Little Red Riding Hood: OUR VERSION
In this final unit both first and second grade studied two different versions of Little Red Riding Hood. First “reading” the illustrations from the beginning, middle and then predicting the end to the traditional version before hearing the complete story. Next, we compared and contrasted the tradition version with Petite Rouge: A Cajun Red Riding Hood. Then we wrote our own, voting on our very own characters, settings, problems and solutions to our stories.
Check out the images above to see our process!
ROUGH DRAFT
Sight Word Installation
COMPLETED CLAY ALPHABETS: Kindergarten
Here is the final display of several months of learning and practicing how to refine, sculpt and paint the full alphabet.
Check out the learning we can see:
+ Learning to mix or “add” primary colors
+ Consonants and vowels
+ Alphabetical order / sequence
+ Sorting
+ Small motor skills through clay manipulation
+ Improvement of skill over time (quality of abc vs. vwx)
MAKING VOWEL BOOKS: 2nd Grade
Final Display and student voices
“My favorite part was drawing the vowels, smearing them and making words.”
“To show the long “e”, we smeared it, then made it say its name. Then we made it big and wide.”
“We smeared the vowel so it could be long and stretched out.”
“Authors write the story. Illustrators make the pictures. We wrote the book and made the pictures.”
“We read about Martin Luther King Jr. and that was the Table of Contents. The Table and Contents will tell you where the chapters are.” (In response to photo on right bottom of display.)
“I now know that books have Table of Contents.”
MAKING VOWEL BOOKS: 2nd Grade
Completed Books
Overview of Unit:
In this unit, students will illustrate the differences between long and short vowels, leading up a completed vowel book. Students will practice using oil pastels and the art elements of size and texture to illustrate the contrasting qualities between a short and long vowel. The long vowels will be constructed at a larger scale using oil pastel, and smeared to emulate the “stretched” out quality as described in ELA curriculum. The short vowels will be smaller, denser and un-smeared. Ultimately, students will practice with each vowel, connecting them to sight words and vocabulary before creating a 10 page book displaying a vowel grouping and list of matching vocabulary. Students will also work with the parts of the book during the construction phase by identifying a cover, author, illustrator, table of contents, page numbers and book spine.
MAKING VOWEL BOOKS: 2nd Grade
In Progress
Stage 2
Sight Word Window Installation
First Grade : Mr. Thompson, Ms. Riegel and Ms. Dawsey
Every day we are working with our new vocabulary and our visual art’s skills. We identify our sight word’s letter parts, the word’s pronunciation and how we would use it in a sentence. As we are building our words we are working towards refining our observation and making skills.
Our most recent focus has been on making even clay lines before beginning to sculpt the letters. We are learning to observe, assess and edit the clay lines we make in order to create ever thinner and more consistent lines. Students are also observing straight and curved line patterns using in letter symbols in order to unpack and build difficult letters like “w”.
We are also helping each other in learning to write complete sentences, remembering to capitalize the first letter, capitalize nouns and use correct punctuation. When we don’t know words, we work together to sound them out and ask for help.
Stage 1
Sight Word Window Installation
First Grade : Mr. Thompson, Ms. Riegel and Ms. Dawsey
Sight words are so important to young readers and writers. Many of these high-frequency words can’t be sounded out phonetically, so they mostly have to be memorized through sight. Once they know all their sight words, these young readers will have very important building blocks for reading.
Check out all the different ways to sculpt words with clay. Each artist has their own way of sculpting their letters and problem-solving how to build a letter without a pencil. It is difficult at first, but we learn fast!
Check back later to see how our modeling clay skills are improving!
And it’s a wrap!
After completing the facial expression on our masks, we talked about what we had done. We talked about times we had felt these different feelings and then thought about, and wrote about a time we had felt that way, inspired by a mask of their choice.
Mask Making : Completed Paintings
