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Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week:
In math, we will continue our measurement unit. We will be reviewing length, height, weight, capacity, and size. We will be reviewing the hand movements and vocabulary I have taught students. They will need to know the following vocabulary words for each type of measurement: Length-long and short Height-tall and short Weight-heavy and light Capacity-holds more and holds less Size- big and small This week we will begin talking about tally marks and graphs. When we discuss tally marks, we will say, “1,2,3,4, shut the door!” We will then talk about creating a tally chart from data (pictures). After creating a tally chart, students will work on graphing their data in a bar graph. Students will work on answering questions like which group had the most, which group had the least, how many more did one group have than another group, how many did group 1 and 2 have altogether. Students will begin having a pre-assessment on our next unit of addition/subtraction on Thursday. Accelerated students will also work on data and graphing this week. Students will take their post assessment on measurement starting Thursday. MGSEK.CC.1 Count to 100 by ones and by tens. MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!” MGSEK.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) 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. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will continue our study of nonfiction books. We will discuss that expert nonfiction readers collect expert words (vocabulary words) about their topics- words that are important to know. They collect these words on a special chart and use them when they teach others. We will also learn that we may come to words that we don’t know. We can find out what these words mean in different ways- using the picture, checking the glossary, re-reading, asking/talking with a partner, etc. We will also review labeling the pictures in our nonfiction books as well as continuing to learn from the pictures and words and putting all of the information together to re-tell what we have read. In phonics, we will be working on the following: c saying /c/ and /s/, g saying /g/ and /j/, and r controlled vowels review. For read aloud, we will be reading “Peter’s Chair” and focusing on comprehension strategies like sequencing events and main idea/details. In writing, we will continue our "How-To" writing unit. We will review everything we need in our how-to pieces- an introduction page to grab the readers attention by asking a question, use transition words, draw detailed diagrams with labels, number the steps, and use the word “you.” Students will revise their how-to book(s) to think through any warnings, suggestions and tips they may have for their reader. They will think through what will go wrong and write things like, “Don’t forget to…” or “Be sure to… Students will also work on acting out their steps and thinking about something the steps are like, then including that comparison. This might follow the structure, “First, you...just like a…” Students will continue to think of more ideas for how-to books, thinking about things they have spent this school year doing and learning. In science, we will begin our new IB unit on plants, animals, and habitats. Students will inquire and we will discuss what they wonder about these topics. We will begin by discussing conserving animal habitats because trees are being cut down to make rooms for homes and stores, for example. We will also talk about the forest and freshwater habitats and how we can keep the water clean for animals that live there by recycling, throwing trash in the trash cans, picking up litter, etc. 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 long weekend! Here is what’s going on next week:
In math, we will continue our measurement unit. We will be reviewing length, height, weight, capacity, and size. We will be reviewing the hand movements and vocabulary I have taught students. They will need to know the following vocabulary words for each type of measurement: Length-long and short Height-tall and short Weight-heavy and light Capacity-holds more and holds less Size- big and small We will also review sorting by color, shape, and size and then ordering the groups from smallest amount to biggest amount and biggest amount to smallest amount. We will connect this to measurement and how we can order objects from shortest to longest, longest to shortest, shortest to tallest, and tallest to shortest. Students will also choose one type of measurement we have learned about and create a poster to teach someone about that specific type of measurement. They will include the type of measurement, vocabulary, any tools needed for measurement, examples, and any rules they learned about measuring. Students will have a measurement formative on Friday. Accelerated students will create a telling time to the hour and half hour matching game. They will use clock stamps to show a certain time on an index card and create a corresponding index card on a digital clock. They will make several of these sets and then switch their matching games with a partner. They will have a formative on time to the hour and half hour on Friday. MGSEK.CC.1 Count to 100 by ones and by tens. MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!” MGSEK.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) 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. