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Hi Parents!
I hope you are enjoying your weekend! Here is what is going on in class this week:
3. Thursday we will be doing Fall station rotations to all of the kindergarten classes. Each class will be doing a fun activity focusing on math or ELA. 4. It’s red ribbon week! Here are the dress up days: 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 Don’t forget, students can work on Iread,Iready math, and Kids A-Z leveled reading at home. If you need help logging in our downloading the apps, please let me know! IIf you have logged in to the classlink app and are having trouble finding the Iread app, it says “HMH.” -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: am, went, are (and review previously taught sight words) Word Family: -op; hop, mop, pop, top, etc. (Review: -at, -ap, -am, -an, -ad, -ot, -og) 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 2nd math unit on decomposing, composing, and comparing numbers. Students will be working with a partner and making their own decomposing numbers Fall themed game. They will be working with teen numbers, ten frames, and the equations to go with them. Students will also be having a formative assessment on decomposing. Students need to fill in a ten frame correctly, determine what teen number they have if they have ten and some more, and write the matching equation. Students will also be working on sorting, counting, and ordering on Friday. We will be focusing on ordering- putting groups in order from least to greatest or greatest to least. We will be reviewing numbers in the teens have 1 group of ten and some ones. For example in the number 15, there is one ten and five ones. We will work on showing this number in a ten frame and writing an equation to go with it. 10+5=15 and 15=10+5. Once students have mastered this we will talk about higher numbers like 32. In the number 32 there are 3 tens and 2 ones and we will show these in ten frames and write an equation to go with these higher numbers as well. We will also enrich this with using base ten blocks after students have delved more into ten frames. Example of ten frames: Example of base ten: Work with numbers 11–19 to gain foundations for place value. MGSEK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8) Know number names and the count sequence. 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). Count to tell the number of objects. MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Compare numbers. MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.[1] MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. 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. 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. Writing numbers to 50. What you can do at home: Practice counting to 120 every night and practice writing numbers to 50. Discuss that a penny equals 1 cent and practice counting pennies with one to one correspondence. Discuss that a dime equals ten cents and that we can trade ten pennies for a dime. Practice counting dimes by 10’s. For a challenge, put dimes and pennies together and have students count. Find objects around the house and compare groups-which group has the greatest amount? Least amount? Do any groups have an equal amount? Practice decomposing numbers into tens and ones. - In writer’s workshop, we will finish up our Show and Tell unit. Students will be having their post assessment on a person, place, or thing that is important/special to them. Students need to talk about 3 parts of their special person, place, or thing and write an ending. Students also need to include labels in pictures and details in pictures and in words. Students will also begin their pre-assessment on our next writing unit of study- narrative. 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 2nd reading unit of study. 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 working with partners to go back and re-read the labels we have made for the pictures in our books. We will also practice marking pages in our books with a sticky note that we have questions about or read something interesting and want to share with our partner. We will also practice stopping to think about the character. We can ask ourselves questions like, ‘Why are they doing that? Or How do you think he’s feeling? Or What do you think she will do next?’ We will continue to work in guided reading groups and students will work on building their reading stamina independently and work on IRead. What you can do at home: Have students choose a book and write labels on sticky notes for pictures in their books for how the characters are feeling, what something looks like, and what is happening, 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 and sound of s and digraph sh. 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 our unit on identifying and explaining the meaning of American symbols (statue of liberty, American flag, liberty bell, etc.) We will focus on the bald eagle this week and how it represents freedom and strength. We will also connect symbols to our daily lives and discuss what symbols students might see- the Yellow M for McDonalds, the red Target sign, etc. At home, you can discuss different symbols you see when you are out and what they mean. You can discuss how symbols show information and if symbols mean the same thing to everyone. Would people in other countries understand what these symbols mean? Why is it important to understand symbols? What positive character traits do you display? Why? -We will continue our 2nd IB unit. Transdisciplinary theme: Who We Are Central Idea: Symbols show information. Lines of Inquiry: Symbols and people that represent our country (perspective) Symbols and people that represent countries around the world (perspective) How positive character traits can shape an individual ( reflection/ responsibility) Key Concepts: Perspective, Reflection, Responsibility Related Concepts: Beliefs, Interpretation, Values Transdisciplinary skills: * Thinking Skills- Comprehension * Communication- Viewing. Students will have multiple opportunities to view symbols through different types of media and interpret the information they learned. * Social Skills- Cooperating. Students will have to work together to research one country and then to present together the information they learned to other kindergarten students. Attitudes: Creativity, Appreciation, respect Learner Profile: Thinker, open-minded, caring What you can do at home: Discuss the learner profile words of thinker, open-minded, and caring and the attitudes of creativity, appreciation, and respect 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 Hi Parents!
