In Unit 3, students are concentrating on counting by 2's, 5's, and 10's in a variety of contexts. Much of this learning is embedded in solving and creating our own word problems all about lobsters. Students are not only learning about what lobsters look like, what they eat, and how they move, but are using them to focus on counting skills by 2's (large claws) and 10's (large claws and small claws together). Using lobsters, our word problems are also challenging us to count beyond 100 and are strengthening our understanding of addition and subtracting. These last 2 weeks, students have also been focusing on counting by 5's and 10's using the value of pennies, nickels, and dimes. Check out the video above to see how literacy, math, and science are integrated in this fun song!
Class Picture
Tuesday, December 20, 2011
Monday, December 19, 2011
NAP Winter Celebration Day
Students spent an ENTIRE day outside in the frigid temps today! About 70 first graders scattered about Hubbard park for a day of exploration and fun. We explored the shelters we built (my group found 13), listened to stories, baked bread and warmed up at the fire, used rope to climb some steep hills, did a scavenger hunt, sang songs, and created art using materials from the forest floor. INQUIRE with your child what their favorite part of the day was.
*Thanks to those parents who helped us today. If you have any pictures to add to the slideshow from your groups, please email them to me and I'll add them to the show. *
Listen to Amy begin to share a story with all the first graders!
*Thanks to those parents who helped us today. If you have any pictures to add to the slideshow from your groups, please email them to me and I'll add them to the show. *
Listen to Amy begin to share a story with all the first graders!
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Wednesday, December 7, 2011
Guest Teacher
For your information there will be a guest teacher in our classroom on the following days:
December 14th - ALL DAY (I'll be in and out of the classroom doing reading assessments)
December 16th - 1/2 Day PM
December 23rd - 1/2 Day PM
Please help your child at home be prepared for a guest teacher and reminding them to show C.A.R.E.S. when I am out of the classroom. Thanks for your support with this at home. We will be preparing in the classroom as well!
December 14th - ALL DAY (I'll be in and out of the classroom doing reading assessments)
December 16th - 1/2 Day PM
December 23rd - 1/2 Day PM
Please help your child at home be prepared for a guest teacher and reminding them to show C.A.R.E.S. when I am out of the classroom. Thanks for your support with this at home. We will be preparing in the classroom as well!
Using the CAFE menu
Students have been choosing a focus area to work on in their individual reading. Students can choose from comprehension, accuracy, fluency, or expanding their vocabulary. Within these broader categories, students focus on 1 specific strategy that falls in that category. For example, one might be working on remembering to flip the sound when working on accuracy or making sure they tune into interesting words when working on expanding their vocabulary. INQUIRE with you child what strategy they're focusing on this week!
Unit 3 - Bridges
We have moved onto unit 3 in Bridges- Whales Tails and Lobster Legs. This unit will focus on counting by 1's, 2's, 5's, and 10's, on number patterns and fact families, addition and subtraction story problems, addition and subtraction facts to 10, coin worth and adding combinations, counting by 10's and 1's, and many lessons on sorting and graphing. We will also be continuing to tell time by the half hour and by 5 minute intervals on an analog clock, comparing and collecting data, and looking at probability.
Here are some frequently asked questions that are answered by the Bridges Program. If you have any questions regarding math in your child's classroom, please INQUIRE with me!
Q: Why do you spend time having students make their own picture problems?
A: In this unit, students learn about different sea creatures and create picture problems about them. Then, students solve one another’s problems. When mathematical problems are embedded in a context that students understand well and find interesting, students can draw on their familiarity with the context to make sense of the math they are learning. Sea creatures,
with their different numbers of legs and other body parts, lend themselves well to solving problems involving equal groups, a major theme of this unit.
Q: Why are time and money part of a unit on sea creatures?
A: The topic of the unit is sea creatures, but the mathematical theme is equal groups. Sea creatures’ bodies, coins, and the clock face provide three different ways to represent equal groups (of 2, 5, and 10). We want students to move beyond counting one by one when solving problems. The scenarios and problems in this unit encourage them to begin counting equal groups by 2’s, 5’s, and 10’s. It’s a more efficient way to solve many problems, and it’s also a precursor to understanding place value and to calculating efficiently in our base ten number system.
