Los Feliz Arts

Our current unit in Theatre Arts is Imagination Play.  Students have been, throughout the unit, collaborating and improvising a story and script.  The characters and stories come directly from their collective imagination.  Please print out a script for your child so that he or she can practice their lines at home. The First and Second Grade performance date will be announced shortly.

Ms. Duzinski’s Class: Through The Portal

Ms. Gonzales’ Class: Jungle Quake

Mr. Dmytriw’s Class: Village by Silver Lake

Dear Parents,

February was a month of getting to know each other better than ever. Through survey questions and reflection… through collaboration and play…the students learned to work as a community of learners that share ideas and value others’ differences and opinions.

This month the first graders celebrated President’s Day, Valentine’s Day, Chinese New Year, and the 100^th day of school. It was a month filled with fun and festivities. This brought the classmates closer to each other as they learned all about the holidays and traditions their classmates celebrate.

Please take the time to read the newsletter below to get a better sense of the incredible things the first graders are learning.

Fondly,

The First Grade Team

Alyssa Gonzales, Judy Duzinksi, and Michael Dymytriw (K/1)

Reading-

Throughout the month of February, students have learned to write like researchers. They have learned about nonfiction books and their features. Students chose nonfiction topics of personal choice and interest. They practiced researching these topics with a partner.

Students have learned not only how to differentiate fiction and nonfiction, but also how to use nonfiction books to learn more about what interests them.  They have learned about the different features of nonfiction, and have been using features such as the table of contents and index to help them in their research.   Students are applying their research techniques to books about the types of neighborhood buildings they designed in Visual Arts.

Writing-

Students have been introduced to a new style of writing — Nonfiction Writing– and they are adding it to their writer’s repertoire!

This nonfiction writing experience is crucial for children to be able to communicate the truth as they see it from their world. It is important for children to write in this genre (of nonfiction), in order to be able to understand what they read in this genre.

At this time, we are teaching children not only how to become writers, but teachers.  As writers, the students will now practice how to write to teach others “How-To” do something, and to teach others “All- About” something. Writers will write in a range of nonfiction forms.

The students have learned to use “procedural” writing to teach others about something.  They have been reminded to use very specific language to clarify their thinking and instructions as they write a How-To-Book. They recall a procedure they can do, lay out the directions for that procedure starting at the beginning, then proceed in a step-by-step explicit fashion to the end.

Informational writing presents new challenges. The students are encouraged to write about subjects in which they already have expertise, or in which they can research a special interest. They will learn to scaffold their work by explicitly dividing their topic into sub-topics, each of which becomes a separate chapter.  The students will see that each sub-topic has an organizational structure. Students will learn how to organize their informational writing.

Word Study-

Word Study is an integral part of the Reading/Language Arts Curriculum.  High Frequency Sight Words; letter sounds; blends; digraphs; diphthongs; etc. are integrated into the curriculum.

High Frequency Sight Words, Word Sorts, and Word Activities are included in daily Reading/Language Arts Activities.

A good website to practice some of these word study games can be found at Starfall.com.

Math-

The children started the month off learning how to sort and classify. They practiced making bar graphs by asking their classmates questions from a survey and tallying their responses. Students asked questions such as, “Do you have a pet?” “Do you know how to do a somersault?” and  “Can you do a handstand?” Once students collected their data, they learned how to create a Bar Graph to represent their classmates’ responses.

The students at the first grade level have learned about the basics of money with the recognition and value skills of the penny through the quarter. They are aware of the differences of color, shape, feel, and value. Students shared strategies to count combinations of monetary value to show equal amounts.

We finished our month learning about solid shapes through Block Building. Children were asked to classify solid shapes in different categories. Does it roll or stack? Does it have corners or smooth edges? Does it have less than or more than three sides? Students learned to identify solid shapes in meaningful ways through block play.

To culminate the month’s math activities, students sorted and tallied the blocks they used to build their structures. They created a Bar Graph to show the amount of blocks and analyzed the data by guided questioning.

The first grade teachers continue to work with their students to help improve their addition and subtraction skills.

DWoK-

Students learned all about survey this month. They took a survey. They created a survey. They used a survey to organize information and learn about each other. The children reflected on their wonderful questions to fine-tune and check to see if they already figured out the answers. The students’ inquiry deepened as they thought of inch, foot, and yard questions that they know how to find the answers to.

Later in the month, students began Block Building again. Earlier in the year, the children collaborated to build a classroom. As their concepts about their surroundings evolved, students collaborated to build a school. This month, students worked together to plan and build various buildings in and around a neighborhood. Using their architectural blueprints from Art class, the children had a working plan to build from.

