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Monday, September 26, 2011

Math Stations Week One and Printables

So like I stated before I am going to try to post my stations for math and literacy bi-weekly. Here are my math stations for the next two weeks.

Station One
Title:  Station 1/ Domino Parking Lot
Leveled Resource:
CCSS: K.CC.1 ( Count to 100 by ones and tens)
Activities: Students will get a domino parking lot card. Students will then get a graph recording card. Students will then pull their dominos out of the pencil box and count the amount. Students will then place the domino on the correct number on their chart. Students will continue to pull dominos and count them to see which number had the most cars (dominos) Students will then use their graph sheet to show how many cars each number had.

I use the domino parking lot from here and here.

Click the pic to get the recording sheet
Station Two
CCSS: K.CC.1 ( Count to 100 by ones and tens)
K. CC. 3 (Write numbers from 0-20. Represent a number of objects with a written numeral)
K.CC. 5 (count to answer how many questions. Given a number 1-20 count out that many objects
Activities: Students will use number cards 1-20. Students pull a card from their basket. SW read each number, count the number and build the number using links. After students clip the correct amount of links to their card they will record the number on the recording sheet. Students will write the number in the box and color the correct number of links for the number.

Station Three
CCSS: K.CC.1 ( Count to 100 by ones and tens)
Activities: Students will use beans and a 100s chart to practice counting. SW read each number and cover it on the 100s chart with a bean. SW then practice locating numbers on the chart. SW will pull a number out of a gift bag. SW read the number and find it on the chart. SW color the number the same color as the number that they pulled out of the bag

Station Four
CCSS: K.CC.1 ( Count to 100 by ones and tens)
K. CC. 3 (Write numbers from 0-20. Represent a number of objects with a written numeral)
K.CC. 5 (count to answer how many questions. Given a number 1-20 count out that many objects
Activities:
*SW use an egg carton and beans to practice number skills. SW read the number on the bottom of the egg carton to determine how many and  will use a clothespin and beans to count that number. SW then write the number on their recording sheet and will draw the amount.
* Students will then use counting cards. SW pick a card and count the objects on the card. SW clip the correct answer on the card using clothespins.

*I found the counting cards here, here and here.*
Click pic to get the recording sheet
Station Five 

CCSS: K.CC.1 ( Count to 100 by ones and tens)
K.CC.2 ( Count forward beginning from a given number within the know sequence)
Activities:  SW work on number recognition fluency.
*Students will split a stack of Dixie cups. Students must read the number on the bottom on the cup quickly and correctly. If students read the number correctly they stack in on the table. If students don’t read the number correctly then they have to keep it. SW continue reading their and stacking their cups making a pyramid. The first student that stacks all of their cups wins. SW then take their cups and put them in the correct number order.
*SW then pick one cup and tell the next two numbers that come after that number. SW then record it on their recording sheets.
SW repeat game.
* A number chart from 1-20 will be provided for support*
Station Six
CCSS: K.CC.1 ( Count to 100 by ones and tens)
K.CC.7 ( Compare two numbers between 1 and 10 presented as written numerals)
Activities: Students will practice number skills using the computer. *Students will choose a game from here that practices counting skills http://www.internet4classrooms.com/skill_builders/number_correspondence_math_kindergarten_k_grade.htm and here http://jmathpage.com/JIMSNumbercounting.html
* Students will then practice using the less than/greater then sign
http://www.softschools.com/mathg.jsp

Station Seven

CCSS: K.CC.1 ( Count to 100 by ones and tens)
K. CC. 3 (Write numbers from 0-20. Represent a number of objects with a written numeral)
Activities: Students will use a roll the dice card. Students will roll the dice and count the number on the dice. Sw then cover that number on their card. Students will practice counting that number using a ice tray, clothespins and pom pom balls. Students will continue to play until all number are covered on their chart. Students will then get the number writing book and practice writing each number correctly using a marker
* I printed these off and laminated them for the kiddos to practice writing their numbers*
* You can check out my pinterest to see all the roll the dice number games*

