Grade Kindergarten Web Page

Kindergarten Web Page

K-103

Mrs. Prete

contact email: GPrete2@schools.nyc.gov

k-105

Mrs. Camarda

contact email:
DCamarda@schools.nyc.gov
Prefers Notes in the folder

k-108

Ms. Hogan
Mrs. Laufer

contact email: KHogan@schools.nyc.gov Mrs. Laufer prefers notes in the folder

Please contact the teacher with any issues during the year, especially concerning change of pick up schedule/contact, absences, or any other matter.  All notes should be addressed to the teacher, dated, and signed by the parent. Also, kindly use 8 1/2 by 11” paper when corresponding with your child’s teacher.

AT HOME LEARNING

WE ARE WORKING ON TAPPING OUT WORDS THAT ARE CVC (CONSONANT VOWEL CONSONANT) AND ALSO TAPPING WITH DIGRAPHS.  DIGRAPHS ARE TWO LETTERS TOGETHER THAT MAKE ONE SOUND AND THEREFORE GET ONE TAP.  DIGRAPHS ARE:  SH, CH, TH, WH, AND -CK.
YOUR CHILD SHOULD PRACTICE TAPPING OUT THE WORDS ATTACHED.  PLEASE DICTATE WORDS AND HAVE YOUR CHILD SPELL THE WORDS INDEPENDENTLY.

 WE ARE WORKING ON BUILDING OUR “READING MUSCLES” BY READING CHALLENGING BOOKS.  A CHALLENGING BOOK IS A BOOK WITH MORE WORDS AND MORE LINES; AND A LEVEL OR TWO ABOVE WHERE YOUR CHILD IS CURRENTLY READING.
STRATEGIES TO WORK ON AT HOME:
•    POINTING POWER:  POINT UNDER EACH WORD TO MAKE SURE NOT LEAVING OUT/ADDING ANY WORDS
•    PICTURE POWER:  USING THE PICTURE TO HELP DECODE UNKNOWN WORDS
•    STRETCH POWER:  SAY THE WORD SLOWLY TO HEAR EACH SOUND  
•    CHUNK POWER: (CHUNKY MONKEY) IDENTIFY SMALL WORDS IN LARGER WORDS OR BLENDS OR DIGRAPHS IN WORDS.  
•    SKIP THE WORD:(SKIPPY FROG):  READ THE SENTENCE, ONLY SAY THE FIRST SOUND OF THE UNKNOWN WORD, THEN GO BACK ,AND REREAD THE SENTENCE.
•    SOUND POWER:  USING ALL WE KNOW ABOUT THE SOUNDS THAT CORRELATE WITH EACH LETTER TO READ UNKNOWN WORDS
AS ALWAYS, CONTINUE TO USE RAZ KIDS AND LEXIA.COM TO STRENGHTEN YOUR SKILLS EVERYDAY!
WRITERS WORKSHOP:
PROCEDURAL WRITING:  WE ARE LEARNING HOW TO COMPOSE A “HOW TO” PIECE OF WRITING.  WE COMPOSED A CIRCLE MAP OF TOPICS WE ARE EXPERTS ON AND ARE ABLE TO TEACH OTHERS ABOUT.
AT HOME, YOU CHILD SHOULD CREATE A CIRCLE MAP OF THINGS HE/SHE ARE AN EXPERT AT, PLAN IT IN FOUR STAGES ACROSS THE FINGERS, AND THEN BEGIN TO WRITE.  YOUR CHILD CAN ALSO ACT IT OUT BEFORE BEGININNING TO WRITE; TO HELP MAKE THE STEPS CONCRETE.
THE FOLLOWING SEQUENCE WORDS SHOULD BE USED
•    First you
•    Next you
•    Then you
•    Last you
PICTURES SHOULD MATCH EACH STEP AND SHOULD BE LABELED WITH LETTERS/WORDS.


WE ARE CURRENTLY WORKING ON SUBTRACTION UP TO 10. THE STRATEGIES WE ARE USING TO HELP SOLVE PROBLEMS ARE:
• USING COUNTERS (OBJECTS TO USE FOR COUNTING)
• DRAW PICTURES AND THEN CROSS OFF THE OBJECTS THAT ARE BEING TAKEN AWAY
• WRITING A NUMBER EQUATION _____ -_____ =_____
• COUNTING BACKWARDS USING YOUR FINGERS
• DRAW AND USE A NUMBER LINE
PLEASE CONTINUE TO PRACTICE ADDING AND SUBTRACTING UP TO 5 EVERY NIGHT. THE GOAL IS FOR YOUR CHILD TO BE ABLE TO ADD AND SUBTRACT WITHIN 5 WITHOUT DRAWING OR USING ANY OBJECTS!]
AT HOME, PLEASE WORK ON OUR CURRENT MATH UNIT:
• Go to Pearsonschool.com/nyc
• Click On enVisions2.0 New York Grade K
• Choose Topic 8 and lessons 8.1to 8.10.
• Try the solve and share for each lesson.
• Watch the Visual Learning Video and Another Look Video
• Complete pages that match each lesson online.

