Mrs. Hamilton, Language Arts, 1st Grade

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Hamilton's Literacy Update 4-22-24

This Weeks Reading Selection: “How Animals Move” 

Summary: Animals move in many different ways, including swimming, walking sideways, jumping, waddling, and slithering.  

Essential Question: What parts of your body help you move? 

Vocabulary Focus: The words below appear in this week’s reading selections. 

downy      adjective      soft  

length      noun            the distance from the end of one thing to the other end

nectar      noun            a thick, sweet liquid  

scales      noun           small pieces of skin on bodies of animals like fish or                                            snakes  

sleek        adjective     smooth and straight in shape  

slither       verb            to move by sliding on the ground  

propel       verb            to push  

sprint        verb             to run very fast in a short distance  

webbed    adjective      having pieces of skin that connect all of the toes on                                               foot 

Phonics Focus: Your child will learn sounds and spellings for the /ow/, /aw/, and /oi/ sounds. 

HAVE your child name a word that contains each sound/spelling. 

Writing: Your child will prewrite, draft, revise, edit, and publish his or her opinion piece about whom he or she would like to invite to their class 

Grammar: Your child will learn that we can put two words together to make one shorter word called a contraction (I amI’m, we willwe’ll, you areyou’re). We will also look at antonyms and synonyms. 

Reading: We will look at Main idea and supporting details. 

Hamilton's Literacy Update 4-15-24

Big Idea: Why do animal bodies have different features?

This week’s reading selections: Grow, Ladybug, Grow!

Summary: The stages of the life cycle of a ladybug are egg, larva, pupa, adult.

Essential Question: What types of physical changes happen as babies grow into adults hear?

Vocabulary Focus: The words below appear in this week’s reading selections. 

harvest        noun             the amount of food or product that a farmer brings in

larva            noun             a very young insect that looks like a worm

lays              verb             places someone or something gently on a surface

leap              verb             to jump

pale              adjective      light in color

pests            noun             animals or insects that can cause problems for

                                          people or their farms

pupa             noun             an insect that is in the stage of development between

                                           larva and adult

someday       adverb         a day in the future 

Phonics Focus: Your child will learn sounds and spellings for the /ow/ and /aw/ sounds

Writing: Your child will begin writing an opinion by writing a book report about his or her favorite book. He or she will complete the prewriting and drafting steps of the writing process. 

Grammar: Your child will learn that synonyms are words that have the same, or similar, meanings (small/little, alike/same), and antonyms are words that have opposite meanings (hot/cold, tall/short) 

Reading: We will continue looking at the structure of non-fiction text. 

Hamilton's Literacy Update 4-8-24

This Weeks Reading Selection: “Gecko Toes and Dragonfly Eyes” 

Summary: Some animals can taste, touch, smell, see, and hear like we do 

Essential Question: How do animals taste, touch, smell, see, or hear? 

Vocabulary Focus: The words below appear in this week’s reading selections. 

beak               noun           the hard and pointed part that covers a bird’s mouth 

 believe          verb             to accept as true  

energy           noun            something that can cause change or power 

notes              noun           specific musical sounds  

pecks             verb             strikes sharply  

resting           verb             to stop moving and sit or lie on something  

sensitive       adjective       easily affected by something happening around you  

tie                   verb             to make a knot in something so that it stays in place 

Phonics Focus: Your child will learn the /͝/ sound spelled oo, u, and _ue.

Writing: Your child will begin writing an opinion by writing a book report about his or her favorite book. He or she will complete the prewriting and drafting steps of the writing process.

Grammar: Your child will learn how to expand sentences by adding adjectives and adverbs. 

Reading: We will continue looking at the structure of non-fiction text. 

Hamilton's Literacy Update 3-18-24

This Weeks Reading Selection: “Protective Plants 

Summary: Some parts of plants, such as roots, spines and thorns, thick stems, thin stems, trunks, and bark, help protect plants from dangers, such as bad weather and insects.  

Essential Question: Why would plants need to protect themselves? 

Vocabulary Focus: The words below appear in this week’s reading selections. 

defend               verb             to protect  

digest                 verb             o break down food so it can be used by the body  

growth                noun            the process of developing or changing  

harm                   verb             to cause injury  

important            adjective       having a lot of meaning, worth, or value  

layers                  noun             parts that lie over or under  

respond               verb              to react to something that happened  

spines                   noun            the sharp points on an animal or a plant  

system                 noun             a group of related things that work together 

Phonics Focus: Your child will learn the /͝/ sound spelled oo, u, and _ue  

Writing: Your child will begin writing an opinion by writing a book report about his or her favorite book. He or she will complete the prewriting and drafting steps of the writing process 

Grammar: Your child will learn how to expand sentences by adding adjectives and adverbs 

Reading: We will look at the structure of non-fiction text. 

