Learning and Exploring

 Understanding Subtraction

Students in room 101 are learning how to see the many possible interpretations of a subtraction equation.  This is achieved by experiencing numerous hands-on and visually appealing lessons focused on interpreting an equation such as 8 - 5 = 3 in the following representations:

1. Missing Part:

I have 8 pencils.  If 5 are on top of my desk, how many are inside?

2. Taking away from a whole:

I had 8 pencils.  I gave my sister 5.  How many do I have left?

3. Comparing Quantities:

I have 8 pencils.  My brother has 5 pencils.  How many more do I have?

Math Vocabulary

More than

Less than

Missing part

Compare

Minus

Students will later learn that addition and subtraction are inverse operations.  The concept of inverse operations is used throughout mathematics in ways ranging from checking one’s answers to solving algebraic equations.  We spent the past 2 weeks focusing on 1.) Missing Part

Students engaged in hands-on games and activities to explore and learn about this concept.

                                 

Writer’s Workshop, Reader’s Workshop, Science

Students continued to learn different spelling strategies such as using known words to spell new words, using the Fundations ABC chart for sounds and stretching out the sounds.  Students practiced these skills integrated with science and literacy.

Students began the Air and Weather unit by brainstorming and discussing what they already know and what they hope to learn.  Students were given the opportunities to explore bags of items for the first science exploration.  Through the exploration students learned new facts about air and came up with very insightful questions.

Students are continuing to learn about being active readers; thinking before, after and during reading.  As students were interested in extreme weather, for Reader’s Workshop students worked in small groups to be active readers and track their thinking for books about different weather types.  Each group presented their work along with the strategies they used as readers.   It was clear that students remembered the team work norms from the Disney World planning, as the outcome of the group work was impressive!

Air Vocabulary

Matter

Air

Gas

Invisible

Plan-Do-Review

This Friday we had out first day of Plan-Do-Review. Plan-Do-Review is a purposeful time for constructive play and social interaction through the use of center-based art activities (clay, paint, drawing), building activities (blocks, legos, shapes), as well as math and literacy games.  The structure follows a 3 part sequence: (planning time, work time, recall time). It includes a 10-minute period during which children plan what they want to do during work time (the area to visit, materials to use, and friends to play with); a 30 work time for children to carry out their plans (or shift to new activities that interest them); and another 5 minute period for reviewing and recalling with an adult and other children what they've done and learned. This process promotes independence, curiosity, decision-making, cooperation, creativity, and problem solving in young children. Donation items for Plan-Do-Review are always appreciated!

Fundations

Students learned about the closed syllable type. 

The closed syllable rule:

-    the syllable can only have 1 vowel

-    the vowel has to make a short sound

-    the vowel must be closed in by a consonant

Examples of closed syllables

cat

bin

it

napkin

We Are Active Readers!

This week for Reader's Workshop students in room 101 learned how good readers activate their schema to understand what they read.  Students activated their schema by thinking of places they have been, things they have done and books they have read.  We brainstormed the question "what do active reader's do?" and monitored comprehension by practicing independently and in small groups.  The goal of active reader's will come with time and students are only expected to demonstrate beginning understanding of this idea at this point in the year.   Here are some things to keep in mind when reading with your child at home:

Before Reading:

- Read (or find out) the 

  title and the author of the 

  book

- Look and think about what I

  notice on the cover and back

   of the book

- Ask: What do I know about 

  this type of text? This story? 

  This topic? What is my 

  schema?

- Take a thoughtful peek inside

  and predict what the story

  might be about

During Reading

- Read the 

  pictures

- Read the words 

  I know

- Think about what I 

   am reading

After Reading

- Ask: What was this    

  book about?

- Ask: What did I learn?

- Ask: What do I   

  understand now that I 

  didn't understand 

  before?

- Ask: What did I learn 

  about myself as a 

  reader?

Students were extremely motivated by the non-fiction text about Christian the Lion and this lead to many meaningful learning experiences. Students participated in small discussion groups talking about questions that required them to think beyond the text and have differing opinions.  Students then took their classmates opinions into account and responded to the questions through writing.  Many students shared they went home and did additional research on the internet about the story!

                                                

For Writer's Workshop students practiced various strategies to spell unknown words such as stretching out the sounds, using the word wall and using a resource folder (tool box).  

