Monday, December 16, 2013
Polar Express Party (Shhhh! It's a secret!)
On Friday, we will also be
having our annual first grade Polar Express Party. This is such a fun time for
the kids! We bring all 80 first graders into one classroom together and watch
The Polar Express. We give them bell necklaces, cookies, and hot chocolate. The
kids LOVE it! It’s a surprise, so don’t tell! We’ll tell them on Thursday.
Friday, December 13, 2013
Field Trip
On January 24th,
we are going on our first Field Trip. We will send information home about the
details of the fieldtrip (much like the details that we already sent home)
closer to the fieldtrip date. Also, I appreciate all of the volunteers who
stepped forward to help us out. Unfortunately, we can’t accommodate everybody
on every field trip. There will be other volunteer opportunities this school
year and I will keep you updated as we know more. Thanks!
Monday, December 2, 2013
Home Activity Chart/Break Work
At our parent-teacher
conference, I explained how to use your child’s MAP score to access games and
activities that target skills from Rancho’s website. A few kids have already
filled out their December chart and returned it for an Eagle Card. If your
child finishes theirs, please have them bring it by Friday.
We will be sending a packet of work home in the Friday Folder for Winter Break. This is OPTIONAL, but there is an opportunity for 2 Eagle Cards for the kids: one for the packet, and one for the Winter Break Home Activity Chart. It’s always a good idea to keep the skills learned in class strong so we can pick up and move on after break. The kids can return work completed after Winter Break J.
We will be sending a packet of work home in the Friday Folder for Winter Break. This is OPTIONAL, but there is an opportunity for 2 Eagle Cards for the kids: one for the packet, and one for the Winter Break Home Activity Chart. It’s always a good idea to keep the skills learned in class strong so we can pick up and move on after break. The kids can return work completed after Winter Break J.
Thursday, November 28, 2013
Behavioral Expectations
As we return from
Thanksgiving break, it is a great time to REMIND our kids of the importance of
good behavior. We are experiencing some disruptive behavior in class these
first few days back. I know that there may be a lot of exciting things
happening at home and school during the next few weeks but we have a lot to
learn too. If your child has a bench slip in their backpack, please talk with
them about why they received that consequence. The best way to encourage good
behavior in school is having us on the same page with the same expectations.
Thanks for your support!
Tuesday, November 26, 2013
Correcting spelling at home
One of the most frequently
asked questions from conferences is always about correcting spelling. The short
version of the answer is, no, you don’t have to correct spelling completelyJ. If there is a symbol for every sound, it’s ok
for now. I do encourage you to make your child think about the correct way to
spell things. If there is a letter that is completely off, have them sound it
out to you and you can correct it together. At this point, a student should be able to spell words that they can read. When they become stronger readers, this gap gets bigger. So, phonetic spelling is ok but
have them think about the sounds/spellings if it is way off.
Friday, November 15, 2013
We have finished our
reading unit with the theme “Things that go”. We are now beginning our new unit
with the theme “Our neighborhood at work”. We have learned digraphs such as th,
sh, and ch. The kids should know how to use these spellings correctly. For the
ch sound, they know that tch is only after a short vowel. We have been spending
a lot of time working on comprehension.
This is the time of year when we are working a lot on writing applications as well as conventions. This is when we really solidify those two skills together. Of course, this is an ongoing skill to practice. We just practice as much as possible to meet those end of the year standards.
In math, we have wrapped
up a chapter on charts and graphing. We learned how to read and use a tally
chart, bar graph, and picture graph. The kids are really good at counting tally
marks. We say, “1, 2, 3, 4, tally up 5”.
This is the time of year when we are working a lot on writing applications as well as conventions. This is when we really solidify those two skills together. Of course, this is an ongoing skill to practice. We just practice as much as possible to meet those end of the year standards.
Friday, November 8, 2013
I have my child's MAP scores. What do I do now?
