Your child’s RAZ Kids log-in information is taped to the back of your child’s blue folder.
Please download the RAZ Kids APP and follow the diretions below to log in, using your child’s log-in information.
RAZ Kids is a fun resource that kids love. This is not mandatory and should be used at the parent discretion.
This should not replace reading your child’s book bag books with them, but can be used to enhance their reading.
All kids have logged in in the classroom and should be able to log in with almost no help.
Please Note that this is logging into the teacher account. Please use the information on your child’s card to log into THEIR account.
We’ve been working hard on becoming authors – drawing pictures with details, learning phonics and handwriting so we can write sounds to match our pictures, and adding feelings into our writing. Join us to celebrate our hard work. Your child will share a published writing peice with you as well as share their entire writing folder. This is a great chance to spend time with your child, review the progression of writing for emerging writers, and see how hard your child has been working!
This week KB began learning two important schools: decomposing numbers & sharing our learning on SeeSaw.
Using math manipulatives students practiced taking a number (1-10) and breaking it into two parts. They then recorded the decomposition using either a number bond (we like to say number bubble) or any other way that demonstrated that the number was broken into parts. As you check your child’s seesaw you may see their recording demonstrating this skill. You may ask them to grab something around the house to help them explain it to you.
Some students focused mainly on handwriting and worked in a small group to make sure they are forming their numbers correctly and are able to recognize their numbers to 10.
On Friday we had an open math exploration day. As students have inquired into what math is and how to record our thinking they have come up with unique ways to approach counting, decomposing numbers, and shapes. Using their math notebooks they recorded their ideas and acted as reflective collaborators as they shared their thinking with friends.
Students traced shapes, counted how many of each shape, and then recorded the number. This task was created by them on math exploration day.
T. grabbed a handful of base 10 blocks and said, “I’m going to count how many”. WIth help from teachers and a number chart he began to count by 10s.
S. used cubes to create a big number and made a number bond to show how she can decompose the number into 2 parts. She chose to extend our previous days lessons on exploration day.
Ss working with Ms. Xiaoman on finding the peices needed to make numbers, then writing those peices with correct formation.
S & M using cubes to break apart big numbers into two smaller numbers
This week KB started to work on strategies to help us start reading.
Phonics paired with reading skill lessons have started us on the path to independent reading.
Letters we’ve covered in phonics so far: s,a,t,p,i,n,c,k,o,m
We have been practicing combining the sounds we know to create our words as well as finding these sounds in our books.
The reading strategies we have focused on so far are called our READING POWERS! We’ve learned about POINTER POWER and SNAP WORD POWER. Pointer Power helps students build one to one correspondence of words which helps them focus to decode. Snap Word Power is the recognition of words that appear frequently or words that do not follow phonics rules. Snap Words we’ve touched on are: my, a, at, and, I, the, and we.
If your child doesn’t know all of these sounds or snap words yet- dont worry. We will be reviewing and Ms. Xiaoman and Ms. Erlendson are doing small group and individual conferences to helpeveryone.
This week your child will start to bring home levelled readers everyday. The readers are in their blue folders and she be taken home and brought back every single day. The level of these readers may vary based on the skill your child is working on. The levels are not indicators of how good or bad your child is at reading, but rather indicate the level that is appropriate for the skill your child is practicing.
S practicing pointer powers as the whole class followed along. You can also see the “snap word” WE highlighted with tape. This book also touched on emotions we’ve learned in our first Unit of Inquiry.
The past two weeks the KB students have been on a mini inquiry/challenge. They were given four pictures. With each picture students talked about what they saw in the photo, what was happening/what was the person doing, and then they tried to mimic the actions presented in the picture. Each picture took 1 day and was used as a warm up to math time. On the 4th day I asked the question, “What is the same about all the photos”. There were a lot of answers ranging from, “They all have white” to “There’s people in all of them”. Finally after 2 weeks and a couple hints they discovered that all of the pictures are of MATH! In the coming weeks we will delve deeper into what is math? and what do mathematicans do? In order to keep our minds open and begin to see math everywhere! As these thinking routines become part of our warm up we have also played simple number sense games, practiced number writing formation, and have used the book “How Many?” to dive into counting with lots of possibilities.
