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What's New

We have had some disjointed weeks, with Parent Teacher Conferences and Thanksgiving and all of the days off that come along with them.  I am happy to be back to a full week of school.  We have had a great time learning about Kwanzaa.  Please ask your child to tell you what they learned.  Next week we will learn  about Hanukkah.  In math we started a unit about measurement this week.  We have been exploring the terms longer, taller, and shorter.  e In language, we have been learning about  the sounds for s, z, f, and v.  

I really enjoyed meeting with each of you for Parent Teacher Conferences, thank you for your time.  I would also like to express my gratitude for your generosity for our Sub for Santa family.  It was heart-warming to see everyone come together to help others.  

Reminder-last day of school before the Christmas break is December 17th.  We return on January 3.

Have a great weekend.

Literacy

Bookmarks

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Todo lists

Kindergarten Tricky Words

one
two
three
the
a
blue
yellow
look
I
are
little
down
out
of
funny
all
from
was
when
word
why
to
where
no
what
so
which
once
said
says
were
here
there
he
she
we
be
me
they
their
my
by
you
your

First Grade Tricky Words

a
said
by
I
says
you
no
was
your
so
when
because
of
why
could
is
where
should
to
what
would
all
which
down
some
here
yesterday
are
there
today
have
he
tomorrow
were
she
how
one
be
coach
once
me
picture
do
we
cow
two
they
the
their
who
my

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Math

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Math Bookmarks

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Writing

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Writing Aug.30-Sep 3

At the beginning of the year, our writing lessons will be directed drawings to familiarize ourselves with different lines and writing strokes, and labeling our drawings. These will be kept at school in our journals.

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Writing Assignments

We are do a writing assignment at home, just like we did at school!

Remember to plan what you want to write first.  We used to write it down, but now we do it in our heads.  Remember this:

T=
1.
2.
3.
C=

We think of our topic sentence first, usually I give it to you.
Then we think of three details, things that describe our topic sentence.
Then we write a conclusion.  We don't ever want to end a conversation without saying goodbye.  We never want to end our writing without a conclusion!!  Restate the topic sentence in some way.  You might want to give your opinion about the topic.  I am excited to see what you write about!


