Happy Monday! I hope everyone had a stellar weekend :) We had the best time during our 50th Day of School Learning Experience Friday! THANK YOU to my volunteers! We heard over and over "this is the best day ever!!" Success!
I hear that real Fall weather is coming in this week for a couple of days! That will surely be a nice treat as I try to teach our kiddos the difference between the seasons in NC!! So far it's been summer weather since Fall began ;)
FYI, we have PE this week so children should be wearing sneakers to school each day.
See the Blog before this one for some classroom paper needs.
Here are some important dates to jot down:
Wednesday, October 16th: Field Trip to Marbles! Permission slips and money are due ASAP!! Your child may not attend if we don't have these! Would you like to meet us there and help us corral the excitement ?! 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 will be sending a letter home to your family.)
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: Fire Safety
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, my, 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.
Students will begin to understand and discover small moments in their own lives and writings of others through partnerships and mentor text. The focus of this week is to teach strategies that will allow the writer to get more writing on the pages of their stories.
Use frequently occurring nouns and verbs.
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Use a combination of drawings, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
"I am...." sentences have been a great place to start!
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 will find and discover -1 and -1 patterns through stories and poems! We have an assessment Wednesday this week.
If you made it to the end and stuck with my blog, THANK YOU!!!!!! Your child will benefit from your understanding of what we are learning :)
I hear that real Fall weather is coming in this week for a couple of days! That will surely be a nice treat as I try to teach our kiddos the difference between the seasons in NC!! So far it's been summer weather since Fall began ;)
FYI, we have PE this week so children should be wearing sneakers to school each day.
See the Blog before this one for some classroom paper needs.
Here are some important dates to jot down:
Wednesday, October 16th: Field Trip to Marbles! Permission slips and money are due ASAP!! Your child may not attend if we don't have these! Would you like to meet us there and help us corral the excitement ?! 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 will be sending a letter home to your family.)
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: Fire Safety
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, my, 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.
Students will begin to understand and discover small moments in their own lives and writings of others through partnerships and mentor text. The focus of this week is to teach strategies that will allow the writer to get more writing on the pages of their stories.
Use frequently occurring nouns and verbs.
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Use a combination of drawings, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
"I am...." sentences have been a great place to start!
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 will find and discover -1 and -1 patterns through stories and poems! We have an assessment Wednesday this week.
If you made it to the end and stuck with my blog, THANK YOU!!!!!! Your child will benefit from your understanding of what we are learning :)
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