presentation I shared an activity, a strategy, and a book.
My first resource was my wordless picture book activity. I had two wordless picture books to show to the class called “Frog Goes to Dinner” by Mercer Mayer and “A Boy, a Dog, a Fish, and a Friend” by Mercer and Marianne Mayer. I discussed with the class how these types of books, when incorporated with a literacy activity to follow, are great in enhancing young children’s emergent literacy skills.
My second resource was the “Think, Pair, Share” strategy. With this strategy, instead of just asking children a question and getting them to raise their hand for their answers, you would ask them first to think about the question quietly to themselves, then pair up with a partner to discuss their ideas, and then finally share their ideas with the class. I thought this simple strategy was a fun and more active way to get each child involved in the process of thinking about questions they see before them.
My third resource was the easy-to-read edition of the book “The Little Engine that Could” by Watty Piper. I feel that this is a great book to use when talking to children about the importance of self-confidence and believing in yourself despite all obstacles.
Rationale for the Strategies I have selected: In my Kindergarten class I plan to integrate a lot of subjects with drama and outdoors experience. I have therefore given a great deal of of thought to how I might apply the theory and knowledge we have studied in our ECE class, to these contexts: both drama and outdoors education. I demonstrated three strategies that I have specifically tailored to help with teaching drama and teaching out of doors. I developed these based on all that I have learned in ECE, and the experience I have already had teaching and working for three years in Primary classrooms.
READY CIRCLE: (The Ready Circle will be the default starting structure for our drama lessons. It is a simple structure that will allow me to move students into optimal learning positions between supportive, not disruptive, peers). Students get into a circle with their hands on their hips so their elbows don’t touch. This gives them space for stretching, etc.
PINOCCHIO STRETCH: I adapted this stretch from a friend’s idea to get the whole body moving and develop an awareness of control over one body part at a time. Students in Ready Circle begin with hands in the air, I say “snip” and they go loose at the wrist. I say “snip” again and they go loose at the elbow. “Snip”, loose at the shoulder. Then I pause a bit for effect, finally say “snip, snip” and they gently go loose at the waist. While they keep this position I say, “Pinocchio are you okay?” and while standing upright they reply together, “I’m okay, I’m a real student.” (I can refer back to this class declaration when students inevitably get over-silly during the fun drama lessons).
BURN, LEARN, RETURN: (I designed this teaching strategy to form the exoskeletal structure for my many outdoors lessons. It honours the natural energy of the students but also channels this energy into a teachable moment, and sets the tone for a more substantial lesson.) The first step in this strategy is to play a subject-related game with the kids to burn off their initial social excitement that comes with the move out of the confines of the classroom. With a little creativity common games such as tag or hide and seek can be modified to fit the topic of the outdoor lesson. For example we’ll play “nose tag” which is basically freeze tag with a few modifications. This game lasts about five minutes. This is the burn phase.
After the game the class is regrouped into a circle. The lesson begins by segueing from the game elements related to the subject at hand. Outdoor learning lends itself well to some of the multiple intelligences neglected in the classroom (Bodily-Kinesthetic, Spatial, Natural-Environmental) and flexible curriculum integration. Rather than fighting for the attention of students if there’s a distraction (say, some birds digging for worms nearby), the teacher must be flexible and prepared to capitalize on these teachable moments. This is the learn phase.
At the end of the outdoor lesson the group returns to the classroom with 5 minutes remaining to review key points from the material taught outside. The purpose of this review is to reinforce the learning that took place outside back in the classroom. This helps to integrate the knowledge by exposure under different circumstances (out of doors and inside the classroom). This is the return phase. It is not only a return to the classroom but a return to the subject material taught outside.
1) Self/identity Collages: In this activity the students would collect clippings from magazines, or draw sketches that they feel represents their identity through their interests and the things they like. After the students finish compiling their collection, they can start pasting creations and findings onto a small poster paper. These collages aren't supposed to be signed or have student's names on them. - The teacher would hang up these collages all around the classroom, and students would need to figure out which collage belongs to which student. - By doing this activity students can become aware of what their classmates like. This can also promote a healthy self concept for young children by doing this activity they would feel an importance being placed onto who they are as an individual.
