Dear Parents,
We returned from our Spring Break filled with excitement and enthusiasm for reading, writing, and working together. As time moves on, we celebrate each child’s growth and love for learning. We were so pleased to have had such a wonderful gathering to celebrate Writer’s Workshop. Spirit week added to the excitement.
While we have learned to be more observant through a poet’s eyes, we will continue to make observations, notations, and connections to the natural world.
As we begin to close out the year, we will continue to work with high expectations for performance across all content areas.
Fondly,
The First Grade Team
Reading
This month we have focused on reading Poetry to explore descriptive language. Also, we have been learning about rhythm and rhyme. We started exploring poetry through descriptive language by looking through our DWoK lens as we became naturalists. Focusing on nature and descriptive language, we started studying a variety of poetic styles, starting with the elegant Haiku. We also started exploring rhythm as we learned about using syllables in Haiku. We continued to study Cinquain and Acrostic Poetry.
As we have continued to grow as readers, we focused on the rhythm of poetry, exploring through singing, nursery rhymes and body percussion. To build up our strength as readers we have also been twisting our tongues with tongue twisters. As our Unit comes to a close, students are learning how to set reading goals to help them grow as readers by recording and assessing their own reading.
Writing
This Unit of Study on writing Poetry has taught the children to explore and savor language, valuing voice and repetition, sounds and onomatopoeia (even if they’ve never heard any of these terms). They have learned to read and write with an ear, appreciating and revising the pace and rhythm of words. They have also learned to care not only about their topics, but also how they write about those topics. Writing Poetry has also encouraged the children to see the world with fresh eyes. And they have learned to see with their hearts and show feelings by pretending and imagining with language.
The children have enjoyed reading and sharing different types of poetry. There are ideas everywhere just waiting for an open mind, a quick wit and an observant eye. Writing poems has been a delightful experience.
There are many styles and types of poems. The children have sampled and enjoyed writing several styles, including:
Haiku is a traditional form of Japanese poetry. Haiku poems consist of 3 lines. “The recipe” for Haiku is: The first and last lines of Haiku have 5 syllables and the middle line has 7 syllables. The lines rarely rhyme.
Cinquain is a structured five line poem. The topic of the poem is a noun and the poem is written according to a formula: Line 1: A noun that serves as both the title and subject. Line 2: Two describing words. Line 3: Three words associated with the noun. Line 4: A four-word verb phrase relating to the noun. Line 5: A synonym for the noun in line 1.
Acrostic poems are fun to write. First, the writer chooses a topic for the poem, which them becomes the title. Each letter of the title is written vertically and a word describing the title is chosen for each letter of the title.
Alliteration is the repetition of an initial consonant sound. Tongue twisters are examples of poems with alliterations.
Free Verse is an easy style because they can be any way you please. They do not have to rhyme. They can be in a shape. They can be short or long, have little or no punctuation.
Narrative Poems tell a story. Story must have a beginning, middle and an end. It can be long or short but should have a clear rhythm and beat to it.
Lyric Poems are musical. They sing in rhyming patterns. They sound like songs, but they use devices like similes, meter, cadence and beat instead of notes.
The children have become familiar with poets and poems and can think and talk well about the poems they read and write. Each writer assumes the identity “I am a poet!”
Word Study
Word Study is an integral part of the Reading/Language Arts Curriculum.
High Frequency Sight Words; Letter Sounds; Blends; Digraphs; Diphthongs; etc, are integrated into the daily Reading/Writing curriculum.
High Frequency Sight Words, Word Sorts, and Word Activities are included in daily Reading/Language Arts activities.
Math
In April, students learned how to Tell Time. First, the children learned how to identify the parts of the clock. Then, students learned time sequentially, starting with telling time by the hour, then progressing to the half hour. They learned to tell time to the hour and the half hour using both analog and digital time. As a way for understanding duration of time (1minute, 30 minutes, or an hour) students created a before and after book to show various activities that show the time listed.
Following that, the class learned to order months and days, and they learned to read a calendar. Although this was something we were doing implicitly all year, the students had a chance to apply what they know about calendar by a creating a collaborative class calendar. Students also played a game to help them identify the months. They worked in pairs and were challenged to think of clues for each month. After they wrote down their clues, they read the clues to the class in order for them to guess the mystery month.
