Room 7

Friday’s Message:

Music and Nature
A permission slip was sent home yesterday. If you have not returned it, please do so by Monday. I need to find out if we have enough parent drivers. Thanks. (Sorry about the last minute notice. I mentioned this field trip about a month ago, then I got busy with other things...)
The young people’s concert is presented by the Oakland East Bay Symphony. The program is “Feel the Beat,” percussion at the symphony.
After the concert, we head over to Lake Merritt, near the junior center and look at the exhibit and have a picnic at the park.
Parent drivers should be at school at 9:45. Students need to bring a health bag lunch. Wear pants and closed shoes for hopefully we will also have time to play at the
park. (If it rains, we will return to school after the concert)

Fall Auction
Tomorrow is the school’s Fall Auction. Thank you everyone for contributing to our class basket, the “Marin Getaway & Yakima Skybox--Gear to Go!” Thank you Dierdre and Guy, Malcolm’s parents for putting this bundle of gear together (see attached for what’s in our “basket.” Thanks everyone.

Root Vegetable
Next Thursday, we will be making root vegetable soup. Your child needs to bring one vegetable that grows below the ground. Please bring one whole washed “root” vegetable to school by Monday so we can do a variety of science, math, and language activities prior to cutting the vegetables and making the soup.
Maybe take your child with you to the produce/grocery store this weekend so s/he can select his/her root vegetable. We’re hoping to get a wide variety of vegetables for our tasty soup.

Conferences
Friday, December 5th, has been designated my conference day. I will have a substitute and can conference with parents during the school day. Please indicate the time that works for you. If prefer to hold the majority of conferences this day, but if you cannot make it, I will hold some conferences before and after school.

Friday, Dec 5

_____ 8:00 _____ 11:30
_____8:30 _____ 12:30

_____ 1:00
_____9:00
_____ 1:30

_____9:30 _____ 2:00

_____10:00 _____ 2:30

_____10:30 _____ 3:00

student’s name__________________________

Next week I have scheduled the following conferences for:

Meredith Tuesday Nov. 18 7:45 a.m.

Jaden Thursday Nov. 20 7:45 a.m.

Camille Thursday Nov 20 3:00 p.m.

READING
Read and record in your Reading Log.

WRITING
This is a time of the year when you especially think about what you are thankful for (but I reminded the kids that should be thankful every day). Write about six things you are thankful for and tell why. (I told the students for this assignment, the “things” they write about can not cost money). Write complete sentences. Remind your child how a sentence begins and how it ends.

MATH
Have your child cut out twenty-five 2-digit numerals from the newspaper, magazine, or other printed material (Store advertisements work great.) If you can’t find enough or varied numeral, you can dictate numerals between 11 - 99 for your child to write. Your child should have a wide range of numerals. After the numerals have been cut out, turn them over and mix them up.
On a long strip of paper have your child sequence the numerals s/he cuts out from smaller to larger. Just have your child lay the numerals out on the paper first, (as numerals are turned over your child may need to rearrange the order of the numerals). Then glue/tape them down.
If the span / range from 11 - 99 is too high, difficult for your child, lower it to 50. If your child needs more of a challenge, raise it to 200. Your child can do more than one strip of ordering numerals if s/he needs practice or wants to.

WORD FAMILIES
Have your child make/write at least 6 words for the following word families.
ad ap

op ot

en et

ut ug

ig im

In class , students are encouraged to use the words they make in a sentence. You might ask your child to tell you some.

Room 7

November 7, 2008

Friday’s Message:

Cheers to Healthy Learning
Camille’s mom, Rhona, made apple, carrot juice with the class. She started the activity by first having the students estimate how many apples were in the bag. They also estimated the weight. of the the bag of apples, then carrots. She had two bags of apples that were 3 pounds each and a bag of carrots that weighed 5 pounds. She asked what weighed more. After students told the answer, they were asked how much more apples than carrots are there (in weight).
Then she told them these carrots and apples are organic. Students told what they knew about organic, mainly that the food is not spayed. Rhona also explained that
the soil that the plants grow in are also organic. She explained that fertilizer is sometimes added to to enrich the soil and help things grow. If something is organic, natural fertilizers are used. Compost and manure from farm animals are organic fertilizers. She compared this to chemical fertilizers.
After these math and science lessons, the learning continued as students helped cut the carrots in half and used an apple corer. For the corer, they pressed it over the stem and it cored and cut up the apples into tenths. Students commented, “It opened/
looked like a flower.” After the produce was cut, two carrots were juiced. Then students estimated how many apple pieces would it take to make the same amount of juice as was made from the carrots. They made their predictions. Then we did the experiment. Ask your child how many pieces of apples it took. (FYI, it was 9 pieces). Then they took turns putting in one carrot, then half an apple into the juicer. It took a while, but in the end we had 2 pitchers of juice with equal amounts of apple and carrot juice.
When the combination of juices was in the glass container, the juice from the apple and carrot settled and they could see the two layers of juice. They shared their observations. We weren’t quite sure which was the heavier/lighter juice, but they knew they were different weights. After all the great learning, they finally got to taste the juice. Many of them had seconds. Thanks Rhona for the tasty lesson.

Make-up Picture Day
There is a make-up picture day next Wednesday, Nov. 12. If you were not satisfied with your child’s picture, return the whole packet and s/he can have a retake. If you forgot to send the money on picture day and would like to purchase them, please send the money with your child on Wednesday. (See Walk-Talkie for details and/or call the school if you have questions)

Conferences
One day the first week of Dec., I will be able to schedule conferences during the school day. (I will let you know as soon as I find out which day). For now,
I would like to start conferences next week before and after school.
Please indicate on the form below the days and times that are convenient for you. According to your preferences, I will schedule a date; it will be listed in the “Friday’s Message”

Student’s name________________________

______ Monday ______7:45 a.m.

______ Tuesday

_____Wednesday (a.m. only) ______3:00 p.m.

______ Thursday ______3:30 p.m.

_______Friday

\

READING
Read and record in your Reading Log.

WRITING
We have been doing subtraction stories. Have your child use objects (toys, food, writing tools, animals, etc.) to tell a story when things are taken and/or goes away. Have your child write the simple subtraction story, then ask/write the question “How many are left?”
Write two subtraction stories. Your child will read one of their stories for the classmates to solve.

MATH
We have been relating addition and subtraction. Have your child write an addition fact. Have him/her prove it (with manipulatives, their fingers, and/or explain how they got the sum. In class, I even showed the students that they can “draw” the problem.)
Then using the same numbers from the addition sentence, write a related subtraction fact.
i.e. 3 + 6 = 9
9 - 3 = 6

Prove the subtraction fact.
Have your child write a dozen related/addition subtraction facts.

DESCRIBING WORDS / ADJECTIVES
We read the story Rain by Robert Kalan this week. In this book objects were described by colors. I had the students describe the object in the book with other adjectives.
This weeks homework is to find a dozen objects. Have your child give two adjectives for each object. Encourage your child to use adjectives other than colors.

i.e. smelly old socks
wooden painted box
soft rotten apple

Room 7

October 30, 2008

Thursday’s Message:

Tommorow the kids will be excited about Halloween. For that reason, I am sending our message/homework a day early.

