Decimal Representations and Number Lines

     Students worked in groups using base ten blocks to create decimal representations. The flat (100) block represented 1, the rod (10) represented 0.1, and the unit (1) represented 0.01.

     Students created a number line. Then other students used a letter to represent a point of the number line we had to solve for. The students who were not on the number line helped solved for the unknown points.

Rain Rain Go Away

     We read One Little Raindrop. After we read, discussed and charted the water cycle on the whiteboard. Then students drew and labeled their own in their science journal. 

     Then we read One Rainy Day and talked with our partners about things we see on a rainy day. Then students illustrated and labels things they see on rainy days.

Weather

     In our weather unit, we learned about the four components of weather: precipitation, wind speed, cloud cover, and temperature. We practiced observing and describing the four components. We also discussed items that protect us from precipitation and temperature, as well as tools to measure wind speed, temperature, and precipitation. After discussing and charting on the board, students went back to their seats, choose a type of weather, drew it and a form of protection and a measurement tool. 

Fourth Graders Save Fred!

 For the first day of math class, I introduced myself to the students by telling them about my family and showing them a picture, telling them about how big a Crimson Tide fan I am, and reading them one of my favorite children's books Where the Wild Things Are by Maurice Sendak. We talked about rules and procedures for our classroom. 
      The first problem the students had to solve was to save Fred. Fred is a gummy worm that can't swim. He went boating in a clear plastic cup and his boat flipped over. His life preserver (gummy peach ring) was under the boat (clear plastic cup) with Fred sitting on top of the boat. The students had to get the boat turned back over and Fred in his life preserver. The catch was the only tool they could use to save Fred was a paper clip. Students worked together in groups of 4 to save Fred. When we finished, I had the students tell me what saving Fred had to do with math. Then we talked about strategies they used to save Fred and created a list. We also talked about their attitude during the activity and how they didn't get mad or give up.
    Then we took a place value preassessment so I would know which areas of place value we need to focus on in class and which areas could be practiced at home. We also read How Much is a Million? and I introduced place value through the hundred millions place. We created a class anchor chart and students took notes. We practiced identifying the value of different digits within a number.

Math 4A:

Math 4B:

First Grade Scientists

     For the first day of science class, I introduced myself to the students by telling them about my family and showing them a picture, telling them about how big a Crimson Tide fan I am, and reading them one of my favorite children's books Where the Wild Things Are by Maurice Sendak. We talked about rules and procedures for our classroom. Then we read What is Science? and talked about what scientists do and the different things they explore. I gave each child a 3X3 white square to draw a picture of something they learned from our reading and discussion about scientists and science. Then we created a class circle map together. We talked about their homework assignment and then it was time to change classes. 

Science 1A:

Science 1B:

A Little Bit About Me...

Vote for Me!

Voting begins today for the Most Fascinating Blog 2012 for the kinder teacher category! You can vote now through July 2nd.

Nomination

I'm so proud and excited for the nomination this blog has received for the Most Fascinating Blog 2012 in the kinder teacher category! I hope you'll come back on June 25th and vote for me!

For Every Time, There is a Season

    On the last day of school, I went in to my principal's office and resigned my position. That is one of the hardest things I have done. I helped opened Hobbs Williams under my former principal Mrs. Nunez. I really thought when I came to Hobbs I would be there forever. I had told my husband one day people will say, "Oh Mrs. Shaw's been in F104 forever...like 30 years!". My plan, however, was not God's plan.
 
    I am taking a position at UME Preparatory Academy. I will be teaching 1st grade science and 4th grade math on Tuesdays and Thursdays. I get to be at home with my little one on Monday, Wednesday, Friday! UME is based on university education model and is designed to prepare students to be successful in college beginning in kindergarten and going all the way through high school. Every step of this process, we have seen God's hand and watched Him work out all the details for us in His time. This is truly the best of both worlds for me: I get to do what I love and am passionate about AND be at home more with my boys.

    I will continue to blog here during the school year. I have also started a new blog Chit Chat with Mrs. Shaw. That blog is where I'll be blogging this summer, updating about my teachers pay teachers store, participating in linky parties, etc. I hope you'll follow both blogs.

    My co-worker Mrs. Riner teaches 3rd grade at Hobbs. I met her when I was student teaching and our classes have been reading buddies for the past 7 years. On the last day of school, she brought her kids down for a final reading buddy session. I told Robin I had resigned my position. She let me go tell a couple of other people that I wanted to hear it from me. When I came back, I found this on my whiteboard:

    Some of the 3rd graders who signed my board had been my kindergartners the very first year Hobbs was open. The last day I walked out of my empty classroom, I just couldn't bear to erase it. I'm moving on to a new season of life, but very grateful for the memories and lesson learned from season that's ending.

Summer Reading Club

    Yesterday I took my boys down to the Grand Prairie library for the Summer Reading Club kick off. They had so much climbing on the different trucks they had in the parking lot for the children to explore, listening to story time, and finding books to check out. There's still time to sign up for the summer reading club. Children earn prizes for number of books or minutes read. They also have a program for teens and adults. They are also showing movies for free on Thursday through most of the summer. Find out more information about the Summer Reading Club.

Happy Summer!

***And come back tomorrow for a big announcement!***

Zoo Animal Research and Alligator Pie

 We've recently studied zoo animals. We used a different thinking map each day to organize our learning before we wrote. Students created a mini book with one page on a different animal each day. At the end of the week we made alligator pie-they thought it was yumo!

Direct Comparisons with Weight

    We began by watching a short video about measurement and the students coming up with a definition for weight. Then students took a marker and found objects in the classroom they thought were heavier, lighter, or the same as. We began by just holding one object in each hand and making comparison using heavier, lighter, or the same as. Then the next day, we got out the balance scales and discussed the purpose of the scale. This time each student choose 1 item from the classroom. At their tables they decided which two objects, they would hold and share their prediction. Then they put them on the scale to see if they were correct. Then they repeated with the last two. They recorded the actual results in their math journal. Then they switched objects with a different table. 

Direct Comparisons with Length

    We began by watching a Number Crew video about length and came up with our kid friendly definition of length. Then we used Twizzlers to make comparisons. We found items longer/shorter/the same as our Twizzler. We also ordered our Twizzlers by length at our tables.

    We read Jack and the Beanstalk. Then we drew beanstalks, cut them out and made comparisons with our partner. Students used comparative language to describe their beanstalks with their partners.

   
We read Arthur's Pet Business and then used our stuffed pets from home to compare length with our partner's.

We also made comparisons by finding things around our classroom that were longer, shorter, or the same as our foot after we read How Big is a Foot?.

 
Here is our anchor chart we worked all week to create.