Writing

This year there is a greater emphasis on writing and helping students to express their ideas in print.  In reading, we have been working hard to identify the title, the author, characters, setting, and the beginning, middle and end of the stories we read.  The students practice using words like "first," "next," "then," "finally," "and," "or," "but," "because," "so," and "now."  I get really excited when we find other words that will help us transition or tell a story--words such as "after that."  More importantly, the students share the enthusiasm.

The latest project was completed as a guided assignment.  We wanted to write a story about a wolf, since one of the characters we were reading about in our anthology was a coyote.  Together we read a book about coyotes and wolves, compared and contrasted their traits, and decided which one we wanted to use for our story.  We read another book on woodlands and listed what animals lived in the woods.  The students chose to use a skunk as their other character.

We discussed parts of the story with one another as a group and came up with ideas we shared and used. Bubble maps were used to think about the characters.  Students made a simple organizer by folding a paper into three parts to help them think about and draw what they wanted to take place in the beginning, middle, and end of the story.  They worked a problem and solution into the structure.  Basically, a wolf wants to eat a skunk but is sprayed.  To clean himself off, he bathes in the river.  When that doesn't work, he tries rolling around in a patch of flowers.

While the work was not independent, the interest and desire to share their story with their families indicates it was a successful venture.  The next step will be working toward the gradual release of responsibility until students are able to use the tools given and write stories that are completely their own.  At the same time, we are working toward greater independence in accurately retelling stories both verbally and in writing.  The following pictures show the graphic organizers and work of some students.  By displaying the organizers, words, and tools on the wall, I hope to inspire students to use them on their own during retelling/writing.    

Students completed a simple activity to demonstrate understanding that an apostrophe and an -s is used to show possession or that something belongs to someone.   

To help reinforce using the room to aid their work, one of the center activities this week is to read and record what they find in the room.  We did it once working in groups of four, and I was able to walk around and guide them in seeing all the useful print there is in the room.  So, the idea is reinforced during the center activity.  

Each activity done in class is completed with the goal of students being able to read, gather information, and analyze that information in order to learn about their world.  One thing I am very excited about over implementing Common Core Standards is the emphasis on student driven learning.  Also, I am thankful that the district I work for provides curriculum developed through collaboration with other districts and understands that its implementation is a learning process for us all.  I believe we can do this together, and I'm glad to work with hard-working and diligent professionals at school.    

Back To School Night

Nineteen out of thirty families were represented this past Thursday during Back-To-School-Night.  The main message I wanted to give was that I am really enjoying the students and wish them their academic best.
Working together with parents, we can all meet the goal of providing the most effective education for our children.

Here are some pictures in the classroom I am able to share thanks to parental permission.  The first few examples show paper dolls the students made to represent themselves.  Then, using a simple hierarchy frame, they wrote three sentences about themselves using the doll as an aid.

A view of the back wall:

A closer look at the pigs which all have their own personality:

These piggies bring a smile to my face, and deepen my appreciation for all of the students who created them.  Students had a copy of the poem to take home which was practiced and recited by memory in class.

The district began addressing common core standards in math with the concept of place value.  The following picture demonstrates our exploration of the meaning of tens and ones:

Tens and ones is a very difficult concept for the students to grasp.  Particularly, the idea of what a number (beyond ten or twenty) itself represents is still challenging  for most students to comprehend and verbally communicate. We will continue to discuss and practice it for the remainder of the six week unit.  However, it is important to emphasize that this concept will also be revisited throughout the year as students grow in their understanding of number sense (one-to-one correspondence, counting, writing, and identifying).  

Below are some visuals I have used to help students think about beginning, middle, and ending sounds.  We have been working on those skills for the past three weeks.

We have also been discussing transportation, practicing the use of vocabulary, and reading non-fiction books about a truck, a freight train, and boats.  We used the pocket chart to classify forms of transportation that go in the air, land, and water.  This scaffolding of information will prepare students for when they are asked to comprehend stories that include elements of transportation.

