We continued to work on writing nonfiction teaching books. This week, we worked on organizing our books with a table of contents and we expanded our books to include four different chapters. As the kids start a new book, they first pick a topic and write down four different chapters that they will teach about for their topic. We worked on using these chapter titles to organize our ideas in our table of contents.
This week in reading, we continued to work on figuring out the tricky words that “stop us in our tracks” as we read our nonfiction books. We learned to crash the parts of a word together when we encounter a tricky word. For example, we say can say each part: ex – er – cise and then crash the parts together: exercise. Another strategy we learned is to do a S-L-O-W check, by running our finger slowly under the word, to make sure it looks right and sounds right.
We also started thinking about the meaning of the words in our books. When we are reading our nonfiction books we are learning new words about our topics. When we get to one of these new words we can try the word the best we can and then describe what it might mean. We had lots of fun telling about some of our new words and having our classmates guess what the word might be.
We added to our How to get SUPER SMART about NONFICTION topics chart this week too. We learned that keywords are words that are used over and over to teach about our topic. We worked on finding keywords in our books and sharing everything that we know about these words.
Our first graders are becoming experts on so many topics!!!
In math, we continued to study LARGE, TWO-DIGIT numbers. In particular, we used the greater than, less than, and equal to symbols ( >, <, = ) to compare these numbers. When we compare numbers, we stressed the importance of building each number with ten sticks and ones to easily identify which number has more tens. If both numbers have the same amount of tens, then we can compare the ones to find the greater number. Our first graders quickly noticed that the greater than and less than signs look like a “hungry mouth” ready to gobble up which ever number is greatest.
Just be careful… don’t let number like: 29 & 92 or 45 & 54 or 78 & 87 – trick you!!! Build those numbers and pay attention to the tens!!! Please review this concept with your first grader, if you notice him or her getting a little confused on the homework.
This week we also practiced adding ones numbers (1, 2, 3, 4, 5, 6, 7, 8, 9) together, and tens numbers (10, 20, 30, 40, 50, 60, 70, 80, 90) together. Our first graders worked hard to notice which numbers they were working with so they could accurately represent each equation. In order to prove our work, we used ten sticks and circles to help us find the missing total.