I hope you are enjoying your 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: an, can, no (and review previously taught sight words) Word Family: -og; hog, dog, bog, fog, etc. (Review: -at, -ap, -am, -an, -ad, -ot) 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 begin our 2nd math unit on decomposing, composing, and comparing numbers. We will be discussing that numbers in the teens have 1 group of ten and some ones. For example in the number 15, there is one ten and five ones. We will work on showing this number in a ten frame and writing an equation to go with it. 10+5=15 and 15=10+5. Once students have mastered this we will talk about higher numbers like 32. In the number 32 there are 3 tens and 2 ones and we will show these in ten frames and write an equation to go with these higher numbers as well. We will also enrich this with using base ten blocks after students have delved more into ten frames. Work with numbers 11–19 to gain foundations for place value. MGSEK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8) Know number names and the count sequence. 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). Count to tell the number of objects. MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Compare numbers. MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.[1] MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. 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. 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. Writing numbers to 50. What you can do at home: Practice counting to 120 every night and practice writing numbers to 50. Discuss that a penny equals 1 cent and practice counting pennies with one to one correspondence. Discuss that a dime equals ten cents and that we can trade ten pennies for a dime. Practice counting dimes by 10’s. For a challenge, put dimes and pennies together and have students count. Find objects around the house and compare groups-which group has the greatest amount? Least amount? Do any groups have an equal amount? Practice decomposing numbers into tens and ones. - In writer’s workshop, we will continue our “Show and Tell’ unit by writing show and tell stories. We will continue to work on thinking of an idea, telling about all the parts, and beginning to write and draw all the parts. For example, if we are writing a show and tell book about the playground, the parts could be the monkey bars, the slide, and the tunnel. On the first page students would draw and write about the monkey bars, on the second page students would draw and write about the slide. The last page student would draw and write about the tunnel. To challenge students, I will have them begin working on an introduction page which grabs the readers attention and a conclusion page that sums everything up. An introduction page about the playground might say something like, “The playground at Heards Ferry is where students play at recess.” A conclusion page might say something like, “The playground is so much fun!” 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 continue our 2nd reading unit of study. We will revisit previously read books such as “The Carrot Seed,” “Mrs. Wishy Washy,” and “The Three Billy Goats Gruff” and talk about how readers can see more and look even more closely at their books. We can label things such as feelings, what something looks like, and what things are happening on a sticky note and place it in the book. We will also discuss that when readers get together with their partners, they can read the labels that they write. Partners in reading workshop , just like in writing workshop, can help each other get more sounds in their words. When readers are reading by themselves, they often have thoughts like "Oh, this is so cool!” Or “Huh? I don't get this.” These are the exact kind of thoughts that readers share with their partners and we can use post-it notes to mark a part of the page that makes you think, ‘Oh this is cool!’ or ‘Huh? I don’t get this!’ and save it for partner time. What you can do at home: Have students choose a book and write labels on sticky notes for pictures in their books for how the characters are feeling, what something looks like, and what is happening, 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 and sound of n and e. 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 our unit on identifying and explaining the meaning of American symbols (statue of liberty, American flag, liberty bell, etc.) We will watch a fun Brain Pop Jr. video on American symbols to begin learning about them. You can watch Brain Pop Jr. at home when you log in through the classlink app. We will focus on the parts of the Statue of Liberty that represent different things (the torch, crown, and tablet). At home, you can discuss different symbols you see when you are out and what they mean. You can discuss how symbols show information and if symbols mean the same thing to everyone. Would people in other countries understand what these symbols mean? Why is it important to understand symbols? What positive character traits do you display? Why? -We will continue our 2nd IB unit. Transdisciplinary theme: Who We Are Central Idea: Symbols show information. Lines of Inquiry: Symbols and people that represent our country (perspective) Symbols and people that represent countries around the world (perspective) How positive character traits