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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: sat, read, run (and review previously taught sight words) Final consonant blends (Review: -at, -ap, -am, -an, -ad, -ot, -og,-od,-ip, -ig,-it,-ug, r-blends, l-blends) 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 measurement unit and begin talking about size and review talking about length, height, weight, and capacity. I have taught students different hand motions to help them remember the vocabulary. This week students will work with a partner to create a poster to teach another student about a type of measurement of their choice. Students will also have a formative assessment at the end of the week. Students will need to know the vocabulary and how to measure the length and height of an item. (measure from one end to the other, no gaps, no overlaps, and all objects are the same.)You can ask them to show you to review this at home! 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: Please continue to have students count to 120 every night and practice writing their numbers to 100. Students can also review vocabulary words for each type of measurement by havin students compare different objects around the house using the vocabulary we are focusing on for the week. You can also have them measure objects around the house with pennies, utensils, straws, etc. 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 - In writer’s workshop this week, we will begin our next unit of persuasive/opinion writing. We will be writing to make the world a better place and to do that first we need to ask, “Where is there a problem?” After thinking of a problem, we think of ways to solve it. Then you write to make things better. We will discuss the importance of adding reasons to not do something to our piece to persuade the reader. We will talk about different ways to get our opinions across to others- a poster, letter, song, petition, etc. 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: Have students choose a non-fiction/learn about the world book and ask questions about what they wonder about. Students can also practice looking at the pictures and diagrams in the book and discuss what information they can learn from them. 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 talking about final consonant blends, or the last letters that are in a word. This week we will focus on the final blends of -nt, -lp, and -sp. -This week in science we will begin discussing animals and their habitats. We will also begin discussing the importance of keeping our environment healthy (recycling, picking up trash after ourselves, not cutting down trees, using only the paper what we need, etc.) so that animals have a safe and clean habitat to live in. Here are the standards for this science unit: SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes. a. Recognize the difference between living organisms and nonliving materials. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) c. Group plants according to their observable features such as appearance, size, etc. SKL2. Students will compare the similarities and differences in groups of organisms. a. Explain the similarities and differences in animals. (color, size, appearance, etc.) b. Explain the similarities and differences in plants. (color, size, appearance, etc.) c. Recognize the similarities and differences between a parent and a baby. d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.) e. Recognize that you are similar and different from other students. (senses, appearance) -We will begin our 5th IB unit: IB Unit 5 Transdisciplinary theme: Sharing the Planet Central Idea: Actions affect our environment. Lines of Inquiry: *Recycling and replenishing (perspective) *Actions have consequences (causation) *All living things change and grow over time (Change) Key Concepts: Perspective, Causation, Change Related Concepts: opinion, impact, cycles/growth Learner Profile: Reflective, Thinker, Caring Attitudes: appreciation, respect, commitment Transdisciplinary Skills: Social- Students are given opportunities to talk about their social responsibility to the environment. Commitment - The students begin to have a commitment to taking care of the Earth. Self-Management – the students make informed choices Thinking – making judgments or decisions based on conditions Communication – students will communicate info and ideas through their summative assessment 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 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: now, of, ran (and review previously taught sight words) S-blends; sl, sk, sp, sm, etc. (Review: -at, -ap, -am, -an, -ad, -ot, -og,-od,-ip, -ig,-it,-ug, r-blends, l-blends) 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 measurement unit and begin talking about weight and capacity and review talking about length and 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 We will be using balance scales to compare the weight of different objects as well as to measure how many cubes an object weighs. We will discuss that when using the balance scale, the heavier item goes down and the lighter object goes up. When we measure an item using cubes, students will put their object in first and then put the cubes in one at a time on the other side until the scale is balanced. Students will also inquire about different objects in real life that can hold things and discuss what can hold more and what can hold less. We will talk about different containers and that just because a container might be taller, it might not necessarily hold more. What you can do at home: Please continue to have students count to 120 every night and practice writing their numbers to 100. Students can also review vocabulary words for each type of measurement by havin students compare different objects around the house using the vocabulary we are focusing on for the week. You can also have them measure objects around the house with pennies, utensils, straws, etc. 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 - In writer’s workshop this week, students will have their post assessment on how-to writing. Students will then have their pre-assessment on our next unit- persuasive and opinion 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: Have students choose a non-fiction/learn about the world book and ask questions about what they wonder about. Students can also practice looking at the pictures and diagrams in the book and discuss what information they can learn from them. 