Hi Parents,
1. We will be taking our class picture this week .If you would like to purchase one , please send in the form by tomorrow -During math this week, we will continue on addition and subtraction. We will continue to focus on addition for the next few weeks. We will discuss various strategies to help your child when they are are working on addition story problems.Some examples of those strategies are ( drawing a picture, counting using manipulatives, number lines, etc. We will be working on the strategies throughout the week What you can do at home: Practice all the ways to make combinations of 10. When students master this they can work on combinations of 20. You may also practice by giving your child an addition story problem and have them use one their strategies and explain. Here are our addition and subtraction standards: MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1 , sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation. (drawings need not include an equation). MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. MGSEK.OA.5 Fluently add and subtract within 5. -In writer’s workshop this week, we will continue our “How-To” books. We are reviewing all the pages we need in a book and practice saying the pages we need across our fingers to help us remember the order of our pages and our transition words- Introduction page, First, Next, Finally, and conclusion page. We will continue to work on drawing up close diagrams and pictures so the reader can use the pictures to follow the steps. 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, I will continue to give students their reading level assessment. We will continue our unit on non-fiction books. I will teach students that readers can respond to the text by reading the words then using the pictures to learn even more information. We will practice saying things like, “The words say_____. I also see ______ in the picture and it makes me think ______. We will discuss that when readers read, they think, “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, they stop again to think, “What is the WHOLE book mostly about?” Readers do a lot of stopping and thinking all along the way to figure out what the book is mostly about. We will also learn that when readers find a topic they are interested in, they can read more than one book on that topic to learn as much new information as they can. 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. 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. 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, u, b, r, f, n, e, s, w, y, digraphs ch, sh, th, and wh. This week will focus on the letter X. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -This week in science we will continue discussing animals and their habitats. We will learn about the freshwater, arctic, and ocean habitats. We will continue discussing 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.). 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)
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Hi Parents,
Here is what is going on in class this week:
5. As a part of our last social studies standards, please have your child practice their street address, city, state, and country. 6. **As a reminder, please make sure students are reading every night and answering questions about what they are reading.** -During math this week, we will begin our unit on addition and subtraction. We will be focusing on addition for the next few weeks. We will discuss all the ways we can add two numbers together to make 10. For example: 0+10=10, 1+9=10, 2+8=10………8+2=10, 9+1=10, 10+0=10. We will practice using manipulatives to put two groups of numbers together and count how many we have in all. We will also begin discussing vocabulary words that tell us we will be adding two numbers together. What you can do at home: Practice all the ways to make combinations of 10. When students master this they can work on combinations of 20. Here are our addition and subtraction standards: MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1 , sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation. (drawings need not include an equation). MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. MGSEK.OA.5 Fluently add and subtract within 5. -In writer’s workshop this week, we will continue our “How-To” books. We are reviewing all the pages we need in a book and practice saying the pages we need across our fingers to help us remember the order of our pages and our transition words- Introduction page, First, Next, Finally, and conclusion page. We will continue to work on drawing up close diagrams and pictures so the reader can use the pictures to follow the steps. 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, I will give students their reading level assessment. We will continue our unit on non-fiction books. I will teach students that readers can respond to the text by reading the words then using the pictures to learn even more information. We will practice saying things like, “The words say_____. I also see ______ in the picture and it makes me think ______. We will discuss that when readers read, they think, “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, they stop again to think, “What is the WHOLE book mostly about?” Readers do a lot of stopping and thinking all along the way to figure out what the book is mostly about. We will also learn that when readers find a topic they are interested in, they can read more than one book on that topic to learn as much new information as they can. 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. 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, u, b, r, f, n, e, s, w, y, digraphs ch, sh, th, and wh. This week will focus on the letter v. -This week in science we will continue discussing animals and their habitats. We will learn about the freshwater, arctic, and ocean habitats. We will continue discussing 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.). 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) -We will continue our 5th IB unit: 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 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. March Cookies for Character- I will be looking for students who demonstrate the learner profile of Risk-taker. The Learner Profile is: Risk-taker The Attitudes are: confidence and creativity I hope you are having a great weekend! Here is what is going on in class this week:
-During math this week, we will take our post assessment on our measurement unit. Students need to know the following vocabulary: Length- longer and shorter Height- taller and shorter Size- bigger and smaller Weight- heavier and lighter Capacity- holds more and holds less Students will take their addition and subtraction pre assessment this week as well. Here are the standards for our next unit: MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1 , sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation. (drawings need not include an equation). MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. MGSEK.OA.5 Fluently add and subtract within 5. 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. -In writer’s workshop this week, we will continue our “How-To” books. We will discuss how much we have grown as writers since the beginning of the year and talk about goal setting. We are working on informational books that will be put on display on the writer’s gallery the week of March 18th. We are working on transitioning back to using the word “you” when writing a how to book so it can teach the reader. We will continue to work on drawing up close diagrams and pictures so the reader can use the pictures to follow the steps.We will be reading an informational book called “My First Soccer game.” We will use this book as a mentor text to help us write our own books. I will introduce the following chart: Learning from a mentor how to text
- During reading this week, we will continue our unit on non-fiction books. Instead of acting like teachers, students will pretend they are news reporters retelling their books this week! They will say things like 'Did you know...? Another interesting piece of information is... In this book it teaches you all about...' Since we are starting our new science unit on animals, we will study nonfiction books about animals. We will also be working on collecting “expert” words as we read. These words are important words on the topic that we might know or not know. If we don’t know these words, we will use different strategies to find the meaning. Students will work on building their reading stamina independently and work on IRead. What you can do at home: Continue practicing blends and digraphs and reading every night! 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. 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. -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, e, s, w, digraphs sh, th, and wh. This week will focus on the letter y. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -This week in science we will begin discussing animals and their habitats. We will also begin discussing 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) -We will begin our 5th IB unit: 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 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. March Cookies for Character- I will be looking for students who demonstrate the learner profile of Risk-taker. The Learner Profile is: Risk-taker The Attitudes are: confidence and creativity |
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