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Hi Parents!
I hope you are all having 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. Sight words: up, at, see (and review previously taught sight words) Word Family: -ad; mad, glad, sad, bad, tad, etc. (Review: -at, -ap,-ag, -am, -an) 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 we are learning. -During math this week, students will be taking a pre-assessment on our next unit, 2d and 3d shapes. Next week we will finish up the shapes pre-assessment if needed and students will take their numbers and counting post assessment. At home, please make sure students are practicing counting to 100 by 1’s and 10’s every night and practicing writing their numbers 0-20. (Fun ways of writing numbers can be with chalk outside, in sand or shaving cream, on a whiteboard, etc.) Here are our math standards for the upcoming shapes unit: MGSEK.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. MGSEK.G.2. Correctly name shapes regardless of their orientations or overall size. MGSEK.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Analyze, compare, create, and compose shapes. MGSEK.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). MGSEK.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. MGSEK.G.6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” 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. - In writer’s workshop students will have their post assessment for this unit and then they will have a “celebration” to celebrate the completion of our first writing unit! Students will use everything we have learned to write their true story: “When we are done we have just begun,” how to plan our book before we begin, adding more details to our pictures-not just drawing pictures that are floating in the middle of the page, and making sure students have the who, what, where, how they felt, and speech bubbles in their story and pictures. 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, we will continue to practice looking carefully at the cover of our books, point under the words in the title and read them, and look carefully at the whole picture and then tell the story to match the picture. Our mini lessons will focus on recognizing how characters feel and also work across the curriculum by talking about labels in the pictures of our books. Students will continue to use sticky notes and write labels for the pictures in the story. We will continue to work in guided reading groups and students will work on building their reading stamina independently and work on IRead. 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. We will also be working on comprehension: Here are some sample questions you can ask your child at home when reading: 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 review letters c, o, a, d, g, m, l, and h and discuss the letter/sound of t. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, we will begin finishing up our community helpers unit. Students will continue working on their 3d community projects too. What you can do at home: Discuss the following: Why is it important to be a good citizen? What is a community? What is a community helper? What role do I play in a community? -We will continue our first IB Unit: Transdisciplinary theme: Who We Are Central Idea: Roles and responsibilities help us make connections. Lines of Inquiry: Different roles in the community (function) Similarities and differences between communities (connection) My role as a citizen in a community (responsibility) Related Concepts: roles, citizenship, relationships Transdisciplinary skills: communication, social, self-management, research Learner Profile: Communicator, thinker Key Concepts: Function, connection, responsibility Attitudes: appreciation, respect, tolerance What you can do at home: Discuss the learner profile words of communicator and thinker and the attitudes of appreciation, respect, and tolerance and how students can display these in their community. October Cookies for Character- I will be looking for students who demonstrate the learner profiles of inquirer and thinker The Learner Profiles are: inquirer and thinker The Attitudes are: creativity ,enthusiasm, and independence There is an IB tab on our Weebly page that also has more information. As always, please let me know if you have any questions! Alexis Frank
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A new ClassLink LaunchPad app has been released for iPads. The new app displays on the iPad home screen as a blue icon named “ClassLink”. What is the effect? The new ClassLink app is installed on all District managed iPads. Some iPads may have both the old app (green icon named “FCS LaunchPad”) and the new app (blue icon named “ClassLink”). Users should begin using the new ClassLink app to access LaunchPad. The old FCS LaunchPad app will be removed on Monday, October 1st. I hope you are all having 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. Sight words: we, it, and (and review previously taught sight words) Word Family: -an; fan, tan, ran, man, etc. (Review: -at, -ap,-ag, -am) 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 we are learning. -In math we will continue our counting and numbers math unit. We will work on numbers that come before and after as well as knowing that the last number said stands for the number of objects counted. We will count objects, mix them up without adding or taking any away, and say how many are still there. We will also learn about tens rods and ones cubes, make numbers using them, and compare these to ten frames. Here is what they look like: We will continue our higher order thinking word problems this week as well as review how to count on. Also, have students show you the counting finger trick we have been using in class! Every time they get to 10,20, 30, etc. they hold another finger up. This serves as a great visual. Sorting items by color, shape, or size, count how many items are in each group, counting how many are in each group, and putting the groups in order from least to greatest or greatest to least is also a part of this unit. Here is a great game for this: http://www.abcya.com/counting_sorting_comparing.htm At home, please make sure students are practicing counting to 100 by 1’s and 10’s every night and practicing writing their numbers 0-20. (Fun ways of writing numbers can be with chalk outside, in sand or shaving cream, on a whiteboard, etc.) When students have mastered this, you can practice skip counting by 2, 3, 4, etc. and discuss odd and even numbers. Here are our math standards for this unit: MGSEK.CC.1. Count to 100 by ones and by tens. MGSEK.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). MGSEK.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) b. Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. MGSEK.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSEK.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.) - In writer’s workshop we will review that we start our true story with “One sunny day…,” “One cold morning…,” “One snowy night…,” etc. and continue editing a piece that we plan on sharing with the class (students will share in a writing celebration next week). We will review how writers re-read their stories and think about what they can do from everything they know about good writing to make their work the best it can be. We will also continue to discuss how writers try to spell their words, they reread each word to make sure it looks right, then they may even need to change it to make it more readable. We will review “When we are done we have just begun” and how to write a TRUE story (see below). Partners will continue to practice working together and we will review how we can plan our book before we begin. We will focus on adding more details to our pictures-not just drawing pictures that are floating in the middle of the page. Students will be thinking about the who, what, and where their story takes place to help with details in our pictures and writing. We will begin to add speech bubbles to our pictures too. 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, we will practice looking carefully at the cover of our books, point under the words in the title and read them, and look carefully at the whole picture and then tell the story to match the picture. Our mini lessons will focus on recognizing how characters feel and also work across the curriculum by talking about labels in the pictures of our books. Students will get to use sticky notes and write labels for the pictures in the story. We will continue to work in guided reading groups and students will work on building their reading stamina independently and work on IRead. Remember, here’s how you can make a book at home an old favorite storybook (If your student keeps asking you to re-read a story to them, you know why J.) Here are the steps:
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. We will also be working on comprehension: Here are some sample questions: 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 review letters c, o, a, d, g, m, and l and discuss the letter/sound of h. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, we will continue talking about community helpers and how they are similar/different in other communities including other countries around the world, students’ role as a citizen in their community, and the different roles in a community. We will also continue to add the learner profile words (communicator, thinker, and principled) as well as key concepts (function, connection, and responsibility) to our daily vocabulary. We will be looking at pictures of different communities and talking about what we notice and what we wonder. What you can do at home: Discuss the following: Why is it important to be a good citizen? What is a community? What is a community helper? What role do I play in a community? -We will continue our first IB Unit: Transdisciplinary theme: Who We Are Central Idea: Roles and responsibilities help us make connections. Lines of Inquiry: Different roles in the community (function) Similarities and differences between communities (connection) My role as a citizen in a community (responsibility) Related Concepts: roles, citizenship, relationships Transdisciplinary skills: communication, social, self-management, research Learner Profile: Communicator, thinker Key Concepts: Function, connection, responsibility Attitudes: appreciation, respect, tolerance What you can do at home: Discuss the learner profile words of communicator and thinker and the attitudes of appreciation, respect, and tolerance and how students can display these in their community. September Cookies for Character- I will be looking for students who demonstrate the learner profile of communicator. The Learner Profile is: COMMUNICATOR The Attitudes are: Respect, Cooperation, tolerance and empathy There is an IB tab on our Weebly page that also has more information. As always, please let me know if you have any questions! Alexis Frank Hi Parents!
