This summer seems to be flying by. I am trying to wrap my head around teaching a K/1 combo this up coming year. Have you ever felt like you were going around in circles? Well that's where I'm at. So I keep stepping away to do something else and then I go back and go in circles again. Hopefully I'll have something figured out by August. It's funny, there's not much out there on teaching K/1 combos.
In the meantime I went to a seminar put on by Nancy Fetzer on writing in Kindergarten / First grade. She firmly believes children need language before they can write. She makes sure the children are very good at saying what they will be writing. I have mentioned before I teach a majority of second language learners and the big problem for them is they have very little language in English and a lot of the time very little in their own home language. Now I'm suppose to get them to write. Seriously!!!!! It was an enjoyable day learning with Nancy. Her ideas, strategies, and methods really make sense. She has books available as well as many videos.
I already incorporated her TPR (Total physical response) method for teaching beginning, middle, and end. Just by watching her videos and finding some PDF print outs. My students sat on the rug and took notes on a blank piece of paper folded in thirds. We worked together to figured out the beginning of the story (we had just read). I drew a simple picture (they copied) and with hand motions we said what happened. Next, her suggestion was to do the end of the story. It worked brilliantly. We did the same, figured out the end, drew a simple picture, and said it. Finally, it was easy to put some middle part for the story down. We drew again a simple picture and said what happened. Finally, by looking at our notes we were able to say our story together in order with our hand motions. If I asked what happened in beginning they could tell me, if I jumped to the end they could tell me, or middle of story they knew. I checked again after lunch and they could still tell me. It worked great. I will start this earlier this coming year. If you get a chance check her out.
Enjoy the summer!
Sunday, June 30, 2013
Sunday, May 5, 2013
Wow time flies. I may not write as often as a lot of the teachers out there with blogs, but I hope when I do write it's worth reading.
I have been swamped at school. My school is trying to become an International Baccalaureate school Or IB school. What is that you may ask? IB offers four programmes for students aged 3 to 19 to help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. There are more than 1,098,000 IB students at 3,568 schools in 145 countries. In elementary school we are doing the Primary Years program. The Primary Years Program is for students aged 3 to 12 and focuses on the development of the whole child in the classroom and in the world outside.
To get authorized is an intense process that typically takes two or more years and includes site visits by an IB team. So for the past two years we have been working towards getting through the authorization process and trying to become an official IB World School. This week is my schools evaluation/authorization visit. All of the teachers at my school including myself have been working so hard to pass this authorization.
Throughout April and May I have been so busy trying to work with my class on our Matter unit for IB authorization visit, as well as starting up my Dibles testing, finishing up our Animal Homes unit, getting ready for our one and only field trip to the Natural History Museum, and finally Open House. Oh and I forgot teaching my students a dance all first graders will do at the end of the month. Does that not sound crazy!!!!! You'd think as the year draws to an end things would mellow out.
On top of everything I thought it had been a while since I added anything new to my Teacher Pay Teacher store. I'm always about things that you can use and save some time putting together for your classroom. Plus they are things I actually use. The most recent additions to my store have come about while I was enhancing my Matter Unit.
Thanks for your time. I wish you all a relaxing and enjoy Sunday and upcoming week.
I have been swamped at school. My school is trying to become an International Baccalaureate school Or IB school. What is that you may ask? IB offers four programmes for students aged 3 to 19 to help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. There are more than 1,098,000 IB students at 3,568 schools in 145 countries. In elementary school we are doing the Primary Years program. The Primary Years Program is for students aged 3 to 12 and focuses on the development of the whole child in the classroom and in the world outside.
To get authorized is an intense process that typically takes two or more years and includes site visits by an IB team. So for the past two years we have been working towards getting through the authorization process and trying to become an official IB World School. This week is my schools evaluation/authorization visit. All of the teachers at my school including myself have been working so hard to pass this authorization.
Throughout April and May I have been so busy trying to work with my class on our Matter unit for IB authorization visit, as well as starting up my Dibles testing, finishing up our Animal Homes unit, getting ready for our one and only field trip to the Natural History Museum, and finally Open House. Oh and I forgot teaching my students a dance all first graders will do at the end of the month. Does that not sound crazy!!!!! You'd think as the year draws to an end things would mellow out.
On top of everything I thought it had been a while since I added anything new to my Teacher Pay Teacher store. I'm always about things that you can use and save some time putting together for your classroom. Plus they are things I actually use. The most recent additions to my store have come about while I was enhancing my Matter Unit.
