Family Newsletter

Dear Families,

Here is our week in review:

Social-Emotional Learning:

• This week, the students learned about how they can use their assertive voices when they feel uncomfortable or distracted by other people.  They learned how they can use their assertive voices to say no, rather than getting influenced by other students when unexpected things happen and how they can stay focused on the group plan.  This is a skill we will continue to work on in the weeks ahead.

• The students are making positive relationships in class and play well together.  If you are interested in scheduling additional time for your child to play with a peer from our classroom, please email me a request so I can send it to you (or check your email since I already linked it). The list is based upon permissions granted and information provided in PowerSchool so please let me know if any information needs to be updated or changed.  Thank you and have fun playing together outside of school!

• This week we also practiced our Restorative circles to provide opportunities for students to share their thoughts on different topics.   We always start our circles with a “zone check-in”.  A “zone check-in” is a quick check-in about how everyone is feeling.  At ABS, we follow the Zones of Regulation approach which teaches our young learners self-regulation and identification of feelings based on a color-coded system.  Here is a picture to explain the approach:

You Can: 

• You can support your child’s social-emotional learning at home too.  If you want to, try to introduce the above color-labeled emotions at home too.  This is particularly powerful when young children start to feel strong emotions.  The zones help the children label and identify their feelings; the first step in accessing self-regulatory practices and techniques that reflect prosocial and productive solutions.  Try sharing your own feelings too in different situations.  Young children benefit from seeing the adult in their lives model how they self-regulate when they experience strong  emotions.  For example, share that you feel frustrated (on the yellow) and tell your child why.  Share with your child that you will manage this emotion by doing something productive and helpful (so you can get back to feeling calm; on the green).  Share with your child that you might choose to take some deep breaths, use positive self-talk, go and get some water, or count back quietly from 10, or any other strategy that works for you.  Young children benefit from seeing the adults in their lives model this because many times they do not necessarily know that adults experience the same emotional range as the children.

Reading:

• A few weeks ago, we started a new unit on “Superpowers” with Mrs. Clopton.  In this unit, the students are learning about our diverse and unique needs through a series of read alouds.  Our diverse needs create a more enriching, and interesting community.  The students are learning that they all have something awesome to contribute and these superpowers make them special. They are also learning that we create a strength-based approach to include everyone in our learning community.  Last week, the students created superhero capes, representing their superpowers.  They had the opportunity to use fabric, markers and glitter.  The students also had the opportunity to write and draw about their superpowers.  We will display their creations outside the library for everyone to see.

• This week, our first grade readers continued to rotate through several different multi-sensory stations to practice decoding, blending and reading words and texts.

You can:

• Ask your child to share about their superhero powers and how they use this power every day.

• We hope you are reading your child’s decodable books/texts at home. Repeated reading is great for deeper learning and reading progress.  Thank you for supporting your child’s reading at home too!

Writing:

• This week, first grade authors continued to build stamina and independence.  They learned new skills for sounding out each phoneme when spelling CVC words and words with digraphs.  (CVC words are consonant-vowel-consonant words such as map, pit, hat, etc.  Digraphs are new sounds made when two letters form a new sound, such as /sh/, /wh/, /th/, ck/, and /ch/, to name a few).  

• We also started a new mentor text for our ELA classes.  This time, we are reading the book “What is that? Said the cat” to learn more about how to create proper and grammatically correct sentences using subjects, predicates, proper ending punctuation and capitalization.  The students also use a rubric to help them check their own writing to make sure it makes sense.

You Can:

• You can support your child’s enthusiasm and joy of writing at home by reading/doing the activities in last  week’s Home Folder from Fundations, our spelling program.  The parent newsletters from Fundations always include many valuable resources, games and activities for families to have at home.  

Math:

• This week, first grade mathematicians continued to build a deeper understanding of the relationships between part-part-whole and the connections between addition and subtraction in this regard.  They used number bonds and written equations to show their understanding of parts of numbers to 10, such as 9-2=7 because 7+2=9, etc

• This week, our amazing mathematicians had a chance to practice their facts to 10 while playing two new games; “Yogurt” and “Drop the Beans”.  Ask your child to explain these two games.

