Week in Review: Pilgrims and Native Americans

Poem: Oh Rainbow Fair
Sight Words: are, now

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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.







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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.







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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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Week in Review: Nocturnal Animals (Bats)

Poem: My Eyes Can See
Sight Words: my, come


Reading: This week, we introduced a new comprehension strategy: Compare and Contrast Within and Between Texts. When we compare and contrast we use words such as alike and different. When comparing within a text we look at different characters within the story. Like when reading Stellaluna, we talked about how Stellaluna was the same and different from the birds she met. When comparing and contrasting between 2 different texts we talk about how the 2 stories are the same and different. For this we used class favorites, "Don't Let the Pigeon Drive the Bus" and "Don't Let the Pigeon Stay up Late". We used a Venn Diagram to show how the 2 books were the same and different. This can be a tough strategy for some, so it is great practice to talk about books that you have read at home. Don't forget to talk about how characters are the same and different within the same story and how 2 different books are the same and different.

We also introduced a new iPad app during reading this week; QR Code. Students learn how to select the correct app and scan the QR code inside of a book. They then are able to listen to the story being read aloud to them. The kids love choosing 2 books of their choice to listen to reading on the iPads. 





Writing: During Writer's Workshop we talked about True Stories. We used the True Stories anchor chart to discuss the important parts of a true story. We talk about how we love to write about lots of things that are make believe like dinosaurs and superman, but there are times when we need to write a true story. A true story is about something that really happened to us. We also talked about the 3 things a true story needs: who the story is about, where the characters are, and what did the characters do. We began writing our own true stories this week in the form of a 3 page book. On the first page we wrote who the story was about, the second page talked about where the character was (the setting), and the last page told the reader what the character did. Encourage your child to write a 3 page true story at home! It is so much fun to write about something that you did!

Math: During math this week we focused on the story of (a number). We started with 1 and finished with 5. This is a great start to addition, which we will get to next week. The story of 1 breaks down the different ways to make 1. We make a poster for each number and talk about how there is more than one way to get that number. We used counters during the week to show the different ways. Below shows the story of 3. We all say together each way to make 3. For example the first way is 3 and 0. We say 3 and 0 make 3; with our counters we have 3 counters in one circle and none in the other. For 2 and 1, we say together 2 and 1 make 3, showing 2 counters in one circle and 1 counter in the other.

Content: This week and next week we are talking all about nocturnal animals. We watched a video earlier in the week that explained that nocturnal animals are animals that are awake at night. It also showed us a variety of animals that are considered to be nocturnal. After learning a little bit about nocturnal animals in general, we finished out the week with an emphasis on bats. Since halloween was just 1 week ago, we talked about bats and how they are nocturnal animals. We also used our reading strategy to talk about the differences and similarities among bats and birds from the story Stellaluna. On Friday we completed a bat craft that was lots of fun.

Other: This was the first week for our Take Home Reading Bags. The kiddos were so excited to take these home on Monday! Inside each bag are 3 on level books, a Reading Log, and a Reading Reference Sheet. The Reading Reference Sheet is there to help you as your child reads to you. It helps as you determine how to help them when they need help and what questions you should ask during and after reading the story. Each week the reading bag will go home on Monday and is expected back on Friday with everything still in the bag. If books are not returned on Friday, then your child will not receive new books on Monday. The Reading Log is for you to track what books your child has read. In the first column under week, you should write 1. Moving right one column is books, list the books your child read that week (all in the same box). In the last column is a place for comments. Write down how your child read the books. Were any books especially difficult for your child to read? Could they read the sight words fluently within the text? Were they able to tell you about the book after they read? I look forward to the comments as I choose the next selection of books for your child.