When looking at your child’s Goal Setting Worksheet,
notice that the bolded RIT Range
score is the student’s area of strength and the italicized RIT Range score is the possible area of concern. The
Goal Strand with the italicized RIT Range score is your student’s goal to work
on. Here is how you can work on it at home:
*Math@Home
In this week's Friday Folder, you'll find a Home Activity Chart. When you do these activities, write them on your chart and turn them in at the end of the month for an Eagle Card!
2. On the right-hand side, you will see many resources
to help your child at home. Click on “MAP
Reading Skills for Students” (see attached pages for steps).
3. Find the Goal Strand section and click on the range
that your child’s RIT Range score falls in.
4. Choose an activity and have fun! Be sure to try
them all.
Other resources that can help improve your child’s
academic performance can be found on Rancho’s website. From Rancho’s website,
try:
*Reading Eggs (username and password have been sent
home)
*MAP Math Skills for Students
*MAP Skills Support*Math@Home
In this week's Friday Folder, you'll find a Home Activity Chart. When you do these activities, write them on your chart and turn them in at the end of the month for an Eagle Card!
Friday, November 1, 2013
Web-based games to try
There are some really good web-based games to play (meaning that they are a website) that will help improve your child's skills. Here are a few good ones:
www.readingeggs.com (Rancho sponsors this site)
www.starfall.com
www.missmaggie.org/scholastic/roundtheworld_eng_launcher.html
www.abcya.com
If your child plays these games, they can add them to their Home Activity Chart!
www.readingeggs.com (Rancho sponsors this site)
www.starfall.com
www.missmaggie.org/scholastic/roundtheworld_eng_launcher.html
www.abcya.com
If your child plays these games, they can add them to their Home Activity Chart!
Monday, October 21, 2013
Curriculum Update
So far, we have done the
sounds/spellings for the following letters: short a, e, i, o, and u, b, c
(spelled c and ck after a short vowel), d, f (spelled f), g, h, j (spelled j
and dge after a short vowel), l, m, n (spelled n), p, r (spelled r), s (spelled
s), and t. Since we haven’t really reached the point where we are doing all of
the irregular spellings, you can practice the short vowel tricks with the kids
if you want to help them (short vowel + ck and short vowel + dge). We expect
the kids to be using these spellings correctly and that every sound has a
symbol that makes sense (even if it isn’t completely correct).
In math, we have learned addition
strategies and we are now on to subtraction strategies. We have learned
counting on to add (say the biggest number and count on from there: 9+4= say 9,
10, 11, 12, 14). Using the same strategy for the inverse relationship, the kids
have learned to count back (say the biggest number and count back from there:
9-4= say 9, 8, 7, 6, 5). The kids should NOT be using their fingers as a
strategy at this point (for both addends anyway). They can also use a number
line to count on and count back if that helps.
Tuesday, October 15, 2013
Academic Vocabular for math
Academic vocabulary is the words that we use to discuss specific concepts in school. Here are some of the vocabulary words that we've been discussing in math:
Count on: a strategy for adding
Count back: a strategy for subtracting
Sum: the answer to an addition problem
Difference: the answer to a subtraction problem
Addend: one of the “parts” in an addition sentenceCount on: a strategy for adding
Count back: a strategy for subtracting
Curriculum Update
During the past week, we
have reviewed a lot of sounds and their spellings. Since we use the same
reading program as Kindergarten (just a different level), the kids often say
that they have already seen the sound card that we’re learning. The difference
is that in Kindergarten, they learn the sounds and in First Grade, we build off
of that and they learn the correct spellings and rules for each sound. I will
always add the sounds/spellings to my curriculum part of the newsletter, so
keep informed as to which sounds/spellings we expect the kids to know and use
correctly. Thanks!
We learned short o, short u, c spelled c and ck (only after a short vowel), and r spelled r (no wr yet).
We also did several Writers’ Workshop lessons using ordering words (first, then, next, and last). We also did some free writings using various story starters. With writing, the more practice the kids get, the better. One really important part of becoming a good writer actually has to do with handwriting. Once the kids can form letters correctly and naturally, it doesn’t stop their train of thought when writing. We really stress correct letter formation so that they can get to this point and become successful writers. Your help on correct grip and letter formation at home is always helpful.
