I am giving the Matron of Honor speech at my friend's wedding next month and really want to make it special. We were both at a wedding a couple of years ago and loved the MOH speech. Basically, the MOH did a BRIEF 2 min picture show and told why the bride and groom loved ea. other (she had asked them the question beforehand). Ex: A loves E because he understands her crazy sense of style (while show pic of A in crazy outfit) and so on, as she showed a pic. for each "reason". It made everyone cry and I'd thought of doing something similar, but would like to change it up a little.
Please teachers, give me your creative ideas! Thanks!
On 7/20/05, Mrs. G. wrote: > How do you schedule the teaching in a one room school? > Thank you.
Carefully! ha! Seriously .... I approach reading as individualized reading, using a workshop setting. Math is according to level. Other subjects such as science and social studies can be taught topically to the whole group, as you tailor the activities according to age/ability level. You need to come up with an annual cycle rotation of topics. Language arts is also taught one-on-one in a workshop setting. All specials are done together. Remember: choose what you will teach and teach it well. Don't get caught up in thinking quantity equals quality.
I am writing a cross-curricular unit on newspapers: their history, effect, style etc. How can I integrate grammar , mechanics and reading into this? I'm open to all suggestions, especially outside the box (and yes I intend to renew the student newspaper from last year).Thanks Leo
On 7/21/05, VWG wrote: > You probably already know about these but here are a couple of > trade books that you might use for reading in your unit: > > Furry News: How to Make a Newspaper by Loreen Leedy > Deadline: From News to Newspaper by Gail Gibbons
Great and Thanks! I went online to my library and they had them. I was just blocked and couldn't get ANY ideas! Thanks VWG
What a great idea! I had a newspaper club after school one year. One of the activities I did is I had guest speakers come in and do presentations about their job. For instance, we had a comic strip artist/ writer come in and he talked to the students about the skills he needed to get his job, etc. The students did a sample comic strip, and corrected it, etc. An editor could come in and talk about useful skills needed, etc. Best of luck! tina
On 7/21/05, leo wrote: > I am writing a cross-curricular unit on newspapers: their > history, effect, style etc. How can I integrate grammar , > mechanics and reading into this? I'm open to all > suggestions, especially outside the box (and yes I intend > to renew the student newspaper from last year).Thanks Leo
We need you for our postcard exchange. Any grade level is good! If you are interested and committed to taking part in our exchange, email me. Be sure to send me an email address so I can contact you directly. We mail our cards between September and March, so you have plenty of time. I will provide a template of addresses to make the mailing easy. A wonderful way to teach many skills. The kids love it!
I am new to the K/1 this year and I would appreciate any input i could get. If you have any words of wisdom, schedule or curriculum ideas please let me know. I am excited, but starting to panic. I have taught prek and K for many years, but first graders are new to me. Thank you.
Remember, half of your kids are experts! I use my older half to teach many of my routines. September is so smooth.
The challenge will be to keep your class "playful" the way classes should be for K and 1. It is tempting to start ridding your program of centers because of all that you have to do.
Teach most subjects whole group--soc. studies, art, etc. Teach reading to whole group, small group, and individual. Group for common need rather than age. The readers workshop approach works well.
I am lucky to have a partner across the hall and we do separate K and 1 for math because our math program is very comprehensive for first grade.
If you teach in AL AR CO CT DE DC HI ID KS ME MD MT NE NH NM ND OR RI SD UT VT VA WA WI or WY, we'd love to have you join our exchange. Please email me your name and school's address.
Im going to be teaching 1/2 multiage in the fall. Its a small school and will probably have about 12 students. Im just wondering, how do you set up a multiage classroom?? Schedule wise, language arts block, math instruction, writing workshop? I know I will have students functioning at a k level up to a 3rd grade level. How do I balance instruction to challenge each student?
Any help would be appreciated. If you teach a multiage class and would be willing to chat with me as I prepare and go through the first few weeks, I'd love to swap email addresses.
Hi Gina, Check out a posting I wrote called re:struggling with classroom setup on 9/ 9/06 Patty Montgomery. Good Luck!
On 7/28/05, Gina wrote: > Im going to be teaching 1/2 multiage in the fall. Its a > small school and will probably have about 12 students. Im > just wondering, how do you set up a multiage classroom?? > Schedule wise, language arts block, math instruction, > writing workshop? I know I will have students functioning > at a k level up to a 3rd grade level. How do I balance > instruction to challenge each student? > > Any help would be appreciated. If you teach a multiage > class and would be willing to chat with me as I prepare and > go through the first few weeks, I'd love to swap email > addresses. > > Thank you > Gina
I appreciate that you are using this forum for information. I am a first and second grade teacher in Northern California, and I certainly appreciate the support of parents. It is a difficult job teaching a combined classrooom, but I believe it can be a very positive experience for both grade levels. I have taught a combination for several years, and I find that my second graders become more confident, more self-reliant, and better role models. My first graders tend to emulate their older piers and try to be as much like them as possible. As I've seen it, a combination classroom has been very positive indeed.
I hope you find the answers you're looking for...and thank you for being an involved, concerned parent.
On 9/07/06, Omar wrote: > I'm very curious about the results of combinig first and second > grades in the same classroom. My son started first grade in a > small school. To my surprise they combined first and second > grades together. Is this setup will help my son or he will be > distracted with the different activities around the classroom > given that he was diagnosed with add/adhd. > > Your comments will be well received. > > Concerned father.
I am wondering if any of you can help me out at all. I am a final year B Ed student and my major assignment involves a scenario where we are a teacher in a 2 teacher school with a hypothetical class list of P-3 children and creating the planning for the first 4 weeks of school. While I know a lot of this time will be devoted to getting to know the children, the children getting to know each other, establishing routines and establishing behaviour expectations I am really feeling at a bit of a loss as to where to start planning adequately across such a large age group/ability span. Do you have any tips/advice you would be willing to share? Thanks so much - Christy
Christy: The first thing you need to do with K-3rd is find out where your children are. The good news is that as multi-age teachers, we know them so well from having them through the years we can estimate their levels and know their learning styles. Using running records (have they taught you this? If not, look up "Marie Clay" to get an overview. DRA (diagnostic reading assessment) is also a great help. You want to find out where they are reading, how they are writing, and what challenges they have in math and spelling. Plan lots of writing prompts to help you. Then, with this information, you can begin to group and plan lessons based on the individual needs of your group geared toward your curriculum goals. Hope that helps! Lynn
On 8/16/05, Lynn wrote: > Christy: The first thing you need to do with K-3rd is find out > where your children are. The good news is that as multi-age > teachers, we know them so well from having them through the > years we can estimate their levels and know their learning > styles. Using running records (have they taught you this? If > not, look up "Marie Clay" to get an overview. DRA (diagnostic > reading assessment) is also a great help. You want to find out > where they are reading, how they are writing, and what > challenges they have in math and spelling. Plan lots of > writing prompts to help you. Then, with this information, you > can begin to group and plan lessons based on the individual > needs of your group geared toward your curriculum goals. Hope > that helps! Lynn
On 7/20/05, Mrs. G. wrote:
> How do you schedule the teaching in a one room school?
> Thank you.
Carefully! ha! Seriously .... I approach reading as
individualized reading, using a workshop setting. Math is
according to level. Other subjects such as science and social
studies can be taught top...See More