Classroom Needs

Please send in what you can!

*aluminum cans, cleaned with lids removed
--I can think of so many ways to reuse them in the classroom. Please send them in.

*Self-sticking Velcro

*whiteboard markers
--The year is almost out, but we still use these nearly every day for Riggs.


Thank you,

Mrs. Varis

Classroom Update

Hello First Grade Falcon Families,

Below is an update on important things going on in first grade right now.  I am a bit under the weather, but doing my best to keep up communication with you!   Thank you for reading.

Riggs H.W. Tonight - Phonograms!

The Riggs H.W. that was written in your student’s planner tonight said, “Say and write phonograms 129-133 10x each”.  I explained it to them and showed them an example so the students should know what this homework is.  It is different than the norm, however, so here is a further explanation:  

1.  Write the proper heading on Riggs paper (Full name, full date, subject).

2.  Say and write any checked words, 3x each (as per normal).

3. Say* and write the phonograms that were written in their spelling notebooks as #129-133.  

    *It is very crucial that the student both say and write the phonogram as opposed to just writing the phonogram.  This way they learn the sound as they write it.  If the student cannot remember the phonogram sound, please use your Riggs phonograms cards to review.  

Class Published Book

The students are almost finished writing and illustrating their pages for our class book.  Further details about the book were in the previous blog update.  You should have received an order form (and envelope) to purchase a copy of the book.  I need these order forms back by this Thursday, even if you don’t want to purchase a book.  The publishing company has asked for an order form from each student.  Our class book will be sent out very soon to go through its final stages of completion!

First Grade Hosts the All School Assembly

First grade is hosting the all school assembly coming up on this Thursday, April 25th at 2:30PM.  You are invited to come and watch them!  We will be making announcements and performing a short song about taking care of our Earth.

Field Trip Friday, May 10th and the [Bonus] Aquarium Field Trip

Our last field trip Friday is coming up on May 10th.  We will be going to the Audubon Society of Portland for a sanctuary tour and some fun activities relating to our next and final science unit on living things. We will need chaperons, and possibly drivers, for this field trip.  I am working with Mrs. Marlatt to get a bus if possible.

Then, we will be going to the Portland Aquarium on Wednesday, May 29th from 12:00PM - 2:30PM.  We will also need chaperons, and possibly drivers, for this field trip.

We have one slot left that’s open for the Audubon Society tour,  and six slots for the Portland Aquarium tour.  You can sign up here:  http://www.signupgenius.com/go/5080B4FAEAA2FA02-first

School Lunch Menu

Here is a link to the school lunch menu for the month of May: http://chpcscafe.webnode.com/menus-/may-menu/

Thanks again for reading!

-Mrs. Varis

Update: Curriculum, Needs, and Upcoming Events

Hello First Grade Falcon Families,

There are 36 school days left and still so much to learn!  Below is an update of what we’ve been and will be learning about, as well as any upcoming needs and events.  Thank you for reading.

Language Arts

• Riggs - We’re continuing to learn how to spell and mark new words each day, except for Thursdays.  On most Thursdays we will focus on reviewing what we’ve learned so far, and studying some of the 47 spelling rules of the English language.  For example, when a /c/ or /g/ is followed by a /e/, /i/, or /y/, it will say it’s second sound.
• I.E.W. - We finished writing our own simple instructions by writing instructions for making trail mix.  Then we actually made the trail mix as instructed by each student.  It was a fun, eventful, and tasty time.  We’re moving on to making our first hardbound, published book as a class.  We will re-write the poem “Purple Cow” by Gelett Burgess by thinking of our own colorful, unique animal.  The end of the poem says, “I’d rather see, than be one.” ... referring to the purple cow.  The students, in their own writing, will give their opinion on whether or not they would rather see or be the animal they think of as well as a supporting reason explaining why.  The final book including a page written by each student will be available for purchase through the publishing company. (No profit to CHPCS... it’s only for fun and memories
• Reading - The students are continuing to read both independently as well as in small, guided reading groups each day.  During read alouds, we have been focusing on the historical, non-fiction story of how the United States of America became the United States of America.
• Poetry - The students have been learning and practicing the poem “Purple Cow” by Gelett Burgess.  Some students have already begun to recite this poem in front of the class! Ask your student to recite it to you for practice and fun.

Support Idea(s):

• Review the phonogram cards!  Have your student hop each sound as they say it.  (The students use many phonograms in decoding words and writing, but some of them can be hard to remember.)
• Ask your student to give their opinion about something.  Then ask why?  Encourage your student to give supporting details as to why they think so.

Math

The math concepts we are currently, and will be learning include:

• Adding and subtracting 2-digit numbers
• Multiplying groups of 10
• Estimating and counting large collections
• Finding 1/2 of a set of an even or odd number of objects
• Estimating a sum
• Measuring using feet and inches

Support Idea(s):

• The most difficult concept we are learning is adding and subtracting 2-digit numbers.
• Ask your student to make their own 2-digit addition and subtraction problems and solve them.  Then you can make some for them and ask them to solve them. (i.e. 24+36=_, 43-28=_)
• Play and learn: Give your student two amounts of change to subtract and find the difference.  Let them keep the change (momentarily) if they subtract the amounts from each other correctly on a piece of paper.  Do this again with two different amounts, again allowing your student to keep the change (momentarily).  Then, ask them to add the two amounts of change together.  If they add correctly on their own, they can keep the change!