Check out the winter calendar pieces we created ourselves and put into an AABB pattern! Students have also been challenged by adding double digit numbers. When given a 2 digit number, students have been visualizing in their mind the amount of 10's and 1's in each number and then being asked to add them together. It's amazing how easy this is when you think of it in terms of groups! We have had many new work places this past week including: Spin and Add, Race you to 25 cents, 10 or bust, Count and Compare Coins, and Add and Compare. INQUIRE with your child how to play these games and what their favorite is!
Inquire with your child what time it is using an analogue clock! What time do we generally study time?
Here are some frequently asked questions that are answered by the Bridges Program. If you have any questions regarding math in your child's classroom, please INQUIRE with me!
Q: Why do you spend time having students make their own picture problems?
A: In this unit, students learn about different sea creatures and create picture problems about them. Then, students solve one another’s problems. When mathematical problems are embedded in a context that students understand well and find interesting, students can draw on their familiarity with the context to make sense of the math they are learning. Sea creatures,
with their different numbers of legs and other body parts, lend themselves well to solving problems involving equal groups, a major theme of this unit.
Q: Why are time and money part of a unit on sea creatures?
A: The topic of the unit is sea creatures, but the mathematical theme is equal groups. Sea creatures’ bodies, coins, and the clock face provide three different ways to represent equal groups (of 2, 5, and 10). We want students to move beyond counting one by one when solving problems. The scenarios and problems in this unit encourage them to begin counting equal groups by 2’s, 5’s, and 10’s. It’s a more efficient way to solve many problems, and it’s also a precursor to understanding place value and to calculating efficiently in our base ten number system.
Check out the winter calendar pieces we created ourselves and put into an AABB pattern! Students have also been challenged by adding double digit numbers. When given a 2 digit number, students have been visualizing in their mind the amount of 10's and 1's in each number and then being asked to add them together. It's amazing how easy this is when you think of it in terms of groups! We have had many new work places this past week including: Spin and Add, Race you to 25 cents, 10 or bust, Count and Compare Coins, and Add and Compare. INQUIRE with your child how to play these games and what their favorite is!
Wow! Can you believe it's been 64 days! 
Inquire with your child what time it is using an analogue clock! What time do we generally study time?
Ropes
What can you do with a rope in Hubbard Park? On Monday, students explored a variety of ways to use a rope. While some students used guide books to practice tying knots, others tied them around trees on top of the hill to use as an aide to climb steep hills. INQUIRE with your child what other uses they had!
This may or may not be our final NAP for 2011. The first grade team and Amy Butler are working on a possible celebration on December 19th. If you are able to volunteer on this day (for the entirety) please let me know via email. If this is unable to happen, we will resume NAP lessons after February vacation. Stay tuned!
This may or may not be our final NAP for 2011. The first grade team and Amy Butler are working on a possible celebration on December 19th. If you are able to volunteer on this day (for the entirety) please let me know via email. If this is unable to happen, we will resume NAP lessons after February vacation. Stay tuned!
Another Handmade Ball
Today we made another handmade ball. First, students explored using four different balls: a soccer ball, a tennis ball, a softball and a baseball to determine what they could be made from, what is inside, the texture and how they roll. Then we put on our science eyes/ears/touch and explored the same balls that I previously cut in half to better understand what makes up each ball, outside and inside. Wow, did you know there is only densely packed fibers inside a softball, but it's so hard? INQUIRE with your child what is inside a soccer ball and a tennis ball - what makes them similar and different?
Students then made their own balls again. This time we used the following materials: cork, cotton batting, yarn, duct tape, newspaper, clay, masking tape. Talk with your child to learn how s/he thinks their second ball with roll, bounce or behave when it is thrown. Will it perform the same as the first one they made?
