Sunday, December 18, 2011

Happy Holidays

Winter vacation begins December 23rd and runs through January 8th of next year.  I hope you all have a wonderful time with your families.  My warmest wishes go out for a time of joy, happiness, and unity.

We read The Gingerbread Man , and the students had fun with the rhyming and repetition in the story.  They would recite it along with me.  Ask your students what the tricky fox did.  We made some glittery decorations to display, too:




In the curriculum we read Me on the Map, a story about a little girl who draws maps of her room, street, city, state, country, and the world.   I have a tool that takes the kids on an imaginary hot air balloon ride with a little girl.  It starts out with a view of a park as though you are standing in front of it.  Objects are hidden by a fence.  As the balloon takes off, the second view reveals the objects you could not see before.  The final picture shows a birds-eye view of the park.  You see only the flat surfaces of three-dimensional objects.  I love this tool.  

We also read Tar Beach which is a lovely tale of a girl imagining herself flying over her city.  It helps get the children thinking about the view from above.  It is also a story about the human spirit and strength in dealing with hardships.  

To complete this week of mapping, we created a balloon out of construction paper and added a shared writing activity.  The writing emphasized the fact that objects appear flat from above, and that is how they appear on maps.  I plan to revisit mapping and cover more details later in the year when we cover three-dimensional objects in math.  These balloons will go up in our room soon:





Stories open up your child's world to so many ideas and concepts.  I hope you will spend some time reading with your student this holiday season.  It's a gift that will last a lifetime.  

Why Sight Words (or High Frequency Words) Are So Important

High frequency words should be known at sight.  Your child has them memorized.  There is no sounding out.  This helps your child read as though they are speaking.  It helps them get to a place where they can understand what they are reading rather than struggle to sound out every word.  Also, some words cannot be sounded out, because they do not follow the normal patterns.  During vacation it is easy to lose the skills that have been practiced.  Please use the audio aids on this blog to help your child review and catch up on all the words practiced to date.  We have gone through themes 1.1 through 5.3 in the curriculum.

SIght Word 5.3: our


This is our classroom.

Sight Word 5.3: fly


I wish I could fly to the moon.

Sight Word 5.3: was


That was a great story.

Sight Word 5.3: little


Do you have a little brother?

Sight Word 5.3: her


I really like her.

Sight Word 5.3: try


All I ask is that you try.

Sight Word 5.3: good


You are a very good student.

Sight Word 5.3: give


You should give at least ten hugs a day.

Sight Word 5.2: own


I own a copy of that book.

Sight Word 5.2: so


There are so many presents under that tree.

SIght Word 5.2: how


How do you solve this problem?

Sight Word 5.2: over


Kristal can jump over the rock.

Sight Word 5.2: world


In this whole world there is only one you.

Friday, December 16, 2011

Sight Word 5.2: house


Can you come to my house and play?

Sight Word 5.2: could


I could help you do your homework.

Sight Word 5.1: room


I like to play in my room.

Sight Word 5.1: right


Let's do it right.

Sight Word 5.1: other


I would like to use the other pencil.

Sight Word 5.1: these


I will put these rocks in my pocket.


Sight Word 5.1: more


What is one more than fourty-one?


Sight Word 5.1: long


The monkey had a long tail.


Sight Word 5.1.: small


A bug is small, but an elephant is big.


Sight Word 5.1: light


A feather is light.


Sight Word 5.1: grow


Plants need sunlight and water to grow.

Wednesday, November 23, 2011

Thanksgiving Beach Art

I hope everyone has a wonderful Thanksgiving holiday.

Here is the currently displayed project in our room.  Curriculum friendly, it is composed of watercolor, the beach, and directed writing (first draft).  When I look at these lovely pictures on the back wall a calm feeling washes all over my insides.  Enjoy.











Peace.

Monday, November 14, 2011

Sight Word 4.3: would


I would like to hold the kitty.

Sight Word 4.3: learn


You can learn all you need to know.

Sight Word 4.3: hurt


Tom was hurt when he fell.

Sight Word 4.3: walk


You can walk to school.

Sight Word 4.3: hold


I will hold the puppy.

Sight Word 4.2: hear


I hear children singing.

Sight Word 4.3: their


People drive their cars to work.

Sight Word 4.3: down


The car is going down the street.

Sight Word 4.3: car


The car is big and yellow.

Sight Word 4.2: write


I can write my name.

Sight Word 4.2: she


She can sing a song.

Sight Word 4.2: play


Will you play with me?

Sight Word 4.2: today


Today is a good day.

Sight Word 4.2: read


I know how to read.

Sight Word 4.2: know


I know how to sing.

Sight Word 4.2: sing


A girl can sing a song.

Sight Word 4.2: girl


The girl is my friend.

Sight Word 4.2: friend


My friend plays with me.

Sight Word 4.1: people


The people are going home.