These are only a few examples of some of the lessons on time. Currently, students are learning to estimate and measure the lengths of objects. Students will learn to use an inch ruler and a centimeter ruler. Please read the Activity below for a time related game to try at home.
Activity: Write the days of the week on separate slips of paper. Mix them up, and give them to your child to put in order. While your child is not looking, take away one of the days, and have him or her tell which is missing. Repeat the activity using the months of the year.
http://www.internet4classrooms.com/skill_builders/telling_time_math_first_1st_grade.htm
DWoK (Different Ways of Knowing)
April was a month for change in and out of the classroom. The class came back from Spring Break eager to start exploring their natural surroundings. The garden beds are a perfect place for making observations in nature and Earth Day reminded everyone how to care for Mother Earth.
Through a series of integrated lessons, students gained an increased environmental awareness. We learned to access what we know and want to know about our ecosystem. Students had opportunities to examine nature, more specifically our neighborhood ecosystem, in a way many students don’t.
The students went outside to gather and collect objects in nature through a scavenger hunt style search. They looked for something “older than them” or something “that changes in spring”. Their investigations helped them to develop other skills such as working in cooperative groups and critical thinking. To show what they know about nature in Hollywood, students will make a collaborative shoebox diorama.
We will continue to observe our immediate ecosystem in Los Angeles (Hollywood). We will form a concept of interdependence of nature by creating a web of life concept map. We will chart what we have learned about our ecosystem. Math skills, language arts, and social studies are also integrated into our science unit.
Visual Arts
The exploration of ceramics has the students to build up time honored techniques in pottery. As a functional piece of art, pottery has offered the same challenge to our artists as it has throughout time – to create something that is both aesthetically pleasing and useful in everyday life. Lessons centered around the techniques for pinch pots, coiled pots, and slab construction, provide students with a base understanding of the strengths and limitations of hand built ceramics. It also provides them with time to develop dexterity and strength in their hands that is not related to holding a pencil or brush, which will ultimately push them as artists in every field.
Drama
On the 21st of April the First graders got the opportunity to show the world what we have been working on so hard these past few months. The characters they created were represented in their elaborate homemade costumes. They were able to memorize their lines and be on the stage telling their story with confidence. It was a moment for them to shine. Their stories had playfulness, creativity, and showed great imagination. Through collaboration, imagination, and sharing of ideas the first graders were able to write a story and tell it through theater arts.
The following standards were addressed:
2.1 Demonstrate skills in pantomime, tableau, and improvisation.
2.2 Dramatize or improvise familiar simple stories from classroom literature or life experiences, incorporating plot (beginning, middle, and end) and using a tableau or a pantomime.
5.2 Demonstrate the ability to work cooperatively in presenting a tableau, an improvisation, or a pantomime.
Dance
Using the writing process and a general reference, the students have honed their skills at creating, editing and polishing choreography during the Tap Dance unit. All the students have used strategies of effective collaboration to eventually arrive at common steps. The teachers, for the most part, have been relegated to supporting members only, making the process a truly constructivist experience. With the deadline looming of open classroom time where parents will be invited, the dancers are putting on the finishing touches to their routines. The rehearsal process the students are currently experiencing is so vital in understanding the discipline of Dance, and in reality, all of the arts.
Music
The Yamaha Music In Education (MIE) keyboard lab has continued to be a great tool for learning our general music curriculum. The First and Second Grade has been focused on musical literacy, specializing in reading rhythms with quarter notes and quarter rests.
One of the benefits of using a state of the art computer and keyboard technology is that keyboards can be programmed for nearly 600 instrumental voices. Students create rhythm patterns with a dazzling array of timbres and tones. Imagine, our students were playing cowbell solos on the keys while Santana wailed on the guitar!
The upcoming weeks will focus on the continued study of music on the page. Students will compose, present and even record ostinato patterns. We keep repeating our mantra: The notes we read are the keys we play!
P.E.
Dear Students, Dear Parents,
The cones are gone.
The music is not playing anymore.
No one is handing out water and fruit.
No one is cheering.
But the track is still there.
The chalk line will eventually wash out in the rain.
What the students have learned will not.
They have learned how to pace themselves.
They have learned how to run for 15 minutes -
Most of them faster than ever before.
They had fun!
The track is still there.
Quietly they run their warm up laps now.
Pacing themselves.
Proud of what they have accomplished on the day of the jog-a-thon.
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