Dear Boys and Girls,

The classroom is set up, the books are all waiting, the desks are all labeled, the bulletin boards up, I know how you are getting home the first day of school, the decorations all around, and everything is ready and waiting for you!

Thank you for coming to meet your teacher today! It was so nice to have a chance to meet you face to face. I get the feeling we are going to have a wonderful year!

I know just how you are feeling about 1st grade. Last year, I moved from many years in Kindergarten to teaching first grade...three days before school started! I was nervous, anxious, excited, and worried. Yes, I said worried. Just like you might be feeling! I was afraid I wouldn't know what to do in first grade. But, then the children all came into my classroom and were so ready to learn. It was easy. I think you will be surprised how easy the transition to First Grade from Kindergarten will actually be for you!

The first week we will get to know one another. It is so exciting to meet new friends. We will go over the letters and sounds, rhyming words, and sight words. We will review numbers and how to write them. Speaking of writing, I expect your best handwriting. We will learn the class routine and the importance of getting along with one another. A tour of the school will be in order for any of the new students to our school and to remind you where everything is in the school. We will read many fun books. Maybe even one or two you may have heard before! That's great. Do you know why? It's actually very good for your brain to read books over and over! I love books, and from being in my classroom~I am sure you can believe that! Speaking of books, I will teach you all about how to use our library in the classroom. We will have recess time in the afternoon followed by a "Choices" time where you are able to explore several activities I will have set out for you. The days will go by so very fast. I am really looking forward to the start of school and for us to get to know one another better!

At the end of the day when it is time to go home, you will go to another teachers classroom just like in Kindergarten. You will travel with several friends from our class plus an adult so you will not be alone or have anything to worry about at the end of the day.

The first week of school we will not have any homework, spelling words, or a reading story to study for on Friday. Next week, we will start homework. It will be so easy to do, you will feel like it's not even work!

I am sending one sheet home next week for you to explore how your family came up with your name. We will share these during the day. That's as far as it goes for homework!

So this weekend, relax and enjoy your last weekend of summer. Know that on Sunday night, I am having as hard a time as you are falling asleep. I am so excited to teach you!
Love,


This is my desk, our writing table, and where your computers are located.
This is our birthday train and the bulletin board with your name on it!
Our class motto is very important to our learning community.
This is where your books are stored and where you will store your book choices.
Inside of this cabinet is where we will store your backpack.
The reading castle.
Our circle time area.
Books and more books.
Did I already say more books? Well, here is some more.
Behavior chart.

Welcome to 1st grade!

I hope the following "ABC's of 1st grade"answers some questions you may have.

