Sleepover Standard-based Bulletin Board

During our first grade Sleepover we were in the middle of our opinion writing unit, so it was natural to use this shared event as a writing assignment.  What was your favorite part of Sleepover? So... the papers that resulted were a quick 1-2 day project with very little conferring.  It gave us a quick window into how the students were transferring the skills we were teaching.

We chose four pieces to display on our Spring bulletin board bordered by the Sleepover pajamas that the students had water colored.  We posted the first grade standard for opinion writing: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion and provide some sense of closure.

Below is Sophie's adorable opinion about the fun day!

(Check out all the speech bubbles!) 
Do the Disco!  Have you ever had a P.J. day at school?  Well, I have!  At my school first graders

get to dress in their P.J.'s.  We even get to do the Disco.  We call it Sleepover. 

My favorite part of Sleepover was when we danced in the Media Center and ate popcorn.  We watched a 

 movie and we saw a play.  The play was about a little boy that had a sleepover, but my favorite part is dancing.

My friend said to my other friend, "Put your hands up like you don't even care!"

We were tired after.  It was a lot of fun.  I give the Media Center 5 very good sleeping bags up. 

Sophia’s Commentary

Structure

Overall	Sophia meets the first grade standard for opinion writing.  She writes her opinion about the Media Center being her favorite part of Sleepover. She gives reasons (Reason 1: dancing, Reason 2: eating popcorn, Reason 3: watching a movie, and Reason 4: watching a play).
Lead	Sophia gives the reader a hint as to her topic in her opening sentence, Do the Disco!  She engages the reader as she asks the question, Have you ever had a PJ day at school? and then goes on to put Sleepover in the context of first grade at her school.
Transitions	Sophia uses and to connect two thoughts.
Ending	Sophia closes her piece by telling that she was tired after the Dance Party She rates the Media Center with her top prize of  five stars, or as in this case, five sleeping bags.  The sleeping bags tie in nicely with her last comment of being tired when the Dance Party is over.
Organization	Sophia certainly writes an introduction to grab the reader’s attention and she also has parts where she tells more, such as her dialog about her friend at the Dance Party.

Development

Elaboration

Sophia elaborates in her introduction as she talks about Sleepover including wearing PJs, the first graders at her school, and getting to disco.  She also elaborates about the play that she sees in the Media Center about a little boy that had a sleepover, and, of course, she includes her friend saying, “Put your hands up like you don’t even CARE!” when she describes dancing.  This element actually meets the second grade standard.

Craft

Sophia uses craft when she capitalizes and bolds the word DISCO.  She uses labels and speech bubbles in her illustrations to tie in with her text.  She also bolds the word CARE! And then puts the word fun inside the circle of the exclamation point.

Language Conventions

Spelling	Sophie’s writing is easy to read.  She spells many high frequency words automatically.  Words that she misspells are spelled phonetically, such as pejas for PJs, dres for dress, scooll for school.
Punctuation	Sophie is a fluent writer and uses periods at the end of pages automatically.  She adds capitals and periods in the middle of the page during the editing process to keep from having run on sentences.  She uses question marks appropriately and exclamation points to express excitement.

Sleepover, 2015

One of the things I love the most about our annual First Grade Sleepover is the way that family's get involved in the event.  This year our theme is "...lions and tiger and bears. Oh my!" to go with our Wizard of Oz school theme.  One of the things that families are asked to do with their child is to make a lion, tiger or bear - stuffed animal for Sleepover.  The directions are emphatic that you don't have to sew and that the idea is simply to have fun with your child.  The week before they are due, we make stuffed animals/pillows with the children that come from the large mobile home community.  These children are mostly second language students and so we incorporate making the animals/ pillows during the day that we tutor after school in their community.  Parents are invited in to help stuff and make the creations but we supply all the "stuff."   The picture on the right below with the big bear show the pillows that the students made together after school at the MARC. 

A parent in the classroom volunteered to make four extra pillows, just in case another student showed up without one, and of course, they did, but for the parents that are actually able to work with their children to make something special, this becomes  a wonderful shared experience.  The pillows and animals come in the week before the event to they can be displayed in the lobby on the evening of Parent's Night.