BELOW IS A LIST OF SIGHT WORDS THAT YOUR CHILD SHOULD BE ABLE TO READ AND WRITE. AT HOME, YOUR CHILD SHOULD REVIEW EACH ONE, WRITE A SENTENCE WITH IT, AND EVEN MAKE FLASH CARDS AS A REINFORCEMENT. THE STRONGER YOUR CHILD’S SIGHT WORD KNOWLEDGE IS; THE EASIER READING AND WRITING WILL BECOME!

A Message from the Teachers

 

March 1st, 2020

Dear Parents,

We have a lot of events and work in store for your little ones!

Your children are writing “how to” books across 3 pages and using all of the reading strategies learned thus far to help them in writing as well. Students are using a rubric and checklist to self-asses their work.  We are reading fiction books, retelling a story by the beginning, middle, end and discussing character traits. We will also be reviewing all of the super powers in mini units. In math, we began our subtraction unit as well as solving challenging word problems and learning that there is more than one way to solve a problem! We always practice our discussion techniques by sharing our ideas with a partner as well as the class. We explain our thinking and if we make a mistake, that’s ok!! That’s how you learn =)

Of course, we strongly believe that play is an integral part of socialization, and do so daily with literacy centers, math centers and free play centers. 

As always, please review sight words and read every night. Log on to Lexia for extra practice!

Sincerely,
The Kindergarten Teachers 🙂

Learning Topics

Reading: Super Power Minis & Character Traits

We continue to use all of the reading strategies we have learned and build upon them. 

Writing: Students will write a “how to” book, teaching the reader all the steps necessary to complete a task. 

For example : How to wash your hands:

First you wet your hands.

Next you scrub with soap.

Then you rinse your hands.

Last you dry your hands.

Students will also organize their thinking using various thinking maps for example: circle map, bubble map,  tree map and now a flow map. 

Unit: Subtraction

  1. to create a model with an equation to match
  2. to understand that a number of objects take away another amount equals fewer objects

Unit:  Needs of Plants and Animals

  1.  What is observing?
  2. Comparing living/and nonliving
  3. Discuss plants and animals
  4. Discuss animal needs and their food

Explore different habitats

Families, Change and time

  1. How are families the same and different?
  2. Families are important, 
  3. They celebrate in different ways
  4. Families share customs, beliefs and traditions

 

AT HOME LEARNING

 

KINDERGARTEN:
FUNDATIONS: WE ARE WORKING ON TAPPING OUT WORDS THAT ARE CVC (CONSONANT VOWEL CONSONANT) AND ALSO TAPPING WITH DIGRAPHS. DIGRAPHS ARE TWO LETTERS TOGETHER THAT MAKE ONE SOUND AND THEREFORE GET ONE TAP. DIGRAPHS ARE: SH, CH, TH, WH, AND -CK.
YOUR CHILD SHOULD PRACTICE TAPPING OUT THE WORDS ATTACHED. PLEASE DICTATE WORDS AND HAVE YOUR CHILD SPELL THE WORDS INDEOENDENTLY.

READERS WORKSHOP: WE ARE WORKING ON BUILDING OUR “READING MUSCLES” BY READING CHALLENGING BOOKS. A CHALLENGING BOOK IS A BOOK WITH MORE WORDS AND MORE LINES; AND A LEVEL OR TWO ABOVE WHERE YOUR CHILD IS CURRENTLY READING.
STRATEGIES TO WORK ON AT HOME:
• POINTING POWER: POINT UNDER EACH WORD TO MAKE SURE NOT LEAVING OUT/ADDING ANY WORDS
• PICTURE POWER: USING THE PICTURE TO HELP DECODE UNKNOWN WORDS
• STRETCH POWER: SAY THE WORD SLOWLY TO HEAR EACH SOUND
• CHUNK POWER: (CHUNKY MONKEY) IDENTIFY SMALL WORDS IN LARGER WORDS OR BLENDS OR DIGRAPHS IN WORDS.
• SKIP THE WORD:(SKIPPY FROG): READ THE SENTENCE, ONLY SAY THE FIRST SOUND OF THE UNKNOWN WORD, THEN GO BACK ,AND REREAD THE SENTENCE.
• SOUND POWER: USING ALL WE KNOW ABOUT THE SOUNDS THAT CORRELATE WITH EACH LETTER TO READ UNKNOWN WORDS
AS ALWAYS, CONTINUE TO USE RAZ KIDS AND LEXIA.COM TO STRENGHTEN YOUR SKILLS EVERYDAY!
WRITERS WORKSHOP:
PROCEDURAL WRITING: WE ARE LEARNING HOW TO COMPOSE A “HOW TO” PIECE OF WRITING. WE COMPOSED A CIRCLE MAP OF TOPICS WE ARE EXPERTS ON AND ARE ABLE TO TEACH OTHERS ABOUT.
AT HOME, YOU CHILD SHOULD CREATE A CIRCLE MAP OF THINGS HE/SHE ARE AN EXPERT AT, PLAN IT IN FOUR STAGES ACROSS THE FINGERS, AND THEN BEGIN TO WRITE. YOUR CHILD CAN ALSO ACT IT OUT BEFORE BEGININNING TO WRITE; TO HELP MAKE THE STEPS CONCRETE.
THE FOLLOWING SEQUENCE WORDS SHOULD BE USED
• First you
• Next you
• Then you
• Last you
PICTURES SHOULD MATCH EACH STEP AND SHOULD BE LABELED WITH LETTERS/WORDS.