A
If your child is absent, please call me (407-746-3013) or the front office to let us know. A note stating the reason for the absence must be brought to school as soon as possible to avoid an unexcused absence.
If your child has any allergies, especially food-related, please let me know.
We have art on Wednesday.
B
If you would like to send a birthday treat with your child on or near his/her birthday, please feel free to do so. These treats will be eaten during our lunch time. Birthdays are recognized during our calendar routine as well. We will recognize summer birthdays at the end of the school year. Please do not send birthday party invitations to be distributed at school unless all children receive an invitation.
I will send home book order forms for you and your child to look over every month. Book clubs offer books at reduced prices. It's a great way to build your child's home library!
Our cafeteria serves breakfast each day for $1.50 .
C
Parent and Teacher conferences will be held after I have had an opportunity to assess and observe your child. Watch for information and reply accordingly. If you need to speak to me prior to the conference date, contact me.
Communication is important. Feel free to contact me whenever you have a question, comment, or concern. You can reach me by phone (407-746-3013), in person, by email (jessica_carter@scps.k12.fl.us), or by note.
D
Discipline is simple. We work hard as a class to make the classroom a positive and safe place for all.
E
My school email address is Jessica_carter@scps.k12.fl.us. I check email daily. If you have an email address that you’d like me to be aware of, please let me know.
Please complete and return the emergency card promptly. If your home or work phone number change, please inform the office and me.
Early Release Days will take place on Wednesdays. On Early Release days, students are dismissed at 2:00.
F
Information about field trips will come home in the green folder and will be detailed in the field trip permission slip and weekly newsletter.
Green Folders will come home each day. Please check your child’s folder daily and review all class work. Return your child’s folder each day.
G
The green folder you received at meet your teacher is the green folder your child will use all year. It will be used for communication, housing your child's homework sheet, and transporting notes or homework.
H
Students will have nightly homework in 1st grade. Please refer to the homework sheet in the front of their green folder. Homework assignments will be daily math, spelling, and reading. The math homework book will remain at home and your child will tear out and return that days assignment. Unless otherwise noted, please return the homework the following day. We will move slowly into this process.
I
Independence is a goal for students because it builds self-esteem and self-confidence. 1st graders are very capable of doing many things on their own and I encourage them to do as much as they can for themselves in the classroom. Please work on the following self-help skills at home with your child: zipping, tying, completion of chores, etc.
J
Writing takes place every day in 1st grade. One way we accomplish this is through writing stories in our journals during writer’s workshop. Encourage your child to write at home for a variety of purposes.
K
Keep updated by reading the classroom newsletter/homework sheet every week, checking the green folder every day for other notes and information, and viewing this website. I will update spelling and homework weekly in case your child forgets something.
L
Our class eats lunch at 10:50-11:20. If lunch money is sent to school, please send it in an envelope or ziploc. You are welcome to come eat lunch with your child, just check in with the office when you arrive. Lunch: $2.25
M
The children will have music class every Monday with Mrs. Shea.
The 1st Grade math curriculum provides students with mathematical experiences that help them develop number sense and a positive attitude towards mathematics that will continue throughout their school career and lives. Math concepts are covered through our daily calendar and math routine.
Our class will visit the media center once a week. Our media specialist is Mrs. Brown. Your child will check out a book when we visit the library and return it every Thursday. If your child forgets to return the book for two weeks, they will not be allowed to check out a new book until it is returned.
N
A weekly newsletter will be sent home on Mondays to keep you informed about what is happening in our class.
There will be no school on the following days: September: 6, 9; October 18 November: 24, 25, 26; December: 23-January: 9, 17; February 21; March: 18, 21-25; April: 26; and May: 30.
O
I will share more information with you at Open House on August 24.
P
Our class will have “PE” every Tuesday, Thursday, and Friday. The children are asked to wear athletic shoes on PE days.
When picking up your child early, please sign your child out in the front office. They will call down to the room for your child.
Q
Questions? Please feel free to call, email, or send a note.
• Jessica_carter@scps.k12.fl.us or jessicamae3@yahoo.com
• 407-746-3013
R
Report cards will be sent home 3 times during the year.
1st grade has recess from 1:45-2:00.
S
The focus of the 1st grade science curriculum is on developing an awareness of the world in which we live. Science concepts and skills will be explored utilizing a literacy based, hands-on approach.
Super Science is a PTA funded curriculum that provides small group, hands on science experiments one day a week that go along with our 1st grade curriculum.
The kindergarten social studies curriculum focuses on the students and how they relate to others in their families, classroom, school, and community. Social Studies concepts and skills will be explored utilizing a literacy based, hands-on approach.
We will have a daily snack time. Please pack a healthy snack for your child. Avoid “wet snacks” like fruit cups, jello, and puddings. Unfortunately, accidents happen and the carpet stains easily. Place snack in a separate Ziploc or bag than lunch or your child will eat it at lunch and have nothing for snack. No juice drinks/Gatorade. Please stick with water.
T
If your child has any changes in their transportation please let me know in writing prior to, or the day of, the transportation change. Calling the office is the best and only method for letting me know about last minute transportation changes.
U and V
VolUnteers and visitors must register in the office and pick up a badge.
W
Please pack a water bottle for your child to have water at their finger tips. No Gatorade or juices please.
Wet and/or dirty clothes can be uncomfortable. In the event of a spill or accident, your child will be provided with a set of clean clothing. Please wash and return the clothing as soon as possible for the next child to use. If your child has outgrown size 4, 5, or 6 shorts or t-shirts and they are in good condition...The clinic is always looking for these sizes to be donated.
Class Website: www.mrscarterscalling.blogspot.com
X
Parents and family members may eXit and enter via the main school entry. All gates are locked throughout the day.
Y
You’re your child’s first teacher and know your child better than anyone. Please share with me any details that will enable me to best meet your child’s needs. We are a team!
Z
Zzzzzzz - Make sure that your child gets plenty of rest. Setting and keeping a bedtime is a wonderful gift you can give your child .