2) Read Aloud-Discussion Activity (Using books like: Let's Talk About Interrupting, and Let's Talk About Being Careless by Joy Berry) In this activity the teacher would gather students onto the carpet and discuss appropriate behaviours (like interrupting, being careless) through literature by reading the books to the students. After the read-aloud, the teacher would engage students into a class discussion and have students make connections to the story. Discussion starting questions would be like: How did it feel when you were interrupted when speaking? Or Do you remember what happened when you were being careless? How could you have avoided getting hurt? - The teacher reading the book also promotes children use of vocabulary by exposing children to variety of words and language in various sentence types and lengths. - This activity can meet the following PLOs: Language Arts PLOs for Grades 1 & 2 - A 4 - use a variety of strategies when interacting with others, including - making and sharing connections - taking turns as speaker and listener Language Arts - Grade 2 – B 11 - recognize and derive meaning from the structures and features of texts, including: – concepts about print and concepts about books – elements of stories (e.g., character, setting, problem, solution) – text features
3) Class Book: A Class Book activity would be attempted after children have went over many books as a class and been exposed to various text features. The teacher would need to photocopy the pages in the wordless picture book and distribute the pages amongst the children. - Each student (or they can do it in partners) would color a page that is assigned to them. After the students are finished coloring the pages, they are to write a sentence or two that's describing what is going on in the picture on the page. The pages will be numbered so compiling them in the end will be easier. - Once all the pages are finished and compiled in the book format, the book can be read aloud as the class book. The book can be read by the teacher or can gather the students onto the carpet in a circle that follows the order of which the pages of the book are compiled in, so the students can read their own page as the book is being passed down the circle. - This activity gives the students a sense of responsibility, class community, and practice reading aloud in front of peers. - This activity meet's the PLOs for: Language Arts – Grade 1 - A1 use speaking and listening to interact with others for the purposes of contributing to a class goal Language Arts – Grade 1 – C 3- create imaginative writing and representations, featuring: – ideas represented through sentences and images that generally connect to a topic – developing sentence fluency by using simple sentences, dialogue, phrases, and poetic language – developing word choice by attempting to use new and descriptive words – developing voice by showing some evidence of individuality – an organization that generally follows a form presented or modeled by the teacher; stories include a beginning, middle, and end
The three items I presented from my portfolio were, Q card story, window cling activity and my hermit crabs as a classroom pet.
Q card story: I found this activity works great for students who are struggling writers. It gives you an opportunity to work one on one with them and really scaffold the writing process for them. You begin by identifying what the important parts of a story are for example, characters, setting, problem, climax and resolution. Then you and the student take the Q cards and create a number of different characters, you can be as silly as you want. You continue to create a number of Q cards of each of the parts of the story. After you have a pile of cards for each of the parts of a story, you begin selecting your story. You can help the student to choose a 1 to 2 characters and then 1 card for the remaining parts. The first time they create and write their story they may copy it exactly as it is on the Q cards, and that is ok. The next step is to rewrite their story adding more descriptive details. The student will continue to rewrite their story until they feel it’s perfect. This amount of time needed to complete this whole process depends completely on the student’s needs. I personally would complete only one maximum two steps per setting or it may overwhelm the student. You could also use this Q card story as a whole class activity. You will again begin with identifying the main parts of a story, and then move on to creating the Q cards. After you have created all the cards you can ask the students to create their own story. This would be a good creative writing activity, as all the students have the same cards to choose from, but each story will be very different. I would complete the same revision process, until the students feel their story is perfect. This could be a good opportunity to include some peer feedback, because you can have the students read a partners story and make suggestions where they can add details.
Window Cling The window cling I brought in as an example was a poppy. I think this is a great activity to build community in the classroom with a buddy class. It is also a great way to have student work to display in the classroom. It gives the teacher an opportunity to step back, facilitate and watch the interactions between the big buddy and little buddy. This activity is a multi step activity, so it would require the big buddy to demonstrate how to complete each step.
Classroom Pets I believe having classroom pets has unlimited uses. Students can create observation journals about the animals. It could be a great starting point for a research project, when students have questions about the pet as a class you can find the answer. Classroom pets also teach the students about responsibility. Students want to be involved and genuinely care for the animals, so it gives them an opportunity to take a leadership role. They can learn how to hold the animals and teach the class or help to clean the tank weekly.
