Our Classroom

Academic Alley

Math

Reading

Writing

Spelling

Handwriting

Social Studies

Science

Policy

Math

Our District employs the Everyday Mathematics Program. Click on the Math Journal for the Parent's Guide to Everyday Math.

In Unit 1 we worked on:
Daily Routines (Calendar, Weather Graph, Temperature, etc.)
Investigating the Number Line (Counting by 1s and Skip Counting)
Number-Writing Practice (Numbers 1-6)
Comparing Numbers/Finding One More, One Less
Recording and Counting Tally Marks
Number Stories
In Unit 2 we worked on:
Using the Number Grid
Skip Counting (by 2s, 5s, and 10s)
Finding Complements of 10
Using Unit Labels for Numbers
Learning about Analog Clocks (A.M./P.M.and telling time to the hour)
Money: Identifying Pennies and Nickels; Using Cents Notation; Counting Coins; Making Exchanges
In Unit 3 we worked on:
Identifying, repeating, and creating patterns
Skip counting--identifying the pattern on the number grid
Using the Number Line--to count, add, and subtract
Telling time to the half-hour
Frames-and-Arrows
Counting Dimes, Nickels, and Pennies
Gaining an introduction to the Line Plot
In Unit 4 we worked on:
How to use and read the thermometer
Measuring to the nearest inch
Using rulers, tape measures, and our bodies to measure
Identifying and understanding the purpose of a 'standard foot'
Reading and identifying events on a timeline
Reviewing how to tell time to the hour and half hour; identifying 'quarter-to' and 'quarter-after'
In Unit 5 we have worked on:
Place Value--the tens and ones digits
More Than, Less Then, and Equal To (<,>,=)
Writing Number Stories
Making Comparisons between Numbers
Finding the Difference
Investigating Probability through Dice Sums
Beginning Fact Power: Turn-Around Facts and 'Easy' Facts
Facts in a Flash:
Supplemented by learning addition fact strategies to strengthen understanding and speed of recall--
Zero Property (8+0=8)
Counting On: Starting at the larger number and counting up, as opposed to starting from zero (6+2)
Making Complements of Ten (7+3)
Doubles (4+4=8)
Make a Double (4+5=9...start with 4+4, then add 1)
Nine Facts (identified the number and the pattern)
In Unit 6 we worked on:
Learning how to use the addition/subtraction facts table
Using name collection boxes
Understanding fact families and how to use 'fact triangles' to build both addition and subtraction facts
Measuring to the nearest centimeter
Practicing addition facts through "What's My Rule?" problems
Counting quarters and reviewing how to show amounts using fewer coins
Telling time on a digital clock to the nearest five minute interval
Timing ourselves in seconds
Gaining an introduction to graphs (identifying the range and middle value)

Reading

In First Grade, students participate in the Guided Reading format. Homogeously grouped based upon individual reading assessments at the beginning of the year, kiddos work on building their literacy skills. The goal for all First Graders is to attain a reading level of 18 by the end of the year. Students work on building 'problem-solving' skills when coming to unknown words, strengthing sight word vocabulary, reading with fluency and expression.
Below are the reading tips from Back to School Night, should you need another reference. As always, should you have any questions about how to assist your child, their difficulties, or successes, please send me an email or a note on the back of the 'reading assignment' paper.

READING TIPS

Writing

In First Grade, our goal is to have children writing in complete sentences with appropriate punctuation, capitalization, and use of describing words by the end of the year. As we progress through the months, we will spend time on each skill. Through Ms. Groegler's Gazette and the 'online' version of the newsletter, you will learn which skills we have focused on for reinforcement outside of the classroom. As we progress through the year, you will be made aware of benchmarks and expectations of written work.

