We are off to a great start! Most children remembered to see if they have a morning job. The children were eager to take on the responsibility of preparing and teaching all the components of morning meeting. In pairs, the teams write the message, prepare the calendar and write days (today, yesterday, and tomorrow), count and add the school days, and present weather predictions. Even children who went to kindergarten elsewhere are ready for this new challenge. The morning routine is already taking shape and the students are working hard. Thank you families for preparing your first graders for a smooth transition.
Science: Inquiry
Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning and conducting investigations; reviewing what is already known in light of experi- mental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating results. National Research Council, National Science Education Standards This is the model we will apply to all of our science units in first grade. We begin the year reviewing how to observe the world around us closely. We are talking and writing about what we see. The graphic above is our approach to investigating the world around us. We begin with exploring and talking about what we notice and wonder. Some of our questions will be investigated and learn how to collect and record data. We will come together again with a "Science Talk" to talk and question the data we have collected. We will practice making claims based on evidence. We will spend time on how to talk, write and draw your ideas in your science notebook. |
Why did we change the Columbus Day Holiday to Indigenous Peoples Day?
This is to remind you that on November 14, 2017 Town Meeting voted in favor of Warrant Article 20 establishing that the 2nd Monday in October would now be commemorated as Indigenous Peoples Day in the Town of Brookline. Indigenous Peoples Day grew out of a San Francisco protest against the city's celebration of 500th anniversary of Columbus's first voyage to the Americas. Since then, other cities such as Boulder CO have followed, along with states like Alaska and Hawaii. As for Massachusetts, Brookline now joins Cambridge, Northampton, and Amherst in celebrating Indigenous Peoples Day the 2nd Monday in October.
The resolution to establish Columbus Day as Indigenous Peoples Day, Article 20, was proposed by several Brookline citizens, including a BHS student, and was passed with 165 votes for, 14 against, and 23 abstentions. According to Article 20, “the Public Schools of Brookline are to observe this day, with appropriate exercises and instruction in the schools around the time of Indigenous Peoples Day, to the end that the culture, history and diversity of Indigenous Peoples be celebrated and perpetuated.”
At the request of Superintendent Bott our Social Studies department stated support for Article 20 at a November School Committee meeting. This statement affirmed that Article 20’s provision for school instruction about Indigenous People Day “promises to begin to correct longstanding culturally biased misinformation about Native America and points us in the direction of a more accurate, inclusive, culturally competent, and just vision of the history of the Americas.”
Accordingly, at request of the superintendent, K-8 Social Studies teachers worked with me over this past summer to create grade–level Indigenous Peoples Day lessons. 1st Grade teachers Amanda Beaupre, Brianna Conlan, Eowyn Daly-Griffin, Kerry Grove, Jenny Malaguti, Mikaela Newell, Courtney O’Leary, Mackenzie Snow, and Danielle Trimarchi met in July to develop a lesson with activities that address who Columbus was, introduce the indigenous people he encountered, discuss why we now observe Indigenous Peoples Day, instead of Columbus Day, and provide texts lesson procedures that celebrate the cultures of indigenous people.
In ratifying Article 20, Town Meeting has requested that PSB teachers teach about the culture, history and diversity of indigenous peoples around the 2nd Monday in October. In addition, Superintendent Bott has prepared and sent out a parent letter about Indigenous Peoples Day. We hope that you find this lesson and resources to be effective instructional resources that address an important historical equity issue in an age-appropriate and enriching fashion.
Collaboratively, Geoff and the 1st CR team
This is to remind you that on November 14, 2017 Town Meeting voted in favor of Warrant Article 20 establishing that the 2nd Monday in October would now be commemorated as Indigenous Peoples Day in the Town of Brookline. Indigenous Peoples Day grew out of a San Francisco protest against the city's celebration of 500th anniversary of Columbus's first voyage to the Americas. Since then, other cities such as Boulder CO have followed, along with states like Alaska and Hawaii. As for Massachusetts, Brookline now joins Cambridge, Northampton, and Amherst in celebrating Indigenous Peoples Day the 2nd Monday in October.
