We balanced paper crayfish on our fingers for science. They wobbled a lot. We used clothespins on the crayfish to help them balance. It was really fun.
Monday, September 18, 2006
Friday, September 15, 2006
Friday, September 15, 2006
We have a new student. She’s in second grade. She can read books. We were nice to her. She’s a good friend to us. Her name is Aubrey. She has blond hair and blue eyes. She is from Illinois.
Thursday, September 14, 2006
We played cards. The first graders played Double Compare. Each player has a pile of cards. You flip over two cards at a time and add them. The player with the highest number wins. The second graders played 10’s Go Fish and 10’s Concentration. They’re kind of like regular Go Fish and regular Concentration except you have to make 10 instead a match.
Wednesday, September 13, 2006
Wednesday, September 13, 2006
Today we had P.E. We jogged laps until one whole song was over. Then we skipped one lap around. Later we made scary wild things from the book Where the Wild Things Are. At math second graders did Number of the Day. It’s the tenth day of school, so the number of the day was ten. They had to find ways to make ten. Some ways were: 5+5=10, 5+4+1=10, 8+2=10, and 6+4=10. Also, Brandon lost his tooth! Wow! What a super day it was!!
Tuesday, September 12, 2006
Tuesday, September 12, 2006
Hooray! We got a new student today. Her name is Sydney. She’s a second grader. She has dark hair. She has really cool brown eyes. She’s funny. She’s really nice to people. She helps John spell words, and when Jordan fell down at recess, she came to see if he was okay. She played Tens Concentration with Noah and Jordan during math.
Monday, September 11, 2006
Week of September 11, 2006
Monday, September 11, 2006 Yum! We ate smoked salmon and it was so good! Mariah’s mom brought it for us. Mariah’s grandpa and her brother caught it in the Columbia River. That’s long far away. The fish was big enough to reach from the floor to Mariah’s shoulder. That’s about 38 inches long. Wow! That’s big.
Friday, September 08, 2006
Newsletter 1, 0607
2006-2007 Room 302—Newsletter 1 http://room302.blogspot.com
September 8, 2006
Dear Families,
Welcome to Room 302! The students and I had a great first week together.
I usually try to be much more punctual and timely with things like newsletters, and I apologize for not getting this to you sooner.
As you know, our class has first graders and second graders—a 1/2 split. When we found out that it would be better (and necessary) to reconfigure our classes to include a 1/2 split, I volunteered to be the teacher, and I’m excited for the opportunity. Your support, faith, and patience through this process has been noticed and appreciated.
I think having a range of students in a classroom is a great idea. The fact is that every class (mixed grades or not) has a wide range of ages, strengths, abilities, and needs. No matter what I’m teaching, I try to do what I can to take advantage of these differences and to make the differences a positive thing. At this point, though, multi-grade and mixed classrooms aren’t too common in our district or in our school, and like anything else that is unknown, people have questions. Here are a few questions out there, along with the answers I have at this time:
How were the students chosen to be in the multi-age?
I can’t really do justice to all the effort that went in to redistributing students on such short notice within a sentence or two, but the short answer is we used the same processes and techniques that we always use to build classes that are well-balanced in a variety of ways. The split classes are well balanced just like all the others, and we did not try for a class with “high” first graders and “low” second graders. (In any case, I don’t believe the terms “high” and “low” to be either fair or accurate when describing something as complex as a human being, so I try to avoid using them.)
Will the 1/2 class be the same as the other classes? Will it be the same as last year?
All classes are different. Some of the procedures, expectations, routines and other things that were in place last year will work well this year, and others will not. My intention is to make things predictable and routine in some ways for the second graders so that we can spend less overall time getting everyone on the same page, but I picture the year as being quite different from last year in many ways because the class has different students from last year, and because the expectations and curriculum for second graders is different from first graders in many ways.
Will the 1/2 class be better (or worse) than a class with only first or only second?
It depends on what you mean by the terms better or worse. In my mind, a greater range of ages, abilities, experiences, likes, dislikes, needs, and wants makes for a class with potentially more to offer each other. Variety makes things interesting, and when the learners are interested, they’re more likely to pay attention and learn more. What will be the same as the classes with only first or only second will be the grade level content we cover. The expectations for this are district-wide.
Will the work be too hard for my first grader? Will the work be too easy for my second grader? Will it just be a repeat of first grade for my second grader? Will the first graders be bored next year because they’ve done the second grade stuff already?
