i Parents,
I hope you all had a nice weekend. Here is what is going on in class this week:
-During math this week students will be post assessed on our comparing numbers/decomposing unit. We will begin our measurement unit and begin talking about length. 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. 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. In writer’s workshop this week, we will continue working on our narrative writing unit. We will apply what we know about what makes writing easy and hard to read and incorporate that into our writing. We will continue working on beginning with an introduction (one sunny morning, one rainy afternoon, one snowy night, etc.) and making sure we include who, what, where, how you felt, and speech bubbles. We will also continue to work on using transition words in our narrative writing and including a conclusion page-ex. I had so much fun going to the beach! Please see charts below: What you can do at home: have students practice sounding out words and writing down the sounds they hear on paper and draw pictures with details and label their pictures. You can also remind students that when writing, the first letter in a sentence is uppercase and the rest is lower case, there are finger spaces between words, and periods at the end of sentences. We will continue to work on this in class. - During reading this week, we will review how readers check their reading by asking, “Does it look right,” “Does it sound right?” and “Does it make sense?” Students will also practice using new kinds of picture power as books become harder. Students can’t just quickly check the picture to figure out the word. They have to use the whole picture to think about what they see and what’s happening. We will continue using our sight word, or “snap word” power also continue looking at blends and digraphs to help us read unknown words. What you can do at home: Give students words that begin with the blends or digraphs and have them sound out/write the words.Students will work on building their reading stamina independently and work on IRead. During reading groups, we will be reading instructional level texts and using strategies to help us decode words. We will work on fluency and summarizing. We will also be working on comprehension: Here are some sample questions you can ask your child at home when reading: What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -For phonics we will review letters c, o, a, d, g, m, l, h, t, i, j, k, p, digraph ch, u, b, r, f, n, and e. This week will focus on the letter s. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs We will begin our new science unit on the 5 senses: hearing, touching, seeing, smelling, and tasting. We will later apply what we know about our senses by using certain senses to identify and describe rocks and soil. Here are our science standards: SKE2. Students will describe the physical attributes of rocks and soils. a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc. b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size. c. Recognize earth materials— soil, rocks, water, air, etc. -We will begin our 4th IB unit. IB Unit 4:How the World Works 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 What you can do at home: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day.
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Hi Parents,
I hope you all had a nice weekend. Here is what is going on in class this week:
-During math this week, we will focus on coins. We will focus on a penny equaling one cent and a dime equaling 10 cents. We will continue to work on trading ten pennies for a dime. Students will also work on counting out groups of pennies and finding how many groups of tens and ones are in that number. For example- If students count out 14 pennies, they will determine there is one group of ten and 4 ones. We will also practice rounding the number we count out and determine if it is closer to 10 or 20. 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 Here are our math standards for our comparing numbers and decomposing teen numbers unit: MGSEK.NBT.1Compose 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) MGSEK.CC.1 Count to 100 by ones and by tens. MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0- 20 (with 0 representing a count of no objects). 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. (Limit category counts to be less than or equal to 10) MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. 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. (Limit category counts to be less than or equal to 10) In writer’s workshop this week, we will continue working on our narrative writing unit. We will apply what we know about what makes writing easy and hard to read and incorporate that into our writing. We will continue working on beginning with an introduction (one sunny morning, one rainy afternoon, one snowy night, etc.) and making sure we include who, what, where, how you felt, and speech bubbles. We will also continue to work on using transition words in our narrative writing and including a conclusion page-ex. I had so much fun going to the beach! Please see charts below: What you can do at home: have students practice sounding out words and writing down the sounds they hear on paper and draw pictures with details and label their pictures. You can also remind students that when writing, the first letter in a sentence is uppercase and the rest is lower case, there are finger spaces between words, and periods at the end of sentences. We will continue to work on this in class. - During reading this week, we will continue working with pattern power. Students will also continue working with sound power and using the first sound/letter to help them figure out word. We will also be learning to check our reading. We will ask: Does it look right? Does it sound right? Does it make sense? Students will work on building their reading stamina independently and work on IRead. During reading groups, we will be reading instructional level texts and using strategies to help us decode words. Here are the strategies we are using: Hint: You can copy and paste this into a word document, make it bigger, and print it out for students to use at home What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -For phonics we will review letters c, o, a, d, g, m, l, h, t, i, j, k, p, digraph ch, u, b, r, and f. This week will focus on the letter n. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs In social studies, we will continue talking about maps and globes. We will be talking about cardinal directions, a map key, and symbols on a map. We will focus on these standards: SSKG2 Explain that a map is a drawing of a place and a globe is a model of Earth. a. Differentiate land and water features on simple maps and globes. b. Explain that maps and globes show a view from above. c. Explain that maps and globes show features in a smaller size. We will delve into our study of maps. Students will be inquiring about maps and what we can find on them: titles, symbols, map key/legend, and compass rose. We will practice creating a map of our classroom together and inquire about maps from various places (camp ground, zoo, etc.) Students will practice drawing a map of our classroom this week. -We will continue our 3rd IB unit. Transdisciplinary theme: Where we are in place and time Central Idea: Discoveries are made through exploration. Lines of Inquiry: * Patterns around the world (day/night chronological vocabulary ) (change) *Explorations of journeys and personal history. (perspective) * Tools we use to determine location and understanding our relation to it. (connection) * Traditions and holidays around the world (connection, perspective) Key Concepts: Perspective, Change, Connection Related Concepts: Cycles, Subjective, Relationships, Systems Transdisciplinary skills: * Thinking: analysis, dialectical thought, synthesis * Social: cooperation, adopting a variety of group roles * Communication: all * Self-Management: spatial awareness, organization, time management * Research: formulating questions, planning, recording data, presenting research data Attitudes: curiosity, commitment Learner Profile: Communicator, Open-minded, Inquirer What you can do at home: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day. January Cookies for Character- I will be looking for students who demonstrate the learner profile of principled. The Learner Profile is: principled The Attitudes are: commitment and integrity As always, please let me know if you have any questions! Hi Parents,
I hope you all had a wonderful break! I’ve missed the kiddos and am looking forward to seeing them tomorrow! I also wanted to thank you for the class holiday gift! I greatly appreciate it!
