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.