|
|
Hi Parents,
I hope you all had a wonderful Thanksgiving and break! Here is what is going on in our class this week:
-Please make sure students are practicing sight words and word families daily Sight words: play, was, had (and review previously taught sight words) Word Family: -ip; hip, tip, rip, sip, dip, etc. (Review: -at, -ap,-ag, -am, -an, -ad, -ot, -og, -op, -od) 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, we will begin our new math unit on comparing and decomposing numbers. Students will learn how to decompose numbers between 11-19, show those numbers in a ten frame, write an equation, and explain how many tens and ones are in those numbers. For instance, in the number 15, there is one ten and 5 ones and the equation would be 10+5=15 or 15=10+5. For the number 12, there is one 10 and 2 ones and the equation would be 10+2=12 or 12=10+2. When students master this, they can work on number in the 20’s. For example, the different number sentence for 23 would be 10+10+3=23, 23=10+10+3, 20+3=23, and 23=20+3. Even though we are starting a new unit it is important for students to continue practicing counting to 100 by 1’s and 10’s every night and practicing writing their numbers. The sorting, counting, and ordering groups standard is in this unit as well. What you can do at home: Have students sort silverware, coins, beads, etc. by color, shape or size. Students can then count how many are in each group and put the groups in order from least to greatest amount or greatest to least amount. Here is a fun website to practice this standard: http://www.abcya.com/counting_sorting_comparing.htm Here are our math standards for our comparing numbers and decomposing teen numbers unit: MGSEK.NBT.1Compose 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) 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.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. (Limit category counts to be less than or equal to 10) 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. (Limit category counts to be less than or equal to 10) -In writer’s workshop we will finish up our informational unit. This week, we will be talking about the life cycle of an apple tree using what we know about informational writing including an introduction page and conclusion page and transition words. We will review transition words (first, then, next, after that, finally, etc.) and continue to work on drawing neat pictures/diagrams with labels and details. Students will continue working on an introduction page, using transition words for their 3 middle pages, and a conclusion page to sum everything up. 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 our “Super Powers” unit. (See anchor chart below) We will review all the strategies that can help us read. This week we will focus on book talk power. Students will work on giving their partner a book introduction without giving away the ending. Partners will also work together to retell their books by summarizing and not telling about every single page. Students will also 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, h, t, i, j, k, and p. This week will focus on digraph ch- chop, peach, chill, catch, etc. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In science, we will begin our new unit on the day and night sky. We will talk about the objects in the day and night sky and learn about attributes of the sun and the moon. We will discuss how the sky changes- sunrise, day sky, sunset, night sky. We will also talk about how the sun can help us as well as hurt us. Students will observe, think, and question day and night pictures as well as add their new “wonder” to the wonder wall. This IB unit also include studies of holiday traditions. In the coming weeks we will be talking about Kwanzaa, Diwali, Christmas, and Hanukkah traditions. -We will begin our 3rd IB unit. Transdisciplinary theme: Where we are in place and time Central Idea: Discoveries are made through exploration. Lines of Inquiry: * Patterns around the world (day/night chronological vocabulary ) (change) *Explorations of journeys and personal history. (perspective) * Tools we use to determine location and understanding our relation to it. (connection) * Traditions and holidays around the world (connection, perspective) Key Concepts: Perspective, Change, Connection Related Concepts: Cycles, Subjective, Relationships, Systems Transdisciplinary skills: * Thinking: analysis, dialectical thought, synthesis * Social: cooperation, adopting a variety of group roles * Communication: all * Self-Management: spatial awareness, organization, time management * Research: formulating questions, planning, recording data, presenting research data Attitudes: curiosity, commitment Learner Profile: Communicator, Open-minded, Inquirer What you can do at home: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day. What you can do at home: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day. November Cookies for Character- I will be looking for students who demonstrate the learner profiles of inquirer and thinker The Learner Profile is: Reflective The Attitude is: Appreciation As always, please let me know if you have any questions! Alexis Frank
0 Comments
Hi Parents,
I hope you are having a nice weekend. Here is what is going on in our classroom this week:
-Please make sure students are practicing sight words and word families daily Sight words: get, come, got (and review previously taught sight words) Word Family: review all short a and short o word families (Review: -at, -ap,-ag, -am, -an, -ad, -ot, -og, -op, -od) 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 have their post assessment on shapes and their pre-assessment on our upcoming math unit: comparing numbers and decomposing numbers. We will also be re-visiting counting and writing numbers in this unit. We will start this after Thanksgiving break. Please see the standards for our new math unit below. At home, please make sure students continue to practice 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 our comparing numbers and decomposing teen numbers unit: MGSEK.NBT.1Compose 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) 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.