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Hi Parents!
I hope you all have a wonderful weekend! Reminder that we are virtual Monday, Tuesday, and Wednesday of next week! In math, we will continue with our addition and subtraction unit. Please make sure students are fluent in identifying the number when added to another number that makes 10. For instance, if I say 7, students would need to say 3 because 7+3=10. If I said 0, students would need to say 10 because 10+0=10. We did two awesome St. Patrick's Day activities to review these "friends of ten" this week! We reviewed the strategies of drawing pictures, using objects, using our fingers, and counting on. We will also begin working on addition word problems and knowing all the key words that tell us we are working with addition such as: total, sum, plus, join, altogether, in all, combined, etc. Here are the standards for our unit: MGSEK.CC.1Count to 100 by ones and by tens. MGSEK.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.3Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation. (drawings need not include an equation). MGSEK.OA.5Fluently add and subtract within 5. MGSEK.OA.4For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. MGSEK.OA.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4Organize, 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.7Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Accelerated students will be working on different types of word problems: start unknown, change unknown, and total unknown. Students will work on writing a symbol for the unknown. We will use the CUBES strategy- Circle the numbers, Underline the key words, Box the key words, Evaluate, and Solve and Show your work. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, we will practice reading different nonfiction books and talking about the nonfiction text features they include as well as discussing main idea and details. In writing, we will continue to work on persuasive writing/ We will write to make the world a better place. We will think of problems we are seeing in our school (not picking up trash, running in the hall, talking in line, etc.) and in the community (littering, cutting down trees, etc.) and writing to solve these problems. We will discuss who we should write these for and how we can get the word out like hanging up signs and putting our books in the library. In science, we will talk about Jane Goodall and her conservation efforts as well as review habitats and animals. A couple Things:
We have been studying habitats and animals. Last week we focused on the arctic habitat and next week we will “DIVE” into talking about ocean animals. If you could please send in a shoebox, empty food box, or amazon box of some sort with your child for next week they are going to be choosing a habitat of their choice and making a diorama of it and research and write about it! If those boxes could be turned in by Tuesday that would be fabulous! In math next week we are going to be taking the addition and subtraction pre-assessment to conclude our measurement unit and kick off our addition/subtraction unit. The standards we will cover in this new unit are below. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. CCSS.MATH.CONTENT.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. CCSS.MATH.CONTENT.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. CCSS.MATH.CONTENT.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). CCSS.MATH.CONTENT.K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. CCSS.MATH.CONTENT.K.OA.A.5 Fluently add and subtract within 5. The first grade standards for this unit are: Represent and solve problems involving addition and subtraction. CCSS.MATH.CONTENT.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1 CCSS.MATH.CONTENT.1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand and apply properties of operations and the relationship between addition and subtraction. CCSS.MATH.CONTENT.1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) CCSS.MATH.CONTENT.1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. CCSS.MATH.CONTENT.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). CCSS.MATH.CONTENT.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Work with addition and subtraction equations. CCSS.MATH.CONTENT.1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. CCSS.MATH.CONTENT.1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. In Phonics next week we will be learning about the silent e and how it changes a word when it is added to the end then we will put this into practice during writing as we use our decoding skills to decode words within text. Here is an AWESOME parody song teaching about magic e that I wish I had written myself https://www.youtube.com/watch?v=igcKzHVkirA Exceptional Children’s Week This year students at HFE will celebrate Exceptional Children’s Week the week of March 1st through 5th. This year’s theme is “You have the right to be exceptional!” We are excited to celebrate and know it will be a fun week! Monday, March 1st- Read Across Fulton Day We will celebrate our reading successes across Fulton County. On this day, students are invited to wear the colors red, white, or blue to celebrate reading across Fulton County. Students will participate in reading activities, have virtual guest readers, as well as diversity reader who will focus on one area of diversity through age-appropriate literature. Tuesday, March 2nd- Crazy Apparel Day Express yourself by wearing a crazy hat and or crazy socks! Wednesday, March 3rd- Healthy Choices Day We will focus on making healthy life choices. Healthy options will be available for both breakfast and lunch! Thursday, March 4th-Follow your Dream What career do you dream of having when you grow up? Dress for your future career! Friday, March 5th- Superhero Day Dress like your favorite superhero! Have a fun and fabulous weekend!! Mrs. Adler This week we learned about many historical figures! We began the week by learning about George Washington and Abraham Lincoln in honor of Presidents day and then when we returned to school we were able to delve into studying about some important African American historical figures for Black History Month.
Our class was assigned to learn about Aretha Franklin for our Black History month influential figure, so we were able to jam out to some “R-E-S-P-E-C-T” Ask your child if they remember any facts about Aretha (hints: queen of soul, sold 75 million records across the globe, first woman in the rock n roll hall of fame, sang at 3 different presidential inaugurations). Then today we were able to take a virtual field trip along with the other kindergarten classes inside Ruby Bridges shoes to learn all about how she was the first African-American child to integrate schools in the South. We had rich conversations about celebrating our differences and the conversations and learning bonded us as a class even further. Next week: We will be concluding our measurement unit in math and refreshing ourselves on tally charts and data before moving on to our addition and subtraction unit. 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. In reading, we will study 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. This reading unit will tie in nicely with our new science unit as we move into learning about animals and habitats and read many nonfiction books about various species! In phonics, we will be working on the following: c saying /c/ and /s/, g saying /g/ and /j/, and r controlled vowels review. 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. Today we had so much fun reviewing non-standard measurement for length, height, and weight! The students helped me solve a capacity question using Candy Hearts and different sized containers. Then they finished challenges to reach King Candy's Castle in Measurement Candy Land! They measured length using nonstandard units of measure at Snowflake Lake and Conversation Heart Cave, found their height using lollipops at Lollipop Woods, and used the scale to measure the weight of items using chocolate kisses at Chocolate Kiss Forest. We definitely ended the week on a SWEET note. Tomorrow is no school for students. Enjoy your long weekend!
For superhero day Thursday we did measurement challenges to get infinity stones (an Avengers reference for all you Marvel fans) that’s why the kids might come home today with a hand with gems on it. Just in case they have a hard time explaining. It was a lot of fun! They measured height, weight, and length to help Spiderman, Thor, Black Panther, Iron Man, and Baby Groot!
Weekly Update for 1/18/211/15/2021
0 COMMENTS 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! 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. n math this week, we will continue our unit on continued counting. This week we will review what a penny is and that it is worth ten cents. We will discuss that we can trade ten pennies for a dime. Students will also work on an exemplar, or higher order thinking word problem. We will use pennies and dimes to decompose numbers just like we have for cubes and base ten blocks. We will continue to work on comparing numbers and using the correct symbol: <,>, or=. Students will have a formative assessment on Wednesday and Thursday. Students need to know how to fill in teen numbers on the ten frame, how to write the decomposing number sentences (10+9=19) for teen numbers, as well as comparing groups of objects and using the correct symbol.
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. |
About Me
This is my seventh year at HFE. I love teaching, reading, writing, traveling, and sushi Archives
April 2021
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