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Hi Parents,
I hope you are having a great weekend! Here is what is going on in class this week:
-Please make sure students are practicing sight words and word families daily Sight words: not, mom, out (and review previously taught sight words) Digraph: Wh (Review: -at, -ap,-ag, -am, -an, -ad, -ot, -og, -op, -od, -ig,-ip,-it,-ug, ch, sh, th ) 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. -During math this week, we will do a fun Dr. Seuss exemplar (higher order thinking word problem) and do some “One Fish, Two Fish” sorting, counting, ordering, and graphing with goldfish. We will continue our unit on measurement and will review length, height, weight, size and capacity. Students will take their formative assessment for measurement this week also. For this measurement unit, there are specific vocabulary words for each type of measurement that students need to know: Length- longer and shorter Height- taller and shorter Size- bigger and smaller Weight- heavier and lighter Capacity- holds more and holds less What you can do at home: Have students compare different objects around the house using the vocabulary we are focusing on for the week. Here are the standards for our measurement unit: -MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!” -MGSEK.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter -MGSEK.MD.3 Classify objects into given categories; count the numbers in each category and sort the categories by count. (Limit category counts to less than or equal to 10) Even though we are starting a new unit it is important for students to continue practicing counting to 100 by 1’s and 10’s every night and practicing writing their numbers. The sorting, counting, and ordering groups standard is in this unit as well. What you can do at home: Have students sort silverware, coins, beads, etc. by color, shape or size. Students can then count how many are in each group and put the groups in order from least to greatest amount or greatest to least amount. Here is a fun website to practice this standard: http://www.abcya.com/counting_sorting_comparing.htm -In writer’s workshop this week we will continue our How- To unit. We will write a book as a class about having a fire drill. We will plan the book across our fingers, touching and telling about what we will be writing about. We will check to make sure our writing makes sense by rereading to a partner or ourselves and make sure it is easy to follow the steps. We will also work on our pictures and adding diagrams with labels. For example, if a student is writing how to make a peanut butter and jelly sandwich, they could have a diagram of a piece of bread with labels of all the parts of the bread on that page. We will continue to use the following chart: How-to writing:
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 our unit on non-fiction books. We will act like teachers and retell our books to our partners. We will say things like “This book was mostly about _______” and “One example is_________.” We will also discuss the endings that nonfiction books have and that some nonfiction books just end without an ending. When we come across a book like that, we can practice creating our very own ending page for the book. When we practice writing these endings, we will make sure it sums up the main idea of our book. Students will work on building their reading stamina independently and work on IRead. What you can do at home: Continue practicing blends and digraphs and reading every night! During reading groups, we will be reading instructional level texts and using strategies to help us decode words. We will work on fluency and summarizing. Here are the strategies we are using: Hint: You can copy and paste this into a word document, make it bigger, and print it out for students to use at home. We will also be working on comprehension: Here are some sample questions you can ask your child at home when reading: What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -For phonics we will review letters c, o, a, d, g, m, l, h, t, i, j, k, p, digraph ch, u, b, r, f, n, e, s, w, digraph sh and th. This week will focus on the digraph wh. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -This week in science students will continue talking about gravity and motion. For our IB unit summative, students will create a parachute. They will have a variety of materials to choose from to create their parachute and then test how well it works. If their parachute didn’t work, students will have the option to then re-test using different materials. Here are our standards for gravity: SKP3. Students will observe and communicate effects of gravity on objects. a. Recognize that some things, such as airplanes and birds, are in the sky, but return to earth. b. Recognize that the sun, moon, and stars are in the sky, but don’t come down. c. Explain why a book does not fall down if it is placed on a table, but will fall down if it is dropped. -We will finish up 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. February Cookies for Character- I will be looking for students who demonstrate the learner profile of caring. The Learner Profile is: caring The Attitudes are: empathy As always, please let me know if you have any questions! Alexis Frank
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Hi Parents,
I hope you are having a nice long weekend! Here is what is going on in class this week:
