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Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week:
Length-long and short Height-tall and short Weight-heavy and light Capacity-holds more and holds less Size- big and small I will be teaching students hand motions to go with each type of measurement and vocabulary so be sure to ask them to show you! We will also practice measuring items using nonstandard units. For instance, we can measure the length of a pack of markers using cubes. We could measure the height of a chart with bears. We will be learning that when measuring, we start at one end and finish at the other end. There can be no gaps, no overlaps, and all objects need to be the exact same. We will also discuss the balance scale and how we can determine which objects are heavier and lighter. We will also practice measuring items and seeing how many bears they weigh by making the scale balanced. Counting to 80 is a part of this unit. Please make sure students are practicing counting by 1's and 10's. Accelerated students will begin working on graphing and interpreting graphs by answering questions. They will also begin learning about the parts of a clock like the minute and second hands, face, etc. We will also work on telling time to the hour. MGSEK.CC.1 Count to 100 by ones and by tens. 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. MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 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.7 Identify 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 be finishing up our "Bigger Books, Bigger Reading Muscles" unit. We will discuss extra strength reread power to make our books come to life. Students will reread their books thinking about what is happening. Students can act out favorite parts by themselves, with a partner over zoom, with a family member or with a stuffed animal. We will work on making our voices match the characters when we see dialogue and quotation marks. We will also talk about extra strength book talk power. Students will practice talking more about their books. They can talk about the characters, what they are doing, how they feel, and why they feel that way. At the end of the week we will read books on Epic and practice using all of our extra strength powers to read and understand our books. In phonics, we will be talking about vowel teams ee, ow, ou, oo as in book and oo as in zoo. For read aloud, we will be reading "The Invisible Boy" and connecting this with our learner profile of "caring" for the month. In writing, students will have their narrative writing post assessment on Monday and Tuesday. We will then begin our next writing unit: how-to books. We will first look at a published how to book to model for students. Students will come up with an idea of something that they know how to do (ride a bike, make slime, go down the slide, etc.), and then will write the steps, thinking about the book we read. We will work on numbering our steps and continue using transition words. As we have been doing, students will continue to plan their steps across pages, draw, and label. Since writers are readers, we will reread our how-to writing, thinking about anything that is not quite right and fixing it up. Then they’ll read their writing out loud to a partner, whether it is someone at home, a writing partner from class, or even a stuffed animal, thinking about if the steps are easy for the partner to follow. If not, they will try to fix it up to make it clearer. In science, we will think about eating popcorn and going camping and brainstorm what we can see, hear, taste, touch, and smell. We will also begin a rock investigation. February is black history month. We will be researching Hank Aaron! As always, please let me know if you have any questions! Alexis
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Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week:
MGSEK.CC.1 Count to 100 by ones and by tens. 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. MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 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.7 Identify 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 reading this week during small group, I will be assessing students on their reading levels. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, students will grow their sound power. They will practice looking all the way across words from beginning to end when they are decoding. As they read, when students come to an unknown word, they can work to use what they’ve learned about letters and sounds to work through the word to the best of their ability. Students will practice using their snap word power too this week. They will warm up by reading a list of previously studied words. Then, they will preview pages in a book, noticing all the words they already know in a snap. We will also practice solving words in books by using all of our reading super powers. After they work to figure out a word, their next job is to check it by asking themselves, “Did that make sense? Did that sound like a book? Did that look right all the way through the word? In phonics, we will be talking about consonant ending blends. Just like beginning blends and digraphs, knowing ending blends helps students decode words easier through the chunking strategy. Instead of sounding out each letter individually, they will be able to sound out groups of letters. The ending consonant blends we will talk about this week are: -nt, -ck, -mp, and -nd. For read aloud, we will read the story, “The Nuts Keep Rolling” and continue to discuss patterns. In writing, students will decide whether they want to revise or start a new piece, focusing specifically on the beginning part of their stories and making sure they are grabbing the reader’s attention. We will continue to review transition words and students will work with their writing partners, whether in person or virtually. One partner will read their piece aloud while the other listens carefully, noticing “Wow” and “Huh?” parts. Then the writers will fix up the piece to make it even better. After, they can switch and the other partner will read their writing. They’ll then continue to work on fixing up writing independently. Later in the week, students will pick one story that feels extra special to them to get ready to publish. They’ll read over it and think about whether or not they’ve told why the time was so special. If not, they’ll add more to make the piece really shine and will use all of their tools and strategies from the unit. In social studies, we will be finishing up our unit on maps and globes. Our next IB unit will be on senses! 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:
MGSEK.CC.1 Count to 100 by ones and by tens. MGSEK.CC.5 Count to answer “how many?” questions. 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. MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. 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). MGSE1.NBT.7 Identify dimes and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 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 new unit, “Bigger Books, Bigger Reading Muscles.” This week, students will study pattern breaks in books. They will review their super powers and remember to use them especially when they notice a pattern break in their books. When students are reading their books with their superpowers and have solved a tricky word, they will check that their attempt looks right by checking that the letters match, sounds right, and makes sense. When they get to the end of their books, they will use the pattern and the ending to think about what the whole book was about and share that with someone (or pet or stuffed animal). We will also warm up with an alphabet chart, practicing saying the sounds as soon as they see the letters. Then they will read a book, saying the initial sounds of words when they approach them. Students will use their knowledge of blends and digraphs to help them solve the words in their books. They can recognize blends and digraphs at the start of unknown words and get their mouths ready by saying the sound(s). In phonics, we will be discussing r blends and reviewing s and l blends. Examples of r blends include: br, cr, pr, dr, etc. For read aloud, we will be reading “The Napping House” and focusing on patterns in books. In writing, we will continue our narratives, or true stories. students will work with a partner, whether virtual or face to face, (teacher, parent, sibling, etc.) to reread their writing. They will use their tools, like their pencil to point to each word as they read. Then, their partner will help them fix things up using other tools, like the personal word wall for snap words. When working with partners, we will be focusing on stretching out words and getting more sounds in each. Partners can read each other’s work and stop at any words that are hard to read to fix them up. Students will look back over all of their writing and thinking about everything they have learned to make writing easy to read and work on improving their writing and revising their writing. When revising, they can add more to their story. They can add details to their pictures and words, going to back to words they had a hard time reading and re-spelling, etc. In social studies, we will continue our unit on maps and globes. This week, we will focus on map keys and using our cardinal directions to locate places on a map. As always, please let me know if you have any questions! Alexis |
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May 2021
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