tag:blogger.com,1999:blog-75025489393566207402024-03-05T22:46:11.690-08:00MrsMBTeacherPortersPointMrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.comBlogger63125tag:blogger.com,1999:blog-7502548939356620740.post-11114034792717091122019-08-28T17:58:00.001-07:002019-08-28T19:07:41.144-07:00Check out the movie I made with Magisto: First Full Day of Kindergarten 2019<div dir="ltr">
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What a great first full day of school we had! I was thrilled to see students engaged, listening to new information, following through on new directions and celebrating what they were learning. We even earned our first Granny's Wacky Prize dance party for showing safe, respectable and ready to learn behavior with a large collection of warm fuzzies. <br />
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In this video you will see that we read the pictures to our first shared reading book, <u>Harry Bear</u>. Students learned to examine each page of the story and decipher actions, motions and possible feelings and infer what might be happening in the story. In two small groups students worked with alphabet letters; molding wikki sticks on letter cards and sorting upper and lowercase foam letters. <br />
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Mrs. Thibodeau taught our first guidance lesson by teaching rules and safety guidelines at the playground for recess. After lunch and recess we had quiet mindfulness time and read a book about Franklin the turtle and his first day of school. <br />
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For math students engaged in their first math talk which we call "Mini Math". In mini math we look at an image or collection of items and discuss what we observe. By engaging in this practice each day we grow our skills at describing what we see and applying mathematical concepts, leading to rich community discussions. For our math lesson we compared lengths of paper to identify longer and shorter lengths and those that were the same. Students used glass chips to measure out an amount that was the same length as their strip of paper. <br />
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Probably the best part of the day was the Choice Time in the morning and in the afternoon when students were able to play in centers of the room...art, blocks, playhouse and in the maker space where a group of budding engineers worked together to form structures that made a chain reaction. <br />
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It was an amazing first day!<br />
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Simply click below to watch my movie.<br />
<a href="https://magis.to/av/Oz54DQ0HQlwjOSQGDmEwCXx8?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie" style="text-decoration: none;">First Full Day of Kindergarten 2019</a><br /> <a href="https://magis.to/av/Oz54DQ0HQlwjOSQGDmEwCXx8?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie"><img src="https://result3.cdn.magisto.com/9/d/YFoGPEsFGiA0XwxpYw_/cover.jpg?t_ver=1" width="240px" /></a> <br />
<a href="https://magis.to/av/Oz54DQ0HQlwjOSQGDmEwCXx8?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie">https://magis.to/av/Oz54DQ0HQlwjOSQGDmEwCXx8?l=vsm&o=i&c=e</a><br />
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MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-44313799677168677192019-08-28T17:57:00.000-07:002019-08-28T18:27:44.441-07:00Kindergarten Smart Start 2019<div class="mobile-photo">
Kindergarten Smart Start at PPS gave new students the opportunity to meet all their new teachers, tour the school and have school lunch together in the cafeteria. Students listened to <u>The Kissing Hand</u> and created their own kissing hand project. What a great way to start their new school career at PPS!</div>
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MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-88565265552215294622019-08-25T15:25:00.000-07:002019-08-25T16:24:18.528-07:00End of the Year Learning June 2019<div class="mobile-photo">
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Here's some photos from the last days of school to showcase amazing learners. Looking forward to the new year ahead!<br />
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<b>Reading Workshop: </b>The progression from learning alphabet letters in the fall to end of year reading strategies and spelling patterns: Using Extra Strength Reading Powers, spelling new words by only changing the middle vowel sound, finding sight words to help decode an entire sentence and read for meaning and blend sounds at the beginning of words.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRVot3UVETgOUcmSGIpY3SocUuYxEY12ZVbDZjNKN2nROgNpZzM73CybhcKMXfQtALhNhIDSp-HG4vf6ZDa3E3IUg6XKfulnNjMeWxapBN9IOY9ue9jYuVed89vLInMVQJppNDbokZ2rc/s1600/IMG_3818-750721.JPG"><img alt="" border="0" id="BLOGGER_PHOTO_ID_6729234724037588642" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRVot3UVETgOUcmSGIpY3SocUuYxEY12ZVbDZjNKN2nROgNpZzM73CybhcKMXfQtALhNhIDSp-HG4vf6ZDa3E3IUg6XKfulnNjMeWxapBN9IOY9ue9jYuVed89vLInMVQJppNDbokZ2rc/s320/IMG_3818-750721.JPG" /></a><br />
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<b>Writing Workshop: </b>In our last trimester we focused on writing "all about" various subjects. Students used a list of success criteria to check their work and analyze what they might add to complete their piece.</div>
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<b>Mathematics:</b> We ended the year with a math celebration complete with writing equations in chalk on the playground blacktop. Some students posed problems for others to solve. </div>
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<b>Science and Engineering: </b>Studying the properties of materials (wood, paper and fabric) and how they are used for different purposes led us to solving motion problems. Recording their thinking in science notebooks required precision and clarity of thought.</div>
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<b>PBL: Project Based Learning:</b> Our kindergarten PBL work included applying what we learned about the three R's (reduce, reuse, recycle) with wood, paper and fabric. When students worked in our room they made journals using recycled paper in the school, cardboard collected from families and fabric samples. </div>
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<b>End of Year Memories:</b> Reflecting on learning and celebrating the joy of learning.<br />
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MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-77678867707021607582019-08-25T10:26:00.000-07:002019-08-25T15:12:16.697-07:00Learning News From the End of 2018-2019 School Year<b><span style="font-size: x-large;">Mrs. Belaski’s Kindergarten News May 3, 2019 </span></b><br />
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<b></b>Dear Families,<br />
Just as the flowers are blooming so are your children as they further their academic skills. May is a time to push just a little bit further and a time celebrate everything they have learned all year. I am being careful in the next few weeks to address the skills needed for your child, giving them that last burst of instruction and send them off to grade one as a confident kindergarten graduate. Keep working hard to be sure they are eating well and getting plenty of sleep along with the many afterschool and weekend activities that we do with our families.
It is hard to believe that a year has gone by since you all came to Kindergarten registration. Now it is time for next year’s students to register. Next week all of the kindergarten teachers will be working at registration on Tuesday, Wednesday and Thursday. I will greet our class and get the day started then Miss Burgess will teach with Miss Katherine, Mrs. Echo and Mr. Coleman in the afternoon. I will check in on our class during my breaks and be in the room at the end of those days as well.<br />
Warmly,<br />
Maureen<br />
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<b><span style="font-size: large;">Literacy: </span></b><br />
The first of our two main new learning objectives in reading this week revolved around recognizing and producing blends at the beginning of words. Educators often refer to these as “consonant clusters” When children can recognize not just the first letter in a word, but also the first two or three which can be blended together, it gives them another strong reading strategy when reading unknown words in challenging books. We began by listing blends and practicing how to blend those two letter sounds together. Being able to blend sounds together, whether at the beginning or in the middle of words helps read multisyllabic words. This week we listed words with the blends gl (as in glove), fl (as in flower) and several “S” blends such as Sk, Sn, St. We will explore many others next week now that we have the concept of recognizing a blend.<br />
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The second big idea we learned centered on creating simple plurals by adding an “s” to nouns such as book to books. Again, this strategy helps new readers learn more about word structure in English when talking about, writing about or reading about concrete objects. This also guides children to look at the word endings which can change the meaning of a word and the overall meaning in a story. For example, a character might encounter one dog, but encountering one hundred dogs would change the meaning of what happens for that character in a story. We started with listing names of animals, writing the single word form and the plural with an “s” added (pig/pigs, cat, cats, and then objects pencil/pencils.)
For writing workshop we returned to our All About writing. We used a graphic organizer to write two pieces… all about penguins and all about dolphins. We read a book on each and added several elements including an opening sentence, three facts, a personal “pinch of me” sentence with is really an opinion, and finally a closing. We used the same success criteria without the graphic organizer and wrote on lined paper to write all about the properties of water after reading a book called Amazing Water.<br />
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<b><span style="font-size: large;">Mathematics: </span></b><br />
<b>This week we…</b><br />
Found combinations of a particular number and wrote all of the addition sentences for that number using a string with a set number of beads on it. For example, if a child had a bead string with 8 beads on it, they wrote all of the possible combinations that add up to 8. Each child had a different amount of beads. We did the same for combinations of 12 on another day.