1st Grade Supply List

2 4 oz. Elmer's Washable School Glue,white
1 Sharp 5" Fiskar Scissors
2 boxes Washable Crayola Thick Classic Markers
3 Magic Rub Eraser,non-glossing white vinyl
3 16 Ct. Crayola Crayons or 24 count
1 Ruler Box 13L x 6.25W x 2.5H
4 Comp Book 1/2" Ruled 8 X 10 must be bought in the SPE STORE
2 #2 Yellow Wood Pre sharpened Pencils,12ct.
1 Disinfecting Wipes 35ct Pop-up canister(extra appreciated)
1 125ct Kleenex Facial Tissue
4 Elmer's Large Washable Glue Stick,purple
1 8 oz. Waterless Hand Sanitizer with Pump
1 Blue 2-Pocket Paper Folder w/clasp
1 Purple 2-pocket Paper Folder w/o clasps
1 Purple POCKET ONLY folder
1 Box Colored Pencils,pre-sharpened
3 16ct. Crayola Crayons
3 Magic Rub Eraser,non-glossing white vinyl
1 Ruler Box 13L x 6.25W x 2.5H
2 #2 Yellow Wood Sharpened Pencils, 12ct.

Mrs. Carter's Wish List

1. Band Aids~Sometimes you just need a little tender loving care and a band aid!
2. Post It notes(any size, any color)~The children will be using these like crazy!
3. Febreeze air freshener (dual plug in or spray apple cinnamon flavor)~Some smells just need a quick shot of Febreeze!
4. Starbursts Candy~When no words can possibly describe their brilliance.
5. Hershey Kisses~When they "Kiss Their Brain" for being so smart!
6. Treasure Box Prizes (Especially the kind from Happy Meals your children are tired of!)
7. Post It Notes~Children will write a novel on these when they wont write two words on a notebook piece of paper.
8. AA and AAA batteries~To keep the Leap Pad and hand held phonics games powered.
9. Wiggly Eyes~Brings your child's projects to life.
10. Bounty Paper Towels~The quicker picker upper.
11. Dixie Cups~Nothing holds snacks better.
12. Extra Snacks~Speaking of Snacks.
13. Book donations gently used or amazon.com gift card~These are the life force of my classroom.
14. Post it Notes~Did I say this already??? :o)
15. Scrabble tiles~for making words
16. Stickers~to adorn wonderful work
17. Baby Wipes~for projects


As always, your donations are greatly appreciated and will be well used in making your child's school year a successful one!
Thank you, thank you , thank you from the bottom of my heart to the top!

Top 100 Picture Books

This list came from The School Library Journal website.
If you are looking for some good read alouds. This is a great start!

