November: Thanksgiving book

I am LOVING these books!  Last month our thinking map book focused on Thanksgiving.  Every year, the kinder team continues the tradition of a big feast for our students and their families.  We buy all the food (with donations), cook all the food, and serve it to our 130 kinders and their families.  My job was potatoes.   Three hours, 2 gallons of milk, 14 sticks of butter, and two large boxes of instant mashed potatoes from Costco later....and I had enough for 400+.  We also served turkey, gravy, stuffing, corn, cranberry sauce, pumpkin pie with whipped cream, and apple juice.  It it always so much work but SO worth it when you see the kiddos with their families.  Many of our kids haven't ever had a traditional Thanksgiving (predominantly Hispanic population) so it's a wonderful first experience.

Before the feast, we had a unit on Thanksgiving to learn all about the holiday and history.  We started with a circle map to show our prior knowledge.  I introduced the topic, let them pair/share, and set them to work.

 

 Next, we used a bubble map to describe turkeys.  Adjectives are tough for the kids to understand, but this sentence frame helped a lot.  The bubble map was perfect for us to write a simple sentence.

Then we made a brace map to show the parts of a turkey.  I took this opportunity to teach some higher-level vocabulary.  We drew the turkey step-by-step and found the vocabulary word to match.

We used a tree map to sort the different food groups we could have for Thanksgiving dinner.  

We used a simple flow map to show the story of the first Thanksgiving.

The double bubble was perfect to compare and contrast the pilgrims and Native Americans.  We used a book (One Little, Two Little, Three Little Pilgrims by G. Hennessy)

The multi-flow map was a great pre-feast way to finish up the maps.  We talked about what we had to do before our feast, and what would happen after it started.  It was a nice way to let them know what to expect and what work went into making it happen.

Last but not least, we wrote a sentence to show what we learned.  I love the kinder spelling!

October Science

I realize that I am far too behind on this post but this year has been one of those "keep your head above water" years.  Going from early bird/late bird to AM/PM has been a big adjustment and I feel so behind all the time!  Anyway, here is the fun we've been having in our room in the past month.

Pumpkins

Our school is all about Thinking Maps this year in an effort to begin the preparations for CCSS.  I decided that in addition to the daily maps that we use, I wanted to pick a topic and go deep with it using every map.  Since it was October, pumpkins were an easy choice.  After all 8 maps, writing, and a table of contents, our pumpkin books were born!

 

We used a sponge to paint the cover and give it a composition book feel.

 We completed the table of contents last, by cutting and gluing.

 

 Our circle map organized our prior knowledge.  The kids did this independently as a starter to the unit.  This friend knew that pumpkins could have faces, seeds, and lines; and could be yellow or orange.

Next, we worked in small groups to make the bubble map.  I cut open a pumpkin and gave them a chance to explore and talk abut what they noticed.

Later, we compared and contrasted a small orange pumpkin and a large white pumpkin.

Then we used some cut-outs to organize information about pumpkins.

We read a book about the life cycle of pumpkins and then drew the sequence.

We cut open another large pumpkin in half, from top to bottom to look inside.  We talked about the different parts.

We thought about what makes pumpkins grow (seeds, soil, water, sun) and what happens after it grows (it can be a jack-o-lantern, pie, or toasted seeds).

 

We took what we knew about pumpkins and related it to other things.  A pumpkin is the color orange as an apple is the color red, as a strawberry is the color red, and as grapes are the color purple.  The kids chose fruits and veggies to use.

 Finally, we wrote.  The students started with a picture, labeled it, and wrote one or two sentences.

We are currently in the process of a similar book for Thanksgiving...stay tuned!

Bats and Spiders

We started with bats after we finished up with the pumpkins.  Our short unit included watching videos from United Streaming, looking at pictures online, reading books, and group discussion.  We mapped out our thinking as we went along, and finished with some group writing.

 

We regularly use a circle map in place of a KWL.  The red is what we already knew and the blue is what we learned along the way.  We recorded our questions on another chart.  What I love about thinking maps is that not only does this capture what we know, it also has the frame of reference: how we know what we know.  When my kids offered answers and suggestions, I asked them where they got the information.  They said TV, computers, the zoo, books, and seeing things.  I love that "I just know" is no longer an acceptable answer!

Next, we wanted to classify the information we found to further organize it and make sense of it all.  We used a tree map to do so.

 The tree map is a great tool for writing because it transitions smoothly to simple sentence structures.  From this, my kiddos were able to easily compose sentences that would have otherwise been too difficult to write by themselves.

I wrote some of the key words on sentence strips and asked kids to come up, pick the words they needed, and write the detail to complete the sentence.  They wrote them as the tree map was posted on the SMARTboard.  One friend even came up with his own sentence, which he added.