On Parent's Night students come with their family to make a keepsake pillowcase.  Each student sends in a pillowcase (and we ask that parents that are able, to please send in an extra), so that we make sure to have a pillowcase for every student that shows up.  We had over 100 children show up with their families to make pillowcases!   The first grade teachers have plenty of stamps set out with acrylic paint so each child can work with his family to make a pillowcase.  As they leave, the students are given a little bag of Teddy Grahams.

It's just such a nice tradition!  Teachers who now have grown children talk about still having the pillowcase that their child made in first grade.

The actual day of Sleepover began with a parade filled with first graders in pajamas, dark halls, flashlights and glow-in-the-dark bracelets.  The students ended in the Dinning Room watching and meeting the Wizard of OZ characters while they ate breakfast and the Principal (in her red sock puppet pajamas... with footies!) lead a dance party where first grade teachers danced on the stage and students danced to all the popular kid songs.  

Then it's off to Center about literature run by the Resource Team.  The music teacher reads a children book about a party under the moon that includes singing and dancing, of course.

Coach provides an active outside game that included a read aloud!

Art read the popular Paddington Bear that ended with a painting art project.

And Mrs, KK, our Media Specialist ended our day with a shadow puppet show of one of our favorite books, Ira Sleeps Over complete with popcorn and dancing with a disco ball!

What an amazing day!

Cross Genre Bulletin Board

This month's bulletin board stands on the shoulders of all the writing that the children have done in Kindergarten and First Grade. This unit encouraged children to write in the genre of their choice.  It began as part of a shared event, our Starry Starry Sleepover, which is where the background paper and title come from.  Students were encouraged to write a small moment about the actual event or that write a report on any of the solar system's planets, stars or sun that we had studies, or write a fiction story about aliens and pretend sleepovers.  One student even wrote a procedural paper on how to draw Star Wars figure!  The possibilities were endless.  When students first choose their own genre, they tend to lose some of the foundational knowledge that they have about the genre, so it was evident early on that they were going to need a rubric to help them through the process and to remind them of the standards and expectation for each genre.  Below is the narrative rubric that they used. After the initial writing, the students were free to choose any topic that they wanted.

Cross Genre – Child’s Choice

Narrative_____________________________

Name ________________

3^rd Nine Weeks, Chets Creek, 2013 

	3	2	1
Opening	Gives time, place or occasion (setting) and introduces the characters	Time, place or occasion is confusing or may be missing; may or may not introduce characters	Does not establish a context or introduce characters
Organization	Develops a story with at least two events	Story is hard to follow	Events are out of order or missing
Information and Detail	Includes details to describe incidents and people; uses dialogue	Includes some detail or may attempt to use dialogue	No detail; no dialogue
Closing	Provides a sense of closure	Closing is unclear	Does not include a closing
Illustrations	Drawings match the topic	Illustrations do not add to the story	Few illustrations are included and are not related to the story
Capitals (edited)	Uses capitals at the beginning of most sentence, uses capitals for proper nouns; capitalizes I	Capitalizes inconsistently even with editing	Capitalizes inconsistently and uses capitals in the middle of some words even with editing
Punctuation (edited)	Uses a variety of punctuations at the end of sentences	Some punctuation but some is missing	Most punctuation is missing even with editing
Spelling (edited)	Spells almost all sight words correctly using the word wall; uses rules when spelling unknown words	Spells  some sight words from the word wall correctly; writes the sounds heard in unknown words	Writing is difficult to read
Spacing	Spaces between words so that piece is easy to read	Spaces are inconsistent	Spacing is so difficult that it makes the piece difficult to read
Revisions	Uses more sophisticated revision strategies such as adding a flap/ spider legs or cutting the paper to add content in the middle of the paper	Uses a caret to add a word	Does not revise

Presented here will be two of the translated narrative pieces with the teacher commentary.

Space Hamsters

by Nicky

One time there were four hamsters.  Their names were Leo, Mark, Jack, and Snacky.  They were special hamsters.

