Hi Parents!
I hope that all of you are doing well. As you know, school will be closed until further notice. I want you all to know that I am here to support you and your child’s learning . Each day I will be emailing you with lessons and attachments to work on daily. This is new for all of us so please bare with me. If for some reason I left something out, just let me know! The expectation is that your child is to work on assignments each day for a total of 60 minutes . I will be available via email from 9-1 but if you need me after that, please feel free to reach out! I am attaching a number of items to help guide your child’s learning . Seesaw- Some activities will be shared with students on seeaw. Attached are the classroom code directions that students will need to complete some of the activities. This code is different than the parent code you were given earlier in the year. Raz kids is another resource that students can use for a variety of literature at different levels. This was given out at the beginning of the year also but the directions are attached. If you need your child’s login information for classlink(to access iread/iready/seesaw/safari montage etc.) please email me and I will be happy to give it to you. Here are 2 videos to help you with seesaw in case you may need it: Post to see saw instruction video: https://youtu.be/E0izqoGzeaQ Complete assignment: https://youtu.be/MVjKsMkhqg0 I know that this transition is not easy and I want you to ensure you that I am here to support you and your child in anyway that I can . Have a great weekend!
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Math- We will finish up our measurement unit .
In writer’s workshop this week, “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 begin our next unit of Persuasive writing Learning from a mentor how to text
- During reading this week, we work on new 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! READING- We will continue to work on building their reading stamina as well as practice their reading strategies. In Science - Next week We will begin our 5th IB unit - Sharing the Planet The Transdisciplinary theme is :An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and relationships within and between them; access to equal opportunities; peace and conflict resolution. Central Idea :Action Affect our environment Lines of Inquiry : Recycling and replenishing Actions have consequences All living things change and grow over time Key Concepts: Valentines Day - please send in a decorated box for the Valentines Day exchange .
Kindness Week: HFE will be participating in the Great Kindness Challenge (GKC) the week of February 10th. The program is a proactive and positive bullying prevention initiative that improves school climate and increases student engagement. The GKC is one week devoted to performing as many acts of kindness as possible. Please make sure A Great Kindness Challenge checklist goes home with each student next Thursday (2/6). Parents are encouraged to have their child/children complete at least ten (10) acts of kindness on the checklist. Please use this week as an opportunity to reinforce kindness with your students in the classroom. No Place for Hate HFE is also in the process of becoming a No Place For Hate designated school. No Place For Hate is a self-directed program that helps schools improve and maintain school climate and combat bias/bullying, so that all students can thrive. As part of Kindness Week, the whole school will be signing a Resolution of Respect. We will have a large banner up in the hallway between the cafeteria and the gym. Please make sure each students in your class takes a moment to sign the banner. A container of markers will be placed on the table with the Eagle Point boxes. To close out Kindness Week, the students will be treated to an in-house field trip featuring Mr. Greg’s Musical Madness Fantastic Band. The performance will focus on being kind and anti-bullying. KINDNESS MATTERS at HFE! During math this week students will be post assessing on our shapes 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 be finishing up our “How to “ unit . We will take a post -assessment for this unit . 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 review all letter sounds and we will also practice “S” blends . https://www.youtube.com/watch?v=yQKwW2PVdCQ&list=PLfFQ41zfJvh_Fh6eK5ueawl6p9-StZj8M 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. Hi Parents!
