A look at our learning...
Fundations: this week we learned the letter name, sound and correct formation for lowercase s and d. We discussed how b and d look similar, but b is a sky line letter and goes down first when we write it and d is a plane line letter and goes over first when we write it. It is common for Kindergarteners to confuse b and d and is nothing to worry about at this point. Reversals should be corrected by the end of FIRST grade, so they still have time.
Please use these verbal prompts when helping your child form their letters:
d-over, around, up, down (or we learned we can also say "c turns into a d" because if they can write a c, they can turn it into a d)
s-over, around, curve
Shared Reading/Science: our big book this week was called What Do Animals Need? We learned about a Table of Contents, bolded words in the text and discussing the main event and key details in the text. We learned more about what animals need to live, including oxygen. They thought it was pretty cool to learn a big word like oxygen! Ask your child to tell you what oxygen is!
Mr. Jay found a tiny snake in the 3rd grade hallway this week. Before releasing it he shared it with Kindergarten since we are learning about living and non-living! The kids thought it was pretty cool! Notice that Ms. Concannon didn't touch it lol!
Writing Workshop: we are learning how to add words, in the form of labels, to our stories. To adults, it might be confusing as to why labeling is important, but it is a stepping stone to writing sentences and stories! First, a child must be able to verbally tell a story (which they can all do), then they must be able to legibly draw a picture to match their verbal story (still working on this) and labeling comes next. The labels help tell the story. Once they are experts at this, we can move onto actual sentences. Even a sentence in Kindergarten is considered a "story."
Check out the poster below! The class helped me label it by sounding out words!
Ask your child what they wrote about this week. We write about real things we do in our lives and not made up stories. Things such as going to the store with mom, riding their bike after school, going to the ARC to swim, etc.
Daily 5 Workstations: this week we began Daily 5 workstations. This is a time when students will rotate through centers with a partner. I like to call them workstations, rather than centers, because it reinforces that they are working and learning and not just playing. During this time they will work on literacy activities to reinforce reading and writing skills learned in the classroom. Right now the workstations are pretty simple as our goal right now is to stay at our center and use a whisper voice. We will eventually work our way up to going to 3 workstations a day. Once routines are in place and the children can work independently I will start pulling guided reading groups and teaching the students how to read during this time. It takes time to build these routines and make sure the children can work at their workstations without my support and help, that way I can teach reading groups uninterrupted.
Ask your child what literacy workstation they went to this week!
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