The resolution to establish Columbus Day as Indigenous Peoples Day, Article 20, was proposed by several Brookline citizens, including a BHS student, and was passed with 165 votes for, 14 against, and 23 abstentions. According to Article 20, “the Public Schools of Brookline are to observe this day, with appropriate exercises and instruction in the schools around the time of Indigenous Peoples Day, to the end that the culture, history and diversity of Indigenous Peoples be celebrated and perpetuated.”
At the request of Superintendent Bott our Social Studies department stated support for Article 20 at a November School Committee meeting. This statement affirmed that Article 20’s provision for school instruction about Indigenous People Day “promises to begin to correct longstanding culturally biased misinformation about Native America and points us in the direction of a more accurate, inclusive, culturally competent, and just vision of the history of the Americas.”
Accordingly, at request of the superintendent, K-8 Social Studies teachers worked with me over this past summer to create grade–level Indigenous Peoples Day lessons. 1st Grade teachers Amanda Beaupre, Brianna Conlan, Eowyn Daly-Griffin, Kerry Grove, Jenny Malaguti, Mikaela Newell, Courtney O’Leary, Mackenzie Snow, and Danielle Trimarchi met in July to develop a lesson with activities that address who Columbus was, introduce the indigenous people he encountered, discuss why we now observe Indigenous Peoples Day, instead of Columbus Day, and provide texts lesson procedures that celebrate the cultures of indigenous people.
In ratifying Article 20, Town Meeting has requested that PSB teachers teach about the culture, history and diversity of indigenous peoples around the 2nd Monday in October. In addition, Superintendent Bott has prepared and sent out a parent letter about Indigenous Peoples Day. We hope that you find this lesson and resources to be effective instructional resources that address an important historical equity issue in an age-appropriate and enriching fashion.
Collaboratively, Geoff and the 1st CR team
Math News
This month we have been using addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown to represent the problem. Children have been writing their own equations in their math notebooks. They have been solving math problems, playing games, and talking about math ideas. We will continue to explore addition and subtraction, but we will spend more time on number composition and decomposition. In other words, putting numbers together and pulling them apart. It is one thing to be able to solve equations, but to be able to move numbers around and solve problems shows a sophisticated understanding of number relationships.
You can help at home by using counters (buttons, pennies, small blocks...) and using the counters to represtent numbers. Then talk about the most efficent way to move the numbers around to add or subtract numbers. Start with numbers 1-20 and when your child shows a solid understanding, then introduce that same idea through place value (tens and ones). By using counters to represent numerals, you will help your child visualize addition and subtraction problems.
You can help at home by using counters (buttons, pennies, small blocks...) and using the counters to represtent numbers. Then talk about the most efficent way to move the numbers around to add or subtract numbers. Start with numbers 1-20 and when your child shows a solid understanding, then introduce that same idea through place value (tens and ones). By using counters to represent numerals, you will help your child visualize addition and subtraction problems.
This month we will begin our first grade study of culture. We explore holidays and festivals around the world, but the most meaningful experiences are those that we share among each other. Begin taking at home about family traditions that you all enjoy together. Below you will find our reasons for exploration as well as learning objectives and essential questions.
The National Council for the Social Studies states that “The study of culture examines the socially transmitted beliefs, values, institutions, behaviors, traditions and way of life of a group of people; it also encompasses other cultural attributes and products, such as language, literature, music, arts and artifacts, and foods.” (National Curriculum Standards for Social Studies). We will be examining the concept of culture by exploring how physical geographic features affect four main components of regional cultures, namely food, shelter, clothing, and celebrations. This learning will be foundational for later student study of specific countries from 1st grade on. In addition, we hope that the study of cultures helps students develop mutual respect for and curiosity about each other’s backgrounds, and in this way enhance their cultural competency, an important aspect of Social Studies learning. This mini-unit is thus an exploration of both the diversity of cultures around the world and the common features of the human experience.
Student Learning Objectives:
Essential Questions:
The National Council for the Social Studies states that “The study of culture examines the socially transmitted beliefs, values, institutions, behaviors, traditions and way of life of a group of people; it also encompasses other cultural attributes and products, such as language, literature, music, arts and artifacts, and foods.” (National Curriculum Standards for Social Studies). We will be examining the concept of culture by exploring how physical geographic features affect four main components of regional cultures, namely food, shelter, clothing, and celebrations. This learning will be foundational for later student study of specific countries from 1st grade on. In addition, we hope that the study of cultures helps students develop mutual respect for and curiosity about each other’s backgrounds, and in this way enhance their cultural competency, an important aspect of Social Studies learning. This mini-unit is thus an exploration of both the diversity of cultures around the world and the common features of the human experience.
