Today during writing time we worked on varying end punctuation to bring out our "teaching books" meaning! We learned that nonfiction writers choose ending punctuation that reflects how we are trying to speak. We know that periods are used when we want to tell facts. We learned that question marks are used when we want to ask questions, and we learned that exclamation marks are used when we want to tell something exciting!
We have also been learning about commas and colons and when to use them. One way is if we want to make a list! Take a look at our new visual chart we used today to edit our writing!
This week we have been sharpening up our informational reading skills. As we study our books, we have been figuring out how each part should sound, and in the process are discovering that our books tell a story! For example, a book about race cars doesn't teach us about different kinds of race cars or even different places where drivers race. No, No, No! It teaches us what happens in one race. The parts of the book: beginning, middle, and end.
So to read it well, we need to use a story telling voice- showing the FEELING in each of the parts. We have been looking at more and more books and really thinking- which informational books tell stories? and which books have sections like "different kinds of" or "different parts of?"
We know even more about how our books are organized and this is going to help us to think about how to read the book! Check out our new anchor chart in this last unit bend!
This week we have been practicing that writers research-or look for- photographs or pictures that are connected to our topics. Writers look closely at these pictures, looking for specific details that will teach people even more about topics. By using this strategy, we can put into words what we have learned and add even more to our writing.
We made some new writing goals and are moving forward in our process pieces!
For 25 years, Northwest Connecticut’s Chamber of Commerce has coordinated the Annual Read Aloud Day. The Read Aloud program, is designed to stress the importance of reading to elementary school children throughout the Northwest Corner.
The sponsor of the program provides funding to purchase library quality books that are selected by a group of library media specialists and language arts consultants from local schools. Community volunteers are recruited to spend a part of their morning visiting an elementary classroom in the Northwest Corner. Each grade level is assigned the same book title. The volunteers read aloud the books and then leave them as a gift to the classroom library. It was a great morning!
This week we have been learning about an UNKNOWN or MISSING ADDEND. This is a new concept in first grade math. Children having been solving simple addition equations with single-digit numbers where one addend is missing or unknown. They started a new math game called HOW MANY AM I Hiding? Down below you can see how this new concept is broken down for the students.
Nonfiction books present many opportunities to learn new concepts and vocabulary, as well as broaden a child's view of the world. Nonfiction books are written differently than picture books in that there are often more pictures, graphics, charts and photographs included within the pages.
At the beginning of this unit, students eased the transition into more nonfiction reading by encouragement to preview a book before reading and to be an active reader who asks lots of questions.
They have been taking a "book walk". This is one great way to make predictions about an unfamiliar nonfiction text by taking a "walk" through the book before reading. By looking closely together at the front and back cover, the index, table of contents, the glossary, and the photographs or other images, readers can start to get a sense about the topic. This scanning and skimming helps set the expectation for the reading. At home, make sure your child is continuing to take the time to walk through the book before starting to read.
This week we learned how to engage more in our books by encouraging questions. This a good habit to practice because it will help a reader to develop more understanding with nonfiction books. Students have been encouraging one another to be an active reader by asking a lot of questions (I wonder..., Did you find..., What do you think..."
At home, you can model these behaviors by talking or thinking out loud as you turn the pages of the book. This is a helpful way for your child to see and hear what a successful reader does when faced with difficult or unfamiliar topics. For example, "When I looked at this photograph, I asked myself, "Where is Antarctica? Is that the same place as the South Pole?" Then talk together about how and what you would need to do to find the answer to the questions. This will reinforce that many questions can be answered by reading a text closely and by paying attention to captions and picture titles. Some children enjoy writing their questions on sticky notes and working to answer them during the reading.
Previewing a text and asking questions are two terrific ways to navigate nonfiction texts. Enjoy spending more time with some fascinating informational books!
Reading Rockets website has tons of online articles and resources. This is just one of many that highlights some great information about reading comprehension! Click the button down below to read more!
Today was a BIG day! Both the first grade classes conducted research on an informational topic of their choice at our Goshen Public Library! This was a very exciting learning opportunity for them, as we move into our next bend of our writing unit of study! They learned how to choose a topic and locate facts about their topic using a graphic organizer.
On Monday, they will begin to take their research and incorporate it into their process writing pieces! Yay!
As a whole class we have been reading non-fiction books that align with the science and social studies curriculum. This month we we have been studying many topics. Recently your child read an informational non-fiction book online entitled Honeybees. While the students were introduced to this new topic with unfamiliar vocabulary, they were also introduced to an innovative strategy to help comprehend their new learning, a K-W-L chart.
A K-W-L chart is an introductory strategy that provides a structure for recalling what students know about a topic, noting what students want to know more about, and finally listing what has been learned and is yet to be learned. The K-W-L strategy allows students to take inventory of what they already know and what they want to know. Students can categorize information about the topic that they expect to use. After reading a section of the non-fiction book Honeybees, the students had many more questions that they wanted answered.
It was awesome! We also had a live in class visit from Mrs. T and many of the questions we had, she was able to answer for us! Everyone was fully engaged and motivated! They were able to complete the L portion of the K-W-L chart. This is a strategy that we will continue to use in the classroom to build on student comprehension.
What we're learning in first grade. Students are also making comments in class! At home add to the posts, too.