can shape an individual ( reflection/ responsibility) Key Concepts: Perspective, Reflection, Responsibility Related Concepts: Beliefs, Interpretation, Values Transdisciplinary skills: * Thinking Skills- Comprehension * Communication- Viewing. Students will have multiple opportunities to view symbols through different types of media and interpret the information they learned. * Social Skills- Cooperating. Students will have to work together to research one country and then to present together the information they learned to other kindergarten students. Attitudes: Creativity, Appreciation, respect Learner Profile: Thinker, open-minded, caring What you can do at home: Discuss the learner profile words of thinker, open-minded, and caring and the attitudes of creativity, appreciation, and respect 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 Red Ribbon Week Spirit Days
October 28th – November 1st 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 enjoying your long 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: he, do, you (and review previously taught sight words) Word Family: -ot; hot, rot, cot, not, etc. Review All (Review: -at, -ap, -am, -an, -ad) 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 I will finish up pre-assessing students on our 2nd unit in math-comparing numbers and post assess on unit 1-counting. Please see the new standards below. We will begin decomposing and comparing numbers next week. This next unit we will also continue counting to 120 and writing numbers to 50. Work with numbers 11–19 to gain foundations for place value. MGSEK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8) Know number names and the count sequence. 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). Count to tell the number of objects. MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Compare numbers. MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.[1] MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. 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. 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. Writing numbers to 50. What you can do at home: Practice counting to 120 every night and practice writing numbers to 50. Discuss that a penny equals 1 cent and practice counting pennies with one to one correspondence. Discuss that a dime equals ten cents and that we can trade ten pennies for a dime. Practice counting dimes by 10’s. For a challenge, put dimes and pennies together and have students count. Find objects around the house and compare groups-which group has the greatest amount? Least amount? Do any groups have an equal amount? Practice decomposing numbers into tens and ones. - In writer’s workshop, we will continue our “Show and Tell’ unit by writing show and tell stories. We will continue to work on thinking of an idea, telling about all the parts, and beginning to write and draw all the parts. For example, if we are writing a show and tell book about the playground, the parts could be the monkey bars, the slide, and the tunnel. On the first page students would draw and write about the monkey bars, on the second page students would draw and write about the slide. The last page student would draw and write about the tunnel. To challenge students, I will have them begin working on an introduction page which grabs the readers attention and a conclusion page that sums everything up. An introduction page about the playground might say something like, “The playground at Heards Ferry is where students play at recess.” A conclusion page might say something like, “The playground is so much fun!” 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 continue our 2nd reading unit of study. We will continue to practice looking closely at familiar texts such as Goldilocks and the Three Bears and The Three Billy Goats Gruff. We will continue to pay attention to the character’s feelings by noticing what clues the author and illustrator gives. Students will then use this to label their books with a sticky note. If a student notices a character is happy, they can sound out the word happy on a sticky note and place it in the book. They can do the same things with other feelings. Students will also work labeling pictures in our books to match what we are working on in writing. For instance in our book The Three Billy Goats Gruff, students can label the animals, places and things they see such as the troll, bridge, goats, etc. using sticky notes. We will also practice identifying sight words in our books (also known as snap words) and use our sight words to retell a story with more and more detail. 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: 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 and sound of r and f. 