Halloween Festivities
Tommorow is the Halloween parade and classroom party. Students can put on their costumes after lunch. If you child is changing at school, please have him/her bring it in a bag and label it with his/her name. After lunch, they can come back to the classroom to change into their costumes. Parents will be there to assist and will be setting up for the party. The parade is after the lunch recess. We will be coming out to the upper yard for the parade around 12:40. Parents should wait for us there. If it rains, the parade will be in the multi-purpose room. After the parade, there will be party in the classroom.

“Book Bag”
Your child is bringing home their “book bag.” The book I chose for your child is at his/her independent reading level. As your child reads to you, initial the “bookmark.” Do not record the “book bag” reader in your child’s Reading Log.
The note inside the bag tells you how this book was chosen for your child. Please have your child read daily from this book, a few pages or a story. The book bag is a read at home reader.
With these books, parent volunteers will be reading 1-1 with your child. Your child needs to bring his/her “book bag” book to class on a regular basis so they can do this. I suggest that after your child reads from it, have him/her put it back in their backpack. Parents will also be writing notes so I can keep track of students’ progress.
This book bag reader is in addition to the Open Court Reading program. When we use Open Court in the classroom, all students are getting the same lesson regardless of their reading ability. The “book bag” reader provides more practice with decoding skills but also gives more varied and/or challenging reading material. Also use these readers to check your child for fluency and comprehension.

Open Court Phonics Workbook / Blending Lessons
At “Back to School” night I explained my reading program(s). We also use a
Story Workbook in class to reinforce concepts of trade books we read. I am sending home the Open Court Phonics Skills workbook for you to do with your child. The lessons correspond to the blending lessons sent home. The directions are on the inside margin of each page.
We’ve completed units 1 and 2 of Open Court. These beginning units focused primarily on consonants and short vowel sounds. I did a few pages in the workbook as phonoemes were introduced. Now your child can practice at home.
Students are being introduced to other spellings for phonemes (for example
/ j / spelled/ j /and / j / spelled / dge /.) This week we just completed the last short vowel sound / e/ ( unit 3,Lesson 3). Several of the lessons also have multiple books. Please practice the blending lessons at home. In addition to blending/reading the words, students also use the words in sentences and/or tell the meaning of the words. There have been words in several blending lessons that students can read/ blend, but no one can explain or use the word. Playing “Find the Word” goes beyond just blending/reading, but builds vocabulary and enhances understanding of words. I also think its a more creative when students come up with ways to use the words! Play this “game” with your child often. You can also come up with variations of “find the word!”
Reinforce phonemes and spellings in the Open Court Phonics workbook your child brought home.

READING
Read and record in your Reading Log.

WRITING
What do you like or don’t like about Halloween? Tell why? Write at least five sentences. Encourage your child to explain “why.” We’ve been working on “extending,” giving more information.

MATH
Before your child starts to eat his/her Halloween candy, have him/her sort their candy three different ways. Have your child tell/write how they sorted and count how many there are in each group. Then find the total number after each “sort.”
The purpose of this activity is to have your child sort the same pile of “goods” different ways. Students will also have practice counting candies/manipulatives with one-to-one correspondence. The totals should be the same for the different ways they sorted.
Your child may sort something other than candy. It’s your/their choice.

WHERE THINGS GROW
We will be starting a vegetable unit. (It also ties in with our trip to the farm and planting our garden.) Take your child to the grocery store/produce or farmer’s market.
Have him/her name five vegetables that grow below the ground, five vegetables that grow on the ground, and five vegetables that grow above the ground.
Have your child draw the vegetable and color it so it looks like it. Write the name of the vegetable beside the picture. Your child can also cut out pictures of vegetables (grocery store advertisements, newspaper ads, magazine pictures) if you prefer.
Sort the vegetables by where they grow. They might even make a garden picture

Room 7

October 24, 2008

Friday’s Message:

A Great Day at the Farm
Hopefully your child told you about our trip to the farm. It was a great day! There were lots of activities to keep them busy. Hopefully your child told you all about it (besides just what they wrote for homework).
Thank you to Cameron’s, Catie’s, Danny’s, Eddie’s, Jordan’s, Luke’s, Natalie’s, Sophia’s, and Tallon’s parents, Debbie, Karen, David, Tanya, Laura, Melissa, Wendy, Mike and Ourania, and Megan for driving/chaperoning. We hope you enjoyed the day, too.
If you have not picked up your child’s booster seat, there is still one in the hallway.
Also if you took pictures, it would be great if you could make some hard copies for the class. The students write for photographs. Actually, I always welcome photographs.
We enjoy looking at them, but we also do language art activities with the photos.

Halloween Festivities
It’s work first, then play later...on Halloween day (next Friday). We will have a regular day in terms of classroom work up until lunchtime. After lunch (students usually finish eating by 12:15) students can come back to the room to change into their costumes. I will be in the room; and hopefully a couple of parents will be here to assist kids ,too. If you want to take your home to “dress,” you can pick up your child at 11:50. This is the time the class goes to lunch. (See Walkie-Talkie for details.)
Eddie’s mom, Tanya, is coordinating our classroom party. She may call/ email you about how you can help. Parents will be needed to help set up and clean up after the party. Please join us for the festivities! Families are welcome!

Auction Basket
Thank you Deirdre and Guy, Malcolm’s parents for coordinating our class basket. Attached is a flyer informing parents of what we have so far and suggestions for other things we can add to our getaway basket. There is a donation box in the classroom where contributions can be deposited. Thank you all!

African Dance
This year the primary grades (K - 2nd) will be participating in African dance. Thanks to our PTA for providing us with this program. Our kids will be dancing 12 weeks with
Mr. Flynn. We started dancing today.

Symphony Sounds
We will be going to the East Bay Symphony on Wednesday, November 19.
The performance is at 10:45. We will need parent drivers for this trip. More details will be forthcoming.

READING
Read and record in your Reading Log.

WRITING / 3 CLUES
If your child is planning to wear a costume for Halloween, have him/her write three clues about what s/he will be (without telling what s/he is). Write complete sentences.
If your child is not planning to wear a costume, s/he still can do this activity. Have him/her give three clues for what s/he wants to be when they grow up.
Before lunch (when students are still in their regular school clothes), students will be reading their clues to the class. Their classmates will be writing down what/who the students will be. After lunch they will be checking their guesses.
Remind your child to keep his/her “costume” a secret. Shhhhh.....

MATH
Students are weighing and measuring the circumference of the pumpkin they chose at Smith Family Farm. They found and brought one and five pound weights to school.
Now they wiil find different objects of varying lengths, heights, or widths. Using a ruler or a tape measure, find twenty objects of varying lengths. Have your child draw a picture and label the object measured, then trace the side with a marker to indicate what part/side of the item is being measured. Then write the number of inches it is. Measure objects to the nearest inch.

