For the past week we have been participating in Mission Impossible during our time in the gym. During Mission Impossible, students will work on many different skills including experimenting with movement, pathways, stance, and balance.
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Students were exploring their sense of smell and schema for familiar smells as they were challenged to identify 10 different mystery smells; as part of our unit on "The 5 Senses" in science. Today we worked on the skill of visualizing as students read their descriptive writing about their monsters to a partner. Partners were listening for lots of detail in order to best represent their visualization and create a monster that closely matched their partner's writing. Celebration of learning was a huge success! It was wonderful to see all of our grade one families in to celebrate the growth and many accomplishments our students have achieved this year in grade one. Our students demonstrated fantastic leadership as they lead their parents through the many stations that were set up in the classroom. On one dark, dark, night the grade one students of IREC met up with one of the scary creatures you see on the wall! As an introduction to our Visualization Unit, that the grade 1 team planned together, students listened to a descriptive story about meeting a monster in the woods. They then worked in groups to create different body parts based on the information they got from the story. We put all of the parts together to create a collective visualization of the monster! All of the grade one classes got together to compare the similarities and differences between all of the monsters. It was a great project to build cooperative learning as well as reflection of the final product. Habit #6: SynergizeStudents were put into groups, responsible for either the head, face, body or appendages of the monster. Each group was responsible for the planning of the following: group member roles, writing of a supplies list and the drawing, cutting and gluing of each portion of the monster that they had been assigned. This was a great opportunity for our students to practice habit #6: Synergize; working towards a similar goal as a team. Today we generated ideas on what sorts of trouble we think a Leprechaun would get into if in our school. Our writing was organized with time order words: first, next, then and last; and included 4 different locations in our school and events that happened at each location. The ideas were flowing with creativity and the excitement buzzing around the room was evidence of the fun students were having during their writing. You can read a few samples from student stories below. "The Leprechaun went to the boot room and he throo the boots a rownd." M.P. "The Leprechaun went into the library and ript all the payges awt of books." A.R. "The Leprechaun went to the library and switched the books." C.R. "The Leprechaun went to the lost and found and dup it." T.T. "The Leprechaun went in to the school basment and broc all the tabols." S.N. "The Leprechaun went to the staff room and ate all the food." K.N. "The Leprechaun went to the music room and hid ol of the instermints." J.G. "The Leprechaun yint on too the playground and brocke all the munckybars." S.G. "The Leprechaun went to the classroom and broke the smart bord." D.T. "The Leprechaun went into the office and he mest up the office." S.E. Happy St.Patrick's Day!
Students were given a sentence starter and asked to finish it in their own words.
My dad tells me 100 times to . . . "clean your room" D.J. "read" A.R. "eat your vegetables" S.N. "flush the toilet" A.P. My mom tells me 100 times to . . . "be patient" J.K. "go to bed" F.M. "clean up your room" S.G. I wish I had 100 . . . "friends" E.H. "sheep" H.S. "lego" T.S. I would love to eat 100 . . . "apples" B.J. "cheese" S.E. "cake" T.F. "nibs" D.T. I tell my teacher 100 times I want to . . . "play" S.R., J.G., K.K. "do free draw" B.M. "go home and play" S.K. "hug her" N.W. "get the lego" M.P. Last week we had the opportunity to buddy up with Mrs.Sahlin/Mrs.Taylor's grade 3 class and show off our oral reading skills to a buddy. Check out the amazing little artists in 1QV. We learned some techniques for drawing a self portrait include some of the following:
basic face shapes (round, oval, slightly square), eyes (iris and pupil), three part nose, lips, and various hair styles. Students were shown some tips to assist in facial proportions. To follow up, we painted with our water color paints and outlined with a sharpie felt. You will find your child's self portrait in his/her portfolio as part of their autobiography writing sample. Can you find your little artist? Great job, grade one! |
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