pirates, I AM, book bins + word work freebies

So far so good!  It has certainly been an adjustment getting back to full time teaching.  But it was a smart decision for me!  And once again I am a lucky lady to have the group of grade 2s I do!  They are full of potential and with a bit of encouragement, I can't wait to see how they do this year.

 

I thought I'd share a couple pics, a new bulletin board craftivity (I just added to my TpT store) and a couple freebies to go with my Words Rule! word work program.  So here goes!

 

We started off the year with a pirate themed bulletin board for our Open House.  I will be honest that it was quite the stretch to have them independently work on the I Am poems.  But I hope to work through this and teach them some stamina and patience this year during our writing time!  You can find my "Argh" You Ready To Learn! craftivity pack {here}.

One little guy wrote that he hoped he could work at Wendy's!  I sometimes forget how little these grade 2s are at the beginning of the year!

Next up word work.  I was a bit worried when I went through their BLAM folders the first week.  Reading levels from D to Q.  Yikes!  Though pretty average now a days to have such a range, it is still a bit of a shocker.  Needless to say when I tested them from the List 1 words, the average was about 10-12 / 32 words.  I have my work cut out for me this year!

I was so happy with the last 2 weeks of my word work program.  Not only are they picking up the word patterns, but they are recognizing them in the words around them.  Phew!

I whipped up a couple supplements to my program.  You can find the word searches {here}, my spelling quiz sheet {here} and a wh digraph sound sort {here}.  I only did 2 different sorts this time, so cut in strips before distributing!

 

 



And on to a couple pics.  Read to Self and Read to Someone are a hit!  Not only are they finding great spots to read, they are respectful of their peers, on task and they love it.  Which makes for a very happy teacher!

 

 
Honestly, check out all those sticky notes!  They even had to ask me to put another poster up because they had more visualization stickies to add!  Wa hoo!

games in the classroom, mothers day and my ducklings leave home

Last week my ducklings hatched on my birthday.  Check out the cuties when their mommy came back the next day for the rest!  I didn't sleep very well worrying they were left behind.  I should have known better after watching her sit constantly on her nest for the last month.  They made the 5 floor drop and are now at the park.

 

One of my students wrote this sweet birthday note for me in his agenda.  Honestly how cool for a grade 3 kids to say: thanks for just being you.  Melt my heart!

 

 

I updated my choice board for my story writing / reading for fluency topics.  So of course it was time to create a new game!  To make your own you will need Jenga and a variety of characters, settings / times and plots.  I just taped them on front and back. 

 

To introduce, in a circle kids draw a block.  They share with the class and decided which story element it is. 

 

To use at the choice board, students play like jenga with a small group (or self) to pull a character + setting / time + plot then write a story in their writing notebook.  This could also be used as an oral storytelling activity.

With EQAO starting today, last week we practiced the multiple choice writing questions using Sorry!  It was a hit!

I didn't get a chance to post our Mother's Day art.  Take a peek below to see their book covers.  The kids loved it so much they asked if we could do it again for Father's Day.  Of course I said yes :)

Lastly, one of my kids loves the Origami Yoga books.  So I had him teach the class.  It was a great opportunity for this little one to recognize what it means to teach and listen to your peers!  By the end he was saying: "don't come up to me, just raise your hand."

honestly mother nature ... and another Earth Day freebie

So last week looked like this:

 

Which resulted in an unexpected snow day  :)  Happy day until we got back to school the next day to a big leaky pipe in the classroom :(  Thank goodness it wasn't around the computers, etc!

 

The next day the crocuses bloomed!  How pretty and full of promise those early bloomers are.  Of course this morning it snowed again.  Honestly mother nature!

 

With Earth Day on Monday, I got a head start this week.  Here is Step 1: The Research, and a little earth day freebie for bigger kids.  The focus this year is on climate change.  How have we have caused global warming and habitat loss and how can we help our local environment?  Click {here} or on the printable below for your copy.  I will add Step 2: The Persuasive Poster next week.  I haven't quite worked it out in my mind!