1: Where the Wild Things Are by Maurice Sendak (1963)
2: Goodnight Moon by Margaret Wise Brown (1947)
3: The Very Hungry Caterpillar by Eric Carle (1979)
4: The Snowy Day by Ezra Jack Keats (1962)
5: Don’t Let the Pigeon Drive the Bus by Mo Willems (2003)
6: Make Way for Ducklings by Robert McCloskey (1941)
7: Harold and the Purple Crayon by Crockett Johnson (1955)
8: Madeline by Ludwig Bemelmans (1939)
9: Millions of Cats by Wanda Gag (1928)
10: Knuffle Bunny: A Cautionary Tale by Mo Willems (2004)
11: The Story of Ferdinand by Monroe Leaf, ill. Robert Lawson (1936)
12: Good Night Gorilla by Peggy Rathmann (1994)
13: Blueberries for Sal by Robert McCloskey (1948)
14: The True Story of the Three Little Pigs by Jon Scieszka, ill. Lane Smith(1989)
15: Lilly’s Purple Plastic Purse by Kevin Henkes (1996)
16: Owl Moon by Jane Yolen (1987)
17: Caps for Sale by Esphyr Slobodkina (1947)
18: In the Night Kitchen by Maurice Sendak (1970)
19: Miss Rumphius by Barbara Cooney (1982)
20: George and Martha by James Marshall (1972)
21: Bark, George by Jules Feiffer (1999)
22: The Monster at the End of this Book by Jon Stone, ill. by Mike Smollin (1971)
23: Bread and Jam for Frances by Russell Hoban, illustrated by Lillian Hoban (1964)
24: Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault, ill. Lois Ehlert (1989)
25: The Little House by Virginia Lee Burton (1942)
26: Corduroy by Donald Freeman (1976)
27: The Tale of Peter Rabbit by Beatrix Potter (1902)
28: Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst, ill. Ray Cruz(1972)
29: Sylvester and the Magic Pebble by William Steig (1969)
30: Brown, Bear, Brown Bear, What do you See? by Bill Martin Jr., ill. Eric Carle (1967)
31: No, David by David Shannon (1998)
32: Click Clack Moo, Cows That Type by Doreen Cronin, ill. by Betsy Lewin (2000)
33: Cloudy with a Chance of Meatballs by Judi and Ron Barrett (1978)
34: Olivia by Ian Falconer (2000)
35: Tikki Tikki Tembo by Arlene Mosel, ill. Blair Lent (1968)
36: Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka, ill. Lane Smith (1992)
37: Eloise by Kay Thompson, ill. Hilary Knight (1955)
38: Harry the Dirty Dog by Gene Zion, ill. by Margaret Bloy Graham (1956)
39: The Napping House by Audrey and Don Wood (1984)
40: Mike Mulligan and His Steam Shovel by Virginia Lee Burton (1939)
41: The Relatives Came by Cynthia Rylant, ill. Stephen Gammell (1985)
42: Curious George by H.A. Rey (1941)
43: Tuesday by David Wiesner (1991)
44: Strega Nona by Tomie de Paola (1975)
45: The Polar Express by Chris Van Allsburg (1985)
46: Scaredy Squirrel by Melanie Watt (2006)
47: If You Give a Mouse a Cookie by Laura Numeroff (1985)
48: The Big Orange Splot, by Daniel Pinkwater (1977)
49: King Bidgood is in the Bathtub by Audrey Wood, ill. Don Wood (1985)
50: Black and White by David Macaulay (1990)
51: Jumanji by Chris Van Allsburg (1981)
52: Miss Nelson is Missing by Harry Allard, ill. James Marshall (1977)
53: The Snowman by Raymond Briggs (1978)
54: The Three Pigs by David Wiesner (2001)
55: The Little Engine That Could by Watty Piper, ill. George & Doris Hauman (1961)
56: Frederick by Leo Lionni (1967)
57: Diary of a Worm by Doreen Cronin, ill. Harry Bliss (2003)
58: Flotsam by David Wiesner (2006)
59: Why Mosquitoes Buzz in People’s Ears (1975) by Verna Aardema, ill.Leo and Diane Dillon (1975)
60: Chicken Soup With Rice: A Book of Months by Maurice Sendak (1962)
61: Lost and Found by Oliver Jeffers (2005)
62: The Story About Ping by Marjorie Flack (1933)
63: Traction Man is Here!, by Mini Grey (2005)
64: “I Can’t,” Said the Ant: A Second Book of Nonsense by Polly Cameron (1961)
65: Skippyjon Jones by Judy Schachner (2003)
66: Officer Buckle and Gloria by Peggy Rathmann (1995)
67: Little Blue and Little Yellow by Leo Lionni (1959)
68: The Arrival by Shaun Tan (2006)
69: We’re Going on a Bear Hunt by Michael Rosen, ill. Helen Oxenbury (1989)
70: Miss Fanshawe and the Great Dragon Adventure by Sue Scullard (1986)
71: The Paper Bag Princess by Robert Munsch, ill by Michael Martchenko (1980)
72: The Little Brute Family by Russell Hoban, ill. Lilian Hoban (1966)
73: The Story of Babar, the Little Elephant (1933) by Jean de Brunhoff
74: Runaway Bunny by Margaret Wise Brown (1942)
75: Horton Hatches the Egg by Dr. Seuss (1940)
76: Zoom at Sea by Tim Wynne-Jones, ill. Eric Beddows (1983)
77: The Library by Sarah Stewart, ill. David Small (1995)
78: How the Grinch Stole Christmas by Dr. Seuss
79: Our Animal Friends at Maple Hill Farm, by Alice and Martin Provensen (1974)
80: The Jolly Postman: or, Other People’s Letters by Janet Ahlberg (1986)
81: Possum Magic by Mem Fox, ill. Julie Vivas (1983)
82: Who Needs Donuts? by Mark Alan Stamaty (1973)
83: The Lorax by Dr. Seuss (1971)
84: Chester’s Way by Kevin Henkes (1988)
85: Whistle for Willie by Ezra Jack Keats (1964)
86: Yoko by Rosemary Wells (1998)
87: Kitten’s First Full Moon by Kevin Henkes (2004)
88: Stellaluna by Janell Cannon (1993)
89: A Hole is to Dig: A First Book of First Definitions by Ruth Krauss, ill. Maurice Sendak (1952)
90: Not a Box by Antoinette Portis (2006)
91: Dinosaur Bob and His Adventures With the Family Lazardo by William Joyce (1988)
92: Swimmy by Leo Lionni (1963)
93: The Giving Tree by Shel Silverstein (1964)
94: The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear by Audrey and Don Wood (1984)
95: The Gardener by Sarah Stewart, ill. David Small (1997)
96: The Very Quiet Cricket by Eric Carle (1990)
97: Where Is the Green Sheep? by Mem Fox, ill. Judy Horacek (2004)
98: Anatole by Eve Titus (1956)
99: Little Pea by Amy Krause Rosenthal, ill. by Jen Corace (2005)
100: Go Away, Big Green Monster by Ed Emberley (1992)

