​QUARTER 1

We used our super power reading glasses and star wands to read!  We practiced:
  • predicting what the story was going to be about,
  • Marking the Text to help us find the beginning of a sentence, ending of a sentence, and practice the high-frequency word we were learning, and
  • crispy pointing to help track our words!
LANGUAGE ARTS:
MATH:
READING: LITERATURE
  • K.RL.1:  With prompting and support, ask and answer questions about key details in a text.
  • K.RL.3:  With prompting and support, identify characters, settings, and major events in a story.
  • K.RL.5:  Identify common types of text (fiction).
  • K.RL.6:  With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
  • ​K.RL.7:  With prompting and support, describe the relationships between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
  • K.RL.10:  Actively engage in group reading activities with purpose and understanding.

READING: FOUNDATIONAL SKILLS
  • K.RF.1:  Demonstrate understanding of the organization and basic features of print.
  • K.RF.2:  Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • K.RF.3:  Know and apply grade-level phonics and word analysis skills in decoding words.
  • K.RF.3c:  Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
  • K.RF.3d:  Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

WRITING​
  • K.W.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 occurred, and provide a reaction to what happened.
  • K.W.8:  With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


​SPEAKING AND LISTENING
  • K.SL.1:  Participate in collaborative conversations with diverse partners about kindergarten topics and texts  with peers and adults in small and larger groups.
  • K.SL.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.
  • K.SL.3:  Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  • K.SL.4:  Describe familiar people, places, things, and events and, with prompting and support,
  • K.SL.5:  Add drawings or other visual displays to descriptions as desired to provide additional detail.
  • K.SL.6:  Speak audibly and express thoughts, feelings, and ideas clearly provide additional detail.
COUNTING AND CARDINALITY
  • K.CC.1:  Count to 100 by ones and by tens.
  • K.CC.3:  Write numbers from 0 to 20.  Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). 
  • K.CC.4:  Understand the relationship between numbers and quantities; connect counting to cardinality.
  • ​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.  

MEASUREMENT AND DATA
  • K.MD.3:  Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.​
We used Google Slides to help us sort the shapes we were given.  Some of us chose to sort by colors and some of us chose to sort by shapes!


​SCIENCE:


​THE SCIENTIFIC METHOD
  • ​SC.K.1.1 Uses the senses to make observations.


SOCIAL STUDIES:


​POLITICAL SCIENCE/CIVICS
  • SS.K.4.1:  Identify rules that apply in different settings and the results from complying or not complying with these rules.
  • SS.K.5.1:  Describe his or her rights and demonstrate responsibilities of self in classroom, school, and neighborhood settings.
  • ​ SS.K.5.2:  Demonstrate ways to improve the quality of life in own school or community.
We completed our first Project Based Learning unit, "Our School is Happy and Safe!"  We learned that a bucket filler is someone who always shows mutual respect to others throughout the day.  We discussed the importance of being a bucket filler, brainstormed different ways that we can fill another person's bucket, and illustrated how we will show acts of kindness.
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Always remember... You are an important piece of our puzzle!  THANK YOU to our families for helping us create our puzzle pieces.  We enjoyed learning all about our new friends and their families!