Los Feliz Arts

Dear Parents,

We returned from our Spring Break filled with excitement and enthusiasm for reading, writing, and working together. As time moves on, we celebrate each child’s growth and love for learning. We were so pleased to have had such a wonderful gathering to celebrate Writer’s Workshop. Spirit week added to the excitement.

While we have learned to be more observant through a poet’s eyes, we will continue to make observations, notations, and connections to the natural world.

As we begin to close out the year, we will continue to work with high expectations for performance across all content areas.

Fondly,

The First Grade Team

Ms. Gonzales, Ms. Duzinski, and Mr. Dymitriw

Reading

This month we have focused on reading Poetry to explore descriptive language.  Also, we have been learning about rhythm and rhyme.  We started exploring poetry through descriptive language by looking through our DWoK lens as we became naturalists. Focusing on nature and descriptive language, we started studying a variety of poetic styles, starting with the elegant Haiku.  We also started exploring rhythm as we learned about using syllables in Haiku.   We continued to study Cinquain and Acrostic Poetry.

As we have continued to grow as readers, we focused on the rhythm of poetry, exploring through singing, nursery rhymes and body percussion.  To build up our strength as readers we have also been twisting our tongues with tongue twisters.  As our Unit comes to a close, students are learning how to set reading goals to help them grow as readers by recording and assessing their own reading.

Writing

This Unit of Study on writing Poetry has taught the children to explore and savor language, valuing voice and repetition, sounds and onomatopoeia (even if they’ve never heard any of these terms). They have learned to read and write with an ear, appreciating and revising the pace and rhythm of words. They have also learned to care not only about their topics, but also how they write about those topics. Writing Poetry has also encouraged the children to see the world with fresh eyes.  And they have learned to see with their hearts and show feelings by pretending and imagining with language.

The children have enjoyed reading and sharing different types of poetry. There are ideas everywhere just waiting for an open mind, a quick wit and an observant eye. Writing poems has been a delightful experience.

There are many styles and types of poems. The children have sampled and enjoyed writing several styles, including:

Haiku is a traditional form of Japanese poetry.  Haiku poems consist of 3 lines.   “The recipe” for Haiku is:  The first and last lines of Haiku have 5 syllables and the middle line has 7 syllables. The lines rarely rhyme.

Cinquain is a structured five line poem. The topic of the poem is a noun and the poem is written according to a formula: Line 1: A noun that serves as both  the title and subject.  Line 2: Two describing words.  Line 3: Three words associated with the noun.  Line 4:  A four-word verb phrase relating to the noun.  Line 5: A synonym for the noun in line 1.

Acrostic poems are fun to write.  First, the writer chooses a topic for the poem, which them becomes the title.  Each letter of the title is written vertically and a word describing the title is chosen for each letter of the title.

Alliteration is the repetition of an initial consonant sound.  Tongue twisters are examples of poems with alliterations.

Free Verse is an easy style because they can be anyway you please. They do not have to rhyme.  They can be in a shape.  They can be short or long, have little or no punctuation.

Narrative Poems tell a story. Story must have a beginning, middle and an end.  It can be long or short but should have a clear rhythm and beat to it.

Lyric Poems are musical.  They sing in rhyming patterns.  They sound like songs, but they use devices like similes, meter, cadence and beat instead of notes.

The children have become familiar with poets and poems and can think and talk well about the poems they read and write. Each writer assumes the identity “I am a poet!”

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 daily Reading/Writing curriculum.

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

Math

In April, students learned how to Tell Time. First, the children learned how to identify the parts of the clock. Then, students learned time sequentially, starting with telling time by the hour, then progressing to the half hour. They learned to tell time to the hour and the half hour using both analog and digital time. As a way for understanding duration of time (1minute, 30 minutes, or an hour) students created a before and after book to show various activities that show the time listed.

Following that, the class learned to order months and days, and they learned to read a calendar. Although this was something we were doing implicitly all year, the students had a chance to apply what they know about calendar by a creating a collaborative class calendar. Students also played a game to help them identify the months. They worked in pairs and were challenged to think of clues for each month. After they wrote down their clues, they read the clues to the class in order for them to guess the mystery month.

These are only a few examples of some of the lessons on time.  Currently, students are learning to estimate and measure the lengths of objects. Students will learn to use an inch ruler and a centimeter ruler.  Please read the Activity below for a time related game to try at home.

Activity: Write the days of the week on separate slips of paper. Mix them up, and give them to your child to put in order. While your child is not looking, take away one of the days, and have him or her tell which is missing. Repeat the activity using the months of the year.

http://www.internet4classrooms.com/skill_builders/telling_time_math_first_1st_grade.htm

DWoK (Different Ways of Knowing)

April was a month for change in and out of the classroom. The class came back from Spring Break eager to start exploring their natural surroundings. The garden beds are a perfect place for making observations in nature and Earth Day reminded everyone how to care for Mother Earth.

Through a series of integrated lessons, students gained an increased environmental awareness. We learned to access what we know and want to know about our ecosystem. Students had opportunities to examine nature, more specifically our neighborhood ecosystem, in a way many students don’t.

