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Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week:
In math, we will continue with our addition and subtraction unit. On Monday, students will have a formative assessment on addition. They need to know how to use all the strategies we have learned to solve addition number sentences and word problems. Students also need to be able to write a number sentence to match a given word problem and then solve. We will also begin subtraction. We will learn that the bigger number always comes first and that the answer to a subtraction problem is called the difference. We will review the strategies we talked about for addition and talk about how we can apply them to subtraction. For instance, counting back on the number line, when drawing a picture we will only have one group and cross out how many we are taking away, when using objects we will only have one group and take away how many we are subtracting, etc. Students will get to play subtraction tic tac toe and use decks of cards to flip cards over and find the difference. Please make sure students are still reviewing addition key words and solving addition word problems and number sentences using the strategies we have learned. Students also need to be able to find all the number combinations that makes any number 10 or less. . Here are the standards for our 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.) Accelerated students will continue working on missing addends and writing a missing addend number sentence using a symbol for the missing addend like 7+___=12. We will also continue to practice showing our work by using the inverse operation of subtraction to help us find our answer. 12-7=5. We will also delve deeper into graphs and organizing and interpreting data. 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, students will think more carefully about how characters are feeling across their books. They’ll work to choose just-right feeling words like thrilled or disappointed. Students can use Post-its to mark places where characters have big feelings and then write those just-right feelings words on them. We will review all of our superpowers and students will make a chart of the superpowers they don’t use easily or often. Then they will start to read, practicing using the superpowers they identified. We will talk about fun things students can do after they finish a book. See anchor chart below: In phonics, we will review oi, oy, ow, and ou. For read aloud, we will read, “Rubia and the Three Osos” and compare and contrast this book to the original, “Goldilocks and the Three Bears.” In writing, we will continue our persuasive/opinion unit to make the world a better place. We have been thinking of problems we are seeing in our school (not picking up trash, running in the hall, talking in line, etc.) and in the community (littering, cutting down trees, etc.) and writing to solve these problems. We have been discussing who we should write these for and how we can get the word out like hanging up signs and putting our books in the library. Please see anchor charts below. In science, we will finish up our unit on plants, animals, and habitats. Students will be researching France’s plants and animals and illustrating/writing about what they learned. As always, please let me know if you have any questions! Alexis
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Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week:
In math, we will continue with our addition and subtraction unit. We will continue to review strategies that can help us solve number sentences and word problems such as ten frames, using objects and using a number line. We will continue to review all the key words that tell us we are working with addition like in all, altogether, combine, join, sum, etc. Monday through Wednesday, students will independently complete work on Seesaw during math groups after the whole group mini lesson online. When students return to school, we will use the book, “1001 Animals to Spot” for students to create their own addition word problems using the animals in the book. Please make sure students are continuing to practice counting to 100 every night as this is part of this unit. Please make sure students are fluent in making all the combinations to 10 like 0 and 10, 1 and 9, 2 and 8, etc. Students also need to be fluent in finding all the combinations in numbers less than 10. This would be something good to practice at home! You can also give students word problems and number sentences and have them choose a strategy of their choice to solve. . Here are the standards for our 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.) Accelerated students will work on missing addends using the inverse operation and balancing equations to find missing addends. 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 start our unit on Avid Readers. Students will be invited to become avid readers by choosing a spot to read, making a stack of books, and reading a bunch of books because avid readers can’t stop reading. After choosing a spot and books, students might set a timer for 10-15 minutes of reading, though of course, as avid readers, they could choose to read for even longer! They will read independently and record their thinking leaving post-its or pieces of paper in spots that gave them a big reaction or important thoughts to share with a family member or reading partner later on. Students will also practice jotting down symbols on sticky notes or pieces of paper and leaving them at that spot in their book so they can remember it later when talking with their partners. In phonics, we will review vowel teams-ee, ea, ai, and ay and review that when two vowels go walking, the first one does the talking. For read aloud, we will read, “One Plastic Bag” to connect to our unit in science of reducing, reusing, and recycling materials to keep the environment clean. In writing, we will continue our persuasive/opinion unit. We will continue to generate more writing for important causes that we see all around us. We will practice making signs, posters, letters, songs, etc. We will practice rereading and fixing up our writing when something doesn’t look right, sound right, or make sense. We will review spelling strategies to give writers word power. We will also delve deeper into writing to spread the word about important problems. We can hang up posters in the bathroom if students are leaving their paper towels on the floor, write a letter to the principal for students who might be running in the hall, etc. In science, we will focus on plants and living vs. nonliving things. We will watch a few fun BrainPop Jr. videos and inquire about pictures by stating things we notice and wonder. 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:
