Sixty-Eighth Day

No homework for today.

We will go ahead and have our class celebration on Friday despite the program being on the same day.

I have told the kids that I will match any cougar-pon received at YDP with another from me doubling their chances in order help out the YDP supervisors enforce positive behavior.

FYI: I read a book about Santa Mouse (a treasury from my childhood) to the children. A child asked me after I finished story 2 the other day, "Are you sure that's true?" Hmm....So the legend goes, that if you should happen to find a small (tiny) gift tucked somewhere in your tree, perhaps tied with a yellow bow, then you will know that Santa Mouse has been to your house. *Shrugs* I don't know, it's just what I heard. Who knows how these stories get started?

Sixty-Third Day

Some students have begun to start their notes for their Unit Project.

You should find your child's progress report in your child's backpack. Do not sign and return this copy; it is yours to keep. If there are any questions concerning your child's report, either come see me after school or send a "contact" email. I will make sure to check the inbox regularly over the next few days.

For art we had a lesson on primary and secondary color and painting.

Sixtieth Day

We are bringing home a polymer (long stranded molecules of glue joined by sodium borate) as the result of our observations for science. The compound is harmless if kept away from porous materials such as clothing, carpeting, matte-finished walls and the like. It will eventually dissolve in water if it ends up in an undesired locale. First grade is so much fun.

Also in our bag o' tricks you should find a child-written copy of the first stanza of our vowel poem. Some students will want to keep this some place safe as it is part one of five which should be memorized.

Note: 3 shoes flew off at PE today, all of them slip-ons.

Unit 3 Week 1 Preview

In our next unit we will be exploring fun and laughter. Over the course of this unit, students will be collecting funny stories, riddles, and anecdotes to make into a book. Please assist children over the winter break to write notes about family members' favorite funny stories, riddles, and jokes.

We will begin our study of long-vowel spellings beginning with the spelling pattern long-vowel 'a' spelled 'a_e' (eg., rate, cage). We will learn the first stanza of our vowel poem which students may later memorize for a star on the Star Chart. Our vocabulary words of the week are: amuse, humorous, delighted, mood, and ridiculous. We will review sight words: all, put, show, together, under, and want in addition to introducing away, school, today, way, and why. In grammar we will be taking another look at verbs. We will discuss again, respect and good sportsmanship. As we did last week, we will use a Flow Chart to independently retell a story.

Fifty-Eighth Day

One student has completed a PowerPoint presentation and another has begun. It is slow going with computer work because only one computer works adequately to make presentations.

We will take a short test on Topic 9 tomorrow. If the copiers are up and running in the office and if the material warrants, we may attempt to take a full test; we'll wait to see.

We worked briefly with compound words and took some time to illustrate a fold-out book which some students completed and took home.

We had an art lesson today on the element of shape. We distinguished between geometric and organic shapes and created a self-portrait.

Yesterday, we discussed the Sun and it's influence on weather. We discussed the transformation of matter and the sun's role in the water cycle. We discussed the removal and addition of heat to transform matter into its various states. This will be a tested concept.

Final Reminder

Reading logs were due today. Students not having a total of 3 reading logs turned in by tomorrow will have '2' on their progress report in the area of homework.

Additionally, we had our first trip to the school library today. You will find either a library book in your child's backpack or a pink permission slip which needs to filled out completely in order for books to be checked out from school.

Also, if your child brings in one library book from an outside library (ie. Carson Public Library) they will receive a star on the star chart.

Fifty-fifth Day

We had a quick lesson on Power Point today. I suggested for those kids that have flash drives to bring them in to make organization of computer work easier. If your child brings a flash drive in, it would be helpful to somehow ID the drive with your child's name either by writing on the drive or attaching it to a lanyard that can be written on.

We will be taking a brief Social Studies quiz tomorrow. We reviewed how life was different a long time ago, why home are different in other parts of the world, and what traditions we celebrate in the United States.

Oops

Forgot to pass back kids' Thanksgiving creation yesterday; my apologies. Hope everyone has a great holiday.

Fifty-First Day

Today for science we generated properties of various liquids by observing how different liquids look and move. We discussed words like viscosity, transparency, opaque, and translucency.