CONTRACTION HUNT
Pick up a book, anything you can read. Find a dozen contractions. For each contraction, write a sentence using each contraction. Remind your child about the placement of the apostrophe.
Attached is a contraction game your child can play. Have him/her cut the “cards” apart. Practice reading the cards/words. Then set up the cards to play a memory game. (Your child should know what to do. We play many memory/matching games.) Your child can keep these colored contraction cards to do various activities at home.

Room 7

October 18, 2008

Friday’s Message:

Trip to Smith Farm
Students need to be at school at 8:30, their normal time. We will be leaving for the farm at 9:00. We have plenty of parent drivers; all parents that indicated they would like to join us are welcome. I will, however, have parents doubling up in cars so we can carpool. Whether you’re driving or a passenger in a car, your child will in your group. All parents should be prepared to drive.
Your child brought home a reminder of what s/he needs to bring. (Ask him/her for it if they didn’t show you what they need to bring.)
If your child needs a booster/or car seat, please put it in the hallway under our class bulletin board. Please label it with your child’s name.
It will be a fun and exciting day. I told the students they need to go to bed early Sunday night (You can use my name when you tell them it’s bedtime )
One of the activities your child will be doing is getting a pumpkin in the pumpkin patch. I told them they can choose any pumpkin, as long as s/he can carry it. We will keep the pumpkins in our class for at least a week, students will be doing math and art activities with them. They will bring their pumpkin home in plenty of time for Halloween.

Fall Auction
The Fall Auction is one of the school’s biggest money maker. It is scheduled for Saturday, November 15th The money raised benefits the students directly. These PTA funds pay for our computer lab teacher, the librarian, the physical education program of rhythm and moves (Mr. L.), instructional assistants in each classroom, 3rd grade tutoring program, and more. (see Walkie-Talkie for more information)
The students of Joaquin Miller have been doing a fantastic job of selling raffle tickets. On Wednesday it was announced that they have already sold $6,000 worth of tickets. Keep selling those tickets. There is an envelope in our classroom where students can put the sold ticket stubs, money, and/or request for more tickets. Keep on selling!
I am wondering, however, who is working on our class basket? The Auction is less than a month away. We need a parent to coordinate our basket. If someone signed up for it at “Back to School Night” please let me know. Thanks!

READING
Read and record in your Reading Log.

WRITING
I told the students before we went on our trip to the farm that they would be writing about the experience. Now’s the time. Using your senses, write about something you saw, heard, smelled, touched, and tasted. After naming the object, tell why you liked or didn’t like it.
Students have been extending their oral statements in class. I’ve been encouraging them to do the same with their writing. They have great things to say, and their writing should reflect their oral language.

MATH
Your child brought a one and five pound weight to school. (If you child hasn’t brought theirs, please bring it on Monday. We will be using these weight in skill groups.)
We also have been counting by 5’s. First we used a hundred number chart and counted off sets of 5’s together, crossing off the fifth numeral. Then the students pointed and read the number crossed off Next they played a game with a partner. They turned their papers over, then counted by 5’s as far as they could go. Then they wrote the numerals by 5’s.
We have also been counting off the days in school by 5’s and adding on the extra 1’s. Using manipulatives at home (pennies, beans, toothpicks, cheerios or other cereals, etc.), have your build sets of 5 and additional extra 1’s to represent a numeral. Do at least 10 two-digit numerals

For example: 49

-your child builds sets of five till s/he gets to 45 ( 9 sets of 5)
-then add on the extra ones ( 1 + 1 + 1 + 1 )

-have your child count the sets of 5, then 1’s to get to the numeral (49)
-then have your child write the numbers of how s/he counted
5 10 15 20 25 30 35 40 45 46 47 48 49

*just turn in the written portion for the math homework

ALPHABETICAL ORDER
We have been working on alphabetizing words. We did our class of first names, then last names. Now students are putting the names of their seeds (from their seed collection) in alphabetical order.
We have been learning about seeds. We also learned that fruits are a suitcase for seeds, After reading this book by Jean Richards, we went around the circle naming fruits that were in the book and many others. Of coarse I also mentioned that the pumpkin they will be getting is a fruit. Students came up with over 30 names of fruits. For homework, your child needs to come up with the names of twenty fruits.
Your child can use the attached paper to write the names of their fruits, one in each box. Then have him/her cut the boxes apart, lay out the fruit names in alphabetical order, then glue them down on another piece of paper.
If your child wants to do more than twenty fruits, feel free to do so.

Room 7

October 3,2008

Friday’s Message:

Smith Family Farm
If you have not returned the permission slip for our fieldtrip to the farm, please have your child turn it in on Monday. I will be sending a driver/ chaperone form for the parents that will be driving. A copy of your driver’s license and proof of insurance is also required.
Tuberculin skin test / chest x-ray form also needs to be turned in. Thanks.

Bringing in Weights
Your child shared their homework of one and five pound weights. Now they need to bring one 1 pound weight and one 5 pound weight to school. We will be using these weights for various math activities. The weights will remain at school for several weeks. The weights should not rot or be breakable. No “exercise” weights, please.
Students can bring items that were listed on their homework or they can bring other items. Please have your child label their items with their name. Items will be returned.

Picture Day is Coming
The photographer is coming on two days this year, October 8th and 9th. I’m not sure which day our class will be taking pictures, but I’m just keeping parents informed.
When I find out, I’ll be sure to let you know. (See walkie-talkie for details)

READING
Read and record in your Reading Log.

WRITING
We have been writing number sentences for addition stories. This would be a good time for your child to practice numeral formation. Like letters ot the alphabet, numerals are formed from the top. Besides the worksheets, have your child write his/her telephone number and address five times.

MATH
Your child finally got to wear his/her macaroni necklace home. They recorded their pattern and did some counting with it. Using toothpicks, this week they are making a fence pattern and identifying the pattern unit, the part that is repeated.
Patterns are all around us. There are many man-made patterns, but there are also many patterns in nature. Encourage your child to find a few patterns outside. Find at least ten patterns. Draw the object to show the pattern. Write what the object is.
Then using some kind of coloring “tool,” (markers, crayons, colored pencil, paints, oil pastels, chalk, etc. ) have your child fill on 81/2 by 11 inch size piece of paper with a colorful pattern. Have him/her write the pattern unit on the back of the paper. If your child would like to do more than one pattern picture, they are welcome to do so.

OPPOSITES
We are learning about opposites. Have your child write a dozen sets of opposite words. Illustrate the words. Use index cards or paper (3” x 5”). Have your child write and illustrate the word on one side of the card. Students will be using their cards to play matching / memory games. Put the cards in a zip lock bag and label it with your name.

Room 7

September 26, 2008

Friday’s message:

Smith Family Farm
Attached is the student’s permission slip for our trip to Smith Family Farm. I am sending it out early because there is more paperwork that follows for parent drivers. Please fill out the student permission slip and return it by next Friday.

