I can be ANYTHING!

As most often happens, my plan for writing goals for ourselves didn’t go according to – well plan.  We came back from winter break and needed to readjust ourselves to school by reviewing routines.  We came back from winter break just to have a late start to school one day. We came back from winter break and we just needed to get used to each other again.

So our goal setting conversations shifted to this week.  This actually worked out better because goal setting ties in well with our character trait for the month Commitment.  Our guidance counselor teaches a lesson each month about a particular character trait.  Monday, she spoke with the children about commitment and what it means to our goals in kindergarten and for when we grow up. Tuesday, we quickly reviewed commitment in a “little chat” about trying our best and doing our job as students in the classroom. 🙂 Wednesday brought our read aloud, I Can be Anything by Jerry Spinelli.

In this charming picture book, the little boy dreams of all the things he can be – from a make believe critter to a cheek-to-cheek grinner.  The kids loved all the things and giggled at many of the pictures. We talked about each of the things the little boy could be.  One student said “Um, he needs to pick one!” This led to a discussion of how each of us can be more than one thing.  I am a teacher, book lover, cupcake baker, etc.  To help prepare us for our writing, we used the app Popplet to create a web on the Smartboard of all the things we can/want to be now and when we grow up.

From there, we went into small group writing.  Students made the outline look like themselves as whatever they wanted to be.  We have many future police officers, a few doctors, a couple cheerleaders, and even a unicorn! We CAN be ANYTHING!

#Kinderblog14, Letters to the Editor

I had a difficult time with this post – which was surprising to me.  Through my Pinterest browsing, I stumbled across another teacher’s blog post about getting her second graders to write more.  Although she made some good points, she also left me with an “uh oh” feeling and had my mind buzzing with questions.  Surprisingly, I used the Common Core as a basis for one argument, despite my issues I have with them (discussed here).

This is my comment:

http://theappliciousteacher.blogspot.com/2014/07/5-easy-tips-for-improving-student.html?showComment=1405613217196#c3138247443664768969

There is always a little hesitation for me when commenting on another blog, especially if I disagree with something.  So much can be read between the lines, whether it is meant or not.  Tone doesn’t always come across appropriately in comments, texts, posts, and emails. So this #kinderblog14 challenge was just that, a challenge, for me!

Kindergarten and the Writing Process

“Writing might be magical, but it’s not magic. It’s a process, a rational series of decisions and steps that every writer makes and takes, no matter what the length, the deadline, even the genre.” – Donald Murray

Say what you will about Lucy Calkins – especially since her mass marketed writing program has been released.  I hold firm to her (and my) foundational beliefs about the writing process.  All children can be writers. We meet writers where they are, capture them with great literature, and inspire them to find the writer within.

The not fun part is when the writing process gets “put upon” students.  It is presented as a series of “must do” steps just to feel that a piece is complete. It can be daunting and disheartening, especially to our youngest writers.

So how do we present these steps to our emerging readers and writers?  I prefer to model the different phases of the process.  You will not see a step by step guide to the process in my classroom.  There is not a poster of the process as a cycle (which is my preference – a piece of writing can always be returned to if the writer chooses).  I teach five and six year olds and the walls of our classroom are filled with anchor charts they have created. You may see a check list of things to remember.  You may see rubric of what our “best work” should look like.  But you will not see “THE WRITING PROCESS” laid out on our walls.

Throughout the year, we build on our writing.  We begin with labeling, progress to simple sentences, and finally (hopefully) we write multiple sentences with details.  We emphasize adding details – both to our drawings and our writing.  We use graphic organizers (brainstorming), 4 squares (rough drafts), iPad apps and paper (publishing).  We read our writing out loud – to a friend, to a teacher, to ourselves.  We check our sight words with the word wall.  We ask each other questions (editing/revising).

The last two weeks, we have been exploring the ocean and all it offers.  My students this year are very interested in animals and habitats.  We started a project this week that allows us to put two of our favorite things together – research and the iPad.  Using the “plan” below, students began researching an ocean animal of their choice.

oceananimalproject

Students used library books, Pebble Go, Brainpop Jr, and other sources (each other) for research.  I modeled adding information to the plan after reading or listening to research.  We learn early on that copying every word from a book or the computer is a big NO NO.  We learn that we must use words from our own heads, not another author’s words.  If we write it, we need to be able to read it!  Not to mention that whole plagiarism thing!