We brainstormed strategies for making sure we found each and every combination. One of our favorite strategies was starting with 12+0=12, then moving only one bead at a time over to create the next combination, 11+1=12, then another moved over to create 10+2=12 etc.<br />
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Learned that the equal sign means that whatever is on both sides must match. We used this as a way to teach that we can write number sentences like this: 14=10+4 or 18=10+8. Seeing this flexibly is an important skill in understanding that 10+4 and 14 are the same amount.
Played monster squeeze with the numbers 1-30. Today each child will bring home their monsters squeeze with directions to play at home.<br />
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Dove into place value by practicing how to count tens and ones to create two digit amounts and writing the numbers. For example, we counted a group of two tens and three ones for 23 and wrote that number… remembering that the two represents two tens.
Played a game called Ten Frame Path for several days. Each child is bringing this game home as well. Your child can practice counting the place value combinations on the game board and writing those numbers on another sheet… their recording sheets can be an answer sheet to check their work.<br />
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Used digiblocks to build two digit numbers with tens and ones.<br />
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Dove back into teen numbers again with the focus being on “ten and some more” when we describe an amount for a teen number.<br />
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Made teen number books, recording the number sentence with the equal sign reversed. 19=10+9.
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Built teen numbers on Rekenreck tools the kids makde earlier in the year with beads.<br />
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<b><span style="font-size: large;">Next Week: </span></b><br />
Monday May 6: PE<br />
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Tuesday May 7: Music; Kindergarten Registration<br />
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Wednesday May 8: PE: Kindergarten Registration
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Thursday May 9: Art; Kindergarten Registration<br />
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Friday May 10: Library; Star Student of the Week<br />
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<b><span style="font-size: large;">Important Dates Ahead: </span></b><br />
May is a very busy month… the weather (hopefully more so) is getting warmer, T ball and soccer have started and for some kids there is an anticipation that summer vacation is coming soon. Academically kids are now putting together all they have learned and at the end of the month I will be assessing student progress. Please be sure your child gets as much rest and stays on their routine as much as possible. I, too, struggle with this as a parent and I know we all do our best, so Bravo to you for making it all the way to MAY!<br />
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May 7, 8, and 9 : Kindergarten Registration for 2019-2020. There will be substitutes for all K classes. I will check in periodically to see how the class is doing.<br />
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May 27: Monday Memorial Day, No School<br />
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<span style="font-size: large;"><b>Ask Your Child:</b>
… </span>about the Proud Proud Panda project they started before vacation and finished today. To welcome the new Kindergarten parents we worked with our reading partners in Miss Donnelly’s class to write a sentence about what made us feel proud to be a panda… like the PPS school mascot. This was my take on combining the meaning in the musical “Panda and the Moon” with having pride in being oneself as a member of the school community. Today we we finished making the panda face masks complete with a new head shot photo of each child. I took these photos this week and could not believe how much each child changed since the photos I took in the fall! We hung the proud proud panda writings in the hall for parents to read and will send them home with the panda masks in a few weeks.<br />
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<b><span style="font-size: x-large;">Mrs. Belaski’s Kindergarten News May 17, 2019 </span></b><br />
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Dear Families,<br />
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Thank you for helping your children be ready for school and well rested during this busy month. This was a great learning week… just what we needed as we close this trimester. Next week I will start formal end of the year assessments; many of which will be one on one with your children so that I can confirm their amazing learning curve this year. Keep your good routines after school, in the evenings and in the mornings and be sure your children get plenty of rest!
In June we will continue learning through Project Based Learning activities and we will complete our final NGSS Science Unit focused on Materials and Motion with special emphasis on motion. We have a few messy projects to do so if anyone has an extra package of unopened baby wipes they wish to donate, we will can use them! I also need one or two packages of brown lunch bags, similar to the ones we wrapped Mother’s Day gifts in last week. Enjoy the sun!<br />
Warmly,<br />
Maureen<br />
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<b><span style="font-size: large;">Literacy: </span></b><br />
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<b></b><b>This week we...</b>
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Learned to use a tool called a Story Hand to hone our skills at retelling a story. Everyone got a large paper hand with cues on each finger for retelling elements to keep in their book bin. The fingers and palm remind them to retell what they read by including the characters, setting, beginning, middle, end, problem and feelings that occurred amongst the characters.<br />
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Our main theme for all of our longer focused reading lessons this week centered on the concept of EXTRA STRENGTH. By this we mean we now have to add “extra strength” to all of the reading strategies we have learned thus far this year, and really stretch each super power as our books become more and more challenging. We practiced extra strength picture power, sight word power and sound power. Each day I had an example of what to do to increase their strength… for example, for extra strength sight word power we are now reading books without a familiar pattern on each page. When we come to a page with lots of text and the pattern is no longer there, we don’t give up, rather we search for the sight words we know, practice reading those words aloud first with inflection, then go back to read the sentences.<br />
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Reviewed the concept of blends at the beginning of a word, adding more intricate blends to our repertoire of practice for S, L, H, and R blends such as Sc, Sk, Sn, Sp, Sm, Br, Cr, Dr, Tr, Bl, Fl, Pl, Sl, Ph, Wh, etc.<br />
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Reviewed words that can end in an “s” with a root word… i.e.book changes to books… to make simple plural words.<br />
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Practiced spelling words within the same word family such as _ig, _ip, _ill, and _ell words.<br />
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Glued several word sorts into out reading notebooks centered on blends, simple “s” plurals.<br />
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Practiced spelling three letter CVC words moving quickly by changing the first letter, vowel or last letter to hone our ability to sound out words quickly, and recognizing the change in letter sounds. For example, we practiced changing words like: cat...to cutt...to pit...to put...to can, etc.<br />
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Practiced all of the digraph and vowel team songs learned thus far...about 9… and added two more that apply to higher level words kids are now reading in their books. We added a song for the sound made by “au/aw” and “ai/ay” in words.<br />
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Learned how to read words that have an “ _ed” ending. We learned when we read those types of words it often sounds like a “t” at the end and not and “_ed” sound like it looks. For example, when we change play to played, there is a “d” sound at the end but looked and liked sound like a “t” at the end.<br />
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We practiced reading the endings of words… especially plurals and _ed endings with inflection to stress how the meaning of those words change with the new ending like an “s” or an “ed”..<br />
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For <b>Writing Workshop</b> we finished a piece All About Penguins and also wrote a second piece over several days titled All About Seahorses after reading nonfiction books about these topics to help us support our ideas.
We used success criteria checklists to ensure we had an opening sentence, three facts, a personal pinch sentence and a closing sentence.<br />
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<b><span style="font-size: large;">Mathematics: </span></b><br />
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<b>This week we…</b>
Played “Addition Top-It” with two decks of cards in partnerships. The winner of the cards played was the person with the highest sum of two numbers.<br />
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Played “Dice Subtraction” with two dice in partnerships. We rolled two dice, subtracted the lower number from the higher and wrote the subtraction algorithm or number sentence to match it on whiteboards.<br />
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Played a game that included adding and subtracting called Racing Cars… or in our version, Racing Bugs on two, then later in the week three race tracks. In this game we rolled a die, split that number into combinations and moved each of two bugs the corresponding spaces. The cooperative partnership won when both or three bugs got to ten at the end of the race track. The game pushed kids to be able to think what two numbers (moves) would add to the number on the die, but be split between two or three tracks to move the bugs optimally toward ten without wasting hops. They could not win until they rolled a number that landed them exactly on ten. For example, if one bug was on 8 and the other was on 9 but they rolled a two, they could only move the 8 bug forward two spaces since 2+0=2 and the 9 bug could not move. Another option would have been to move the 8 bug one space and the 9 bug one space because 1+1=2. The game would not end until they found an exact move to ten for both bugs.<br />
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Practiced putting together and pulling apart teen numbers by anchoring the strategy that teens are a ten combined with some more, or what we call “one ten and some ones”. We did this with popsicle stick bundles of ten and ones and also on a tool called a Reckenreck with beads. Students wrote the addition algorithm on whiteboards, too.<br />
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Played a game called “Clear the Deck” that taxed kids to think about addition and subtraction within ten… combinations of ten are key to kindergarten math!<br />
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Practiced telling and solving number stories and explicitly learning about how to use two colored chips. Two colored chips are a common math tool in early childhood classrooms. The two colors can be used to show how many were added to or taken away from a group. For example, if a math story like “I had 4 cats and 2 ran away, I could show how I solved that by using 4 chips turned to one color, then turning two over to the other color and sliding them away from the 4 group to show those were the two that ran away, leaving the first color as the number left to solve the number story.<br />
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Introduced the concept of “Function Machines” which have a “rule” or “function” that is applied to all numbers going “into” the machine and changing it to reveal a new number. For example, if the rule is +3, then every number going in would change by +3. We practiced learning the concept on an electronic function machine then transferred to using the student version with a chart giving the rule and input numbers. Students had to give the output number according to the rule. We also added some twists, asking kids to use the opposite operation by giving them the output number and they had to apply the rule to find the input number! Many kids made up function machine rules. Their favorite was inputting three digit numbers and predicting (with accuracy I will say!) the output.
Function Machines help kids “do” and “undo” math problems… in that we can use addition and subtraction interchangeably to solve the same problem…. Addition and subtraction as opposites of one another. Holding these in their head can be tricky but students are beginning to solve math problems both ways!
Played “Missing Addend” with fish on Friday… similar to function machines, we used the number cards 1-10 and fish counters to pose problems to figure out the number missing in a number sentence. For example: 2+ ___ = 7 and 6+ ____= 10<br />
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<span style="font-size: large;"><b>Next Week: </b></span><br />
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Monday May 20: PE<br />
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Tuesday May 21: Music<br />
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Wednesday May 22: PE<br />
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Thursday May 23: Art<br />
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Friday May 24: Library; Star Student of the Week<br />
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<b><span style="font-size: large;">Important Dates Ahead: </span></b><br />
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Thursday May 24 : Our class date for all students to do an individual reading assessment. Please get plenty of rest the night before!<br />
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May 27: Monday Memorial Day, No School
On Thursday of this week we had Four Winds, too!<br />
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<b><span style="font-size: large;">Ask Your Child:</span></b>
… about the project we did based on the book I read to them titled Leo and the Lightning Bug. This may be one of my top 10 all time books for children. The two big messages in it are perseverance and being able to laugh at oneself and not get made if someone is laughing at you when in fact something you did was actually funny (and never hurtful)… let it go, let it roll off your shoulders and be able to admit, yes, it was hard, but I persevered and did my best even when I could not do it the first or even tenth time!<br />
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<span style="font-size: x-large;"><b>Mrs. Belaski’s Kindergarten News May 31, 2019</b> </span><br />
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Dear Families,<br />
Again I thank each of you for helping keep a normal routine (as much as possible) as we near the end of the school year. Over these past two weeks your children ROCKED end of the year assessments! I have been overwhelmed with the progress each and every child has made and how we learned as a class. I will have fun recording all of this learning into report cards in the coming days… and then sharing that information with grade one teachers. This way your child’s new teacher knows their current learning levels and will start off first grade with the “just right” academic challenge your child needs to keep them excited about learning and wanting more.<br />
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So far we have done a pretty good job maintaining attention and routine for the most part. My secret is to keep our morning routine the same with reading instruction and rotating groups in Daily Five. This has been our routine all year and by starting the day off with a “normal” routine, we can change things up for the afternoon without too much over excitement. Next week we start a series of reading lessons targeting “Avid Readers” and what that means.<br />
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This week we kept math instruction in place Monday through Thursday. Today we celebrated math learning with a Math Party! Our class and Miss Donnelly’s class are in a unique position in that we co-teach math with Mrs. Santarcangelo… with three teachers leading instruction we can get creative and design deep instruction all year. To celebrate that learning our classes got together this afternoon to have fun with math tools, games and concepts we learned all year. We set up stations and children moved among activities in small groups. The four stations included: equations on the playground blacktop with chalk, math game center (Go Fish, Garbage, Frog Hop, etc.), Math Party Hats, and Make your own mini-math image. There was lots of excitement in the air… and that didn’t both any teachers because they were actually excited to do Math!!!! I feel so honored to work collaboratively with Miss Donnelly and Mrs. Santarcangelo… for math and literacy...what a gift in my career it is to have like-minded and growth-mindset colleagues who love… and I mean we LOVE talking about making instruction meaningful, fun, and challenging for our youngest students. It’s been another rewarding year teaching your children!<br />
Warmly,<br />
Maureen<br />
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<span style="font-size: large;"><b>Project Based Learning: “Amazing Innovators at PPS”</b> </span><br />
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You may have heard about this initiative through the PPS Family Newsletter. Today I explained it to our class so hopefully your child is mentioning it and getting excited for it. Starting on Monday and running for the afternoons for the final two weeks of school we are putting mixed groups of kindergarten classes together. All students will work with each of the four kindergarten teachers for two-day projects. The groups will rotate with one another until they have done all four projects with all four teachers. That means our class will be broken up into four groups as will all of the other classes. We have done this for three years and found it to be successful and productive as we embark on four projects together under a common theme.<br />
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We are using our learning through the NGSS experiments we did in April/May on paper, wood, fabric and the three R’s of Recycling, Reuse and Reduce. Each teacher has designed a two day project centered on one of the R’s in an effort to apply what they learned about the materials. For example, Mr. Allbee is collecting plastic grocery bags to reuse them for another purpose, Miss Moore will explore recycling of art center materials in the school and I am targeting the concepts of Reduce and Recycling by collecting recycled paper within the school and creating journals complete with recycled cardboard, paper. Kids will even get to add a pencil to their journal from recycled art centers!<br />
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For my project can you please send in as much of the following as you can starting on Monday and running for two weeks:<br />
“Boutique” styled tissue boxes (square shaped)<br />
Cereal, cracker, snack boxes<br />
Recycled Paper with at least one clean side<br />
Larger fabric pieces (so that we can make fabric covers over the cardboard for the journals)<br />
Plastic grocery bags<br />
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In my project we will learn about the enormous amount of trees that are cut down to make paper for our world and how we can apply the three R’s to save our beautiful earth. I already started reading earth-related and recycling books to our class. We will collect recycled paper from each classroom and examine it to determine how it can be repurposed. We will make a personalized journal with the materials we collect.
Thanks for your help! Email me with questions!<br />
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<span style="font-size: large;">Next Week: </span><br />
Monday June 3: PE
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Tuesday June 4: Music; PBL in PM (see note on page 2 for supplies we need.)
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Wednesday June 5: PE; PBL in PM (see note on page 2 for supplies we need.)<br />
Thursday June 6: Art; PBL in PM (see note on page 2 for supplies we need.)<br />
Friday June 7: Library; PBL in PM (see note on page 2 for supplies we need.)<br />
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<span style="font-size: large;">Important Dates Ahead: </span><br />
Friday, June 14 PBL Celebration: 1:45pm<br />
Monday, June 17, Last Day of School<br />
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<span style="font-size: large;"> Ask Your Child:</span>… about the Beach Party we had today outside to celebrate with the whole school good behavior earned through PBiS.MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-41239286535522900992018-02-07T12:03:00.001-08:002018-02-07T12:42:13.349-08:00Hour of Code and Reading BuddiesWhen I asked students how video games are made, they had offered ideas such a someone took a photo with their phone photos or made the game a movie. After some discussion, they were surprised to find out that someone actually writes the instructions in a programming language that run them... along with apps, websites and computer software. Their interest peeked when I told them that they could learn to write computer code for others to enjoy, just like video game programmers.<br />
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Coding practice provides a wide range of benefits for young learners. It gives them the opportunity to embrace their creativity while practicing problem solving, mathematics, critical thinking and persistence. As we say in reading workshop, we never give up when we use our persistence power. The same goes for coding. In our classroom we presented kids with coding challenges using the app Scratch Jr. We studied the various codes and connected the process to work we were doing in EveryDay Mathematics centered on ordering. By choosing various directions and putting them in a particular order, we discovered how to solve a challenge problem with a programming code.<br />
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Next, we partnered with Mr. Shepherd's second grade class for several coding challenges. With a second grade partner students created several coding projects. But the fun did not end there... we now have second grade reading partners to grow our reading skills. Check out the video with our second grade buddies.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgd2qKxfQ24S_qgkzvNCO2SPGK7rLPjwcsj1JOztpJj-gS_zBFl7GqB4injD2q8BZsrv-eKD2igDB51Y3XDQv63cbHqy5AGTEfu9U94YuhKHa9DkorT2ZnaFkEu03HX7jKSD72JPi4PAb0/s1600/IMG_6312-751619.JPG" style="clear: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img alt="" border="0" height="640" id="BLOGGER_PHOTO_ID_6519904468572700018" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgd2qKxfQ24S_qgkzvNCO2SPGK7rLPjwcsj1JOztpJj-gS_zBFl7GqB4injD2q8BZsrv-eKD2igDB51Y3XDQv63cbHqy5AGTEfu9U94YuhKHa9DkorT2ZnaFkEu03HX7jKSD72JPi4PAb0/s640/IMG_6312-751619.JPG" width="480" /></a><br />
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Simply click below to watch my movie.<br />
<a href="https://magis.to/av/ICguTUxAEFonfC4GDmEwCXl9?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie" style="text-decoration: none;">Hour of Code and Reading Buddies</a><br />
<a href="https://magis.to/av/ICguTUxAEFonfC4GDmEwCXl9?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie"><img src="https://result4.cdn.magisto.com/7/1/KwMZZFQaQ2trUgBhCzE_/cover.jpg" width="240px" /></a> <br />
<a href="https://magis.to/av/ICguTUxAEFonfC4GDmEwCXl9?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie">https://magis.to/av/ICguTUxAEFonfC4GDmEwCXl9?l=vsm&o=i&c=e</a><br />
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MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-11306461093213220472018-02-07T11:55:00.001-08:002018-02-07T11:55:26.828-08:00Check out the movie I made with Magisto: Hour of Code and Reading Buddies<div> <meta http-equiv="Content-Type" content="text/html; charset=UTF-8"> <div> <p>Simply click below to watch my movie.</p> <p> <a href="https://www.magisto.com/video/KwMZZFQaQ2trUgBhCzE?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie" style="text-decoration: none">Hour of Code and Reading Buddies</a><br> <a href="https://www.magisto.com/video/KwMZZFQaQ2trUgBhCzE?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie"><img src="https://result4.cdn.magisto.com/7/1/KwMZZFQaQ2trUgBhCzE_/cover.jpg" width="240px"></a> </p> <p><a href="https://www.magisto.com/video/KwMZZFQaQ2trUgBhCzE?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie">https://www.magisto.com/video/KwMZZFQaQ2trUgBhCzE?l=vsm&o=i&c=e</a></p> <br> <p>p.s. automatically turn your videos and photos into beautiful edited movies. Try it out, it's free!</p> <p><a href="https://www.magisto.com/?utm_source=magisto&utm_medium=email&utm_campaign=share_footer" style="text-decoration: none">https://www.magisto.com/</a></p> </div> </div><br><br><div id="AppleMailSignature">Sent from my iPad</div>MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-81809912240624803182018-02-07T11:21:00.001-08:002018-02-07T11:21:34.857-08:00Family Breakfast <br />
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Back in December we held our annual Family Breakfast...lots of fun and time with family!<br />
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Simply click below to watch my movie.<br />
<a href="https://magis.to/av/Pn0uTUxAEFonfC4GDmEwCXp8?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie" style="text-decoration: none;">Family Breakfast</a><br /> <a href="https://magis.to/av/Pn0uTUxAEFonfC4GDmEwCXp8?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie"><img src="https://result4.cdn.magisto.com/2/b/O1MfJFwHET5rUkxpYw_/cover.jpg" width="240px" /></a> <br />
<a href="https://magis.to/av/Pn0uTUxAEFonfC4GDmEwCXp8?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie">https://magis.to/av/Pn0uTUxAEFonfC4GDmEwCXp8?l=vsm&o=i&c=e</a><br />
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MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-36465447496615028302018-01-07T19:52:00.000-08:002018-02-07T07:42:05.274-08:00School Routines & Expectations That Build the Social Curriculum <div class="mobile-photo">
A primary focus in our room thus far this year has been building a strong classroom community. For kindergarten children this encompasses a broad range of social learning about themselves, their peers, the larger school community and how each is interrelated. This begins by learning about their own emotions to understanding the perspective of others, and to witnessing how their actions and choices affect others. All of this leads to knowing how they can contribute to the larger community in a positive manner; helping to make others feel happy and in turn feeding their own sense of joyful learning. Every moment of every school day provides an opportunity for growth as a person as well as learner. I am amazed at how much learning beyond academics occurs in our classroom and I am prepared to support every child along his/her path this year. The photos that follow, from Whole School Meeting to school expectations to learning how one's brain works, shows some of the ways young children build social skills to last a lifetime.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLVT1a73WlCfnhVnk2ZlB_p2beAenyI1KpQnm6sLU6HYhToyB6nzOqBKFZFgZfEnRnhUbSM0CDxmsZYCTxsUx8CR0qxcnsOgOgQpil9VWlYF681NuDZWTy6ntaXl49cDvWHuCS3Wikmig/s1600/IMG_5778-737416.JPG"><img alt="" border="0" height="640" id="BLOGGER_PHOTO_ID_6508523169400181266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLVT1a73WlCfnhVnk2ZlB_p2beAenyI1KpQnm6sLU6HYhToyB6nzOqBKFZFgZfEnRnhUbSM0CDxmsZYCTxsUx8CR0qxcnsOgOgQpil9VWlYF681NuDZWTy6ntaXl49cDvWHuCS3Wikmig/s640/IMG_5778-737416.JPG" width="480" /></a></div>
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Whole School Meeting happens every Friday. It is a time for learning and celebrating as a school community. We meet special guests, learn about school expectations, share learning in classrooms and close the meeting with our PBIS Fuzzy Drop into our three school expectations containers. Each week the school has a goal of filling either one or two containers in order to earn a whole school celebration.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8lq68hrhKVltZG-_jGuXlA3u1GFTytNSGvehgQ7YclD1w70Z-eZubGpoJJTuc2uwj0y68-a-UikDHP0Zg6-65Z5g2QdsYXmUyWGTnwywCWNMpopFTWmHnHA8QDTbGVrtFBcRt9Wtk0lc/s1600/IMG_5779-741912.JPG"><img alt="" border="0" height="640" id="BLOGGER_PHOTO_ID_6508523186805732210" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8lq68hrhKVltZG-_jGuXlA3u1GFTytNSGvehgQ7YclD1w70Z-eZubGpoJJTuc2uwj0y68-a-UikDHP0Zg6-65Z5g2QdsYXmUyWGTnwywCWNMpopFTWmHnHA8QDTbGVrtFBcRt9Wtk0lc/s640/IMG_5779-741912.JPG" width="480" /></a></div>
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Second graders lead the pledge of allegiance at Whole School meeting. Teachers can be seen doing skits to teach a concept. Here Mr. Allbee and myself act out a common problem on the playground, using the swings, and brainstorm solutions for how to take turns. Mr. Shepherd nominates a staff member to fill the fuzzy bins. Our mysterious "B-Man" often makes an appearance to remind us to BE Safe, BE Respectful and Be Ready To Learn.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8hFSBj1op43EH3sAJoucH-EUbQ-KzU3QkcIBHNc4YiSB4fB25m0jOKpFyhso8SLQYX1hsSl2CX-iJuo6-b_Qro8mGb4CxbyxnQgTdXX6h4_-daWSihcww86X8LZoWrs7kqRUOPtW3S7w/s1600/IMG_5780-743881.JPG"><img alt="" border="0" height="640" id="BLOGGER_PHOTO_ID_6508523198805538434" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8hFSBj1op43EH3sAJoucH-EUbQ-KzU3QkcIBHNc4YiSB4fB25m0jOKpFyhso8SLQYX1hsSl2CX-iJuo6-b_Qro8mGb4CxbyxnQgTdXX6h4_-daWSihcww86X8LZoWrs7kqRUOPtW3S7w/s640/IMG_5780-743881.JPG" width="480" /></a></div>
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We use several "systems" for behavior including Whole Body Listening and PAX Voices/Quiet to help us with the three school expectations. In the beginning of the year, our class made a list for every expectation in every possible location of school... these lists described in "kid languague" what it meant to be safe, respectful and ready to learn in the classroom, on the bus, in the cafeteria, etc. We are returning to these lists now in the winter to make book of drawings depicting how the kids describe those three rules... showing that learning social expectations is ongoing throughout the year in kindergarten.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_WBpUlhF0a-gbCuKctco09a9rVlUMrOWYgucdNd21akj0ENJAv-RHY6aNrxqf-MOaWoEHVEcM7Mr0y6Zd30rlnHRIxKViXoBOdtofKgKinWhGsR5r44xv3bIH8mlq-OJhneeO7dCNSXg/s1600/IMG_5781-746806.JPG"><img alt="" border="0" height="640" id="BLOGGER_PHOTO_ID_6508523207520126130" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_WBpUlhF0a-gbCuKctco09a9rVlUMrOWYgucdNd21akj0ENJAv-RHY6aNrxqf-MOaWoEHVEcM7Mr0y6Zd30rlnHRIxKViXoBOdtofKgKinWhGsR5r44xv3bIH8mlq-OJhneeO7dCNSXg/s640/IMG_5781-746806.JPG" width="480" /></a></div>
