Families: Please read weekly updates provided by Mrs. Sarah Olney and check Southmoor App regularly!
1st Grade Class-Mrs. Larson
Thank you families for the classroom recess snacks!
Thank you to the many families that donated classroom scissors!
Important phone numbers: Main office 720-424-3930
Attendance Line: 720-424-3954
If you are interested in planning and preparing the classroom Halloween Party, please contact email@example.com
Please contact our Classroom Parent, Sarah Olney at firstname.lastname@example.org for details about volunteer for our students for October and November.
Important: Information about background checks for volunteers is available in the Main Office. Please have a visitor's pass when you arrive for your scheduled time.
Important notice: Thank you for reminding your child to leave non-school related items at home. Please check to ensure that there are no toys, or other items not to be brought to school. They become a distraction from learning, and are creating problems for students before, during, and after school, including class time, recess & lunch.
Please notify staff in the main office when you are picking up your child before dismissal or checking your child in after tardy bell to obtain a slip to bring to the classroom. With consideration for instructional needs and continued focus of all other students, please place slip in small yellow pail located near the front door when you arrive. When you check-in with the main office, and a slip is not provided, just share that when you arrive for your child.
This week we will begin Unit 4. Students, please log on to Superkids website for related material to practice.
Reading Phonemic Awareness and Phonics
Pattern Words: Level 3, Unit 4 Spelling Lists:
er- ever never Ends with er
ed -Sounds like d yelled smelled
ed -Sounds like t jumped bumped
ed -Sounds like ed rested tested
Memory Words Level 3, Unit 4 Spelling Lists
For, Look, Your, The, Was, Are
Story words and sequence words. Categorize words. Comprehension: Generate questions to distinguish reality and fantasy.
Recognize plot: Problem and solution Sequence events. Recognize patterns in text. Fluency: Read with natural phrasing. Read rhythmically Writing: Contribute to a group story. Write sentences for connected events.
Writing: In this Unit, we will focus on Opinion Writing.
Students have made a great deal of progress with place value in class, and should continue to practice at home with place value, for now, with ones and tens, using small objects, like paperclips, pennies, or buttons. Our language is how many ones, (for individual units (ones)), and how many tens, (for each group of tens) and WHERE we place these, or write the numbers (tens or ones) determines the VALUE of each digit. Some of the misconceptions were: "If I (student) have 2 groups of tens, I have twenty groups of tens." Instead, 2 groups of tens equals the quantity 20, therefore, the 2 belongs in the TENS place, and the 0 belongs in the ONES place, because I have 0 ones. Finally, students learned that in each place value, only one digit 0-9, is used. Example the number twenty, 20 is not placed in the tens place, or the ones place, but separately, each digit, represents how much we have in the tens, and the ones place, respectively.
1. Understanding and extending the counting sequence, both forward (addition) and backward (subtraction), and build their ability and understanding of larger quantities that numbers above 20 represent. They vary in their ability to accurately count larger quantities, and most know the oral counting sequence to 100, and are able to count "out" a set of 20 objects.
2. Understanding, representing, and solving problems involving addition. They will expand what they've learned to include counting on and counting back is addition, and subtraction, respectively. They will use counting as a strategy for adding/combining two quantities. They will engage in reading and solving story problems, and build their ability to independently understand the operation (+) and develop addition strategies.
3. Understanding, representing, and solving problems involving subtraction. They will continue to develop subtraction strategies, and solve story problems. They are developing fluency with -1/-2 facts. Similar to approaching a solution in addition, they are making sense of what is being asked of them to solve by visualizing, retelling, and thinking logically about whether the result will be more or less.
4. Describing, identifying, and comparing attributes of 2-D shapes. They will be using many mathematical tools throughout the year. It's important that they use them appropriately and responsibly for continued, necessary classroom use for learning. They will focus on identifying various attributes and developing language, both oral and written to compare them.