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will continue working on our “Growing Expertise in Little Books” unit which is a study on nonfiction books. Students will learn to be the teachers! One way to teach partners about what they have learned is to do a retelling. One partner can say what the book was mostly about and then give examples like, "This book was mostly about ______. One example was ____." Students will also work on sharing what they are learning by giving their partner a little lesson about their book. The lesson can start with looking at the cover and naming what the book is mostly about and then rereading the last page and asking "How does this ending go with all the pages in the book and the title?" We will also be talking about the ending to books and how they sum up the main idea, or bring the information together or invites the reader to do something. Students will practice being television reporters, to teach others about the information they have been gathering saying things like, 'Did you know...? Another interesting piece of information is... In this book it teaches you all about...' In phonics, we will be working on the following: ar, igh, or, and y as a vowel For read aloud, we will be reading “How to Read A Story” and connect this with our How-To Writing unit. This book incorporates everything we have learned about including numbering the steps and using transition words! In writing, we will continue our "How-To" writing unit. Students will think about the mentor text, “My First Soccer Game,” they studied to try out some new things in their how-to writing, like titles, teaching pictures, lists, and bolded words. We will continue to focus using the word “you” to teach the reader how to do something. We will include the word “you” in our pictures as well. We will practice acting out our steps and really think through the language they are using to describe what they are teaching. In science, we will finish up our current IB unit and discuss gravity. We will also talk about George Washington and President’s day. We will also be watching a video on Ruby Bridges from the Teaching museum as an in school field trip for Black History Month. 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:
Length-long and short Height-tall and short Weight-heavy and light Capacity-holds more and holds less Size- big and small I will be teaching students hand motions to go with each type of measurement and vocabulary so be sure to ask them to show you! We will also practice measuring items using nonstandard units. For instance, we can measure the length of a pack of markers using cubes. We could measure the height of a chart with bears. We will be learning that when measuring, we start at one end and finish at the other end. There can be no gaps, no overlaps, and all objects need to be the exact same. We will also discuss the balance scale and how we can determine which objects are heavier and lighter. We will also practice measuring items and seeing how many bears they weigh by making the scale balanced. Counting to 80 is a part of this unit. Please make sure students are practicing counting by 1's and 10's. MGSEK.CC.1 Count to 100 by ones and by tens. MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!” MGSEK.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) 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. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will be starting a new reading unit: Growing Expertise in Little Books. We will be focusing on nonfiction texts and how we can learn information from them. I will teach students that we can study the topics of our books by wondering and asking questions. When readers want to learn from their books, they run their fingers across each page trying to learn more and more, in both the pictures and the words. As they do this they say what they notice and then ask questions about those details. They might ask, "I wonder why....." Or "Where does …" or "What is this …?"We can also study the pictures and photographs of the books we are reading to get more information. We will discuss how we can look at a learn about the world book before reading it, just like we would an old favorite storybook. We can look at the title and cover and take a picture walk and we can predict how we think the story will go. In phonics, we will finish up talking about vowel teams with "oe" and begin talking about "bossy r" words- words that have er, ir, ur in them. For read aloud, we will be reading " A Rock is Lively" and learn a lot more information about rocks! In writing, we will continue our "How-To" writing unit. Students will act out the steps in their book and see if there is anything that is confusing (was a step left out, do I need to rearrange any steps, etc.). We will work on adding in diagrams to their how-to books, thinking of specific details they could draw and label that help make their writing even more clear. We will come up with more ideas for how-to books and will create covers for them. They will think through their day or things they love to do and find ideas from their regular activities. Students will read over one of their how-to pieces, thinking about what they are already doing and what they can do next. They’ll set a specific goal for themselves and then will work through their piece(s) to work on this goal. In science, we will continue our unit on rocks and soil. We will discuss and compare/contrast the three different types of rocks and take a deeper look at what is in the soil. We will work on taking our Hank Aaron research and creating a presentation to share with others! 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:
