Unit 1: Ask Questions/Identify Main Idea and Supporting Details
- Letter(s): straight lines and slanted lines in letters, brief introduction to Aa, Bb, Cc
- Phonics: rhyming
- Sight Words: if, in, it
- Identify a stated main idea based on a picture
- Identify details that support the main idea
- Ask questions about a picture
- Use academic sentence frames to discuss strategies (EX: the main idea is_______)
- Use academic vocabulary to discuss strategies
- Learn strategies for analyzing questions and finding answers, clues, and evidence
- Answer text-dependent main idea and supporting details questions
- Reflect orally on strategy use
- Create main idea/supporting details graphic organizer and write a paragraph (as a class) based on it
Writing/Concepts of Print (Journals)
- Introduction of Journals
- recognize book cover/title page
- understand that words carry meaning and are comprised of letters
- understand that words go from left to right
- understand that words have spaces between them
- retell information
- share messages orally
- develop genre awareness
- draw and write daily journal entry using our sight words: if, in, it
Language Arts 1.1 Home Practice (Will come home on Friday, October 24th in Friday Folders. This home practice covers some of what we worked on during the week. Please practice these concepts with your child throughout the week. No need to turn back in. Thanks!)
We are also starting some Daily 5 centers this week which will include opportunities for students to read to self, work on writing, practice word work, listen to reading, and read to others. They will work in groups of 3-4. Centers will run Tuesday-Thursday and include:
Read to Self: students pick out a letter or sight word book to work on reading letter sounds, basic sight words, basic CVC words, and even some basic sentences.
iPad Read to Self: students use Raz Kids to listen to a story, read a story, and answer comprehensive questions about the story
Word Work: students choose specific activity to work on that focuses on sight words and uppercase/lowercase letter recognition (EX: iPad, magnet letters, sight word cube role/graph, etc...)
Work on Writing: students will write about different parts of a tree. We have been reading a lot of nonfiction and learning about captions.
Listen To Reading: students will listen to (and follow along/track with their fingers) a story and respond by discussing the main idea of the story. Students can complete this using markers/paper or on their classroom iPad
Read to Others: Students will sit down with a partner and enjoy a book of their choosing together. They will respond and discuss their favorite parts.
Math
Unit 2 Math Letter
Unit 2 Pattern Letter
- Unit 2:
- 2.1: Find Numbers 1-10: Neighborhood Scene
- Objectives: find groups of 1 through 10; identify 5-groups
- Vocabulary: 5-group
- 2.2: Relate Objects and Numbers 6-10
- Objectives: Identify and order numbers 1 through 10; count out and make 6 through 10 with 5-groups; identify numbers 5 through 10 from the number word; graph to compare two numbers
- Vocabulary: 5-group, more, fewer
- 2.3: Family Math Stories
- Objectives: Establish links between math and the real world; identify groups of 6 through 10 objects
- Vocabulary: how many, alike, different
- 2.4: Coin Values and Numbers 6-10
- Objectives: Identify and order numbers 1 through 10; count out and make numbers 6 through 10 with 5-groups; identify numbers 5 through 10 from the number word; graph to compare two numbers
- Vocabulary: nickel, penny, alike, different, Nickel Strip
- 2.5: More Family Math Stories
- Objectives: establish links between math and the real world, draw 6 objects, write the numeral 6
- Vocabulary: straight, curved
- Math Challenge Homework: (optional)
- Monday: 2.1 challenge
- Tuesday: 2.2 challenge
- Wednesday: 2.3 challenge
- Thursday: 2.4 challenge
- Friday:
Science:
- Continuing to observe and discuss trees
- Continue to discuss parts of a tree and their functions
- Explore why leaves change color/why trees lose their leaves
- Reading nonfiction texts about fall/trees, taking notes together, and focusing on what we think are the crucial parts
- Comparing/contrast coniferous and deciduous trees
Social Studies:
- Continuing to talk about families
- What is a family?
- What makes families special?
- Are all families the same?
- Listening
- What makes a good listener?
- How do we become better listeners?
Specials:
Monday: music/art
Tuesday: media/gym
Wednesday: art/music
Thursday: gym/media
Friday: art/music
