ISB Grade 1

In our sixth unit of study in Math, we will return to number sense. This unit is called Number Games and Crayon Puzzles. We will be working on mathematical ideas such as composing numbers with two or three addends and solving addition and subtraction problems.

Throughout this unit, students will be working toward the following goals:
-Find at least five 2-addend combinations of 10.
-Combine two small quantities by counting on.
-Interpret (retell the action and sequence) and solve addition and subtraction story problems.
-Subtract one small quantity from another.

Click her to download the complete Math Parent Letter Unit 6.

We are learning about measurement.  We are learning how to make accurate measurements and how different units can be used to measure objects.

Created with Admarket’s flickrSLiDR.

We invited our parents to show off how much we have grown as writers and how much we have learned about revision.

Created with Admarket’s flickrSLiDR.

Classes are working on a new unit in mathematics called What Would You Rather Be? This unit is about data—the facts or information we collect about people and things in our world. Students will be sorting objects and information, posing questions, collecting data, and making representations of the data they collect.

Click here to download the complete Math Parent Letter Unit 4

During Reading Workshop the students have been learning how to notice when they get a feeling or an idea while reading. We are encouraging and nurturing their thinking and talking skills through demonstrations, read aloud books, and big book shared reading time. Rather than just reading the book cover to cover we are exploring ways they can make their reading come alive by having the students stop and share their thoughts and feelings. In addition, we are encouraging the children to begin a conversation about the book by listening to their partner and responding by agreeing or disagreeing (in a kind way) to their partner’s ideas.

You can model this kind of thinking at home. Below – you will find ideas that will help initiate conversation about what your child is reading- or what you are reading together. This is not meant to be a question and answer session but an authentic conversation about the story.

• Before reading, look at the front cover and talk about the title and the illustrations. Make some predictions or ask some questions that you might be thinking. “I wonder if..”

• When reading a non-fiction book- try and think about what you might already know on the topic.

• During reading, notice when you get a strong feeling. For example you might say, “I think I know what will happen next”, or laugh out loud, or “Wow, I did not know that!”

• Talk about the characters. How is the character feeling? What would you do if you were that character?

• After reading look through the pages again. Talk about and retell parts of the story that were your child’s favorite and ask them, why they liked that part. Make connections to other stories you have read that are similar or situations that might remind you of your own life. A more advanced skill might be to talk about the most important part or the message the author might be trying to tell.

For ESL students who are reading English books talk about the story in your home language. If your child is having difficult time talking about the book, model your own thinking. You will be amazed at how your child can begin to think and talk about what they are reading.

Retelling and Readers Have Thoughts While Reading

Your children are working hard at word solving and building their stamina for reading! It is always so rewarding as a teacher to see the kids reading and getting excitied about books. Our next step is to nurture the children’s natural excitement into conversations about books. This unit will build the foundation for children to read, understand, and begin to have conversations about what they are reading.

The first phase of the unit works on retelling a story. For some, this task can seem quite dull and rote but if students are not holding on to the story, how can we expect them to talk about it and go further? Retelling not only shows if students understand what they are reading but it also helps build a foundation for students as readers, writers (recounting/retelling stories from their lives) and thinkers.

The characteristics of a good retelling are as follows:
• Uses characters names (Character)
• Tells where/when the story takes place (Setting)
• Includes all the important parts of the story (Plot)
• Retold in sequence (Beginning, Middle, End)
• Told in an interesting voice (Fluency)
• Check in the book to see if you missed anything (Using text evidence to support your thinking)

As students begin to read more sophisticated texts they will be summarizing rather than retelling every detail in the book. For ESL students this can be a difficult but very worthwhile task. So encourage your child to retell you the story after they have finished. Then review the book to see if anything was missed.

We have started an earth science unit. We are studying rock, one of the most important earth materials. Our investigations will center on the properties and uses of rock in many of its particle sizes-pebbles, gravel, sand, silt, and clay. They children will be working extensively with materials, observing, comparing, and communicating what they learn through their first hand experiences with earth materials.