TB Skin Test or Chest X-ray Report
Attached is also the TB skin test form. This form was in the opening day packet, but only one parent returned it. Proof of a tb test is required for drivers on field trips; this ruling started last year. It is also required for parents that volunteer in the classroom.
To make it easier for me, rather than send this form each time we have a field trip, I am asking parents to fill out the form now and return it to me in my mailbox (not the office). I will give the office your forms after I secure the information I need. Some of you may have a current tb test and/or already filed it with the school office. Please just let me know your status on the tb test /chest x-ray.

Raffle Tickets
There was an assembly this week to kick off the Fall Auction. Students were given a packet of raffle tickets to sell; they can win prizes.
There is a bright orange envelope in the room for students to deposit their sold tickets, money, and refill order forms. A member of the raffle team will empty the envelope twice a week. They will return and refill orders to the classroom. Extra tickets can also be purchased Tuesdays and Fridays in front of the school. ( See Walkie-Talkie for details.)

Planting Seeds
I’ve read books showing different kinds of seeds. We read Jasper’s Beanstalk. We soaked a bean seed and found the baby plant inside. We planted pumpkin seeds in pots made of newspaper. Maybe you planted the radish seeds your child brought home. We will be doing more planting. We need “cardboard” egg cartons. Thanks.

READING
Read and record in your Reading Log.

MATH
We have been telling addition stories. Have your child use objects (toys, beans, animals, etc.) to tell a story where the objects join together. Then ask how many in all / altogether.
Have your child tell three addition stories. Please record/write the story for your child.
After your child uses manipulatives, have him/her illustrate the story. Then write the number sentence. (i.e. 3 + 4 = 7)
Your child will be sharing/telling their stories. The drawing and number sentence should clue them into the story.

WRITING
Your child wrote the days of the week on the paper attached. Cut them apart and now they have “flash cards.” Mix the cards up, read them, then put them in a sequence. Now have her/him write one thing s/he does for each day of the week. Remind your child to capitalize the beginning of the sentence and the weekdays.
Please underwrite for your child so s/he can see what letters s/he got.

SEED HUNT
We read Jasper’s Beanstalk. In conjunction with the story we soaked lima beans so we could split open the bean and see the baby plant. We also identified the cotyledon, the food for the baby plant (It’s also food for us). Students brought home their split seed and another lima bean to do the experiment. Did they do it with you?
This week you get to go on a seed hunt around your home (no garden package seeds, please). Hint: there are lots of seeds in the kitchen, especially in the refrigerator and cupboards. You can also go on a nature walk and find many seeds on the ground or being blown by the wind.
Find at least a dozen seeds. Help your child sort the seeds and explain how they sorted them. (Please write how they were sorted.)
Then help your child think of a way to display his/her seed collection. Your child should write the name of the seeds (when possible). The students will be sharing their seed collection with the class.

oom 7

September 19, 2008

Friday’s Message:

Mystery Student
Thank you Laura, Jordan’s mom, for tape-recording students as they read from their “Who Am I?” In the weeks to come, students will listen to one or two recordings a week. After listening to a recording, students will identify identify the student and tell why they think it is a certain person. After the person is identified, the mystery student will read from their paper, and change the statements to questions (For example, on the homework paper, they filled in the blank to: I like to go to_______ . Now they will ask “Where do I like to go?” )
They identified “mystery student” will be the “teacher’s helper” for a couple of days.

Personal Belongings
Please write your child’s name on the labels of clothing they take off in the classroom.
This week I have had 4-5 pieces of clothing left in the classroom daily. Sweatshirts and school logo clothes look the same to children. A parent has already brought back a sweatshirt that did not belong to their child; but his child’s sweatshirt was not in the room/or returned.
It is also helpful to write your child’s name on backpacks and lunchboxes.

Opening Day Packets
Thank you Janet and Buffy, Kira’s and Mikey’s moms for organizing the paperwork in the opening day packets. Parents were contacted and some forms were returned to be completed.
Guy, Malcolm’s dad, also mentioned at Back to School Night parents are invited to join our class website. It is:
http://groups.yahoo.com/group/ms_jue-leong_jm-class_2008-09/

Classroom Volunteers Needed
Only one parent volunteered to help with skill groups. Skill groups is when there are four to five different integrated activities happening at one time. There is always at least one writing related activity; I will need help with underwriting. The other skill groups are also curriculum based and can be modified to fit students’ needs, but more help is needed.
Skill groups occur the last hour of the day Monday, Tuesday, and Thursday. On Friday we usually have skill groups after lunch, 12:35-1:40. If you can’t commit on a regular basis, maybe you can find another parent willing to do every other week with you. Skill groups are created by how I can circulate to help all. One group is usually an independent group, but could always use some supervision and coaching. If you can help, sign ups are in the classroom and/or send a note with your child.
If you cannot help with the 1-1 reading in the morning or the skill groups in the afternoon, please send a note with your child for the times that works for you, and I will try to
accommodate your schedule.

Field Trip to Smith Family Farm
We will be going to Smith Family Farm on Monday, October 20 near Brentwood.
We will need parent drivers for this trip. It is an all day excursion. A permission slip will be sent home in October.

Open Court Blending Lessons and Decodable booklets
Hopefully your child has been bringing home the blending lesson that accompanies the decodables. The blending lesson reinforces the sound-spelling of the phoneme being introduced. As I write the letters, students give the sounds. Then they blend the sounds together to decode the words.
Decoding words is an important skill, but they also need to know the meaning of the words. I extend the blending lesson by having students use the words in sentences. We also just started playing a game called “find the word.” (You get to play it at home for this week’s homework.)
After the blending lesson, we read the decodables. Initially, I would have students talk about the pictures, then I would read the booklet to them. Then we would read it together. Next they read with partners. When they bring the materials home, they get to read and practice with YOU.
Your child should be able to read these books with fluency and understanding. After reading these books a few times, students begin to memorize the story/text. Randomly point to words to see if your child can read/decode words.
For students that are easily reading the decodable books. dictate a few sentences for your child to write. The words from these books should transfer to spelling.

READING
Read and record in your Reading Log.

WRITING
We are working on last names. Students played the memory game reading and matching students’ first and last names. They also started typing their name on the computer. Of course they also had practice writing their last name. Have your child write her/his last name on the paper provided. Remind your child to start letters from the top, follow the direction of the arrows, and have letters touch the lines. Let your child work independently, but watch a couple of times to make sure s/he is forming letters correctly.
Then have your child circle her/his best writing. In class, they also put a happy face above it.

MATH
We will be working on measurement. Last week the students used a balance scale. We used a nonstandard measure (plastic bears) to find the weight of small objects. Next month they will be using 1 and 5 pound weights.
At home, have your child find things that weigh 1 and 5 pounds. (The kitchen is a great place to start. Have your child record their findings under each category by drawing a picture and labeling/ writing the word for each item. Find at least five items for each weight.
When the students have listed at least five items for each weight, ask them why these things weigh the same, yet are different sizes. Record their response.