Student Learning Objectives:
- Students will understand the role of culture in shaping our lives and communities.
- Students will recognize different cultural perspectives.
- Students will appreciate cultural diversity.
Essential Questions:
- What is culture?
- How are cultures alike and different?
- What are some ways that we can experience diverse cultural traditions?
Science Unit: Sound
In this unit, 1st graders are introduced to the basic concepts of sound via hands-on, inquiry-based activities as they explore the question: “How is sound made?” After outdoor listening walks and an open exploration of making sound with different materials, they begin to compare sounds and sort them by their characteristics. Next, students are given opportunities to gather evidence about the connections between vibrations and sound using their voices and musical instruments. Building on previous discussions of “high” and “low” sounds, students explore how the length of the object changes the sound (using Boomwhackers, cardboard tubes, and panpipes). Then they are introduced to the basics of how sound creates vibrations that travel through the air to our ears so that we can hear. Engineering is woven into the unit as students brainstorm how we use sound to communicate and then design and build string telephones to solve an engineering problem using the Engineering Design Process. Finally, as a direct connection to the 1st grade Investigating Insects unit, students gather evidence and make claims about how and why animals make sounds. This involves gathering information via outdoor Animal Listening Walks, watching videos, and reading to gather information. Students use the evidence they collect about insects to create insect sound models. As the culminating performance assessment, students are given a variety of materials used during the unit and are asked to 1) demonstrate that vibrating materials can make sounds, and 2) demonstrate that sound can make materials vibrate.
As they move through this unit, students will be gathering data, making claims based on this evidence, sharing ideas, asking questions, and using models to explain their evidence and thinking. In this way, the teacher is the facilitator: rather than sharing the big ideas and concepts with students (in the form of lectures or demonstrations), the teacher will allow the student to come to the big ideas on their own (with guidance). Similarly, the focus will be on deep understanding of the concepts, rather than memorization of vocabulary (which should only be shared with students after they understand the concepts). The unit is organized around focus questions that will be used to focus science learning as well as literacy connections: science notebook entries, science writing, science reading and science talk (all of which are key components of this unit). A variety of formative assessment probes are also included to determine potential student misconceptions and inform instruction.
We begin the unit with these big idea:
- There are many types of sounds all around us
- Every sound has a source (a sound can be tracked to its source)
- An action has to happen to make a sound
Focus Questions: - What different sounds can we find?
- How are those sounds made?
How to help at home? - Describe a variety of sounds
- Identify the sources of the
sounds - Look for something that makes a special or unusual sound at home, talk about the sound and how it is made.
High Quiet Low Loud
November 2018
Literacy News
Pierce School, Brookline MA
Dear families,
This month the focus is on vocabulary development. In order to understand a text, the child must know what the words mean. You can help your child build a large vocabulary at home.
Mikaela Newell
K-2 Literacy Coach
Vocabulary Development
1. Make time to read to your child each day. Select books that are above their independent reading level. Find books that introduce new topics or include new vocabulary. When you come across a new or interesting word while reading, pause and talk to your child about the new word.
2. Discuss the meaning of unknown words that your child reads and hears. For example, you can follow these steps:
-Offer a simple, kid-friendly definition for the new word: “Enormous means that something is really, really big.”
-Then provide a simple, kid-friendly example that connects to their daily life: “Remember that really big watermelon we got at the grocery store? That was an enormous watermelon!”
-Next, encourage children to develop their own example: “What enormous thing can you think of? Can you think of something really big that you saw today? That's right! The bulldozer near the park was enormous! Those tires were huge.”
-Finally, keep the new words active in your house: Over the next few days and weeks, use new vocabulary words in conversation.
3. Point out word parts while reading. If your child knows the meaning of a root word (for example: kind), then they will know what the new word means when the prefix or suffix is added (for example: unkind, kindness).