Photos

Some good ideas for our writing

By Sweet Sounds of Kindergarten

Specials

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P.E. Bookmarks

Science/Social Studies

Kindergarten Standards

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Math Standards

Counting and Cardinality
K.CC.1 Count to 100 by ones and by tens
K.CC.2 Count forward beginning from a                     given number within the known                  sequence (instead of beginning at              1)
K.CC.3  Write numbers from 0-20.                          Represent a 
            number of objects with a written                  numeral 0-20 (with 0 representing              no objects).
K.CC.4 Understand the relationship                         between numbers and quantities;               connect counting to cardinality.
K.CC.4a When counting objects, say the                 number names in the standard                   order, pairing each object with                     one and only one number name
             and each number name with one               and only one object.
K.CC.4b Understand that the last number                name said tells the number of                    objects counted.  The number of                objects is the same regardless of
              their arrangement or the order in                which they were counted.
K.CC.4c Understand that each                                   successive number name refers                to a quantity that is one larger.
K.CC.5 Count to answer "how many?"                     questions about as many as 20                   things arranged in a line, a
             rectangular array, or a circle, or                   as many as 10 things in a                           scattered configuration; given a 
             number from 1-20, count out that               many objects. Compare numbers.
K.CC.6 Identify whether the number of                   objects in one group is greater                   than, less than, or equal to the
             number of objects in another                       group, e.g., by using matching                   and counting strategies.
K.CC,7 Compare two numbers between 1               and 10 presented as written                       numerals.
Measurement and Data
K.MD.1 Describe measurable attributes of               objects, such as length or weight.               Describe several measurable
              attributes of a single object.
K.MD.2 Directly compare two objects with               a measurable attribute 
             in common, to see which object                 has "more of" or "less of"
             the attribute, and describe the                     difference.  For example,
            directly compare the heights of                  two children and describe
            one child as taller/shorter.
K.MD.3 Classify objects into given                          categories; count the numbers of
             objects in each category and sort               the categories by count.
Operations and Algebraic Thinking
K.OA.1 Represent addition and                               subtraction with objects fingers, 
             mental images, drawings, sounds              (e.g., claps), acting out
             situations, verbal explanations,                  expressions, or equations.
K.OA.2 Solve addition and subtraction                     word problems, and add and 
             subtract within 10, e.g., by using                 objects or drawings to
             represent the problem.
K.OA.3 Decompose numbers less than or               equal to 10 into pairs in 
             more than one way., and record                 each decomposition by a 
             drawing or equation (e.g. 5=2+3                 and 5=4+1).  
K.OA.4 For any number from 1 to 9, find               the number that makes 10
            when added to the given number,              e.g., by using objects or 
             drawings, and record the answer             with a drawing or equation.
K.OA.5 Fluently add or subtract within 5.
Geometry
K.G.1   Describe objects in the                               environment using names of                       shapes, and describe the relative               positions of these objects using                 terms such as above, below,                       beside, in front of, behind, next to.
K.G.2   Correctly name shapes                             regardless of their orientations or               overall size.
K.G.3  Identify shapes as two-                               dimensional (lying in a plane, flat)               or three-dimensional (solid).
K.G.4  Analyze and compare two- and                   three-dimensional shapes, in                    different sizes and orientations,                  using informal language to describe            their 
           similarities, differences, parts (e.g, number of sides and vertices/corners)
           and other attributes (e.g., having sides of equal length).
K.G.5  Model shapes in the world by building shapes from components 
           (e.g., sticks and clay balls) and drawing shapes.
K.G.6  Compose simple shapes to form larger shapes.  For example, "Can
            you join these two triangles with full sides touching to make a rectangle?"

           








Literacy Standards

READING LITERATURE
Key Ideas and Details
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.2  With prompting and support, retell familiar stories, including   key details.
RL.K.3  With prompting and support, identify characters, settings,and major events in a story.

Craft and Structure
RL.K.4  Ask and answer questions about               unknown words, in a text.
RL.K.5  Recognize common types of                     texts (e.g., storybooks,
              poems)
RL.K.6  With prompting and support,                      name the author and illustrator                      of a story and define the role of                     each in telling the story.

Integration of Knowledge and Ideas
RL.K.7 With prompting and support,                  describe the                                            relationship between                              illustrations and the story in                    which they appear.
RL.K.8 (not applicable)
RL.K.9 With prompting and support,                  compare and contrast the                      adventures and experiences of              characters in familiar stories.

Range of Reading and Level of Text Complexity
RL.K.10  Actively engage in group                       reading activities with                             purpose and understanding.

READING FOUNDATIONAL SKILLS

Print Concepts
RF.K.1   Demonstrate understanding of the organization 
              and basic features of print.
RF.K.1a Follow words from left to right, top to bottom,
              and page by page.
RF.K.1b Recognize that spoken words are represented in 
               written language by specific sequences of letters.
RF.K.1c Understand that words are separated by spaces in                    print.
RF.K.1d Recognize and name all upper and lowercase                      letters in the alphabet.

Phonological Awareness
RF.K.2 Demonstrate the understanding of spoken words,
             syllables, and sounds (phonemes).
RF.K.2a Recognize and produce rhyming words.
RF.K.2b Count, pronounce, blend, and segment syllables
              in spoken words.
RF.K.2c Blend and segment onsets and rimes of single-                syllable spoken words.
RF.K.2d Isolate and pronounce the initial, medial vowel,                  and final sounds (phonemes) in CVC words,                      except those ending with /l/, /r/, or /x/.
RF.K.2e Add or substitute individual sounds (phonemes)                in simple, one syllables words to make new                      words.

