March
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. 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 March: on now under find play
Resources to Support Your Child At Home
Use this time to practice your sight words.
Challenge: learn first-grade sight words. Can you read and spell all first-grade words?
Definition:
- letter(s) or syllable at the end of a word alter meaning, change the part of speech
- 2 types – vowel suffix and consonant suffix
- vowel suffixes begin with a vowel
- ed, -ing, -er, -est, -able
- consonant suffixes begin with a consonant
- -ly, -ful, -ness, -tion, -sion
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.
Resources to Support Your Child At Home
Animals: From the jungle to your backyard, there’s a huge collection of animal-inspired educational shows on Netflix.
- BBC: Life
- Tiger: Spy in the Jungle
- Elephant: Spy in the Herd
- Polar Bear: Spy on Ice
- Dolphins: Spy in the Pod
- Lions: Spy in the Den
- Bears: Spy in the Woods
- Penguins: Spy in the Huddle
- Blackfish
- Shark
- The Lion in Your Living Room
- A Dog’s Life
- Tyke: Elephant Outlaw
- The Crimson Wing
- Bindi’s Bootcamp
- Wings of Life
- Born in China
- 72 Cutest Animals
- Growing Up Wild
- Baby Animals in the Wild
- Hidden Kingdoms
- Terra
- Ghost of the Mountain
- Virunga
- 72 Dangerous Animals: Asia
- The Hunt
- 72 Dangerous Animals: America
- Africa’s Deadliest
- 72 Dangerous Animals: Australia
- Trek: Spy of the Wildebeest
- Africa’s Deadliest
- Leopard Fight Club
- Animal Fight Night
- Peculiar Pets
- Race of Life
- Wild Ones
- David Attenborough’s Natural Curiosities
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.
Resources to Support Your Child At Home
What is a pattern? Can we translate patterns into action or sound?
Tell your child they will take a color pattern unit and transfer it to a movement pattern. For example, start with a pattern of yellow, red, blue, yellow, red, blue. This can be accomplished using Unifix cubes or a drawing.
Suggest physical actions such as jump, clap hands, stomp as a substitute for the colors. Your child will then create a kinesthetic pattern using the movements. For independent work, have your child create a pattern and then translate that pattern into movement. Ask your child to identify their unit, describe, and extend their pattern.
Leaf and bark rubbing.
Take a walking trip to collect leaves and make bark rubbings. Children will learn that the bark has patterns of ridges and that the patterns are different on each kind of tree. Have your child make leaf rubbings when they return home and using the pattern of the bark and leaves match leaves to their corresponding tree.
Leaf and bark rubbing.
Take a walking trip to collect leaves and make bark rubbings. Children will learn that the bark has patterns of ridges and that the patterns are different on each kind of tree. Have your child make leaf rubbings when they return home and using the pattern of the bark and leaves match leaves to their corresponding tree.
How do animals use patterns to help them survive and thrive?
Where's Wally is a wonderful introduction to a lesson on camouflage to extend your child's learning about patterns in nature. Your child will be able to identify camouflaged animals in the video Where’s Wally and learn how animals use camouflage for survival. Can you find who is hiding? Explain that you will be discussing camouflage (to conceal/hide). Give your child a chance to find the animals. Discuss different types of camouflage (mimicry, blending, disruptive coloration, disguise), and how it helps animals survive and thrive. Engage your child to think of animals that use patterns as camouflage.
Draw and label a picture of an animal using patterns for survival (example: avoiding, and/or recognizing prey).
In Chapter 14 students will review composing and decomposing numbers through 5, compose and decompose numbers through 10.
Resources to Support Your Child At Home
Please practice this skill with your child. It is important that you use question marks in the bar model so they understand the part - part, whole relationship. When it is addition you have the parts and are missing the whole. When it is subtraction you have the whole and a part.
Science Animals
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. |
Resources to Support Your Child At Home
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
Resources to Support Your Child At Home
PS 205 Website |
PupilPath.com |
Moby Max |
Raz-Kids |
BrainPOP |
Book Sites |
Welcome to the website of P.S. 205, The Clarion School, located at 6701 20th Avenue in Brooklyn, New York.
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Use your child's username and password to access class grades.
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Interdisciplinary individualized learning.
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Differentiated reading instruction accessible at home.
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