Once the plan was complete, they showed a teacher what they had.  We had conferences about how to use the information in the best way. They could choose an app to make their project or actual paper.  Many students chose to create a paper book about their animal.  Either way, what they produced what meaningful to them – and they learned about the writing process along the way.

Here are some examples, still works in progress:

This student opted to leave his planning page in his book.  He thought it would make a great table of contents!

These are writings that I know the students will return to again and again as they learn more.  They have asked to not take them home yet – just in case! Wonderful authors in the making!

What the Pigeon Wants

 

In my opinion, the Pigeon series by Mo Willems is the literary equivalent of a Hollywood triple threat – he can act, dance, and sing.  He does all of these things to get what he wants – ahem, NEEDS! The Pigeon provides great examples of persuasion techniques (yes, more than one, just ask any fifth grader), creativity, economic principles (needs/wants), and powerful illustrations.

This year, my class has truly fallen in love with this author.  In the media center they did an author study and in our classroom we continue to revisit Willems’ stories when the mood strikes us.  The week leading to Spring Break put us in one of those moods.  We wanted to hear the Pigeon books again.  When I read these books, the Pigeon has the voice of a very stereotypical 1940’s gangster.  I try to pattern my voice after a media specialist friend (Sharon Mitchell), but hers is truly better than mine. Anyhow – the pigeon pleads, begs, and yes – stomps his feet with my attempt at a voice.  We have fun with these books.  Students respond back with NO! and other answers to his persuasive questions.  Even my fifth graders in past years would respond to the persistent guy.

The Pigeon helped us discuss needs and wants this go round.  We read Don’t Let the Pigeon Drive the Bus, Don’t Let the Pigeon Stay Up Late, and The Pigeon Wants a Puppy. We discussed the difference between needs and wants and created a class T chart.  In the students’ schedule for the day, their word work option was to complete a Pic Collage using the words need and want.

During her writing rotation, Emma chose to create her own version of The Pigeon Wants a Puppy, The Pigeon Wants a Kitten.  She used the books to model her drawings as well as the pattern of her sentences.  We talked extensively about using the books as models – not copying.  The words in the books belonged to who?  Mo Willems.  And the words on her paper belonged to who?  Emma.  She indeed did some creative editing and the end product was quite cute.

So – when searching for a mentor text that is worth its weight, and in my case the cost of multiple copies – consider The Pigeon series.  He’ll be your best friend!

Ideas span grade levels:

• Persuasive techniques – does the Pigeon beg/whine/wear down, plead, negotiate, bargain, give an ultimatum to get his way? Also compare with techniques used in the Click, Clack, Moo et al series by Doreen Cronin , I Wanna Iguana by Karen Kaufman Orloffand Earrings by Judith Viorst.
•  Use of illustrations and how Mo Willems shows feelings
• How illustrators use the technique of hiding characters from other books ( a la Pixar/Disney) – Knuffle Bunny, Elephant, Piggie, Edwina, and Leonardo find their way into the Pigeon books.
• Needs versus wants – also use The Pigeon Needs a Bath
• Voice – characters shine through when saying few words

Über Books for Upper Grades 2

For me, books have always been a trusted friend.  A friend that is just like me, the complete opposite of me, or me transformed in another world.  Books are mirrors or windows (I think I’ve said this before).  In books, we see ourselves or through to something else.

Reading realistic fiction with my students, picture or chapter books, has always provided opportunities for connections in my classroom. Honest questions are asked, discussions are had, and at times – tears are shed.  And if we are lucky, a student falls in love with a book.  Magic.

A couple weeks ago, I blogged about some of my favorite historical fiction books.  Today, I hope you add some of these realistic fiction books to your classroom.

 bird by Angela Johnson

A sensitive story of a girl trying to keep her family together.  Bird is thirteen and cannot accept the fact that her stepfather has left.  She follows him to Alabama to try and convince him to return to Cleveland to rejoin her family.  In searching for security, she becomes security for two young boys with problems of her own.

 feathers by Jaqueline Woodson

Two things led me to pick up this book at the bookstore – the author (one of my favorites) and the main character’s name (characters never have my name!).  Woodson is one of my favorites because she speaks to readers with honesty, compassion, and understanding.  Her books tackle difficult topics such as race, gender, and relationships.  In feathers, Frannie begins to view the world around her in new ways after hearing a quote from a poem at school – “Hope is the thing with feathers”.  A powerful read aloud or book club selection, Frannie helps readers realize the beauty of looking deeper.

 deaf child crossing by Marlee Matlin

This book is a window for most students.  The perspective of a deaf child is a rare one in children’s literature and Marlee Matlin does a beautiful job.  Megan and Cindy become fast friends when Cindy moves into the neighborhood.  They are inseparable.  As summer approaches, their friendship becomes tested when they go to camp together.  Matlin explores friendship and all its facets through the eyes of two young girls.