Phonics and Word Recognition
RF.K.3 Know and apply grade-level phonics and 
            word analysis skills in decoding words.  
RF.K.3a Demonstrate basic knowledge of one-to-one
              letter-sound correspondence by producing
              the primary sound or many of the most
              frequent sounds for each consonant.
RF.K.3b Associate the long and short sounds 
                with the common spellings (graphemes) for the                five major vowels.
RF.K.3c Read common high-frequency words by sight.
RF.K.3d Distinguish between similarly spelled words
              by identifying the sounds of the letters that differ.

Fluency
RF.K.4  Read emergent-reader texts with purpose and understanding.

WRITING

Texts Types and Purpose

W.K.1 Use a combination of drawing, dictating, and                     writing to compose opinion pieces which they tell             a reader the topic or the name of the book they                 are writing about and state an opinion or                           preference about the topic or book. (My favorite                    book is....)
W.K.2 Use a combination of drawing, dictating, and                      writing to compose informative/explanatory texts               in which they name what they are writing about                 and supply some information about the topic.
W.K.3 Use a combination of drawing, dictating, and                     writing to narrate a single event or several loosely             linked events, tell about the events in the order in             which they occured, and provide a reaction to                   what happened.

Production and Distribution of Writing
W.K.4 (begins in grade 3)
W.K.5 With guidance and support from adults, respond               to questions and suggestions from peers and add             details to strengthen writing as needed.
W.K.6 With guidance and support from adults, explore a             variety of digital tools to produce and publish                 writing, including in collaboration with peers.

Research to Build and Present Knowledge
W.K.7 Participate in shared research and writing projects            (e.g., explore a number of books by a favorite                    author and express opinions about them).
W.K.8 With guidance and support from adults,recall                     information from experiences or gather                             information from provided sources to answer a                 question.
W.K.9 (begins in Grade 4)
W.K.10 (begins in grade 3)

READING: INFORMATIONAL TEXT

Key Ideas and Details
RI.K.1 With prompting and support, ask and answer                 questions about key details in a text.
RI.K.2 With prompting and support, identify the main               topic and retell key details of a text.
RI.K.3 With prompting and support, describe the                     connection between two individuals, events,                 ideas, or pieces of information in a text.
Craft and Structure
RI.K.4 With prompting and support, ask and answer                questions about unknown in a text.
RI.K.5 Identify the front cover, back cover, and title                   page of a book.
RI.K.6 Name the author and illustrator of a text and                  define the role of each in presenting ideas of                information in a text.

Integration of Knowledge and Ideas
RI.K.7 With prompting and support, describe
              the relationship between illustrations and the text              in which they appear (e.g., what person, place,                  thing, or idea in the text an illustrator depicts.)
RI.K.8 With prompting and support, identify the reasons               an author gives to support points in a text.
RI.K.9 With prompting and support, identify basic                         similarities in and differences between two texts               on the same topic (e.g., illustrations, descriptions,               or procedures).

Range of Reading and Level of Text Complexity
RI.K.10 Actively engage in group reading activities with                 purpose and understanding.

LANGUAGE

Conventions of Standard English
L.K.1 Demonstrate command of the conventions of                    standard English grammar and usage when                      writing or speaking.
L.K.1a Print many upper- and lowercase letters.
L.K.1b Use frequently occurring nouns and verbs.
L.K.1c Form regular plural nouns orally by adding /s/ or               /es/(e.g., dog, dogs; wish, wishes)
L.K.1d Understand and use question words                                  (interrogatives)(e.g. who, what, where, when,                    why, how).
L.K.1e Use the most frequently occurring prepositions                 (e.g., to, from, in, out, on off, for, of, by, with).
L.K.1f Produce and expand complete sentences in                       shared language activities.
L.K.2 Demonstrate command of the conventions of                    standard English capitalization, punctuation, and              spelling when writing.
L.K.2a Capitalize the first word in a sentence and the                    pronoun I.
L.K.2b Recognize and name end punctuation.
L.K.2c Write a letter or letters for most consonant and                  short-vowel sounds (phonemes).
L.K.2d Spell simple words phonetically, drawing on                  knowledge of sound-letter relationships.

Knowledge of Language
L.K.3 (Begins in Grade 2).

