Ask your child about estimation. What is an estimate? What can happen with an estimate; can an estimate be just about right, too small/short, or too big/long?
Ask your child what different means. How are a table and a horse different? How are baby animals different from adult animals? What are animals like in different parts of the world? How are a car and a bus different?
Ask your child how the rooster was different than the other characters in the story There's a Billy Goat in the Garden. How was the bee different?
What other differences can your child think of?
Ask your child if sizes can be different. How about differences in movements? What about sounds; how can sounds be different? What if letters went in a different order--is the word at different from ta?
Different, move, size, sound, and estimate are words we worked on this week.
We're almost through learning how to write all capital letters correctly. Ask your child how a C and an O are different. Ask your child how an O and a Q are different.
Ask your child about syllables. We've been working on listening for how long words sound and how we can break them up into parts. We break up syllables with clapping in our classroom. Give your child some words and ask him or her to clap the syllables. Careful--the one syllable words can be tricky!
Ask your child to think of all of the words he or she can than begin with the letter n. See how long the list can get!
Showing posts with label word work. Show all posts
Showing posts with label word work. Show all posts
Thursday, October 16, 2014
Monday, September 15, 2014
Working with Words this Week
It's been fun week in kindergarten working with words. Since kindergarten has begun, we've worked on several letters: m, s, a, t, b, l, f, h, and p. Not only have we been working on identifying the letters and saying their sounds, but we've started putting the letters together to make words.
One way we've worked with the letters and words was through writing them on a dry erase board:
I would show a letter, and students would say the sound. Sometimes I would say the sound and students would write the letter. Then we would practice writing the sounds we heard and blend them into words.
During another activity, we would get out letter magnets and build words. We practiced both segmenting and blending sounds with the letter magnets.
We continue to work on rhyming and counting words in a sentence, too. In handwriting, we learned how to properly write capitals R, N, and M.
One way we've worked with the letters and words was through writing them on a dry erase board:
I would show a letter, and students would say the sound. Sometimes I would say the sound and students would write the letter. Then we would practice writing the sounds we heard and blend them into words.
During another activity, we would get out letter magnets and build words. We practiced both segmenting and blending sounds with the letter magnets.
We continue to work on rhyming and counting words in a sentence, too. In handwriting, we learned how to properly write capitals R, N, and M.
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