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Hi Parents,
I hope you all had a great weekend! 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: review all (and review previously taught sight words) Word Family: review all (Review: -at, -ap,-ag, -am, -an, -ad, -ot, -og, -op, -od, -ig,-ip,-it) 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 a formative assessment on comparing numbers and decomposing numbers. For the rest of the week, we will continue to compare numbers using the greater than (>), less than(<), and equal (=) signs and practice drawing “the alligator” eating the bigger number. If you have a deck of cards at home, you can have students turn over two cards and write the appropriate symbol in the middle. Students will continue to work on decomposing 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 numbers in the 20’s. For example, the different number sentences 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 this week, we will continue working on our narrative writing unit. We will apply what we know about what makes writing easy and hard to read and incorporate that into our writing. We will continue working on beginning with an introduction (one sunny morning, one rainy afternoon, one snowy night, etc.) and making sure we include who, what, where, how you felt, and speech bubbles. We will also continue to work on using transition words in our narrative writing and including a conclusion page-ex. I had so much fun going to the beach! Please see charts below: 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 this week, we will begin our next Reading Units of Study unit- “Bigger Books, Bigger Reading Muscles.” We will build upon our “super powers” unit and add “Pattern Power” to our anchor chart. We will discuss how some books have a pattern on every page but some words change For example: I like to eat. I like to jump. I like to play. The words “I like to” are the pattern on every page and the last word is what changes. See chart below. 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, p, digraph ch, u, and b. This week will focus on the letter r. 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 maps and globes. We will be talking about cardinal directions, a map key, and symbols on a map. We will focus on these standards: SSKG2 Explain that a map is a drawing of a place and a globe is a model of Earth. a. Differentiate land and water features on simple maps and globes. b. Explain that maps and globes show a view from above. c. Explain that maps and globes show features in a smaller size. We will learn about Christmas traditions this week. -We will continue 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. December Cookies for Character- I will be looking for students who demonstrate the learner profile of open-minded. The Learner Profile is: open-minded The Attitude is: tolerance As always, please let me know if you have any questions! Alexis Frank
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Hi Parents,
I hope you all had a wonderful weekend! 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: all, be, as (and review previously taught sight words) Word Family: -it; sit, mit, hit, kit, etc. (Review: -at, -ap,-ag, -am, -an, -ad, -ot, -og, -op, -od, -ig,-ip) 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 continue our new math unit on comparing and decomposing numbers. We will be talking about comparing numbers as well as the greater than (>), less than(<), and equal (=) signs. We will discuss that the alligator always eats the bigger number. If you have a deck of cards at home, you can have students turn over two cards and write the appropriate symbol in the middle. We will also work on some exemplars (higher order thinking word problems) this week. Students will continue to work on decomposing 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 numbers in the 20’s. For example, the different number sentences 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 this week, students will take their narrative writing pre assessment and then begin working on our narrative unit. We will discuss what makes writing easy and hard to read. We will review beginning with an introduction (one sunny morning, one rainy afternoon, one snowy night, etc.) and making sure we include who, what, where, how you felt, and speech bubbles. We will also continue to work on using transition words in our narrative writing and including a conclusion page-ex. I had so much fun going to the beach! Please see charts below: 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 this week, students will continue to be assessed on their reading levels. We will also review our “Super Powers.” 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, p, digraph ch, and u. This week will focus on the letter b. We will review the differences between b and d. You can practice writing and identifying the letters b and d at home too. 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 continue 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. In social studies, we will begin talking about maps and globes. We will focus on these standards: SSKG2 Explain that a map is a drawing of a place and a globe is a model of Earth. a. Differentiate land and water features on simple maps and globes. b. Explain that maps and globes show a view from above. c. Explain that maps and globes show features in a smaller size. This week we will review Kwanzaa traditions and learn about Hanukkah and Diwali traditions. Next week we will learn about Christmas traditions. -We will continue 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. December Cookies for Character- I will be looking for students who demonstrate the learner profile of open-minded. The Learner Profile is: open-minded The Attitude is: tolerance As always, please let me know if you have any questions! Alexis Frank Hi Parents,
I hope you all had a wonderful weekend! 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: they, will, too (and review previously taught sight words) Word Family: -ig; dig, pig, big, fig, 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 continue our new math unit on comparing and decomposing numbers. Students will continue to work on decomposing 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 numbers in the 20’s. For example, the different number sentences for 23 would be 10+10+3=23, 23=10+10+3, 20+3=23, and 23=20+3. Students will also work on making their own day/night decomposing match game this week! I will also introduce students to pennies. We will discuss that a penny equals one cent and ten pennies equal a dime. We will then work on determining how many tens and ones are in an amount of pennies. 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 this week, students will take their informational writing post assessment. We will brainstorm what students want to write about and review what students need to include in the books: using the word “you,” neat pictures/diagrams with labels and details, 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 this week and next week, students will be assessed on their reading levels. We will also review our “Super Powers.” 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, p, and digraph ch. This week will focus on the letter u as in umbrella. 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 continue 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. This week we will also learn about Kwanzaa traditions. -We will continue 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. December Cookies for Character- I will be looking for students who demonstrate the learner profile of open-minded. The Learner Profile is: open-minded The Attitude is: tolerance |
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May 2021
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