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First Grade Teachers Chatboard

by Mrs. R

May 5, 2012

Just found out after 11 years of teaching second I'm now going to start next year teaching first grade. Feeling excited and nervous. Is it a lot different? Any cute ideas, great books to read, lesson ideas, or must knows...Already thinking of next year.

view previous comments

maria I love the Robin Hill School series. Margaret McNamara is the author of this series. There are about 20 different books about Mrs. Connor's 1st grade classroom. My kids love these books and they are the perfect reading level for beginning 1st grade readers, as the books go on in the school year (Valentines, ST Pats etc.),the reading levels get high...See More

May 14, 2012

Nik Just found out I will be teaching first grade next year also, I am teaching fourth right now. I am nervous too but I know I used to love teaching first grade. They are still eager to learn at that age.:-) I remember having to use picture clues and words associated with those picture clues. I also plan to use Spalding as part of my small group instr...See More

May 15, 2012

Leap Frog Grant

by Jeanne Nolan

May 17, 2012

I usually don't do this, but I think this will be a great resource for the struggling kindergarten readers who are in an at-risk school building. In this time of financial contraints, technology is limited. The recipients are selected through an online voting process. SO -- If you have a moment, I'd really appreciate you going online and voting for...See More

Do all of you first grade teachers have to....

by annon at time

May 18, 2012

Do all of you first grade teachers have to record words per minute students can read throughout the year and use a certain goal number (at end of year) to determine if the student passes for the year? For example, Mary has to be able to read 65 words per minute in order to pass first grade? If so, please let me know what your words per minute cut-o...See More

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jo/ma to OP I also get 3 or 4 kids every year with little alphabet or letter sound knowledge. Some come straight from family daycare with no kindergarten. 6 out of my 24 will likely not make our 65-103 state norm for "average" and will be considered low average, below average, or well below average, depending on their scores. I have been doing RTI and progress...See More

May 26, 2012

Mrs. Mikesell Q1 - 15 Q2 - 30 Q3 - 45 Q4 - 60

...for First Grade.

Feb 12, 2013

by Radwa Raouf Ragab

May 21, 2012

hey every1 could any1 telll me what to do for a Demo presentation for grade 1 or grade 2 or 3 thxx :D

Common Core Math for next school year

by Praline

May 26, 2012

Is anyone out there adopting the Common Core Math Standards for this coming school year? If so, what state are you from? How is your district going about the adoption?

view previous comments

John The good ole CCSS for Mathematics...

We will be starting implementation next year (Orlando, FL). We have been doing a lot of in-service training. One of our county math people pointed us to a resource called TML CORE Practice.

You can see on their site that they are developing a series of practice pages, that will be emailed dir...See More

May 30, 2012

Cherie On 5/30/12, John wrote: > The good ole CCSS for Mathematics... > > We will be starting implementation next year (Orlando, FL). We have > been doing a lot of in-service training. One of our county math > people pointed us to a resource called TML CORE Practice. > > You can see on their site that they are developing a series of &...See More

May 31, 2012

Word wall ideas

by newbie to 1st grade

May 29, 2012

Hello,

Any suggestions for making a word wall? We had a training for a writing program called, "Kid Write" that utilizes the reading high frequency word wall as a spelling resource for the students. Beign my first year in grade 1 after teaching several years in 3rd & 4th, I used pocket charts to display the spelling and high frequency ...See More

jo/ma I bought 12 of the small $1 pocket charts you can find in the Target Dollar Spot aisles every Aug/Sept. I stapled them to a large bulletin board in 2 rows of 6, so it looks like one gigantic pocket chart. I put the kids' first names under the appropriate letters to start the year and then add words as we study them and as we need them in writing (e...See More

May 31, 2012

Praline Here a site with Word Wall ideas. I hope this helps.

[link removed]

Jun 1, 2012

Common Core for Language Arts. Who is doing it?

by winkie

Jun 2, 2012

Our district is only implementing the Language Arts piece of the Common Core next year. I have been trying to find classroom blogs for language arts and can't find any. I am finding a lot on math, though. Can anyone steer me in the right direction? Thanks

view previous comments

Shirley WOW -- you type a lot of information fast! Just so you know -- I wasn't > the original poster but I certainly could have written that person's post. > I have only 5 high readers right now. So, something like that may be done > whole group and orally initially for me (all sitting at the carpet) then I > might transition to our document c...See MoreWOW -- you type a lot of information fast! Just so you know -- I wasn't > the original poster but I certainly could have written that person's post. > I have only 5 high readers right now. So, something like that may be done > whole group and orally initially for me (all sitting at the carpet) then I > might transition to our document camera and having them read higher level > material as a class. I still have kids who struggle with transferring > information from the board to paper (like a writing prompt) let alone > trying to do all the color coding and get it under the right word. > However, I know it's not impossible and I actually might like doing this > within reading groups. Orally for everyone and written down for my higher > level kids. Or do you think I'm lower the bar for everyone by saying that? > I'm very interested in this! > > Thanks!