Here is what is going on in class this week:
Continue with R blends- cr, dr, fr, gr, tr, pr, br (Review: -at, -ap, -am, -an, -ad, -ot, -og,-od,-ip, -ig,-it,-ug) What you can do at home: Write sight words on flashcards and have students identify them or make a memory game. Have students practice writing words with the word families and blends. In math, students will complete our their pre-assessment on our next math unit- measuring and analyzing data on graphs. When students are not pre-assessing with me, they will be working on sorting, counting, and ordering m and m’s, 2d/3d shape bingo, and filling in a 100’s chart to practice writing numbers to 100 and find a mystery picture! We will review place value and how to make 2 digit numbers with tens and ones. For instance, the number 23 has 2 tens and 3 ones and students will need to show this using base 10 blocks. We will also continue to review all of the 2d and 3d shape names and all of their sides, vertices, edges, and faces.. We will continue comparing 2d and 3d shapes like a square and a cube and a sphere and a circle. Students need to know how they are the same and different. For example a square and a cube are different because a square is 2d and a cube is 3d. They are the same because the cube has square faces. This is one of the more difficult standards so this is something you can definitely talk about at home. We will also continue looking at 2d and 3d shape cards. Students will be identifying the names- This can be tricky too since the 3d shapes look flat on paper. This is something to practice as well. Here are the standards for our new unit on measurement and data analysis: Describe and compare measurable attributes. 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. Measure lengths indirectly and by iterating length units. MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MGSE1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (Iteration) 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. Represent and interpret data. MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 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. ** **Assess writing and representing up to 100 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 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. Reason with shapes and their attributes. MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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.[1] 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. ** **Assess writing and representing up to 80 What you can do at home: Practice counting to 120 every night and practice writing numbers to 80. Practice using positional words, make 2d and 3d shapes out of objects around the house, go on a 2d and 3d shape hunt around the house or when you are out in the community and name shapes, discuss how many sides and vertices/angles 2d and 3d shapes have, compare and contrast 2d and 3d shapes, represent numbers such as 35 in base 10 or using pennies and dimes. - In writer’s workshop this week, we will continue unit on informational (how-to) writing . We are working on writing how-to books on things that we know about. If we write a book about something we don’t know how to do then the reader might have a hard time learning something new. This week we will focus adding warnings, suggestions, and tips as well as comparisons. Example- If students are writing about playing soccer, a tip could be “Make sure you don’t use your hands.” or “ Don’t forget to kick the ball with the inside of your foot.” A comparison would be something like “You can warm up by holding your feet up like a flamingo.” Again, we will be using the book “My First Soccer Game” and notice how the author includes tips, warnings, suggestions, and comparisons. See anchor chart below. We will continue to discuss that we need an introduction page to grab the reader’s attention, use transition words, use the word “you,” and write a conclusion page. We will learn about the importance of reading your how to book to someone and they follow the steps to see if it makes sense. We will learn about the following: 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. 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. 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 continue working on l-blends; words that begin with bl, cl, fl, pl, sl, etc. You can have students come up with words that begin with r blends and they can practice sounding them out and writing them. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In science, we will begin our new IB unit. We will begin this unit on talking about the 5 senses and the move into using our 5 senses to observe rocks and soil. Please continue to work with your child on learning their home address as this is a standard. -We 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. January Cookies for Character- I will be looking for students who demonstrate the learner profile of principled The Learner Profile is: principled As always, please let me know if you have any questions! Week of 1/13/20201/12/2020
0 COMMENTS 0 CommentsWeek of 1/6/191/5/2020 0 COMMENTS Hi Parents! I hope you all had a wonderful holiday season and relaxing break! I missed the kids and I’m excited to see them tomorrow! Here is what’s going on in class this week:
-Please make sure students are practicing sight words and word families daily. Feel free to move ahead using the sight word lists I sent home. Sight words: review all (and review previously taught sight words) Word Family: Review all (Review: -at, -ap, -am, -an, -ad, -ot, -og,-od,-ip, -ig,-it) What you can do at home: Write sight words on flashcards and have students identify them or make a memory game. Have students practice writing words with the word families we are learning. In math, we will continue our shapes unit and review everything we have learned about 2d shapes- they are flat, the names of each shape, how many sides and corners each shape has, defining and non-defining attributes (open vs. closed, size, color, orientation, number of sides/corners), etc. Students need to know all of this for their formative assessment on 2d shapes on Wednesday. This week students will work on making 2d shapes out of playdough and continuing to write their shape riddles from before break. We will also delve more into base 10. In order to make the number 28, students will need 2 tens and 8 ones. We will discuss the most efficient way of counting this- counting the tens and then counting the ones. Counting from tens to ones (ex. 10, 20, 21, 22, 23…) can be a difficult concept and something you can practice at home with dimes and pennies or your own base 10 rods and ones. Students will get to make their own base 10 snowflake and count how many tens and ones they used to make their snowflake. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 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. Reason with shapes and their attributes. MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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.