 Seedfolks by Paul Fleischman

I love a book that is told from several different perspectives.  Some readers find it difficult to follow, bouncing back and forth from character to character, but I enjoy getting the whole story from all those involved.  Seedfolks uses a vacant lot to connect neighbors, stories, and lives together in an inner city neighborhood.  Two years ago, a group in my fifth grade reading class chose to read this book together.  I had to make a judgement call.  I knew some of the content was heavy (pregnant teenager), but I also knew where my students were coming from.  I knew why Valerie connected to it after skimming through the pages (pregnant sister).  I knew Eric would idenifywith Kim’s optimism. I knew that Seedfolks was going to be a mirror and a window for my students. Just as the characters saw promise in the soil, I saw promise in this book.

  

Chasing Vermeer, The Wright 3, and The Caulder Game:  A trifecta of awesomeness!  Although considered more mystery than realistic fiction, Blue Balliett’s series sends readers on journeys through art and architecture, friendship and hardship, trials and tribulations.  Secret messages and codes are woven into each story with pentominoes, riddles, mazes, and more.  Readers are exposed to the art of Vermeer, the architecture of Wright, and the sculpture of Caulder while following friends as they investigate mysteries throughout Chicago and England (Caulder Game).

Maybe you have already read some of these with your students, maybe you’ve never heard of them, but I hope you give them a chance.

Hickory, Dickory, Tot

Last week, we began discussing word families and rhyming words. In the past, I have focused on different word families for a few days and then moved right on to the next few – Usually progressing through the short vowel word families.
The first day, we started discussing what it means when words rhyme and if anyone could think of rhyming words. I read I Can Read with my Eyes Shut by Dr. Seuss and we showed a thumbs up if we heard any rhyming words. Following the read aloud, the –at word family was introduced. –At words tend to be easiest for students to pick up on and they immediately felt successful as we listed all the words on an anchor chart. They practiced with –at words the next two days at writing and word work centers, with books, flip charts, and word wheels.
During shared reading time, we were reading nursery rhymes. Of course, these timeless rhymes lend themselves to word families very well. Last Friday, we read through some classic rhymes on the Smart Board, such as Humpty Dumpty and Jack and Jill. Then, students took turns circling the rhyming words they heard.
Once the rhyming words were circled on each rhyme, the fun really began. Students were able to choose any word they wanted to replace the first rhyming word. I modeled scribbling out the original word and writing the new word on top. Each new rhyme was student generated and I did the writing. We sounded each word out together. When a rhyme was particularly difficult, we talked about nonsense words. To make a new rhyme, using a nonsense word, a student would choose a beginning letter and we would add the rime. Since we were focused on practicing with rhymes, we decided the words we came up with did not have to be real words. We made sure each word rhymed with the appropriate partner.

       

       
After the modeling on Friday, my students asked this morning if we could do silly nursery rhymes again today. Of course, I said yes. I pulled up the slides from Friday and erased the rhymes we created. This time, the students were in charge of coming up with a rhyme and writing it on the smart board. This activity proved to be enjoyable once again. A student even reminded a friend that nonsense words were ok – we are focused on rhyming!

“Humpty Dumpty sat on a brig(j)
Humpty Dumpty had a great thig(j)
All the King’s horses
And all the King’s babes
Couldn’t put Humpty together zabes“

“Little Boy Blue
Come blow your shoo
The sheep’s in the meadow;
The cow’s in the boo
Where is the boy who looks after the donut
He’s under a haystack, fast blonut”

*The student who contributed donut was thrilled as he often shouts out donut as an inappropriate answer and this time it was ok.

“Jack and Jill went up the hill
To fetch a pail of dogs
Jack fell candy cane
and broke his ane
And Jill came tumbling ogs“

We will continue working on word families and writing well past our holiday break. Being able to apply this new skill to familiar text helps the students make connections. The use of nonsense words helps them feel successful. We have more activities to come… Writing our own rhymes and creating word family displays with our iPads. Stay tuned!

