I didn't have any pictures of students because I haven't seen them! But, here is a picture of Mt. Tabor! We will be ending our social justice read aloud unit on Native Americans in a couple days. Our next unit will be on Black History. As a white teacher, I am so aware of how I teach Black History. Last year I asked my Black parents how they wanted Black history taught in schools and the answer was without hesitation and with affirmation. They said, "Teach the true history. Not the white version." With that heart, I think about what research says with an article a parent from our class shared with me. (www.raceconscious.org/2016/09/paul-kivels-suggestions-white-racial-justice-parenting/) The most influential quote was, "Children don’t need to be protected from racism. They see it all the time. They need to be given critical thinking tools for recognizing, analyzing, and responding to the different forms that racism takes. Our children need opportunities to listen to the experiences of people of color. " As with all social justice curriculum, we will be reading pictures books from a book list for elementary students. As with everything we have discussed in class this year, I know my students (your children) will grow, think, and analyze in ways I wouldn't even imagine They are so capable, smart and empathetic! If you know of a black community member (including parents!) who could come in and read a black history book to our class, please let me know! Math I'm so amazed at our classes ability to learn. We took a pre-test last week where 98% of the class didn't have any strategies for solving. I taught it 3 times. They practiced twice. We now have a 100% success rate as of last Tuesday. Having taught 1st to 8th grade, I have seen the importance of strategies/habits/consistency in tackling a math problem. For that reason, I consistently teach "required strategies" for math. I preach the importance of attacking math the same way, with each problem because it creates accuracy. (Literally I use those words.) I have noticed as concepts have gotten harder students could work on memorization of facts. It would be helpful if you could work with your student on memorization for facts up to 18. Dollar Tree has flashcards. Or on my symbaloo page there are some online games that work on fact memorization. For other addition or subtraction problems, students need help using count up or count down. For example, 13+4 sounds like 13...14, 15, 16, 17. Students can use their finger for the 14, 15, 16, 17. The goal being they don't use fingers to get to 13. Same with counting down....15-5 sounds like...14, 13, 12, 11, 10. If students could memorize facts and easily access the counting down/up method it would help them immensely in math. For lifeskill math concepts, we are always working on counting money, telling time to the hour and half hour, and understanding 1/4 and 1/2. Those are easy to work into everyday life. Reading As I mentioned last week, our reading coach was able to assess students on reading fluency and comprehension. Those results will be reflected on report cards for February. As your child's reading fluency has increased, please work on comprehension. In first grade, it's typical to get so blown away with the reading (which is so deserved!) to forget that kids understanding what they are reading is just as important. Here are some questions to ask while reading (I attached an copy to the email, too.): Fiction Question Prompts Ask your child any of these questions as you read together. What do you like about this book? Why? What do you think about ____ character? Why? Who do you think is the most interesting character? Why? What do you predict will happen next? Why? What do you think is the most important part of the story? Why? What do you wish would happen next? Why? What do you wish the author had included? Why? How would you would change the ending of the story? Why? Would you read other books by this author? Why or why not? As always, your main job is to ENJOY reading with your child. While doing that, you can ask them some questions about what you read or they read.
Last Thursday I had the pleasure of witnessing a Black History Museum at Vernon. In the conversation, the presenter asked us if we had a daily motto. I immediately raised my hand. I knew I had a motto for my life. That I felt like everyday I had a purpose. Without hesitation I knew it. But in that big crowd, I realized I was one of a few, if not only, that had my hand raised so confidently. So, I doubted myself. I went home that night and thought about my motto. What it would be if I had to express it? With some reflection I realized what it is: Everyday I find a different perspective than my own (my own being white, middle income) by who I choose to: follow on Facebook, Instagram, listen to on podcast, what news I follow, what books I read, what friends I interact with. Then I use my white privilege to act on that different perspective. To make this world better. To create change. To be a better person than I was the day before. To not add to the oppressed. For me, listening without judgement has been the best tool. I'm forever grateful I have a group of parents that give me their most prized possessions everyday. That they trust me to live my truth, give the truth of the world, and work on making this a better place to be for everyone. Every week I realize that Vernon is a great place to be for kids and adults!
0 Comments
|
Archives
September 2017
Categories |