Gather students on the rug using a preferred classroom management technique. I like to use my “Stop, look, listen.” The students stop what they are doing, look at me and listen for the direction. I usually preface the direction with, “When I say go…” This reminds the students to listen to the whole direction before moving to follow the directive.
In this case I would say, “When I say go I would like you to clear your space, push in your chair and go take a spot on your dot. Walking feet go.” By saying walking feet I am reminding the students to use walking feet in the classroom to ensure safe movement between areas.
Once the students are all sitting on the rug I open up the screen I have pre-made on the SMARTBoard. The screen displays a survey question and two response areas. The question reads: “Do you think apple pie is the best pie there is?” The response choices are: “Yes” over one column and “No” over the other.
“Can anyone point out a sight word in our survey question?” I use the fair sticks to help me select students who have their hand raised. If I pull out the stick of a student who does not have their hand raised I still offer them a chance to give a sight word. They are allowed to pass and I just select another fair stick.
Once all the sight words have been recognized I ask, “Now that we know the sight words, would anyone like to try and read the survey question to the class?” This time I just select a student who has their hand raised. If no one is able to read the survey question then we figure the question out together using our reading group strategies.
“Okay so now we know the question I am going to put everyone’s stick into the fair stick jar and pull them out one at a time and your job will be to come up and make a mark on the SMARTBoard under the answer of your choice. Remember you only get to pick one answer so choose wisely (RL.K.10).”
When everyone has had a chance to make their selection we count up the marks under each response. And make our conclusions. “Looking at our survey results I can tell that most of the class thinks apple pie is the best pie. How was I able to make that conclusion?”
Most of the time I have a student who can tell me I can make that conclusion because “12 is bigger than 8” or “12 is more than 8,” etc.
I tell the students, “This is an opinion poll because I am asking you what you think rather than what you know. If we did this survey in another class the conclusion could be different based on the results they get. In Room 203 we can say that we think apple pie is the best type of pie. That is our opinion.”
‘Now we are going to read a book about two little girls and their apple pie.”
“The title of this book is The Apple Pie Tree, written by Zoe Hall and illustrated by Shari Halpern. When I read the title of this book and look at the front cover of the book I see a clue that tells me if this book is real or make believe. What do you think it is (RL.K.5)?” I select a student from the fair stick jar to answer the question. Then I ask, “Bryan I think you are right. I think it is make believe. Another word for make believe is fiction. Bryan can you tell me why you think this book is fiction?”
“I think you are right Bryan, I do not think a tree can grow a pie on it. So why do you think the book is called The Apple Pie Tree? “
“Interesting idea Sebastian. Sebastian thinks the book is called The Apple Pie Tree because maybe the tree provides the ingredients to make the apple pie. Let’s read the book and see if his prediction is right.”
Now I go ahead and read the book to the students. While reading I will stop and have the students recall facts from our lessons about the four seasons. I do this because the story has the two main characters watch their apple tree change through the seasons while they wait for the main ingredient for their pie.
When the book is over I tell the students their assignment for today will be to express their opinion by completing the prompt “My favorite part of the story is when…” (RF.K.1b).
If a student asks what an opinion is, I tell the students that an opinion is their point of view on a topic. I tell the students, “It is my opinion that apple pie is the best pie there is. Is that a true statement? Well it is for some people but not all. Someone else might like peach pie better. But it is my opinion that apple pie is better.”
I tell the students they will dictate their opinion to a grown-up who will write down their words on the pie paper. Today I have the volunteer or I write down the student words because the pie paper is small and today I am more interested in their opinion than their writing ability. I am also prepared to write down the student’s validation on the back of the pie paper.
“Once you have given your opinion and state why that is your opinion you will need to draw a picture clue for the reader (SL.K.5).”
Once I feel the students understand the concept of what is being asked of them I prepare to send them over to the work station tables. “At the work station you will find pencils, crayons and the Favorite Part of An Apple Tree writing prompt (W.K.1). What is the first thing you will do?” Hopefully someone will remember the first thing they need to do is write their name on the front or back of the pie paper. “You do not need to write the date because we have the date stamp. Use it to date your work.” Second part to the writing prompt is included here. I put the two pages together and cut them in a circle to represent a pie. I feel it makes it more fun for the students. Favorite Part of an Apple Tree 2 Pie template example
I dismiss the students over to integrated work stations one table at a time.
“Table number one, go have some fun.
Table number two, you know what to do.
Table number three, hope you were listening to me, and
Table number four, shouldn’t be here anymore.”
When the time is up I blow two short blasts on my whistle and use the “Stop, look listen” technique mentioned above. “When I say go, I would like you to clean up your space remembering to take care of our things, push in your chair, and use walking feet to go and take a spot on your dot.”
I remind students to put their completed work in the “completed work” bin and those that are not complete go into the “under construction” bin.
Once everyone is seated on their spot I tell the students that their “exit slip” to get their snack is to tell me which part of the story was their favorite (SL.K.6).
Part of the assessment for this assignment is the Apple Pie Opinion checklist I use to attach to the student work before placing it in the student’s portfolio.
The other piece of the assessment is the next day when the students come into class at their spot they will find an Apple Season Assessment sheet using an apple tree as a guide. Recalling the information they have learned over the past three days the students job is to label the apple tree with the correct seasonal word based on the clues the apple tree gives them. I check the students work, make notes on what I observe and place it in the student’s portfolio. Student assessment sample Student assessment sample 2 Students working on assessment
Students make individual apple “pies” using Pillsbury crescent roll dough and a couple of slices of apple. They place the apple slices in the center of the triangle, sprinkle a pinch of cinnamon onto the apples, roll up the triangle to wrap the apples in a bundle and place it on a baking sheet. Cook the crescent rolls according to the directions and eat when cool.