Fact Family Activities

In math, we have been working on fact families.  In Math in Focus, an introduction to addition and subtraction is rolled out in the same chapter in the form of Number Bonds.

I like the IDEA of number bonds, just like in fourth grade I liked the IDEA of bar models.  But the kids tend to get really bogged down with the steps/language in the workbooks (in both grades).

 I knew there had to be a better way.  As a visual learner, I wish I was taught math using the visual models from Math in Focus.  But there wasn't enough hands on practice that I could find for the kids to really test things out when it comes to number bonds.  Sure, there are tens frames.  But moving from tens frames to numbers was a leap for some kids.  I looked on TPT for help, and when I couldn't find anything, I made my own!
It felt so good to be creating again after my move from fourth to first.  I didn't know when I'd be ready, but this time I had a vision so I made the time. 

I knew I wanted something kids could write on in marker using sheet protectors.  This group loves markers (we use them in Fundations, and we've used them with other math activities with success).  There's something about being able to wipe away your mistake with your finger that's very appealing, haha.

I also decided that I wanted the kids to focus more on the numbers and less on manipulating quantities.  So I put a visual a the top of the page for them.  I don't like to use colored ink when I don't have to, so I kept it simple and to the point.

Finally, I included an envelope for each file folder with only the numbers needed for the problem (along with plus, minus, and equals signs).  

The fact family stations were a success!  Even my grade level partner (a first grade veteran teacher) was excited to borrow them.  So I made this fact family activity available for purchase in my young (but up and coming?) TPT store.

In keeping with my grade level partner's suggestion, I split my class for this activity as well.  While half of my class worked with a partner on each of the file folder activities, I worked with the rest of the class at the rug.

With these kids I challenged them to create a number sentence using 3 numbers of my choosing.  Each child had a bag of several (but not all) numbers from 1 to 10, as well as plus, minus, and equal signs.

This activity allowed me to check for breakdowns in understanding (such as 8+6=2).  I could draw on the whiteboard to prove/disprove given number sentences.  At the same time, the activity was open ended; multiple students could have different correct answers as they waited to be called on with their response.

This activity was a big success, and led to a fun "filler" game that we like to play, and you can play too with very few materials!  Here's how:

• I tell the kids, "I'm thinking of a number sentence using 4,9, and 5."
• Next, I write the sentence I'm thinking so I can "prove" at the end who guessed correctly.
• I call on students to guess, and write their response on the board.  Then I will say, "That IS a correct number sentence, but it's not the one I was thinking."  (Unless of course it was not a correct number sentence, and then I'll draw it out to prove why).  
• I continue to write guesses.  As your class improves at the game you might say, "I notice there are two addition number sentences already guessed.  That means the correct answer must use...[subtraction]."
• When the correct guess is given, I flip over my sentence and say, "You're right!"

It's a fun little game when you're waiting for the stragglers to transition over to the area of the room you are about to start teaching in!  I've learned that games like this are a BIG hit with first graders.  They like being constantly entertained by an adult, whereas fourth graders seem to be happier socializing/taking a break from listening to an adult during transitions.  And it requires very little materials.  Do you have any fun "fillers" like this that you use with your class?

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Martin Luther King Craftivity

I knew just the sort of craft I wanted to do for Martin Luther King Jr. Day.  Basically, I wanted to do the same style as the "No David" craft I attempted at the start of the year and struggled with.

Part of the reason I wanted to do this was to redeem myself.  I've gotten better at dealing with first graders in general and I know my students.  But also I knew that they have made so much progress since September.  I knew this was going to go much better.

And it did.

I used a template that I "inherited." It was a hard copy so I don't have a store link, but the copyright information says it's from "A. Munroe" (does anyone know this person so I can give a link?).  I tracked down the author and found that Amber Monroe's blog is School is a Happy Place.  Her unit is called Make Way for MLK and at time of writing you can get it free from her blog!  Thanks, Amber! 

I modified her template to simplify the process.  First, we didn't using tracers.  The head and hands were printed onto brown construction paper (did you know you can run construction paper through the copier?  I don't recall exactly how many years ago I learned this, but it's a top tip!).  I also drew his hair, nose and mouth for them.

Then I drew eyes on white paper, all on one sheet, and simply gave each kid a strip with 2 eyes on it so they could cut them out.  The eyes had no detail except for the shape.

Then I demonstrated which parts they needed to draw:  Mustache, eyebrows, pupil, and eye color.  I asked if they knew what color EVERYONE'S pupils are.  Some didn't realize we all have black ones.  It was fun watching them all lean over their desks and stare at each other's eyes trying to see if it's really true!

After our deep discussion on why Martin Luther King was important, it was nice having an attractive craft for the hallway to draw attention to what we've been learning.  This activity is a keeper!


