Mr. Kozak's Class 2009-2010

Related Arts Schedule:

Day 1-Art     Day 2-Spanish and Library     Day 3-Music and Gym  

Day 4-Gym and Library     Day 5-Gym and Music     Day 6-Health

REMINDERS

Please pack snack and lunch separately.

Please encourage your child to follow directions and be respectful.

HAVE A GREAT SUMMER! Remember to read, read, read, AND write!

Thursday 6/24: Last day of Kindergarten; Report Cards come home

Friday 6/25: Last day of School; Move-Up Day; 12:30 dismissal

Here's What We're Up to...                       2010

Week of: June 21st-June 25th, 2010

Monday-Day 5 Tuesday- Day 6  Wednesday- Day 1  Thursday- Day 2   Friday-Last Day

Letter/Sound of the Week/Handwriting:  Mixed Review

High Frequency Words of the week :    Mixed Review

Letters and Sounds We Know:

(The children are expected to know how to correctly form these upper and lower case letters as well as the sound they make)

Mm   Aa   Ss   Pp   Tt   Ii   Nn   Cc   Oo   Ff   Hh   Dd   Rr   Ee   Bb   Ll   Kk   Uu   Gg   Ww   Xx   Vv   Jj   Qq   Yy   Zz

Word Wall Words We Know:

(Play sight word bingo or make flash cards to help learn these words!!!)

I   can   we   the   like   a   see   go   to   have   is   play   are   for   you   this   do   and   what   little   said   here   was   she   he   look   has   with   my   where   me

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Under Construction

Unit-x Week x (Thematic Unit-x)
Week's Main Focus:  x

Each week will follow a predictable format including all parts of a balanced literacy program. The children will engage in lessons that center around phonemic awareness, phonics, comprehension, shared and guided reading, in addition to shared, interactive, and independent writing. The kids will also work on handwriting.


Reading Workshop

WALT (We are learning to...)

Literature the children will be exposed to:

 
Big Book: 

Big Book of Explorations:

Interactive Read-Aloud:

Decodable Reader:

The children will work in small groups or within their centers to increase their fluency, comprehension, and retelling skills. The children will also work together to help each other decode text and watch/comment on the reading behaviors they demonstrate.

ASK YOUR CHILD ABOUT WHISPER READING!!!

SNOWBALL FIGHT! This is one way to have fun and practice our word wall words. I give each child a plain white piece of paper. They chose one word off our word wall word and wrote it on the paper. They all then crinkled the paper (which is a great fine-motor exercise) and then  "threw the snow ball" around the room. Each child then picked up a "snow ball" and read the word on the paper.

Writing Workshop

WALT (We are learning to...)

• write letters using the correct formations
• hold a pencil and scissor correctly
• use letters, symbols, and/or pictures to express our ideas
  
• leave a space between words
• use punctuation correctly at the end of sentences
• reread what we wrote to make sure it makes sense 
  

Weekly, the children participate in both shared and interactive writing sessions. Shared writing is where the teacher "controls" the pen, while the children generate the ideas for writing and the teacher simply records their thoughts and ideas. Interactive writing is also known as "sharing the pen," and is where the children come up to the easel and write known letters and words; the teacher simply adds the missing parts.

Eventually, the children will use two colored pens (red and green) to mark up their writing. For example, the first word in a sentence from our morning message will be traced in green (go, start) and the last part/punctuation is traced in red (stop, the end). This will enable us to see where a sentence begins and ends.

Additionally, we continue to focus on the following concepts throughout the year:

• A sentence begins with a capital letter and ends with a punctuation mark.
• We are learning to only use lower case letters in the middle of words
• We use a space between words
  

The following concepts/skills will be introduced, reinforced, and practiced throughout the year.

1.) Good writers don't erase, rather, make a neat "cross-out" line. This allows the children to remain on their thought, instead of stopping, erasing, and restarting.

2.) Good writers include a page number, so the reader knows what page he/she is on while they read. The children learned that once they "finish" one page, they are to start a new page in their story, or to automatically begin a new story. No one is ever "finished" with their writing!

3.) Good writers label their illustrations.

4.) Good writers use spaces between words so the reader knows when a word stops and a new one begins.

5.) Good writers spell words by following this process:

1. Say the word two times.
2. Hear the 1st sound
Spell that sound.
3. Read it. Say the next part of the word. Write that.
4. Hear the next sound.
Spell that sound.
5. Repeat steps 3 and 4 until you can't hear anymore sounds.
6. Read it.

**They can also: stretch the sounds like a rubber band, use the word wall/name wall, etc...

6.) Good writers go back and reread what they wrote. This helps them make sure their sentence makes sense and it sounds "like we talk."

7.) Good writers "take the idea that's in their mind" and sketch it on paper-a graphic organizer!. From there, they will label their illustrations and begin to write sentences.

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Mathematics Readiness 

Our final unit...

WALT (We are learning to...)