WRITERS' WORKSHOP
This was a lesson I did with my first graders during student teaching to begin our realistic fiction unit. They were to create a character using real character traits, which we had talked about in earlier units. The mini-lesson focused on introducing realistic fiction, as well as how we would be making up our characters, but they would still be characters we could find in school or at the park, for example.
This was a lesson I did with my first graders during student teaching to begin our realistic fiction unit. They were to create a character using real character traits, which we had talked about in earlier units. The mini-lesson focused on introducing realistic fiction, as well as how we would be making up our characters, but they would still be characters we could find in school or at the park, for example.
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INTEGRATING READERS' WORKSHOP AND SOCIAL STUDIES
For one week, students were divided into interest-based groups to become experts on landforms: oceans, lakes, volcanoes, deserts or mountains. We spent the time dedicated to both Social Studies and Readers' Workshop working in these groups, researching their designated landform. Students were still instructed to spend time reading independently, as well as in pairs and discussing their books, and I still was able to confer with the readers about their nonfiction comprehension. At the end of the week, each group recorded a short video about their landform, and each student went around and watched each of the videos, leaving feedback on sticky-notes. Students were also able to be creative, as they created dioramas, drawings, or clay models of their landforms.
Biggest takeaway points from this lesson:
For one week, students were divided into interest-based groups to become experts on landforms: oceans, lakes, volcanoes, deserts or mountains. We spent the time dedicated to both Social Studies and Readers' Workshop working in these groups, researching their designated landform. Students were still instructed to spend time reading independently, as well as in pairs and discussing their books, and I still was able to confer with the readers about their nonfiction comprehension. At the end of the week, each group recorded a short video about their landform, and each student went around and watched each of the videos, leaving feedback on sticky-notes. Students were also able to be creative, as they created dioramas, drawings, or clay models of their landforms.
Biggest takeaway points from this lesson:
- Integration of Reading and Social Studies
- Involving creativity in learning
- Student collaboration
- Use of technology
- Character building through teaching students how to give constructive feedback
![Picture](/uploads/3/7/1/5/37150935/5664817.jpg?250)
MATH
One of my favorite parts of teaching in first grade was teaching "the basics." My absolute favorite lesson was putting the concept of place value (ones and tens) into context, and something the students could actually touch, count and use. We had been talking about our hands as a good comparison for ones and tens: our fingers are ten ones, but our two hands clasped togethers are one set of ten. In this lesson, we moved onto using other tangible concepts, like ten marbles in a jar versus ten marbles spilled onto a table, and lastly, ten pennies and one dime. I involved a song, and lots of games on the SmartBoard. Check out some pictures and the YouTube video:
One of my favorite parts of teaching in first grade was teaching "the basics." My absolute favorite lesson was putting the concept of place value (ones and tens) into context, and something the students could actually touch, count and use. We had been talking about our hands as a good comparison for ones and tens: our fingers are ten ones, but our two hands clasped togethers are one set of ten. In this lesson, we moved onto using other tangible concepts, like ten marbles in a jar versus ten marbles spilled onto a table, and lastly, ten pennies and one dime. I involved a song, and lots of games on the SmartBoard. Check out some pictures and the YouTube video:
The same concept from first grade...
... to fourth grade
AMC Anywhere - Kathy Richardson
Working in First Grade, I had the chance to become very familiar with AMC Anywhere. I assessed and implemented the program in my student teaching class, then researched the program in my graduate class.
Working in First Grade, I had the chance to become very familiar with AMC Anywhere. I assessed and implemented the program in my student teaching class, then researched the program in my graduate class.