Station Eight
CCSS: K. CC.4a ( When counting objects, say the number names in order, pairing each object with one and only one number name and each number names with one and only one object)
K.CC.1 ( Count to 100 by ones and tens)
K. CC. 3 (Write numbers from 0-20. Represent a number of objects with a written numeral)
Activities: Students will practice spelling number words using the number book and letter titles. Students will say each number, count each number and spell each number. Students will then use their recording sheet to write the number, stamp the number, spell the number word and draw a picture to represent each number
* Number words Book here*
Station Nine
CCSS: K. CC. 4 (Understand the relationship between numbers and quanitities, connect counting to cardinality)
K.CC.1 ( Count to 100 by ones and tens)
K. CC. 3 (Write numbers from 0-20. Represent a number of objects with a written numeral)

Activities: Students will use shapes to make each number Students will match the shapes together to make the number correctly using the Number Shape book. Students will then turn over all the cards pick one card. Students will then read the number and make a set with that number. Students will then orally tell their partner the next three numbers that come in the sequence. Students will write the number on their white board and the next three numbers that come in that sequence. SW then repeat

* Shape Number Cards I found here.*

Station Ten
CCSS: K.CC.5 ( Count to answer “how many” questions)
K. CC. 7 ( Compare two numbers between 1 and 10 presented as written numbers)
Activities: Students will use playing cards to determine who has more. Students will each take 10 cards. Each student will play a card. Students will then make that number using a ten frames chart. Students will determine how many each side has.  Students will then decide which person has more and the student who has the bigger card takes both cards. Students will record both numbers on the sheet.
* I found the recording sheet here*

Station Eleven
CCSS: K.CC.5 ( Count to answer “how many” questions)
K. CC. 7 ( Compare two numbers between 1 and 10 presented as written numbers)
Activities: Students will practice using the greater than sign. Students will each use an alligator cut out to show the greater than sign. Each student will pull a number card and will determine who has more. Students will then record the number on their sheet and will use the greater than sign to show which is more.
* Manipulatives will be included for support*
* I found the recording sheet here

Station Thirteen
CCSS: K.CC.5 ( Count to answer “how many” questions)
K. CC. 7 ( Compare two numbers between 1 and 10 presented as written numbers)
Activities: Students will use playing cards to determine who has less. Students will each take 10 cards. Each student will play a card. Students will then make that number using a ten frames chart. Students will then determine which one is less and the students who has the least amount card takes both cards. Students will record both numbers on the sheet.

** Recording Sheet is the second copy of Station 11 Sheet*

Station Fourteen
CCSS: K.CC.5 ( Count to answer “how many” questions)
K. CC. 7 ( Compare two numbers between 1 and 10 presented as written numbers)
Activities: Students will use playing cards to determine who has less. Students will each take 10 cards. Each student will play a card. Students will then make that number using a ten frames chart. Students will then determine which one is less and the students who has the least amount card takes both cards. Students will record both numbers on the sheet.
* Recording Sheet same as Station 12*

I will post these centers in action tomorrow, I hope!

Have a blessed week!
Ms. Patterson


Sunday, September 25, 2011

Library Center

My library center always tend to be the boring center, for me to plan and for the kiddos to go to. Most of the time the kiddos "read" books until it is time to change staions. Most of the time the kiddos will read for the frst couple of minutes and play around the rest of the time. My students who are low tend to not read at all even though they are allowed to pick a book that they want to read and can read they still don't. The kiddos just don't have stamnia or a purpose for reading, especially right now since this is still the beginning of the year. Since one of the kindergarten Common Core standards is to read with purpose and understanding I came up with a idea to help my lackluster library center.