History

We have concluded our micro-units on matter and electricity, and now we’re moving onto learning about the history of the United States of America and westward expansion.  We will be learning about these units through the lense of habitat.  We will ask the questions, “What was that habitat like and why did they choose to live there?” as we learn about Roanoke Island, Jamestown, Plymouth, the Pacific Ocean, and more as a part of the historical story.  Here are the specific concepts we will be overviewing:

*I. ENGLISH SETTLERS

• The story of the Lost Colony
• Sir Walter Raleigh
• Virginia Dare
• Jamestown, Virginia
• Captain John Smith
• Pocahontas and Powhatan
• Slavery, plantations in Southern colonies
• Pilgrims, Mayflower, Thanksgiving Day, Massachusetts Bay Colony, the Puritans

II. FROM COLONIES TO INDEPENDENCE

• The original thirteen colonies
• The Boston Tea Party
• Paul Revere’s ride, “One if by land, two if by sea”
• Minutemen and Redcoats, the “shot heard round the world”
• Thomas Jefferson and the Declaration of Independence
• Fourth of July
• Benjamin Franklin: patriot, inventor, writer
• George Washington: from military commander to our first president
• Martha Washington
• Our national capital city named Washington
• Legend of Betsy Ross and the flag

III. EXPLORATION OF THE AMERICAN WEST

• Daniel Boone and the Wilderness Road
• The Louisiana Purchase
• Explorations of Lewis and Clark
• Sacagawea
• Geography: Locate the Appalachian Mountains, the Rocky Mountains, and the Mississippi River.

*taken directly from the Core Knowledge Sequence

Support Idea(s):

• Talk with your student about what they have learned during our science and history lessons at school. Ask questions and see if they are able to answer them. If they are unable to answer your questions, provide extra support for them by reading books (from the library), or finding appropriate websites on the topics we're studying. Ask questions during and after the reading to encourage involvement and comprehension.

Field Trip to Champoeg Park

On Friday, February 12th our class will be a taking a field trip to Champoeg park.  There, we will experience what life might have been like for an early settler as we visit the Newell House, Butteville School and Pioneer Mothers Cabin.  As you have already heard, there are no busses available for this field trip.  If we are going to attend the field trip, we need our chaperons to also be our transportation.  Thank you if you have already signed up to drive and chaperon! It looks like we need about four more seats in order to transport all of the students. If you are willing to be a chaperon and driver for this field trip, please sign up here: www.SignUpGenius.com/go/5080B4FAEAA2FA02-first/5921117

REMINDER: “Field Trip Fridays” are regular school days.  Students need to arrive at the normal time, and will be dismissed at the normal time (7:45 - 3:30).

Who: CHPCS 1st grade

What: Field trip to Champoeg Park

When: Friday, April 12th,  2013

Where: Newell House, Butteville Cabin, and Pioneer Mother’s Cabin at Champoeg Park in St. Paul, OR

Why: As a part of the Core Knowledge Sequence, students will learn about early exploration and settlement of the United States of America, including the America West.  On this field trip they will get to experience what life may have been like for an early settler.

How: Parent Drivers/Chaperons

What your student (and you if you’re a chaperon) need to bring/wear:

• Regular uniform
• A warm jacket for playing/eating outside
• A non-leaking water bottle filled with water
• Packed lunch and snacks for morning and afternoon

Need: New Parent Volunteer Job - Correcting Riggs tests each day!

As a part of Riggs, students take a spelling test each day. This means that I get to correct Riggs tests each day so that the students (and parents) know which words they are struggling with and can practice them again that night.  Riggs tests take me about 30 minutes to correct.  I am looking for a few parent volunteers who are willing and able to correct these tests for me during the school day so that I can spend my prep time prepping for future lessons and other forms of home-school communication.  The students take the tests each day at 8:00AM, and they need their spelling notebooks back at 1:15PM.  If you would like to volunteer for this job, you would come to school to correct the tests anytime between 8:15-12:30 Tuesday through Thursday. (My busiest days are Mondays and Tuesdays, so correcting on these days would be the most beneficial if your time is limited.  One parent has already volunteered to help on Mondays!  Thank you!!!)

If you would like to be a Riggs test corrector, please contact me via email with the times and days you will be available.  Then we can set up a date so that I can train you!   

Calendar At a Glance

Monday, April 8th	Spring Picture Day
Friday, April 12th	Field Trip Friday - Champoeg Park
Monday, April 14th - Friday, April 19th	Scholastic Book Fair
Thursday, April 18th	K-4 Spring Music Concert - 6:30-7:30PM
Thursday, April 25th	All School Assembly, 1st grade hosting - 2:30PM You’re invited to come and watch your student host the All School Assembly!
Monday, May 6th	School-wide MAP assessments begin

Thanks again for reading!

After you read this newsletter in its entirety, please write “April showers” in your student’s planner so that I can see it.  I will give them two tickets as a reward!

-Mrs. Varis