The students co-created a checklist of things they must know and be able to do while working in their groups. They worked together to be proactive problem solvers.

Visual Arts-

Visual Arts Instruction has had a focus on Architecture. The students have observed the features of functional buildings, and have learned how Form Follows Function.

They have learned how to use a “straight edge” (ruler) to complete a design for plans for a building as an architect would. Students determined the important interior and exterior features of the buildings designed.

Students made a connection with DWoK and Neighborhood studies. They worked in groups to make plans for buildings that would/might be in a Neighborhood – such as Hospital; Office; Restaurant; Police Station; Library; CNN Building; School; Train Station; etc.

Students worked in collaborative groups to determine the features and functions while working to plan designs for their various buildings. They worked collaboratively to make the plans for the exterior and interiors of the buildings. As a culmination activity, each group made a presentation to the class and described the FORM and FUNCTION of their project.

Dance-

The students continued to learn how to tap dance. The children watched various famous dancers, like Shirley Temple and Gene Kelly, to get a feel for this style of dance.

They learned the difference between improvisation and choreography. The children learned to follow choreographed dance movements to the song “Singing In the Rain”. The students learned the lyrics of the song to sing along while dancing.

Later, students will create a choreographed dance in groups to perform for an audience.

Drama-

After putting on some great performances this past December, the first graders have been hard at work.

Each class has created a play.  They created the characters, setting, plot and will also be acting in the play.  They’ve acted out the scenes and Ms. Heneise is currently transcribing them into scripts.

The current unit will culminate with a performance this March.

Music-

In Music, students have been learning about the relationship among movement, sound and emotion.  They continue to learn more about keyboards and have begun using them as rhythmical accompaniment.

Dear First Grade Parents,

Happy New Year! Last year has come and gone and time just flew right by. We are already well into our first month of the new decade and the children are growing more each day.

Thank you so much for your support. Parent volunteers are so helpful in the classroom. We appreciate your time and commitment. We would also like to thank families for their generosity and warm wishes during the holiday season. We feel very fortunate to be a part of such a kind and caring community. Please read below to learn more about the new ideas and concepts the children are experiencing in class.

Fondly,

First Grade Teachers:

Alyssa Gonzales, Judy Duzinksi, and Michael Dmytriw

Reader’s Workshop

In Reader’s Workshop in December, the students learned how to find Just Right books based on their reading levels.  As has been true throughout the year, students still focus on being independent readers.  As a constructivist school, we strive to have students reflect on how they are doing, so students have used checklists to make sure they are following our procedures.  We also continued with partner reading to continue to focus on socialization and for reading comprehension.  Students checked each other’s understanding and also learned to check their own understanding through retelling.  In first grade, as we have been learning to work together, we have also been learning how to use peers as resources.

In January we are focusing on Character Study.  The children have examined what a character is and talked as a class about some of their favorite characters.  By using bubble maps, students have organized their thinking as they have analyzed the traits of characters from guided reading and from their own independent reading books.   As students have been learning about their characters and making personal connections, they have also been working on reading with fluency and expression.  As they become more expressive readers with a deep understanding, the children will culminate this unit with a Reader’s theater!

Writer’s Workshop

In December, students learned how to create a character. They developed a character that was somewhat like who they are. They sketched, planned, and wrote.

Keeping in mind that Writers write for Readers…they were reminded that content matters, and were encouraged to write Realistic Fiction problems and solutions. They learned to check for order and understanding. They shared their writing with a partner.

First Graders, through Writers’ Workshop experiences, are learning that Writers live wide-awake lives, and pay close attention to the many “rich moments” in their lives that are worth writing about.  They are also learning how to capture a small moment (thought), -and “stretch” that topic to tell a Personal Narrative story across the pages.

In First Grade, we now begin to see how our own lives are full of “small moments,” and how we can find details that are worth writing about, -and that we can be Authors, too!

Students are also beginning to discover, and use, new writing techniques modeled from several *Mentor Authors.  They observe and learn about varied writing styles.  They practice transferring new craft techniques, which they are learning from Mentor Authors, to their own pieces of writing.  They are learning how authors can help them edit by teaching them about punctuation.

*Angela Johnson, Mo Willems, Ezra Jack Keats, Joanne Ryder

Math

In December, the children continued to learn about addition. They learned how to act out story problems, to use pictures and manipulatives to add, and to write number sentences. After the children developed a conceptual understanding and the different strategies of addition, they practiced adding numbers to 10. Students learned to answer “how many in all” questions and learned how to write addition stories. In class, students will review these skills with flash cards from 0-9. Each Friday the students will have a quick timed assessment to monitor their progress and mastery of their addition facts. These assessments are differentiated to meet the needs of the individual students, much like Just Right books. Students practice at their level and move at their own pace.