We learned short o, short u, c spelled c and ck (only after a short vowel), and r spelled r (no wr yet).
We also did several Writers’ Workshop lessons using ordering words (first, then, next, and last). We also did some free writings using various story starters. With writing, the more practice the kids get, the better. One really important part of becoming a good writer actually has to do with handwriting. Once the kids can form letters correctly and naturally, it doesn’t stop their train of thought when writing. We really stress correct letter formation so that they can get to this point and become successful writers. Your help on correct grip and letter formation at home is always helpful.
In math, we continue to
count tens and ones as well as learn and review addition and subtraction
strategies. Again, we discourage the use of “finger counting” at this point and
encourage the kids to use the “counting on” or “counting back” strategies
instead. As a reminder, counting on means that they put the bigger addend in
their head and count on using their fingers. Counting back is the same thing
but subtracting from the greatest number. One strategy for visualizing these
strategies is using a number line to count on or count back. Instead of putting
the number in their head, they point to it on a number line and jump up or back
as they count on or back. Have the kids be your instructor!
In science, we are
wrapping up our unit on plants and animals. The kids know the basic needs of
plants (soil, sunlight, nutrients, and water). They should know the basic plant
parts (flower, stem, leaves, roots, and seeds). They also learned the types of
teeth and how they can be clues as to what that animal eats. They learned
incisors, canines, and molars. We wrote all of these notes as well as other
plant observations in our science notebook. The kids have done a really great
job on their notebooks! Friday, September 27, 2013
100 Sight Words
As you know, inside the
homework is the list of the first hundred sight words. Many kids can read all
of these and some are still working on it. This is an end of the year goal for
first graders, but we will continue past that list.
It is also an end of the year goal for the kids to be able to spell those words
correctly. If your child is one who already can read these words, you can work
with them on spelling them correctly. Thanks for your support!
Thursday, September 19, 2013
Curriculum Update
This week, we worked on
the sounds/spellings for d, l, short o, and b. We read various stories and
completed comprehension activities to go with them. We learned the word
“graphic organizer”, which you will see in the Friday Folder.
In math, we learned that you can reverse the addends in an addition sentence and still have the same sum. We call these “flip flops”. We are really working hard on learning these academic terms: sum, addend, addition sentence.
We also learned how to count on. This is the best and expected strategy to figure out the sum of an addition problem. Here’s what we tell the kids (so you can continue it at home as well): put the biggest number in your head and count on to find the answer. For example, 5+4=9. They put 5 in their head and count on 6, 7, 8, 9. We do not want them to count to 5 first and then on to 9 any longer. They should be starting to do this independently and the use of all fingers is discouraged.
In science, we made a hypothesis about what would happen to our different grasses if we mowed them. We did mow them and are making observations in our science notebook. We will wait about a week and see if our hypothesis was correct. We tell the kids that a hypothesis is a guess that you can check.
In math, we learned that you can reverse the addends in an addition sentence and still have the same sum. We call these “flip flops”. We are really working hard on learning these academic terms: sum, addend, addition sentence.
We also learned how to count on. This is the best and expected strategy to figure out the sum of an addition problem. Here’s what we tell the kids (so you can continue it at home as well): put the biggest number in your head and count on to find the answer. For example, 5+4=9. They put 5 in their head and count on 6, 7, 8, 9. We do not want them to count to 5 first and then on to 9 any longer. They should be starting to do this independently and the use of all fingers is discouraged.
In science, we made a hypothesis about what would happen to our different grasses if we mowed them. We did mow them and are making observations in our science notebook. We will wait about a week and see if our hypothesis was correct. We tell the kids that a hypothesis is a guess that you can check.
Friday, September 13, 2013
Curriculum Update
This week, we have
reviewed the sounds and spellings for the n, s, m, short a, short i, h, and p.