Unit 2 Week 5 Preview

For the next 5 instructional days we will ask what neighbors do together for fun. Our focus vocabulary words will be: audience, entertain, brilliant, enjoy, and perform. Our sight words will be: all, put, show, together, under, and want. In phonics we will be introduced to the digraphs 'sh,' and 'th'. We will again generate retells and summaries of our selections using visualization and Flow Maps

Forty-Ninth Day

Yesterday we read and recorded our speeches for the office of Room 11 Class President. A total of 7 candidates ran for office. Those 7 students will receive Home Project credit. Today we chose our Class President by secret ballot. Those students who delivered a speech yesterday have a copy of the ballot for their memoirs.

It is highly likely we will not be taking a test for Topic 8 in math.

Unit 2 Week 4 Preview

Continuing our exploration of families and neighbors, we ask the question: what is a home? Our vocabulary words for the week are: collapse, company, construct, entire, and material. Our high-frequency focus words are: again, could, make, one, then, and three. For spelling we will focus on short-vowel 'u'. Our grammar rule will be proper nouns and capitalization.

Tuesday we will read our class president speeches and Wednesday we will vote. I will send home a copy of our voting ballot with those children making speeches. This is one of those documents you might consider scanning to your child's flash drive.

Last week, 22 of 24 students passed the district quarterly math exam. Two students passed with perfect scores.

Forty-Fifth Day

On Friday we worked cooperatively to complete 4 separate tasks using skills we've learned to date, including phonics, story analysis, and spelling.

For science we used our insight into the properties of matter to independently build towers with selected objects. The point being that some properties are better for building towers than others. We then drew a diagram of the towers we built for our science journal.

Forty-Third Day

Today we discussed absolute and relative location and read a nonfiction selection, On the Map, about locating places on a map. We discussed the main idea and details in order to help us summarize the selection. We also played the main idea/details game which 1st graders just love; go ahead and try it at home. We also read a nonfiction selection about animal camouflage.

On the Topic 7 math test 22 students out of 24 passed with a score of 17 or better; two students got a perfect score.

Forty-Second Day

We compared the the past and the present in a nonfiction selection today called Around Town, Then and Now. We started a Flow Map to write a report about the city of Carson. Our vocabulary words for the week include: frequently, service, variety, useful, and amazed.

We took Topic 7 math test today.

Fortieth Day

Sixteen students have completed seminar and 8 students have completed their Unit Projects. We began our own Flow Map to provide instruction for a family chore after completing a practice map to retell the events of The Little Red Hen. The best of these maps may be saved to be displayed in the office for Room 11's turn at the bulletin board.

We will likely take our Topic 7 math test on Monday. That makes for a busy test week in math.

Thirty-Ninth Day

Thirteen students have now completed the seminar portion of their Unit 1 Writing Project. Three students have shown me their final revisions. A number of students have yet to turn in both reading logs which are now past due.

Today we "share" wrote instructions for raking leaves and discussed the need for leaves to fall from trees during this season as an aside and current event. We selected a chore for which we will begin to develop instructions.

Thirty-Eighth Day

Don't rush with homework. I will collect all back homework on Wednesday. Please find November reading log in homework folders.

Have a fun and safe evening.

A passing score of 17 or greater on our recent math test was achieved by 21 out of 24 students. Six students scored greater than 25.

Some parents asked me when the district "quarterly" math test would be. The first grade will take the test in two sessions on the 9th and 10th of November. Please see post on the 37th day for some sample questions. Additionally, students should understand that in order to show that they know an answer is correct, they need to reform an equation using the principle of inverse operations. For example: I know 3 + 4 = 7, because 7 - 4 = 3.

Unit 2 Week 2 Preview

This week we will be discussing helping and cooperation in connection with our larger theme Family and Neighbors. We will discuss how we are able to contribute to tasks which need to be accomplished. We will read and listen to several versions of The Little Red Hen for comparison. We will focus on the order of events to retell (R 1.2.7). We will use our fourth thinking map (Flow Map) to write a retelling. We will then learn to write ordered instructions for completing a task.

Our focus in phonics will be the short-vowel 'e'. We will focus on high-frequency words: eat, no, of, some, and who. We will discuss and practice plural nouns with an emphasis on those which require '-es'. Our robust vocabulary words are: appreciate, cooperate, partner, responsibility, and scrumptious.

In social studies we will observe how the environment/weather of three different climates affects lifestyle. We will also examine the division of labor in and the process of raw material to final product.

