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Week 10- Goats

October 20, 2019 by Timbra Vaughn

Our theme this week will be Goats.

We will be adding another comprehension skill to our repertoire- retelling. This is a very important skill for students to develop.  We have some traffic light cues that help us remember to talk about the three parts of a story.

     Green: Beginning- This is where we meet our character and get to know them a little bit. We also take note of the setting.

     Yellow: Middle- This is where we often discover the character’s problem. We slow down to think about the different ways the character tries to solve the problem and/or note how things may get worse before they get better. We are really thinking about the events that take place. (This is the meatiest part of the retell.)

     Red: Ending- This usually involves how the character’s problem gets solved. Sometimes, there may be a cliffhanger left to leave the characters open to another adventure (story).

     We note character’s feelings and actions throughout the story.

We will be practicing our retelling skills by acting out the story of The Three Billy Goats Gruff.

We will also use retelling skills to share what we learn from nonfiction texts. This, of course, looks different from a retelling of fictional stories and requires us to really think about what an author wants us to be learning about. We will be using the informative book Goats are Great.

While we have been writing and reading we have we have found that there are times our letters are not making the sounds we expect them to make. When this happens it is because there is a “grown up reading and writing secret” in action in that word. We are becoming such strong thinkers that we are ready to start learning some more of these “secret stories”! We have a special wall in our room that displays visual reminders of these tricky letters and what they sometimes do. This week we will be learning about the sounds /sh/, /th/, and /ch/.

In phonemic awareness, we will work with syllables.  Our children will listen for the syllables and be able to divide spoken words into syllables.  Additionally, they will be able to listen to words given in syllable form and blend the syllables to tell what the word is.  To introduce this concept we will use their own names.

In writing, we will be continuing our work of answering questions to get to know each other better. This work will also be extending into our partnership with 8th grade as we will be interviewed by our buddies as the foundation for our collaborative poster.

In math, we continue the important work of creating a really strong number sense foundation.

Last week, the students made a take home math song- 10 Crows. This song helps reinforce counting and language skills. Plus, it is simply fun to sing!

On Monday, students will be participating in another STEM building challenge. This time they will be building bridges to hopefully withstand increasing amounts of weight.

Paper books in binders can (and should) be taken out and added to your child’s “in home library”. Please also make sure you are culling the papers from your child’s folder/binder on a semi-regular basis.

HOMEWORK

Reading: 

10 minutes each night. 

Reading should include a variety of the following activities

– reading stories (your child should at times be the reader and at other times be the listener)

– reading the poems in the binder

– working on alphabet sounds and letter names (students have mastered sounds and names should be shifting this practice time to noticing these within their own reading and writing)

– sight word games/practice.

Math:

10 minutes each night.

Your child can work on any objectives 1-14 in Skill Section C. Numbers and counting up to 10. If your child seems pretty solid with those, feel free to have them spend some time on objectives in Skill Section C or another area they seem interested in. Repeated practice and skill mastery is what we are aiming for.

Our school’s homework focus for math is math facts. At this point of the year, for our students this is recognizing numerals 0-10 and their corresponding amounts. Students should also be strengthening their ability to write these numerals clearly.

The use of traditional card and board games is a very fun way to go. Your child can also count and sort various items from around the house. An important concept we are working on is “one more”. Building towers or collections that gradually get larger and labeling them with the corresponding numerals can be a fun way to practice these important skills.

You can also take the cards 1-10 out of a deck of cards and have your child build sets of objects to match the card they pull. If you both pull and build, you can them add in the additional step of comparing the amounts.