It took KB Ss 8 days to find the connection between all 4 pictures. We talked about the idea of productive struggle and that if I just told them answer their minds wouldn’t have had to work.
Students playing a simply math game that requires counting and one to one correspondence.
Ss playing the counting math game together
Finding multiple answers to the question, “How Many”
Studnets using a number chart together to figure out how to write the number 12 as they work in their Math notebook
Each student chose a photo to use for counting. There are multiple answers per photo
A students finished math thinking + teacher underwriting
Thank you for attending parent conferences. Many conversations centered around the KB students expressing themselves and communicating. Below is a newsletter telling you all about our current unit of inquiry where students are focusing on the 4 lines of inquiry related to awareness of self and others.
Ipads in KB are used to enhance and document student learning.
This week students used the photo & markup features on the ipad to record their work.
Eventually this skill will help them upload posts to their personal SeeSaw accounts which parents and family members have access to.
Students also practiced using the app RAZKIDs which is an interactive reading app. Starting next week students will independently use this app during Reading Workshop. Students are scheduled to use RAZKIDs once a week in class. Beginning in October I will send home instructions and passwords for this app so that it can be used at home. I ask that you please refrain from downloading until that time so we can continue to practice RAZKIDs expectations in class.
A student taken photo of the object they made with playdough that starts with the /s/ sound. The student then used markup to write the word.
A student taking a photo of the word he constructured for the /t/ sound. It was his name, so it is blurred out 🙂
Every week KB has a some kind of text that we considered SHARED. Shared reading texts relate to our units of inquiry and help students learn basic pre-reading and reading skills. It helps us become confident readers. Most Fridays students will bring home part of their shared reading to read at home. This week they will bring home 2!
We focused on the book and song “My Body”. With the song we built our language around basic body parts. With the book we learned the sight word “my” and practiced using the pictures to help us read the words.
This Friday your child will bring home the My Body book and the lyrics for the My Body song. Please return the book on Monday.
https://www.youtube.com/watch?v=Rc_kIWKLiD8 <– My Body song Link
My Body book that will be brought home to be read as a family over the weekend
KB learned that partners do more than just sit next to eachother. Reading partners can share their excitement for reading with eachother. On Tuesday we had a focus for independent reading- find pages that you absolutely have to share with your partner! Students used post-its to mark the pages they wanted to share. When they met with their partner they practiced not only sharing their marked pages, but explaining why they like that page and asking their partner questions about the page. Together they share eachother’s interests and make connections.
S. marking a page that she feels is important to show her partner
Sharing a “WOW” page
S. now sharing her WOW pages with her partner
Thinking About Numbers
The first trimester of Kindergarten focuses on numbers 0-10. Some parents feel this is quite low, but students are really analyzing those numbers. This week the analyzing started with the shape of the numbers. What shapes/peices are used to create the written numbers? Students collaborated to use their bodies to form numbers 0-9 .
Additionally, subitizing is a skill that allows students to see a visual representation of numbers in groups with fluency. Students used dot cards with different variations of dots to play a simple match game. Each student turned over two cards, if the total number of dots was 5 then the student got to keep the set.
The Number 5
One group talks about what peices they will need to form to create the number 9
Playing the 5 match game. Turning over 2 cards that make 5.
She got a 5!
They all got 5!
This week in KB students made progress towards understanding the Reading Workshop routines. Students named the topics they were interested in reading about, our classroom library was filled with books based on their interests, and students finally got their own book boxes to house books that they want to read! Some of the interests in KB include sea animals, transportation (trains,cars,trucks), people in the community, and their favorite characters such as Clifford and Pete the Cat. During independent reading times students focused on finding their reading spaces and looking at the pictures in the books of their interests. Next week students will delve deeper into reading pictures and sharing their books with a reading partner!
Students often choose the create their own spaces/furniture using big wooden blocks. As the year progresses they will get more creative with how they use the classroom space.
Students find a space of their liking. It can always change from one reading time to another. The goal is for students to feel comfortable at home when experiencng reading.
Dinosaurs are always a crowd favorite in KG.
Students have individual book boxes where they store story books of interests and soon will have levelled books of their choosing.