Ann Piland
Kindergarten
Last updated 5/2/2008
Room 8
Kinder-News
Look
What’s Happening
In May!
|
Author’s Night Tuesday, May 13 Come and read the books we wrote!
|
|
Field Trip Thursday May 8
|
|
Progress Reports Friday, May 16
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May 6: Kamren
May 14: Mrs. Piland
May 28: Christian
To
Christian
Our Citizen of the Month
Important
dates:
o
Tuesday, May 13
1.
Author’s
Night
o
Friday, May 16
1.
Progress
Reports
o
Monday, May 19:
1.
Sign
& return the envelope that the Report Card went home in on Friday.
o
Wednesday, May 21
1.
Puppy
Night
o
Monday, May 26
1.
Memorial
Day holiday – school closed
o
Thursday, May 29
1.
Unit books we
will work with:
o
Zoom! Zoom! Zoom! I’m Off to the Moon!
o
Hush! A Thai Lullaby
o
Flower Garden
o
The Wolf’s Chicken Stew
o
Machines at Work
Word Study Skills we will focus on:
o
Letters
& sounds: Zz /z/, Uu /u/,
consonant blends, consonant & vowel review
o
Change
sounds (beginning, middle, ending) in words to make new words (cat – bat – bit
– big)
o
Compare
likenesses and differences in words (known & unknown)
o
Segment
and blend sounds in words when reading &/or writing
o
Change
onsets of “known” words to write/spell unknown words and word families (examples: use the known word “like” to spell/write “bike”, change the known word “can”
to “man”)
o
Spell
CVC words with /a/, /i/ and /o/ in the middle
(examples: mat, van, cab, nap; sit, his,
pin; pot, mop, log)
o
Use
letter sounds to write/spell unknown words (examples: br = bear, jngrbrd = gingerbread, rn = run)
o
Count
words in sentences, syllables in words and phonemes/sounds in words
Comprehension Skills we will focus on:
o
Sequence
o
Compare
& contrast
o
Classify
o
Draw
conclusions
Reading Skills we will focus on:
o
Self
monitor and self correct when reading.
o
Recognize
and use high frequency words when reading familiar and unfamiliar text.
o
Use
multiple strategies to solve “unknown” words
1.
Look
at the picture.
2.
What
makes sense?
3.
Get
your mouth ready.
4.
Does
it look right?
5.
Does
it sound right?
o
Use
word study skills when reading
1.
Use
letter sound knowledge to read/predict unknown words
2.
Recognize
& use familiar “chunks” to read unknown words
3.
Read
CVC words with /a/, /i/, /o/, /e/, and /u/ in the
middle
o
Use
sentence patterns and high frequency/”known” words to read text.
o
Read
familiar texts fluently and with expression.
Writing Skills we will focus on:
o
Write
first & last name correctly (ONLY the first letter should be upper case)
o
Use
word study skills and writing strategies when writing INDEPENDENTLY.
o
Printing
ALL letters independently and correctly.
o
Use
capitalization and punctuation when writing sentences.
o
Use
appropriate spacing between letters, words, and sentences.
o
Spell
“known” words correctly when writing (I,
like, a, can, see, we, at, am, the, it, is, big, have, do, not, what, little,
here, have, do, not, where, you, go, but, to, up, get, and, one, two, three,
red, yellow, blue)
o
Use
word study skills when writing
1.
Use
letter sounds to write/spell unknown words
2.
Change
onsets of “known” words to write unknown words
3.
Spell
CVC words with /a/, /i/, /o/, /e/ and /u/ in the
middle
Oral
Communication Skills we will work on:
o
Participate
in class discussions
o
Use
rules of conversation with peers and adults
o
Be
a polite listener
o
Listen
for details
o
Recognize
the difference between a question and a statement
o
Ask
and answer questions
o
Express
thoughts in complete sentences when appropriate
o
Follow
oral directions
o
Listen
for a purpose
Math lessons will focus on:
* Skills children will be assessed on.