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This class loves art projects! They not only have fun, but learn independence such as finding their materials and following the pre-taught steps to making a cut, color and glue project.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSwCjXBijO5EyiLU_9p4WFvJKirJwjeIeF3uXIC_jYE0QB7E-3XDiUkM4g4N2Vu0_WgfsGAq2DT_2JmkeyI5b8IdhigWix9QH4v_Y3cNo7aE8_Sw_oqo2MNiAN9Kg63v_cLic1DjU_YVA/s1600/IMG_5782-748706.JPG"><img alt="" border="0" height="640" id="BLOGGER_PHOTO_ID_6508523213608444658" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSwCjXBijO5EyiLU_9p4WFvJKirJwjeIeF3uXIC_jYE0QB7E-3XDiUkM4g4N2Vu0_WgfsGAq2DT_2JmkeyI5b8IdhigWix9QH4v_Y3cNo7aE8_Sw_oqo2MNiAN9Kg63v_cLic1DjU_YVA/s640/IMG_5782-748706.JPG" width="480" /></a></div>
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We are a fabulous group of actors! We often role play social and academic learning situations to practice concepts. There is always a group taking a turn as "actors" and an "audience/ set directors" group who announce, "Quiet on the Set! 1, 2, 3 ACTION!" Here we act out safety rules on our bus...the importance of walking and staying in our seat "bubble" area and not in the aisle.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW-x49FXve6RzKf2jGERVmprhEFa2K0CR5cwhgheODS3Ie0_k86-6WdEmXknYBrtPJ6UAMyNu1LSPBVm2xq5dJQkUTKNsi1GIrcr_RdqkO-Kbr6POA07rbhMmniQCP-LFBvFQOKi41h94/s1600/image1-750688.jpeg"><img alt="" border="0" height="640" id="BLOGGER_PHOTO_ID_6508523222956802546" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW-x49FXve6RzKf2jGERVmprhEFa2K0CR5cwhgheODS3Ie0_k86-6WdEmXknYBrtPJ6UAMyNu1LSPBVm2xq5dJQkUTKNsi1GIrcr_RdqkO-Kbr6POA07rbhMmniQCP-LFBvFQOKi41h94/s640/image1-750688.jpeg" width="480" /></a><br />
Role playing walking in the hall for our PBIS school expectations. Wow! Look at our full bear of fuzzies our class collected in one week. Each Friday we bring this bear down to Whole School Meeting and add it to the collection bin along with other classrooms in the school.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghpV4fQjfjV4Sj30qk_U28h7joPjO6i4gxGce_zFM9n2j16zi4HQ4ywnfmpmgJKswfSJNbl6CqZ1f3NfeN9dipVFA2c_aDuzKWDkIa4krZXtPtkhlIILigYXNMo9UXhrxE35f6HaSzw0M/s1600/IMG_5784-732527.JPG"><img alt="" border="0" height="640" id="BLOGGER_PHOTO_ID_6508524007733020178" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghpV4fQjfjV4Sj30qk_U28h7joPjO6i4gxGce_zFM9n2j16zi4HQ4ywnfmpmgJKswfSJNbl6CqZ1f3NfeN9dipVFA2c_aDuzKWDkIa4krZXtPtkhlIILigYXNMo9UXhrxE35f6HaSzw0M/s640/IMG_5784-732527.JPG" width="480" /></a></div>
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Learning to navigate the school day, work independently and resolve conflicts or challenges are as important as academic learning. Knowing how and when to use the skills they learn for certain situations takes practice. For kindergarten children, all of this starts with being comfortable in one's classroom, knowing how it is organized and where to find what they need independently. There are lables and routines... just to name a few....scissors to use for opening their own snacks, a drying rack for art, waiting spots on the floor for sink and water fountain lines, a cup for pencils to be sharpened after school, cubbies to store works in progress and ways to keep our bathroom clean.<br />
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WALT: We Are Learning To. I was fortunate to have an incredible science teacher mentor in college who taught me to have a daily objective for my students and to tell them exactly what it was in the beginning and end of every lesson. In telling children what the learning intention is, they can begin to focus their thinking around a specific learning strategy... one they can access when they practice a skill. Each day I write a "WALT" statement on a set of wipe off sentence strips either before, during or even after a lesson to remind students of what they are learning to do. You will see many WALT statements in photos this year.<br />
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We have student jobs each day such as counting the number of days we come to school, weather, and calendar. As we near the 100th day of school these routines become even more important as we gather weather data and count in different ways. <br />
Learning to name and recognize feelings formed the foundation of our learning about Conflict Resolution. We used the book David Goes to School as a resource to understanding perspective taking... how our actions effect others and their feelings.<br />
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Feeling Puppets and the Problem Puppets helped us to brainstorm Win-Win Solutions when a conflict arises. <br />
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Learning about and how to use our brain to make wise choices is a life-long skill. Using the Mind-Up Curriculum we learning to focus our thinking, calm our bodies and thoughts, activate our prefrontal cortex (PFC) to make decisions that help us and our classroom community. </div>
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Here we learned that we have the power to open the pathway of messages that flow through our amygdala to our PFC.... we can choose to be closed and tight in conflicts/choices (I don't like any orange foods; I am angry at...) or we can use techniques to calm our amygdala, open the flow messages to the PFC which we use to make a good choices (well I could try that new orange food; I am feeling angry but I can take a deep breath to calm down instead of using unkind words or actions). We will use Mind-Up Lessons all year and build our community poster with strategies from each lesson. <br />
<br class="Apple-interchange-newline" />Learning to navigate the school day, work independently and resolve conflicts or challenges are as important as academic learning. Knowing how and when to use the skills they learn for certain situations takes practice all year.</div>
MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-91817916518496073432017-12-03T21:37:00.006-08:002017-12-03T21:37:59.748-08:00Magisto: Alphabet WorkAt the beginning of a new school year it is not uncommon to hear kindergarteners exclaim, " I want to learn to read!" They are eager to move from from being read to by an adult to unlocking the code themselves and reading exactly what is on the page. <br />
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The start to this school year was no different; I could see the desire in their eyes and so began our reading work with letters and sounds. Reading is more than knowing the names of the letters and their sounds; it is knowing how to play with sounds, match sounds to pictures, and write letter characters to match sounds they hear and produce orally. <br />
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Developing a firm foundation with letter work was key the work we are doing now with rhyming, syllable segmentation and site words in daily guided reading groups. As this video shows, the key to early letter/sound experiences is to have fun with reading to develop life long lovers of reading. I hope you enjoy this video of some of those experiences!<br />
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<a href="https://magis.to/av/cX8-VkxAEFonfC4GDmEwCXh_?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie" style="text-decoration: none;">Alphabet Work</a><br />
<a href="https://magis.to/av/cX8-VkxAEFonfC4GDmEwCXh_?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie"><img src="https://result3.cdn.magisto.com/8/2/PloHMgYHEWAyBBZgCzE_/cover.jpg" width="240px" /></a> <br />
<a href="https://magis.to/av/cX8-VkxAEFonfC4GDmEwCXh_?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie">https://magis.to/av/cX8-VkxAEFonfC4GDmEwCXh_?l=vsm&o=i&c=e</a><br />
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MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-11260358913675542152017-10-18T03:16:00.001-07:002017-12-03T13:15:09.655-08:00Butterfly Metamorphosis <div class="mobile-photo">
Kindergarten aged children have real life experiences with changes in weather and the seasons. Using their background knowledge and applying it to how the seasons affect people, plants and animals is a how we introduce the concept of life cycles. At the end of the summer butterflies are laying the last of their eggs here in Vermont from which caterpillars will emerge.<br />
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We gathered Painted Lady caterpillars in a tank in our classroom to study the stages of their life cycle and metamorphosis. From here we will study the life cycle of a sugar maple tree, apple tree, and the cycle in nature of the four seasons and how they are interrelated. In winter we will study why certain animals either migrate, hibernate or adapt. </div>
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During the first few days the caterpillars were in a small cups on top of tank, eating food that resembled an oatmeal mixture. We started our observation journals, drawing exactly what we saw.<br />
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It's always more fun to make observations with a magnifying glass just like scientist do in a lab. The caterpillars grew in size rather quickly which we noted in our drawings.<br />
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As the caterpillars began to slow down their eating we placed them in the tank and waited for them to attach themselves to the paper on the underneath side of the cup lid and form their chrysalis. Once their chrysalis was hard we taped them to the inside of the tank and waited for the butterflies to emerge.<br />
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When the butterflies emerged they took time to rest and dry their wings. We observed them eating the fluids inside the chrysalis and then provided sugar water on a sponge for them to eat. We could see their long straw-like proboscis stretched out and in as they fed. <br />
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As we released the butterflies we wished them a good migration trip!<br />
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We discovered the symmetrical features of butterflies and noted the duller color on the underneath side of their wings.</div>
