MATERIAL DE APOYO Y REFUERZO del 1º GRADO del SEGUNDO TRIMESTRE del ciclo escolar 202– 2010 correspondientes a los meses diciembre, enero, febrero y mar
Hello Pinteresters!!! I get a lot of traffic from Pinterest by what I suspect are teachers looking for games to use in their classroom...
Compañeros y amigos docentes que nos visitan, en esta ocasión agradecemos a Lulú M. Padilla por diseñar y compartir con todos nosotros estas Bonitas y fabulosas portadas de materias o asignaturas para poder identificar las libretas, cuadernos o libros de nuestros alumnos o de nuestros hijos, estas portadas están en blanco y negro si les gustan por favor comente y si desean unas portadas a color con gusto las realizamos para todos ustedes, muchas gracias por su apoyo compañeros y amigos docentes que nos visitan.
Proyecto Emocionario Musical del Aula de Elena. Inteligencia emocional, educación emocional.
I'm joining up with one of my favorite bloggers, Aileen Miracle (Mrs. Miracle's Music Room) to blog about my favorite pins of the month of January. I have been on a pinning rampage as of late, so get excited! 1. I loved this pin about using monster manipulatives to guide students into composing rhythmic patterns. I have a monster recorder station already, and thought something like this could be added in nicely. The die cuts used are great, but I'm sure computer graphics and notation could be done all on the computer. In fact, maybe I'll make them today on my snow day! 2. What Does the Fox Say for Orff Ensemble: My kids love, love, love "What does the fox say?" There's an arrangement here that has some good application for the classroom. I'm not sure which kids will be the lucky ones to get to perform this, but I know whoever is chosen will love it! 3. I loved this PVC/Noodle four measure composition idea. What a great way to compose and perform quickly as a beginning of class warm up, or for use in stations. My dad has made me a ton of stuff out of PVC, so I'm sure he'll be thrilled when I show him this idea! 4. Though I'm not a big boom whacker fan, I have found them to be a great tool for working with my part time learning support class. Many of these students are not very verbal, and motor skills are difficult. Boom whackers allow them to make music very simply. I found this pin and have been doing this activity during our snowman music unit with the part time learning support kids. They've loved it! 5. Speaking of boom whackers, check out this great way to organize them. I always have trouble keeping them organized and neatly stored!
Cooperative learning. Find out what it's all about and get some great resources to help you use this strategy well in your classroom.
Corkboard Connections is a blog written by Laura Candler who enjoys connecting terrific teachers with amazing resources!
Learn the simple, quick strategies cognitive scientists say can boost student learning in any classroom.
Este juego les ha encantado❤️ En las tarjetas de CAZAPALABRAS tenían varias letras, en la pizarra un cronómetro que marcaba 12 minutos.. Y tenían que con
¡Hola a todos! Esta mañana he compartido en mi perfil de Instagram una actividad que hemos realizado para trabajar los prefijos y sufijos ...
Silent Response Cards can be used for ANY SUBJECT at ANY GRADE LEVEL! These nonverbal response cards get all students engaged and eliminate frustration from students waiting to be called on...they all participate! These cards are perfect for warm-up activities, subject matter review, transition times or ice-breaker activities. Silent Response Cards can also be used as a quick pre-assessment of upcoming concepts, or post-assessment tool for concepts just learned. Silent Response Cards also help improve students’ oral comprehension skills as they have to listen to the teacher’s question and then formulate a response. These cards are called “Silent Response Cards” because students do not need to talk while participating in this activity. SEE THE PREVIEW FILE FOR A CLOSER LOOK! Included in this file: -Detailed directions with photos of how to prepare and assemble these cards (great parent volunteer job) -“How to Use Silent Response Cards” with photos and examples of teacher questions. -Four different template options for each set of 28 cards. Each Response Card page has 4 cards printed per page to save paper, including a blank card template for you to write in your own response. You can choose some or all of the Silent Response Cards you want to use to make the perfect set for your students. I highly recommend laminating your Silent Response Cards (my set has lasted me eight years of teaching…and still going strong!). ***Just a friendly reminder that this product is for A SINGLE USER ONLY. That means that copying or sharing any part of this product with another teacher, grade level, school, department, district, etc…is strictly prohibited. Inspired Elementary® products may not be used for commercial use, including platforms such as Outschool. You have the option to purchase multiple licenses (at a discount) for each additional person/classroom with whom you wish to share this product. This item is a digital download and is nonrefundable. © All rights reserved. Erin Lane. www.Inspired Elementary.com
This villa is located in plot ORDOS project. Architects: Tatiana Bilbao Location: Ordos, Inner Mongolia, China Design year: 2008 Construction year:...
✿ Actividades para trabajar diferentes conceptos MUSICALES.
