Ms. Benear's First Grade: October 2010

Sunday, October 31, 2010

November News

Ms. Benear's First Grade

Pumpkin Science: This Friday from 2:45 - 3:30pm we will be investigating pumpkins. Please let me know if you are available to help with this project at that time. I will also need six medium/large pumpkins donated.

50's Day: November 15th is the 50th day of school. Because EVERYONE celebrates the 100th day of school...I thought it would be fun to celebrate the 50th day by dressing in 50's garb, bowling in the classroom and having a sock hop, skip and a jump! This is not a party, but I encourage you to help your child dress up!

Family Turkey Project: This project is for the entire family. Your "homework" is to create a turkey out of anything you can find around the house. We have had balloon turkeys, leaf turkeys, huge pretzel bin turkeys, clay turkeys, hand print turkeys, edible turkeys, etc. Brainstorm with the entire family and come up with a clever turkey. Please send it to school with your child on Friday, November 19th. The children will be presenting their turkeys to the class. They should be able to tell what materials they used, who helped, how they made their turkey. Don't worry...more detailed info coming your way!

Wednesday, October 13, 2010

What You Need To Know About Your First Grader

Your First Grader
From: PBSParents.com

The Basics
First grade marks an important milestone for young children who finally feel like part of a "big" school. They may eat in the cafeteria for the first time or play outside during recess without the direct supervision of their own teacher, experiences that help first graders feel more independent. First graders now have to use the social skills they developed in preschool and kindergarten in more mature ways. But the true magic of first grade happens as children develop the ability to understand what letters and numbers really mean. When they’re ready, they’ll be able to "crack the code" and read words.

Language & Literacy
First grade is traditionally thought of as the level where children learn to read. Not all children become fluent readers by the end of the first grade, but most take their first solid steps toward fluid reading. Their reading material varies from simple rhymes, to classroom news, to patterned stories and beginner non-fiction books. By the end of the year, most are reading grade-level chapter books and some are reading at even more advanced levels. First graders love true stories of long ago, even though their sense of time isn’t well developed. Some good historical books include The Man Who Walked Between Two Towers by Mordicai Gerstein, My Brother Martin by Christine King, and The Story of Ruby Bridges by Robert Coles.

First-grade teachers help children listen for sounds in words, write the sounds they hear, and discover parts of written language, like the –at in cat that they can then use to figure out the words hat, mat, and sat.

Writing, like reading, takes a variety of forms in the first-grade classroom. Children "invent" their spellings as they work out their understandings of written language. Writing activities include journal writing, writing creative stories, or documenting their work in other subject areas. Teachers frequently ask children to sound out the words they write to introduce the sounds that letters make.

Math
First graders begin to grasp more abstract mathematical concepts. Children are introduced to time, money, and the meaning of numbers greater than those they can count. Because first graders still learn best by working with physical objects, teachers give children materials to use during math lessons such as number cubes, pattern blocks, and color rods.
First graders start to do simple addition and subtraction problems. They learn to count by 2s, 5s, and 10s, which will help them later when doing math equations. They also work with 2- and 3-dimensional geometric shapes.

Science
Teachers encourage first graders to find their own answers to questions about the natural world, and to learn to find patterns in that world. They may be introduced to concepts that require them to understand more than they can explore concretely, such as living things being made up of small parts. Common science explorations include water and weather, the parts of the human body, and identifying characteristics of plants and animals. Children may also experiment with motion and with how pushing and pulling affects an object.

Social Studies
First-grade social studies is framed by the concrete world of family, school, and neighborhood. First graders can tell the difference between events that happen in the past, present, and future, although they are not ready to match real meanings to different time intervals. Events that happened 20 years ago and 100 years ago are all part of the same "past" time period to a first grader, unless they’re related to things that children are familiar with, like "That was when your grandmother was a baby."
Socially, first graders are much more independent and responsible for their own actions than they were in kindergarten. Therefore, knowing how to follow rules and take care of themselves becomes important. Becoming self-sufficient enough to navigate through a school’s routine (like finding the classroom or bathroom by themselves) is an important part of first grade.

Understanding an Abstract World
First graders move slowly from a world of play into a world of symbols and concepts (with a lot of backtracking along the way). This doesn’t mean that play is not still important, but it does mean that learning in first grade becomes more organized and routine-based, with a lot of room for children’s explorations.