For more fun with familiar rhymes and songs check out Alen Katz’s and Bruce Lansky’s popular books:

Writing as readers, reading as writers

Today was one of those great days – where so much learning happens that you’re not sure how you’ve gotten them there.  I owe this type of day to listening – listening to my students.  Since the end of last school year, I have been exploring what personalized (student centered) learning means in my classroom.  In the end, what it means to me is listening to my students.

This week, we have been talking about fall.  The season of fall led to discussion of other seasons.  We read A Tree for All Seasons at the beginning of the week.

The book follows a maple tree through all seasons of the year.  Winter captured their attention immediately.  Hands flew up in the air – syrup comes from trees?  The discussion took another direction, syrup.  Their scientific minds were churning, asking questions and thinking about how it all could work.  Our inquiry continued today with an experiment, but that will be another post…

In the theme of following the turns my students take on our path to learning, the writing mini-lesson for today was completely based on their questions.  Often, when teaching my kinders writing concepts, I can get caught up in the process.  When really, deep down, all I want them to do is consider themselves writers.  It was how I was taught to teach writers.  Yes, I was taught the writing process and writing workshop.  But the main point driven home to me by JoBeth Allen (near and dear) was that our stduents must see themselves as writers.  We are all writers – whether we like to write or not.  We do it every day.  It is a part of our everyday life.  Whether we are texting, tweeting, blogging, emailing, journaling, listing, or writing stories – we are writing.  We. are. writers.  Even as I know these things, I have “off” days.  Days when I ask myself – what would JoBeth do?  What would Katie Wood Ray do?  What would Lucy Calkins do?

My literacy class reminded me with a quote from Katie Wood Ray (jumbled and shortened – but this is the jist): “Focus on your writers, rather than a finished piece.  The process is not something you do, it is something you use.  Writing is an amazing, powerful tool to rock the world.  What are you going to do with it?”

Wednesday, I read Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst.  This book is a good reminder that we all have bad days – that was my point for reading it.

However, my kids noticed something about the illustrations that shocked them.  “Why do the pictures not have colors?”  Of all my years of reading this book, no child has ever asked me that.  I admitted I didn’t know.  We have been tweeting everyday and one student suggested we tweet and ask.  Judith Viorst is not listed on twitter, but we hashtagged it to see what would happen.  This one question sparked a mini-lesson in my mind.  We would connect reading and writing (yet again).

So today, I brought good ole Alexander back out and asked what we remembered about the story.  The students gave great summaries.  Then, I opened the book and showed the pictures.  “Oh yeah, there are no colors!”  We discussed why the author may have done that.  We discussed why we didn’t like it.  I then held up two photocopies of a page from the book – one untouched and the other I colored.

“Which version do you like better?”  All said the one with colors.  The reasons varied from “It’s prettier” to “I know what he looks like”.  We then explored another Judith Viorst book.  We wondered if all of her books were like this.

Super, Completely and Totally the Messiest has a different illustrator.  However, the illustrations are half color/half black and white.  We noted that the important parts of the pictures (the parts that matched the words) were color and the rest (background) were black and white.

All this student led exploring brought us to the mini-lesson for the day.  Details.  Using details in our writing in kindergarten most often starts with our picture.  I told the students I wanted to write about a day I went to Battery Park with my family.  While we were looking at the water,  we saw dolphins.  I started drawing.  I drew the fence that blocks the sidewalk from the water and stopped.  I asked if I included everything I told them in my picture (No).  I added water and dolphins, then asked again (No).  I continued with this process until I completed my picture.  The details of pictures became very important.  We couldn’t see anyone’s eyes because everyone was looking at the water.  My nieces are seven and three so they were smaller, etc.

After checking my pictures for all details, we began to craft my sentences.  First I wrote, “My family went to Battery Park”.  I said I was finished.  Most students argued that point by reminding me about the dolphins.  I then modeled adding a second sentence by writing, “We saw dolphins”.

I know it seems long – but honestly, the entire mini-lesson took no more than a mini-lesson should (15-20 minutes).

From this point, the students went into center rotations ready for writing groups.  Using the guided writing method, my assistant and I are able to conference with children everyday.  Today was no different – “What do you want to write about?” was the question of the day.  Our more confident writers sat down and immediately started writing first.

  

Our more self-conscious writers, started with their picture just as I did.

  

Even writers with developing motor skills found success today.

Today was one of those days – a day you love your job, you love being a teacher.  The only difference is, I wasn’t really the “teacher” in the traditional sense.  They were in control of their learning – and that makes all the difference.

