Week in Review--100th Day of School!

Reading:

-We had TWO sight words this week-- “it, is”.

-The CAFÉ strategy we worked on this week was the strategy.

“Main Idea of a Story”

The main idea of a passage is often stated in a sentence within the passage. It helps readers understand the most important idea about what is being read. The other sentences of the passage include pieces of information that tell more about the most important idea. These are called the supporting details.

How can you help your child with this strategy at home?

 1. When reading with your child, stop frequently and ask your child what they think the selection is about. Then, ask your child to give you one detail to support their thought.

 2. Remind your child that readers may think differently about what the author’s main point is in the selection. When a reader decides what he/she believes is the main idea, evidence from the text must be given as support. Model this process for your child, thinking aloud as you go and supporting your findings with details from the text. You may wish to use the following terms:

·         topic – the subject, what the text is about

·         main idea – most important idea about the topic (usually a sentence)

·         supporting details – bits of information used to support main idea

 3. Give your child an opportunity to practice this strategy. After reading a selection, ask:

·         In a few words, what is this selection about?

·         What do you think is the most important idea about this topic?

·         Did you find the main idea written in the passage or did you infer it?

Writing:

-We began the week by adding a new choice to our Writer’s Workshop. This new choice is called “Respond to a Picture”. When the students are independently working on writing during the workshop time, they have been working on writing books about a true story in their life. They still have the option to write those books, as well as our new choice. This new choice has students look at a picture and respond by writing down their observation of what is happening in the picture. The pictures are typically very silly and the class has no problem coming up with a sentence to go along with it. After writing their sentence, they illustrate a picture to go along with it.

-We continued with writing late in the week by discussing how we can show and write about feelings in our stories. The characters or events in a story can have a feeling. We first talked about different feelings we have and then discussed how you can end a story by using a feeling. For example, if you write a story about a time you went on vacation with your family you might be able to end your story by saying how it made you feel to go on the trip.

SILLY, SCARED, HAPPY, SAD

ANGRY, DISSAPOINTED, THANKFUL, FRUSTRATED

SHY, BORED, EXCITED, JEALOUS

PROUD

Math:

-We practiced with the number 100 this week! We had a lot of fun searching the room for 100 Hershey Kisses and filling up our 100’s chart and finding other numbers around the room and coloring in a 100 chart piece of paper that then revealed the number 100 after coloring in and finding all the posted numbers.

-We did not learn about subtraction this week or complete any Daily 5 Math rounds due to the 2 hour delay, snow day and 100s Day.

CONTENT:
WHEW! What another wonderful week in our kindergarten classroom. We celebrated our 100^th day of school this week. We started the week off by beginning our 100 Words Book. At the end of each day, we took about 10 minutes to search the room as word detectives and by the end of the week filled our books up and wrote 100 words! We also, played a “Would You Rather” game with 100 items vs another 100 items of various things, filled a gumball machine up with 100 gumballs, sorted 10 different types of snack into 10 groups or 10 to have 100 pieces of snack, decorated numbers 21-40 to go in a collage of numbers 1-100 with the other kindergarten classrooms, found 100 Hershey Kisses around the room, earned a fake $100 bill for being 100 days smarter AND counted in many different ways to 100!

Weekly a poem-I Have a Little Wagon

Week in Review--Snow Much Fun!

Math:

-We learned to sort objects by size. We also put this activity into our one of our Daily 5 Math choices, “Math by Myself”.

-We also practiced counting in our calendar time AND in circle time. The goal for the third nine weeks is 75!

Writing:

-We were not able to complete as much writing this week due to our two hour delays, but when we were here during our writing time we focused on how to begin our sentences using our “Story Language Chart”. This chart has words that can be used at the beginning, middle and end of a story to help show time and connect the events. We used the middle words this week to complete a page in a story that we have been working on in the middle.

-The February monthly writing homework will be coming home at the beginning of next month. Kindergarteners at this stage can get frustrated with writing. When working with them, please have patience. When I work with a small group or one on one I go through these steps.

·         Come up with a topic to write about.

·         Create a simple but complete sentence together.

·         Say the sentence out loud and count how many words. Should be 4-7 words long.

·         Have the student begin writing the sentence by saying “the first word in our sentence is….” and continue this process until the sentence is finished and you are ready to move on to the next one.

·         When writing the words in the sentence all sight words should be spelled correctly, other words should be streeeeeeeetched out and only the sounds/letters your child hears (with your help) should be written, along with “meatball” spaces in b/w each word to help make their writing EASY to READ.

·         Reread the sentence by pointing to each word and make sure it is not missing any words or anything else that is needed.

• Draw a picture to go along with the sentence and move on to the back page to continue/finish the story!

Reading:

-We had THREE sight words this week-- “go, find, for”.

-The CAFÉ strategy we worked on this week was the strategy.

“Predict What Happens Next”

 

As adult readers we make predictions often without even realizing it. We do it when we watch movies, read a book, or hear someone tell us a story. It is a way of focusing our attention and motivating us to want to hear or read more. Children benefit from predicting in the same way. Therefore, it is important that we guide them to not only predict what will happen, but to also confirm their predictions.

 

To predict, readers tell what they think will happen in the story. To confirm, readers find out if their predictions were true, partially true, or way off. Using this strategy gives readers the chance to make connections to the text, think ahead, and become more engaged.

How can you help your child with this strategy at home?

 

1.     When reading with your child, model this strategy aloud. Use your background knowledge, picture clues, and other details in the selection to make a prediction. Then, after reading, check to see if your prediction was correct. Tell your child what you are thinking so it is clear how you predict and confirm when reading.

2.     Encourage your child to use the “secret to success” they learned in class. The “secret” is to follow these three steps:

• Look at the details in the selection.

• Decide what you think will happen next, based on the details and background knowledge.

• Look back and check to make sure the prediction was correct.

3.      Use the following questions to promote this strategy. Ask your child:

• What do you think will happen based on your information?

• What clues are you using to make your prediction?

• What kinds of clues did you use? (pictures, words, or background knowledge)

CONTENT:
We had a GREAT week continuing our learning about polar animals, the arctic, the season winter and snow…lots of snow! The week went pretty quickly for it being a 4 day week with three two hour delays! This week we read about snow, where snow falls, why snow falls, discussed winter gear and why its important to have and wear these items to protect our skin, labeled those items on a picture of ourselves, painted snow with colored water, painted a snowman with puff paint and completed a science experiment watching our own snowmen melt from snow to water and filling in a “before” and “after” chart to go along with it. WHEW, what a fun week!