Reading/Language Arts
Our daily Reading and Language Arts time includes early literacy skills such as phonemic awareness (rhyming, initial/ending sounds, syllables, word endings, expressive sentences), understanding concepts of print, handwriting practice, reading predictable text, sight word practice, writing simple sentences, and using drawings to express ideas. We practice these skills in both large and small groups, as well as independently during the Daily Five. This is where we learn to build stamina in Reading to Self, Work on Writing, Word Work, Listen to Reading, and Read to Someone.
Sight Words:
Beginning in mid-September, your child will learn 2-3 new words. We practice reading and writing them. As your child progresses in writing, he or she will be able to construct sentences using the new words we learn. You can access our First Trimester words at the link below. A list will also be sent home for you to keep posted for you and your child to review daily.
Beginning in mid-September, your child will learn 2-3 new words. We practice reading and writing them. As your child progresses in writing, he or she will be able to construct sentences using the new words we learn. You can access our First Trimester words at the link below. A list will also be sent home for you to keep posted for you and your child to review daily.
Here's How You Can Help Your Child:
- Read with your child every day!
-Look for sight words as you read with your child
-Help your child think about the story (talk about the characters, setting, problem and solution)
-Look for sight words as you read with your child
-Help your child think about the story (talk about the characters, setting, problem and solution)
Math
We will be doing daily calendar activities that develop skills such as counting days and tallies, reciting and spelling the days of the week, sequencing the days and months, graphing the weather, and writing the date.
As we begin the new school year, we will be introducing position words (in front of, behind, next to, above, below, etc.), as well as learning basic number concepts such oral counting, counting objects, and writing numerals.
Here's How You Can Help Your Child:
- Count orally with your child (our goal is to reach 100 by the end of the year).
- Talk with your child about the day's weather and appropriate clothing for the day.
- Make various patterns, such as AB, ABC, AAB, AABB, or ABB.
- Talk about special days on the calendar such as family birthdays, holidays, etc.
- Sort household objects by shape, color, size, or kind.
As we begin the new school year, we will be introducing position words (in front of, behind, next to, above, below, etc.), as well as learning basic number concepts such oral counting, counting objects, and writing numerals.
Here's How You Can Help Your Child:
- Count orally with your child (our goal is to reach 100 by the end of the year).
- Talk with your child about the day's weather and appropriate clothing for the day.
- Make various patterns, such as AB, ABC, AAB, AABB, or ABB.
- Talk about special days on the calendar such as family birthdays, holidays, etc.
- Sort household objects by shape, color, size, or kind.
Homework
Each Friday your child brings home some homework for the next week. It consists of a five day reading log and some handwriting practice. It is due the next Friday, unless otherwise specified on the homework sheet. I encourage you to set aside time each night to read to your child for at least 15 minutes. In addition, your child should be able to do some handwriting for about 5-10 minutes. Your child should practice his/her first name, the sight words for that week, as well as the numerals 0-5. We are using the Fundations terminology when referring to letter placement on the paper. The top line is the skyline where most letters begin. The dotted line is the plane line and goes from left to right. The bottom line is the grass line, where most letters stop. The worm line is where some of the lower case letters go (q, y, p, g, j). Letters and numbers always go from top to bottom!
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sight_words_t1_16-17.pdf | |
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sightwordst2_16-17.pdf | |
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sightwordst3_16-17.pdf | |
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