In reading, we have been working on
-asking and answering questions in a story. In fiction text, that means being able to answer questions such as who is the story about? Where does the story happen? What happens at the beginning of the story? What happens at the end? In non-fiction text, that would look like asking a question you want to know before you start reading, and seeing if the question is answered in the text. If it isn't, a student should be able to tell a fact they learned about the topic of the text. For example, I didn't find out if panda bears can run fast, but I did find out they eat bamboo for up to 12 hours a day.
You can support this objective at home by talking and asking questions about what you are reading each night.
-breaking apart words into parts, or syllables, then using the syllables to blend into a word
For example, alligator has 4 syllables and tractor has 2 syllables. There are many ways to determine how many syllables there are in a word, but the most common way is to clap it out (/al/ /li/ /ga/ /tor/) or use 'robot talk' (/tra/ /tor/). When blending syllables into words, we would say /mo/ /vie/. What word would I made if I put those syllables together (movie)? You can support this at home by making a game out of breaking words into syllables and blending them back together. For example, how many syllables does the word mommy have in it? /mo/ /mmy/ (2). Or say what word would I make if I put these syllables together? /da/ pause /ddy/. That's right, Daddy!
You can support this objective at home by talking and asking questions about what you are reading each night.
-breaking apart words into parts, or syllables, then using the syllables to blend into a word
For example, alligator has 4 syllables and tractor has 2 syllables. There are many ways to determine how many syllables there are in a word, but the most common way is to clap it out (/al/ /li/ /ga/ /tor/) or use 'robot talk' (/tra/ /tor/). When blending syllables into words, we would say /mo/ /vie/. What word would I made if I put those syllables together (movie)? You can support this at home by making a game out of breaking words into syllables and blending them back together. For example, how many syllables does the word mommy have in it? /mo/ /mmy/ (2). Or say what word would I make if I put these syllables together? /da/ pause /ddy/. That's right, Daddy!
In writing,
we have moved on from
-Thinking and Writing like a scientist. In this genre, we picked objects from nature and wrote about them according to their physical properties. For example, "This is a gem. It is purple. It is smooth. It is sparkly."
This week, we have introduced the genre of pattern books. That is, books that start the same way on each page. For example, "I can swim. I can run. I can slide."
In each genre, we continue to focus on
-starting each sentence with a capital letter
-using spaces between words
-sounding out most sounds in unknown words
-using a period at the end of each sentence
-proper letter formation
-using a period at the end of each sentence
-proper letter formation
-using sight words in our writing
*as of today, the sight words we have learned are: a, is, I, see, the, this, and, it, can
Ask your child to show you the gestures for these words. You can practice more words using the sight word list from your child's November homework.
Ask your child to show you the gestures for these words. You can practice more words using the sight word list from your child's November homework.
In math, we have been working on:
-adding one more to a group of numbers
-taking away one less to a group of numbers
the goal is to further solidify the understanding of number sense to where the kiddos would not have to recount. For example, if I had a group of 5 and added one more ( X X X X X X)
I would NOT want a child to recount and say one, two, three, four, five, six, but instead count on from 5 and say 6 (although this does take time). The same is intended if we take away a number from a group (X X X X X take away 1). I would want a child to mark out one of the Xs and say 5 take away 1 less is 4.
Do you feel like your child has a firm understanding of number sense through 10? Trying extending their learning doing this same skill with a number in the teens, or a number in the 30's.
the goal is to further solidify the understanding of number sense to where the kiddos would not have to recount. For example, if I had a group of 5 and added one more ( X X X X X X)
I would NOT want a child to recount and say one, two, three, four, five, six, but instead count on from 5 and say 6 (although this does take time). The same is intended if we take away a number from a group (X X X X X take away 1). I would want a child to mark out one of the Xs and say 5 take away 1 less is 4.
Do you feel like your child has a firm understanding of number sense through 10? Trying extending their learning doing this same skill with a number in the teens, or a number in the 30's.
-comparing groups and numbers to determine which is more, less, and equal
At the beginning of the year, we focused on comparing groups of numbers. However, now, we are focusing on comparing the numbers themselves. For example, which is more? 4 or 9? Which is less? are they equal? In addition, we are proving their responses (9 is more than 4, 4 is less than 9, they are not equal) by drawing pictures to represent their responses.
You can support this objective at home and/or extend your child's learning by comparing number sin the teens.
At the beginning of the year, we focused on comparing groups of numbers. However, now, we are focusing on comparing the numbers themselves. For example, which is more? 4 or 9? Which is less? are they equal? In addition, we are proving their responses (9 is more than 4, 4 is less than 9, they are not equal) by drawing pictures to represent their responses.
You can support this objective at home and/or extend your child's learning by comparing number sin the teens.
Early Release Reminder
Mark your calendars....This Friday, November 7th is an early release day
Book Fair Information
Our book fair will be up and running starting tomorrow. Our class will have a preview day, where they can browse the books and write down what they want, as well as a day to purchase books. The preview date and book purchase date are forthcoming. I will email with them ASAP.
Pumpkin Day
Last Wednesday, we celebrated Pumpkin Day.
We used a pumpkin's physical properties to think and write like a scientist. When the kiddos felt the inside of the pumpkin, they described it as gooey and wet!
We created our very own book to practice sight word identification and one to one reading correspondence (pointing to each word as we read).
And lastly, we had some yummy fun and made some pumpkin fluff dip:-)
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