During our math time this week we continued to break apart larger numbers into smaller partners. We used whiteboards and markers, counters, stair steppers, and activities from our math workbook to visualize the partners, switch partners, and doubles partners for the numbers 6, 7, and 8. Challenging your first grader to write and show each set of partners in a variety of ways has helped to increase number sense and flexibility with these numbers.
We also continued to use our knowledge of partners and patterns to practice addition (+0, +1, +2) and subtraction (-0, -1, -2) facts. This week in particular, we practiced adding and subtracting doubles partners (1+1, 2-1, 2+2, 4-2, 3+3, 6-3, etc.), and discovered that a number minus itself equals 0 (8-8 = 0).
We continued to work on writing small moment stories.
We talked about how important it is to plan out a story before we start writing. This ensures that we don’t put all the details on the first page and then run out of things to say AND to make sure that we know what we want to share on each page, in case we don’t finish the story in one day and have to come back to it another day.
Then, we worked on revising stories to make them better by ADDING more to our stories. The students looked for pages that had blank lines and then brainstormed more details to add by thinking about WHO? WHAT? WHERE? WHEN? & HOW?
We ended the week by focusing on writing all the sounds we hear in words. We noticed that some words we could write in a snap! Some words had chunks inside of them that we already knew how to write. And, with words that we didn’t know, we practiced counting the sounds we heard as we stretched it out and then we wrote down the letters that matched each of the sounds we counted.
We continued to work on building good habits for our reading workshop.
We talked about how important it is to TAKE A SNEAK PEEK before we read. We know to look at the pictures and think about what might happen in the story, but we also focused on thinking about what words would go along with the pictures that we saw in the book. The kids were able to predict words they thought they might see in the book. Then, when they went to read the story, they were able to read words that may have been tricky, but because they had predicted those words might be in the story, their brains were ready to read them.
Good readers take a sneak peek before they read, but they also DO SOMETHING after finishing. Readers can choose to reread a book, think of their favorite part of the story, or retell what happened in the book.
We also started directing our students toward books that might be closer to their just right level. We will have a chance to read with and assess each student’s reading level in the near future, but for now, we are using information that we have from the end of Kindergarten. We added a sticker to their book box that reminds them which books would be the best for them to read.