Hello Parents ,
Here is what is going on next week … In math, we will continue with our addition and subtraction unit. We will continue with subtraction. We will talk about part part whole with subtraction: Whole-part=part. We will then work on addition and subtraction number sentences and word problems together with students focusing on the signs and key words to identify if they will be doing addition or subtraction. Mixing up addition and subtraction problems can be tricky for students so we will focus on this. I have taught students that there are 2 lines that make up a plus sign so that reminds us that we will have 2 groups to add together. One line makes up a minus sign so we will have one group and take away from that group. Students will play “Flip and Find the Difference.” Students will work with a partner and turn over 2 cards. They will write the addition problem and subtraction problem, remembering that with subtraction the bigger number comes first, and find the sum and difference. Students will also work on an addition and subtraction word problem sort. We will read different word problems, listen for key words, and determine if we will be adding or subtracting and the solve the problem. Students will also have a formative assessment on subtraction. Students need to be able to use different strategies to solve subtraction number sentences and word problems. Students will also be given a whole and a part and they need to know to subtract the part from the whole to find the other part. In reading, Today, students will continue reading nonfiction books, especially paying attention to content vocabulary words that go with the topic. I will begin testing your child’s reading levels late April. In writing, we will continue our persuasive/opinion unit to make the world a better place. We have been thinking of problems we are seeing in our school (not picking up trash, running in the hall, talking in line, etc.) and in the community (littering, cutting down trees, etc.) and writing to solve these problems. We have been discussing who we should write these for and how we can get the word out like hanging up signs and putting our books in the library. In social studies, we will continue our current IB unit and focus on needs and wants. We will talk about how everyone’s needs and wants aren’t the same and that we can help others in our community with their needs and wants by volunteering time and donating food, clothing, supplies, etc. Have a great weekend!!
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Hi Parents!
Below you will find a peek into next week …. Reminders : If you have not already done so, please send in your child’s writing pieces from the URL days. I want to see what they completed and how I can better assist them in the classroom. The due date is this coming Monday . In math, we will continue with our addition and subtraction unit. On Monday, students will have a formative assessment on addition. They need to know how to use all the strategies we have learned to solve addition number sentences and word problems. Students also need to be able to write a number sentence to match a given word problem and then solve. We will also begin subtraction. We will learn that the bigger number always comes first and that the answer to a subtraction problem is called the difference. We will review the strategies we talked about for addition and talk about how we can apply them to subtraction. For instance, counting back on the number line, when drawing a picture, we will only have one group and cross out how many we are taking away, when using objects we will only have one group and take away how many we are subtracting, etc. Students will get to play subtraction tic tac toe and use decks of cards to flip cards over and find the difference. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, students will think more carefully about how characters are feeling across their books. They’ll work to choose just-right feeling words like thrilled or disappointed. In writing, we will continue our persuasive/opinion unit to make the world a better place. We have been thinking of problems we are seeing in our school (not picking up trash, running in the hall, talking in line, etc.) and in the community (littering, cutting down trees, etc.) and writing to solve these problems. We have been discussing who we should write these for and how we can get the word out like hanging up signs and putting our books in the library. In science, we will finish up our unit on plants, animals, and habitats. Have a great Weekend! Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week:
In math, we will continue with our addition and subtraction unit. Please make sure students are fluent in identifying the number when added to another number that makes 10. For instance, if I say 7, students would need to say 3 because 7+3=10. If I said 0, students would need to say 10 because 10+0=10.We will review the strategies of drawing pictures, using objects, and using our fingers. We will learn about the part-part-whole strategy and counting on strategy. We will also begin working on addition word problems and knowing all the key words that tell us we are working with addition such as: total, sum, plus, join, altogether, in all, combined, etc. Students will also be working on finding several combinations of numbers that equal any number less than 10. For instance in the number 6, all the combinations are 0+6, 1+5,2+4,3+3,4+2,5+1, and 6+0. We will be applying this knowledge to solve a word problem such as: There are 6 pieces of candy. How many ways can you split the candy into 2 groups. Students will also work with habitat mats and animals from that habitat. They will create their own word problems and show a matching picture with their habitat mat. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will practice reading different nonfiction books and talking about the nonfiction text features they include as well as discussing main idea and details. In writing, students will take their writing post assessment on How-To books. We will then begin our next unit on opinion writing! We will write to make the world a better place. We will think of problems we are seeing in our school (not picking up trash, running in the hall, talking in line, etc.) and in the community (littering, cutting down trees, etc.) and writing to solve these problems. We will discuss who we should write these for and how we can get the word out like hanging up signs and putting our books in the library. Have a nice long weekend! Hello Parents ,
I hope that you all have had a great week . The kids had a blast at game day today 😊 Below you will find reminders and peek into next week. Next Week is exceptional children’s week which include theme days. Please see below: Monday, March 1st- Read Across Fulton Day We will celebrate our reading successes across Fulton County. On this day, students are invited to wear the colors red, white, or blue to celebrate reading across Fulton County. Chef Reggie will be serving breakfast for lunch. Students will participate in reading activities, have virtual guest readers, as well as diversity reader who will focus on one area of diversity through age-appropriate literature. Tuesday, March 2nd- Crazy Apparel Day Express yourself by wearing a crazy hat and or crazy socks! Wednesday, March 3rd- Healthy Choices Day We will focus on making healthy life choices. Healthy options will be available for both breakfast and lunch! Thursday, March 4th-Follow your Dream What career do you dream of having when you grow up? Dress for your future career! Friday, March 5th- Superhero Day Dress like your favorite superhero! Math- On Wednesday during our hooks and mini lessons, we will begin our next unit on addition and subtraction. We will focus on addition first. We will discuss that addition is when we put two numbers together (addends) to get a bigger number which is the sum. We will work on making different combinations that equal 10. Students will first use 2 different colors of cubes- blue and red, for example. Students will start with 0 blue cubes and 10 red cubes to represent 0+10=10. Then, 1 blue cube and 9 red cubes, 2 blue cubes and 8 red cubes……. All the way to 10 blue cubes and 0 red cubes. Students will need to fluently know the combinations that make 10 so this is something good to practice at home. We will also begin talking about the strategies we can use to help us solve addition problems. The first strategy we will cover next week is drawing pictures. In reading, we will discuss that readers can respond to the text by reading the words then using the pictures to learn even more information. They say things like, “The words say_____. I also see ______ in the picture and it makes me think__________. We will also go back and review some strategies we have used so far in this unit like thinking, “How does this page fit with the title?” They also stop midway to think, “How do all these pages fit together so far?” After reading, the stop again to think, “What is the WHOLE book mostly about?” In phonics, we will be reviewing “oo” as in tooth and “oo” as in foot. We will also review “magic e” words (words that have a vowel and an e at the end- the e is silent. In writing, we will continue our "How-To" writing unit. Students will look back through their how-to books and find one about a topic that they especially love. Then, they’ll think if they can turn that book into a series by writing another how-to book that is related to their first. They might even start 2 or 3 more books to make their series. A series could have titles like the following: How to Play Baseball, How to Play Football, and How to Play Soccer. These are all in the same series because they are all about playing a sport. Students will also work on rereading and improving an introduction in an old how-to book, or by adding an introduction to all their how-to books. In science, we will continue our unit on animals and habitats. We will learn about the arctic and ocean habitats and discuss extinct and endangered animals. With this, we will discuss the importance of saving habitats by reducing, reusing, recycling, and so much more! As always if you have any questions please feel free to email me . Hello Parents,
I hope that all of you have had a great week . Let me begin by saying that I am very grateful for your continuous support with your child’s education . I truly appreciate the communication and flexibility . I know that during these crazy times, continuity and consistency is key for your child and I want to ensure you that I will make sure that they receive that at school or during remote learning . I also want to remind you that I am ALWAYS here for any questions that you may have . Below you will find a peek into next week as well as reminders . Reminders : Please send in a water bottle, daily snack and extra mask each day . In math we will begin to discuss tally marks and how we can read them and interpret data with up to 3 data points We will first learn about tally marks and how we can represent a number as well as read tally marks. We will learn the rhyme “1, 2, 3, 4, shut the door” and discuss that we can count by 5’s and then ones for any leftover. We will collect class data where students can practice showing this information in a bar graph and answering the following questions: Which had the most? Which had the least? How many students were asked the question (students need to know this means they need to count all the tally marks or numerals given) and How many more students chose _____ than ______. This last question will take the most time to review. Since we haven’t learned addition and subtraction yet, students will learn to answer this by comparing the numerals or tally marks given. We will continue to review size, length, height, weight, and capacity vocabulary words. For this measurement unit, there are specific vocabulary words for each type of measurement that students need to know: Students will have a formative assessment this coming Monday . They will need to know the vocabulary words for measurement- size, length, height, weight, and capacity vocabulary words. For this measurement unit, there are specific vocabulary words for each type of measurement that students need to know: Length- longer and shorter Height- taller and shorter Size- bigger and smaller Weight- heavier and lighter Capacity- holds more and holds less The standards for math are : Here are the standards for our new unit on measurement and data analysis: Describe and compare measurable attributes. MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!” MGSEK.MD.2 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. Measure lengths indirectly and by iterating length units. MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MGSE1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (Iteration) Classify objects and count the number of objects in each category. