Search: Keyword:
District  
Lisa Boyatt Staff Photo

Announcements

February 2, 2017  

I will no longer be posting pictures and classroom updates to this website.  I will strictly be using DOJO to share our classroom happenings.  I will still update the "files" section with Kindergarten News and homework in case you need an extra copy.  Sorry for the any inconvenience.  It is simply easier to upload from my phone. 

 

If you have not joined our class on the DOJO app, please do!


January 23, 2017  

OES Safety Patrol

 

100th Day of School Service Project

January 23 - February 3

 

We will be collecting travel size toiletry items to be given to the OES Family Resource Center and the Scott County Women's Shelter.  The items will be placed in individual bags to be given to those in need.

Each grade will collect 100 travel size items.  Kindergarten is collecting:

 

brush/comb

 

Please send in your items before Feb. 3rd. 

Thanks!


January 17th, 2017  

Math: Comparing

(continued)

 

We are finishing up our Comparing Unit in math.  We have been working on using our comparing strategies to determine which set has more or less than another set or if the sets are equal. 

In the following pictures, students had to determine which group had less…the playdough or the blocks.  They used the “matching strategy” to solve the problem. 

 

 

 

 

 

 

 

 

 

 

 

 

This week, we will be starting a new unit on addition and subtraction with the use of equations and number bonds.  Look for more info to come....

 


December 14, 2016  

Math: Comparing

 

We have been working on comparing objects in our math unit. We began by comparing length, weight, and height.  Now, we have progressed to comparing how many.  Our math vocabulary has focused on the terms “more than”, “less/fewer than”, and “equal”.  When given a group of objects, you may think it is a simple task to determine which has more or less.  However, this is one of the more difficult tasks we will practice in math. 

 

 

The terms “more and fewer” are vocabulary words that students must realize have a different meaning when pertaining to quantity.  This, in itself, is the first concept students must master…to simply understand what the words mean.  Then, I begin teaching the various strategies to use when comparing objects.   

 

In the pictures below, you will see our young mathematicians using the “matching strategy.”  Students match up the different objects to determine if there is “enough.” In this activity, we were working on the concept of “enough” meaning equal.  Take notice of how some students realized if they drew their objects in an organized configuration (ex. column, row), it was easier to determine if they were equal.  They understood that if the objects were scattered, it made the task much more difficult. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The other comparing strategy we used was called the “counting strategy”. Students count the objects and determine which number is less or more.  This is the most common strategy, but not always the easiest. 

 

One of the most direct strategies for students to use when comparing is what I termed “line up strategy”.  This can only be used when comparing actual objects (not objects on a worksheet).  I have students line up the manipulatives using one-to-one correspondence.  If there is a group that has “extra” it means that group has more.  Thus, the other group has fewer. 

 

I also want to take a moment to discuss math vocabulary.  I use the words “less/fewer” interchangeably and often.  Students need to hear and recognize the various math terms that are used in our everyday life, as well as, words they will hear from other teachers as they move throughout their educational career and on standardized tests.  


December 5, 2016  

Reading Unit: Stick to It

Our new reading is all about perseverance and commitment.  Students must be taught (although some have already figured it out), that things in life are not always going to be easy.  You are not going to always get the answer correct.  You are not always going to be able to do the task.  However, if you “stick to it” and keep on trying, you will understand more and/or learn how to complete the task.  For homework this past week, students were asked to write down a goal they have.  We read everyone’s goal aloud, discussed how they were going to achieve their goal, and how they would “stick to it.”

 

Here are our goals!

 

Tristin- My goal is to learn to drive.

Job – My goal is to ride dirt bikes.

Preslei – My goal is to play soccer.

Wylloh – My goal is to play the piano.

Tate- My goal is to work at Stowers.

Cason – My goal is to learn how to operate a tractor. 

Cameron – My  goal is to play football.

Camden – My goal is football.

Kaden – My goal is to get stronger.

Lacey – In the gym, I want to win a game.

 

We have read two stories that show different examples of perseverance and correlated that to our own goals.  We will continute to discuss and research other ways to "stick to it."


December 1, 2016  

Reading Workshop

Your child attends reading workshop for one hour each day. Workshop is a time where students are grouped homogeneously with others who have their same strengths and weakness. This is so the students can work on specific skills that need strengthening, as well as move past the skills they have already mastered. The benefit of reading workshop is if the pace of whole group reading is too fast, it can be slowed down to a pace that is more acceptable for your child. Vice versa, if the pacing is too slow for your child, workshop provides a place to work on high level skills/1st grade readiness.

 

During my workshop, students have been working on 1st grade readiness skills, such as sight words, blending words with long vowels, consonant blends, diagraphs, and vowel combinations.

 

We have also been doing a unit of study on the properties of matter. We read a book about the different forms of water, and then discussed the properties of other real life objects. The students then completed a project where they were required to find real-life examples of liquids and solids.

 

 

 

 


November 30, 2016  

Thank you to all who donated canned goods for the food drive!

 

Our class had the most food donated at the elementary school!

 

Therefore, we won a pizza party…with cupcakes of course!

 

 

 

 

 

 

 

 

Thanks again for your generosity!


November 14, 2016  

Secret Santa

 

Shhhhh!

 

This year for Christmas, we will be participating in Secret Santa.

 

Please buy a gift for him/her that is $10.00 or less. I ask that you do not go over this amount as we want all gifts to be fair. If you are unable to purchase a gift, contact me by email or note.

 

Send all gifts wrapped & labeled with the child’s name saying To: Please do not put who it is from, as it is a secret.

 

Our Christmas Party will be on Friday,

December 16th from 2:00-2:30.

 

Your child drew the following name...

 

Preslei

will buy for

Wylloh

Cason

will buy for

Lacey

Jaycee

will buy for

Cameron

Wylloh

will buy for

Landon

Blakelee

will buy for

Job

Tristin

will buy for

Kaden

Cameron

will buy for

Blakelee

Lilyona

will buy for

Tate

Camden

will buy for

Tristin

Kaden

will buy for

Preslei

Job

will buy for

Kailey

Lacey

will buy for

Lilyona

Landon

will buy for

Camden

Tate

will buy for

Jaycee

Kailey

will buy for

Cason

 


November 10, 2016  

Math: Comparing

Length, Weight, Numbers, and Capacity

 

Our next unit of study in math is all about comparing.  We will be working on this skill through Christmas break and possibly even after.  By the end of this unit, your child should be able to:

 

  • Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

  • Compare two numbers between 1 and 10 presented as written numerals and decide which one is greater than or less than.

  • Describe measureable attributes of objects, such as length or weight. He/She should also be able to describe several measurable attributes of a single object.

  • Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

  • Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g., by using matching and counting strategies. (up to 5 objects)

  • Identify “first” and “last” related to order or position.

  • Identify measurable attributes of objects, such as length and weight. Describe them using correct vocabulary (e.g., small, big, short, tall, empty, full, heavy, and light).

     

    These are just the new skills we are working on! We will also be reviewing and practice all of our other learned skills (becoming fluent in numbers 0-10, mainly).

     

    We practice math fluency DAILY. I cannot stress enough the importance of being fluent in math concepts.

     

    If I say 5 and 3, students should automatically know that is the same as 8. They should not have to count on their fingers, use manipulatives, etc. In a watered down example, that is basically what kindergarten fluency looks like.

     

    We are practicing our math fluency in the pictures below. Pairs of students were each provided with a pair of dice to roll. They had to determine the whole number once both partners rolled the dice; then, show an equal amount with their counters. The goal of this activity was subitizing (pronounced – soobitizing) and understanding the meaning of equal.  

     

 

 

 

Subitizing (as defined on Wikipedia) is rapid, accurate, and confident judgements of numbers performed for small numbers of items.

 

When students look at the dice, they should quickly subitize the numbers 4 and 5 and know the answer is 9. Then, they will show 9 counters, because 9 is equal to 9.

 

It is a very fast paced game!

 

 The past few days our “concept development” (which is basically our main math goal) has been measurement. We have been determining which object is taller or shorter; longer or shorter. Students get very confused in the difference between taller and longer, so we have incorporated hand motions to help with that issue.

 

 

 

 

Our concept development during this activity was to use a popsicle stick to help determine “longer than” or “shorter than”. Then, “taller than” and “shorter than”.

 


November 8, 2016  

Writing: Personal Narratives

 

We have just begun a new unit of writing in which students will write true stories.  They will each receive a 3 page book and will be required to be the author and illustrator of their own unique stories.  At the end of the unit (after much practice and modeling by their fabulous teacher), I will assess their writing skills.  There are three basic ways I will evaluate their writing: grammar, content, and illustrations. 

 

Grammar

Goal: “Finger spaces” in between words.

Problem: Students bunch their words together.

Example: ilike  to playwithmy dog.

 

Goal: using uppercase and lowercase appropriately.

Problem: Students do not begin their sentence with an uppercase letter and/or they write most of the sentence using uppercase letters. 

Example: I CAN DrIBBlE My BASKEtbALL.

 

Goal: Using appropriate end marks

Problem: Students put a period after every word; Students use a period for every type of sentence

Example: I. play. With. Mom.  

 

Goal: use inventive spelling to write unknown words

Problem: students do not understand how to spell an unknown word, so they write “jibberish”; students want to spell the word “correctly”, and they won’t even attempt to spell it on their own. 

Example: “I   lik   to pla  wif mi sistr.”   This is a sentence using inventive spelling.  It is very readable, and the student sounded out each word. 

