April
6, 2017
February
18, 201
Where We Are in Place and Time
The central idea for this unit is:
Understanding our personal histories
allows us to recognize
the importance of time and change.
The lines of Inquiry are:
● Exploration of time
(form)
● The ways we have changed
and will change (change)
● Understanding personal
histories (reflection)
During this
unit of inquiry, language will be integrated in the form
of recount writing and
personal narratives. We will inquire into the
following questions:
April 6, 2017
Where We Are in Place and Time
The central idea for this unit is:
Understanding our personal histories allows us to recognize the importance of time and change.
The lines of Inquiry are:
● Exploration of time (form)
● The ways we have changed and will change (change)
● Understanding personal histories (reflection)
During this unit of inquiry, language will be integrated in the form of recount writing and personal narratives. We will inquire into the following questions:
· How can we reflect upon and make sense of a significant event in our lives through writing?
· How do authors connect to significant events in their past?
You can help your child at home by:
1. Talk about your family history and origin.
2. Talk about traditions and special occasions you celebrate in your family.
3. Write about family events and vacations.
4. Make copies of family photos and have your child label each photo.
5. Encourage your child to write letters to relatives.
6. Read books about families.
7. Discuss the different roles in your family.
Sharing the Planet - Oceans
The central idea for
this unit is:
The ocean is a shared
resource and we have a responsibility to conserve it.
The lines of Inquiry
are:
· Different ways oceans are used (function)
· The consequences of using the
oceans (causation)
· Sharing the ocean responsibly (responsibility)
During this unit of inquiry we
will be integrating an investigation into report writing. We will be
investigating the following questions:
- How can we tell
about something through writing?
- What are the features of a non-fiction text?
Students will read non-fiction
texts to gather information about the ocean. They will identify report
features including: headings, subheadings, captions, labels, facts and diagram.
They will distinguish between facts and opinions.
You can help your child at home
by:
- Encourage your
child to take non-fiction books from the library
- Finding reports online and
reading them together
- After reading reports discuss
the features they can find
- Search for
different facts from the non-fiction book together
- Make a list of
facts and discuss them
- Discuss the difference between a fact and an opinion
How We Organise
Ourselves
The central idea for
this unit is:
Effective communication systems allow people
to connect locally and globally.
The
lines of inquiry are:
● The ways different communication systems work (function)
● The ways we connect locally and globally using communication
systems (connection)
● The effectiveness of communication systems (reflection)
systems.
They will also create their own communication system at the
end of the unit.
Students will also learn how to write friendly letters and emails.
The
students will use letter writing as another form of communication to
connect with other people and express their ideas, experiences and
feelings.
Grade 1 students will begin using a postal system, so they can
develop a better
understanding of how this system works. They will also
be introduced to email
and inquire into this communication system.
Finally, the students will continue exploring recount writing and narratives.
Finally, the students will continue exploring recount writing and narratives.
You can help your child at home by:
1. Finding ‘How To’ books and
instructions related to their interests
that students. Guide them through the
step-by-step instructions and
help them identify the important words that are
used that show the
order in which things need to be done, such as first, next, then, finally,
after, last.
2. If you have a collection of letters and postcards from family and
friends, you can read them with your child. Talk
with your child about
why people write letters and send postcards to each
other. Help your
child notice the parts of the friendly letter including the date, heading,
greeting, body, closing and
signature. Encourage your child to write
friendly letters to people they
know.
3. Share emails from family and friends with your child. Help them take
part in writing and sending emails. Discuss the differences between
emails and
writing letters.
4. Continue to read fiction stories to your child and discuss the story
elements: characters, setting, problem and solution.
September 20, 2016
How The World Works
Central Idea:
Understanding how
the weather works allows people to make plans.
Lines of Inquiry:
v
Components of weather (form)
v
The effect of weather on people (causation)
v
Planning according to the weather (reflection)
In
Language, we are focusing on Procedures. Students are exploring the
language
authors use to explain how something is done. They are reading
and following ‘how-to’
instructions while conducting a variety of weather experiments. They are also
making their own tools to measure the weather
by following step-by-step
instructions during our unit of inquiry rotation
times.
You can help your child at home by:
1.
Looking at recipes for a favorite snack or meal
together. Help them
identify the important words that are used that show the
order in which
things need to be done, such as first, next, then,
finally, after, last.
2. Finding simple science experiments to do at home. Students love
having fun doing different experiments. Again, guide them through
the
step-by-step instructions, but also help them identify the Title,
the Materials,
and the Purpose or Goal of
the experiment.
3.
Having your child explain instructions for their
favorite game or sport,
and outline the purpose or goal of the game, the
equipment or pieces
needed, and the rules, including how to win.
4.
Finding ‘How To’ books and instructions related to arts
and crafts that
students could make at home.
We
will also be working on Recounts. The students will be exploring how
they can
share their experiences through writing and what language
authors use when
writing recounts.
You
can help your child at home by having them retell different
experiences such as
talking about what they liked best about the
weekend, a play date they had
recently, or their favorite holiday. Help
them to retell the experience in
order and use words like: first, then, next,
and finally, as well
as include details such as who, what, when and where.
Dear Parents,
In an effort to provide a holistic reading program, we ask for your home support. Each day, the students will bring home reading books and reading logs. The purpose of our take home reader program is for students to read books that are at their independent reading levels (that they can read by themselves) for decoding, fluency and comprehension.
You can support your child by setting aside some time to read
together every night. We encourage you to use the included suggestions
for helping with reading at home. This will help to ensure a high level
of success and enjoyment.
Your child will choose a book to take home each day. The book
should be read nightly, and returned each morning with the signed (by parent)
reading log. The students will in turn choose a new book to read for the
following day.
If you have any questions, comments or concerns, please do not
hesitate to contact your homeroom teacher.
Working together,
Grade 1 team
SUGGESTIONS FOR HELPING WITH READING AT HOME IN GRADE 1
Provide a Suitable Place and Time
- The place should be as quiet and peaceful as possible.
- Choose a time when your child is not tired, hungry or really keen to do something else, so that you can enjoy reading together.
Allow Time for Your Child to Help Themselves
- Wait! Give your child a chance to think about the word and the meaning of the story before you try to help or correct them.
Provide Encouragement and Support
- Accept your child’s efforts.
- Avoid criticism and comparisons with other children.
- Try to be relaxed. Stop the session calmly if you feel yourself becoming frustrated. Read to your child instead.
- Talk about the story together. This will help your child to read with more interest, understanding and accuracy, especially if you help them to link what is in the text with experiences they have had.
Provide Positive Comments when:
- your child reads well
- they correct themselves after making a mistake
- they read a word correctly after you have provided help
- they read books silently to themselves (that is, books which they can read without making mistakes)
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