Today was a very exciting day! We had a kick off assembly to introduce One School, One Book to Huntington. Everyone will be reading the book The World According to Humphrey! It is so exciting to see the kids excited to read!!! We look forward to talking about the book together and sharing all of the adventures of Humphrey. Check out the Humphrey website!
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TEn more / ten lessToday in class we learned how to show ten less and ten more than a given number. We worked together in the chapter 7 math book and then the students worked with a partner to practice this skill. We will continue to work on this as well as other chapter 7 lessons next week. Enjoying the beautiful day together70 degrees on a Friday afternoon, of course we had to go outside and take advantage of this beautiful February day (especially hearing that it is suppose to snow this weekend). First grade went outside for an extra recess. Happy Friday! We had a great week! Genius Hour was amazing this week! I was truly impressed! We have the majority of the class working on building a robot. I provided students with supplies this week and they worked so hard to build their own "bristlebot." They were problem-solving, working together, sharing ideas, and persevered! It was very exciting and the enthusiasm in the room was simply awesome. The students who are pursing a different topic for genius hour were involved with the bristlebots for the last 15 minutes and enjoyed helping and seeing some of the students get their robot to finally work! We are so happy with the progress we are seeing in reading! Every student has a bookmark with a reading goal and strategies specific to their individual needs. They use these strategies when reading independently and with us during individual reading conferences and small group reading instruction. Here are a few pictures from this week! We made adjustments to our literacy routine this week. Students are expected to write in their journals for 10 minutes, read a book of their choice for 10 minutes and do a reading response activity for about 5 minutes. After those activities are complete, they go to their assigned center (most of which are tech based and individualized based on their progress). The students have three options for the reading response. They need to demonstrate their use of our comprehension strategies: make predictions, ask questions, clarify, and summarize. They can do this in a graphic organizer, write it on a post-it and it gets posted on display, or use Seesaw tools on chrome books/iPads. They seemed to really be excited about having these choices for their reading response. We also let them know that this time in the morning to write about a topic of their choice and read books of their choice is like a gift! Enjoy it! If they are in the reading mood, they can do their 10 minutes of writing and spend the rest of the time enjoying their book. All of this is going on while I meet with small groups of students or individual students to provide instruction in reading. It's such a great routine and we are SO excited about the progress we are seeing in writing and reading! Making ConnectionsThis week in class we learned another reading strategy that helps readers remember and comprehend the story that they are reading: Making Connections. During reading, good readers make connections to the story. Readers can make text-to-self connections, text-to-text connections, and text-to-world connections. Relating events in the story to things happening around us helps the reader connect to the book and characters. I read the story Bear Gets Sick to the class. We were able to make many text-to-self connections about at time when we had a stuffy nose and chills. Each reading group practiced making connections to a book at their level. While reading the story we talked about how we can connect to the characters or events. The students made a flip book of their connections. We will continue to practice this reading strategy in class and we encourage you to practice at home! Math rotationsWe are working on Chapter 6 in math. Today the students worked in small groups to represent numbers using place value blocks. They identified the number of tens and ones in a number and wrote it in expanded form. |
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