|
|
Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week: Next Week is exceptional children’s week which include theme days. Please see below: Monday, March 1st- Read Across Fulton Day We will celebrate our reading successes across Fulton County. On this day, students are invited to wear the colors red, white, or blue to celebrate reading across Fulton County. Chef Reggie will be serving breakfast for lunch. Students will participate in reading activities, have virtual guest readers, as well as diversity reader who will focus on one area of diversity through age-appropriate literature. Tuesday, March 2nd- Crazy Apparel Day Express yourself by wearing a crazy hat and or crazy socks! Wednesday, March 3rd- Healthy Choices Day We will focus on making healthy life choices. Healthy options will be available for both breakfast and lunch! Thursday, March 4th-Follow your Dream What career do you dream of having when you grow up? Dress for your future career! Friday, March 5th- Superhero Day Dress like your favorite superhero!
In math, I will continue assessing students on our pre assessment for addition and subtraction and post assess for our unit on measurement during small group time. For the measurement post assessment, students need to know how to order objects by length, use and understand the vocabulary below for each type of measurement, identify data in graphs and write the number of objects, sort, count, and order, know ten pennies equal a dime, and count to 80 by 1’s and 10’s. Length-long and short Height-tall and short Weight-heavy and light Capacity-holds more and holds less Size- big and small On Wednesday during our hooks and mini lessons, we will begin our next unit on addition and subtraction. We will focus on addition first. We will discuss that addition is when we put two numbers together (addends) to get a bigger number which is the sum. We will work on making different combinations that equal 10. Students will first use 2 different colors of cubes- blue and red, for example. Students will start with 0 blue cubes and 10 red cubes to represent 0+10=10. Then, 1 blue cube and 9 red cubes, 2 blue cubes and 8 red cubes……. All the way to 10 blue cubes and 0 red cubes. Students will need to fluently know the combinations that make 10 so this is something good to practice at home. We will also begin talking about the strategies we can use to help us solve addition problems. The first strategy we will cover next week is drawing pictures. You can give students an addition problem at home and have them draw pictures to find the sum. Here are the standards for our next unit: MGSEK.CC.1Count to 100 by ones and by tens.MGSEK.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.3Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation. (drawings need not include an equation). MGSEK.OA.5Fluently add and subtract within 5. MGSEK.OA.4For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. MGSEK.OA.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. MGSE1.NBT.7Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will discuss that readers can respond to the text by reading the words then using the pictures to learn even more information. They say things like, “The words say_____. I also see ______ in the picture and it makes me think__________. We will also go back and review some strategies we have used so far in this unit like thinking, “How does this page fit with the title?” They also stop midway to think, “How do all these pages fit together so far?” After reading, the stop again to think, “What is the WHOLE book mostly about?” We will discuss that when readers are learning about something, they read everything they can about the topic. They read many books about the topic of interest and then retell everything they learned. When we read more than one book about a topic, we can also compare and contrast the books and what information/nonfiction text features there are. In phonics, we will be reviewing “oo” as in tooth and “oo” as in foot. We will also review “magic e” words (words that have a vowel and an e at the end- the e is silent and the vowel says its name: like, mile, lane, tube, gate, etc. For read aloud, we will be reading “Caring for your Lion” and connect this to our how-to writing unit. Students will work on making text-to self connections. In writing, we will continue our "How-To" writing unit. Students will look back through their how-to books and find one about a topic that they especially love. Then, they’ll think if they can turn that book into a series by writing another how-to book that is related to their first. They might even start 2 or 3 more books to make their series. A series could have titles like the following: How to Play Baseball, How to Play Football, and How to Play Soccer. These are all in the same series because they are all about playing a sport. Students will also work on rereading and improving an introduction in an old how-to book, or by adding an introduction to all their how-to books. Students will switch back and forth between writing and reading as they use strategies like writing a letter for each sound, using spaces between words, putting a period at the end of every sentence, using capital letters, and making pictures that help with the words in order to make their writing as easy to read as possible. They will also write a dedication for at least one of their how-to books. They’ll think of who might read their book, whether it is someone who loves their topic or someone who doesn’t know much about it. In science, we will continue our unit on animals and habitats. We will learn about the arctic and ocean habitats and discuss extinct and endangered animals. With this, we will discuss the importance of saving habitats by reducing, reusing, recycling, and so much more! We will also begin talking about different ways we can research an animal such as using Kiddle, Safari Montage, BrainPop Jr., Mackinvia, and books! This will prepare us for our animal research that is coming up soon. As always, please let me know if you have any questions! Alexis
0 Comments
Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week:
In math, we will continue our measurement unit. We will be reviewing length, height, weight, capacity, and size. We will be reviewing the hand movements and vocabulary I have taught students. They will need to know the following vocabulary words for each type of measurement: Length-long and short Height-tall and short Weight-heavy and light Capacity-holds more and holds less Size- big and small This week we will begin talking about tally marks and graphs. When we discuss tally marks, we will say, “1,2,3,4, shut the door!” We will then talk about creating a tally chart from data (pictures). After creating a tally chart, students will work on graphing their data in a bar graph. Students will work on answering questions like which group had the most, which group had the least, how many more did one group have than another group, how many did group 1 and 2 have altogether. Students will begin having a pre-assessment on our next unit of addition/subtraction on Thursday. Accelerated students will also work on data and graphing this week. Students will take their post assessment on measurement starting Thursday. 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 continue our study of nonfiction books. We will discuss that expert nonfiction readers collect expert words (vocabulary words) about their topics- words that are important to know. They collect these words on a special chart and use them when they teach others. We will also learn that we may come to words that we don’t know. We can find out what these words mean in different ways- using the picture, checking the glossary, re-reading, asking/talking with a partner, etc. We will also review labeling the pictures in our nonfiction books as well as continuing to learn from the pictures and words and putting all of the information together to re-tell what we have read. In phonics, we will be working on the following: c saying /c/ and /s/, g saying /g/ and /j/, and r controlled vowels review. For read aloud, we will be reading “Peter’s Chair” and focusing on comprehension strategies like sequencing events and main idea/details. In writing, we will continue our "How-To" writing unit. We will review everything we need in our how-to pieces- an introduction page to grab the readers attention by asking a question, use transition words, draw detailed diagrams with labels, number the steps, and use the word “you.” Students will revise their how-to book(s) to think through any warnings, suggestions and tips they may have for their reader. They will think through what will go wrong and write things like, “Don’t forget to…” or “Be sure to… Students will also work on acting out their steps and thinking about something the steps are like, then including that comparison. This might follow the structure, “First, you...just like a…” Students will continue to think of more ideas for how-to books, thinking about things they have spent this school year doing and learning. In science, we will begin our new IB unit on plants, animals, and habitats. Students will inquire and we will discuss what they wonder about these topics. We will begin by discussing conserving animal habitats because trees are being cut down to make rooms for homes and stores, for example. We will also talk about the forest and freshwater habitats and how we can keep the water clean for animals that live there by recycling, throwing trash in the trash cans, picking up litter, etc. As always, please let me know if you have any questions! Alexis Hi Parents!
