Getting Ready for Groundhog Day

Here are some fun activities to engage in with your students for Groundhog Day:

Making Predictions:

Have students predict the outcome of Groundhog Day.  Will spring arrive early or late?  By placing two visual markers on the board, students can vote on their prediction.  Several activities can take place after doing this.  Students can tally their votes, create double bar graphs based on other classes' votes, work on decimals and percentages as well as fractions.  Using some fun clip art images will help with the visual display.

Math Stations:

Groundhog Day Math Stations are a fun way to celebrate February 2nd. A Groundhog Day package of games includes 3 games. The first game involves drawing a groundhog based on products (for a multiplication game) or sums (for an addition game). The second game is called Race to 2. Students will use addition or subtraction to move their way back to the number 2 on a hundred chart. The first person to land on 2 is declared the winner. The final game is a race to spring. Whoever reaches the finish line first after dividing numbers is declared the winner. Quotients and outcomes are based on both whole and decimal numbers.

For the younger students, Ten Frame Groundhog Day Clip Art images have been created.  They can easily be placed on card stock and enlarged for a fun math talk. 

Fun Writing Activities:

Roll a Story prompts students to tell or write story with a Groundhog Day theme. This unit includes a story prompt sheet, graphic organizers, word lists (Groundhog Day & transition words), rubric and specialty writing paper with full and half lined pages.  All you need is a 1 to 6 number cube. If students want to continue writing, Groundhog Day themed writing paper is a fun way to display their creative work.

The Importance of Independent Reading

Are you thinking about some ways to differentiate teaching that supports students in developing reading proficiency?  This is something that I have struggled with over the years.  A highly active classroom often gets the better of me and my independent reading practice goes by the wayside.  The suggestions I provide are not foolproof but they are practical enough for anyone to implement.  Once independent reading is established, the goal is to use this time to work on small group guided reading with your students.  Begin by setting a time for uninterrupted reading.  I usually do this for 20 minutes each day.  Your students will thank you for it!  The "I don't know what to read" will diminish if you give students some choice.  During the first week, we gather with a few read alouds.  As I read aloud, I talk about ways I'm reading the book.  This includes how I hold it, how I read the book jacket, looking for the copyright date, the author, the illustrator and even where it was published.  Students love when we can find out "how old the book is."

I then ask students to select books they may be interested in reading from the classroom library.  The library is filled with bins and labelled genres.

Students are asked to choose 5 books to read at the beginning of the week.  They are then placed in labelled magazine box holders with students' names on them.  Choosing 5 books allows them to not travel back and forth to the classroom library.  They have chosen 5 books just incase one is not appropriate.  Books range from graphic novels, reading series, sports, hobbies, science, math etc. I often keep double copies of my read aloud so that one goes back in the classroom library.  Sticky fingers off my own read aloud selection!

We create an anchor chart for what Independent Reading looks like, sounds like and feel like.  I model Independent Reading time.  I often invite another teacher in to demonstrate or a student I taught from the previous year.  Once students "see" the process, they are able to co-construct an anchor chart.  

Over the next few days, during independent reading time, I interview each student.  I can usually get through 5 a day. This involves taking a reading interest inventory.  

This practice allows me to know what the students might be interested in reading.  Often they have repeatedly said "I don't know what to read" or "I don't like reading."  They slowly realize that they do have an interest in some genre.  When I know what that is, I make an effort to stock my classroom library with things they will like.

Once independent reading time routines are in place, I can begin working on exploring reading levels through running records. This usually happens during the second or third week of school.  Within the first month, reading interests are discovered as well as reading levels.  I am then able to focus on my guided reading groups during independent reading time.