After working on our strategy last week: "Hunk and Chunk the word" we will add our last one: Does it sound right? Words can be tricky, groups of letters are "supposed" to say one sound. Sometimes they do, sometimes they don't! Which makes it very confusing sometimes for a beginning reader! This strategy will help us reread and/or double check that what we read sounded correct. We will use our other strategies to help support this. Here are the strategies on the wall if you want to use them at home with your child when you are reading! 1. Look at the pictures. 2. Get your mouth ready. 3. Does it look right? 4. Does it make sense? 5. Go back and reread. 6. Hunk and chunk the word. 7. Does it sound right? They are going to continue to share out what strategies they used while they were reading and the book they were reading. They love to share (and talk :) so this is a perfect way to focus their attention on using the different strategies and a chance to be vocal about it! We will read some Level 1 and 2 readers as well as Frog and Toad (my fav) to help us with this strategy.
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The class really loves to share their personal narratives and have done a great job pulling from the books we have read to get ideas of what they can write about! So far we have talked about the different parts of a story, the beginning, middle and end and how important they are and about how to write more than a sentence by using "first, next, then, last" as a prompt. Next week we are going to capture small moments. I am going to teach them to reach out and grab a small moment while I'm reading. When I'm reading, if get an idea about a small moment they can write about, they will pretend to grab it out of the air and capture it. They will hold on to that idea and go write about it. I will have some kids share out before, during and after reading. When they share out we will help prompt them how to tell their story by asking what happened first? Then? Next? Last. They will be able to go back to their seat with the idea and a basic outline of what they want to say! We have some great books to help us with this: Do Like Kyla I Love My Hair When the Relatives Came Big Sister, Little Sister Alexander and the Horrible, No Good, Very Bad Day Julius, Baby of the World Our next strategy in reading is to look for hunk and chunks we know. Each day we chant our hunks and chunks. Even though we are working on various patterns in word study groups, we will continue to add hunks and chunks to our chants. Right now we have: an, at, ap, ag, ug, ut, un, op, ot. So they have those hunks and chunks in their background knowledge to help them decode words as well as the pattern they are working on in word study! There are some fun "easy readers" we will read to look for those patterns and help me show them the strategy: Splat the Cat and Fly Guy. They will have an opportunity during reading workshop to share out what they were reading and what strategy they were using to help them read! They love sharing out and get excited when I catch them using a strategy! These strategies are great prompts to use at home too! 1. Look at the pictures. 2. Get your mouth ready. 3. Does it look right? 4. Does it make sense? 5. Reread 6. Hunk and Chunk Keep reading nightly at home! The logs look great and help me get a small insight to their reading at home! Remember books go home Monday and return Friday :) Next week our focus will be continuing to add doubles and near doubles (if I know 3 + 3 = 6 then 3 + 4 = 7. Not knowing our facts can make this strategy difficult so as we are learning they also have two other strategies to use too! They are using counters to help them add and subtract as well as using their number line. As we did with addition we will also learn to subtract 0, 1 and 2. After Topic 4 we will take a slight break in our topics to reinforce those facts and strategies. I want to make sure we know HOW to solve various problems that cross our path and work on our facts. Addition and subtraction is the foundation for a lot of math so my focus is to keep practicing strategies and problems right now. Our background knowledge of illustrations, parts of a story (beginning, middle and end) and learning to put those together to capture small moments have brought us to four finger stories. Kids love to share small moments but sometimes those moments are too small :) Continuing to read great books about small moments I will introduce four finger stories using transition words: First, next, then and...(the end). At first we will use the stories and capture that small moment and retell it using the words first (one finger), next (second finger), then (third finger) and (fourth finger) to show that we can tell a story in four parts or four pages. This idea will hopefully get them writing longer stories that flow from beginning, middle to the end. We will use a lot of student work to help guide us in this as well next week (after they have had some time to practice). If you hit up the library, Patricia Polacco is a fantastic author to check out! She has amazing stories that come from small moments in her life. Check them out! Books we will read: My Rotten Red-Headed Older Brother I Hate English Julius, The Baby of the World, Earrings Sheila Rae, The Brave This week we will start our rotation of word study groups. It will stagger start to make sure I can meet and introduce each focus with each group.The first few days of their word study rotation will be working with sorts (picture or words), making words from letters and magnetic letters. Day 1 will be different for all four groups. The organization of it all will make you go crazy! So instead of trying to explain the schedule, look for word study work to go home with your child. It will be copied on different colored paper (blue/green/yellow or purple; which helps ME stay organized :) Based on their DSI (developmental spelling inventory) assessment that I gave, I have put them in groups to focus on their need of study. You will still find a group generated list of words in the front of their folders. These studies will 9 days in length. Who doesn't love pumpkins in Fall! Pumpkin carving, pumpkin bread, soup, cupcakes...the list goes on! Well where do all those pumpkins come from?? We are going to do a nonfiction study and observe, dissect and taste (YUM!) pumpkins for 2 weeks during our science time! You will see a similar nonfiction packet come home at the end of our study to owls/sharks. Pumpkins are so fun to learn about especially since we will be able to use our five senses to really learn more about it! We will start by reading From Seed to Pumpkin (a great Scholastic book) and record what pumpkins are, can and have. From there we will talk about the different parts of a pumpkin, cutting one open to see what's inside! They will get to touch and feel the seeds and "guts", as I call them :) inside the pumpkin. After working with our diagram, as a class we will define some new vocabulary words: stem, life cycle, emerge, ripen, sprout, vine and harvest; all very important words to understand when studying pumpkins! As a class, we will also talk about how a pumpkin grows. At the start of the study, I will ask them what they think and we will graph it. Then after the study, I'll ask the question again (how does a pumpkin grow) and see if their answer changes. And talk about why our answers may have changed. We will also record any questions we have about pumpkins! This gives them a chance to take ownership of the study and have input in their learning. We will take time to answer their questions! Also with our pumpkin study, we'll do another Image of the Week. Each week there is an image and we take a moment to study it. It's up all week for them to be looking at and coming up with "I like", "I wonder" or "I observe" statements and questions. This week we'll have the inside of a pumpkin (all its guts) for our Image of the Week! We will also post it to our "What Stuck with You?" about our pumpkin study! To end our study we will have a pumpkin tasting day and other fun pumpkin activities! This strategy is a BIG one. Many times all four strategies happen when a reader is reading. They don't even know it! They go through the pictures, get their mouth ready and check to make sure it makes sense and looks right. When readers come to unknown words, this strategy will help them with those four previous ones. The strategy is to help them realize, oh wait, something wasn't right there and to go back and reread. We want that little red flag to go up in their head that tells them WAIT that's not right! When they reread, I am looking for them to self-correct the word. There will be a lot of practice and examples. I will model this and really point it out as it I do it every day when I read with them. We will read Poppleton Froever to help us use this strategy and hopefully get classmates to read aloud to show their use of the strategy. As in the previous week we will also use post-it notes to share out what strategies we are using as we read. Another strategy you can use in your tool box at home with reading! Keep up the reading logs! Remember Monday to Monday. I will check logs and replace books then. Thanks for your help and support with this! Depending on our pre assessment of this topic, we may spend some extra time on this. We have had a lot of practice adding and subtracting to 10 so this may be a bit more difficult. Some verbiage you will hear: near doubles and doubles. I have a fun doubles song that we will learn that goes to Justin Bieber's tune "Baby" :) They love it! Plus it helps them remember their facts! They will have fact reinforcement soon (a few weeks) when we start Fastt Math. This week will concentrate on addition facts only. |
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