What we're learning!


Reading: This unit reinforces the reading practices that should now be 'habits' within our kindergarten class: sitting quietly with books, choosing lots of books at a time, and discussing books with partners. We will also be 'warming up' before reading by looking at the front and back of the books we select and doing picture walks. As readers move forward, they'll want to start paying closer attention to the words they are reading (often by using their finger pointer to point to words as they read), as well as looking at the pictures for help making meaning. Using cues as readers will be worked on as strategies during this unit.

Objectives for this unit:

Students will understand that…

❒ they have different ways to get their minds prepared before reading

❒ good readers think about the story or text as they read

❒ there are different strategies that readers use to help them figure out unknown words

❒ discussing books adds to enjoyment, fluency and comprehension of what is read

Writing: Writing for Readers

This unit is an opportunity to draw on the natural instinct your students have to tell the truth as you channel them to tell true stories from their lives. In class you will have been telling many stories of experiences together and their own stories to help prepare for this work. In this unit, you will be teaching children strategies for making clearer, richer stories and help them strengthen the conventions and mechanics of their writing. Until now, you’ve wanted your children to feel so good as writers that you have hidden your struggles to translate their letters into meaning. It’s crucial however, that as soon as children have the ability to begin to write in ways a reader could conceivably read, you let them in on the truth. Right away, you will challenge your writers to not only tell the true stories of their lives, but to do so through writing that is easy for others to read.

Objectives for this unit:

Students will understand that…

● Writers can write actual words and sentences onto a page so that it can be read by others.

● Writers can use tools to make their writing more powerful.

● Writers can work with partners to help make their stories more fun to read.

● Writers can use a checklist to help prepare their writing for publication.


  • Chapter 9: Identify and describe two dimensional shapes

Grade K content requires children to identify and describe two dimensional shapes (K.G.A). Chapter 9 introduces the concept of geometry, some basic geometric shapes, and geometric vocabulary. Children build upon their problem solving skills while successfully analyzing and comparing basic two-dimensional shapes (K.G.B). The use of abstract reasoning is a principal problem solving process within Chapter 9. This chapter continues to discuss the “draw a picture” strategy as well as the importance of recognizing the characteristics of a shape and how these concepts play a main role in the solution process. Chapter 9 begins to emphasize the importance of building a reasonable problem solving strategy.

Chapter 10: Identify and describe three dimensional shapes

In Chapter 10 of Grade K, children extend their understanding of basic geometry by learning to identify and describe three dimensional shapes, Clusters K.G.A. and K.G.B. Children also learn to describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to (K.G.A.1).

Social Studies:

Social Studies will allow our children the opportunity to connect with others by learning about peers’ beliefs, cultures and traditions. If anyone wants to come and teach about the holidays, please reach out and let me know! I do have a couple of volunteers, but I know there is much diversity in our beautiful classroom family.


Science continues the focus on the four seasons and encourages a study of how plants and animals adapt and respond to changes in their environment.