Happy Spring Break to you all!
Hope you have enjoyed some time with your families!
I have been so busy in the classroom these past several weeks, along with my family life, and some health issues have kept me from blogging much. However, do not think the fun and learning ever ends in first grade!

I love reading! Imagine the joy I felt when I was able to visit the home of the author of one of my all time favorite stories ever, "The Yearling". Cross Creek is located just north of Ocala where my inlaws live and I went to visit a month back.


The neatest thing about this is that this is one of my most recent reads.

Although, my latest read was "Good Morning Miss Dove". I fell in love with this story. "An aging schoolteacher in a small New England town becomes deathly ill, and the town rallys around her for support. Among them is one of her former pupils, now a successful surgeon, who can perform a procedure to save her life. Then many of her other students arrive to show her how much she's changed their lives through flashbacks of her younger days as a teacher." It was written in the early 50's and a classic in my opinion! Inspiring.

My love for reading is what I want to share with my students! My travels to and fro looking for inexpensive quality literature to bring to the classroom led me smack dab into a treasure of a story!

I found this book called "Aunt Claire's Yellow Beehive Hair" at the friends of the library sale and may have paid a dollar for this book. It was well worth the 4 quarters! I picked it up when we were reading "Busy, Buzzy Bees" in our reading book as the word beehive caught my eye.
Needless to say, it had nothing to do with bees or beehives and everything about tracking the history and memorabilia of your families stories and history. I used this opportunity to model for the children how I was able to connect to this story and shared my families vintage photos mixed in with recent family photos. I use every opportunity to model for the class how they can connect, infer, dig deeper, and use their schema to increase comprehension.

I would be remiss if I left out photos of the very cool and creative robots my class made for a home project. The only requirements: create a model of a robot using whatever you want. You can even just draw it! Then write 5 sentences about what your robot can do to make your life easier.
















The creativity and secret buttons surprised and amazed me. I loved this project as much as the children enjoyed it!