This activity encourages students to freely express their emotions that they are feeling that day. The activity begins with reading the book “Today I Feel Silly & Other Moods That Make My Day”, written by Jamie Lee Curtis. After reading the book, the teacher then gives each student a piece of paper that says "Today I feel________ because_______"; and also provides a space for students to draw a picture of themselves. This exercise not only provides the students with a means of expression, but also offers teachers insight to how their students are doing.
Activity #2: What is Peace?
This activity encourages establishing a classroom community by helping children reflect on how they can promote peace in their classroom. This activity begins with reading the book “What is Peace?” written by Emma Damon. After reading the book the teacher then gives each student a piece of paper that is in the shape of a symbol of peace (such as dove, a peace sign, etc). On one side of the symbol the phrase ““What Makes Me Sad” written on it and on the other side the phrase “How I Can Promote Peace” written on it. The children then complete the phrase by writing and drawing the instances that makes them sad and the way they can transform sadness by promoting peace in their classroom. This part of the activity encourages children to recognize what things make them sad and develop empathy towards each other. Then as they contemplate the ways they can promote peace, they can come to realize that through being peaceful that negativity and sadness can be prevented. Once this part of the activity is complete, the children then collectively sing the song “Lean On Me” written by Bill Withers.
Activity #3: Hands Can Make a Change in Our Community
This activity focuses on the idea of empowering students and encouraging them to recognition their ability to evoke a change in their community. This activity begins with reading the book “Incredible You: 10 Ways to Let Your Greatness Shine Through” written by Dr. Wayne W. Dyer. After the book is read, the teacher facilitates a discussion in which the students brainstorm ways that they can make a change in their community. After a variety of ideas are collected, the students choose one idea that they want to pursue. When a student decides on an idea, they then trace an outline of their hands, cut it out, and write their plan of action on the cut-out. Once the students are finished, the teacher will collect the hands and glue them on poster board that has “Hands Can Make a Change in Our Community”. As this poster is displayed, the students are constantly reminded that literally their hands can create change, as they become directly engaged in their community.
I shared two activities that were hands on, and one book.
The book was Designs for Living and Learning, by Deb Curtis and Margie Carter.
It's a great book that guides you through ways to create a more naturalistic and hands on classroom. The book itself is based on an amazing center, but is written in a way that bits and pieces are really easy to take out and incorporate. There are also some great essays in the back that are easy to read and kind of uplifting. They have a real 'anyone can do it!' attitude that makes me, as a beginner, feel like maybe I can :)
Another activity I did was based on abstract art. Its where found objects or random collections are put out with a blank piece of construction paper and students are left to quietly design a pattern, picture, or creation. the point is that the creation is temporary, flexible and dynamic. With lots of practice, this gives young minds the confidence to create abstract pieces of art that represent something concrete - no pencil required!
Lastly, I explained a short science unit I did based on Canadian animals and hibernation, adaption, and migration. I gave a quick run down of how I did all three lessons through play. We physically migrated, as a class, through the school, using lots of props and made wings. We also did an experiement for polar bears using 2 ziploc bags put together to create a lining that could be filled with lard or fur or nothing. Students then experimented to see what kept their hand the warmest in the water, and completed a class graph. For hibernation, I set up a tent in the classroom with lots of warm pillows and blankets and books inside for students to pretend they were hibernating. We also did an activity where we pretended to be squirrels and I had them draw and cut out their favourite food, and we 'buried' it in our classroom for winter (sealed it in a bucket).
Using paper bag puppets to teach a kindergarten Science lesson
I taught a lesson on tigers using two paper bag puppets for a kindergarten Science unit on life science. One puppet was decorated to be a cat, while the other was decorated to be a tiger. The objective of the lesson was to compare the features of a tiger, a wild animal and a cat, a pet, so that students would learn to classify wild animals and pets. In the beginning of the lesson, I told the students that two friends would be joining the class. Then I took out the puppets (I was wearing them on my hands) and had the students greet them. I used the puppets to engage the students in a conversation and asked the students to identify the features of the two animals and compared them; what was the same and what was different about the two animals. Near the end of the lesson, I also used the puppets for assessment. I used the character of the puppet to ask each student if the puppet I was holding was a pet or a wild animal. For example, I would hold up the tiger and ask the student, “Am I a pet or am I a wild animal?” I also asked them to identify one feature of the puppet. When the student replied correctly, I would reinforce the correct answer with the animal’s laughter.