 

I am going to focus on these specific examples as I model a mini lesson each day.  The kids love finding out how the teacher “messed up”.  Therefore, I will write an incorrect sentence, and students will be the “teacher” and find the mistakes.

 

Content

 

Goal: student says on topic

Problem: students will be writing about playing at recess on the first page; then, transition to playing at home on the last page.

Example: I play on the slide.  I play with my mom.  I can do the monkey bars. 

 

Goal: writing detailed sentences that tell who? What? When? Where?

Problem: student does not provide enough information

Example: I play. (what do you play? Where do you play? Etc)

 

Illustrations

 

Goal: illustration should match the sentence

Problem: students draw random items that have nothing to do with the sentence content

Example: I play with Preslei.  (student draws their family)

Goal: draw detailed pictures

Problem: student only draws a portion of their sentence content

Example: I like school.  (student draws a picture of themselves)

 

Goal: realistic illustrations

Problem: Student does not use various colors

Example: Student will use blue and green for the entire illustrations.

 

I always encourage them to draw background, real people ( not stick people), labels, and use many colors.

 

We have just begun writing in our books! Student examples:

 

 

 

 

 

 

 

 


November 7, 2016  

Please practice the "sight words" and "sound out words" with your child that are located at the bottom of the Kindergarten News.  I send home the newsletter every Friday, and these are the words that we will be working on that next week.  We have made the jump to decodable words, which proves a difficult transition for most students. 

It should take no more than 3 - 5 minutes. 

You could trying putting it into your nightly routine :)

 

 

Also, don't forget...

Veteran's Day is Friday, November 11th: NO SCHOOL


November 2, 2016  

Mrs. Lisa's Class Soars Above Drugs!

 

As you know, this week is Red Ribbon Week.  It is a time for drug-free education at an age appropriate level.  We mostly concentrate on making healthy choices and discuss ways we can do that.  We also have a decorating contest within the whole school.  If the whole grade level participates, we get a "duty free" recess. (yay, teacher incentives!). The decorations will also be judged, and that teacher will recieve a gift card to use for classroom purposes. 

 

I want to give a big shout out to DARA KLINE for planning, organizing, and creating our drug free poster.  Also, KRISTIN BREWSTER, who gave up her precious time away from her boys to help decorate.  As well as, FELICIA STRUNK, our student teacher who got thrown into helping and didn't complain. 

 

THANK YOU SO MUCH EVERYONE FOR YOUR HELP!


October 31,2016  

Happy Halloween

from

Mrs. Lisa's Kindergarten

 


October 26, 2016  

Just a quick update of some classroom happenings!

 

Before fall break, our class attended the pep rally and homecoming parade conducted by the high school athletes, band, and cheerleaders. This was an exciting time for us all! I am the coach of the high school cross country team, and my high school runners made a parade float. To show support, we made each runner a poster. I correlated this activity with our writing unit by explaining that sometimes we write to advertise something or someone. We discussed other ways people write to advertise (McDonalds, Walmart, etc). Then, we talked about the reason we were going to make a poster (show support). Finally, we got to work.

 

 

 

 

 

Students loved holding up their poster and yelling for the cross country team during the parade. (and the runners loved getting their own personalized posters as well).

 

We have been working on, and will continue to work on making equations. This is a skill that takes much practice! In Kindergarten, students are required to be show fluency in equations up to 5. This means that when I say “What is 3 and 2?”, they should automatically say 5. They should not have to use fingers or manipulatives to determine the answer. As I tell the kids, “Fluency is how fast your brain tells your mouth to say the answer.” I encourage them to get faster and faster.

 

 

 

 

 

 

Thank you in advance for all who are helping with the Halloween Party, especially to my Room Mom.  It is such a big help with planning and partying! 

 

I appreciate everyone more than you know!

 


October 20, 2016  

Advisory Groups: Climate Reform

 

We want a positive environment here at Oneida Elementary School where each child feels safe, secure, and hopeful. In order to impact a climate reform, this year we have begun utilizing advisory groups schoolwide.

 

"Advisory groups are small groups of students that span the grades in the school system and every staff member has a part in it. It can help make a large school feel a little bit smaller. Advisory groups are one quality way to create a safe atmosphere for all students and promote a healthier and more nurturing school climate.

Student advisory groups allow for a couple of students from each grade level to get to know peers in other grade levels. It also encourages students from upper grades to be role models for the younger students in the school. Older students need to learn to be role models and understand the responsibility that comes with being the oldest students in the school. Establishing advisory groups is one way that many schools (including OES) are creating a community of learners and showing students that they have an important part in their own educational process."

Taken from Education Week: http://blogs.edweek.org/edweek/finding_common_ground/2012/09/advisory_groups_creating_a_positive_school_community.html

 

 

Two times a month, ALL STAFF, meet with their group of 6-8 students spanning K-5.  Every month has a theme:

August/September – “The Golden Rule” 

October- “Communication”

November- “Expressing your Feelings”

 

We have one long meeting for an hour and then a follow up 20 minute meeting 2 weeks later. During our long meeting we have a lesson on the monthly topic and then play a school-wide game over the intercom. In October we played Bingo, and the students absolutely were thrilled.

 

Here is a picture of my advisory group playing bingo:

 

Ask your child about advisory group, and see what he/she has to say!


October 3, 2016  

Writing Unit: Becoming a Writer

 

“Writing is the painting of the voice.”

Children are not born writers; we must teach them how to become one. Therefore, it is crucial for students to know why we write (and I am not talking about letter formation). They must see how it is beneficial to them as a person. I want all students to realize that it is a way to connect to others, express your feelings, and share ideas.

 

We begin by talking about reasons for writing. Why do we write? How is it the same as talking? How is it different? The goal is for students to understand that writing is another form of communication. It is like talking, because you are telling someone about an idea. It is different, because you do not speak words; you write words and draw pictures. You also write for yourself, to express ideas.

 

After students realize *hopefully* that they are writing to express an idea, we move onto illustrations. I model one writing strategy per day, and then students practice that strategy on their own. For example, one strategy is “adding detail to people.” It is so funny to me when I see emergent drawings of people. It is usually a circle for a body, sticks for arms and legs, and a circle for the head. I always jokingly ask students, “Is my body the shape of a circle?” (I pray they say no.) “Is my arm a stick?” No! “Then, let’s add some detail to our drawings of people.” I model on the board as I “think aloud” while drawing a person. Students then practice by themselves.

 

Another writing strategy I teach is “adding detail to the background”. I show them a picture I have drawn of two people and ask the question, “Where are these two people at?” (There are no clues). Students always guess answers, but I further the questioning by asking, “How can you tell?” Again, I model how to draw background (trees for outside; books and letters for school, etc). Students practice on their own at their table.  

I have not been sending these drawings home, because they are simply practice. Within the next 2-3 weeks, we will be advancing to writing a book. Students will be required to write 3 sentences and 3 accompanying illustrations.

 

In order to get them ready for sentence writing, I start with labeling. Labeling is where they write one word for each picture, and this is harder than you think. At this point, 50% of the class always stresses out. I don’t know how to spell/I don’t know how to write. Of course, I model how to do it, and then let them practice. I encourage them to just write one sound they hear, even if they can’t write the whole word. The goal is for them to simply get some type of letter on the page describing their picture. I want them to understand that there is a written word for each picture.

 

Here are some examples:

 

“Lion”   “Wolf”   “My Dog Whisper”

 

“1 horse” “2 horse” “3 horse” (I think)

 

 

I don’t know what these labels actually say, but they are labels! (with appropriate arrows, which I thought was great)

 

Currently, we have moved onto writing a sentence. We have only practiced one time, and we will continue to practice this skill for the rest of the year.   This took some time, because I wanted it to correlate with the “segmenting words in sentences” portion of our reading series.

Our SRA Imagine It teacher’s manual has phonemic awareness activities (listening skills) we teach each day. It beings with the easiest skill (rhyming) and by the end of the year students should be able to manipulate phonemes (say cat. Change /c/ to /h/. What is the new word? hat) Anyhow, we have been practicing counting words in sentences. I will orally present students with a sentence, we will count the words together using our fingers or counters, and then students will practice independently. There is no writing or reading involved, because students must be able to hear that slight pause in between words.

Now that most of the students have mastered that, we can move onto actually writing what we are saying. Here are some of our first attempts….

 

 

 

“I can jump.”

I actually modeled this exact sentence on the board beforehand, so this student was using prior knowledge to write a sentence.

 

“We ride in a helicopter.”

This student has a heightened understanding of written text. She knows how to sound out the word, put finger spaces between words, and shows understanding of grammar as well.

 

 

Jibberish. (basically this is nonsense).

This student has minimal understanding of letter/sound relationship, but you can see she is beginning to understand that letters make up words. She doesn’t quite understand that words make up a sentence yet, and that is ok! I wanted to show you this, because it is still writing.

 

Think about a toddler making scribbles on a page. That is emergent writing at it earliest form. Then, a student might write just one letter and move onto writing multiple letters, onto words, and eventually sentences and paragraphs. As you can see, these show examples of an emergent writer, and on level writer (for kindergarten), and an advanced kinder-writer.

 


September 28, 2016  

Social Studies: Wants and Needs

 

For our social studies unit, we have been discussing money.  I began by asking students where we get money.  A popular answer was “at the bank.”  I explained that a bank was kind of like a “piggy bank”. You give the bank your money, and they keep it safe.  However, they don’t give you money.  You have to give them money first, and then they give it back do you.  So, where does your money come from?  Eventually, they figured out the answer…you have to have a job!

 

Then, I furthered the discussion by explaining the difference in wants and needs.

