### January 11-15

Dear Parents/Guardians,

This week we reviewed traditional stories. These stories included The Three Little Pigs, The Three Bears, The Gingerbread Boy, the Old Woman in the Shoe and Chicken Little. Friends revisited various characters and made them come alive through actions. They will become familiar with these stories and role-play them. Prepare to hear reports about the wonderful characters they met this week.

We used the story Chicken Little to talk about things in the sky. First we discussed what fell on Chicken Little from the sky. Then, we discussed what things we see in the sky during the night and during the day. We talked about of various things that we do during the night and day. Talking about night and day and the sky focuses on observations and science. Night and day are important concepts. When we learn about nighttime and daytime, it works as a precursor to introducing friends to the calendar and other methods of tracking time.

We read "Too Many Kids in a Shoe", and we used this story as a math lesson. We talked about how many kids lived in the shoe and then we recreated the story with our own shoes! Each child used their shoe as their own home. We used objects, such as blocks and other manipulatives to put in our shoe. These were the “kids”. We tried to see how many “kids” we can put in our shoe. Each child stuffed their shoe with objects and counted how many could fit. We then compared and contrasted why some had more or less. This activity worked on various skills such as 1-1 counting with objects, more/less, and the ability to make observations of why some friends could fit more objects than others.

In the Gingerbread Boy, we discussed how the Gingerbread Boy hopped onto the fox’s back to get across the river. We posed the question to friends of “How else can the Gingerbread Boy cross the river safely?” We discussed many options. Then, each child was given a piece of tin foil to fashion something for their Gingerbread Boy to get a across the river. We tested our creations and looked to see if the Gingerbread Boy could safely cross the river by floating or did his boat sink. Manipulating objects and observing how they behave in varying circumstances help develop the skills required to predict outcomes and develop conclusions. This process forms the foundation for discovery and an introduction to the world of science. Engaging in entertaining experiments such as a sink-or-float activity can help a child grasp other scientific concepts later on---and enjoy the process.

We also talked about thinking with your eyes. We use our eyes to show what we are thinking about. We use our eyes to gather information. Eyes are like arrows. We will be using "thinking with our eyes" so that friends begin to understand that there is a purpose for observing others and the environment. When you think with your eyes you are engaging in an active process that helps you determine what others are thinking, how they are feeling, and subsequently how to respond. (from The Incredible Flexible You)

We went to the library this week. Mrs. Schuler read Snowmen at Work in the AM and Pajama Time in the PM Class.

Finally, we made Teddy Bear Toast. We reviewed what things we would eat in the night and day and made toast! We made our toast with bananas, peanut butter, and blueberries. We talked about how it tasted and smelled. Then we voted on whether we liked it or not! This is something healthy you can make at home for breakfast!

The Three Pigs

The Three Bears

Chicken Little

The Old Woman in the Shoe

Thinking With Your Eyes By Ryan Hendrix, Kari Zweber Palmer, Nancy Tarshis, and MIchelle Garcia Winner

Word of the Week: Traditional - a specific practice of long standing; an inherited pattern of thought or action. (We talked about how it is tradition for our class to cook every Friday.)

Next Week’s Word of the Week: Magic - a power or trick that allows people to do impossible things by saying special words or performing special actions.

January 16 – No School – MLK Holiday

Ideas for Home:

- Spray-paint lima beans so that they have a different color on each side. Children use them for counting, patterning, grid games, etc. They can use them in a toss game by tossing the beans on the table and counting how many of each color. They can also be used for comparing more/less/same.

As always, if you have any questions, comments or concerns, please feel free to email or call me!

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