Reading: We've been working hard on short vowel chunks. Our "Making Words" lessons, as well as our large group reading lessons have focused on learning chunks in words, digraphs, and blends daily. We have even focused on ending blends (nd, nt, nk, and st). This is a challenging decoding skill for the beginning of first grade. The kids are doing well with our weekly practice activities for phonics and spelling. Thanks also for practicing at home. We continue to do well on the Friday spelling tests. As for the "Making Words" lessons, I am amazed at how well the kids are sounding out new words and creating them with their letters. We have completed the first basal in the first grade reading program. The basal lessons are part of our large group reading instruction. This is the 5th year of using "Treasures" (reading series) and I feel the sequence of skills and the stories are a good match for our reading program. Daily lessons/activities centered around phonics and comprehension skills have provided the students with new strategies to help them become better readers. The spelling lists also coordinate with the reading series. Each week, the list contains 6 words that focus on the phonics skill we're working on, as well as 4 high-frequency words. The high-frequency/story words can be tough to spell for many are ones that do not match the sounds. Last week, we took the Unit 1 assessment which checks skills we learned in the first reading book. I will share this assessment at conferences. Last week, we also started week 1 of book 2. We will continue with those lessons this week. We already took the spelling test for those lessons on Friday, so no spelling test this week!! Our reading goals for those lessons are to read and spell words with the sound of short o, identifying the main idea and details after reading a story, and identifying nouns in sentences. Check to see if your child can tell you what a noun is.
Math: Last week, we completed chapter 2 which focused on Subtraction and problem solving. We also took an end of the chapter test, which will be shared with you at conferences. One type of problem we worked hard on was comparing- we listened for the key words "how many more" or "how many fewer" as signals to tell us that we needed to use our strategy of comparing. We have also worked hard on subtracting zero and subtracting all, as well as understanding the order in a subtraction sentence. During number work, we do sequences, equations, and equality weekly. Here are a few examples of ones we have worked on. For sequences we have explored counting by 10's, but we have learned it goes beyond 10, 20, 30, ... We have done some like 39, 49, 59, ... The kids have learned that a hundred chart is a useful tool to help us with this. For equations we have done some challenging ones like this: 4+7=6+_____ or 5+5+5+5=_____. For equality I write an equation and they are to show their work and tell me if it is true or false. Here are a couple examples: 2+2+4=4+2+2 or 56=56. They use individual whiteboards and markers for number work.
Units: Our field trip to Deal's Orchard was so much fun and very interesting. I was so proud of the kids for they were very respectful and good listeners. And, "Wow" they each brought home a color book, an apple, and a pumpkin. And, when we returned everyone at Fairview also received the "cute" orange t-shirts for Homecoming. This upcoming weekend is the Fall Festival at Deal's Orchard and if you haven't gone to this before it is a "fun" family outing. I have taken my boys several times and they really enjoyed it. Our next unit is a science unit on animal coverings and habitat. We will even discuss what a food chain is. This is Fire Prevention week as well and we will do a few activities to acknowledge that. With the short week, I foresee carrying over some of this into next week.
Book-it: A few students have reached their October goal. Once 4 books are read, sent the verification sheet. This is voluntary.
Making Good Choices: I have sent home one behavior chart and the second one will come home soon. These sticker charts are for all students and if they have difficulty making good choices, I will write in the space for that day what they need to work on. If behaviors are consistent are one that I feel needs to be addressed, the student will write a note that comes home for the parent to sign. We are off to a "good start" and I am proud of all the good choices each and every one of them is making daily.
Star Student: A new display in our classroom is titled "Star Student". Each week, one student will have the privilege to be featured on that display. At the end of each week, a new student's name is drawn to determine who will be next. In the past, this has always been a favorite, and the kids anxiously await their turn. Amelia's name was drawn first. Her favorite food is mashed potatoes and she likes to drink chocolate milk. Her favorite place to visit is Grandma's house. She likes horses and when she grows up she wants to be a singer. Bella was the next to be chosen. Bella's favorite animal is a zebra and she likes to go to the zoo. She likes to eat corn on the cob, she takes lessons in dance and when she grows up she wants to be a teacher.
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