After we explored bats for a few days, we moved on to spiders.  We made a new circle map and used it in the same way.

My favorite comment from this one was, "We step on them!"  Yes, many people do step on them- but more importantly, I was getting real-life examples of their background knowledge.  They were making connections to their lives and building their schema.
 

Now that we had information from several sources about both topics, we were ready to compare and contrast.  For this, we used a double bubble map.  We pair/shared things we remembered talking about.  When someone offered a piece of information, I asked them where it should go.  Understanding the placement of information here is key.  It shows me that they understand (or don't) that some information only pertains to one of the creatures while other information related to both.  We also added the verbs so that writing would be a breeze later.

We composed this paragraph over the next couple days.  I put key words on the bottom and called on kids to come up and drag them to the top to create sentences.  We read through it over and over, and I added pictures to help.  As a text, this is WAY above my students' reading levels and would normally not be considered a grade-level-appropriate text.  However, because we spent so much time with the information and composed it from what we found, the kids could absolutely read it when we finished. 

I love color coding so we also went back and colored the capitals green (because that is where the sentence starts to go!)  The next step would be revising to improve the flow and structure.  I'll wait a little longer before introducing that though :)

I have now done a few units in this fashion at both the beginning of the year and the end.  They are great for teaching informative writing.  My newest discovery though is that they also (miraculously) align quite closely to the structure of a performance task on the CCSS tests!  I am on a committee for my district and I'm also participating in Writing Project 2 at UCI, so I have been talking about the Common Core a lot!  I have looked at some of the sample performance tasks and they have a very similar format to these units.  First a video or article is given to the students and they can take notes.  Then there is a class discussion about the topic and student are encouraged to use a graphic organizer for the information.  Then students may be given one more genre on the topic.  Finally, they are asked to take that information and write about it.  I am thrilled that my kinders (the first guinea pigs to be tested in 3rd grade and all the way through) will already have experience doing this type of activity!

Bubble Maps and WW

What an exhausting and wonderful week!  Back to School Night really drained me with the wacky schedule, but we made it through another successful 5 days.  This week our focus was on bubble maps and what writers write. 

We worked on bubble maps all week long as a class.  Since we just started with HM, each day we did a bubble map based on the letter of the day (apple, banana, cow).  Thankfully for us, the Mobile Dairy Council came so we had a lot to say about the cow!  We ended the week with our first Big Buddies day, when our big buddies helped us make bubble maps about ourselves.  Those kids were SO adorable!  The big buddies interviewed the little buddies and they worked together using pictures and words to describe my kinders.  Here are the results.

 This is a great example because the big buddy used all adjectives (yay!) and my (kinder who is an ELL with Speech services) suggested "curious."  Love it!

 I love this one because it really shows the big buddy's opinion of his little buddy.  So sweet!

I love the pictures in this one.  We talked about drawing pictures so that the little buddy could "read" it later.

This one is great because my kinder wrote the words first (experimenting with letters) and the big buddy translated it.  Such great teamwork!

Next week is the dubble bubble, which we will of course use to compare big and little buddies.  I can't wait to see the results.

What do writers write?

This week's anchor chart was about genres.  I collected some from around the house and school, and posted them on the chart.  Then we worked together to label them (a previous lesson).  Afterwards, I chose one to model.  I made a menu.  When it was time to write, I put out post-its, blank paper, and paper bags.  The paper bags were the most popular.

The next day I chose the book.  I also took the opportunity to use a mentor text.  We looked at our HM big book, Mice Squeak We Speak.  We first looked at the front cover, noticing the different attributes.  We saw letters.  Some letters were the author's name, so I wrote my name in the same place on my book (a folded piece of construction paper).  We also saw letters that made the title, which I wrote too (bigger and in another color like the anchor text).  The biggest part was an illustration that showed what the book would be about.  My title was "The Day the Cow Came" so I drew a cow.  We also noticed a border which I added to fancy it up.

The following day we opened the book again (we read it much earlier) and took note of what we saw.  Pictures, letters, and little dots.  So I added an illustration for my beginning, words to tell the story, and one of those little dots at the end.  Yep, I introduced periods to kids that can't all write their name.  Our team usually reserves periods, space, and capitals for DECEMBER.  It was a brave (and some may say foolish) thing to do, but I stand behind it.  A third or more of my class added periods in their writing that day. PHENOMENAL!  I was so excited.  For those who were ready, they soaked it up.  For those who weren't, they will hear it a thousand more times before June.  I realize now that work samples would be great to post, so I'll update with some next week.  Yay for WW!