Room 7
September 14, 2007
Friday’s Message:
Library
Our library day is Friday. First graders can check out two books. The books are due a week later, the same day as homework. I’m encouraging students to check out one they can read (with some help) and one that can be read aloud.
Classroom Donations and Assistance
Many families have been contributing to our classroom supply of tissue, markers, film, hand wipes, and ziploc bags. I have enough now to get us through to the end of 2007. After winter break we’ll probably need more. Parents are also coming in and offering to help prep materials. I appreciate your help. Thank you!
Back to School Night
Your child brought home a flyer yesterday informing you about next Wednesday’s
“Back to School” night. The 1st grade presentation begins at 6:30. After explaining the curriculum and classroom routines, there will be many more opportunities for you to volunteer in the classroom. I also encourage parents to do an activity/presentation/project with the class. Think about what you would like to do with the class.
READING
Read and record in your Reading Log. The Reading Log booklet is for you to record the names of the books you might read aloud and/or together. Hopefully you are reading with your child every night; it might be handy to keep the Reading Log close to where you read.
The Reading Log needs to be turned in with your child’s homework. It usually is returned the same day, with the “new” Friday’s Message/Homework inserted in it.
WRITING
We went to the library today. Have your child use the book repot form to illustrate and write about one of the books s/he checked out.
MATH
This week students worked in pairs playing “spill the beans” game. They put
5 beans in a paper cup, and poured them out. Then they recorded their “toss” by coloring the corresponding number of beans. They recorded different “toss” combinations.
As they tossed the combinations of 5, they also wrote the addition number sentence that accompanied each toss. Each student had a different color pencil. They took turns writing the symbols for each number sentence. Numeral formation was also enforced.
The following day they played the “hand game” with their partner. They start with 5 beans. One students puts some beans in one hand and the remaining in the other hand. (They did it with their hands behind their back.) Then they show their partner what is in one hand; s/he has to figure out how many beans are in the closed hand.
Play the 5 bean hand game with your child. Then have him/her play “spill the beans” with 6 beans.
*Record the tosses on the paper provided. Remember each recorded toss must be a different combination of the colored beans.
*Then have your child write the number of red/white beans with two different colored pencils. Use a red pencil/writing tool for the red beans; the other color doesn’t matter.
If your child easily can do the hand game with 6 beans, do the same activity with a larger number. Use smaller beans or another manipulative.
SHAPE HUNT
This week I read a “Hello math” reader titled Goldie Locks and the Three Squares by Grace Maccarone. After reading several versions of the 3 Bears, this was a great lead into activities with shapes. Besides the basic four shapes, circle, square, rectangle, and circle, the book also introduced the pentagon. Students are also using the hexagon in two skill group activities.
Shapes are all around. Have your child find things that are the four basic shapes: rectangle, square, triangle, and circle. Find 5 examples of each shape. Have your child draw a picture and write the name of the objuect.
Have your child include the name of the shape.
Your child is welcome to find more objects that have the basic shapes and/or can also find a hexagon or pentagon if s/he would like. Please label the pictures.
I
Room 7
September 21, 2007
Friday’s Message:
Back to School Night
It was great seeing so many of you at “Back to School” night. I’m sorry we ran out of time.... I hope I was able to provide you with an idea of how our classroom operates. I have posted the sign-ups outside our classroom for the parents that could not make it Wednesday night and/or had to get to their older child’s classroom.
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 in October.
(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 and/or come in and observe/ take photographs)
Share Your Expertise and/or Interest
Because I ran out of time, I wasn’t able to ask parents to 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. 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
October Field Trips
We will be going to Smith Family Farm in mid-October. I haven’t been able to get through to set our date. It will be an all day outing.
On Tuesday, October 30th, we will be going to see / hear the Michael Morgan Symphony in downtown Oakland. We are scheduled for the 10:45 performance.
We will need parent drivers for these field trips. More information will be forthcoming.
READING
Read and record in your Reading Log.
WRITING
This week we worked on your child’s 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.
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.
A - Z ANIMALS
We’ve been playing the “apple” game. For this activity there are cut out apples that have a letter on each one. Apples are in a pile, letter side down. As an apple is turned over, students say the name of the letter, the sound, and give a word that starts with the letter. (If a child says “cat” for “k”, it’s acceptable because s/he gave a word that begins with the sound of “k”.