 

 

Curriculum Connections:

R1.4, W1.5 + OC2.4 

I can identify and order main ideas and supporting details to be used to develop persuasive poster. 

I can use vocabulary and technical terms to discuss climate change.

ML3.1, ML3.4 + VA2.1

I can identify the topic, purpose and audience for the poster I plan to create. 

I can convey a message to a target audience (my peers). 

I can choose words to express my feelings about the environment in my poster.

OC2.7 , ML3.3, W3.7 + VA 1.4 

I can use some appropriate elements of effective presentation on a poster (visual aid) to attract attention: fonts, graphics, colour and layout.

“How can you use these features to communicate your message effectively?” 

I can use a variety of materials, tools and techniques to respond to design challenges.

“How can you use the textures and shapes of sticks, leaves, or stones to express your ideas about the natural environment?” 

(Artist Connection: Andy Goldsworthy)

R1.8, VA1.1 + OC2.3 

I can present information and express opinions / feelings about ideas in texts inspired by the environment. 

I can make a sculpture / draw a picture depicting a solution to the problem of litter in my community.

OC2.2 

I can use appropriate speaking behaviour in small-group discussions and large-group presentations.

Happy March Break!

A whole week away at the cottage, could it get any better!  I also just posted 4 new resources.  So I thought why not celebrate with a little sale.  Enjoy 20% this week at my TpT store.

Take a peek at what I posted.  Click on the covers to find them at my TpT store.

 

 

You've Been Grinched! and popsicle stick ornaments

Last day before the holidays and I thought I'd try out the Lump of Coal rice krispies for my class.  Of course it was a stormy night and I realized when I got home that I didn't pick up the black food colouring!  So I revised my plan and made You've Been Grinched rice krispies instead.

Ingredients:

1/4 cup organic butter

approx. 300g mini marshmallows

3 and 1/2 cups rice krispies cereal

Method:

Melt the butter on low.  Add the marshmallows.  When all is melted add the food colouring.  Stir in the rice krispies.  Lay out on a cookie tray and let cool. 

Cut treats with a heart cookie cutter for the full Grinch heart effect.

 

I found this idea a few years ago in a magazine.  It takes a bit of prep on part of the teacher with the glue gun (pre assemble popsicle stick trees and attach ribbon at bottom edge).  Guide children through weaving their ribbon through and around the tree.  When they have woven their tree, tack the edges with the glue gun.  Next day provide students with sequins or other ornament like shapes to glue on their ornament.  I added a little poem this year with their tree (font: Kevin & Amanda, frame: Digital Potpourri, poem: The Love Filled Christmas Tree).  You can find the gift tags here.

 

Merry Christmas!

Scaredy Squirrel comparison craftivity

Well it was a hit!  Let me tell you kids love Scaredy Squirrel.  We had our second read aloud.  Students chimed in with Scaredy Squirrel's antics about biters.  As we read they thought about how Scaredy might be feeling making a new friend.  We webbed their responses and then they were off to write and create.

You can find this freebie here.

So far so good!

Wow.  One day over.  And as always, I had lots planned and now have lots for the week :)  I can't wait to get to my Scaredy Squirrel activities this week!  I hope to post a freebie when my kids complete the activity this week!  As my nephew says: yahooee!

Today we started our first art for the year.  I call it 25 Designs.  Basically the kids draw large designs on their page with a sharpie.  When the page is mostly covered, they colour the page in with pencil crayon.  Dark so the colours pop.

Here is a sample (minus the sharpie) from the past to give you an idea.

25 Designs - sharpie + pencil crayon

 

Art Responses to Literature

Started the old school bin purge this week.  9 years of teaching grades K to 8 leads to a lot of Rubbermaid bins!  And a lot of recycling bins :)

Check out what I found: Criteria for Assessing Art Responses to Literature.  Unfortunately no original source mentioned.

