February
Morning Meeting and Word Work
Every morning the students participate in calendar math, I use both SMART board activities, a concrete calendar, and manipulatives for morning routines.
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. |
.We have started our words of the week. Each word will be added to our word wall. The words of the week/s are always taught in context, and chosen from the poem of the week
Sight Words for February: away, little, into, brown, white
Readers and Writers Workshop
Guidance and support are an integral part of developmentally appropriate practice. As children are gaining mastery of the Standards in kindergarten, some students may require support to demonstrate skills.
Writers Workshop - Report of Information
Major Unit Goal/Learning Outcome: The learner will be able to:
Major Understandings:
Each animal has different structures that serve different functions in growth, survival, and reproduction. (3.1a)
Animals need air, water, and food in order to live and thrive. (1.1a)
In order to survive in their environment, plants and animals must be adapted to that environment. (3.1c)
NYS Writing Standards
KW2: Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information.
- Demonstrate how animal behavior helps them survive in their habitat
- Explain how animal body structures help them survive in their habitat
- Point out how living and nonliving things affect the animal life
- Illustrate how animals can adapt to change
Major Understandings:
Each animal has different structures that serve different functions in growth, survival, and reproduction. (3.1a)
- Wings, legs, or fins enable some animals to seek shelter and escape predators
- The mouth, including teeth, jaws, and tongue, enables some animals to eat and drink.
- Eyes, nose, ears, tongue, and skin of some animals enable the animals to sense their surroundings.
- Claws, shells, spines, feathers, fur, scales, and color of body covering enable some animals to protect themselves from predators and other environmental conditions, or enable them to obtain food. --
- Some animals have parts that are used to produce sounds and smells to help the animal meet its needs.
- The characteristics of some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored energy and it changes as the seasons change).
Animals need air, water, and food in order to live and thrive. (1.1a)
In order to survive in their environment, plants and animals must be adapted to that environment. (3.1c)
NYS Writing Standards
KW2: Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information.
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 12 students learn the counting on and counting back strategies and begin to build an understanding of number pairs that make ten.
Science Push Me, Pull Me
Essential Question: How do pushes and pulls influence the way an object moves?
Unit Overview: Students compare the effects of pushes and pulls on an object and learn how to use evidence to develop explanations. This is achieved by having students draw upon life experiences such as bouncing a ball, playing with toy cars, and getting up and down from a chair. When students engage in explorations they will discover how forces influence the speed and/or direction of an object, what causes an object to start and stop, and what happens when objects collide. This allows students to continue learning how scientists use a variety of methods to examine the world. |
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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