Connecting with Global Read Aloud 2013

This week we started connecting globally with other kindergarten classes through the global read aloud.  We tweet everyday and read posts from other kindergarten classes, but this project really hit home with them.  I explained that so many kindergarten classes would be reading the same book at the same time.  They were mesmerized.  They were excited.  They wanted to know what it would look like.  Being a part of the global read aloud means that my students are part of a bigger community and I am also a part of a larger network.

For primary grades, the global read aloud is focusing on Eric Carle for six weeks.  This week was week one:  The Hungry Caterpillar (one of my all time favorites).  We were already studying farm animals and it seemed to tie right in.  Using my edmodo group, I was linked to a great puppet show of the story.  Many of my students were already familiar with it.  We watched the puppet show on the smartboard and then we moved on to the read aloud.  I always love to hear what the students think Eric Carle uses to make his pictures.  Several students thought crayons.  One budding artisit thought he uses crayons with “water paint” on top.  We visited the Eric Carle website to learn about his collage technique.  Needless to say, the students loved it.

Our next step was to respond to the story.  We discussed our favorite parts.  I modeled using the Hello Crayon app on the iPad to create a picture of my favorite part.

My favorite part was Saturday – the day he ate just about everything.

From that point – they were on their own to create freely.  We started this during our writing time and worked diligently, productively, almost silently straight through our afternoon rotations.  They explored the app and its finishes with the colors.

The creations are beautiful.  I loved hearing why they chose to illustrate what they did and why they made the drawings look a certain way.

I then uploaded their creations into the Showbie app (more on Showbie from my mentor here and here).  This app gives us the opportunity to curate class projects and digital portfolios with the iPad.  I am still in the process of compiling all student illustrations to complete our class book.  I will share once it is complete! (Technology is a wonderful, albeit fickle at times, tool).

For more information on Global Read Aloud 2013 – Please visit: http://globalreadaloud.wikispaces.com/

Guide Posts for Guided Reading

I’ve been thinking about a guided reading post for a while now.  I was debating it because I felt it was more suitable for the very beginning of the school year.  But in talking to more people, perhaps right now is just fine! 

Maybe you are doing guided reading groups currently, but are looking for different ideas.  Or maybe you haven’t started incorporating small groups into everyday instruction?  Hopefully this can help!

First off – organization is key.  Also, meeting your students where they are.  We spend the first 2 weeks of school building up stamina at each center.  We practice going straight to our center, working quietly while we are there, and listening for the timer to tells us when to clean up.  I find that I can NEVER spend too much time reviewing cleaning up.  

I organize my students into 5 groups.  These are heterogeneous and fluid in nature.

We do 3 rotations (15-20 minutes each) before lunch and 3 rotations (15-20 minutes each) after lunch.  During these rotations, my assistant and I are pulling students from each time for guided reading (before lunch) and guided writing (after lunch). I time each center with a great visual timer suggested by Matt Gomez. Our favorite is the candle: 
http://www.online-stopwatch.com/candle-timer/

I move the arrow for each rotation and remind the students of the activities.

Choice centers are Science, Art, Blocks, and Housekeeping.

I incorporate what we are working on into the science center.  This week we are talking about the farm.  In science, students can sort animals into farm/zoo or match adults with babies.  They also use dramatic play as well.  Other ideas could be to have leaves or other living centers.  Our class pet is also a part of the science center.

In the art center, we have a double sided (chalk/dry erase) easel.  Once we are better able to cut/glue on our own, art projects will be added for independent art activities.  Currently, we work on cutting/gluing together.

In the block center we use 3 different types of blocks – usually one at a time.  The block center is farther from the small group tables because of noise levels.

The housekeeping center is more than just a play kitchen.  Students transform this space into all sorts of places!

ABC and Math are on one connected shelf.  I keep it differentiated by putting colored paper in the back.  The left side is ABC, with red paper in the back.  The right side is Math, with purple paper in the back.  I also put colored dots on the signs on the center board to remind students. I switch activities every 2 weeks.

The students have 6-9 choices within the ABC center.

Examples of activities in ABC center:

Students can choose an iPad passes while at this center.  They must use headphones and remain in ABC folder.

Alphabet puzzles – I have at least 2 in the center at all times.  The puzzles range from smaller, foam to large floor puzzles.

 Wipe on/off letter practice

 Linking puzzles

As the year progresses, the activities become more difficult in nature.  I also incorporate some word work activities into ABC.