4. Talk about the relationships between words. Look at synonyms (words with the same or similar meanings, such as bucket/pail), and antonyms (words that are opposites, such as good/bad).
5. Help your child make a personal dictionary of new words. In a notebook, have them write new words and either write or draw the definition.
Literacy News
Pierce School, Brookline MA
Dear families,
This month the focus is on vocabulary development. In order to understand a text, the child must know what the words mean. You can help your child build a large vocabulary at home.
Mikaela Newell
K-2 Literacy Coach
Vocabulary Development
1. Make time to read to your child each day. Select books that are above their independent reading level. Find books that introduce new topics or include new vocabulary. When you come across a new or interesting word while reading, pause and talk to your child about the new word.
2. Discuss the meaning of unknown words that your child reads and hears. For example, you can follow these steps:
-Offer a simple, kid-friendly definition for the new word: “Enormous means that something is really, really big.”
-Then provide a simple, kid-friendly example that connects to their daily life: “Remember that really big watermelon we got at the grocery store? That was an enormous watermelon!”
-Next, encourage children to develop their own example: “What enormous thing can you think of? Can you think of something really big that you saw today? That's right! The bulldozer near the park was enormous! Those tires were huge.”
-Finally, keep the new words active in your house: Over the next few days and weeks, use new vocabulary words in conversation.
3. Point out word parts while reading. If your child knows the meaning of a root word (for example: kind), then they will know what the new word means when the prefix or suffix is added (for example: unkind, kindness).
4. Talk about the relationships between words. Look at synonyms (words with the same or similar meanings, such as bucket/pail), and antonyms (words that are opposites, such as good/bad).
5. Help your child make a personal dictionary of new words. In a notebook, have them write new words and either write or draw the definition.
January 2019
Literacy News, Pierce School
Dear families,
Happy New Year! This month the focus is on decoding. Decoding is the ability to apply knowledge of letter-sound relationships, including patterns, to correctly pronounce written words. It is important to note that decoding is just part of reading. We always want children to be reading for meaning, thinking about and understanding the text, not just calling out the words. As usual, please contact me with any questions!
Best,
Mikaela Newell
K-2 Literacy Coach
Pre-reading:
- Help children learn the letters and sounds of the alphabet. Occasionally point to letters and ask your child to name them.
- Point out words around you. Make connections between environmental print (such as a sign) and letters and sounds.
- Encourage your child to write and spell notes, e-mails, and letters using what they know about sounds and letters. Say “say the word slowly and write the sounds that you hear”. We call this phonetic spelling.
- Talk with your child about the "irregular" words that they will see in books. These are the words that don't follow the usual letter-sound rules. These words include said, are, and was. Students must learn to recognize them "at sight." Teachers can provide word lists to practice at home.
- Chunk it or look for a part you know. Are there smaller words in the bigger ones (e.g., ‘going’ has the word ‘go’ in it)? Encourage your child to look for those parts.
- Think about what would make sense. Decoding can only take a reader so far. If children know how to make the sounds come together like words they know, it makes reading so much easier. It’s not about saying the sounds faster; it’s about saying them like a word. Country can be sounded out as “cow-n-try” or “count” “try.” But if they “say it like a word,” they are more likely to get to country.
- Look at word families. If your child knows ‘at’, they will more easily be able to identify ‘hat.’ Be sure to point these out.
- Get the main word first, then add on prefixes or suffixes. You can use your finger to cover up parts of the word while your child gets the main word.
Math news!
We have had many opportunities to practice adding, subtracting, and playing with coins. Identifying the coins and their values were sometimes tricky (especially with the nickel and quarter). I recently heard on the news that children have fewer real life opportunities to conduct transactions with coins and bills due to the increase in card and online purchases. Please continue to practice at home or when you are out using money. Practice with counting coins in a piggy bank is a great way to save money and keep practicing adding and identifying coins. In class, many children are eager to play "The Allowance Game" when they complete their math choice contract.