Thanks for your time. I wish you all a relaxing and enjoy Sunday and upcoming week.
Saturday, March 16, 2013
Oh Those Leprechauns! St. Patrick's Day Fun
It has been a while since I've written. So here's a SUPER Fun thing I do for my students and I thought I'd share. I have done this activity for over 25 years and every year it works! Mined you I've only done it in the Primary grades. You'll have to judge your students/kids on their ability to believe. My first, kindergarten, and pre-school students have all believed. It takes a little imagination on your part. Have I enticed you enough. Oh, also you can do this activity before or after St. Patrick's Day as well as on St. Patrick's Day. So here goes,,,,,,,
Of course, as I said this activity works before or after St. Patrick's Day, but this year St. Patrick's Day isn't until Sunday, so I did it yesterday (Friday). The Leprechauns attacked our classroom. It was crazy. Did we see them? No, but look at the mess they left us and even a note.
Leprechaun footprints
Poster upside down and in the wrong place
Not sure if you can read it but The Leprechauns took our letter cards and spelled out "Leprechauns rule"
There where footprints leading from our back door, to the chairs, on the table, and up the closet where you see the Legos and some kids pictures are upside down. (Sorry for the blurriness).
Close up of foot prints.
They also piled a chair on top of my stool to put Frosty the Snowman on top of our closet. Again they left footprints.
Oh my gosh, our calendar was all messed up. Months of the year, days of the week, and March were all upside down.
To top it off my chair was on it's side and they left our blocks and Lincoln log/tinker toys out.
Of course, as I said this activity works before or after St. Patrick's Day, but this year St. Patrick's Day isn't until Sunday, so I did it yesterday (Friday). The Leprechauns attacked our classroom. It was crazy. Did we see them? No, but look at the mess they left us and even a note.
 |
| The Leprechauns left us this note. One of my students asked why it was such shaky writing? I told him, well you know they're so little they had to probably climb on each others back to up there and write. The Leprechaun on top was probably moving a lot while the others were holding him up. My student then said, Oh. |
Leprechaun footprints
Poster upside down and in the wrong place
There where footprints leading from our back door, to the chairs, on the table, and up the closet where you see the Legos and some kids pictures are upside down. (Sorry for the blurriness).
Close up of foot prints.
They also piled a chair on top of my stool to put Frosty the Snowman on top of our closet. Again they left footprints.
Oh my gosh, our calendar was all messed up. Months of the year, days of the week, and March were all upside down.
To top it off my chair was on it's side and they left our blocks and Lincoln log/tinker toys out.
Well as you can see those Leprechauns had a busy fun time in our room. My student came in and tried to blame me, but I explained I hadn't been in the classroom, I was running off papers. (My classroom opens to the yard where we pick up our students, so I always make sure I do not get them that day through our back door). I always walk around the building like I've been somewhere else. As I did yesterday I had papers in my hand that I had truly just run off. He He!!
Anyhow this is a blast for me and a memorable experience for my students. They are amazed at the mess and really believe the Leprechauns have come. We had been reading stories with Leprechauns all week, so they knew about them and that they can be tricky. My student then help straighten and clean almost everything. It's also funny if anyone comes late as one of my students did yesterday, at least five students come up telling him all at once about the Leprechauns being here in our room.
Doing this activity does not make a calm day, they do settle down but will be talking about this all day, to friends, other teachers, and finally to their families.
Oops! I forgot to mention once we've cleaned up most of the obvious mess, I mention to the students about a legend I've heard (many of them know it already because their Kindergarten teachers told them about it last year). The legend is if you take off one shoe and leave it outside the Leprechauns may leave you a coin (use the chocolate ones). So of course we have to do it, (even me) to see if it works. And it does! due to my aide who I had ask earlier in the morning to put the coins in their shoes before she came in our class. **This can be tricky to do without anyone seeing but somehow every year my aides do it. Now this year I have the kids put there shoes on one side of our building but then we had them change them because I said a lot of people use the bathroom right next to us and that might scare the Leprechauns, so we moved our shoes to a better spot. They had no problem doing it. They think it's so crazy to run around our class for a while with one shoe off and one shoe on. My aide did a terrific thing this year too. She moved our shoes around putting them up on a box and some pipes, so they weren't in the exact spot we left them. When the kids went out they thought the Leprechauns had taken their shoes, but quickly found them. They were so loud and excited. Throughout the day they keep wondering if the Leprechauns would show back up again. I said, I don't know.