Number
& Numeration
o Counting by 1s, 2s, by 5s and 10s.
o Counting backward and on (varying the starting point).
o Read & write numbers (1-, 2-, and 3-digit)
o Match numbers to sets.
o Compare and order numbers.
o
Recognize
the relationships between two sets of objects or two numbers . . .
o Exchange 1s for 10s and 10s for 100s.
o
Recognize
numbers as combinations of 100s, 10s, and 1s.
o
Manipulate
digits in numbers.
o Generate equivalent names for numbers.
Operations
& Computation
o
Apply
addition and subtraction based function rules.
o
Use
manipulatives, number lines, and mental arithmetic to
answer addition and subtraction problems.
o
Use
mental math to add and subtract.
o Represent numbers with simple addition and subtraction
number sentences.
o
Explore
the difference between addition and subtraction rules.
Data
& Chance
Measurement
& Reference Frames
o
Develop
a sense of the length of an hour.
o
Notice
the “o’clock” times on an analog clock.
o
Make
and use hour hand clocks.
o
Explore
characteristics of the $1 bill.
o
Learn
about the value of a dollar.
o
Make
exchanges with pennies, nickels, dimes and dollars.
Geometry
Patterns,
Functions, & Algebra
o
Use
the symbols +, - and = symbols to write number models.
o
Compare
patterns & identify patterning rules.
o
Apply
patterning rules to create and continue patterns.
o
Use
function rules to generate related pairs of numbers.
o Use related pairs of numbers to identify function rules.
o Use rules to determine missing numbers in a number pair.
Calendar Math will
focus on:
Numbers and Numeration
o
Count
to 100 by 1s, 2s, 5s, and 10s with number grids, number lines. . . (daily
depositor, counting tape)
o
Count
backward by 1s with number grids, number lines . . . (counting tape)
o
Count
on 2-20+ varying the starting point. (counting tape)
o
Identify
the number of objects in a set with 20 or more members, match with the
corresponding numeral, and count numbers orally. (domino number builder)
o
Model
numbers with manipulatives; use manipulatives
to exchange 1s for 10s and 10s for 100s; recognize that digits can be used and
combined to read & write numbers; read numbers up to 30. (daily depositor)
o
Use
manipulatives, drawings, and numerical expressions …
of 1-digit numbers to give equivalent names for whole numbers up to 20. (Domino Number Builder)
o
Recognize
the relationships between two sets of objects or two numbers: same, equal to;
different, not equal to; less than, fewer smaller; greater than, more, larger.
(Graph)
Operations and Computation
o
Use
manipulatives to determine number combinations &
to add —- two sets of objects. (Domino Number Builder)
Data
and Chance
o
Collect
& organize data to create class-constructed tally charts, tables, and bar graphs.
(graph—shapes of objects)
o
Interpret
the results from a simple bar graph. (graph—shapes of objects)
Measurement and Reference Frames
o Recognize and know the value of a penny, nickel . . .
o Determine the value of a collection of pennies . . .
o
Identify
and use the instruments to measure time (analog & digital clocks,
calendar).
Geometry
o
Identify
shapes having line symmetry. (calendar pattern – butterflies)
Patterns, Funtions &
Algebra
o Create and continue three-part patterns.
(Calendar pattern, counting patterns w/counting tape & clip collection)
Science Unit: Investigating Recycling
o Give
examples of objects that can be recycled
o Identify
materials that can be reused.
o Describe
the difference between recycle & reuse.
o Name
ways to conserve water & energy
o Describe
how to recycle a given material (paper, oil,
aluminum, glass, & plastics).
o Predict
what would happen if recycling & reusing were
not practices
Science
integrations:
Zoom! Zoom!
Zoom! I’m Off
to the Moon: space/moon, senses, life
needs
Hush! A Thai Lullaby: sounds
Flower Garden: needs (plants), classify/describe plants
The Wolf’s Chicken Stew: senses, needs (food)
Machines at Work: change (man-made), describe/classify machines
Social Studies Unit: Civics
o
Identify
the traits of good citizenship
o
Recognize
the symbols & traditional practices that honor & foster patriotism in
the
Social Studies
Integrations:
Zoom! Zoom!