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When butterflies migrate they are seeking warmth & shelter, food and a place to lay more eggs to continue the life cycle. These needs cause them to migrate when the season change here in in Vermont. </div>
MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-25897667868334200562017-10-15T19:48:00.001-07:002017-10-15T19:48:53.391-07:00Class of 2030<p class="mobile-photo"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyUAfpF0VAimcBNBn0DwEF05hScCazYTyfBnlLtLLcMcFPPimCWEo1RLRfzVAjHURzwx-3uaCoFFg433tH2Hs7latK7entHPWm15fdBOXCqD71dSE5lvXRfcOpx2AVxud-RetFGsnsj4s/s1600/IMG_4690-733392.JPG"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyUAfpF0VAimcBNBn0DwEF05hScCazYTyfBnlLtLLcMcFPPimCWEo1RLRfzVAjHURzwx-3uaCoFFg433tH2Hs7latK7entHPWm15fdBOXCqD71dSE5lvXRfcOpx2AVxud-RetFGsnsj4s/s320/IMG_4690-733392.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_6477335247355249314" /></a></p>MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-34265898036475813202017-09-10T20:40:00.000-07:002017-10-15T19:29:30.593-07:00Co-Teaching, Explore & Explicit Instruction in Small Groups<div class="mobile-photo">
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Our classroom is fortunate to participate in a program called "Co-Teaching" with our PPS kindergarten grade level Special Educator Jennifer Santarcangelo. First of all, can I say how much your children LOVE to say her name... and the beauty of a multisyallabic name! </div>
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Jen has been a member of the CSD for most of her career and over the last few has focused mainly on the kindergarten grade level. As a special educator she works directly with students, consults with classroom teachers, observes student learning, and is a member of my classroom team. </div>
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Jen and I, along with the PPS speech pathologist meet weekly to discuss all kids for what we call a "Kids' Day" meeting. At times other specialized staff are invited to our Kids' Day meeting, such as the Behavior Specialist or the Occupational or Physical Therapist for CSD. </div>
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Whether students qualify for special education or not, Jen's expertise is focused on learning and troubleshooting when kids struggle. We work as a team to create individual supports for all kids. If a child needs support beyond what is happening in the classroom, we discuss that at Kids' Day and she takes that information to the next level of support teams that meet at another time (and while I am teaching!). This is how amazing PPS staff are in knowing your children and zeroing in on their needs.</div>
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Beyond all of this is CO-TEACHING for mathematics. Jen co-teaches in two kindergarten classes, mine and Miss Donnelly's. Thus, our two classrooms function as a learning pod, getting together over the course of the year for special math and literacy learning.</div>
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Each day Jen joins one classroom for math... so every other day she co-teaches math with me! As a team, Miss Donnelly, Jen, and I plan out lessons together for the week ahead. We plan for the WALT or "big ideas" our lessons will target. We then look at the needs of all students, differentiating lessons for both classrooms and individual learning styles. After co-teaching lessons we review what we did and discuss ways to increase student learning. <br />
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When Jen teaches in our room, she and I work directly with a small group of students (groups rotate). In this way your children are being taught by two highly trained teachers in an intensive small group format. For now we are working mainly with two groups of ten children; soon that will change as we make three learning groups, increasing the student to teacher ratio for instruction. It is am amazing process that highly impacts your children's learning process. </div>
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Counting, identifying numerals, matching quantity and presenting their own work in front of the class!<br />
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MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-76706304184337185602017-09-10T20:32:00.000-07:002017-10-15T05:50:17.013-07:00My Counting Strategies <div class="mobile-photo">
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As a veteran teacher I use an array of teaching strategies... some that change and grow over the years, and several that have changed very little because they are gems that help all children learn. Two of those are my counting strategies to increase accuracy in the counting sequence. </div>
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The first is what I call "the doorbell" count. When counting the doorbell way kids are taught to press and pause a moment with their finger on the object they are counting until the whole word (the number) is said, then move on to the next item, pausing on it until the whole word (the number) is said aloud. This is especially helpful later in the year when they count large quantities and the numbers when said have multiple syllables. </div>
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The second counting strategy is "pull away and count." When using this strategy children slide the item they are counting away from the original group to a counted group... this helps them stay organized... knowing which ones have been counted and which are yet to be counted.</div>
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There were two significant mentors of mine who taught me the importance of letting kids know what they were learning about, one was from my college days at Boston College and the other a mathematician here in Vermont from whom I am still learning. I use this strategy everyday. I refer to it as WALT which is short for "We Are Learning To." Everyday we talk about the WALT statement so that kids have a frame of reference for why they are doing an activity to build a skill. You will see this posted in our room daily... for the counting strategies lesson, the WALT statement was "Count to tell how many" meaning they will use the doorbell and pull away strategy to count accurately and know how many items they have counted.</div>
MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-24738426442818180952017-09-10T20:04:00.001-07:002017-10-15T05:20:09.845-07:00Launching Writing Workshop and Writers Share<div class="mobile-photo">
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It takes a little bit of effort and training to grow young writers... and yet look at them in just a few short weeks! In the beginning we establish routines to follow for Writing Workshop, such as the practice of how we sit at the tables, keep our space organized with folders, paper, pencils and erasers. We practice using a whisper voice to talk with teachers who move around the room supporting and extending learning. When young children begin to see themselves as writers, their confidence grows along with their skills.</div>
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One of the most important steps in Writers' Workshop is what comes after the writing time... Writing Share. This is a time for children to place their work on the document camera and stand before the class reading their work. This powerful steps helps establish confidence and independence as they receive feedback from peers and plan for what they will add to their work the next day.</div>
MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-19358752131305493902017-09-10T20:00:00.001-07:002017-10-15T05:12:23.942-07:00Reflecting on Our First Three Days<div class="mobile-photo">
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Literacy involves a multitude of skills that build a child's ability to speak, listen, present, write, and read. These skills are needed as a private person and as community of literate beings. We will create shared writing pieces, where everyone contributes to the conversation and recording of information... you will see this in the chart on the left. Children also learn to record their own thoughts on paper. </div>
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What impressed me the most was the details of what they did in school this week and how focused their ideas were on actual school behaviors and what we did as a class together. What more could a teacher ask for....especially #6!</div>
MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-2545923479629787132017-09-10T19:57:00.001-07:002017-10-15T05:04:54.496-07:00Learning to Read a Book Three Ways<div class="mobile-photo">
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<span style="color: black; font-size: 13.5pt;">Kindergarteners want to learn to read. I begin by teaching them
that there are three ways to read a book: read the pictures, read the words,
and retell the story. I model these three ways in whole group shared reading
time over three successive days. Over the course of our first three days of
school we used the book<span class="apple-converted-space"> </span><u>Hairy
Bear</u>, reading it in each of the three ways. On the first day we read the
pictures, using the illustrations to figure out what the characters are
experiencing and predicting what may happen from page to page. On the second
day I read the text, and to their delight many of the events they described
through the pictures were very close to the text words. On the third day we
retold the story in our own words, adding more details and elaborating on the
plot. In this way children begin to learn the power in using the illustrations
to support their reading and that reading the words is not the only way to read
a book.<o:p></o:p></span></div>
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<span style="color: black; font-size: 13.5pt;">Shared reading is a powerful learning time as I introduce many
reading strategies and skills. As you will see in this collage, on the last
page the children added their own text to the story, which I wrote with a wipe
off marker. They were curious about the "word bubble" in the text
showing what a character was saying. As a class the students decided to add
other word bubbles to show what the other characters may be saying. I used this
teachable moment to show them that when they write their own narrative stories
they, too, can use word bubbles in their stories. I was thrilled to see
