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Hi Parents!
I hope you had a great 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, -ot, -og,-od,-ip, -ig,-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. In math, we will continue our shapes unit continue to focus on 2d shapes. Students need to know that 2d shapes are flat. We will work on identifying and describing how many sides and corners the following 2d shapes have: square, circle, triangle, rectangle, and hexagon. We will go beyond this and also explore trapezoids, rhombus’ (diamond), octagons, and pentagons. We will delve more into 2d shapes such as a triangle are still triangles despite their size and orientation. We will look at defining and non defining attribute of shapes. Color, size, and orientation and being “open” don’t make a shape a shape. See sample charts below. We will continue to review positional words- above, below, beside, in front of, behind, and next to. Ask your students to show you our hand movements to remember the correct words! The words above and below have been the trickiest for students as they want to say on top of and under. This week students will write 2d shape riddles for a friend to solve. Students will also play the position game, “Where’s Abe?” Students will give their partner clues about where their penny is on their game board using positional words to try to find the penny. It is like the game battleship! Students will also explore tangrams and how they can be put together to make other 2d shapes and taken a part. Please work on positional words with students at home as well as shape names and how many sides and corners they have. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 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. Reason with shapes and their attributes. MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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.[1] 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. ** **Assess writing and representing up to 80 What you can do at home: Practice counting to 120 every night and practice writing numbers to 80. Practice using positional words, make 2d and 3d shapes out of objects around the house, go on a 2d and 3d shape hunt around the house or when you are out in the community and name shapes, discuss how many sides and vertices/angles 2d and 3d shapes have, compare and contrast 2d and 3d shapes, represent numbers such as 35 in base 10 or using pennies and dimes. - In writer’s workshop, students will have their post assessment on narrative writing and pre-assessment on informational (how-to) books. We will start our informational unit when we return from break. What you can do at home: have students practice sounding out words and writing down the sounds they hear on paper and draw pictures with details and label their pictures. You can also remind students that when writing, the first letter in a sentence is uppercase and the rest is lower case, there are finger spaces between words, and periods at the end of sentences. We will continue to work on this in class. - During reading, I will continue to assess students on their reading level. We will finish up our “Super Powers” unit and review all of our superpowers we will continue to use when we read. 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 of our letters, digraphs, sounds, and syllables. 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. 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. When we return from break we will begin our discussion about maps and globes. -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. December Cookies for Character- I will be looking for students who demonstrate the learner profile of open-minded. The Learner Profile is: open-minded As always, please let me know if you have any questions! Alexis Frank
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Hi Parents!
I hope you had a great 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: all, be, as (and review previously taught sight words) Word Family: -it; fit, hit, sit, bit,etc. (Review: -at, -ap, -am, -an, -ad, -ot, -og,-od,-ip, -ig) 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 shapes unit. We will focus on 2d shapes. Students need to know that 2d shapes are flat. Students need to identify and describe how many sides and corners the following 2d shapes have: square, circle, triangle, rectangle, and hexagon. We will go beyond this and also explore trapezoids, rhombus’ (diamond), octagons, and pentagons. We will discuss that 2d shapes such as a triangle are still triangles despite their size and orientation. We will also discuss positional words- above, below, beside, in front of, behind, and next to. The words above and below have been the trickiest for students as they want to say on top of and under. We will also go on a 2d shape hunt around school and describe where these shapes are to other objects. We will also work on comparing shapes. For example if I have a square and a triangle I would say they are the same because they are both 2d shapes and they are different because a square has 4 sides and corners and a triangle has 3 sides and corners. Please work on positional words with students at home as well as shape names and how many sides and corners they have. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 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. Reason with shapes and their attributes. MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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.[1] 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. ** **Assess writing and representing up to 80 What you can do at home: Practice counting to 120 every night and practice writing numbers to 80. Practice using positional words, make 2d and 3d shapes out of objects around the house, go on a 2d and 3d shape hunt around the house or when you are out in the community and name shapes, discuss how many sides and vertices/angles 2d and 3d shapes have, compare and contrast 2d and 3d shapes, represent numbers such as 35 in base 10 or using pennies and dimes. - In writer’s workshop, we will continue our next 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, I will continue to assess students on their reading level. We will continue our “Super Powers” unit. (See sample anchor chart below) We will 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. 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. 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 work on syllables. We will clap out all the sounds we hear in words. You can practice clapping out the sounds of objects around the house and review letters and sounds 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. 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 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. December Cookies for Character- I will be looking for students who demonstrate the learner profile of open-minded. The Learner Profile is: open-minded As always, please let me know if you have any questions! Alexis Frank Hi Parents!
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