I can identify and match common sounds that letters represent.
In phonics this week, we are continuing to build a strong foundation in alphabet knowledge and early reading skills!
🔤 Alphabet Focus:
We are studying the alphabet charts closely—learning to recognize uppercase and lowercase letters, match them to their beginning sounds, and compare different pictures that represent the same sounds (like A for apple and A for alligator).
Students are also practicing listening for the first sound in different words and matching them to the correct letter using pictures like dolphin, windmill, and igloo.
👀 High-Frequency Words:
We are reviewing sight words: I, like, my.
Students are practicing reading and writing these words and using them in simple sentences like:
“I like my ____.”
Here are some simple and fun ways to reinforce these skills:
Alphabet Hunt:
Look for items around the house or outside. Ask your child: “What letter does this start with?” Emphasize the beginning sound.
Picture Match:
Draw or cut out pictures and have your child sort them under the correct letter (e.g. apple, dog, cat, iguana).
Sight Word Practice:
Build sentences using the words I, like, my. Help them write it or draw a matching picture, like:
“I like my dog.”
“I like my bike.”
Read Together:
Have your child point out letters or sight words they recognize in books you read together.
Thank you for being a partner in your child’s reading journey!
I can work with a partner to monitor my reading.
This week we are working on supporting one another as we are learning new skills in reading. This includes what it looks like and sounds like to encourage those around us during our reading block when we get stuck.
We have also been working extremely hard in our reading groups! You should be receiving books weekly that are based on your students' current reading level. Please have your child read these daily and use the reading level cards in the bags to help you understand what we are working on in your child's group.
I can write informational books.
This week we are writing informational ("teaching") books. We are brainstorming a topic we know a lot about and would like to teach, and putting those ideas on paper! While doing so, we are using everything we know about writing to make it the best it can be, like using finger spaces between words, stretching out our words, and capitalizing the first letter of every sentence.
To support this skill at home, you can encourage your writer to add sentences/words to their drawings. Encourage your writer to use what they know about letter sounds to add labels and sentences to their drawings, by stretching out the word and listening for each sound.
I can identify and describe 2D AND 3D shapes including circles, triangles, squares, rectangles, spheres, cubes, cones, and cylinders.
This week we will continue our geometry unit but our focus will be on sorting 2D and 3D shapes based on their attributes. 2D shapes have corners and sides and 3D shapes have edges, vertices, and faces. We will be taking our Geometry Report Card Assessment as well before moving to our next unit that starts next week.
To support this at home, you can have your child identify if something is a 2D shape (flat) or a 3D shape (fat/solid) with real world objects. For example, you have a piece of paper is that 2D or 3D? How do you know? Can you describe the attributes? What is the name of the shape? The same thing for a 3D shape like a can or ball.
I can identify that light is a form of energy and describe what causes shadows.
This week, we are exploring the world around us and specifically noticing how light impacts what we can see in our lives. We are observing light in various forms (sunlight, flashlights, etc.), and making claims about how light affects what we can/cannot see.