Concepts we will explore in Room 504
We will work on identification of numbers 0 - 100 depending upon the grade you are in. We will practice writing these numbers sequentially. We will also work on recognizing A/B/A/B, A/BB/A/BB, AA/B/AA/B, & ABC/ABC patterns,understanding graphing, measuring with objects, counting forward from 0-100, andbackwards from 20-0. We will also be writing our number up to 100 and beyond. We will besorting objects, completing patterns withpattern blocks, counting sets of objects up to 20, and writing the number to match the correct set. We will also be adding and subtracting using ten-frames, number lines, base ten blocks, and touch math numbers.
Reading at home: You should read to your child and have them read to you nightly. We have a book that we send home each evening to help you with this. Afterwards, let them tell you about the story without looking at the pictures. What happened first, in the middle, and at the end of the story? This helps with their comprehension. Talk about where the story took place (setting) and the characters (people or animals) in the book. These questions can also be used after viewing a show together.
Recognizes all punctuation (period, question mark, exclamation mark, quotation mark and comma) and be able to tell you why it is used in the text.
Popcorn words/Sight words:
I, a, is, and, can, me, like, my, in, see, for, went, the, do, are, at, am, be, where, said, play, on, this, will, to, go, have, saw, you, here, big, he, she, run, come, look, has, want, it, we, find, not, help, by, came, from, up, say, with, love, get, what, new, as, jump, was, I'm, who, down, pretty, how, little, out, there, that, did, some, they, would
These are the pre-primer and primary words required to help your child to read their first reading selections.We will also use additional sight word lists so as to move your child forward.
A little word and a little word put together makes a big word. Example:play ground-playground or sun glasses-sunglasses.
Words that sound alike at the end of the word because the word has the same letters at the end. Practice by giving your child a word and let them tell you a word that ryhmes. You can do this riding down the road and make a game out of it. It doesn't even have to be a real word as long as it sounds the same at the end.
Parts of a book:
title, author, illustrator, characters, title page,
table of contents, and the setting (where the story happens).
Concepts of Print:
Front & back of book, where title is on a book, move from left to right as you read, swept back across to next line, track words (point to words as you read), punctuation (period, question mark, exclamation mark, quotation marks, and comma), first and last letter in a word, first and last word a on page, and the difference between upper and lower case letters.
Clapping and counting the parts of a word.
Writing a sentence: We will begin driting (drawing and labeling parts of the picture). For some children the process of learning their letters and sounds yet alone writing will be very difficult. We will highlight a sentence that summarizes the story we are writing about and have the child trace the words. As we develop as writers, we will sound out words to make a sentence. We will learn one to two letters a week and one to two sight words. If your child is struggling with letters and words, you MUST work extra hard at home. We will be writing in our journals several days a week and this is very difficult if your child does not know their letters, letter sounds, or sight words(popcorn words), so keep on trying to learn all necessary ingredients to help be a successful writer.
Sentences should begin with an upper case letter, using lower case letters for all other words for the most part, spacing between words, and putting some kind of punctuation at the end of a sentence. They do not have to spell words correctly, but they will be asked to spell sight words (popcorn words) correctly because they can find them in the room. Your child will be expected to write 3 to 4 sentences about a topic as we move along.
Practice writing at home: Feel free to practice writing with your child at home. The more practice they get the more confident writers they will become. Remind your child that a sentence always starts with an upper case letter, all other letters are lower case. Always space between the words and put a period or some kind of punctuation at the end of every sentence. Use their arm to tap out sounds in a word or their fingers to help spell the word.
Secret stories are a creative way to help young readers "crack the secret codes for reading". The children love the secrets and it is proven that this brain- based approach works almost immediately.
These are the secret stories we will cover: "A-E-I-O-U" long and short vowel sounds, and sometimes "sneaky y", "sh", "th", "oo", "or', "ir, ur, er", "mommy e", "wh", "ch", "ing", "ar", "aw, au", "ow, ou", "io, oy", and "ph".