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Hi Parents!
I hope you are enjoying your weekend! Here is what is going on in class this week:
-Please make sure students are practicing sight words and word families daily. Feel free to move ahead using the sight word lists I sent home. Sight words: play, was, had, little, she (and review previously taught sight words) Word Family: -ip; sip, rip, tip, lip, etc. (Review: -at, -ap, -am, -an, -ad, -ot, -og,-od) What you can do at home: Write sight words on flashcards and have students identify them or make a memory game. Have students practice writing words with the word families we are learning. -In math we will finish up our 2nd math unit on decomposing, composing, and comparing numbers. Students will take their post assessment on decomposing, comparing, and pennies/dimes. Students need to be able to: -Compare 2 numbers and 2 groups of objects. -Trade ten pennies for a dime. -Decompose numbers by representing teen number in ten frames and writing the equations to match. -Write numbers from 0-50. -Count to 120. -Count objects up to 20 and write the number to match. Work with numbers 11–19 to gain foundations for place value. MGSEK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8) Know number names and the count sequence. MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Compare numbers. MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.[1] MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Classify objects and count the number of objects in each category. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Writing numbers to 50. What you can do at home: Practice counting to 120 every night and practice writing numbers to 50. Discuss that a penny equals 1 cent and practice counting pennies with one to one correspondence. Discuss that a dime equals ten cents and that we can trade ten pennies for a dime. Practice counting dimes by 10’s. For a challenge, put dimes and pennies together and have students count. Find objects around the house and compare groups-which group has the greatest amount? Least amount? Do any groups have an equal amount? Practice decomposing numbers into tens and ones. - In writer’s workshop, we will continue our next narrative unit. We will discuss what makes writing easy and hard to read. We will review beginning with an introduction (one sunny morning, one rainy afternoon, one snowy night, etc.) and making sure we include who, what, where, how you felt, and speech bubbles. We will also continue to work on using transition words in our narrative writing and including a conclusion page-ex. I had so much fun going to the beach! Please see charts below: What you can do at home: have students practice sounding out words and writing down the sounds they hear on paper and draw pictures with details and label their pictures. You can also remind students that when writing, the first letter in a sentence is uppercase and the rest is lower case, there are finger spaces between words, and periods at the end of sentences. We will continue to work on this in class. - During reading, we will continue our “Super Powers” unit. (See sample anchor chart below) We will delve more into strategies that can help us read. This week we will focus on using our “snap” word (sight word) power and finding sight words everywhere! We will talk about how partner power gives readers even stronger pointer power. With partners, students will work with the poem “The Itsy Bitsy Spider” and work on their pointer power. We will also learn how to put all of the powers together that we have learned so far. For instance, when we are reading and encounter trouble, that's the time when we especially need to activate our super powers. We will keep using our pointing power, but also use picture power. We will look at the picture and check the beginning sound of each word to see if it all makes sense together. Students will also continue to work in guided reading groups and students will work on building their reading stamina independently and work on IRead. What you can do at home: Have students choose a book and write labels on sticky notes for pictures in their books for how the characters are feeling, what something looks like, and what is happening, etc. During reading groups, we will be reading instructional level texts and using strategies to help us decode words. Here are the strategies we are using: Hint: You can copy and paste this into a word document, make it bigger, and print it out for students to use at home.
What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -For phonics we will review all previously taught letters and sounds and discuss the letter and sound of v and x. You can practice these letters and sounds at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, students will create their own personal crest with symbols that represent themselves. Students will also take their post assessment on symbols. At home, you can discuss different symbols you see when you are out and what they mean. You can discuss how symbols show information and if symbols mean the same thing to everyone. Would people in other countries understand what these symbols mean? Why is it important to understand symbols? What positive character traits do you display? Why? -We will finish up our 2nd IB unit. Transdisciplinary theme: Who We Are Central Idea: Symbols show information. Lines of Inquiry: Symbols and people that represent our country (perspective) Symbols and people that represent countries around the world (perspective) How positive character traits can shape an individual ( reflection/ responsibility) Key Concepts: Perspective, Reflection, Responsibility Related Concepts: Beliefs, Interpretation, Values Transdisciplinary skills: * Thinking Skills- Comprehension * Communication- Viewing. Students will have multiple opportunities to view symbols through different types of media and interpret the information they learned. * Social Skills- Cooperating. Students will have to work together to research one country and then to present together the information they learned to other kindergarten students. Attitudes: Creativity, Appreciation, respect Learner Profile: Thinker, open-minded, caring What you can do at home: Discuss the learner profile words of thinker, open-minded, and caring and the attitudes of creativity, appreciation, and respect and how students can display these in their community. November Cookies for Character- I will be looking for students who demonstrate the learner profile of reflective. The Learner Profile is: Reflective As always, please let me know if you have any questions! Alexis Frank
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Hi Parents!