I hope you all have a wonderful long weekend! Here is what’s going on next week:
In math, we will continue our measurement unit. We will be reviewing length, height, weight, capacity, and size. We will be reviewing the hand movements and vocabulary I have taught students. They will need to know the following vocabulary words for each type of measurement: Length-long and short Height-tall and short Weight-heavy and light Capacity-holds more and holds less Size- big and small We will also review sorting by color, shape, and size and then ordering the groups from smallest amount to biggest amount and biggest amount to smallest amount. We will connect this to measurement and how we can order objects from shortest to longest, longest to shortest, shortest to tallest, and tallest to shortest. Students will also choose one type of measurement we have learned about and create a poster to teach someone about that specific type of measurement. They will include the type of measurement, vocabulary, any tools needed for measurement, examples, and any rules they learned about measuring. Students will have a measurement formative on Friday. Accelerated students will create a telling time to the hour and half hour matching game. They will use clock stamps to show a certain time on an index card and create a corresponding index card on a digital clock. They will make several of these sets and then switch their matching games with a partner. They will have a formative on time to the hour and half hour on Friday. 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 continue working on our “Growing Expertise in Little Books” unit which is a study on nonfiction books. Students will learn to be the teachers! One way to teach partners about what they have learned is to do a retelling. One partner can say what the book was mostly about and then give examples like, "This book was mostly about ______. One example was ____." Students will also work on sharing what they are learning by giving their partner a little lesson about their book. The lesson can start with looking at the cover and naming what the book is mostly about and then rereading the last page and asking "How does this ending go with all the pages in the book and the title?" We will also be talking about the ending to books and how they sum up the main idea, or bring the information together or invites the reader to do something. Students will practice being television reporters, to teach others about the information they have been gathering saying things like, 'Did you know...? Another interesting piece of information is... In this book it teaches you all about...' In phonics, we will be working on the following: ar, igh, or, and y as a vowel For read aloud, we will be reading “How to Read A Story” and connect this with our How-To Writing unit. This book incorporates everything we have learned about including numbering the steps and using transition words! In writing, we will continue our "How-To" writing unit. Students will think about the mentor text, “My First Soccer Game,” they studied to try out some new things in their how-to writing, like titles, teaching pictures, lists, and bolded words. We will continue to focus using the word “you” to teach the reader how to do something. We will include the word “you” in our pictures as well. We will practice acting out our steps and really think through the language they are using to describe what they are teaching. In science, we will finish up our current IB unit and discuss gravity. We will also talk about George Washington and President’s day. We will also be watching a video on Ruby Bridges from the Teaching museum as an in school field trip for Black History Month. 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:
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. 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 starting a new reading unit: Growing Expertise in Little Books. We will be focusing on nonfiction texts and how we can learn information from them. I will teach students that we can study the topics of our books by wondering and asking questions. When readers want to learn from their books, they run their fingers across each page trying to learn more and more, in both the pictures and the words. As they do this they say what they notice and then ask questions about those details. They might ask, "I wonder why....." Or "Where does …" or "What is this …?"We can also study the pictures and photographs of the books we are reading to get more information. We will discuss how we can look at a learn about the world book before reading it, just like we would an old favorite storybook. We can look at the title and cover and take a picture walk and we can predict how we think the story will go. In phonics, we will finish up talking about vowel teams with "oe" and begin talking about "bossy r" words- words that have er, ir, ur in them. For read aloud, we will be reading " A Rock is Lively" and learn a lot more information about rocks! In writing, we will continue our "How-To" writing unit. Students will act out the steps in their book and see if there is anything that is confusing (was a step left out, do I need to rearrange any steps, etc.). We will work on adding in diagrams to their how-to books, thinking of specific details they could draw and label that help make their writing even more clear. We will come up with more ideas for how-to books and will create covers for them. They will think through their day or things they love to do and find ideas from their regular activities. Students will read over one of their how-to pieces, thinking about what they are already doing and what they can do next. They’ll set a specific goal for themselves and then will work through their piece(s) to work on this goal. In science, we will continue our unit on rocks and soil. We will discuss and compare/contrast the three different types of rocks and take a deeper look at what is in the soil. We will work on taking our Hank Aaron research and creating a presentation to share with others! As always, please let me know if you have any questions! Alexis |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
May 2021
Categories |