I grouped these questions together because they have a common theme: Will curriculum be suitable and appropriate for my child? They have another common theme: They are valid and relevant questions to ask of any teacher, regardless of grade or subject. (If your child is taking piano lessons, or on a baseball team, or in a drama class you still want it to be appropriate and relevant.) I plan (as always) to make the year as appropriate and as relevant as possible to all members of the class. In the area where there are specific grade level expectations, I’ll use those expectations to guide my teaching. I’ll also use what I know about each child, and what I know about teaching and learning in general. The issue of repetition is one that we’ll explore throughout the year: I know that in many cases people choose to do the same thing more than once (reread a book, review a movie, replay a game) and I know that repetition strengthens pathways in the brain, making that knowledge easily and quickly accessible. I also know that repetition can cause people to lose interest in a task or activity (“I’m bored!”) and I don’t want that. As I said, I’ll continue to explore this question throughout the year with the students.
How can you take advantage of the social nature of learning if there are two separate groups doing two separate things? Will one group feel isolated/inferior/superior/left out?
This is a vital issue. Without a strong classroom community that works together and supports each other, we’d all have a more difficult year. There are many things we’ll do together and many times we’ll be together, but the fact is that there are some things the second graders need to do that the first graders don’t, and vice versa. I normally take the beginning of the school year to build a sense of togetherness and community in the class, and that will be very important this year, so that when we split for things it won’t be a big deal.
I’m comfortable and confident in how I teach (and learn from) children. I’m in the process of figuring out exactly how that will all play out this year, with these students, and with two grades. If you have questions that I have not addressed, please let me know. Others are probably wondering, too.
Here are a few other items of interest:
Background…
My wife, Judy, is a teacher, stay-at-home mother who runs drama camps and programs in the area. I have three children: Jordan is eight, starting third grade. Jeremy is seven, starting second grade. Janelle is four; anything they can do, she can do. I’ve taught a wide variety of ages and subjects, and my education includes a reading endorsement and a math minor.
Times
Our school day is from 9:00 a.m. to 3:30 p.m. The classroom opens at 8:45 so that by 9:00 the students can all be settled in and ready to start on time. It helps immensely if all students are at school on time every day. We have recess at 11:05 and lunch/recess at 12:35.
Snacks
We’ll have time for snack each day. If everyone takes turns sending in a snack about once a month for the whole class to share, that will work great. If you and your child would rather bring an individual snack each day, that’s fine, too. I only ask that the children know if they’re bringing their own or sharing.
Volunteers
I welcome volunteers in the classroom. At this point, I’m not exactly sure about specific times I’ll need people, but I plan to have a sign-up sheet available when we have our curriculum night / open house.
Birthdays
We’ll plan to celebrate the birthdays of all the students (unless otherwise requested). Let me know if you’d like to bring something like treats or a classroom book for the celebration.
Curriculum night / Back-to-School Night
On Thursday, September 14, 2006 we’ll have our open house for parents and kids to meet at school, hear from teachers, and look around. Please join us, starting in the gymnasium, at 6:30 p.m.
Physical Education / Musical Education
These important classes will happen for us this year on Wednesdays and Thursdays from 9-10. Please help the students make sure to dress appropriately for moving around on those days.
Email List
In an effort to help with communication, I’d like to put together a mailing list so that I’ve got another way to get you information like this. If you’d like to be on it, please send me an email requesting that I put you on the list. Include your name and your child’s name so I can identify you.
Classroom Visits
Any time you’d like to visit, you’re welcome to do so. Just make sure to stop in at the office to sign in and get a Visitor sticker.
Take-home Folders
School policy is to send information home once a week, which is on Thursdays. We’ve ordered folders for each child to use for this. There will be a side for things that stay home, and a side for things to return to school. We’ll start using those folders as soon as they arrive.
Web Sites
I have web log (blog) for our classroom at http://room302.blogspot.com. I’ll post our daily news, newsletters, student work, and things like that.
Supplies
Here is the list of supplies for this year as it was published, if you still need it. Most of the supplies will be shared/community supplies. The items they will label with their names and keep are: scissors, binder, and notebook.
