Happy Sunday friends!! I hope you are excited about the big W for the Seahawks today as I am:)
I’m popping on the blog today to share with you some ways that we learned about frogs this week and what cores we are working on.
We are working on RI 2.9, which is comparing and contrasting informational texts. We are using frogs and toads to practice this skill. We start by learning about frogs with this pictorial. Part of the pictorial is taking notes in the can, have, are format. This allows them to really write the information the kiddos think is important…which it always isn’t…but we are working on it:)
Once we have learned about frogs we are ready to compare them to toads. We use this comparison pictorial to do just that.
We also read a really awesome book that pairs PERFECTLY with the comparing and contrasting core.
We work together to complete a Venn Diagram that compares them both. The kiddos work with partners to find ideas to add to our diagram.
When teaching comparing and contrasting, we use a T-Chart and a Venn Diagram interchangeably. I really want them to know both of the formats so they they can use what they think is the most effective.
At the end of the week, we took an assessment where the kiddos had to read two short passages and then compare and contrast them. They were on sharks and dolphins. I know…nothing to do with frogs and toads BUT it really gives a good picture on their ability to read and contrast.
This leads us into next week where we move on to comparing and contrasting moths and butterflies…AND we assess the core I HATE the MOST!!!! RI 2.3. Really…this core is so tricky to teach and assess…at least to do it with some sort of meaning. It has really been a stumper for me. We hit this in science when we teach about moths and butterflies because we relate it to pollination. But, boy…it’s a real tough one for the kiddos to get!
Our science kit for the winter, we use FOSS, is insects and life cycles. Our work with frogs and toads and butterflies and moths lends itself perfectly to support this science topic. Another way that I incorporate this science unit into my instruction is with leveled passages and activities which we complete in reading groups.
This set has leveled passages, A-I, for the life cycles of frogs, butterflies, ladybugs, chickens and plants. It also includes vocabulary and sight word games and practice. This helps to build the vocabulary in our science unit AND when we are working on our comparing and contrasting.
If you are interested in these passages, click HERE or click the picture below.
I hope that you all have a relaxing Sunday evening and a great week!!