We have been....
-Touch counting to ensure one to one correspondence.
- working with numbers to 5 in different configurations, math drawings and expressions.
-Sorting by count in vertical columns and horizontal rows
-Answer how many questions to 5 in linear and circular configurations, with 4 in an array configurations.
-finding hidden partners within linear and array dot configurations of numbers 3, 4, and 5, In other words the number 3 has these hidden partners that when put together make 3 1+2 , 2+1 , 3+0 , 0+3
-Modeling decompositions of 3, and 4 with materials, drawings, and expressions. Represent the decomposition of 3 as 1+2 and 2+1.
-Writing numbers 0-3 using proper formation.
-Breaking up numbers less than or equal to 5 in more than one way.
-Writing numerals 1-3. Represent decompositions with materials, drawings and equation,
3=2+1 and 3=1+2 and Pls notice that we first put the numeral that we are decomposing, followed by the equal sign and then the hidden partners.
-Order and write numerals 4 and 5 to answer how many questions in categories and then sort by count.
-Write numerals 1-5 in order. Answer and make drawings of decompositions with totals of 4 and 5 without equations.
-Skip count to 100 by tens
-Count in ascending and descending order.
-Count up from a number other 0 or 1. For example, start counting at 4 and stop at 9.
-Use proper pencil grip
-Write our name making only the first letter capital followed by lowercase letters.
-Start on the left and go to the right.
Reading and Language Arts
-Sentences are made of words that are separated by a meatball space, begin with a capital letter and end with punctuation mark at the end. (We have concentrated on the period, but have identified and discussed the question mark and exclamation point)
-Recognize and produce rhyming words. Both skills are critical.
-Drill sounds we have covered up until now. /t/, /b/, /f/, /c/, /m/, /n/, /i/, /o/, /u/
-Identify vowels and consonants
-Tap out number of sounds in words. Students learn how to blend words by finger tapping.
-Parts of a book
-Roles of author and illustrator. How and why author and illustrator must work together.
-Reading comprehension: main character; setting; dilemma; solution; sequence events.
-Staying on topic of a subject.
-Speaking with conviction
-Dictation of individual sounds, and consonant vowel consonant words (ie. cat, mab, fim, tob, etc.) using only sounds we have learned so far. The use of nonsense words is an excellent indicator of whether or not students can identify and write sounds we have studied vs. anchoring onto a word they already know and using that as a substitute. We want kids to see the letter and identify the sounds and also hear the sound and identify the corresponding letter. Currently we all do our dictation together, with me modeling. It will progress to students relying on their knowledge of sounds and words and will be done independently.
-Vowel trains. Vowels can be tricky because their sounds are silimar and difficult to differentiate, so we practice them extensively. I will say /i/ /i/ /o/ . The students echo what I said and then write the letters that make those sounds. We are currently doing 3 sounds per train. /o/ /i/ /o/
This week we will…
-Study the letter name, formation and sound of /a/ and /g/.
-Practice blending 3 sound, short vowel words
-Prosidy- Echo-read a passage with correct phrasing and expression
-Practice identifying and clapping number of syllables in words
-Recognize and produce rhyming words (2 different skills that are both critical to learning to read.)
Vocabulary we use throughout our day…
Horizontal, vertical, diagonal, integrity, linear, before and after (kindergartners confuse these 2 concepts) , group, sort, organize, equal, more , less, digit, independent, sportsmanship, perimeter, hidden partners, beside, above, below, between.