The first full week of school was full of discovery about our school, our class, and each other. Grade 1 started the school year with curiosity and a hopeful attitude where we spent a significant amount of time practicing protocol and laying the foundation for long-term success.
In math we practiced number bonds within 10 using discussions, workbooks, and the SMART board. Vocabulary words included, less than, more than, equal to, even, odd, number bonds, part-part-whole, place value and digits. In calendar math we continued tracking the date and days of the week, using tens frames, orienting ourselves with the ones, tens, and hundreds place. We also practiced the writing the direction of numbers correctly, the order of the months, and single vs. double digit numbers. We worked in pairs using linker cubes to show all of the ways to make 5s and 10s. It is very helpful to make "math talk" part of the everyday family language whether you are at the market, in the car, or in the kitchen.
In literacy we began with an author's study of Mo Willems where we investigate the main characters, the relationships between characters, and their different feelings. (This study is dovetailing with our current Chinese unit.) We began our Fundations, phonics program with direct instruction and practice in sounds and word formation. Grade 1 has created an impressive "showcase wall" including multiple pieces of independent writing and corresponding drawings. In reading we are learning how to select a "good fit" book that is just right for practicing reading at our own level. Several assessment pieces have been completed and are being used to design a differentiated program specific to the needs and propensities of this current group.
In handwriting we are using two developmentally appropriate programs, Handwriting Without Tears, and Fundations Handwriting. We are specifically focusing on the correct use of lines, space, and direction in letter formation. Please use the letter formation guide sent home in the green folder to help with handwriting homework.
In science and design thinking we explored the classroom science manipulatives and wrote individual plans telling what materials we would use and what we would do/make with them. We worked in teams to build the tallest tower we could using post-it notes. We practiced scientific observation and scientific drawing in the garden. Using the STEM model of group work we are working very hard to establish the protocol of working as a team including compromise, negotiation, perspective taking, and communication.
In social studies we are introducing the Toolbox Tools and Social Thinking. This is the most critical area in establishing the effectiveness of our learning environment. We know through scientific studies that the state of an individual's social and emotional well-being is directly related to their academic success. In Grade 1 we practice self-advocacy and using our voice to communicate our needs and desires in an expected way.
In math we practiced number bonds within 10 using discussions, workbooks, and the SMART board. Vocabulary words included, less than, more than, equal to, even, odd, number bonds, part-part-whole, place value and digits. In calendar math we continued tracking the date and days of the week, using tens frames, orienting ourselves with the ones, tens, and hundreds place. We also practiced the writing the direction of numbers correctly, the order of the months, and single vs. double digit numbers. We worked in pairs using linker cubes to show all of the ways to make 5s and 10s. It is very helpful to make "math talk" part of the everyday family language whether you are at the market, in the car, or in the kitchen.
In literacy we began with an author's study of Mo Willems where we investigate the main characters, the relationships between characters, and their different feelings. (This study is dovetailing with our current Chinese unit.) We began our Fundations, phonics program with direct instruction and practice in sounds and word formation. Grade 1 has created an impressive "showcase wall" including multiple pieces of independent writing and corresponding drawings. In reading we are learning how to select a "good fit" book that is just right for practicing reading at our own level. Several assessment pieces have been completed and are being used to design a differentiated program specific to the needs and propensities of this current group.
In handwriting we are using two developmentally appropriate programs, Handwriting Without Tears, and Fundations Handwriting. We are specifically focusing on the correct use of lines, space, and direction in letter formation. Please use the letter formation guide sent home in the green folder to help with handwriting homework.
In science and design thinking we explored the classroom science manipulatives and wrote individual plans telling what materials we would use and what we would do/make with them. We worked in teams to build the tallest tower we could using post-it notes. We practiced scientific observation and scientific drawing in the garden. Using the STEM model of group work we are working very hard to establish the protocol of working as a team including compromise, negotiation, perspective taking, and communication.
In social studies we are introducing the Toolbox Tools and Social Thinking. This is the most critical area in establishing the effectiveness of our learning environment. We know through scientific studies that the state of an individual's social and emotional well-being is directly related to their academic success. In Grade 1 we practice self-advocacy and using our voice to communicate our needs and desires in an expected way.