I hope you are all having 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. Sight words: on, in, so (and review previously taught sight words) Word Family: -ag; flag, rag, tag, bag, sag, etc (Review: -at, -ap,-ag) 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 we are learning. -In math we will continue our counting and numbers math unit. Students will continue to do a quick warm up every day before math time and write their numbers 1-20 in 2 minutes. The goal is for them to accurately write all of their numbers in 2 minutes by the end of this week. If you would like to set a timer for 2 minutes at home, this is a great way to practice too! We will work on some higher order thinking word problems this week as well as review how to count on. Also, have students show you the counting finger trick we have been using in class! Every time they get to 10,20, 30, etc. they hold another finger up. This serves as a great visual. Sorting items by color, shape, or size, count how many items are in each group, counting how many are in each group, and putting the groups in order from least to greatest or greatest to least is also a part of this unit. Here is a great game for this: http://www.abcya.com/counting_sorting_comparing.htm At home, please make sure students are practicing counting to 100 by 1’s and 10’s every night and practicing writing their numbers 0-20. (Fun ways of writing numbers can be with chalk outside, in sand or shaving cream, on a whiteboard, etc.) When students have mastered this, you can practice skip counting by 2, 3, 4, etc. and discuss odd and even numbers. Here are our math standards for this unit: MGSEK.CC.1. Count to 100 by ones and by tens. MGSEK.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). MGSEK.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) b. Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. MGSEK.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSEK.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.) - In writer’s workshop we will near the end of our narrative unit of study. We will discuss how to edit a piece that we plan on sharing with the class (students will share in a writing celebration in the next few weeks). We will learn how writers re-read their stories and think about what they can do from everything they know about good writing to make their work the best it can be. We will also discuss how writers try to spell their words, they reread each word to make sure it looks right, then they may even need to change it to make it more readable. We will review “When we are done we have just begun” and how to write a TRUE story (see below). Partners will continue to practice working together and we will review how we can plan our book before we begin. We will focus on adding more details to our pictures-not just drawing pictures that are floating in the middle of the page. Students will be thinking about the who, what, and where their story takes place to help with details in our pictures and writing. We will begin to add speech bubbles to our pictures too. 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, we will near the end of our first reading unit of study. Students will begin reading fiction (old favorite storybooks) and nonfiction (learn about the world) books from their book bins independently and with a partner. We will review how “Readers Learn From Books, Too” and “We are Storybook Readers.” (Please see below). Our mini lessons will review our anchor charts and reading strategies from this reading unit. Remember, here’s how you can make a book at home an old favorite storybook (If your student keeps asking you to re-read a story to them, you know why 😊.) Here are the steps:
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. We will also be working on comprehension: Here are some sample questions: 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 review letters c, o, a, d, g, and m and discuss the letter/sound of l. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, we will continue talking about community helpers and how they are similar/different in other communities including other countries around the world, students’ role as a citizen in their community, and the different roles in a community. We will also continue to add the learner profile words (communicator, thinker, and principled) as well as key concepts (function, connection, and responsibility) to our daily vocabulary. We will be looking at pictures of different communities and talking about what we notice and what we wonder. What you can do at home: Discuss the following: Why is it important to be a good citizen? What is a community? What is a community helper? What role do I play in a community? -We will continue our first IB Unit: Transdisciplinary theme: Who We Are Central Idea: Roles and responsibilities help us make connections. Lines of Inquiry: Different roles in the community (function) Similarities and differences between communities (connection) My role as a citizen in a community (responsibility) Related Concepts: roles, citizenship, relationships Transdisciplinary skills: communication, social, self-management, research Learner Profile: Communicator, thinker Key Concepts: Function, connection, responsibility Attitudes: appreciation, respect, tolerance What you can do at home: Discuss the learner profile words of communicator and thinker and the attitudes of appreciation, respect, and tolerance and how students can display these in their community. September Cookies for Character- I will be looking for students who demonstrate the learner profile of communicator. The Learner Profile is: COMMUNICATOR The Attitudes are: Respect, Cooperation, tolerance and empathy There is an IB tab on our Weebly page that also has more information. As always, please let me know if you have any questions! Alexis Frank Hi Parents!
