We had so much fun with our VIPs this week! The students had so much fun showing them around the classroom and giving them their portraits and books they made for them! I loved meeting and seeing all of the very important people in their lives. It was so wonderful having a room full of incredible, kind, intelligent, supportive, loving people!
**Valentine’s Day**- Students will be able to exchange Valentine’s with their classmates on Valentine’s Day! Please send in a container(shoebox, mailbox, bag, etc) and can be decorated however you and your child would like. If you are going to give out Valentine’s, please make sure every child receives one. The class list is attached to this email. Please send everything in on or before February 14th. e students practice writing words with the word families we are learning. -During math this week we continued talking about length and begin discussing height. Next week we will focus on weight and capacity! For this measurement unit, there are specific vocabulary words for each type of measurement that students need to know: Length- longer and shorter Height- taller and shorter Size- bigger and smaller Weight- heavier and lighter Capacity- holds more and holds less What you can do at home: Have students compare different objects around the house using the vocabulary we are focusing on for the week. Here are the standards for our measurement unit: -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 -MGSEK.MD.3 Classify objects into given categories; count the numbers in each category and sort the categories by count. (Limit category counts to less than or equal to 10) This week the students also learned about poetry and created their own poems! They also created poems about a famous/significant African American figure of their choice who made an impact. Some of these Black History month poems will air on the morning announcements!! - During reading this week, we began wrapping up our “Bigger Books, Bigger Reading Muscles” unit. Our mini-lessons consisted of using all we knew about stories to make predictions, using extra strength reading power to bring our books to life, and using extra strength book talk power. When we use extra strength reading power we make our books come to life by rereading them and thinking about what's happening. On each page, we can think about what's going on and then read it in a voice that matches. We built upon our previous book talk power by working with our partner and talking more about the book and the characters. We talked about what the characters are doing or how they felt and why they felt that way. Students also worked on building their reading stamina independently and worked on IRead. What you can do at home: Continue practicing blends and digraphs and reading every night! 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. We will continue our science unit on the 5 senses: hearing, touching, seeing, smelling, and tasting, applying what we know about our senses by using certain senses to identify and describe rocks and soil. Next week students will choose a rock and describe it’s color, texture, patterns, weight, size, etc. Here are our science standards: SKE2. Students will describe the physical attributes of rocks and soils. a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc. b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size. c. Recognize earth materials— soil, rocks, water, air, etc. -We will continue our 4th IB unit. IB Unit 4:How the World Works Transdisciplinary theme: An interaction between the natural world (physical and biological) and human societies. Central Idea: Senses help us investigate our world. Lines of Inquiry: The way things move and the reasons why (form/reflection) The effects of gravity (reflection) Patterns and how they affect construction (causation) Using the senses to describe and group objects by observable properties (causation) Earth’s materials and natural resources (form) Key Concepts: Reflection, Form, Causation Related Concepts: Evidence, Reason, Operations, Impact Learner Profile: Risk Taker, Inquirers, Knowledgeable Attitudes: Curiosity, Cooperation Transdisciplinary Skills: Thinking: evaluation, application, analysis Social: cooperation, group decision making Communication: all Self-Management: fine motor skills, safety, gross motor What you can do at home: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day. February Cookies for Character- I will be looking for students who demonstrate the learner profile of caring. The Learner Profile is: caring The Attitudes are: empathy
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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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