What we're learning!
Reading: Emergent Reading- Looking Closely at Familiar Texts:
Our unit continues to support our students’ reading identity. Through the work within emergent texts, children will grow a deeper understanding of the story, a stronger sense of the language of text, and an increased willingness to read it themselves. Rereading emergent storybooks helps to increase receptive language skills, vocabulary inventory, concept knowledge, and understanding of language structures (syntax) in books, and a sense for how stories tend to go. Through this unit, we bolster your child's sense for how stories go, as well as their literary language and expression. They will begin to think more deeply about story elements such as characters, character feelings, and plot.
Objectives for this unit:
❒ Children will grow a deeper understanding of the story
❒ Children will develop a stronger sense of the language of text
❒ Bolster children's sense for how stories go, as well as their literary language and expression ❒ Introduction of story elements such as characters and plot
Writing: Launching Writing Workshop
Students are finishing a unit on writing stories. Students practiced thinking of something they did or something that happened, planned how it will look and sound across pages, then illustrated the narratives on paper. We have worked on included who, where, and what in our pictures AND words. We have begun the process of labeling the important parts of our drawing. Students were taught to use their “bubblegum stretch” when attempting to spell a word. In this process, they slowly say the word they want to write, recording each sound as they go. Students are also being taught to add speech bubbles to their writing to demonstrate what someone had said in their true story. Our unit will end with editing a story that we wish to be “published.” During editing, students will reread their work, add to drawings, and rewrite words if necessary.
Show and Tell- From Labels to Pattern Books:
This is an extremely popular unit among children and teachers, and its creation emerged from three sources. First, we want to provide children with a chance to develop competencies that give them a solid foundation as readers and writers. In our last unit, we encouraged children to write and tell exciting true stories. We are hopeful that your children will all have become accustomed to labeling items in those stories. This unit puts an even greater emphasis on the importance of labels and sentences. You could say this unit allows children to slow things down, to press the pause button on their fast-paced plots, so they can take the time to really stretch out each word, listening not only to the first sound, but to every sound in the word. The unit also allows us to channel children toward writing pattern books that will involve using (and reading) high frequency words repeatedly, as this is the work that will help them as readers and writers. Secondly, the unit aims to teach children not only to write, but also to live their lives as writers. Kindergarten is a time to induct children into new roles, identities and understandings--including how important it is to realize that writing is more than letters and sounds, or making marks on the page. Writers live wide-awake lives, paying close attention to everything, and thinking deeply about all they see and do. This unit aims to help children see that the wide-eyed, responsiveness that is such a part of childhood (at its best) is also a very important part of being a writer. Finally, this unit puts a spotlight on science. Children will be provided with opportunities for learning that not only give them skills and tools, but also fascinating content to explore together. Classroom communities of children relish the time to develop expertise, and they become collectively smarter about a topic as one day’s investigations build upon the next.
Objectives for this unit:
● Students will become smarter about a topic as one day’s investigations build upon another day’s.
● Students will understand the importance of labels and sentences.
● Students will take the time to really stretch out each word, listening not only to the first sound, but also to every sound in the word.
● Students will not only continue to learn to write, but also to live their lives as writers—and as scientists.
- Chapter 2: Compare Numbers to 5
Children must connect counting to symbols and to accurate representations. They learn to communicate their mathematical knowledge by translating among various representations for numbers. A few of the ways they do this follow.
• Match objects to numbers orally as they count (one-to-one correspondence).
• Recognize the symbol that corresponds to a number (accurate symbolic form).
• Describe a result numerically in oral and written form (translate among representations).
• Solve problems that deal with comparisons.
• Explain the process and answer accurately, with appropriate precision.
Chapter 3: Represent, Count, and Write Numbers 6-9
In this chapter children demonstrate their knowledge of numbers from 6 to 9 by:
• Counting and determining how many.
• Linking the number of objects in a set to the symbol and word in oral and written form.
• Recognizing a number symbol and creating sets that correspond to that number.
• Making sense of what a number means in terms of size or quantity.
• Understanding the relative position of a number, i.e., after 6 comes 7.
Social Studies: Unit 1 Community and Self
Course Description: In this unit of study, students will be presented with the following project: Someone new is joining our class (We’re ALL new in fact!) How can we make this student feel included? What can we do to make this new student more comfortable? How can we be good friends? What can we do as a class to make them feel welcome and part of our school community?
Kindness and respect are at the heart of a strong community.
Unit 2 Community Wants and Needs
In this unit of study, students will be presented with the following project: Our moms and dads buy things all the time, some things they buy because we need them (food, clothes) but other things are just what we need. Each class is going to be running a store in the coming weeks, what kind of things should we sell? Should we sell students things that they want, or things that they need? What kind of store should we be?
Students will create a “Class store”. As a class, students will come up with things that students in other classes may want to buy. Things to consider include what people would be interested in buying, and how much should everything cost, and how much of everything should we make? Each class will pick a store to be (CVS, Grocery Store, Toy Store etc) and based on that students will decide what they would like to sell. Students will create their store items, and then decide how they want to price them (using tokens). Classes will rotate between rooms and students will “Buy” and “Sell” their products. After the store activity is over, gather students together to discuss, what sold well, what didn’t sell, and why they think those specific items did or did not sell.
Wants and needs impact the community.
Unit 1 Becoming Avid Scientists Through the Study of Sunlight (continued from September)
Course Description: This unit will focus on weather and climate, particularly on sunlight and how it impacts different surfaces on Earth - sand, soil, rock, and water. Ultimately, students will use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
Big Ideas: Sunlight warms the Earth’s surface. People use tools and materials to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface.