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**Standard 5:** **// Teachers know how to manage a classroom. //**

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. **Evidence 1**: First Grader, First Grader, What Do You See? – An Eric Carle Author Study

(See CD)

**Rationale 1:** Our video “book”: __First Grader, First Grader, What Do You See?__ was the culminating project following our author study about Eric Carle. We read most of Eric Carle’s books that he authored or illustrated, looked at the rhyme and rhythm created in the text, and reviewed his illustrations. We watched his demonstration videos on his website and decided that we would write our own version of __Brown Bear, Brown Bear, What Do You See?__ (written by Bill Martin and illustrated by Eric Carle) but use a first grader as the initial character. My students each chose an animal, either real or imaginary, to illustrate. Our first step was to paint patterned paper. Next, the students illustrated a page with a background using a variety of media: crayons, colored pencils, and markers. Then, the students drew and cut out their animals from the painted paper and glued it on top of the background page. They used a fine, black-tipped marker to outline parts of the background and their animal. Once the illustrated page was completed, the students worked together creating the rhythmic text for their book. The students practiced reading the text for their page and I recorded them using Audacity. They listened to their recording and critiqued themselves to decide if their recording was good enough for their page in the book or if they needed to try recording again.  I scanned their illustrations, assembled the pages in Windows Live Movie Maker, added the text along the sidebar of each slide, and the final touch was the addition of each child’s voice to their illustrated page. My students were delighted with the final product of their book and loved sharing it with our librarian and the other classrooms in our wing.

**KSD:**

**5.K.3 The teacher knows how to help people work productively and cooperatively with each other in complex social settings.**

 Our video “book” was designed to create a cooperatively produced class product. Each student had their own individual piece of the project (their recording and picture). Their efforts to create the rhythmic text involved them in editing the peers’ writing, which required patience and good listening skills. As a group they critiqued the video as it was compiled and evaluated the final product.

**5.S.1 The teacher creates a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities.**

 The students enjoyed drawing their pictures of their real or fictional animals. They also liked having their reading portion of the story audio taped. The students took great pride in presenting the completed video “book” to the other first grade classes and to our Library Media Specialist.

**5.D.3 The teacher values the role of students in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate for learning**.

 The students did a wonderful job assisting each other selecting their animals and completing their illustrations, giving suggestions for backgrounds or other details to enhance their illustrated page. Students shared their animals and creatures with their classmates as they took shape and became part of our video “book.”