-Please make sure students are practicing sight words and word families daily Sight words: review all (and review previously taught sight words) Digraph: review all (Review: -at, -ap,-ag, -am, -an, -ad, -ot, -og, -op, -od, -ig,-ip,-it,-ug, ch, sh, th ) 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. -During math this week we will be working on measurement. We will review length, height and weight and begin discussing size and capacity. For this measurement unit, there are specific vocabulary words for each type of measurement that students need to know: Length- longer and shorter Height- taller and shorter Size- bigger and smaller Weight- heavier and lighter Capacity- holds more and holds less What you can do at home: Have students compare different objects around the house using the vocabulary we are focusing on for the week. Here are the standards for our measurement unit: -MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!” -MGSEK.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter -MGSEK.MD.3 Classify objects into given categories; count the numbers in each category and sort the categories by count. (Limit category counts to less than or equal to 10) Even though we are starting a new unit it is important for students to continue practicing counting to 100 by 1’s and 10’s every night and practicing writing their numbers. The sorting, counting, and ordering groups standard is in this unit as well. What you can do at home: Have students sort silverware, coins, beads, etc. by color, shape or size. Students can then count how many are in each group and put the groups in order from least to greatest amount or greatest to least amount. Here is a fun website to practice this standard: http://www.abcya.com/counting_sorting_comparing.htm -In writer’s workshop this week, students will take their pre assessment on informational (how-to) writing and we will begin our first lesson. We will review that we need an introduction page, use transition words, use the word “you,” and write a conclusion page. We will also review the following: How-to writing:
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 unit on non-fiction books. We will talk about how reading non-fiction books isn’t much different than reading old favorite storybooks and that we can still use all of our super powers. I will teach students that we can study the topics of our books by wondering and asking questions such as: "I wonder why....." Or "Where does …" or "What is this …?" We will work on studying the pictures and photographs of these books to get more information. Students will work on building their reading stamina independently and work on IRead. What you can do at home: Continue practicing blends and digraphs and reading every night! During reading groups, we will be reading instructional level texts and using strategies to help us decode words. We will work on fluency and summarizing. Here are the strategies we are using: Hint: You can copy and paste this into a word document, make it bigger, and print it out for students to use at home. We will also be working on comprehension: Here are some sample questions you can ask your child at home when reading: What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -For phonics we will review letters c, o, a, d, g, m, l, h, t, i, j, k, p, digraph ch, u, b, r, f, n, e, s, digraph sh and th. This week will focus on the letter w. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -This week in science students will finish up learning about rocks, talk about soil, and begin learning about gravity. We will be discussing how gravity works and that it is a force that pulls us towards the center of earth. Here are our standards for gravity: SKP3. Students will observe and communicate effects of gravity on objects. a. Recognize that some things, such as airplanes and birds, are in the sky, but return to earth. b. Recognize that the sun, moon, and stars are in the sky, but don’t come down. c. Explain why a book does not fall down if it is placed on a table, but will fall down if it is dropped. SKE2. Students will describe the physical attributes of rocks and soils. a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc. b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size. c. Recognize earth materials— soil, rocks, water, air, etc. -We will continue 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. February Cookies for Character- I will be looking for students who demonstrate the learner profile of caring. The Learner Profile is: caring The Attitudes are: empathy As always, please let me know if you have any questions! Alexis Frank Hi Parents,
I hope you all had a nice weekend. Here is what is going on in class this week:
-Please make sure students are practicing sight words and word families daily Sight words: jump, man, or (and review previously taught sight words) Digraph: th (Review: -at, -ap,-ag, -am, -an, -ad, -ot, -og, -op, -od, -ig,-ip,-it,-ug, ch, sh ) 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. -During math this week we will be working on measurement. We will review length and height and begin talking about weight. For this measurement unit, there are specific vocabulary words for each type of measurement that students need to know: Length- longer and shorter Height- taller and shorter Size- bigger and smaller Weight- heavier and lighter Capacity- holds more and holds less What you can do at home: Have students compare different objects around the house using the vocabulary we are focusing on for the week. Here are the standards for our measurement unit: -MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!” -MGSEK.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter -MGSEK.MD.3 Classify objects into given categories; count the numbers in each category and sort the categories by count. (Limit category counts to less than or equal to 10) Even though we are starting a new unit it is important for students to continue practicing counting to 100 by 1’s and 10’s every night and practicing writing their numbers. The sorting, counting, and ordering groups standard is in this unit as well. What you can do at home: Have students sort silverware, coins, beads, etc. by color, shape or size. Students can then count how many are in each group and put the groups in order from least to greatest amount or greatest to least amount. Here is a fun website to practice this standard: http://www.abcya.com/counting_sorting_comparing.htm -In writer’s workshop this week, students will take their post assessment on narrative writing. 