Word Wall Update

I completely revamped my room this year, with a focus on posted vocab. My school is focusing on using academic language in class, so word walls are required. I like most of my room, but as the year has gone on I’ve liked the front and back vocab walls less and less. Students weren’t really using the giant word wall at the back, and because expression was at the front of the room they used those words for EVERY answer, regardless of what we were studying. I think the sheer number of words at the back was intimidating, and students plain forgot that it could be a resource.

So, new solution: new word wall! I re-used my words from the front of the room and made accompanying vocab cards for all the concepts we have covered so far. Stars are posted next to the concepts we are currently work on so students can focus in on them quickly. I’ll have to switch out some words in January, but I’m hopeful kids will use this new word wall more.

Here's the old word wall:

And the new word wall:

Do you use word walls at your school? What do yours look like?

Candy Rhythms

Candy is a relevant topic for my kids any day all the time, but right after Halloween candy is all they want to talk about. I decided to use that to my advantage with a connection to rhythm.

My district is really pushing for essential questions in the classroom. For this lesson, I actually really liked using one. I put this question on the board: “How does rhythm relate to language?” We discussed it, and at first the main answer I got was a shrug. Then we talked about rap and hip-hop using words with rhythms, which blew their minds. It was a good hook for when we entered into the candy rhythm activity.

The manipulatives were pretty easy to make. I found images of several popular candies, printed them out, and had them laminated. The best part about this is I can use the same manipulatives in several different ways. Here are the four I am using, but I am sure there are more. If you use something similar in a different way, I would love to know!

1.) Partner work, notating rhythms

After reviewing previous rhythms, we took candies and assigned rhythms to them. If you like, you could give each candy an assigned rhythm. I wanted to up the rigor, so kids were welcome to use whichever candy they wanted as long as each syllable of the word was represented. Kit-Kat, for example, could be both paired eighth notes and a dotted quarter/eighth rhythm.

Once kids had the idea, we decided on a candy as a class and students decided which rhythm they wanted with the candy. They then notated those rhythms. After being comfortable with working on the same rhythm as a class, kids created their own rhythms with their partner and performed them for another group.

Here is an example of a page from my SMART file for this activity. 

2.) Guided identification

For first grade, rhythms are still a fairly new concept so candy rhythm was a bit more structured and guided. We started with using the smart board to make connections between syllables and note heads (yeah cross-curricular!) and matching rhythms to candies. Then, we added manipulatives. Students used a sorter with definitions to sort tiny quarter notes, eighth notes, and quarter rests. We then used those rhythms to match them to the correct candy. The kids LOVED this activity. They were eerily well behaved with bubbles in their mouths the whole class so they had more time for "the candies". My latest formal observation happened to fall during this lesson, and my admin loved it too.

A page from the SMART file.

3.) Rhythm Flash Cards

I have a GIANT pile of rhythm flash cards, so this allows students to start with the rhythm and find a candy to match. There are several answers to each card, so students enjoy comparing with a partner and checking each other’s work.

4) Composition/Performance Task

Since we already use the manipulatives to help us identify rhythms, using them as tools for composition is a natural transition. Students are given some parameters (time signature, how many beats, required rhythms, and so on) and complete their composition alone or with partners. Once the rhythm can be completed with clapping, students move their composition to a non-pitched percussion instrument of their choice.

My district is also big on performance tasks, and this activity can absolutely fit the bill. If you would like to approach this as a performance task, here is a sample scenario (feel free to switch out any specific to work for you):

A candy store has hired you to create a chant for a commercial using the names of popular candies. You will create an eight beat chant in 4/4 time using the names of at least four candies. Your rhythm must include at least one dotted quarter/single eighth OR one triplet. You can also use whole notes, dotted half notes, half notes, quarter notes, eighth notes, sixteenth notes wholes rests, half rests, or eighth rests. You may perform this rhythm using body percussion or non-pitched percussion. Your chant will be recorded so it can be sent to the candy store CEO for approval.

Here it is all pretty:

Looking for more ideas for rhythm? There are several in this post.

Hope you found a delicious idea to take back to your classroom!