I hope you are all having 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. Sight words: go,me, like (and review previously taught sight words) Word Family: -am; sam, ram, jam, bam, ham (Review: -at, -ap) 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 we are learning. -In math we will continue our counting and numbers math unit. Students will do a quick warm up every day before math time and write their numbers 1-20 in 2 minutes. The goal is for them to accurately write all of their numbers in 2 minutes by the end of next week. We will work some more with 10 frames/double ten frames and using these to show numbers. Students will also work on determining how many more they will need to get to 10 or 20. Students will take a formative assessment this week to see where they are on mastering the standards for this math unit. Students will get more practice on sorting, counting, and ordering different groups. Students can sort items by color, shape, or size, count how many items are in each group, and put the groups in order from least to greatest or greatest to least. Here is a great game for this: http://www.abcya.com/counting_sorting_comparing.htm At home, please make sure students are practicing counting to 100 by 1’s and 10’s every night and practicing writing their numbers 0-20. (Fun ways of writing numbers can be with chalk outside, in sand or shaving cream, on a whiteboard, etc.) When students have mastered this, you can practice skip counting by 2, 3, 4, etc. and discuss odd and even numbers. Here are our math standards for this unit: MGSEK.CC.1. Count to 100 by ones and by tens. MGSEK.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). MGSEK.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) b. Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. MGSEK.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSEK.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.) - In writer’s workshop we continue our Lucy Calkins narrative unit of study. Along with “When we are done we have just begun,” we will talk about how students can revise their teaching piece and how to write a TRUE story . Partners will continue practice working together and we will review how we can plan our book before we begin. We will focus on adding more details to our pictures-not just drawing pictures that are floating in the middle of the page. Students will be thinking about the who, what, and where their story takes place to help with details in our pictures and writing. We will begin to add speech bubbles to our pictures too. 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, I will begin assessing students on their reading levels. Students will continue reading fiction (old favorite storybooks) books from their book bins independently and with a partner and will also continue to read learn about the world books. We will focus on how “Readers Learn From Books, Too” and “We are Storybook Readers.” (Please see below). Our minilessons will be about how we talk more and more like the characters, look at the pictures and words, etc. Last week we talked about how to make our books at home an old favorite storybook (If your student keeps asking you to re-read a story to them, you know why J.) Here are the steps:
-For phonics we will review letters c, o, a, d, and g and discuss the letter/sound of m. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, we will continue talking about community helpers and how they are similar/different in other communities including other countries around the world, students’ role as a citizen in their community, and the different roles in a community. We will also continue to add the learner profile words (communicator, thinker, and principled) as well as key concepts (function, connection, and responsibility) to our daily vocabulary. We will be looking at pictures of different communities and talking about what we notice and what we wonder. What you can do at home: Discuss the following: Why is it important to be a good citizen? What is a community? What is a community helper? What role do I play in a community? -We will continue our first IB Unit: Transdisciplinary theme: Who We Are Central Idea: Roles and responsibilities help us make connections. Lines of Inquiry: Different roles in the community (function) Similarities and differences between communities (connection) My role as a citizen in a community (responsibility) Related Concepts: roles, citizenship, relationships Transdisciplinary skills: communication, social, self-management, research Learner Profile: Communicator, thinker Key Concepts: Function, connection, responsibility Attitudes: appreciation, respect, tolerance What you can do at home: Discuss the learner profile words of communicator and thinker and the attitudes of appreciation, respect, and tolerance and how students can display these in their community. September Cookies for Character- I will be looking for students who demonstrate the learner profile of communicator. The Learner Profile is: COMMUNICATOR The Attitudes are: Respect, Cooperation, tolerance and empathy There is an IB tab on our Weebly page that also has more information. As always, please let me know if you have any questions! Alexis Frank Hi Parents!