Length-long and short Height-tall and short Weight-heavy and light Capacity-holds more and holds less Size- big and small I will be teaching students hand motions to go with each type of measurement and vocabulary so be sure to ask them to show you! We will also practice measuring items using nonstandard units. For instance, we can measure the length of a pack of markers using cubes. We could measure the height of a chart with bears. We will be learning that when measuring, we start at one end and finish at the other end. There can be no gaps, no overlaps, and all objects need to be the exact same. We will also discuss the balance scale and how we can determine which objects are heavier and lighter. We will also practice measuring items and seeing how many bears they weigh by making the scale balanced. Counting to 80 is a part of this unit. Please make sure students are practicing counting by 1's and 10's. Accelerated students will begin working on graphing and interpreting graphs by answering questions. They will also begin learning about the parts of a clock like the minute and second hands, face, etc. We will also work on telling time to the hour. MGSEK.CC.1 Count to 100 by ones and by tens. MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!” MGSEK.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) 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. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will be finishing up our "Bigger Books, Bigger Reading Muscles" unit. We will discuss extra strength reread power to make our books come to life. Students will reread their books thinking about what is happening. Students can act out favorite parts by themselves, with a partner over zoom, with a family member or with a stuffed animal. We will work on making our voices match the characters when we see dialogue and quotation marks. We will also talk about extra strength book talk power. Students will practice talking more about their books. They can talk about the characters, what they are doing, how they feel, and why they feel that way. At the end of the week we will read books on Epic and practice using all of our extra strength powers to read and understand our books. In phonics, we will be talking about vowel teams ee, ow, ou, oo as in book and oo as in zoo. For read aloud, we will be reading "The Invisible Boy" and connecting this with our learner profile of "caring" for the month. In writing, students will have their narrative writing post assessment on Monday and Tuesday. We will then begin our next writing unit: how-to books. We will first look at a published how to book to model for students. Students will come up with an idea of something that they know how to do (ride a bike, make slime, go down the slide, etc.), and then will write the steps, thinking about the book we read. We will work on numbering our steps and continue using transition words. As we have been doing, students will continue to plan their steps across pages, draw, and label. Since writers are readers, we will reread our how-to writing, thinking about anything that is not quite right and fixing it up. Then they’ll read their writing out loud to a partner, whether it is someone at home, a writing partner from class, or even a stuffed animal, thinking about if the steps are easy for the partner to follow. If not, they will try to fix it up to make it clearer. In science, we will think about eating popcorn and going camping and brainstorm what we can see, hear, taste, touch, and smell. We will also begin a rock investigation. February is black history month. We will be researching Hank Aaron! 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:
MGSEK.CC.1 Count to 100 by ones and by tens. MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!” MGSEK.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) 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. In reading this week during small group, I will be assessing students on their reading levels. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, students will grow their sound power. They will practice looking all the way across words from beginning to end when they are decoding. As they read, when students come to an unknown word, they can work to use what they’ve learned about letters and sounds to work through the word to the best of their ability. Students will practice using their snap word power too this week. They will warm up by reading a list of previously studied words. Then, they will preview pages in a book, noticing all the words they already know in a snap. We will also practice solving words in books by using all of our reading super powers. After they work to figure out a word, their next job is to check it by asking themselves, “Did that make sense? Did that sound like a book? Did that look right all the way through the word? In phonics, we will be talking about consonant ending blends. Just like beginning blends and digraphs, knowing ending blends helps students decode words easier through the chunking strategy. Instead of sounding out each letter individually, they will be able to sound out groups of letters. The ending consonant blends we will talk about this week are: -nt, -ck, -mp, and -nd. For read aloud, we will read the story, “The Nuts Keep Rolling” and continue to discuss patterns. In writing, students will decide whether they want to revise or start a new piece, focusing specifically on the beginning part of their stories and making sure they are grabbing the reader’s attention. We will continue to review transition words and students will work with their writing partners, whether in person or virtually. One partner will read their piece aloud while the other listens carefully, noticing “Wow” and “Huh?” parts. Then the writers will fix up the piece to make it even better. After, they can switch and the other partner will read their writing. They’ll then continue to work on fixing up writing independently. Later in the week, students will pick one story that feels extra special to them to get ready to publish. They’ll read over it and think about whether or not they’ve told why the time was so special. If not, they’ll add more to make the piece really shine and will use all of their tools and strategies from the unit. In social studies, we will be finishing up our unit on maps and globes. Our next IB unit will be on senses! 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:
