Seuss-filled Week

Horton returned from a fun Spring Break!

Cat in the Hat craft

Fox in Sock and Foot Book Day

The last day of Seuss Week we rotated classes for different Seuss-activities! 

Honesty reflection

This month's citizenship quality is honesty (doing and saying what is right and true). After we read the story Ruthie and the Not so Teeny-Tiny Lie I invited the children to write about what honesty means to them or about a time they had to be honest. This might not be K1's VERY best writing (sounding out words, capitalization, punctuation, etc.) BUT their pictures were PRICELESS!! You have to pause on your child's writing and have them tell you about their picture. It reminded me how completely honest a Kindergarten can be :)

Seuss reading in ACTION

One of the reasons we LOVE Dr. Seuss is because his books are an attainable read for these emerging readers. Today they got some time to read their book and then swap with friends. Even if the book was a little too hard, I still heard them "reading the pictures" and making up some really great stories!

We were treated to this wonderful mystery reader this week! She might not look familiar as a mommy because she is our former kindergarten teammate! She is truly one of the most magical teachers I've ever known and I wasn't one bit surprised when the kids absolutely loved her!

Decisions, decisions...

Fourth 9 Week Focus

Math

• model the action of joining to represent addition and the action of separating to represent subtraction 
• solve word problems using objects and drawings to find sums up to 10 and differences within 10 
• explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences

• collect, sort, and organize data into three categories 
• use data to create real ­object and picture graphs 
• draw conclusions from real ­object and picture graphs

Reading

• Discuss the purposes for reading and listening to text.

• Ask and respond to questions about text.

• Monitor and adjust comprehension.

• Make inferences based on the cover, title, illustrations, and plot. Retell or act out important events in stories.
• Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

• Analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts, and provide evidence from the text to support their understanding. Students are expected to identify the topic of an informational text heard.
• Structure and elements of poetry
• Ask question about topics of class-wide research
• Decide sources that will help answer questions
• Gather evidence from provided texts

Writing

• Plan a first draft by generating ideas for writing through class discussion.
• Develop drafts by sequencing the action or details in the story.

• Revise drafts by adding details or sentences.
Edit drafts by leaving spaces between letters and words.
• Share writing with others.

• Dictate or write sentences to tell a story and put the sentences in chronological sequence.

• Write short poems.

• Dictate or write information for lists, captions, or invitations.

• Speak in complete sentences to communicate.

• Use complete simple sentences.

• Form upper- and lower-case letters legibly using the basic conventions of print. (left-to-right and top-to-bottom progression).
• Use pictures and writing to document research

Word Work

• Use knowledge of letter sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words).

• Use letter sound correspondences to spell CVC words.

• Segment spoken one-syllable words into two to three phonemes (e.g., dog:/d/ .../o/ .../g/) .
• Recognize that new words are created when letters are changed, added, or deleted.
• Identify and use words that name actions, directions, positions, sequences, and locations.

• Recognize that compound words are made up of shorter words.

• Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures).
• Understand and use prepositions and prepositional phrases in reading, writing, and speaking.

Science

• Plants and animals have basic needs and depend on living and nonliving things around them for survival.
• Living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.
• Information and critical thinking are used in scientific problem solving
• Objects have properties and patterns.
• The natural world includes earth materials.
• Information and critical thinking are used in scientific problem solving.
• Organisms resemble their parents and have structures and processes that help them survive within their environments.
• Information and critical thinking are used in scientific problem solving

Social Studies

· Identify tools that help describe their relative location.
· Compare and contrast how people live in different settings around the world.
· Give examples of food, clothing, and shelter and how they change in different environments.
· Identify examples of technology and how they helps us.
· Identify physical characteristic of place such as landforms, bodies of water, natural resources, and weather.
· Identify how human characteristics of place are based upon geographic location (i.e., ways of earning a living, shelter, clothing, food and activities).
· Distinguish between human needs and wants and how they can be met such as self- producing, purchasing and trading.

Green Eggs and Ham!