Standard: To Identify the value of all US coins and know their comparative values. Find equivalent values (e.g., a nickel is equivalent to 5 pennies). Use appropriate notation. Use the values of coins in the solutions of problems (up to 100 cents)
We have had many opportunities to practice adding, subtracting, and playing with coins. Identifying the coins and their values were sometimes tricky (especially with the nickel and quarter). I recently heard on the news that children have fewer real life opportunities to conduct transactions with coins and bills due to the increase in card and online purchases. Please continue to practice at home or when you are out using money. Practice with counting coins in a piggy bank is a great way to save money and keep practicing adding and identifying coins. In class, many children are eager to play "The Allowance Game" when they complete their math choice contract.
Standard: To Identify the value of all US coins and know their comparative values. Find equivalent values (e.g., a nickel is equivalent to 5 pennies). Use appropriate notation. Use the values of coins in the solutions of problems (up to 100 cents)
We have been reviewing 2D and 3D shapes. We are spending time creating 3D shapes and naming the shapes.
Standard: Compose 2D shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or 3D shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
Standard: Compose 2D shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or 3D shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
Science Unit: Shadows
We began the unit exploring light.
Big Ideas: SOURCES OF LIGHT
LIGHT AND PROPERTIES OF MATERIALS: Which materials allow light to pass through, allow only some light to pass through, and block all the light?
Some materials allow light to pass through them, others allow only some light through, and others block all the light and create a dark shadow on any surface beyond them (i.e., on the other side from the light source), where the light can’t reach.
We have been exploring light and experimenting with different materials. We sorted the materials into three groups: 1) materials that the light shines through really well, 2) materials that the light shines partly through, and 3) materials that block the light. Children recorded their observations in their notebooks. Children noticed that some materials block the light and make shadows.
We began the unit exploring light.
Big Ideas: SOURCES OF LIGHT
- Light can come from different sources
- The sun is important because it supplies light to the Earth and warms Earth’s surface
- Focus Question: Where Does Light Come From?
- Focus Question: Why is the Sun Important to Us?
- Science Talk: Why is light important to us?
LIGHT AND PROPERTIES OF MATERIALS: Which materials allow light to pass through, allow only some light to pass through, and block all the light?
Some materials allow light to pass through them, others allow only some light through, and others block all the light and create a dark shadow on any surface beyond them (i.e., on the other side from the light source), where the light can’t reach.
We have been exploring light and experimenting with different materials. We sorted the materials into three groups: 1) materials that the light shines through really well, 2) materials that the light shines partly through, and 3) materials that block the light. Children recorded their observations in their notebooks. Children noticed that some materials block the light and make shadows.
Exploring China, Mexico and the U.S during reading workshop---the picture above shows children reading books by Grace Lin.
In 1D we have been integrating our social studies units with reading workshop to give children an opportunity to deepen our understanding of the units. We have done author studies, taught what we have learned through books, and created art to make connections throughout the school day. We have learned about United States Symbols and our government by reading and teaching our friends through comics, songs, and posters. We hope you have enjoyed our self-portraits inspired by Mexican artist Frida Kahlo.
P.S. We do this with our science units as well :)
In 1D we have been integrating our social studies units with reading workshop to give children an opportunity to deepen our understanding of the units. We have done author studies, taught what we have learned through books, and created art to make connections throughout the school day. We have learned about United States Symbols and our government by reading and teaching our friends through comics, songs, and posters. We hope you have enjoyed our self-portraits inspired by Mexican artist Frida Kahlo.
P.S. We do this with our science units as well :)
Literacy News Pierce School
Dear families,
This month we are thinking about fluency. Fluency is the ability to read with speed, accuracy, and proper expression. It is something that you can practice at home with your child. Below are some suggestions for ways to do this.
Let me know if you have any questions!
Mikaela Newell
K-2 Literacy Coach
-Read poetry and comics
-Practice high frequency words (also known as sight words)
Review high frequency words to ensure that your child can read these words quickly and easily. You can ask your child’s teacher for a list.
-Echo read
Read a short piece of text, sometimes just a sentence or two (this would be great with a poem), and have your child echo it back.
-Re-read favorite books
Encourage your child to re-read favorite books. The more accustomed to reading a particular book your child is, the more fluent they become when reading it. Rereading gives them the confidence, accuracy, and speed needed to read fluently without struggling through decoding. It frees them up to focus more on comprehension and expression.
