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Hi Parents!
I hope you all have a nice weekend! Here is what’s going on next week:
In math, we will be reviewing all of our previous topics: shapes, measurement, counting, decomposing numbers, addition, and subtraction. In reading, we will begin reviewing all of our reading units from the year. Students will also get to choose books of their choice at their reading level to read during small groups. In phonics, we will review all of our digraphs, blends, spelling patterns, word families, etc. For read aloud, we will continue reading, “Ivy and Bean.” When we finish the first book, we will move on to the next in the series. In writing, we will review informational writing. Students can either teach someone how to do something or teach others about a topic of their choice that they know a lot about. In social studies, we will continue working on a kindergarten memory book for students to take home at the end of the year! As always, please let me know if you have any questions! Alexis
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Hi Parents!
I hope you all have a fantastic weekend! Here is what’s going on next week:
In math, I will be post assessing students on addition and subtraction. Students need to know how to add and subtract number sentences like 6-1 or 5+2. Students also need to be able to look at a graph and answer questions like how many more, how many total, which had the greatest, which had the least, etc. Students will also be given word problems where they need to write the correct number sentence and solve. Some of the given word problems will require having students write a number sentence with a missing addend and solving for the missing number. Students also need to be able to show how to make a teen number with a dime and some pennies. For instance, to make the number 15 would require a dime and 5 pennies. Students will also need to count to 100 by 1’s and 10’s. . Here are the standards for our unit: MGSEK.CC.1Count to 100 by ones and by tens. MGSEK.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.3Decompose 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.5Fluently add and subtract within 5. MGSEK.OA.4For 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.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4Organize, 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.7Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Accelerated students will continue working with the aspects of place value to “run a candy store.” Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. In reading, students will get the opportunity to read a book from their book bin to the class if they would like to. In phonics, we will review CVC words with short vowels, digraphs, magic e, l-blends, and r-blends. For read aloud, we will be reading, a fun chapter book called, “Ivy and Bean.” This book series has been popular with the kids my past years teaching. In writing, students will finish up their opinion writing post assessment and we will also review narrative writing. Students will be writing a true story about something that happened this school year. In social studies, we will start working on a kindergarten memory book for students to take home at the beginning of the year! As always, please let me know if you have any questions! Alexis Hi Parents!
I hope you all have fantastic weekend! Here is what’s going on next week:
Numbers to 10- https://www.youtube.com/watch?v=woqBQG7LG8s Alphabet- https://www.youtube.com/watch?v=5xuZxGirWQI
In math, we will continue with our addition and subtraction unit. We will continue practicing switching back and forth between addition and subtraction. This is something you can practice at home since it can be confusing. I have been reminding students to watch their signs and if they see a plus sign, we have 2 groups because 2 lines make up a + sign. If they see a minus sign, they will have one group and take away from that group since a minus sign only has one line. Students will make a kite with a number of their choice and come up with addition and subtraction number sentences that equal that number. We will also begin working on missing addends like 4+___=10. We will learn that we can count on from 4 to 10 to find the missing addend. We will talk about also finding a missing addend by using subtraction and solving 10-4. We will talk about other strategies like using the number line, objects, ten frames, etc. Even though we are working on subtraction, please make sure students are still reviewing addition key words and solving addition word problems and number sentences using the strategies we have learned. Students also need to be able to find all the number combinations that makes any number 10 or less. Students can also review subtraction word problems, number sentences, and key words. . Here are the standards for our unit: MGSEK.CC.1Count to 100 by ones and by tens. MGSEK.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.3Decompose 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.5Fluently add and subtract within 5. MGSEK.OA.4For 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.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4Organize, 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.7Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Accelerated students will take their post assessment on addition and subtraction and pre assessment on place value. Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, students will continue to read their nonfiction books. As they read, they’re encouraged to act out parts of their books to help them learn new information either by themselves or with a family member. Students will also read familiar poems and songs that they have been learning across the year. As they read, we will think about the meaning of the poem and how the characters are feeling. Then, they’ll reread the poem matching the meaning and characters’ feelings. In phonics, we will be learning about words ending in: -ink, -ank, -onk, -unk. For read aloud, we will be reading, “The Big Buck Adventure” and connect it to our social studies economics unit on needs and wants. We will also read poems from “The Frog Wore Red Suspenders,” “A Pizza the Size of the Sun,” and “Runny Babbit Returns.” In writing, we will finish up persuasive writing and move more into opinion writing. Students will be writing their opinion about the best pet, the best color, the best food, etc. Students will learn to state their opinion first by saying things like, “In my opinion,” “I think,” “I feel,” and “I believe.” Just like in our persuasive writing, students need to give reasons for their opinion. We will also work on a concluding sentence to sum up their opinion. In social studies, we will talk about saving and spending, earning money, and scarcity. We will do a fun jeopardy review game including what we are learning next week and goods, services, needs, and wants. As always, please let me know if you have any questions! Alexi Hi Parents!