Son muchos los expertos que se han interesado y han estudiado los efectos de la música en el aprendizaje sobre...
A day in the life of an elementary music teacher can involve 6-10 different classes of students varying in age from 5 to 12 years old. It can involve hundreds of decisions, dozens of songs, a hand full of negotiations and more strategies for classroom management than you can shake a maraca at. I find that streamlining some of the transitions gives me more precious time with my students and eliminates just enough whining and chaos to make my days more enjoyable. Today I’m going to share with you one of my favorite tools for assigning groups, singing parts, partners or picking someone to give me an answer – CRAFT STICKS! Many moons ago when I was but a fresh faced teaching newbie I struggled with transitions from whole group time to small group time or partner work. Just saying “pick a partner” seemed like the quickest, easiest thing to do. Yeah. I know. You are already shaking your head at my naivety, aren’t you? What happens when you say something like that? The two most popular kids are swarmed by every single kid in the class and the three quiet or eccentric kids kind of float away from the group and try to hide behind the piano or in a corner far away from Pick a Partner Land. At this point, no matter what I say the classroom just gets louder and louder. Drama Queen starts to cry. Angry Albert punches someone who doesn’t want to be his partner. Sticky Steve has touched every single person in the class with his syrupy hands that haven’t been washed since breakfast. And honestly, this would be the exact moment that my principal would pop in for a walk-through evaluation. So first I developed a classroom signal to get everyone’s attention and make the chaos just stop. I clap ta ta titi ta and they echo it back. No, it is not original, but it works. Next I pondered and prayed and thought about strategies that I could use to eliminate that chaos and wasted time. When you only have 50 minutes a week, losing 5 minutes to transition into groups is just unacceptable. I must admit that I tried several things that I really hated. I tried having them turn to the row in front of behind them to find their new partner. I sorted them by boys and girls, by the color of shirt they were wearing by the order they appeared in my room. I tried just counting them off and creating groups that way. I assigned everyone a number and a group and tried to keep track of that all year. Hated all of that. Don’t get me wrong. Some of it worked some of the time. A few of the things I tried worked every time, but I struggled with those days when I needed them to transition from a whole group to partners and then to small groups and then to 2 groups. That seems like a lot, right? I really enjoy using a variety of activities and some weeks it just worked out like that. Hello popsicle sticks. Err…craft sticks. Whatever. Sitting on my couch one evening I realized that I could create ONE tool that would help me quickly divide students into groups of varying size without having to take the time to count or pre-plan. I took craft sticks (the larger flatter kind work best) and set about putting symbols, colors, rhythm patterns, instrument names and MORE on these little wooden pieces of gold. First of all, I numbered the sticks. This helped me if I wanted to take out the extra sticks for smaller classes. I made 34 sticks. My largest class was 27. I had a few back-ups just in case someone sneezed on one or stuffed it in their ear or mouth or something unacceptable. The number allowed me to divide the group into odd or even. Awesome. Hmmm. The kids caught on to my other tricks quickly so I didn’t want them to anticipate that would be the only way I would pick partners. I needed more. I added another way to divide the group in two: treble clef and bass clef. To divide the group into 3 I drew a quarter note, quarter rest of barred eighth notes at the tip of a craft stick. I did these in order. #1 was a quarter note, #2 was a quarter rest, #3 was barred eighth notes, and so on. This helped me keep things even. To divide into 4 groups I wrote the instrument families on the sticks: brass, woodwind, percussion and strings. Suddenly it hit me! I could use these group sorters for learning activities too! What if I said “If you have a stick with the family name that the trumpet belongs to, line up.” To divide into 5 groups I added colored dot alternating 5 different colors. Next I added rhythm patterns. I created the rhythms simple enough so that I could use them with 1st through 6th grades. Each rhythm pattern could be found on two sticks. If I had a few extra minutes in class I could say “Find the person that has the same 4 beat rhythm pattern as you. Clap the pattern and stand beside each other.” A few more minutes and I might say “Find 3 other people that have different rhythms than you and make a pattern of 4 measures.” At this point, I still had just a little bit of space left on these wooden warriors of the classroom. I decided that adding instrument names would be my last addition. I added the names of instruments of all 4 instrument families. For my third graders who reviewed instrument families all second semester, this gave me lots of options for grouping, identifying instruments, sorting by family, spelling instrument names and more. I tried them out the next day. Magic! I never really used them with every class, every day, but they came in handy several times a week. Eventually students started asking for them. They liked the spontaneity and randomness they brought to class. The pictures that I have are of one of my older sets. You can see that there is just a little bit of bleeding due to the markers that I used. In my newest set (that I do not have pictures of-sorry!) I used Sharpies which bled much less. Applying a clear coat or a light coat of a light color of paint would probably prevent this completely. Enjoy!
