Unit of Inquiry
We have been thinking about the ways we are connected to people in our lives.
How can we categorise these people. Friends, family, people who help us?
We played a game where we all started off the rug. We had to think about "me" and what we like. If I named something that the children liked they stepped on the rug. We then looked around to see who we were connected to that shared the same interests. We now know who likes to ride a bike and who doesn't. Who likes peas and who likes blocks and who likes to draw.
We have been BLOCK BUILDING!
We have been working on collaboration techniques through our block building, and team work as well as looking in detail at the people in our own lives.
Parent questions for home:
How does your family connects with others?
Maybe by making a FaceTime call to a cousin or writing a letter to a friend or neighbour?
What is in your neighbourhood? Do you connect with those around you
Phonics and Shared Reading:
Our word this week: I, Can, See
Our poem this week: Sing a Rainbow
This week we are continuing to think about all of the different stories we have to tell. We made a list, stories from home, from ASA, from school, from our playdates, from places we go to. We are learning that even if something is hard to sketch, we don’t give up we try our best. Also, this week we are working on a really important concept…. That our stories have parts: a beginning, middle and end. We can tell our stories across our fingers to a partner. This helps us plan all the parts we need to sketch so a reader can read our stories! Our room has felt full with joy this week as the children just come alive when they realise all the stories that they have. Stories are not just in books in the library… they are in US and we are Kindergarteners who have stories to tell! WOW!
This week we noticed that just like how there are all kinds of trees and all kinds of buildings there are different ways to READ! We now know how to read books privately (think, notice, wonder, about the pictures). We learned how to read with a partner. One way is to see saw read (take turns and listen). During our private reading we save up things we notice so when we read with our partner we can share our WOW pages.
It's all about the Rekenrek!
The rekenrek, or arithmetic rack, was designed by Adrian Treffers, a mathematics curriculum researcher at the Freudenthal Institute in Holland, to support the natural development of number sense in children. Smaller versions consist of two rows of 10 beads. Larger versions with ten rows of ten beads are also available.
Each row is made of five red beads and five white beads. This allows students to make mental images of numbers. Using 5 and 10 as anchors for counting, adding and subtracting is obviously more efficient than one-by-one counting. This tool provides learners with the visual models they need to discover number relationships and develop a variety of addition and subtraction strategies, including doubles plus or minus one, making tens, and compensation, thereby leading to automaticity of basic facts.
We continue to practise our subitising skills:
That's the ability to instantly recognise the number of objects in a small set or arrangement without counting.
It's being able to instantly know the number of dots on a die.
Or a domino…
Or the number of cookies on a plate.
It is a conceptual skill that telly is a prerequisite to counting and later to problem solving.
If you're interested in the research behind this concept, here's an excellent article by Douglas H. Clements: