Tuesday, October 2, 2018

Those Tricky Gnomes and Trolls...

A couple of weeks ago, during a Woods Day outing, one of our students found a gnome hanging out in her fairy house! He had a note sitting next to him that said, "Hello, my name is Bimble and I have been living in your fairy house to escape the tricky trolls. Can I come live in your classroom?" Of course, the children agreed and we brought the gnome in. Little did we know the mischief he would cause.


The following day, Bimble messed up our September calendar, mixing up all of the numbers and we had to do extra work to figure out how to put the numbers back in order!
We thought that was bad, but the very next day, the gnome made a mess of our blocks and we had to sort them all back by shape!

He was being so naughty that the kindergartners decided we needed to write Bimble a note asking him to stop messing up our room. Unfortunately, Bimble just kept playing tricks on us by erasing all of the letter Pp's from the message and making us fill them back in. Thankfully, we were learning Pp that day so it was some good handwriting practice.

We came to school the next day to a long message written on our whiteboard from a mysterious Troll named Pimple who said he took Bimble away since he was being so naughty!
Pimple, the troll, left us quite a few books about trolls to read though. So for that week, we read several different versions of the Three Billy Goats Gruff and the Toll Troll Bridge. The kids loved hearing the different stories and practice their re-telling skills of these books during read to self time.


A few days later, we got word that Bimble was safe, but that he would not be returned unless the entire class worked together to build a house in the woods for the trolls. We were intrigued so on that Friday Woods Day we all practiced teamwork in the woods to build a troll house, complete with fire pit. Hopefully, Bimble will be returned this week...

In the meantime, we decided to write a story about Bimble and the Troll named Pimple. We wrote collaboratively, using a Google doc on our big monitor screen in the classroom. The students even helped me figure our how to spell some of the words. Our book is called "Bimble and the Fiercest Troll." Denni helped us learn what the word "fierce" means. I printed out the words and each student got to illustrate a page in the book. Our book will be viewable at Open House, but for now, here is a preview:





I guess you'll just have to find out what happens to the gnome by coming to our Open House... :)

Standards Addressed:
CCSS.ELA-LITERACY.RL.K.2
With prompting and support, retell familiar stories, including key details.
CCSS.ELA-LITERACY.RL.K.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
CCSS.ELA-LITERACY.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
CCSS.ELA-LITERACY.RL.K.10
Actively engage in group reading activities with purpose and understanding.
CCSS.ELA-LITERACY.RF.K.1.B
Recognize that spoken words are represented in written language by specific sequences of letters.
CCSS.ELA-LITERACY.W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
CCSS.ELA-LITERACY.W.K.5
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
CCSS.ELA-LITERACY.W.K.6
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
CCSS.ELA-LITERACY.SL.K.1.B
Continue a conversation through multiple exchanges.
CCSS.ELA-LITERACY.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCSS.ELA-LITERACY.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
CCSS.ELA-LITERACY.L.K.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.



Wednesday, May 2, 2018

WACKY Wednesday

We had some pretty WACKY up-do's on our Wacky Wednesday!!





Some things that were wacky today:
  1. A sandal was on the wall
  2. A broom hanging on the chalkboard
  3. The rug was flipped upside down
  4. Chairs were stacked on tables
  5. Our schedule was listed as backwards
  6. Our job chart was upside down
  7. Our calendar said "December"
  8. The gnomes were in the doll house
  9. We got to do our quiet reading under the tables
  10. We got to write our names backward on our papers
  11. Our "Wacky Wednesday" read aloud was from Youtube: Wacky Wednesday Video


Happy Wacky Wednesday :D



Cat in the Hat Day

Here are some pictures of what we did on Cat in the Hat day!

We wore our favorite hats and some of the kids played a Dr. Seuss themed CVC (consonant-vowel-consonant) reading game.

 GW rocked that cowboy hat.




They rolled a die and the word they landed on, they had to "tap" or sound out the word in order to stay on the spot. They did a great job!

Then came the real fun. The whole class got to make their own Cat in the Hat 







See if your child can show you theirs. On the hat, they had to come up with words in the -at family. 


Standards addressed:
CCSS.ELA-LITERACY.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.A
Recognize and produce rhyming words.
CCSS.ELA-LITERACY.RF.K.2.D
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1