Students then made their own balls again. This time we used the following materials: cork, cotton batting, yarn, duct tape, newspaper, clay, masking tape. Talk with your child to learn how s/he thinks their second ball with roll, bounce or behave when it is thrown. Will it perform the same as the first one they made?
Tuesday, December 6, 2011
Shoes
Many students are 'forgetting' their indoor shoes as we get into boot season. Because we sit on the floor for parts of the day, it is important that students have shoes to wear (I don't need a wet bottom!) If you'd like, please feel free to leave a pair of indoor shoes in the classroom overnight. For emergency purposes, students need to always have shoes on their feet during the school day! Instead of packing those crocks away, perhaps you want to leave them in your child's classroom as an 'extra' for the winter!
P.S. Will you come visit us and read us a story?
We continue to write letters to various people during writing. Today, we decided to write a letter to Cynthia Rylant. All students contributed to the ideas within this letter. We made sure to include information about why we were writing her and that we had been learning about her life and reading many of her books over the last few weeks. We shared our favorites with her and also asked her a few questions. Many of the students wondered where she got her ideas and whether she had any new ideas for new books. Other students wondered how she went about choosing the illustrator for her books.
Working with New Friends!
This week, students in Mrs. Wrigley's class and our class have been getting together a few times a day. Some students meet together for FIT with Mrs. Wrigley or myself in small groups. During Fundations this week, students are mixed up and either working on spelling in either my room or her room, and then students have a choice to interact with their peers from either of the classes during center time at the end of the day. Students from both classes may even get together for a morning meeting activity later in the week! INQUIRE with your child whether they've met any new friends. Next year, students from all classes will be divided up and placed in new classrooms with new friends. The opportunities we are providing allow students to get to know other students, new teachers, be challenged at their own level academically, and experience different teaching styles!
Friday, December 2, 2011
We'll Miss You, Shannon
Shannon and Bridget led an engaging 4 Winds lesson today on Seeds. Students learned about the life cycle of seeds, parts of a seed, types of seeds, and the various ways in which seeds travel. Students watched a puppet show, dissected and identified various seed parts, ate a variety of seeds and even pretended to be the wind, blowing seeds from one place to another (see video).
A special thanks to Shannon for all her help last year and this year. She has put an abundant amount of time into the organization of the program. I greatly appreciate this! Shannon has recruited many new parents to take her spot, and we look forward to upcoming lessons with them!
A special thanks to Shannon for all her help last year and this year. She has put an abundant amount of time into the organization of the program. I greatly appreciate this! Shannon has recruited many new parents to take her spot, and we look forward to upcoming lessons with them!
HOOT, HOOT!
Students showed EMPATHY today as they delivered roughly 75 food items to Screech's nest. Screech plans to deliver these food items for us to those in need. There were over 1,000 items collected by all of UES!
Force and Motion
Students know so many things about balls, including what makes a ball a ball and why! Today's lesson on Force & Motion had students create their own balls using a variety of materials. After exploring our collection of classroom balls and discussing their specific qualities (smooth, rough, smooshy, hard, dense, filled with air, lightweight), we got to work creating balls that can bounce, roll, be thrown and hit. Talk with your first grader to learn more about how they made their ball, ask what materials they chose and why? How do they think it will bounce, roll, go through the air when thrown?
Working COOPERATIVELY to create balls. "Hey, can you help me with this?" "Of course, what do you need?"
Thursday, December 1, 2011
Quiet Cafe
Beginning Monday all students will be asked to go to Quiet Cafe to eat their lunch and socialize with other first graders when it is their assigned day. Students attend in alphabetical order segments by their last name, beginning with A the first day of the week. I will discuss this with our class at Morning Meeting on Monday. The change is school-wide and the purpose is to provide an alternative lunch experience for all students other than the cafeteria.
Tuesday, November 29, 2011
Punctuation Takes a Vacation!