When I do this again, I would recommend one page stories with some text complexity and good vocabulary. You could introduce a fun story such as Little Red Hen and do whole group (teach sequencing, recall, and retell in order). But then go to small group and then read a short story about making bread (which could be something you pull off the internet or create). Or...a short story about food that comes from the farm. Day one, they all read such as choral reading (in that 15 minute small group). Discuss any special vocabulary (mill, grind, grain, harvest, etc.) Day two, review vocabulary. Read it again, this time set a purpose for reading (sequencing, noting what other foods can wheat be used to make?). Pick a story your kids can read with some support. It's okay if they can't read all the "hard" words, that's why you are there. If you've given them a paper copy, something you found, or typed up, allow them to have a copy they can mark on. Teach them to track. Day three, ask questions that are "text dependent", meaning they don't respond using just prior knowledge, they must refer back to the text to answer the question. So prepare good questions and have them go back and read the sentence that gives the answer. Day 4, maybe they could make a thinking map (if your school does that) or some type of graphic organizer. Then, Day 5, they read once more, then create a project (poster with labels, a story writing piece, a diaroma, that will culminate their learning.

Does that sound feasible? Shirley

Oct 14, 2012

Ooh my goodness On 10/14/12, Shirley wrote: > >> WOW -- you type a lot of information fast! Just so >> you know -- I wasn't the original poster but I >> certainly could have written that person's post. I >> have only 5 high readers right now. So, something >> like that may be done whole group and orally >> initially for me (a...See MoreOn 10/14/12, Shirley wrote: > >> WOW -- you type a lot of information fast! Just so >> you know -- I wasn't the original poster but I >> certainly could have written that person's post. I >> have only 5 high readers right now. So, something >> like that may be done whole group and orally >> initially for me (all sitting at the carpet) then I >> might transition to our document camera and having >> them read higher level material as a class. I still >> have kids who struggle with transferring information >> from the board to paper (like a writing prompt) let >> alone trying to do all the color coding and get it >> under the right word. However, I know it's not >> impossible and I actually might like doing this >> within reading groups. Orally for everyone and >> written down for my higher level kids. Or do you >> think I'm lower the bar for everyone by saying that? >> I'm very interested in this! >> >> Thanks! > > When I do this again, I would recommend one page > stories with some text complexity and good vocabulary. > You could introduce a fun story such as Little Red Hen > and do whole group (teach sequencing, recall, and > retell in order). But then go to small group and then > read a short story about making bread (which could be > something you pull off the internet or create). Or...a > short story about food that comes from the farm. Day > one, they all read such as choral reading (in that 15 > minute small group). Discuss any special vocabulary > (mill, grind, grain, harvest, etc.) Day two, review > vocabulary. Read it again, this time set a purpose for > reading (sequencing, noting what other foods can wheat > be used to make?). Pick a story your kids can read with > some support. It's okay if they can't read all the > "hard" words, that's why you are there. If > you've given them a paper copy, something you found, or > typed up, allow them to have a copy they can mark on. > Teach them to track. Day three, ask questions that are > "text dependent", meaning they don't respond > using just prior knowledge, they must refer back to the > text to answer the question. So prepare good questions > and have them go back and read the sentence that gives > the answer. Day 4, maybe they could make a thinking map > (if your school does that) or some type of graphic > organizer. Then, Day 5, they read once more, then > create a project (poster with labels, a story writing > piece, a diaroma, that will culminate their learning. > > Does that sound feasible? Shirley >

That sounds really great! I'm thinking if I do this in small groups I would need two different versions of the story though. One that would challenge my readers and another one that would support beginning readers - same vocabulary but more short vowel words. I'll have to play around with this. I love the way you think!

Oct 14, 2012

Dinosaurs and Time

by Stacy7NC

Jun 3, 2012

Dear 1st grade teachers, I need your help figuring out what young students can and can't understand. If you are teaching dinosaurs, how much can 1st and 2nd graders understand about geologic time? Can I do an activity to model how long ago dinosaurs lived, will they be able to understand or is it too abstract? Thank you for your help! All input, li...See More

math timed tests

by teaching math

Jun 4, 2012

Do you give addition timed tests? If so, how many problems;how long do they get; what is counted as successful on that page-what percentage right/or percent complete? THANK YOU!

Sara On 6/04/12, teaching math wrote: > Do you give addition timed tests? If so, how many > problems;how long do they get; what is counted > as successful on that page-what percentage right/or percent > complete? > THANK YOU!

I try to give them as much time as they need. I want to know what they know and not put them under pressu...See More

Jun 10, 2012

by Gail

Jun 8, 2012

I'm thinking of moving up to 1st from k. I've been in K for 3 years. What are some of the biggest differences/similarities you see? Pros/cons? Thanks!

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