Zoom! I’m Off to the Moon: Zz fact card (zookeeper), past/present, history
Hush! A Thai Lullaby: Uu fact card (
Flower Garden: celebrations/birthday, change over time
The Wolf’s Chicken Stew: relative location, citizenship (self-control),
needs (food)
Machines at Work: jobs, history (Memorial
Day)
What Should EVERY Child Know Right Now??
In order to be
meeting expectations at the end of February your
child should be able to:
Oral Communication
· Participate in class activities & discussions –
dramatizing, reciting, discussing literature & content topics, etc.
· Follow rules of conversation – stay on topic, take
turns, use appropriate voice level, etc.
· Recognize the difference between a question and a
statement – answer questions, respond to statements appropriately.
· Listen to and follow directions.
· Express thoughts in complete sentences when required.
· Use Standard American English.
Written Communication
· Write their first name correctly (upper case only at
the beginning).
· Be learning how to write/spell their last name
· Be able to change (or add) the onset of known words to
spell unknown words (example: like/bike,
at/hat, we/me)
· Segment and identify the beginning, middle, and ending
sounds in words.
· Segment, count, and identify the syllables in words.
· Write ALL letters independently AND correctly.
· Write/spell/use these words: I, a, like, we, can, the, see, at, am, is, it, big, my, in, look, do,
not, have, what, little, here, that, here, that, where, you, go, one, two,
three, but, want, to, get, up, and)
· Write/spell CVC words that have “a”, “i”, “o”, and “e” in the middle (examples – cat, man, bam, sit, pin, his, pig, top, hot,
log, pet, hen, leg)
· Begin sentences with upper case letters.
· Put spaces between words when copying and writing
sentences.
· Put a punctuation mark at the end of sentences.
· Locate and name every letter of the alphabet.
· Identify, generate and read words that rhyme.
· Segment and identify the beginning, middle, and ending
sounds in words.
· Segment, count, and identify the syllables in words.
· Identify and hear the sound of all letters at the
beginning and/or end of words.
· Read these words in isolation and text: I, a, like, we, can, the, see, at, am, is,
it, big, my, in, look, do, not, have, what, little, here, that, where, you, go,
one, two, three, but, want, to, get, up, and
· Read CVC words that have “a”, “i”,
“o” and “e” in the middle (examples – cat,
man, bam, sit, pin, his, pig, hot, mop, log, pet, hen, leg)
· Use multiple strategies to read unfamiliar text: pictures, known words, text pattern, letter
clues, prior knowledge, what “sounds” right, and what “makes sense”
· Read familiar text independently and fluently
· Use pictures and titles to predict and tell about a
book or story.
· Tell the role of an author and an illustrator.
· Recall characters, setting and events from stories
heard.
· Retell stories in sequence (beginning/first,
next/then/middle, end/last).
· Identify the central idea of and recall details
learned from informational text.
· Identify text
as fiction (story) or non-fiction (information).
Math
Number and Numeration
· Count by 1s to at least 70.
· Count by 2s (to 30), 5s and 10s (to 100).
· Count backward from 20 with support.
· Accurately count and make/draw sets to at least 20.
· Identify and write numerals 0-30+.
· Locate numbers on a number grid.
· Compare & order numbers 0-20+.
· Compare sets of objects & use the words more, less, equal and not equal.
· Understand and use ordinal words (first, second, third, fourth, fifth, last, next to last).
· Estimate the number of objects in a set. (3 vs 30 vs 300, 5 vs 20)
Operations and Computation
· Solve addition and subtraction “number stories” using objects
and pictures.
· Identify number stories as “joining” or “take away”.
· Recognize, read and use mathematical symbols (+, -, =)
Data and Chance
· Answer questions based on a graph (Which has more? Which has less? Are any
equal? How many ---?)
· Collect and organize data to create tally charts,
tables and bar graphs.
· Use the language of probability – certain, impossible, possible, likely, unlikely.
Measurement & Reference Frames
· Sequence objects by size /or weight and use the
appropriate terms – long/short,
longer/shorter, longest/ shortest; heavy/light,
heavier/lighter, heaviest/lightest.