I loved every minute of this activity. This is what teaching is about for me. I'll tell you most of my former students remember the Leprechauns coming to our room. Even yesterday, the second grade teacher told me that most of my former students shared what had happened to them in my class last year when the Leprechauns came.
Anyhow basically use your imagination to set up your room and as I said you can do it a few days before, on, or after St. Patrick's Day. You just make a mess. I also did a writing once things had settle down.
The Leprechauns were in our class. They.........
Oh, by the way I usually get one or two students that say they're afraid, but I say when did we ever read about a Leprechaun hurting anyone? NEVER. All Leprechauns do are tricky things and they like to play. My student's yesterday thought about writing a big note to the Leprechauns to ask them when they play with our things to please clean up, because it took a lot of time to clean up their mess. Are Leprechauns real? Well my answer to you and my students is, "it is what ever you believe in your hear".
HAPPY ST. PATRICK'S DAY!
Wednesday, February 13, 2013
Positional Words: Where is the Heart?
I have created a book to help students understanding in arranging and describing objects by proximity, position, and direction. It is called Positional Words: Where is the Heart? Words in this book are: below, above, next to, on, in, between, inside, around, near, under, below, beneath, behind, on top of, and in front of.
Each student can make their own book. It's up to you as to how many pages you want to make it. Use this for shared reading, guided reading, or with your ELD / ESL students. Make one for your class library.
My own students had a lot of fun putting this together and reading it to each other. I do have many second language learners and this book really helped them gain a better understanding of the positional words. It was quick, easy and most of all FUN!
Enjoy!
Each student can make their own book. It's up to you as to how many pages you want to make it. Use this for shared reading, guided reading, or with your ELD / ESL students. Make one for your class library.
My own students had a lot of fun putting this together and reading it to each other. I do have many second language learners and this book really helped them gain a better understanding of the positional words. It was quick, easy and most of all FUN!
 http://www.teacherspayteachers.com/Store/Cindy-Tirado |
Tuesday, January 15, 2013
Writing an Opinion Piece in First Grade
I am in the process of teaching my First graders to write an opinion piece. Our District is requiring the students to write an opinion piece about their favorite character in a book. It is also a Common Core standard for first graders. As I have mentioned before in my Blog I have a class with about 80% second language learners, so writing in English is not the easiest thing for them. They are barely learning to speak English let alone write in English.
This opinion writing is very challenging. Most 6 years olds will say, I like her because she's pretty, I like him because he's cool.
So I have been trying to draw other reasons out of my boys and girls. It has been taking me about a week to go through my own process and teach them a meaningful way to do this writing.
Day 1 and 2: Read a story with a good strong character: Example: Curious George (any of his stories work). Make some kind of thinking map, Ex: Circle Map which in the center says: I like Curious George because........... Then brainstorm ideas or reasons why the boys and girls like him in the story.
Day 3: I use this Communication Guide. I write it on chart paper and laminate. The boys and girls use it along with our circle map. As a group we use sticky notes and complete the blanks together. We do this a few times. First I do it and then I have a couple of students do it in front of the whole class and then we read it together. (using my comminication guide I do teach my students to put the title in the middle of their paper and then to indent 2-3 finger spaces to start their writing.)
__________________
(Title)
My favorite character in ______________________________
( Name of book)
is _______________________. First
(character)
I like (him or her) because _____________________________________.
Then, I like (him or her) because _______________________________________.
(Choose one of the closing and write it here)
Closings:
1. _________________________ is a great character.
2. __________________________ is my favorite character.
3. I enjoyed reading about ___________________________________.
-------------------------------------------------------------------------------------------------------------------------
Completed example:
Curious George
My favorite character in Curious George Goes to a Costume Party is Curious George. First, I like him because he dresses up like a cowboy. Then, I like him because he scares the people at the party when is a ghost. Curious George is a great character.
--------------------------------------------------------------------------------------------------------------------------
Day 4: We complete the above Communication Guide again whole class a few more times and then we Think-Pair-Share what we plan to write with our partners.
Day 5: We write using the above guides. I do leave everything up for all our practice writings. By the time the actual writing assessments comes they have pretty well memorized this way of writing their Opinion Piece. Students that can handle it can extend their writing if they wish.
**When the Assessment comes I do take down all the scaffolding charts.
Well best of luck and if anyone has some more ideas on Opinion Writing I'd love to hear from you.
This opinion writing is very challenging. Most 6 years olds will say, I like her because she's pretty, I like him because he's cool.
So I have been trying to draw other reasons out of my boys and girls. It has been taking me about a week to go through my own process and teach them a meaningful way to do this writing.
