Camille Kearly
Welcome!
Welcome to first grade! I am looking forward to a great year with you and your child.
Biography
Hi, I am Camille Kearly and I am excited to teach first grade at Piedmont. I have been in education in some way all of my adult life. I graduated from Belmont Abby.
I have a family that consist of my husband, daughter, son, daughter-in law, and three grandsons. I love spending time with them!! We enjoy hiking, canoeing, traveling, especially to the mountains, Clemson football, and just being together.
We also adopted our very first dog. She is a sweet puggle girl named Lucy that I completely adore!
Homework in first grade can be challenging for both children and parents. Please see the helpful hints below to help make it an easy, fun experience for both you and your child.
You and your child can create a special “homework area” with special pencils they choose, erasers, and school supplies that are only used during homework time so that they look forward to using them. If your child helps create the space they will feel like they have ownership of the space.
Talk to your child and set up a time you both agree on to do homework. Right after school, after an afternoon snack, or before dinner, whatever times your schedule allows, give your child a couple of choices and discuss with them the pros and cons of each choice. If they feel like they have a choice they may be more willing to work at the agreed upon time. Allow them to choose what they would like to do first, next, and last.
Set a timer and “chunk” the work with breaks. For example, set the timer for 10 minutes, ask them to work the entire 10 minutes. When the timer goes off set it again for 10 minutes for a break. During the break allow your child to play with the dog, help you with dinner, whatever they enjoy, when the timer goes off it’s time to get back to work. Continue this cycle until the work is complete. They may be more willing to work hard and try their best for you in small increments of time with a break to look forward to.
Get up and get moving! Exercise spelling words and sight words, practice addition with jumping jacks. Make sentences using sheets of construction paper, write a word on each sheet and then use the words you wrote to make the sentence across the floor, then walk the sentence, stepping on each word as you read it. After one sentence you can build 2 sentences and eventually you will be “walking” a story.
Fine motor skills are important as well. Make your spelling words with playdough, use a dry erase marker to write your spelling words on legos, one letter per lego and “build the word,” write spelling words in the sand etc…
To review for science, social studies and health use my website, under the listening and learning tab, to see what we are doing in class each day. You will see the vocabulary words we discuss in class as well as some questions you can ask your child. Talk and review with your child each day so that when your child brings home the review sheet for the test it is not an overwhelming amount of information to study at once. Make a game with the vocabulary words and the questions. Use the information to ask your child specific questions about their day. If it part of your conversation each day they will not even realize they are “reviewing”.
READ, READ,READ
Make reading fun and not a dreaded activity. Allow your child to read books they can read fluently. Your child should only have difficulty reading 10% of the words in a book. After reading, check for comprehension. Ask questions about the characters, plot of the story, main idea, problem and solution etc..
If your child does their homework at daycare in the afternoon, check their work and go over it with them after you pick them up.
If you are excited and interested about what your child is learning your child will be too, they will not even realize they are learning. Make it fun! We are a team, we can do this!
Phonics Rules:
When there is one vowel in a word, followed by a consonant, the vowel is short. Examples:
mad cut tap
When there are two vowels in a word, the first one says it’s long sound and the second one is silent.
Examples: made cute tape
team rain coat
Short vowel sounds:
a says /a/ as in apple
e says /e/ as in elephant
I says /i/ as in inch
o says /o/ as in octopus
u says /u/ as in umbrella
Practice these short blends:
La ta da ma ra
Le te de me re
Li ti di mi ri
Lo to do mo ro
Lu tu du mu ru
Long vowel sounds:
a says /a/ as in acorn
e says /e/ as in equal
I says /i/ as in icicle
o says /o/ as in overalls
u says /u/ as in unicorn
Practice these short blends:
La ta da ma ra
Le te de me re
Li ti di mi ri
Lo to do mo ro
Lu tu du mu ru
K and C rule:
K goes before i,y,e
C goes before the other 3 a,o,u or any consonant
Use ck for the /k/ sound after a short vowel
Examples: duck back rock sick deck
Consonant Digraphs: (with words to help remember the sounds):
