We really enjoy the small group time of centers, as it targets the exact area of instruction for groups with similiar abilities. This week, the two independent stations required kids to focus on applying their knowledge of 1 to 1 correspondence when counting. The third station was direct instruction from the teacher in literacy awareness.

1. Cube and String Game: Each student measured a 3 foot piece of yarn. Once he or she tied a unifex cube on the bottom, the job was to roll a di and "bead" as many unifex cubes at a time as the di reads. At the end they needed to record how many cubes they beaded on. We are diplaying them in the window to compare lengths!
2. Literacy Studies with the teacher: One small group searched for familiar sight words wit I Spy Rice bags, while others identified lower case letters with magnet letters and boards.

3.Alpha Books: These books allow us to explore and write words that start with the letter we just recently learned. This week it was Qq. We qrote everything from quarter to quill to quail!!!

We really enjoy the small group time of centers, as it targets the exact area of instruction for groups with similiar abilities. This week, the two independent stations required kids to focus on applying their knowledge of 1 to 1 correspondence when counting. The third station was direct instruction from the teacher in literacy awareness.

1. Compare: Students are able to apply knowledge of bigger than or less than by playing this game with a partner. The first round, the bigger numerals wins, the second time, the smaller number is most sought after.
2. Literacy Studies with the teacher: One small group played bingo by listening to the inital sound of a word. For example, if the teacher said the word , "boat" they would cover the letter B. Others played memory with uppercase alphabet letters.

3.Thanksgiving words: Similar to our spooky books, when we transferred special vocabulary, we read words that pertain to Thanksgiving, and then worked on writing them and illustrating. Look for them to come home this week!

We really enjoy the small group time of centers, as it targets the exact area of instruction for groups with similiar abilities. This week, the two independent stations required kids to focus on applying their knowledge of 1 to 1 correspondence when counting. The third station was direct instruction from the teacher in literacy awareness.

1. One Less This station was the very similar to last weeks station, One More. The student has a gameboard with scrambled numbers on it in a grid. Independently, he or she continually rolls one dice, counts the quantity facing up, and covers a number on the board that is...less, until the board is completely covered. For students still mastering number identification 1-10, they simply rolled dice and identified that same number as a numeral.

2. Literacy Studies with the teacher: This week, some kids played I spy with alphabet rice bags, while others build words fromthe IT word family with letter tiles.

3.Sticker Books: Students complete a counting book 1-10 by putting the appropriate number of stickers on each page. For some students who needed a challenge, the books encompassed 13-20

We really enjoy the small group time of centers, as it targets the exact area of instruction for groups with similiar abilities. This week, the two independent stations required kids to focus on applying their knowledge of 1 to 1 correspondence when counting. The third station was direct instruction from the teacher in literacy awareness.

1. One More: The student has a gameboard with scrambled numbers on it in a grid. Independently, he or she continually rolls one dice, counts the quantity facing up, and covers a number on the board that is...one more, until the board is completely covered.

2. Literacy Studies with the teacher: This week, some kids matched initial sound letters to pictures, some build sight words with magnet letters, and others worked on rhyming!   (Depending on  their emergent literacy capabilities, kids work to build simple word families, match letter names and improve on their initial sound understanding. These skills will remain the same for several weeks and evolve as the students grow.)

3.Spooky Books: Each child will transfer (copy) halloween vocabulary words into his or her book, then illustrate and decorate accordingly!