The First Steps
To get a handle on the way your first grader’s brain is developing, think back to her first baby steps. Your child was probably a master crawler before taking those initial wobbly steps. First graders take those same baby steps away from the familiar information that they are comfortable with into a bigger, abstract world that is more difficult to understand. During those early toddling days, your child probably reverted to crawling in order to get somewhere quickly. Similarly, your child will still be more comfortable gaining knowledge through exploration and play. A first grader’s brain is just beginning to grasp a few concepts at the same time, and then to make connections between those concepts.
You can see this in a first grader’s writing. Children use "invented spelling" by writing in ways that make sense to them. They use what they know about sound and spelling relationships to get their ideas onto the page. They haven’t mastered all the letter sounds or spelling rules that they need to be fluent writers, but they’re willing to use what they know to work out the puzzle of written language.

Learning From Mistakes
First graders learn by doing and by making mistakes. These mistakes can be frustrating, so they need positive reminders of the many ways that they are powerful learners.
Until now, most of their learning and growth have been part of a natural progression that took place in the comfortable worlds of play and home. They may have worked hard to learn how to slide down the fire pole in the playground, but no one gave them a grade on how well they did, or how long it took them to accomplish the task.
In first grade, children begin to acquire skills in areas they may not be completely comfortable in — and they may be graded on them. First graders are asked to work with more difficult material and may feel like they are struggling for the first time in their lives. These new situations can sometimes lead normally confident children to feel unsure about their abilities. Previously, they have been "masters" at whatever they did. But now they may feel pressure to learn to read and to grasp more complicated math and science concepts. Therefore, first graders need to be surrounded with excitement and encouragement, and given examples of how we learn from mistakes.

Learn the Lingo

What’s Invented Spelling?
When children use invented spelling, they invent spellings that make sense to them as they learn the relationship between letters and sounds. The more exposure they have to reading and writing, the more these inventions come to resemble proper spellings. Teachers generally expect to see correct spellings appear gradually. By the third grade, teachers will usually look for correct spelling in a student's book reports, projects and other work.

Why do teachers read aloud to young children?
"Teachers read aloud to young children regularly for good reasons:
· Children learn to enjoy stories and appreciate language;
· they learn new words and their meanings;
· their experiences are stretched with new information;
· perhaps most important, they become book fiends — eager to read on their own."

Nancy Roser, Ed.D. Professor of Education, University of Texas at Austin. Author, Helping Your Child Become a Reader

Monday, October 11, 2010

Benear's Breaking News

Week of October 11th

Math Test: Friday, October 15th

Please review with your child the following concepts to be sure they are ready for Friday's math test:
-how to count and read tally marks
-how to count and add together nickels and pennies to get a total
-how to draw the hour and minute hand to the nearest hour
-how to add and subtract numbers up to 10
-how to count by 2s and 5s using a number line

Reading Strategies
Your child will be learning new reading strategies this week during guided reading time. The strategies are listed below, but can also be found on a bookmark inside your child's reading bookbag as soon as we learn them all. These are strategies for your child when they come to a word they don't know. Please feel free to look these over and also utilize with your child at home:) We will be learning one new strategy each day during guided reading for the next seven days!!!

Eagle Eye - Look at the pictures for clues to help figure out the word
Lips the Fish - Get your lips ready. Say the first few sounds of the word out loud, read to the end of the sentence and then say the sounds again.
Stretchy Snake - Stretch it out. Stretch the words out slowly and then put them back together again to say the word.
Chunky Monkey - Chunk the word. Look for a chunk or word part you might know.
Skippy Frog - Skip it, skip it. Skip the word, read to the end of the sentence and then hop back and read it, read it.
Tryin Lion - Try it again. Try to reread the sentence and then try a word that might make sense.
Helpin Hippo - Ask for help! After you have tried all of the other strategies, ask for help!

Text Talk

Book: Mole's Hill

Vocabulary Words:

burst

gathered

quivered

strolled

compromise

obstacle

Please encourage your child to use these new words in their writing and speaking this week! They absolutley love using "big kid" words. We learn them every Wednesday and Thursday of each week:)

Poem of the Week

In 1492,