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. 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. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will continue our new unit, “Bigger Books, Bigger Reading Muscles.” This week, students will study pattern breaks in books. They will review their super powers and remember to use them especially when they notice a pattern break in their books. When students are reading their books with their superpowers and have solved a tricky word, they will check that their attempt looks right by checking that the letters match, sounds right, and makes sense. When they get to the end of their books, they will use the pattern and the ending to think about what the whole book was about and share that with someone (or pet or stuffed animal). We will also warm up with an alphabet chart, practicing saying the sounds as soon as they see the letters. Then they will read a book, saying the initial sounds of words when they approach them. Students will use their knowledge of blends and digraphs to help them solve the words in their books. They can recognize blends and digraphs at the start of unknown words and get their mouths ready by saying the sound(s). In phonics, we will be discussing r blends and reviewing s and l blends. Examples of r blends include: br, cr, pr, dr, etc. For read aloud, we will be reading “The Napping House” and focusing on patterns in books. In writing, we will continue our narratives, or true stories. students will work with a partner, whether virtual or face to face, (teacher, parent, sibling, etc.) to reread their writing. They will use their tools, like their pencil to point to each word as they read. Then, their partner will help them fix things up using other tools, like the personal word wall for snap words. When working with partners, we will be focusing on stretching out words and getting more sounds in each. Partners can read each other’s work and stop at any words that are hard to read to fix them up. Students will look back over all of their writing and thinking about everything they have learned to make writing easy to read and work on improving their writing and revising their writing. When revising, they can add more to their story. They can add details to their pictures and words, going to back to words they had a hard time reading and re-spelling, etc. In social studies, we will continue our unit on maps and globes. This week, we will focus on map keys and using our cardinal directions to locate places on a map. As always, please let me know if you have any questions! Alexis 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
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 Hi Parents!
I hope you’ve had another great week!
In math this week, I will be giving students a post assessment on our current unit This will be a grade. Students need to know how to count to 40 by 1’s and 10’s, count on from a number, write their numbers 0-21, how to count objects using our counting strategies, know that a group of objects is the same number if it is rearranged without adding or taking away any cubes, one more and one less, and sorting by color and counting how many objects are in each set. 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 we will focus on for our next unit after Thanksgiving Break: 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 continue our new unit on “Superpowers!” We will discuss how partners an sit side-by-side, one book or poem or song will go in the middle, and they will take turns reading and pointing making sure to focus on making their pointing match what they are reading. As students are reading, we will go over how they need to make sure that when they get stuck or into some trouble they use ALL their strategies to help them get unstuck. Some strategies they will be using include: pointer power, reread power, partner power and picture power. We will also practice using picture power and add how they can also look closely at the letters in the word and think about the sounds they make to figure out what the word is. Students will also work hard to learn new words as they read by using the “How to Learn a Word” process: •Read the Word •Study the Word •Spell the Word •Write the Word •Use the Word In phonics, we will be discussing the letters “Vv,” “Xx,” and “ Zz.” For shared reading, we will read a book about helping others not only during this time of year, but all year. We will also read a poem about being thankful and a silly turkey poem. In writing, we will be finishing up our “Show and Tell” unit. Students will have a post assessment on Monday and Tuesday. They will choose an object or a place to show and tell about and use all that they learned: labels and details in their pictures and words, writing a sentence, etc. We will also begin our narrative stories (true stories). We will talk about getting ideas from stories and practice storytelling, planning stories page by page, and adding more details to pictures and stories. In social studies, we will be talking about gratitude all week. Each day, students will think of something they are thankful for in the following areas:friends, skills and talent, something at home, a book, and a freedom. Our “Cookies for Character” learner profile word this month is “reflective.” We will be reading the story, “Lily’s Purple Plastic Purse” and discuss how this book represents reflection. Remote students will be getting a separate email with remote plans and any necessary attachments. As always, please let me know if you have any questions! Alexis |
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May 2021
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