The kitchen may be the easiest place to find these weights because of labels, but I’ve encouraged the students to try and find some different things (perhaps in their bedroom or outside, anywhere) that weigh one or five pounds. No exercise weights, please.
The students will be sharing their findings with the class.

PLAY “FIND THE WORD”
After the blending lesson, we started playing “find the word.” Using the blending lessons your child has brought home, (they will be bringing home more next week) have your child first read the words to you. Then ask a question like:
Find the word that:
i.e. is something you wear on your head
is the opposite of “stood”
is something that comes from a tree

( we did these “questions” from blending lesson Unit 2, Lesson 1)
you can use previous and/or future blending lessons

Alternate between you and your child asking the questions

For this section of the homework, write five questions your child asks. Have your child write the answer/word. The homework is five questions, but hopefully you’ll do more and continue to play “find the word” with future blending lessons.

Room 7

September 12, 2008

Friday’s Message:

Back to School Night
We had a great turnout for “Back to School” night. I hope I was able to provide you with an idea of the curriculum and how I implement it in the classroom. Since students are engaged in one of five different activities during skill groups, it is especially helpful if parents can help during that time. The sign-up sheets are posted in the hallway. If you can’t commit to a time slot, you might want to share that time with another parent. Hopefully I will see some of you next week.

The times for skill groups are:
Mon., Tues., and Thurs. 1:50- 2:50
Fri. 12:40- 1:40 (except first Friday of each month. )

The times for 1-1 reading are:
Tues., Thurs., and Fri. 9-10

I’ve assessed students’ reading levels, but need more time to set up the materials. We will start the 1-1 reading October 7.
(You’re welcome to come in at 8:30 when school starts, but I usually start and/or review activities the first half hour. I have projects you can help prep and other endless “jobs” if you would like to help.)

Share Your Expertise and/or Interest
There also was a sign up to do an activity or presentation with the kids. I welcome parents to come share their expertise or interests. I’m hoping to get at least one parent/s (you can do this together) per month, preferably more. Please share your interests or talents with us! Your child will love having you be the teacher of the class! We’ll make time for YOU!
Art, music, dance, cooking, reading aloud, sewing, holiday celebrations are just suggestions. Please sign up! See me if you have questions.

Room Parents
Janet, Kira’s mom, and Buffy, Mikey’s mom, are our room parents. Some parents are missing forms from the Opening Day packets; they may be contacting you for papers needed. There also were many sign up sheets for the classroom and school related “jobs.” They may be contacting you to help out. If you have questions, they can be reached at:
Buffy’s cell # (415) 215-6513
Janet 531-3946 or jandyanet@yahoo.com

Library
Our library day is Friday, at 8:30. Students can check out 3 books. For now, students will check out books in the fiction section. I usually let students choose one book someone can read to them, and one book s/he can read (student’s reading level).
The third book will be their choice.
Books are to be returned the following Friday when we return to the library. Students are responsible for the borrowed books.

Field Trips
As I told you, we have two tentative field trips planned. I am waiting for confirmation. Our first field trip is to Smith Family Farm. The tentative date is Thursday, Oct. 23rd. I also prioritized 3 choices to Cal Performances; when they let me know which one I got, you will be informed. These performances are scheduled in the winter.

Room 7

Friday’s Message:
September 5, 2008

Open Court Reading Decodables
Today we started the Open Court reading program. We do more than just read the words in the decodables. Students are encouraged to talk about the pictures. After “reading” the pictures (develops oral language and draws attention to the detail in the pictures), students point to the words as they read. We read the decodable together, then they read with a partner. Sometimes we play “find the word.” Initially the decodables focus on high frequency words. I might also have the students find a word, then spell it.
When they bring their booklets home, please have your child read to you. Ask questions.

Help Needed
I need parents to help prep materials. Some of the prep can be done at home and/or at school. Some of the activities are:
-assembling decodable booklets
-mounting students’ work on paper
-prepping materials for projects
-recording students’ reading their “mystery student” homework
on a tape recorder
Please let me know if you can help. Thank you.

Book Orders
Attached are book order forms. If you are interested in purchasing books, please have your child return the order form by next Friday, September 12. Make your check payable to Scholastic Book Club.

Back To School Night
Thursday, September 11, is our school’s “Back to School” Night. At that time I will be giving parents an overview of our first grade curriculum and explain our classroom program. The 1st grade presentation is from 7:20 to 8:05. Hope to see you then.

Play dough
We made play dough this week. Students read the recipe, measured the ingredients, and made observation as the ingredients changed in texture and consistency.
The class enjoyed this reading, math, and science lesson.
Then we used the playdough to form the kinds of lines that make up the letters of their name. Attention is given to size and position of the letters. After making their name they get to make anything they want with the play dough.
Attached is the recipe we used to make our play dough.

READING
Continue to read to your child daily and record the title of the books in your child’s Reading Log. I will be initialing your last entry. You can also include the books your child reads to you (but please don’t include Open Court Reading decodables in their Reading Log)
Please return the Reading Log each week with your child’s homework packet. Insert your child’s work in the Reading Log; this helps keep their papers together.

WRITING
Have your child write three ways s/he is like a bear. Then write three ways they are different or not like a bear.
We did this orally in class. Each student said a different statement. I suggest having your child write one sentence a day or do one part of the lesson at a time. Have your child tell you first, then write.
Encourage your child to spell phonetically. (For some students I enunciate the word slowly so they can write the sound they hear. ) Please underwrite words with the correct spelling. Underwriting is meant to show students how many letters/sounds they got!
(At “Back to School” night I will give a better explanation of the the symbols and process
I use for underwriting.)

MATH
Students clapped their first name, then they stood as we sorted names by syllables. Students made oral observations about the number of students and syllables.
The next day each student wrote his/ her name in gridded paper (like the one provided for homework). Then we looked to see who had “a”s, “e”s, “i”s, “o”s, and “u”s and counted how many letters in their name are vowels. Again, they made observations. Students noted the number of vowels in names and/or what vowel. They noted similarities and differences. They noticed lengths of names, placement of certain letters. kinds of letters, etc.
Have your child write the names of your family members and a couple of friends. You can use the grid paper provided to help your child separate and/or keep track the letters.
Have your child make at least two statements about their observation. (A parent can record the statements) You can extend this activity by including more names and/or making another observation.
We also made tally marks to see how many of each vowel. If your child understands the concept of tally marks, encourage him/her to include this information; we will be working more with this concept.

MORE ABOUT ME
In class students wrote about three things they can do, then something they can not do. You’re child will do a similar activity at home. Write and illustrate (**see notation below) three things you like, and then one thing you do not like.
I’ve attached one “sentence starter frame” like the one we used in class. Parents need to provide additional sheets of paper.

** Instead of an illustration, your child can also use a photograph of her/himself doing/showing what s/he likes, and/or cut out pictures from magazines/newspaper.