I hope you are enjoying your weekend! Here is what is going on in class this week:
-Please make sure students are practicing sight words and word families daily. Feel free to move ahead using the sight word lists I sent home. Sight words: get, come, got, with, eat (and review previously taught sight words) Word Family: Review all (Review: -at, -ap, -am, -an, -ad, -ot, -og,-od) What you can do at home: Write sight words on flashcards and have students identify them or make a memory game. Have students practice writing words with the word families we are learning. -In math we will continue our 2nd math unit on decomposing, composing, and comparing numbers. Students will have a formative assessment on comparing numbers. Students will need to use the correct greater than, less, than, or equal to sign to compare 2 numbers and groups of objects. This week we will delve into pennies and dimes. We will discuss that we can trade ten pennies for a dime. Students will play a game called “Duck, Duck, Make a Dime” in which students will roll dice and practice exchanging ten pennies for a dime. Students will also practice counting coins using dimes and pennies by making words and determine how much their word is worth. Students will also work on higher order thinking exemplars for coins. We will continue to review decomposing numbers by representing teen number in ten frames and writing the equations to match and comparing numbers. Work with numbers 11–19 to gain foundations for place value. MGSEK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8) Know number names and the count sequence. MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Compare numbers. MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.[1] MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Classify objects and count the number of objects in each category. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Writing numbers to 50. What you can do at home: Practice counting to 120 every night and practice writing numbers to 50. Discuss that a penny equals 1 cent and practice counting pennies with one to one correspondence. Discuss that a dime equals ten cents and that we can trade ten pennies for a dime. Practice counting dimes by 10’s. For a challenge, put dimes and pennies together and have students count. Find objects around the house and compare groups-which group has the greatest amount? Least amount? Do any groups have an equal amount? Practice decomposing numbers into tens and ones. - In writer’s workshop, we will continue our next narrative unit. We will discuss what makes writing easy and hard to read. We will review beginning with an introduction (one sunny morning, one rainy afternoon, one snowy night, etc.) and making sure we include who, what, where, how you felt, and speech bubbles. We will also continue to work on using transition words in our narrative writing and including a conclusion page-ex. I had so much fun going to the beach! Please see charts below: What you can do at home: have students practice sounding out words and writing down the sounds they hear on paper and draw pictures with details and label their pictures. You can also remind students that when writing, the first letter in a sentence is uppercase and the rest is lower case, there are finger spaces between words, and periods at the end of sentences. We will continue to work on this in class. - In reading, we will begin our 3rd reading unit of study- superpowers! This is my favorite unit and students love it too! This week we will focus on pointer power and reread power. For pointer power, we will use our pointer fingers to point under each word as we read. We will discuss that as we are pointing, each word only gets one tap even if it is a long word(a kryptonite word!). As we are pointing we will focus on making our fingers and the words match. Also while we are using pointer power we will be on the look out for snap words (sight words). Finding sight words as we are reading and pointing can help us keep track of our reading to make sure our words are matching what we are pointing to. For reread power we will work on re-reading if it doesn’t look right, sound right, or make sense. We will be using the book “Brown Bear, Brown Bear” several times during our mini lesson this week. If you have this book at home you can have your students use pointer power with this too! What you can do at home: Have students choose a book and write labels on sticky notes for pictures in their books for how the characters are feeling, what something looks like, and what is happening, etc. During reading groups, we will be reading instructional level texts and using strategies to help us decode words. Here are the strategies we are using: Hint: You can copy and paste this into a word document, make it bigger, and print it out for students to use at home.
What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -For phonics we will review all previously taught letters and sounds and discuss the letter and sound of y and digraph th. You can practice these letters and sounds at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, we will continue talking about symbols that represent Thanksgiving. We will also begin to discuss symbols and colors that represent ourselves in preparation for making our personal crest next week. For instance if a student loves playing football, family, and painting, they could use the symbols of a football for football, a heart for family, and a paintbrush for painting. At home, you can discuss different symbols you see when you are out and what they mean. You can discuss how symbols show information and if symbols mean the same thing to everyone. Would people in other countries understand what these symbols mean? Why is it important to understand symbols? What positive character traits do you display? Why? -We will continue our 2nd IB unit. Transdisciplinary theme: Who We Are Central Idea: Symbols show information. Lines of Inquiry: Symbols and people that represent our country (perspective) Symbols and people that represent countries around the world (perspective) How positive character traits can shape an individual ( reflection/ responsibility) Key Concepts: Perspective, Reflection, Responsibility Related Concepts: Beliefs, Interpretation, Values Transdisciplinary skills: * Thinking Skills- Comprehension * Communication- Viewing. Students will have multiple opportunities to view symbols through different types of media and interpret the information they learned. * Social Skills- Cooperating. Students will have to work together to research one country and then to present together the information they learned to other kindergarten students. Attitudes: Creativity, Appreciation, respect Learner Profile: Thinker, open-minded, caring What you can do at home: Discuss the learner profile words of thinker, open-minded, and caring and the attitudes of creativity, appreciation, and respect and how students can display these in their community. November Cookies for Character- I will be looking for students who demonstrate the learner profile of reflective. The Learner Profile is: Reflective As always, please let me know if you have any questions! Alexis Frank Hi Parents!
