I review position words with students as needed. I have student place their hands under their chin, behind their head, over their head, etc. I vary the position words daily and repeat most of them because my students are second language learners and this helps build fluency with these words.
My students have the most trouble with between, so I have the practice putting their head between their hands, placing their hands near each ear.
Write the following on chart paper or on the board:
The soft sand is under my feet.
The hot sun is in the sky.
The bathing suit is far from the towel.
We look for shade to get out of the heat.
The season is summer.
We read each sentence and students interact with the message by underlining the position words (under, in far).
I have students talk to partners to identify the capital letter at the beginning of the sentence, sight words and punctuation marks. (Suggestion: Underline the capital letters in green, circle the periods in red, and sight words may be highlighted in yellow.)
I ask students what information the morning message gave to show it was summer.
Using video is something I am incorporating in my classroom much more with Common Core. As students get older, they will be expected to listen to learn in addition to read to learn. Using this video with the support of the book sets the stage for just that!
Students are seated on the carpet with me in front of the SmartBoard. I tell the kids: We are going to watch a video about Weather. A video is sort of like a big book that we listen to. It is almost the same as when I read you a book, but this 'book' has moving pictures! Just like with out books, I want you to listen to learn.
Students move to their desks for the second viewing of the video because they will be listening for and recording information gleaned from the video onto a Note Taking Guide
Students illustrate and/or may write words for two types of weather they heard on the video. I am monitoring and assisting where necessary. I do this to offer that individual support that is so important to student learning.
The Weather Song
This is the fifth lesson in the unit. We sing The Weather Song many times throughout the unit to remind the kids of what each season brings. It is a fun quick warm up to any lesson on seasons and can also help kids remember the order of the seasons.
I almost always (sometimes there just isn't an action) give the students some TPR (Total Physical Response) to help them remember the song and the weather types. It is a common strategy used with second language learners, but it can be used with any student!
Sing/ Chant “The Weather Song”
(Tune: Row, Row, Row your Boat).
What is the weather today,
I can’t wait to see.
Sunny, rainy, windy, cloudy,
Which one will it be?
For the first line we hold our hands up with palms up as if asking a question.
For the second line we point to our eyes.
For the third verse we hold up a finger for each type of weather.
For the last verse we hold our hands up with palms up as if asking a question.
Because this is a unit on Seasons and weather, we will act as meteorologists throughout the unit, observing and recording the daily weather. We want the kids to make personal connections to their learning so they see it as meaningful learning, and this logbook does just that!
I ask: What is the date today? We write the date.
I ask: What is the weather like outside today? We draw the weather, circle the word that names the weather.
I ask: What sentence could we write to go with our weather picture? What words can we use to describe or tell about our picture? We write a simple sentence describing their daily observation (It is sunny. We see rain.).
I ask: How many boxes should we color in for our weather today? (one) Do we color from the bottom up or the top down? (bottom up) Students will then record the daily weather on a bar graph in their log.
After completing log, students will discuss with a partner the weather results for the week. (How many sunny days? How many windy days?, Which weather condition has more?, has less? Etc..)