CAMOUFLAGE

A STUDY OF WATER AND LAND

After studying different landforms, students choose one to research further. After research student writes about the landform and draws a detailed picture. Post in the hallway or on the website. Teachers may want to put photos with an explanation of landforms interspersed with the students. After initial explanation, this could be done during center time. When you are ready to take off the wall, put in a class book or in Journal/Memory Books.

JOHNNY APPLESEED QUILT

Read and discuss Johnny Appleseed. Write major points from the story that students recall. Each student chooses a point to draw and color. After detailed pencil drawing, students get teacher to write in black marker, what the drawing is about. Students color with markers. Collect and laminate. Punch holes in the corners. Use brown yarn to connect the corners. If have extra spaces, use as a title, concepts learned, and illustrator section. Post in the hallway, put on Website, when completed, put in Journal/Memory Book.

CLASS WALLS/AREAS

BLOOM'S TAXONOMY FOR CHILDREN

SCRIBBLER CHOICE ART AND WRITING CENTER

HOMEWORK CHART
Way to Reward "On-Time" Homework

STUDY BULLETIN BOARD
DESERT STUDY

ENGLISH STUDY WALL
~ 6 Trait Writing
~ Check Your Work
~ Capitalization Rules
~ Punctuation Rules

BEGINNING OF YEAR BOARD
JESUS CALLS YOU BY NAME

MAP STUDY CENTER
SCRIBBLE CENTER
DRAWING BOOK CENTER

MAIN WALL
~ SONG OF THE MONTH
~ CHARACTER COUNTS
~ CLASSROOM RULES
~ MARBLE JAR BEHAVIOR CHART


BEGINNING OF THE YEAR
WHAT WILL STUDY

CONTINENT AND GLOBE


AUTHOR OF THE MONTH CENTER/AREA

THOUGHT FOR THE WEEK APPLE
DID YOU KNOW DOG
PROBLEM OF THE WEEK ELEPHANT CENTER
REUSABLE CALENDAR

REUSABLE CALENDAR
GIVE ME FIVE
SCRIPTURE SLEUTH CENTER
WE PROMISE PLEDGE

ARTHUR POSTER
POEM First Day of School
HOW TO DRAW ARTHOR

FALL LEAFS ME HAPPY

Question: What can we find out about fall leaves?
Material: Worksheet, Leaves, Magnifier, Map Colored Pencils
Directions:
Measure 4 leaves - use inch measurement
Pick 1 leaf to look at closely with a magnifier.
Carefully draw the leaf, the veins...
Color with map pencils.
Write a paragraph on the leaf paper.
~ tell about leaves
~ what is the same about them
~ what is different about them
~ what can you say about the colors
~ what do you know about touching the leaves
~ what can you say about the shapes
~ how did the leaf look different under the magnifier

TEACHING SUMMARIZING A STORY

If you ask a child to summarize a book they read, they go on and on without any idea of how to retell the story briefly. This project will help students learn how to summarize.
Brief highlights of summarizing:
1. Title
2. Author
3. Setting - where/when the story takes place
4. Main Characters
5. Goal - what character wants
6. Problem - Conflict
7. Outcome - how conflict ends
8. Sequence of Events: first, next, then, later, after, last, finally, afterwards...

Detailed Explanation of Summary:
1. Give the title of the story and its author.
2. Tell who the main character/s is/are and where/when the story takes place (setting).
3. Tell what the main character wants (goal).
4. Tell how the main character tries to get what he wants.
5. Tell the problem the main character may have in trying to reach his goal (conflict).
6. Tell if the main character finally reaches his goal (outcome).
7. Tell the events in time order sequence (first to last). Use clue words, like: first, next, then, finally, at the end...

Summary Teaching Chart I:
Title: _______________________________________________________________
Author: _____________________________________________________________
Characters: ___________________________________________________________
____________________________________________________________________
Setting: _____________________________________________________________
____________________________________________________________________
____________________________________________________________________
Goal: _______________________________________________________________
____________________________________________________________________
Conflict: _____________________________________________________________
____________________________________________________________________
____________________________________________________________________
Outcome: ____________________________________________________________
____________________________________________________________________
____________________________________________________________________


Summary Teaching chart II:
First, ______________________________________________________________
____________________________________________________________________
____________________________________________________________________
Next, _______________________________________________________________
____________________________________________________________________
____________________________________________________________________
Then, _______________________________________________________________
____________________________________________________________________
____________________________________________________________________
Later, _______________________________________________________________
____________________________________________________________________
____________________________________________________________________
Finally, ______________________________________________________________
____________________________________________________________________
____________________________________________________________________

Explain that commas set off time order words.

SUPER SENTENCE - TEACHING PARTS OF SPEECH FROM THE BEGINNING

THIS IS A TEACHING TOOL I USED IN GRADES 1-3, BUT IT COULD EASILY BE USED IN GRADES 4-5. IT CEMENTS THE CONCEPT OF "PARTS OF SPEECH" USING THE 5 "W" IDEA.
FIRST GRADE: Teaching the idea of a "Super Sentence". Students give a sentence, teacher writes on the board. Example: The dog ran down the street. Good sentence. What tells us WHO we are talking about - the dog. WHAT did the dog do - ran. WHERE did the dog run - down the street.
Oops! We are missing WHEN, WHY, HOW...
Let's add WHEN - The dog ran down the street last night.
Now add WHY - The dog ran down the street last night to get its bone.
Can we add HOW - The dog quickly ran down the street last night to get its bone.
Later on teach the students how to change the sentence parts so the flow is better.- Last night, the dog quickly ran down the street to get its bone. GREAT JOB FIRST GRADERS!
SECOND GRADE: Of course, teach the first grade concept of the chart before you continue with second grade concepts. As you teach the different parts of speech, add the name of the part of speech to the chart. So this is an ongoing teaching chart. I use vis-a-vis, so I can erase my teaching marks and reuse from the beginning the following year. Probably, second graders will concentrate on nouns, adjectives, and verbs (action). If you teach more, then by all means, add to the chart. Make sure the students understand that WHAT is "did what" - action. A great project for second grade (after you review the first grade skills) is SUPER SKELETAL SENTENCES. This is completed in October and is an incredible hallway decorator. Children decorate a skeletal face, and then write their super sentence on bones that hang from the head. If you put one word on each bone it is long, but if you teach phrases, then you could shorten it.
THIRD GRADE: Teach the concepts from the beginning and then use the chart as you study adverbs. Adverbs will answer the WHEN, WHERE, HOW. Very versatile teaching chart.