Kindergarten Newsletter 2013/2014

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Home > Reader's Workshop > October

October

October 4, 2013

Kaycee manipulates word tile to build short, simple words

On Monday, we conducted RW as a whole group when we created short words from word families. We used our bodies to do it, because we wore letter vests! It was fun to move around to make sure the letters were in the correct order so that we could sound them out and read them.  We built words in the AP and AN family. Our brainstormed words are on the north wall in our classroom .Wednesday and Friday were back to regular format with small groups and independent reading. Our mini lesson focused on nonfiction books, and that those books contain parts that fiction books do not, such as a table of contents  and an index.

October 11, 2013

Riley and Sorayah enjoy the act of reading!
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The Black Bats are on fire with their excitement to read! Does this mean they will be able to swap pages with you when you read the newpaper, or a passage from your latest book club book? NO. Not quite, but you need to give them props, because they are amazing, and we are so proud. They are understanding that we read for meaning, enjoyment, and to learn new information. They can pluck out certain letters, punctuation, and even common sight words from text. They know what it means to take care of books and how to enjoy a book with a friend or family member. We teach strategies in our classroom of habits to help them as they emerge as readers. We have listed them below, so you can chime in to help your child with common language and phrases that will help them be successful.

1. Look at the picture for clues

2. Get your mouth ready to say the word.

3. Stretch the word out...say it like a ghost.

4. Ask yourself what word would make sense in the sentence.
USA- McREL- Mid-continent Research for Education and Learning Content Knowledge Standards and Benchmarks for K-12 (2012)
Subject: Language Arts
Strand:
Reading
Standard:
5. Uses the general skills and strategies of the reading process
Level:
Level I (Grades K-2)
Benchmark:
1. Uses mental images based on pictures and print to aid in comprehension of text
Benchmark:
2. Uses meaning clues (e.g., picture captions, illustrations, title, cover, headings, story structure, story topic) to aid comprehension and make predictions about content (e.g., action, events, character’s behavior)
Benchmark:
3. Uses basic elements of phonetic analysis (e.g., common letter/sound relationships, beginning and ending consonants, vowel sounds, blends, word patterns) to decode unknown words
Benchmark:
6. Understands level-appropriate sight words and vocabulary (e.g., words for persons, places, things, actions, and feelings; words that appeal to the senses; high frequency words such as said, was, and where)
Strand:
Viewing
Standard:
9. Uses viewing skills and strategies to understand and interpret visual media
Level:
Level I (Grades K-2)
Benchmark:
1. Understands the main idea or message in visual media (e.g., graphics, animation, comic books, television)
Benchmark:
3. Knows how different elements help to establish plot, setting, and character in visual narratives (e.g., action, dialogue, music, clothing, facial expressions)
Benchmark:
6. Understands the similarities and differences between real life and life depicted in visual media (e.g., compares own family to families represented in television cartoons or films; knows that there is a difference between a character in a program and the actor)

October 18, 2013

This week we explored our relationship with books and what we can learn from books. We start by taking a picture walk and predicting what the story will be about. As we read the story, we pointed out any sight words that we knew. All of these skills help build the foundations that students need to start reading.
USA- McREL- Mid-continent Research for Education and Learning Content Knowledge Standards and Benchmarks for K-12 (2012)
Subject: Language Arts
Strand:
Reading
Standard:
5. Uses the general skills and strategies of the reading process
Level:
Level I (Grades K-2)
Benchmark:
1. Uses mental images based on pictures and print to aid in comprehension of text
Benchmark:
2. Uses meaning clues (e.g., picture captions, illustrations, title, cover, headings, story structure, story topic) to aid comprehension and make predictions about content (e.g., action, events, character’s behavior)
Benchmark:
3. Uses basic elements of phonetic analysis (e.g., common letter/sound relationships, beginning and ending consonants, vowel sounds, blends, word patterns) to decode unknown words
Benchmark:
6. Understands level-appropriate sight words and vocabulary (e.g., words for persons, places, things, actions, and feelings; words that appeal to the senses; high frequency words such as said, was, and where)
Standard:
6. Uses skills and strategies to read a variety of literary texts
Level:
Level I (Grades K-2)
Benchmark:
2. Knows setting, main characters, main events, sequence, narrator, and problems in stories
Benchmark:
3. Knows the main ideas or theme of a story, drama, or poem A
Benchmark:
4. Relates stories to personal experiences (e.g., events, characters, conflicts, themes)
Standard:
7. Uses skills and strategies to read a variety of informational texts
Level:
Level I (Grades K-2)
Benchmark:
1. Reads a variety of informational texts (e.g., written directions, signs, captions, warning labels, informational books)
Benchmark:
2. Understands the main idea and supporting details of simple expository information
Benchmark:
3. Summarizes information found in texts (e.g., retells in own words)
Benchmark:
4. Relates new information to prior knowledge and experience

October 25, 2013

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This week in Reader's Workshop, we continued our usual routine where students either read quietly or work on their reading skills with the teacher based on their literacy level. We reiterated reading strategies that can be used when a student comes across a word he/she doesn't know. The first thing is to look at the pictures for any clues and then sound out the word and "say it like a ghost". When the student has sounded it out, they should ask themselves if that word makes sense in the sentence. This is a strategy that can be used at home with your little reader!

As a group, we are starting to recognize our sight words during read aloud books. This is very exciting for the Black Bats to be able to read words without having to sound them out.
Author: Katie Cisco
Last modified: 6/6/2014 12:03 PM (EDT)