• Please keep in mind that all whole group lessons will be on grade level and appropriate for all students. I am working in small groups with students so I can work with them at their individual level and focus on individual needs.  If you have any concerns about what your child is doing in class, please feel free to contact me.

    In Language Arts our main focus will be on the following standards:

    LAFS.K.RI.2.4 - With prompting and support, ask and answer questions about unknown words in a text.  (DOK 2) 

    LAFS.K.RL.2.4 - With prompting and support, ask and answer questions about unknown words in a story.

    LAFS.K.RI.2.5 - Recognize common types of texts (e.g. storybooks, poems) (DOK 1)

    LAFS.K.RL.2.5 - Identify the front cover, book cover, and title page of a book.  (DOK 1)

    LAFS.K.RL.2.6 - With prompting and support, identify the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (DOK 1)

    LAFS.K.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (DOK 2)

    LAFS.K.L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (DOK 1)

    LAFS.K.L.3.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. (DOK 2)

    LAFS.K.L.3.5 - With guidance and support from adults, explore word relationships and nuances in word meanings. (DOK3)

    LAFS.K.L.3.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (DOK 1)

    Focus Writing Standard(s):

    LAFS.K.W.1.2 - Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (DOK 2)

    LAFS.K.W.1.3 - Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occured, and provide a reaction to what happened. (DOK 2)

    We will be working on learning information about native Americans utilizing our new reading resource.  We will be focusing on non-fiction and fiction information, vocabulary and the shared readings.  

    You can help by talking about the vocabulary in stories you read and in the conversations you have with your child.  Discuss asking questions about words your child does not understand.  Ask your child questions about vocabulary from the story.

    We are working on sounds,  blending and segmenting words and will continue to work on letter formation.  We will be working on hearing sounds in words and on spelling words using what we know about the sounds.  I am working in small groups at the student's level. Reading and recalling what you read are important tasks we are working on.  

    You can help by reviewing letters sounds covered to date and asking your child to draw the sounds (letters).  Practice pages go home weekly, please review them.  

    I will continue to challenge your children to begin writing words, sentences or more complex sentences, depending on his/her need.  

    At home, you can have your child retell a story or text you read to them.  Ask about what the important parts of the text are and what the main topic was.  Read two books and talk to your child about connection between the two.  It might be that they are about the same topic, but with different details or the main character in each text is similiar.  Talking about what you are reading is a great way to help your child make connections and become more than a passive listener.

    Have them draw a picture of what happened in a book you read.  Encourage them to label the picture using "kid" spelling.  If possible, have them write a sentence about what you read.

     

    In Math our focus standards are: 

    MAFS.K.CC.2.4 -Understand the relationship between numbers and quantities; connect counting to cardinality.

    a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

    b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

    c. Understand that each successive number name refers to a quantity that is one larger. 

    MAFS.K.CC.2.5- Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

     

    MAFS.K.CC.1.3 - Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).

    MAFS.K.CC.3.6 - Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

    We will be looking at ways to make numbers up to twenty--such as 10 ones and 6 more ones or 10 ones and 9 more ones.  We will be working on writing the numerals correctly and on quickly identifying numbers.   We will be working with ten frames and again, your child should be able to quickly see what number is represented instead of having to always count.  Right now, we are working  on numbers to 20.  We are working on chapter 7 in our workbook.    

    We have been comparing numbers to 10, so soon we will focus on comparing numbers from 11 - 20.  You can help by playing games with cards that focus on determining the highest number showing.  

     

    In Social Studies, we finish working on these standards:

    SS.K.A.2.2 - Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation's ethnic heritage.

    SS.K.A.2.3 - Compare our nation's holidays with holidays of other cultures.

    SS.K.A.1.1 – Develop an understanding of how to use and create a timeline.

    SS.K.A.1.2 – Develop an awareness of a primary source.

    SS.K.A.2.2 – Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation’s ethnic heritage.

    SS.K.A.2.3 – Compare our nation’s holidays with holidays of other cultures.

    SS.K.A.3.1 – Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school.

    SS.K.A.3.2 – Explain that calendars represent days of the week and months of the year.

    Review:  SS.K.A.2.4 – Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and responsibility. 

    We are still working on settling conflict and sharing.  (SS.K.C.2.2 – Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen. SS.K.C.2.3 – Describe fair ways to make group decisions.)

    This will be a topic for the whole year as the students continue to grow and mature.  I am trying to get them to see the value in talking things over when there is a conflict instead of coming to get adult help each time.  This skill will be very valuable as they grow up.   As I said, as they mature, this will get easier. 

     

    In Science our standards are:

    SC.K.N.1.1 - Collaborate with a partner to collect information. 

    SC.K.N.1.2 - Make observations of the natural world and know that they are descriptors collected using the five senses. 

    SC.K.N.1.3 - Keep records as appropriate -- such as pictorial records -- of investigations conducted. 

    SC.K.N.1.5 - Recognize that learning can come from careful observation.

    SC.K.P.12.1 – Investigate that things move in different ways, such as fast, slow, etc. 

    SC.K.P.13.1 – Observe that a push or a pull can change the way an object is moving.

    SC.K.N.1.4  - Observe and create a visual representation of an object which includes its major features. 

     

    Conversation at home can include discussing how things move (fast or slow).  Discuss whether he/she has to push items or pull items (ex. a door, a chair).