The people are going home.

Sight Word 4.1: picture


I see a picture of my family.

Sight Word 4.1: father


My father helps me.  

Sight Word 4.1: mother


My mother reads to me.

Sight Word 4.1: love


I love my family.

Sight Word 4.1: your


Your dog is jumping.

Sight Word 4.1: family


My family lives in a house.

Sight Word 4.1: children


The children like to play.

Monday, October 24, 2011

Sight Word 3.3: some


There is some paper on the counter.

Sight Word 3.3: many


You have many crayons in your box.

Sight Word 3.3: color


The color of my hair is brown.

Sight Word 3.3: like


I like to paint.

Sight Word 3.3: brown


From the brown cow comes milk.

Sight Word 3.3: green


We sat on the green grass.

Sight Word 3.3: blue


The sky was so blue.

Sight Word 3.3: funny


The joke was very funny.

Sight Word 3.3: also


Turn in your homework folder and, also, your homework.

Friday, October 21, 2011

Apostrophes, Word Endings, and Plurals, Oh My!

In themes 3.1 and 3.2, the curriculum covers using an apostrophe and s to show a possessive:


In studying these possessives, it was important that the students understand what a noun is.  First, we reviewed what  nouns and verbs are in making a complete sentence.  These parts tell who (noun) and what (verb).  Then, we chose a student to be our model.  Next, we picked something our model was wearing and named it by using a possessive.  Each student paper had a label such as Alanna's pink shirt.  I stapled the pages together, shared it with the class, then let the student who was our subject take it home.  To help your child review, you can ask the simple question, "Whose is it?"   The child can either reply or echo your answer, "It is ______'s."   Whose blog is it?  It is Mrs. N.'s blog.  Hopefully, the more this is practiced the less confusing it will be when students are introduced to using an apostrophe and s in a contraction. 

An online worksheet:

We used the word endings -s, -ed, and -ing this week.  Again, it was important to understand the parts of a sentence, the noun and the verb.  We add the endings to verbs.  Coming home in Monday's homework will be a list of verbs with the various endings (picks, picking, picked).  In the -ed section, a t above the word indicates the -ed makes the sound of the letter t,  -ed  indicates that the -ed makes the sound of the letters ed, and a d indicates that the -ed makes the sound of the letter d.   We have sorted words with -ed endings in class according to the sound the -ed makes (ed, d or t).   When reading, I have the students cover up the endings and read the base word first.  Then, they add the ending.  

An online activity for you to print:

Last week we worked on reading plurals with the letter s.  I tried to distinguish the word ending s from the plural s by emphasizing that plural  s works with nouns while the -s ending works with verbs.   These reading and grammar skills will appear in the upcoming benchmark tests.  

You can help your child by pointing out word endings, possessives, and plurals in whatever you read together.  Some students were excited to point out those elements by themselves in our reading of Mr. C.'s Dinner in the anthology.   If your child begins to point these things out to you I am glad.  You will share in the wonder and excitement of their learning.   

Thursday, October 20, 2011

What are We Reading?

This week we have been reading Mr. C.'s Dinner, a story provided by the curriculum.  The students have been practicing making predictions and retelling the story in sequence using the words first, next, then, and last or finally.

We have also been reading a favorite of mine, Heckedy Peg, written by Audrey Wood and illustrated by Don Wood.  I love getting the students to think about what causes the children in the story, named after the days of the week, to turn into the kinds of foods they do when the witch casts her spell. In addition to retelling the story in sequence, we are using it to review cause and effect.  For example, Monday asked for butter, so she turns into bread.  Here are a couple of pictures from this well written and beautifully illustrated story:


  

Sunday, October 16, 2011

Sight Word 3.2: why


Why did he sit on the log?


Sight Word 3.2: never


I would never do that.


Sight Word 3.2: eat



We eat lunch in the cafeteria.

Sight Word 3.2: shall


Shall we go to lunch?


Sight Word 3.2: first


Roselyn is always first in line.

Sight Word 3.2: every


I like every student.

Sight Word 3.2: paper


You can write on paper.


Sight Word 3.2: call


She will call the dog Biscuit.

Sight Word 3.2: all


How many in all?

Saturday, October 8, 2011

Sight Word 3.1: look


We can look for the birds in the tree.

Sight Word 3.1: full


My tummy is full.


Sight Word 3.1: flower


The flower smells good.

Sight Word 3.1: of


May I have a cup of water?

Sight Word 3.1: fall


The ripe apples will fall from the tree.

Sight Word 3.1: cold


It gets cold in the winter.

Sight Word 3.1: see


I see the red apple.

Sight Word 3.1: bird


A green bird is in the tree.

Sight Word 3.1: animal


A dog is an animal.

Sight Word 2.3.: where


Where does the rabbit hop?