 

Needs: something you need to live and stay healthy

Wants: something you just want and like.

 

 I had them pretend they were going to the store with their hard earned money and posed the question: What should you buy first, something you need to live or something you just want?  We discussed some needs (milk, fruit, bread, clothes, house, shoes).  Then, I said if you have left over money, you can buy the things you want!

 

Later that week, students were challenged to look through a sale paper and find 3 wants and 3 needs and place them in the appropriate column. 

 

 

 

 

 

 

 

Goods and Services

 

This led us into our next economic discussion about goods and services.  Again, we discussed where money comes from and what we should spend our money on first.  I told students that sometimes we need to buy things that we cannot take home with us.  For example, you may get sick and have to go to the doctor.  You pay the doctor to take care of you.  You are not paying for the doctor; you are paying for his service.  The students really liked this discussion, so we continued brainstorming other service jobs. (dentist, “hair-cutter”, waitress, etc.)

 

 

Together, we completed a good/service T-chart where students were given a picture, and glued it under the appropriate heading.


September 21, 2016  

Fall Festival is going to be so much fun!!!

Please join us!

 


September 16, 2016  

Bake Sale

On Friday, September 16th there will be a bake sale. All items will be $0.25 or $0.50.

Hat Day is also the same day. Hats may be worn for a donation of $1.

 

All proceeds for both of these will go to the Special Olympics.


September 14, 2016  

Letter Formation: Types of Lines

 

One of the hardest challenges I’ve seen for young writers in understanding how to form letters stems from not recognizing the various types of lines. If you think about it, the English alphabet has letters with straight lines, slanted lines, curved lines, circles, and humps. Some letters have a combination of these lines, and some only use one type of line. It can all be very confusing and overwhelming at times. I tell students they must look with their eyes, and pay attention to the types of lines they are seeing and writing.

 

We have already discussed straight lines and slanted lines. Students have completed many activities using these types of lines in letter formation. In their workbook, students were presented with a page full of 8 – 10 letters. They used a marker and traced ONLY the straight lines. Many students would get carried away and trace the entire letter. (This is common in the first days of school). Again, I prompted them to look with their eyes and trace only the straight lines. I would also show students letter flashcards. If they saw a letter with a straight line, they gave a thumbs up, if not, then thumbs down. We repeated these activities over and over, and then switched to looking for slanted lines.

 

In the activity below, students were required to search through a magazine and find 5 letters that had slanted lines. They loved this activity!

 

 

 

 

 

We will use magazines and sale papers for many more activities. I love connecting real life scenarios/objects with what we are learning!


September 8, 2016  

Reading Unit: Off to School

The Importance of Vocabulary

 

Since your child has arrived at school, we have been doing a 4 week long study called “Off to School”.  We have read books about school, compared our feelings on the first day of school to the present day, and discussed various school words.

 

Each week, we focus on one concept vocabulary word.   Last week, the word was principal.  The students say the word, tell me its meaning (the boss of the school), and illustrate a picture.  Accordingly, they drew a picture of Mr. Harper.  Then, we hung it on our “concept/question board” (bulletin board).

 

 

 

 

This week, our concept vocabulary word was cafeteria.  Students repeated the word, told me the meaning (the place where we eat at school), and drew a picture.  I chose a few examples to hang on our concept/question board.

 

 

 

Vocabulary is one of the earliest interventions you can do for your child.  It begins at home before a child is old enough to enter school.  At Oneida Elementary, we teach vocabulary words every day that relate to the text we are reading.  Then, as mentioned earlier, we have a few concept vocabulary words that are specifically about our unit of study.  Children are not born knowing how to use context clues to figure out an unknown word.  It is our job as parents and teachers to show them strategies to employ when figuring out unknown words. 

 

For example, we just completed the reading of a story called “Boomer goes to School”, which is about an owner taking his dog to school for show and tell.  Before we even begin reading, I teach 3 to 4 vocabulary words from the story.  One sentence in the story stated, “Boomer barked and squirmed.”  Squirmed is not a word we use very often.  Therefore, I had the children say the word, define the word, and show me a motion for the word.  Then, when they heard it in the story, the students (hopefully) understood what it meant.   This is a great strategy to use at home as well.  Children are more likely to remember a word when a motion or hand signal is attached to its meaning. 

 


September 2, 2016  

Math: Using Manipulatives

Our math time is filled with hands-on activities!  We use various manipulatives every day.  I want to provide you with some examples, so when your child comes home using the word rekenrek…you will know what in the world he/she is talking about.

 

Glove Hand

This is the very first math tool I introduced to the students.  You will notice that the number one is on the pinky of the teacher’s right hand.  We always start counting with our pinky rather than using the traditional method of counting by starting with the pointer finger.  If you try it, you will see that it mimics reading from left to right.  By using this visual, the student is better able to understand “one more” in a fluent, wave-like manner when counting up and down. 

 

Rekenrek (pronounced – wreck-en-wreck)

 

This math tool is what us old schoolers call an abacus.  It does not go to 100, but 20.  Notice there is a color change at 5.  This will become very important as we count higher and higher.  Right now, if I ask a student to show me 5 on their rekenrek, I expect him/her to move over all like colors in the first row.  If the student has to count them one-by-one, that is perfectly acceptable.  However, it lets me know that student might need to work on counting fluency a bit more.  As we progress, your child will be able to tell and show that 5 and 2 more is 7. 

 

Counters

These counters are indispensable to our classroom.  We use them is so many ways.  We use them to count, to show sets in different configurations (line, array, scattered, and in a circle), show hidden parts, more or less than…the list is endless.  Recently, we have been using our counters in conjunction with our “hand mat”.

hand mat

 

 

 

 

Five/Ten frame

I have recently introduced this math tool to your child.  First, I showed them how to use it properly by placing counters left to right based on the number given. 

 

Then, we partake in 5 frame “flashes” for fluency purposes.  I will quickly flash a five frame with counters in place.  I show them for no longer than 3 seconds.  Students must tell me how many.  The reason I “flash” the 5 frame quickly is so students are unable to count.  They must become fluent in recognizing sets from 1-5 without counting the objects one by one.  It as a growing process perfected by practice. 

 

 

In the future, we will use two five frames (10 frame), and then progress to using two 10 frames when we study teen numbers.

 

There are other various math tools we use such as number lines, counting blocks, part part whole mats, etc.  Hopefully, this gives you some insight into what we do during math time each day.

 


September 1, 2016  

Grading Scale  

I wanted to provide you with information on how your child will receive grades in Kindergarten. Students will be assessed in the subjects of math and reading.

 

Reading grades will come from lesson assessments, which include vocabulary words, phonemic awareness skills, phonics strategies, letter recognition, sound identification, and sight words. These assessments correlate exactly with what we are doing in class. Once we start reading decodable books (sound-out books), your child will also receive a grade on his/her reading accuracy.  

 

Math grades will be determined by lesson assessments as well. The math assessments are not cumulative and only assess the particular skill we worked on that very day. For example, if we worked on counting numbers 9 and 10 in class, then your child will be assessed on counting sets of 9 and 10.

 

Assessments in both math and reading are given to students verbally, with each direction being stated for the individual problem. (i.e. I do not hand them the paper and say, “Go take this test.”)

 

Grades are determined on a percentage scale of 100%. I will enter the grades onto Skyward periodically. You are able to log on and view the grades as soon as I post them. If you have a question or concern, please email, text via Remind, or write a note.

 

NWEA Testing

 

Your child will be taking a national test, NWEA, 3x’s per year. It is a computer based test. Students will be placed into reading workshop groups based on their results. Please encourage your child to do his/her best! In the future I will send a “goal setting sheet” home. This will inform you of the score your child should achieve at the end of Kindergarten on the NWEA test.

 

Kindergarten students are scheduled to test

September 13-16th.


August 31,2016  

Hat Day!

A student who attends the high school has lost their home due to a fire.  The family is in good health, but the house was a total loss.  We are having a system wide hat day on Thursday, Sept 1st, to raise money for the family.

 

Students can wear a hat for $1.


August 30, 2016  

I will begin sending homework on September 6th. 

Your child will always receive his/her homework folder on Monday.  It is due every Friday. I will also post a Word version online in case your child doesn't make it home with the paper copy.


August 25, 2016  

Math skill: same or different

 

This week we have been focusing on the math skill of determining whether two pictures/objects are exactly the same or if they are different. The wording we use is “Both pictures/objects have ________, but………” For example, I showed the students a simple flower that I drew. Their task was to draw “a picture like mine.” Then, I chose examples of student work and compared it to mine. We then discussed what we saw.

 

“Both have purple petals, but that flower is taller.”

“Both have leaves, but this one has 3 leaves, the other one only has two.”

 

Giving attention to small details is going to become super important as we grow further in math, reading, and writing this year.

 

We also discussed how to put like objects together (sorting). I dumped out objects onto the middle of the rug, which included paper plates and cups, glue and scissors, wipe off marker and eraser, etc. I picked one item and held it up. Volunteers came up and chose the matching object of the same kind. We then discussed why these objects were the same (they didn’t look the same, but they were used for the same things…eating, school work, etc).  

 

Students were then required to practice this skill independently by sorting like objects on their paper.

 

 

 

I provided your child with a bag of shapes of various colors and sizes, and we practiced putting the same objects together.

 

Sorting by color

 

 

Sorting by size

(this student also has her "bubble" in her mouth to show me she is quiet...good job!)

 

Sorting by Shape

 

 

 

 

 

 

Reminder: NO SCHOOL TOMORROW AUGUST 26TH, 2016

 


August 23, 2016  

Picture day will be August 30th.  Wear your best and come with a smile!