Room 7

Friday’s Message:

We’re off to a good start! It has been a busy week and we’ve been focusing on classroom rules and routines. The children are learning how to ask classmates to be their partner and to work cooperatively in pairs. Next week they will also be working together in small groups.
Hopefully your child has been telling you about some of the activities s/he has been doing in the classroom. (Ask them if they haven’t)

Opening Day Packets
Your child brought home a packet on the first day of school. Please fill out the enclosed forms and return them to me by next week if you have not already done so. Also remember to turn in your child’s earthquake/emergency food supplies. Thank you.

Personal Belongings
Please label/write your child’s name on lunch boxes, backpacks, and clothing (especially sweatshirts, jackets, sweaters, and pullovers).

“Back-to-School” Night
Thursday, September 11, is our school’s “Back to School” Night. (The time for the primary grades presentation has not been determined; that information should be forthcoming in the Walkie-Talkie or I will let you know as soon as I find out.) At Back-to School NIght I will be giving parents an overview of the 1st grade curriculum and explain our classroom program. There will also be many opportunities for you to to sign up and volunteer in the classroom. I hope to see many of you then. (See “Walkie-Talkie” for
details)

Bears, Bears, Bears
Hopefully your child has been keeping you informed of the different activities we’ve been doing with bears. They made bear books and have been acting out The Three Bears. They’ve shared their “beary special object, “ asked questions, and have played a sorting game called “guess my rule.”
Next week they will be using their bears for math and more language art activities.

Classroom Supplies
Thank you to the families that have been bringing in tissue, markers, wipes, and ziploc bags. We are already putting them to good use. We thank you.

Room 7

March 21, 2008

Friday’s Message:

Walkathon Writing/Math
After the Walkathon, students shared how many kilometers they walked. (They had made predictions before the event) The first writing assignment of the week was to tell how much more or less they walked compared to their guess. Then they wrote about it. I told them to tell about it from start to finish. I prompted them by giving suggestions of what to write about. They could include the time they started, how they felt, who they walked with, did they take a break, anything they wanted to tell. I asked them to end it with their feet and/ or what happened when they got home. How they rested their feet/bodies!
We also found out how many kilometers we walked as a class. Students used unifix cubes to show how many kilometers they each walked. As they combined their unifix cubes, they made “trains” of tens. Ask your child how many kilometers our class walked!
(Only one student had a “good” estimate of our total kilometers walked. Everyone underestimated!)

Spring Harvest
We finally harvested part of our abundant garden. All the students got to cut a leaf of spinach, swiss chard, red chard, and lettuce. In small groups, they pulled out radishes.
I cut off two big heads of cauliflower. Then they helped wash the vegetables and cut them. They also peeled rice noodles apart. It was all tossed together in a wok, a traditional chinese stir-frying pan. We made vegetable chow fun. In Chinese, “chow” means fry, and “fun” means noodle. Kids told me they had fun. We got to chow down. Of coarse they ate the chow fun with their chopsticks.

A Taste of Ireland and Mexico
Grant and his mom, Peggy, made Irish Soda Bread from Ireland on
St. Patrick’s Day. We learned that Ireland is a small island; it’s about same size as West Virginia. There are 4 million people on Ireland; the Bay Area (where we live) has 9 million. It is a lot more crowded here than there. They speak English just like us, but the weather is cooler because it is so far north.
Of the bread, we found out that originally it used only four ingredients: buttermilk, baking soda, flour, and salt. Peggy did a variation by adding an egg, butter, and golden raisins. We also learned that baking soda is the ingredient that makes the bread rise. Unlike yeast, baking soda is fast acting. Irish soda bread is quick and easy. The kids sifted the dry ingredients together , then stirred in the buttermilk. After the dough was mixed, it was baked for 30 minutes. In Ireland, they eat Irish soda bread with their main meal, supper/dinner. Often it would be eaten with soup and stews. We enjoyed our bread just by itself.
Jacky brought bolillo from Mexico. Sometimes this bread is called pan frances; different parts of Mexico refer to this bread by different names. But everywhere in Mexico people will have bolillo in the afternoon with a cup of milk or coffee. It’s also a favorite to use to make “thorta,” a big sandwich. Bolillo is made of wheat flour, water, salt, sugar, and vegetable butter. Bolillo is famous around the world.

Persian New Year and Bread
Sam and his mom, Dolly started by explaining that the Persian Empire was one of the greatest empires of the ancient worlld. Using the world map, they showed how far the Persian Empire once stretched, from Greece to India, also touching parts of China and Africa. Now, Iran, is considered Persia. Because of its roots, the Persian new year, Norooz, is celebrated in countries besides Iran. Norooz starts the first day of Spring; it means “new day.” Springtime is a time for rejoicing. It’s a time to celebrate warmer weather, the melting of snow, and the rejuvenation of the earth. This celebration last 13 days, during which people don’t work or go to school.
Haji Firooz is a funny guy who comes out with a red dress and hat and black face and sings and dances in the streets and does funny things to announce festivities. Sam had a Haji Firooz doll that he shared; it put a smile on all the students faces. There is also a Persian Santa Claus that gives gifts to children and tells them stories. Children get to run through the streets banging on pots and pans with a spoon; they knock on doors and ask for treats, similar to our Halloween. There is also a time when seven small fires are set, and adults and children jump over them singing a chant that celebrates the renewal of life, taking in the redness, warmth, and energy of the fire.
As with many celebrations, tables are set with special foods. There is a “haft seen,” where the items symbolize the family’s beliefs and values: sweet dry fruit of the lotus tree (love), wheat pudding (sweetness), apple (health), gold coins (prosperity), crushed sumac berries ( the color of sunrise), vinegar (age and patience), and garlic (good health) . There is also a bowl of spring sprouts (sprouted wheat or lentils) that signify rebirth. The last day of Norooz is spent outside the home. It’s like a national picnic day where everyone goes to the park or mountainside. They take the spring sprouts that are starting to turn yellow by this 13th day. They toss it into a flowing stream or creek; this symbolizes their sicknesses and problems floating away.

Then we had Persian breads. Sam brought lavash, barbari, and sangak from Iran. Iranians like to eat their bread warm and fresh every day. Traditionally bread was baked in special big oven at home (similar to pizza ovens.) In villages, some people still bake their own bread, but now most cities and towns have bakeries. Bread is eaten with every meal.
Lavash is a very thin bread. Sam brought both regular and wheat lavash.
Sam asked the class if they thought there was yeast in this bread. The kids said “no,”
but there is. Lavish is just rolled until it is very, very thin. Our lavash was fresh and soft. But if left out, in a day, it could get hard like a cracker. The students compared this lavash
to lefsa, matzoh, and a tortilla.
Barbari is made of white flour and is a thicker bread. This bread seems to be more popular with Turkish speaking people.
Sangak is made of brown flour. It is baked in special ovens where pebbles are at the bottom. When the pebbles get really hot, the heat of the pebbles bake the bread.