The first grade classes will be going on a field trip to Ko Kret at the end of November. It has not been finalized which days the classes will be going, but the two dates to remember are November the 30th and December the 1st. Three classes will be going one day and the other 2 classes the other day. We will be asking for volunteers!

Some inquiry questions you could ask your students:
How can rocks be sorted? What rocks can we find around us? How can rocks be sorted by size? What is the smallest rock material?

Thanks for continuing to support your child in observing and wondering about rocks!

The science unit covers many concepts, which are listed below.

The first Investigation on rocks covers the following concepts:

• Rocks are the solid material of the earth.
• Rocks have a variety of properties, including color, hardness, shape and size.
• Rocks can be sorted by their properties.
• Rocks are all around us.

The second Investigation on rocks covers the following concepts:

• Rocks can be categorized by size.
• Screens and water can be used to sort the sizes of earth materials.
• Rock sizes include clay, silt, sand, gravel and pebbles.

The third Investigation on rocks covers the following concepts:

• Earth materials are natural materials.
• The properties if different earth materials make each suitable for specific uses.
• Earth materials are commonly used in the construction of buildings and streets.
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The fourth Investigation on rocks covers the following concepts:

• Soil is admixture of earth materials\Hummus is decayed material from plants and animals.
• Mixing soil with water, and letting it settle can observe the ingredients of soil.
• Soils vary from place to place.
• Soils have properties of color and texture.
• Soils differ in their ability to support plants.

The First Grade Team

In Social Studies this year, the first grade students are focusing on personal development. We are using the I.S.B. WE CARE (Character and Respect Education) program as a resource. The second character trait the students are learning about is RESPECT.

What is RESPECT?

A respectful person values all people. He is courteous, polite and accepting of differences in people. A respectful person does not judge people by how they dress, their gender, their culture, race, religion, or the amount of money that they have.

Children can show respect by being accepting of people of all cultures or who speak different languages or are different in other ways. Be aware that different cultures show respect in differently. Ways children can show respect at school are by: listening when someone else is talking and not interrupting, handling feelings of anger peacefully (not calling names or hitting), cooperating with the teachers and teacher assistants, asking for permission before using something that belongs to another person, taking turns, using good manners and being polite.

Modeling Respect at Home

One of the most important challenges parents face is to help our children develop strong characters based on good values. Your child will learn how to treat people with by watching how you treat others. Be a good model of respectful behavior. Below are a few simple ideas adapted from Brighter Vision Publications.

1. Show respect to your child by spending time with him, listening to him and speaking to him in a respectful manner.

2. Speak respectfully of others, even if the person being discussed is not a friend. Remember that your child often hears adult conversations that are not intended for him to hear. Avoid stereotypes or labels based on race. Don’t tell or laugh at jokes that are at the expense of someone else. Help your child to understand that you respect all people. Be clear to your child that your housekeeper, nanny, driver and other people who the family comes in contact with deserve his respect.

3. Be respectful of the elderly. Many cultures revere their aged and the term elder is generally a term of respect. Teach your child that seniors have valuable experience and may have great stories to tell

4. Take good care of property you are allowed to use and don’t take or use property without permission.

5. Look for ways to talk about respect with your children. In the stories you read or the programs you watch with your children, look for characters that show respect and those who do not. Discuss the characters’ actions and the resulting feelings of those around them.

6. Take the time to help your children develop a respect for life and the world around them. Go on nature walks. Plant a garden. Visit an elderly family member or friend. Watch baby animals at a farm or zoo. Guide your child in understanding that life is precious.

Sincerely,

The First Grade Teachers

Our next unit in mathematics is called Solving Story Problems. We will be working on mathematical ideas such as adding and subtracting whole numbers, counting to higher numbers, counting sets of objects, and finding multiple combinations of a number.

Click here to download the Parent Letters:
Math Parent Letter Unit 3: Solving Story Problems