During work on writing, writers' workshop, letter writing, and during our phonics instruction, you can hear students in my classroom reminding one another, "don't let your punctuation take a vacation!" Whether your child is learning about periods, exclamation points, colons, question marks, quotation marks, commas, or apostrophes, students are remembering not to leave these important parts of writing out. INQUIRE with your child how their work would sound if those marks, "took a vacation."
Flip the Sound
Every day, students are listening to stories and watching me model various reading strategies that are posted on our C.A.F.E. menu. They are then working independently to practice this strategy in a small group or in their individual reading. Today, a new strategy was introduced - Flip the Sound. We use this strategy to help us accurately read words.
Have you ever taught your child a rule from the English language to then have them point out an example where it doesn’t work? Many words in the English language don’t follow basic phonics rules. For example, children learn that ch makes the /ch/ sound we hear in chip. However, this rule does not apply when decoding the word school. Children need to be given tools to use when reading so they are not stumped when common rules don’t apply. Flip the sound is a strategy good readers use when they come to a word that doesn’t sound right or make sense. Knowing the multiple sounds a letter or letter combination can make and being able to flip the sounds around is an essential skill.
2. Remind your child that when good readers use the strategy of flip the sound, they listen for a word they recognize. They then check to make sure that word makes sense in the sentence.
3. When sounding out words, review the different sounds letters make. Ask your child, “What other sound could that letter make?” Encourage your child to use the strategy of flip the sound to try different words until he/she is successful.
4. If your child is still struggling with this strategy, give your child the kinesthetic prompt of flipping over your hand as a quiet reminder to try the strategy.
5. This strategy can be compared to the strategy of cross checking. Remind your child to look at the word and ask, “Does it look right, does it sound right, does it make sense?” If it doesn’t sound right, they will then know to flip the sound and try again.
Written by: Allison Behne © www.thedailycafe.com
• Ideas and strategies are taken from: The CAFE Book, written by Gail Boushey & Joan Moser
Have you ever taught your child a rule from the English language to then have them point out an example where it doesn’t work? Many words in the English language don’t follow basic phonics rules. For example, children learn that ch makes the /ch/ sound we hear in chip. However, this rule does not apply when decoding the word school. Children need to be given tools to use when reading so they are not stumped when common rules don’t apply. Flip the sound is a strategy good readers use when they come to a word that doesn’t sound right or make sense. Knowing the multiple sounds a letter or letter combination can make and being able to flip the sounds around is an essential skill.
How can you help your child with this strategy at home?
1. When your child reads a word incorrectly, wait until he/she gets to the end of the sentence. Then, stop your child and ask, “Did the word you just read sound right?” Put your hand palm-down and flip your hand over while saying, “Try flipping the sound.” 2. Remind your child that when good readers use the strategy of flip the sound, they listen for a word they recognize. They then check to make sure that word makes sense in the sentence.
3. When sounding out words, review the different sounds letters make. Ask your child, “What other sound could that letter make?” Encourage your child to use the strategy of flip the sound to try different words until he/she is successful.
4. If your child is still struggling with this strategy, give your child the kinesthetic prompt of flipping over your hand as a quiet reminder to try the strategy.
5. This strategy can be compared to the strategy of cross checking. Remind your child to look at the word and ask, “Does it look right, does it sound right, does it make sense?” If it doesn’t sound right, they will then know to flip the sound and try again.
Written by: Allison Behne © www.thedailycafe.com
• Ideas and strategies are taken from: The CAFE Book, written by Gail Boushey & Joan Moser
Bounciness
Students continued to compare the bounciness of different balls today. As a class, we determined that in order to figure out which ball actually was the"best" we needed to conduct a fair test. The children realized that different variables affected the results from last week's test. Some students had been bouncing on the table, while some on the desk, and some on the carpet. Also, some students were applying more force than one another, and students were dropping the ball from different heights. We concluded that a fair test had to be given to determine which ball actually was the, "best." INQUIRE with your child which variables remained constant. Unlike last week, this time we decided to measure the height each ball goes after the bounce to determine the "best" bouncer as opposed to attempting to count the number of bounces each ball had. The results were recorded on a class graph. We used the results to determine 1st, 2nd, 3rd, and 4th place.