August 22, 2016  

Your kindergartner's name is extremely important to him/her!  I have been incorporating your child's name in print to our daily activities.  Here are some fun name activities we have been doing:

 

Name Jar: I pick a name from the jar, show the name to the students, that particular student stands, and we sing a song about him/her.

Skill: name recognition (I do not read the name.)

 

Name chant: I ask a student to verbally spell his/her name, the class chants the name J-O-B spells Job!

Skill: letter recognition and name recognition of other students.

 

Name trick: I write a student’s name on a large piece of paper. Then, I cut their name into individual letters and mix it up. The student puts their name back in order.

Skill: letter order in a word

 

Students also independently fixed their own name.

Skill: cutting, pasting, letter order in a word

 

Students love activities using their own name!


August 18,2016  

The beginning of school is a special time! Students and teachers alike are eager to begin (with only a few tears from both).

 

 

I have always loved the feeling of a new fresh start! This week, we practiced our school rules and classroom procedures. And practiced. And practiced some more! Our school rules are posted all over the school and in each individual classroom.

 

We discussed each of these rules in detail, such as how to be respectful in the hallway, in the bathroom, in the classroom etc. How we can be responsible when we enter the classroom (move our owl, put our things away, and begin morning work.) These are just a few of the procedures we have been practicing.

 

We also completed a letter identification page. I was not as concerned with whether your child could identify the letters, as I was with how he/she could follow the directions I was giving and/or handling wait time in between each direction. Of course I expect your child to keep up with me as I am verbally giving directions, sit quietly waiting for the next direction, and stay on task i.e. not starting coloring whatever he/she wants to color.

 

 

We are off to a great start his year!!!!

 


August 15, 2016  

Please check out our Photo Album! Simply click on the link at the top of this page.  I have added pictures from the first day of Kindergarten.


August 11, 2016  

New, 2016-17 parents: 

 

 

 

Please feel free to explore my website.  The most informational component is the "files - Check each week" section.  It is at the top of this page.  It gives you a basic overview of the skills your child must master throughout Kindergarten.  Simply click on "skills checklist".

The "Kindergarten News" will be a weekly look ahead at more specific areas your child will be working on, such as sight words for the week.  I will upload my newsletters once we are off to a start into our new school year, so look for those each week.   I will also put any field trip permission forms in the "files" section as well.

 

Please check out the homework section! I will also send home a paper copy of the homework each week.  However, in case your child doesn't make it home with his/ her folder, you can simply print it off my website. 


July 19, 2016  

My online "school supply list" has been updated for the 2016-17 school year.  Just click on the link at the top of the page.


April 1, 2016  

Chuck E. Cheese's

We will be going on a field trip to Chuck E. Cheese on Friday, April 29th.  I will send home a permission form after Spring Break, so be on the look out.  We encourage you to accompany your child.  He/She can also ride with you to and from the facility. 


March 8, 2016  

Writing: Pattern Books

 

We have completed our unit on pattern books.  This unit consisted of mini-lessons on grammar and content.  When focusing on grammar, we concentrated mostly on making our sentences readable by sounding out words we don’t know how to spell and using bigger finger spaces in between words.  Most students have already mastered this concept, so it was simply a review.  However, one big area of focus was the content of our writing.  I explained and modeled how our stories should have three distinct parts.

“When you are writing your story, you will need to think of three different sentences to tell me about your idea.  If you are writing about basketball, tell me three different activities you can do when you are playing basketball. If you are talking about your pet, share with me three different activities you do with your pet.  I don’t want to read your book and only learn one thing! So try to think of three different sentences.”

 

Most students were able to create various sentences about their topic.  However, if you noticed that your child wrote a similar sentence on 2 or 3 pages, just discuss the importance of sharing several ideas with the person who is reading the book.  A good strategy is pre-writing (thinking of your three different sentences before you actually begin writing.)

 

Another major concept we focused on was detailed writing.  I shared the sentence “I can dribble.” I told the students it was a great sentence, but I could make it better.  I modeled how to use questions to help us become better writers.  How did you dribble? Who did you dribble with? Where did you dribble?  I encouraged students to do this when writing, so the reader would learn more about the topic.  Here is an example of what one student came up with….

"I can dribble the ball in the gym with my friend Hayden,"

 

 

"I can stuff my brother at basketball."

 

 

 

 

"I can dunk (??) my brother."

 

 

Our illustrations are just as important as the words we are writing.  Therefore, I modeled how to draw a detailed picture to match my sentences.  Again, I told students to use the questions Who? What? When? Where? The illustration should not simply show me dribbling a basketball.  A great picture would show me dribbling a basketball, with one hand, at the gym, with my friend Abby.  (or something like that). Here is an example of a student who drew very detailed pictures…

 

"I can open my presents."

This student's book is about Christmas. Notice how her dog and cat are both sitting on the furniture watching the festivities.  She has her hands on the present to represent her "opening" them. 

 

 

"I can bake my cookies for Santa."

Notice the detail: Santa's clothes, presents around the fireplace, the girl waiting in bed while Santa comes. She probably should have drawn cookies somewhere....hehehe, but her illustrations showed great detail. 

 

 

 

"I can go to bed and wake up in the morning."

Notice the detail: light above the bed, the pillow, the covers

 

 

 

 

I hope that you have noticed some growth in your child’s writing throughout this unit.  I certainly have!!!

 

 


March 1, 2016  

Center Time

Center time is a 40 min block during our day where students are able to enjoy some autonomy while they are learning.  This learning time is completely student led.  I teach them no new skills at this time, but have activities for all learning levels.  At most centers, there is an activity that we have practiced frequently and students know it well.  There is also an activity that we might have just started learning about, and there are also challenging activities that I may not have explicitly taught. 

 

We have 8 centers in our classroom, and students are assigned 2 centers per day.   There are multiple activities at each center to choose from. 

 

Words and Sounds Center: fill in the missing sight word to complete the sentence; Match the picture to the correct vowel sound; build a word family (bug, rug, mug); Students may choose any activity they want. 

 

Writing Center: write a sentence using special “Words of the Month”; use a dry erase board to write word families; write a sentence using pre-made word cards. Students may use any writing utensil they want (marker, pen, pencil, crayon)

 

Math Center: play a simple addition ladybug game, counting games, etc.

 

Art Center: I usually have one art activity (painting, coloring, chalk art), and then students free draw.

 

Blocks: I have various building manipulatives for students to explore and assemble.

 

Books: Read/explore a book.  I usually put our 4 baskets and each basket has a theme.  For example, students may choose a book from the Spring basket, zoo animal basket, magazines, or weather basket.  They also have the option to listen to an audio book.

 

I will try to take some pictures at a later date and post them here.

Also, please check out our photo album.  I have added some pictures from our trip to the learning lodge.  Although they are rotated incorrectly, the look on their faces is priceless!


February 18, 2016  

For a Valentine activity, I asked each student why they love their mom/dad.  The answers were priceless! Here are some of their responses:

  • “She lets me do anything I want.”
  • “We play football.”
  • “He plays with me.”
  • “She/he is nice.”
  • “He/she plays with me.”
  • “She is good to me.”
  • “He is my dad.”
  • “She is my mom.”
  • “She/he is mine
  • “He is feeding me noodles.”
  • “He/she  loves me.”
  • “She is my favorite mom.”
  • “He always helps me and he plays with me too.”
  • “I came out of her belly.”
  • “He flies me like Peter Pan.”
  • “She covers me up.”
  • “He gets me milk before bed.”
  • “He helps me make Valentine’s”
  • “She cleans with me.”
  • “He gives me hugs.”
  • “She gives me sugars.”

 

 Hope your day was filled with love!

 

 


February 3, 2016  

Writing: Pattern Books

 

Our class has been working on creating books with a pattern.  Since this was our first “go-around”, I provided the sentence starter “I can…”  Students were required to write “I can” sentences about their self-chosen topic.  I did not give any guidance other than the required sentence starter.  Here is what I noticed….

 

I could read their sentences!!!! This is a big one, people! They remembered to use finger spaces, inventive spelling, punctuations, etc. 

 

Students wrote a basic sentence with no details. “I can play.”  This lets me know that for the upcoming lessons, we will work on being detailed writers.  Where did you play? Who did you play with? What did you play? Therefore, instead of “I can play” I will want more sentences like…“I can play basketball with John at recess.”  You might think….umm…isn’t that a little much for Kindergarten.  No way! They love it! I have found that once students understand the basic conventions of writing, they love sharing their ideas with a ton of details. 

 

Some students were using explicit details in their illustrations (showing movement, background, etc), but some were still using stick people (a big no, no!)  In the upcoming weeks, we will work more on detailed pictures.

 

Students wrote one sentence per picture, which is good…..but we can do better.  I want to show students that they can provide more information to the reader such as, “I can play basketball with John at recess. He shot 2 baskets, and I shot 3.” 

 

Overall, I was pleased with how the students’ writing and illustrations are progressing!

 

I can play with my pets.

 

 

I can dribble the ball.

 

 

 

Math: Fluency

 

 As I have mentioned previously, fluency is a major part of our math time.  In this activity, students were playing a partner game called “Make it Equal”.  Partner one would roll the dice, and partner two would use their counters by counting out an equal number.  This game increases how efficiently a student can process counting and equality.

 

"Make it equal"

 

 

Snap!