Thanks to Vic's parents for donating this lovely reading castle. This is a daily hit and a sure fire way to get even the least likely readers to get lost in a good book!


Part of our reading program includes making recommendations to other students.
This was our first version of this process. I found there was too many backups and wasted reading time while people were busy waiting to be writing.

I changed to a library pocket for the children. They take a paper that asks for title, author, who recommended the book, genre, and a summary.
The children have begun to use this system and seem to really enjoy the "mail" in their pocket.

If you ask your child, "what do good readers do?" You will be amazed at their answers. Hopefully, as much as I was! We have been talking for several months about what do good readers do. Recently, I created this poster together with the class and they came up with all these ideas!


Mr. Carter has been very busy over the past couple of weeks. He was creating these shelves for my class! I did all the painting...he hates to paint! :o) I was so thrilled to have the shelves, I did not complain! I went shopping and purchased all the red tubs that WalMart had and I am thrilled with the outcome! Mr. Carter delivered the shelves to my class on Thursday afternoon before Spring Break. He brought along Jay and the children had the opportunity to see little Jay.


I was thrilled with the outcome of our hard work and even more thrilled to hear the students remarks! One child~while touching them said, "WOW these look like you bought them." Another child said, "Mrs. Carter, when my playroom is all a mess and all my toys are laying around it is terrible. When I clean everything up and put them on shelves I feel like I can do anything. That's how I feel now that our books are on the shelves."
Oh the little things!
Thank you for all of your support!
Be watching for information coming out on our Fairy Tale Unit
Carter's Coffeehouse:
A Fairy Tale Dream
Save the date!
May 27th, 9:00 am
Coffee, Tea, Cookies will be served in the classroom as we listen to the children read their own fairy tales they write.

Flat Stanley is busy still as I write. Hunter's Flat Stanley is in Africa!

Reading with Meaning

The blog has been very quiet...but I have been here! I am working night and day having changed our classroom into a more conducive environment for reading and comprehension.
The children have begun to take Accelerated Reader comprehension tests and some very good readers were scoring some low scores. I had to re look at how reading was being taught in my class. I didn't want them to just learn to read, I wanted them to comprehend what they were reading!
With this being said, I have brought all of my books off of the shelves and put them out for the children to read!
The following is a basic schedule of how the morning goes in the classroom.
8:40-9:00 Music, Read Alouds, Mini Lesson (focusing on schema, visualizing, inference, questions, determining importance, and synthesizing)
9:00-9:45 Independent Reading {all reading...all the time! :o)} and Teacher conferencing with students
9:45-10:00 Sharing
10:00-10:45 Small Groups
Teacher: Guided Reading Only
Seat work: Phonics Focus
Center: Independent Reading/AR testing/Parent listens to student read for fluency

Here are a few photos of the children actively reading:

After reading Debbie Miller's book, "Reading with Meaning", I feel I have found a technique that speaks to me as a teacher and a learner.

I googled Reader's Workshop and found this young lady making this technique work in her class. Head over to her website and click on some of the videos she has created. This is what a typical morning sounds like in my class! I highly recommend visiting the sight here and seeing what she has to say about this in her classroom. You will get a great idea of why I am doing the same in my class. Having not had the opportunity to start first thing in the year has not been a hinderance, the children have adapted to my routine with ease by this time of the year. They are enjoying the opportunity to read more and become better readers!

With this new setup, I have some odd requests:
I appreciate all of the parents who send in donations to the classroom! I am looking for your help before I go out and spend my money on these things. Perhaps you have some of the items available that are cluttering up your home.
***By all means, I am not asking you to go out and purchase any of the following!!!
*clipboards
*post it notes
*small lamps you do not use any longer...not looking for style, just lighting! :o)
*A tall floor lamp... ditto! :o)
*plywood to make shelves
*cushy pillows to sit and read on...again style is not an issue
*any books your children have grown weary of and may have outgrown
*Do you see the tubs in the background of this photo of Melissa? I sure could use some if you have any lying around not being used. The soaking tubs are the perfect size, but any will be greatly appreciated! I have many more books I would like to still get out and into the hands of the children.