Hamilton's Literacy Update 3-11-24

Big Idea: How do the parts of a plant help it grow?

  • This week’s reading selection: "Protective Plants"
  • Summary: Some parts of plants, such as roots, spines, thorns, thick stems, thin stems, trunks, and bark, help protect plants from dangers, such as bad weather and insects.
  • Essential Question: Why would plants need to protect themselves?

 

Vocabulary:
The words below appear in this week’s reading selection.

  • defend (verb) to protect
  • digest (verb) to break down food so it can be used by the body
  • growth (noun) the process of developing or changing
  • harm (verb) to cause injury
  • important (adjective) having a lot of meaning, worth, or value
  • layers (noun) parts that lie over or under
  • respond (verb) to react to something that happened
  • spines (noun) the sharp points on an animal or a plant
  • system (noun) a group of related things that work together

Phonics:     This week we will learn the silent sounds of wr, gn, and mb.

Writing: Students will begin writing an opinion by writing a book report about our weekly reading. They will complete the prewriting and drafting steps of the writing process.  

Grammar: Your child will learn how to expand sentences by adding adjectives and adverbs.

Looks like we are ready for a fun week of sounds, words, reading and writing.

 

Hamilton's Literacy Update 3-4-24

With this being such a short week, we will review our patterns thus far to wrap up this quarter.  

Big Idea: How do the parts of a plant help it grow?

  • This week’s reading selection: "Plant Life Cycles"
  • Summary: A plant’s life cycle begins when the seed sprouts. After it grows bigger, some plants make flowers. Eventually, the plant dies. Seeds that are spread create new plants that begin the life cycle again.
  • Essential Questions: How does a plant grow and change throughout its life? What are the details of this big idea?

Vocabulary:
The words below appear in this week’s reading selection.

  • base (noun) the lowest part of something, which also provides support
  • bulb (noun) the underground, rounded part of a plant that grows into a new plant
  • carries (verb) moves something while holding and supporting it
  • decay (verb) to slowly break down
  • factories (noun) places where many products are made
  • life cycle (noun) the series of stages through which a living thing passes
  • nutrients (noun) substances that plants, animals, and people need to live and grow
  • reproduce (verb) to make babies, young animals, or new plants

Phonics: Students will learn the following sounds and spellings:/ō/ spelled oa_ and _ow (such as boat, and show)

  • /ū/ spelled _ew, and _ue (such as stew, and glue)

 

High-Frequency Words: This week we will add a few more words to our reading checklist -  Words to practice blending include:  away and their.

Writing: This week we will reflect on our science lessons and write an opinion. We will prewrite and draft an opinion about our favorite animal and why. 


Grammar: Students will learn that pronouns take the place of nouns and help to make writing easier, more interesting, and less repetitive. Examples of pronouns include I, he, she, it, we, they, me, him, her, you, us, and them.

 

Hamilton's Literacy Update 2-26-24

During Quarter 3 we have been able to connect our Literacy and Science lessons in many ways. This week we will continue to do so, and remind students how Literacy is a skill that we use throughout our everyday lives.

Big Idea: How do the parts of a plant help it grow?

  • This week’s reading selection: "Plant Life Cycles"
  • Summary: A plant’s life cycle begins when the seed sprouts. After it grows bigger, some plants make flowers. Eventually, the plant dies. Seeds that are spread create new plants that begin the life cycle again.
  • Essential Questions: How does a plant grow and change throughout its life? What are the details of this big idea?

Vocabulary:
The words below appear in this week’s reading selection.

base (noun) the lowest part of something, which also provides support

  • bulb (noun) the underground, rounded part of a plant that grows into a new plant
  • carries (verb) moves something while holding and supporting it
  • decay (verb) to slowly break down
  • factories (noun) places where many products are made
  • life cycle (noun) the series of stages through which a living thing passes
  • nutrients (noun) substances that plants, animals, and people need to live and grow
  • reproduce (verb) to make babies, young animals, or new plants

Phonics: Students will learn the following sounds and spellings:

  • /ō/ spelled oa_ and _ow (such as boat, and show)
  • /ū/ spelled _ew, and _ue (such as stew, and glue)

High-Frequency Words: This week we will add a few more words to our reading checklist -  Words to practice blending include:  away and their.

