Second Step: Problem-Solving

First graders are learning about effective problem-solving through our social emotional learning program, Second Step. There are two main goals for this unit. The first is to develop students' ability to solve problems in safe and respectful ways. The second is to develop students' skills for making and keeping friends. Your child has been introduced to the problem-solving process.  Last week, hey learned and practiced the first two steps in the process, S: Say the problem , and T: Think of Solutions.  This week, they learned and practiced the last two steps, E: Explore consequences and, P: Pick the best solutions.  

Positive Behavior Classroom Celebration: Stop Everything and Read!

 

February 14th

We will be having a low-key valentine exchange on Friday, February 14th.  If your child wishes to participate in the exchange, please make sure he or she includes a card for everyone. A 1M class list was sent home in Thursday folders this week.

Martin's Big Words

In recognition of the Dr. Martin Luther King, Jr. holiday on Monday, first graders enjoyed a read aloud of Martin's Big Words by Doreen Rappaport. This picture book biography prompted discussion about race, inequality, Dr. King's religious inspirations, and his death.  First graders might have questions about the life and work of Dr. King at home this weekend!

Literacy: Informational Texts and Glued Sounds

First graders are delving more deeply into their study of the sun, moon and stars.  They are exploring observable patterns in the sky.  In our new unit, students are moving from narrative to informational texts that continue to grow their undertaking of patterns in the sky.  Our guiding question for this unit is:  “What patterns can we observe in the sky?”

This week we are  finishing up a unit in word study on glued sounds: -ang, -ing, -ong, -ung, -ink, -onk, -ank, -unk. Please take time to practice the following heart words at home with your child: why, by, try, my, two, too, also, put, come, some. Students are expected to read and spell these words. Thank you!

Winter Workshops Are Up and Running

 

Math: More Addition and Subtraction Within 20

 Addition problem investigations require students to add two or three numbers, with a total within 20. They start with problems in which two of the numbers make a ten (for example, 6+8+4$6+8+4$) and learn that they can add numbers in any order, which can make adding easier. They discover the usefulness of grouping numbers to find a sum of 10 when adding. Students find the sum of two addends, using methods by which they count on or use related facts they know.

For example, making a ten is helpful when finding the value of 9+5$9+5$. Students can take 1 from the 5 and group it with the 9 to make 10, and then add the 4.

Subtraction problem investigations require students to use the relationship between additon and subtraction and their understanding of the usefulness of a ten.

For example, if given 15 - 8, students may take away 5 to get to 10 and then take away 3 to find the difference of 7. 

They also may start with 8 and count on by 2 to get to 10, and then add 5 to reach 15. They see that the difference is 7.