Language

Phonemic Awareness

* Rhyming: Engage in word play such as jump rope jingles

* Rhyming: Recognize pairs of rhyming words and produce rhyming words

Phonics

Provide instruction and opportunities for children to:
   *  Notice and identify some sounds in words
   *  Recognize own name and write at least part of it
   *  Recognize a few easy word wall words
   *  Use letter names to represent some sounds in writing
   *  Notice print in the environment and places to find a word

Writing

     A picture is drawn to convey a message about writing topic 

 Picture labels to add support to description of personal experience

 Attempts to write some of the sounds

 Story dictated to an adult

Word Wall Words

Starting next week the children will be introduced to four word wall words or I plan on calling them Heart Words this year. Each day we will practise the words

by chanting them in some manner. The children will be encouraged to find the word and take the word to assist in their writing. Each week the words will be posted for the parents so you can put them on flashcard and practise the words at home each evening.

Week of October 1-4 the words are:   I     like      the       a

 

Jolly Phonics

Every week the children will be introduced to a new jolly phonic sound. The children learn a little song to assist them with the sound, as well as an action and the sound. When children receive practise with these sounds at home then they grasp the sounds much quicker. I apologize because I forgot to send home the "t" page this week. Therefore, on Monday your child will receive the "t" and the "p" page. P is the sound for next week. In order to reinforce the idenification of the letter and the sound the children give me words with the sound and I write them on the chart. The STAR for the day gets to take the chart home. Also, in the morning message I use these words and the children have an opportunity to come and circle the particular sound and state the sound and letter. In this way the learning is reinforced in context for the children.

 

 

 

 

 

Kindergarten Math

Numeration

We are working on numbers from 1 to 10. An expectation in the Kindergarten curriculum in the area of Math states: the children demonstrate an understanding of number relationships for numbers from 0 to 10 through investigation (e.g., show small quantities using fingers or manipulatives). The manipulatives could be counters, five or ten frames. The following is an sample of a ten frame:      

 

 

In the third sample of the ten frame the expectation is the children will state: "I know there are 8 counters because all of the ten frame is full except for 2 spaces".

September 30, 2012

Wow!

What happened to the month of September? It is gone in a blink of the eye!
 

ABC Centre

In the ABC Centre the children will be working on stamping their name and the names of two other children. This will assist the children to recognize and identify the letters of the alphabet, as well as the letters in their name. It will also assist the children to know that names begin with an uppercase letter and the other letters are lowercase letters.
When working with some children in the ABC centre I noticed that some of the children experienced difficulty matching the lowercase letter with the uppercase letters. Therefore, I have developed some games that are at the centre in order to enhance the children's learning of this skill.

 

Construction Centre

In this centre the children have been busy designing, experimenting and discovering ways to make the particular structure stable. In their words:

A stable structure needs have a wide strong base, without this the structure is not stable which means it will fall down.

The other day the children were in the construction area building "a city". I asked them how they knew it was a city. They told me: "because it has roads and we are pretending that this is a sidewalk". Suddenly, Gregory shouted, "wait this is not a city". I asked him why and he explained: "a city has houses, people, cars and other things." I decided to take advantage of this to offer all the children a learning opportunity about a city. We made a list of all the things that make a place a city.

These are some of their ideas:

- trees
- stores
- houses
- apartments
- school
- traffic lights
- cars
- roads
The children asked me if I would buy these things for their city. I explained that it would cost too much. Finn shared that we could make them from paper.
I stated the problem: how will people, trees, houses stand up. Morgan stated we can put them on sticks (popsicle sticks and play dough). So the next day the children worked diligently making tree, houses, apartments, people and other props for the city.
This centre has become very popular with the boys and girls. The communication and problem solving that is happening is rich. I love how involved the children become in creating a solution to our problem.