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Hi Parents,
I hope you all are having a great weekend! We have a busy schedule this week so please look over everything carefully:
Tuesday-“Nothing Beats Kindness”- Athletic wear (can combine with college pride day or choose one) Wednesday-“Show your love, and don’t bully”-Wear red, pink, or white with bully pins Thursday- “Peace, Love and Kindness”- 70’s wear Friday- “Dream of Kindness”- Pajama Day
-Please make sure students are practicing sight words daily. The sight words we will go over this week are below. Feel free to move ahead of the class weekly sight words or follow along with us. If/when students master identifying sight words, they can practice spelling them. Sight words: she, there, with We will focus on oo and ee this week. (review –am, -an, -ap, -ag,-ip, –ig, -ot, -og,-op, -et, -ub, -ug, er,-nk, –ck, qu, sh, th, wh, ch, ou, ow) What you can do at home: Write sight words on flashcards and have students identify them or make a memory game. Give students words that end in the following word families or have the following word families in them and have them spell the words. -In math we will continue our new unit on addition and subtraction and our focus will be solely on only addition at this point. We will be working on exemplars (higher order thinking word problems) that aid students in becoming fluent when making combinations of 10 and 20. We will continue talking about key words that help us solve addition problems such as in all, total, sum, etc. and continue talking about some addition strategies to help us find the sum like drawing a picture, using objects, and using your fingers. What you can do at home: assist students in becoming fluent in combinations of 10. Example: 0+10=10,1+9=10,2+8=10 all the way back to 8+2=10, 9+1=10, and 10+0=10. When they have mastered that, they can work on all the combinations to 20. Here are the new standards for this unit: MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.OA.3 Decompose 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.4 For 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.5 Fluently add and subtract within 5. 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 students will post assess on our informational unit Monday and Tuesday and the pre assess on our next unit of persuasive/opinion writing. After our pre-assessment, students will begin writing to make the world a better place. Students will think of a problem they see in their school or community, write a whole lot, and then decide who their audience will be. 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. Here is an alphabet song that I like to have students listen to every day to help with letters and letter sounds: https://www.youtube.com/watch?v=MTeUONxZYAs. You can have students sing this on way to school in the morning, as students are getting ready for the evening, etc. -During reading, students were given a reading choice board they can work on during private reading time. They can take a picture of a page and circle their sight words, practice labeling pages, talk about why a page is their favorite, and talk about characters and setting. Our mini lessons will continue to focus on persistence and trying hard even when it’s tough. We will review pointing to each word as we read and identify “snap” (sight) words while reading with partners. We will continue re-reading, making the words match the pictures, and sharing labels and thoughts about books with our partners as well as asking our partners questions about what we are reading. We will continue to work in guided reading groups (pointing under each word as we read, making predictions (not right or wrong it’s just a guess based on the title and cover page), visualizing- having a picture in our minds about the topic we are reading about, making connections- what does this story remind you of?, and answering comprehension questions. Students will work on building their reading stamina independently, reading with their partner, and work on IRead. 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 long vowel/silent e words. This week we will focus on the long vowel i/silent e words such as chime, like, site, etc. We will also review long a and long e words with silent e as well. -In science this week we will begin talking about how we are the same and different from our friends and parents and compare this to how animals change and grow over time just like we do. -Each kindergarten class chose a different habitat for their research project. We will finish up our research projects on desert animals this week and work on transferring our notes to books. -We will continue our 5th IB unit. 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 March Cookies for Character: Learner Profile word: Risk Taker Attitude: confidence and curiosity Discuss with students how they can be confident and demonstrate their curiosity. It is important that students start using these IB words around home and school. As always, please let me know if you have any questions! Alexis Frank
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Hi Parents,
I wanted to give a big thank you for the class gift from teacher appreciation week! Thank you for helping to make it so special. I truly appreciate it! I hope you all enjoying this wonderful weather! Here is what is going on in class this week:
Please make sure students are practicing sight words daily. The sight words we will go over this week are below. Feel free to move ahead of the class weekly sight words or follow along with us. If/when students master identifying sight words, they can practice spelling them. Sight words: under, of, put We will focus on ou/ow this week. (review –am, -an, -ap, -ag,-ip, –ig, -ot, -og,-op, -et, -ub, -ug, er,-nk, and –ck, qu, sh, th, wh, ch) What you can do at home: Write sight words on flashcards and have students identify them or make a memory game. Give students words that end in the following word families or have the following word families in them and have them spell the words. -In math we will begin our new unit on addition and subtraction. On Monday and Tuesday students will take the addition/subtraction pre-assessment and then we will focus on only addition and students will begin learning how to make all the combinations of 10 and 20. We will begin talking about key words that help us solve addition problems such as in all, total, sum, etc. At the end of the week we will begin talking about some addition strategies to help us find the sum like drawing a picture, using objects, and using your fingers. What you can do at home: assist students in becoming fluent in combinations of 10. Example: 0+10=10,1+9=10,2+8=10 all the way back to 8+2=10, 9+1=10, and 10+0=10. When they have mastered that, they can work on all the combinations to 20. Here are the new standards for this unit: MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.OA.3 Decompose 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.4 For 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.5 Fluently add and subtract within 5. 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 we will finish up our information unit. We will continue to make sure our how to writing tells what to do in steps, has a number for each step, includes transition words, and has a detailed/labeled diagram or picture on each page. We will continue adding introduction pages that ask a question to grab the reader’s attention such as “Do you know how to get ready for school?” or “Do you know how to make a sand castle?” and continuing to practice writing conclusion pages to sum up what they have been writing about. For example: “Getting ready for school is fun!” Or “Making a sand castle is so easy!” 