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Week 5 Apples (Fiction and Nonfiction)

September 16, 2019 by Miss Morrison

This week we will be learning about apples through a nonfiction text as well as enjoying the story of 10 Red Apples (which has the delightful repeating phrase “fiddle-dee-fee” in it).  We will continue our exploration of fiction and nonfiction as types of text (this is an endeavor we continue throughout the year). We will also be examining how the different parts of the book (front cover, title page, and back cover) help us get our brains ready for what we are going to be reading.

We will continue our work on identifying rhymes. A fun song we used to help us hear rhyming word pairs is Jack Hartman’s Make A Rhyme, Make a Move song. Click the link to check it out- warning it may get stuck in your head ? The  motions from the video are the motions we use in class when thinking about rhyming words.

We will also continue our writing work. This week’s writing will focus on describing what we notice about apples and being very thoughtful about the words we choose and the way we order the words in our sentences.

In math, we continue to work on truly understanding the relationship of amounts with numerals- with our focus stretching to include 4 and 5.. We will be adding an emphasis on correct number formation when writing.

We will be meeting our final Tribble- Appreciations, while learning about the concept of Bucket Filling. Essentially, “the concept of being a bucket filler comes from Carol McCloud’s Book Have You Filled A Bucket Today?  and stems around the idea that everyone carries around an invisible bucket that throughout the day is being filled by the kind things that you do for others or that others do for you.  A bucket filler is someone who is showing positive character traits (kind, considerate, caring, respectful) and is being a responsible citizen. When our buckets are full, we feel happy and when our buckets are empty we feel sad.” (from https://sites.google.com/site/wearebucketfillers/parent-letter) When we do something that saddens or hurts another person, we are dipping into that person’s bucket. We strive to avoid being bucket dippers and to fill others’ buckets as often as we can.

PAPERWORK IN BINDERS

Please make sure that you are clearing out your child’s binder on a regular basis. I know nightly may not be realistic, but once a week would be helpful in keeping your child’s binder more manageable. Your child is often the one to add papers to their folders and it becomes difficult for them to do so when there are several pages already in there. You may also miss important papers or deadlines if you are not checking it frequently. 

ALPHABET CARDS

Your child is accomplishing an amazing amount of learning and growth week in and week out. I am constantly impressed with what these students do!

We are looking to get the students to recognize and use the letters and sounds fluently so even after they are able to identify them, we want to increase the smoothness with which they can use them to read and write. Practicing the letters out of order and in games is very helpful.

I will be sending home some flashcards this week that may be used for a variety of games such as Memory and Go Fish.

Some tips:

* Have your child identify both the letter name and sound of each letter [as in: the letter (“a”) and its primary sound (/a/ as in alligator)].

* You may want to reduce the number of letters that are used during a game. You can increase the amount overtime as your child seems ready.

* Include some letters your child is more familiar with as well as some that are a little trickier to avoid the game becoming frustrating.

–some typically tricky letters are the vowels (a, e, i, o, and u- their sounds tend to sound the same to young ears), w, y, c (their letter name does not lend itself to its primary sound as many other letters do), and b/d (They look very similar. The little saying: The bat hits the ball /b/ /b/ “b”. The doorknob opens the door /d/ /d/ “d”. can be helpful in getting students to distinguish the two. Q and x are just weird and may need a little extra practice.

* Use the zoophonics song and motions to help anchor your child to the letters when they are struggling to remember. Prompts such as “Try singing the animal friend song for that one”, “Let’s see if Missy Mouse can help you remember”, or “Let’s sing that one together” are helpful.

* One set of the cards can also be laid out in alphabetical order and then your child can sing the alphabet song while touching each letter.

SEPARATE SNACK AND DRINK

I know they may sound like strange requests, but your child really does need a snack packed separate from their lunch and a drink other than their classroom water bottle for lunchtime. If a child does not have a snack packed separately, they have to take time each morning to remove an item from their lunchbox to place in their snack pocket. This interrupts the flow of children putting their things away and reduces the time they have to participate in our morning activity. Water bottles are stored in a different place than lunchboxes and are not accessible to children during the lunch hour. Students who do take their classroom water bottle to lunch, often misplace it or have to leave the room to go fetch it, if our lunchbin has not yet been brought back. Thank you for your help in making our classroom run as smoothly as possible.

HOMEWORK

Reading: 

10 minutes each night. Reading can include reading stories, the poems in the binder, and working on alphabet sounds and letter names. I strongly recommend having your child sing and act the Zoo Phonics song with you. These animals serve as fun anchors to the all important letters and sounds that we use so much!

Math:

Remember, math should be done for 10 minutes.

A strong foundational understanding of amount is very important for Kindergarten students. This week, the bulk of our math time will be built on really solidifying the knowledge of 1, 2, and 3. We want these numbers and amounts to become things the children are able to recognize instantly and work with easily. 

Your child can work on any objectives 1-12 in Skill Section B. Numbers and counting up to 5. Repeated practice and skill mastery is what we are aiming for.

Optional math extension: Count small objects with your child. Have them move each object as it is counted. Have them count as high as they can. Some ideas for objects are cereal, pennies, tiny toys (Shopkins or Hot Wheels or LEGO pieces or whatever your child has a bunch of). You can add in comparing groups to see which has more and which has less/fewer.