To increase fluency, students play the snap game.  I had mentioned this in a previous post, but this time we progressed to subtraction equations.  Partner number one would hold 6 blocks, snap them into parts, and hide one part behind their back.  Partner number two would write a subtraction equation about how many blocks partner one took away and how many blocks they had left.

 Snap!!!!!

 

 

 


January 28, 2016  

Math: “Addends Unknown”

 

We have been working on addition equations with addends unknown.  This means that students are given the total amount of objects and must determine the “hidden partners (addends)” that could equal the sum.  This skill is more difficult than simply finding the answer.  It is more as if the students are completing the equation in reverse.  The trick is that there are many correct answers.  Completing equations with addends unknown uses a different way of thinking about the same problem.  Here is an example:

 

“Sam bought 8 pieces of fruit at the farmer’s market.  He loves apples and oranges, so he bought some of each.”  Draw his plate, and draw is food on the plate.  Don’t lose any!  See if you can show your answer in other ways.

 

 

 

(I must have used my IPhone for this pic...it will not rotate.) The addends are 5 and 3.

 

 

 

The only clue the students were given was 8 pieces of fruit.  The students then had to determine how many oranges and apples there could have been.  Notice how the students showed the addends and the total sum using different math tools. (Number bond, tally marks, equation, 10 frame, etc.)

 

These are some activities we did leading up to addition problems with unknown addends.  In these examples, the addends are known.  If your child is unable or struggles to complete addition problems with addends unknown, we will take a step back down and practice more addition problems like these: 

 

 

 

 

 

 

 

 

 

Also, since it is almost Valentine's Day, the day we show our love to others, I so much enjoy being a teacher because of sweet notes like this....

 

"I love Mrs. Lisa and baby Sadie."

 

 

Oh the feels!!!


January 14, 2015  

Valentine's Day Party

 

We will have our Valentine’s Day party on Friday, February 12th from 2:00 to 2:30.

 

These are a list of the students in the class, so your child can write their valentine’s:

Ava          Ava-Kate         Bryson       Julie         

 

Carter       Hayden           Dane         Gage   

 

Chloe        Violet             Jerah        Connor

 

Madison      Macie             Mia      Total :15


Box Top Winners  

 

Box Top Winners

Our class won the Box Top contest for the month of November! We will receive ice cream cups for our entire class.  Thank you for all who participated.  Keep those box tops coming!


December 15, 2015  

 

 

Please send all Secret Santa gifts by tomorrow, Wednesday, December 16th.  Thank you!


December 14, 2015  

Writing Narratives....(continued)

I wanted to share more pictures and information about writing our narratives, but I ran out of time on Friday. Here it is already Monday, and I still have not finished sharing....

 

This next student did not particularly use writing conventions correctly, but her strong point is the content of her writing.  The writing content is extremely detailed for a Kindergarten student.  See if you can figure out what she wrote...(hint: It is about her elf on the shelf.)

 

 

Now that it has been the weekend, I can't remember exactly what she told me, but it was something like this:

 

"This morning my elf got into toilet paper.  It wrapped it around the Christmas tree."

 

Again, the student did not use capital letters or periods in the correct spots.  She repeated herself by writing "it around" 2x's, but the reason I shared her writing is to let you know how important content is when sharing something with a reader.  The parts of her story were extremely detailed.  She told when the elf came (this morning) and gave details about what occured (wrapped toilet paper) and where (the Christmas Tree). 

Our drawings are just as important as our writing.  We probably practiced for two weeks on different strategies we can use to make our drawings better.  In this student's drawing, notice how she drew a thought bubble to show what her and her sister were dreaming about (candy canes.)  She is so creative and detailed with her drawing.  It is important to note that she also drew "background" (bed and bedroom) which is a strategy we discussed. 

*oops, I thought I had a picture, but  I don't.  Just imagine:)

Writing conventions, drawings, and content are the major parts of writing.  All are essential pieces of text.


December 11, 2015  

Writing: Personal Narratives

 

We have completed our writing unit on personal narratives! And in other news, I have figured out how to rotate the pictures correctly.  I have to use an actual camera with a memory card and not my IPhone (should have figured that out sooner).  Therefore, I will hopefully be sharing more pictures and news from our classroom.  I have taken so many pictures I want to share with you, but I didn’t want them to be upside down.

 

The following pictures are from our cumulative writing activity.  Each child was encouraged to use the writing conventions we had practiced (using finger spaces, sounding out words to spell them, looking at the word wall to find high-frequency words, end marks, etc.)  The illustrations are just as important as the words, because the students were also reminded that the picture should match the sentence and have many details. 

 

Title: Christmas

 

"First I open my stockings."

 

"Next I bake cookies for Santa."

 

"Last I open my presents."

 

Notice how the student used story order words (first, next, and last) to tell a plot in three parts.  She also attempted to use writing conventions. 

 

Title: Football

"First Benji kicked the ball."

 

"Next Benji throwed the ball."

 

"Benji makes a touchdown."

This student did a fantastic job of making his illustration match his sentence.  Notice how he drew lines around/near the football and the players.  Showing motion by drawing lines was a strategy we worked on during writing time. 

 


December 4, 2015  

Math: Comparing

 

Every day, we as adults, analyze and compare objects without even realizing it.  There are strategies our brains use to analyze a set of objects to quickly assess what is in front of us.  These strategies can be specifically taught to students.  For example, if you were give a handful of coins, one of the ways your brain might work is by categorize the money.  “I have a quarter and two dimes.”  You would realize the quarter is worth more and the dimes are worth less.  Then, you would mentally calculate how much money you have.  You may have been taught these skills in an educational setting, or you may have just picked them up on your own.  Regardless, there are multiple ways to compare and analyze sets of objects, and we have been practicing all of them.

 

Matching Strategy

One useful strategy for younger students is the matching strategy.  I hand a student a handful of red and blue blocks and pose the question “Are there more red or blue blocks?”  The student has to determine what to do next.  Some will just guess without doing anything, and then I will say “How do you know?”  If they can’t tell me how they know the answer…then, they don’t know the answer. (hehehe….I tell them this all the time).  Anywho, most students will categorize the blocks by color (but it is not a necessity).  Then, they would partner up one blue block with a red block and so on.  If they extra blue blocks, they can then determine the blue blocks have more.  I constantly have them repeat:

 

More means extra!

Less/fewer means not enough! 

 

Confusion about math vocabulary can hinder a student who might know how to figure out a problem, but doesn’t understand what the question is asking.

 

Another variation of the matching strategy can be done one paper by drawing a line between the sets of objects to match them up.  I am sure you have seen this coming home in your child’s folder many times.  One actual problem we figured out on paper was whether there were more scarves or hats in a scattered configuration.  Students had to match a scarf to a hat by drawing a straight line.  Then, decide which one had more or less. 

 

Counting/Comparing numerals

Posing the same question with the red and blue blocks, some students will not match them up, they will count them.  The student will still categorize by color (he may do this before or during counting), and then decide which number is more or less.  We have been practicing comparing numerals during our math fluency portion.   I will write two numbers on the board and the students will decide which is more or less (depending on what I ask for).  They will show me by writing the answer on their whiteboards. 

 

I also posed a question about snowmen vs. hats to students.  You can see an example below:

 

(forgive me,  but we have new computer software.  The picture is rotated correctly on my computer, but when I upload, it turns.  The problems says, "Draw 4 snowmen.  Use your clay to make hats for the snowmen.  Make two more hats for the snowmen that melted yesterday.  How many hats? How many snowmen? Cirle the number that is more.  Put an x on the number that is less.)

There are many steps to this problem, but that is the goal.  I do not break down the steps one at a time.  I expect the students to break apart the problem themselves to figure out what needs to be done first, next, and last.  The ending result, however, is to decide if there are more hats or snowmen. 

 

 


December 3, 2015  

Writing

 

Practice makes perfect! (well, it at least makes us better).  We have been discussing many ways to make our writing better so others can read it.  Each day, we have been working on one specific writing strategy such as using a capital letter at the beginning of a sentence, sounding out the words we don’t know how to write, and using bigger finger spaces.  During the following writing lesson, we worked on writing sentences about our emotions.  I explained to the students that when people read our stories, they do not know how we feel.  When we write, we have to explain our feelings to them.  Here are some examples (remember, these are just practice).

 

(I am sorry, but I cannot get this to rotate). It says...

" I was happy when I played football with Daddy."

 

 

"I was happy when I played with my sister and my brother".

(again, it will not rotate).

 

"I was happy when I swinged."

 

Notice how some students hear multiple sounds in words, and others simply write a random letter when don't know how to spell a word. And that is ok!! All writing is writing!!!


November 30, 2015  

 

Secret Santa

 

 

Shhhhh!

 

This year for Christmas, we will be participating in Secret Santa. Your child has drawn the name of a classmate (listed below).

 

 

 

Please buy a gift for him/her that is $10.00 or less. I ask that you do not go over this amount as we want all gifts to be fair. If you are unable to purchase a gift, contact me by email or note.

 

 

 

Send all gifts wrapped & labeled with the child’s name saying To: Please do not put who it is from, as it is a secret.

 

 

 

Treat bags: I would also like to do treat bags for each child. If you could send in items (pencils, small toys, erasers, etc.), I would really appreciate it. We have 15 students. Our Christmas Party will be on Thursday, December 17th from 2:00-2:30.

 

 

 

Bryson

will buy for

Mia

Dane

will buy for

Carter

Chloe

will buy for

Bryson

Violet

will buy for

Julie

Mia

will buy for

Ava-Kate

Ava

will buy for

Dane

Carter

will buy for

Ava

Hayden

will buy for

Macie

Ava-Kate

will buy for

Hayden

Connor

will buy for

Madison

Julie

will buy for

Chloe

Macie

will buy for

Violet

Madison

will buy for

Connor

Gage

will buy for

Jerah

Jerah

will buy for

Gage

 

 

 

 

 

 

School will dismiss @ 12:00 on Wednesday, December 2.


