Language Arts:
Unit 8: Determine Text Importance/Compare and Contrast (Week 3 of 3)
- Letter(s): Ll
- Phonics:
- Identify the sound /l/
- Associate the letter Ll with the sound /l/
- Listen for initial and final consonant sounds
- Blend CVC words
- Spell CVC words using Ll and letters previously learned
- Sight Words: put, want
- Determine text importance before reading
- Build fluency through choral reading
- Build oral language and vocabulary through whole-group and partner discussion
- Echo-read to build fluency
- Build comprehension through retelling
- Practice reading a rhyme with expression
- Use the title and other text and graphic clues to anticipate the mood of a reading selection
- Match tone of voice to intended mood
- Use effective inflection and intonation to make reading sound like talking
Writing/Concepts of Print
Informational Reports: Write an Informational Report
- Use appropriate end punctuation
- Put spaces between words
- Use uppercase and lowercase letters correctly
- Write some CVC words
- Write high-frequency words
- Demonstrate writer's voice
- Listen for sounds in words
- Reread from the beginning of a sentence
- Draft, revise, or edit a report
Language Arts Home Practice Lesson 8.3 (Will come home on Friday, April 22 in Friday Folders.
- Have your child read the books from their book bag throughout the week
- A variety of emerging reader printable books: Leveled Readers
- Dream Box and Raz Kids can both be accessed at home
- Practice sight words throughout the week: write and read them
Writing Prompts:
- Monday: weekend update (share an event from spring break)
- Tuesday: reading a nonfiction story, writing about a new piece of information we learned (informational report)
- Wednesday: free write! (students choose what they write about)
- Thursday: Students will write about how they think schools will be different in the future
- Friday: free write! (students choose what they write about)
Language Arts Centers:
Read to Self: Students read books from their personalized book bags. Students can also choose from our classroom leveled library.
Team Center/Read With Others: The focus of this center is working together and making decisions together. Students start by reading two stories together on Raz Kids. They can then play a game, read a physical book together or to each other, or work on a puzzle together
Word Work: students choose from a variety of activities that focus on sight words, letter work, CVC words, and rhyming. New choices added every 1-2 weeks
Work on Writing/Science: Students work in their new "fish observation journal" to observe a variety of things regarding our pet fish. We make 1-2 observations a week. Some are done independently, some are done in groups, and some are done as a whole class.
Listen To Reading: Students listen to the readers theater, People at School and then take turns reading the different parts. Students are also invited to record themselves reading the story using their digital Seesaw journal.
Art: Students will use water colors to paint a spring scene. We will display these in the hallway.
Language Arts Centers:
Read to Self: Students read books from their personalized book bags. Students can also choose from our classroom leveled library.
Team Center/Read With Others: The focus of this center is working together and making decisions together. Students start by reading two stories together on Raz Kids. They can then play a game, read a physical book together or to each other, or work on a puzzle together
Word Work: students choose from a variety of activities that focus on sight words, letter work, CVC words, and rhyming. New choices added every 1-2 weeks
Work on Writing/Science: Students work in their new "fish observation journal" to observe a variety of things regarding our pet fish. We make 1-2 observations a week. Some are done independently, some are done in groups, and some are done as a whole class.
Listen To Reading: Students listen to the readers theater, People at School and then take turns reading the different parts. Students are also invited to record themselves reading the story using their digital Seesaw journal.
Art: Students will use water colors to paint a spring scene. We will display these in the hallway.
Math: Unit 5 (Consolidation of Concepts)
- 5.21: Teen Numbers, Partners, and Equations
- Objectives: tell and retell addition and subtraction stories; solve story problems with drawings and equations; show teen numbers as a ten and extra ones; develop spatial concepts
- Vocabulary: add, subtract, more, fewer, equal
- 5.22: More Horizontal Graphs and Comparisons
- Objectives:sort and graph objects; read horizontal graphs and compare quantities; add or take away objects to make two groups equal
- Vocabulary: horizontal graph, more, less, most, least, equal
- 5.23: More Tens in Teen Numbers: A Game
- Objectives: take away objects to make two groups equal; realize that the 1 in teen numbers means 1 ten.
- Vocabulary: subtract, equal, teen number, ten, one
Math: Unit 5 (Consolidation of Concepts)
- 5.21: Teen Numbers, Partners, and Equations
- Objectives: tell and retell addition and subtraction stories; solve story problems with drawings and equations; show teen numbers as a ten and extra ones; develop spatial concepts
- Vocabulary: add, subtract, more, fewer, equal
- 5.22: More Horizontal Graphs and Comparisons
- Objectives:sort and graph objects; read horizontal graphs and compare quantities; add or take away objects to make two groups equal
- Vocabulary: horizontal graph, more, less, most, least, equal
- 5.23: More Tens in Teen Numbers: A Game
- Objectives: take away objects to make two groups equal; realize that the 1 in teen numbers means 1 ten.
- Vocabulary: subtract, equal, teen number, ten, one
Math Practice (Optional Printouts): Challenge sheets are done for Unit 5
- Monday:
- Tuesday: 5.22
- Wednesday:
- Thursday:
- Friday:
Science:
- Continuing to observe signs of spring
- creating graphic organizer regarding what we observe
- Observing any changes in our "classroom tree"
- Observing signs of wildlife, discussing habitats
- Identifying things found in nature versus things that are human made
- Observing fish, learning how different parts of a fish function (gils, fins), discussing habitats of a fish
Social Studies:
- Neighborhoods: continue talking about what makes up a neighborhood and what is common in many neighborhoods
- Create a neighborhood art project together
SPECIALS
Monday: art/music
Tuesday: gym/media
Wednesday: art/music
Thursday: gym/media
Friday: art/music
