During math this week, we will continue our unit on addition and subtraction with our focus on subtraction. We will discuss subtraction being the opposite of addition and that we always put the bigger number first, use a minus sign, and that the answer to a subtraction problem is called the difference. We will also begin looking at subtraction key words and strategies we can use to solve subtraction problems such as the number line, using objects, drawing pictures, using our fingers, etc. As a side note, when we begin talking about subtraction, it can sometimes be a little tricky for students since we were previously talking about addition.
What you can do at home: Practice subtraction problems using different strategies. 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 be begin to work on opinion writing . 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 to work on our new unit on becoming avid readers. We will discuss that avid readers are readers who hate to put their books down and love to read everywhere! . -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, v, z, digraphs ch, sh, and wh. This week will focus on "l" blends . 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 talk about the three "R"'s ( reduce,reuse,recycle) .We will also continue to work on our up-cycling project 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. April Cookies for Character- I will be looking for students who demonstrate the learner profile of knowledgeable The Learner Profile is: knowledgeable The Attitudes are: curiosity As always, please let me know if you have any questions!
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Hi Parents,
I hope you had a wonderful spring break. There is a lot of important information below! Here is what is going on this week:
-During math this week, we will continue our unit on addition and subtraction with our focus on subtraction. We will discuss subtraction being the opposite of addition and that we always put the bigger number first, use a minus sign, and that the answer to a subtraction problem is called the difference. We will also begin looking at subtraction key words and strategies we can use to solve subtraction problems such as the number line, using objects, drawing pictures, using our fingers, etc. As a side note, when we begin talking about subtraction, it can sometimes be a little tricky for students since we were previously talking about addition. What you can do at home: Practice subtraction problems using different strategies. 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 finish up our “How-To” books unit. Students will choose a book they want to edit and get ready to “publish.” Students will take their informational post assessment at the end of the week. 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 begin our new unit on becoming avid readers. We will discuss that avid readers are readers who hate to put their books down and love to read everywhere! We will revisit a previously read story called “The Carrot Seed” and we will imagine what it would be like to be the character. When things are really rough for characters, readers feel what they feel. We will discuss how the boys feelings changed throughout the story. I will also be teaching students to add sticky notes with a happy face or sad face as we are reading to help us remember how the characters are feeling when we go back and talk about what we have read. -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, v, z, digraphs ch, sh, and wh. This week will focus on the digraph th. 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 talk about Jane Goodall and how she is an advocate for animals and their habitats. We will discuss how we are similar and different to others. Students will create their final project from their animal research project. What you can do at home: Have your child choose a topic that interests them and use kiddle to find new information: https://www.kiddle.co/ 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. April Cookies for Character- I will be looking for students who demonstrate the learner profile of knowledgeable The Learner Profile is: knowledgeable The Attitudes are: curiosity As always, please let me know if you have any questions! |
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April 2020
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