In science we will work further with solid forms of matter.

Thirty-Seventh Day

We listened to the folktale Goldilocks and the 3 Bears. We took a dictation test on words with short-vowel 'o'.We read a non-fiction story about baby animals. We also read the poem: Down in the Meadow, for which we discovered the rhythm of the poem and then used rhythm instruments to play along with our choral reading.

We took Topic 6 math test. Results can not be posted at this time due to the number of students with incomplete items on their test. It was our longest test to date and probably one of the more difficult. One concept which some students understandably struggle with in first grade is comparing dissimilar equalities, for example in the expression 6 + 3 = ___ + 5. Another past struggle seems to be with matching an expression with a value. For example: which of these express the same value as 12: 8 - 4, 8 + 4, or 9 + 4. We will be working on some these more difficult ideas next week in preparation for the district math exam.

Thirty-Sixth Day

Today we compared the school experience from the past to today's school experience by looking at very old photographs. We read a nonfiction selection about baby animals and another about animal parents. We reviewed and recorded the main idea and details about the selections.

Math test tomorrow

Thirty-Fifth Day

We discussed how animal parents protect and provide for their baby animals using our robust vocabulary for the week. Our total through seminar is now 11 and 4 students have completed their Unit 1 project (we are now working on Unit 2).

We worked on balance today in P.E.

Our Topic 6 math test will be on Friday.

Thirty-Second Day

We are focusing on short-vowel 'o' in phonics and spelling. We read a nonfiction selection called Hello! Hello! to learn the difference between a summary (a comrehension strategy) and a retell while learning about the main idea and details (comprehension skill). We have changed focus from examining the self and have moved on to examine the importance of family and friends.

We took a trip to the book fair to find three titles each to put on our wish list, just for the fun of it.

For topic 6, we've been working on different strategies to use when adding in lieu of using fingers to count.

[U2/Wk1/D1]

First Parent Discussion Question

From time to time I would like to post a question on a topic which I would appreciate parent input. I would like parents to share their experiences, if any, with the PearsonSuccessnet resources. Things to consider:

• The ease/difficulty of creating an account and navigating the site
• The usefulness/benefit of the resources to you and your child
• Any impressions, comments, questions which you would like to share with other parents this year
• How you've been able to use the resources

Just as a side note: this blog has received over 500 hits so far from 7 different countries.

Thirty-First Day

If memory serves correctly, (we had several false starts) 2 students made it through seminar today before our earthquake drill. Behavior (from our class) was very good during the drill. That brings our total to 10 through seminar. We listened to our weekly oral vocabulary story "Roberto Clemente" today and learned why he was a true American hero. We used clues from the story to determine the author's purpose for writing the story. We blended words with final consonant blends. We read a high-frequency word story called I Like to Help. We wrote a personal narrative journal entry about doing something with a friend.

We took the Topic 5 test today. With 24 students taking the test, 21 passed with a score of 16 or better. Three students earned a perfect score, 3 earned 21, 7 earned 20, 2 earned 19, and 4 earned 18. Tests will be in backpacks tomorrow.

P.S. Slip-on shoes still coming off.

[U1/Wk5/D2]

Thirtieth Day

We are up to a total of 9 for seminar. We discussed teamwork and why it's important. We revised earlier statements about pets. We began work with final consonant blends.

We will take our test on Topic 4 tomorrow.

Conference forms are in backpacks; please return as soon as possible.

Week Preview and Home Project Idea

The last instructional segment of our unit on All About Us will center on what we like to do with friends. Our robust vocabulary words include: focused, offer, charity, admire, and challenging. In phonics we will focus on final consonant blends ('-nd', '-st', '-ng', and '-nk'). In social studies, we will also discuss symbols of the United States. In science we will continue our work with forms of matter.

Election day will soon be upon us and in order to mark this date (Nov. 8th) we will be holding our very own election for class president complete with speeches. If your child is interested in holding the office of class president, please help them to formulate a speech which they might deliver to the class on this date. I will tape the speeches, as usual, using an Apple program. They can easily be transferred to a flash drive for those interested parents.

Twenty-Ninth Day

Two more seminars completed.That's 6 for anyone keeping track other than me. We listened to a nonfiction selection Animal House about pets from the White House past. We took a dictation test on words with initial consonant blends. We read another nonfiction selection What Pets Need and compared it to our fantasy selection Flip. Inspired by Flip we drew and wrote descriptive sentences about a pet.