Math center side – also there are 6-9 choices

Examples of activities:

 Another set of iPad passes

Magnetic shapes and numbers – gotta love the Dollar Tree!

Puzzles – some tying in our unit, others that don’t.  My class this year LOVES puzzles

Number recognition games – this is a Roll and Color in a sheet protector

Number puzzles

I leave a lot of space for the reading center. I like for students to spread out and feel comfortable.  There are bean bag chairs, a rocking chair, and a few stuffed animals of our favorite characters.  The shelf is double sided with hinges so I can shape it like an L.  I have one side “closed” for right now to not overwhelm them with choices.  During the first few days of school, I teach a mini lesson on reading the pictures.  This helps many students not feel discouraged by not being able to actually read words.  Students also have the option to take their iPad (with headphones) to the reading center.  There are multiple options of eBooks on the iPad.  They choose stories from the shelf or the Books folder on the iPad.

I organize the books into baskets.  This is the center where I always feel like we are reviewing how to clean up.  In the reading center, I stress how important it is to put books back where they belong so friends can find them later.  Baskets are labeled with tags and books have stickers that correspond.

It’s pretty OCD, I know.  Usually, each center team has 1-2 children that are really diligent about making sure books are exactly where they should be.  They are usually the ones on the hunt for a specific book!

 

The writing center is actually one of the students’ tables.  I hang a sign above and teams know to sit at table 3 while they are at writing.  Currently, we work on handwriting.  Once we have learned all of the letters, we will move on to creating thinking maps, writing stories or journals,  and using apps on the iPad to create writing. Like the art center, more independent activities are handed when students’ have developed the skills and stamina necessary.  Eventually, students will have the choice to complete their writing on paper on the iPad while at the writing center.  

For more resources check out:

http://www.esc4.net/docs/120-501-1107%20First%20DELC%20Book.pdf

http://www.dpi.state.nd.us/title1/present/100709/roggenbuck.pdf

http://www.mrsvandyke.com/guidedreading.htm

It’s All Good

 

In Kindergarten, we organize our weeks around various skills, strategies, and themes.  Included in these themes are several author studies.  Last week, we immersed ourselves in the world of Eric Litwin and Pete the Cat.

Being the book worm that I am, I love a series of books that easily lends itself to integrated studies.  Through Pete, we explored all of our literacies and addressed common core standards while we were at it.  If you aren’t familiar with Pete, you are missing out on one groovy cat.  With his gaining popularity, more books are being released, but we focused on the first three in the series last week.

 

 

 

As far as read alouds go, the series is pretty much perfect.  They all have a rhythm (and songs!), a positive message, the opportunity for audience participation, and humor.

We started out the week by listening to the stories as I read them aloud.  The students started reading/singing along right away.  We then explored the Harper Collins website and watched animated versions of the stories.  Anytime we needed a quick time filler – I would hear “let’s do Pete the Cat!”  It amazing to find stories that the children truly love and remain engaged in no matter how many times they read/hear them.  Each time we read, a student would point out something new or make a comparison.  We were truly thinking on higher levels – all within the first few weeks of school.

Pete continued into center time where students honed scientific literacy by categorizing and sorting various tins of buttons throughout the week.  Students used magnifying lenses, sorting buckets, plates, and charts to place buttons into various piles.  The discussion regarding which pile specific buttons would go into were telling.  Students worked on inquiry and social skills by working together and reasoning through their thinking.

In Math, we played “Roll and Record” with Pete and also practiced our counting with dot to dot.  Pete the Cat and His Four Groovy Buttons introduces early subtraction skills.  We discussed counting backward, what is one more, and what is one less.

 

Writing time gave us several opportunities to challenge ourselves this early in the year.  What I found was that the students worked harder because they were to engaged and motivated by Pete.  Our first writing was on Tuesday after several readings of Pete the Cat Loves His White Shoes.  Students chose a color and filled in the color word.

 

As a wrap up of the week, we created an anchor chart all about Pete and what we learned from him.

 

This chart was used for our 4 square writing all about Pete.  We did this in small groups.  Students copied words or created their own and illustrated.

 

There are so many other great ideas for Pete the Cat – many we didn’t get to.

       

     

 

http://www.makinglearningfun.com/themepages/PetetheCat.htm

What I loved the most, was the willingness for all of my students to try, challenge themselves, and keep singing their songs.  Just like Pete.