You can:

• While solving math problems this week, we learned more about the importance of having a positive attitude and mindset towards math.  Having a growth mindset helps all learners manage their emotions while working through increasingly complex problems and situations.  They did an outstanding job in class showing a growth mindset and recognizing this in others.  Consider recognizing each other at home for having a growth mindset when basic tasks are completed and dealt with.  Young children thrive on positive feedback and if they see caring adults in their lives using these strategies too, the connections between school and home become more powerful.

News and Reminders:

• It is getting colder outside.  Please help your child pack weather-appropriate clothing for outdoor activities as we go outside every day.  The mornings are particularly chilly!

• We have no school 11/25-11/29 due to our Thanksgiving Break.  

Have a great weekend,

Maria

Family Newsletter

Dear Families,

Here is our week in review:

Social-Emotional Learning:

• In mindfulness this week, the students learned about various breathing techniques.  They learned how deep breathing can help calm us down, feel happy and relaxed, while also helping us get back on track.  They learned that we can use visual images to help us stay focused on deep breathing.  The students have previously learned about “the square breathing” and “the flower breathing”.  This week, they learned about “the bee breathing” and “the hot chocolate breathing.”  Ask your child to show you at home.  You might want to try some of these breathing methods as well?

• The students filled the classroom buzzy jar again for being safe, kind, and responsible.  This time, we celebrated with a disco party, complete with disco balls and glitter clothes!  We had so much fun dancing together!

You Can: 

• You can support your child’s new mindfulness/breathing strategies at home too.  Learning to self-regulate and choosing a strategy that works best is empowering for young learners and builds resilience, confidence and independence.  

Reading:

• This week in reading, the students rotated through several different reading stations.  They practiced reading skills reflecting their own individual needs and they were encouraged to reread the texts and books independently after meeting with the teacher.

• The students also practiced their sight words this week.  Sight words are words that cannot be “sounded out” in English and, thus, need to be memorized. (Sight words are also words that reflect spelling rules not yet instructed). This week, our first grade readers and writers practiced finding these words in texts, using highlighters as a scaffold.  They also practiced spelling these words with our magic gel boards, whiteboards and magnetic boards. 

You can:

• You can support your child’s reading at home by practicing daily reading together.  In addition to reading to your child, please consider reading the weekly texts/decodable stories/word lists that your child is bringing home.  Also consider reading the high frequency words that we shared with you at conference times.  

Writing:

• First grade authors learned to identify subjects and predicates in their sentences this week.  We read the book “Soccer Game” as a mentor text and created complete and grammatically correct sentences based upon the plot of the book.  The students were then challenged to write shorter sentences using a rubric as a guiding tool.  Please see your child’s Home Folder to get an idea of what your child learned this week.

You Can:

• You can support your child’s enthusiasm and joy of writing at home by checking out the Fundations unit letters I include periodically in your child’s Home Folder. These newsletters include many valuable resources, games and activities for families to have at home.  We spent a few weeks learning about glued sounds and will start digraphs next week.  

Math:

• This week, first grade mathematicians continued to explore groups of numbers using our Number Bond models.  This week, the students were encouraged to create multiple groups of the same quantity while exploring our counting objects.  They worked with plastic animals, buttons and counting sticks. The students played games with math partners and explored our other workplace options too.

• This week, first grade mathematicians also practiced how to work collaboratively and get their work done efficiently.  Every math class starts with a math goal as well as an emotions/executive functioning goal.  For a few weeks now, first grade mathematicians have learned how to show a growth mindset and responsible decision-making in our math class.  They are doing a terrific job!

You can:

• You can encourage your child to develop a positive mindset about math by engaging in conversations about numbers and math around us.  Ask your child “keep thinking” questions rather than “stop thinking/find the answer” questions.  In other words, emphasize the process and the strategy your child used to solve a particular problem.  Ask your child to explain his/her thinking another way, or tell you why something is true or not true.  Have fun talking about numbers and math!

News and Reminders:

• ABS will provide a community garden soup for the students and the staff on October 30th.  The meal will be served at regular lunch times with milk, and apples.  If your child would like to, please consider bringing one cup of washed, peeled, chopped vegetables/legumes or gluten free grains to the school to be part of this soup.  These items can be brought to the main office each morning from Wednesday October 23rd-Tuesday October 29th.

• ABS Photo Retakes are scheduled for November 15th.  Please inform the front office if your child will need to retake the school pictures.  Thank you.

