Letters for Geometry

To practice flips (reflections), slides (translations), and turns (rotations), I make the first letter of the children's names, and the students cut them out.  We then use these letters as manipulatives, so that they can demonstrate each movement on their desktop, as I call them out.

These letters can lead into another activity:

Activity link

Sequencing

Two literacy extension activities the we have done recently are sequencing, during and after reading books.  With older students, I give them Post It notes or index cards to keep track of major events in books.  With younger students, I keep track of the events (though we discuss them as a group), on chart paper or a sequencing map.  When we are finished reading, the students retell the events orally and in writing, and illustrate the sequence.

Examples of students' work from their respective reading groups:

A series of pictures from a second grader showing the Saguaro Cactus life cycle,
as shown in A Cactus Hotel.

After reading Abe Lincoln's Hat, a fourth grader took three major events
from the beginning, middle, and end of the story, described them
and drew illustrations.

Decimal Letters

The kids used 10 by 10 grid paper (100 squares any size) to color the first letter of their name.  They then recorded a fraction and decimal to show how many squares were colored out of one hundred.  

Puppets

Puppets are such a great way for students to practice language and literacy.  I have been working with students in various grades and making puppets lately.  One of my second grade groups read a few plays and wrote their own, another group is performing a version of Cinderella that they read, and my fourth graders just finished Greek myth plays (from Scholastic printables).

This time, I gave them paper plates, popsicle sticks, and paper.  I drew a form for the younger kids and they used it to create their puppets.  The older kids wanted the freedom to make there own.  Here are a few:

Flap books for Verbs

I use flapbooks a lot and they lend themselves to being used for a variety of instruction.

Recently, we worked on irregular (simple) past tense verbs.  The students made flap books with the present tense verb on the front and when the flap is opened, the irregular past tense verb on the inside.

To make a flap book, you fold the piece of paper in half and cut the top layer (like the cover of a book) to the fold, making as many cuts as you need.  You will probably need to model this the first few times you do it.

Finished product

Greek Mythology

After adopting the Common Core State Standards, the fourth grade curriculum changed to include aspects of Greek mythology (mostly entomology).  One lesson I used when teaching Greek and Roman myths is below.

After a series of read alouds, from mythology books available at local libraries, each of the students chose a god or goddess to research.  They then created a large scale drawing (I have seen this lesson done on butcher paper with life size figures) of their god/goddess.  They are given a graphic organizer and each limb and part of the body houses a different teaching point.  Obviously you can tailor this the ability and needs of your class.

Hints:  many resources need to be read or previewed.  Mythology can be gruesome and is not always age appropriate for fourth graders.
Some good and readily available titles were: A Child's Introduction to Greek Mythology The True Stories of the Gods, Goddesses, Heroes, Monsters, and Other Mythical Creatures, and D'Aulaires' Book of Greek Myths.

Organizer on chart paper

Whole class teacher model

Student work

Organizer for Research

Title:  The name of your god or goddess: 

Head:  Adjectives describing your god or goddess (at least 6).

______________________________________________________________________________

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Torso:   Choose one myth that your god or goddess is in.  Summarize the myth below:

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1 Arm:  Write about your god or goddess' personality: 

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1 Arm:  Write about what your god or goddesses created: 

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Feet:  Draw symbols of your god or goddess. 

Language and Geography

An interesting article about the development of language and sublingual groups based on geography and natural barriers and borders.  Working with children from around the world, it's fascinating to hear who can communicate with one another.  I had an Iranian student, Nepalese, and Pakistani student the other day in my classroom, insulting each other in Hindi.  Amazing ; )


Link to article on languages