We started an activity called “blending chart” this week too. During blending
chart, the kids are asked to isolate sounds as well as blend them together. We
talked a lot about how these words may be easy for the kids to read, it’s
important to recognize word patterns and read individual sounds as ONE ELEMENT
of a comprehensive language arts program (well- we don’t use those exact words
in first grade). The kids know that blending chart helps them become better
readers as well as better spellers (the short story J).
In math, we are learning
about how two “parts” make a “whole”. We are practicing academic vocabulary
such as “sum” (the answer to an addition problem or the whole), “addend” (the
parts in the number sentence), vertical, and horizontal. We used dominoes to
show that an addition sentence can be either vertical or horizontal and that
the order of the addends doesn’t matter.
In science, we read
several “stories” in our science readers on plants and what they need to grow.
We planted wheat seeds in a straw and made a hypothesis about if they will grow
without soil or not.
Tuesday, September 10, 2013
Curriculum Update
This week, we reviewed the
following sound cards (building on what was learned in kindergarten): short a,
s, and m. In class, we talk a lot about whether we are using our voices or just
air to articulate sounds. This helps make sure that kids are consistently
pronouncing sounds correctly. Correct pronunciation assists in correct phonetic
spelling (sounding out to spell).
Along with saying, writing, and reading these sounds, we are reading various stories and completing comprehension activities. We often discuss that the reason we read is to remember what we’ve read (at this level, it’s important that the kids take ownership in their learning).
Along with saying, writing, and reading these sounds, we are reading various stories and completing comprehension activities. We often discuss that the reason we read is to remember what we’ve read (at this level, it’s important that the kids take ownership in their learning).
We also did a lesson on
writing in order (following steps or directions). The kids helped me brainstorm
how to make a peanut butter and jelly sandwich. They then helped me form
sentences and put them in order. The kids did a great job creating this
paragraph and writing it out too. At this point, we are practicing using
correct punctuation, using finger spaces, writing a capital letter in the
beginning of the sentence, and that every sound has a symbol.
Friday, September 6, 2013
Community Service Commitment
During Friday Flag two
weeks ago, Mrs. Kawata challenged every classroom to take the initiative to do
some community service. As you know, our class participated in Coastal Clean-Up
Day today and we feel GREAT about volunteering for this event. The kids were
very excited to be able to help out. Hopefully this is a lesson that they will
use throughout their life!
Thursday, September 5, 2013
Conflict Resolution
We have been working hard on our character words at Rancho. We utilize the "Conflict Wheel" in class, which is a tool for choosing appropriate responses to a conflice. In addition, we are practicing the following conflict resolution strategy for students to verbalize how they feel:
If students are hurt, skip the “when” statement.
When you ____________________
It makes me feel _____________________.
I want you to stop ____________________.
If you don’t, I will have to tell an adult.
Wednesday, September 4, 2013
Rancho Round-Up Basket
Be sure to look at the flyer in this week’s Friday Folder regarding our classroom basket. Our themed auction basket needs to be filled with goodies for detailing cars! Be creative and send in any donations with your child. Basket donations are due Friday, October 7th. Thanks for participating!
Wednesday, August 28, 2013
Homework Folder Letter- FYI
Dear First Grade Families,
On the back of this letter is a list of the 100
high-frequency words that our first graders need to know by the end of the
school year. This list of words represents 50% of all the words children
encounter in elementary reading. Most of these words are “sight words”, which
do not follow phonetic rules so memorizing these words is essential in becoming
a fluent reader and writer.
*Play games with them such as Bingo
*Repetitive reading
*Writing practice
Please keep this in your homework folder and use it as
a study guide. As the year progresses, I will change this information as a way
to continue necessary practice at home.
Thank you for your commitment to our students!
Friday, August 23, 2013
Welcome back to school! This is such an exciting time of year for students and teachers alike! With all of the excitement, there is a lot of change too. The transition from kindergarten to first grade is often a challenge. Some differences that effect students the most include the longer school day, only ONE teacher in the classroom with them, and each student has their own space and supplies. This requires students to practice a little more independence as well as responsibility. This year is going to be a fun adventure with a lot of learning! Let's support these children and watch them blossom. Thank you for your commitment!
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