KUDOS!
Many thanks to those who sent in supplies and cards of thanks for our well deserving troops! We had many boxes shipped to them!
Thank you to all of our families who supported the canned food drive.
Thank you to all of our children who are bringing in p.j.'s for children who do not have any. Thank you for talking with you children and explaining to them why, we participate in these events to help others.
After learning about the First Thanksgiving, I asked the children to walk a day in the Pilgrims' shoes. They were tasked with creating a home made out of things that would come from the environment. The children understood that they had some constraints just like the Pilgrims. Harsh weather, they could only use sticks, wood, mud (clay), and animal muscles, tendons, and grasses (twine) to construct their homes.
Their home had to protect their family through the winter and must have walls and a roof.
Here are the children in action.
After completing the task, the children shared that with more time they would have completed a home. They said that they wished they had more materials to use as well.
I would say that the children have a clearer understanding now about how difficult it was to be a Pilgrim in a new land.
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| We are learning that patterns repeat during our math time. |
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| The children also created patterned head bands much like the Native Americans would have worn. |
I CAN statements are
simple sentences written in student friendly language to convey the Virginia
Beach Objectives (VBOs). These statements break down each objective into
learning targets a student can read, understand, and self-assess. There can be
one or more than one I CAN statement attached to an objective. Used
consistently, these statements can help students to become more reflective
about their own learning and determine movement towards proficiency on a
particular objective.
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Unit
3 – Numeration – Numbers through 20
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Virginia
Beach Objective
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I
CAN Statements
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K.1.1 The student, given two sets,
each containing ten or fewer concrete objects, will identify and describe one
set as having more, fewer, or the same number of members as the other set, using the concept of
one-to-one correspondence.
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·
I
can match each member of one set with each member of another set to compare
the number of members between sets, where each set contains 10 or fewer
objects.
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I
can compare and describe two sets of 10 or fewer objects, using the terms
more, fewer, and the same.
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I
can construct a second set, given a set of objects, which has more, fewer or
the same number of objects.
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K.1.2 The
student will count orally the number of objects in a set containing 20 or
fewer concrete objects
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I
can count up to 10 objects.
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I
can explain that the total number of objects can be counted.
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I
can explain that the last number I say is the number of objects in a set.
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I
can explain that an empty set has nothing in it.
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K.1.3 The student will read and write the numeral that corresponds to a set
of 20 or fewer concrete objects.
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I
can read numbers from 0 to 20.
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I can
write numbers from 0 to 20.
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I can
read a number that matches a set of 20 or fewer objects.
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I can
write a number that matches to a set of 20 or fewer objects.
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K.1.4 The
student will select the numeral from a given set of numerals that corresponds
to a set of 20 or fewer concrete objects.
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I
can build a set of objects for a given number.
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I
can identify numbers from 0 to 10.
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I
can explain that changing the way objects are organized does not change the amount.
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K.1.5 The student will,
given an ordered set of ten
objects and/or pictures, indicate the
ordinal position of each object,
first through tenth,
and the ordered position of each object.
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I
can use ordinal numbers to describe the position of objects in a sequence.
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K.1.6.The student will
count forward from zero
to 100.
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I
can count from 1 to 10 with manipulatives.
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I
can count from 1 to 10 without manipulatives.
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K.1.9
The student will identify one more than and one less than
a number.
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I can understand the relationship of one
more than and one
less than a number
using manipulatives.
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K.1.12 The student will
decompose numbers less
than or equal to 10 into pairs in more than one way.
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I can
break a part numbers that are less than or equal to 5.
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I can
draw how I break apart numbers that are less than or equal to 5.
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We are learning how to push and say words. For example, when we go to spell FIG we have a CVC word. Every word has a vowel. It is the glue that sticks the words together. Your child is expect to place the appropriate vowel in their three letter words.
Please practice at home if time allows.
This week we have learned about and are practicing Habit #2 Begin With The End in Mind.
The children are goal setting based on something of their choosing. For example, some of my friend's said their goal was to be a better sleeper (stay in their bed at night). Some want to be princesses and in the Navy. We are talking about what you need to begin doing when you are five or six to reach that goal. What are you practicing, what leadership tools are you using each day to work toward that goal? During writing the children are creating a fish bone diagram to set their goals. Soon they will be displayed on our classroom door.
Reminders:
Please notify me if you wish to be a speaker in our class to support our community helpers unit.
Our holiday centers will be held on December 22nd. I hope to see everyone here! Please be reminded that this is for parents and kindergarteners, and not for younger siblings.
Your room parents will be contacting you soon with the details!
Reading logs for November are due on November 30th and so are book orders!
Your new homework went home on Seesaw and your reading log for December will go home on Thursday.
As always,
THANK YOU!
