Below are the new units that we will be moving onto
In math this week: We will be pre-assessing your child on the new shapes unit and we wrapped up our decomposing numbers unit . We will continue to work on skills necessary for counting as that is ongoing. During our mini lessons, we will begin identifying and describing how many sides and corners these 2d shapes have- square, rectangle, triangle, circle, rhombus (diamond), trapezoid, pentagon, and hexagon. At home, you can go on a 2d shape hunt around the house and community! Discuss with students how many sides and corners these shapes have. At home, please make sure students continue to practice counting to 120 by 1’s and 10’s every night and practicing writing their numbers 0-20. (Fun ways of writing numbers can be with chalk outside, in sand or shaving cream, on a whiteboard, etc.) Here are our math standards for our shapes unit: MGSEK.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. MGSEK.G.2. Correctly name shapes regardless of their orientations or overall size. MGSEK.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Analyze, compare, create, and compose shapes. MGSEK.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). MGSEK.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. MGSEK.G.6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” 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. During reading this week, students will continue to be assessed on their reading levels. We will also review our “Super Powers.” Students will work on building their reading stamina independently and work on IRead. During reading groups, we will be reading instructional level texts and updating their reading levels . 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. -In science, we start our new unit on the day and night sky. We will talk about the objects in the day and night sky and learn about attributes of the sun and the moon. We will discuss how the sky changes- sunrise, day sky, sunset, night sky. We will also talk about how the sun can help us as well as hurt us. In social studies, we will begin talking about maps and globes. 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. This week we will review Kwanzaa traditions and learn about Hanukkah and Diwali traditions. Next week we will learn about Christmas traditions. -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. 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. December Cookies for Character- I will be looking for students who demonstrate the learner profile of open-minded. The Learner Profile is: open-minded The Attitude is: tolerance As always, please let me know if you have any questions!
0 Comments
|
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
April 2020
Categories |