I've had fun setting up my new classroom and am excited to fill it with new students! I'm thrilled to have in my class quite a few siblings of former students (who are growing up so vey quickly). For those of you who know me already, nothing much has changed in my routines, so much of this beginning of the year stuff will be a review. I'll try not to bore you!
For my brand new students and parents, I have found this blog to be a great way of staying in touch with families at home. I update often, so sign up for emails or check frequently for the most up-to-date information! I hope you find this to be a very useful tool.
On the first day of school, I will send home a detailed letter outlining some of the subject areas and routines for the year (copied below). You are also invited to write me a letter so that I can get to know your child better and faster! From now on, I will do most of my communicating via this blog in order to save paper. There is already a lot of (hopefully) useful information posted for you below, so when you get a minute, please scroll down!
Throughout the year, please let me know if you have any questions or concerns so that I can do the best job possible!
I look forward to meeting with you all very soon.
Sincerely,
Tamara
tamara.mitchell2@tdsb.on.ca (don't forget the '2')
Here's the First Day Online Newsletter - please keep scrolling to other posts containing tons of other information that may be helpful as we get started.
A
Day in the Life of a First or Second Grader in Area 24
Welcome
parents and students of area 24,
My
name is Tamara Mitchell, and I will be your child’s teacher this year at Dewson
Public School. I started my education, like your child, in a French Immersion
program in Bowmanville, Ontario. I also participated in an exchange trip to
France. As well, I come from a very musical family and look forward to sharing
my experiences with the class. I’m looking forward to learning about each of my
students and creating a community of learners in our classroom.
Our school day will contain several
components that are outlined in the following pages. In addition, we will be
establishing a few routines in our classroom, which are discussed later in this
letter. I thank you for taking the time to read and discuss this information
with your child. Please feel free to contact me if you have questions or
concerns. I welcome your communication and will respond as soon as I can.
Yours
in sharing the caring of our children,
Tamara
Mitchell, B. Mus. (Hon), M. Ed., B. Ed. (OISE)
Subject Components
Français
All
instruction will take place in French. Each day we will devote a large block of
time to our literacy components (these include reading, writing, speaking and
listening, with an emphasis on developing French vocabulary). We will use
elements of a program called ‘The Daily 5’ or ‘Les 5 au quotidien’. The Daily 5
is a structured language program that helps students develop the daily habits
of reading, writing, and working with peers that will lead to a lifetime of
independent literacy. The 5 elements of the program are: Read to Self, Read
with Someone (buddy reading), Listen to Reading, Work on Writing and Word Work.
In September, we will begin establishing each of these components.
Once the components are established,
students will be able to work independently or in small groups on an activity
while I work with a small group on their particular learning needs. Conferences
enable me to assess students’ understanding and abilities and give students
more focused instruction.
Each week, students will have one
period of their French instruction with Mme Arakelyan. She will dismiss them
every day 3.
Math
Our
math periods will include the following components:
Before the Problem Solving (Introduction
to today’s work)
The class gathers and engages in an activity or
solves a sample problem that will help them recall prior learning related to
the concept being taught.
Once
students are ‘warmed up,’ they are given a problem to solve or an activity
designed to build their knowledge related to the unit of study. Before leaving
the carpet area, students discuss the problem or activity, paraphrase
instructions and ensure that they understand the task at hand and their
responsibilities. They may begin to orally plan the strategies that they will use
to solve the problem or predict outcomes.
During the Problem Solving
Students work with a partner or in a small group to
solve the problem or complete the activity. During this time, I may confer with
individuals to assess their skills, knowledge and needs, or I may support small
groups of students with similar learning needs.
Students
who complete the activity early are provided with an extension to the day’s
work. For example, they may be asked to:
•
try
to find another possible way to solve the problem;
•
draw
or write a sentence explaining what they did.
After Problem Solving
Students gather to share and discuss their solutions
and approaches to the problem/activity. Students learn to evaluate critically
(and kindly) the validity and efficiency of the range of approaches
demonstrated by their peers. Together we summarize the main points of the
discussion and ensure that everyone understands what was agreed upon. I may
demonstrate a particular strategy at the end of the lesson and give students
another opportunity to apply their learning the following day.