The students went outside to gather and collect objects in nature through a scavenger hunt style search. They looked for something “older than them” or something “that changes in spring”.  Their investigations helped them to develop other skills such as working in cooperative groups and critical thinking. To show what they know about nature in Hollywood, students will make a collaborative shoebox diorama.

We will continue to observe our immediate ecosystem in Los Angeles (Hollywood). We will form a concept of interdependence of nature by creating a web of life concept map. We will chart what we have learned about our ecosystem. Math skills, language arts, and social studies are also integrated into our science unit.

Visual Arts

The exploration of ceramics has the students to build up time honored techniques in pottery.  As a functional piece of art, pottery has offered the same challenge to our artists as it has throughout time – to create something that is both aesthetically pleasing and useful in everyday life.  Lessons centered around the techniques for pinch pots, coiled pots, and slab construction, provide students with a base understanding of the strengths and limitations of hand built ceramics.  It also provides them with time to develop dexterity and strength in their hands that is not related to holding a pencil or brush, which will ultimately push them as artists in every field.

Drama

On the 21st of April the First graders got the opportunity to show the world what we have been working on so hard these past few months.  The characters they created were represented in their elaborate homemade costumes.  They were able to memorize their lines and be on the stage telling their story with confidence.  It was a moment for them to shine.  Their stories had playfulness, creativity, and showed great imagination.  Through collaboration, imagination, and sharing of ideas the first graders were able to write a story and tell it through theater arts.

The following standards were addressed:

2.1 Demonstrate skills in pantomime, tableau, and improvisation.

2.2 Dramatize or improvise familiar simple stories from classroom literature or life experiences, incorporating plot (beginning, middle, and end) and using a tableau or a pantomime.

5.2 Demonstrate the ability to work cooperatively in presenting a tableau, an improvisation, or a pantomime.

Dance

Using the writing process and a general reference, the students have honed their skills at creating, editing and polishing choreography during the Tap Dance unit.  All the students have used strategies of effective collaboration to eventually arrive at common steps.  The teachers, for the most part, have been relegated to supporting members only, making the process a truly constructivist experience.  With the deadline looming of open classroom time where parents will be invited, the dancers are putting on the finishing touches to their routines.  The rehearsal process the students are currently experiencing is so vital in understanding the discipline of Dance, and in reality, all of the arts.

Music

The Yamaha Music In Education (MIE) keyboard lab has continued to be a great tool for learning our general music curriculum.  The First and Second Grade has been focused on musical literacy, specializing in reading rhythms with quarter notes and quarter rests.

One of the benefits of using a state of the art computer and keyboard technology is that keyboards can be programmed for nearly 600 instrumental voices.  Students create rhythm patterns with a dazzling array of timbres and tones.  Imagine, our students were playing cowbell solos on the keys while Santana wailed on the guitar!

The upcoming weeks will focus on the continued study of music on the page.  Students will compose, present and even record ostinato patterns.  We keep repeating our mantra: The notes we read are the keys we play!

P.E.

Dear Students, Dear Parents,

The cones are gone.

The music is not playing anymore.

No one is handing out water and fruit.

No one is cheering.

But the track is still there.

The chalk line will eventually wash out in the rain.

What the students have learned will not.

They have learned how to pace themselves.

They have learned how to run for 15 minutes -

Most of them faster than ever before.

They had fun!

The track is still there.

Quietly they run their warm up laps now.

Pacing themselves.

Proud of what they have accomplished on the day of the jog-a-thon.

Dear Parents,

Another trimester is behind us and spring is just around the corner. This is the perfect time of year to go outdoors and explore nature, write poems, or read a book outdoors.

If you are traveling during the break, don’t forget to pack a few books to read on the road.  If you decide to stay close to home, an adventure awaits you in your own backyard.

Take your child out into nature and go on a scavenger hunt to look for different types of weeds or leaves and draw a detailed sketch in your journals. Although we won’t be in class during the week, learning will surely take place wherever you may be!

Thank you all for sharing the opportunity for sitting down to talk about your child’s progress during parent teacher conferences.

As always, we appreciate your support and dedication to your child’s success.

Fondly,

The First Grade Team

Ms. Gonzales, Ms. Duzinski, and Mr. Dymitriw

Readers

The first graders just finished a unit on Tricky Words.   Students learned different strategies to identify and read tricky words and learned how to use their peers as resources.  Students learned how to use context clues, like illustrations to help them figure out tricky words.  Students learned to read tricky words by using the beginning of the word, the ending of the word and reading through the whole word.

Students have just begun a unit in Poetry where they are learning about how to experience poetry with all the five senses. They will continue to explore poetry when we return from Spring Break.

Writing

Students have been developing, and practicing, Non-fiction Style Writing — which they now understand and can add to their Writer’s Repertoire.

They have learned to do “procedural” writing to teach others about something.  They understand, and can use, very specific language to clarify their thinking as they write.

Informational writing did present some new challenges.  The students were encouraged to write about subjects which they already may have expertise, while many chose to research a new topic of interest.  They learned to scaffold their work by explicitly dividing their topic into sub-topics, each of which becomes a separate chapter.  The students could see that each sub-topic has an organizational structure.  Students learned how to organize their informational writing.  They can now share, and teach a reader, many things  — as an author can.