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Martin Luther King Jr. Books

We read 2 different books about MLK.  The first was a simpler book that I knew some kids could read by themselves (and more could retell after they've heard it).  It lead to a talk about segregation, which of course these kids thought was crazy.  I used the water fountain down the hall as an example.  "Imagine you couldn't use it just because of the color of your eyes, hair, and skin."  

The next book we read was a little risky; Martin's Big Words. I like the book because the pictures are very rich, and it was very readable for nonfiction.  The kids were captivated, and one big discussion that came out of it was "How would you bring people together?"  I modified the prompt in the end because I felt this was a little more specific than the title on the page.  I had kids copy the sentence frame, "I would bring people together by..."  They really latched on to the idea of being happy together as the opposite of segregation, so I wanted to capitalize on that.

What was harder to deal with was that this book reveals that King was assassinated.  I debated skipping that part.  In the end, the moment felt like I sort of needed to read it as is.  For one thing, I have one student who can read every word, so if I try changing the words she points it out.  Second, if I tried to skip a page, I worried some could tell.  But most importantly, I decided I needed to address it because I heard one child tell a couple kids that MLK had been shot.

I decided that it was better that I tell them and give them a framework for coping than brushing it under the rug.

So there was a moment when the kids looked shocked, and teary.  But the next page in the book does go on to say that his message lives on today, and that segregation laws in this country have ended.  While I realize we still have a long way to go in terms of civil rights, and I chose my words carefully not to just say everything is perfect now, they seemed okay.

We also had a great talk about civil rights; deeper than I would have expected.  One child said that in other countries, there is still segregation.  I told him this is true (and he looked surprised; apparently he was guessing, haha).  I told them that in some countries girls are not allowed to go to school.  And I told them that the reason we learn about Martin Luther King Jr. is to remember how unacceptable it is to segregate people.  And that "maybe some day one of you kids will be the one to use your words, not hurting people but persuading them, in one of those countries that they need to stop segregation."  They got very excited about this idea and lots of them said "I'm going to do that!"

 

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Teaching Homophones

This week I had a lot of success teaching homophones! 

I've always been interested in grammar.  I feel like it's one of those subjects that can be so dry, but does not have to be.  And honestly, I don't take it too seriously.  If I had to rank order reading, math, and proper grammar, it's going to come last.  Maybe that's why when I teach it, it always needs to be quick, relevant, and/or fun. 

I started out by researching homophone anchor charts on Pinterest, and I was not disappointed! 

  

Next, I took a long look at our word wall.  Because we use both Journeys and Fundations, I decided it would work better to just create  a custom version of a free homophone sort that I found on Teacher's Pay Teachers for free.

It was at this point that something clicked for me.  Previously I had been wondering exactly what a first grader needs to know about homophones.  Since I taught about homophones in fourth grade, it seemed odd that kids this young are also learning them.  Once I looked at the sorting page I realized the level of understanding I was aiming for.  Kids don't need to choose the correct spelling of the homophone to use in a sentence like they do in fourth.  They simply need to be able to read both words (often sight words that have been taught previously this year) and recognize a match.  Of course, for some first graders are ready to move on to the next concept, but not necessarily the whole class. 

So our first activity was to play a little game I called, "I've got your back."

1. Write 4 pairs of homophones on sticky notes.  Then make a second and even third set, depending on how many students you have. 
2. Mix them up, post them, and read the first word.  "There."  I can find the word "Their."  Stick it beside the first.  Call students up to match the words similarly.
3. Call up 8 volunteers to participate, and the rest of the class gets to be "spectators." 
4. Stand behind the volunteers.  Make a spectacle of holding up a word over the first kid's head so the spectators can see, but the volunteers can't.  Stick it on the volunteer's back.  Do the same for the rest of the kids. 
5. Tell the kids they are not allowed to LOOK at their back, but they can ask other students what it says.  They should also read names on the backs of the other kids when they ask.  When they find their "match" of a word that sounds just like their own word, they go to a designated side.
6. When all partners have found each other, ask them to read their words to sum up. 

After this activity they were quite ready to do the word sort!

Later in the week I did a follow up activity.  They had a good sense of what homophones were, but I wanted a hook to keep the idea fun so it stuck with them.  I found a cute homophones VeggieTales clip on YouTube that was less than 3 minutes long.  I showed it on my new (less than one month) iPad/projector.  We had to play it through twice because it was clear the first time that speakers were needed (luckily it only took me the 2 minutes and 10 seconds for the first run through to finish to untangle the ones on my desktop). 

I had let the kids know, "This video goes very fast (although it's also repetitive).  So it would be hard to learn EVERY new homophone.  But if you each remember ONE PAIR, we can make a list together at the end.  Hopefully that way we can get them all."   