Your child wrote the letters as I modeled each stroke. In each box have your child write at least one animal that begins with the letter sound. If your child would like to write more than one animal, please encourage him/her. If s/he can’t think of any animal, s/he can leave it blank. (FYI, they played the apple game giving names of animals several times. I’ve been using books where they identify the animals. I even told them that they would be doing this for homework)
Please underwrite the word for your child. (I explained that the purpose of “underwriting” is to show your child how many phonemes s/he got. It also shows them the correct spelling of the word. )
August 31, 2007
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 to work with partners as well as independently. 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
Wednesday, September 19, is our school’s “Back to School” Night. At that time I will be giving parents an overview of the 1st grade curriculum and explain our classroom program. The first grade presentation will be from 6:30-7:15. There will also be many opportunities fro 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, acted out The Three Bears, and did teddy graham math. They’ve shared their “beary special object, “ then asked for questions or comments. Next week they will be using their bears for math and more language art activities.
Homework is passed out on Fridays and is due the following Friday. There are four components to the homework. One is the Reading Log, a booklet. On the other components, please make sure your child’s name is on each piece or staple/clip their work together. A parent needs to initial the homework. If your child does not complete all four components of the homework when it is due, just have her/him turn in what s/he has done, then turn in the rest at the beginning of the next week.
I will check homework over the weekend and return it (usually on Monday). In some cases I will be keeping pieces of the homework to use for lessons in the class.
A homework chart will be posted in the classroom. Students get a “sticker” when all four components are turned in.
READING
The Reading Log is a booklet for you to record the names of the books that you read aloud together. Hopefully you are reading to your child every night; try to read together about 20 minutes daily.
The Reading Log is to be turned in with the homework. I like to share with students what is being read at home. Sometimes I may even ask to borrow a book to read to the class.
WRITING
*Attached is a handwriting chart for you to keep and post for your child at home.
We are working on letter formation. I’ve been modeling the strokes for letter formation. We also used lined paper for writing their names. Students were reminded to start letters from the top and touch the lines.
Using the attached paper, have your child practice writing her/his name. Please make sure letters are formed correctly and from the top. Then have your child circle her/his best wrting. Draw a small happy face above it.
MATH
Your child will be assembling a September calendar, but don’t put it together right away. There are several activities to do with the number cards. Before s/he cuts out the number cards/squares:
-Practice counting the boxes (numerals in sequence)
Do this several times
Then cut out the cards
Your child now has a set of flash cards
-Mix the numerals 1-10
-Have your child read the numerals, then sequence them in order
-Ask your child what come before and after certain numerals
-Then do the same activities with 11-20, then 21-30
Help your child see the pattern in numerals. If s/he is having difficulty, use a calendar at home for visual clues.
If your child can easily order all the numerals, then take several numerals out of the pile and have your child arrange the remaining numerals in sequence.
After practicing number order, your child can make their September calendar. Tell your child Saturday is the first day of September. Students can glue the numeral cards or write the numerals. (Make sure your child forms numerals from the top.) Mount the calendar on a larger piece of paper. Write “September” above the days of the week. Draw a picture for the month.
MYSTERY STUDENT
Have your child complete the following statements to “Who Am I?” worksheet.
Your child should write the answers to the questions (parents please underwrite words for your child to show how many letters they got in the words.) Have your child practice reading their answers.
I will need a parent volunteer to help me tape record each students reading of their answers. (If you can help let me know) Later I will play the recording back to the class. The children will listen and guess who the mystery child is. The ”mystery student” will become the “ teacher’s helper” for a couple of days.
Room 7
Friday’s Message:
September 7, 2007
Open Court Reading Decodables
Thank you Caroline and Jean, Aria’s and Gemma’s moms, for helping put decodable books together. All students will be bringing these booklets home to read. This week they brought home A Table and The Egg. They will be bringing a whole collection of these booklets. (There are over 100 decodables). I suggest keeping them together (a shoe box works well) for easy reference and practice.
We started the series by “reading” / telling 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 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 science materials
-recording students’ reading their “mystery student” homework
on a tape recorder
-labeling books
Please let me know if you can help. Thank you.
Starting a Garden
I have a new planter box. I need dirt to fill it with soil so we can start a garden and do a variety of lessons with it. It will take about 2 cubic yards or 30 bags of soil to fill it. I'm hoping we can start planting by the end of the month. Bags of soil will be greatly appreciated.
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 14. Make your check payable to Scholastic Book Club.
Back To School Night
Wednesday, September 19, 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 will be from 6:30-7:15. 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.
We will be using the play dough 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.
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
Using first names, we made a chart and sorted our names by the number of syllables/claps in it. Then we made observations about the groupings.
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. 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 two 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) two 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.