Writing: This week we will reflect on our science lessons and write an opinion. We will prewrite and draft an opinion about our favorite animal and why. 

Grammar: Students will learn that pronouns take the place of nouns and help to make writing easier, more interesting, and less repetitive. Examples of pronouns include I, he, she, it, we, they, me, him, her, you, us, and them.

Looks like we will have a jam packed week of science and literacy fun.

Hamilton's Literacy Update 2-19-24

With last week being a three day week, and this week being shortened with a field trip in the middle of our four-day week, we will finish up some of the skills from our current unit and start our next one.  The majority of the topics are the same as below. 

Summary: Ms. Novak and her students talk about where their families came from, including places such as Poland, China, India, Russia, Haiti, Nigeria, and Egypt. Everyone is surprised when twins Bella and Nick reveal their family is soon moving to Japan. 

Essential Question: How do people connect to the heritage of their family? 

Phonics: Focus: Your child will learn the following sounds and spellings: /s/ spelled cy; /ā/ spelled ai_, _a

High-Frequency Words: could, day, way

Writing: Your child will write a summary of “Family Roots.”

Grammar: Your child will review declarative (telling), interrogative (asking), exclamatory (strong feeling), and imperative (command) sentences. 

We have a fun week planned for literacy 🙂

Hamilton's Literacy Update 2-12-24

This week’s reading selections: Family Roots 

Summary: Ms. Novak and her students talk about where their families came from, including places such as Poland, China, India, Russia, Haiti, Nigeria, and Egypt. Everyone is surprised when twins Bella and Nick reveal their family is soon moving to Japan. 

Essential Question: How do people connect to the heritage of their family? 

Phonics: Focus: Your child will learn the following sounds and spellings: /s/ spelled cy; /ā/ spelled ai_, _a

High-Frequency Words: could, day, way

Writing: Your child will write a summary of “Family Roots.”

Grammar: Your child will review declarative (telling), interrogative (asking), exclamatory (strong feeling), and imperative (command) sentences. 

We have a fun week planned for literacy 🙂

Hamilton's Literacy Update 2-5-24

 DISCUSS with your child the characteristics of the place where you live.

  • This week’s reading selection: Be My Neighbor
  • Summary: Neighborhoods around the world share common features, but are different in many ways.
  • Essential Question: How are neighborhoods around the world similar to and different from each other?
  • Phonics: Focus: Your child will learn the following sounds and spellings: /ē/ spelled e. e_e, ee, _y and ea
  • High-Frequency Words: : come, every, going, here, me, pretty, some, too
  • Writing: Your child will be presenting their persuasive posters and starting their summary about the story, “Be My Neighbor”
  • Grammar: Your child will review simple sentences and subject-verb agreement. Every sentence has two parts—a naming part and an action part, and the subject and verb must agree. (The puppy sleeps
  • on the rug.)

We have a fun week planned for literacy 🙂



Hamilton's Literacy Update 1-29-24

 DISCUSS with your child the characteristics of the place where you live.

  • This week’s reading selections: The Zoo Trip. Summary: Mr. Huff’s class takes a trip to the local zoo. They use a map to help them tour the zoo.
  • Essential Question: Why would a map be useful at a zoo?
  • Phonics: Focus: Your child will learn the following sounds and spellings: /ō/ spelled o, o_e; /ū/ spelled u, u_e.  Have your child find words that contain these sounds/spellings in children’s books or magazines.
  • High-Frequency Words: Have your child practice reading the word over.
  • Writing: Your child will prewrite and draft a persuasive poster
  • Grammar: Your child will capitalize the days of the week and months of the year and correctly use commas in dates (Sunday, January 1, 2017).

 

We have a fun week planned for literacy 🙂



Hamilton's Literacy Update 1-22-24

 DISCUSS with your child the characteristics of the place where you live.