We have also been practicing vocabulary for classroom objects or nouns.  Students then use the vocabulary cards (which have the words written on the back of them) to write three things about the object or noun.  During the past three weeks we have practiced this orally, through guided practice with the teacher, and in independent practice.  The students also tried it on their own this past Friday when centers were implemented.  I plan to circulate the room during center work for a while.  Most students did well on the assignment.  A few are not yet able to write a complete sentence and did not head their paper properly. That is why we continue to practice, and the teacher continues to monitor progress.  Later I hope to meet with reading groups.  Working with a guided reading group is one of my favorite things to do as a teacher.  

Here is a song we sang together.  It talks about the wide variety of people we have in the world.  It teaches us that when we work together and live in harmony the world is beautiful.  The song is the perfect companion to a book I also share with the kids, "A Rainbow of Friends."  The book is signed by the author, so I get to show the kids how special that is, too.  Here are the lyrics to the song and some other books we have shared in class:

We have been working very hard to learn how to communicate who the characters and setting of a story are.  Now, when I ask students to tell me the "character" or "setting" they know what I am asking.  To work on a sense of place and who, we created scenery and puppets to retell the story of The Little Red Hen.  I was so happy when I taught them how to fold their scenery paper into thirds.  They wanted to know why.  I showed them by propping my paper up on a desk.  It stands.  There were oohs and ahhs, and one very loud, "Oh!" Reactions like this is why first grade remains my favorite place to be.    They were so cute using different voices to mimic the characters in their retelling.  It was a lovely activity with most students able to follow the general structure of the story.    Here you see a sample of the scenery, the green folder for parent information, part of the sequencing paper, and the pig poem.  

Finally, I would like to share with you some of the beautiful faces I get to see in the morning.  Thank you to parents who granted permission.

Smiles are contagious.  Looking forward to Monday.  

Perks and Back to School Night

PERKS:

1.  A student who has producing some lovely work created a writing I was very pleased with this morning. Wanting to show her my appreciation, I stamped her paper with a small Lion King stamp.  She immediately dug into her small pink purse and asked me if I had any children who were boys.  I told her I had four daughters.  She began counting out four stickers, one for each daughter she said, and another one for me.  My tiny act of kindness was returned fourfold.   

2.  I was given an anonymous note and found it on my desk before taking roll:

  

   The note made my day.  When leaving I showed it to the after school program staff in the office.  They all  

   laughed and smiled with me.  I can honestly say the day ended on a good note.  ; )

BACK TO SCHOOL NIGHT:

Tomorrow evening will be Back-to-School Night on campus.  I have drawn the students into the event with the activity depicted elsewhere in this blog based upon the story, The Little Red Hen.  They are looking forward to retelling it to their parents/guardians.  

Here is the basic agenda:

I like the green handbook that is included in the homework folder.  However, next year I will need to add a table of contents along with a more thorough explanation of its purpose.   The resources in the green folder include an alphabet page with upper and lowercase letters in random order to practice letter and sound identification, an entry keypad to practice student ID numbers, a hundreds chart to practice counting to 120 and number identification, a list of sound patterns and short corresponding word lists, a list of all sight words to be covered during the year, a tens and ones mat, and a ten frame mat.   I will be sure to give a full explanation over the uses of these materials during Back-to-School Night.   I will also give parents a simple sheet of suggestions for helping their students and a list of reading strategies to use when reading with them.  

I am very excited to meet everyone and look forward to tomorrow evening. Pictures of the classroom coming soon.

First Day Pics

         On our first day, we talked about the Golden Rule, thought about what questions can help us think about how to follow the Golden Rule (treat others the way you want to be treated), and practiced making good choices.

                             

                                         The Golden Rule

                                         Think, Ask

                                         Make a Good Choice

         Here are some posters on citizenship, caring, and breathing to help us cool down instead of acting upon our emotions:

      The success rate for finding the correct cubbie this morning was excellent.  Thank you to parents who helped their students follow the teacher's directions.

      The posters at the back of the room served as cheat sheets for the teacher to help show students the correct procedures for various classroom activities.

      This is a work in progress. The wall is set up to display the common core standards, big ideas (objectives), and essential questions covered in the unit.

      A year-round useful board for color words and a simple extra job chart:

Today I met some very lovely students.   As we continue to practice rules and procedures, review the alphabet, letter names and sounds, counting and writing numbers I will continue to observe and talk with students to learn more about them.  I have a feeling this year will be an adventure, and I am thankful for being able to make it with this group of children.

