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Hi Parents! I hope you and your families have a wonderful break! I also wanted to say thank you for the class gift too. 😊 This email will be for face to face and remote students. Here is what’s going on when we come back from break:
Please make sure students continue to read and answer questions about what they are reading and work on iready math and reading over break. Students can also continue to practice counting, writing numbers, reviewing 2d and 3d shapes, etc. I will be assessing students on their reading levels when we return, and students will also be taking their second iready math and reading diagnostic when we return from break as well. In math, we will be reviewing pennies and dimes and that we can trade ten pennies for a dime. We will also begin learning how to count sets of coins that include pennies and dimes. We will learn that we always start with the dimes and count by 10’s first and then transition to counting by 1’s when we count the pennies. Students will have Seesaw activities to work on during their small group math time. In reading, we will begin our new reading unit of study: Bigger Books, Bigger Reading Muscles. We will learn to study our books and think about how they are getting bigger and harder. We will review their reading super powers and remember to use all of their powers to support their reading. Then, they will make a reading plan, stacking their books in order from easiest to hardest and then reading in that order. We will also be on the lookout for patterns in our books. When we find a pattern, we will work to carry that pattern across the pages of our books. After talking about patterns, students will read their books thinking about what stays the same and what changes. Then they will use the first letter of the changing/unknown word and check the picture to help them solve the word. In writing, we will continue our narrative, or true story, unit. Students will be sent home with writing paper for the three virtual days. We will review everything we will need to include in our narratives: thinking of something that happened to us or something that we did, starting our introduction page with “One dark night,” or “One sunny morning,” pictures and words include who, what, and where, and use speech bubbles. Students will look back over their writing from before, seeing if they’ve used certain words a lot and marking them (sight words/snap words). Then, they can talk about adding them to their personal word wall when returning to school. Students can create their own personal word wall at home if they wish. They can then use this tool as they write a new true story and work to write snap words quickly. Students will continue their books/start a new piece and tell their stories to a listener. In social studies, we will begin our new IB unit on maps and globes. Here are the standards: Please start working with students on memorizing their home address including city, state, and country. 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. SSKG3 State the street address, city, state, and country in which the student lives. In phonics, we will be reviewing syllables, s blends, and l blends. It is important that the kids are able to recognize their blends (along with word families and the vowel teams we have begun) instantly as it helps them decode words. Making flashcards of these is a great resource to practice at home as well. In shared reading, we will be reading about maps and globes and for our read aloud, we will be reading “Pete the Cat and His Four Groovy Buttons” and talk about patterns. As always, please let me know if you have any questions! Alexis
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Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week:
Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. Here are the standards: MGSEK.CC.1 Count to 100 by ones and by tens. MGSEK.CC.5 Count to answer “how many?” questions. 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. MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. 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). MGSE1.NBT.7 Identify dimes and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will finish up our unit on Superpowers. We will review all the superpowers we have learned and use these superpowers while reading some different books on Epic! In phonics, we will be discussing s blends and l blends. S blends, for example, are two letters like sl, sp, sn, sk, etc. that are at the beginning of words. Some examples of l blends are bl, cl, fl, gl, etc. For read aloud, we will be reading books about Christmas traditions! In writing, we will continue our narratives, or true stories. Students will continue to write more stories, going back and forth between being writer and reader. As they reread, they’ll double check that they are doing everything they know to make their writing easy to read, like drawing pictures, writing letters, spaces, capital letters, and punctuation. Students will use the “How to Write a True Story” chart or the “What Makes Writing Easy to Read?” chart as a checklist, thinking, “Did I do that?” and then fixing up parts based on what they found out. They will use a vowel chart to help as they go through their writing, stretching out words, and making sure they have a vowel in every single word—often in the middle. We will focus on vowels and students will use a vowel chart to help as they go through their writing, stretching out words, and making sure they have a vowel in every single word—often in the middle. In social studies, we will finish up this unit that goes with our current IB unit on holiday traditions. Students will be presenting their holiday traditions projects and we will finish up some of our international inquirer studies. For science, we will finish up our unit on day and night. Students will have a day and night formative assessment this week. As always, please let me know if you have any questions! Alexis Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week:
In math this week, we will continue our unit on continued counting. We will discuss that pennies are one cent each and practice using these in our ten frames instead of cubes or counters. We will continue breaking numbers down into tens and ones and discussing base 10. It’s important for students to know that our teen numbers have 1 group of 10 and there are some left over as well as how to write the decomposing number sentence/equation both ways (15=10+5 and 10+5=15). We have also talked about bigger numbers and will continue to work on identifying how many tens and ones there are in those numbers. We will also work on comparing sets of objects and numbers using the “alligator” sign. Students will learn that the alligator always eats the bigger number. We will also discuss how to read these number comparison sentences. Students will get to play a partner dice game and card game to work on comparing numbers. Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. Here are the standards: MGSEK.CC.1 Count to 100 by ones and by tens. MGSEK.CC.5 Count to answer “how many?” questions. 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. MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. 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). MGSE1.NBT.7 Identify dimes and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will finish up our Superpowers unit. We will study punctuation clues to help students figure out how the parts of their songs or poems or books should be read. By using these important clues, they can bring their reading to life even more. Students will also pay attention to what is happening in the book as they read so they can change their voices to match each character and each part. I will introduce book talk power and how we can read and introduce books to get ready for partner time. One way they can activate their book talk power is by introducing their book to their partner, then reading it together, then talking about it. Students will practice reading and retelling the important parts of a book they know well. They can do this by using the cover, the pictures, the pattern and of course the ending to help them retell the book. In phonics, we will talk about the digraph qu and we will also start learning about syllables. We will clap out all the syllables we hear in words. For shared reading, we will read a few books about French food and French culture/traditions as well as books about stars, winter, and animals in the day and night. In writing, we will continue our narratives, or true stories. Students will look back over all their previous books and we will discuss what makes writing hard to read and easy to read. We will continue practicing our introduction pages that begin like, “One sunny day or One dark night…,” including who was there, what happened, and where they were as well as speech bubbles, labels, and details in their pictures and words. We will continue to practice beginning our sentences with a capital letter, using finger spaces, and ending with punctuation. We will also work on expanding on our sentences. In social studies, we will be talking about and researching French food and French customs, traditions, and holidays. We will also discuss how different countries celebrate different holidays using the countries of study for each kindergarten class-France, Japan, China, Australia, India, and England. For science, we will finish up our unit on day and night sky. Students will create a paper plate sun in which they write sun facts on each of the sun’s rays. As always, please let me know if you have any questions! Alexis |
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May 2021
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