Dear Photograph, Flotsam, Round Trip

Thanks to Missy for this cool idea!  Check out this website: Dear Photograph. 
The students "take a picture of a picture from the past in the present".  Missy thought the students could use a photograph of their vacation and draw the background around the photo.  Or they could do this at home and bring in the new photograph.  Or you could take the picture of your students at the beginning of the school year and repeat in a different season.  So many ideas!

It reminds me of my TLCP postcard project this year.  We found a similar idea in the picture book: Flotsam by David Wiesner.  We supplemented our project with activities for the picture book: Round Trip by Ann Jonas.


Here are the activities we used: Through The Lens.
Oh and check out this art activity: Sunset Silhouettes inspired by Round Trip.

Curriculum Connections:
Drama 1.4 Communicate feelings and ideas using audio, visual / technology to support and enhance work.
Drama 2.1 Express personal responses (thoughts, feelings, ideas) and make connections to drama experiences (characters, themes, issues) in own work.
Music 3.1 Identify the role of music in community today.
Visual Arts 1.2 Create a narrative work considering the foreground, middle ground and background.
Reading Point of View 1.8 First person point of view - writing in role.
Media Literacy 2.2 Discuss: how does music help convey the message of the text?

25 Designs - visual arts idea

Here are 2 student samples of my beginning of year assignment - 25 designs.  The art on the left is by a grade 3 student and the right is by a grade 7 student.  The concept here is bright colours (pencil crayons) and a variety of shape and form with a focus on detail.  The sudent's name should appear somewhere in the design.

GR 2+3 Curriculum Connections:
GR2+3 VA D1.3 Use elements of design in art works to communicate ideas and messages.

Elements of Design: colour, shape and form

Principles of Design: variety: strong contrasts (e.g., use of different shapes and colours to create interest).

Name City - visual arts idea

Here is an art idea I had for the beginning of year - create a name city.  Quite a few years ago I was in an airport and there was a mural of words that created a city.  Here is my version: the students trace an apartment or house template (depending on size of name) to outline the space for their name.  They then add details such as windows and doors as well as green space around.  They will cut these out so all trees / flower gardens must be attached to their building.  The students outline their art with a black sharpie.  Lastly they colour using pencil crayons.

GR 2+3 Curriculum Connections:
GR3 SS Compare buildings and structures in urban and rural communities.
GR2+3 VA D1.1 Create two-dimensional works of art that have the community as their subject.
Elements of Design: shape and form: symmetrical shapes, asymmetrical shapes and forms in both the human-made environment and the natural world (e.g., shapes and forms in buildings).

visual arts labels

This year I made labels for the back of my kids artwork containing the basic art principles or media used in the project.  Here is my visual arts year in review (gr 3+4) for 2010-11.
visual arts labels 2010-11

visual arts curriculum expectations by term

Grade 2+3 Visual Arts

Long Range Plans 2011–12

Black (all)

Green (GR3 extension)

Term 1

Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings

D1.3 use elements of design in art works to communicate ideas, messages, and understandings

D1.4 use a variety of materials, tools, and techniques to respond to design challenges

Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences

D2.1 express personal feelings and ideas about works of art / about art experiences and images

D2.2 explain how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work

Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts

D3.1 identify and describe a variety of visual art forms they see in their home, at school, in the community, and in visual arts experiences

Term 2

Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings

D1.1 create two- and three-dimensional works of art that express personal feelings and ideas inspired by activities in their community or observations of nature / inspired by the environment or that have the community as their subject

D1.2 demonstrate an understanding of composition, using principles of design to create narrative art works or art works on a theme or topic

Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences

D2.3 demonstrate an awareness of signs and symbols / of the meaning of signs and symbols encountered in their daily lives and in works of art

D2.4 identify and document their strengths, their interests, and areas for improvement as creators of art

Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts

D3.2 demonstrate an awareness of a variety of works of art and artistic traditions from diverse communities, times, and places