Using a mystery bag to teach a kindergarten Social Studies lesson
I taught a lesson on technology using a mystery bag of items for a kindergarten Social Studies unit on economy and technology. The objective of the lesson was to identify examples of technologies they use at home and at school. I used the mystery bag for the beginning of the lesson only. In the beginning of the lesson, I asked the students if they understand what technology is and then later I explained to them what it is. Then, I brought out a mystery bag with items inside. I chose students, who were being good examples of expected listening behaviour, to take items out of the bag. I had three items in the bag, a calculator, a cell phone and a camera. After the student took an item out of the bag, I engaged the students in a discussion by asking the class what the item was and what we use it for.
Five Dinosaurs song poem for an early primary class
Five Dinosaurs Song Poem
Five dinosaurs, a walkin’ down the street, a walkin’ down the street, a walkin’ down the street The first one said, “you sure look good It’s really nice to meet ya, I think I’m gonna eat ya, I think I’m gonna eat ya, I think I’m gonna eat ya” One, two, three, four, chom, chom, chom.
This is a song poem that could be taught to students as a fun music activity or as a community building activity. The teacher can walk around with the students, saying this song poem to facilitate the activity and also participate in the actions along with the rest of the class. For the first line, the students can walk around the classroom pretending to meet other dinosaurs (classmates). Then on the second line, the students can find a buddy, point to each other when saying “you sure look good”. Also, for the third line, the students can shake hands with each other while saying the third line. Lastly, for the last line, the students will count on their fingers while saying “one, two, three, four” and clap their hands together like they are dinosaurs trying to eat the other dinosaur (their buddy) while saying “chom, chom, chom”. Students can repeat this activity, walking around the classroom and saying the poem until they have reached one dinosaur in their poem.
1. Fruit Loops Math Activity: The students practice: estimating, counting and making graphs using coloured fruit loops as manipulatives. 2. Old hat, new hat (by Stan Berenstain): This is a great book for primary students who are learning how to read. The rhyme scheme in the books is either an ABCB or an ABAB pattern. The teacher should present the book in an exciting way, emphasizing the rhymes and using different intonations to make the book more interesting to the children. The teacher can get the students to identify the rhyming words in different sections of the book, helping the students to develop phonological awareness. 3. Human Scavenger Hunt: This is an ice breaker activity for elementary students and it consists of a piece of paper containing a certain number of squares (it looks like a Bingo board). Each square contains a sentence describing someone’s personal interests/experiences, i.e. “Find someone who... (likes French fries)”. The students then have to move around the classroom and find other students who can relate to that experience (i.e. someone who likes French fries). Once the “hunters” find a match, they need a signature of that person in each square. They cannot have the same person signing two different squares. After the students collect the signatures they can discuss the survey results (i.e. “I learned that Amelia has a dog”).
Activity 1- Art: Cool and Warm Colors
ReplyDeleteIn this activity the students will learn about cool (blues, greens and purples) and warm (reds, oranges and yellows) colors. They will be given a sheet of paper which has a grid of 1” by 1” squares drawn on it. Students will be given an assortment of tracers which correspond with a theme or unit that is being used in class (ex. Fish). They will then trace 1-4 fish onto the grid. The squares and parts of squares inside the fish shapes can be colored with warm color crayons, while the squares and parts of squares outside of the fish will be colored with cool color crayons. The tracing gets the children working on keeping a steady hand by using their fine motor skills to go around the bumps and corners of a fish tracer. Because there are quite a few squares that need to be colored, it will involve a lot of thinking for the kids to make sure that they haven’t gone outside the lines of the squares or of the fish, that squares that touch are all different colors, and to keep the “cools” and “warms” in their proper areas.
Activity 2- Reading: A book on bullying with discussion
In this activity the teacher will read aloud a book which involves a child who is a bully and/or a child who is being bullied. Some examples would be: The Ant Bully by John Nickle, Four Hens and a Rooster by Lena and Olof Landstrom, My Brother Bernadette by Jacqueline Wilson, or Bully by Judith Caseley. The teacher will then lead a discussion with the students to make clear what a bully is, what it might feel like to be bullied, and what to do if somebody bullies you. A good pre or post book to read would be one that encourages children to be who they are, enjoy themselves and their quirks, no matter if they are being bullied or not, such as Nancy Carlson’s, I Like Me! Choosing the right book for your class is important because you want a book where they can relate to one or more of the characters but also something where the message of anti-bullying is clear or demonstrated in a way that they can fully understand. When discussing the book afterward it is important for the teacher to get the kids thinking from each characters point of view. How does the person/animal being bullied feel? Is the bully being bullied him/herself somewhere else? It is important to talk to the kids about what bullying looks like and how you can stop it. What should you do if your friend is being bullied? Books on bullying can provide kids with the knowledge of how to handle these sorts of situation if there are no adults around. This activity can lead to some good discussion and possibly even the making of a class rule or two.
