Kindergarten

November 2016 

Writing:  In Writing, we just finished writing a teaching book and are moving onto how to write a narrative story.  Students are fully engaged in Writing Workshop and have learned many strategies that authors use such as: adding pages to tell more about what you know, using pictures and words to tell the story, and making sure that all of the pages fit/make sense to the story.  They have also begun working with a writing partner to share their ideas and ask clarifying questions, which prompts the writer to add more details to their piece. 

Reading:  We spent time looking at the story elements of character and setting. The students created their own character stick puppet and placed them into a setting of their choice. These were then used to tell stories to a friend.  We continue to work on building our stamina during independent reading. In Fundations, we have introduced the letters/sounds: a,b,c,d,e,f,g, i, j, m, n, o, p, r, s, t, and u.  Ask your child to tell you the “story” about each letter.  For sight words, we have introduced the words: I, can, see, the, a, to, went.  Continue to highlight and practice the words on the word ring at home. If your child can identify these words, have them use them in a sentence or have your child be a “detective” and find the words he/she has learned in picture books!

Math:   We have been working on different ways to compare objects, numbers, and words.  We have talked about proper ways to measure and record your observations.  The math terms introduced during this unit are: compare, longer/shorter, same, baseline, and bigger/smaller. 

Science:   The 5 senses unit allowed us to spend some time outdoors exploring DFS using 4 of our 5 senses. We discuss but didn’t experiment with the sense of taste.  We used feeling bags, as well as smell bags to guess various objects hidden inside. This helped the students understand how important each of our senses are.  We also discussed how, when exploring the world around us, you often use more than one sense at a time.

On a different note:  Although most children grumble about doing chores, jobs at home can be a powerful way to develop “task initiation and task completion.” Chores also help children feel “worthy” and a valuable part of the family unit. We often “assume” that children know how to do a task and then we get frustrated when they don’t do it correctly. That’s why it’s important to model expectations and demonstrate. Once they have seen how to do something, independence quickly follows.  This is the model we use at school when teaching students to be independent in their work.


Kindergarten Teachers 2016-17

Mrs. Foley, Mrs. Barthel, Mrs. Logan & Mrs. VanGrowski


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