to First Grade in Room 7

Mrs. Grinnell

March certainly came in like lion this year!  I hope it starts to be more like a lamb very soon!

If you have any questions or concerns, please email me at



Dates to Remember in 2015:

Wednesday, March 11 - Late Start







Unified Arts 

Monday - PE (Sneakers)

Tuesday - PE (Sneakers)

Wednesday - Library  (Return library book)

Thursday - Music

Friday - Art

 & Reading Journey Day




  • Each student must write his/her own name on all work.
  • All work should be completed in pencil unless otherwise stated.
  • Homework is to be completed carefully and neatly.
  • Homework packet is due on Friday, unless stated otherwise .


Students should:

Read for at least 10 minutes each day at home.  

Don't forget to add each title to your Reading Journey.





During our daily Reading Workshop, students rotate through several reading stations.  They may read to self, read to someone, listen to reading, read on Raz Kids, read and write journal entries, work on word study activities or read in a small group with a teacher.  

Each guided reading group receives support on their instructional reading level which is the level above their independent reading level.   Before reading a new book, students preview the text, share prior knowledge, ask questions, make predictions.  During reading, they discuss what strategies they used to figure out new and unfamiliar words, ask new questions, adjust their predictions and make connections.  After reading, students discuss the answers to their questions, what they learned and what they still would like to know .  They may be asked to retell the story by naming the main characters, the setting, the problem and the solution.  

Ask your child what he/she wrote about, listened to, or read about during Reading Workshop today.  

After reading at home, ask your child to tell you anything they can about the story.  If needed, prompt him/her to state what happened in the beginning, middle and end.  You might also ask if there were any surprises, if he/she learned anything or if it is a book he/she would recommend and why/why not.



In our Writing Workshop, students have been writing Fiction.  Each student created his/her own character.  They named the character, then used an organizer to tell what the character likes, dislikes and fears.  They also wrote about the charcter's family and what he/she is good at. Imaginations ran wild and the character descriptions are amazing!!  Keeping all of this information in mind, students then thought of everyday problems (seeds) and solutions for their characters.  The procedure for writing fiction is basically the same as the small moment writing, so once they had the organizer filled they were off and writing!

Planning- Students think, then talk about what they will write. Next they quickly sketch their ideas to remind them of the plan.

Writing begins with an introduction to set up the story.  It should include when, who, what and where.  It does not mention the seed/problem!

This brings us to the Mighty Middle.  Students write about what happened just before, during and after the seed idea or problem.  This should be the focus of the story and the longest part.

The ending closes the story and should include a thought, a hope, a wish and a strong feeling. (one or more)  It may also teach a lesson.  

Ask your child about the character they are writing about!




Room 7 mathematicians are becoming more familiar with the 100 chart. They are noticing and using patterns to count and solve problems. Students are learning about place value by working with groups of tens and ones. Ex.  57 has 5 tens and 7 ones   or    5 tens and 7 ones is 57.

 Ask your child how many tens/ones there are in a number up to 100.



The scientists in Room 7 began the Balance and Motion Unit.  They have been balancing paper shapes on one finger and learning how to make them stable. Ask your child what the clothespins are for.