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. Here is an alphabet song that I like to have students listen to every day to help with letters and letter sounds: https://www.youtube.com/watch?v=MTeUONxZYAs. You can have students sing this on way to school in the morning, as students are getting ready for the evening, etc. -During reading, students were given a reading choice board they can work on during private reading time. They can take a picture of a page and circle their sight words, practice labeling pages, talk about why a page is their favorite, and talk about characters and setting. Our mini lessons will continue to focus on persistence and trying hard even when it’s tough. We will review pointing to each word as we read and identify “snap” (sight) words while reading with partners. We will continue re-reading, making the words match the pictures, and sharing labels and thoughts about books with our partners as well as asking our partners questions about what we are reading. We will continue to work in guided reading groups (pointing under each word as we read, making predictions (not right or wrong it’s just a guess based on the title and cover page), visualizing- having a picture in our minds about the topic we are reading about, making connections- what does this story remind you of?, and answering comprehension questions. Students will work on building their reading stamina independently, reading with their partner, and work on IRead. 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 long vowel/silent e words. This week we will focus on the long vowel e/silent e words such as here and Pete. There aren’t many words with this pattern so we will continue to focus on long vowel a/silent e words as well. -In science this week we will discuss parent and baby animals and how/why parents protect their babies. We will also begin talking about Jane Goodall and her love for chimpanzees and how she brought a new appreciation for these animals. -Each kindergarten class chose a different habitat for their research project. We will begin our research projects on desert animals this week. Students will be working on taking notes and eventually transfer their notes into a final piece. We will continue our 5th IB unit. 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 March Cookies for Character: Learner Profile word: Risk Taker Attitude: confidence and curiosity Discuss with students how they can be confident and demonstrate their curiosity. It is important that students start using these IB words around home and school. As always, please let me know if you have any questions! Alexis Frank Hi Parents,
I hope you are having a great weekend! Here is what is going on in class this week:
Digraphs- Review all (review –am, -an, -ap, -ag,-ip, –ig, -ot, -og,-op, -et, -ub, -ug, er,-nk, and –ck, qu, sh, th, wh, ch) What you can do at home: Write sight words on flashcards and have students identify them or make a memory game. Give students words that end in the following word families or have the following word families in them and have them spell the words. In math we will finish up our measurement unit and I will give the post assessment to students in which they need to use the vocabulary words we have been learning to compare objects. Students will also work on exemplars (higher order thinking skill word problems) that tie into our science unit of animals and their habitats. Please make sure students are practicing the vocabulary for each type of measurement at home every night. Students need to know the following vocabulary words to compare items: This week we will review length, height, and weight and capacity. Weight-heavy and light Length- long and short Height- Tall and short Capacity- holds more and holds less 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
Here is an alphabet song that I like to have students listen to every day to help with letters and letter sounds: https://www.youtube.com/watch?v=MTeUONxZYAs. You can have students sing this on way to school in the morning, as students are getting ready for the evening, etc.
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.
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 March Cookies for Character: Learner Profile word: Risk Taker Attitude: confidence and curiosity Discuss with students how they can be confident and demonstrate their curiousity. It is important that students start using these IB words around home and school. As always, please let me know if you have any questions! Alexis Frank Hi Parents,
I hope you are having a great weekend. There is a lot of important information in the top portion so please read carefully.
-Please have students wear socks and tennis shoes. -I have the field trip shirts for students who registered to get one this year and will give them to students to change into on Thursday morning. If you said you will use a field trip shirt you already have (light blue with IB words in yellow on them), please send students in them on Thursday morning. -I will be reviewing important safety rules for the field trip with students including making sure they stay with their chaperone. Please discuss this with students as well. -For students bringing lunches, please send them in a plastic grocery bag or brown paper lunch bag. Everything inside must be disposable so please don’t send anything that needs to be refrigerated or have ice packs. Also, please send disposable water bottles and/or disposable drinks for our trip as well. Please be sure to write your child’s name on their lunch too. Students who are buying lunch will pick up their lunch and drink the morning of the trip. -We won’t be eating snack on the field trip, but feel free to send in a snack like normal (but separate from lunch) to eat later in the day. -We will most likely leave large jackets on the bus since we will be inside, so you might want to have students wear a sweater or sweatshirt that they can take off and tie around their waist if they need to when we are inside and can put back on when we eat lunch in the park area outside. -If you have any other questions, please let me know!
Digraphs- Qu, Sh, Th, Wh, Ch (review –am, -an, -ap, -ag,-ip, –ig, -ot, -og,-op, -et, -ub, -ug, er,-nk, and -ck) What you can do at home: Write sight words on flashcards and have students identify them or make a memory game. Give students words that end in the following word families or have the following word families in them and have them spell the words. In math we will continue our measurement unit. Please make sure students are practicing the vocabulary for each type of measurement at home every night. Students need to know the following vocabulary words to compare items: This week we will review length, height, and weight and begin capacity. Weight-heavy and light Length- long and short Height- Tall and short Capacity- holds more and holds less Students will be ordering containers from what holds the least to the most and also inquiring about how they ordered their containers even if a container is short and fat or tall and skinny. We will also work on capacity exemplars (higher order thinking word problems). 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
Here is an alphabet song that I like to have students listen to every day to help with letters and letter sounds: https://www.youtube.com/watch?v=MTeUONxZYAs. You can have students sing this on way to school in the morning, as students are getting ready for the evening, etc.
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.
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 March Cookies for Character: Learner Profile word: Risk Taker Attitude: confidence and curiosity Discuss with students how they can be confident and demonstrate their curiousity. It is important that students start using these IB words around home and school. As always, please let me know if you have any questions! Alexis Frank |
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May 2021
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