I would like some tips for teaching in a K-1 Classroom. How do you organize, plan, set up instruction, differinciate instruction, etc. I will have the majority K, and a 5-6 lower first graders. I'll have all the kids full day. Any advice would be very appreciated.
On 6/03/06, jrs wrote: > I would like some tips for teaching in a K-1 Classroom. > How do you organize, plan, set up instruction, > differinciate instruction, etc. I will have the majority > K, and a 5-6 lower first graders. I'll have all the kids > full day. Any advice would be very appreciated. > > Thanks > JRS
I know exactly how you are feeling. I have taught K, 1st, 2nd, and 3rd, and a 2/3, but never a K/1 with the kinders staying all day. That is my task for this year and it is a bit perplexing. My plan at this point in to teach in a Reader's Workshop format, including whole group lessons, small group lessons grouped by skill need, and one-on-one reading with me or a volunteer whenever possible. I don't think it will be too difficult to differentiate in a whole group lesson, recognizing that while I might be highlighting word families for my first graders, there will be some kinders who are ready to learn that and others who will be simply noticing some of those basic concepts of print or focusing in on letter/sound recognition, or building phonemic awareness. I plan on trying to find some afternoon time for my kinders to do more directed literacy centers while I work with my smaller group of first graders. This will be dependent on getting good parent volunteer help, but fortunately I am at a school with very active, involved parents. I am still pondering how to do math. Again, I am thinking I will teach our First Grade Bridges (math program) and supplement Math Their Way activities in centers for my kinders. I recognize that all of my plans will need to be fluid and evolve as I meet my students and learn about them and their needs. Keep in touch. I'd love to hear your ideas. CT
I have a different way of doing a Split. I group by skill levels when every possible especially math, reading (novels not a basel)and language arts. The science and social studies have to be done on there own levels. To me a multiage thing is like the old one room school houses were each row was grade
I know it's really late notice, but tomorrow I'm interviewing for a 4th/5th classroom. I expect that they'll ask how I intend on successfully reaching the learning needs of all my students. Of course I'll have enrichment materials and so forth for the children to work on independently, but that alone isn't a very solid response. Any suggestions that might help me out? Thanks!
Two of our teachers would like to share a 1st and 2nd grade classroom. For the last 8 years these 2 have shared a classroom of 2nd graders. One teaches the language arts in the afternoon and the other teaches math, science, and social studies in the morning. Now they have to split one in first grade one in second grade. They would like to stay in their expertise and the one teaching math would teach math to the 2nd graders in the morning and teach math to the first graders in the afternoon. Then the one who teaches language arts would teach that to the first graders in the morning and teach L.A. to the second graders in the afternoon. This way both teachers will be teaching in their area of expertise. Their test scores show that these two teachers have the highest scores in the district. However, The principal isn't sure this is a good thing. He wants to hear of someone who has done this and has some statistics to back it up. So if anyone out there knows of someone who has done this, please email us or respond here. If you know of someplace to find this research please let us know that too. Thank you so very much!
"Sharing" a 1st and 2nd grade class is not technically what these teachers are doing -- all they are doing is providing two grade levels with two teachers, at different times, based upon the expertise of the teachers. This, then, is a "split." Except for careful planning of the electives' schedule, there should be no problem. The students will benefit. Research-- look for schools that follow a "high school model" in terms of teacher expertise in subject matter vs. whole class teachers. The area of difficulty will be that two teachers who have extensive experience in 2nd grade will be asked to adjust to the needs of 1st graders.
> Two of our teachers would like to share a 1st and 2nd grade > classroom. For the last 8 years these 2 have shared a > classroom of 2nd graders. One teaches the language arts in > the afternoon and the other teaches math, science, and > social studies in the morning. Now they have to split one > in first grade one in second grade. They would like to stay > in their expertise and the one teaching math would teach > math to the 2nd graders in the morning and teach math to > the first graders in the afternoon. Then the one who > teaches language arts would teach that to the first graders > in the morning and teach L.A. to the second graders in the > afternoon. This way both teachers will be teaching in their > area of expertise. Their test scores show that these two > teachers have the highest scores in the district. However, > The principal isn't sure this is a good thing. He wants to > hear of someone who has done this and has some statistics > to back it up. So if anyone out there knows of someone who > has done this, please email us or respond here. If you > know of someplace to find this research please let us know > that too. Thank you so very much! >
I will have first only for language arts and math in the morning another teacher will be teaching to the second graders.
I will have both 1 and 2 in the afternoons for science, history, heath, specials. I'm big into a community feeling and not sure how to integrate the two groups.
