Happy Sunday! It has been such a beautiful fall weekend. I have been inside resting, trying to beat an awful cold. It was great having a full, five day week with students. I am looking forward to another wonderful week of learning.
- Monday we will have a book exchange and library lesson with Ms. Datolli. Please send your students to school with their library books tomorrow.
- We will finally begin working in our application center room this week! With beginning literacy centers in our homeroom and completing assessments it has taken longer than we anticipated. We apologize! We will operate on a week A and week B schedule.
- Week A: Tuesday 2:10 pm - 2:50 pm and Thursday 9:00 am - 9:40 am
- Week B: Tuesday 9:50 am - 10:30 am and Thursday 9:00 am - 9:40 am
- During this time, students will work at more traditional centers (blocks, dramatic play, science, writing, etc). Each center will incorporate math and language arts. Teachers will use this time as an opportunity to learn more about our students through observation. We will have the time to take anecdotal notes to share with you during conferences. Students will work on creativity, planning, social skills, etc. I am really looking forward to this opportunity. I have not told the students about this...I chose to do this because we were not sure when the room would be launching. I'm sure you will hear some exciting stories!
- We will attend computer lab on Thursday from 2:00 pm - 2:40 pm. The students are now logging on and opening applications independently! Yay!!!!!
- Report cards will be sent home on Friday. We will send home a letter explaining the report card sections. The report cards have changed this year. If you have any questions once you receive them, please call or email me.
- I am going to send your students' change of clothes home with them this week. If you could please replace them with a warmer pair of clothes, that would be great! I am sorry I have not already done this. Thank you!
- I don't have any pictures to share with you today. We were busy bees this week! I will have many pictures from the center room next Sunday!
Morning Meeting:
RF2.a- Repeat rhyming words
RF.4- Recite poems and finger-plays from a wide variety of genres with expression.
RF.4- With purpose and understanding, engage in a variety of texts.
RF.1a Return Sweep
RF.2f Beginning sounds
Sight Words: are, up, am
-Hide a sight word a day
-Chant the letter in the sight word (give me T “t” give me a H “h give me a E “e”)
-find the sight word in a morning message
-use various activities to write the words (pipe cleaners, sand, etc)
Poem: Here is a House
-choral read poem
-act out poem
-identify beginning sounds
-have girls read a line, then boys read a line
-put poem in poetry journals and illustrate
Poem: My Dog, Rags
-choral read poem
-act out poem
-identify beginning sounds
-have girls read a line, then boys read a line
-show pictures of different dogs and have students talk about which one would best describe Rags.Ask your student to act out these poems!
Reading Groups:
Differentiated plans...please practice reading the books in your students reading bag.
This week a Beanie Baby reading strategy book mark will come home in your students reading baggie. Each beanie baby uses a strategy to help with reading unknown words, identifying meaning of unknown words, etc. These are tools we will use often in reading group! Yes...I have the actual beanie babies...and the kiddos LOVE them!
Whole Group:
RL.7- Describe the illustrations in a story with relevant details.
RL.3- Understand the terms: character, setting, major events.
Questions: How can pictures help us in determining important parts of a story?
Lesson:
-Read: Peter's Chair
-take a picture walk and as you’re looking through, have students predict by looking at the pictures, what the characters, setting, problem, events (attempts to solve the problem) and solution might be.
- Use sticky notes to put on the pages where all of the parts of the story is. (P for Problem, 3 several E’s for events, etc…) .
- Read the story and move the sticky notes as necessary to revise predictions about the story
Questions: How can pictures help us in determining important parts of a story?
Lesson:
-Read: Olivia
-take a picture walk and as you’re looking through, have students predict by looking at the pictures, what the characters, setting, problem, events (attempts to solve the problem) and solution might be.
- Write their ideas (in single words or phrases) on a “predict-o-gram”.
Questions: How can pictures help us in determining important parts of a story?
Lesson:
- Review the “predict-o-gram” from yesterday. Talk about how you made the predictions based on the pictures in the book.
- Now, read the story and check off the parts you got right, and using a different colored marker, add to or change the “predict-o-gram” as necessary.
Questions: What clues can we get from a picture to give us more information?
Lesson:
-Use story Olivia Saves the Circus
- Show just one picture (from a literary text) that you will read the next day.
-Talk about and write down things they see in the picture.
-Talk about and write down things they don’t see (inferences).
-Talk about and write down things they wonder, or want to know about that picture.
Questions: What clues can we get from a picture to give us more information?
Lesson:
-Read Olivia Saves the Circus
-Have students work in groups of two or three.
-Give each group a picture from the story you just read and have the students talk about the picture.
-What is the picture showing us? What’s happening during this part of the story? Is there something that’s happening in the story that isn’t shown in the picture? Is there something in the picture that the author doesn’t talk about in the words?
I Know that was detailed but I wanted you to see what a whole group lesson looked like.
Social Studies:
Last week we did not finish our unit on families. We will continue to make our family tree. If you have not sent in a family picture, please do so this week.
We will compare family sizes. We will also discuss family roles and family members that do not live with us (extended family). We will compare family portraits from the past and present.
Writing:
We will continue with the idea of stretching out a small moment. I will model pulling a noun out of a bag. It may be a 3D item or photo. I will use that item to generate a writing idea and create a small moment writing piece. The students will each pick an item and do the same.
In math, we will make shape monsters. The students will describe their shape monsters during writing. They will make a story using their shape monster.
The students are going to write a story about what it would be like if they lived inside of a pumpkin. We will paint paper plates orange and then attach the story. I will take a picture of them jumping out of the pumpkin. It is our month for the bulletin so this will be our display!
Math:
We will continue to explore 2D shapes...
- Students will make a shape monster using various 2D shapes
- Students will sort shapes and complete shape riddles
- Students will make a "My Shape Book"
- Students will complete shape puzzles
- Students will explore shapes in the environment
It should be a fun week!
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