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Represent and interpret data. MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. ** **Assess writing and representing up to 100 In Writing –In writing, we will continue our "How-To" writing unit. Students will think about the mentor text, “My First Soccer Game,” they studied to try out some new things in their how-to writing, like titles, teaching pictures, lists, and bolded words. We will continue to focus using the word “you” to teach the reader how to do something. We will include the word “you” in our pictures as well. We will practice acting out our steps and really think through the language they are using to describe what they are teaching.. In Phonics – We will review letters sounds as well as work on the r-controlled sounds in words . In reading – In reading, we will work on our “Growing Expertise in Little Books” unit which is a study on nonfiction books. Students will learn to be the teachers! One way to teach partners about what they have learned is to do a retelling. One partner can say what the book was mostly about and then give examples like, "This book was mostly about ______. One example was ____." Students will also work on sharing what they are learning by giving their partner a little lesson about their book. The lesson can start with looking at the cover and naming what the book is mostly about and then rereading the last page and asking "How does this ending go with all the pages in the book and the title?" We will also be talking about the ending to books and how they sum up the main idea, or bring the information together or invites the reader to do something. Students will practice being television reporters, to teach others about the information they have been gathering saying things like, 'Did you know...? Another interesting piece of information is... In this book it teaches you all about...' T In Science – -This week in science we begin to discuss animals and their habitats. We will learn about the freshwater, arctic, and ocean habitats. We will also continue to discuss the importance of keeping our environment healthy (recycling, picking up trash after ourselves, not cutting down trees, using only the paper what we need, etc.) so that animals have a safe and clean habitat to live in. Here are the standards for this science unit: SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes. a. Recognize the difference between living organisms and nonliving materials. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) c. Group plants according to their observable features such as appearance, size, etc. SKL2. Students will compare the similarities and differences in groups of organisms. a. Explain the similarities and differences in animals. (color, size, appearance, etc.) b. Explain the similarities and differences in plants. (color, size, appearance, etc.) c. Recognize the similarities and differences between a parent and a baby. d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.) e. Recognize that you are similar and different from other students. (senses, appearance) IB Unit 5 Transdisciplinary theme: Sharing the Planet Central Idea: Actions affect our environment. Lines of Inquiry: *Recycling and replenishing (perspective) *Actions have consequences (causation) *All living things change and grow over time (Change) Key Concepts: Perspective, Causation, Change Related Concepts: opinion, impact, cycles/growth Learner Profile: Reflective, Thinker, Caring Attitudes: appreciation, respect, commitment Transdisciplinary Skills: Social- Students are given opportunities to talk about their social responsibility to the environment. Commitment - The students begin to have a commitment to taking care of the Earth. Self-Management – the students make informed choices Thinking – making judgments or decisions based on conditions Communication – students will communicate info and ideas through their summative assessment Hi Parents,
I hope that all of you have had a great week ! TGIF!!! Below you will find reminders as well as a peek into next week. Reminders : Please make sure to send in a snack, extra mask and water bottle with your child each day. Valentine’s Day – It is on a Sunday this year so we will be doing a Valentine’s Day Exchange on Thursday, February 11th, 2021. With COVID restrictions , candy is not permitted . You may have your child fill out little cards and they may exchange those. Please have them bring in a box to do the exchange by 2/10/21. 2/12/21-No School-Teacher Workday 2/15/21- President’s Day – No School Black History Month- We will be learning about a variety of influential African Americans during the month of February. Our class will be doing research on Louis Armstrong and we will work together as a class to share facts about Louis Armstrong. A peek into Next Week -During math this week we will be working on measurement. We will review length and height and begin talking about weight and capacity . For this measurement unit, there are specific vocabulary words for each type of measurement that students need to know: Length- longer and shorter Height- taller and shorter Size- bigger and smaller Weight- heavier and lighter Capacity- holds more and holds less What you can do at home: Have students compare different objects around the house using the vocabulary we are focusing on for the week. In reading, students will grow their sound power. They will practice looking all the