Week at a Glance
Becky's 2-Year Kindergarten Class...January 15, 2016
In each of our brainstems (remember, the brainstem regulates automatic body movements) is a portion of the brain known as the Reticular Activating System. You can think of the RAS as a colander, straining out unnecessary input before sending information along to the prefontal cortex (our wise owl) for processing. This is a very important job, as our senses are constantly bombarded with a plethora of sensations! Sending all of this input to our wise owls, would be very overwhelming. Imagine feeling your socks all day long, hearing everyone breathe, visually focusing in on every detail of a room...we all agreed that this would make going about our days normally rather difficult. Fortunately, our RAS helps us focus on what's important at any given moment. Having a routine mindful practice helps strengthen our RAS, as we strengthen our pathways for intentional focusing by working to focus solely on our breathing. See if your child remembers our RAS demonstration (hint: we used split peas, sugar and a colander)!
We continue our important work with parts and wholes. We finished up some work from last week and are working on learning the parts for a given whole number in a snap! Students are working on a number combination book, using cubes to discover all of the possible combinations for different numbers, while I make my way through the group challenging kids on different numbers. If a student is working with the number 6, I will use cubes to ask: If I have 2 cubes in one hand, how many are hidden in my other hand? If I have 3 cubes in one hand, how many are in my other hand? Everyone seems to be enjoying the challenge of mastering parts and wholes!. We will continue working on our books (and challenges) next week!
Our focus this week is on creating work that is easy to read! Work that is easy to read: has spaces, has neat letters that are anchored to the line, goes from left to right and top to bottom, is fully erased, and has many letters in a word (at a just right level).
Word Work: Word lists are now individualized, and new words will be added as current words become familiar!
Handwriting: W and X
Phonics Centers: Groups have switched up a bit, so you may want to ask your child if he or she is on a new group!
Red group: all beginning sounds review~we are working on solidifying our knowledge of each of the sounds and will be reviewing and practicing tricky sounds
Yellow group: sh digraph
Blue group: ending blends
Green group: magic e (see story below)
The Story of Magic e. You may remember the story of our beloved baby (short) vowels who need to be taken care of (followed by) a consonant (some are better than others, some need help and some should never, ever babysit). Well, magic e does not like for the baby vowels to be babied and wants them to start learning how to say their names! Magic e does agree, though, that the babies are still too young to be left alone. So, magic e likes to come stand by a babysitter consonant and give the baby vowel the best "mind me" look that he can conjure up. Wanting to impress magic e, the babies say their name, like in cape, role, and mule! Baby e is magic e's little sister, and he is just not sure that she will mind him and say her name unless he stands right next to her. This is why we see the double e in seed and feel!
Lucy assists Luke in putting a splint on Caulder's wrist!
OUR WORK AS COMMUNITY HEROES
On Friday afternoon, we prepared a lasagna dinner for the residents of Quixote Village! Our whole school worked together to make 4 pans of lasagna and a giant salad! We had lots of fun cooking together and love that it's for an important cause! Thanks so much for all of the donations that helped make this work a possibility!
MARTIN LUTHER KING
READ TO FEED
Here is yet another opportunity for your child to be a community hero! Please let me know if you have any questions about the Read to Feed program!
This program is designed by Heifer International and inspires children to get involved in working to end world hunger and poverty while caring for the Earth. The goal is to raise money to "buy" gifts of livestock, irrigation pumps, biogas stoves or to send a girl to school. These gifts help families lift themselves to self-reliance by providing resources and a source of income.
We will raise money by collecting pledge money for books that we read! Kids that are independently reading will practice reading and kids that are not quite reading words yet can read pictures, or have someone read a story to them and practice retelling (summarizing) the story, including what happened in the beginning, middle and end!
You should have received an email regarding the program and also paper copies of the resources through "kid mail"!
Happy reading and thank you for helping to make this project a success!
Below are a couple of videos regarding this program. The first, is one we watched in school today. It shows the ways that the Read to Feed donations have impacted the lives of 2 children. The OCS kids were struck with how different the lives of these children are, compared to their own lives.
The second is a video of the girl Beatrice, who's in the first video, as an adult, talking about what a difference the gift of a goat made in her life. Amazing!!
January 18: No school~MLK day~join us for a morning of volunteering!
January 20: Board Meeting
February 3: Italia fundraiser (dinner) 5:00 to 9:00
February 5: Begin collecing Read to Feed pledge money
February 10: Turn in pledge money to teachers
February 12: 1/2 day; Valentine's Day Celebration
February15-19: Mid-winter break~no school
January 22: Sayde, Andrew
January 29: Lyla, Calder
February 5: Marlo, Elsie
February 12: Tessa Jane, Lucy