· Measure length and weight using non-standard units –
links, cubes, clips, balance scales, etc.
· Begin to use standard units of measurement (rulers,
yard/meter sticks, tape measures)
· Compare objects by weight and use the appropriate terms
– heavy/light, heavier/lighter, heaviest/lightest.
· Name the days of the week and the months of the year
in order.
· Compare and sort pennies, nickels, dimes, and
quarters.
· Identify by name and value: penny, nickel, and dime.
Geometry
· Name, describe, compare & draw shapes (circle,
triangle, square, rectangle, sphere, and cube).
· Understand and use positional words: right,
left, top, bottom, front, back, beside, between.
· Compare and describe 2-dimensional and 3-dimensional
shapes
· Identify shapes that have line symmetry.
Patterns, Functions and Algebra
· Recognize, create and continue 3 part patterns.
· Sort/group objects by multiple properties/attributes (color, size, shape, weight, length).
· Begin to read and write expressions and number
sentences using the symbol +, - and =.
HOW Can I Help
My Child at Home?
o
SPEND TIME
TOGETHER
o
PLAY TOGETHER
o
TALK TOGETHER
o
READ TOGETHER
o
DO CHORES TOGETHER
o
ENJOY BEING A FAMILY!
PLEASE NOTE:
Group homework will NOT be assigned – our students
work very hard all day at school and need some time to “just be a kid”.
IF your child needs help with a particular skill it
will be noted on daily work papers and/or their report cards and progress
reports.
Use the following suggestions to provide academic
support if needed or wanted.
Take advantage of the following resources:
o
“FAMILY
TIMES”:
o
Each week your
child will bring home a “Family Times”
paper.
o
It will have a
copy of the week’s “phonics chart” poem with suggestions of activities you can
do at home to reinforce the week’s phonics focus.
o
MATH “Home
Links” papers:
o
Periodically,
your child will be bringing home papers called “Math Home Links”.
o
These papers
reinforce skills and activities that we have introduced at school.
o
Please do them
WITH your child!
o
MATH “Home
Links” book
o
Do any of the
activities in the Math Home Links book(s) that your child has taken home.
o
There are MANY
activities that will help you reinforce/practice a multitude of math skills and
strategies.
o
EVERYDAY
MATH GAMES on the internet:
o
Go to the Everyday Math internet games page –
there is a link on the
o
Use the password
you were given in October. If you have
misplaced the password, let me know and I can give it to you again.
OTHER THINGS YOU CAN DO:
READING at home:
o
Read WITH your child several times a week .
o
Talk about the
story/information before, during and after the reading.
o
Read anything
that interests you and your child: picture books, comic books, chapter books,
newspapers, magazines, etc.
o
Using the weekly
library book:
1.
Use the cover
& title to make predictions.
2.
Take a picture
walk and talk about what might happen before reading.
3.
Stop while
reading and discuss:
1.
What has happened
so far?
2.
Why did it
happen?
3.
What might happen
next?
4.
Compare
predictions to actual text.
5.
Is it fiction or
non-fiction? Realistic or fantasy?
6.
What is the main
idea? Details?
7.
Who are the
characters? What are they like?
8.
What is the
setting (location & time)? How do you know?
9.
Would the story
be different if the characters were different? If the setting was different?
10. Recall events.
11. Retell the story – in sequence – with or without the
pictures.
12. Was there a problem? What was it? How was it solved?
13. Compare the text to other texts and/or life
experiences.
14. Did you like the book?
Why or why not?
15. Read it together MANY times.
16. Allow your child to read along and/or finish sentences
when possible. Ask them “how they
knew”. Did they use the picture?
Letters? Rhyme? Prior knowledge?