their excitement and thirst for learning reading skills. <o:p></o:p></span></div>
MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-72976231931169430052017-09-06T03:35:00.000-07:002017-10-15T05:00:43.213-07:00First Full Day of School <div class="mobile-photo">
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Such joy in starting school...Class of 2030!</div>
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Ms. Millham led our first BE SAFE lesson focused on the playground and how we use the equipment safely. We tackled our first Shared Reading book together, <u>Hairy Bear</u> and explored alphabet letters.</div>
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Free choice time allows children time to explore classroom materials and bond with one another.</div>
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MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-84051243750502872302017-09-06T03:08:00.000-07:002017-09-06T03:18:46.888-07:00Smart Start<div class="mobile-photo">
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Our year in Kindergarten has officially started! During our Smart Start to Kindergarten we learned a little about about one another, toured the school, met lots of new teachers and played together. We read T<u>he Kissing Hand</u> by Audrey Penn to remind us that it takes a little courage and bravery to go off to school but we bring with us the love of our families as we grow and learn together. </div>
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MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-16037415787087326512017-03-19T06:01:00.000-07:002017-03-19T06:01:01.151-07:00Math Pathways<div class="mobile-photo">
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<span style="color: black; font-family: Times; font-size: 13.5pt; mso-bidi-font-family: "Times New Roman";">Ahh...<i>Number Sense</i>... a phrase I have written about before... when young children see how numbers have a purpose in their everyday life and they can think flexibly about numbers, they
begin to develop <i>Number Sense</i>. <o:p></o:p></span></div>
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<i><span style="color: black; font-family: Times; font-size: 13.5pt; mso-bidi-font-family: "Times New Roman";">Number sense</span></i><span style="color: black; font-family: Times; font-size: 13.5pt; mso-bidi-font-family: "Times New Roman";"> refers to a child's ability to use and understand numbers
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<span style="color: black; font-family: Times; font-size: 13.5pt; mso-bidi-font-family: "Times New Roman";">*knowing their value</span></div>
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<span style="color: black; font-family: Times; font-size: 13.5pt; mso-bidi-font-family: "Times New Roman";">*knowing how to use numbers to make judgements<o:p></o:p></span></div>
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<span style="color: black; font-family: Times; font-size: 13.5pt; mso-bidi-font-family: "Times New Roman";">*knowing how to use numbers flexibly when adding or
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<span style="color: black; font-family: Times; font-size: 13.5pt; mso-bidi-font-family: "Times New Roman";">*having strategies for counting, measuring and
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<span style="color: black; font-family: Times; font-size: 13.5pt; mso-bidi-font-family: "Times New Roman";">*being able to explain their thinking for solving problems and comparing numbers</span></div>
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<span style="color: black; font-family: Times; font-size: 13.5pt; mso-bidi-font-family: "Times New Roman";">In the pictures that follow you will see how children are building those numbers
sense <i>ways of thinking</i> and developing strategies for solving numerical problems. <o:p></o:p></span></div>
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Strengthening counting skills as a basis for early addition practice.</div>
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Representing numbers in various ways, comparing amounts and the importance of forming numbers correctly.</div>
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Teen numbers and place value...understanding how the digit "one" means "one ten and some more" in a teen number and numerical patterns on a hundreds chart.</div>
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Addition is a way of putting two amounts together...represented by numbers...growing when more items are added.</div>
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Learning to use tools for solving addition and subtraction is critical to being able to explain why, for example, 2+3=5. We learn to tell the "story" of an addition problem in a way that tells how two amounts are put together to create a new total amount of objects.</div>
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Measuring to explain terms such as "longer/shorter" and "taller/shorter" and applying those to solving problems posed such as being tall enough to ride an amusement park ride. How does one prove that with numerical thinking?</div>
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MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-64829834500135674732017-03-18T14:31:00.000-07:002017-05-08T03:31:23.398-07:00Internships and Student Teaching<div class="mobile-photo">
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We are fortunate this year to be able to form learning relationships with young adults growing as teachers. In the fall semester our high school intern from Colchester High School taught alongside teachers once a week, honing her skills and developing lessons to enrich our curriculum. Starting in January our student teacher from UVM has been with us everyday and has become an integral part of our classroom teaching staff. <br />
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Read aloud and an activity to support understanding family connections as part of All About Me social studies unit.</div>
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Using our daily weather graph as a starting point for experimenting with just how temperatures really feel using water that matches those degrees.</div>
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A celebration of learning with our intern and dreaming of what is ahead in our lives.</div>
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UVM student teachers are awesome and this year ours has been exceptional! Whatever the focus, reading, writing, math, science... individual, small and whole group work... our student teacher enhances the learning experiences throughout the day.</div>
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MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-82815981110942661892017-03-06T19:19:00.000-08:002017-03-07T06:01:44.294-08:00Winter Writing Workshop<div class="mobile-photo">
In the first trimester our writing focused on narrative writing, drawing from personal experiences in order to learn and practice the mechanics of writing. In this last trimester we focused on opinion writing; learning to convince others of what we believe in our heart and think in our brain. <br />
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We learned to state our opinion, give three reasons to support our opinion and close the piece with an ending that restated our opinion. We began with solving problems we observed around the school, letting others know our reasons for believing how we could improve what we saw. <br />
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We moved to reading an informational story and then forming an opinion based on what was written in the text. For example, we pondered what we thought was the best season after reading a passage about seasons and gave convincing reasons why we thought one season was better than another. We read about living in the city versus living in the country and used what we learned to write why we thought it better to live in one of those places... we used some of our own background knowledge, but also cited what was written in the text to support our opinion. <br />
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Narrative writing earlier in the year gave us an opportunity to add dialogue to what characters were saying... moving to opinion writing was very different as we began to tell people what we believed and why.</div>
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We still use good writing strategies learned earlier in the year... planning out our writing ahead by tapping out the words and rereading over and over again to be sure we write all the words we intend to and asking, "Does that make sense?"</div>
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Word work focused on sight words during other parts of our day support the writing we do in writing workshop... confidence in write exact words and using the word wall to be sure we spell words we know correctly.</div>
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We use sight word lists, the word wall and even words we know in our reading books to spell and sound out words.<br />
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Closing an opinion piece by restating what we believe so the reader can understand our reasons and the purpose of why we are writing.</div>
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Self-assessment: Students can now use a checklist to check their work for elements that they should include in their writing. Rather than saying they are done and asking a teacher to check it they can be responsible for their own work and assess what they need to add and how they can make it the best it can be.<br />
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MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-80558428104353614692017-02-12T13:42:00.000-08:002017-03-07T03:59:03.211-08:00Reading Workshop Continuum <div class="mobile-photo">
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<span style="color: black; font-family: Times; font-size: 13.5pt; mso-bidi-font-family: "Times New Roman";">Reading Workshop this year began with
mini-lessons focused on purposeful reading skills. Using familiar
"old favorite" and fairy tales, we learned strategies for private reading and partner reading, carrying them over to more formalized reading groups. During our literacy block we follow a structure known as The Daily Five. Students use these same reading strategies when reading independently (Read
to Self in Daily 5) and reading with partners (Read to Someone in Daily 5).
