Students continued working on the beginning sound Zz and the vocabulary learned in previous clases.
The teacher asked the students to go to the board and write one word they remembered from the vocabulary, at the same time they had to illustrate the words they wrote on the board. This activity was carried out in order to practice the spelling of the words, the pronunciation and also association between words and images.
In this activity students had to model clay over the words that the teacher gave them, then they had to draw a picture for that word. At the end, there were two columns on the floor, one for the written words and one for the pictures, they must mix and match one column to another.
A new beginning sound was introduced during this week. Students learned about the beginning sound Qq and a short list of words with this beginning sound. As usually, the teacher wrote the vocabulary on the floor and drew a picture to each word in order to make students know what those words meant. They also wrote the vocabulary and drew the pictures on their notebooks.
In this activity, students practiced de vocabulary Qq words. They sat down on the floor and made an activity in which they had to guess the words by seeing the pictures. That is to say that the teacher drew something on the floor and children had to say the word for that picture.
Students practiced the beginning sound Qq and its vocabulary as much as they could. They did different activities such as tracing and coloring in which they were given a piece of paper with the words from the vocabulary and some pictures next to, they needed to trace by following the lines of the words and they finally should color the pictures.
Another activity was about recognzing the beginning sound Qq without the help of the pictures. They teacher wrote a lot of words with different beginning sounds on the boa9rd (including the Q) and she asked them to circle only the beginning sound she said.
In this activity students learned and practiced some high frequency words. They read a small book with the help of the teacher who was monitoring their reading and comprehension. Then, one by one, they had to say what their father could do (can was the high frequency word). The teacher wrote a list on the board with the name of students and the things their fathers could do, after that the children went to the board in order to complete the sentence Dad can ___________ by chosing the actions they said and teacher put next to their names in the list.
During this week students practiced about tens and ones. For this specific activity they used the cubes to identify the tens and to identify the ones one a number of 2 digits. They formed small groups with at least 3 students, the teacher gave them 5 rows of different colors of ten cubes each one, then she wrote a number on the board and children had to represent that number using the cubes. They could understand that each row of ten cubes represented the tens that was the first number on the left and the second number on the right represented the ones and were those that could not complete a group of tens.
This activity was also about identifying tens and ones. Students received a piece of paper with some exercises in which they had to fill some blanks by putting the number of tens and the number of ones..
Each large row represented a ten and each small square represented a one. This was the key to do this activity successfully.
The last activity consiste don making an number oral dictation. The teacher said a number and students must write it on their papers.
LECTO – ESCRITURA
Durante esta semana se trabajó la clasificación de las palabras relacionadas con los grafemas d y b, asociándolos con el cuento “dino y balín”. Los niños trajeron de su casa recortes de palabras que iniciaran con estos dos grafemas y en clase los clasificaron y los pegaron donde correspondía,
N. T. I.
Los niños crearon una balaca recortando y pegando las diferentes banderas de los países que van a participar en el mundial.
Otra de las actividades significativas de nuestro proyecto, fue la visita a una emisora donde se creó el espacio para preguntas y respuestas con un experto, quien conoce y maneja muy bien el tema sobre la transmisión de un partido de futbol y sobre los aspectos importantes del mundial.