This week we
continued to work on reading fluently, echo-reading and paying attention to
punctuation. We added a little flavor to our morning calendar time, by doing different "voices" during this time. Most of the week, we did calendar in a "sPoOKy" voice, but thursday and friday we switched to volcANO!
This week we also started
doing addition and subtraction during the same lesson.What I mean by that is, we would do one
addition problem and the next problem would be subtraction, the students were
doing amazing.Whatever sum we got from the
addition problem would then become the whole number in our subtraction
sentence.(It also helped that when we “took
part away” or subtracted, they got to
eat however many fruit loops we were taking away. Subtraction is their favorite
now.)
And the
moment we were all waiting for: THE HALLOWEEN PARTY!!!
Here were the
learning targets on Halloween.
Each student
got to pick out their own small pumpkin that they were going to be doing
experiments on.Students cycled through
difference stations to test: how big around their pumpkin was, how much did their
pumpkin weigh, will a pumpkin sink or float, what does a pumpkin look like
inside, smell like, sounds like, how many seed are in a pumpkin, and how many
cubes tall is your pumpkin.Thanks to
our awesome parents (and sister) volunteers, it went SMASHING!At each station, the student would make a
prediction, test their prediction and record their results.
After all
the fun of Halloween had settled, we did spend some time learning about what it
means to vote and learning about the President of the United States.We rocked the vote on Friday, by voting for
the line leader for next week.The vote
was won by one vote, showing that EVERY vote does count!
Have a
wonderful long weekend and remember to vote on Tuesday!
This week was RED RIBBON WEEK.We had short lessons each day reviewing how to be healthy and happy and how to say No! to anything that may harm our body!Each student pledged to live a happy, healthy life!
This week we met some friends that help us organize what we read.We first met VENN DIAGRAM.Venn Diagram helps us to organize the differences and similarities of two things (i.e. between a tadpole and an adult frog).The picture is of the students’ responses, I did not add a single response!Students know that we put differences on the outside and similarities on the inside.We use movements with our hands to help us remember.
We also introduced a T chart and how that can help us organize information and compare.
Writer’s Workshop, students are working away.I am so proud of the students.They really have the knowledge now and a very solid foundation of writing sentences.They know that each sentence starts with a capital letter, they we write from left to right, that we create space between words, include the “who” and the “what”, and always ends in a period or exclamation point.We will continue practicing each day on improving, but the knowledge is there, it’s just putting it to practice.
We did a really fun lesson this week on reading fluently.Part of reading fluently is knowing what to do when you get to punctuation.This week we focused on what readers do when they see a period and an exclamation point.We did a sentence walk around the room.Taped to the floor were the sentences:“I see a dog.The dog ran home.I love dogs!”We practiced walking fluently (smoothly and natural, just like reading should be!) and as we read the sentences when we came to a period, we put or hands up (like we were saying HALT with our hands) and paused.When we read the sentence “I love dogs!” we would say it with super duper excitement and when we got to the exclamation point we would jump with our hands up in the air.
In Math we have still been working on our addition skills and just started to introduce subtraction.I took two videos of the students doing Math.They are picking it up so quickly.There is a couple short math s I like to show in the morning.I try to always be ready for the students even before the school day so they don’t have to sit in the hallway.If they are in the building, I would rather have them in the classroom watching a fun video or doing a quick phonics or math game.I will attach both videos.The videos are working though.Before I started teaching the subtraction lesson, I asked the students if they knew what subtraction meant and most of them said, “It means to take away.” So I asked, “How did you know that?”They said, “From the video.” and pointed to the SMART board.Cool!
We also had a fun activity to work on mastering the common core standard: “describes positions of objects using terms such as above, below, beside, in front of, next to, and behind.We played a Simon says kind of game ad used “friends” (paper plates with faces drawn on them) to help us learn where above, below, in front of, etc…..we rotated the paper plate around our body to show the correct position.It was really fun, students request to play that game now.JNeedless to say, they met the standard quickly!
I am so excited for next week.Our Halloween Party is going to be awesome.We are going to have centers that focus on Math and Science.It will be great to have so many parents in the classroom that day as well.It makes it an extra special day for your son or daughter.J
Have a great weekend!I’m off to run a 5K, perfect way to end Red Ribbon Week.
Mrs. Kressin
Here's the other Math video we use in the morning (suggested by one of my fellow Kindergarten teachers! Her class loves it, so we had to try it!):
Just like our normal day to day learning environment, we had centers and centers of froggerrific activities!
First things first, we have to make our party hat!
Now let's glue the different stages of a frog's life in the correct sequence on the head band.
Student's depiction of a frog's life cycle.