In math, we will continue with our addition and subtraction unit. Please make sure students are fluent in identifying the number when added to another number that makes 10. For instance, if I say 7, students would need to say 3 because 7+3=10. If I said 0, students would need to say 10 because 10+0=10.We will review the strategies of drawing pictures, using objects, and using our fingers. We will learn about the part-part-whole strategy and counting on strategy. We will also begin working on addition word problems and knowing all the key words that tell us we are working with addition such as: total, sum, plus, join, altogether, in all, combined, etc. Students will also be working on finding several combinations of numbers that equal any number less than 10. For instance in the number 6, all the combinations are 0+6, 1+5,2+4,3+3,4+2,5+1, and 6+0. We will be applying this knowledge to solve a word problem such as: There are 6 pieces of candy. How many ways can you split the candy into 2 groups. Students will also work with habitat mats and animals from that habitat. They will create their own word problems and show a matching picture with their habitat mat. . Here are the standards for our 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.) Accelerated students will be working on different types of word problems: start unknown, change unknown, and total unknown. Students will work on writing a symbol for the unknown. We will use the CUBES strategy- Circle the numbers, Underline the key words, Box the key words, Evaluate, and Solve and Show your work. 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 practice reading different nonfiction books and talking about the nonfiction text features they include as well as discussing main idea and details. In phonics, we will do a review on l-blends such as bl, fl, sl and s blends like st, sw, sc, etc. For read aloud, we will read, “We are Extremely Very Good Recyclers” and connect this to conserving the environment and saving animal habitats. In writing, students will take their writing post assessment on How-To books. We will then begin our next unit on opinion writing! We will write to make the world a better place. We will think of problems we are seeing in our school (not picking up trash, running in the hall, talking in line, etc.) and in the community (littering, cutting down trees, etc.) and writing to solve these problems. We will discuss who we should write these for and how we can get the word out like hanging up signs and putting our books in the library. In science, we will continue talking about Jane Goodall and her conservation efforts as well as review habitats and animals. 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:
In math, we will continue with our addition and subtraction unit. We will focus on the following strategies to help us solve addition problems: Drawing a picture, using our fingers, and using objects. We will review that the two numbers we add together are called addends and the total is called a sum. Students will also practice becoming fluent in making the sum of 10 in different ways: 8+2=10, 2+8=10, 3+7=10,7+3=10, etc. We will discuss that in addition, it doesn’t matter what addend comes first. We will still get the same answer. This is something good to work on at home. You can give students a number and have them tell you the number that makes 10. Students will play “Making 10 Go Fish” and “Break It” with snap cubes. Students will also get to create their very own “Making 10 Rainbow” that helps them learn the number pairs that make 10. . Here are the standards for our 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.) Accelerated students will be working on fact families and addition error analysis. They will look at a word problem and the solution given, find the mistake, explain their reasoning, and solve the problem correctly. 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 unit on nonfiction books. We will look closer as we read nonfiction books and talk about text features like a table of contents, glossary, labels, maps, and diagrams that help us learn more information when we are reading. We will also talk about reading different books on the same topic and discussing what we learned from each book. Did we learn any different information? Was some of the information the same? We will do this with our book talk power with partners. In phonics, we will be learning about the digraph “ph” and reviewing the following digraphs: ch, sh, th, wh, and qu. For read aloud, we will be reading two different versions of “The Princess and the Pea.” Students will get the opportunity to practice comparing and contrasting these books including the settings, characters, plot, and more. In writing, we will finish up our How-To Writing Unit. We will have a “celebration” in which students will be able to choose their favorite How-To book to read to the class. Students will also have a pre-assessment on our next unit which will be persuasive writing. In science, we will continue our unit on animals and habitats. Students will begin researching the animal of their choice. We will also discuss how parent and baby animals are the same and different and what parents do to protect their babies. We will also learn about Jane Goodall and her fight to keep chimpanzees and their habitats safe. We will connect this discussion to endangered and extinct animals. As always, please let me know if you have any questions! Alexis |
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May 2021
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