April
Morning Meeting and Word Work
For word work, we are learning about blends and digraphs. A consonant blend is when two or more consonants are blended together, but each sound may be heard in the blend. The most common beginning consonant blends include: bl, br, cl, cr, dr, fr, tr, fl, gl, gr, pl, pr, sl, sm, sp and st. Blends can also occur at the end of words as in the word “last”. There are also blends which contain three consonants. In a consonant digraph, two consonants stand together to represent a single sound. The most common consonant digraphs are: sh, ch, th, and wh.
Fun home activity: Make a "Word Slider" The English language is full of thousands of beautiful words, but learning to read them can sometimes be overwhelming. In school, teach children to read by helping them see patterns in the words they're learning. To do this, we use word families, specific groups of word endings and beginnings that consistently have the same pronunciation. For example, in the -op word family, kids learn that chop, hop, and pop, have different beginning sounds but the same -op ending sound. You can support your child's ability to learn word families with this hands-on, phonics activity that has kids making "word sliders" out of paper plates. "Word sliders" can help your child interact with words and become more adept at visualizing word patterns. See how many show up in your books each evening!
Fun home activity: Make a "Word Slider" The English language is full of thousands of beautiful words, but learning to read them can sometimes be overwhelming. In school, teach children to read by helping them see patterns in the words they're learning. To do this, we use word families, specific groups of word endings and beginnings that consistently have the same pronunciation. For example, in the -op word family, kids learn that chop, hop, and pop, have different beginning sounds but the same -op ending sound. You can support your child's ability to learn word families with this hands-on, phonics activity that has kids making "word sliders" out of paper plates. "Word sliders" can help your child interact with words and become more adept at visualizing word patterns. See how many show up in your books each evening!
Sight Words for April: make, please, eat, see, run, want, jump, ride
Readers and Writers Workshop
Readers Workshop - Response to Literature
Please use your Raz-Kids account for your homework reading response.
Students are starting our Response to Literature Unit featuring Eric Carle. In this unit, we will work on the following:
Major Unit Goal/Learning Outcome: The learner will be able to:
Students are starting our Response to Literature Unit featuring Eric Carle. In this unit, we will work on the following:
Major Unit Goal/Learning Outcome: The learner will be able to:
- accurately retell a story (first, next, then, after that, finally)
- explain the author’s message
- retell major events and key details in sequential order, and in order of importance
- describe character traits of main characters
- describe the setting, and describe the setting changes throughout the book
- identify and describe the problem and solution
- make connections (text-to-self, text-to-text, text-world)
Writers Workshop - Response to Literature
In Writers Workshop we are work hard at our next genre Response to Literature. For our Response to Literature we are studying the author Eric Carle. In this genre, we will create writing that gives our opinion about an Eric Carle book or character.
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Math
Exemplars
One of the key benefits of Exemplars is that students don’t have to get to the correct answer in order to be successful or to stretch their thinking. The dynamics of students sharing and discussing their thought processes with one another is what’s so invaluable — it is NOT always about the answer; it’s about the process.
When completing Exemplars we work as a class, in smaller groups, as partners, and individually. Students learn how to represent their thinking with pictures and words, as well being able to articulate their thought process when they meet with me one-to-one. All Exemplars will be graded for formative assessment and weighted at zero. My goal is to create a risk-free challenge to expand each students mathematical thinking. Each Exemplar has a slightly more accessible version as well as a more challenging version.
When completing Exemplars we work as a class, in smaller groups, as partners, and individually. Students learn how to represent their thinking with pictures and words, as well being able to articulate their thought process when they meet with me one-to-one. All Exemplars will be graded for formative assessment and weighted at zero. My goal is to create a risk-free challenge to expand each students mathematical thinking. Each Exemplar has a slightly more accessible version as well as a more challenging version.
In Chapter 15 students learn to compare lengths of objects using the terms long, short, longer, shorter, longest, and shortest. Students learn to compare lengths and heights of objects using nonstandard units of measurement, such as connecting cubes and paper clips. They also learn to find the difference in lengths in terms of nonstandard units.
