I love teaching calendar skills to my students. I wanted to find a way to turn those calendaring skills into a fun craft and even a gift! So I came up with a simple poem and integrated in some ELA and Math questions to get my students thinking :)
Here is an example of the first three months of the poem:
"Looking out my window
throughout the year I see..." (on the cover)
"...one lonely snowman, staring at me." (January)
"...two heart-shaped valentines, in the mailbox for me!" (February)
"...three shiny pots of gold, waiting for me." (March)
Download the preview to see my January example!
When I make calendar books like this, we create them with the intention of giving them as a gift to someone special. One year it was for Christmas, I was really on top of things that year! The next year it was for a Father’s Day gift… we were a little behind in things that year. So my first suggestion is to decide if this is going to be a gift, or simply an assignment that students take home and enjoy with their families when they are finished.
When going through the pages/months consider these teachable moments:
1. Students write in the year—what year is it? What date will it be next year? What will the date be in 10 years? 100 years? Skip count by 2, 5, 10, or 100 starting on the year’s date.
2. Students write in the days of the week in the first row of boxes on the calendar pages. I use this as an opportunity to review proper nouns (days of the week… months…) as well as abbreviations! My students LOVE writing the abbreviations for the days of the week rather than spelling them out.
3. Students carefully number the days of the month in the top right corner of each square. What day of the week did the month start on? What day does it end on? How many full weeks are there? How many weekends? How many Fridays? What day is October 3rd on? (Add special holidays or birthdays if you wish!)
4. For the picture page, review adjectives. Have students find and highlight the adjectives used in the sentence given. Remember, number words are adjectives, too! They tell us how many!
5. Students should draw a picture that matches the sentence given or the sentence they create. This will help bring the poem to life! I left the drawing page with just a rectangle, but since the poem starts with “Looking out my window…” you could have students add in the cross bars to make it look more like a window, too