We completed more work with parts of 10. We will have a test on Topic 5 on Thursday.

[U1/Wk4/D4&5]

Twenty-Eighth Day

Two more students made it to seminar for a total of 4. We read our main selection of the week Flip and analyzed for plot. We read a decodable about how things were made in the past. We continued work with initial consonant blends with 'l'.

In math we discussed parts of 10 using a tens frame.

For social studies we again discussed traditions and tolerance for other cultures.

[U1/Wk4/D3]

Twenty-Seventh Day

Two students were brave and ready enough to take on seminar today. We've been concentrating on initial consonant blends with 'l' this week (cl-, sl-, etc.). We listened to a Puerto Rican story about a naughty boy and his pig and analyzed that for story structure. We used Along Came Toto as a model for descriptive language and tried our hand at some as well.

You should find our Topic 4 test results in backpacks along with some student's unsatisfactory notes. Please sign and return to indicate you received the notice. Conferences will be scheduled the week of the 24th of October. There were a few students who were just barely borderline in a subject or two so I sent a notice as simply a 'head's up." Again, your child needs to know nothing about the contents of the unsatisfactory notice at this point. We can keep the particulars between the teacher and the parent.

In science we put are hands on and used our senses with various samples of solids to observe properties (vocabulary) including temperature.

Twenty-Sixth Day

Today I recorded one student being completed with the Unit 1 Project. Soon students will be ready to go to "seminar." This means they are ready for the revision step of the writing process of their personal narratives. I will be reporting regularly how many students have completed the seminar process. During this process they will receive positive and constructive feedback of their writing from their peers.

Today we analyzed the structure of a fantasy selection. We discovered the elements of a plot.

We began Topic 5 where we will explore the utility of the the "tens frame." We also took the Topic 4 test and of the 24 students taking the test 17 passed with a scaled score of 14 or better. Two students earned a 23, 1 earned a 22, 2-21, 2-20, 3-19, and 2-18.

[U1/Wk4/D1]

Twenty-Fifth Day

Today we started the final step of the rough draft of our personal narrative. We used our Tree Map to right details about what we can and like to do etc. We also began the finishing detail of our Unit Project. We anlyzed the structure of a cause and effect informational text.


For science/health today we went into first grade detail about how we grow. We discussed how genes, nutrition (balanced diet), and exercise all play a part in our growth. We discussed how a disease may interfere with growth if left untreated.

Many students returned to school today with either incorrect math classwork or incorrect homework. All incorrect math was sent home to be corrected. Today we applied the principles we've been learning about parts of a whole to solve story problems. We will most likely have our Topic 4 test tomorrow.

[U1/Wk3/D4&5]

Twenty-Fourth Day

We continued with our personal narrative today by using our Bubble Map to construct descriptive sentences about ourselves. We continued work on our Unit Project. We also had a dictation test on '-in' and '-ip' patterned words. We read a nonfiction selection about growth and analyzed the text for structure and compared the text to earlier selections.

Please look for incorrect/incomplete math classwork today and return corrected/completed to class tomorrow along with the homework. We had limited time due to the shortened afternoon and some students may need some extra input. I will be gauging understanding tomorrow to decide what day will be best to give Topic 4 test.

For social studies we discussed the meaning and difference of the terms rights and responsibilities and discussed the meaning of community and citizenship.

Twenty-Third Day

We listened to a nonfiction selection about the growth of tiger cub to adulthood. We analyzed the text for structure and augmented our growing robust vocabulary words for the week. We read another nonfiction selection reinforce sight word learning of: run, ride, and be. We used our Circle map about us to begin our personal narrative rough draft.

We continued with subtraction sentences to find the difference between two collections. We will likely have a test on Topic 4 on Wednesday.

Week Preview and First Home Project Idea

This week we will look at how we change as we grow. We will take a look at how animals change as they grow as well. Our robust vocabulary words are: change, adult, learn, imitate, and practice. We will continue our work with constructing descriptive sentences.

Unsatisfactory notices are due to go out this week. Students who are in danger of earning a 2 in district identified high-priority subjects (math, reading, writing) will be receiving an unsatisfactory notice. At this point in the year, it is unnecessary for first grade students to be made aware of the contents of an unsatisfactory notice. They are just to inform parents where a possible deficiency in performance may be. If you receive a notice, please review and return the signed bottom portion of your copy. Conferences will be scheduled soon.