In January, we introduced the concept of subtraction.  Students learned to use pictures or objects to model subtraction problems and to write subtraction sentences. We played musical chairs to show the concept of taking away, which was great for the kinesthetic learners! Students answered questions such as “how many are left?” and  “how do we find the difference?” Students brainstormed and shared the strategies they use to subtract. Some of these strategies include: counting back, counting on, using the number line, and using objects.

To prepare for double–digit addition/subtraction and money, the children reviewed learning to count, read, and write numbers to 100.  They practiced putting objects in groups of ten and counting by tens to find out how many there were.  Ex. 7 tens + 2 ones =72; 70 + 2; seventy-two. Finally, students learned to compare numbers to 100, using  <, >, = and counting 1 more than, 1 less than, 10 more than, and 10 less than.  Knowing the values of numbers will help the children add and subtract accurately and to make comparisons between groups.  Understanding of these new concepts will lead us into understanding how to count, add, and subtract money. Parents, please be sure to practice counting by 5’s and 10’s with your child.

*Activity: Here’s a fun activity to do at home! Give your child a set of 10 small healthy snack items, such as raisins or nuts. Have him or her eat the treats one at a time, telling you a new subtraction sentence after each bite.

DWoK

In December students gained an understanding of “Bird’s Eye View”. The students gained an understanding of where they are on a map by studying various types of maps. They learned about directionality and scale. Students created a three-dimensional model of our school using blocks. Then they transformed this model into a two-dimensional map. Afterward, the students practiced creating a map to scale. As a culminating learning experience, the first grade students viewed where their school and surrounding neighborhood is on Google Earth. Students located popular landmarks like the Mann’s Chinese Theater, the Hollywood Bowl, and the Hollywood Sign.

In January students created a large puzzle banner to symbolize how each individual is an integral part of the whole group. The students designed and decorated their personal puzzle pieces. Then the students shared art materials to show that they know how to collaborate as a group. Finally, each team of students worked together to build the puzzles. Students also created a survey to get to know Selma’s first graders. In February the children will meet and greet their Selma neighbors.

Music

In December students learned to sing the major scale.  They then learned that melodies are made from the notes from a scale.   The children analyzed “Jingle Bells” and learned which notes are in the melody.   In small groups students played the melody to “Jingle Bells” using tube instruments.  In December the children also began to learn about rhythm in music.  They had already learned to find the beat, so we began to focus on how to divide the beat into whole notes, half notes, quarter notes and rests.

In January the children have begun to learn about keyboards!  Students are learning to navigate their way on keyboards and have begun exploring patterns they see on the keys!   We’re very excited to continue our keyboard program!

Theater Arts

In December the children continued to rehearse their play, learning about blocking and projecting our voices.  They also began to learn vocabulary of theater and what it means to be an actor. Our first unit culminated in our first grade winter program productions!

This month, they are continuing to develop their theater vocabulary and are focusing on collaborations.   As in Reader’s Workshop this month, our first grade actors will be talking about the difference between characters and real people before developing a character as a class.  Through various games, they have been learning to improvise emotions and actions that characters might express.  Students will also use props to develop their characters, before finally developing a story as a class.

Visual Arts

First graders are learning how to use a pencil to sketch and draw. Ms. Heather has taught us how to hold a pencil-for the performance we expect. We can draw a thin line, a thick line, a curve, straight line, and we can “shade-in” spaces.

Recently we have been discussing architecture, making connections with neighborhood buildings in DWoK, as well as discussing Form follows Function concepts in Art. We are drawing and designing buildings, using the ruler as a tool.

Dance

Last month the children learned to dance the Horah. The students learned how to keep in sync with the larger group while stepping to the rhythm of the music. The students danced in a large circle to celebrate their performance and the joyous occasions of the holidays.

Currently the students are learning how to tap dance. The children are excited to try on a pair of tap shoes. Ms. Heather will be providing shoes in various sizes for children who do not have a pair of their own.

Coming up in February…

• In reading the children will be studying Nonfiction.
• In writing the children will learn about procedural writing and they will explore “How-To” and “All About” writing.
• In Math the children will study Data, Graphing and Money
• In DWoK the children will continue to build relationships and get to know their neighbors.

Our current theater arts unit of study is Fables and Fairy Tales. Each class will showcase a fable or fairy tale from around the world.  The firs grade classes will showcase on Wednesday, December 16 at 6:00pm.

Ms. Duzinski’s class: How Grandma Spider Stole Sun (PDF)

Ms. Gonzales’ class: How Glooskap Found Summer (PDF)

Mr. Dmytriw’s class: Little Red Riding Hood (PDF)

Dear Parents,

The first grade students have learned so much already and we’ve only just begun! Please take the time to read what the first graders are learning in and out of the classroom.

