Parents, thank you so much for coming to Back to School Night last night!
For those of you who couldn't make it we asked each parent to write for us one wish for your child this year. Please email me your wish for the year or send in a paper on Monday with your wish (It could be social, about friendships, character, or learning).
Phonics and Shared Reading:
Our word this week: we, the
Our poem this week: 'We are Gathering' (Sung to the tune of Frere Jacque)
We are learning a super important step about being a writer… when we think we are done, we have just begun! We want our writers to be self-directed. To be reflective re-read their sketch/story/writing and decide on their next move. The children are learning strategies on how to become more independent and keep on working. They are learning what to do if they think they are done. This is something we will continue to re-visit all year as our skills grow and develop. We are also learning that we can add labels and words to our stories to tell the reader information.
We are learning our routines in Reading Workshop. We have been exploring ‘about the world’ books (non-fiction) to look, think, wonder and ask questions about what we see.
We did our first lesson on how to read with a partner this week. We believe that reading is social and having reading partnerships helps us learn from our friends and think about what we see/read.
Thank you for your surveys that you filled out. We used those and things that the children have shared with us to do a Unit of Inquiry/Reading Workshop to see how we are connected through books. We put our name on a list of books that we like to read so we can see which of our friends share a connection with us through our book interests.
In maths we are exploring counting, one-one correspondence and number writing.
When counting, the concept of “one-to-one correspondence” is the understanding that each object being counted represents “one more.”
Before a child understands one-to-one correspondence, he will count by rote memorisation. When asked to count a small group of objects, he will likely count quickly through the numbers he has memorised and randomly touch the objects being counted instead of touching and counting each object just once. For example, a child given five beads may automatically count aloud from 1 to 10 when asked to count the beads, pointing to random beads as he proudly shows how well he can “count.”
We are also exploring same and different and pattern making.
Next week we will be making patterns with our bodies, noises, shapes and colours.
A pattern is defined as any sequence that repeats at least twice. As a practical example, consider counting from one to one hundred by ones. When counting, there is a recurring pattern in which all digits rotate from 0 to 9 before restarting back at 0.
Our first step is to revise the patterning done in PK2 with AB patterns.
As we assess the children’s comfort with patterns, the patterns will become more complex, moving to an ABC pattern or an AAB pattern.
Unit of Inquiry - Who We are
THis week we continue to explore our identity as members of Kindergarten as well as individuals. we are making connections - sharing the same and different interests and thinking about ways to connect with new and existing friends.
We Read Olivia by Ian Falconer in Chinese and English and found out what she likes to do.
We have also been asking - what happens if a friend is 'not kind' to us. Looking at the strategies we can use to help us build stronger, resilient friendships