Meet the Teacher
Jill Nelson earned her teaching credentials at Whitworth University and then later completed her Master’s at Washington State University. Jill moved to Pullman in 2009 to teach 3rd grade and coach Volleyball. Jill then taught a 1st and 2nd grade combination class for three years before teaching kindergarten.
8:10 – 8:25 – Early Morning Recess
8:25 – 8:45- Welcome, Attendance, Lunch Count, Calendar, and Schedule
8:45 – 9:50 -Language Arts
9:50 – 10:00 – Recess
10:00 – 11:15 – Math
11:20 – 12:02 – Lunch and Recess
12:02 – 2:15 – Specials, Science, Social Studies
2:15 – 2:50 – Language Arts
2:50 – 2:55 – Prepare for Home and Dismissal
Class Supply List
Class Supply List
Share Supplies- Please do not label
4 packages of #2 plain yellow pencils
6 glue sticks
1 box of quart or gallon sized Ziploc type bags
2 packages of hand wipes (i.e. Chlorox wipes)
2 boxes of facial tissue (Kleenex)
Please LABEL these items with your child’s name:
Water bottle- good closing lid
Crayola washable markers
2 pencil boxes or pencil pouches (big enough to hold all pencils, markers, crayons and scissors
PE shoes with non-black soles (need to be clean, but not necessarily new)
Homework will go home each week. There will not be a lot of homework, but I believe that each item sent home is important practice. Please help your child complete the homework given and return it to school in the homework folder.
Not all work coming home will have a “grading” mark on it. If you notice wrong answers or sloppy work, feel free to help your child correct their work.
You may notice a check mark or star- this means that a teacher has seen it and it is complete.
I am so excited to invite parents in to the classroom to help! I will send home more information around November.
Whitman County Library
Colton Library – A Brach of Whitman County Library
Uniontown Library – A Branch of Whitman County Library
Neill Public Library, Pullman
Latah County Library, Moscow
Process Writing Terms and Definitions
Students use prewriting activities to discover topics they know and care about. They talk about topics to develop a sense of purpose and the effect they want to have on their audience. Talking helps children explore their topics before the writing begins.
When students write a rough draft, they focus on getting ideas down on paper. They think as they go, cross out, leave blanks, switch directions, use abbreviations, draw pictures, and write as much as they can.
*First and second graders’ homework is normally at the rough draft stage. Children circle words they think are misspelled, add punctuation, and use capitalization with varying degrees of proficiency.
Students go back to what they have written. They ask themselves: “Do I make sense?” “Have I said it in an interesting way?” They add, cut, move words, phrases, sentences, and paragraphs without tedious recopying. They read aloud what they have written and discuss with the peers, teachers and/or volunteers.
Students check spelling, capitalization, punctuation, sentence structure, and word usage. They do with peers, teachers and/or volunteers.
Students or teachers make a clean, correct copy to share. Students illustrate, make books, prepare presentations and/or read their pieces to an audience.
Before reading, take a few minutes to preview the piece. This helps readers to tie this piece to personal experiences, interests, and/or similar books. Continue a dialogue about the book during and after reading it. If at any time it becomes apparent the book is too difficult for your child to read, read it to him/her instead.
Suggested Strategies to Decode Words
1. Praise your child when he/she stops reading because he/she doesn’t know a word or the word didn’t make sense. This self-monitoring ability is an essential element of reading.
2. Wait to see if your child can self-correct.
3. Cue your child to use a decoding strategy.
- look at the pictures
- “stretch and shrink” the word
- reread beginning of sentence or phrase
- skip unknown word, read on, and return to the beginning of the sentence or phrase to try again
- think “What would make sense?” using word, picture, and context clues
- chunk it (look at the word in smaller parts
4. Tell the unknown word.
Try saying “Would ________ make sense here?”
“Does ___________ sound right?”
Have fun reading!