Children not passing one or more math tests will automatically receive an unsatisfactory notice as well as those students not reading at least 30 WPM with comprehension on grade level material.

A reminder: Please make sure your child wears appropriate footwear for active physical education movement every day. A child wearing boots fell during PE last week. Boots are not appropriate footwear for first grade physical education activities. Shoes should also be secured with laces or Velcro straps.

Elementary picture day will be Monday the 10th.

Twenty-First Day

Today we read a nonfiction text about animal locomotion and compared them to kids' movement. We compared this text to Carle's From Head to Toe. We wrote a journal response by drawing a diagram of ourselves combined with an animal characteristic which would help us move.

In math we explored subtraction by continuing our idea of parts of a whole. Everyone should find their PearsonSuccess registration code attached to their math homework.

[U1/Wk2/D4&5]

Instructions For Math Program Registration PearsonSuccessnet

I will be sending home the access code with your child tomorrow.

First time users:
To register in SuccessNet:

1. Go to www.pearsonsuccessnet.com
2. Click Register
3. On the first screen, type the class access code above in the access code field.
4. Follow the instructions to register.Please DO NOT use your full name as your user name.
   Write your user name on the blank line above exactly as you typed it.
5. At the end of registration process, the SuccessNet login page appears.
6. Log in by typing your user name and password.

Existing users:
To enroll in this class:

1. Go to www.pearsonsuccessnet.com.
2. Log in by typing your existing user name and password.
3. From your Home Page, click My Account.
4. Click Add Class/Group
5. Follow the instructions, and use the class access code above to enroll in this class or group.

Twentieth Day

Today we learned about traditions. We compared traditions of indigenous Australians to those of American indigenous cultures. We also briefly discussed the meaning and reasons for traditions. We read a rhyming text and created a modified flow chart for the story in order to retell the story in our own words. We created a Tree Map today which we use to categorize information about ourselves. We will later learn how to use this information to create sentences used to write our personal narrative.

In math we worked with parts of nine. Our math tests should be in our backpack.

Child ID pictures will be taken tomorrow. Elementary school pictures will be taken on Monday.

If you prefer to order your Scholastic books online, our class activation code is JDRR3.

Nineteenth Day

Our vocabulary building oral comprehension story today was from Africa about a clever rabbit tricking hippo and elephant. Perhaps someone can retell the story in their own words at home. Great, if someone can even work in this week's vocabulary. We also read our sight word practice story for the week and retold in our own words. Our sight words are 'over', 'too', and 'it'.

In math we studied parts of 8. Math tests will be returned tomorrow.

Eighteenth Day

We discussed movement and read an informational text, Head to Toe (Carle), focusing on the structure of informational texts. This text did not have a plot, but rather a pattern. There was no rhyming and no setting and no main character. We worked extensively with short-vowel 'a' words, mainly, '-an', '-ap, 'ack'. We read and retold a decodable story called Mack. We continued work on our Unit Project.

In PE we are continuing work on team building, balance, endurance, and locomotion.

In math we began Topic 4 and worked with identifying parts of 6 and 7. We worked with manipulatives, pictures, and stories. Some students were unable to complete classwork in the designated time. Please make sure to check over classwork at home. Additionally, we took the Topic 3 math test. Of the 22 students taking the test, 20 students passed with a score of 14 (score scaled due to level of performance question difficulty) or better. Two students achieved a perfect score, 6 students scored 24, 1 scored 23, 2 scored 22, 1 scored 21, 1 scored 19, and 3 scored 18.

Week Preview

This week we will focus on ways we move and express ourselves through movement. We will compare the ways we move with the ways other animals move. We will learn the importance of movement in our daily lives.

Our robust vocabulary words will include movement, energy, express, exhausted, and stretch. Our spelling focus will be on '-ack', '-ad', and '-ap' words.

Sixteenth Day

Today was a good and busy day in Room 11. We had a discussion of needs v. wants. The children were able to identify 4 basic needs: air, water, food, and shelter. We read a non-fiction selection called What People and Animals Need. We then took a dictation test on our '-an' and '-at' words and some sight words. Everyone is on target. We read a decodable non-fiction photo essay called Who Am I? We then read the main selection of the week, a fantasy, called Pam and Sam. We made a character analysis table in order to help retell the story in our own words. We were hesitant that this would work at first, but once we got going, we didn't want to stop. We are also learning to listen to each other's responses and to respond to those as well.

