Juice, Seeds, and Soil

This week our juice shop workers started their schedule. Everyday there are 2 designated juice makers and 2 designated dish washers.

Other students are welcome to help and they usually do. Students who are working in the shop are taking surveys to see Who Wants Juice? They’re recording the  information on white boards using tally marks and writing names. Once they know how many friends want juice they set off to make it.

Each day there are new challenges that students are facing fearlessly and worked together to find answers to. How do we cut the apple? How much juice do we need for everyone? How do we organize ourselves so that we arent confused? How do we communicate effectively? How do we include everyone, even those who don’t always talk to express their feelings?

Students organizing and recording who wants juice

Students organizing by using name cards and cups. Students brought re-usable cups from home to use.

Even though there are 2 “official” juice makers everyday, everyone likes to pitch in to do surveys and collect data about juice

While working with fruit students noticed that there are seeds in the apples! Some students were very excited at the idea of planting the seeds! As a whole class we got together and thought about “What Do We Need to Plant Our Apple Seeds?” With a great list that shows the knowledge KB students already have around growing plants we have started to inquire into one of the necessary things required for growth of plants- soil.

Students took to the back space to find “soil”. New vocabulary was introduced once students were finding different variations such as: dirt, gravel, mud, and sand. One student asked the question: How can we Make soil?

Together we used the interet to find an answer to that question. Although complicated, we found one answer that excited us all- WORMS. If you’re wondering why your hild may be asking to bring egg shells into class, composting is why. We watched a couple videos that taught us what we need to get started making rich soil for planting. Along with worms, paper, and cardboard, egg shells help get a compost started. Beginning a compost is just the very beginning of students understanding living vs. non living and how our actions impact the environment- a concept we will continue to explore all year.

Searching for soil

If we mix water and dirt will we get soil?

Students answers to “What do we need to plant our apple seeds?

Observing our future compost bin. Students began putting the peelings from the juice shop into the bin once they heard that worms will eat rotting things.

Here is a short conversation that took place between students surrounding the idea of worms helping us to make soil:

Evora: worms eat dirt, worms are our friend

Itamar: we need 100 worms!

Eddie: He’s alive!

Silje: Take water plants, worms like water then they come out

Sarah: Maybe they eat the bad thing, they poop out the soil

Elizabeth: why can worms only poop soil?

Itamar: Oh I get it, you put it inside and they eat it and poop it out.


Students Showed their concept of numbers in increasing fashion when asked the question “How Many Worms Do we Need” in order to make soil:

Sarina: 15   Evora: 20   Ramya: 10  Silje: 100   Eddie: 1 Million   Tomson: 100 million   Margaret: 100 + 100 million   Elizabeth: 7

Mia: 100,000   Kane: 100   Itamar: 1 Million   Sarah: 1,000


We hope to see you November 16th @ 12:00-12:30 not only for our publishing party, but so we can share the progression of our learning.



A Juice Shop Is Born

Last week students expressed interest in the song “A Million Dreams”. Together we learned some of the “snap” words in the song and practiced reading the lyrics. As posted in the class SeeSaw, M. performed the song and Y. performed a dance interpretation on our newly constructed stage. The rest of the gather came together to set up seats for the audience, act as the stage crew to make sure blocks stayed together during the performance, and turning on and off the lights. Students also sang along if they wanted.

Y. and M. on stage for their performance


After our intial performance we had a class reflection about our new stage area and what should be our next step. Student suggestions included: getting instruments, making rules for the stage, telling stories on the stage, and getting something to drink for the performers after their finished. This last idea quickly turned into the idea to create a juice shop that would supply juice for the performance. And so, A juice shop was born!

Stage Rules created and written by KB students

The interest of a peformance stage and instruments didn’t die out though. Here are some photos showcasing ways students used their interest in a class performance area to write and do their own math explorations.

K & T measuring and record the length of she stage












Students writing to show their knowledge of musical instruments

A group of students working together and using critical thinking skills to move furniture for the juice shop





The first steps students took to getting our juice shop running included:

-voting on the type of juice to make

-brainstorming what is needed to run a juice shop

-moving furniture around to create a “shop” space which includes a table and chairs as they suggested in their brainstorm

Brainstorming about the shop. A mix between teacher and student handwriting

The group making the intitial plans for the shop



The group interested in the song “A Million Dreams’ working together to find “snap” words in the lyrics
































Writing the menu for the shop




Today was our most exciting day yet as we got a JUICER in KB!

A group of students worked together to explore the peices and figure out how to put this (8 peice) juicer together. It took them a total of 9 minutes, with countless minutes and using their prior language knowledge, asking questions about how things fit together, and communicating with their group mates.

After the juicer was together we took it a part and as a class talked about each part and with that same language knowledge we created names for each part. It was concluded that if you want to work in our juice shop you need to know the names of the parts. Students agreed on created names or parts like the: smasher, sharp pin, garbage box, and spinner.

Next, students practiced drawing detailed pictures and labelling each part of the juicer. This gave students time to really get to know the machine they will be using and using the shapes they saw within the machine to help them draw it. The labelled drawings are now in the background of the juice shop for referenecs for our workers. During our initial plannig stages students decided that only 2 people can work in the juice shop at one time. I am excited to see once we get started if students make any changes to their 2 person rule and if after using the juicer with electricity if they will change the name of any of the parts!

Additionally, another group used their estimation skills to decide how many apples to order. Some initial thoughts were 3, 20, or 1 big one and 10 smalls ones. We ended up getting 10 total apples delivered plus some oranges, which students were excited about.

Working together to put the juicer together


Many questions have come out of this project, including questions about mixing different types of juices, how to measure the amount of juice, and weather we need to cut or smash the apples before putting them into the “sharp pin”!

Drawing and labelling the “smasher”

Our juice shop area with cups, apples, a juicer, a cash register, a table with chairs, and our labelled parts drawings set up and organized by a small group on Thursday afternoon. 

RAZ Kids

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.

Publishing Party

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!

Math & SeeSaw

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


Reading Powers

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

KG Unit of Inquiry: Wellness

Dear Parents,

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 🙂

Shared Reading

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