1st Grade MP3 Campus

Topics: Class routine, getting to know each other, growth mindset, attributes, tangrams - building with and talking about shapes

Activities: We are off to a great start in math. We spent our first days of class getting to know each other a bit, brainstorming goals and expectations for a successful year as mathematicians and exploring the idea of growth mindset and how it can help us to be successful in mathematics. We discussed categories and how to use attributes to sort pictures or shapes in different ways as well as trying out a pattern puzzle where students had to change just one attribute (color or shape) while making a string of 12 shapes. We also played several rounds of Guess My Rule where students were the examples/non-examples. Rules included having a ponytail/braid, wearing jeans, wearing a jacket/sweatshirt, having a picture on your shirt, and many more. We also completed the fall iReady math diagnostic test on campus. We began our first big idea of the year as we explored building with and talking about shapes. We read a story called Grandfather Tang's Story and began working on tangram puzzles.

Teacher Tip: Fact fluency plays a big role in mathematical success. You may want to note which addition and subtraction fact families your student has mastered and what still needs work. The end of kindergarten standard is being automatic with numbers within 5 and we are currently working on numbers within 10 in class.

Teacher Info: Mrs. Kurashige, skurashige@meridian.wednet.edu

Topics: class routines, getting to know each other, generating story topics, 5 Star Rubric, storytelling, beginning-middle-end, iReady

Activities: We are off to a great start in Jump into Writing! We took a room tour to get comfortable using our space and are learning class routines. We each created a Super Me flag to teach the class a little bit about ourselves. We did our first 5 Star writing and will begin setting 5 Star goals (i.e., start sentences with a capital letter, use end punctuation, put space between words, writing is easy to read, writing makes sense). We read and analyzed the very funny book about squirrels and cats to gain an understanding of the parts of stories. Students created Topic Charts to record their own story ideas from their own lives. Then we each chose a topic from our own lives and shared the story with our elbow partner. We also took time to take the iReady assessment.

Teacher Tips:

1.) Now is a powerful time to focus on handwriting skills. Daily handwriting practice makes a big difference for young writers. Please encourage your student to trace the guide letters and words many times (I recommend 7 times) to build muscle memory. This important work builds confidence, develops neat, legible handwriting, and strengthens fine-motor skills. Even 10 minutes a day can help your child become a more comfortable and confident writer! If you need a handwriting practice resource, please reach out to your SLPC.

2.) Now that we have wrapped up the iReady Assessment, it is a great time to try the iReady Instructional Activities. These lessons are fun and interactive to keep your student engaged as they learn. iReady recommends engaging in personalized learning activities about 3 times per week for approximately 15 minutes. Your student can access the personalized instruction through their waffle just like they did to take the iReady assessment.

Teacher Info: Mrs. Giesen, jgiesen@meridian.wednet.edu

Topics: Routines and expectations, character traits of a great scientist, balance, stable vs. unstable systems, positioning of counterweights, communication as part of the scientific process, curiosity, perseverance

Activities: Students began the year considering what makes a great scientist and set an intention to develop one of those qualities in themselves. As we learned our classroom routines, we especially focused on how we are safe, respectful and responsible with our materials and as teammates in exploration and discovery. Students are especially working on contributing to classroom discussions respectfully and patiently. Students have experimented with a variety of shapes in attempts to balance systems on their fingertips and on craft sticks. They’ve used clothespins as counterweights and discovered which systems are stable versus unstable. In our class, we consider something stable if it is still or wobbles, but doesn’t fall. After much experimentation, students used their new understanding to predict whether a system of shapes and counterweights would balance or not. We are discovering that weight below the balance point almost always creates a stable system. Students are just beginning to take this understanding to balancing beams, as they get ready to make their own mobiles.

Teacher Tip: Experiment at home with what you can balance easily, or what you can add or rearrange to help something balance. Encourage students to stretch their creativity and persevere.

Teacher Info: Ms. Beaudin, ebeaudin@meridian.wednet.edu

Topics: Classroom Agreement, Expectations in the art room, Art Discussions, Elements of Art: Color, Value, Line, Shape, & Texture; Principles of Design: Movement & Pattern; Techniques: Chalk pastels

Activities: This first month of art class has been a busy one! We began the year by touring the art room and discussing what we want our classroom to look, sound, and feel like. Students helped create specific definitions for the Meridian Mindsets—Caring, Open-Minded, Trustworthy, and Courageous—and agreed to follow these guidelines. Each student then added their name to our bulletin board, creating the message: “We shine brighter together!” (See the picture below!) Every Monday, during Masterpiece Monday, we examine a piece of art and discuss it together. Students share what they notice, consider what the artwork might mean, ask questions, and reflect on how they connect with it. Our first featured artist was Dan Tavis. After discussing one of his illustrations, we read Fluffy McWhiskers: Cuteness Explosion, a story about a character who struggles to make friends. Students explored the different emotions Fluffy expressed throughout the story before creating their own Fluffy McWhiskers with chalk pastels. Our wall is now a true “cuteness explosion,” covered with colorful Fluffys!

Teacher Tip: Ask your student to tell you about their experience with chalk pastels and what their Fluffy’s expression was showing.

Teacher Info: Mrs. Warnock, swarnock@meridian.wednet.edu

Topics: Class routines, getting acquainted, Meridian mindsets, citizenship, communities, community helpers, fire safety

Activities:
We began with get-to-know-you games and a review of classroom routines. After discussing the four Meridian Mindsets—open-mindedness, caring, courage, and trustworthiness—students reflected on their own strengths and chose one mindset they would like to work on developing this year. Although this was a challenging activity, it gave our first graders a meaningful opportunity to think about their role as members of our school community. (If you did not receive an email with your child’s responses, please let me know.) We read Franklin Goes to School by Paulette Bourgeois and shared our own feelings and experiences about starting school. We then read Being a Good Citizen by Adrian Vigliano and sorted pictures showing examples of good and poor citizenship at school, at home, and in our communities. Students learned that communities are places where people live, work, and play. To reinforce these ideas, we completed a Good Citizenship Scoot activity. Students listened to different scenarios and decided whether each person was demonstrating good citizenship, marking “yes” or “no” to show their thinking. Students watched a video to learn about the differences between urban, suburban, and rural communities, focusing on these new vocabulary words. They then sorted picture cards according to the type of community represented and demonstrated their understanding by adding details to their community circles to show what urban, suburban, and rural communities look like. After reading Franklin’s Neighborhood, students explored the many people who help make our communities work. They played charades to act out different community helpers and occupations, followed by a Community Helpers BINGO game in which they used clues to identify people who serve our community. Students also completed a paper highlighting different community helpers and the tools they use to do their jobs. Finally, we took a closer look at firefighters and the important role they play in keeping our communities safe. In preparation for Fire Safety Month, we discussed ways to stay safe in the event of a fire and encouraged students to create a fire escape plan with their families at home. All of this learning is leading up to some special guests who will be visiting us in October!

Reflection Engage your child in conversations about the communities around them. Ask your child if he/she can identify what you might see in an urban, suburban and rural community. Discuss different community helpers and identify them in your own community.

Teacher Info: Mrs. Elgersma- gelgersma@meridian.wednet.edu