Hi Parents!
I hope you are enjoying your weekend! Here is what is going on in class this week:
-In math we will continue our 2nd math unit on decomposing, composing, and comparing numbers. We will be discussing that numbers in the teens have 1 group of ten and some ones. For example in the number 15, there is one ten and five ones. We will work on showing this number in a ten frame and writing an equation to go with it. 10+5=15 and 15=10+5. Once students have mastered this we will talk about higher numbers like 32. In the number 32 there are 3 tens and 2 ones and we will show these in ten frames and write an equation to go with these higher numbers as well. We will also enrich this with using base ten blocks after students have delved more into ten frames. Work with numbers 11–19 to gain foundations for place value. 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) Know number names and the count sequence. 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). Count to tell the number of objects. MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Compare numbers. 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.[1] 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. 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. Writing numbers to 50. What you can do at home: Practice counting to 120 every night and practice writing numbers to 50. Discuss that a penny equals 1 cent and practice counting pennies with one to one correspondence. Discuss that a dime equals ten cents and that we can trade ten pennies for a dime. Practice counting dimes by 10’s. For a challenge, put dimes and pennies together and have students count. Find objects around the house and compare groups-which group has the greatest amount? Least amount? Do any groups have an equal amount? Practice decomposing numbers into tens and ones. - In writer’s workshop, we will continue our “Show and Tell’ unit by writing show and tell stories. We will continue to work on thinking of an idea, telling about all the parts, and beginning to write and draw all the parts. For example, if we are writing a show and tell book about the playground, the parts could be the monkey bars, the slide, and the tunnel. On the first page students would draw and write about the monkey bars, on the second page students would draw and write about the slide. The last page student would draw and write about the tunnel. To challenge students, I will have them begin working on an introduction page which grabs the readers attention and a conclusion page that sums everything up. An introduction page about the playground might say something like, “The playground at Heards Ferry is where students play at recess.” A conclusion page might say something like, “The playground is so much fun!” 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. - In reading, we will continue our 2nd reading unit of study. We will revisit previously read books such as “The Carrot Seed,” “Mrs. Wishy Washy,” and “The Three Billy Goats Gruff” and talk about how readers can see more and look even more closely at their books. We can label things such as feelings, what something looks like, and what things are happening on a sticky note and place it in the book. We will also discuss that when readers get together with their partners, they can read the labels that they write. Partners in reading workshop , just like in writing workshop, can help each other get more sounds in their words. When readers are reading by themselves, they often have thoughts like "Oh, this is so cool!” Or “Huh? I don't get this.” These are the exact kind of thoughts that readers share with their partners and we can use post-it notes to mark a part of the page that makes you think, ‘Oh this is cool!’ or ‘Huh? I don’t get this!’ and save it for partner time. What you can do at home: Have students choose a book and write labels on sticky notes for pictures in their books for how the characters are feeling, what something looks like, and what is happening, etc. 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 all previously taught letters and sounds and discuss the letter and sound of n and e. You can practice these letters and sounds at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, we will continue our unit on identifying and explaining the meaning of American symbols (statue of liberty, American flag, liberty bell, etc.) We will watch a fun Brain Pop Jr. video on American symbols to begin learning about them. You can watch Brain Pop Jr. at home when you log in through the classlink app. We will focus on the parts of the Statue of Liberty that represent different things (the torch, crown, and tablet). At home, you can discuss different symbols you see when you are out and what they mean. You can discuss how symbols show information and if symbols mean the same thing to everyone. Would people in other countries understand what these symbols mean? Why is it important to understand symbols? What positive character traits do you display? Why? -We will continue our 2nd IB unit. Transdisciplinary theme: Who We Are Central Idea: Symbols show information. Lines of Inquiry: Symbols and people that represent our country (perspective) Symbols and people that represent countries around the world (perspective) How positive character traits can shape an individual ( reflection/ responsibility) Key Concepts: Perspective, Reflection, Responsibility Related Concepts: Beliefs, Interpretation, Values Transdisciplinary skills: * Thinking Skills- Comprehension * Communication- Viewing. Students will have multiple opportunities to view symbols through different types of media and interpret the information they learned. * Social Skills- Cooperating. Students will have to work together to research one country and then to present together the information they learned to other kindergarten students. Attitudes: Creativity, Appreciation, respect Learner Profile: Thinker, open-minded, caring What you can do at home: Discuss the learner profile words of thinker, open-minded, and caring and the attitudes of creativity, appreciation, and respect and how students can display these in their community. October Cookies for Character- I will be looking for students who demonstrate the learner profile of thinker/inquirer. The Learner Profile is: Thinker/Inquirer As always, please let me know if you have any questions!
