We had spooky science lab today! To prepare for storybook character day on Wednesday!! Don't forget to send your child in with their storybook character book if you haven't already done so (: Also for those of you who signed up to bring in pillow cases. THANK YOU SO MUCH!If you could please send those in before November 5th that would be so great! We have been and will continue to work on 2D and 3D shapes in math Here are our math standards for our shapes unit: 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. 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. At home, you can go on a 3d shape hunt around the house and community! Discuss with students how many faces and vertices these shapes have. At home, please make sure students continue to practice counting to 100 by 1’s and 10’s and practicing writing their numbers 0-20. (Fun ways of writing numbers can be with chalk outside, in sand or shaving cream, on a whiteboard, etc.) - In writer’s workshop we will continue our informational unit. We will begin “How To” Pieces. Students will decide on a topic that they can teach someone else about and create their own How-To book. We will discuss transition words (first, then, next, after that, finally, etc.) and continue to work on drawing neat pictures/diagrams with labels and details. Students will continue working on an introduction page, using transition words for their 3 middle pages, and a conclusion page to sum everything up. We will also check in on our class pumpkin and observe how it has changed over the past week! 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, we will begin our “Super Powers” unit. We will delve more into strategies that can help us read. This week we will focus on pointing under each word as we read. We will discuss how long words can be tricky, but still only get one point as we read. We will also practice re-reading if the text doesn’t look right, sound, right, or make sense. We will be working several times with the book “Brown Bear, Brown Bear” to practice these strategies. We 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: 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. -In social studies, we will continue our unit on identifying and explaining the meaning of American symbols (statue of liberty, American flag, liberty bell, etc.) We will make connections and inquire about where we have seen these symbols before. (Example- bald eagle on the dollar bill, White house on the dime, etc.). We will focus on the parts of the statue of liberty and what they represent as well as have a discussion on symbols we see in our community such as the big letter M for McDonald’s, road signs, and many more. At home, you can discuss different symbols you see when you are out and what they mean. You can discuss how symbols show information and if symbols mean the same thing to everyone. Would people in other countries understand what these symbols mean? Why is it important to understand symbols? What positive character traits do you display? Why?
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About Me
This is my seventh year at HFE. I love teaching, reading, writing, traveling, and sushi Archives
April 2021
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