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 our unit on identifying and explaining the meaning of American symbols (statue of liberty, American flag, liberty bell, etc.) We will begin this unit by having students draw any sign they know of and then we will go on a symbols scavenger hunt around school. At home, you can discuss different symbols you see when you are out and what they mean. You can discuss how symbols show information and if symbols mean the same thing to everyone. Would people in other countries understand what these symbols mean? Why is it important to understand symbols? What positive character traits do you display? Why? -We will begin our 2nd IB unit. Transdisciplinary theme: Who We Are Central Idea: Symbols show information. Lines of Inquiry: Symbols and people that represent our country (perspective) Symbols and people that represent countries around the world (perspective) How positive character traits can shape an individual ( reflection/ responsibility) Key Concepts: Perspective, Reflection, Responsibility Related Concepts: Beliefs, Interpretation, Values Transdisciplinary skills: * Thinking Skills- Comprehension * Communication- Viewing. Students will have multiple opportunities to view symbols through different types of media and interpret the information they learned. * Social Skills- Cooperating. Students will have to work together to research one country and then to present together the information they learned to other kindergarten students. Attitudes: Creativity, Appreciation, respect Learner Profile: Thinker, open-minded, caring What you can do at home: Discuss the learner profile words of thinker, open-minded, and caring and the attitudes of creativity, appreciation, and respect 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 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: Review All (and review previously taught sight words) Word Family: Review All (Review: -at, -ap, -am, -an, -ad) 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 I will be pre-assessing students on our 2nd unit in math-comparing numbers. Please see the new standards below. Next week I will post assess students on our current math unit-counting. I have listed new activities for our 2nd math unit that you can work on at home too. Please see below. Work with numbers 11–19 to gain foundations for place value. MGSEK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8) Know number names and the count sequence. 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). Count to tell the number of objects. MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Compare numbers. MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.[1] MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. 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. 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. Writing numbers to 50. What you can do at home: Practice counting to 120 every night and practice writing numbers to 50. Discuss that a penny equals 1 cent and practice counting pennies with one to one correspondence. Discuss that a dime equals ten cents and that we can trade ten pennies for a dime. Practice counting dimes by 10’s. For a challenge, put dimes and pennies together and have students count. Find objects around the house and compare groups-which group has the greatest amount? Least amount? Do any groups have an equal amount? Practice decomposing numbers into tens and ones. - In writer’s workshop, we will continue our “Show and Tell’ unit. We will take what we have learned from drawing pictures with details and labels to now writing a show and tell story. We will work on thinking of an idea, telling about all the parts, and beginning to write and draw all the parts. For example, if we are writing a show and tell book about the playground, the parts could be the monkey bars, the slide, and the tunnel. On the first page students would draw and write about the monkey bars, on the second page students would draw and write about the slide. The last page student would draw and write about the tunnel. To challenge students, I will have them begin working on an introduction page which grabs the readers attention and a conclusion page that sums everything up. An introduction page about the playground might say something like, “The playground at Heards Ferry is where students play at recess.” A conclusion page might say something like, “The playground is so much fun!” 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 begin our 2nd reading unit of study. We will practice looking closely at familiar texts like Knuffle Bunny, Caps for Sale, and previous stories we have read. We will discuss that readers consider the feelings of the characters. They stop often and think about how characters say and do things in their books. These give readers clues to figure out how the characters feel. We will use how the characters are feeling to match our voices to those of the characters. We will discuss that readers can practice matching their voice to how the character feels by reading with a partner. They can take turns reading separate pages, or they can echo read (one student reads and then another student reads the same thing) to reread each page and make it better and better each time. 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 and sound of b. B and d are two letters that students can easily get mixed up. Students can practice writing the letter b at home. Come up with words that begin with the letter b and have them sound it out and write the word. 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 finish our first social studies unit. Students will have a community helper assessment, write about their community helper project they brought in on Friday, and reflect on this unit. Do they think they were a communicator or thinker? Students will draw a picture and write a sentence to match their picture. -We will 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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