Thank you for sending in the necessary winter gear each day with your child. Despite the ups and downs in the temperature, we have needed boots (and a change of shoes) each day. When there is snow on the ground your child needs snow pants as well. The children have had a ball playing on and sliding down the enormous snow piles on our playground. It may not be a bad idea to keep an extra set of clothing, including socks and underwear, in your child’s backpack. As the temperatures rise and the snow melts, we end up with a lot of wet children. J
Our wonderful student teacher, Lisa Cusson, needs to have a video recording of her, working with a small group of children for her school. A permission slip will go home on Tuesday and we ask that you return it by Thursday, January 18. Please circle the appropriate choice at the bottom of the form so we know if your child may be included on the video. Thank you!
Below is some of what we have worked on this past week and questions you may ask your child.
Has your child told you about the fairy tale plays we worked on this past week? Each student had a role, or two, in a fairy tale play. We worked on our phrasing, fluency, as well as paying attention to what is happening in a story as we practiced our lines together. At the end of the week each group performed for the rest of the class. The children were completely engaged and excited about this activity!
At home: As you read with your child, model appropriate phrasing, as well as intonation and expression. As your child reads “just right” books to you, ask them to read the words as if they were speaking. Have him/her scoop the words with his/her fingers.
This week we had a few people from the Wilson Reading Program come in and observe a phonics lesson. They were very impressed with how neatly your children wrote and how well they followed the established routines. Yay Room 4!
This past week we learned the glued sounds, /am/ and /an/ and learned how to mark and tap them.
At home: What are the key words for /am/ and /an/? How do you tap those sounds in a word? How do you mark those sounds in your writing?
We have added the following words to our Trick Word Wall; have, said, from.
We have begun our unit on measurement. In this unit of study we are focusing on the following skills:
· Measure the length of an object in a non-standard unit of measure (cubes, paper clips, etc.)
· Ordering three objects by length by comparing the objects to one another
· Compare the length of two objects by using a third object
· Organize, represent, and interpret data with up to 3 categories and use this data to ask and answer questions about “How many?” and “How many more/less?”
At home: Choose an area rug or space on the floor to measure. Have your child measure the length of that rug or space with his/her feet. Your child will hopefully remember to start with his/her heel at the edge of the rug/space and then proceed to take steps, heel to toe, to measure the length. Ask your child how the measurement will differ if you measure the length of that rug/space with your feet. Ask your child to explain his/her thinking.
Just prior to the performance of our fairy tale plays, we had an Open Circle on the importance of speaking up. We reviewed what we learned in the book, Decibella, and practiced using our “strong speaker” voice. We briefly discussed the other meaning of “speaking up” and reviewed our Open Circles on dangerous and destructive behaviors and how to deal with annoying behaviors.
At home: Why is it important to use a strong speaker voice when performing the fairy tale play? When is it not OK to use a strong speaker voice at school?