Libby finished her wonderful fall/Halloween landscape. She learned about the foreground, middle ground, and background size relationships. Then we did a step-by-step procedure for marbling paper pumpkins. Our steps were as follows, 1) Libby sprayed shaving cream in our aluminum pan, 2) she added drops of liquid paint to the shaving cream, 3) she used a wooden tool to swirl or marble the paint in the shaving cream, 4) she placed the paper face down in the shaving cream, and 5) after she pulled the paper off the foam, we used a squeegee to scrape the shaving cream off to reveal our marbled print. We were left with two beautiful marbled pumpkins. Libby wants to hang these artworks in the lunchroom for our school Halloween party.
Course Standards:
VA.1.O.2.1:
Create imagery and symbols to express thoughts and feelings.
VA.1.C.2.2:
Use various media or techniques to learn how changes affect the completed artwork.
VA.1.F.3.2:
Follow directions for completing classroom tasks in a specified timeframe to show early development of 21st-century skills.
VA.1.O.1.1:
Identify and use the structural elements of art and organizational principles of design to support artistic development.
VA.1.S.2.2:
Describe the steps used in art production.
Libby used her spelling words to write 5 sentences. She took her spelling test and made a 100%. She practiced reading her new short u spelling words. She read a Scholastic News Magazine about Fire Prevention Month. She read and discussed a story from her reader, "The Red Hat."
The student completed four digital activities with the teacher’s support. These activities focused on practicing vocabulary and grammar skills through interactive online exercises, allowing the student to apply what she has learned in an engaging way.
I conducted a phonological awareness exercise (Kilpatrick, E1#4, p. 136). Libby sequenced the alphabet using alpha-chips. I conducted visual, auditory, and blending drills. For regular spelling, I dictated words that end in -ck (pick, lick). For irregular words, I dictated: the, is, you. I dictated a sentence for Libby to write and edit using the acronym CAPS (Dad let him pack the bag.) To conclude, she read a decodable passage, "The Hat." (Wilson Student Reader 1, p. 45).
We went to the school library and picked out several books for me to read aloud: "My Friend is Sad" and "There is a Bird on my Head" by Mo Willems and "The Missing Piece" by Shel Silverstein.
I conducted visual, auditory, and blending drills. To review CVC words, we played several rounds of Phonics Dice. Libby is gaining confidence in her decoding. I gave Libby three sentences for her to read and illustrate (The bug is not in the web. The sun is hot. A big fish is in the lake.)
I conducted a visual drill with all letters and digraphs. For the auditory drill, I dictated /th/, /sh/, /w/, /ch/, and /kw/ for Libby to spell. For the blending drill, she read: quid, quit, quip, yen, yet, yes. For regular spelling, she spelled quit and yes. For irregular spelling, she spelled: the, is, you, as, has. I dictated a sentence for Libby to write and edit. I taught a spelling rule: double "l" at the end of a short word. Libby read a list of example words, wrote several example words, and highlighted the double ll. To conclude, Libby read a decodable passage, "The Hat." (Wilson 1, p. 45)
Today, we continued to work on the lesson on using pictures and subtraction to compare. Libby drew lines to match two rows of pictures to help determine which group of pictures had more or fewer and by how many. Then, she wrote the corresponding subtraction sentence to show her work. To finish, Libby answered the lesson check and spiral review questions.