I hope you all have fantastic weekend! Here is what’s going on next week:
Numbers to 10- https://www.youtube.com/watch?v=woqBQG7LG8s Alphabet- https://www.youtube.com/watch?v=5xuZxGirWQI
In math, we will continue with our addition and subtraction unit. We will continue with subtraction. We will talk about part part whole with subtraction: Whole-part=part. We will then work on addition and subtraction number sentences and word problems together with students focusing on the signs and key words to identify if they will be doing addition or subtraction. Mixing up addition and subtraction problems can be tricky for students so we will definitely focus on this. I have taught students that there are 2 lines that make up a plus sign so that reminds us that we will have 2 groups to add together. One line makes up a minus sign so we will have one group and take away from that group. Students will play “Flip and Find The Difference.” Students will work with a partner and turn over 2 cards. They will write the addition problem and subtraction problem, remembering that with subtraction the bigger number comes first, and find the sum and difference. Students will also work on an addition and subtraction word problem sort. We will read different word problems, listen for key words, and determine if we will be adding or subtracting and the solve the problem. Students will also have a formative assessment on subtraction. Students need to be able to use different strategies to solve subtraction number sentences and word problems. Students will also be given a whole and a part and they need to know to subtract the part from the whole to find the other part. Even though we are working on subtraction, please make sure students are still reviewing addition key words and solving addition word problems and number sentences using the strategies we have learned. Students also need to be able to find all the number combinations that makes any number 10 or less. Students can also review subtraction word problems, number sentences, and key words. . Here are the standards for our unit: MGSEK.CC.1Count to 100 by ones and by tens. MGSEK.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.3Decompose 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.5Fluently add and subtract within 5. MGSEK.OA.4For 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.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4Organize, 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.7Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Accelerated students will work on a data and graphing project. Students will come up with a question that they want to survey their classmates on and choose 4 different option choices. Students will go around and collect data into a tally chart and then transfer their data into a bar graph and picture graph. Students will also create questions about their graphs for a friend to solve. Students will also review missing addend word problems and solve using the opposite operation. Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, Today, students will continue reading nonfiction books, especially paying attention to content vocabulary words that go with the topic. We will work on collecting these vocabulary words on Post-its or paper. After reading, students can choose a book and teach a family member or stuffed animal about that topic using the words they collected. We will also practice having reading playdates using their books with a partner. When students read a first book and begin a second, they’ll focus on thinking about how the information across books is the same and how it’s different. In phonics, we will review the long I sound with ie, igh, and y. For read aloud, we will read, “Enemy Pie.” We will talk about what it means to be principled and we will focus on characters and how they change throughout the book as well as the setting, problem and solution, and connect this book to our own lives. In writing, we will continue our persuasive/opinion unit to make the world a better place. We have been thinking of problems we are seeing in our school (not picking up trash, running in the hall, talking in line, etc.) and in the community (littering, cutting down trees, etc.) and writing to solve these problems. We have been discussing who we should write these for and how we can get the word out like hanging up signs and putting our books in the library. Please see anchor charts below. In social studies, we will continue our current IB unit and focus on needs and wants. We will talk about how everyone’s needs and wants aren’t the same and that we can help others in our community with their needs and wants by volunteering time and donating food, clothing, supplies, etc. As always, please let me know if you have any questions! Alexis Hi Parents!
