In math we have been counting by 1’s to 100 and crossing the decade- going from 29 to 30, 59 to 60, etc. When students have mastered counting to 100 by 1’s and 10’s we will move on to counting to 120. Students will continue to work with ten frames. We will discuss recognizing the number on the ten frame without counting and also determining how to figure out how many more we need to make 10/20/30, etc. Below are some pictures of our crossing the decades crowns! Soon we will be working on sorting objects into groups by color, shape, or size. We will then work on counting how many are in each group and putting the groups in order from smallest to greatest or greatest to smallest. This is a standard students can practice at home. Here is a great game for this: http://www.abcya.com/counting_sorting_comparing.htm At home, please make sure students are practicing counting to 100 by 1’s and 10’s every night 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.) When students have mastered this, you can practice skip counting by 2, 3, 4, etc. and discuss odd and even numbers. Here are our math standards for this unit: MGSEK.CC.1. Count to 100 by ones and by tens. MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. MGSEK.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). MGSEK.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) b. Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. MGSEK.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. - In writer’s workshop we continued our Lucy Calkins unit of study. We learned “When we are done we have just begun,” We talked about what we can add to our teaching piece (labels, words, details, etc). We will talk about how students can revise their teaching piece. Students will be put in pairs that they will work with in writing and reading. Partners will practice working together after I model-they will discuss things like asking questions, reading their pieces to each other, and giving suggestions to their partner about their writing. 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 have been working in small groups and independent centers. With me, students have been working on skills at their level (letters, letter sounds, word families, etc.) and/or reading instructional level texts and focusing on comprehension strategies for their level. In independent centers, students have been working on I-read and partner or private reading. Students will continue reading/looking at nonfiction (teach about the world) books from their book bins independently and with a partner. We will continue to focus on how “Readers Read With A Partner.” 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. -In social studies, we have been talking about community helpers and how they are similar/different in other communities including other countries around the world, students’ role as a citizen in their community, and the different roles in a community. We will also continue to add the learner profile words (communicator, thinker, and principled) as well as key concepts (function, connection, and responsibility) to our daily vocabulary. We will be looking at pictures of different communities and talking about what we notice and what we wonder. What you can do at home: Discuss the following: Why is it important to be a good citizen? What is a community? What is a community helper? What role do I play in a community? Below is an attachment about Hispanic Heritage Month
We had an awesome game day today to celebrate our SOAR behavior!
0 Comments
Leave a Reply. |
About Me
This is my seventh year at HFE. I love teaching, reading, writing, traveling, and sushi Archives
April 2021
|