Science
and Social Studies
Students
work on Science or Social Studies activities related to the current unit of
study. Both Science and Social Studies will be highly linked to our literacy
component. I will make an effort to provide a wide selection of books related
to our current unit of study for students’ use during literacy periods. There
will be a great deal of hands-on exploration in science in particular. It is
always beneficial to have some parents in to help with these activities!
The
Arts & Physical Education
Visual
art will be integrated into many units of study this year. Students will have
opportunities to study the work of well-known artists, show feelings and
understanding through art, and work independently on their own creative pieces.
Music will be taught by Mr. Stephen Greene, Drama and Dance by Mr. Michael Lee
and Health and Phys. Ed. by Mme Mary Ann Kowal. We will supplement our
fantastic specialty programs with lots of music and drama games in class and 20
minutes of daily physical activity (DPA or APQ) on non-gym/dance
days.
The
following schedule may help you pack for school each day, but know that our
schedule may change if classes need to be rearranged. A complete and updated
daily schedule will be provided at Curriculum Night. Please ensure that your
child has running shoes at school every day (even on non-gym days). These can
be left in Area 24’s shoe bin unless you need them to be brought home.
Day 1
|
Day 2
|
Day 3
|
Day 4
|
Day 5
|
DPA
Music
|
Gym
|
DPA
French with Mme A
|
Dance & Drama
Book-Exchange
|
Gym
|
Split
Class
It
is my job to make sure that all students receive the instruction they need and
are prepared for their next year of school. Grade 2 students will have the
opportunity to help grade 1 students, reviewing and solidifying what they
already know. Grade 1 students will be inspired and encouraged by the grade 2
students and will have built in peer helpers. Depending on the subject area,
grade 2 students may participate in the same lesson and then stay behind for a
few extra minutes to add another layer of challenge, or they may be given an
independent group project to tackle.
If
you are interested in learning more about specific curriculum expectations,
please visit the Ministry of Education’s Website: http://www.edu.gov.on.ca/eng/curriculum/elementary/
Other Routines & Information
Community
Circle
Everyone
in area 24, including myself, is part of a community of learners. It takes time
to build a community that is inclusive, supportive and appreciative, but this
is our goal. We will be participating in many fun community-building activities
as a class. Community
Circle is
one activity that we will use regularly. It is an opportunity for us to share
how we are feeling, discuss class agreements, solve problems as a group and
celebrate successes. In grades 1 and 2 it is particularly important for
children to become comfortable speaking French with their classmates. Community
Circle is
a great opportunity for this.
Expectations
On
the first day of school, we co-created our own set of classroom agreements and
signed a class contract that we will refer to throughout the coming weeks and
school year. Our agreements center around the following principles:
ü attentive listening (on écoute)
ü active participation (on participe)
ü mutual respect
(yourself, others, materials) (on
est respectueux)
ü
appreciation & positivity (on
dit des choses gentilles)
We
will continue to discuss what each agreement looks like. For example, attentive
listening means eyes up, hands to yourself and we raise our hand to share. I
would appreciate you taking the time to review these agreements with your
child.
At-home-work
While there will be no “homework” in the traditional sense this year,
there are many ways that you can support your child’s learning at home. Many
children are excited to start school and have homework. If you’d like to say,
“Mlle Mitchell gave us this homework”, that’s fine by me!
First, it is crucial that all students develop a consistent reading routine at home. Students are welcome
and encouraged to take a book home every day to read with a parent or guardian.
Reading at home makes a huge difference
in a child’s development as a reader, and reading together with a loved one
helps children develop an enjoyment and love of reading! There are tips for
establishing a reading routine, as well as a link to the TDSB Homework Policy,
posted on the class blog. In November, we will begin our formal borrow-a-book
system and I’ll provide information about it at that time.