Day 1 and 2: Read a story with a good strong character: Example: Curious George (any of his stories work). Make some kind of thinking map, Ex: Circle Map which in the center says: I like Curious George because........... Then brainstorm ideas or reasons why the boys and girls like him in the story.
Day 3: I use this Communication Guide. I write it on chart paper and laminate. The boys and girls use it along with our circle map. As a group we use sticky notes and complete the blanks together. We do this a few times. First I do it and then I have a couple of students do it in front of the whole class and then we read it together. (using my comminication guide I do teach my students to put the title in the middle of their paper and then to indent 2-3 finger spaces to start their writing.)
__________________
(Title)
My favorite character in ______________________________
( Name of book)
is _______________________. First
(character)
I like (him or her) because _____________________________________.
Then, I like (him or her) because _______________________________________.
(Choose one of the closing and write it here)
Closings:
1. _________________________ is a great character.
2. __________________________ is my favorite character.
3. I enjoyed reading about ___________________________________.
-------------------------------------------------------------------------------------------------------------------------
Completed example:
Curious George
My favorite character in Curious George Goes to a Costume Party is Curious George. First, I like him because he dresses up like a cowboy. Then, I like him because he scares the people at the party when is a ghost. Curious George is a great character.
--------------------------------------------------------------------------------------------------------------------------
Day 4: We complete the above Communication Guide again whole class a few more times and then we Think-Pair-Share what we plan to write with our partners.
Day 5: We write using the above guides. I do leave everything up for all our practice writings. By the time the actual writing assessments comes they have pretty well memorized this way of writing their Opinion Piece. Students that can handle it can extend their writing if they wish.
**When the Assessment comes I do take down all the scaffolding charts.
Well best of luck and if anyone has some more ideas on Opinion Writing I'd love to hear from you.
Saturday, November 10, 2012
A 4 day week with 3 minimum days and 24 parents conferences, right before Thanksgiving, Help!!!
Have you ever had a week where you were wondering how you would get it all done? That week is coming up for me. Next week is a four day week for us. Sounds good right but we also have Parent Teacher conferences and three of our days are minimum days (which means we get out early, sounds good but just before Thanksgiving break with 3 furlough days, Ugh!). I still have to teach our Treasures reading program (last week of Unit 2). Continue with math patterning and geometrical shapes (as per our grade level pacing plan). Then if there's time, try to get some Thanksgiving information and activities in. My dilemma, how do I do everything? I guess we all run into weeks even days when this happens. My mantra is "do my best and move on".
Tip:
In order for me to enjoy my Thanksgiving Holiday break and take some pressure off me during Parent Teacher conferences (because those conferences allow me zero time to prep) I decided this past week to prepare and set up my materials for the week we return from the holiday. In all honesty I try and have one to two weeks of materials/lessons prepared ahead of time. I have never been one to work on the fly. If you try this you may find it's very easy to tweek and change or move things to other days or even to another week when things pop up. Best of luck.
Thanks for reading and have a GREAT day.
Tip:
In order for me to enjoy my Thanksgiving Holiday break and take some pressure off me during Parent Teacher conferences (because those conferences allow me zero time to prep) I decided this past week to prepare and set up my materials for the week we return from the holiday. In all honesty I try and have one to two weeks of materials/lessons prepared ahead of time. I have never been one to work on the fly. If you try this you may find it's very easy to tweek and change or move things to other days or even to another week when things pop up. Best of luck.
Thanks for reading and have a GREAT day.
Wednesday, October 24, 2012
All About Me Writing Activity for first grade with 2nd language learners
I have a class of 24 students of which 17 are limited English speakers. For that reason it takes me a while to teach writing. I have to take many more steps than I would if my class was all English speakers.
This activity was a fun write for all my students. It took a few days but that's how it is with second language learners. I also use a lot of scaffolding which helps everyone.
DAY 1: We start off with a circle Map (written on chart paper).
The smaller center circle says:
Things I Can Do
I Can.......
I have the bigger circle left blank so my students could give me about 8-10 things they can do. What ever they came up with I write on the circle map with yellow sticky notes. We review whole class all the things once I had gotten the 8-10 items they said.
That night I go home and google image most of the items they had suggested and add a couple of my own. I write each item on a word card and glue the image/picture I had found next to it. (ex: walk, run, jump, draw, put on a costume, read, learn etc.)
DAY 2: We go over our circle map saying the phrase, "I can ____." and used every word or phrase on the circle map they had suggested the day before.