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Hi Parents!
I hope you are all having a wonderful weekend! Here is what is going on in class this week: Reading Logs are due on Monday. Please make sure students’ names are on their reading logs before being turned in. A new one will be sent home tomorrow. As a conclusion to Hispanic heritage month, we will be seeing a mariachi band Tuesday. Friday we will have a digital citizenship lesson with Ms. Severson. There is no school for students Thursday and Friday. Friday is conference day. Here is the most up to date list. If your name is not on here, we have scheduled a different day/time. -In math I will be pre-assessing students on our 2nd unit in math-comparing numbers. Please see the new standards below. Next week I will post assess students on our current math unit-counting. I have listed new activities for our 2nd math unit that you can work on at home too. Please see below. Work with numbers 11–19 to gain foundations for place value. 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) Know number names and the count sequence. 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). Count to tell the number of objects. MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) MGSEK.CC.5 Count to answer ‘how many?” questions. Count to answer “how many?” questions about as many as 20 things arranged in a variety of ways (a line, a rectangular array, or a circle), or as many as 10 things in a scattered configuration. Given a number from 1-20, count out that many objects. Identify and be able to count pennies within 20. (Use pennies as manipulatives in multiple mathematical contexts.) MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Compare numbers. 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.[1] 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. 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. Writing numbers to 50. What you can do at home: Practice counting to 120 every night and practice writing numbers to 50. Discuss that a penny equals 1 cent and practice counting pennies with one to one correspondence. Discuss that a dime equals ten cents and that we can trade ten pennies for a dime. Practice counting dimes by 10’s. For a challenge, put dimes and pennies together and have students count. Find objects around the house and compare groups-which group has the greatest amount? Least amount? Do any groups have an equal amount? Practice decomposing numbers into tens and ones. - In writer’s workshop, we will continue our “Show and Tell’ unit. We will take what we have learned from drawing pictures with details and labels to now writing a show and tell story. We will work on thinking of an idea, telling about all the parts, and beginning to write and draw all the parts. For example, if we are writing a show and tell book about the playground, the parts could be the monkey bars, the slide, and the tunnel. On the first page students would draw and write about the monkey bars, on the second page students would draw and write about the slide. The last page student would draw and write about the tunnel. To challenge students, I will have them begin working on an introduction page which grabs the readers attention and a conclusion page that sums everything up. An introduction page about the playground might say something like, “The playground at Heards Ferry is where students play at recess.” A conclusion page might say something like, “The playground is so much fun!” 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. - In reading, we will begin our 2nd reading unit of study. We will practice looking closely at familiar texts like Knuffle Bunny, Caps for Sale, and previous stories we have read. We will discuss that readers consider the feelings of the characters. They stop often and think about how characters say and do things in their books. These give readers clues to figure out how the characters feel. We will use how the characters are feeling to match our voices to those of the characters. We will discuss that readers can practice matching their voice to how the character feels by reading with a partner. They can take turns reading separate pages, or they can echo read (one student reads and then another student reads the same thing) to reread each page and make it better and better each time. 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. We will also be working on comprehension: Here are some sample questions: 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 all previously taught letters and sounds and discuss the letter and sound of b. B and d are two letters that students can easily get mixed up. Students can practice writing the letter b at home. Come up with words that begin with the letter b and have them sound it out and write the word. You can practice these letters and sounds at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, we will finish our first social studies unit. Students will have a community helper assessment, write about their community helper project they brought in on Friday, and reflect on this unit. Do they think they were a communicator or thinker? Students will draw a picture and write a sentence to match their picture. -We will finish up our first IB Unit: Transdisciplinary theme: Who We Are Central Idea: Roles and responsibilities help us make connections. Lines of Inquiry: Different roles in the community (function) Similarities and differences between communities (connection) My role as a citizen in a community (responsibility) Related Concepts: roles, citizenship, relationships Transdisciplinary skills: communication, social, self-management, research Learner Profile: Communicator, thinker Key Concepts: Function, connection, responsibility Attitudes: appreciation, respect, tolerance What you can do at home: Discuss the learner profile words of communicator and thinker and the attitudes of appreciation, respect, and tolerance and how students can display these in their community. October Cookies for Character- I will be looking for students who demonstrate the learner profile of thinker/inquirer. The Learner Profile is: Thinker/Inquirer As always, please let me know if you have any questions! |
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