way across words from beginning to end when they are decoding. As they read, when students come to an unknown word, they can work to use what they’ve learned about letters and sounds to work through the word to the best of their ability. Students will practice using their snap word power too this week. They will warm up by reading a list of previously studied words. Then, they will preview pages in a book, noticing all the words they already know in a snap. We will also practice solving words in books by using all of our reading super powers. After they work to figure out a word, their next job is to check it by asking themselves, “Did that make sense? Did that sound like a book? Did that look right all the way through the word? In phonics, we will be talking about consonant ending blends. Just like beginning blends and digraphs, knowing ending blends helps students decode words easier through the chunking strategy. Instead of sounding out each letter individually, they will be able to sound out groups of letters. The ending consonant blends we will talk about this week are: -nt, -ck, -mp, and -nd. In writing, students will decide whether they want to revise or start a new piece, focusing specifically on the beginning part of their stories and making sure they are grabbing the reader’s attention. We will continue to review transition words and students will work with their writing partners, whether in person or virtually. One partner will read their piece aloud while the other listens carefully, noticing “Wow” and “Huh?” parts. Then the writers will fix up the piece to make it even better. After, they can switch and the other partner will read their writing. They’ll then continue to work on fixing up writing independently. Later in the week, students will pick one story that feels extra special to them to get ready to publish. They’ll read over it and think about whether or not they’ve told why the time was so special. If not, they’ll add more to make the piece really shine and will use all of their tools and strategies from the unit. In Science – We will be working on learning about our 5 senses and how they help us in our daily lives. As always please feel free to email me with any questions that you may have . Hello Parents,
Happy Friday!!! I hope that you have had a great week. It has been a super busy week in our classroom. My heart has been so full and happy this week because my students are back in the classroom . Reminders :
Math In math we will begin our new measurement unit. Students need to know the following vocabulary words to compare items: This week we will focus on length. Weight-heavy and light Length- long and short Height- Tall and short Capacity- holds more and holds less Students will practice measuring using nonstandard items (pennies, cubes, paper clips, etc.). Students will also get to do a fun Valentine’s Day measurement activity measuring the length of objects using candy hearts. Here are the standards for our measurement unit: MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!” MGSEK.MD.2 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. MGSEK.MD.3 Classify objects into given categories; count the numbers in each category and sort the categories by count. (Limit category counts to less than or equal to 10) Even though we are starting a new unit it is important for students to continue practicing counting to 100 by 1’s and 10’s every night and practicing writing their numbers. The sorting, counting, and ordering groups standard is in this unit as well. What you can do at home: Have students sort silverware, coins, beads, etc. by color, shape or size. Students can then count how many are in each group and put the groups in order from least to greatest amount or greatest to least amount. Here is a fun website to practice this standard: http://www.abcya.com/counting_sorting_comparing.htm Writing
Social Studies Transdisciplinary theme: An interaction between the natural world (physical and biological) and human societies. Central Idea: Senses help us investigate our world. Lines of Inquiry: The way things move and the reasons why (form/reflection) The effects of gravity (reflection) Patterns and how they affect construction (causation) Using the senses to describe and group objects by observable properties (causation) Earth’s materials and natural resources (form) Key Concepts: Reflection, Form, Causation Related Concepts: Evidence, Reason, Operations, Impact Learner Profile: Risk Taker, Inquirers, Knowledgeable Attitudes: Curiosity, Cooperation Transdisciplinary Skills: Thinking: evaluation, application, analysis Social: cooperation, group decision making Communication: all Self-Management: fine motor skills, safety, gross motor Research: observing, planning, presenting In Phonics- We will be working on review of all blends digraphs and letter sounds . I hope that all of you have a great weekend .As always , please feel free to email me with any questions that you may have . Hello Parents,
I hope that you had a restful weekend .Below you will find reminders for next week. As well as information about what your child will be working on this week . I am looking forward to seeing my students!!! Reminders :
A peek into next week.. In Math, I will be pre-assessing your child for our next unit on measurement . You will find the standards below . MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count MGSEK.MD.2 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. MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!” MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) In reading, I will be assessing your child’s reading level. I will update you on your child’s reading progress after all the assessments are complete. I will also provide strategies to help with reading at home. In Phonics – We will be reviewing all of the letter sounds . As always please email me if you have any questions ! I look forward to a great rest of the school year!! Hi Parents ,