November 10, 2015  

 

Writing: Personal Narratives

 

A personal narrative tells a true story about something that happened to you.  Students love this type of writing, because they always want to tell everything that happens to them!  The difficult part, however, is getting those stories onto paper.  Therefore, I have started teaching the students some basic writing strategies to help them tell their own personal narratives through written print. 

 

First, I gave each student a 3 page writing book (not including the title page).  I asked them if they could finish this book in one day (no).  I further explained that it takes authors a long time to finish a book.  Authors don’t just write a book; they also check it for mistakes and make it better.  Before authors start writing, they have to get an idea in their brain.  I asked them to think about something that has really happened to them before.  I modeled my thinking and talked about how I got Sadie (my 8 month old) ready for Trick-or-Treating.  This sparked much discussion with their Halloween festivities, so most chose to write about Halloween.  We also talked about how our class went to the homecoming parade and the movies, which were also popular topics.  Others wrote about going to church and superhero day at school.  For this first assignment, I let the students choose what even they wanted to write about.   Then, we got down to business and learned how to write.  Here are a few of the things we discussed.

 

  • All stories must have a beginning, middle, and end
  • Our words must have spaces in between them
  • We use a period to tell the reader when the sentence is over
  • Use the word wall to spell words
  • Sound out the word and use our letter cards if it is not on the word wall

 

As students completed their stories, I noticed two things…

 

  1. Many students only had two parts to their story. They would repeat a sentence that they already written (in a different way). For example, I drove to school (on the first page) I went to school (on the second page).
  2. Students were just writing one big long sentence with no spaces.       I told them it looked like “jibberish”, and I couldn’t read it. They had a big laugh over that.

 

Therefore, I did some re-teaching of grammar, by modeling how to write and use my finger spaces.

 

I also had each student complete a pre-writing assignment to plan out their plot. I gave each student 3 sticky notes and they had to draw a picture about the beginning, middle, and end of their story. (and it couldn’t be the same picture). Now, we are currently working on our second personal narrative. I hope you will see some improvement on each piece of writing as we continue.

 

 

 


November 9, 2015  

Current Events

We have just begun the OES Food Drive!  Please send in non-perishable food items with your child this week.  The food items will be collected and distributed to the "Gerry McDonald Misson House" where eligible families will receive it for the Thanksgiving holidays. 

 

ALADDIN PLAY: November 20th @ OHS (permission form in your child's folder or click on the "files" tab)

 

THE PEANUTS MOVIE: November 24th @ Capitol 3 (permission form in your child's folder or click on the "files" tab)


November 3, 2015  

Workshop

 

Your child attends reading workshop for one hour each day.  Workshop groups are determined by your child’s NWEA score.  Therefore, students are homogenously grouped with others who are at their same level.  They leave my classroom and meet up with their group in a different area to work on reading skills at their particular level. Workshop consists of direct instruction from a teacher or a paraprofessional in which the students practice the 5 components of reading. The 5 components of reading are:

 

Phonological Awareness – understanding that words are created from sound parts. This includes activities like rhyming and syllables (easiest) and sound segmentation and manipulation (most difficult).

 

Vocabulary- There are two ways to teach vocabulary, explicit instruction (teacher tells you the word meaning) and context clues (you figure it out from sentence clues).  For this age, we mostly use explicit instruction, but I also like to have them use context clues as well. 

 

Fluency-  a reader’s ability to read with speed, accuracy and expression.  Depending on the level of your child, he/she may practice naming as many letters as they can in 30 seconds or read as many sentences as they can in 1 min. 

 

Reading Comprehension - Reading comprehension is understanding what a text is all about. It is the aspect of reading that all of the others serve to create. In Kindergarten, we teach comprehension through 5 main strategies: Visualizing, predicting, asking questions, making connections, and clarifying

 

Phonics- understanding the connection between sounds and written print.  For example, when the letter S is written on a page, the student understands it says the sound /s/.  Also, combining these written symbols makes up a word. 

 

Your child is taught the strategies and information needed utilize these components while they are in whole group reading with me.  When they branch off to attend workshop, they practice each of these reading skills at a level specifically appropriate for their reading ability.

 

 

For more information about the 5 components of reading, you can visit this website: http://www.k12reader.com/the-five-essential-components-of-reading/

 

 

 

 

 

 

 

 

 

 

 

Students in my workshop group work on comprehension skills.

 

 

Students in my workshop complete a research project by finding the answers in books and recording their findings.

 

 

 


October 21, 2015  

Finding Friends

 

Our class is in the middle of a 15 day unit called Finding Friends.  Each time we do a unit of study, I encourage my kids to begin by asking questions.  They came up with the following questions:

 

How can I be a good friend?

Why do I need friends?

Where do I make a friend?

How do I make a friend?

 

After they come up with a question, they always want to tell me the answer right away.  However, I always explain that a good student does research.  Research is finding the answer in a book or on the internet.  Therefore, when we read books about finding friends, I always make a big deal when I find the answer to one of our questions.  We then post it on our concept/question board or make a chart about it. 

 

We used our writing time to correlate with our unit by drawing and labeling a picture about what we had learned. 

"Listening" (How do I make a friend?)

 

 

 

 

 (How can I be a good friend?) "Playing"

 


October 16, 2015  

Writing

 

This week in writing, we have been using our letter-sound knowledge to write words to match our drawings. Students are still encouraged to draw an a picture about idea, background objects, details, and use many colors. However, I explained that when we look at a book, it doesn’t just have pictures. It also has words to tell us more information about the pictures. To be good writers, we have to draw detailed pictures and write words to match our pictures.

 

I began to use the “think-aloud” strategy to teach this skill. “Think –aloud” is simply telling the students what you are thinking as you do it. Here is an example:

 

Writers, today we are going to be authors, just like in a real book! We must write words to go with our drawings. First, I need to think of an idea. I know! My family carved a pumpkin last night and put a face on it. My face was silly. A pumpkin with a face is called a jack-o-lantern. First, let me draw my picture. (As I am drawing, I talk about details, background objects, etc.). Now, I need to write the word. I will say the word very slowly and stretch it out. I will write the sounds I hear… “jacoltrn”.

 

The students use what is called “inventive” spelling. It is not “pretend” spelling, but rather using what they already know about sounds to write the words. Some students may only be able to hear and write the “j” for the word. Others might write “jk-o-n”. Most students at this stage will only hear/recognize the consonant sounds.

 

These are some examples of our writing…

 

 

 

 

 

"Tree"     "sun"     "house"     "sky"

 

 

 

   

"sun"       "Sea"     not sure what the "u" was for :) 

 

 

 "rainbow"                 "house"       

 

 

 

 

 

As you glance at these, notice how some students only wrote one letter, some wrote multiple consonant letters, and some were able to hear the vowel sounds.  Each piece is writing, no matter the level!

 

 

 

 

 

 

 

 

 

 


Box Top Winners  

Box Top Winners

Our class turned in the most box tops for the month of September!  We won free "ice-pops".  Thank you for your support.  "Keep 'em coming" for the month of October.


October 15, 2015  

Patterns

 

We have just completed a class study on patterns. We have been reading books to learn more about patterns, finding patterns in our classroom, and even creating our own patterns. We have learned that a pattern is something that repeats over and over again. It can be colors, shapes, or even lines!

 

We created our own pattern on the scales of a snake!

 

 

Family

Our class has been learning about different types of families. We all have a family, but they look differently. I explained that your family is the people you live with and the people that take care of you. Some families are big; some are small. We even have different types of families like a school family, a church family, a soccer family, etc. Students were asked to think about the people that live in their home. They then created a family tree by putting that same number of apples on the tree to equal the number of people that live with them.

 

 

 Science

For our science unit, we have been discussing and learning about life cycles. A life cycle is the way a living thing grows and changes. Students watched a video about how a pumpkin grow and learned a song to accompany it. Then, they sequenced the life cycle of a pumpkin.

 

 

Math

 

Fluency in math is extremely important! Daily, I have students repeat: “fluency is how fast my brain tells me the answer.” I have always struggled with math fluency (adding numbers quickly in my head, counting change quickly, etc). Am I capable of doing these tasks? Of course. I simply am not fast at completing them. I want my students to be so familiar with number quantities that they can show it, write it, visualize it, create it, etc. (That is quiet a lofty goal.) The only way to achieve this task is attacking problems with strategic, specific strategies, and PRACTICE.

 

In this fluency activity, students were given a large box containing blocks (probably with approximately 200 blocks). I told them to count all of the blocks, and tell me how many there were. They looked at me like I was crazy! I said, “That is way too hard, right?” We then discussed how we could put them in groups of 5, and then say “I have 10 groups of 5”. This is a simple strategy that students will use throughout adulthood. I still do this:)

 


Halloween Party  

 

 

We will have our Halloween Party on Friday, October 30th from 2:00 – 2:30. I would like to make gift bags for each student. I have already bought the gift bags. Now, all we need is to fill themJ If you would be interested in donating gift bag items, please send them to school by Monday, OCTOBER 26TH, so we will have time to fill them.

 

We have 15 students, so please send enough items for each child. (pencils, erasers, stickers, etc.)


