Each week, two students (a grade 1 and a grade 2) are chosen to be our VIPs. Throughout the week, they help me with any special classroom tasks, they lead our line as we walk through the halls and when we're on the carpet, they get to sit, in the comfy, red, super kid - chair! It gives each student a chance to be a leader, to feel special and to build their self-confidence.
The VIP - Super Kid Activity also integrates three strands of the Language Curriculum:
Oral Communication, Writing and Reading
(*see below for more details)
Throughout the week, we interview the Super Kids, asking them questions to learn more about them. Students can use the co-created anchor chart that hangs on the blackboard or they can come up with interesting questions of their own. They wait patiently for their turn to ask a question, speak loudly and clearly so that everyone can hear. The VIP then answers the question clearly, and I take jot notes on the Smartboard. It's important that we listen to the answers too, so that we don't ask the same questions over again!
We review all that we've learned about our VIPs and then on Friday we celebrate them with their own VIP books! Each students chooses one (grade 1s) or three (grade 2s) jot notes that they'd like to stretch into full sentences.
Toturn the jot notes into full sentences, students must use words the 100 Most Frequently Used Words list: she / he / her / his or the student's name.
We talk about the three lines in on the paper (solid, dash, solid) and how they separate our writing into the upstairs, main floor and basement levels.
For example, Maggie's name (see above) has letters in all three levels! Her capital M is upstairs and on the main floor, the a is on the main, the two gs start on the main and go into the basement, while her i and e are on the main.
When the grade 1s write their sentence for the grade 2 VIP's book, and the grade 2s write their sentences for the grade 1 VIP's book, it's expected that they copy words off the anchor chart of jot notes and practice neat and legible printing - so that our VIP can enjoy their book when they get home! If they have extra time, they flip their page and write a chant on the backside ... Jacob! Jacob! Jacob! (being sure to use the upstairs, main and basement floors)
Some of the Language Curriculum Expectations:
1.2 understand appropriate listening behaviour; use active listening
1.3 identify listening comprehension strategies
2.2 understand appropriate speaking behaviour; use in dif. Situations
2.3 communicate clearly and coherently
3.1 identify helpful strategies before, during, and after listening and speaking (e.g., look at the speaker)
3.1 automatically read and understand high-frequency words, (Gr. 2 use common spelling patterns)
1.1 identify topic, purpose audience and form
1.4 sort ideas/info (pictures, labels, key words)
2.4 Gr1: write simple but complete sentences
Gr2: use a variety of sentence types (questions, statements, exclamations)
3.3 confirm spelling and word choice using resources (anchor charts on the Smartboard)
In our Room 108 Classroom Community, we foster an engaging, respectful and caring environment. I aim to balance a consistent program with flexible responsiveness to students' individual needs.