I am sure that your received the email from the county in regards to being remote next week . Below you will find the times that we will be on teams. The lesson plans reflect those times as well. In math this week, we will finish up our current unit on decomposing/place value/comparing numbers/coins. MGSEK.CC.1 Count to 100 by ones and by tens. MGSEK.CC.5 Count to answer “how many?” questions. MGSEK.CC.6 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. MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. MGSEK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8). MGSE1.NBT.7 Identify dimes and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will continue our new unit, “Bigger Books, Bigger Reading Muscles.” This week, students will study pattern breaks in books. They will review their super powers and remember to use them especially when they notice a pattern break in their books. When students are reading their books with their superpowers and have solved a tricky word, they will check that their attempt looks right by checking that the letters match, sounds right, and makes sense. When they get to the end of their books, they will use the pattern and the ending to think about what the whole book was about and share that with someone (or pet or stuffed animal). We will also warm up with an alphabet chart, practicing saying the sounds as soon as they see the letters. Then they will read a book, saying the initial sounds of words when they approach them. Students will use their knowledge of blends and digraphs to help them solve the words in their books. They can recognize blends and digraphs at the start of unknown words and get their mouths ready by saying the sound(s). In phonics, we will be discussing r blends and reviewing s and l blends. Examples of r blends include: br, cr, pr, dr, etc. For read aloud, we will be reading “The Napping House” and focusing on patterns in books. In writing, we will continue our narratives, or true stories. students will work with a partner, whether virtual or face to face, (teacher, parent, sibling, etc.) to reread their writing. They will use their tools, like their pencil to point to each word as they read. Then, their partner will help them fix things up using other tools, like the personal word wall for snap words. When working with partners, we will be focusing on stretching out words and getting more sounds in each. Partners can read each other’s work and stop at any words that are hard to read to fix them up. Students will look back over all of their writing and thinking about everything they have learned to make writing easy to read and work on improving their writing and revising their writing. When revising, they can add more to their story. They can add details to their pictures and words, going to back to words they had a hard time reading and re-spelling, etc. In social studies, we will continue our unit on maps and globes. This week, we will focus on map keys and using our cardinal directions to locate places on a map. Teams Meeting Times 8:15-8:45 Morning Meeting and Math 10:30-11:00- Shared Reading/Writing 12:00-12:10- Reading Mini Lesson 12:15-1:00- Reading Groups Reading Groups : Please see your child’s name below for their time Group 1: 12:15-12:30- Krishan, Jax, Max, Noah Group 2: 12:30-12:45- Leyla, Henry, Julia, Vanessa Group 3: 12:45-1:00 Emma, Oscar, Will, Mica, Eden The Specials Teams Links and Specials are below As always please feel free to email me if you have any questions . Hi Parents! I hope you all have a wonderful weekend! Here is what’s going on next week:
MGSEK.CC.1 Count to 100 by ones and by tens. MGSEK.CC.5 Count to answer “how many?” questions. MGSEK.CC.6 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. MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. MGSEK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8). MGSE1.NBT.7 Identify dimes and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will continue our new unit, “Bigger Books, Bigger Reading Muscles.” This week, students will study pattern breaks in books. They will review their super powers and remember to use them especially when they notice a pattern break in their books. When students are reading their books with their superpowers and have solved a tricky word, they will check that their attempt looks right by checking that the letters match, sounds right, and makes sense. When they get to the end of their books, they will use the pattern and the ending to think about what the whole book was about and share that with someone (or pet or stuffed animal). We will also warm up with an alphabet chart, practicing saying the sounds as soon as they see the letters. Then they will read a book, saying the initial sounds of words when they approach them. Students will use their knowledge of blends and digraphs to help them solve the words in their books. They can recognize blends and digraphs at the start of unknown words and get their mouths ready by saying the sound(s). In phonics, we will be discussing r blends and reviewing s and l blends. Examples of r blends include: br, cr, pr, dr, etc. For read aloud, we will be reading “The Napping House” and focusing on patterns in books. In writing, we will continue our narratives, or true stories. students will work with a partner, whether virtual or face to face, (teacher, parent, sibling, etc.) to reread their writing. They will use their tools, like their pencil to point to each word as they read. Then, their partner will help them fix things up using other tools, like the personal word wall for snap words. When working with partners, we will be focusing on stretching out words and getting more sounds in each. Partners can read each other’s work and stop at any words that are hard to read to fix them up. Students will look back over all of their writing and thinking about everything they have learned to make writing easy to read and work on improving their writing and revising their writing. When revising, they can add more to their story. They can add details to their pictures and words, going to back to words they had a hard time reading and re-spelling, etc. In social studies, we will continue our unit on maps and globes. This week, we will focus on map keys and using our cardinal directions to locate places on a map. |