17. Locate “known” words in text.
MATH at home:
o
Cook together
(involves measurement & counting).
o
Play “top-it”
(you may know it as “WAR”) with a set of playing cards (or make sets of number
cards so that your child can practice with numbers larger than 10).
o
Use the language
of math everyday – more, less, longer,
shorter, heavier, lighter, etc.
o
Practice counting
to 100 orally (start at various points).
o
Practice counting
by 2s, 5s, and 10s.
o
Practice counting
backward from 20.
o
Practice writing
numerals 0-30+.
o
Count sets of
objects accurately (0-20).
o
Draw sets of
objects (0-20).
o
Look for,
describe and name the shapes of objects.
o
Compare the
properties and attributes of objects (size, shape, color, patterns, weight,
height)
o
Sort/classify
objects by 1 or 2 attributes.
o
Notice, create
and continue patterns.
o
Practice measuring
and comparing the lengths, heights and weights of objects using both standard
& non-standard units/instruments
o
Tell and solve
“number stories” using objects and/or pictures -
1.
If you have 2
cookies & I give you 2 more, how many cookies will you have?
2.
If you have 6
cars out & you put 3 of them away, how many cars do you still have out?
3.
Begin to use the
words: add, subtract, equal.
4.
Begin to match
number sentences (2+2=4) to number stories
o
Use the language
of probability
1.
“Is that
likely to happen?”
2.
“Are you certain that will happen?”
3.
“What are the chances that that will happen?”
WRITING at home:
o
Help your child
practice writing their name using D’Neilian formations.
Remember ONLY the first letter should be upper case.
o
Help your child
write “letters” or “notes” to family members.
o
Let them spell
the way the words sound to them.
o
Have them read it
to you.
o
You can write
what they read underneath their writing so that the family member is able to
understand the message.
o
Point out what
they did right – even if it was only writing letters from left to right across
the page!
o
Have your child
write a grocery/shopping list.
o
They can use the
sounds they know.
o
They can copy
from the products or ads.
o
Have your child
draw a picture
o
It could tell
about a book they read, a TV show or movie they saw, or something they have
done or anything else they would like to draw about.
o
Have them tell
you about the picture.
o
Encourage them to
label parts of the picture.
o
Help them write a
sentence.
o
Practice “high
frequency” words:
o
Build with
magnetic letters (or letter cards)
o
Play Memory or
Concentration
o
Cut letters out
of the newspaper and glue together to make words.
o
Play “Build a
Man” (you may know it as “Hangman”)
o
Play “Read My
Mind” - give your child clues about a word and have them “guess” or “figure it
out”. Example: It has 3 letters, it rhymes with man and it begins with /c/ (can)
o
Play “Change It”
– after they have “read you mind” have them change the first, last or middle
letter to make new words (one they think of or ones you tell them).
Consicious
Discipline®
“Kindness Counts”
Conscious Discipline® continues to pay off!
We
are hearing the children encourage each other:
· Example: Good
job! You used lots of colors.
· Example: Great
day! You got a green!
We
are hearing kind words:
· Example: May I please use that red crayon?
· Example: Thank you for helping me pick
up the pattern blocks.
We
are hearing children use their Big Voice
to tell others when they do not like something:
· Example: I can’t
see. Please sit down so that I can see
the book.
· Example: I don’t like it when you push in front of
me. Please go to the end of the line.
· Example: I don’t like it when you push me. Please walk around or ask me to move.
· Example: I don’t
like it when you take my pencil. Please
get one of your own (or please ask me
if you can have it).
What is it?
- Conscious Discipline® is a program that works on achieving 3 essential
goals:
· character development
· emotional intelligence
· classroom management
- Conscious Discipline® helps us to build relationships.
· Relationships = results.
· We ARE a school family.
· As members of that family, we all have
responsibilities to help our family “work”.
· We must feel safe in our classroom and with each other
in order to work together and learn successfully.
- The teachers are the “safe
keepers”.
· “It is the teachers’ job, to keep us safe.”
· “It is the students’ job, to help the teachers’ do
their job.”
- Learn more about Conscious Discipline® and its developer Dr. Becky Bailey at the Loving Guidance website ( http://www.beckybailey.com/
)
We continue to focus on:
o
Using our “big voice” (clear language) to tell others what we want.
o
Being helpful rather than hurtful.
o
Encouraging each other.
o
Caring for each other.
o
Sharing with each other.
o
Being kind to each other.
o
Noticing accomplishments and acts of kindness.
o
Working TOGETHER to get the job done.