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. (Limit category counts to be less than or equal to 10) 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. (Limit category counts to be less than or equal to 10) In writer’s workshop we will continue our informational unit. We will continue our “How To” pieces. We will review transition words (first, then, next, after that, finally, etc.) and continue to work on drawing neat pictures/diagrams with labels and details. Students will continue working on an introduction page, using transition words for their 3 middle pages, and a conclusion page to sum everything up. We will look at our class pumpkin again and observe how it has changed over the past few weeks. Students will work on using descriptive words to write their observations in their pumpkin journal. 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 our “Super Powers” unit. (See anchor chart below) We will review all the strategies that can help us read. This week we will focus on how super readers use their voice to bring books to life as well as review how to match our voices to the feelings of characters. We will find patterns in books and use those patterns to help us read. We will practice this with the book “Brown Bear, Brown Bear.” We will continue to discuss punctuation when reading. We will talk about how periods are light stop signs and tell us to pause. We will work on reading with excitement when we see an exclamation point and asking a question when we see a question mark. Students will also 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, h, t, i, j, and k. This week will focus on the letter p. 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 finish up our symbols unit. Students will be making a crest that represents themselves. Students will put symbols on their crest that symbolize things they enjoy doing. For instance, if they like playing soccer, they will put a soccer ball as a symbol or if their favorite food is spaghetti, they could draw a meatball or noodles to symbolize this. 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 finish up 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: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day. November Cookies for Character- I will be looking for students who demonstrate the learner profiles of inquirer and thinker The Learner Profile is: Reflective The Attitude is: Appreciation As always, please let me know if you have any questions! Alexis Frank Hi Parents,
I hope you are having a nice weekend. Here is what is going on in our classroom this week:
-Please make sure students are practicing sight words and word families daily Sight words: this, look, for (and review previously taught sight words) Word Family: -od; rod, cod, nod, pod, sod (Review: -at, -ap,-ag, -am, -an, -ad, -ot, -og, -op) 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 have their second formative assessment on a combination of 2d and 3d shapes including how many vertices/ corners some of these shapes have. We will continue to delve into comparing a 2d and 3d shape. For instance, a cube and a square are different because the square is 2d and the cube is 3d. They are the same because the cube has square faces. Another example would be that a circle and a cube are different because the circle is 2d and the sphere is 3d. They are the same because they both don’t have any vertices/corners. Students will work on exemplars about shapes , which are higher order thinking questions. We will also review positional words- above, below, beside, in front of, behind, and next to. Here are a few positional word videos that we will watch in class that you can also watch at home to practice this vocabulary: https://www.youtube.com/watch?v=ryb26FjpgUE https://www.youtube.com/watch?v=xERTESWbqhU&list=PLe5MVpQEpecaQgw70dq_JpRa3C2g3pZ6m https://www.youtube.com/watch?v=xyMrLQ4ZI-4 At home, you can go on a 3d shape hunt around the house and community! Discuss with students how many faces and vertices these shapes have. At home, please make sure students continue to practice 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 our 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 we will continue our informational unit. We will continue our “How To” pieces. We will review transition words (first, then, next, after that, finally, etc.) and continue to work on drawing neat pictures/diagrams with labels and details. Students will continue working on an introduction page, using transition words for their 3 middle pages, and a conclusion page to sum everything up. We will look at our class pumpkin again and observe how it has changed over the past few weeks. Students will work on using descriptive words to write their observations in their pumpkin journal. 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 our “Super Powers” unit. (See anchor chart below) We will delve more into strategies that can help us read. This week we will focus on how super readers make the first sound in the word to help them read the word when it is tricky. Students will say the first sound of the word while looking at the picture to say the word that makes the most sense (We have sound Power). We will also continue to discuss how super readers don’t give up when one super power doesn’t work (We have persistence power). Students will also 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, h, t, i, and j. This week will focus on the letter k. 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 our unit on identifying and explaining the meaning of American symbols (statue of liberty, American flag, liberty bell, etc.) We will discuss that letters are symbols for sounds, numbers represent “how many,” and that punctuation such as a period represents pausing, an exclamation point symbolizes excitement, and a question mark represents a question. We will continue talking about Thanksgiving and symbols for this holiday as well as fall colors and what they symbolize. 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: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day. November Cookies for Character- I will be looking for students who demonstrate the learner profiles of inquirer and thinker The Learner Profile is: Reflective The Attitude is: Appreciation As always, please let me know if you have any questions! Alexis Frank |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
May 2021
Categories |