It was great to be back after spring break. We hit the ground running, launching a new writing unit of study and returning to the Schuylkill Center. We hope you heard a lot about our day there--the ramp up of the fort economy in Pine Plantation with the exchange of pine needle and branch currency; practicing “stop and point,” when we want a pal to see something on a quiet bird walk; and remembering to thank our bus drivers for getting us there and back safely. Take a look at “ask me…” for ideas of more things you can ask your child about.
This week, ask me…
...what I did at the Philadelphia Museum of Art.
...what I wrote and sketched in my science journal. What do I know about birds? What do I want to know about birds? What makes a bird a bird?
...to be on the lookout for vowel teams such as ai, ay, ee, ea, ey, oi and oy in books I read at home. (JW’s Fundations group)
…about when to use a or an. When the letter s sounds like z. What are synonyms, and can I give some examples? (BM’s Fundations group)
...what I am reading independently. What are some fix-up strategies I can use when I am stuck on a word or my comprehension breaks down? Also, ask me about our read-alouds: Apt 3 by Ezra Jack Keats, My Rotten Redheaded Older Brother by Patricia Polacco, and The Trumpet of the Swan by E.B. White.
…what realistic fiction is and about my ideas for realistic fiction stories. What were my first few stories about?
...what I think the April calendar is all about. What is a three, four, five, and six sided shape? How does the number grid help me think about number patterns? (gr.1)
…what I know about the number 1,000. How much, how many, how far, how heavy, how long, how tall is 1,000? A good way for me to learn about larger numbers is to do a lot of estimating. Maybe together we could estimate some things around our home and neighborhood, e.g., the number of building blocks in a structure, the straws in a box, or people in a crowd. (gr.2)
Bernadette and Jane