1st grade
1 box 24 ct colored pencils
1 box 24 ct crayons
1 box 24 ct markers
3 ea large glue sticks
2 dzn #2 pencils (not mechanical/sharpen please)
1 ea Fiskar scissors (name on, please)
1 box 1 gal. Ziploc bags
1 pkg PostIt notes
1 ea (1”) 3-ring binder (name on, please)
1 ea composition book (name on, please)
1 ea box Kleenex
2nd Grade
1 box 24 ct crayons
3 ea large glue sticks
3 ea folders w/sturdy bottom pocket
2 dzn #2 pencils (not mechanical/sharpen please)
1 ea pencil box
1 ea Fiskar scissors (name on, please)
2 bxs 1 gal. ziptop Ziploc bags
2 ea wide-ruled spiral notebooks
2 ea Sharpies (permanent black)
1 ea watercolor paints
At this point, if you’ve sent what’s on the list, we’re pretty set. I would like the second grade students to bring the binders they had last year so we can keep using them for poetry, and if we have other needs, I’ll let you know.
Calendar
Monday, September 4—no school
Thursday, September 14—open house/parent meeting, 6:30
Friday, September 22—early release day, 12:15
Friday, September 22—Ashley’s birthday
Thursday, September 28—Katie’s birthday
I appreciate the chance to work with you this year, and if you have any questions, don’t hesitate to ask.
Sincerely,
Jeff
September 8, 2006
Dear Families,
Welcome to Room 302! The students and I had a great first week together.
I usually try to be much more punctual and timely with things like newsletters, and I apologize for not getting this to you sooner.
As you know, our class has first graders and second graders—a 1/2 split. When we found out that it would be better (and necessary) to reconfigure our classes to include a 1/2 split, I volunteered to be the teacher, and I’m excited for the opportunity. Your support, faith, and patience through this process has been noticed and appreciated.
I think having a range of students in a classroom is a great idea. The fact is that every class (mixed grades or not) has a wide range of ages, strengths, abilities, and needs. No matter what I’m teaching, I try to do what I can to take advantage of these differences and to make the differences a positive thing. At this point, though, multi-grade and mixed classrooms aren’t too common in our district or in our school, and like anything else that is unknown, people have questions. Here are a few questions out there, along with the answers I have at this time:
How were the students chosen to be in the multi-age?
I can’t really do justice to all the effort that went in to redistributing students on such short notice within a sentence or two, but the short answer is we used the same processes and techniques that we always use to build classes that are well-balanced in a variety of ways. The split classes are well balanced just like all the others, and we did not try for a class with “high” first graders and “low” second graders. (In any case, I don’t believe the terms “high” and “low” to be either fair or accurate when describing something as complex as a human being, so I try to avoid using them.)
Will the 1/2 class be the same as the other classes? Will it be the same as last year?
All classes are different. Some of the procedures, expectations, routines and other things that were in place last year will work well this year, and others will not. My intention is to make things predictable and routine in some ways for the second graders so that we can spend less overall time getting everyone on the same page, but I picture the year as being quite different from last year in many ways because the class has different students from last year, and because the expectations and curriculum for second graders is different from first graders in many ways.
Will the 1/2 class be better (or worse) than a class with only first or only second?
It depends on what you mean by the terms better or worse. In my mind, a greater range of ages, abilities, experiences, likes, dislikes, needs, and wants makes for a class with potentially more to offer each other. Variety makes things interesting, and when the learners are interested, they’re more likely to pay attention and learn more. What will be the same as the classes with only first or only second will be the grade level content we cover. The expectations for this are district-wide.
Will the work be too hard for my first grader? Will the work be too easy for my second grader? Will it just be a repeat of first grade for my second grader? Will the first graders be bored next year because they’ve done the second grade stuff already?
I grouped these questions together because they have a common theme: Will curriculum be suitable and appropriate for my child? They have another common theme: They are valid and relevant questions to ask of any teacher, regardless of grade or subject. (If your child is taking piano lessons, or on a baseball team, or in a drama class you still want it to be appropriate and relevant.) I plan (as always) to make the year as appropriate and as relevant as possible to all members of the class. In the area where there are specific grade level expectations, I’ll use those expectations to guide my teaching. I’ll also use what I know about each child, and what I know about teaching and learning in general. The issue of repetition is one that we’ll explore throughout the year: I know that in many cases people choose to do the same thing more than once (reread a book, review a movie, replay a game) and I know that repetition strengthens pathways in the brain, making that knowledge easily and quickly accessible. I also know that repetition can cause people to lose interest in a task or activity (“I’m bored!”) and I don’t want that. As I said, I’ll continue to explore this question throughout the year with the students.
How can you take advantage of the social nature of learning if there are two separate groups doing two separate things? Will one group feel isolated/inferior/superior/left out?
