|
|
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
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
May 2021
Categories |