Tuesday, October 22, 2013

October 22, 2013



See what we're learning.
Talk and share with your child about the day.
Review and give extra help and practice if needed.

Today in First Grade

Phonics: 



We learned the words single and plural, what they mean, and how to make words plural.  Single means one.  Plural means more than one.  Most words can be changed from singular to plural by simply adding an s on the end, such as car to cars, cat to cats, rock to rocks.  However, when a word ends in an s, or other sound which is similar to an s or z, or sounds that don't blend well with an s, then just putting an s can't be heard or distinguished.  That's when an es needs to be added instead of just an s.  Some examples:  Churchs doesn't work, so it needs to be churches.  Classs doesn't work, so it has to be classes.  Buzzs doesn't work, so it has to be buzzes.  So we practiced changing words from singular to plural today.  It was a really lot to learn all at once.  We will need to practice it more.   


Reading Groups:


Group A:   Big and Little       Helping in the Yard

Group B:    In a Cold, Cold Place         In the Sea           

Group C:     The Little Green Man Visits a Farm         

Math:

We talked about doubles today.  This is the point that I start really trying to help children learn number sense and develop an ability to think and manipulate numbers in their heads.  If they can memorize their math facts, that is great.  If they can also manipulate numbers along with memorizing them, that is extra great.   So I started off talking about the two magic numbers that we try to use in our heads that help us think in numbers.



The more we can break down and manipulate numbers into fives and tens, the easier working with numbers can be.  Today we worked with doubles and breaking them down into fives and making tens from them. 

These are the simple doubles that are most easily remembered and worked with.  

With higher doubles it is often good to think of them in fives and tens while we work toward memorizing and using them.

If double sixes (notice the plural form of a word that ends in x) are thought of as 5 +1 and 5 + 1  (making the magic number of 5 to help us make the magic number of 10), then the two fives can be combined to make a ten and the two ones make two, so 10 + 2 = 12.
7 + 7 becomes 5 + 2 and 5 + 2 so that the two fives make a magic ten and the two 2s make four, thus 10 + 4 = 14.

We often think of 8 as being double fours.  So double eights is 4+ 4+ 4 + 4.  This can be good, but it is better to think of 8 + 8 as 5 + 3 and 5 + 3.   This would then make a 10 + 6 = 16.

A nine could be thought of as 6 + 3 or 7 + 2, or 8 + 1.  But if we work towards using the magic numbers of 5 and10, then it is best to think of  9  and 9 as  5 + 4 and 5 + 4.  Thus it turns into 10 + 8 = 18.


Word Play:

In our word play in the afternoon, we sorted words into two different ways to make the long i sound.  First we listed the ways to make a long i sound:  ie as in die,  i _ e as in bike,   y _ e as in type,  y as in sky,  and igh as in night.  We then sorted i_e words and igh words.

Here are this week's spelling words.



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