Emily Petrie

Emily Petrie K-1 classroom

Welcome to Ms. Petrie's K-1 Classroom

 

March 1, 2021: Monday has arrived, we’re back in class and feeling fine!

Before I update you about what’s going on in-person let me remind you to join us Wednesday at 9 AM for our whole-class (cohorts A and B) zoom meeting. All you need is this link:

 

  • Meeting ID: 835 291 5160

 

I was so happy this morning to start the second day of in-person learning at Lincoln. What a fun honor to work with such eager learners.

 

Our goals this week are to build stamina as readers, writers and mathematicians, to get to know each other, and to settle into the rhythm of a classroom. I’m asking students to listen carefully to their peers. I’m looking for ways to promote cooperative play / work while practicing social distancing. The students are ready to dive in to these opportunities. Each child has come to school ready to make friends and work hard. Throughout the school building I feel a sense of relief and gratitude that we’re able to be together in this way.

 

Last week I felt I really had the class’ interest piqued for the new characters we’ve met in our new chapter book read-aloud. We started reading Ruby and the Booker Boys - featuring the young sister of a trio of big brothers. Ruby shows bravery on her first day. Chapter book time is after first recess. Kids get to work with their play dough while listening to the story.

 

Writer’s Workshop: At the start of this week we’re finishing our a quick piece of writing about a time we felt brave. One student spoke about their bravery when they said goodbye to their family on the first day, others are writing about symbols of bravery (dragons) or characters who demonstrated bravery (Freddie Ramos), several are talking about daring feats of athletic bravery (on skis, or on a bike), and some are writing about a time they got hurt but were able to ask for help. Such heartwarming stories of bravery. I’m so impressed by their willingness to share tough and vulnerable moments.

 

As mathematicians students are developing strategies for accurate counting, grouping, and double checking. Not only are counting collections a great way to introduce a new material - counting collections also give students access to independent, open-ended, and developmentally appropriate math practice. I’ll send home an article about counting collection in case there is a family ready to try this at home.

 

In Reader’s Workshop we’ve already introduced Read-to-Self. Developing stamina as independent readers is one time well spent. Children at any reading stage can develop independent reading skills. We started with a goal of Read-to-Self for 5 minutes and will increase and graph our progress as we grow little-by-little. This week I will introduce Word Word to the Reading Workshop. Work Work is the study of the patterns in words. Students will use stamps, letter punches, puzzles, and more to play with letters and study words.

 

We wrap up each day with choice time: The trickiest part of choice time is clean-up. I encourage families working at home to consider clean-up time to be a part of the student’s learning. Clean-up time teaches cooperation, the work / creative process, and personal responsibility.

 


 

This is an excerpt from a Montessori website. The author is writing to parents who’s children are learning the Montessori work cycle. The wisdom shared here would be helpful to the adults living in my home - my co-parent and I seem to be at our grumpiest when we’re working on clean up at our house. If you have noticed the same at your house perhaps you’ll appreciate the message.

 

Use Language that Includes Everyone

Use inclusive language that sets the expectation that EVERYONE in the family participates in cleaning up and EVERYONE benefits. Children want to be recognized as valued members of the family; they don’t want to be singled out as the reason the room is a mess!

 

Instead of:

  • “This room is a disaster!”
  • “You need to clean up”
  • “I already cleaned the kitchen, this is your job!”
  • “Where are you going? You’re not done!”

 

Try (Can you feel your blood pressure rising yet?):

  • “It’s clean up time! We sure had a lot of fun in here!”
  • “In this family, we all work together — everyone helps!”
  • “Everyone had fun playing, and now everyone can help put things away”
  • “This room looks so nice! Now we can see where everything goes!”
  • “When the bookshelf is tidy, it makes it so much easier to find the books we want to read”

 

Remember that children behave differently at school than they do at home. Home is their safe space and where they will be the most relaxed and laid back. Chances are, you’re already dealing with a lot more whining and complaining about cleaning up than your child’s teachers do! Be patient, but persistent! It took three, four, or more years for your current habits to set in — it will take a while to undo them.

 

  • Keep it simple by addressing one thing at a time.
  • Create order and make it easy for your child to know what’s expected.
  • Be purposeful in your language and actions.

 

And then do it all over again tomorrow.

 

Thank you for the donations of snacks, tea, and glass jars. You all have been incredibly generous!

 

With gratitude and joy,
~ Petrie