Skip to main content

Leaf Graph

Today we took a nature walk and picked up some leaves. The leaves are just gorgeous right now in Tennessee. We were able to find green, red, yellow, brown and orange leaves. I encouraged Jake to pick up only the ones he loved, the ones he thought were beautiful!
We picked about 30 leaves or so before heading home. Once at home I had a graph ready for us to do as an activity. Jake was not into it too much and decided that he needed to cut the stems off of the leaves before we could start the graph.
I thought this was a great idea, he would practice motor skills and use his focus to settle down a bit after the walk. He loves cutting so I told him to just cut the stems and not the leaves.
\
Next, we sorted the leaves and started the graph. I held the brown leaves and moved one in front of him as he colored each box. I did it this way at first to help him understand a graph and what how we create one. (Excuse the scribble on the paper. He did that as he was waiting for me to get started.) This leaf graph was created by 2 Teaching Mommies you can find it here.
When we got to the green, Jake insisted on using marker. I outlined the boxes and asked him to make sure to stay within the lines. Markers can easily take over a paper. I HATE markers but Jake, like all kids, love them and really tries to use them whenever he can. 
Here is the finished product! He is getting much better at coloring within the lines. Of course he is not there yet but it is getting better. I think he really understood the graphing concept which surprised me a little. I asked him to look at our graph and tell me which color we had the most of and least. He answered without hesitation. I would not be surprised to see him "graphing" when he is playing in the coming days. 

Comments

Popular posts from this blog

Play to Write- Week 3

We participating in a Wednesday Play Group called Play to Write over at Cherrios and Lattes . This is week 3- Write/Spell Your Name.  We started this week's practice with some name tracing. Cherrios and Lattes provides the printable for some dotted letters. She suggested doing rainbow writing with this sheet. I showed Jacob but he was more interested in writing all the Jacobs. I started by modeling on the first name. Then I held his hand and we did it together. Finally I let him do the last three on his own with only my verbal prompts.  He took this very seriously and was very proud of himself! I was surprised at how much he liked doing this activity. He has a long way to go but he did pretty well! One thing I had to repeat was not to go around the o and a more than once. He wanted to go around and around. This is an activity that I think he will want to do again! The next activity was Missing Letter Name Practice. We started by singing a little song I sing for Jak

Name Writing Practice

Jacob did a little name writing practice today. He was asked to trace the dotted lines to write letters for his name. This is good practice with spelling as well. I had him say each letter as he wrote the letter.  As you can see he is very choppy and not exactly on the dotted lines. His motor skills are not quite sharp enough yet to be able to hold the crayon and he especially loses control as he works on towards the end. We also did a Missing Letter Name Practice. Both of these ideas came from Cherrios and Lattes ' Play to Write, Write to Read. These are good ways to practice names and writing. He gets very angry if he thinks he made a mistake. See the scribbling. I have to reinforce that it is ok to make a mistake and that everyone makes mistakes but we just keep trying. Practice is the only way to get better. When this happens I cannot help but think of my former students that did the very same thing and proceeded to throw fits and give up. I hope to help Jacob ge

Building Good Readers

"Your boys are such good readers! I wish mine loved to read like yours do! How did you do that?" Can parents build good readers? How do parents build good readers? This might seem like a daunting question, a task too difficult to tackle. But truly, it does not have to be.  As our children grow and become readers on their own accord they often feel that they do not need or want parents to read to them. It is very common for this to happen, but as their parents, it is our job to push back.  Readers are not born, they are made.  We must find times to read to our children. That might mean reading aloud looks different as they get older. Maybe instead of before bed; you are reading at the dinner table, as they are playing, or during snack time. The point is to share books that will pique their interest and hold their attention. You might have to choose books you might not otherwise choose. The key to reading aloud is to m odel reading for them and to show them th