A Note from Director Ms. Ann Sexton  

For the past two years we have incorporated early release days   into our calendar to allow teachers and administrators to participate in professional development and collaboration activities that are critical and mandatory. The state allots five days for these types of activities, which are conducted through summer and usually involve state training. This does not give systems many opportunities for staffs to receive the types of training and conduct activities on a variety of educational and relevant topics.

Some of the activities that are done on these six afternoons include:

· Meeting with parents

· Analyzing student data and planning instruction based on analysis

· Becoming familiar with updates in technology, insurance, curriculum, standards, new laws, special education and assessment that evolve throughout the year

· Grade level meetings for curriculum mapping and investigation best teaching practices for curriculum delivery

· School safety and emergency response planning and evaluating

· Support and R.T.I. meetings that decide appropriate interventions for students

· Bringing in consultants and state department specialists for various trainings.                    

We do not want these to be impositions on parents, but we do know that it is something that you need advance notice in order to make arrangements for your child. IF you cannot have your child picked up at the 1:00 dismissal, please notify the school office. We will have staff in gyms, libraries and computer labs where they can be kept until your children can be picked up.

Early dismissal during the school year is not a new concept. Many systems, such as Oak Ridge, has dismissed early every Wednesday for several years. Other systems are falling in line because of the vast amount of knowledge and training that must be passed on to teachers.   When students are present, it is impossible to conduct such activities and still focus on the needs of the children. This is the best way of keeping our employees current and prepared on issues that enhance their professional growth.

The early release days this year are:

October 14

November 4

December 2

January 13

February 3

March 2

 


Red Ribbon Week  

Red Ribbon Week/Dress up Days

10/26 Super Hero Day

10/27 Pajama Day

10/28 Mix up Day

10/29 Red Day

10/30 Halloween Costume


Spirit Week  

Spirit Week

September 28 - October 2

 

  • Monday: Disney Character - Dress like a Disney character.
  • Tuesday: Cowboys & Indians - Dress like a cowboy or an indian.
  • Wednesday: Favorite Color Day - Wear your favorite color.
  • Thursday: College Day - Wear your favorite college apparel.
  • Friday: Orange & White - Wear orange & white for the Indians.

 

 

Early Dismissal

School will dismiss @ 1:00 on Friday, September 25th due to transportation issues.  Students should not be signed out before 1:00 or they will be counted tardy.  Sorry for any inconvenience. 


September 22, 2015  

Writing

 

 

Everyday we work on writing. Believe it or not, but your child can already write!  I want you to watch this year as I teach your child how to be a writer.  You will see your child evolve from drawing pictures, to labeling their pictures, and then to writing books.  I feel you will be blown away by how your child can write.

 

Our writing unit is called "Being a Writer".  Some of the things we have already been working on are:

 

  • using crayons, pencils, and paper appropriately
  • how to write our name on our work (not to big, not to small)
  • get started quickly
  • stop immediately when the teachers says
  • draw a picture that communicates an idea (not just draw a random picture.....I have emphasized drawing something in order to share an idea.)
  • Using multiple colors (not just one)
  • Adding detail to people
  • Adding detail to animals
  • Adding detail to the setting/background
  • Independently make a decision about what to do next when finished with a piece of writing.
  • include labels on pictures for people's names and objects
  • use inventive spelling to write words

You will begin to see a rubric going home on your child's writing pieces.  I want you to know that we have been working on all of these tasks for quiet some time.  Students should be able to complete a writing paper to include all of the rubric aspects.  The rubric will look similar to this:

 

Does the drawing share and idea? yes or no

Does the drawing have many colors? yes or no

Does the drawing have labels? yes or no

 

I will be adding more requirements as we write more.  Please encourage your child, even when they draw, because that is writing.  Drawing is writing, because is shares an idea!


Field Trip  

We will be going on a field trip to the movie theater on THURSDAY, OCTOBER 2 @ 12:30 to watch Hotel Transylvania.  The cost is $8 (CASH ONLY) and includes admission, popcorn, a drink, and gummies.  We will be walking from the school. 

A permission form must be signed and money turned in by Tuesday, September 29th.  The permission form can be found under the "files" tab on my website.  I will also be sending home a paper copy with your child. 

If you do not wish for your child to attend, please jot me a note on the permission form.  Thanks!


September 17, 2015  

 

Economics

 

For the past few weeks, we have been discussing various aspects of our economy. Students were asked the question, “Why do people have jobs?” They all knew the answer right away…MONEY! Students know that you must have money to buy things, and I wanted to teach them how to use the money responsibly. Before I could address that issue, I first had to make sure they understood the differences in needs and wants.

 

Needs: Things we need to live (food, clothes, water, etc.)

Wants: Things we would like to have (toys, IPad, sports equipment)

 

We sorted pictures of needs and wants, generated our own thoughts about needs and wants, and also looked through magazines to find needs and wants.

 

 want:lipstick     need: shampoo

 

Want: Oreo's and Pringles    Need: Fruit

***even though she reversed them, she understands the concept:)

 

Then, we began to talk about how to spend money. I posed the question, “If you received some money from your boss, should you go to Walmart and buy things you need to live or something you just want?” They responded with NEED! When I asked them why, they bluntly told me that if you didn’t do that, then you would die.  (out of the mouths of babes). However, they are exactly right. We must use our money wisely to take care of ourselves and our families. Then, we can buy things we want. I proceeded by asking the students to make some simple choices.

 

Should you buy:

 

Milk or Coke?

Water or a toy?

A bike or food?

 

We did discuss how to save money in order to get the things that we want. Students understood that if they had extra money left over, then they could buy a want. The students really seemed engaged during this economics lesson.

 

Jobs

 

I told students that they don’t get money for going to school….they get SMART! Then, they will be able to do a job when they get older and make money. They really liked this idea! I wanted students to start thinking about a job they would like to do when they get to be an adult. I told them to think of something they like to do, because this is how they will get money. Students then completed a sentence and illustrated what job they wanted to do.

 

 I want to be a pharmacist.

 

I want to be a worker.

I want to be a policeman.

 

You can also see here where students have begun using "inventive spelling", which I will talk more about later.  Just start noticing the different levels of understanding written print.

 

Some students wrote a couple of letters; Another student was able to write a multisyllabic word, and if given the chance, others would even write what resembles an entire sentence. All writing is writing:)  

 


Important Dates  

        Family Reading Night @ OES

on Tuesday, September 15th from 5:00 - 7:00

 

 

 

 

The early dismissal date has been changed to WEDNESDAY, OCTOBER 14TH @ 1:00


September 9, 2015  

Math Fluency

 

Everyday during math, we work on fluency.  Fluency, in easy terms, can be explained as how fast your brain can process a question and generate an answer.  For example, I might say, “Show me 5 counters.”  Some students will count each counter one at a time, which is called one-to-one correspondence.  This is the first basic math skill we work on.  However, some students realize that 2 and 3 is five.  They will get out 2 counters, then, and 3 counters, which is called “hidden partners”.  Other students can visualize 5 objects in their brain, and simply get out 5 counters. 

 

It does not matter how they show 5 counters, but our goals is for them to do it the quickest and most efficient way, which is visualizing 5 objects, and then showing 5 counters without counting each one.  You and I do this without even thinking about it, because we are already fluent in numbers 1 – 5.  However, students must be taught these different counting strategies: one-to-one correspondence, hidden partners (2 and 3 is 5), visualizing 5 immediately. 

 

One way we work on number fluency is through the use of our fingers.  When we count the math way, we always start on our pinky.  We do not just hold up our pointer finger.  This is so students see the flow of numbers and we never skip any fingers.  It can get tricky when counting the “old way” (the way you and I learned), because so many fingers are getting skipped. Therefore, we start at the pinky for number 1 and continue to the thumb for number 5.  When we get to 6, we use our thumb on our other hand, and continue to our other pinky to 10.  If you visualize it, you will see that it flows left to right, just like when we read. 

 

To further our fluency math skills, we use counters and a hand mat.  We will count as students place counters on their mat starting with the pinky, and then we count back down to zero.  Then, we will play a game called “Quick, Show Me!”

 

I will say, “Quick, show me 3.”  Students will move counters to show 3.  While they are doing this, I am looking to see who has to count each counter (one-to-one correspondence) and who can just visualize 3 and move them up to the correct fingers.  

 

quick, show me!

 

 

 

 

 


Book Fair  

 

 

Mrs. Lisa's class will attend the BOOK FAIR on Monday, September 14th @11:30 - 12:00.  You can send money with your child or join them at the book fair.

 


September 2, 2015  

Reading

We are in the middle of a 15 day unit called Off to School.  In this unit, we are reading poems and stories about the different aspects of school.  We have been discussing school supplies, the emotions we have when we come to school, as well as various school jobs. 

 

One of our concept vocabulary words was “principal.”  The principal is “the boss of the school”.  We had a class discussion about our principal, Mr. Harper, and decided that he is the boss of the students and the boss of the teachers.  Then, I showed the students a picture of our school principal, and they illustrated the meaning of the word principal.

 

 

 

 

 

 

 

 

 

Math: Same or Different?

 

We have been comparing and contrasting pictures to determine how they are the same and how they are different.  I ask students questions such as:

 

“How are these two socks the same? (They are both blue).

“How are they different?”  (One is big. One is small). 

“So, are these socks exactly the same?”  (No). 

 

It is important to call attention to items that are “sorta” the same and items that are “exactly” the same.  To help students with this concept, they were asked to color two bears, but they had to make them look exactly the same.  (You will see this coming home in your child’s Friday Folder.)  The reason we have been focusing so much on noticing the details in objects is because this relates to all academic areas, such as noticing the difference in letters and numbers. (a number 6 looks “sorta” like a 9, but it is different.)  Although the concept of same and different seems easy to us adults, it is an essential skill for every child to master.

