Joyful Beginnings

Thank you so much for attending our Multiage ½ Open House! It was very special to begin the school year sharing the philosophy, goals, and curriculum that drives the learning in our classrooms. Mahalo for listening and sharing in your child’s journey.

While typically my blog entries will focus on one theme, lesson, content area, or event, I wanted to connect this week's classroom experiences with several of the topics shared during Open House.

Reading:

This week in reading, the children embraced the goal of building their reading stamina. We talked about this concept of "reading stamina" as becoming both a stronger reader and being able to read for longer. The children are self-selecting "just-right" books, finding books that interest them and that are not too hard or too easy. I have been able to meet with each child for reading conferences, which allows me the opportunity to listen to their reading, discuss the meaning of their text, and together determine strengths and next steps.

Word Work:

In word work, we focus on phonics patterns, word families, grammar, and high-frequency “heart words.” This week, the children practiced a multisensory routine that helps them understand and differentiate between tricky sounds, like the short e in “elephant” and the short i in “insect.” Although we started this routine as a whole class, students will soon work in small groups to target specific skills they need to grow as readers and spellers.

Writing:

In writing, we have begun Writer's Workshop, an approach in which the children are seen as real authors, writing for a variety of purposes and audiences. We discussed how our lives are literally filled with stories, and how it is important to “write from the heart,” so that the writing we produce allows readers a glimpse into who we are, what we have experienced, and the things that we hold dear. This coming week, we will delve into the idea of writing a “small moment story.” Frequently, children think they can only write about big spectacular events (going to Disneyland, a birthday party, a trip to Japan) and because of this notion, often feel that they have very little to write about. Clearing this misconception is essential for children to see that those small moments in time (finding a caterpillar, swinging on a swing set, stepping in a mud puddle) make for compelling and significant stories that give readers a heartfelt glimpse into the life of the writer.

Math:

The children have begun attending their grade-level math blocks, where they are forming a broader learning community. They’ve dived into math concepts through discussion, practice, and games. One routine we’ve introduced is the Number Talk, which encourages children to solve problems in multiple ways and share their thinking. First graders are focusing on addition and subtraction skills, while second graders are reviewing strategies for solving these problems fluently and explaining how different strategies allow for greater efficiency and accuracy. We’ve also begun incorporating the computer science skills of coding, further supporting them in problem-solving and using technology.

Inquiry:

The beginning of the year is always an exciting and somewhat unknown time for inquiry. Although, as a 1/2 teacher team, we have our big idea of STORIES bubbling with powerful possibility, it is just as important that we give the children the opportunity to make the inquiry their own and have a voice in beginning the inquiry journey. To do this, it is important to lay a foundation at this point in the year, where children feel that their voice and choices matter. As inquiry is driven by the children themselves, it is essential that we all understand who exactly the learners are in our class. Furthermore, the children must feel a sense of confidence and strength; essentially viewing themselves as the most important part of the learning journey. As a way of fostering this belief in themselves, the children have begun to take on the role of “expert teachers.” Each child has brainstormed and selected a skill or talent that they feel they are an expert at, and will be in charge of teaching a small group of friends in the class. This experience will allow the children to share with one another their passions and talents; giving our community a clearer picture of who we are and what we can do. It will also give each child the opportunity to build their confidence in sharing their ideas with others and taking the lead on guiding the learning. These components are essential to making child-driven inquiry work. I look forward to sharing more about the "expert teaching" experience in upcoming blogs.

Please keep in mind that the above “academic” areas are only a piece of your child’s experience at school--there is the ever important and wonderful growth and joy that comes during other parts of the day as well--morning meeting, specials, recess, lunch, workspace time…

The goal through it all is that your children develop a genuine love for school, a passion for learning, and friendships that fill their hearts with warmth, fulfillment, and joy!