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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: our, say, us (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 learning about tally marks and how we can read them and interpret data with up to 3 data points. Students will have a formative assessment on this on Thursday. They will need to know how to interpret a tally mark chart with 3 data points and answer who had the fewest, who had the greatest, how many people were asked in all, and how many more ____ than ____. Students will also need to transfer the tally information into a bar graph. We will review the rhyme “1, 2, 3, 4, shut the door” and continue to practice counting by 5’s and then ones for any leftover. We will continue to answer the following questions from our tally mark data: Which had the most? Which had the least? How many students were asked the question (students need to know this means they need to count all the tally marks or numerals given) and How many more students chose _____ than ______. This last question will take the most time to review. We have discussed counting on by putting the smaller number in our “pocket” and counting until we get to the higher number. We will continue to review size, length, height, weight, and capacity vocabulary words. 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: Give students some information with 3 data points and have them determine which had the most, least, in all, and how many more one group had than the other. 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 and 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 read the story, “Click Clack Moo, Cows that Type” and look at how the animals persuaded the farmer to change his mind. This will lead us into practicing writing letters where we write the data, include who the letter is too with “Dear ____,” include the problem, reasons, and solutions, and a closing. we will continue our next unit of persuasive/opinion writing. We will also learn how to be really convincing in our letters. See new anchor chart below. We will also discuss that readers don’t just write one letter, but they can write many letters. They ask “Who else can help me fix this problem? What do I need to tell this reader?” We will practice putting our opinions on a poster, letter, song, petition, etc. Students will continue to practice the different ways they can get their opinion across. Students have been working on adding reasons we shouldn’t do something as well as a solution to how the reader can fix the problem. 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. - In reading workshop this week, we will continue our unit on non-fiction books. I will teach students that readers can respond to the text by reading the words then using the pictures to learn even more information. We will practice saying things like, “The words say_____. I also see ______ in the picture and it makes me think ______. We will discuss that when readers read, they think, “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, they stop again to think, “What is the WHOLE book mostly about?” Readers do a lot of stopping and thinking all along the way to figure out what the book is mostly about. We will also learn that when readers find a topic they are interested in, they can read more than one book on that topic to learn as much new information as they can. 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 -lk, -sk, -nch. -This week in science we will talk about extinct and endangered species. I will also be introducing students to the kid friendly search engine called “kiddle.” Students will use this as one of their tools for their animal research project they will begin this week. Students will be choosing an animal that interests them and research it’s habitat, diet, appearance, and fun facts. We will continue 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.). What you can do at home: Have your child choose a topic that interests them and use kiddle to find new information: https://www.kiddle.co/ 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 continue 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. March Cookies for Character- I will be looking for students who demonstrate the learner profile of risk-taker. The Learner Profile is: risk-taker 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: who, sit, then (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 current unit and begin learning about graphs and how we can read them and interpret data with up to 3 data points. We will first learn about tally marks and how we can represent a number as well as read tally marks. We will learn the rhyme “1, 2, 3, 4, shut the door” and discuss that we can count by 5’s and then ones for any leftover. We will collect class data where students can practice showing this information in a bar graph and answering the following questions: Which had the most? Which had the least? How many students were asked the question (students need to know this means they need to count all the tally marks or numerals given) and How many more students chose _____ than ______. This last question will take the most time to review. Since we haven’t learned addition and subtraction yet, students will learn to answer this by comparing the numerals or tally marks given. We will continue to review size, length, height, weight, and capacity vocabulary words. 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: Give students some information with 3 data points and have them determine which had the most, least, in all, and how many more one group had than the other. 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 and 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 continue 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. Students will continue to practice the different ways they can get their opinion across. Students have been working on adding reasons we shouldn’t do something as well as a solution to how the reader can fix the problem. 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. Instead of acting like teachers, students will pretend they are news reporters retelling their books this week! They will say things like 'Did you know...? Another interesting piece of information is... In this book it teaches you all about...' Since we are starting our new science unit on animals, we will study nonfiction books about animals. We will also be working on collecting “expert” words as we read. These words are important words on the topic that we might know or not know. If we don’t know these words, we will use different strategies to find the meaning. 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 -mp, pt, and -ft. -This week in science we will continue discussing animals and their habitats. We will learn about the freshwater, arctic, and ocean habitats. We will also continue to review 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 continue 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. March Cookies for Character- I will be looking for students who demonstrate the learner profile of risk-taker. The Learner Profile is: risk-taker As always, please let me know if you have any questions! Alexis Frank |
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May 2021
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