Since we were working on our 5 senses this week, we had a SENSORY STATION. At this station students bravely reached their hand under a covered container to use their sense of touch to tally what stage of the frog life cycle they thought they felt. Students put a tally mark for what stage they thought they felt. Students described what they felt...(was it hot? cold? hard? soft? slimy? rough? etc..)
Tadpoles in water!
Frog eggs in water!
Adult frog on land!
Students tally up votes before the unveiling!
Now we can SEE the stage! Using another sense!
Students trying to SEE what they FELT!
Students described the tadpole station as...."slimy, cold, slippery and tadpoley!"
Students working on LILY PAD addition!
"Can you please place my life stages in the correct sequence of events?"
Student's also got to have a dance party to end the day, dancing to the awesome frog song of course!
Phonics Center: Students master letter identification. They align lower case letters with the corresponding capital letters. Once we are done with that! On to letter sounds! Let me tell you, these girls are letter ROCK STARS!!!
Last week was business as usual…as far as the students doing
an OUTSTANDING job!
In Writer’s Workshop we are stilling working on the long
list of things to remember when writing.
1.Always write from left to right.
2.Use a capital letter to start each sentence.
3.Leave space between words.
4.Including the “who” and the “what” in each
sentence.
5.Ending each sentence with a period or exclamation
point.
There are SOO many things to remember which is why we
practice each day!
In reading, the students mastered the sequence of events of
the different stages of a frog’s life cycle.While reading the non-fiction book “The Life Cycle of a Frog”, we also
looked at: The Table of Contents page, glossary, sidebars, bold faced words and
other features that help us better understand any non-fiction book we are
reading. (They worked so hard, they were rewarded with an all day FROG party! Next blog will showcase those photos and videos!)
In Science we worked on our 5 senses and which body part is
associated with it!We analyzed fruit
loops with each one of our senses and then described what we saw, heard, felt,
tasted or touched.We also did an
interactive SMART board activity where students had to decide which sense would
be used to do something? And what body part would be used for that sense.(i.e. “our nose would help use the sense of
smell to smell stinky basketball socks!”) Students also helped to rebuild a
stick figure that had lost all of her body parts that are associated with a
sense.They took turns to give her ears,
nose, hands, eyes and mouth.
Guided Phonics Center with Mrs. K
"I can build the word....(lap and cap...and many others)" center. Students build words with gentle coaching from Mrs. Kressin. After they build their word, they practice writing that word as well. Sometime we speed build...where Mrs. Kressin gives a word, and the students race to build the word as fast as they can! :)
9 ways to make (equal) 8! 8 ways to make (equal) 7! Students are building the addition number sentence, then writing the addition number sentence. These boys are getting to be pro's!
Students are making sense of number addition sentences!
Phonics:Students were completing RHYMING
activities.The super secret password was the sight word “MY”, and review of the letters Kk, Ll, Mm, Ee.Some students are asked to tell the sound,
some students tell words that begin with that sound or words that end with that
sound, etc.”Each week we have a new
password to enter the classroom.
Above:
Students sharing the sequence of events of their own bedtime routine.
Writing:The students worked on visualizing what they
wanted to write about.First we
visualized an event that they had experienced in the past, an event they look
forward to in the future, something that happened recently.They wrote “I…” statements like “I had a big
cake.”Or “I had a red belt” or “I love
leggo land.”I have to share; one of the
students said the most adorable thing.During journal writing we have been working on “I…” statements.In reading we have been working on sequence
of events, so for the reading homework, students were suppose to use the
“IMPORTANT” words to help organize their writing of: First, Second, Third, Next
and Finally.One of the students came to
me in the morning and said, “I’m sorry Mrs. Kressin I told my Mom we need to
start every sentence with a Capital I, but she wasn’t getting it and she made
me write it like this.” (Which of course, Mom was right!) That just made
my week, and it was so precious.I
couldn’t help but laugh.So during journal time I explained that this
week we were just working I statements but we can change how we start off our
sentences.This is why I LOVE teaching
Kindergarten!They are so sweet and
ready to soak up learn anything you put in front of them!
Partner Teaching
Reading:We spent a majority of our week on: sequence
of events, determining text importance (not every detail), and review of setting.Setting can be tricky for students.Setting is not only where, but also
when.The setting could be in the 1800’s
or in the future!Setting can change
within a story.Setting can change from
page to page sometimes and other times the setting stays the same through the whole book.Good readers are investigators though, and
are always looking for and thinking about the clues they see, hear or read!
Setting and Smiles :)
I am so excited to hear the students answering questions with complete thoughts (complete sentences).For example if I was asking the students where the setting of the book was, they would respond, “The setting of the book is in the forest.”If a student responds“In the forest”, I always say, “WHAT is in the forest?”It didn’t take long for them to catch on!