Classmates, and family, will share and enjoy, the How-To do something, and/or the All-About something “published” writings that the students have produced.

We have already started the process of learning all about poetry and will continue to do so in April. The students will explore, and savor language. They will be encouraged to see the world with fresh eyes.  As students learn to experience, and “see with a Poet’s eyes” they will come to understand how poets see the world in fresh ways. (Ex: the pencil sharpener, and/or the ceiling, and/or a tree.)

They will learn to see with their hearts, and to show their feelings by pretending and imagining — with language.

They will learn to have fun with words… valuing voice and repetition; sound and onomatopoeia; and, the children can learn to read and to write with an eye and an ear, appreciating and revising the pace and rhythm of words, as they will learn how to craft their language.

The class will listen to Poetry…every day, during this Unit. Many kinds of poetry will be shared, and practiced. And finally, the students will write Poetry.

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 daily Reading/Writing curriculum.

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

Math

In Math, students learned how to compare numbers (less, more, greater than and less than.) Lessons included playing games where the children were exploring the value of digits and practicing estimation. Around mid-March, the children took a Quarterly assessment to demonstrate their understanding of concepts taught over the past several months.

Students also learned about inverse relationships and fact families to understand the relationship between addition and subtraction.  To that end, students used objects and games and were challenged to think creatively about numbers. They were asked, “How many ways can we make 6?” and together, we came up with 2 and 4, 3 and 3, 1 and 5, and 6 and 0.

We learned “fact families,” which is a term for using the inverse relationship between addition and subtraction to solve problems. For example, 5, 4 and 9 is a fact family. If 5 plus 4 equals 9, then 9 take away 5 must equal 4. After, students developed word problems and number sentences to match.

The first graders will continue to write word problems and think about the methods used to solve their problem. When we return, we will learn how to tell time to the hour and practice describing objects according to their position in space (in front of, behind, above, etc.)

DWoK (Different Ways of Knowing)

Students explored what they already know about plants and animals that share their neighborhood and they examined their own roles in creating and sustaining neighborhoods where plants, animals, and humans peacefully coexist.

Students learned the ways of a naturalist—careful observations and investigation, drawing techniques, field notes, and nature journals. They began to view their neighborhood environment with a greater sensitivity and awareness.

Currently, students are investigating plants. Students will focus on the variety of plant life that grows in the neighborhood and investigate the ways in which plants adapt to environmental conditions created by neighborhood development.

When we return from the break, students will begin to learn about plant life by nurturing and caring for their own garden box. We will use our resources in the garden to explore insects and the various webs of life that exist in the neighborhood.

Visual Arts

Finishing up a unit on color, students have looked into the creative and more scientific aspects of this element of art.  After coming to understand color in terms of light waves, students used a scientific mindset to mix secondary colors from the primary colors.  Later, they worked as conscientious artists in appropriately using brushes and paint to create fluid strokes.  Instead of using a brush as a crayon to “color” with, students shifted their thinking and came to recognize the differences in various mediums.  By experimenting with both tempura and watercolor paints, the students were also able to contrast different mediums within the family of paint.  As a culminating project, students were given the opportunity to paint a still life employing their understanding of appropriate brush work and watercolors.

Music

Students have continued to learn about the layout of the keyboard through our wonderful keyboard program.  Students are learning about long versus short notes and continue to learn about rests.

Drama

First graders have been rehearsing their play these past few weeks.  This month we reviewed stage directions and blocking and have been blocking the scenes together for the showcase.  Students are looking forward to showing what they have been working so hard on these past couple of months.  Their final showcase is April 21 at 6 PM.  First graders have been working on Performing Arts standard 5.2: Demonstrate the ability to work cooperatively in presenting a tableau, an improvisation, or a pantomime.

Dance

Our students have been “singing and dancing in the rain” during our tap dancing unit.  The unit has provided students with a broad overview of tapping history, style and technique.  At the start, the dancers explored the concept of tap as an expression of dance and music.  Through work on rhythm and multiple sounds created by tap shoes, students learned to combine steps into combinations.  Eventually those combinations developed into a fully choreographed routine that referenced a Broadway style made famous by dancers such as Gene Kelly.  The “Singing in the Rain” routine has provided a basis for students to recognize the process of choreography and the dancers employed the process during a period of group choreography.  The students will soon perform their class and smaller group routines, showing how all of the arts can melt together in the genre of the American Musical.

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

The Theater Arts Showcases will be held on three Wednesdays in April at 6pm in the Selma Auditorium. The schedule is as follows:
Kinder and Kinder/1st – Wednesday April 14
First and Second Grades – Wednesday April 21
Third and Fourth Grades – Wednesday April 28

Students will gather in their classrooms 30 minutes prior to the show to get ready. Costumes can be creative and should reflect the character of the student. No masks please. To volunteer to help with costumes and/or face painting, or if you have any questions, contact Ms. Heneise (rheneise@losfelizarts.org) or Candice Cain (ccain@centertheatregroup.org).

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