We will be reviewing our topics of study this week. -During math this week, we will review comparing numbers using the greater than (>), less than(<), and equal (=) signs and practice drawing “the alligator” eating the bigger number. If you have a deck of cards at home, you can have students turn over two cards and write the correct symbol in the middle. Students will review decomposing numbers between 11-19, show those numbers in a ten frame, write an equation, and explain how many tens and ones are in those numbers. For instance, in the number 15, there is one ten and 5 ones and the equation would be 10+5=15 or 15=10+5. For the number 12, there is one 10 and 2 ones and the equation would be 10+2=12 or 12=10+2. When students master this, they can work on numbers in the 20’s. For example, the different number sentences for 23 would be 10+10+3=23, 23=10+10+3, 20+3=23, and 23=20+3. We will also review that a penny equals one cent and a dime equals ten cents and that we can trade ten pennies for a dime. Students will work on exemplars, or higher order thinking word problems to review this. We will focus on these coins more in depth beginning next week. At home, you can have students practice making amounts or counting out different amounts using pennies and dimes. 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 Here are our math standards for our comparing numbers and decomposing teen numbers unit: MGSEK.NBT.1Compose 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) MGSEK.CC.1 Count to 100 by ones and by tens. MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0- 20 (with 0 representing a count of no objects). 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. (Limit category counts to be less than or equal to 10) MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. 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. (Limit category counts to be less than or equal to 10) -In writer’s workshop this week, we will continue working on our narrative writing unit. We will apply what we know about what makes writing easy and hard to read and incorporate that into our writing. We will continue working on beginning with an introduction (one sunny morning, one rainy afternoon, one snowy night, etc.) and making sure we include who, what, where, how you felt, and speech bubbles. We will also continue to work on using transition words in our narrative writing and including a conclusion page-ex. I had so much fun going to the beach! Please see charts below: What you can do at home: have students practice sounding out words and writing down the sounds they hear on paper and draw pictures with details and label their pictures. You can also remind students that when writing, the first letter in a sentence is uppercase and the rest is lower case, there are finger spaces between words, and periods at the end of sentences. We will continue to work on this in class. - During reading this week, we will review where we left off in our Reading Units of Study unit- “Bigger Books, Bigger Reading Muscles.” We will build upon our “super powers” unit and add “Pattern Power” to our anchor chart. We will discuss how some books have a pattern on every page but some words change For example: I like to eat. I like to jump. I like to play. The words “I like to” are the pattern on every page and the last word is what changes. See chart below. Students will work on building their reading stamina independently and work on IRead. During reading groups, we will be reading instructional level texts and using strategies to help us decode words. Here are the strategies we are using: Hint: You can copy and paste this into a word document, make it bigger, and print it out for students to use at home. What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -For phonics we will review letters c, o, a, d, g, m, l, h, t, i, j, k, p, digraph ch, u, b, and r. This week will focus on the letter f. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, we will continue talking about maps and globes. We will be talking about cardinal directions, a map key, and symbols on a map. We will focus on these standards: SSKG2 Explain that a map is a drawing of a place and a globe is a model of Earth. a. Differentiate land and water features on simple maps and globes. b. Explain that maps and globes show a view from above. c. Explain that maps and globes show features in a smaller size. We will delve into our study of maps. Students will be inquiring about maps and what we can find on them: titles, symbols, map key/legend, and compass rose. We will practice creating a map of our classroom together and inquire about maps from various places (camp ground, zoo, etc.) At home, students can practice creating a map of a place they know well such as their bedroom, kitchen, or a playground and practice drawing this as a view from above. They can include a title, a map key, and a compass rose. -We will continue our 3rd IB unit. Transdisciplinary theme: Where we are in place and time Central Idea: Discoveries are made through exploration. Lines of Inquiry: * Patterns around the world (day/night chronological vocabulary ) (change) *Explorations of journeys and personal history. (perspective) * Tools we use to determine location and understanding our relation to it. (connection) * Traditions and holidays around the world (connection, perspective) Key Concepts: Perspective, Change, Connection Related Concepts: Cycles, Subjective, Relationships, Systems Transdisciplinary skills: * Thinking: analysis, dialectical thought, synthesis * Social: cooperation, adopting a variety of group roles * Communication: all * Self-Management: spatial awareness, organization, time management * Research: formulating questions, planning, recording data, presenting research data Attitudes: curiosity, commitment Learner Profile: Communicator, Open-minded, Inquirer What you can do at home: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day. January Cookies for Character- I will be looking for students who demonstrate the learner profile of principled. The Learner Profile is: principled The Attitudes are: commitment and integrity As always, please let me know if you have any questions! |
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