-Choral read
Choral reading is when a grown-up reads aloud and asks the child to follow at the same pace. It is another way to show your child what fluent reading should sound like. Choosing a book at the child’s independent reading level will make it easier for them to keep up with the accuracy and pace.
-Model fluent reading
Make sure to focus on your own fluency when reading aloud. One of the best ways to improve a child’s reading fluency is to model it for them. Make sure you include plenty of expression and emotion while reading and demonstrate proper phrasing and pacing.
-Book selection
Select books to read with your child that contain short passages, lots of dialogue, and strong emotion whether they are reading to you or you to them.
Dear families,
This month we are thinking about fluency. Fluency is the ability to read with speed, accuracy, and proper expression. It is something that you can practice at home with your child. Below are some suggestions for ways to do this.
Let me know if you have any questions!
Mikaela Newell
K-2 Literacy Coach
-Read poetry and comics
-Practice high frequency words (also known as sight words)
Review high frequency words to ensure that your child can read these words quickly and easily. You can ask your child’s teacher for a list.
-Echo read
Read a short piece of text, sometimes just a sentence or two (this would be great with a poem), and have your child echo it back.
-Re-read favorite books
Encourage your child to re-read favorite books. The more accustomed to reading a particular book your child is, the more fluent they become when reading it. Rereading gives them the confidence, accuracy, and speed needed to read fluently without struggling through decoding. It frees them up to focus more on comprehension and expression.
-Choral read
Choral reading is when a grown-up reads aloud and asks the child to follow at the same pace. It is another way to show your child what fluent reading should sound like. Choosing a book at the child’s independent reading level will make it easier for them to keep up with the accuracy and pace.
-Model fluent reading
Make sure to focus on your own fluency when reading aloud. One of the best ways to improve a child’s reading fluency is to model it for them. Make sure you include plenty of expression and emotion while reading and demonstrate proper phrasing and pacing.
-Book selection
Select books to read with your child that contain short passages, lots of dialogue, and strong emotion whether they are reading to you or you to them.
As you already know, we are participating in the Climate Change Project. We have been working on our concept of a "Green Town" for weeks with our 6th grade reading buddies. We are putting the final touches on our prototype and adding information to share at the fair. I hope some of you are able to come by Pierce School next Saturday (April 6), but if you not able I will take pictures and give out the certificates on Monday (April 8).
Congratulations!! We worked hard and the people I spoke with were impressed by your hard work. A special "Thank you" to all of the families and parents who were able to attend. I realize Saturdays are busy, even I had to leave early to take my son to his class.
Math News:
As you know we worked with money and time. Both of these topics are harder to practice nowadays because we have fewer opportunities to use coins in financial transactions and we read digital clocks more than analog clocks. We just finished many math activities based on telling time on an analog clock. We played games and practiced in real life situations. Please keep up the practice over the summer to help solidify this challenging concept.
Find authentic ways to practice these concepts:
• Tell and write time in hours and half-hours using analog and digital clocks.
• Identify the name and values of all U.S. coins (pennies, nickels, dimes and quarters) and know their comparative values (e.g., a dime is of greater than a nickel).
Find equivalent values (e.g., a nickel is equivalent to 5 pennies).
• Use appropriate notation (e.g. 25¢).
As you know we worked with money and time. Both of these topics are harder to practice nowadays because we have fewer opportunities to use coins in financial transactions and we read digital clocks more than analog clocks. We just finished many math activities based on telling time on an analog clock. We played games and practiced in real life situations. Please keep up the practice over the summer to help solidify this challenging concept.
Find authentic ways to practice these concepts:
• Tell and write time in hours and half-hours using analog and digital clocks.
• Identify the name and values of all U.S. coins (pennies, nickels, dimes and quarters) and know their comparative values (e.g., a dime is of greater than a nickel).
Find equivalent values (e.g., a nickel is equivalent to 5 pennies).
• Use appropriate notation (e.g. 25¢).
Science News:
In this unit, 1st graders investigate the big ideas of adaptations, interconnectedness of living things, and life cycles through an in-depth study of insects. The learning experiences are designed to encourage students to think and work as scientists (entomologists) in order to inspire them to be critical thinkers and lifelong learners. They are provided with a variety of experiences including the study of several types of real insects, as well as multiple opportunities to study insects outdoors on school ground, in parks, etc.
