Tag Archives: partners

Learning Update!!!

Math:

We are off to a great start with our wonderful math program.  During the first two weeks of school, we’ve been visualizing, representing, and breaking apart numbers using a variety of math tools: counters, stair steppers, and number cards.  When we break apart a number, we take a larger number and split it into two smaller numbers.  We call the two smaller numbers partners because when we add them together they equal the larger number.  So far, we’ve discovered the partners (and switch partners) for 2, 3, 4, 5, and 6. (Check out the chart below!)  We have also used our knowledge about partners and patterns to solve addition (+0, +1, +2) and subtraction problems (-0, -1, -2).

Screen Shot 2013-09-15 at 10.07.39 PM

During our math routine, we have been hard at work practicing with our 120 number grid, money flip chart, number path (<–link), and secret code cards.  This routine involves a series of math activities that we will continue building on each day for the rest of the year to strengthen our students’ flexible with numbers.

Finally, thank you for helping your child complete the math homework that came home on Monday. We will continue to send home packets of work on Mondays and will give you a whole week to have your child complete them and return them to school the following Monday.

Reading:

This week, we began readers’ workshop.  This is such a wonderful time in our classroom.  We have enjoyed reading some great stories together and we have started building the foundation of our independent reading time.  Readers get better at reading by practicing, so we focused this week on building their independence for reading by themselves (read to self time).  We are working together to figure out the best routines that will help us be successful during this time.  So far we have the following:

screen-shot-2016-09-16-at-10-52-45-pm

Just like great readers do, the kids have learned how to pick books that interest them and is  ‘Just Right’ for them.  We used the three strikes approach.  The students pick a book and then open to any page.  They read one page and every time they come to a word they don’t know, they would put one of their fingers up.  If they get to three fingers up, then that’s three strikes and that book is too tricky.  If they have fewer than three fingers up, then the book is ‘Just Right!’  It has also been fun to see their confidence and enthusiasm build with their independent reading time as we practice picking out and reading books each day.

screen-shot-2016-09-16-at-10-58-14-pm

Writing:

During Writer’s Workshop, we have been writing small moment stories.  A small moment story is a true story about you!  So far, we’ve learned that good small moment stories have a beginning, middle, and end. So, we’ve been writing across three page booklets and the kids have been doing a great job of stretching out their stories.

We also learned that good writers always keep working! We used the phrase “When you’re done – you’ve only just begun!”.  Good writers add details to their pictures and words, or they can start a new story.

screen-shot-2016-09-16-at-11-14-21-pm

Remind your child that anything they do (soccer practice, reading a book together, play a game, visiting grandma and grandpa) can become a small moment story!!!

Learning Update!!!

Reading

This past week in reading workshop, we spent time growing our independent reading stamina.  The kids worked hard to…

Be URGENT! (quickly find a spot and get right to work!)

Stay in one spot!

Work quietly! Shhhhhh!

Warm up to your books and point to the words when you read!

Read the WHOLE TIME…build your stamina!

The kids have gotten quite good at finding books around the room that are ‘just right’ books to keep in their book boxes.  As the kids were reading this week, we noticed that some kids finished all the books in their book boxes and needed to start all over reading their books again.  This lead us into discussions of how readers set goals for how many books they will read each day.  And we introduced a bookmark that they used to set a goal and then keep track with tally marks to see how many books they actually read that day.  Before each reading block, the kids would think about how they did the day before and think about the book choices they had in their book boxes and then set a goal for how many books they would read that day.  We tracked our goals for a few days to see if our numbers were growing in how many books we were able to read each day.  It also helped us notice if we actually had picked books that were ‘just right’ for us as readers.  All in all, they spent a ton of time reading this week and building great reading habits!

Writing

We have been continuing our work on Small Moment stories this week.

We learned that good writers include the 3 W‘s in their writing:

Screen Shot 2013-09-22 at 3.51.29 PM

By including the 3 W’s on our first page, it helps the reader know what is going on in the story.

We also worked on sketching a quick plan of the beginning, middle, and end of our story before we even write the word, so that we can remember what we wanted each part of our story to include.

Math

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 8, 9, and 10. 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.

Screen Shot 2013-09-22 at 2.05.11 PM

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).