 

Sorting: putting the “same” things together

 

When students are given information, it is important for them to be able to sort that information in order to better understand it.  We do this without even thinking about it.  However, it is a skill that has to be taught.  Children do not just automatically sort information in their brain, but that is what we want them to do as they grow and learn. 

 

To teach this concept, I dumped out a variety of shapes on the rug and said “Oh No! These objects are all mixed up.  I need to fix them.  Does anybody have any ideas how to do that?”  The students shared their ideas (put all the same colors together). So, we sorted by color.  Then I mixed them back up and said, “hmm…can we think of another way to sort these objects?”  We then sorted them by shape and by size.  After we practiced together, I encouraged students to practice on their own.

a student sorts by size

 

 

A student sorts by color

 

You can foster the learning of this concept by having your child help you sort laundry at home, which helps you out too:)

 

 


August 26, 2015  

Grades

Your child will receive a numerical percentage grade based on their performance out of 100%.  Some assessments will be one on one with a teacher.  Other assessments will be completed by the students marking the correct answer using pencil and paper.  I will post grades on Skyward, so you can access the anytime.  


August 25, 2015  

No School Friday, August 28th for Fair Day

 

No School Monday, September 7th for Labor Day

Homework: I will send homework starting on Monday, August 31st.  It will be sent home every week each Monday.  Please return it to school each Friday.

 

 

 


August 21, 2015  

We have finished our first full week of Kindergarten!

(And we are all very tired.)

 

Independence is an extremely important life skill, and we begin practicing this skill in Kindergarten.  We have been working on independent activities at center time.  There are 8 centers in our classroom:

Art

Free Choice

Books

Puzzle & Games

Computers

Letters and Sounds

Writing

Math

 

 I model the “jobs” at each center, and then students are expected to remember and complete their jobs each time they go to that center.  They take part in 2 centers per day.  I encourage them to do all jobs by themselves, without adult assistance. Of course the jobs are simple activities appropriate for all levels of learning. 

 

Here are some of the activities we have been working independently on. 

 

Math Center

 

Counting pigs using one-to-one correspondence

 

 

 

 

 

Sorting by size (with a yummy "after lunch" icecream face...so cute)

 

 

 

Art Center

 

 

 

Free Choice Center

 

 

 

Book Center

 

Puzzles and Games

 

 

Those are all the pictures I remembered to get.  I forgot the Letters & Sounds and the Computer Center.  But we do those too:) 

 

Hope this gives you a bit of insight to our day!

 

 


August 17, 2015  

Hello!  I hope your child has been enjoying Kindergarten!

Our main focus for the first few days has been rules and routines.  Each day we review what we do when we walk in the classroom:

  • Move our owl to the tree
  • Put away our things
  • Stand behind our chairs
  • Sing and ABC song called “Who let the letters out?” (to the tune of “Who let the dogs out).  We have a fabulous time doing our morning routine. 

After we are settled and ready for the day, we begin reading.  Right now, I have been mainly been doing think alouds as I read.  For example, as I am reading, I might say, “I remember at the beginning of this story, the boy was sad.  But now he is happy.  That means his feelings did not stay the same.  They changed.”  Or I might say, “I wonder why  I can see the moon in this picture.  It must be nighttime.”  This helps students understand that we can learn by inference, as well as through the pictures and text.

 

Our names are very important to us in Kindergarten!  Therefore, we have been completing lots of name activities.  We cheer the letters in our name, we color the letters in our name, we write them, and we cut them up! (of course we glue them back in order).

 

 

 

 

 

 

 

 

 

We have not started any math activities yet, but I plan on starting our first Math lesson soon!  

 

Thanks for reading!


August 14, 2015  

Please check out our Photo Album! I will be adding pictures from our first days of school.  


August 4, 2015  

 

Dear Kindergarten Parents:

Welcome to Kindergarten at Oneida Elementary School! I hope your child is excited about beginning the school year.  At the beginning of school we will be doing “phase in days” to help your child transition smoothly into a Kindergarten environment.  During “phase in” half the class will attend session one for 2 days (August 13/14), the other half will attend session two (August 17/18) for 2 days, and all students will attend on Wednesday, August 19th.  Please refer to the calendar in your child’s meet and greet packet to see which session he/she will attend.  I am sure you have many questions about your child’s kindergarten year, so I hope this newsletter will answer many of them. If I do not answer all of your questions, please feel free to email me (the best way) lboyatt@oneidaschools.org, call me at OES 423-569- 8340, or you can drop me a note anytime via your child. 

 

What to Bring to School:
I have included a list in your child’s Meet and Greet packet of school supplies, as well as, on my website.  You can also check at Wal-Mart.  However, the most important item your child will need is a backpack.  He/She will need to bring it to school every day to carry home papers/projects. I will send most work and important notes in your child’s Friday Folder or Homework Folder, but occasionally a note will need to go home immediately.  Please check the contents of this backpack daily.

 

Friday Folder

Every Friday I will send home your child’s Friday Folder with work from the previous week, as well as, important notes.  Please look over the work and review any concepts your child seems to be having trouble with.  Don’t forget to praise him or her for good work!  It’s a great idea to let your child pick out which item was their “best” and hang it on the fridge.  I will also include a Kindergarten Newsletter each week.  This is your guide to our week ahead.  It will list the skills we will be covering, important events in the upcoming weeks, and any other pertinent information.  

 

Homework Folder

Homework will be sent every Monday and must be returned each Friday.  In your child’s homework folder you will find different tasks to complete.  There will be more specific directions in your child's folder.

 

Snacks

We will be having a snack time every day at school.  You may send a snack with your child each day, or send enough snacks for one week that your child can keep in his/her locker.  If your child is keeping a snack in his/her locker, please make sure it is air tight and resealable.  We do not like ants!  It is best to send individually wrapped items.  Please do not send items that need to be refrigerated or microwaved, as we can not accommodate for this.  An icepack in a cooler works nicely.  If you opt not to send your child a snack, this will be a down time where they can watch tv or listen to a story on CD.

 

Discipline

I use rewards as positive reinforcement in my classroom to show students correct behavior.  When a student displays correct behavior, he/she will be able to earn a “point” on his/her treasure chart.  Students can purchase items at the store based on how many points they have.  The prices are as follows:

 

5 points: Sticker

10 points: Eraser

15 points: Pencil

20 points: Special Pass (No homework, Show and Tell, etc.)

25 points: Treasure Box

 

However, if a student continues to engage in misbehavior after a verbal warning is given, the student will receive a consequence. In the OES handbook, you will find specific consequences for misbehaviors once a child has been sent to the office.  However, I have a discipline plan within the classroom to teach children the do’s and don’ts of Kindergarten. The Classroom Rules are as follows:

 

1.        Follow directions (given by any adult)

2.       Keep feet and hands to yourself

3.        Use quiet voices inside and listen when another person is talking

4.       Work together and share

5.        Always do your best work

If these rules are not followed, the following consequences will occur:

 

First time:               Warning

Second time:          Sit Away/Cool Down

Third time:              Time Out Chair***

 

***Student will be required to draw a picture of what they did wrong and what they should have done to show correct behavior.  This will be sent home to you with a note from me.  I would like for you to sign this and send it back. 

 

Severe disruptions: The student will be given a discipline referral immediately, and the office staff will determine consequences.  A severe disruption normally includes violence (hitting, spitting, kicking), repeated bullying over the course of time (name calling, taunting, “you can’t play with us”), and/or an accumulation of smaller disruptions where behavior is not corrected (back talking, rudeness, and/or being uncooperative).  Unless a violent behavior occurs, I will inform you of your child’s behavior before an office referral is submitted.

 

Drop off

This changes every year, so if I am wrong, I ask your forgiveness.  In the mornings, your child will go into the gym.  He/she will sit with the rest of the class until 8:10.  At this time, a teacher’s aid will walk all Kindergarten down the hall and direct them to their appropriate classrooms.  We ask that you only walk down with your child the first couple of days.  After one week, please allow your child to walk by his/her self. The more crowded the school becomes, the more unsafe it is for our students.  

 

Pick up

Kindergarten will be attending the entire school day, which is until 3:00.  A Kindergarten teacher will walk all K students outside to the front of the school.  You will use the pick up area farthest from Walmart (right side if you are looking at the school).  Simply look for your child’s K sign and a teacher will put him/her in the car.  We will be seated near the school entrance.  We ask that you do not get out of your car as it causes unneeded congestion.  If you would like to exit your vehicle, please park in the parking spaces provided.

 

Book Orders
I will be sending home See Saw book orders at the beginning of the month in your child’s homework folder. The book orders often have great selections for reasonable prices. If you would like to purchase books, please send the order form back with payment in the form of a check by the date I have requested.  Cash is not accepted. 

 

Check out my website:

1. Go to www.oneidaschools.org

2. At the top click on schools.

3. Select Oneida Elementary School

4. Click on School Staff on the left side

5. Click on my name Lisa Boyatt

 

I will try to keep my website updated as much as possible.  If there are notes or papers that do not make it home, they will most likely be on the website.  If your child loses his/her homework, you can simply print it off the website. 

 

Note: The Kindergarten News will change weekly.  It will be a preview of what is happening in the upcoming week.  I will also send this home in paper form in the Friday Folder.

 

Thank you so much for being involved in your child’s education.  I am looking forward to the upcoming year!

 

Mrs. Lisa Boyatt