I then introduced our Communication Guide (written on a separte sheet of chart paper) (we used similar guides when I taught Into English; an English as a Second Language Program). We use the Commication Guide by filling in the blanks. I also have Closings written out on chart paper (see below).
I do an example first using the Communication Guide. I use sticky notes for my/their name and put it right in the blank. Then I have a sticky note that says boy or girl and I/they put it in the next blank. Lastly I grab 2 things from our circle map relating to what I/they can do. I also tell them they must choose a closing to end the writing.
Once we have practiced filling in the Communication Guide whole class with me showing them how I would do it, I then have 2-3 students come up one at a time and complete the Communication Guide.
Day 3: Begins by reviewing both the Circle Map and the Communication Guide, as well as the Closings. Then again 2-3 students come up one at a time to fill in the Communication Guide to show how it's done. Then I have the class turn to a partner and orally read the Communication Guide filling in the blanks as we have been practicing. They then switch and the other partner reads theirs orally looking on the Communication Guide on the chart paper.
All About Me
My name is ________________________. I am
a _____________. I can______________.
I can ________________.
Closings (they must choose one to end their writing):
1. I am awesome.
2. I am wonderful.
3. I am _______.
DAY 3 or 4: We do a few more samples moving words into the All About Me communication guide and then I show them how to write it on special paper. The paper I use has name and date on top, a box for a picture and then lines to write their All About Me story. They must copy the communication guide: All About Me inserting their name, if they are a boy or girl and their own choice of words (from the circle map) for what they can do. And then a closing.
I do teach them that their title must be on the first line in the middle of the picture. They need to have a three finger indent for their topic sentence. I show them they must write to the end of each line and then start a new line at the margin. Finally they must have a closing. I do remind them their picture must relate to what they write.
This may seem like a very detailed process but many of my students are just in their second year of learning English if they went to Kindergarten, so their writing skills are not the best yet, but we'll get there!!!!
I
This activity was a fun write for all my students. It took a few days but that's how it is with second language learners. I also use a lot of scaffolding which helps everyone.
DAY 1: We start off with a circle Map (written on chart paper).
The smaller center circle says:
Things I Can Do
I Can.......
I have the bigger circle left blank so my students could give me about 8-10 things they can do. What ever they came up with I write on the circle map with yellow sticky notes. We review whole class all the things once I had gotten the 8-10 items they said.
That night I go home and google image most of the items they had suggested and add a couple of my own. I write each item on a word card and glue the image/picture I had found next to it. (ex: walk, run, jump, draw, put on a costume, read, learn etc.)
DAY 2: We go over our circle map saying the phrase, "I can ____." and used every word or phrase on the circle map they had suggested the day before.
I then introduced our Communication Guide (written on a separte sheet of chart paper) (we used similar guides when I taught Into English; an English as a Second Language Program). We use the Commication Guide by filling in the blanks. I also have Closings written out on chart paper (see below).
I do an example first using the Communication Guide. I use sticky notes for my/their name and put it right in the blank. Then I have a sticky note that says boy or girl and I/they put it in the next blank. Lastly I grab 2 things from our circle map relating to what I/they can do. I also tell them they must choose a closing to end the writing.
Once we have practiced filling in the Communication Guide whole class with me showing them how I would do it, I then have 2-3 students come up one at a time and complete the Communication Guide.
Day 3: Begins by reviewing both the Circle Map and the Communication Guide, as well as the Closings. Then again 2-3 students come up one at a time to fill in the Communication Guide to show how it's done. Then I have the class turn to a partner and orally read the Communication Guide filling in the blanks as we have been practicing. They then switch and the other partner reads theirs orally looking on the Communication Guide on the chart paper.
All About Me
My name is ________________________. I am
a _____________. I can______________.
I can ________________.
Closings (they must choose one to end their writing):
1. I am awesome.
2. I am wonderful.
3. I am _______.
DAY 3 or 4: We do a few more samples moving words into the All About Me communication guide and then I show them how to write it on special paper. The paper I use has name and date on top, a box for a picture and then lines to write their All About Me story. They must copy the communication guide: All About Me inserting their name, if they are a boy or girl and their own choice of words (from the circle map) for what they can do. And then a closing.
I do teach them that their title must be on the first line in the middle of the picture. They need to have a three finger indent for their topic sentence. I show them they must write to the end of each line and then start a new line at the margin. Finally they must have a closing. I do remind them their picture must relate to what they write.
This may seem like a very detailed process but many of my students are just in their second year of learning English if they went to Kindergarten, so their writing skills are not the best yet, but we'll get there!!!!
I
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