• Here is the link to the November Lunch Menu at ABS.  Please preview the options with your child to reduce confusions among the choices.  Thank you.

Have a great weekend,

Maria

Weekly Newsletter

Dear Families,

It was great seeing you at our conferences last week.  Thank you for taking the time to meet up and chat about your child’s learning and life at school. 

Here is our week in review:

Social-Emotional Learning:

• This week, the students continued to apply the listening skills we have learned in the last few weeks.  They practiced whole body listening and eyes on the speaker in all classes when adults and peers were sharing.  They are making such amazing progress and learning so much from each other when they are “brain in”, have eyes on the speaker and showing calm, quiet bodies.

• Last  week, the students created calming pictures for our restorative circles.  They used markers, crayons and/or water colors.  They are such amazing artists!   This week, we used them as part of our center pieces for the circle times.  We use these beautiful pictures in our restorative circles so the students can look at them as a way to help them focus.

• This week, the students filled our classroom jar again for being safe, kind, and responsible. This time, we celebrated with choice time in math.  It was great to see the students make independent choices and explore math concepts with friends.

You Can: 

• Your child has another HomeLink from our SEL Curriculum Second Step in the Home Folder today.  As always, it is optional to do this at home but we encourage families to engage in these conversations at home too.  Not only can you connect with our learning goals and social language, you can also implement strategies for home too! This week’s HomeLink reflects our work around focusing attention, something that the students have worked on for quite some time now.  They are experts and I am sure they will teach you all about these strategies at home!

Reading:

• This week, the students had the opportunity to rotate through different stations during our reading block.  Sometimes the students will meet with the teacher/adult and receive targeted, differentiated reading instruction to meet the reading needs of the members of the group. Sometimes, the students will engage in independent reading; a time when they are encouraged to read “just right”/decodable books (books assigned by the teacher/adults to reinforce phonological skills taught). The students will also engage in choice books during these times. We recently received some generous donations of “Dog Man” and “Piggie and Gerald” books to add to our classroom library so the students have had some new and exciting books to read as well.  

You can:

• You can support your child’s emerging reading skills at home too by encouraging your child to read every day.  If you read together with your child this week, think about how you can encourage your child to pay close attention to the sounds the letters make.  How about playing an alphabet scavenger hunt?  Ask your child to find a particular letter on the page.  Make it more challenging by asking your child to say the sound a particular letter says.

• Thank you for accessing Lexia at home.  Lexia is a fabulous online reading program that promotes student learning in phonics, phonological awareness, fluency and comprehension.  Thank you for reading daily with your child at home too.  Listening to fluent readers read authentic, interesting texts helps emerging readers develop a deeper understanding of literacy and a love of reading!

Writing:

• The students are learning about how to create proper sentences with first grade benchmarks.  In our writing curriculum (Bookworms), they are learning that complete sentences must have a subject (who and what) as well as a predicate (verb/action words).  We underline these parts in our sentences using different colored crayons and count out how many words we use in each sentence.  The students are also learning to ask themselves “Does this make sense?” before they write their sentence down.  They are doing an outstanding job creating proper sentences with complete and interesting ideas.

• This week, first grade authors also learned that subjects can be “many” (such as Sarah and Pete) and substituted with pronouns such as “they, he, she, it”.  First grade authors also practiced finger-spacing between words, proper lower (and upper) case letter writing and tapping out the sounds they hear in CVC words.  CVC words are short vowel words, with a beginning consonant, followed by a vowel and another consonant.  Some of the words we practiced this week were: nap, bin, fin, cat, dog, nut, tub, red and bat.  

• First grade writers also learned how to differentiate between when to use the letter c for spelling words starting with the /k/ sound, and when to use the letter k.  To help young learners know the difference, we call it “The Cat/Kite Rule”. Here is a song that helps them remember the spelling options.  Enjoy!

You Can:

• You can support your child’s emerging phonological awareness and skills at home too.  Ask your child to explain how we tap out the sounds at school.  Ask your child to isolate the sounds too.  For example, if you say the word nap, what is the middle/vowel sound?  What is the beginning sound?  Ending sound?  Notice how you ask for the sound, not the letter.  What happens if you replace the /n/ sound in nap with the /m/ sound?  What is the new word?  The students love these games!