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 have a reading celebration to celebrate our bigger reading muscles! Students will get the opportunity to read a book from their book bin to the class! Students will work on building their reading stamina independently and work on IRead. What you can do at home: Continue practicing blends and digraphs and reading every night! During reading groups, we will be reading instructional level texts and using strategies to help us decode words. We will work on fluency and summarizing. Here are the strategies we are using: Hint: You can copy and paste this into a word document, make it bigger, and print it out for students to use at home. We will also be working on comprehension: Here are some sample questions you can ask your child at home when reading: What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -For phonics we will review letters c, o, a, d, g, m, l, h, t, i, j, k, p, digraph ch, u, b, r, f, n, e, s, and digraph sh. This week will focus on digraph th. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -This week in science students will continue learning about rocks. Students will make “pet rocks” and will give information about their rock. SKE2. Students will describe the physical attributes of rocks and soils. a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc. b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size. c. Recognize earth materials— soil, rocks, water, air, etc. -We will continue 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. February Cookies for Character- I will be looking for students who demonstrate the learner profile of caring. The Learner Profile is: caring The Attitudes are: empathy As always, please let me know if you have any questions! Alexis Frank Hi Parents,
I hope you all had a nice weekend. Here is what is going on in class this week:
-Please make sure students are practicing sight words and word families daily Sight words: fun, eat, if (and review previously taught sight words) Digraph: Review ch and sh (Review: -at, -ap,-ag, -am, -an, -ad, -ot, -og, -op, -od, -ig,-ip,-it,-ug, ch, sh ) 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. -During math this week we will be working on measurement and continue talking about length and begin discussing height. For this measurement unit, there are specific vocabulary words for each type of measurement that students need to know: Length- longer and shorter Height- taller and shorter Size- bigger and smaller Weight- heavier and lighter Capacity- holds more and holds less What you can do at home: Have students compare different objects around the house using the vocabulary we are focusing on for the week. Here are the standards for our measurement unit: -MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!” -MGSEK.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter -MGSEK.MD.3 Classify objects into given categories; count the numbers in each category and sort the categories by count. (Limit category counts to less than or equal to 10) Even though we are starting a new unit it is important for students to continue practicing counting to 100 by 1’s and 10’s every night and practicing writing their numbers. The sorting, counting, and ordering groups standard is in this unit as well. What you can do at home: Have students sort silverware, coins, beads, etc. by color, shape or size. Students can then count how many are in each group and put the groups in order from least to greatest amount or greatest to least amount. Here is a fun website to practice this standard: http://www.abcya.com/counting_sorting_comparing.htm In writer’s workshop this week, we will finish up our narrative writing unit. Students will be working on getting their pieces ready for “publication.” Students will go back and edit/revise their books by making their writing easier to read, re-reading the pieces and making sure it looks right, sounds right, and makes sense, and making sure they have an introduction page, have included who, what, where, how they felt, and speech bubbles. Please see charts below: 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 wrapping up our “Bigger Books, Bigger Reading Muscles” unit. Our mini-lessons will consist of using all we know about stories to make predictions, use extra strength reading power to bring our books to life, and using extra strength book talk power. When we use extra strength reading power we will make our books come to life by rereading them and thinking about what's happening. On each page, we can think about what's going on and then read it in a voice that matches. We will build upon our previous book talk power by working with our partner and talking more about the book and the characters. We can talk about what the characters are doing or how they felt and why they feel that way. Students will work on building their reading stamina independently and work on IRead. What you can do at home: Continue practicing blends and digraphs and reading every night! During reading groups, we will be reading instructional level texts and using strategies to help us decode words. We will work on fluency and summarizing. Here are the strategies we are using: Hint: You can copy and paste this into a word document, make it bigger, and print it out for students to use at home. We will also be working on comprehension: Here are some sample questions you can ask your child at home when reading: What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -For phonics we will review letters c, o, a, d, g, m, l, h, t, i, j, k, p, digraph ch, u, b, r, f, n, e, and s. This week will focus on digraph Sh. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs We will continue our new science unit on the 5 senses: hearing, touching, seeing, smelling, and tasting. We will begin applying what we know about our senses by using certain senses to identify and describe rocks and soil. This week students will choose a rock and describe it’s color, texture, patterns, weight, size, etc. Here are our science standards: SKE2. Students will describe the physical attributes of rocks and soils. a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc. b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size. c. Recognize earth materials— soil, rocks, water, air, etc. -We will continue 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. February Cookies for Character- I will be looking for students who demonstrate the learner profile of caring. The Learner Profile is: caring The Attitudes are: empathy As always, please let me know if you have any questions! Alexis Frank |
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May 2021
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