Learning Update

Reading

This week, we began readers’ workshop.  This is such a wonderful time in our classroom.  We have enjoyed reading some great stories together and we have started building the foundation of our independent reading time.  Readers get better at reading by practicing, so we focused this week on building their independence for reading by themselves (read to self time).  We are working together to figure out the best routines that will help us be successful during this time.  So far we have the following:

Screen Shot 2014-09-13 at 10.33.36 PM

Writing

During Writer’s Workshop, we have been writing small moment stories. A small moment story is a true story about you!

To write a small moment story we follow three steps:

Screen Shot 2015-09-20 at 4.24.07 PM

We also learned that good writers always keep working! We used the phrase “When you’re done – you’ve only just begun!”.  Good writers add details to their pictures and words, or they can start a new story.

Remind your child that anything they do (soccer practice, reading a book together, play a game, visiting grandma and grandpa) can become a small moment story!!!

Math

 During the first two weeks of school, we’ve been visualizing, representing, and breaking apart numbers using a variety of math tools: counters, stair steppers, and number cards.  When we break apart a number, we take a larger number and split it into two smaller numbers.  We call the two smaller numbers partners because when we add them together they equal the larger number.  So far, we’ve discovered the partners (and switch partners) for 2, 3, 4, 5, 6, and 7. (Check out the chart below!)  We have also used our knowledge about partners and patterns to solve addition (+0, +1, +2) and subtraction problems (-0, -1, -2).

Screen Shot 2013-09-15 at 10.07.39 PM

During our math routine, we have been hard at work practicing with our 120 number grid, money flip chart, number path, and secret code cards.  This routine involves a series of math activities that we will continue building on each day for the rest of the year to strengthen our students’ flexible with numbers.

Finally, thank you for helping your child complete the math homework that has come home almost every night.  This important practice helps to reinforce what is taught in the classroom each day!

Reading Update

This past week in reader’s workshop, we looked at words that were important to our topic. We practiced with a non-fiction book about Earth Day. We found the words recycle, pollution, electricity, and conserve to be important words. These words helped us learn and teach others about what we read about. We kept track of our book’s important words on a reading bookmark.

We remembered how important it is to understand what we are reading and with some of these new topics and tricky vocabulary words, we needed to use some of the tools that nonfiction books provide for us to figure out what the new words mean.  We checked out the glossary for definitions, but also looked at the pictures, checked to see if there were any captions on the page, and reread the words in that section to look for clues.  We also remembered that we should think about our topic, use our accuracy strategies, try spot and dot, and check out the word ending when we come to a tricky word.

acJLseoP_9m8YK8dGtLInpvadCQ5ZPcDh2i-PvLjSDw-FgDZiiuttgq3dg5XK7OSIPZKHb0LwermQgvZJkz3CTi2-JSD8vRNSW7EZoALOPgqirotRAd2SEH7H14Kfuzdd3vaKKkOVR-X8gS00FZk0DhKDxAZqg=s0-d-e1-ft

This week, when we picked out our books, we picked a topic with our partners.  It made it really fun to meet with our reading partners this week and share what we already know and then to touch base throughout the week and see what new things we had each learned and compare our books with each other.

Mrs. Stadt :)

Math Update

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 8, 9, and 10. 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.

Screen Shot 2013-09-22 at 2.05.11 PMWe 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). Next week, we will take our Unit 1 math assessment and also pretest for Unit 2.

Mrs. Stadt :)

Math Update

We are off to a great start with our wonderful math program. During the first two weeks of school, we’ve been visualizing, representing, and breaking apart numbers using a variety of math tools: counters, stair steppers, and number cards. When we break apart a number, we take a larger number and split it into two smaller numbers. We call the two smaller numbers, partners, because when we add them together they equal the larger number. So far, we’ve discovered the partners (and switch partners) for 2, 3, 4, 5, 6, and 7. (Check out the chart below!)  We have also used our knowledge about partners and patterns to solve addition (+0, +1, +2) and subtraction problems (-0, -1, -2).

Screen Shot 2013-09-15 at 10.07.39 PM

During our math routine, we have been hard at work practicing with our 120 number grid, money flip chart, number path, and secret code cards. This routine involves a series of math activities that we will continue building on each day for the rest of the year to strengthen our students’ flexibility with numbers.

Finally, thank you for helping your child complete the math homework that has come home almost every night. This important practice helps to reinforce what is taught in the classroom each day.