[1] 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. ** **Assess writing and representing up to 80 What you can do at home: Practice counting to 120 every night and practice writing numbers to 80. Practice using positional words, make 2d and 3d shapes out of objects around the house, go on a 2d and 3d shape hunt around the house or when you are out in the community and name shapes, discuss how many sides and vertices/angles 2d and 3d shapes have, compare and contrast 2d and 3d shapes, represent numbers such as 35 in base 10 or using pennies and dimes. - In writer’s workshop this week, we will continue our unit on informational (how-to) writing and we will begin our first lesson. We will brainstorm different things we can write a “How To” book on- How to make a peanut butter and jelly sandwich, how to take a dog on a walk, how to wash your hands, etc. We will discuss that we need an introduction page to grab the readers attention, use transition words, use the word “you,” and write a conclusion page. We will learn about the importance of reading your how to book to someone and they follow the steps to see if it makes sense. We will learn about the following: 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 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. 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. -For phonics we will review all of our letters, digraphs, sounds, and syllables. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies we will begin talking about maps and globes. Students will inquire about what they notice on maps and globes. We will discuss that maps and globes show a view from above and talk about blue representing water and green representing land. We will read the book “Me on the Map” and students will complete their own “Me on the map” booklet. We will do a fun activity with Google Maps that students love! This is also a great time for you to work with your child on learning their home address as this is a standard. Students need to know their address, city, state, and country. Please see below. 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. SSKG3 State the street address, city, state, and country in which the student lives. -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 We are working on our second math unit - shapes! Students need to know about the following 2D Shapes by the end of the unit: squares, rectangles, circles, hexagons. They will also be learning additional shapes, such as rhombuses (not diamonds!), , pentagons, and octagons. We will also learn about 3D shapes: spheres, cones, cylinders, rectangular prisms, and cubes. Students will need to be able to describe these shapes by their attributes. For 2D shapes, these are: Sides - straight lines that make up the shape Corners/Vertices - where two sides come together For 3D shapes, these are: Faces - the flat surfaces of a shape Edges - The line formed where two faces come together Vertices - points on a shape Students also need to differentiate between 2D and 3D shapes. They should know that 2D shapes are FLAT and 3D shapes are SOLID - this is the exact wording that they will need to know to meet the standard. How you can help at home: Ask your student about the shapes they see in the world around them. Try going on a shape scavenger hunt at home! Challenge your student to draw a picture using only shapes Play this shapes game from Starfall Please also continue to practice counting and writing numbers with your student! These are crucial skills for later success in math! Picture Picture Standards: 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. Writing For our third unit, we are writing true story books that readers WANT to read! We are focusing on making our writing easy to read using writing conventions, using our available tools to make our writing better, and making our writing more fun for readers! We will also be working on How to books. These are teachable books that the kids will use transitional words (first ,next,then,last) for each page that they are working on . Examples of these books are " how to ride a bike", how to play soccer". Reading: We will continue to work on our Super Reader Unit . 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! 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! 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! Happy Friday!! Here are the updates for the week!
Conferences: October 11th,2018 This Monday, kindergarten will have a special visitor- A police man will be coming to visit and share what he does to help the community . In Math this week: As our inquiry into math comes to a close we will begin our next math unit of the year which will be comparing numbers, Students will be working with numbers 11-19 to gain foundations for place value. They will work to understand the relationship between numbers and quantities, delving into composing and decomposing teen numbers into tens and some further ones. Students will count to answer “how many?” questions. In Writing : Your child will be completing the post-assessment of our writing unit. We will review “When we are done we have just begun” and how to write a TRUE story before they begin. We will begin our new inquiry into writing unit in which student's will get to draw and write about object that are important to them Students will work on adding labels and details .An exciting part of this unit will be choosing “bookstore ready” writing and publish them . In reading: We will continue to build your child’s reading stamina. We will also be working on blending words, using word families (at, ug,og, etc) . Please encourage your child to read daily and encourage them to use their reading strategies. we will continue to make our way through the “Units of Study” curriculum. This unit is divided into three bends or sections throughout our time of study. Throughout Bend I, the kids will learn that readers reread and look closely at books they know well to make their reading sound like a story. In Bend II, the kids will learn that readers reread and write words to look closely and notice more in the story, and in Bend III, the kids will learn that readers invent fun things to do with books they know really well and have studied closely. We will also be continuing our phonics lessons, read-aloud, and shared text that teachers will read every day. Students will be working to answer comprehension questions to better understand what they have read. In Social Studies: We will wrap up our unit “ Who we are” and your child will share their 3-D community helper project . Have fun working with your child on the project . Soon we will start our second IB unit “How We Express Ourselves.” We are discussing symbols and how they represent information, beliefs, and values. We will be studying the presence of symbols in our community, country, and world. Students will become thinkers/inquirers and gain positive character traits that shape them as individuals. Transdisciplinary theme: How We Express Ourselves Central Idea: Symbols are used to represent information, beliefs, and values of a culture. Lines of Inquiry: Symbols and people that represent our country and our community (perspective) Symbols and people that represent countries around the world (perspective) How positive character traits can shape an individual (reflection/responsibility) Related Concepts: Beliefs, Interpretations, Values Transdisciplinary skills: Thanking Skills, Communication, Social Skills Learner Profile: Inquirer/Thinker Key Concepts: perspective, connection, responsibility Attitudes: appreciation, creativity, respect |
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