Ch says /ch/ in cheese
Ng says /ng/ in ring
Ph says /ph/ in phone
Th says /th/ in feather (hard sound)
Th says /th/ in thimble (soft sound)
Sh says /sh/ in shark
Vowel Digraphs:
Ai rain aim (Use ai at the beginning and middle of the word. Use ay at the end of a word – day)
Au faucet
Ea leaf ea thread ea steak
Ei receipt ei veil
Ew cashew
Ey key
Ie pie ie shield
Oa soap
Ghost Letter Digraphs: Final Stable Syllables:
Gn as in gnat ble as in bubble
Kn as in knot dle as in candle
Wr as in wreath fle as in ruffle
Gle as in bugle
Ple as in staple
Tle as in bottle
Tion as in lotion
Trigraphs:
Dge as in bridge
Igh as in light
Tch as in patch
Diphthongs:
Oi oil (Use oi at the beginning and middle of the word- oi in oil & io in soil)
Oy toy (Use oy at the end of a word)
Ow says /ow/ as in cow or /o/ as in snow
Ou says /ou/ as in mouse
Ue says /ue/ as in glue
Combination Sounds:
Ar as in star or as in horse
Er as in butter qu as in quilt
Ir as in bird wh as in whale
Ur as in turtle
FIRST GRADE SUPPLY LIST FOR 2021-2022
| Student Supplies | Classroom Supplies |
2 Package of Crayons (24 count) 1 Folder 2 Composition Books (not spiral) 1 Book Bag 1 Pencil Pouch 1 Plastic Pencil Box 1 Set of Headphones 1 Pair of Scissors 1 8 x 10 white dry erase board with 2-4 Expo markers and an eraser 6 Regular Sized Glue Sticks 1 Dozen #2 (real wood) Pencils – sharpened – No decorative pencils | 1 Boxes of Tissues 1 Containers of Baby Wipes 2 Rolls of Paper Towels 1 Large Bottle of Hand Sanitizer (if you can find it) 1 Box of Sandwich Sized Plastic Bags (girls) 1 Box of Gallon Sized Plastic Bags (boys) 1 Box of Plastic Spoons (girls) 1 Box of Snack Sized Plastic Bags (boys) 1 Container of disinfectant wipes 1 Package of individually wrapped candy 1 Bag of mini 3D decorative erasers (Ex: animals, food, sports) |
https://www.coreknowledge.org/wp-content/uploads/2016/09/CKFSequence_Rev.pdf
Fables and Stories
Mexico
Human Body
Different Lands/Similar Stories
Fairy Tales
Force and Motion
Matter
Geography
Early Word Civilizations
Early American Civilizations
Astronomy
History of the Earth
Animals and Habitats/Plant Survival
Exploring Light and Sound
Early Explorers
A New Nation
Frontier Explorers
Mrs. Kearly’s Class Schedule
8:00-8:05 Morning Meeting
8:05-9:35 Language Arts Block
9:40-10:10 Interventions
10:10-11:00 Itinerant Classes
11:00-12:20 Math Block
12:30-1:00 Lunch
1:10-1:40 Recess
1:40-2:20 Listening and Learning: Science/S.S./Health
I at my
is to you
like me look
it am the
come and said
a in we
here up on
go see can
one got his
with she for
have went he
will they yes
run was big
not where day
out down of
are
who her then
get away came
could why again
first do eat
mother saw what
after there make
did because father
want has night
from little
What is the beginning and end of the story?
Which characters wonder __________? How do you know this?
How are two things alike?
What are two things _________ can do that a _______ would not do?
What happened that made ___________?
What two things that _____ said that made______?
What are four settings, or places in the story?
Write a word that tells how _____ feel on page ___ and page ____.
Draw a picture to show ________ from the story.
Name three things that ______.
Write words from the story that show how the character feels.
Who is talking the story?
What does the picture tell you about how the character feels at a certain point in the story?
Look at the photo of two characters/objects/animals and tell how they are different.
What does ______ say at the beginning/middle/end of the story? Why is this important?
What is one way that two characters/objects/animals are alike?
How does _______ feel at the end of the story? Use the pictures to help you.
What are two ways ________?
Turn to page _____. What reasons does the author give for _______?
What lesson did the character learn?
Tell about the beginning and the end.
Why does ______?
Use the pictures and text to tell how something changes in the story.
Look at the picture on page ____. Where _____?
Turn to page _____. Why did the author include _____? What can you learn from ______?
Name two reasons from the text that support the author’s point.
Why was ______?
Tell where the characters in the story went and what they saw at each place.
Each character gives a clue. What do their words tell you?
How does the character feel at the beginning and how to they feel at the end?
What does the character do? Do you think the author wants us to like the character? Explain your answer.
At the end the author says ________. Use details from the book to describe two things that made the author say that.
How long did it take the character to solve the mystery? Why did it take that long?
Tell what happens in this story. Be sure to tell the beginning, the middle, and the end.
List the steps to follow __________.
Give two examples that support the author’s point.
