Hi Everyone,
Here are some things to look forward to this week:
Monday: -flu shot forms due (online sign-up available as well)
Tuesday: -Flu clinic
-strings practice
Wednesday: -No School (Yom Kippur)
Friday: -Homework due
Upcoming: -Monday, 10/14-- No School, Columbus Day
Homework:
Math: This week, students will take home two multiplication activities to practice the x5 fact family. For one of these activities, students will need to "create" a spinner (I will show them how to do this with a paperclip and a pencil). The other activity asks students to find the product of many x5 multiplication equations and color parts of the given picture accordingly.
Word Study: Students will work on a sort to practice the 1-1-1 spelling rule. This rule identifies words that have 1 syllable, 1 vowel, and 1 consonant after the vowel. Some examples of 1-1-1 words are hop, drip, stop, and drag. Identifying 1-1-1 words will help students later on when they are asked to add on suffixes to these words (ex: hopping, stopping, dragging).
Reading: Students are doing a wonderful job of filling up their reading logs! They should continue pushing themselves to read for 30 mins per night and recording on their reading logs.
Here are some things to look forward to this week:
Monday: -flu shot forms due (online sign-up available as well)
Tuesday: -Flu clinic
-strings practice
Wednesday: -No School (Yom Kippur)
Friday: -Homework due
Upcoming: -Monday, 10/14-- No School, Columbus Day
Homework:
Math: This week, students will take home two multiplication activities to practice the x5 fact family. For one of these activities, students will need to "create" a spinner (I will show them how to do this with a paperclip and a pencil). The other activity asks students to find the product of many x5 multiplication equations and color parts of the given picture accordingly.
Word Study: Students will work on a sort to practice the 1-1-1 spelling rule. This rule identifies words that have 1 syllable, 1 vowel, and 1 consonant after the vowel. Some examples of 1-1-1 words are hop, drip, stop, and drag. Identifying 1-1-1 words will help students later on when they are asked to add on suffixes to these words (ex: hopping, stopping, dragging).
Reading: Students are doing a wonderful job of filling up their reading logs! They should continue pushing themselves to read for 30 mins per night and recording on their reading logs.
Here's a glimpse into what's been going on in our class this past week:
Math: We began thinking about the relationship between multiplication and division when solving story problems. When trying to figure out which operation a certain story problem calls for, students can think of which information they are given and what they are being asked to figure out. It's helpful to consider the number of groups, number in each group, and number in all the groups. To solve problems, students are using skip counting, known helper facts, and pictures. This week, students will begin creating their own multiplication and division story problems for own class book of problems!
We learned a new game last week to practice multiplication facts. You can play Count and Compare online here!
Writing: We began generating ideas for personal narratives last week. When feeling stuck or like there is nothing to write about, students learned that they can use two strategies to help them: think of an important person and list small moments involving them OR think of an important place and map the memories. This week, students will take a closer look at some mentor texts to see how they can try to add a storyteller's voice to their own writing. The mentor texts we will focus on are Come On, Rain by Karen Hesse and Roller Coaster by Marla Frazee.
Reading: Last week, we thought about how reading partners can lift the level of our reading. One thing reading partners have been working on together is retelling/summarizing. We learned a strategy to help write clear and focused summaries of the stories we are reading: Somebody, Wanted, But, So, Then. When finished with a story, students can answer the following questions:
Social Studies: We went on a "train tour" throughout some noteworthy cities and towns in Massachusetts! We stopped in Boston, Salem, Lowell, Worcester, Springfield, The Berkshires, The Quabbin Reservoir, and Provincetown and we learned a little bit about each place's history and importance to our state. Some students even expressed interest in traveling to these places in the near future!
We will finish this mapping and Massachusetts unit this week and shift gears to our first science unit of the year: Structures of Life!
Social Emotional Learning: Every day during morning meeting, students have been signing up to share exciting news or funny stories. It has been so much fun getting to know your kids through hearing about their lives outside of school! We've been working hard on showing empathy and kindness. Some of the class' favorite books we've read to help promote this are I Walk With Vanessa by Kerascoet and GIraffe Problems by Jory John. We'll continue these discussions throughout the year!
Math: We began thinking about the relationship between multiplication and division when solving story problems. When trying to figure out which operation a certain story problem calls for, students can think of which information they are given and what they are being asked to figure out. It's helpful to consider the number of groups, number in each group, and number in all the groups. To solve problems, students are using skip counting, known helper facts, and pictures. This week, students will begin creating their own multiplication and division story problems for own class book of problems!
We learned a new game last week to practice multiplication facts. You can play Count and Compare online here!
Writing: We began generating ideas for personal narratives last week. When feeling stuck or like there is nothing to write about, students learned that they can use two strategies to help them: think of an important person and list small moments involving them OR think of an important place and map the memories. This week, students will take a closer look at some mentor texts to see how they can try to add a storyteller's voice to their own writing. The mentor texts we will focus on are Come On, Rain by Karen Hesse and Roller Coaster by Marla Frazee.
Reading: Last week, we thought about how reading partners can lift the level of our reading. One thing reading partners have been working on together is retelling/summarizing. We learned a strategy to help write clear and focused summaries of the stories we are reading: Somebody, Wanted, But, So, Then. When finished with a story, students can answer the following questions:
- Somebody (who is the main character?)
- Wanted (what did the main character want more than anything?)
- But (what was the big problem that got in the way?)
- So (how did the character solve the problem?)
- Then (how did the story end?)
Social Studies: We went on a "train tour" throughout some noteworthy cities and towns in Massachusetts! We stopped in Boston, Salem, Lowell, Worcester, Springfield, The Berkshires, The Quabbin Reservoir, and Provincetown and we learned a little bit about each place's history and importance to our state. Some students even expressed interest in traveling to these places in the near future!
We will finish this mapping and Massachusetts unit this week and shift gears to our first science unit of the year: Structures of Life!
Social Emotional Learning: Every day during morning meeting, students have been signing up to share exciting news or funny stories. It has been so much fun getting to know your kids through hearing about their lives outside of school! We've been working hard on showing empathy and kindness. Some of the class' favorite books we've read to help promote this are I Walk With Vanessa by Kerascoet and GIraffe Problems by Jory John. We'll continue these discussions throughout the year!