Pumpkins!!

Today begins our week on pumpkins.  We began by filling in our graphic organizer.  We first charted our schema and discussed that schema is what we already know.  Some students said that pumpkins are a fruit and others said pumpkins are vegetables. No one could give a reason why they thought the way they did so we wrote "fruit of vegetable" under misconceptions.  Then we read an informational book on pumpkins and watched a video on the life cycle of a pumpkin.  We then filled out new information that we learned. 

We learned a lot of new information about pumpkins. 

We then broke into two groups and made observations about the outside of our 2 pumpkins.  We counted the lines, felt its texture, and picked it up to see how heavy it was.   Then we predicted if we thought the pumpkin would sink or float.  Twelve thought the pumpkin would sink and twelve thought it would float.  Guess what?!?  It floated! 

Then we went back and filled out our pumpkin life cycle paper. 

http://youtu.be/jibeezS2wt4

We measure our pumpkins using linking cubes.  First we wrote our estimates on the chart. Then we measured.  Most of the students realized that the smooth pumpkin was taller than the bumpy pumpkin so the estimates were greater for that pumpkin :) 

We had one correct estimate! 

Next we estimates the circumference of our smooth pumpkin.  This was a little harder! 

Now it was time to open up the pumpkins. First we all made our estimated and put the on the chart.  Then we 

Our pumpkin had 405 seeds.  Our closest guess was 200.  

Composing and decomposing numbers

What does it mean to compose and decompose numbers?   If you compose a number you out it together.  If you decompose a number you break it apart. Our  math standards state we can compose and decompose numbers 11-19.  Students must see one of these numbers as 10 and some more.  For example, the number 14 is 10 and 4 more. We would write that number sentence as 10+4=14. 

This week I am giving the students a 9 domino (has numbers 0-9 on each side). They must reproduce the dice on their paper and count to decide how many.  When they come up with the answer and wrote it on paper correctly (14 is written with a 1 and a 4 (14) not a 4 and a 1 (41) ) then they have composed the number.  They then have to represent the number in place value (1 rod and 4 ones) and wrote a number sentence to match.  

Spiders

We continued our week by discussing spiders.  First we had to see if we thought spiders were cool or creepy. 

We filled out our can, have, are graphic organizer together, labeled the parts of a spider, and then made spider webs to out our informational writing on.  They had so much fun with this.   

At the end of the week, we chose between spiders and bats and had a cool hat to wear around the school! 

Bats!!!

We read several nonfiction books on bats and then worked together to fill out or  graphic organizer. 

Here's where it got interesting :) we wrote out own BAT FACTS book.  

Here a few examples of what we did! 

At the end of the week, we chose between spiders and bats and had a cool hat to wear around the school! 

Greater than, less/fewer than, and equal to

This week we are learning focusing on greater than, fewer than, and equal to. 

Each partner is given a number and then draw and label a set that is greater than, fewer than, and equal to the number they were given.  They MUST use math dialogue to discuss why they chose each number.  

MCCKCC6,7: I can compare numbers or sets using words like greater than, fewer than, and equal to. 

Literacy Stations

Rhyming Flip Books

I love flip books.  The kids really enjoyed making these rhyming flip books.   They choose the words and are able to draw and label their words. 

Alliteration 

The kids were able to choose a letter and the draw and label 6 pictures that started with that sound.  

*this child drew a giraffe for "j" , this works since giraffe starts with the /j/ sound 

Letter Sort

Are your letters tall, small, or do they fall? 

http://www.teacherspayteachers.com/Product/Letter-Sort-Letters-that-are-tall-small-and-that-fall-971885


Sight Word Graphing

Each student choose the sight word list that they are working on and graphed their sight words.  They loved choosing their colors.  

iPads - 

Poems

The kids can read their color songs and sight word poems.  They are able to practice tracking their print and fluency. 

Computer.  

Depending on each child's level they watch Word Factory or Letter Factory. 

Write the Room

Sight words 

Students choose the list they are aorking on and "type" their sight words 

Writing station

The students are able to add to the picture and then write.