Poem: Turkey in the Barnyard Sight Words: she, you
Make sure you are practicing the sight words that are coming home. The ones your child should know at this time include:
I
a
see
the
can
we
is
at
to
me
it
look
up
my
will
have
do
has
had
got
his
she
you
Comprehension Strategy: This week we focused on the skill Check for Understanding. This is when we stop and think about what we read. We ask ourselves questions like "Who is in the story?", "Where are they?", "What just happened?", and "When did it happen?" If students are unable to answer these questions, we use strategies to help us understand like reread and use clues in the book. Each kiddo has a bookmark that they have in their book box while reading to help them check for understanding.
Accuracy: This week we learned about asking and telling sentences. We started the week off by learning about the 2 different punctuation marks and explaining the differences in each type of sentence. We then practiced identifying each type of sentence with the Turkey Gobbler. The Turkey Gobbler gobbled up the ending marks and we had to determine the missing punctuation. We also practiced with 2 sided cards and held up the ending mark that matched the sentence said aloud.
This week in writing we focused on adding our final details for our stories. We learned how to make a cover page and add finishing touches to be ready to publish our stories.
Vocabulary: This week our word was add. Add is when you put things together. This week we continued adding and using our number bonds to show the many ways to make numbers 6-10. Students counted out the correct number of counters then divided into 2 groups on their number bond to describe a way to make that number.
Content: This week students took time to learn about the Pilgrims and Native Americans. We started the week by learning about the Mayflower and we created our own sailing across the ocean. The remainder of the week we created our outfits and accessories that we will wear at our feast on Tuesday.
Make sure you are practicing the sight words that are coming home. The ones your child should know at this time include:
I
a
see
the
can
we
is
at
to
me
it
look
up
my
will
have
do
has
had
got
his
Comprehension Strategy: This week we focused on the skill Analyze Characters. When we do this, we recall characteristics of the character within the story by describing what they look like on the outside. We also describe how they felt on the inside. We did this a variety of ways. We used a poster to show the difference between inside and outside characteristics to introduce this concept. We started by reading "The Very Stuffed Turkey" and writing down his outside characteristics and inside.
Then we used emoji faces to describe how the characters felt in the story "Pumpkin Soup".
Accuracy: This week we brainstormed works in the -ig family. We
watched our -ig video.
wrote words that end in -ig.
wrote the beginning sound to words in the -ig family.
This week in writing we focused on adding labels to our pictures and detailed colors. We used a pre-made picture to label as a class. Then we went back to our writing spots and worked on using a variety of colors and coloring in the lines.
Then we learned about adding details. We used the Mystery Box to ask questions about what was inside. Students asked questions like "Is it round?", "Is it black?", "Is it bumpy?" Once they had enough details they guessed the object. We then talked about how these details are important in our drawings. I modeled then how to add the details of the pencil that was inside the box in my own drawing.
Vocabulary: This week our word was number bond. A number bond is a picture that shows addition. Throughout the week students used counters and a number bond to help articulate ways to make numbers 1-5. Content: This week we finished up our nocturnal animals unit. We spent time learning about owls this week. We determined if each statement was a fact or opinion, then we created our own owls using cupcake wrappers. We finished the week by learning about owl pellets. We practiced looking (playdoh) pellets. Students found skeletons to figure out what animals the owl ate.
Make sure you are practicing the sight words that are coming home. The ones your child should know at this time include:
I
a
see
the
can
we
is
at
to
me
it
look
up
my
will
have
do
has
had
Comprehension Strategy:This week we learned how to make a mental image while listening to a story. This is when we listen to the words and think about how the illustrator made the page look like in our heads without seeing the picture. We use the words "visualize means to take a picture in our head". This helps us think and understand what is happening in a story. To introduce this skill I showed the kids a box and described what was inside the box. They had to visualize and raise their hand when they thought they knew. I then had a kiddo come and feel the object and help describe the object. To practice this skill later in the week we listened to the poem "Big Green Giant". I read the poem the first time, the second time students drew the picture as I read again.
Accuracy:This week rhymed with the -et word family. We also introduced Stretchy Snake when we did our Word Hunt this week. Stretchy Snake is a strategy that helps remind us to stretch the sounds we hear and blend them together to read the word. Throughout the week we:
listened to our song.
brainstormed a list of words.
read words by going on a word hunt.
wrote the beginning sounds to words using Write the Slide.
Vocabulary: This week for vocabulary we read the bookStellalunaand learned about the following words: swooped, clumsy, anxious, peculiar, limp, and clutched.
This week we learned the importance of labeling. A label is something we add to our picture to show the reader what is in the picture. We do this by adding the beginning sound of the object and writing it next to the object in our picture. This week we labeled our classroom and a page in our wordless picture book. Students then went out and also practiced labeling their story.
Vocabulary: This week our words were cube. cylinder, cone, and sphere. We learned how many vertices and faces each shape had and the difference between 3D shapes and 2D shapes - 2D shapes are flat!
Throughout the week we made our "What Does the Shape Say?" chart. Students were reminded how many faces and vertices make up each 3D shape. On Wednesday they chose a shape and made it into a fox shape. They had to circle the number of vertices and faces. We also had fun by dancing to the song "What Does the Fox Say?" We also sorted pictures into each shape. Some were pictures of a box which is a cube and others were pictures of a basketball which is a sphere. We finished the week with a food shape sort. We talked about 2D shapes and 3D shapes and the difference between them. We took each food item and talked about if it was a 2D or 3D shape and which one by placing it on the shape on our food mat.
Content: This week we began learning about nocturnal animals. Nocturnal animals are animals that are awake at night. We started the week by watching a video and reading a book about nocturnal animals. Then we used pictures of animals and determined if they were nocturnal or diurnal. Throughout the week we continued learning about bats. We learned that bats live in caves and made our own caves using paper cups.
SEL (Social Emotional Learning): Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. This week we finished our unit on friendship. We stared the week by reading an Elephant and Piggie book about sharing with a friend. We then practiced "sharing ice cream" with a friend. We talked about how a friends share. We then got the feel and pass around sand paper and a cotton ball. We talked about the difference in how both felt on our skin. We compared these items to words we use. Cotton ball words make us feel good, however sand paper words hurt our heart and do not feel good.