I hope you are all having a wonderful long weekend! Here is what is going on in class this week:
-Please make sure students are practicing sight words and word families daily. Sight words: a, is, my (and review previously taught sight words) Word Family: -ap; cap, lap, map, rap (Review: -at) 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 we are learning. -In math we will review counting by 1’s to 100 and crossing the decade- going from 29 to 30, 59 to 60, etc. We will also review counting on from a number. Students put the number in their “pocket” and continue counting. For example, if I asked students to count on from the number 19, I would have them pretend to put the number 19 silently in their pocket and continue counting…20, 21, 22,… The students will also get to work on a fun “Very Hungry Caterpillar” exemplar with Mrs. Gillon and following the steps in CUBES that we learned about last week. We will also be working on sorting, counting, and ordering different groups. Students can sort items by color, shape, or size, count how many items are in each group, and put the groups in order from least to greatest or greatest to least. Here is a great game for this: http://www.abcya.com/counting_sorting_comparing.htm At home, please make sure students are practicing counting to 100 by 1’s and 10’s every night and practicing writing their numbers 0-20. (Fun ways of writing numbers can be with chalk outside, in sand or shaving cream, on a whiteboard, etc.) When students have mastered this, you can practice skip counting by 2, 3, 4, etc. and discuss odd and even numbers. Here are our math standards for this unit: MGSEK.CC.1. Count to 100 by ones and by tens. MGSEK.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). MGSEK.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) b. Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. MGSEK.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSEK.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.) - In writer’s workshop we continue our Lucy Calkins narrative unit of study. Along with “When we are done we have just begun,” we will talk about how students can revise their teaching piece. Students will be put in pairs that they will work with in writing and reading. Partners will practice working together after I model-they will discuss things like asking questions, reading their pieces to each other, and giving suggestions to their partner about their writing. We will talk about how to use the stapler safely so students can add more pages to their books. Student will continue to make cover pages for their books with a title and pictures/labels to match. I will also introduce to students how we can plan our book before we begin so that students can get all the paper they need together before getting to work. 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, students will continue reading/looking at nonfiction (teach about the world) books from their book bins independently and with a partner and will also begin reading old favorite storybooks. We will focus on how “Readers Learn From Books, Too” and “We are Storybook Readers.”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 review letters c, o, a, and d and discuss the letter/sound of g as in the word get. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, we will continue talking about community helpers and how they are similar/different in other communities including other countries around the world, students’ role as a citizen in their community, and the different roles in a community. We will also continue to add the learner profile words (communicator, thinker, and principled) as well as key concepts (function, connection, and responsibility) to our daily vocabulary. We will be looking at pictures of different communities and talking about what we notice and what we wonder. What you can do at home: Discuss the following: Why is it important to be a good citizen? What is a community? What is a community helper? What role do I play in a community? -We will continue our first IB Unit: Transdisciplinary theme: Who We Are Central Idea: Roles and responsibilities help us make connections. Lines of Inquiry: Different roles in the community (function) Similarities and differences between communities (connection) My role as a citizen in a community (responsibility) Related Concepts: roles, citizenship, relationships Transdisciplinary skills: communication, social, self-management, research Learner Profile: Communicator, thinker Key Concepts: Function, connection, responsibility Attitudes: appreciation, respect, tolerance What you can do at home: Discuss the learner profile words of communicator and thinker and the attitudes of appreciation, respect, and tolerance and how students can display these in their community. September Cookies for Character- I will be looking for students who demonstrate the learner profile of communicator. The Learner Profile is: COMMUNICATOR The Attitudes are: Respect, Cooperation, tolerance and empathy There is an IB tab on our Weebly page that also has more information. As always, please let me know if you have any questions! Alexis Frank |
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May 2021
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