Small Moments

Personal Narrative Writing has been the focus of Writer’s Workshop this month. The Small Moments Unit is derived from an actual occurrence in our lives that is meaningful to us, emphasizing certain qualities of good writing including: detail, dialogue, setting, sequence and answering the reader’s questions.  Above all, this unit is helping to teach the students how to focus (“Zoom-In”) and write with a sense of story.  As students work to write a Personal Narrative, they ask: “How do authors tell a “small moment” story?” 

Writers are learning how to define a small moment and stretch it out to make the moment feel important and interesting. Writers plan a story and touch each page as they determine what happens first, next, and last.  Writers use their senses, their feelings and inner thoughts as they write and share small moment stories.

First Grade students have practiced making their writing more accessible for their readers.  They have looked specifically at features such as their handwriting, spaces between words and punctuation.

Students also continue to try to stretch out sounds to make words and use what they know to make their writing more readable.

The students are also learning how to use resources in the classroom to build a repertoire for spelling tricky words.  Word Study, Word Wall and Snap Word Chart also help students write their thoughts and create stories.

Students are reminded to make sure their writing is focused and that they can make a whole story by zooming in on the most important part of an event.  Rereading is encouraged to make sure what is written makes sense and is easy for other people to read.

As students continue to write, they will learn the following:

• How to write stories with problems and solutions.
• How to create a character that is like them.
• How to begin to create a storyline and become storytellers. 
• How to reread, revise and publish.

Reader’s Learn To Use Strategies

In Reader’s Workshop, the children have learned to use different strategies to figure out tricky words. They learned how to use tools to help them with independent reading. Some of these tools are: using pictures as clues, rereading to make sense of the story, sounding out the initial/final sounds, blending through the entire word, asking questions while reading and more!

While reading with your child each night, we encourage you to ask, “What strategies are you using to figure out that word?” This is a good way to get the children to think about their thinking (metacognition) and get parents involved in the process. Readers will continue to practice using strategies taught to figure out words. Just Right Books will help students think and talk about books and grow ideas.

As students continue to use strategies, we will encourage the reader to put emphasis on retelling as they begin to understand: the Characteristics of Good Retelling  such as “who” (the character), “where” (the setting), “what” (the plot) and continue to read with fluency and understanding.

Wonderful Questions

The children in first grade this year at LFCSA have a lot to be excited about. The students have already ventured out into their school neighborhood to visit the Hollywood library. And, throughout the year, they will work to become experts as they try to figure out answers to their “Wonderful Questions.”

This year, the children will come to know all about their school neighborhood. In fact, when we ventured out into the neighborhood on the field trip to the library, along the way they thought of more “Wonderful Questions” to ask the people they encountered. We asked children’s librarian, Kim Woo, questions about the various facets of the Hollywood Library, including its architecture, and learned that Frank Ghery designed it. We also read books about Hollywood, which our young “experts” will use as a resource to find answers to some of their questions.

Frances Goldwyn Library

Here are just a few examples of the students’ wonderful questions: “Why is Hollywood famous?” “How are there so many mountains in Hollywood?” and “Why was Hollywood invented?” Although the children might not have their questions answered all in one day, they are learning how to become researchers and  are learning how to ask the questions that good researchers do. 

Number Sense, Patterns and Geometry

Hands on experiences are helping us to answer the question, “What must I do/know to become a great Mathematician?”  We have learned about Grouping and Grouping Strategies, been introduced to and worked with Base Ten Rods and Units, Compared and Ordered whole numbers to 100 by using symbols =,<,>, and worked with Patterns on the Number Chart.  Presently, we are becoming Shape Detectors as we work with plane and solid geometric shapes.

As a daily warm-up, the children will continue to practice addition facts. This is a partner activity where a buddy holds the cards and the children read and memorize the addition sentence. Also, the children will learn the concept of addition and subtraction, first, by telling “joining” and “separating” stories. They tell their stories using a storyboard and manipulatives. Students also come to know the inverse relationship between addition and subtraction facts.

“No Homework” Activities to do with your child:

Do: “Mental Math” Word Problems….”_______is greater than __________” or  “_______is an amount that is less than ____”.  “Two groups of ten, and 5 extra ones = ______________.” 

Do: (Phonemic Awareness) Rhyming…Parent says three words (two words rhyme.) Student repeats only the two words that rhyme.

Do: (Phonemic Awareness) Onset/Rime … “Isolate the onset” …Parent says two words that begin with the same letter sound (onset). Student repeats words and isolates (says separately) the beginning sound.  For example: “Fan and Far.”

Children's Library