So here goes my idea, that came to me in the middle of the night in a dream I guess! Not sure that I was awake or dreaming that I was awake! Don't you just love when you are trying to sleep and can't stop your brain from talking to itself! Aww the perks of being a teacher but anyhoo

My idea was to do sort of a book savenger hunt
I took pictures of some of the most popular books and ones that students can readily recognize
Old MacDonald
There Was a Old Lady
 Me Too
Three Little Kittens
 Brown Bear, Brown Bear
 Five Little Monkeys

I number each picture and place them in the library center bucket.

I select about 10 books for the kiddos to use to do the savenger hunt

The students then use their recording sheet to then find the exact picture and record the page number and title
As the kiddos get better at the book hunt I plan to have then search for characters, settings, and so forth

Here is the library sheet


Thursday, September 22, 2011

A center management idea

Okay so I have orginally posted about how I organize centers here. I used a pocket chart to display my centers that was located on the back of my easel. I did not like that my easel had to sit in the middle of the floor during center time and due to space that was the only place that I could store the chart. I have since moved the chart to the back of my door. This is so much better for me but the students could not see if unless the door was closed so I came up with a new idea. I already have center captains in my classroom so my idea was to use them so that they could quickly identify which center they go to next.
Here is the pic to the pocket chart that is now on the back of my door
I made a second set of the same cards that I have on my center pocket chart.
A pic of how the cards look ( Each student has their own group name and card with the pic of their name. All my group names are safari/jungle names since that is my theme)
I then rounded up some of  those cute paper clips ( ones that I have had since I was in college and never used!) Wow can't believe that I have been out of college for 3 yrs! If only I know then what I know now I would have not been in a rush to be "grown" I don't want to play anymore being a grown up is no fun, ugh : ( But  Any hoo

I then wrote each center number around the edge of the card
Students then clipped their paper clip on the center number that they start with that day. ( Part of the center detectives job is to check the pocket chart and clip the number station that they will go to that day.) When we get ready to go to stations the detective can get their bucket and go directly to their center without me having to say anything. When we get ready to do the second rotation the center detective simply slides to the next number! I have used this system for the last week and it has worked great.
* I have each station labeled as well as each center bucket labeled with the number that matches the card that the students carry. I also have my stations going in order around the room so that the kiddos do not watch time looking for where they are supposed to go next!*

happy almost friday
Ms. Patterson

Thursday, September 15, 2011

All about Centers! ( Organization and Centers in Action)

I love, love love  doing centers. As I have posted before I have 27 kiddos with 13 groups. I have two students per group. Each student has two group names, one for independent group stations and one for guided reading and writing. For independent group stations the students have jungle animal names and for guided reading and writing they have color names.
Here is a picture of what I use to display centers
Here is my center chart. I know its not all that cute but it is very functional!

Here is a close up of the chart. This are two of the kiddos groups. The Lions and the Hippos, the two number beside each picture tell what station the kiddos go to. The green number is the first station and the read number is the second station
At the top of the chart, the books show  the groups that I will meet with for Guided reading and writing.

Here is a pic of my station posters that I hang in each station
Under the station poster are the I can statement for each center
After the kiddos go to their station the center captain for that station is responsible for going to get their bucket. Here is a pic of how I store my center material for reading and math

I use crates for storage. These are located in the back of my room under a white board. I stacked two crates on top of each other. The top row of crates hold reading center materials and the bottom row of red buckets hold math materials. Each crate holds two center bucket. The first crate hold materials for station 1 and 2 the next crate holds material for 3 and 4 and so on.

This is a picture of the individual reading baskets.
I label each basket with the name of the station and all the materials for that station are included in the basket.

Now on to the acutal centers. Warning! It gets very messy during center times but the kids are learning sooo..................................................


This is the alphabet egg station. The kiddos pulled and egg and found its match on the sheet and colored it the same color as the egg they pulled. The kiddos were working on matching upper and lower case letters




Word Wall sTation. The kiddos first got their baggies and the list and spelled the words on the list. Next the got their white board and marker then wrote the word on the board. Lastly the kiddos found the word on the wall and picked a chant to practice the word. * For a challenge the kiddos had to tell their partner why the word was a centain color. ( Red=Word Family, Orange=math, vocabulary=Popcorn Word Green=Popcorn Word and so on )

next is the journal writing station


We learned the words see, I  and a. The kids made I see a sentences using the fall words poster. I found this idea on here. Students wrote the sentence for each picture on the poster.


