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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. Feel free to move ahead using the sight word lists I sent home. Sight words: up, at, see (and review previously taught sight words) Word Family: -ad; tad, rad, sad, mad, bad, etc.(Review: -at, -ap, -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. -In math we will continue our counting and numbers math unit. We will review our counting strategies- touch and count, move and count, line up and count, count out loud, count on, and re-count. We will discuss what happens when students need to count items that we can’t move and are on a piece of paper for instance- we can cross off each picture on our paper as we are counting to help us keep track. We will begin to work on sorting, counting and ordering. The ordering part of this standard can be difficult which is why this standard appears in all of our math units. To practice, students can sort items at home 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 Students will also get to do a fun math craftivity. They will get to choose a “mystery number” and the write clues for students to determine their number. At home, please make sure students are practicing counting to 100 by 1’s and 10’s every night, to 120 when they have mastered counting to 100, 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. 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. 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. - In writer’s workshop, we will continue our “Show and Tell’ unit. Students have loved drawing their special item with details and labels. We have been reviewing that we can draw our objects big and up close and fill up the whole paper. We will continue discussing how to show and tell, be brave spells, and work with writing partners during this unit. We will be continuing to add to our anchor charts and work on the following: 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, we will celebrate completing our first reading unit. Students will choose an old favorite storybook or learn about the world book and read it to a new partner. They will keep in mind everything we have learned: readers read from cover to cover, we make the words and the pictures match, we sound like the characters, etc. During reading groups, we will be reading instructional level texts and using strategies to help us decode words. 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 all previously taught letters and sounds and discuss the digraph ch and letter u. You can practice these letters and sounds at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, we will begin to wrap up our first unit. Students will be choosing a community helper and write about how they are similar and different in other countries. They will then record their answers on seesaw. 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 begin to finish up 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 profile of thinker/inquirer. The Learner Profile is: Thinker/Inquirer As always, please let me know if you have any questions! Alexis Frank
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Red Ribbon Week Spirit Days
October 28th – November 1st You are invited to participate in a week of spirit to celebrate our choice to be drug free. Monday – Proud to be Drug Free! Wear red to help kick off Red Ribbon Week! Tuesday – Peace Out to Drugs! Wear peace signs and/or tie dye Wednesday – Follow Your Dreams! Wear your pajamas! Thursday – Say Boo to Drugs! Dress up as your favorite storybook character (no masks/hoodies/fake weapons)! Friday - Team Up Against Drugs! Wear your favorite sports shirt or jersey Hi Parents!
I hope you are all having a wonderful weekend enjoying this Fall weather! 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: we, it, and (and review previously taught sight words) Word Family: -an; words such as man, ran, fan, ban, etc. (Review: -at, -ap, -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. -In math we will continue our counting and numbers math unit. We will continue practicing identifying numbers that come before and after a numeral. Example- For the number 30, 29 comes before and 31 comes 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. Students will also review identifying numbers on ten frames by playing ten frame bingo. We will relate this to counting on. Since we know one ten frame filled in represents 10, we can count on to identify the numeral. We will also discuss base 10 and look at tens rods and ones cubes and discuss how they are similar and different to ten frames. A tens rod is similar to a ten frame because they both represent ten and they are different because a tens rod is one row of 10 and a ten frame is two rows of 5. Here is a tens rod and ones cubes. Students will also get to make their own skip counting game. They will choose a way to skip count (by 2’s, 3’s, 4’s, 5’s, 10’s, etc.) and then play with a classmate. Next week, we will begin to work on sorting, counting and ordering. The ordering part of this standard can be difficult which is why this standard appears in all of our math units. To practice, students can sort items at home 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, to 120 when they have mastered counting to 100, 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. 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. 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. - In writer’s workshop, students will have a post assessment on our narrative writing unit. I am looking for them to have an introduction (begin with One dark night…One sunny day…etc.), the pictures and words talk about who, what, where, how they felt, and include speech bubbles. Students will also have a pre assessment on our 2nd unit-show and tell. They will draw/write about something that is important to them. After our pre- assessment, students will get to bring in an item they want to draw and write about. We will be working on adding labels and details to our pictures as well. Here is what students will work on in this unit:
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, we will finish up our first unit of study. 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. 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 review all previously taught letters and sounds and discuss the letter/sounds of k and p. You can practice these letters and sounds 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. Some of the topics we will discuss are schools around the world, police officers in England called “Bobbies,” how community helpers can work together, etc. We will continue to discuss 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. 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 As always, please let me know if you have any questions! Alexis Frank Online Consumable Book ResourcesThe county provides math, science, and social studies consumables as online resources. To access the math and science resources at home, login to Classlink and click on the McGraw Hill Education app. Both Georgia science and math consumables are available. To access the social studies resource login to Classlink, click on social studies and then on the Gallopade app.