This is a vital issue. Without a strong classroom community that works together and supports each other, we’d all have a more difficult year. There are many things we’ll do together and many times we’ll be together, but the fact is that there are some things the second graders need to do that the first graders don’t, and vice versa. I normally take the beginning of the school year to build a sense of togetherness and community in the class, and that will be very important this year, so that when we split for things it won’t be a big deal.
I’m comfortable and confident in how I teach (and learn from) children. I’m in the process of figuring out exactly how that will all play out this year, with these students, and with two grades. If you have questions that I have not addressed, please let me know. Others are probably wondering, too.
Here are a few other items of interest:
Background…
My wife, Judy, is a teacher, stay-at-home mother who runs drama camps and programs in the area. I have three children: Jordan is eight, starting third grade. Jeremy is seven, starting second grade. Janelle is four; anything they can do, she can do. I’ve taught a wide variety of ages and subjects, and my education includes a reading endorsement and a math minor.
Times
Our school day is from 9:00 a.m. to 3:30 p.m. The classroom opens at 8:45 so that by 9:00 the students can all be settled in and ready to start on time. It helps immensely if all students are at school on time every day. We have recess at 11:05 and lunch/recess at 12:35.
Snacks
We’ll have time for snack each day. If everyone takes turns sending in a snack about once a month for the whole class to share, that will work great. If you and your child would rather bring an individual snack each day, that’s fine, too. I only ask that the children know if they’re bringing their own or sharing.
Volunteers
I welcome volunteers in the classroom. At this point, I’m not exactly sure about specific times I’ll need people, but I plan to have a sign-up sheet available when we have our curriculum night / open house.
Birthdays
We’ll plan to celebrate the birthdays of all the students (unless otherwise requested). Let me know if you’d like to bring something like treats or a classroom book for the celebration.
Curriculum night / Back-to-School Night
On Thursday, September 14, 2006 we’ll have our open house for parents and kids to meet at school, hear from teachers, and look around. Please join us, starting in the gymnasium, at 6:30 p.m.
Physical Education / Musical Education
These important classes will happen for us this year on Wednesdays and Thursdays from 9-10. Please help the students make sure to dress appropriately for moving around on those days.
Email List
In an effort to help with communication, I’d like to put together a mailing list so that I’ve got another way to get you information like this. If you’d like to be on it, please send me an email requesting that I put you on the list. Include your name and your child’s name so I can identify you.
Classroom Visits
Any time you’d like to visit, you’re welcome to do so. Just make sure to stop in at the office to sign in and get a Visitor sticker.
Take-home Folders
School policy is to send information home once a week, which is on Thursdays. We’ve ordered folders for each child to use for this. There will be a side for things that stay home, and a side for things to return to school. We’ll start using those folders as soon as they arrive.
Web Sites
I have web log (blog) for our classroom at http://room302.blogspot.com. I’ll post our daily news, newsletters, student work, and things like that.
Supplies
Here is the list of supplies for this year as it was published, if you still need it. Most of the supplies will be shared/community supplies. The items they will label with their names and keep are: scissors, binder, and notebook.
1st grade
1 box 24 ct colored pencils
1 box 24 ct crayons
1 box 24 ct markers
3 ea large glue sticks
2 dzn #2 pencils (not mechanical/sharpen please)
1 ea Fiskar scissors (name on, please)
1 box 1 gal. Ziploc bags
1 pkg PostIt notes
1 ea (1”) 3-ring binder (name on, please)
1 ea composition book (name on, please)
1 ea box Kleenex
2nd Grade
1 box 24 ct crayons
3 ea large glue sticks
3 ea folders w/sturdy bottom pocket
2 dzn #2 pencils (not mechanical/sharpen please)
1 ea pencil box
1 ea Fiskar scissors (name on, please)
2 bxs 1 gal. ziptop Ziploc bags
2 ea wide-ruled spiral notebooks
2 ea Sharpies (permanent black)
1 ea watercolor paints
At this point, if you’ve sent what’s on the list, we’re pretty set. I would like the second grade students to bring the binders they had last year so we can keep using them for poetry, and if we have other needs, I’ll let you know.
Calendar
Monday, September 4—no school
Thursday, September 14—open house/parent meeting, 6:30
Friday, September 22—early release day, 12:15
Friday, September 22—Ashley’s birthday
Thursday, September 28—Katie’s birthday
I appreciate the chance to work with you this year, and if you have any questions, don’t hesitate to ask.
