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Ahnna Barnett created this poem for her students to
use for shared reading. She worked on left to right and the
sight words, "like" and "I".
I like spiders on the wall I like spiders big or small I like spiders on the ground I like spiders tall or round. Spiders, spiders everywhere! I don't like them in my hair! |
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| Sylvia Jensen uses the song to the left for a shared reading that can be used as a center later. She writes the poem on sentence strips and staples the strips to a bulletin board. Children can take out the pumpkins and put them back in the right places and then read the poem. Click on the picture on the left for a printable copy of the poem. | |
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Teresa Logan uses this poem as a shared reading and then puts it in a center. Children in the center read the poem, cover the word "the" with highlighter tape and practice writing the word "see." |
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| Traci Piltz used interactive writing to label pictures. Children later used these words in their independent writing. | |
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Kristina Stiles' class interactively wrote the heading for their graph to chart who had a pumpkin and who didn't. Children were given a paper pumpkin and asked to write "yes" or "no" on it. Afterwards they concluded that more children in the class had pumpkins. |
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The shared reading to the left can be used to teach the word "see", color words, left to right directionality, locating known words, and locating unknown words. Click on the picture for the clip art for the leaves. |
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This shared reading can
be read many times and then the sentence strips can be cut in
half like a puzzle and put in a center for children to reassemble.
Click on the picture for a copy of the leaves for the center. |
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Amber Miller uses this shared reading to promote phonological awareness by changing the beginning sound of the word "boo" to make other silly words. The song is sung to "The Wheels on the Bus." |
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Teresa Logan worked on the word "the" (and the letters T, H, and E) in this interactive fall writing project. Children can read it later when "reading the room" during literacy centers. |
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When teaching the word, "see," Jody Reichenbach and her students wrote this interactive writing piece. It was then used for shared reading and as a reference for later word work. |
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After creating an
Interactive writing piece similar to the one above, children
can be given a take home book to reinforce sight word recognition
and concepts of print. Click on the picture for a copy of the take-home book |
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Susan Irion and Traci Piltz used the poem to the left as a shared reading and to launch a math and measurement lesson. |
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After reading the poem above, Traci Piltz' students took turns estimating the circumference of a pumpkin by cutting strings. When each child had made his/her estimate the pumpkin was measured and they made a graph to show which strings were too long, too short or just right. |
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Traci Piltz used this sheet to record mathematical information about the pumpkins that they had been measuring. They used unifix cubes to get a standard measurement. Click on the picture for a copy. |
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Mary Baumann’s class interactively wrote that they liked candy corn. That night “somebody” came into the room and read the sign and left a couple of pieces of candy corn on each child's table. The students also made candy corn out of construction paper for an art project and labeled it with their interactive writing. |
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Jeana McClusky used this fun art project to reinforce the word "like." |
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 After reading the book, It's Pumpkin Time" the poem to the left can be used to teach the word "see." The first day the poem can be read for enjoyment and to teach children how to locate unknown words and known words or letters. On subsequent readings the word "see" can be taught by having children highlight the word, chant the letters of the word, say cheers, and write the word on dry erase boards. |
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Theresa Miller uses this game, on a felt board, to reinforce numbers 10 to 20 and introduce the word "the." The children have to take turns reading the sentence and guessing which pumpkin the "worm" is hidden under. This can be programmed with any other skill using various seasonal icons. |
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This poem from Roxana Blackwell's class can
be used to teach the word, "like" or "I" and can be put in a center
after it is used as a shared reading for many days.
Environmental print or children's names can be used. It could
also be changed to a Trick-or-Treat poem by putting candy wrappers
in place of the names or environmental print. Click on the picture for a copy of the environmental pictures for this activity |
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Teresa Logan wrote children's names on ghosts with white crayon to create this crayon resist art activity. Children used a watercolor wash to see their names appear. Afterwards they made a cut up sentence of "I see the ghost" and reassembled it. |
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Theresa Miller uses this center to help children learn to match lower case letters with upper case letters. She covered a box with butcher paper, put holes next to the capital letters, then put the box in a center with pre-programmed pumpkins attached to tongue depressors. |
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Kalcy
Mallas found foam pumpkins at Michael's Store to program letters for
the pumpkin center above. She also uses these to play the "Tiskit-a-Tasket
Game."
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Staci Mangel used interactive writing to write October words and help children learn initial consonant sounds. |
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The shared reading to the left, from Lorrie Marquart's room, is sung to "Bingo."
Bones Once there was a skeleton, And Bones was his name, oh! B o n e s B o n e s B o n e s And Bones was his name, oh! |
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Susan Mettler used Interactive Writing to label a fall art activity and to teach the color words. |
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The attributes of leaves was the subject of this writing project from Amber Moos' class. |
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Angie Paris used clip art of fall items and labeled them by interactively writing. |
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Here is another example of labeling with interactive writing from Lorrie Marquart's room. |
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This is one more example from Christy Mayer's class of interactive writing labeling. |
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Tracy Stellmacher used this activity to teach children's names and the words "see" and "and." She continues to use it as a shared reading to reinforce the words. This can also be used with other symbols instead of pumpkins. |
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These torn pumpkins are from Colleen Cook's class. The kids tore the pumpkins, made faces for them and then put little word bubbles on them to say "Boo!" Some of the children even tried different sentences.
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The poem to the left (sung to the tune of "Are you Sleeping?") can be used as a shared reading on an overhead or with chart paper.. Click on the picture for a printable copy. |
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Teresa Logan's class uses this shared reading to learn about how pumpkins grow. |
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Click on the picture to the left to go to a website that has these
pictures. The pictures can be used for an interactive writing
project or as a shared reading.
For example: See the seed. See the sprout. See the vine. See the flowers. See the green pumpkin. See the big orange pumpkin. See the pumpkin pie. |
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Click below for other great sites: Good Pumpkin Songs and Activities |
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