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"FIRST GRADE"
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Get ready for second grade, Amber Brown
Amber is nervous about starting second grade with a new teacher, but despite being in the same class as mean Hannah Burton, things turn out just fine.
Book
Writing fluency and quality in kindergarten and first grade: the role of attention, reading, transcription, and oral language
In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students’ reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed.
Journal Article
Chuck and Woodchuck
A friendly woodchuck helps shy first-graders Chuck and Caroline become friends by sharing Chuck's possessions with Caroline and encouraging Chuck to help when Caroline forgets her lines during the class play.
Book
Current writing assessment practices of kindergarten through second grade educators
This article describes the development and administration of the
Kindergarten-Second Grade (K-2) Writing Data-Based Decision Making (DBDM) Survey
. The
K-2 Writing DBDM Survey
was developed to learn more about current DBDM practices specific to early writing. A total of 376 educational professionals (175 general education classroom teachers, 42 special education teachers, 118 speech-language pathologists, and 41 specialists (e.g., interventionists, coaches, educators supporting emergent bilinguals) who work with kindergarten, first, and/or second grade students in school settings in the United States participated in this survey study. Results include participant responses to 32 closed-ended items and 2 open-ended items covering five domains: (a) demographic information; (b) assessment(s) types, (c) administration procedures, (d) scoring procedures, and (e) information gathered. Descriptive and regression analyses were applied to summarize the survey results. Findings from this survey indicated that even with limited or no guidance, some educators within all groups of professionals surveyed are assessing students. However, ongoing improvements need to be made to prioritize writing upon school entry. These results remind us of the importance of partnership with educators to ensure accurate understanding of resources available for assessment, current areas of need, and how implementation can feasibly occur in the practice setting when developing and studying approaches to assessment.
Journal Article
First grade, here I come!
Henry tells his mother that he did not like his first day of first grade, but as he describes what he did and learned, he begins to realize that he might enjoy it after all.
Book
The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review
Young children’s use of digital devices is increasing as we progress through the 21st century and handheld and mobile devices, such as smartphones and tablets, have become increasingly available. While older children using tablets to read has been more broadly investigated, less is known about the impacts of digital reading on children at the stage of literacy acquisition. An analytical review was conducted on the effects of interactive e-book interventions for young children’s literacy development when compared to (a) listening to print books, (b) regular school programs, and (c) reading non-enhanced and non-interactive e-books. A significant additional beneficial effect of e-book interventions was found for phonological awareness and vocabulary learning based on data from 1138 children in 14 randomized controlled trial (RCT) studies. When e-books are properly selected and used, children develop literacy skills equally well and sometimes better than with print books. Additionally, e-book interventions outperformed the regular school program in the development of literacy skills. Similarly, enhanced e-book conditions revealed benefits over the non-enhanced e-book interventions in literacy skill acquisition. The impact of these findings related to health issues, e-book design, disadvantaged populations, and adult-led e-book sharing is discussed.
Journal Article
Princess Posey and the first grade play
When she doesn't get the lead in the class play, Posey does something mean and needs a lot of help from her tutu to admit what she did.
Book
“Changing our teaching”: first grade reading instruction and before and during COVID-19
By April 2020 public schools throughout the country closed due to the COVID-19 pandemic. On the brink of these turbulent times, we concluded a larger survey study describing first grade literacy instruction in February 2020. Having documented a year of pre-pandemic literacy instruction, we then reached out to the same participants to report on their experiences teaching first grade during the 2020–2021 academic year impacted by COVID-19. In this exploratory study we surveyed first grade teachers (n = 36) to better understand the context, the amount of time allocated, and the materials and resources used by teachers for and during literacy instruction and how these variables differed before and during the COVID 19 pandemic. Our data indicated teachers had increased responsibility as they had reduced access to collaborative planning (t35 = − 2.092, p = .004, d = − 0.507), and the support of paraprofessionals (t35 = − 2.256, p = .030, d = 0.457). This increase in responsibility was amplified by the challenges of virtual and hybrid instruction, and the changes in instructional formats experienced by teachers. Concurrently, students experienced less instructional time (Z35 = − 3.704, p < .001, r = − 0.437), particularly in the areas of writing, vocabulary, and fluency. The consequences of these tumultuous experiences for teachers and students are likely to be long-lasting and complex to reconcile.
Journal Article
Junie B., first grader (at last!)
Junie B. thinks first grade is a flop when her kindergarten friend Lucille prefers the company of twins Camille and Chenille and Junie B. needs glasses.
Book
Kodály in the First Grade Classroom
Kodály in the First Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Each chapter contains key questions, discussion points, and ongoing assignments. Scholarly yet practical and accessible, this volume is sure to be an essential guide for music teachers everywhere.
eBook