January 16, 2025

WHAT A BUSY WEEK

In math we continued to build number sense to 20 by sequencing numbers from least to greatest and greatest to least. We also identified numbers that come before and after a given number. We practiced counting from 1 to 100 by 1s and 10s and backwards from 20 to 1. In literacy, students have been hard at work tapping out and blending words that have a short vowel in the middle.  We have been practicing reading and writing "cvc" words (words that have a consonant at the beginning and end and a short vowel in the middle.) Many students are having difficulty differentiating words that have a short e (beg) and a short i (big) sound.  

SIGHT WORDS

Below are the kindergarten sight words for the entire year. We may not cover them all and we may add in some of our own.  Knowing our sight words will help your child tremendously in reading and writing. Each week we will learn two or three new words. Please review these words with your child. Students are expected to read, write and spell these words.

These are the sight words we learned this week:

has  play

These are the sight words we have previously learned:

has  play  look  went  he  she  said  we  did  in  and   

like  can  it  at  go  am  to   by   my   I    see   a    the   

READING and WRITING SKILLS WE WILL LEARN in KINDERGARTEN

By the end of Kindergarten, students should be able to:

• Recognize and produce rhyming words

• Segment words in an oral sentence

• Segment words into syllables

• Segment and pronounce initial, medial and final phonemes in spoken CVC words

• Manipulate phonemes with additions or substitutions in one-syllable words

• Name all letters of the alphabet

• Write all manuscript letters in lowercase and uppercase

• Sequence letters of the alphabet

• Fluently produce sounds of consonants and short vowels when given the letter

• Fluently produce sounds for basic digraphs (wh, sh, ch, th, ck)

• Name and write corresponding letter(s) when given sounds for consonants, consonant digraphs, and short vowels

• Distinguish long and short vowel sounds within words

• Read and spell approximately 200 CVC words 

• Spell other words phonetically, drawing on knowledge of sound-letter relationships

• Read and write our sight words

• Identify and name correct punctuation at end of sentence

• Capitalize words at beginning of sentences and names of people

• Name the author and illustrator of a story and define their roles

• Explain narrative story structure including character, setting and main events

• Use a combination of drawing and dictating to narrate linked events to tell about a story in  sequence

• Re-tell key details of narrative and informational text, using pictures or prompts as a guide

• Identify characters, settings and main events in a story, with pictures or other prompts

• Describe what happened in a story when given a specific illustration

• With prompts, compare and contrast the experiences of characters in two stories

• Explain difference between narrative and informational text

• Echo-read a passage with correct phrasing and expression

• Identify and explain new meanings for familiar words and newly taught words

• Produce and expand complete sentences in shared language activities

Curriculum Objectives

Language Arts: 

I can accurately form all uppercase and lowercase letters using appropriate directionality.

I can identify the beginning, middle and ending sounds of words and identify what letter makes that sound.  

I can use letter-sound relationships to decode cvc words.

I can read and write our sight words. 

Math:

I can read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures.

I can count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order

I can compare sets of objects up to at least 20 in each set using comparative language. 

I can generate a number that is one more than or one less than another number up to at least 20.

I can count to at least 100 by ones and tens beginning with any given number.

Social Studies: 

I can identify a map and a globe.

I can use a map to find a location.

I can identify and use tools that aid in determining location.

I can identify different types of maps.

I can be a good citizen and follow the Gator Way.