In math we used addition sentences and pictures to show the commutative property (we did not call it this). We are going to take our next math test on Monday, contrary to what was posted yesterday. The reason for this is that the last lesson of the Topic is quite involved and takes a while to get through. The children really should have time to go over the lesson at home before taking a test. However, this means a rare occasion for homework over the weekend. Homework in not usually collected on Monday, but an exception will need to be made. Those not having their homework on Monday will not be penalized, but those that do will be given credit.

We had our first formal science lesson today about matter. We discussed the 3 forms of matter (tested standard). We brainstormed a list of common examples of each form (tested skill).

I hope everyone has a good day off. Please remember that reading logs are due on Friday.

Improving Fluency and Comprehension

When reading at home to your child, you may want to consider the following questioning techniques which should help to improve comprehension skills.

While reading a book:

1. Clarify: What is porridge?
2. Sum up: What has happened so far?
3. Predict: What do you think will happen next?
4. Visualize: Close your eyes. What do you think the inside of the bears' home looks like?
5. Make Connections: I can imagine how Goldilocks is feeling. One time I got lost. Have you ever been lost? How did you feel? What did you do?

After reading a book:

1. Sequence: What happened first? Next?
2. Analyse: What was the plot (middle, problem) of the story? Who was the main character? What did the character's actions tell you about their personality/character? What was the setting? How would the story change if the setting was in the city instead of the forest?
3. Compare: Does this story remind you of any other story we've read? Why?
4. Retell: Can you retell the story in your own words?
5. What genre do you think this story is?

Fifteenth Day

We are focusing on the definition of a sentence for grammar this week. We listened to the fairy tale The Princess and the Pea, while reviewing this week's robust vocabulary. We are focusing on plot as our comprehension strategy. Our skills for identifying the middle of the story are improving. We began work on our second thinking map, Bubble Map, in order to describe ourselves. This map will come in handy when writing our personal narratives. We also continued work on our Unit Project.

In math we related story problems to addition sentences. We will have a test on Topic 3 on Friday.

Your child's first reading log is due Friday.

Fourteenth Day

Today was our first official day of study for unit 1. We began with the focus questions for the week: What do you like to do? What makes you special and unique? We used this week's vocabulary words in sentences. We read the realistic fiction selection: That Big Cat. We used the comprehension strategy of analyzing the text structure. About half of the class is getting very good at identifying the middle of a story. We used word building cards for the first time to begin work with '-an' and '-at' words. There is a homework sheet to go with these words for tonight.

In math we introduced addition sentences generated from a model.

Please do not forget that tomorrow (Tuesday) is our first banked time day and student dismissal is 1:04.

Week Preview and First Home Project Idea

Over the course of the next few weeks we will be developing our ideas for a personal narrative. This week's words for building a robust vocabulary are: unique, interest, cheerful, genuine, and prefer. When discussing your child's interests try to use these words in conversation.

We read a short biography of Alexander Graham Bell. An autobiography is a personal narrative told with ideas/facts about ourselves in chronological order. In order to develop an autobiography, it may first be helpful to develop a timeline. One project a first grader may want to share with classmates and display in the classroom is a personal timeline. A personal timeline may include significant events in a person's life displayed in chronological order. These events might include trips, interesting "firsts" (haircut, costume, ice cream), sibling births, etc. These may be displayed physically on paper, digitally on a flash drive, or with links to a Web tool/application.

We reviewed 'short-vowel u'. We listened to a biography about Alexander Graham Bell. We continued to work on our Unit Project.

In math we worked on parts of 8 first with manipulatives, then with pictures. Some students have yet to finish their math pattern reports, this could largely be due to not following directions. They have had more than sufficient extra time to have completed it by this time. Of the 23 students taking the Topic 2 test, 22 passed with a score of 14 or better. The final passing score is adjusted for the difficulty of the performance assessment questions. One student got a perfect score of 28, 2 students received the next highest score of 25, 2 students earned a 23, 2 students a 22, 2 students a 21, 4 students a 20, and 5 students a 19. Tests will go home tomorrow.

