Weekly Wrap Up October 21-25

This was a week filled with excitement!  The scholars had a lot of energy and enjoyed participating in the dress up days.  They are abuzz with excitement about Halloween, too.   Don't worry, even with all that excitement, we still managed to learn a lot this week!

We took our math unit test on Thursday covering addition strategies.  I will be sending it home in Friday Folders this week.  Overall the scholars did a great job, with 23/26 scoring 100% and those other 3 scholars missed just one question each (exactly the same as on our last unit test).  More importantly than the test scores, however, I have seen in class that the scholars all truly understand how to use the different addition strategies independently.  Understanding a concept is FAR more important to me than a test score.  Please remember that all currently scheduled test dates are posted on the calendar on this website (not quizzes, although I tend to give those on Wednesdays).

In language arts we practiced the reading strategies of recognizing story structure (characters, setting, problem, solution) and using that information to summarize stories.  We also spent time working on verbs (also referred to as "action words"), reading short u words (ex/ bug, butter), and reading aloud with expression.  Please remind your child to use expression when they read the fluency passage aloud for Tuesday night homework assignments.  That means the emotion in their voice should match the meaning of the words they read, as well as pausing at punctuation marks.  Reading slowly, word by word, similar to a robot, is NOT reading with expression and can show a lack of understanding.  Our Theme 2 reading skills test will be this Tuesday.

In writing we are continuing to work on descriptive writing, which is a big focus for 1st grade and lasts several months.  Challenge your child to describe what they see with descriptive details.  For example, if you are driving and you see a tree, ask them to tell you what the tree looks like ("I see a tall tree with a rough brown trunk and long skinny branches.  It has about 1,000 little green leaves that are blowing gently in the wind, and some are falling to the ground and landing on the long gray sidewalk.  I think a squirrel family might live in the tree because I see a large hole in the trunk").  If they reply simply "I see a tree" then prompt them with questions.  A palm tree?  A christmas tree?  A short tree?  Sometimes I tell them to pretend they are describing it to a blind person, a baby, or even an alien who has never seen a tree before.  That pushes them to use more descriptive details.  Another way to practice descriptive details that the students really enjoy is to pretend to be their "detail drawing robot."  Ask them to describe something to you and draw exactly what they say.  Limit your drawing to the bare minimum unless they provide you with more details.  They love to do this kind of activity and give directions to an adult.

In social studies we have been discussing the different ways that we honor our country and heroes, including the holidays that celebrate them such as Independence Day and Dr. Martin Luther King Jr. Day.  I think you would be touched to know how many of your children said that their heroes are their parents.

Our habit of a scholar this week was to PONDER IDEAS.  We defined it as taking the time to think carefully about what you are learning or ideas that interest you.  Here are some examples the scholars came up with to show how they PONDER:

Something new that I introduced this week was the "ticket out the door" board.  My goal is to use it to wrap up the day, provide closure on the many learning activities and lessons we cover each day, and to see what stuck with each scholar.  Of course, anything with post-its is a huge hit with the scholars, and so far they are enjoying writing their notes about what they have learned.  Here are a few examples from Friday.  This is an informal tool so I won't be correcting students' spelling or grammar, which you may have also noticed on some of the work I send home.  I want them to focus on expressing their ideas and not worrying too much about their mechanics preventing them from reflecting on their learning.