# Enhancing our Vocabulary & Measuring Snakes

The block area will always be an area where the boys love to be and imagine many different things. As they spoke about angry birds hiding from ninjas and killing one another we thought it would be great to enhance and expand their vocabulary while they spoke about all this action going on and learn to use positive words.

As we try to expand their vocabulary we are having them explain, describe, define, ask, compare and contrast, respond, etc. In order to accomplish these skills, children need meaningful, engaging, hands-on opportunities to build an expressive vocabulary to both describe and tell the use of many familiar objects to incorporate new, less familiar or technical words in everyday conversations.

Block play offers excellent opportunities for introducing and expanding upon vocabulary! This is how the word DEFEAT was introduced this morning! The boys were told defeat meant to win a victory over (someone) in a battle or other contest; overcome or beat.  While the boys had a conversation with Ms. Ashley about it, BJ was able to tell us “the big angry bird can defeat the monster”.  We had the boys write about this a little as they continue to learn about this word and use it more this week. Feel free to use this word at home with your child as much as possible.

Another project that was brewing in the block area a bounce house being made out of legos!! They began to tell us there were snakes in this bounce house that were made out of legos too.  After seeing all the different lengths of snakes we decided to do some math and measure the snakes! Through this process the girls began guessing which one was longest by looking at it first before measuring it.

When teaching measurement to young children it provide lots of opportunities for the students to order objects by size. Everyday activities and experimenting with real objects help children understand measurement concepts.

They were able to line all the snakes up and number them along with write their name under the snake that they thought was longest. We had lots of practice on how to use a ruler and making sure it was lined up the correct way before seeing how many inches each snake was. The girls worked hard all morning and did a great job identifying the numbers right away and created a chart listing how many inches all 8 snakes were.

They were able to practice and identifying numbers 1-15 along with learning how to spell the word INCHES…We will continue with this project and see where it takes us.

Another project we have started is creating our book for our city. The children have started gathering all their ideas inspired by the city and making a book out it. Roberto has named our city, Sky Ranger City. We will continue adding pages to this book every day until we are finished. Please look over the pages created so far and continue to check the progress for this book on the wall.

Learning Goals Achieved:

Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and/or relative temperature. The student uses comparative language to solve problems and answer questions. The student is expected to:

(A) compare and order two or three concrete objects according to length (longer/shorter than, or the same);

(B) compare the areas of two flat surfaces of two-dimensional figures (covers more, covers less, or covers the same);

Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

(A) form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression);

(B) Capitalize the first letter in a sentence; and

(C) use punctuation at the end of a sentence.

Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

(C) Write one’s own name.

Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: revised August 2012

(A) Identify elements of a story including setting, character, and key events

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