Sight Words: are, now
Reading: This week we introduced a new comprehension strategy: respond to questions about the story. This is an important strategy that you can practice at home when reading with your child. Ask questions like, Who is in the story? Where are the characters? What happened on the last page? We practiced the strategy throughout the week and even practiced with a partner. When reading a story I would stop periodically and I would have student turn to person next to them and ask them a question. The other person would have to respond to their question.
We also introduced a new word family this week, the -ot word family. We do a variety of activities surrounded around the word family each week, but we always start by making a list of words that belong in the -ot family. We also do Word Search Wednesday where students look for -ot words in the word search puzzle. And typically on Thursday we go on a word hunt. The video below shows what a word hunt sounds like. It is a great way to practice blending words, which is a 2nd nine weeks report card skill.
There was another choice introduced to add to word work this week. It is called Roll a Sight Word. Students take a red basket where a clipboard that papers are attached, markers, and a dice are located. Students start by rolling the dice and writing the sight word under that number on the paper. The first week was a huge success.
We also had lots of readers who moved up a level on RAZ-Kids! So proud of all the reading that is taking place at school and at home!
Writing: This week we talked about what makes writing easy and hard to read. I shared 2 writing pieces that said the same thing but looked different. Wee talked about what made one easier to read than the other. After discussing reasons why one was easier to read, we wrote them down on our poster. We included things like using meatball and spaghetti spaces, making the picture match the words, and sounding out as many letter sounds as we can.
Students also helped write the second page of a true story. I showed them a true story I was writing with words and picture on the fist page but no words in the second page. The first page said, "Me and my family went on a trip." I then showed students the picture on the second page and asked what I should write. They had dry erase boards that they wrote the sentence down as well, working on writing all parts to a sentence and stretching out unknown words. This also helped students remember what should go on the second page of a true story; which is where the characters are.
Math: This week we worked in addition within 5. We added a new choice to math by myself and a new choice to math with someone. At math by myself students sit near the story of posters and use the number bracelets to write down the story of's on their paper. For math with someone students show their partner addition flash cards. Students can use a number line or cubes to figure out the answer until they become more fluent.
Content: This week we learned about pilgrims and Native Americans. We watched videos, read books, and worked on crafts throughout the week. One day we used a Venn diagram to discuss the difference between pilgrims then and what we do now. For example pilgrims would trade for things, now we buy things when we need them. On Friday we talked about how Squanto taught the pilgrims how to fish and grow food. We then thought about what we could teach a friend and wrote that down on our Indian corn craft. One student said they could teach a friend how to ride a bike and another student said they could teach a friend how to do a flip.
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