I hope you all have a wonderful spring break. Here is what’s going on when we return on the 12th:
In math, we will continue with our addition and subtraction unit. We will continue with subtraction. We will review what we learned about subtraction before break: the bigger number always goes first, the answer to a subtraction problem is called the difference, and we can use the addition strategies we learned with subtraction. I also gave students a way to help us figure out how many groups we should have when we are adding: I told them that there are two lines that make up a + sign and 1 line that makes up a – sign. The two lines in the plus sign remind us that we have 2 groups that we add together. The minus sign in subtraction reminds us that we have one group and we take away from it. We will then move into subtraction word problems and learn about subtraction key words. When students return to school they will get to continue practice subtraction playing subtraction go fish and subtraction connect 4. Even though we are working on subtraction, please make sure students are still reviewing addition key words and solving addition word problems and number sentences using the strategies we have learned. Students also need to be able to find all the number combinations that makes any number 10 or less. Students can also review subtraction word problems, number sentences, and key words. . Here are the standards for our unit: MGSEK.CC.1Count to 100 by ones and by tens. MGSEK.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.3Decompose 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.5Fluently add and subtract within 5. MGSEK.OA.4For 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.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4Organize, 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.7Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Accelerated students will work on even and odd. A number is even if it ends in 0,2,4,6, and 8. A number is odd if it ends in 1,3,5,7,9. An even number’s set of objects will always have a partner while an odd set of objects won’t have a partner. We will always be looking in the ones place to see what the number ends in to help us determine if it is odd or even. Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, students will explore the idea that reading is a lot like pretending; avid readers act out a story in their minds each time they read. As they read, they’ll especially focus on picturing what’s happening on each page. They might even use gestures to physically act out some parts of their books. The kids will continue to read their books and focus on reading extra carefully so that they can act out in more precise ways. They’ll do this by thinking about how the characters feel and what’s really happening in each part of the story. Towards the end of the week, students will be reading nonfiction books independently. As they read, they'll especially focus on reacting to information and then asking questions about what they are learning. In phonics, we will review the sounds that y makes and igh. For read aloud, we will read, “An Egg is Quiet” and connect this back to our last science unit on animals and habitats. In writing, we will continue our persuasive/opinion unit to make the world a better place. We have been thinking of problems we are seeing in our school (not picking up trash, running in the hall, talking in line, etc.) and in the community (littering, cutting down trees, etc.) and writing to solve these problems. We have been discussing who we should write these for and how we can get the word out like hanging up signs and putting our books in the library. Please see anchor charts below. In social studies, we will begin our unit on goods and services. We will discuss that goods are things people can hold and use while services are something provided by others. We will also review coins and how much each is worth because coins and money are used to purchase goods and service. We will also begin the discussion that we have to make choices since we can’t have everything we want. As always, please let me know if you have any questions! Alexis Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week:
In math, we will continue with our addition and subtraction unit. On Monday, students will have a formative assessment on addition. They need to know how to use all the strategies we have learned to solve addition number sentences and word problems. Students also need to be able to write a number sentence to match a given word problem and then solve. We will also begin subtraction. We will learn that the bigger number always comes first and that the answer to a subtraction problem is called the difference. We will review the strategies we talked about for addition and talk about how we can apply them to subtraction. For instance, counting back on the number line, when drawing a picture we will only have one group and cross out how many we are taking away, when using objects we will only have one group and take away how many we are subtracting, etc. Students will get to play subtraction tic tac toe and use decks of cards to flip cards over and find the difference. Please make sure students are still reviewing addition key words and solving addition word problems and number sentences using the strategies we have learned. Students also need to be able to find all the number combinations that makes any number 10 or less. . Here are the standards for our unit: MGSEK.CC.1Count to 100 by ones and by tens. MGSEK.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.3Decompose 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.5Fluently add and subtract within 5. MGSEK.OA.4For 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.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4Organize, 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.7Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Accelerated students will continue working on missing addends and writing a missing addend number sentence using a symbol for the missing addend like 7+___=12. We will also continue to practice showing our work by using the inverse operation of subtraction to help us find our answer. 12-7=5. We will also delve deeper into graphs and organizing and interpreting data. Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, students will think more carefully about how characters are feeling across their books. They’ll work to choose just-right feeling words like thrilled or disappointed. Students can use Post-its to mark places where characters have big feelings and then write those just-right feelings words on them. We will review all of our superpowers and students will make a chart of the superpowers they don’t use easily or often. Then they will start to read, practicing using the superpowers they identified. We will talk about fun things students can do after they finish a book. See anchor chart below: In phonics, we will review oi, oy, ow, and ou. For read aloud, we will read, “Rubia and the Three Osos” and compare and contrast this book to the original, “Goldilocks and the Three Bears.” In writing, we will continue our persuasive/opinion unit to make the world a better place. We have been thinking of problems we are seeing in our school (not picking up trash, running in the hall, talking in line, etc.) and in the community (littering, cutting down trees, etc.) and writing to solve these problems. We have been discussing who we should write these for and how we can get the word out like hanging up signs and putting our books in the library. Please see anchor charts below. In science, we will finish up our unit on plants, animals, and habitats. Students will be researching France’s plants and animals and illustrating/writing about what they learned. As always, please let me know if you have any questions! Alexis Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week:
In math, we will continue with our addition and subtraction unit. We will continue to review strategies that can help us solve number sentences and word problems such as ten frames, using objects and using a number line. We will continue to review all the key words that tell us we are working with addition like in all, altogether, combine, join, sum, etc. Monday through Wednesday, students will independently complete work on Seesaw during math groups after the whole group mini lesson online. When students return to school, we will use the book, “1001 Animals to Spot” for students to create their own addition word problems using the animals in the book. Please make sure students are continuing to practice counting to 100 every night as this is part of this unit. Please make sure students are fluent in making all the combinations to 10 like 0 and 10, 1 and 9, 2 and 8, etc. Students also need to be fluent in finding all the combinations in numbers less than 10. This would be something good to practice at home! You can also give students word problems and number sentences and have them choose a strategy of their choice to solve. . Here are the standards for our unit: MGSEK.CC.1Count to 100 by ones and by tens. MGSEK.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.3Decompose 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.5Fluently add and subtract within 5. MGSEK.OA.4For 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.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4Organize, 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.7Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Accelerated students will work on missing addends using the inverse operation and balancing equations to find missing addends. Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will start our unit on Avid Readers. Students will be invited to become avid readers by choosing a spot to read, making a stack of books, and reading a bunch of books because avid readers can’t stop reading. After choosing a spot and books, students might set a timer for 10-15 minutes of reading, though of course, as avid readers, they could choose to read for even longer! They will read independently and record their thinking leaving post-its or pieces of paper in spots that gave them a big reaction or important thoughts to share with a family member or reading partner later on. Students will also practice jotting down symbols on sticky notes or pieces of paper and leaving them at that spot in their book so they can remember it later when talking with their partners. In phonics, we will review vowel teams-ee, ea, ai, and ay and review that when two vowels go walking, the first one does the talking. For read aloud, we will read, “One Plastic Bag” to connect to our unit in science of reducing, reusing, and recycling materials to keep the environment clean. In writing, we will continue our persuasive/opinion unit. We will continue to generate more writing for important causes that we see all around us. We will practice making signs, posters, letters, songs, etc. We will practice rereading and fixing up our writing when something doesn’t look right, sound right, or make sense. We will review spelling strategies to give writers word power. We will also delve deeper into writing to spread the word about important problems. We can hang up posters in the bathroom if students are leaving their paper towels on the floor, write a letter to the principal for students who might be running in the hall, etc. In science, we will focus on plants and living vs. nonliving things. We will watch a few fun BrainPop Jr. videos and inquire about pictures by stating things we notice and wonder. As always, please let me know if you have any questions! Alexis Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week:
In math, we will continue with our addition and subtraction unit. Please make sure students are fluent in identifying the number when added to another number that makes 10. For instance, if I say 7, students would need to say 3 because 7+3=10. If I said 0, students would need to say 10 because 10+0=10.We will review the strategies of drawing pictures, using objects, and using our fingers. We will learn about the part-part-whole strategy and counting on strategy. We will also begin working on addition word problems and knowing all the key words that tell us we are working with addition such as: total, sum, plus, join, altogether, in all, combined, etc. Students will also be working on finding several combinations of numbers that equal any number less than 10. For instance in the number 6, all the combinations are 0+6, 1+5,2+4,3+3,4+2,5+1, and 6+0. We will be applying this knowledge to solve a word problem such as: There are 6 pieces of candy. How many ways can you split the candy into 2 groups. Students will also work with habitat mats and animals from that habitat. They will create their own word problems and show a matching picture with their habitat mat. . Here are the standards for our unit: MGSEK.CC.1Count to 100 by ones and by tens. MGSEK.