Connect your right and left brain!

Crossing the Midline
by Dr. Jean (Educator Extraordinaire if you ask me!)
Click on the name of the article to be taken to her website!

"Draw a line vertically down the middle of your body. That’s called the midline. Every time you cross over that line, you are helping connect the hemispheres in your brain.

Put on some music and have children follow along as you do some of these exercises where you cross over the midline:

Simple Tap - Touch right hand to left knee and left hand to right knee.
Bend and Stretch - Lift left knee and touch with right elbow. Lift right knee and touch with left elbow.
Backwards Touch - Lift left foot behind you and stretch back with right hand and touch. Reverse for the right foot and left hand.
Catch a star –Reach with right hand up in the air to your left and pretend to catch a star. Then reach with your left hand up in the air to your right and catch a star. (You can also pick apples, oranges, or any other fruit you like to eat.)
Windmills – Stretch out feet. Touch right hand to left foot. Stand. Touch left hand to right foot.
Pat on the Back – Alternate patting the back of your left shoulder with your right hand and your right shoulder with your left hand.
Picking Peppers – Stand with feet stretched. Bend to the left and pretend to pull something beyond your left foot with your right hand. Stand. Bend to the right and pretend to pull something with your left hand.
Push and Pull – Stand with hands on hips. Twist left and push with palms up and then pretend to pull something towards you. Twist and push and pull to the right.
Piddle Paddle – Put fists on top of each other as if holding an oar. Pretend to paddle on the right side of the body and then sweep hands and pretend to paddle on the left.
Shopping – Pretend to steer a grocery cart and then reach to the left with your right hand and take something off the shelf and put it in your cart. Reach with the left hand to the right and put something in the cart.
Climbing – Act like you are climbing a ladder as you reach up with your right hand and lift your left knee. Reach with your left hand and lift your right knee.
Nose and Ears – Touch right ear with left hand and place right hand on your nose. Touch left ear with right hand and place left hand on your nose.
Disco Dance – Put right index finger in the air and point to the left. Bring right index finger down by your side. Place left index finger in the air and point to the right. Then bring down by your side.
Put the Fire Out – Pretend to get a pail and scoop up water on the floor by your right foot. Throw that pail of water over your left shoulder. After ten times in this direction scoop water from the left and throw it over your right shoulder.
Crazy Eights – Make the figure eight in front of you with your right hand and then your left hand. Make “lazy” eights by making eight laying down with your right hand. Make lazy eights with your left hand. Clasp your right and left hand and make large lazy eights. Lean over and pretend to draw an imaginary “lazy” eight on the floor with your right hand and then your left hand. "

These ideas are all from Dr. Jean at www.drjean.org . I take no credit whatsoever!

"Writing in First Grade"

http://www.education.com/
Writing in First Grade: It Takes Practice
by Hank Schlinger, Ph.D.
This link will take you directly to this article.

"For many children, first grade is the time when they begin to learn academic skills such as reading and writing. It’s also the time when differences between their own work and that of their peers start to become apparent. Some children learn certain skills faster and some seem to learn them better. These aren’t differences in inborn ability; they arise mostly from differences in direct experience. Poor performance in a particular area is not necessarily a life sentence. But it can feel that way to a first grader.

Take writing.
In first grade, children pick up the pencil in earnest. They learn to print uppercase and lowercase letters. Parents expect teachers to teach this skill, but unfortunately it does not always happen. Thus parents must step in and help.