Sight Word 2.3: they


Will they find Zig Bug?

Sight Word 2.3: he


He likes to run fast.

Sight Word 2.3: does


The Little Red Hen does all the work.

Sight Word 2.3: pull


Let's pull the wagon to my house.

Sight Word 2.3: live


I live in a city.

Sight Word 2.3.: away


She put her pencil away.

SIght Word 2.3: are


You are my friend.

Sight Word 2.2: you


Mrs. N. said, "I like you."

Sight Word 2.2: said


The vet said, "Ned is a good dog."

Sight Word 2.2: my


Have you seen my pencil?

Sight Word 2.2: me


You can come see me at school.

Sight Word 2.2: for


Here is a present for Ken.

Sight Word 2.2: is


Who is it?

Sight Word 2.2: I


You and I can play a game.

Sight Word 2.2: Do


I like to do my homework.

Sight Word 2.1: once


Once upon a time there lived a beautiful princess.

Sight Word 2.1: upon


The cat sat upon the wall.

Sight Word 2.1: three


I see three little pigs.

Sight Word 2.1: in


The cat is in the box.

Sight Word 2.1: what


What did Tam Cat do?

Sight Word 2.1: two


I see two birds.

Sight Word 2.1: four


Four ducks swam.

Sight Word 2.1: five


I have five candies.

Saturday, October 1, 2011

Good Problem Solving

The curriculum mentioned that often a character will have a problem and the story shows how it was resolved.  In the anthology, The Rope Tug, in the format of a play, gave students a fun way to consider Rat's problem and how he cleverly tricked Hippo and Elephant into giving up their space in the hut.

We also used another story, Mrs. Morgan's Lawn, to work on mapping out the problem and solution.  When you come to parent conferences, you can see this work on the wall.  The kids loved the story and asked me to read it again.  It is written by the author who wrote Where, Oh, Where is my Underwear, Barney Saltzberg.  I showed the students where Mr. Saltzberg signed my copy of the book and drew a picture of Mrs. Morgan.  Fun stuff.  

The problem was that Mrs. Morgan kept collecting any ball that fell upon her immaculate lawn, including the boy's brand new purple and white soccer ball.  After we learned how the boy resolved this problem, we talked about whether or not Mrs. Morgan was really as mean as the boy thought she was at the beginning of the story.  After the first reading, many students still felt she was a mean person.  After a couple of readings and talking about what makes people act in unkind ways, many students believed she was not so mean after all.   Being kind to those who are unkind changes everything--a beautiful solution.


Tuesday, September 27, 2011

What is it?

Here are two products that are coming home.  You may be wondering, "What is it?"  Worksheets from the curriculum are fairly straightforward.  The kids are working on blending, beginning sounds, high frequency words, story structure, and summarizing.   The purposes of the products are not so straightforward, but the activities are valuable.  They supplement rather than supplant the curriculum.  

First, there is a poster for lost underwear.  We designed it after a book we read entitled Oh, Where, Oh, Where is My Underwear? by Barney Saltzberg.   The story was mostly about an elephant who has misplaced his underwear.  Here's a link:    http://www.alibris.com/search/books/isbn/9781562826949

Yesterday, while reading the story I pointed to the word "where" printed on the whiteboard as a cue for the kids to repeat it.  Then, after thinking about who, what, when, and where, we created the poster.  Many students were able to easily find the word in the text of the story we read in the anthology today.  Easy-cheesy-piece-of-cake kind of recall.















The second paper I would like to share with you is a venn diagram used to compare two stories we read.  One is from the curriculum.  It is titled Jasper and the Beanstalk by Nick Butterworth:
http://www.amazon.com/Jaspers-Beanstalk-Nick-Butterworth/dp/0340945117/ref=sr_1_1?ie=UTF8&qid=1317181590&sr=8-1   Jasper finds a bean, tries to plant it, and mows right over it.  He digs it up, throws it out, and forgets about it. While Jasper reads a book that looks like Jack and the Beanstalk, we see the plant growing in the background.  Jasper is last seen climbing the beanstalk.

Some of the students were not familiar with the story Jack and the Beanstalk.  To bring more meaning, we read Paul Galdone's version:
http://www.amazon.com/Jack-Beanstalk-Paul-Galdone/dp/0899190855/ref=sr_1_12?ie=UTF8&qid=1317181953&sr=8-12

We then made a venn diagram to compare the story elements:


The left side of the diagram shows what only happens in the story with Jasper.  The right side shows what only happens in the story with Jack.  The center shows what both stories have in common.

In addition, we briefly related Jasper's story to another story we read called
Cookie's Week:
http://www.amazon.com/Cookies-Week-Cindy-Ward/dp/0698114353/ref=sr_1_1?s=books&ie=UTF8&qid=1317182057&sr=1-1
This story follows Cookie through the week just as Jasper is followed through the week.  Both kitties are black and white.