Sincerely,
Jeff
Week of September 4, 2006
Tuesday, September 05, 2006
We did line juggling today. You’re probably asking yourself, “What’s line juggling?” We juggled with sponges. The sponges were pink, blue, and yellow. We’re in two straight lines of ten on each side, facing each other. We pass the sponges diagonally down the lines. At the end of the line, we send it back the opposite diagonal way. Then we add another sponge to it and see if we can do it with two at a time. Today we even did three for a while. When we had three sponges it was harder because there was so much to keep track of. It was really fun.
Wednesday, September 06, 2006
We sang songs and played a game in music. The song was called Bluebird. It goes like this:
Here comes a bluebird
In through my window
Hey diddle dumma day
Day, day.
Take a little partner
Tap him on the shoulder
Hey diddle dumma day
Day, day.
The game went with the song. Everyone sang while one person walked around the circle. When it said “Take a little partner and tap him on the shoulder, the person walking around tapped someone. The person who got tapped became the walker.
The first graders did different math than the second graders did. The first graders got to explore using calculators, geoblocks, cubes, and pattern blocks. Then they learned the game called Compare. The second graders explored with sets of 10 cubes, and then they got to use the geoblocks, pattern blocks, and cubes too, while the first graders were doing calculators.
It was our first library day of the year. We read a librarian book called Library Lil by Suzanne Williams. It was about a strong, unusual librarian. When the power went out and the battery died on her bus, she pushed her bookmobile through 80 m.p.h. winds. She could pick up 12 motorcycles, one at a time, and throw them out of her way into the street. Since she did that, the motorcycle guys said they would read a book, and then they all became readers like Library Lil.
Saturday, September 02, 2006
Week of August 28, 2006
Today was the first day of school. We got to meet a bunch of new kids. We talked about some birthdays in August and September. We had an assembly. We had donuts for snack. Mckayla and
Thursday, August 31, 2006
It was our first physical education class of the year. We walked into the gym and found spots to sit all around the gym. We were spread out. Then Mrs. Smith told us what we’d be doing. The first thing was to play catch with bean bag animals. They were about as big as our hands. We each had our own. We tossed them into the air and tried to catch them. Some people tried to clap as many times as they could while it was in the air. Then she played played a music tape that told us different things to do with the animals, like put them on our heads, or backs, or necks. Then we put our bean bag friends away and ran laps around the gym until it was time to go. We got drinks and lined up to go.
Friday, September 01, 2006
We read a book called Caps for Sale. Then we acted out the story. Some of us were monkeys and the rest were peddlers. The monkeys took the peddler’s caps when he took a nap. Then he got really mad and tried to get them back. When he threw his hat on the ground, they threw all their caps down. Our favorite part was when the peddler said, “You monkeys, you. You give me back my caps.” And the monkeys shook their fingers and said, “Tsz, tsz, tsz.” After we acted out the st
ory, we made our own monkeys and took them home.
Tuesday, August 29, 2006
Supply list 2006-2007
Supply list 2006-2007 / Room 302
1st grade
1 box 24 ct colored pencils
1 box 24 ct crayons
1 box 24 ct markers
3 ea large glue sticks
2 dzn #2 pencils (not mechanical/sharpen please)
1 ea Fiskar scissors (name on, please)
1 box 1 gal. Ziploc bags
1 pkg PostIt notes
1 ea (1”) 3-ring binder (name on, please)
1 ea composition book (name on, please)
1 ea box Kleenex
2nd Grade
1 box 24 ct crayons
3 ea large glue sticks
3 ea folders w/sturdy bottom pocket
2 dzn #2 pencils (not mechanical/sharpen please)
1 ea pencil box
1 ea Fiskar scissors (name on, please)
2 bxs 1 gal. ziptop Ziploc bags
2 ea wide-ruled spiral notebooks
2 ea Sharpies (permanent black)
1 ea watercolor paints
1st grade
1 box 24 ct colored pencils
1 box 24 ct crayons
1 box 24 ct markers
3 ea large glue sticks
2 dzn #2 pencils (not mechanical/sharpen please)
1 ea Fiskar scissors (name on, please)
1 box 1 gal. Ziploc bags
1 pkg PostIt notes
1 ea (1”) 3-ring binder (name on, please)
1 ea composition book (name on, please)
1 ea box Kleenex
2nd Grade
1 box 24 ct crayons
3 ea large glue sticks
3 ea folders w/sturdy bottom pocket
2 dzn #2 pencils (not mechanical/sharpen please)
1 ea pencil box
1 ea Fiskar scissors (name on, please)
2 bxs 1 gal. ziptop Ziploc bags
2 ea wide-ruled spiral notebooks
2 ea Sharpies (permanent black)
1 ea watercolor paints