This week students worked on "close reading" with The Hat by comparing and contrasting to another text we focused on last week titled The Mitten. Thinking about how things are similar or different helps readers to deepen their comprehension of the text they're reading. Comparing and contrasting text supports the reader by engaging them in critical thinking. Comparing involves discovering similarities and differences. Contrasting focuses only on differences. Here is what our class found when comparing and contrasting the two texts:
Students have continued to work on improving their fluency by repeated reading with short poems. They are learning to focus using punctuation and expression as they read. One way students practice their reading fluency is by reading their poem using the whisper-phones.
Students continued working on their informational writing pieces this week. They are learning ways to elaborate on their stories.
- Did they answer questions their reader may want to know the answer to: Who? What? Where? When? Why? How?
- Did they write twin sentences (Providing more details about a sentence): Dogs like to eat biscuits. Biscuits are like cookies for dogs.
- Did they use pictures to teach: Arrows, zoom in pictures, labels, captions.
This week students continued working on addition strategies to improve their fact fluency. We worked on the “Adding 10” strategy and learned that the ones place is the same number as the number that was added to 10. Additionally, groups learned the “Nifty Nines” strategy by playing a card game during their guided math lesson. They learned that when you add 9 to a number the ones place is just one less than the number you added 9 to. Some strategy groups worked on these strategies by applying this knowledge to math story problems.
Additionally, our class began working on the following the following math common core standard:
1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
Student Friendly Objective: I can find the missing number in an addition or subtraction equation no matter where the missing number is.
In small groups, students practiced finding the missing number in an equation at their instructional level. Students practiced different strategies such as subtracting, counting on, and adding the parts to find the whole to identify the missing number.
Students focused on winter holidays. They are comparing and contrasting their family's traditions to other students in the class and other winter traditions. Students are now writing about their traditions to share with their classmates.
Wednesday, December 13th- Ice Cream Day, Ice cream sold at lunch for $3.00.
Friday, December 15th- First Grade Music Performance from 2:30-3:00 in the small gym.
Saturday, December 16th- Monday, January 1st: Winter Break, no school
Tuesday, January 2nd- School resumes