Math:

• This week, first grade mathematicians continued to rotate through our math learning stations.  They are truly amazing mathematicians and so focused and engaged.  We continued to build a conceptual understanding of decomposing and composing numbers to 10 (and 20).  The students practiced using gems to build an understanding of the differences between 2 groups and groups of 2, 3 groups and groups of 3, etc.  Ask your child to explain.  Ask your child to explain how grouping objects together can help them organize their thinking so they can solve math problems more efficiently and not rely on counting by ones.

• First grade mathematicians also practiced finding the number “just before” and the number “just after” another number (in the range 1-20)

You can:

• You can support your child’s flexibility with numbers by emphasizing the strategies used to solve a particular math problem.  For example, if your child is solving 9+6 at home, rather than asking for “the answer” (which we call the sum), ask your child to explain how the problem was solved.  If your child shares that he/she used his/her fingers to count, encourage your child to find another way to solve the same problem.  We have discovered multiple pathways together as a class already in our daily number conversations and warm ups..  The students have discovered many different addition strategies already.   “Counting on” is a class favorite.  Counting on promotes number efficiency as the students are encouraged to start with the greater number and “count on” from that number to find the sum.  Another favorite strategy in class is finding “double facts” first and then adding (or subtracting) the remainder.   Some students also anchor  to 10 first as a strategy.  I tell the students that the number 10 is my BFF so I try to find 10 anywhere I can!

News and Reminders:

• We have no school on Friday 11/1 due to Diwali.

Have a great weekend,

Maria

Family Newsletter

Dear Families,

Your child’s Home Folder contains lots of information today.  First of all, your child is bringing home decodable and familiar texts and word lists for you to keep and read at home.  Second, your child is also bringing home information about how to access some extra math learning at home.  As always, these are resources and optional. Have fun!

Here is our week in review:

Social-Emotional Learning:

• The students of Allen Brook filled the hive this week! We celebrated with a schoolwide dance party.  It was so fun to see all the students dance together.The adults were participating too.

• This week, the students spent some time with Puppy and Snail, our two classroom puppets.  Puppy and Snail are part of our Second Step curriculum and they help the students learn about emotional self-regulation and empathy.  Puppy and Snail joined our classroom to play a special game.  We had fun learning and playing with Puppy and Snail! The students helped with the puppets too and did a great job!

• This week, the students had the opportunity to build an understanding of how their actions impact the people around them.  It can be hard for young children to gain an understanding of this, but with continued conversations, practice and reflective, restorative practices, they will learn to master this skill as well.  This week, for example, we talked about how “following your own plan” instead of following the expected “group plan” disrupts other people’s learning and focus.  For example, when we need to clean up after playing with different materials, all students must help and contribute in a timely fashion.  When we sit on the rug for a read aloud or a mini-lesson, it is important that everyone shows their whole body listening skills so we can continue to learn and grow together.  At ABS, we respect safe bodies and everyone’s right to access learning.

You Can: 

• You can support your child’s emerging understanding of how their actions impact others by engaging in those conversations at home too.  Point out positive behaviors that contribute to your “family plan” at home.  For example, when it is time to get ready for school in the morning, praise your child for getting ready and completing his/her morning chores on time.  When all members work collaboratively towards the common goal, the process is not only smoother and faster, it makes all members feel calmer and more relaxed too. If it is challenging for your child to follow the “family plan” at home, start by making sure that your child understands what is expected in that particular situation.  Tell your child that you rely on your child’s cooperation and support.  Young children love purposeful tasks and thrive on being asked to help the adults in their lives.  Build independence in areas that you feel are appropriate for your child and release responsibility as appropriate.

Reading:

• This week, the students also participated in several read alouds to learn to “read as writers”.  When you “read as a writer”, you pay close attention to the words the author chose, the way the text/font appears and how the author uses his/her craft to convey messages.  You also start to pay attention to words, spelling and letter combinations, which are all components of our science of reading approach to literacy.  The students learned that authors sometimes repeat words over and over again to convey emotions and/or suspense.  The students also learned that authors sometimes use different font sizes to reflect character dialogue.  They also learned to pay close attention to word endings that reflect rhyming. We read many books together and we finished the book “Hooray for Snail”.  Ask your child to tell you about the plot.