“COOL,” said Leo.  “But what’s that?” said Mark. “That’s a warning light,” said Jack.  “I want a snack,” said Snacky.  “What’s that lever for?” said Snacky.  “Don’t touch that!” said Leo.  But he touched it…

“NO!  We’re not ready to go to Venus!!!” said Leo.  “How do we steer?” said Mark.  “I want a snack!” said Snacky.  “I think I know how to steer?” said Jack.  So he tried and he did it…

And he stepped on the gas pedal and he wasted all the gas!  They screamed, “Ah ah ah ah ah ah ah ah!!!”  “I wanted a snack for this whole trip and now I’m going to die!!! So now, can I have a snack?” said Snacky. “NNNNNNNNNNNOOOOOOOOO!!!” said the others.  BOOM!!!  “AHAHAHAHA…” “Wait a minute.  I think we’re alive,” said Snacky.  Jack felt a tap, tap, tap and he screamed.  “Ah ah ah ALIEN!”  said Jack.  He jumped into Leo’s hands!  It was another space hamster!

“Oh, hi,” said Jack. “What’s up?” said Leo.  “Hay!” said Mark.  “What’s your name?” said Jack.   “Giovanni.”  “WWWWOOOWWW!! Nice name!” said Jack.  He was sarcastic.  “Where’s your space ship?” said Mark.  “Over there,” said Giovanni.  “Have any gas in it?” said Leo. “Yup!” said Giovanni.  “Yay!” everybody said.  “Let’s get on and go!” said Jack.  “Okay then, let’s go,” said Leo.  So they lifted off!

Space Hamsters

Commentary

Opening	Nicky opens his piece by establishing a context, introducing the time (one time) and the characters (hamsters named Leo, Mark, Jack, and Snacky).  He lets the reader know that these are special hamsters.  He could have helped to orient the reader further by adding the setting so that the reader knows from the beginning that the hamsters are on a space ship.  This becomes more obvious as the story develops.
Organization	Nicky develops a story line with humor (Snacky repeatedly wanting a snack). The story flows from take off to landing on Venus and then meeting an alien hamster.  He develops the problem of being out of gas and a solution of finding gas from the alien so the spaceship can lift off to continue the adventure.
Dialogue and Detail	Nicky does a nice job of moving the story along with dialogue.  All of the hamsters speak at some point to carry the story.  He correctly describes Jack as being sarcastic when he says he likes Giovanni’s name when he doesn’t like the name, which is advanced vocabulary for a first grader.  Nicky often uses onomatopoeia (BOOM!) and uses all caps to let the reader know when words are meant to be really strong and loud. Nicky uses several revision strategies including adding word(s) using carets and actually cutting his paper in half when he wants to fuse an illustration with writing other than the original instead of starting a new sheet.
Closing	The piece has a concluding sentence (So they lifted off!) that provides closure to the story.
Language Use and Conventions	Nicky usually uses basic capitalization and punctuation correctly. He uses a variety of punctuation including an ellipse to build suspense.  He uses slashes (/) instead of commas when he lists the characters’ names but this shows that he knows that it is a list of things that need punctuation.  He attempts to use the punctuation in dialogue correctly and does a nice job, as a first grader, often using the “talking marks” correctly.

Cinderella’s Sleepover

by Addison

Cinderella asked her mom if she could have a sleepover and her mom said yes.  “OK,” said Cinderella.  “Now I need a list of the princesses that are my friends.  I’ll start right now.  I’m going to invite Sleeping Beauty, Ariel, Snow White, Belle, Sophie and Anastasia. Mom can we have a sleepover upstairs?” “Yes,” said mom. 

“Mom, can I buy some things for the sleepover?”  “Yes,” said Cinderella’s mom.  “I don’t know what I should buy.  Now I know,” said Cinderella.  “I’m going to buy a chocolate fountain and some Princess beds and some games like puzzles. I’ll buy some chairs so we can play Musical Chairs and I’ll buy some pillows so we can have a pillow fight. Mom, when should we go to sleep?” “I know,” said Mom.  “You should go to sleep when it is midnight.”  “Yay,” said Cinderella.  “Mom?”  “Yes Cinderella?”  “When should the sleepover begin?”  “I know when the sleepover should begin.”  “When?” said Cinderella.  “The sleepover should start right now.”  Yay,” said Cinderella.

