Shapes in math

Our next unit in math will find students looking for flat and solid shapesin their world. They will begin to make connections between the wheel of a bicycle, the moon, and the top of an ice cream cone. Learning to identify flats and solids will allow them to see the relationship of the simple to the complex – a plastic triangle, an ice cream cone, a mountain’s top.

Students will also manipulate the flat and solid shapes into positions such as, “Move the rectangle shape behind the shape with three straight sides.” They will recognize the presence of the flat shapes within the solid shapes. Students will continue to work extensively with numbers to 10 and fluency with addition and subtraction to 5.

Home reading books

Monday will be your child’s first day of reading homework. Each day, Monday through Thursday, your child will bring home a book to read to you. Your child has practiced this book at school, so they should be able to read it independently. Reading includes a variety of factors…

  1. One to one correspondence: pointing to each word that is read out loud
  2. Fluency: read at a nice, even pace, paying attention to punctuation marks
  3. Comprehension: remember and discuss what was read
  4. Expression: changing the tone of one’s voice to make the text sound more interesting when read aloud

Here are some guidelines you can use when your child is reading…


  • holds the book
  • turns the pages
  • points to the words
  • reads out loud
  • cares for the book
  • puts the book back in their green take-home bag when finished


  • listen to your child read
  • ask questions about the book
  • be encouraging
  • give your child time to think about and correct their own errors before helping them

Child and parent:

  • sit together in a reading friendly location
  • have a conversation about the book
  • enjoy your time together

I think your child will be very excited to share their reading book with you. Please be excited with them. Thank you for supporting our Kindergarten literacy program.

Letter formation

The children are improving their handwriting skills. Because upper case letters are only used for names and at the beginning of sentences, we are focusing on the more frequently used lowercase letters. When forming the lowercase letters of the alphabet, the children are using words like tall sticks, shorts sticks, hanging sticks, cups, tunnels, zigzags, bars, hooks and curves.

For example, the letter < n > is a short stick, tunnel; the letter < p > is a hanging stick, curve; the letter       < z > is a bar, zigzag, bar. The children  write the letters inside two lines. The only part of the letter that should be outside these two lines are letters with tall sticks and hanging sticks. The children are reminded to start each letter from the top. The only two exceptions to this rule are letters < d > and < e >. The children are also reminded to keep their pencil on the paper until they have completed the letter formation. Sometimes that means going back up part of the letter. The exceptions to this rule are letters  < f >, < k >,  < t >, < x >.

I am also encouraging the children to use an acceptable pencil grip when writing.

Private reading

The children are becoming strong independent readers. This means they are looking at a book on their own (privately) for about 10 minutes. While looking at the pictures, the children are finding clues about the story; while looking at the letters or words they are finding some they know; and while enjoying the book the children are finding interesting parts to later share with a friend. In the next few weeks, I will be stressing the Superpower of pointing to words to make sure they understand that each word is one group of letters to reinforce one-to-one correspondence when they read.

RazKids reading App

Starting next week, the children will be using an iPad App called, Razkids (Kids A-Z). It is a wonderful tool to help children with their reading. There are many books that the children can use to practice their reading. They can also record themselves reading the book, and  then listen to their own recording. Once the children are able to independently use this App, I will send home the information you will need to join our Razkid’s group. Your child can then read these stories at home. Each child’s account is monitored by me and each child has been placed in a reading group that is appropriate for them. I will move them to new groups as needed.

Grandma’s cookies

Some of the children loved the cookies I made for Miss Karen’s birthday. I told them my children loved these cookies too because their grandma used to make them when we visited her. I asked them if they would like me to share the recipe with you so they could make them over the holiday. They were very excited about this idea. So, here is the recipe if your child would like to make these cookies with you.

Happy holidays.

Grandma’s cookies:

Mix together in order:

1 cup (250 ml) soft butter
3/4 cup (190 ml) brown sugar
1/2 cup (125 ml) white sugar
2 large eggs
1 tsp (5 ml) vanilla
1.5 cups (375 ml) flour
1 tsp (5 ml) baking soda
1/2 tsp (2.5 ml) baking powder
1 tsp (5 ml) cinnamon

3 cups (750 ml) rolled oats (cooking oatmeal-not quick or instant)
1 cup (250 ml) raisins
1 cup (250 ml) chocolate chips

Drop a scoop of batter onto a cookie sheet. Bake in oven at 350 F (180 C) for about 10 minutes or until the tops are golden brown.