Activity 3- Environment/nature: grow grass by the window
In this activity the students will learn how to grow, take care of plants and learn a little about how grass grows. The students will be given a small container on which they can draw a face or an animal so that the grass looks like hair after it is grown. They will fully be involved in planting the seeds and watering the grass on a regular basis. Water and sun are important when it comes to growing plants, so to show the kids that this is so I would get them to plant and take care of their grass but also plant some experimental ones. The kids grass would all be watered and have a place on the window sill. Another container with grass seeds would be placed on the window sill but given no water; and another would be given water but not placed near the window, so it would get less light. This activity also gives the kids an opportunity to build record keeping skills. They can measure how much water they give their grass, how often they give it, how long it takes to pop out of the soil, how tall it can grow over a two week period, as well as many other things.
For my portfolio presentation I shared an activity, a strategy, and a book.
ReplyDeleteMy first resource was my wordless picture book activity. I had two wordless picture books to show to the class called “Frog Goes to Dinner” by Mercer Mayer and “A Boy, a Dog, a Fish, and a Friend” by Mercer and Marianne Mayer. I discussed with the class how these types of books, when incorporated with a literacy activity to follow, are great in enhancing young children’s emergent literacy skills.
My second resource was the “Think, Pair, Share” strategy. With this strategy, instead of just asking children a question and getting them to raise their hand for their answers, you would ask them first to think about the question quietly to themselves, then pair up with a partner to discuss their ideas, and then finally share their ideas with the class. I thought this simple strategy was a fun and more active way to get each child involved in the process of thinking about questions they see before them.
My third resource was the easy-to-read edition of the book “The Little Engine that Could” by Watty Piper. I feel that this is a great book to use when talking to children about the importance of self-confidence and believing in yourself despite all obstacles.
Three Portfolio Stratgies shared by Mark Northey.
ReplyDeleteRationale for the Strategies I have selected:
In my Kindergarten class I plan to integrate a lot of subjects with drama and outdoors experience. I have therefore given a great deal of of thought to how I might apply the theory and knowledge we have studied in our ECE class, to these contexts: both drama and outdoors education. I demonstrated three strategies that I have specifically tailored to help with teaching drama and teaching out of doors. I developed these based on all that I have learned in ECE, and the experience I have already had teaching and working for three years in Primary classrooms.
READY CIRCLE:
(The Ready Circle will be the default starting structure for our drama lessons. It is a simple structure that will allow me to move students into optimal learning positions between supportive, not disruptive, peers). Students get into a circle with their hands on their hips so their elbows don’t touch. This gives them space for stretching, etc.
PINOCCHIO STRETCH:
I adapted this stretch from a friend’s idea to get the whole body moving and develop an awareness of control over one body part at a time. Students in Ready Circle begin with hands in the air, I say “snip” and they go loose at the wrist. I say “snip” again and they go loose at the elbow. “Snip”, loose at the shoulder. Then I pause a bit for effect, finally say “snip, snip” and they gently go loose at the waist.
While they keep this position I say, “Pinocchio are you okay?” and while standing upright they reply together, “I’m okay, I’m a real student.”
(I can refer back to this class declaration when students inevitably get over-silly during the fun drama lessons).
BURN, LEARN, RETURN:
(I designed this teaching strategy to form the exoskeletal structure for my many outdoors lessons. It honours the natural energy of the students but also channels this energy into a teachable moment, and sets the tone for a more substantial lesson.)
The first step in this strategy is to play a subject-related game with the kids to burn off their initial social excitement that comes with the move out of the confines of the classroom. With a little creativity common games such as tag or hide and seek can be modified to fit the topic of the outdoor lesson. For example we’ll play “nose tag” which is basically freeze tag with a few modifications. This game lasts about five minutes. This is the burn phase.