For our violence prevention lessons we discussed the feeling anger and how to indentify it causes and physical traits.

Eleventh Day

Today we reviewed 'g' and 'w'. We had fun working in greater depth with rhymes. We continued with our Unit Project.

We began Topic 3 and found corresponding parts of 6 and 7 both with manipulatives, symbols, and numbers. We took the test for Topic 2. Three more people were able to complete their math pattern report for a total of 15 completed.

Tenth Day

We reviewed short 'e' and sight words 'what' and 'for'. We practiced visualization and compared our illustration of a poem with the publisher's. We continued work on our Unit Project.

In math we completed Topic 2 by ordering and comparing numbers. Topic 2 test will be tomorrow.

We had our first music lesson today. We discussed elements of music and played a rhythm game.

Ninth Day

We reviewed short-vowel 'i', 'k', and/k/ spelled 'k' and 'short-vowel ck'. We learned the meaning of antonym and synonym. We read a fable and learned how a fable is different from other stories. We touched on visualization briefly as a comprehension strategy. We worked with sequencing as a comprehension skill. We took a dictation test and continued work on our Unit Projects.

In math we worked with a number line to find numbers before and after. We discovered that before and after are related to right and left on the number line. We made our first math report using pattern tiles to create a two element pattern. We were required to rename the pattern without error for a rubric score of 3. Twelve students were able to complete the project fully while 2 of those students extended the assignment and received a 4.

Eighth Day

Today we continued with comparing and ordering numbers. We played a game comparing numbers with a partner. I sent home a game to enforce comparing numbers using a number line. This game could be modified for use when studying differences. The 2 numbers drawn might be compared with the number line and the player advances the difference between the 2 numbers drawn.

You should find your child's first topic math test in their backpack. Of the 22 students taking the test, all 23 students passed with a score of 16 or better. The passing percentage is adjusted for the difficulty of the questions on the performance portion of the test. Out of a total possible 25 points, 3 students scored 22, 1 scored 21, 4 students scored 20, 5 students scored 19, and 6 students scored 18.

Congratulations to table 1 for surpassing the behavior standard for the week.

Have a good weekend.

Seventh Day

We reviewed 'd' and 'r'. We used listening skills for a realistic fiction story about a tornado and learned what a johnny house and a root cellar were in the process. We reviewed the sight words 'her', 'she', and 'is'. We continued work on our Unit Project.

In math we began topic 2 on ordering numbers. We discussed how we can tell one number is greater or lesser than another. We took our topic 1 math test. I will try to have the scores ready by tomorrow to post results. After reviewing the tests so far, I can say that no one got 100% percent of the questions correct. When you review the test you'll be able to see what type of thinking is necessary for the topic tests.

Sixth Day

We reviewed short-vowel 'i', and sight words 'play' and 'you'. We took our first dictation test today with some very good results. Table 3 took the bonus points (jackpot) for direction following. We worked on sequencing and retelling The Three Little Pigs. We started a Circle Map about ourselves. We continued working on our Unit Project, a book about ourselves.

In PE we prepared for a tossing/coordination game tomorrow.

Yesterday we took a brief math aptitude quiz. Today we had our last lesson in number sense for Topic 1. Tomorrow we will take our first Topic Test.

Fifth Day

Thanks to all of the family members who took the time to attend the Back-to-School evening. It was nice to see everyone. Thank you as well for your questions. Just after everyone left, one of the teachers came across what we think is going to be very close to our 6 week writing assessment. It looks much less daunting than what I was attempting to describe to you. So, I will scrap the Flow Map plans and have the students do a Circle Map and probably a Tree Map (classifying) which should give us more than enough material for our exam. One thing I didn't mention last night is that your child will be completing Thinking Maps every year based on what they know about themselves (or should anyway). I usually suggest to parents that they keep a copy (scan to flash drive) of these for their child to look back on when they are older. On that same flash drive you might also take pictures of projects or keep a copy of our class video compilation. This flash drive will then become your child's grade school portfolio.

Today we reviewed 'f' and 'h'. We worked with rhyming. We reviewed sight words: 'a' and 'have'. We shared with a partner something "we had" and then wrote about it in our journals.

For PE we played passing relay games in cooperative teams. Shoes became an issue yet again today when slip-on shoes came off during an activity.

In math we continued with number sense activities by combining two number patterns to represent a total. A corresponding math sheet was sent for homework as usual along with a practice writing/sound sheet.

