November
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 November: blue, not, so, red, too, there, this
Readers and Writers Workshop
We have started learning about Readers and Writers Workshop Routines - please reference the Literacy Tab for more information. Please use your Raz-Kids account for your homework reading response.
We are studying what Good Readers do when they read, and practice these Good Reader's strategies during Readers Workshop. Below are some of the strategies we will cover.
What to do when you come to a word you don’t know.
We are studying what Good Readers do when they read, and practice these Good Reader's strategies during Readers Workshop. Below are some of the strategies we will cover.
What to do when you come to a word you don’t know.
- look at the picture
- look at the picture and first letter
- look through whole word to the end
- think of what word makes sense (reread the sentence, look for context clues)
- think of what word sounds right
- skip the word and return and reading further (look for context clues)
- look for spelling patterns
- think of where you have seen the word before
Readers Workshop - Narrative Account
Major Unit Goal/Learning Outcome: The learner will be able to:
Students are exploring many Ezra Jack Keats books, and learning about the characteristics of fictional text.
- 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)
Students are exploring many Ezra Jack Keats books, and learning about the characteristics of fictional text.
Writer's Workshop - Narrative Account
In Writers Workshop we have begun our narrative account writing. Students are using a checklist and rubric to write about an activity they did over the summer. We began this process by sharing our summer vacation adventures with the class.
Vocabulary includes, transition words, first, next, then, after that, second, third, fourth, finally.
Math
In Chapter 5 we will revisit sizes, learn positional vocabulary, and to order events using the terms before and after. During Math we use the SMART board for engagement. Students also work cooperatively in pairs or small groups using problem solving strategies with manipulatives to practice learned strategies.
We also are hard at work on our Exemplars. Using Exemplars helps the class learn how to explain their mathematical thinking in different ways. |
Science Matter
Essential Question: How does temperature affect solids and liquids?
Unit Overview: Students apply prior knowledge about solids and liquids from life experiences with water and other substances. Cause and effect is at the core of this unit, as students gather evidence to explain that a solid may be a liquid at a higher temperature and a liquid may be a solid at a lower temperature. Kindergarten students are expected to use qualitative terms such as hot, warm and cool when differentiating between temperatures. This unit also allows for the opportunity to introduce the concept of properties of matter, which can be challenging for young learners. Students engage in testing and analyzing data to evaluate the effectiveness of various objects or tools. Students are introduced to the nature of science as a way of making sense of the world, rather than a prescribed set of steps and beliefs.
Unit Overview: Students apply prior knowledge about solids and liquids from life experiences with water and other substances. Cause and effect is at the core of this unit, as students gather evidence to explain that a solid may be a liquid at a higher temperature and a liquid may be a solid at a lower temperature. Kindergarten students are expected to use qualitative terms such as hot, warm and cool when differentiating between temperatures. This unit also allows for the opportunity to introduce the concept of properties of matter, which can be challenging for young learners. Students engage in testing and analyzing data to evaluate the effectiveness of various objects or tools. Students are introduced to the nature of science as a way of making sense of the world, rather than a prescribed set of steps and beliefs.
Students will...
- Develop curiosity and interest in the objects that make up their world.
- Investigate materials constructively during free exploration and in a guided discovery mode.
- Recognize differences between solids and liquids.
- Explore a number of liquids.
- Observe and describe the properties of solids and liquids.
- Sort materials according to properties.
- Combine and separate solids of different particle sizes.
- Observe and describe what happens when solids are mixed with water.
- Observe and describe what happens when other liquids are mixed with water.
- Use information gathered to conduct an investigation on an unknown material.
- Acquire the vocabulary associated with the properties of solids and liquids.
- Use written and oral language to describe observations.
Social Studies
Essential Question: How are people the same and different?
The School and Classroom Community
Identity and Diversity K.1a, K.1b
■ People have physical characteristics: height, eye and hair color, age, race/ethnicity, gender, etc.
■ People change over time
■ Individuals have likes, dislikes, talents and skills
■ Personal experiences help us connect to others (activities, traditions, celebrations, etc.)
■ Personal experiences are shared by family members and friends
Self as Learner
■ Learning is important
■ People learn in different ways
■ People learn from families
■ Teachers help students learn
■ People have various talents and abilities
■ People change and grow as learner
Vocabulary introduced:
Abilities - the skills to do something
Beliefs - some you accept as true
City - a place where a lot of people live and work
Culture - the way of life for a group of people
Group - a number of people, animals, or things that belong together
Home - the place where a person, family, or household lives
Language - spoken or written words
Needs - things people must have to live, such as food, shelter, and clothing
Unique - different from all others
Vote - to make a choice
Wants - things people would like to have
World - Earth
The School and Classroom Community
Identity and Diversity K.1a, K.1b
■ People have physical characteristics: height, eye and hair color, age, race/ethnicity, gender, etc.
■ People change over time
■ Individuals have likes, dislikes, talents and skills
■ Personal experiences help us connect to others (activities, traditions, celebrations, etc.)
■ Personal experiences are shared by family members and friends
Self as Learner
■ Learning is important
■ People learn in different ways
■ People learn from families
■ Teachers help students learn
■ People have various talents and abilities
■ People change and grow as learner
Vocabulary introduced:
Abilities - the skills to do something
Beliefs - some you accept as true
City - a place where a lot of people live and work
Culture - the way of life for a group of people
Group - a number of people, animals, or things that belong together
Home - the place where a person, family, or household lives
Language - spoken or written words
Needs - things people must have to live, such as food, shelter, and clothing
Unique - different from all others
Vote - to make a choice
Wants - things people would like to have
World - Earth
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