After the game the class is regrouped into a circle. The lesson begins by segueing from the game elements related to the subject at hand. Outdoor learning lends itself well to some of the multiple intelligences neglected in the classroom (Bodily-Kinesthetic, Spatial, Natural-Environmental) and flexible curriculum integration. Rather than fighting for the attention of students if there’s a distraction (say, some birds digging for worms nearby), the teacher must be flexible and prepared to capitalize on these teachable moments. This is the learn phase.
At the end of the outdoor lesson the group returns to the classroom with 5 minutes remaining to review key points from the material taught outside. The purpose of this review is to reinforce the learning that took place outside back in the classroom. This helps to integrate the knowledge by exposure under different circumstances (out of doors and inside the classroom). This is the return phase. It is not only a return to the classroom but a return to the subject material taught outside.
-Mark Northey
1) Self/identity Collages:
ReplyDeleteIn this activity the students would collect clippings from magazines, or draw sketches that they feel represents their identity through their interests and the things they like. After the students finish compiling their collection, they can start pasting creations and findings onto a small poster paper. These collages aren't supposed to be signed or have student's names on them.
- The teacher would hang up these collages all around the classroom, and students would need to figure out which collage belongs to which student.
- By doing this activity students can become aware of what their classmates like. This can also promote a healthy self concept for young children by doing this activity they would feel an importance being placed onto who they are as an individual.
2) Read Aloud-Discussion Activity (Using books like: Let's Talk About Interrupting, and Let's Talk About Being Careless by Joy Berry)
In this activity the teacher would gather students onto the carpet and discuss appropriate behaviours (like interrupting, being careless) through literature by reading the books to the students. After the read-aloud, the teacher would engage students into a class discussion and have students make connections to the story. Discussion starting questions would be like: How did it feel when you were interrupted when speaking? Or Do you remember what happened when you were being careless? How could you have avoided getting hurt?
- The teacher reading the book also promotes children use of vocabulary by exposing children to variety of words and language in various sentence types and lengths.
- This activity can meet the following PLOs:
Language Arts PLOs for Grades 1 & 2 - A 4 - use a variety of strategies when interacting with others, including
- making and sharing connections
- taking turns as speaker and listener
Language Arts - Grade 2 – B 11 - recognize and derive meaning from the structures and features of texts, including:
– concepts about print and concepts about books
– elements of stories (e.g., character, setting, problem, solution)
– text features
3) Class Book:
A Class Book activity would be attempted after children have went over many books as a class and been exposed to various text features. The teacher would need to photocopy the pages in the wordless picture book and distribute the pages amongst the children.
- Each student (or they can do it in partners) would color a page that is assigned to them. After the students are finished coloring the pages, they are to write a sentence or two that's describing what is going on in the picture on the page. The pages will be numbered so compiling them in the end will be easier.
- Once all the pages are finished and compiled in the book format, the book can be read aloud as the class book. The book can be read by the teacher or can gather the students onto the carpet in a circle that follows the order of which the pages of the book are compiled in, so the students can read their own page as the book is being passed down the circle.
- This activity gives the students a sense of responsibility, class community, and practice reading aloud in front of peers.
- This activity meet's the PLOs for:
Language Arts – Grade 1 - A1 use speaking and listening to interact with others for the purposes of contributing to a class goal
Language Arts – Grade 1 – C 3- create imaginative writing and representations, featuring:
– ideas represented through sentences and images that generally connect to a topic
– developing sentence fluency by using simple sentences, dialogue, phrases, and poetic language
– developing word choice by attempting to use new and descriptive words
– developing voice by showing some evidence of individuality
– an organization that generally follows a form presented or modeled by the teacher; stories include a beginning, middle, and end
The three items I presented from my portfolio were, Q card story, window cling activity and my hermit crabs as a classroom pet.
ReplyDeleteQ card story:
I found this activity works great for students who are struggling writers. It gives you an opportunity to work one on one with them and really scaffold the writing process for them. You begin by identifying what the important parts of a story are for example, characters, setting, problem, climax and resolution. Then you and the student take the Q cards and create a number of different characters, you can be as silly as you want. You continue to create a number of Q cards of each of the parts of the story. After you have a pile of cards for each of the parts of a story, you begin selecting your story. You can help the student to choose a 1 to 2 characters and then 1 card for the remaining parts. The first time they create and write their story they may copy it exactly as it is on the Q cards, and that is ok. The next step is to rewrite their story adding more descriptive details. The student will continue to rewrite their story until they feel it’s perfect. This amount of time needed to complete this whole process depends completely on the student’s needs. I personally would complete only one maximum two steps per setting or it may overwhelm the student.