• The students participated in reading  with me in small groups, in partnerships with each other and they also practiced independent reading.  They are building their reading stamina every day.

• Here is a special message from our wonderful school librarian about a fantastic opportunity to connect reading at school to reading and learning at home:

Hi Readers! 

In October during library lesson times, we are reading picture books written by award winning author, Minh Le. Minh is the featured Global Read Aloud 2024 author, and I was a lucky duck who chatted with him in person during a Red Clover book conference several years ago. He’s a kind, fun dad who loves sharing stories about his heritage and inspiring kids to dream big!

Our library website:

https://sites.google.com/cvsdvt.org/abs-library/global-read-aloud?authuser=0

About Minh Le

https://minhlebooks.com/aboutminh

Global Read Aloud 

https://theglobalreadaloud.com/blog/

You can:

• You can support your child’s independent reading at home by encouraging your child to engage with literature for longer periods of time.  In first grade, daily reading at home is important. Consider creating a special cozy place for your child to read.  Perhaps your child feels comfortable reading on the bed, in the kitchen or on a pillow on the floor?  Having a consistent place to read encourages young children to read since the routine becomes predictable and the norm.  Consider reading yourself.  It is very important that young children see the adults in their lives model the same expectations as we put on them.  Perhaps you want to try a common reading time at home for 10 minutes?  During this time, mom/dad/siblings will read too.  

• Please consider helping your child access our fabulous online reading program Lexia at home too.  Consider creating a schedule that works for you and your family.  Some families only use Lexia a few days a week, while others let their children access it every day for 10 minutes.  Let me know if I can help create a working schedule for you.

Writing:

• The students continued work in their Fundations/spelling groups this week.  They worked on building an understanding of how the sounds they hear when they speak and write correspond to letters and letter combinations.  They practiced isolating sounds in the beginning, the middle and the end of simple, shorter words.  They also had opportunities to connect these sounds to the letters we use in the English language to spell words.

• The students practiced hand-writing this week.  In first grade, the students are learning to use lower case letters and saving the upper case letters for the beginning of sentences, names and places.  The students practiced proper pencil grips to help in writing and they were encouraged to practice finger-spacing between words. 

You Can:

• Your child might have brought home some hand-writing pages this week inside the Home Folder.  (If not, your child will bring these pages home next week)  You can celebrate your child’s hard work and writing by praising your child’s efforts at school and point out that you notice the various features they are learning about in first grade.

• You can support your child’s emerging understanding in phonological awareness by engaging in various rhyming activities at home and by reading books that reflect and include rhyming words and phrases.  Young children love to “play” with words!  In school, we also practice “sounding out” nonsense words (words that are not real English language words) but the students are exposed to them as a way to build a stronger phonological awareness and understanding.

Math:

• First grade mathematicians started working in weekly small group rotations this week.  They will rotate through several stations every week.  Sometimes, they will meet with a teacher/adult, and sometimes they will work independently, or engage in hands-on games.  They did an outstanding job navigating these new structures and routines this week.

• First grade mathematicians also continued to practice partners to 10, composing and decomposing numbers.  This week, they used number bonds and developed cognitive flexibility with numbers and groups.

• Your child has an informational sheet about how you can access technology tools from home using a home computer.  Your child’s passwords are listed as well.  Please keep this in a safe place for future use or consider accessing Happy Numbers, our online math program.  

You can:

• You can support your child’s emerging mathematical flexibility by talking to your child about numbers and math.  Math is all around us and math is a social activity. Ask “keep thinking” questions to encourage your child to explain/justify his/her thinking.  Ask “Can you explain that another way?”, “How do you know….?” or “Does this make sense?” when you talk about math at home!

• Celebrate your child’s math learning every week by checking your child’s Home Folder.  A simple way to stay connected with our learning is to see if there are any finished math games/worksheets inside.  If so, ask your child to explain the math they are learning.  Please note that your child will not bring home sheets every week as we mostly do hands-on, conceptual math learning activities/games that do not always require traditional “worksheets/paper writing”.

News and Reminders:

• There is no school for students on Thursday 10/10 and Friday 10/11.  I will host parent-teacher conferences on Thursday 10/10.  If you did not get a chance to sign up, please consider doing that.  Here is the link to our upcoming parent-teacher conferences

Have a great weekend,

Maria