Fundraiser
The fifth grade teachers and students would like to invite each classroom to visit the fifth grade wing on Friday, December 9. The fifth grade students will be hosting a craft fair/bake sale. Items to be sold will include, (but not limited to), baked goods, popsicle stick baskets, t-shirts, earrings, necklaces, pencil holders, rose pens, duct tape wallets, ribbon barrettes, crayon discs, bookmarks and a used book sale. Some students will even play their instruments as you shop! Items will range in price from about 25 cents to $3.50. All proceeds will go to their Boston trip in the spring.
Monday, November 28, 2011
Publishing Party #2
Before our Thanksgiving break, students from Mrs. Koch's class and our class celebrated the end of their 2nd writing unit. Students shared their published small moments with peers from the opposite class and enjoyed a snack prepared by Mrs. Koch's class. After the publishing party, students had choice time together. INQUIRE with your child who their partner was and what their published writing piece was about. These are located in our classroom library for all to enjoy!
Our next writing unit is focused on learning how to write letters. We are integrating this with a focus on feeling thankful and will continue to explore small moments within this unit. This month, all students will be thinking of a special person in their community, home, or school that deserve to be thanked. In this letter, students will be encouraged to add a, "small moment" they've experience with the chosen person.
This week, we will be exploring a range of texts that include letters in them and taking notice of what is included in these letters. We will also be doing some interactive and shared writing as a whole class to help us practice the language used in creating a powerful thank-you!
Our next writing unit is focused on learning how to write letters. We are integrating this with a focus on feeling thankful and will continue to explore small moments within this unit. This month, all students will be thinking of a special person in their community, home, or school that deserve to be thanked. In this letter, students will be encouraged to add a, "small moment" they've experience with the chosen person.
This week, we will be exploring a range of texts that include letters in them and taking notice of what is included in these letters. We will also be doing some interactive and shared writing as a whole class to help us practice the language used in creating a powerful thank-you!
Helpful Homework Info
The transition from kindergarten to first grade is a big one. While perhaps not as momentous as starting kindergarten, children have a lot to adjust to when starting first grade. First graders often spend more time at school and deal with increased academic demands, especially in terms of homework. That means that, while your kindergartner often had little or no homework, homework expectations for your first grade are ramped up: first grade homework often consists of multiple parts, including language arts, math and independent reading, and teachers may assign homework daily or in weekly packets.
Beginning first graders are sometimes put off by having more homework than they did in kindergarten. While dealing with a more intense academic program during the day, children may not be inspired to do their homework after school, and, homework can become a struggle. But the good news is that parents can help! Use the following tips to help avoid homework battles.
Break homework into small chunks
First graders have already spent all day at school. Make homework more manageable by allowing first graders to do small bits of work at a time. If your child has daily homework, let him take breaks in between each activity. If your child has weekly homework, decide which parts will be completed on each night. Remember to pile on the praise and make your child feel great about all the hard work he is doing!
Work together on homework
Homework is not only a time for first graders to practice what they are learning in school; it’s also a great way for families to communicate about what is going on in their lives. When doing homework, ask your first grader to tell you more about what she is learning in school. Make doing homework a time when you are completely focused on your child: if homework is associated with special family time, your child will come to look forward to it. Focus on what your child does right instead of stressing the mistakes she makes. Try to keep your tone positive and upbeat even if homework becomes a struggle. Homework will just become harder if it becomes a high-stress situation for you and your child.
Be consistent
Find out from your child’s teacher what strategies are being taught at school, then reinforce those strategies at home. For example, if first graders are practicing addition using hands-on manipulatives, find beans or blocks to help your child solve addition problems at home. Whenever possible, use the same language and materials that are being utilized by the school.