As they took turns telling me the pairs, that's when I introduced the idea of spelling each differently depending on the meaning.  A child would say "read" or "red," and I'd ask, "Which one?"  They would say "the color" and I would write "red."  I'd ask, "What does the other 'read' mean," and they'd answer, "Like when you've read a book."  I stuck with modeling (waiting to hear the definition in order to write the correct spelling for the meaning) in order to introduce the concept, as opposed to having them master it and apply it independently.  Readers, do any of you disagree?  Is there anyone out there who teaches first grade who holds their first graders accountable for spelling a certain number of homophones correctly in the right context?  If so, can you share any tricks?

The unplanned happy ending to my week on homophones was that my principal walked in during the song (for the second run through, fortunately!!!) enjoyed the tune, and praised me for learning/applying the new expensive technology quickly!  Plus the fact that they kids were so into it that they were still singing it at lunch.  One of my precocious (and favorite) boys told me, "Ugh, it's stuck in my head!"  I told him, "Good, that was my goal."  

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New Year's Resolutions: Learning How to Talk to First Graders

I still consider myself a "learner" when it comes to how to talk to and respond to first graders.  Sometimes I feel like I'm that guy from the Sprint ads.  "It's not complicated."  Meanwhile they sound like little aliens who speak a language separate from mine.  Today's Morning Meeting discussions was another one of those learning experiences.  The topic was New Year's Resolutions.

I found a cute bell shaped freebie here for a writing prompt.  It looked like a simple but bulletin-board-worthy page that would hold enough visual interest but more importantly be something that a least a few kids might one day look back on and cherish or chuckle.  "This year I will..."

After wishing them all a happy New Year and telling them this is a great time for setting goals, I asked if they knew what a goal was.  Once we cleared up it has a meaning other than a point in soccer, (it's something you want to/plan to do) I told them today I wanted them to think of, and write down a goal. 

I didn't make it multiple choice, but I did model several goals that they might want to select:

1.  Learn 100 sight words.

2.  Answer 30 math facts in 3 minutes.

3.  Clip up to the top of the behavior chart.

In fourth grade, I discussed how goals are more likely to be met when they are quantifiable.  You need to know if you met your goal or not.  "Get better at math" was not acceptable for fourth graders.  With first grade, I wasn't sure I could get that point across, but at least they had a model to work from.  Plus I wanted to set an unspoken expectation that they would be school related (although depending on the kid, I allowed some non school related goals).  And sure enough, several kids picked one of the above goals, and a few came up with their own goals that had a number.  I was impressed!

On the other hand, here were some of our exchanges:

1.   E:  I will do 100 kicks in one day.  (Once I got clarification that it was for karate I told him this is a great goal to work towards).

2.  R:  I will do 100 drawings in a second.

Me:  ...Is that attainable?*

R:  ...what?

Me:  ...Is that possible to do?

R:  *shakes head.*

Me:  Try again.

R:  I will do 100 drawings in ten seconds.

Me:  Try again.

R:  I will do 100 drawings in a minute.

Me:  You seem very determined! 

3.  N:  I will kick a ball over my house.

Me:  There's just one problem with that goal.  If you achieve it, you will lose your ball.  Trust me, I know; I was six once.  I had the same goal.  I still haven't found my ball. 

N:  *makes a face*  I don't care!

Me:  Okay then.

Then once I heard everyone's goal and we were wrapping up the discussion, a student asked me what MY goal was. 

That was a big deal to me.  I felt like a real part of this group.  At the beginning, I thought this age group was still in the self-centered stage.  I was not really expecting, or prepared for being asked!

As a result, I had to fall back on what I told my fourth graders.  I've always made a conscious decision NEVER to tell my students about my weight loss goals.  I fear that opens the door to judging and comparing so I feel like it's best to keep that one to adult company only.  Instead I was very honest and told them, "My goal is to go to bed earlier.  I go to bed too late." 

Some looked interested, some surprised, a few admitted, "I go to bed too late too."  I said, "It's not healthy, so I need to get more sleep."

*Now, I know what you're thinking.  Did you actually use the word "attainable?" 

Yes, I did.  And I stand by it.

I know this word is "too big for little kids."  But in this instance, I felt like it was a great teachable moment.  We were having a discussion about goals.  The word attainable is a word very much related to this topic.  It is a word that is fairly simple to derive meaning from using context clues in the discussion we were having.  I believe a few of my top learners followed what I was saying.  And I got to know the little girl who I asked pretty well.  She is the type of kid who will ask questions, (she love science and write her own "research reports" independently) and she did.  I wouldn't have said that to just any kid in my class, but in this instance it was a good time to do so.  Don't be afraid to ever use big words with little kids!  

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