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Hi Parents!
I hope you all had a wonderful weekend! Here is what is 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: has, her, him (and review previously taught sight words) 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 take 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. 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 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! Alexis Frank
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Hi Parents!
I hope you all had a wonderful weekend! Here is what is 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: put, day, did (and review previously taught sight words) 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, we will continue our shapes unit and review all of the 2d and 3d shape names and all of their sides, vertices, edges, and faces. Students will have a formative assessment this week and need to know the names of their 3d shapes as well as how many faces, edges, and vertices a cube, cone, cylinder, and sphere have. This week we will be 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 be 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. 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 on learning from a mentor how-to text. We will be using the book “My First Soccer Game” and notice how the author lists all the things the reader will need and puts the important words/parts in bold or all caps. See new 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 work on using our letter-sound knowledge to read unknown words. If there is a word we don’t know, we will practice saying the first sound in the word and determine a word that would make sense in that sentence. We will also work on looking at ending letters to help us with an unknown word. We will look for word endings such as -s, -ing, -ed, etc. We will also begin looking at blends and digraphs to help us read unknown words. Students will also preview a page before they read and identify known words (sight 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. 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 continue working on r-blends; words that begin with fr, gr, br, pr, cr, 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 social studies we will finish up our current IB unit. We will discuss everything a map needs- compass rose, title, and map key. We will practice reading some maps and students will finish creating their own map! 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 finish up 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 As always, please let me know if you have any questions! Alexis Frank Hi Parents!
I hope you all had a great weekend! Here's what is 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: some, ball, by (and review previously taught sight words) Word Family: -ug; rug, bug, dug, hug, etc. (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 begin discussing 3d shapes and their attributes- specifically cubes, cones, cylinders, and spheres. We will work on finding 3d shapes in our environment by going on a shape hunt. Students will also inquire about the number of sides, edges, and vertices each of the 3d shapes has. Students will also use 3d shape nets to make their own 3d shape and create a real world object out of it! 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 on drawing diagrams and pictures with labels that teach. 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 continue working with pattern power. Students will also continue working with sound power and using the first sound/letter to help them figure out word. We will also be learning to check our reading. We will ask: Does it look right? Does it sound right? Does it make sense? 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. 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 begin working on r-blends; words that begin with fr, gr, br, pr, cr, 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 social studies we will continue talking about maps and globes. We will discuss everything a map needs- compass rose, title, and map key. We will practice reading some maps and students will also begin to create their own map! 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 As always, please let me know if you have any questions! Alexis Frank 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 begin 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 begin our next 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. 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 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 As always, please let me know if you have any questions! Alexis Frank |
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May 2021
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