Kindergarten 2020/21: making connections; from school to remote

Literacy

Essential Standards;
Read common high-frequency words (sight words) by sight.
Demonstrate basic knowledge of one-to-one letter-sound correspondences.

I Can Books

First we used sight word power and pattern power to practice the word an within the word can.
We used Sidney's I Can Book to help us practice.
Then the children used sound power to write the word of something they can do.
Finally they used picture power to add an illustration on every page!

We started work with our I Can Books in the classroom on Tuesday and the children continued their work at home on Wednesday. Through videos on Seesaw and our Zoom meeting, they read and shared their I Can Books, using all of their reading powers.

Sharing an I Can Book on Zoom!

Beginning Sound Power!

Can you find five things in your home that begin with the /w/ sound?

Take a picture of your collection and share it on Seesaw. Use sound power to add labels!

Math

Essential Standards;
Understand the relationship between numbers and quantities; connect counting to cardinality.
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20.

We have been working with collections on our remote days. The children have been collecting a certain number of things at home and sorting their collections in different ways.

This week, the children brought a collection from school home to sort and count; buttons! Buttons provide a manipulative connected to our January calendar and to the button story problems we have been solving in the classroom.

Below are pictures of their button sort and count, notice children showing how they sorted their buttons in different ways (using sound power to write labels!) and notice the recording of how many in each group and how many in all.

Button collections in the classroom...

On Thursday the children practiced showing a button collection using an equation or number sentence on the morning message. They noticed combinations of five and practiced using how many to build and read an addition equation, showing how many buttons in all. Hayden helped to record the thinking of his peers, taking on the roll of the teacher during our morning message work.

On Friday we used combinations of five to solve button story problems. The question how many in all invites children to combine (or add) the number of buttons together.

We noticed the many different ways we solve story problems; using pictures, number frames, number sentences, and numbers! We also talked about choosing one way to solve a problem, like drawing a picture, and then trying to show our thinking a different way.

For example, in Emerson's work, you can see that he drew lots of pictures showing the total number of buttons. His star is that he can show how many using pictures and ten frames, his next step is to try and show his thinking a different way, like with a number tree or a number sentence.