We moved from narrative and fictional texts in the first trimester to
literary non-fiction texts in the second trimester. No matter what type of book
or genre we read, these foundational Reading Workshop skills are tools kids use
to understand and comprehend what they read. We continue to use them now as Super Readers who can solve reading problems confidently.<o:p></o:p></span></div>
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQCYCfejmywS9VA7tvWq7fZQeSVq_0EGN6IGpkJOJEZ17qT_QmzgYsvng8yhl0niw21jcV3iSRU8uIzGbMLrkXuXBn2p7xSjsg2ZuzFC9YJUOHSF579GppritJdazBROX4MQquu0PkoYE/s1600/FullSizeRender-749187.jpg"><img alt="" border="0" height="480" id="BLOGGER_PHOTO_ID_6386340847186984594" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQCYCfejmywS9VA7tvWq7fZQeSVq_0EGN6IGpkJOJEZ17qT_QmzgYsvng8yhl0niw21jcV3iSRU8uIzGbMLrkXuXBn2p7xSjsg2ZuzFC9YJUOHSF579GppritJdazBROX4MQquu0PkoYE/s640/FullSizeRender-749187.jpg" width="640" /></a><br />
"Anchor Charts" made with reading strategy post-it notes are used to introduce a tool, gradually adding more and referenced almost daily in newer lessons. <br />
<br /></div>
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<span style="color: black; font-family: Times; font-size: 13.5pt; mso-bidi-font-family: "Times New Roman";">We remember to "add a pinch of you" by
telling what we are thinking throughout the story, giving our opinion, making
comparisons and connections, forecasting predictions and retelling the story
events in our own words.<o:p></o:p></span></div>
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<span style="font-family: Times; font-size: 13.5pt;">We may not be able to read every word in a
published trade book, but we know how to "read the illustrations," predict story
events, describe the action we see to help understand what the author is writing about. <o:p></o:p></span></div>
<!--EndFragment--><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZMonEtI_44BeRbbBucHJsTAtggjSoR2amcUkZht54SsBwhwzouhoLCl80vbUyXAYedEGYEF4KMAkCVkWzutHP_uA7vVb_B5dPyeImcBGF9aJu1t37tum3rDteZGm0ohcjPSdyCoC-Z4M/s1600/FullSizeRender-753291.jpg"><img alt="" border="0" height="480" id="BLOGGER_PHOTO_ID_6386340867224239650" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZMonEtI_44BeRbbBucHJsTAtggjSoR2amcUkZht54SsBwhwzouhoLCl80vbUyXAYedEGYEF4KMAkCVkWzutHP_uA7vVb_B5dPyeImcBGF9aJu1t37tum3rDteZGm0ohcjPSdyCoC-Z4M/s640/FullSizeRender-753291.jpg" width="640" /></a></div>
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<span style="font-size: 18px;">We look for words that match the illustrations and sight words that help us understand the story or nonfiction book.</span></div>
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We practice reading like a teacher; instructing what we have learned about a text.<br />
<br />
<div class="mobile-photo">
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We practice storytelling fluency; making our voice match the intent of the character.<br />
<br /></div>
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Reading like a teacher, listening and asking questions of the "teacher reader."<br />
<br /></div>
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Punctuation is a tool for writers and readers... here we mesh learning how to write and read a sentence, closing it with a punctuation mark. This tells the reader the intention behind a sentence and how to read it with the appropriate emphasis.<br />
<br /></div>
<div class="mobile-photo">
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As we learn to recognize familiar sight words and the structure of a sentence, we use our reading finger to keep pace with the exact words on a page.<br />
<br /></div>
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Reading and writing connect... learning to keep spaces between words helps us read individual words, matching our pointing to the exact words. We created class made books with repetitive text, reading them multiple times for various purposes. This helps strengthen more reading and writing skills...stretching all the sounds in a word, using upper and lowercase letters, spelling sight words exactly, and adding punctuation.<br />
<div class="mobile-photo">
<br /></div>
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Sight words are a powerful tool for increasing reading accuracy... but most importantly for kindergarteners, recognizing sight words automatically builds confidence!</div>
MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-90491147805415602182017-01-28T17:53:00.000-08:002017-01-29T10:33:31.594-08:00Family Breakfast <div class="mobile-photo">
<br />
The most fulfilling way to celebrate learning and community in school is with family. In December we had a morning filled with breakfast foods and several arts and crafts activities. It was heartwarming to see parents and children covered with glitter! I just may be the luckiest teacher there is to have parents who support their child's educational growth. Thanks again for all you do to help your child succeed in school. We have so mouth more ahead of us... can't wait!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9gaUXFhXHPm837m_hDBlNU7OvzsBXjDYoFfe_bWEYH2UIJRTPE45_2s0dERTB6JpwuxYMJKEwD1EFOqyvkfB-ho1W5Q4BnJEoM3MSgKS2Wgph32TbA6rAP5Fx39Mewklzs8U_-RsIQJo/s1600/IMG_1791-743983.JPG"><img alt="" border="0" height="640" id="BLOGGER_PHOTO_ID_6380838968763012242" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9gaUXFhXHPm837m_hDBlNU7OvzsBXjDYoFfe_bWEYH2UIJRTPE45_2s0dERTB6JpwuxYMJKEwD1EFOqyvkfB-ho1W5Q4BnJEoM3MSgKS2Wgph32TbA6rAP5Fx39Mewklzs8U_-RsIQJo/s640/IMG_1791-743983.JPG" width="480" /></a></div>
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MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-55354155956027228142017-01-28T17:18:00.001-08:002017-01-28T17:31:30.225-08:00Check out the movie I made with Magisto: Searching For The Runawy Gingerbread ManAfter finding an empty oven and lots of candy clues throughout the school building we found our runaway gingerbread man in the library reading many versions of the gingerbread man!<br />
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<a href="https://magis.to/cC59R0BAEFonfC4GDmEwCX13?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie" style="text-decoration: none;">Searching For The Runawy Gingerbread Man</a><br />
<a href="https://magis.to/cC59R0BAEFonfC4GDmEwCX13?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie"><img src="https://result4.cdn.magisto.com/2/0/algVYwFREzkhQkVgCzE_/cover.jpg" width="240px" /></a> <br />
<a href="https://magis.to/cC59R0BAEFonfC4GDmEwCX13?l=vsm&o=i&c=e?utm_source=magisto&utm_medium=email&utm_campaign=producer_shared_movie">https://magis.to/cC59R0BAEFonfC4GDmEwCX13?l=vsm&o=i&c=e</a><br />
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MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0tag:blogger.com,1999:blog-7502548939356620740.post-39028154624594616402017-01-28T13:43:00.001-08:002017-01-28T13:56:28.496-08:00Gingerbread Man Fun<div class="mobile-photo">
What would the holidays be without a bit of magic?! As some serious reading work to compare and contrast story features in several version of the tale of the gingerbread man, we set out to cook our own. We followed a recipe to measure and mix then molded and decorated our own little man. Since he was so large, we had to put him in the oven to cook for a long time. When we returned to take him out of the oven the next day, we were shocked to discover only crumbs and candy pieces left on the cookie sheet! After a day or two of searching and finding clues, Mrs. Bochansky, our librarian had a strange experience... she had candy pieces stuck in her shoe! This led us to search the library and lo and behold, there he was sitting in a chair among the many versions of the gingerbread stories! We still think Mr. Shepherd and Miss LaRose were somehow involved, as we found lots of crumbs and candy pieces in their classrooms!</div>
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Evidence on Mr. Shepherd's laptop and candy pieces in Miss LaRose's classroom!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg245P6SLWXUy7xfMPeqgcqSCWEr7Cc2At66v7Edn7hH4rvE4vyilh0U7HnSYGO-9JHKkjJRq_tD8TU_DZI-QhJBWWBKmOkpBXPaAMP-OF2GPY1esjzTFTKiPemoL5N6RfIwkHbecOxMUg/s1600/IMG_1788-721426.JPG"><img alt="" border="0" height="640" id="BLOGGER_PHOTO_ID_6380774452631603954" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg245P6SLWXUy7xfMPeqgcqSCWEr7Cc2At66v7Edn7hH4rvE4vyilh0U7HnSYGO-9JHKkjJRq_tD8TU_DZI-QhJBWWBKmOkpBXPaAMP-OF2GPY1esjzTFTKiPemoL5N6RfIwkHbecOxMUg/s640/IMG_1788-721426.JPG" width="480" /></a></div>
MrsMBPortersPointhttp://www.blogger.com/profile/03452989093869950719noreply@blogger.com0