Partner Reading
MATH:
Addition!We started off as a whole
class looking at what happened to any number we add one to.One student shared with the class that “…any
time you add one to a number, it is just one number bigger!”We split up into our Math Centers and worked
on our individual needs.Some students
were working on mastering counting to 50, others worked on mastering comparing
numbers with greater than,less than or
equal to, others were writing their numbers after counting a certain number of
objects, some student were working on addition problems up to 5.
There is an
INCREDIBLE WEBSITE we use in class for our technology center.
If you click
on the link, it will take you directly to a page that shows most of the
standards that Kindergarteners are required to learn throughout the year.If you click on any of the links, it will
have practice questions that pop up to test that specific standard.For example if your son or daughter is
working on Counting to 20, you would click on that link and 10 stars would pop
up for them to count.If they got it
correct they would move on to another question and the questions would slowly
increase in difficulty.If they got it
wrong, it shows how to figure out the answer.It is amazing.Towards the end of
the year I hope to have all of students
working on 1st grade math from this website! (I just ask please do not have the student begin skip counting until they can count forwards and backwards by ones to 100 with ease. Skip counting can really confuse students when they are building thier understanding of numbers!)
The students
in this class are always on “Outstanding!” for our behavior chart.They try their best every day. What coming
next week???
üWriter’s have a lot to remember.We are going to practice putting a capital
letter at the beginning of each sentence, space between words, ending with a
period or exclamation and including the who and what in their complete
sentence!Mrs. Kressin is also going to
start using the word verb in our every day vocabulary!
üReading/Science: Build academic
vocabulary as we learn about the life cycle of a frog.Continue to determine text importance and
sequence of events.Identify and discuss
nonfiction text features (table of contents, glossary, sidebars, bold words,
etc.)
üMath: Adding numbers up to 5.Some students I may bump up to adding numbers
up to 10.We’ll see how the week
goes!
The words "VISUALIZE", "COMPLETE SENTENCES" and "MATH TALK" were probably said about 100 times this past week... Here's why...
Writer’s Workshop has been going great this week.When we work on writing it is important to not overwhelm the students with too many corrections.During each writing session, we first take a moment to VISUALIZE what we want to journal about, discuss it with a partner, share, and begin.I try to only COACH the students on one or two items during their writing session.Initially we focus on: sounding out words, leaving space between words, capital letter to start a sentence, using a drawing to tell opinion, information or what happened, and so on.We want the students to enjoy the daily Writer’s Workshop.This is a time for minor adjustments each day (that add up to major gains!)and lots of positive reinforcement and encouragement!Writing can be a daunting task for Kindergarteners!
In Reading and Phonics we have been working on Beginning sounds (specifically for Gg, Hh, Ii, Jj), recalling and retelling information IN COMPLETE SENTENCES.Silly Mrs. Kressin often forgets the question she just asked or anything about the story we just read, so it is very important to always speak in complete sentences so she can figure out what is going on!The students are doing a wonderful job adjusting their answers!I can see them growing and learning every day.It is so exciting.JI have been getting great feedback from parents that you are working on reading comprehension questions at home.That is so awesome!Anytime you can ask your son or daughter questions about the story (beginning, middle, end, characters, setting, etc...), you are teaching them how to be a better reader!
This week we also had FIRE SAFETY.I will post information and pictures from that event next week.(I have to get pictures from another teacher.)Reminder: Make sure you and your family have a “meeting place” in case of emergencies!
Math activities.The students in this class are gaining a solid foundation with numbers.We have started our “MATH TALK” during our Math centers, where we focus on talking about a certain topic.This week we compared two numbers to see if they were greater than, less than or equal to.We use a variety of different ways to measure our learning and understanding for these concepts.
LESS THAN talk...
Fruit Loops GREATER THAN activity.
Fruit Loops and Fruit Loops!
In this video I asked one of the students to quiz the other students on "EQUAL TO". The number he wrote was 100! You can hear at the end, he is saying what the other students wrote down. They are number rock stars!!!
Addition Number Sentences
Corresponding Numbers with the correct Number of Stickers(objects).
Counting!
Cups and Cardinality Build Up. We used this for our Math TALK..."Is my pyramid less than your pyramid? Let's count and see! I think this pyramid is GREATER THAN the other!
"Add them all up and let's decide whether my number is greater than your number? less than? What if our numbers are equal to? That would be crazy!"
I love using whiteboards as an assessment tool. I can ask a series of questions, each student quickly writes down their response. I can see who is "getting it" and who is not and adjust our learning needs accordingly.
I can see some serious NUMBER POWER going on here. Students are problem solving and making sense of numbers and how it makes sense to them....and trying to explain it to their friends!
Tech. center....creating addition number sentences.
One last thing, tomorrow we are celebrating our POPCORN reading party!They have already earned every REWARD possible on our REWARDS BOARD!Time to start over with a clean slate!
Enjoy the long weekend! No school on Monday! Read and Count! Read and Count! :)