Getting to Know You

A form has been sent home to help me get to know your child.  Please return the completed form as soon as possible.  I am very eager to learn what you have to share.  If you need another copy, a link is provided below.  If you contact me I will also be able to print another out for you.  I plan to use this form during our first parent conference to aid our discussion about your child's academic progress.

Thank you.

Getting to Know You

Classroom Setup

August 19, 2013

                                                                                                           

Dear Parents/Guardians:

The classroom setup reflects the needs of the students and the teacher.  It is designed to enhance all learning activities.   The student desk and table arrangement allows the teacher and students to move about the room freely.   The attached diagram shows an approximation of our classroom.   In the diagram numerals have been added to show how the design will allow center and whole-class instruction to take place.  The placement of furniture, materials, and storage have been carefully considered while planning the diagram.

This diagram has been created using the tool available at Scholastic.com:

http://teacher.scholastic.com/tools/class_setup/

The desks and table were placed to facilitate center work.  Students will rotate through centers one, two, three, and four on one day.  Those outlying centers will rotate counter-clockwise at fifteen to twenty minute intervals.  Students will rotate through centers five, six, seven, and eight for leveled reading on another day.  Center eight is where the teacher will provide guided reading practice and tutoring. Those centers will also run counter-clockwise.  A  pocket chart keeps track of the rotations.  If students are pulled out for other instruction or are out of the room at transitions, they may refer to the chart to find where they should be.  

At the beginning of the year rotations may need to be as short as ten minutes.  By the end of the year twenty-five minutes may be appropriate.  The first one or two weeks of school will be spent familiarizing students with the format of activities they will be expected to complete during center time.  The center rotations will also be practiced. 

Several areas have specific functions.  The table placed by the door (at number three) next to the sink is where students will complete craft and paint projects.  The table is located over an area with flooring which can easily be cleaned in case of spills.   Area number two is located on the flooring by a bookshelf where tubs of books are for students to select from.  This area will also be used as a listening center as well as for other reading activities.   At area eight, the teacher maintains student folders in the bookshelves for small group reading instruction.  Students will have access to their reading folders containing Houghton Mifflin reading materials.  Area four in the diagram is set up for computers at the back of the room.  This area may be used during center time or independent work time.  Being set up at the back of the room helps keep it from being a distraction to students not in the area.  

Students have pencil boxes on their desks marked with their student number and

name.  Inside the boxes there are crayons, two pencils, scissors, a glue stick, and an

eraser all marked with their student number.  Students take these boxes to their centers. 

However, extra crayons or glue may be set out at the center to avoid any shortages. 

Other materials are set out at centers as needed.  Students will always have access to what they need.  Students are held responsible for lost materials.

Students will sit at their seats for whole-class instruction.  In making desk assignments I consider student needs for space, vision, and their ability to work independently.

In their desks are materials such as workbooks, textbooks and other necessary reference and study materials.  

    

The floor area at the front of the room is used to facilitate activities such as making a KWL (what I know, want to know, and learned) chart and reading from big books which everyone can.  This area also works nicely for group discussions or class meetings.  This area is marked off with tape to help students find their spot.

A great deal of time went into the design of the classroom.  If you have any questions or concerns please feel free to contact me.  I hope you will feel confident that your student’s educational needs are represented in my classroom.

Behavior Intervention

                                                                                                                                    

 2013-14 Behavioral Plan 

During class intervention may be necessary when other strategies have not worked to redirect student behavior.  Usually moving closer to the student, making eye contact, reminding them of the rules and procedures, or working toward student participation and engagement in academic activities is all that is needed.  However, when those strategies do not work the following will be implemented:

1.  Warning.

2.  Student takes a time out to reflect on their behavior, its cause, and how to correct it. 

3.  A plan is written with the aid of the teacher during recess on how to correct the behavior

       and meet their needs in an alternative manner.  Note home.

4.  10-15 minute lunch detention and phone call home.

5.  Referral to Student Advocate  

Please see the sample forms in the following links for steps two, three, and four.   Also, please note that an act of disrespect or defiance will result in immediate assignment to detention.   An act which violates the safety of another student will also result in immediate detention.

Step 2 Intervention

Step 3 Intervention

Step 4 Intervention