Word Wall Information

Word Wall Words We Have Learned

about

came

dad

find

get

had

just

kind

made

because

care

did

for

girl

has

know

little

make

and

best

come

friend

have

into

look

many

are

big

could

don't

first

good

love

boy

down

going

her

long

mom

after

but

here

I'll

him

I'm

most

been

his

before

home

house

how

not

please

run

said

thanks

very

want

you

now

put

saw

that

upon

was

your

new

once

see

the

one

she

their

use

went

out

some

them

what

over

there

when

they

who

this

why

with

today

write

two

were

then

where

would

which

The Underlined Words were NOT part of the Word Study List, but added because they are appearing in student writing. They should be able to spell these words correctly since they are on our Word Wall.

Spelling

The District has adopted the Word Study Program. Consisting of a 'chunk,' or 'word family,' students identify spelling patterns between words. This also doubles as a reading strategy of identifying 'familiar' words to problem solve new words. Each 'chunk' is also accompanied by high frequency words. These are words that will be used often in students writing and visible in books. Upon completion of the written assessment, or spelling test at the end of the week, kiddos become responsible for those 'chunk' and high frequency words in upcoming units. The goal is for students to learn and integrate the words into their reading and writing on a consistent basis, and not merely on a week by week basis.

Chunks We Have Learned

-an
(can, man, fan, plan, tan, etc.)
-ot
(cot, dot, hot, not, plot, etc.)
-in
(bin, pin, spin, tin, etc.)
-ug
(bug, hug, snug, tug, etc.)
-at
(cat, flat, hat, mat, rat, etc.)
-en
(hen, men, then, when, etc.)
-ap
(cap, flap, map, snap, etc.)
-it
(bit, fit, kit, skit, split, etc.)
-all
(all, call, fall, mall, stall, etc.)
-op
(flop, hop, mop, stop, etc.)
-ing
(king, ring, sting, string, etc.)
-ay
(bay, gray, may, stay, stray, etc.)
-ip
(chip, flip, sip, tip, trip, etc.)
-ell
(bell, fell, swell, tell, etc.)
-ike
(bike, hike, Mike, strike, etc.)
-ake
(bake, flake, make, stake, take, etc.)
-ank
(bank, Frank, sank, tank. etc.)
-ill
(bill, chill, mill, thrill, etc.)
-ack
(back, pack, sack, snack, etc.)
-ump
(bump, hump, jump, thump, etc.)
-est
(best, chest, rest, west, etc.)

Handwriting

Formal handwriting instruction is a daily part of our schedule for the first half of the year. The second half serves as reinforcement and reviewing correct letter formation and application in writing on a daily basis. Each letter is accompanied by a 'chant' to remind the child of the correct strokes when forming the letter. We also work on appropriate letter spacing, ie. where lowercase letters begin and end. Kiddos begin to learn when it is appropriate to have an upper and lowercase letter. Students learn about 'finger spaces,' between words. At the beginning of the year, students must use their finger to get into the habit of appropriate spacing.
To the right you will find the proper handwriting formation list and pencil grasp guide.

Letter Formation
Pencil Grasp Guide

Social Studies

We cover many Social Studies topics throughout the course of the year. Aside from formal units, Social Studies themes are found as part of our daily learning through interacting with others, learning what it means to me a member of our classroom and society, and literature books.
Below you will find the formal themes we cover throughout the year.

About Me and My Family plant

Map Skills plant

Climate Zones Insect

Science

We cover many Science topics throughout the course of the year. Aside from formal units, Science themes discussions take place throughout our day as we begin to look and question the world around us and how it works.
Below you will find the formal themes we cover throughout the year.

Plants and Trees plant

Solids, Liquids, and Gases plant

Insects

Webquest Activity

Policy

Kiddos can expect to get math homework from 3-4 times a week. We will begin the reading log shortly which will ask students to write down the books they are reading on a nightly basis, along with a parent signature. Spelling and handwriting homework may be given as reinforcement, however this is on an 'as needed' basis and should not be expectly daily.

Students can expect an assignment as part of their guided reading group. This will vary from reading the book we have been working on with a grown-up to completing a comprehension activity. Reading group assignments are always given on the form that parents should sign. This is a great way for you to see what your child has been working on, read any notes I may give on their progress, or share something you have noticed.

The Homework Policy is taken directly from the FRSD Handbook. To visit the District site for more information, please click on the District logo below.

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