Important Dates
March 26 - End of 3rd Quarter Electives
April 6-10 - Spring Break
April 13 - Teacher Workday
April 14 - Start of 4th Quarter Electives
April 20 - Q3 Report Cards Go Home
April 23 - International Cultural Night
April 27 - Q4 Elective Interims Go Home
May 11 - Q4 Interims Go Home
May 14 - Q4 Electives End; Spring Fling Elective Showcase
May 22 - Kindergarten Production (Details to come, but mark your calendars!)
Homework
Here you will find our homework grid of the month.
hw_grid_march.pdf | |
File Size: | 61 kb |
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At Home Literacy Support
As your child is reading at home each night, if they come across a word they don’t know, encourage them to use one (or all) of the 6 reading strategies we have learned so far this year!
-Eagle Eye: Look at the pictures to find clues that will help you figure out the word.
-Lips the Fish: Get your lips ready to say the first sounds of a word.
-Stretchy Snake: Stretch the word slowly. Then, put the sounds together as you rollercoaster read the word.
-Flippy Dolphin: Flip the vowel sound. If the short vowel sound doesn’t work, try the long vowel sound. This is common in “Magic E” words like bike, cake, etc. Students learned that in Magic E words, Mr. E “sprinkles his magic” to the vowel, turning them into their Vowel Man character, and the /e/ goes silent. Therefore, for /i/, they would say Mr. I’s sound instead of Impy Ink’s in the word bike.
-Owl Glasses: Look at the picture AND the word. Does it look right? Does it sound right? Does it make sense?
-Chunky Monkey: Chunk up the word. Students can find word families, digraphs, or smaller words within a bigger word, i.e. in-to or ch-at
-Eagle Eye: Look at the pictures to find clues that will help you figure out the word.
-Lips the Fish: Get your lips ready to say the first sounds of a word.
-Stretchy Snake: Stretch the word slowly. Then, put the sounds together as you rollercoaster read the word.
-Flippy Dolphin: Flip the vowel sound. If the short vowel sound doesn’t work, try the long vowel sound. This is common in “Magic E” words like bike, cake, etc. Students learned that in Magic E words, Mr. E “sprinkles his magic” to the vowel, turning them into their Vowel Man character, and the /e/ goes silent. Therefore, for /i/, they would say Mr. I’s sound instead of Impy Ink’s in the word bike.
-Owl Glasses: Look at the picture AND the word. Does it look right? Does it sound right? Does it make sense?
-Chunky Monkey: Chunk up the word. Students can find word families, digraphs, or smaller words within a bigger word, i.e. in-to or ch-at
Learning Goals
Reading: Students are working on asking and answering questions about the fiction and non-fiction texts we read. We are also working to compare 2 texts, whether it be fiction to fiction, fiction to nonfiction, or nonfiction to nonfiction. For a fiction book, students are practicing retelling the events of the story, being sure to include the beginning, a few events in the middle, and the end of the book. Students are learning to identify the main idea and key details of a non-fiction text. The main idea is what the book is mostly about and then the key details are examples from the book that support that main idea. Additionally, students are learning to make connections to the books and texts they read. This means that they can say "This reminds me of..." They can make text to text connections, text to self connections, or text to world connections. Please continue to review sight words at home. Fluency in reading sight words will help them tremendously as they read!
Writing: We are working on informational writing as well as shared research. Students are working to both recall information and follow writing conventions in their writing. Students are encouraged to use a writer's checklist once they have finished their writing to help check their work. Students are to reread their writing piece during each of the following steps: 1) Use a capital letter to start a sentence. 2) Use finger spaces between each word. 3) Use punctuation at the end of a sentence. 4) Spell sight words correctly.
Math: Students have been practicing decomposing numbers within 5. In math, decompose means to break apart. Students are decomposing, or breaking apart, a larger number into two smaller number partners. For example, 5 can be decomposed into 0 and 5, 1 and 4, 2 and 3, or the reverse. We have now started learning strategies to help us solve addition story problems within 5. The strategies students can use to solve addition problems are: 1) Use manipulatives, 2) Draw a picture, 3) Use fingers, and 4) Use the number line. We will then move into subtraction within 5 using the same strategies. Students will also need to know their math facts with 5. You can make flash cards with equations such as 2+2= and then students need to quickly answer "4".
Science: Our science unit this quarter is all about animals! Students are comparing characteristics of animals that make them alike and different from other animals and nonliving things in terms of their structure, growth, changes, movement, and basic needs.
Social Studies: With a focus on the elements of culture (how people speak, how people dress, foods they eat, etc.), we are learning about how we are similar and different from others.
Projects
Coming soon!
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