                                      
                                     
For Fundations students learned three trick words; trick words are words that you cannot stretch out the sounds. In kindergarten students used the term popcorn words.   Students also practiced tapping, building and writing CVC words (consonant-vowel-consonant) for both reading and spelling.  Ask your child to teach you how to tap a CVC word (say a CVC word such as "pug" and ask them to tap the sounds.)

We further discussed  the book  Whole-Body Listening Larry at School by Kristen Wilson and Elizabeth Sautter.  This book teaches students self-regulation by encouraging them to listen with their: Eyes· Ears· Mouth· Hands· Feet· Body· Brain· Heart.  Your child may speak about Whole-Body Listening in our classroom.  Ask him/her to demonstrate what this looks like when sitting on the rug, at a desk or table, and in line.

   Students in room 101 continued the topic of Understanding Addition.  Students are learning how to see the many possible interpretations of an addition equation and parts of numbers. This is achieved by experiencing numerous hands-on and visually appealing lessons focused on interpreting equations in different ways.  They learned how to represent word problems using various manipulatives and approaches.  Although it was a challenging skill to  grasp, students now understand that the addends in addition problems can be flipped and the sum remains the same.  Students had fun playing math games practicing the targeted objectives and working in small skill focused groups with me.

Here are some websites if you are interested in reinforcing these skills at home:

 - http://www.coolmath4kids.com/
-  http://www.mathplayground.com/games.html
-  http://www.ixl.com

-  http://www.funbrain.com/numbers.html

We did a special spider web greeting for Emma's birthday!

The students all looked so nice for picture day!

Curriculum Night

For math this week students continued to learn how to recognize parts of numbers as a strategy for addition.  We focused on the numbers 6, 7, 8 and 9.  On Friday, students worked with their math buddies to write addition sentences to find the whole given 2 parts.  Students were exposed to new math vocabulary and manipulatives.

For Reader’s Workshop students learned how to make text-to-self and text-to-text connections.  They learned how making meaningful connections helps understand what you are reading.  Students practiced this skill independently during D.E.A.R time using post it notes.

Students enjoyed the first day of the Walk-To Model and all students in first grade walked to a different classroom to participate in reading instruction.

       
                                                                 Students were excited to learn how to buddy read!

                                                                                  

                                   

" Elbow to elbow, knee to knee,

I'll read to you and you'll read to me.

Elbow to elbow, knee to knee,

book in the middle so we both can see!"

Whole Body Listening is the idea of having your whole body ready to learn.  We discussed listening with your eyes, ears, mouth, body, heart and brain.   Listening Larry helped remind students how to demonstrated Whole Body Listening!

                                               

For Writer’s Workshop students continued learning how to develop ideas.  Students learned that writer’s tend to write about topics they know a lot about.  We brainstormed topics that we know a lot about and worked hard to write!

                  Author's Chair!

Curriculum Night Questions

Thank you so much to everyone who was able to come to Curriculum Night!  Your children were excited to read their letters on Friday morning.  If you were unable to come, please check your child's folder for handouts.  Your child received a special letter from me this morning!

Please see responses below to questions asked at Curriculum Night.

What does the daily schedule look like in first grade?

Each day students come in the classroom and complete their morning jobs (hanging up items, handing in any notes, making a lunch choice etc.)  Students then complete their morning work at their seats.  Each day we start the day by meeting at the rug for morning meeting.  Morning meeting is an important time that sets the tone for the day and exposes students to important social skills.  During Morning Meeting, students also practice reading and math skills through the morning message and calendar.

Students participate in math, reading and writing instruction on a daily basis.  Science and/or social studies thematic units are embedded throughout the schedule each week.  Each day students have one special (gym, art, library or music).  Aligning with the Common Core, reading and writing are integrated across disciplines.  Starting in a couple of weeks, students will go to the computer lab 3 times a week to participate in Lexia; a computer program reinforcing phonics skills.

Will there be homework?

Yes, there will be homework in first grade.  Due to the many routines and adjustment to the school day, first grade classrooms have not started homework yet.  Be on the lookout in the next 2 weeks for instructions about your child's homework.  Until then, having your child read independently and listen to stories is always helpful for reading and language development!  Literacy is such a crucial aspect of first grade.