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It's mid October already! Yes, unfortunately our county wasn't ready with the new report card roll out until last week, but these First Quarter report cards should have reflected exactly what was discussed during our frist quarter conferences in September. Second Quarter report cards are scheduled to go home December 4th. We will not be having another conference, unless needed or requested, until February.
Our first field trip is upon us, and we are SO excited!! We have everyones money and permission slips, so away we go to
Marbles Kids Museum. We are still in need of multiple volunteers, so check the slip coming home in OTIS today if you are able to help us beginning at 10:15 am at Marbles (you have to drive seperately and your child must ride the bus with the class).

FYI, we have Library this week :)

Here are some important dates to jot down:
Wednesday, October 16th: Field Trip to Marbles! It'll be fun!! Pack a lunch for yourself and join us! Jot a note in your child's OTIS if you are planning to meet us there.
Friday, October 25th: 9:20 am Awards Rally!! (If your student is receiving an award, I sent a letter home to your family last Friday)
Friday, October 25th: Spooky Spider Centers! We will be hosting 2 centers in our classroom! I need volunteers again :) Send me a note in your child's OTIS if you can help out (Time is TBA but I think it will be after lunch!) 

Here's what we are up to in our busy classroom this week!

Thematic Unit: Fall Leaves and Apples

Readers use everything they have learned in their community to Really Read!
Know and apply grade-level phonics and word analysis skills in decoding words: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

Know and apply grade-level phonics and word analysis skills in decoding words: Read common high frequency words by sight (e.g., the, to, you, she, me, is, are, do).

Demonstrate understanding of spoken words, syllables and sounds (phonemes). Count, produce, blend, and segment syllables in spoken words.

With prompting and support, ask and answer questions about key details in a text.
Readers use many tricks/tools at once. Readers can "slow speak" and "rollarcoaster" 3 letter words and words with "s" on the end (hat, hats) (These are the tricks we use for sounding out 3 letter words.)


Looking Closely: Observing, Listing and Lableing like Scientists
Understand and use questin words (interrogatives) e.g., who, what, where, when why, how).

Demonstrate conventions of standard English capitalization, punctuation, and spelling when writing.

Use a combination of drawings, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

With guidenace and support from adults, respond to questions and suggestions from peeers and add details to strengthen writing as needed.

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

During this two-week unit, students will develop the foundational skills that will help them move from emergent toward conventional writers (as well as readers).
"I see a...". and "I see the..." will be sentence starters!


Understand Relationships Between Numbers & Quantities
Count to 100 by ones and tens.

Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

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

Understand the successive number without recounting, and understand that the quantity is one larger. 

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.

ID 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

Compare two numbers between 1 and 10 presented as written numerals.

Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

We are going to be identifying, writing and sorting teen numbers! "1 set of 10 and "some" extra ones!" as our Teen Number song goes :) 









 

 





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