Topic: Favorite book + favorite character in the book
(Please help your child pick a book without violence or violent characters for his/her show and tell presentation.)
Group A - Friday, February 2nd
Amina, Ayana, Ayuko, Elijah, Emily, Ena, Harper
Group B - Friday, February 9th
Hitomi, Humphrey, Julius, Kanna, Mirai, Otto, Bayasgalan
If you are interested in being a Monthly Mystery Reader, please sign up using the link below.
https://docs.google.com/document/d/1DRAwOoJMW0zNjZzNxdfYiEwSyxzpMvmd-Ht8KxNps3I/edit?usp=sharing
Social Studies Field Trip
This week G1 students went on a field trip to the Post Office to learn about work in the community. This field trip connected to what we learned in our last Social Studies unit.
During Spelling we focused on long i words. Students were introduced to igh and ice as our new hunks and chunks. We talked about other ways the letter i can make a long sound (Examples: magic e, ie, y).
Our class has been introduced to many "reading strategy buddies" that help students read new, tricky words. During Reading this week, students met Skippy Frog and Tryin' Lion, learning that good readers ask questions!
What makes sense?
What sounds right?
Does the word I'm saying match the letters/sounds in the book?
We practiced reading a book and getting "stuck" on words that were covered up. For each sentence, students brainstormed what word would make sense. Afterwards, we revealed part of the word and talked about if their guesses matched the letters we saw.
Reading Bookmark
Your child brought home his/her Reading Strategy Buddies bookmark to keep inside the homework folder. Each time we learned about a new strategy, students colored the animal on the bookmark. This is a great resource to use if your child is reading at home and gets stuck on a new word. You can ask, "What strategy can you use to read this word? Are you going to read like Stretchy Snake? Are your lips ready like Lips the Fish? Be a Tryin' Lion!"
This week students completed the writing process to publish their first descriptive writing paragraph. We will share and celebrate these paragraphs next week. Student work will be put on display in the classroom.
During our last chapter, students learned about numbers to 20. Our new chapter is all about addition and subtraction facts to 20. This week students were introduced to three new addition strategies to use.
Make 10, then add.
Group the numbers into a 10 and ones, then add.
Use double facts to solve addition sentences.
Example of double facts: 2+2=4, 3+3=6, 4+4=8, 5+5=10, 6+6=12, etc.
To end our Science unit about Objects in the Sky G1 students participated in a Science investigation focused on the question, "How do shadows change during the day?" Before we started, each student recorded his/her own hypothesis.
Hypothesis (circle one)
I think the shadow will change during the day.
I think the shadow will not change during the day.
We planned our test and wrote about the steps we would follow to collect data.
Plan a Test
1. What do you want to find out?
I want to find out how the shadow changes as the sun seems to move during the day.
2. When will we look at the shadow?
morning noon afternoon
3. How will we know how the shadow changes?
We will measure it.
Next, students recorded data on a chart and included the time of day and length of the shadow. We also discussed how the position of the shadow changed.
Observations - Record Data
Draw Conclusions
1. How did the shadow change from morning to noon?
It got shorter and changed position.
2. How did the shadow change from noon to afternoon?
It got longer and changed position.
3. Why do you think the shadow changed?
It changed because Earth turned. The sun appeared to be at different positions in the sky.
- Ms. Allison