As we move through this unit, students will be gathering data, making claims based on this evidence, sharing ideas, asking questions, and using models to explain their evidence and thinking. In this way, the teacher is the facilitator: rather than sharing the big ideas and concepts with students (in the form of lectures or demonstrations), the teacher will allow the student to come to the big ideas on their own (with guidance). Similarly, the focus will be on deep understanding of the concepts, rather than memorization of vocabulary. The unit is organized around focus questions that will be used to focus science learning as well as literacy connections: science notebook entries, science writing, science reading and science talk. In fact, we are doing this unit in conjunction with the non-fiction writing unit to share our research by creating a "teaching" book.
You can help at home by talking about the big ideas designed to drive the investigation of insects. Exploring your backyard, taking walks, and noticing insects inside your home are all great ways to begin conversations of the interconnectedness of living things.
Unit Big Ideas:
• Living things depend on their surroundings and other living things to meet their needs in the places they live.
• Animals need food, water, air, shelter, places to raise young and favorable temperature.
• Living things live in places that can provide the things they need to survive.
• Living things have features that help them survive in their environment. [These features include physical features (e.g., mouthparts, antennae, etc.) and behaviors (e.g., behaviors to protect themselves against predators, communication, etc.).]
• Animals depend on plants or other animals for food. They use their senses to find food and water, and they use their body parts to gather, catch, eat and chew food.
• Insects are important to other living things. Many birds, fish, reptiles and small mammals depend on insects for food. Many plants depend on insects and other animals for pollination (which is necessary for plant reproduction and survival).
• All living things have a life cycle that includes a beginning, growth, developing into adults, having young and death. These life cycles can be unique and diverse.
• Many different types of insects live on Earth and within any specific area, and they come in many colors and shapes. They exist in different places on land, in soil, and in water.
In this unit, 1st graders investigate the big ideas of adaptations, interconnectedness of living things, and life cycles through an in-depth study of insects. The learning experiences are designed to encourage students to think and work as scientists (entomologists) in order to inspire them to be critical thinkers and lifelong learners. They are provided with a variety of experiences including the study of several types of real insects, as well as multiple opportunities to study insects outdoors on school ground, in parks, etc.
As we move through this unit, students will be gathering data, making claims based on this evidence, sharing ideas, asking questions, and using models to explain their evidence and thinking. In this way, the teacher is the facilitator: rather than sharing the big ideas and concepts with students (in the form of lectures or demonstrations), the teacher will allow the student to come to the big ideas on their own (with guidance). Similarly, the focus will be on deep understanding of the concepts, rather than memorization of vocabulary. The unit is organized around focus questions that will be used to focus science learning as well as literacy connections: science notebook entries, science writing, science reading and science talk. In fact, we are doing this unit in conjunction with the non-fiction writing unit to share our research by creating a "teaching" book.
You can help at home by talking about the big ideas designed to drive the investigation of insects. Exploring your backyard, taking walks, and noticing insects inside your home are all great ways to begin conversations of the interconnectedness of living things.
Unit Big Ideas:
• Living things depend on their surroundings and other living things to meet their needs in the places they live.
• Animals need food, water, air, shelter, places to raise young and favorable temperature.
• Living things live in places that can provide the things they need to survive.
• Living things have features that help them survive in their environment. [These features include physical features (e.g., mouthparts, antennae, etc.) and behaviors (e.g., behaviors to protect themselves against predators, communication, etc.).]
• Animals depend on plants or other animals for food. They use their senses to find food and water, and they use their body parts to gather, catch, eat and chew food.
• Insects are important to other living things. Many birds, fish, reptiles and small mammals depend on insects for food. Many plants depend on insects and other animals for pollination (which is necessary for plant reproduction and survival).
• All living things have a life cycle that includes a beginning, growth, developing into adults, having young and death. These life cycles can be unique and diverse.
• Many different types of insects live on Earth and within any specific area, and they come in many colors and shapes. They exist in different places on land, in soil, and in water.
Our trip to the pond was a huge success! We explored nature to find insects living in and around the pond. We showed off our insect knowledge and learned more about adaptations that help insects thrive in their environment.