You could also use this Q card story as a whole class activity. You will again begin with identifying the main parts of a story, and then move on to creating the Q cards. After you have created all the cards you can ask the students to create their own story. This would be a good creative writing activity, as all the students have the same cards to choose from, but each story will be very different. I would complete the same revision process, until the students feel their story is perfect. This could be a good opportunity to include some peer feedback, because you can have the students read a partners story and make suggestions where they can add details.
Window Cling
The window cling I brought in as an example was a poppy. I think this is a great activity to build community in the classroom with a buddy class. It is also a great way to have student work to display in the classroom. It gives the teacher an opportunity to step back, facilitate and watch the interactions between the big buddy and little buddy. This activity is a multi step activity, so it would require the big buddy to demonstrate how to complete each step.
Classroom Pets
I believe having classroom pets has unlimited uses. Students can create observation journals about the animals. It could be a great starting point for a research project, when students have questions about the pet as a class you can find the answer. Classroom pets also teach the students about responsibility. Students want to be involved and genuinely care for the animals, so it gives them an opportunity to take a leadership role. They can learn how to hold the animals and teach the class or help to clean the tank weekly.
Activity #1: Today I Feel….
ReplyDeleteThis activity encourages students to freely express their emotions that they are feeling that day. The activity begins with reading the book “Today I Feel Silly & Other Moods That Make My Day”, written by Jamie Lee Curtis. After reading the book, the teacher then gives each student a piece of paper that says "Today I feel________ because_______"; and also provides a space for students to draw a picture of themselves. This exercise not only provides the students with a means of expression, but also offers teachers insight to how their students are doing.
Activity #2: What is Peace?
This activity encourages establishing a classroom community by helping children reflect on how they can promote peace in their classroom. This activity begins with reading the book “What is Peace?” written by Emma Damon. After reading the book the teacher then gives each student a piece of paper that is in the shape of a symbol of peace (such as dove, a peace sign, etc). On one side of the symbol the phrase ““What Makes Me Sad” written on it and on the other side the phrase “How I Can Promote Peace” written on it. The children then complete the phrase by writing and drawing the instances that makes them sad and the way they can transform sadness by promoting peace in their classroom. This part of the activity encourages children to recognize what things make them sad and develop empathy towards each other. Then as they contemplate the ways they can promote peace, they can come to realize that through being peaceful that negativity and sadness can be prevented. Once this part of the activity is complete, the children then collectively sing the song “Lean On Me” written by Bill Withers.
Activity #3: Hands Can Make a Change in Our Community
This activity focuses on the idea of empowering students and encouraging them to recognition their ability to evoke a change in their community. This activity begins with reading the book “Incredible You: 10 Ways to Let Your Greatness Shine Through” written by Dr. Wayne W. Dyer. After the book is read, the teacher facilitates a discussion in which the students brainstorm ways that they can make a change in their community. After a variety of ideas are collected, the students choose one idea that they want to pursue. When a student decides on an idea, they then trace an outline of their hands, cut it out, and write their plan of action on the cut-out. Once the students are finished, the teacher will collect the hands and glue them on poster board that has “Hands Can Make a Change in Our Community”. As this poster is displayed, the students are constantly reminded that literally their hands can create change, as they become directly engaged in their community.
I shared two activities that were hands on, and one book.
ReplyDeleteThe book was Designs for Living and Learning, by Deb Curtis and Margie Carter.
It's a great book that guides you through ways to create a more naturalistic and hands on classroom. The book itself is based on an amazing center, but is written in a way that bits and pieces are really easy to take out and incorporate. There are also some great essays in the back that are easy to read and kind of uplifting. They have a real 'anyone can do it!' attitude that makes me, as a beginner, feel like maybe I can :)
Another activity I did was based on abstract art. Its where found objects or random collections are put out with a blank piece of construction paper and students are left to quietly design a pattern, picture, or creation. the point is that the creation is temporary, flexible and dynamic. With lots of practice, this gives young minds the confidence to create abstract pieces of art that represent something concrete - no pencil required!