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. Feel free to move ahead using the sight word lists I sent home. Sight words: on, in, so (and review previously taught sight words) Word Family: -ag; words such as tag, rag, flag, lag, etc. (Review: -at, -ap, -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 be reading “Zero is the Leaves on the trees” and review that zero represents nothing. Students will be working on a higher order thinking activity across the curriculum in which they think of a sentence like “Zero is the number of kids in the pool during winter time” or “Zero is the number of clouds in the sky on a sunny day.” We will continue to warm up with counting. Have your students show you our finger trick- Every time they get to 10,20, 30, etc. they hold another finger up. For example when they get to the number 10 they will hold one finger up, when they get to the number 20 they will hold 2 fingers up, etc. This serves as a great visual. We will continue to work on counting forward from a number. When counting on, we will work on putting a number “in our pocket” and then counting on. For example if I ask students to count on from the number 12, they will put 12 silently “in their pocket” and count 13, 14, 15, etc. Students will continue to work with numbers and representing them in different ways. We will also work on finding numbers that become before and after a number. In the next few weeks we will work on sorting, counting and ordering. The ordering part of this standard can be difficult which is why this standard appears in all of our math units. To practice, students can sort items at home 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, to 120 when they have mastered counting to 100, 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. 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. 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. - 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 writing an introduction page to grab the readers attention such as “One dark night,” “One sunny day,” and thinking about the who, what, and where their story takes place to help with details in our pictures and writing. We will also continue to work on incorporating how they felt and 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. - 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 all previously taught letters and sounds and discuss the letter/sounds of i and j. You can practice these letters and sounds 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. Some of the topics we will discuss are schools around the world, police officers in England called “Bobbies,” how community helpers can work together, etc. We will continue to discuss 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. 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 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. Feel free to move ahead using the sight word lists I sent home. 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. We will focus on our writing numbers standard and counting forward from a number. Writing the numbers 10-20 can be tricky. Here is a video you can watch at home that we will be using in class. https://www.youtube.com/watch?v=1W5aYi3lkho. Students will work on representing numbers in different ways using tallies, ten frames, base ten, number words, etc. Students will also be working an a higher order thinking exemplar that focuses on the book “The Very Hungry Caterpillar.” When counting on, we will work on putting a number” in our pocket” and then counting on. For example if I ask students to count on from the number 12, they will put 12 silently “in their pocket” and count 13, 14, 15, etc. Students will take a formative assessment this week to see where they are on mastering the standards of counting and writing numbers. In the next few weeks we will work on sorting, counting and ordering. The ordering part of this standard can be difficult which is why this standard appears in all of our math units. To practice, students can sort items at home 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, to 120 when they have mastered counting to 100, 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. 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. 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. - In writer’s workshop we continue our Lucy Calkins narrative unit of study. Students will learn how to write a TRUE story (see below). We will begin by reading an exemplar text called “Creak Said the Bed” and look at some techniques the author used. We will talk about grabbing the readers’ attention by starting our stories with something like “One dark night..,” “One snowy day…,” “One early morning…” etc. We will begin to include who was in the story, where the story took place, what happened, and how they felt. I will introduce students to speech bubbles too. 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. 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 read learn about the world books and work on learning new information from the pictures, words, and sounding like a teacher. We will begin to read “Old Favorite Storybooks” as well. With me, students will be working on skills at their level (letters, letter sounds, word families, etc.) and/or reading instructional level texts and focusing on comprehension strategies for their level. In independent centers, students will work on I-read and partner or private read. Students will continue reading/looking at learn about the world books and old favorite storybooks from their book bins. 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 all previously taught letters and sounds and discuss the letter/sounds of h and 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 continue talking about community helpers and how they are similar/different in other communities including other countries around the world. Some of the topics we will discuss are schools around the world, police officers in England called “Bobbies,” how community helpers can work together, etc. We will continue to discuss 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. 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:
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. When students have mastered counting to 100 by 1’s and 10’s we will move on to counting to 120. I will also introduce students to ten frames. We will discuss recognizing the number on the ten frame without counting and also determining how to figure out how many more we need to make 10/20/30, etc. This week students will also work on higher order thinking word problems using the CUBES strategy. Students will not only be solving these problems but beginning to explain how they got their answer. Soon we will be working on sorting objects into groups by color, shape, or size. We will then work on counting how many are in each group and putting the groups in order from smallest to greatest or greatest to smallest. This is a standard students can practice at home. 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. 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. 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. - 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 (see below). 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, we will begin working in small groups and independent centers. With me, students will be working on skills at their level (letters, letter sounds, word families, etc.) and/or reading instructional level texts and focusing on comprehension strategies for their level. In independent centers, students will work on I-read and partner or private reading. Students will continue reading/looking at nonfiction (teach about the world) books from their book bins independently and with a partner. We will continue to focus on how “Readers Read With A Partner.” (Please see below) 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 phonics we will review our previously taught letters and sounds and focus on letters and sounds of m and 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 As always, please let me know if you have any questions! Alexis Frank |
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May 2021
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