Science
The students have begun investigations related to our first science unit, Air and Weather. They thoroughly enjoyed our introductory lesson, "Air is There!" Each student was given a bag with a straw, balloon, cotton ball, styrofoam ball, piece of paper, and feather. They were given time to explore with the materials and to reflect on how air affected the movement of the objects. The big takeaways:
-Air is matter
-Air takes up space.
-Air interacts with objects.
-Air resistance affects how things move.
-Air is all around objects.
We also learned a bit about the scientific method during a lesson in which the students created a rather messy substance! Prior to mixing together two ingredients (Corn starch and water) to create a mixture known as 'oobleck', the students made a prediction about what they believed would happen when the ingredients were combined. We then headed outside to explore how Corn starch and water act when mixed together. The students did careful observations to determine how the mixture looked, smelled, and felt. As a result of their observations, they were able to determine that oobleck has properties of both liquids and solids. The kids had a blast playing with their oobleck!
-Air is matter
-Air takes up space.
-Air interacts with objects.
-Air resistance affects how things move.
-Air is all around objects.
We also learned a bit about the scientific method during a lesson in which the students created a rather messy substance! Prior to mixing together two ingredients (Corn starch and water) to create a mixture known as 'oobleck', the students made a prediction about what they believed would happen when the ingredients were combined. We then headed outside to explore how Corn starch and water act when mixed together. The students did careful observations to determine how the mixture looked, smelled, and felt. As a result of their observations, they were able to determine that oobleck has properties of both liquids and solids. The kids had a blast playing with their oobleck!
Math
In math we have completed Topic 13! The focus of Topic 13 included measuring time. Children need numerous experiences with time in the context of their everyday lives in order to develop the relationships among the various units. Regular references to clock time and the amount of time that elapses during various activities help them gain a sense of hours, minutes, and seconds. Children can deepen their understanding of time by using nonstandard measures ranging from sand clocks to their pulses to measure time.
As with other measurable attributes, it is important to convey to children that measuring time is approximate. Children should be taught to report measurements of time as “about a minute” or “about an hour.” It is also important for children to be able to predict how long it will take to do a simple task, discuss the strategies used to make the estimate, perform the task, and report whether it took more or less time than estimated.
As with other measurable attributes, it is important to convey to children that measuring time is approximate. Children should be taught to report measurements of time as “about a minute” or “about an hour.” It is also important for children to be able to predict how long it will take to do a simple task, discuss the strategies used to make the estimate, perform the task, and report whether it took more or less time than estimated.
Writer's Workshop
To launch writer's workshop, we have been focusing on sentences. More specifically, we have learned what a sentence consists of and how to determine whether or not a sentence is complete. We discovered:
- A sentence is made up of words.
- A sentence contains a naming part and a telling part.
- A sentence must make sense.
- A sentence tells a whole thought.
The students practiced sorting complete versus incomplete sentences with a partner. They then challenged themselves to make the incomplete sentences complete. We will continue to work on sentence mechanics continuously throughout the year.
We have also been discussing ideas for writing. The students each created their own heart map on which they included what they care a lot about and know a lot about. We then used our heart map to begin writing a story. The students learned a writing technique in which we first think of an idea and then make a movie in our minds so we can picture our story and notice all the details followed by sketching and writing our story!
We have also been discussing ideas for writing. The students each created their own heart map on which they included what they care a lot about and know a lot about. We then used our heart map to begin writing a story. The students learned a writing technique in which we first think of an idea and then make a movie in our minds so we can picture our story and notice all the details followed by sketching and writing our story!
Phonics
Reading and Spelling CVC Words
In phonics we have been hard at work reviewing CVC words. CVC stands for consonant-vowel-consonant, and refers to one syllable, short vowel words beginning with a consonant sound, followed by a short vowel sound and ending with a consonant sound. The students practiced the "tapping" method to both read and spell CVC words. Example, to read the word 'rug' the students look at each letter and determine what sound the letters make followed by tapping out each sound with their fingers, '/r/ /u/ /g/'.
Challenge your child to tap out the following words:
-yet -mop -fox -fun
-hut -rap -pin -hid
In phonics we have been hard at work reviewing CVC words. CVC stands for consonant-vowel-consonant, and refers to one syllable, short vowel words beginning with a consonant sound, followed by a short vowel sound and ending with a consonant sound. The students practiced the "tapping" method to both read and spell CVC words. Example, to read the word 'rug' the students look at each letter and determine what sound the letters make followed by tapping out each sound with their fingers, '/r/ /u/ /g/'.
Challenge your child to tap out the following words:
-yet -mop -fox -fun
-hut -rap -pin -hid
Reading Workshop
Read to Someone
As part of reading workshop, we have been building our stamina for read to someone. Read to someone is part of the Daily 5 literacy model. Students read with a partner to practice their reading skills, strengthen their fluency, and build their comprehension. The students have learned three ways to read with someone including I read, you read (I read a book to you then you read a book to me), we share (we take turns reading the same book), and echo read (one partner reads a page then the other partner rereads the same page). The students have also learned how to coach one another when they come across a word they are having difficulty reading and how to use their Mr. Check-in bookmark to check for understanding as they are reading. Ask your child to share with you our expectations for read to someone.
Decoding Strategies
We have also begun to review the decoding strategies the students learned in kindergarten.
The strategies include:
We have also begun to review the decoding strategies the students learned in kindergarten.
The strategies include:
Homework
On Monday, October 19th the students will receive their first homework packet. Each child has his/her own “briefcase” in which their homework packet will travel home in on Monday and return on Friday. Along with the packet will be a couple books the students will practice reading throughout the week. Please be sure to return the books on Friday as well! There will be an information sheet going home next week that will include further details about homework.
If you have any questions or concerns please feel free to email me!
If you have any questions or concerns please feel free to email me!