Lastly, I explained a short science unit I did based on Canadian animals and hibernation, adaption, and migration. I gave a quick run down of how I did all three lessons through play. We physically migrated, as a class, through the school, using lots of props and made wings. We also did an experiement for polar bears using 2 ziploc bags put together to create a lining that could be filled with lard or fur or nothing. Students then experimented to see what kept their hand the warmest in the water, and completed a class graph. For hibernation, I set up a tent in the classroom with lots of warm pillows and blankets and books inside for students to pretend they were hibernating. We also did an activity where we pretended to be squirrels and I had them draw and cut out their favourite food, and we 'buried' it in our classroom for winter (sealed it in a bucket).
Using paper bag puppets to teach a kindergarten Science lesson
ReplyDeleteI taught a lesson on tigers using two paper bag puppets for a kindergarten Science unit on life science. One puppet was decorated to be a cat, while the other was decorated to be a tiger. The objective of the lesson was to compare the features of a tiger, a wild animal and a cat, a pet, so that students would learn to classify wild animals and pets. In the beginning of the lesson, I told the students that two friends would be joining the class. Then I took out the puppets (I was wearing them on my hands) and had the students greet them. I used the puppets to engage the students in a conversation and asked the students to identify the features of the two animals and compared them; what was the same and what was different about the two animals. Near the end of the lesson, I also used the puppets for assessment. I used the character of the puppet to ask each student if the puppet I was holding was a pet or a wild animal. For example, I would hold up the tiger and ask the student, “Am I a pet or am I a wild animal?” I also asked them to identify one feature of the puppet. When the student replied correctly, I would reinforce the correct answer with the animal’s laughter.
Using a mystery bag to teach a kindergarten Social Studies lesson
I taught a lesson on technology using a mystery bag of items for a kindergarten Social Studies unit on economy and technology. The objective of the lesson was to identify examples of technologies they use at home and at school. I used the mystery bag for the beginning of the lesson only. In the beginning of the lesson, I asked the students if they understand what technology is and then later I explained to them what it is. Then, I brought out a mystery bag with items inside. I chose students, who were being good examples of expected listening behaviour, to take items out of the bag. I had three items in the bag, a calculator, a cell phone and a camera. After the student took an item out of the bag, I engaged the students in a discussion by asking the class what the item was and what we use it for.
Five Dinosaurs song poem for an early primary class
Five Dinosaurs Song Poem
Five dinosaurs, a walkin’ down the street, a walkin’ down the street, a walkin’ down the street
The first one said, “you sure look good
It’s really nice to meet ya, I think I’m gonna eat ya, I think I’m gonna eat ya, I think I’m gonna eat ya”
One, two, three, four, chom, chom, chom.
This is a song poem that could be taught to students as a fun music activity or as a community building activity. The teacher can walk around with the students, saying this song poem to facilitate the activity and also participate in the actions along with the rest of the class. For the first line, the students can walk around the classroom pretending to meet other dinosaurs (classmates). Then on the second line, the students can find a buddy, point to each other when saying “you sure look good”. Also, for the third line, the students can shake hands with each other while saying the third line. Lastly, for the last line, the students will count on their fingers while saying “one, two, three, four” and clap their hands together like they are dinosaurs trying to eat the other dinosaur (their buddy) while saying “chom, chom, chom”. Students can repeat this activity, walking around the classroom and saying the poem until they have reached one dinosaur in their poem.
Tatiana wrote:
ReplyDelete1. Fruit Loops Math Activity: The students practice: estimating, counting and making graphs using coloured fruit loops as manipulatives.
2. Old hat, new hat (by Stan Berenstain): This is a great book for primary students who are learning how to read. The rhyme scheme in the books is either an ABCB or an ABAB pattern. The teacher should present the book in an exciting way, emphasizing the rhymes and using different intonations to make the book more interesting to the children. The teacher can get the students to identify the rhyming words in different sections of the book, helping the students to develop phonological awareness.
3. Human Scavenger Hunt: This is an ice breaker activity for elementary students and it consists of a piece of paper containing a certain number of squares (it looks like a Bingo board). Each square contains a sentence describing someone’s personal interests/experiences, i.e. “Find someone who... (likes French fries)”. The students then have to move around the classroom and find other students who can relate to that experience (i.e. someone who likes French fries). Once the “hunters” find a match, they need a signature of that person in each square. They cannot have the same person signing two different squares. After the students collect the signatures they can discuss the survey results (i.e. “I learned that Amelia has a dog”).