Seven students finished filling their monthly-behavior charts this week. In celebration of having such awesome behavior for the first month of school, students got to pick something out of the treasure box and have lunch with me. We had a great time! :)
Seven students finished filling their monthly-behavior charts this week. In celebration of having such awesome behavior for the first month of school, students got to pick something out of the treasure box and have lunch with me. We had a great time! :)
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We spend much of our time at the carpet reading stories and talking about the Letter of the Week. When we finish, the students are given some work or a book that helps reinforce that letter. While they are working, we listen to songs that focus on that letter & sound. I created a website that has all the letters we are doing this first quarter. Watch the videos at home with your child and talk about the sound, how to make the letter (write it in the air), and words that start with that letter/sound! Most of the videos are found on YouTube, so you may have to check your parental controls for access. After recess, we always watch an online story. During math, the teamboard is utilized for whole group lessons. The students are learning how to 'drive' the lesson and love to be in control of their learning. Your child can access our math lessons: https://www.pearsonsuccessnet.com/ Your child's user name: Firstname.Lastname Your child's password: rp2013 During calendar time, we spend a lot of time singing and dancing to days of the week, months of the year, and number songs! Another way we use the teamboard is learning how to navigate my website (we talk about the tabs and what everything means) and how to find links to books, songs, and games. We play games during our lessons and at the end of the day when students are being dismissed. The kids also like looking at my blog with their photos. When the students are in the computer lab, they have the chance to explore my website. They are getting pretty familiar with it!
In Kindergarten, we spend a lot of time talking about expectations: what to do in the hallway, how to use the bathroom, how to ask friends questions and listen to their answers, how to show respect to our friends, our school, and our teachers, etc. Some of the things we have been working hard on lately are the expectations during center time. Some people may ask "What are children actually learning in center time?" If you watch them for just a few minutes, you will see social, motor, and academic skills emerge. While students are at centers, I will be pulling four groups of 4-5 students to work with me at my table on pathways (letters and sounds) skills. We have to practice what it looks like to be in the other centers before I can start pulling them to my table. Here are some pictures of just a few centers we are doing and what standards our students are touching on while in that area. This photo shows the girls working on ELA Standard 2. The student will be able to apply reading foundational skills. Targets: 2.1 I can apply grade level phonics and word recognition skills. (Topics A. One to one letter sound correspondence & C. High frequency words) 2.2 I can demonstrate concepts of print. (Topics A. Print concepts, B. Letters and words, C. Spaces between words, & D. Letters of alphabet) It also touches on our Writing ELA Standard 3. The student will be able to demonstrate understanding of writing skills. Target: 3.1 I can demonstrate use of various types of writing and their purposes. Here you can see three different centers: At computers, students are working on learning games to solidify their knowledge of letter and number recognition and reading online stories. The puzzles are a great place to develop social skills as well as Social Studies Standard 1. The student will be able to understand principles of community and citizenship. Targets: 1.1 I can participate in a decision making processes & 1.2 I can explain how to resolve disputes peacefully. The art center helps with small motor control and encourages creativity. Here the boys are working on a coloring page, but as the year goes on and they learn to be more independent, this center will offer more options. The Story-Telling Center is a fun way for students to retell a story. We read the stories as a whole group with the felt pieces and then students get to reread the story! This center focuses on ELA Standard 1. The student will be able to actively engage in group reading activities with purpose and understanding. Targets: 1.1 I can explain my knowledge and ideas regarding informational and literary text. (Topic A. Describe the relationship between illustrations and the story in which they appear.) 1.2 I can identify key ideas and details in a text with guidance and support. (Topics A. Ask and answer questions about key details, B. Retell familiar stories, including key details, C. Identify characters, settings, and major events in a story, D. Identify the main topic and retell key details of informational text) All of these centers help encourage ELA Standard 4: The student will be able to participate in collaborative conversations.
Targets: 4.1 I can demonstrate comprehension and collaboration. Topics (A. Discuss kindergarten topics and texts, B. Agreed upon rules for discussion, C. Continue a conversation through multiple exchanges, C. Ask and answer questions about key details & D. Ask and answer questions to seek help). 4.2 I can share my knowledge and ideas. (Topics A. Describe familiar things, B. Add visual for details, & C. Speak clearly) As you can see there is a LOT of learning going on! This week we are practicing working & solving problems together at centers and keeping our voice levels low. The kids love the areas they've been introduced to: writing, math, puzzles, computers, listening, art, reading, word work, blocks, playdoh, and pretend play. |
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Mrs. Halvorson
Happy Kindergarten teacher, Archives
March 2017
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