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.3Decompose 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.5Fluently add and subtract within 5. MGSEK.OA.4For 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.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4Organize, 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.7Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Accelerated students will be working on different types of word problems: start unknown, change unknown, and total unknown. Students will work on writing a symbol for the unknown. We will use the CUBES strategy- Circle the numbers, Underline the key words, Box the key words, Evaluate, and Solve and Show your work. Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will practice reading different nonfiction books and talking about the nonfiction text features they include as well as discussing main idea and details. In phonics, we will do a review on l-blends such as bl, fl, sl and s blends like st, sw, sc, etc. For read aloud, we will read, “We are Extremely Very Good Recyclers” and connect this to conserving the environment and saving animal habitats. In writing, students will take their writing post assessment on How-To books. We will then begin our next unit on opinion writing! We will write to make the world a better place. We will think of problems we are seeing in our school (not picking up trash, running in the hall, talking in line, etc.) and in the community (littering, cutting down trees, etc.) and writing to solve these problems. We will discuss who we should write these for and how we can get the word out like hanging up signs and putting our books in the library. In science, we will continue talking about Jane Goodall and her conservation efforts as well as review habitats and animals. As always, please let me know if you have any questions! Alexis Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week:
In math, we will continue with our addition and subtraction unit. We will focus on the following strategies to help us solve addition problems: Drawing a picture, using our fingers, and using objects. We will review that the two numbers we add together are called addends and the total is called a sum. Students will also practice becoming fluent in making the sum of 10 in different ways: 8+2=10, 2+8=10, 3+7=10,7+3=10, etc. We will discuss that in addition, it doesn’t matter what addend comes first. We will still get the same answer. This is something good to work on at home. You can give students a number and have them tell you the number that makes 10. Students will play “Making 10 Go Fish” and “Break It” with snap cubes. Students will also get to create their very own “Making 10 Rainbow” that helps them learn the number pairs that make 10. . Here are the standards for our unit: MGSEK.CC.1Count to 100 by ones and by tens. MGSEK.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.3Decompose 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.5Fluently add and subtract within 5. MGSEK.OA.4For 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.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4Organize, 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.7Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Accelerated students will be working on fact families and addition error analysis. They will look at a word problem and the solution given, find the mistake, explain their reasoning, and solve the problem correctly. Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will continue our unit on nonfiction books. We will look closer as we read nonfiction books and talk about text features like a table of contents, glossary, labels, maps, and diagrams that help us learn more information when we are reading. We will also talk about reading different books on the same topic and discussing what we learned from each book. Did we learn any different information? Was some of the information the same? We will do this with our book talk power with partners. In phonics, we will be learning about the digraph “ph” and reviewing the following digraphs: ch, sh, th, wh, and qu. For read aloud, we will be reading two different versions of “The Princess and the Pea.” Students will get the opportunity to practice comparing and contrasting these books including the settings, characters, plot, and more. In writing, we will finish up our How-To Writing Unit. We will have a “celebration” in which students will be able to choose their favorite How-To book to read to the class. Students will also have a pre-assessment on our next unit which will be persuasive writing. In science, we will continue our unit on animals and habitats. Students will begin researching the animal of their choice. We will also discuss how parent and baby animals are the same and different and what parents do to protect their babies. We will also learn about Jane Goodall and her fight to keep chimpanzees and their habitats safe. We will connect this discussion to endangered and extinct animals. As always, please let me know if you have any questions! Alexis Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week: Next Week is exceptional children’s week which include theme days. Please see below: Monday, March 1st- Read Across Fulton Day We will celebrate our reading successes across Fulton County. On this day, students are invited to wear the colors red, white, or blue to celebrate reading across Fulton County. Chef Reggie will be serving breakfast for lunch. Students will participate in reading activities, have virtual guest readers, as well as diversity reader who will focus on one area of diversity through age-appropriate literature. Tuesday, March 2nd- Crazy Apparel Day Express yourself by wearing a crazy hat and or crazy socks! Wednesday, March 3rd- Healthy Choices Day We will focus on making healthy life choices. Healthy options will be available for both breakfast and lunch! Thursday, March 4th-Follow your Dream What career do you dream of having when you grow up? Dress for your future career! Friday, March 5th- Superhero Day Dress like your favorite superhero!
