Language Arts
In reading, we have been working on identifying the story elements (character and setting) in fiction books. Ask your child to show you our gestures for character and setting. You can support this goal by asking your child to identify the character and setting in their favorite story. Heck, you can even ask them to identify the characters/setting in their favorite TV show!
We have also been working on phoneme segmentation (being able to break a word into basic sounds) and nonsense word fluency (sounding out and reading made-up words). Your child will be assessed on these objectives at the end of the quarter with the goal for phoneme segmentation being 20 words a min and the goal for nonsense word fluency being 17 words a minute. You can support mastery of this objective by completing at least one phoneme segmentation activity and one nonsense word fluency activity a week from our reading homework.
In Letterland this week, we got to know more about Impy Ink (that's the letter I for all you adults who have not been to Letterland) and the sound he makes. In addition, we have been using the 'roller coaster trick' (using our shoulder, elbow, and wrist) to sound out CVC (simple 3 letter words made up of a consonant letter, vowel, and consonant letter).
Sight Words: come, from
As always, ask your child to show you our gestures for these words. As you know, the amount of sight words your child can read corresponds positively to the books they can read independently. To support this goal, ask your child to name all the sight words they can identify in a toy catalogue. If they name a specific amount (you can set an achievable goal), tell them you will put in a good word with Santa/grandma/grandpa about a special toy they want....just an idea:-)
In writing, our focus is on creating 'pattern books'. That is, creating books that use the same language pattern (usually consisting of sight words) on each page. This week, we created books using the pattern, "I like to...".
Math
In math this week, we are working with numbers 11-20. Specifically,
-identifying and correctly writing numbers 11-20
-creating groups that represent numbers 11-20 using our tens frame
For example the number 16 would be XXXXX. XXXXX
XXXXX. X
-decomposing numbers 11-20 into a group of ten and some extra.
For example, using the tens frame above, 16 would be 10 and 6 extra make 16 or 10 and 6 are partners that make 16.
Homework
I apologize for not sending homework home on Friday. Although our homework doesn't officially start until Monday, I hope it did not cause any inconvenience at home.
Also, just a quick thank you for everyone who remembers to send in your child's HOMEWORK BAG each and every Friday.
The Most Wonderful Volunteers
I just want to take a moment and thank the wonderful moms who help our class each and every week. They do everything from pulling small groups of kids to help them master various skills, to doing the down and dirty job of organizing/preparing all of our 'paperwork' .
Jessica Clem- thank you for putting our homework together every week. Lord knows it is not an easy job and I am so thankful you come in every week to help.
Meg Yancey- thank you for helping our kiddos master number recognition, number counting and all things math. Thank you also for volunteering to come in on Pumpkin Day. It literally would not have happened without you.
Stacy Kozlowski- thank you for pulling small groups and helping our kiddos master phoneme segmentation and nonsense word skills. Thank you also for coming in for our Pumkin Day. It literally would not have happened without you.
Whitney Tribble- thank you for ripping out/putting together all of the math pages for the kiddos each and every week.
Becky Melton- thank you for keeping our parents in the loop by sharing all things PTA.
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