In addition to reading,
children will have 5 words of
the week
beginning this week. These will be grade-specific high frequency words which
children should be able to recognize quickly, regardless of the context (like
jumping-off points for reading). Grade 1 words will match the sound we are
focusing on at school so that students can practice what they are learning.
Grade 2 words will also include words/terms that we have been introduced to in
our units of study. Words will come home every Tuesday and will be posted on the blog as well. This week, and regularly on the
blog, I will provide ideas for how to work with these words at home. The goal
is to spend a few minutes playing with these words every day so that your
student would be able to recognize them quickly in a sentence.
Finally, I think it is
very valuable to talk to your child
about what they have done at school. You may want to expand on what we have
done, or review it. I hope that you will find my blog to be an excellent tool
for keeping up with the class. I will make every effort to give you
conversation starters and specific questions you can ask to get your child
talking!
Library
Exchange
Our
book exchange period will occur with every Day 4 (starting Friday, September
5th), but books may be returned to our class bin at any time during the week.
Students are encouraged to sign out 2 books on their library card. One book
must be French. I appreciate your help in reminding your children to have their
books ready to return or renew each week!
Bravo!
I
believe in recognizing students for the good things they do at school. The Bravo! note gives me an
opportunity to write a short note to students to thank them for an act of
kindness or particularly good behaviour (for example, helping a friend or
helping to tidy up even when it wasn’t their work area). I will send these
notes home, and I hope you enjoy reading them with your child!
Class
Blog & Communication
I
have created a blog for area 24. This will enable me to provide parents with
current information on what we are working on in class, special events
happening at Dewson, and other reminders! You can access the blog at http://aire24.blogspot.com/
Another valuable form of
communication between yourself, your child and me, is the communication pocket.
I have provided each child with a zipper pocket that they can keep and
hopefully reuse next year. All I ask is that you replace it should it ever get
lost (they are available for $1 at the dollar store). Any notes, forms or work
will be sent home in the pocket, size permitting. Please return forms or send
notes to me via the pocket - I will teach students how to use their pocket and
place any mail for me in the bin on my desk each morning. Please ensure that
any forms or money you are sending has your student’s name on it, as there is
usually a delay between when I receive mail and when I can go through it with a
checklist. Try to make it your child’s responsibility to unpack his/her pocket
every morning at school and evening at home, and put it in his/her bag for the
next day. This is a great way to start teaching your child how to stay
organized.
The
best way to reach me is via email at tamara.mitchell2@tdsb.on.ca (don’t forget the 2). I will return emails as soon
as I have a minute during school days. You can also send a note in the
communication pocket or leave me a message at the school (416-393-9120).
I
will be in touch when we are in need of volunteers for trips or special
classroom events. If you know that you are interested in volunteering in our
classroom, or supervising on a field trip, please let me know by checking the
appropriate box on the parent-teacher letter. You can also let me know how best to
reach you.
Allergies
Please
inform me of any allergies or medical conditions your child has, and if they
are bringing a puffer, Epi-Pen or other medication to school. All students are
to refrain from bringing any products containing peanuts to school. Some
children in our class and school have severe allergies to these products. Thank
you in advance.
Labeling
& Supplies
To
limit lost items at school, please remember to label your child’s belongings
(e.g., lunch bag, hat, boots & shoes). Thank you! In Area 24, all students
share classroom supplies (pencils, erasers, markers etc.). Students are not
required to bring their own materials, but may do so if they are prepared and
willing to share with others.
Getting
ready for school
All
students will need running shoes for gym. Area 24 has a shoe bin where everyone
is encouraged to keep a pair of indoor/gym shoes. On rainy days, an extra pair
of socks (or even two) is a great idea. If you like, your child can keep a
little bag of clothes on their hook in case they need them.
In grade 1 we expect students to
prepare themselves for recess with very minimal assistance. Please practice
shoe-tying and zippering skills at home. This will help your child, and our
class, get to recess and gym on time. Thanks!
Scholastic
Area
24 participates in monthly Scholastic book orders. I encourage you to
participate in this program whenever possible. The first order form is attached
to the newsletter.