In math, I will continue assessing students on our pre assessment for addition and subtraction and post assess for our unit on measurement during small group time. For the measurement post assessment, students need to know how to order objects by length, use and understand the vocabulary below for each type of measurement, identify data in graphs and write the number of objects, sort, count, and order, know ten pennies equal a dime, and count to 80 by 1’s and 10’s. Length-long and short Height-tall and short Weight-heavy and light Capacity-holds more and holds less Size- big and small On Wednesday during our hooks and mini lessons, we will begin our next unit on addition and subtraction. We will focus on addition first. We will discuss that addition is when we put two numbers together (addends) to get a bigger number which is the sum. We will work on making different combinations that equal 10. Students will first use 2 different colors of cubes- blue and red, for example. Students will start with 0 blue cubes and 10 red cubes to represent 0+10=10. Then, 1 blue cube and 9 red cubes, 2 blue cubes and 8 red cubes……. All the way to 10 blue cubes and 0 red cubes. Students will need to fluently know the combinations that make 10 so this is something good to practice at home. We will also begin talking about the strategies we can use to help us solve addition problems. The first strategy we will cover next week is drawing pictures. You can give students an addition problem at home and have them draw pictures to find the sum. Here are the standards for our next unit: MGSEK.CC.1Count to 100 by ones and by tens.MGSEK.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.3Decompose 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.5Fluently add and subtract within 5. MGSEK.OA.4For 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.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4Organize, 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.7Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will discuss that readers can respond to the text by reading the words then using the pictures to learn even more information. They say things like, “The words say_____. I also see ______ in the picture and it makes me think__________. We will also go back and review some strategies we have used so far in this unit like thinking, “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, the stop again to think, “What is the WHOLE book mostly about?” We will discuss that when readers are learning about something, they read everything they can about the topic. They read many books about the topic of interest and then retell everything they learned. When we read more than one book about a topic, we can also compare and contrast the books and what information/nonfiction text features there are. In phonics, we will be reviewing “oo” as in tooth and “oo” as in foot. We will also review “magic e” words (words that have a vowel and an e at the end- the e is silent and the vowel says its name: like, mile, lane, tube, gate, etc. For read aloud, we will be reading “Caring for your Lion” and connect this to our how-to writing unit. Students will work on making text-to self connections. In writing, we will continue our "How-To" writing unit. Students will look back through their how-to books and find one about a topic that they especially love. Then, they’ll think if they can turn that book into a series by writing another how-to book that is related to their first. They might even start 2 or 3 more books to make their series. A series could have titles like the following: How to Play Baseball, How to Play Football, and How to Play Soccer. These are all in the same series because they are all about playing a sport. Students will also work on rereading and improving an introduction in an old how-to book, or by adding an introduction to all their how-to books. Students will switch back and forth between writing and reading as they use strategies like writing a letter for each sound, using spaces between words, putting a period at the end of every sentence, using capital letters, and making pictures that help with the words in order to make their writing as easy to read as possible. They will also write a dedication for at least one of their how-to books. They’ll think of who might read their book, whether it is someone who loves their topic or someone who doesn’t know much about it. In science, we will continue our unit on animals and habitats. We will learn about the arctic and ocean habitats and discuss extinct and endangered animals. With this, we will discuss the importance of saving habitats by reducing, reusing, recycling, and so much more! We will also begin talking about different ways we can research an animal such as using Kiddle, Safari Montage, BrainPop Jr., Mackinvia, and books! This will prepare us for our animal research that is coming up soon. As always, please let me know if you have any questions! Alexis |
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May 2021
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