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Hi Parents!
I hope you all have fantastic weekend! Here is what’s going on next week:
Numbers to 10- https://www.youtube.com/watch?v=woqBQG7LG8s Alphabet- https://www.youtube.com/watch?v=5xuZxGirWQI
In math, we will continue with our addition and subtraction unit. We will continue practicing switching back and forth between addition and subtraction. This is something you can practice at home since it can be confusing. I have been reminding students to watch their signs and if they see a plus sign, we have 2 groups because 2 lines make up a + sign. If they see a minus sign, they will have one group and take away from that group since a minus sign only has one line. Students will make a kite with a number of their choice and come up with addition and subtraction number sentences that equal that number. We will also begin working on missing addends like 4+___=10. We will learn that we can count on from 4 to 10 to find the missing addend. We will talk about also finding a missing addend by using subtraction and solving 10-4. We will talk about other strategies like using the number line, objects, ten frames, etc. Even though we are working on subtraction, 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. Students can also review subtraction word problems, number sentences, and key words. . 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 take their post assessment on addition and subtraction and pre assessment on place value. 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 continue to read their nonfiction books. As they read, they’re encouraged to act out parts of their books to help them learn new information either by themselves or with a family member. Students will also read familiar poems and songs that they have been learning across the year. As they read, we will think about the meaning of the poem and how the characters are feeling. Then, they’ll reread the poem matching the meaning and characters’ feelings. In phonics, we will be learning about words ending in: -ink, -ank, -onk, -unk. For read aloud, we will be reading, “The Big Buck Adventure” and connect it to our social studies economics unit on needs and wants. We will also read poems from “The Frog Wore Red Suspenders,” “A Pizza the Size of the Sun,” and “Runny Babbit Returns.” In writing, we will finish up persuasive writing and move more into opinion writing. Students will be writing their opinion about the best pet, the best color, the best food, etc. Students will learn to state their opinion first by saying things like, “In my opinion,” “I think,” “I feel,” and “I believe.” Just like in our persuasive writing, students need to give reasons for their opinion. We will also work on a concluding sentence to sum up their opinion. In social studies, we will talk about saving and spending, earning money, and scarcity. We will do a fun jeopardy review game including what we are learning next week and goods, services, needs, and wants. As always, please let me know if you have any questions! Alexi
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Hi Parents!
I hope you all have fantastic weekend! Here is what’s going on next week:
Numbers to 10- https://www.youtube.com/watch?v=woqBQG7LG8s Alphabet- https://www.youtube.com/watch?v=5xuZxGirWQI
In math, we will continue with our addition and subtraction unit. We will continue with subtraction. We will talk about part part whole with subtraction: Whole-part=part. We will then work on addition and subtraction number sentences and word problems together with students focusing on the signs and key words to identify if they will be doing addition or subtraction. Mixing up addition and subtraction problems can be tricky for students so we will definitely focus on this. I have taught students that there are 2 lines that make up a plus sign so that reminds us that we will have 2 groups to add together. One line makes up a minus sign so we will have one group and take away from that group. Students will play “Flip and Find The Difference.” Students will work with a partner and turn over 2 cards. They will write the addition problem and subtraction problem, remembering that with subtraction the bigger number comes first, and find the sum and difference. Students will also work on an addition and subtraction word problem sort. We will read different word problems, listen for key words, and determine if we will be adding or subtracting and the solve the problem. Students will also have a formative assessment on subtraction. Students need to be able to use different strategies to solve subtraction number sentences and word problems. Students will also be given a whole and a part and they need to know to subtract the part from the whole to find the other part. Even though we are working on subtraction, 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. Students can also review subtraction word problems, number sentences, and key words. . 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 a data and graphing project. Students will come up with a question that they want to survey their classmates on and choose 4 different option choices. Students will go around and collect data into a tally chart and then transfer their data into a bar graph and picture graph. Students will also create questions about their graphs for a friend to solve. Students will also review missing addend word problems and solve using the opposite operation. 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, Today, students will continue reading nonfiction books, especially paying attention to content vocabulary words that go with the topic. We will work on collecting these vocabulary words on Post-its or paper. After reading, students can choose a book and teach a family member or stuffed animal about that topic using the words they collected. We will also practice having reading playdates using their books with a partner. When students read a first book and begin a second, they’ll focus on thinking about how the information across books is the same and how it’s different. In phonics, we will review the long I sound with ie, igh, and y. For read aloud, we will read, “Enemy Pie.” We will talk about what it means to be principled and we will focus on characters and how they change throughout the book as well as the setting, problem and solution, and connect this book to our own lives. 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 social studies, we will continue our current IB unit and focus on needs and wants. We will talk about how everyone’s needs and wants aren’t the same and that we can help others in our community with their needs and wants by volunteering time and donating food, clothing, supplies, etc. As always, please let me know if you have any questions! Alexis Hi Parents!
I hope you all have a wonderful spring break. Here is what’s going on when we return on the 12th:
In math, we will continue with our addition and subtraction unit. We will continue with subtraction. We will review what we learned about subtraction before break: the bigger number always goes first, the answer to a subtraction problem is called the difference, and we can use the addition strategies we learned with subtraction. I also gave students a way to help us figure out how many groups we should have when we are adding: I told them that there are two lines that make up a + sign and 1 line that makes up a – sign. The two lines in the plus sign remind us that we have 2 groups that we add together. The minus sign in subtraction reminds us that we have one group and we take away from it. We will then move into subtraction word problems and learn about subtraction key words. When students return to school they will get to continue practice subtraction playing subtraction go fish and subtraction connect 4. Even though we are working on subtraction, 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. Students can also review subtraction word problems, number sentences, and key words. . 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 even and odd. A number is even if it ends in 0,2,4,6, and 8. A number is odd if it ends in 1,3,5,7,9. An even number’s set of objects will always have a partner while an odd set of objects won’t have a partner. We will always be looking in the ones place to see what the number ends in to help us determine if it is odd or even. 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 explore the idea that reading is a lot like pretending; avid readers act out a story in their minds each time they read. As they read, they’ll especially focus on picturing what’s happening on each page. They might even use gestures to physically act out some parts of their books. The kids will continue to read their books and focus on reading extra carefully so that they can act out in more precise ways. They’ll do this by thinking about how the characters feel and what’s really happening in each part of the story. Towards the end of the week, students will be reading nonfiction books independently. As they read, they'll especially focus on reacting to information and then asking questions about what they are learning. In phonics, we will review the sounds that y makes and igh. For read aloud, we will read, “An Egg is Quiet” and connect this back to our last science unit on animals and habitats. 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 social studies, we will begin our unit on goods and services. We will discuss that goods are things people can hold and use while services are something provided by others. We will also review coins and how much each is worth because coins and money are used to purchase goods and service. We will also begin the discussion that we have to make choices since we can’t have everything we want. As always, please let me know if you have any questions! Alexis |
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May 2021
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