Tag Archives: stamina

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).

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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:

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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.

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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.

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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:

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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.

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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).

Reading Update

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!  Way to go first graders!

Mrs. Stadt :)

Reading Update

This week we continued to work on building our reading stamina.  Our goal is to eventually reach 20 minutes for read-to-self time.  Each day we have spent time brainstorming solutions to distractions that happen during our reading time.  The kids have done a great job helping each other make this reading time comfortable and beneficial for everyone.

Our kids know that when they go off to be readers, they need to:

Read the WHOLE TIME… NO FAKING!!!

Work quietly! Shhhhhh!

Stay in one spot!  NO MOVING!!!

FOCUS…build your stamina!

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

They have gotten very good at all of these things.  They even know that good readers spread out all of their books in front of them so that they don’t have to mess around with their book box to find a book or tool.  To help guide them in making the best choices during read to self time, we had them practice reading in this order:

1.  Sight Word practice

2.  Read your Just Right Books!

3.  Take out your check mark or shape GO! map and strengthen your comprehension with a Just Right book

4.  Read your Picture Books

5.  Read you poems or songs

It is easy to see that with each new day, our students are really growing their independent reading stamina!

Mrs. Stadt :)

Reading Update

This week we began to work on building our independent reading stamina.  Our goal is to eventually reach 20 minutes for read-to-self time.  Each day we have spent time brainstorming solutions to distractions that happen during our reading time.  We have had volunteers show us what it looks like to be a good ‘Read to Self-er’ and one that is not following the Read to Self rules.  The kids have done a great job helping each other make this reading time comfortable and beneficial for everyone.

We have collected our reading tools in a tool bag that we store in our book box.  The kids have acquired post it notes (for saving a spot when they have a tricky word), a book mark with all our animal accuracy strategies on it, their check mark, the Shape Go! Map,  and their pointer fingers.  With all these tools in hand, the kids worked hard to find the perfect spot for them to be a reader in our classroom without getting distracted.  Each day we were breaking our reading record from the day before.  It was great to see their progress inspire their focus and urgency to read!

Mrs. Stadt :)

Reading Update

As a first grade staff, we have been deeply engrossed in discovering what research says most benefits students as they become readers, writers and lifelong learners.

Our reading workshop is a way of structuring the reading block so every student is independently engaged in meaningful literacy tasks. These research based tasks are ones that will have the biggest impact on student reading and writing achievement, as well as help foster children who love to read and write. Students receive explicit whole group instruction and then are given independent practice time to read and write independently while I provide focused, intense instruction to individuals and small groups of students.

When it is up and running smoothly, students will be engaged in the Daily Five, which are comprised of:

·       Read to Self
·       Work on Writing
·       Read to Someone
·       Listen to Reading
·       Word Work

There are very specific behavior expectations that go with each Daily 5 component.  We will spend our first weeks working intensely on building our reading and writing stamina, learning the behaviors of the Daily 5 and fostering our classroom community. One thing you’ll notice that may be a change for you is a direct decrease in the number of worksheets your child works with.  While worksheets keep students busy, they don’t really result in the high level of learning I want for your child. Instead, your child will be taught to select “Good Fit Books” or books they can read, understand and are interested in, which they will read during reading workshop.  They will be spending most of their time actually reading, which research supports as the number one way to improve reading.  Thanks for all you do to support our readers in Room 106!

Mrs. Stadt :)