Library Station
Students picked a book from the book basket. On their sheets of paper I wrote a letter that I wanted them to find. Looked through their book to see how many words they could find with their letter

letter Build Station


Pocket Chart Station

Sensory Tub
Students used spoons to scoop out letters and match them to their sheet


Spelling station
Kids used their pencil or finger to write the word in the floor. Students then filled out their response sheet.

Word Fam and Listening




Click here to read a more detailed post about my center and get the printables that I used

Monday, September 12, 2011

Carpet Bags

So if you have been following my blog you know that I started the year off with 33 kinders! I have never had that many students and did not have room for all of them. I have limited seating with only 5 tables so I did not have enough room for all the kiddos and there stuff. I don't know about you but I literally can't function with clutter and junk thrown everywhere and we all know that kinders are very messy! One way that I cut down on the mess is to use crate seats, click here to read more, and the other way is to use carpet bags.
I love these carpet bags and the studnets have everything on hand that they will need. My plan is to have these grow with our needs. Eventually I want to have math manipulatives in them, flashcards for the skill that we are covering, baggies of money, (don't you have having to pass out the conis each day when teaching money, IT DRIVES ME NUTS!!1),clocks and whatever else we might need.

Here is how I store the carpet bags
I got the black bucket from Walmart for $4.oo
The bucket sits on a bookshelf in my whole group area

A closer look at the bags. I got these from Walmart for .97 cent

Each bag is labeled with the student't name. I could not find the badge clips so I used binder clips (the small ones were .88 cent for a box at, Wally World)

I made the name tags using decorative paper that came in a package of 7  different patterns for .97 cent.
I typed each student's name in word, printed and laminated the sheet
* Here is a closer look*

Here is a look at what is inside the carpet bag at the moment.
folder, binders would be stronger but the kiddos bought 10 folders a piece so I just had to find a use for them, pencil pouch that holds their eraser, dry erase marker, sharpie, and pencils and their dry erase hand board.
I use these for word work on the carpet, spelling, sentence writing, math. These are a lifesaver b/c they allow me to see if the students are getting a concept and allows me to check their thinking while we are on the carpet.

 Student's writing journals that I got with my Donor's Choose grant

math Journals

Here is what I include inside my carpet folders
I put the papers inside the folder in the same order as we cover them during our morning meeting time. I find that it is easier for the students to get a concept like recognizing numbers 1-100 or the letters of the alphabet when they actually point along with me instead of watching me point. It helps them connect what they are saying to an acutal letter or number
Alphabet chart that we say each morning. One day we might focus on the sound, A-a apple, B-b ball and so on or we might do letters. We also play I-spy where I tell the a sound and they have to tell me the picture, or I will say a word and they have to find the picture with the same beginning, ending sound or rhyming words. These are laminated so the kiddos can just use their marker to circle the answer

next is the word wall of words we will cover this year

A 100's chart where the students point to the number as we count.

Ten Frames chart where the students build the number of the day or mystery number from the 100's chart. Later on the kiddos will get a chart with 10 ten frames on it.
Word Attack Strategies
* OUr traveling word wall. Sorry the pic is sideways*

Kiddos make their own word wall. They add the spelling/sight words to their chart each week. Kiddos use these during center time in the post office and journal stations

Word Family chart, same concept as the word wall chart. The students write the words from the word family in the box. The kids fill one box for each word family, we have gone over 3 word Families so the students have written in 3 boxes. The students also have a word family journal, I forgot to take a pic of it, anyhoo they draw a picture of each word family word in their journal during stations

Does anyone else use this idea? What do you put in yours?

Coming up next Reading Logs/take home books
Centers in Action
Letter Stations
Math Stations

Happy Teaching



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