As we wrapped up Chapter 6 of math, we continued to work with ten frames to help make our thinking about numbers more visual and concrete. It also helps us explain our thinking when we identify numbers as greater than or less/fewer than.
We also organized groups of objects by counting the items, labeling them with number cards, and then ordering them from least to greatest. Perhaps a favorite of the crowd was a guessing game in which we had to give clues to our friends about the secret number by telling them if the number was greater than or less/fewer than the number they guessed. We use the words "fewer" and "fewest" frequently in the program, although less than comes more naturally to the students. The terms used now will continue to be built upon in first grade, second grade, and so on, so it is important that we learn all of the possible terminology now! We try to use a few different terms to describe- for instance, if a student said the collection of erasers was the smallest collection, we may ask ourselves, "What's another way we could say that?", and identify other words like fewest or less than.
Next, we worked together in our table groups to exchange numbers, build towers out of connecting cubes that matched those numbers, and had discussions comparing the towers, telling one another which one represented the greatest number, the fewest, and which were greater or less than with the towers in between.
During reading workshop time, we continue to explore various types of nonfiction text and nonfiction text strategies. Typically, we learn the strategy as a whole group, as we examine a book together. Then we go back to our book bins to try the strategy out with our chosen books.
A new type of nonfiction book for us was a biography. We learned about the characteristics of a biography, as well as literary nonfiction, as we read the book, Me...Jane about Jane Goodall. This book is the true story of her life, but is written more like a storybook with mostly drawings, rather than photographs. It taught us that we cannot always assume that a book with illustrations is fiction, and book with photographs is nonfiction, and vice versa!
Next, we learned that asking questions as we are reading can help us understand more of what we read. We used the book, I See a Kookaburra! to practice this strategy with it's detailed illustrations that led us to ask many questions about the different kinds of animals that live in various regions.
As we read nonfiction books, we come across new words, of which we may not know the meaning. We introduced a few strategies to try when we encounter an unknown word, and practiced these by revisiting a nonfiction book we have read before about bees.
Next, we learned about identifying the main idea and supporting details with a book about taking care of ourselves, called Healthy Habits. Finally, we focused on previewing a new nonfiction book to get our brains ready to analyze the information presented. This sparked a lot of great discussion between our turn and talk partners when we previewed the book, What We Wear: Dressing up Around the World. I was amazed as I listened to the partner discussions as we read this book. I heard students sharing knowledge of their cultural heritage, from Ecuador, Kazakhstan, Mexico, Poland, Russia, Bulgaria, Serbia, and my favorite, St. Louis! There's nothing like these kindergarten discussions to bring a smile to your face!
Our guided reading groups are underway, and it has been so exciting to see the enthusiasm and feelings of success all of the students are exhibiting in their groups! When I meet with the small groups, we work on a variety of skills, such as word families, vowel rules, reviewing letter sounds and blends, sight words, identifying beginning, middle, and ending sounds, and so on. As we decode our new text, we work together to read and discuss the book. After we have read through the book as a group, we read it independently to practice reading with fluency and expression. Guided reading is another time that we reinforce the comprehension strategies we have learned about during reading workshop time, and apply those to the text at our individual reading levels. Be sure to check the blue book bag in your child's backpack for their reading group books. These books will remain in their blue bags so it is always available for additional reading practice until the next time I meet with their group.
After our motion walk last week, we examined examples of motion in a variety of picture books. We took one action from our motion walk and illustrated it using some of the techniques we saw in the books! This includes lines trailing behind the object in motion, lines around the outside of the object to show side to side movement, or dotted lines showing the path of an object. Here are a few of our friends showing off the examples of motion they found in these books!
In honor of Groundhog Day, we read a couple of Groundhog stories and watched a video of Punxsutawney Phil making his prediction. The entire class predicted he would NOT see his shadow! Except for Mrs. Glaser...I'm a realist :) We had fun making our graph and finding out the results, though!
Zones of Regulation
As we continue to learn about the Zones of Regulation and practice them to help us regulate our emotions at school, we took the next step in our lessons to work on identifying big or little problems. We sorted problems together and learned that the size of our reaction should match the size of our problem!
All About Me & Guest Readers
We loved learning more about Leo! He told us all about a Benny the Bull doll he got at a Bulls game, a special ID badge he was able to wear when he went to visit his mom at work, and Super Mario Maker because he loves playing with his DS. He also brought goggles in since he loves going to swim lessons, and he's made it to the green level! We also got to see a Batman figure he brought to represent his favorite movie, and pictures of his family and friends! We had a great time when Leo's mom joined us to read the adorable story, The Pout Pout Fish Goes to School.
We also had the pleasure of learning about Claire this week! She shared with us her Beanie Boo named Trixie, a squishy from her birthday party, and another Beanie Boo that is special to Halloween, named Mask. Claire says she absolutely loves Halloween! Her favorite item to share with us was a giant cat with a secret pocket that holds two little friends, and the best part- it smells like cupcakes.