Star Students
***Jordan Klein*** was the star this week. Next week ***Mari Takata *** is the star when we return from Spring Break.

There is no homework over the Spring Break. Just read and record in your Reading Log.

HAPPY SPRING!

Room 7

March 14, 2008

Friday’s Message:

Report Cards
Your child brought home their report card today. I have met with all parents at least once and have been scheduling additional conferences as needed. If you would like a conference, or have questions/ concerns, please feel free to contact me and/or sent a note with your child.

Get Out Your Walking Shoes
Tomorrow is the school’s Walkathon. We’re hoping for 100% class participation. Come walk a few kilometers with us if you don’t have time to stay all day. If you don’t want to walk, there are plenty of kids for your child to walk with. I plan to be there for part of the day; I’ll walk with them, too.
Don’t stay away just because you didn’t turn in your Walkathon sponsor sheet. You can turn it in when you sign your child in. If you’ve misplaced it, there will be extra forms.
Hope to see you!

In class, students wrote predictions of how many kilometers they will walk. Next week we will be doing walkathon math and writing about the experience. (If your child couldn’t make it to this event, there will be an alternate assignment.)
Thank you Jon, Nola’s dad, for being our room coordinator for this event.

Purim
Reese’s brother, Alex, came to visit and teach us about Purim, a Jewish celebration. We learned about Haman, an assistant to the king. He was a bad person; he wanted to kill all the Jews. The students would “boo” every time Alex said Haman’s name.
Mordecai, a relative of the king’s wife, queen Esther, wanted to save the Jews. He was a good person. Everyone said “yay!” when they heard his name. With students cheering, Alex told the story of Purim. He told how Mordecai, pleaded with his cousin Esther, who was also Jewish, to tell the king of Mordecai’s plan. (Back then, women didn’t have much say, and to approach the king about “business” was not common.) So Esther and Modecai risked their lives by confronting the king. By doing so, the king sided with them and got rid of Haman. Purim celebrates survival, life. It is a fun and festive holiday. It’s a time for good food and sharing.
Alex shared a special treat made especially during Purim, hamantashen. This is a fruit filled cookie that is shaped with 3 points. Hamantashen is supposed to be representative of the 3-cornered hat Haman wore.

Learning with Bread
Alex K. brought croissants from France. We learned that croissant means crescent in French; and that crescent is a shape. Several students drew the shape. Then Alex’s dad, Richard, showed them croissants that were premade, all we needed to do was bake them. He told us the croissants had risen overnight, and when they are baked, they would rise some more. Besides the flour, water, and salt, we learned yeast makes them rise and the butter makes the bread light and flaky. We learned French people like to eat croissants for breakfast, but they really can be eater any time of day.
Alex brought in a book that had pictures of other kinds of delicious French food. He also taught us a few French words like “bonjour” for hello, and “merci” for thank you. Someday Alex wants to go to France to see the Eiffel Tower.

Students have been turning in the form with the bread they will be sharing. Several students listed the same bread. To be fair, the student that turned in the form first gets to bring the bread; it’s a “first come, first serve” basis. I will be contacting you when to bring in the bread or if a particular date/day works for you, please let me know and I will schedule you in.
Besides naming the bread and pointing out the country it originated from on a world map, the student tells something about the bread / country. Classmates then repeat something they learned that the student has shared. (I write the short blurb on the bread for YOU, so you know what was presented. Ask your child questions about the bread. Hopefully s/he can tell you more.)
Please leave the bread whole so students can see what the bread looks like. Then we will do math as we cut up the bread.
We work hard for our food! We are doing geography, cultural diversity, language arts, science (when you make the bread with the class), math, methods for cooking bread, similarities and differences, and so much more....
Please turn in the bread forms if you haven’t done so. Thanks!

Star Student
**Olivia Petty*** was the star student this week. *** Jordan Klein *** is the star next week.

A Clean Sock
Please have your child bring one clean (old) sock. We will be making sock puppets.

Tissue Please
Spring is in the air and allergies are rampart, or kids are coming to school with colds.
We’ve been going through two boxes of tissue a week. If your child could bring a box it would be appreciated. Thanks.

Book Orders
If you would like to purchase books, please return the forms by next Friday,
March 21. Make check payable to Scholastic.

READING
Read and record in your Reading Log.

WRITING
The students have listened to the story Clever Tom and the Leprechaun. The leprechaun outwitted Tom. For the writing assignment, the leprechaun is going to let your child find the gold because he knows your child will use the gold to help people that are less fortunate than themselves.
Have your child write who s/he would give the gold to and why. Then because your child is so kind and generous, s/he gets a gold piece. Have your child tell what s/he would do with the gold and why.

MATH
After spending all that gold, they get to come back to reality and learn the value of a dollar. Let your child use $3.00 in assorted coins. If possible, take them “shopping” at a grocery store or use the ads in the newspaper. The purpose of this math lesson is to have your child practice counting / adding coins to pay for the items up to one dollar.
The following are suggestions when you take your child shopping to help him/her focus on spending money in dollar increments.

What kind and how many fruits can be bought for one dollar?
What kind of vegetable and how many vegetables can be bought with a dollar?
Are there any novelty toys you can buy for a dollar?
Are there any dairy products that can be bought for a dollar?
Do you have any money left?

After your child counts out the coins needed to pay for the items, put all the coins in a pile and have your child group the coins into dollars. Then have your child write the total amount spent. (If your child would like to spend a couple more dollars, please encourage him/her.)
Students should the coins at home, but when they turn in the homework, their list will suffice. Their list should include the number of the items bought for each dollar. Students will see how much/little one dollar buys. Then write what the total cost is for everything you “bought.” How much change is left?
The objective of this lesson is to review money and the value of 100 cents. (Also when they make sock puppets, they will be given a certain amount of money to buy items and sometimes will need to make change. They will also have to calculate the total cost of their puppet.)

HOW ACTIVE ?
What kind of physical activities do you do during the week? Write the name of the week day, the activity/activities, and how many minutes you do each activity. If you don’t do a physical activity on a particular day, just write “none.”

Room 7

February 22, 2008

Lucky Tuesday
It was our lucky day. Though it started to rain, we decided to head for Chinatown in hopes that the rain would subside. It did. Hopefully your child told you about things they saw, smelled, touched, heard, and tasted. We looked in delis, markets, restaurants, and
the wide assortments of foods outside the markets. We went to a fortune cookie factory,
a medicine/herb shop, a fish market, and the town plaza/square. There we tasted baked bread filled with barbecue pork and steamed bread with chicken. They also tried bok tong goh, steamed rice cake, a “jello” like dessert.
Then we went to the lunar new year presentation. It started with a lion dance, two lions dancing and prancing. The audience was awed by the different forms of martial arts. Students from Fruitvale school did a Vietnamese fan dance. There was also violin music and a Korean senior group sang songs in English and Korean. After the performance, we went to a park where the students woke up a sleeping dragon. It was a full day.
Thank you Alexander’s, Aria’s, Gemma’s, Nola’s, Reese’s, and Sam’s parents,
Glenn, Caroline, Jean, Jon, Dolly, and Steve for driving and chaperoning on our trip.