I hope you are enjoying your weekend! Here is what is going on in class this week:
-Please make sure students are practicing sight words and word families daily. Feel free to move ahead using the sight word lists I sent home. Sight words: this, look, for (and review previously taught sight words) Word Family: -od; rod, sod, pod, cod, etc. (Review: -at, -ap, -am, -an, -ad, -ot, -og) What you can do at home: Write sight words on flashcards and have students identify them or make a memory game. Have students practice writing words with the word families we are learning. -In math we will continue our 2nd math unit on decomposing, composing, and comparing numbers. Students will practice showing numbers on ten frames using pennies and writing the equation to go with it. For example, if I tell students I have 10 and 8 more, they will use pennies to show 18 on the ten frames and write the number sentence 10+8=18. We will discuss that pennies are worth one cent and we can count these by ones. We will also begin comparing numbers. We will use the vocabulary words greater than, less than, and equal to. I will introduce students to the comparing symbols and we will learn that the “alligator” eats the bigger number. Students will play fun partner games with dice and cards to practice comparing numbers. Work with numbers 11–19 to gain foundations for place value. MGSEK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8) Know number names and the count sequence. MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Compare numbers. MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.[1] MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Classify objects and count the number of objects in each category. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Writing numbers to 50. What you can do at home: Practice counting to 120 every night and practice writing numbers to 50. Discuss that a penny equals 1 cent and practice counting pennies with one to one correspondence. Discuss that a dime equals ten cents and that we can trade ten pennies for a dime. Practice counting dimes by 10’s. For a challenge, put dimes and pennies together and have students count. Find objects around the house and compare groups-which group has the greatest amount? Least amount? Do any groups have an equal amount? Practice decomposing numbers into tens and ones. - In writer’s workshop, we will begin our next narrative unit. We will discuss what makes writing easy and hard to read. We will review beginning with an introduction (one sunny morning, one rainy afternoon, one snowy night, etc.) and making sure we include who, what, where, how you felt, and speech bubbles. We will also continue to work on using transition words in our narrative writing and including a conclusion page-ex. I had so much fun going to the beach! Please see charts below: What you can do at home: have students practice sounding out words and writing down the sounds they hear on paper and draw pictures with details and label their pictures. You can also remind students that when writing, the first letter in a sentence is uppercase and the rest is lower case, there are finger spaces between words, and periods at the end of sentences. We will continue to work on this in class. - In reading, we will finish up our 2nd reading unit of study. We will continue to practice looking carefully at the cover of our books, point under the words in the title and read them, and look carefully at the whole picture and then tell the story to match the picture. Our mini lessons will focus on working with partners to go back and re-read the labels we have made for the pictures in our books. We will also practice marking pages in our books with a sticky note that we have questions about or read something interesting and want to share with our partner. We will also practice stopping to think about the character. We can ask ourselves questions like, ‘Why are they doing that? Or How do you think he’s feeling? Or What do you think she will do next?’ We will continue to work in guided reading groups and students will work on building their reading stamina independently and work on IRead. Next week we will begin our 3rd reading unit of study on reading superpowers! What you can do at home: Have students choose a book and write labels on sticky notes for pictures in their books for how the characters are feeling, what something looks like, and what is happening, etc. During reading groups, we will be reading instructional level texts and using strategies to help us decode words. Here are the strategies we are using: Hint: You can copy and paste this into a word document, make it bigger, and print it out for students to use at home.
What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -For phonics we will review all previously taught letters and sounds and discuss the letter and sound of w and digraph wh. You can practice these letters and sounds at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, we will continue our unit on identifying and explaining the meaning of American symbols (statue of liberty, American flag, liberty bell, etc.) This week we will talk in depth about the American flag and the Star Spangled Banner. We will also begin talking about symbols that represent Thanksgiving. At home, you can discuss different symbols you see when you are out and what they mean. You can discuss how symbols show information and if symbols mean the same thing to everyone. Would people in other countries understand what these symbols mean? Why is it important to understand symbols? What positive character traits do you display? Why? -We will continue our 2nd IB unit. Transdisciplinary theme: Who We Are Central Idea: Symbols show information. Lines of Inquiry: Symbols and people that represent our country (perspective) Symbols and people that represent countries around the world (perspective) How positive character traits can shape an individual ( reflection/ responsibility) Key Concepts: Perspective, Reflection, Responsibility Related Concepts: Beliefs, Interpretation, Values Transdisciplinary skills: * Thinking Skills- Comprehension * Communication- Viewing. Students will have multiple opportunities to view symbols through different types of media and interpret the information they learned. * Social Skills- Cooperating. Students will have to work together to research one country and then to present together the information they learned to other kindergarten students. Attitudes: Creativity, Appreciation, respect Learner Profile: Thinker, open-minded, caring What you can do at home: Discuss the learner profile words of thinker, open-minded, and caring and the attitudes of creativity, appreciation, and respect and how students can display these in their community. November Cookies for Character- I will be looking for students who demonstrate the learner profile of reflective. The Learner Profile is: Reflective As always, please let me know if you have any questions! Alexis Frank |
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May 2021
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