Transcript Grade One Curriculum Information Teacher Ms. B. Hawley

Grade One Curriculum Information
Teacher
Ms. B. Hawley
Welcome to Curriculum Night
How we work
How we learn
Tips for Home Reading
***Tips and Word-Attack Strategies
Word-attack strategies help students decode,
pronounce, and understand unfamiliar words.
They help students attack words piece by piece
or from a different angle.
Model and instruct students:
Use Picture Clues
• Look at the picture.
• Are there people, objects, or actions in the picture that might make
sense in the sentence?
Sound Out the Word
• Start with the first letter, and say each letter-sound out loud.
• Blend the sounds together and try to say the word.
• Does the word make sense in the sentence?
Look for Chunks in the Word
• Look for familiar letter chunks. They may be sound/symbols, prefixes,
suffixes, endings, whole words, or base words.
• Read each chunk by itself. Then blend the chunks together and
sound out the word. Does that word make sense in the
sentence?
Connect to a Word You Know
• Think of a word that looks like the unfamiliar word.
• Compare the familiar word to the unfamiliar word. Decide if the
familiar word is a chunk or form of the unfamiliar word.
• Use the known word in the sentence to see if it makes sense. If
so, the meanings of the two words are close enough for
understanding.
Reread the Sentence
• Read the sentence more than once.
• Think about what word might make sense in the sentence. Try the
word and see if the sentence makes sense.
Keep Reading
• Read past the unfamiliar word and look for clues.
• If the word is repeated, compare the second sentence to the first.
• What word might make sense in both?
Use Prior Knowledge
• Think about what you know about the subject of the book,
paragraph, or sentence.
• Do you know anything that might make sense in the
sentence?
• Read the sentence with the word to see if it makes sense.
Word Rings
• From 50-75% of all words used in school books, library
books, newspapers, and magazines are in the Dolch
Basic Sight Vocabulary of 220 words (preschool thru
Grade 3). The Dolch word list is made up of "service
words" (pronouns, adjectives, adverbs, prepositions,
conjunctions, and verbs) which cannot be learned
through the use of pictures.
Word Families
• Imagine how confusing our language must appear to emerging
readers! Sometimes vowels are long, sometimes they're short, and
sometimes they sound altogether like another vowel. How can a
struggling reader make sense of it all?
• Word families (also known as phonograms or "chunks") can really
help your students "crack the code" of our inconsistent language by
providing some predictable patterns within words. As you and I
learned to read, we picked up these patterns effortlessly, and they
still help us when we try to decode new words. When we direct our
students' attention to these same patterns, they too will be able to
untangle the seemingly unrelated sounds of English.
What patterns are these? Here's an example:
I see the word, "C-H-A-L-K ". Now, how can I figure out how to
say that word? I'll try breaking it into chunks that I'm familiar
with. What words look like "chalk"? Well, there's walk" and
"talk", so maybe "chalk" rhymes with those words. I know that
"ch" has it's own sound, so if I add it to the "alk" chunk, I get
"chalk." That's it--"chalk.“
Can you see how much easier this method of using "chunks" of
letters is compared to sounding out one letter at a time? We
break words into chunks naturally, and we can teach our students
to do the same.
It gets even better! Once your students become familiar with
the 37 most familiar chunks, they can use them to decode 500
words. (Wylie & Durrell, 1970)
Word families are indeed an efficient way to get your
children reading.
at, cat, mat, sat, rat, that,
pat, fat, hat
Writing and Invented Spelling
Benefits of invented spelling include:
• encourages children to make
vital connections between
letters and sounds
• allows children to write more
words than they know how to
read
• helps children to become
independent writers as they
ask for less help spelling
words
• encourages children to take
responsibility for their own
learning as they have more
control over what they write
• gives them the ability to write
anything they say, leading to
longer and more interesting
stories
• allows for extensive practice of
phonics as they use letters to
represent the sounds that they
hear
Sample of Invented Spelling
Der Parints,
Az ur child brings home riting for the ferst tim, do not be
serprized at the speling. The Inglsh langwij is confuzing
for students. Prematur insistints that students uz
standurd, or "correct" speling inhibits thair dezir and
ability to rit. We wil uz "invntd speling" in r wrk.
Az parints, u can hlp ur child by prazing awl thair
riting. Let ur child red thair riting to u. Displa thair riting
around ur hom. No that as ur child becomz familyer with
riting, he or she wil mak the tranzishun to standard
speling.
Thank u,
The National Right to
Techer
Read Foundation
Homework
Homework consists of nightly reading and word ring practice. I will
send home an occasional activity that can be completed with minimal
parent support. All children can practice lowercase letter formation.
• Recorded in students pink
homework duotang
• To be checked and initialed
nightly
• A homework area that is quiet
and free from distraction is
best
• Homework and nightly reading
should not be a stressful time
for you or your child
• Used to reinforce and practice
concepts and skill
development covered in class
• Homework pouch should contain:
– word ring
– papers, notices, scribblers or duotangs that
are sent home
– home reading book (leveled books)
The homework pouch is also used for communication. It is a place for you
to write me a note. The homework pouch is meant to travel home every
afternoon and return the next day.
Routines
Morning:
• 8:45 the bell rings, students line up and then the students enter the building.
They bring their homework duo tang into the classroom and I check for
messages, book orders etc.
•The children listen to a classical piece, and read independently while I read
with different students.
• We then begin our day by having a read aloud, reading or writing lesson,
guided reading and Language Arts activities.
Washroom and Drinks:
• The children are encouraged to go to the washroom before they enter the
classroom in the morning, before and after recess, lunch and during transition
times (while work is being passed out). Water bottles are to remain in the
hallway to prevent spills.
End of the Day:
We begin to get ready at 2:40. They pack their word ring, two or
three leveled books (‘at home reading books’) homework and
notices. Once they are finished, they begin to pack their back packs
for home. They EXIT the building at 2:45 approximately.
At Home Reading Program:
The books are leveled. Each student will read all the books in the level
prior to moving to the next level. Repeated reading improves the
student’s fluency. Have your child bring their reading book and word ring
to school everyday; I read with two or three children a day and you never
know when a volunteer may show up to read with the children!
Computer:
During computer the children have the opportunity to play educational
games found on my web page.
Discipline
•
•
•
•
PEPS (gotchas)
123 Magic
Time Out
Bullying Education
Weekly Schedule
Monday
Tuesday
Wednesday
Thursday
Friday
Phys. Ed
Music
Computer
Phys. Ed.
Music
Book
Buddies
Library Art
Communication
• E-mail – [email protected]
• Web Page http://hrsbstaff.ednet.ns.ca/hawleyb/
• School Phone - 493-5164
• Homework Duotang - just write a note!
Volunteers
• Grade One is a very important reading year. The
children can always benefit from volunteers who
read with them. If you have some time, drop by
and support the children’s reading. It does make
them feel special when a loved one takes the
time to come in and get to know their classmates
and see who they are in school.