Important Reminder

Elementary Back-to-School Night is Monday at 5:00-6:30pm. I suggest having at least one family member present in room 11 at 5:00pm. I will begin the evening's discussion talking about your role in your child's homework. I will discuss the difference between a grade of 3 and 4 in homework and in all other subjects. My goal for the evening is to help you to get all that you can out of your child's public education and to help you fully realize your role in their education. Please feel free to ask any questions about our program. Understand that I have only known your child for 3 days and hesitate to answer any specific questions about student performance at this time.

Third Day

Today we reviewed short vowel 'a'. We began our first thinking map: Flow Map, used for sequencing. The use of the Flow Map will help us to organize our thoughts about a problem we've encountered in our lives.

In PE we reviewed/learned various forms of locomotion.

In math we continued with number sense for 9-12 expressing those numbers relative to a ten. I sent home a dice game for the children to play with another person.

Yesterday I sent home the children's first of 9 reading logs for the year. There is space to record at least 10 titles of additional reading each month. The log should be turned back in (signed by a parent/guardian) on the last day of the month. Three reading logs are required each reporting period in order to received a 3 on the progress report homework grade.

Congratulation's to the students of table 3 for meeting the behavioral standard for the first week of school.

Second Day

Today we reviewed the letters 's' and 't,' and the sight words 'we' and 'like'. We discovered something that we liked in common with out partner and wrote about it. We listened to The Little Engine that Could and examined narrative story structure focusing on beginning, middle, and end. We segmented words listening for initial and final sounds. We discussed syllables and counted syllables in multi-syllabic words.

In PE we played a tag and chase game. A note about footwear: we normally participate in physical activities every day. With that in mind, the best type of footwear is a sneaker or tennis-type shoe with laces or velcro. Shoes with buckles or slip-on type shoes, or boots are insufficient for first-grade physical activities.

In math we continued with number sense for 6-10 expressed as 5 and another quantity. We had time to free explore math manipulatives which will be used throughout the year. The homework will look much the same as last night's homework. If your child returns home with last night's homework, it is because a problem is either incorrect or incomplete. If this is the case with your child, I discussed the problem with your child today; they are to correct the problem and return the homework for credit. I will discuss homework in detail with parents at Back-to-School Night.

First Day

Today we began to lay the groundwork for a personal narrative. We will explore personal descriptions, favorites, preferences, dislikes, and abilities in order to add depth and detail to the narrative. We reviewed the letters 'm,' and 's'. We began a 15 day review of sight words already learned in kindergarten. In our journals we wrote sentences beginning with the word 'I'. Some students were able to complete 3 sentences.

In math we discussed different ways to represent the concepts for the numbers 0-5. In your child's backpack/folder, you should find a black and grey math sheet for homework to be returned tomorrow. The colored double-page folded sheet was classwork that does not need to be returned to school but will give you an idea of what was discussed during class.

I have asked the children to return their emergency card as soon as possible. The other sheets in the school folder should be returned as they are completed.

For our violence prevention curriculum (Second Step) we began a discussion of how it may be easier to make friends and get along with others if we are able to identify how someone is feeling based on facial expression and body clues. Our first feeling was happiness.

I will again ask for your patience as your first graders learn the dismissal procedures. It will take a little bit longer at the beginning of the year as we iron everything out. Please keep in mind that the proven procedures are not in place to inconvenience anyone, but rather are used to protect the children and to establish regular behaviors. We will continue with the same procedure for the next 179 days of school in order to avoid any mishaps. Some exceptions to established procedures will be necessary on rainy afternoons and some shortened days when parents are on campus.

Welcome to Room 11

This blog has been created to keep parents and guardians of the students in room 11 at Caroldale Learning Community informed about daily activities in our classroom and school. I will try to post every day before I leave campus to let parents know of our important activities of the day. Please discuss what you read here with your children when appropriate. Ask them clarifying questions. They don't necessarily need to know how you know what happened during their day, they should simply know that you are informed. Feel free to respond to what you read. Please remember the most efficient way to communicate with me on timely issues is to write a note on or attached to your child's homework. Try to avoid including students' names when responding to posts. General comments and questions are best in this arena. For convenience, you might consider linking to this page through an rss feed or through the google reader application.

Thank you,

Mr. B