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Science
Essential Question: What do living things need to live and grow, and how might they change their environments to survive? What are living things? What is real and pretend? What are animals like? What do animals need? & How do animals grow and change?
Unit Overview: Students study systems in the natural world in order to discover relationships among living things and their environments. This offers students the opportunity to look for patterns and engage in argument from evidence. Real world examples of living things interacting with their local environments include, but are not limited to: a squirrel digging holes in the ground to bury acorns; a beaver building a dam; plant roots breaking the ground; plants appearing differently with or without sufficient water. Additionally, students are encouraged to objectively view the human impact on the local environment and consider ways to reduce negative alterations to the land, air, water, plants and animals. How are plants different and alike? What do plants need? What are the parts of a plants? How plants grow and change?
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Social Studies
Essential Question: What makes a community?
The School and Classroom Community
Features of Communities K.6b, K.6c
■ Communities have unique features and special purpose buildings (homes, schools, businesses, places of worship, libraries, parks, leaders, police/fire station, museums, hospitals)
■ Communities have rules and routines (garbage collection, street signs, crossing the street)
■ Communities have history
■ Communities change over time
■ Communities have landmarks, monuments, and architecture
■ Communities have forms of transportation
■ Communities have local organizations
People and Neighborhoods K.6
■ A neighborhood is made up of many different families
■ Neighborhoods reflect the languages and traditions of the people who live there
■ Residents are people who live in neighborhoods
■ Residents pay for goods and services
■ People work in neighborhoods and have different jobs and responsibilities (police, store owners, sanitation workers, firefighters)
■ People in neighborhoods rely on each other for goods, services, and assistance
■ People deserve respect and understanding
■ A neighborhood/community is part of a borough
K.7 People and communities are affected by and adapt to their physical environment. (Standard 3)
■ Physical environment affects the way people live
■ Physical features of a community can be changed by climate, weather
■ People can change their environment
Vocabulary introduced:
Architecture - way of building
Borough - part of the city
Boundaries - edges
Celebrate - to honor a special occasion
Goods - things people make or grow
Landmark - something that helps people know a place
Neighbor - a person who lives nearby
Neighborhood - a group of homes and stores that are near each other
Routines - ways of doing something that are the same each time
Services - activities that people do to help other people
States - parts of land that make up a country
Statue - a sculpture of a person or animal usually made of stone or metal
Tradition - something people do the same way year after year
Transportation - the way people move from place to place
The School and Classroom Community
Features of Communities K.6b, K.6c
■ Communities have unique features and special purpose buildings (homes, schools, businesses, places of worship, libraries, parks, leaders, police/fire station, museums, hospitals)
■ Communities have rules and routines (garbage collection, street signs, crossing the street)
■ Communities have history
■ Communities change over time
■ Communities have landmarks, monuments, and architecture
■ Communities have forms of transportation
■ Communities have local organizations
People and Neighborhoods K.6
■ A neighborhood is made up of many different families
■ Neighborhoods reflect the languages and traditions of the people who live there
■ Residents are people who live in neighborhoods
■ Residents pay for goods and services
■ People work in neighborhoods and have different jobs and responsibilities (police, store owners, sanitation workers, firefighters)
■ People in neighborhoods rely on each other for goods, services, and assistance
■ People deserve respect and understanding
■ A neighborhood/community is part of a borough
K.7 People and communities are affected by and adapt to their physical environment. (Standard 3)
■ Physical environment affects the way people live
■ Physical features of a community can be changed by climate, weather
■ People can change their environment
Vocabulary introduced:
Architecture - way of building
Borough - part of the city
Boundaries - edges
Celebrate - to honor a special occasion
Goods - things people make or grow
Landmark - something that helps people know a place
Neighbor - a person who lives nearby
Neighborhood - a group of homes and stores that are near each other
Routines - ways of doing something that are the same each time
Services - activities that people do to help other people
States - parts of land that make up a country
Statue - a sculpture of a person or animal usually made of stone or metal
Tradition - something people do the same way year after year
Transportation - the way people move from place to place
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Welcome to the website of P.S. 205, The Clarion School, located at 6701 20th Avenue in Brooklyn, New York.
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Interdisciplinary individualized learning.
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