Language Arts

9/29-10/3

This week we will  finish up Skill 2.  The skills include: Printing cups, curves, humps, zig zags, spirals, X's, +'s, loops, canes, hooks and wavy lines. We will also be writing our names the Kindergarten way.  The children will start by listening to beginning sounds in words.  EX: Find the pictures that begin with /ch/ and /c/.  The students will also be introdcued to the "Mixed up Monster".   He always mixes up his sounds..for example when  at his desk he sits in his "hair," not his "hair but his "chair."  The kiddos will identify pictures by listening to individual sounds.  EX:  /s/ /u/ /n/ = sun. 

On Wednesday, we will begin Skill 3. In  Skills 3, students will begin to make connections between sounds and symbols. They will continue to practice blending sounds into words and they will be taught several of the symbols used when reading and writing.  The sounds introduced : /m/ /a/ /t/ /d/ /o/ /c/ /g/ and /i/.   Amplify is a sounds based program. In the beginning they rarely refer to the letter as Mm. They say is is mmmm. When you read you hear mmmmaaaattttt (mat) not     'mat."

9/22-9/26

 This week we will begin Unit 2.   In Unit 2, students will learn how to blend “chunks” of speech sounds. They will learn to blend segmented syllables to say two-syllable words, as well as how to blend individual sounds known as phonemes to say two- and three-sound words. Blending is a critical skill for reading. In fact, it is the single most important skill for reading. Working with sounds (or phonemes) is also extremely important because our writing system is a system for transcribing sounds into print. If students can learn to hear individual sounds and blend those sounds to make words, they will be well prepared to use the letter-sound correspondences they will study in Unit 3 and beyond as the basis for decoding.

This week we will focus on Lessons 5-9  The skills include: Printing cups, curves, humps, zig zags, spirals, X's, +'s, loops, canes hooks and wavy lines. We will also be writing our names the Kindergarten way.  The children will start by listening to beginning sounds in words.  EX: Find the pictures that begin with /ch/ and /c/.  The students will also be introdcued to the "Mixed up Monster".   He always mixes up his sounds..for example when  at his desk he sits in his "hair," not his "hair but his "chair."  The kiddos will identify pictures by listening to individual sounds.  EX:  /s/ /u/ /n/ = sun. 

9/15 thru 9/19

 This week we will begin Unit 2.   In Unit 2, students will learn how to blend “chunks” of speech sounds. They will learn to blend segmented syllables to say two-syllable words, as well as how to blend individual sounds known as phonemes to say two- and three-sound words. Blending is a critical skill for reading. In fact, it is the single most important skill for reading. Working with sounds (or phonemes) is also extremely important because our writing system is a system for transcribing sounds into print. If students can learn to hear individual sounds and blend those sounds to make words, they will be well prepared to use the letter-sound correspondences they will study in Unit 3 and beyond as the basis for decoding.

This week we will focus on Lessons 1- 4.  The skills include: Printing cups, curves, humps, zig zags and wavy lines. The children will start by listening to beginning sounds in words.  EX: Find the pictures that begin with /ch/ and /c/.  The students will alos be introdcued to the "Mixed up Monster".   He always mixes up his sounds..for example when  at his desk he sits in his "hair," not his "hair but his "chair."

9/8 thru 9/12

Skill 1 Lessons 5-10 . These lessons  continue to focus on listening. The children will listen to environmental sounds and guess what they are ( baby crying, horn honking).  I will use various  instruments  and play them .  The students  will distinguish whether  the. sounds are the same or different.  We used blocks to represent sounds and practiced  left and right.    I introduced printing strokes( vertical, horizontal, curves and diagonals).  We continued to used blocks and moved them to denote individual words. 

9/2 thru 9/5

Skill 1 Lessons 1-5. These lessons focus on listening. The children will listen to environmental sounds and guess what they are ( baby crying, horn honking).  I will use various  instruments  and play them .  The students  will distinguish whether  the. sounds are the same or different.  We used blocks to represent sounds and practiced  left and right.   

Knowledge 

Nursery Rhymes and Fables 

Our new unit focuses on Nursery Rhymes .  This domain will introduce students to nursery rhymes and fables that have been favorites with children for generations. Students will learn about classic rhymes like “Twinkle, Twinkle, Little Star,” “Jack and Jill,” and “Hickory, Dickory, Dock,” and characters, such as Humpty Dumpty and Little Miss Muffet. Traditional rhymes help students learn vocabulary and build phonemic awareness. By listening carefully to nursery rhymes and reciting them by heart, students develop an awareness of language that will help them become better readers and writers. Because nursery rhymes are fun and involve everyday activities, kindergarten students can relate to them. In the last three read-alouds of the Teacher Guide, students will also listen to some well-known fables. Listening to fables will help students identify the elements of this genre, learn new vocabulary words, and recognize different types of fiction. Reading fables to kindergarten students may also stimulate class discussion of values, ethics, and behavior.

Nursery Rymes Introduced

• Jack be Nimble

• Little Jack Horner 

• Jack and JIll

• Little Boy Blue

• Little Bo Peep

• 1, 2Buckle my Shoe

• This Little Piggy went to Market

• Twinkle, Twinkle Little Star

• Little Miss Muffet

9/15 thru 9/19

 This week we will begin Unit 2.   In Unit 2, students will learn how to blend “chunks” of speech sounds. They will learn to blend segmented syllables to say two-syllable words, as well as how to blend individual sounds known as phonemes to say two- and three-sound words. Blending is a critical skill for reading. In fact, it is the single most important skill for reading. Working with sounds (or phonemes) is also extremely important because our writing system is a system for transcribing sounds into print. If students can learn to hear individual sounds and blend those sounds to make words, they will be well prepared to use the letter-sound correspondences they will study in Unit 3 and beyond as the basis for decoding.

This week we will focus on Lessons 1- 4.  The skills include: Printing cups, curves, humps, zig zags and wavy lines. The children will start by listening to beginning sounds in words.  EX: Find the pictures that begin with /ch/ and /c/.  The students will alos be introdcued to the "Mixed up Monster".   He always mixes up his sounds..for example when  at his desk he sits in his "hair," not his "hair but his "chair."