Dear Parents,
This week, we took a dive into our work on writing. We went through the writing process of brainstorming, drafting and revising. We focused on the topic of a group that we each find we are a part of - Our Family! We read a few anchor texts to get us thinking about our own families. Then, we brainstormed ideas about who or where our family lives, something special we do together, food we enjoy eating together and a secret surprise. We then worked on turning our ideas into complete sentences to share with others. We learned something new about one another. It was hard work, as we worked to sound out words. Writing requires a lot of concentration, and I am proud of each student for their ability to work hard to record their ideas to share with others.
Learning Intentions:
I can generate ideas that can be expressed through messages
I can write sentences that contain complete thoughts and make sense
I can attempt to spell unknown words using letter/sound relationships
I can add images to written messages
I can print letters and words with appropriate sizing, focusing on the use of lowercase letters
Math
This week, we started to explore ‘teen’ numbers and build our understanding of these numbers. Below you will find a summary of the key ideas your child has been learning. You can use this summary as background as you support your child’s work. Some suggestions for simple activities you can do with your child are also included.
Learning Intentions:
I can represent quantities using words, numerals, objects or pictures.
I can begin to visualize quantities between 10 and 20 as groups or 10 and another quantity (ex. 13 is 10 and 3 more)
Saying the Numbers Between 10 and 20
The names of numbers between 10 and 20 follow an unusual pattern. Rather than saying ten-one, ten-two, ten-three, and so on, we say eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, and nineteen.
Students can think of thirteen as “three-teen” and fourteen as “four-teen” to help make the connection between 13 and 14 and what we say.
Eleven and twelve are special cases; their names do not follow any predictable pattern.
Representing Numbers Between 10 and 20
Every number between 10 and 20 can be represented using one group of 10 and another group of 10 or less.
Helping Your Child
You can use everyday objects, such as rocks, sticks, or spoons, to help your child connect the words for teen numbers to the quantities they represent. Provide opportunities for children to count at home in situations where there are more than 10 items but not more than 20 items.
Children do not need to learn how to write the words for these numbers.
Notes
Many students write numerals for teen numbers incorrectly because of the way the numbers are said. For example, they might write seventeen as 71 since they hear the 7 first. It takes time and continued attention to ensure students get this concept straight.
Phonics (Literacy)
We continue to work on building our understanding of letters and sounds, and apply these to word work practise every day. This past week found us reviewing the sounds for i and n. We have also added on reading a short, decodable text to go along with our letter sounds, and then work to add a picture that connects to the story that we read. Thank you for taking on the extra reading practise at home! Our students are excited to share their knowledge and skills with you.
Learning Intentions
I can associate sounds to letters
I can read simple, and decodable texts independently
I can read 1 and 2 syllable words that include the most frequent letter-sounds used
I can read and write consonant sounds in the beginning, middle and ending of words using the letters that represent them
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