Watch this video. In the end of this clip Franklin has a problem. What could he have done to show he was Proactive? What could he have done differently? How would a proactive decision changed the end result? How can you change the world? What do you think is the best way to make changes?
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This week we will be starting sight words. Please have your child practice their sight words daily to help develop reading fluency.
Once your child has mastered the list (can read all words automatically without sounding them out), please sign the small sheet and send it back to school. The Importance of Learning Sight Words – Reading Essentials #12Posted on October 28, 2012 by Tammy Bennecke Ever wonder why your child’s teacher stresses the importance of practicing the words on those dreaded flash cards in Kindergarten and First Grade? Believe it or not, the top three hundred or so sight words make up about two-thirds of all written matter. Imagine, then, how much easier it will be for your child to read once she masters them! Reading words as whole words is what more advanced readers do when they read. As you read this post, you’re not taking the time to break down every individual word you read into its basic phonemes (if you did, reading one simple sentence might take all day!). Advanced readers have enough practice with reading that almost all words are familiar, and are recognized as a whole unit. For example, when you see the word “family,” you do not have to sound out /f/ /a/ /m/ /i/ /l/ /y/, but rather your brain recognizes the word, associates it with its meaning, and places it within a logical context in the sentence. This enables you to read quickly, and that in turn ensures that you understand what you are reading. Your child will also begin to identify whole words while learning how to read. For example, he or she will start to understand that the word “cat” is more than just the letters “c,” “a,” and “t,” put together, that it is just the whole word “cat,” and it will be associated with a small furry creature. Other whole words that your child may begin to identify are sight words. Sight words, also called high frequency words, are the words that appear with the highest frequency in written text. Some sight words, such as “at” and “an,” are phonetically regular and can be sounded out by beginning readers. Many of them, however, are not (for example “about” and “could”) and must therefore be recognized as whole words. Even if a sight word is phonetically regular, since it appears with such frequency in text it is better for the word to be read automatically. This will speed up the reading process for a beginning reader, leading to greater fluency and stronger comprehension. Here are some fun ways to practice words at home: http://childhood101.com/sight-words-activity-ideas/ We will also be working on sight words at school. Every week we will be introduced to 5 words of the week starting on list 1. This week's words are: I, see, the, and, a. Benchmarks - (at grade level) Completed list 3 by mid January Completed all 8 lists by mid June. Our school works on a 5 day rotation. Our library day is always day 3. Following is a list of our library days:
Please send back library books for these day. January 17th January 25th February 1st February 8th February 16th March 2nd March 12th March 19th April 4th Last week we learned about the three ways to read a book.:
1) Read the pictures Can you tell a story from just the pictures? 2) Read the words 3) Retell the story If your child becomes frustrated with the book they are reading, encourage them to read the pictures instead. We have been working on all our classroom routines the last few days. My favorite part of the day is carpet time! Every morning we meet on the carpet, share stories and work on phonic skills. Right now we are working on segmenting words by identifying beginning and end sounds.
Welcome back to school! I'm am so excited for this new school year. Grade one is such an exciting year. We learn how to read, write, work on math, and have lots of fun in science too. I'm looking forward to working with you and your child to create an amazing year!
Please follow our class on Twitter and Instagram for daily pictures! Twitter- @firstgradeyoung Instagram- gr.1.fun There will also be monthly updates on the blog as well. You can contact me at [email protected] or by phone at 403 885 4646 IREC Parent Pipeline
CAFE Strategy: Look in the Middle Learning to read words that contain more than one vowel or words that contain vowel patterns that can make more than one sound such as /ow/ like in cow and /ow/ like in snow can often be challenging and confusing to young readers. Your child is working on how to Look in the Middle to help with developing the ability to automatically read words. In class, we have introduced the most common sounds for the various vowel patterns (English is very irregular so like most strategies there are exceptions). This strategy also helps children move towards correctly spelling complex words. The following ideas provide you with suggestions on how you can assist your child in becoming a better reader. How can you help your child with this strategy at home?
Have your child use his/her fingers to cover everything but the vowel pattern. Say “look in the middle”. Next remove your right finger, at the end of the word and read the chunk. Finally remove your left finger and read the whole word. Here are some examples of how it works: rain 1. ai 2. ain 3. rain float 1. oa 2. oat 3. float shower 1. ow 2. ower 3. shower 2. Research shows that people who are strong spellers visualize (make a picture in their mind) of what the word should look like. When your child is trying to spell a word, have him/her stretch out the word orally and listen for the vowel sound. Then have him/her write down all possible ways to write that vowel pattern. Next write the word using all the options. Finally decide which one looks correct? Here are some examples of how it works. Your child wants to spell: sprout 1. ou/ow 2. sprout/sprowt 3. Which one looks right? night 1. i-e/igh/y 2. nite/night/nyt 3. Which one looks right? cute 1. u-e/ew/oo 2. cute/cewt/coot 3. Which one looks right? Thank you for your continued support at home! During Science, we have been studying how animals survive during winter. We read lots of books and looked online for new information. We learned that animals either; migrate, hibernate or adapt to their surroundings. We concluded our unit by creating a poster showing all the ways animals survive and then we each picked an animal and made a model to show how they survive. Can you believe we have been in school for 100 days!! We had a fun day today! We started with some math in the morning. We had to count out 100 fruit loops and then sort by colour. We graphed our results and compared our graphs with others. During Language Learning we wrote funny sentences like; "my mom tells me 100 times...." or "I tell my teacher 100 times..." and wrote 100 different words. At the end of the day we tried some 100 day STEM challenges. We had to build using 100 different objects. Check out what we made! We had a great day today! This morning we used conversation hearts in math to practice place value and representing numbers. This afternoon we met up with our grade two buddy class to build a STEM project. Our challenge was to build Cupid a new bow and arrow and see how far it could shoot. We only had tape, 4 straws, 4 popsicle sticks, yarn and paper to work with! Students worked together to design the bow and arrow and then started building. We tested out our design and made changes as need to come up with the perfect design. We had to work on being mindful, patient, and our perseverance as sometimes it was hard! We didn't give up though! |
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