I’m going to call my friends now.  “Ring, ring. It’s Cinderella.” “Hi,” said Ariel. “Would you like to come to my sleepover?”  “Yes,” said Ariel.  I’m going to call my other friends now.  Ring, ring, ring, ring.  “Hi,” said Snow White.  “Ring, ring. “Hi,” said Belle.  Ring, ring.  “Hi,” said Sophie.  Ring, ring. “Hi,” said Anastasia.  “Yay, I’m done calling my friends.  Now the sleepover can begin.” 

“Yay.  Friends, time to pillow fight!”  The pillow fight was awesome.

Time for musical chairs. It was very fun.  Ariel said, “I want to do it again.”  Then she started to cry because she wanted to keep on doing it but at the puzzles, she stopped, because it was so much fun.  “Now it’s time to chocolate fountain.”   “Yay,”said Ariel.  “Yay,” said Snow White.  “Yay,” said Sophie.  “Yay,” said Anastasia.  “Yay,” said Belle.  “Yay,” said Sleeping Beauty.

The puzzles were awesome and we got them all right, and now it’s time for chocolate fountain.  The chocolate fountain was yummy.  Actually it was awesome.  Now it’s time to sleep.  They all snuggled in their beds and in the morning they all left.  It was awesome.

Cinderella’s Sleepover

Commentary

Opening	Addison opens her piece by establishing a context.  She introduces the main characters, Cinderella and her mom, and lets the reader know that Cinderella is asking her mom if she can have a sleepover.
Organization	She develops her sleepover story by going through a series of events including who Cinderella is going to invite, buying supplies, calling the Princesses on the telephone, enjoying sleepover fun and then going to sleep
Dialogue and Detail	Addison fills her story with dialogue, especially questions and answers, and lets the talk carry some of the story.  Drawings illustrate and expand the text.   Onomatopoeia is added when Addison uses ring, ring for the telephone.
Closing	Closure is in the sleepover coming to an end as the Princesses snuggled in their beds and then leave in the morning.  Addison also includes a reflective statement, It was awesome.
Language Use and Conventions	Addison has good control of capitals and punctuation.  She uses a variety of punctuation, including trying to punctuate dialogue.  She understands that the “talking marks” are put around the words that the character actually says and she actually tries to figure out where commas and question marks in the middle of the sentence go.  Her piece is easy to read because she spells most sight words correctly and approximates more complex spellings.

Another Report

Just had to share Jonah's report on the "Universe." He uses the conventions that he has learned, his background knowledge and his creativity to write this delightful report.The UNIVERSE and more...

Table of Contents

All in Matter...1

Space Science...2

Solar System...3

End of the World...4

What's Earth?...5

The Sun...6

 

 

All in Matter
All 10 things in the solar system MATTER.

You are matter.

Earth is matter.

The sun is matter.

Space is matter.

Matter is matter.

All of space is matter.

Is matter the universe?

Well, yes it is.















Space Science

The planets are always moving around the sun and spinning. In order... the Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto. Venus is much too hot.



















Solar System
The three outer planets are Mars, Jupiter and Saturn. The 3 inner planets are Mercury, Venus and Earth!

 

 

 

 

 

 

 

 

What's Earth?

Earth is the 3rd planet. It has one moon and its the only planet with life. The moon reflects with the sun. The moon orbits the Earth. The Earth spins and orbits the sun.

The Sun

The sun is billions of years old. Its gravity is 10000m but it not old enough to do another Big Bang. Its core is very hot! The surface of the sun is 10,000 degrees Fahrenheit, 5531.8 degrees Celsius!

End of the World
We'll end soon! The water will be gone. All gone. We'll die in the SUN! The sun will miss Pluto and turn into a black hole! but this may not happen... or will it?