During these supplemental activities,  I could see students making connections and getting excited.  It's a wonderful thing to see.  When these papers come home maybe you can see that enthusiasm when you ask,
"What is it?"

Thursday, September 22, 2011

The Pony Express Arrives at School


On Wednesday, the students witnessed a special treat.  The letters they wrote were picked up by the Pony Express.  The local post office came riding in on horses, spoke a little about how deliveries ran long ago, and took letters from lucky students who got to place them in their saddle bags.  The letters were then hand stamped with a special Pony Express cancellation stamp and delivered through the current mail system.

In class we used this opportunity to expand on the information we read in the social studies curriculum.
First, we talked about different services and goods that are provided in our community including the contribution of postal workers.  Students thought about and shared what they would like to do when they grow up.

We discussed types of modern transportation, categorized them by land, sea, or air, and compared the way mail was transported in the past to the way it is transported today.  We learned what 'change' means and used the term in our comparisons.  We are thankful for technology and that today mail is delivered much more quickly.

I hope you enjoy the letter that comes to your home.  The process it took to get there contains a special piece of our history.  The letter itself is a directed group practice of the letter format written to the main character of this week's story from the reading curriculum, Minerva Louise at School by Janet Morgan Stoeke.

http://www.amazon.com/Minerva-Louise-School-Morgan-Stoeke/dp/0525454942

In the story, the hen takes a walk and finds a school.  Having never seen a school before, she mistakes everything she sees for something she has seen in her barn.  She even believes the red school to be a very big barn.  After reading the story, we made a chart showing what Minerva thought the objects she saw were versus what the students knew they really were.  She saw nesting boxes, but they were cubbies. We then used the chart to compose a letter to Minerva sharing what we knew the objects really were.

Here are the social studies standards that this unique experience helped illustrate:

1.4 Students compare and contrast everyday life in different times and places
around the world and recognize that some aspects of people, places, and things
change over time while others stay the same.
1.  Examine the structure of schools and communities in the past.
2.  Study transportation methods of earlier days.
3.  Recognize similarities and differences of earlier generations in such areas as work
(inside and outside the home), dress, manners, stories, games, and festivals, drawing
from biographies, oral histories, and folklore.

1.6.2.  Identify the specialized work that people do to manufacture, transport, and market
goods and services and the contributions of those who work in the home.

Special thanks to Mrs. M. for the photo.

Friday, September 9, 2011

Math Chapter 2

In chapter 1, students counted forward and backward, used ten frames to represent numbers, and reviewed patterns by looking at the number of objects and identifying the pattern unit.  In chapter 2 of the math curriculum, students were introduced to the concepts of tens and ones, one more, one less, ten more, and ten less.  These concepts are difficult, particulary if a child does not have one-to-one correspondence and is not able to write or identify numerals to 100.  Coming home in next Monday's homework are some charts for your child to practice counting and writing to 40.  If your child can already complete the task independently, it is still a good idea to have them work on this skill, because the stronger the skill the more it helps when learning the other concepts we cover.

Of Pig Labels, Writing, and Making Five

Thanks to everyone who came to Back to School Night at Horizon Elementary.  It was a pleasure to meet you.  If you couldn't make it, here are a couple of pictures of some work that was on display.  We will have a chance to talk during parent conferences in October.  

Here is something we do during writing instruction which is in alignment with the curriculum.  We draw and label who and what.  The next step is to label who, what, and where.  This will lead to writing sentences.


Here is the front of a little piggie.  Some students added eyelashes. Behind the pig you see samples of writing done using sentence frames and a math project illustrating ways to make five.  


On this back wall the only assessment data which appears right now is a list of sight words the students know.  You can come in and see this to know exactly where your child is.  I also send home a report in the weekly homework to let you know what words your child is on.  More test data will appear as we continue to take theme skills tests and math chapter tests.  If you have any concerns, please, call me at the school.

Tuesday, August 23, 2011

Daily Spelling


We spell every day.  Today we started with short a,  3-letter words (cvc).  This is a sample of what the work should look like.  It is set up to be practiced by word families (words with the same ending or rime).  I am sending this paper home tomorrow.  I tell the students that it is good to review the list of word families that we generate.  They can review these lists for spelling to aid in their writing and also for reading.  Reading and writing are reciprocal processes.  On Fridays, students will be given a spelling test with words selected through the curriculum.  The goal is for each child to be able to spell by sounding out the word, breaking it up into its parts, and representing those sounds with letters and letter patterns.  When this skill is mastered it transfers into the students' writing.

Saturday, August 20, 2011

Teacher's Viewpoint


Coming soon to the boards at the back of the room:  student work and assessment data.

Thursday, July 28, 2011

High Frequency Words, Week 1.1

go

I can go to school.


on
The cat sat on the mat. 




the*
I see the man.