MATH WORKSHOP:
WE ARE CURRENTLY WORKING ON SUBTRACTION UP TO 10. THE STRATEGIES WE ARE USING TO HELP SOLVE PROBLEMS ARE:
• USING COUNTERS (OBJECTS TO USE FOR COUNTING)
• DRAW PICTURES AND THEN CROSS OFF THE OBJECTS THAT ARE BEING TAKEN AWAY
• WRITING A NUMBER EQUATION _____ -_____ =_____
• COUNTING BACKWARDS USING YOUR FINGERS
• DRAW AND USE A NUMBER LINE
YOUR CHILD SHOULD ALSO CONTINUE TO USE PEARSONREALIZE.COM FOR OUR ENVISIONS PROGRAM AS WELL AS FIRST IN MATH.
PLEASE CONTINUE TO PRACTICE ADDING AND SUBTRACTING UP TO 5 EVERY NIGHT. THE GOAL IS FOR YOUR CHILD TO BE ABLE TO ADD AND SUBTRACT WITHIN 5 WITHOUT DRAWING OR USING ANY OBJECTS!

SIGHT WORDS:
ATTACHED IS A LIST OF SIGHT WORDS THAT YOUR CHILD SHOULD BE ABLE TO READ AND WRITE. AT HOME, YOUR CHILD SHOULD REVIEW EACH ONE, WRITE A SENTENCE WITH IT, AND EVEN MAKE FLASH CARDS AS A REINFORCEMENT. THE STRONGER YOUR CHILD’S SIGHT WORD KNOWLEDGE IS; THE EASIER READING AND WRITING WILL BECOME.

Mindsetworks-logo-header

How Parents Can Instill a Growth Mindset at Home

Research shows that parents can have a powerful impact on their childrens’ mindsets. The language you use and the actions you take show your children what you expect. Giving process praise, talking about the brain, accepting mistakes as learning opportunities, and understanding the role of emotions in learning are all practices you can begin today.

Say This, Not That

The way we praise our children can have a profound impact on their mindset. Research on praise and mindsets shows that when we praise children for being smart, it promotes a fixed mindset. It sends a message that their accomplishments are trait-based, and tied to something innate. In contrast, praising kids for working hard promotes a growth mindset. It sends a message that the child’s effort is what led them to success. Want more tips on what to say, and what not to say, when praising your kids? Say This, Not That!

What is Fundations

fundations owl

As a recognized leader in multisensory, structured language programs, Wilson brings more than a decade of systematic and explicit instruction to the K-3 classroom. Based on the Wilson Reading System® principles, Wilson Fundations® provides research-based materials and strategies essential to a comprehensive reading, spelling, and handwriting program. 

Wilson Fundations makes learning to read fun while laying the groundwork for life-long literacy. Students in grades K-3 receive a systematic program in critical foundational skills, emphasizing:

  • Phonemic awareness
  • Phonics/ word study
  • High frequency word study
  • Reading fluency
  • Vocabulary
  • Comprehension strategies 
  • Handwriting
  • Spelling

The instruction aligns with states’ rigorous college- and career-ready standards. 

Although Fundations includes comprehension strategies, it must be combined with a core/literature-based language arts program for an integrated and comprehensive approach to reading and spelling.

For students who will be entering Fundations Level K in kindergarten, the Pre-K Activity Set introduces Fundations activities for learning letter-keyword-sound, alphabetic order, and letter-formation skills. 

Fundations serves as a prevention program to help reduce reading and spelling failure. It is integral to a Multi-tiered System of Supports (MTSS) or Response to Intervention (RTI) framework, providing research-based instruction in Tier 1 as well as early intervention (Tier 2) for students at risk for reading difficulties. To support the implementation of an MTSS or RTI framework, progress monitoring is built into Fundations. This allows students requiring a more intensive program to be identified early before undergoing years of struggle.

Taken from the Fundations website.