Vocabulary Acquisition and Use
L.K.4 Determine or clarify the meaning of unknown and              multiple-meaning words and phrases based on                 kindergarten reading and content.
L.K.4a Identify new meanings for familiar words and                     apply them accurately (e.g., knowing duck is a                 bird and learning the verb to duck). 
L.K.4b Use the most frequently occurring inflections and              affixes (e.g., -ed, -s, re-, un-, pre-, -ful, less) as a              clue to the meaning of an unknown word.
L.K.5 With guidance and support from adults, explore                word relationships and nuances in word meanings.
L.K.5a Sort common objects into categories (e.g.                          shapes, foods) to gain a sense of the concepts                  the categories represent.
L.K.5b Demonstrate understanding of frequently                          occurring verbs and adjectives by relating them                to their opposites (antonyms).
L.K.5c Identify real-life connections between words and                their us (e.g., note places at school that are                      colorful).
L.K.5d Distinguish shades of meaning among verbs                      describing the same general action (e.g., walk,                  march, strut, prance) by acting out meanings.
L.K.6 Use words and phrases acquired through                          conversations, reading and being read to, and                  responding to texts.

SPEAKING AND LISTENING
SL.K.1 Participate in collaborative conversations with diverse                partners.
SL.K.1a Follow agreed-upon rules for discussions (e.g.,                          listening to others and taking turns speaking about                    the topics and texts under discussion).
SL.K.1b Continue a conversation through multiple exchanges.
SL.K.2 Confirm understanding of a text read aloud or                             information presented orally or through other media                   by asking and answering questions about key                           details and requesting clarification if something is not                 understood.
SL.K.3 Ask and answer questions in order to seek help, get                  information, or clarify something that is not understood.
SL.K.4 Describe familiar people, places, things, and events                  and, with prompting and support, provide additional                  detail.
SL.K.5 Add drawings or other visual displays to descriptions                  as desired to provide additional detail.
SL.K.6 Speak audibly and express thoughts, feelings, and                    ideas clearly.

A typical Kindergarten Day

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Kindergarten Agenda

Since several of you have asked, I decided to share what a typical agenda would look like at school.

Self-Start-usually the math page from the previous day's lesson. (15 minutes)
                Teachers check work and give instruction as needed.  As children finish, they                     can read books or build with blocks until we are done.
Calendar- we take roll, give out daily jobs, say the pledge, and talk about the weather,                        the calendar, and review some math concepts that we may need some review                    on. (15 minutes)
Break-      Kids get up (they've been sitting for a while), get a drink, and we usually sing a                   song with actions or use Gonoodle.com to get some wiggles out. (about 5                           minutes)
Math-       math lesson, practice, activities, and wrap up. ( 20 minutes)
Writing-   We either do some blending and segmenting (break up words into sounds or                     put sounds together into words) or write about a certain topic.   (15 minutes)
Snack-    (5 minutes)
Recess-  (15 minutes)
Centers- During the first month of school we use this time to do whole group activities and learn more about abilities and needs.  By October we will be well into doing Centers Monday-Thursday. This hour is broken up into four 15 minutes sessions.  We have 4 activities,                  usually Literacy based, for the students to rotate through.  1-Miss Mandy works                   on spelling, penmanship, sight words, etc.  2-Lexia. 3-an independent center,                     or  with a parent.  This varies. It could be a game, or an activity incorporating                     our science or social studies unit, it could be an art activity, it could be games                     or puzzles that help them understand a concept or sight word practice. 4-  I will                   read with them or work on blending and segmenting, or some concept I see is                     needed.
Core Knowledge- we read about or discuss whatever we are learning about in our                             science or social studies unit.  (20 minutes).

If you will notice, I break the day up into 15-20 minute intervals.  This is just about as long as an attention span most children this age have.  

On Fridays we have our Specials classes.  After a quick welcome in the classroom, we will have P.E., Art Class, and Music Class.  These specials classes will begin on Friday, September 17th.


Contact Me

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dhedin@canyonrimacademy.org Canyon Rim office 801-474-2066, leave a message.

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