Star Student
***Christian Singleton***is the star this week. ****Aria Everingham *** is the star next week.

Aesop’s Fables
Since the field trip is today, I’m thinking/ hoping the Theaterworks performance will delight the students. All three 1st grade classes attended this performance. Later in the Spring, we will be present a performance for you about Aesop’s fables.
Thank you to Alex K.’s, David’s, Jordan R.’s, Keziah’s, Leah’s, and Olivia’s parents, Richard, Nanci, Marcia, Angela, Lynn, and Rebecca for driving/chaperoning on this trip.

Asian Pacific Islander Day
Wednesday, March 5th, all the first graders will participate in this event. Students will be able to do crafts and games from other countries. Artifacts are displayed. Lunch is provided. Students are encouraged to dress in clothes from these countries. This is a fun-filled learning day. Parents are welcome to join us.
Flyers have been sent home about volunteers and costumes. If you have questions, please contact Nancy Kho (336-9518), Joan Korin (530-0312), or
Kerryn LaDuc (915-2314)

READING
Read and record in your Reading Log.

WRITING
I started reading a few Aesop’s fables this week. After I read these short stories, students told what they thought the lesson of the story is.
Choose your favorite story/fable from the performance. Write several sentences telling why it was it your favorite? Then tell what lesson/ moral is from the story. If your child would like to tell the lesson from another story, please encourage him/her.

MATH
Your child will make a schedule of two days: a weekday, school day and one of the weekend days.
Have him/ her list what they do and what time of the day they do it . We have been telling time as we do activities in class. Choose a day for your child to record the many routines and activities they do. (You can be flexible in the definition of a “day,” more the daily routine when things go according to “schedule.”)
Start with when they get up to when they go to bed/ lights out. Try to include when they eat, go somewhere, get back home, things you do together, getting ready for bed, etc.)
In class we’ve been using an analog clock to read and show time. Your child can write the digital time (the way we write time) when s/he is writing their schedule or
can use the attached analog clocks.

TANGRAMS
Tangrams are great for visual perception. They originated in China. It is a seven piece puzzle that can be manipulated into many shapes. In class I read Grandfather Tang’s Story where animals made from tangrams kept transforming. Students then had the opportunity to try puzzles with varying degrees of difficulty. Now they can try the challenge at home.
Have your child cut out the 7 pieces of the square. Remind him /her to cut carefully on the line. All the pieces are used for each tangram. How many can your child do?

The tangram kit is for your child to keep at home. If your child enjoys and/or is challenged by this activity, there are many more tangram puzzles you can buy. You can also extend this kit by having your child make up his / her own puzzle. After s/he makes a shape, help trace around it. Then take the pieces off and see if s/he can put it back together, or better yet, can a family member. Can you get the pieces back into a square? Have fun!

There is nothing to turn in for the tangram portion of the homework. If our child wants to turn in a puzzle shape outline s/he makes with the 7 pieces, s/he can do so.

Room 7

February 15, 2008

Friday’s Message:

Walking Tour on Tuesday
Our field trip on Tuesday to Chinatown and the BART lunar new year presentation are outside activities. We’ll keep our fingers crossed that it won’t rain. I’ve told students they need to:
-dress in layers
I also recommend they bring a jacket
(they can leave it in the car if it is a warm day)
-wear “closed” shoes
-after the performance, I’m hoping to take the kids to a nearby park
-bring a bag lunch

For the parents driving/chaperoning on this trip, we will be leaving school at 9:15.

More than a Taste
Leah brought matzah from Israel. She told us the story of how the Jewish people had been slaves in Egypt. When the ruler of Egypt, the Pharaoh, agreed to let the Jews go, they had to leave quickly and could not wait for their bread to rise. The flat bread they brought with them is called matzah. They left Egypt and crossed the desert into Israel.
Lynn, Leah’s mom, read a story about Passover. Passover is when Jewish people are imagining their first day of freedom. They have a ceremony called a seder. There is a book everyone reads from, it is called the Haggadah. They eat matzah in memory of the flat bread the Jews carried as they escaped Egypt. There are bitter herbs to remember the bitter taste of slavery. There is a mixture of apples, wine, and nuts called haroset. It is to remember the cement the slaves made for the pyramids; this mixture also a little sweet and also reminds them how sweet to be free. Lynn explained that though Passover is a Jewish holiday, friends are often invited. Freedom is for everybody.
Before tasting the matzah, students estimated how many pieces were in the box.
Then I counted the pieces, and Leah told who had the closest estimate. There were 11 pieces, but I asked what am I going to do since there are 20 students? They knew to break them in two, but first we discussed the difference between two pieces and equal halves. After cutting four pieces in half, I had students figure out how many halves would there be when we cut all the matzah equally.

Celebrating a Day of Love
Thank you everyone that brought treats for the Valentine’s Day party. The kids thoroughly enjoyed all the goodies. We had heart shaped sandwiches, cupcakes, fruit, crackers and cheese, cookies, and juice and water. Hopefully they still had an appetite for dinner. Thank you Jen, Isabel’s mom, for organizing the party.

Star Students
***Alexander Arriola*** was the star this week. Next week
***Christian Singleton*** is the star.

READING
Read and record in your Reading Log.

MATH
I’ve been making more reference to the clock as we do activities. When they had to be quiet for 100 seconds, they watched the second hand go around as I counted off the seconds by 5’s. We’ve counted the minutes on the analog clock and have been telling how many minutes past the hour. When we do activities in the class, I usually tell them how much time they have and where the “big” / minute hand will be.
This week have them go on a clock hunt around your house. How many clocks can you find? Draw a picture of the clock and/or what it is on/part of. Write what it is. Show the time on the clock.

WRITING
Students will be writing for BOTH field trips. This week have your child write
for lunar new year performance and chinatown tour. Write about something saw, heard, smelled, tasted ( a food not in their lunch), and touched. Extend each statement and tell why they like it or didn’t like it.

The second writing assignment will be due with next week’s homework. I’m giving it now while the Theaterworks performance is “fresh” in their minds.
for the Aesop’s Fables performance, write which story was your favorite and why. Then tell what lesson/ moral is from the story. If your child would like to tell the lesson from another story, please encourage him/her.

(Later in the spring, the first grade classes will be presenting their performance of Aesop’s Fables.)

SOCIAL STUDIES / Where my ancestors came from
Now I’m reading Captain Bill Pinkney’s Journey. It’s about the first African American to travel by sailboat around the world alone. As we’re reading, we found out his ancestors came from Africa. I told the class my grandfathers, ancestors, came from China.
Tell your child what country their ancestors came from before coming to the United States. Help your child locate the country on the map provided. Draw a person in the country/countries (if the country is small, draw an arrow from the person to the country.)
At the bottom of the map, have your child write the name of the country/countries their ancestors came from.
Then draw a house where YOU live. Color the ocean blue