Make independent reading engaging
Oftentimes first grade homework includes a requirement to read for a certain amount of time each night. But first graders are often beginning readers and may not yet be able to decode many books independently. If you are reading to your child, ask him to read easily decodable words, or sight words he has learned, in the book. First graders can often decode leveled reading books independently, but many first graders find those books boring compared to those they are used to being read by their parents. If this is the case, write your own easily decodable book for your child to read and illustrate - just get a few pieces of paper out, write the words and have your child read and draw a picture! Some kids become much more inspired to read when reading becomes interactive.
Info written by Lily Jones - www.education.com
Beginning first graders are sometimes put off by having more homework than they did in kindergarten. While dealing with a more intense academic program during the day, children may not be inspired to do their homework after school, and, homework can become a struggle. But the good news is that parents can help! Use the following tips to help avoid homework battles.
Break homework into small chunks
First graders have already spent all day at school. Make homework more manageable by allowing first graders to do small bits of work at a time. If your child has daily homework, let him take breaks in between each activity. If your child has weekly homework, decide which parts will be completed on each night. Remember to pile on the praise and make your child feel great about all the hard work he is doing!
Work together on homework
Homework is not only a time for first graders to practice what they are learning in school; it’s also a great way for families to communicate about what is going on in their lives. When doing homework, ask your first grader to tell you more about what she is learning in school. Make doing homework a time when you are completely focused on your child: if homework is associated with special family time, your child will come to look forward to it. Focus on what your child does right instead of stressing the mistakes she makes. Try to keep your tone positive and upbeat even if homework becomes a struggle. Homework will just become harder if it becomes a high-stress situation for you and your child.
Be consistent
Find out from your child’s teacher what strategies are being taught at school, then reinforce those strategies at home. For example, if first graders are practicing addition using hands-on manipulatives, find beans or blocks to help your child solve addition problems at home. Whenever possible, use the same language and materials that are being utilized by the school.
Make independent reading engaging
Oftentimes first grade homework includes a requirement to read for a certain amount of time each night. But first graders are often beginning readers and may not yet be able to decode many books independently. If you are reading to your child, ask him to read easily decodable words, or sight words he has learned, in the book. First graders can often decode leveled reading books independently, but many first graders find those books boring compared to those they are used to being read by their parents. If this is the case, write your own easily decodable book for your child to read and illustrate - just get a few pieces of paper out, write the words and have your child read and draw a picture! Some kids become much more inspired to read when reading becomes interactive.
Info written by Lily Jones - www.education.com
First Day Back after Vacation
Today we lirned how to writ a letter. We read Click Clack Moo and learned how the cows and Farmer Brown formed their letter with an opening and closing. It was Mrs. Vance's last day at morning meeting so we wrote her a thank you note.
Miss Clements, the school's math coach, came to our class to teach us how to play a game. We practiced counting backwards from 100-0.
We read another book by Cynthia Rylant. On some pages there were no words so we pretended to be Cynthia Rylant and create words that matched the pictures. Good readers make sure the words mach the pictures.
we had indoor recess.
writin by Veronica and Autumn.
Miss Clements, the school's math coach, came to our class to teach us how to play a game. We practiced counting backwards from 100-0.
We read another book by Cynthia Rylant. On some pages there were no words so we pretended to be Cynthia Rylant and create words that matched the pictures. Good readers make sure the words mach the pictures.
we had indoor recess.
writin by Veronica and Autumn.
Monday, November 21, 2011
Holiday - NO SCHOOL WED, THURS, FRI
N.A.P.
INQUIRE with your child about the plot to the story of the old man and his painted ducks. This story, told by Mrs. Giffen, explained the day's project...to build a debris hut that could keep someone warm, dry, and protected if ever lost in the woods. The class worked cooperatively in two groups to construct 2 different debris huts in hubbard park. Prior to building, students set out to find a, "backbone," and then a a sturdy backdrop to place the backbone. Once this was set, the children added the ribs (sticks) and the cover (moss, pine needles, ferns, leaves, etc). INQUIRE with your child what their favorite part of the day was. If you have free time over Thanksgiving break, head out on a hike and have your child show you the debris hut they constructed!
The first box is a video...enjoy!
The first box is a video...enjoy!
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