Mrs. Stadt :)

Math Update

During our math time this week we continued to break apart larger numbers into smaller partners.  Specifically, 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 8, 9, and 10.  Challenging your first grader to write and show each set of partners in a variety of ways has helped to increase their number sense and flexibility with these numbers.

Screen Shot 2013-09-22 at 2.05.11 PM

We also continued to use our knowledge of partners and patterns to practice our 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).  Next week, Tuesday or Wednesday, we will take our Unit 1 math assessment, and the following day we will pretest for Unit 2.

***Additionally, last Wednesday, all the Georgetown first graders took a computerized math assessment, which they will take three times this year, to help pinpoint specific math areas that need extra review.  The information from this assessment is essential in making sure that your child has all the support he or she needs to be right on grade level with their math skills.  If your child is struggling with a certain math concept or skill, I will be in touch to let you know of ways that we are working to strengthen these skills at school and to provide ideas for additional practice at home!***

Thank you for supporting your first grade mathematician!
Mrs. Stadt :)

Math Update

We are off to a great start with our wonderful math program.  During the first two weeks of school, we’ve been visualizing, representing, and breaking apart numbers using a variety of math tools: counters, stair steppers, and number cards.  When we break apart a number, we take a larger number and split it into two smaller numbers.  We call the two smaller numbers partners because when we add them together they equal the larger number.  So far, we’ve discovered the partners (and switch partners) for 2, 3, 4, 5, 6, and 7. (Check out the chart below!)  We have also used our knowledge about partners and patterns to solve addition (+0, +1, +2) and subtraction problems (-0, -1, -2).

Screen Shot 2013-09-15 at 10.07.39 PM

During our math routine, we have been hard at work practicing with our 120 number grid, money flip chart, number path, and secret code cards.  This routine involves a series of math activities that we will continue building on each day for the rest of the year to strengthen our students’ flexible with numbers.

Finally, thank you for helping your child complete the math homework that has come home almost every night.  This important practice helps to reinforce what is taught in the classroom each day!

Mrs. Stadt :)

Math Update

Our first grade mathematicians finished up finding partners and switch partners for the numbers 9 and 10 this week. We enjoyed playing Melon Monster a few more times, and learned a new game called Number Grabber to test our ability to recognize the numbers 1-10 with ease. We have also finished up our number writing practice at school.  Please keep an eye on your child as he or she works on their math homework, and help them correct their numbers if they make an “opps” and write some backwards.

We also spent time this week studying five groups.  We are trying to train our brains to identify and know when a group of dots, circles, or fingers equals 5, so we don’t have to waste time counting out this group.  Recognizing five groups is a beginning step in the important skill of counting on that we will be addressing soon.  Encourage your child at home to “see a five” as they solve problems on their homework pages!

Looking ahead to next week, we are planning to take our Unit 1 Assessment on Thursday. The best way to prepare your child for this assessment is to continue supporting him or her on the homework pages that are sent home. Due to the assessment and quick quiz that we will be taking this week, your child will only have math homework on Monday and Wednesday.

Thank you!

Mrs. Stadt :)

Math Update

This week we continued to practice breaking apart numbers to find partners!  We worked specifically with the numbers 6, 7 and 8 using our “little lambs” and “stair step tool” to help us find the smaller partners inside these bigger numbers.  As we worked through this exploration we made some new discoveries: equal partners and switch partners!!

Equal partners occur when both partners are the same (equal) number.  For the number 6, the equal partners are 3+3.  For the number 8, the equal partners are: 4+4.  We noticed that equal partners don’t always occur for every number – next week we will learn more about why this happens!

Later in the week, as we broke apart the number 7, we came across another interesting and new discovery: switch partners.  We realized that we can be super quick, but very thorough, mathematicians if we find one set of partners, such as 1+6, and then S-W-I-T-C-H the placement of the partners to quickly find another set: 6+1. Our first graders are becoming such experts at finding partners and switch partners with all this new knowledge.

In fact, by the end of the week we used our schema about partners to play a new math game: Melon Monster!!  To play this game we had little monsters (students) come up to secretly munch on a few melons (paper plates) in the front of our classroom.  When the monster finished eating he or she left the extra melons on the board so the rest of our class could use their super duper math skills to figure out how many melons that monster ate.

Make sure to ask your child if they’ve had a chance to be our hungry Melon Monster.  If they haven’t yet – no worries – we will be playing again next week! :)

Mrs. Stadt :)