Literacy (Daily 5 and CAFE)
Phonemic Awareness:
This week in literacy our class learned how to actively participate in some different Phonemic Awareness activities. Students engaged in several letter sound activities to help support their reading and writing. These activities included identifying different letter sounds, recognizing rhyming, identifying onset fluency, blending sounds, identifying final sounds, segmenting words, substituting parts of words, adding phonemes, deleting phonemes, and strengthening language awareness.
Read to Self:
In class, we have started our Read to Self time. This is going to be one of their choices for our “Daily 5″ activities once I have completed assessing all of the students. We have discussed and practiced self-selecting a “just right book” and reading it independently for a brief time. This time will increase as the year goes on. In order to make a good choice, we just have to remember "I PICK".
I- I choose my book.
P- Purpose- Why am I reading?
I- Interest- Do I like it?
C- Comprehension- Do I understand it?
K- Know- Do I know most of the words?
Phonemic Awareness:
This week in literacy our class learned how to actively participate in some different Phonemic Awareness activities. Students engaged in several letter sound activities to help support their reading and writing. These activities included identifying different letter sounds, recognizing rhyming, identifying onset fluency, blending sounds, identifying final sounds, segmenting words, substituting parts of words, adding phonemes, deleting phonemes, and strengthening language awareness.
Read to Self:
In class, we have started our Read to Self time. This is going to be one of their choices for our “Daily 5″ activities once I have completed assessing all of the students. We have discussed and practiced self-selecting a “just right book” and reading it independently for a brief time. This time will increase as the year goes on. In order to make a good choice, we just have to remember "I PICK".
I- I choose my book.
P- Purpose- Why am I reading?
I- Interest- Do I like it?
C- Comprehension- Do I understand it?
K- Know- Do I know most of the words?
Writing:
Our class has began the “Handwriting Without Tears” program. This program incorporates multi-sensory lessons for letter, word, and sentence practice. We reviewed the uppercase letters that were introduced and practiced in kindergarten. We also began writing on the "new" paper. It has double lines instead of the traditional three lines. The purpose of the double lines is to help students later transition to using notebook paper.
We also continued writing in our Daily News Journals this week. Your child should be completing and sharing his/her Daily News Journal with you after school every day. After reading the Daily News Journal and discussing it with your child, please remind your child to bring it back to school in his/her blue Home folder each day.
Our class has began the “Handwriting Without Tears” program. This program incorporates multi-sensory lessons for letter, word, and sentence practice. We reviewed the uppercase letters that were introduced and practiced in kindergarten. We also began writing on the "new" paper. It has double lines instead of the traditional three lines. The purpose of the double lines is to help students later transition to using notebook paper.
We also continued writing in our Daily News Journals this week. Your child should be completing and sharing his/her Daily News Journal with you after school every day. After reading the Daily News Journal and discussing it with your child, please remind your child to bring it back to school in his/her blue Home folder each day.
Math
Graphing:
Our class has been working on graphing to develop essential skills to meet the following Common Core State Standard.
1.MD.C.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Student Friendly Objective: I can collect information, organize it into tally charts or picture graphs, and answer questions about it.
We graphed our birthday months, how we get to school, how many syllables are in our names, favorite colors, how many boys & girls are in our class, kinds of snacks, etc. We also practiced making a tally chart by playing a game with a 20 sided die last week. Students made a tally each time a number was rolled.
Other key math vocabulary have been practiced during math as well.
Key Words: most and least, more and fewer, bar graph, pictograph, concrete graph, data/information, tally mark, and tally chart
Graphing:
Our class has been working on graphing to develop essential skills to meet the following Common Core State Standard.
1.MD.C.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Student Friendly Objective: I can collect information, organize it into tally charts or picture graphs, and answer questions about it.
We graphed our birthday months, how we get to school, how many syllables are in our names, favorite colors, how many boys & girls are in our class, kinds of snacks, etc. We also practiced making a tally chart by playing a game with a 20 sided die last week. Students made a tally each time a number was rolled.
Other key math vocabulary have been practiced during math as well.
Key Words: most and least, more and fewer, bar graph, pictograph, concrete graph, data/information, tally mark, and tally chart