 

  • Big Idea: What places make up a community? There is one Big Idea question for every three weeks of instruction. Your child should think about the ways each reading selection can answer this question.
  • This week’s reading selection: City Life and Town Life Summary: The characteristics of a large city (New York City) and a small town (Alden, New York) are compared and contrasted. Essential Questions: How is living in a city different from living in a small town? How is it the same?
  • Essential Questions:  How is living in a city different from living in a small town? How is it the same?
  • Phonics: Your child will learn the following sounds and spellings: /ī/ spelled i, i_e; /s/ spelled ce, ci_; and /j/ spelled ge, gi_. Words to practice blending with your child include find, mild, bike, five, ice, cent, circus, circle, page, large, margin, and ginger
  • High-Frequency Words: Have your child practice reading the following words: after, go, make, ride, them, walk, we, well, you.
  • Writing: Your child will complete each step of the writing process (prewriting, drafting, revising, editing, and presenting) to write an opinion statement using, “Would you rather” statements.
  • Grammar: Your child will learn that names of people and proper nouns need to be capitalized (Anna, Marcus, Central Park, Empire State Building).

 

We have a fun week planned for literacy 🙂

Hamilton's Literacy Update 1-15-24

This week in Literacy we will continue to focus on the aspect of light and sound and recognizing various was to use our literacy skills.

  • Big Idea: What places make up a community? There is one Big Idea question for every three weeks of instruction. Your child should think about the ways each reading selection can answer this question.
  • This week’s reading selection: City Life and Town Life Summary: The characteristics of a large city (New York City) and a small town (Alden, New York) are compared and contrasted. Essential Questions: How is living in a city different from living in a small town? How is it the same?
  • Essential Questions:  How is living in a city different from living in a small town? How is it the same?
  • Phonics: Your child will learn the following sounds and spellings: /ī/ spelled i, i_e; /s/ spelled ce, ci_; and /j/ spelled ge, gi_. Words to practice blending with your child include find, mild, bike, five, ice, cent, circus, circle, page, large, margin, and ginger
  • High-Frequency Words: Have your child practice reading the following words: after, go, make, ride, them, walk, we, well, you.
  • Writing: Your child will complete each step of the writing process (prewriting, drafting, revising, editing, and presenting) to write an opinion statement telling whether he or she would rather live in a tree house or on a houseboat
  • Grammar: Your child will learn that names of people and proper nouns need to be capitalized (Anna, Marcus, Central Park, Empire State Building).

 

We have a fun week planned for literacy 🙂



Hamilton's Literacy Update 1-7-24

This week in Literacy we will continue to focus on the aspect of light and sound and recognizing various was to use our literacy skills.

 

During class we will work with:

Big Idea: Our main focus from our readings will continue to answer the question: How do you experience light and sound?  

  • This week’s reading selection: “The Tale of Lightning and Thunder".  Twins Eliora and Samuel were afraid of storms until their parents told them funny stories. The stories made Eliora smile like a flash of lightning and Samuel laugh like a boom of thunder. 
  • Essential Questions:  
    • How does this author use his imagination to describe lightning and thunder?
    • What sounds do you hear outside? 
    • What sounds do you hear inside?
  • Phonics: Your student will learn the following sounds and spellings: 
    • /y/ spelled y, /v/ spelled v, and 
    • /ā/ spelled a and a_e. 
    • Words to practice blending with your child include yes, yard, verb, seven, table, April, ate, and gave.

  • High-Frequency Words: were, yes  
  • Writing: Your child will complete each step of the writing process as he or she writes instructions on how to play a game. 
  • Grammar: Your child will learn what determiners are. Determiners tell more information about nouns. Articles, such as a, an, and the, are special kinds of determiners.

We have a fun week planned for literacy 🙂

Hamilton's Literacy Update 12-11-23

This week in Literacy we will continue to focus on the aspect of light and sound and recognizing various ways to use our literacy skills.

During class, we will work with:

Big Idea: The main focus from our readings will continue to answer the question: How do you experience light and sound?  

  • This week’s reading selection: “The Tale of Lightning and Thunder".  Twins Eliora and Samuel were afraid of storms until their parents told them funny stories. The stories made Eliora smile like a flash of lightning and Samuel laugh like a boom of thunder. 
  • Essential Questions:  
    • How does this author use his imagination to describe lightning and thunder?
    • What sounds do you hear outside? 
    • What sounds do you hear inside?
  • Phonics: Your student will learn the following sounds and spellings: 
    • /y/ spelled y, /v/ spelled v, and 
    • /ā/ spelled a and a_e. 
    • Words to practice blending with your child include yes, yard, verb, seven, table, April, ate, and gave.

  • High-Frequency Words: were, yes  
  • Writing: Your child will complete each step of the writing process as he or she writes instructions on how to play a game. 
  • Grammar: Your child will learn what determiners are. Determiners provide more information about nouns. Articles, such as a, an, and the, are special kinds of determiners.

We have a fun week planned for literacy 🙂