Monday-  

Reading: Today we worked on a page in our Garden Books. We picked our favortie poem and wrote about it and drew a picture to go with the poem. Then we worked on our centers.

Writing: Today we began learning about non-fiction books. We charted ideas about what we find in non-fiction books. We will use the information we learn about non-fiction books to write an animal report. We also chose three animals we would like to learn about. Miss Cheney will put us in groups according to the animals that we are interested in.

Math: Today we learned more about fractions. We learned how to write fractions today.

Science: Today we began our Seeds webquest. We began the experiement by working in groups to plant Marigolds. One group planted a flower that will get no sun. One group planted a flower with no soil. The third group planted a flower that will get no water. The last group planted  a flower that will get sun, soil, and water. We will watch these plants and see what happens to them over the next couple of weeks.

We had Spanish today!

Tuesday-

Reading: Today we talked about how fiction books are organized (beginning, middle, end, problem, solution.) Tomorrow we will look at some non-fiction stories and compare how these stories are organized.

Writing: Today we learned about "activating our prior knowledge". We learned that this means thinking about what we already know about something. We practiced this with bats. We talked about what we already knew about bats. We discussed that thinking about what we already know helps us get ready for learning new information.

Math: Today we continued to work on fractions. We practiced dividing pennies equally.

Science/Social Studies: Today we worked more on our seed journals. We also worked on writing the procedure  for our plant experiment.

We will not have Library tomorrow, 5/21, due to our field trip to the University of Hartford to see Harry and the Dirty Dog. We will make up our library time on Friday.

Just a friendly reminder... Wednesdays are library days. 

Wednesday- Wacky Wednesday!

Reading:

Writing:

Math:

Thursday:

Reading:

Writing:

Math:

We had Spanish at the end of the day today!

Friday:

Reading:

Writing:

Math:

Our Sight Words 

Sight words (high frequency words) are words that students encounter frequently in reading and writing. It is critical that readers and writers develop automatic recognition of sight words, a skill that leads to fluency. Students need to be able to read the about 300 sight words  "instantly" without hesitation, because these 300 words make up 65% of all written material. Comprehension begins to break down when students are focused on trying to decode or sound out the words.

 Many high frequency words do not follow regular phonetic rules. They do not follow easy spelling patterns (example: cave, save, wave, gave, have) As a result, these words are more difficult for students to master. Asking a child to "sound it out" is pointless with this type of word and generally causes increased frustration for beginning and struggling readers. Young readers need to recognize these words as "sight words".  In order for students to retain a difficult word, they need many opportunities to experience and manipulate it.

Words the students have been introduced to so far:

(I will add the new ones each week.)

The following are some suggested ideas for practicing sight words. Please select the idea(s) that work best for you and your child.

all                                     me                                   you

an                                     on                                    have

the                                    in                                   are

and                                   go                                    of

to                                     we                                    us

out                                   for                                   my

here                                 again                                 by

one                                  favorite                             goes

as                                    what                                  when

was                                  they                                  come

like                                  them                                  every

play                                 your                                  how

with                                so                                      then

went                               some                                   her

said                                there                                 where

see                                 look                                   want

more                              than                                   once

that                               has                                     only

will                                too                                     our

do                                  because                             but

off                                up                                      now

soon                              not

Ø     Use plastic letters: Make the word, read the word, and break the word. Later, encourage child(ren) to make the word, read the word, cover the word, write the word, check the word, read the word. (Children may peek at the word if necessary while they are learning to write it correctly.)  

  Ø     Use a dry erase board: Write the word over and over until it is learned, erasing each time. This is a writing task, not a copying task. If the child is using paper and pencil, fold the paper over each time or use another paper or card to cover the previous word. If the child needs a model to start with, provide it. Then cover it and allow the child to peek if necessary. Then remove it altogether. Encourage the children to make sure the words are in their heads.

Ø     Keep a list of sight words: in the back of each child's writing journal (or other handy location) for reference.  Each time the child writes the word correctly, the more habituated it becomes. We use a word journal in the classroom.

Ø     I Have, Who Has?

Make cards for this game to practice sight words: I have "the," who has "from?"

Ø     Funny Voices:

As you go through the stack of cards, ask the children to read in the following voices:

baby             robot (monotone)       goofy        scary                mad          old

   Ø     Flexible Practice/Taking sight words to fluency:

        Write several times on the practice page

        Rainbow writing

        Magnetic letters

        Write on a dry erase board

        Write in the air

        Write on the carpet

        Write on a Magna Doodle

        Write on a chalkboard

        Write with shaving cream

        Write with sand

        Write words with chalk or paint

   Ø     ABC Order:

Each child gets four or five cards to put in ABC order on the floor in front of them. They check with a partner, combine cards and put in ABC order. Add another pair, etc.

 Ø     Commercial Games/Activities: any games with cards to read or letters to manipulate:

Scrabble           Go Fish             Bingo                     Boggle

Lotto                Chunks              Word Search         Hang Man

Ø     I'm Thinking of a Word:

This is a good activity for developing scanning skills. You need to have many words available for it to be effective.

I'm thinking of a word. It rhymes with___, means the same thing as___, is the opposite of___, we use this word when___, etc.

When you know it, say it.

Ø     Flash Card Activities: to engage all readers (including expert readers)

Whisper/Shout: teacher/parent directed using cards

       As you go through the stack of cards, students read words in a whispery voice. After several words, "Say it louder." Students gradually move up to a gentle shout for the last few words.

Ø     Making Sentences:

This is a good activity to use once a week. Start by giving your child 2 word cards. The child thinks of a sentence that uses those two words. The child says his/her sentence. Gradually move up to more words. Keep the activity oral – do not have the child write his/her sentences until later in the school year.  Sentences can be silly or serious!

Ø     Highlight high frequency words: Have children go through a poem, worksheets, math homework, etc. and highlight the sight words.

  Ø     Shaving Cream or Sand Writing

Reading is a "group effort"

Teacher, parent(s), and child must be involved to make reading happen. Here's what you can do to reinforce and continue reading skills at home... 

Now that we know how to use our Reading Strategies, here is what we will be learning to do next!

Our Next Set of Mini-lessons

How do we choose just right books for us to read?

Read "Just Right Books"
Goldilocks tried the Three Bears' porridge, chairs, and beds. She continued to try each one until she found the ones that were "just right" for her. The books your child reads can be thought of in the same way.

A book that is "just right" is one that your child can read independently. It is not too hard and it is not too easy. It's a good fit - it's "just right". Here is one way to help your child choose such a book:

FIVE FINGER RULE
While reading the first page of a book, count the unknown words (using fingers to keep track is fine). If there are five or more unknown words, the book is too hard for now. Read that book together.

Another important consideration - some first graders have learned to read many words. They even may be reading "chapter books". However they might not be understanding what's been read.  Ask your child lots of questions about the story in general and about specific pages to see if he really understands what was read. It also is important to monitor your child's choices for appropriate content.

 Math Games We Have Learned So Far!

Top It!

Dice-Tally Roll

Rock, Paper, Scissors(using tally marks)

Monster Squeeze

Penny Grab

Try them at home!

Keep practicing counting by 2s, 5s, and 10s as we will use them a lot as strategies in math!

Thank you for your continued support and for visiting this site!