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 talking about final consonant blends, or the last letters that are in a word. This week we will focus on the final blends of lt, st, and nd. -In science, we will finish up our senses, rocks, soil, and gravity/motion unit. This week we will be discussing gravity and how this force pulls us towards the center of earth and helps us stay in place. We will also talk about motion and the different ways things can move:up and down, zig-zag, forward and backward, around and around, etc. Please continue to work with your child on learning their home address as this is a standard even though this is not a part of our current unit. -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 As always, please let me know if you have any questions! Alexis Frank 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: not, mom, out (and review previously taught sight words) S-blends; sl, sk, sp, sm, etc. (Review: -at, -ap, -am, -an, -ad, -ot, -og,-od,-ip, -ig,-it,-ug, r-blends, l-blends) 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 begin our measurement unit and begin talking about length and 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 We will be practicing measuring items around the room with nonstandard units (cubes, bears, hands, etc.) Students will learn that when measuring items, it is important that all units are the same size, there are no gaps or overlaps, and we measure from end to end. We will also talk about measuring one item with 2 different units. Example- Students can measure how tall the computer is with cubes and hands. We will talk about why the number of units is larger with cubes and smaller with hands. Because cubes are smaller, there are more needed to measure which give you a bigger number. Since our hands are bigger, it takes less of those to measure an object. What you can do at home: Have students compare different objects around the house using the vocabulary we are focusing on for the week. You can also have them measure objects around the house with pennies, utensils, straws, etc. 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 - In writer’s workshop this week, we will finish up our how-to unit. Students will be editing and publishing a book of their choice and use everything we have learned about in this unit: writing conclusion pages to sum everything up- Example: Now you can play soccer too! Or soccer is so much fun!, adding warnings, suggestions, and tips as well as comparisons, needing an introduction page to grab the reader’s attention, use transition words, use the word “you,” etc. Students will begin their post assessment at the end of the week and finish it next week. 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 finish up our “Bigger Books, Bigger Reading Muscles” unit. We will review everything we have learned in this unit and students 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 reading and asking comprehension questions and practicing blends and digraphs. 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 s-blends; words that begin with sc,sk,sm, sn, etc. You can have students come up with words that begin with s 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 continue our new IB unit. We will be talking about using our senses to observe rocks and soil. We will group rocks according to color, size, texture, and pattern. We will also talk about the 3 different kinds of rocks. We will take a closer look at soil and why it helps living things. Please continue to work with your child on learning their home address as this is a standard. -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 As always, please let me know if you have any questions! Alexis Frank Hi Parents!
Thank you so much for making my birthday special! The notes from the kiddos were so very sweet! I greatly appreciate it! 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: jump, man, or (and review previously taught sight words) L-Blends; bl, cl, fl, gl, pl, sl, etc. (Review: -at, -ap, -am, -an, -ad, -ot, -og,-od,-ip, -ig,-it,-ug, r-blends) 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 post assessment on 2d and 3d shapes. When students are not assessing with me, they 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. We will start our measurement unit next week. Below are the standards for the new unit. 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. We will work on writing conclusion pages to sum everything up- Example: Now you can play soccer too! Or soccer is so much fun!This week we will continue working on 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 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! 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 l 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 continue our new IB unit. We will finish up talking about the 5 senses and inquire into rocks and soil using our senses. Please continue to work with your child on learning their home address as this is a standard. -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 As always, please let me know if you have any questions! Alexis Frank Kindness Week:
HFE will be participating in the Great Kindness Challenge (GKC) the week of February 10th. The program is a proactive and positive bullying prevention initiative that improves school climate and increases student engagement. The GKC is one week devoted to performing as many acts of kindness as possible. Please make sure A Great Kindness Challenge checklist goes home with each student next Thursday (2/6). Parents are encouraged to have their child/children complete at least ten (10) acts of kindness on the checklist. Please use this week as an opportunity to reinforce kindness with your students in the classroom. No Place for Hate HFE is also in the process of becoming a No Place For Hate designated school. No Place For Hate is a self-directed program that helps schools improve and maintain school climate and combat bias/bullying, so that all students can thrive. As part of Kindness Week, the whole school will be signing a Resolution of Respect. We will have a large banner up in the hallway between the cafeteria and the gym. Please make sure each students in your class takes a moment to sign the banner. A container of markers will be placed on the table with the Eagle Point boxes. To close out Kindness Week, the students will be treated to an in-house field trip featuring Mr. Greg’s Musical Madness Fantastic Band. The performance will focus on being kind and anti-bullying. KINDNESS MATTERS at HFE! |
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May 2021
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