The old adage “practice makes perfect” is true. Consequently, parents must arrange opportunities for their children to practice the correct behaviors. Here are some tips for helping your child:
Get specific.
Find out from your child’s teacher how your child is doing with each skill. Be sure to get the teacher to tell you in terms of specific actions, (“She needs to learn to make her capital Ws larger than her lowercase ws”) instead of vague descriptions, such as “Your child needs more work on understanding the difference between uppercase and lowercase letters.”
Stock up.
Ask the teacher to provide materials that you can use at home or to advise you about where to buy them. This ensures that you and the teacher are working on the same skills.
Focus.
Set aside a specific time with your child when there are no interruptions. Turn off the telephones and televisions and arrange, if possible, for other siblings to be occupied.
Set the stage.
Sit by your child and ask her to write a couple of letters you know she can do well and immediately tell her how good she did by specifying exactly what she did that was right, for example, “I like how tall these letters are” or “This line is nice and straight”. Giving a child a few concrete examples of what’s working, is better than heaping on general non-specific praise. Approach the problem.
Move to letters she is having difficulty with. Start with what she can do and then instruct her how she can make it slightly better, for example, “Try making this letter a little taller”. When she follows your instructions and completes the task effectively, praise that behavior. If she’s not quite able to do it yet, model the behavior for her and then ask her to tell you the difference between yours and hers. You can also physically prompt her by guiding her hand with yours to make the correct letter.
Leverage success.
Once your child can write the correct letter and can tell you what makes it correct, then move on to the next letter. But always include previous letters when learning and practicing new ones. Also, once she has learned to write a letter, you needn’t praise her skill as much or immediately.The best piece of advice? Keep it short. It’s hard work and you shouldn’t expect sessions to last more than 10 minutes at a time. So get that pencil dancing.
And remember, make it fun!"
(Hank Schlinger, Ph.D., BCBA, a Board Certified Behavior Analyst, directs the Masters Program in Applied Behavior Analysis in the Psychology Department at California State University, Los Angeles. He is the author of the book, "A Behavior-Analytic View of Child Development", as well as numerous scientific articles and popular columns.)

1st Grade Writing: What Happens
by Amy James
Follow this link to the direct article!

"It's easy to think, “Okay, I taught/helped teach my child to read, whew – I'm glad that is over.” But writing might be the hardest thing your child does all day. By combining reading skills with small motor skills and adding in spelling, your child is just learning to communicate via the written word – a skill that will be used and refined for the rest of your child's life. When a first grader writes, he or she must simultaneously recall ideas, vocabulary, and rules of spelling, punctuation, and grammar while putting thoughts on paper.
Curriculum varies from state to state, of course, but children working at the standard level at the beginning of first grade:
*Name and label objects
*Gather, collect, and share information
*Stay on topic (maintain focus)
*Can write in chronological order
*Incorporate storybook language (for example, “They lived happily ever after”) into their writing
*Think in a more extended fashion than they can write, so some thoughts must be extended orally
By the end of first grade, students working at the standard level:
*Communicate in writing
*Reread their writing to monitor meaning
*Begin to use feedback to change their writing either by adding more text or by making minor revisions
*Revise their writing by inserting text in the middle rather than just at the end
*Make deliberate choices about the language they use
*Use punctuation and capitalization more often than not

(Amy James is a former teacher and a national expert on school curriculum and testing. Her company, Six Things, Inc., provides consulting services for publishers and school districts on compliance with state and national education standards, as well as professional development for K-12 teachers. Reprinted with permission from "First Grade Success: Everything You Need to Know to Help Your Child Learn" by Amy James (Jossey-Bass 2005) )

Groundhog Day

The groundhog did not have a shadow here in Florida...does that mean Spring is just around the corner? I hope so! Up north, he did see his shadow in Punxsy...so they have 6 more weeks of winter.

Gobbler's Knob is very much alive and well. We visited in August of 2007 when I was pregnant with Jay visiting with my folks in Reynoldsville, PA.
Here is where they pull him out of a makeshift burrow. There was still hay in it when we opened the little doors and peered in!

This was taken right out in front of the library. These groundhogs are painted like the Ocala horses and are placed all around the town of Punxsatawney.

Here is where the Groundhogs live year round. There is one up on its hind legs trying to get the attention of a child in the library. Two more are laying in the little burrows. I believe there were like 5 or 6 all total in there. This photo was taken through a window outside of the library.

We had a very busy and exciting morning. Super Science, three parent helpers and some good old fashioned learning fun!
How cute is that hat exclaiming, "6 more weeks of winter!".
The children LOVE www.starfall.com!