Our little school just got a huge Reading First grant. I am a pk-1 teacher and very anxious about how it will work. I am worried about my pre-k. How do you with a reading program and more than 1 grade and still meet the reading first requirements? How do you feel about it?
I work with a multiage class of 3rd, 4th and 5th grade teachers. My school just became a Reading First school. We'll continue to use the Harcourt Trophies Reading series with the benchmark kids, but they'll be changes with the Strategic and Intensive groups. I have to be trained with the newer programs first.
On 9/04/06, Liz S. wrote: > I work with a multiage class of 3rd, 4th and 5th grade teachers. My school just became a > Reading First school. We'll continue to use the Harcourt Trophies Reading series with the > benchmark kids, but they'll be changes with the Strategic and Intensive groups. I have to > be trained with the newer programs first.
I'm in a similar situation but I just have a split 3rd/4th grade class. There's a group that I just joined that discusses the Trohies Reading series that you might want to check out.
6/23/06 By introduction, I'm a freelance writer who's under a tight deadline on a feature article about the use of educational magazines and newspapers in today's classrooms. Who better to survey, I thought, than teachers themselves?! If you'd like to participate, please respond directly to my email address at [email removed]?
Much thanks for your participation. The article will be published in Chidlren's Magazine Market ([link removed].
I'm gathering as many ideas as possible for my K/1 classroom next year. It will be my first classroom. I wanted to know if you have taught in K/1 classrooms, can you describe what the room looked like (did they have the centers like some K rooms still have or more like 1st grade?) and what did instruction look like? Did you teach everyone whether it seemed too easy or too hard and then give individual work to the K's and the 1st?
I'm sure there's no right or wrong way I just don't want to make things seem boring for the 1st grade when we're doing "A a Apple!" =)
On 7/04/06, SeattleTeacher wrote: > I'm gathering as many ideas as possible for my K/1 > classroom next year. It will be my first classroom. I > wanted to know if you have taught in K/1 classrooms, can > you describe what the room looked like (did they have the > centers like some K rooms still have or more like 1st > grade?) and what did instruction look like? Did you teach > everyone whether it seemed too easy or too hard and then > give individual work to the K's and the 1st? > > I'm sure there's no right or wrong way I just don't want > to make things seem boring for the 1st grade when we're > doing "A a Apple!" =) > >
I will have about 8-12 students next year in my self contained special ed class (4 grades). I am planning on doing centers for my literacy program and dividing the group into 3 to 4 reading groups for guided reading. The other rotations need to be flexible enough to benifit 2nd to 5th graders. I am looking for center ideas for each of the following literacy components.
Written expression will be addressed in writer's workshop. Vocabulary & Comprehension will be addressed in read alouds, guided reading, & intergrated into literacy time/morning meeting.
I need assistance with ideas for each station listed.
Phonemic Awareness/Written Response (depending on the child's level)
Phonics
Fluency (I am thinking of having them tape their reading)
On 7/05/06, Bashfullily wrote: > I will have about 8-12 students next year in my self > contained special ed class (4 grades). I am planning on > doing centers for my literacy program and dividing the > group into 3 to 4 reading groups for guided reading. The > other rotations need to be flexible enough to benifit 2nd > to 5th graders. I am looking for center ideas for each of > the following literacy components. > > Written expression will be addressed in writer's workshop. > Vocabulary & Comprehension will be addressed in read > alouds, guided reading, & intergrated into literacy > time/morning meeting. > > I need assistance with ideas for each station listed. > > Phonemic Awareness/Written Response (depending on the > child's level) > > Phonics > > Fluency (I am thinking of having them tape their reading) > > Book Bins/Self-Selected Reading > > Spelling will be addressed seperately. Hello, Are you familiar with Phono-Graphix? Phono-Graphix is a great decoding program!! Please e-mail me at [email removed]
This is my second year to organize a postcard exchange for regular teachers in all grades.
I would also like to see if there is an interest out there to have just a fifth grade exchange. I would like to find a fifth grade teacher from every state.
50 states is the main Social Studies Curriculum that I have for 5th grade.
I am looking to see how many people might be interested in joining me. I would like each card to simply state the facts about each state. Important dates, symbols, people etc.. I think this would be a great addition to our regular lessons.
If you would like to join me then send me your name and school info. I will keep up and by August let everyone know if we have enough to proceed with the exchange.
Thanks and I look forward to hearing from many of you!
On 6/03/06, jrs wrote:
> I would like some tips for teaching in a K-1 Classroom.
> How do you organize, plan, set up instruction,
> differinciate instruction, etc. I will have the majority
> K, and a 5-6 lower first graders. I'll have all the kids
> full day. Any advice would be very appre...See More