Reading suggestions from our literacy coach:
1. Develop a routine that includes time for your child to read independently, along with time to be read to. If your child is reading independently, you can model being a reader by reading something of your own along with them.
2. Make sure your child has a library card and take frequent trips to the library. The more books you check out, the better the chance that your child will have books they love to read at home at all times. The library also has great free summer events.
3. Talk, talk, talk! Engage children in lots of conversation. Ask them their opinions. Ask them to help you plan the day, the weekend, the vacation, anything really! Oral language is so important for developing strong reading and writing skills.
4. Keep a summer stories journal. It can be a child journal, a family journal, or a collaborative parent-child journal. Write down what you do from day to day or make up stories! Have fun with all different genres of writing. https://www.startwithabook.org/summer-writing
1. Alphabet I Spy is a game you can play in the car or as you walk around the neighborhood. Pick one object and say to your child “I spy something that starts with (you can either say a letter or a sound)”. Using all that your child knows about the alphabet, they can guess what it is you are seeing.
2. Concentration https://www.sightwordsgame.com/sightwordgames/sight-word-games-concentration/
3. Bam! https://fairydustteaching.com/2015/10/bam-a-simple-sight-word-game/
Check out this webpage for more great games you can make at home:
https://www.whatdowedoallday.com/literacy-games-for-kids/
5. Explore different topics with your child. Immerse them in the theme by reading and writing about it, along with making things and visiting places that relate the to topic. https://www.startwithabook.org/summer-reading-learning
6. Expose your child to new things. Check out the Free Fun Fridays with free admission to museums and institutions across Massachusetts: http://www.highlandstreet.org/sites/default/files/program_download/HS_FunFriday_2019_BPS_PRINT.PDF
Dear families,
As we enter the final week of the school year, it can be helpful to think about the best ways to support the growth your child has made in their reading and writing over the summer. Aside from continuing with nightly reading (Ms.Kretschmar will supply an awesome summer reading list and book log!) here are a few ways to keep your child engaged and practicing the skills they have worked hard on all year.
Please let me know if you have any questions!
Best,
Mikaela Newell
K-2 Literacy Coach
[email protected]
1. Develop a routine that includes time for your child to read independently, along with time to be read to. If your child is reading independently, you can model being a reader by reading something of your own along with them.
2. Make sure your child has a library card and take frequent trips to the library. The more books you check out, the better the chance that your child will have books they love to read at home at all times. The library also has great free summer events.
3. Talk, talk, talk! Engage children in lots of conversation. Ask them their opinions. Ask them to help you plan the day, the weekend, the vacation, anything really! Oral language is so important for developing strong reading and writing skills.
4. Keep a summer stories journal. It can be a child journal, a family journal, or a collaborative parent-child journal. Write down what you do from day to day or make up stories! Have fun with all different genres of writing. https://www.startwithabook.org/summer-writing
1. Alphabet I Spy is a game you can play in the car or as you walk around the neighborhood. Pick one object and say to your child “I spy something that starts with (you can either say a letter or a sound)”. Using all that your child knows about the alphabet, they can guess what it is you are seeing.
2. Concentration https://www.sightwordsgame.com/sightwordgames/sight-word-games-concentration/
3. Bam! https://fairydustteaching.com/2015/10/bam-a-simple-sight-word-game/
Check out this webpage for more great games you can make at home:
https://www.whatdowedoallday.com/literacy-games-for-kids/
5. Explore different topics with your child. Immerse them in the theme by reading and writing about it, along with making things and visiting places that relate the to topic. https://www.startwithabook.org/summer-reading-learning
6. Expose your child to new things. Check out the Free Fun Fridays with free admission to museums and institutions across Massachusetts: http://www.highlandstreet.org/sites/default/files/program_download/HS_FunFriday_2019_BPS_PRINT.PDF
Dear families,
As we enter the final week of the school year, it can be helpful to think about the best ways to support the growth your child has made in their reading and writing over the summer. Aside from continuing with nightly reading (Ms.Kretschmar will supply an awesome summer reading list and book log!) here are a few ways to keep your child engaged and practicing the skills they have worked hard on all year.
Please let me know if you have any questions!
Best,
Mikaela Newell
K-2 Literacy Coach
[email protected]