Words of the Week (W.O.W.): we, be, was
Word Family of the Week (WFW): _ot (example: pot, hot, dot, and not. The initial sound referred to as an onset. The word family is referred to as a rhyme. Using this vocabulary will help in identifying the parts of the word and building familiarity with how to choose rhyming words.)
Reading Strategy: Predictions & Inferences
3) Rhyming: Please work with your child on words that rhyme. Begin with words that follow our word families. Reading poetry and seeing how others use rhyme can be a fun way to begin this journey! Dr. Seuss is a great resource for this activity!
Please continue work with both beginning sounds and segmenting words at home.
Beginning Sound Practice:
Kindergarten Skill Standard: RF.K.2d Student will be able to isolate and pronounce the initial sounds (phonemes) in three-phoneme (consonant-vowel-consonant or CVC) words. This does not include words with the ending sounds /l/, /r/, or /x/.
Prompt: What is the first/beginning sound you hear in the word "cat"?
Answer: "C! C says /k/"
Prompt: What is the first/beginning sound you hear in the word "mom"?
Answer: "M! M says /m/"
Prompt: What is the first/beginning sound you hear in the word "bed"?
Answer: "B! B says /b/"
Phoneme Segmentation:
Kindergarten Skill Standard: RF.K.2c Student will be able to blend and segment onsets and rimes of single syllable spoken words. Example: Tell me the sounds in the word cat answer: /c/ /a/ /t/
Prompt: Tell me the sounds in the word man
Answer: /m/ /a/ /n/
Prompt: Tell me the sounds in the word hit
Answer: /h/ /i/ /t/
Prompt: Tell me the sounds in the word box
Answer: /b/ /o/ /x/
This weeks' read alouds:
Daily 5: Components of Reading and Writing Instruction
Building Reading Stamina... We are growing stronger! As a class we have defined stamina as "doing something for a long time, never giving up!" We began our ability to read silently to ourselves in our seats at 1minute and have built to 4 minutes! This is an important feature of the Daily 5 method of reading & writing instruction delivery.
The students have learned how identify "good fit" books, and reading independently. These skills, once mastered, will allow the students and I to add on the next component of the Daily 5: Read to Someone, then Listening to Reading, Work on Writing, and Word Work. Eventually this will be the description of our afternoon. The children will be put into small groups, and given appropriate levels of autonomy to complete the expected self-directed/ teacher prescribed tasks.
Math Focus: Numbers to 100!
This week we are continuing our work with numbers to 100. Math time is broken down into 6 stations:
Counting Cup Part-Part-Whole Mats
Play Dough 10 Frame 2 more & 2 less
Dice Race 10 Frame Unifix Build
Pictures coming soon!
Composing & Decomposing Numbers: Composing with Legos
I am loving the volunteer presence! Keep it coming! It is so fun to share our learning experiences with you!
