This week, we will be learning about plants- their parts, cycle, and needs.
We have a great nonfiction text and a couple of fiction texts, including an
Eric Carle. We have been spending some time thinking about what point
author’s are making in their books- what they want us to learn. This often
applies to fiction as well as nonfiction. When a character learns a lesson
it is often a lesson we can apply to our own lives as well. This is another
aspect of books that you can touch on in your discussions with your child.
We have a great nonfiction text and a couple of fiction texts, including an
Eric Carle. We have been spending some time thinking about what point
author’s are making in their books- what they want us to learn. This often
applies to fiction as well as nonfiction. When a character learns a lesson
it is often a lesson we can apply to our own lives as well. This is another
aspect of books that you can touch on in your discussions with your child.
In writing, we continue our narrative writing with more of an emphasis on
checking our own writing for desired components.
checking our own writing for desired components.
In math, we continue with our combinations to make 10. The students have
been doing a great job with their combinations. Fluency is the name of the
game!
been doing a great job with their combinations. Fluency is the name of the
game!
HOMEWORK
Reading:
10 minutes each night. Reading can include reading stories, the poems in
the binder, and practicing sight words.
the binder, and practicing sight words.
Your child should ideally be spending time with familiar texts (such as the
printed books they bring home), as they help reinforce sight words in context
and using word solving strategies. However, these books are not real meaty
when it comes to comprehension, so they should also be spending time with
trade books (high quality children’s literature- like from the local library or
bookstore). These books lend themselves better to conversations. When you
read to them, you are also providing important modeling of a fluent reader
and a pleasant reading experience.
printed books they bring home), as they help reinforce sight words in context
and using word solving strategies. However, these books are not real meaty
when it comes to comprehension, so they should also be spending time with
trade books (high quality children’s literature- like from the local library or
bookstore). These books lend themselves better to conversations. When you
read to them, you are also providing important modeling of a fluent reader
and a pleasant reading experience.
Math:
Remember, math should be done for 10 minutes each night.
IXL does offer several objectives that allow for practice with Addition up to 5
(skill section I), however they use the math symbols + and =. These are not yet
included as a focus in our math instruction. We are working on laying a strong
foundation with the important part-part-whole concept so we emphasis the
language of ___ and ___ make___ at first.
(skill section I), however they use the math symbols + and =. These are not yet
included as a focus in our math instruction. We are working on laying a strong
foundation with the important part-part-whole concept so we emphasis the
language of ___ and ___ make___ at first.
For homework this week, if you wish, you may try out the IXL I skills and
simply connect the symbols to the language used in class. If this makes sense
to your child and is not causing confusion or stress, this can be your child’s
homework practice.
simply connect the symbols to the language used in class. If this makes sense
to your child and is not causing confusion or stress, this can be your child’s
homework practice.
ALTERNATIVELY, you may continue to do the below type of math practice,
preferably with an emphasis on solving math stories or addition based dice or
card games. It is best to start with lower numbers/amounts and work up to
larger amounts as your child builds confidence and fluency.
preferably with an emphasis on solving math stories or addition based dice or
card games. It is best to start with lower numbers/amounts and work up to
larger amounts as your child builds confidence and fluency.
This is a great time to play math games with your child. You can use materials
from Math Night, online or printable activities, or traditional board/card
games that have a math component.
from Math Night, online or printable activities, or traditional board/card
games that have a math component.
Revisit any skill from the Comparing (G) section. We will be reinforcing
comparing smaller amounts for a couple of days, before moving into
comparing the teen numbers. IXL does not have objectives for comparing
items within 20, so this is where materials from Math Night or collections of
items from around the house can come in handy. If your child seems pretty
solid with comparing within 10, move on to comparing groups of real items
up to 20. Using terms, such as “more”, “less”, “fewer”, “the same”, and
“equal”. It is also great to practice “how many more/fewer”. For example if
I have 12 crayons and 10 pencils, I could talk about how I have 2 more
crayons or 2 fewer pencils. When making such comparisons, noting groups
of 10 or how far away from a group of 10 is valuable too (I have 7 gummy
bears- that’s just 3 away from a whole group of 10). When using real items
you can physically group them into 10s. You can also physically line them
up item to item to see how many more/fewer there are.
comparing smaller amounts for a couple of days, before moving into
comparing the teen numbers. IXL does not have objectives for comparing
items within 20, so this is where materials from Math Night or collections of
items from around the house can come in handy. If your child seems pretty
solid with comparing within 10, move on to comparing groups of real items
up to 20. Using terms, such as “more”, “less”, “fewer”, “the same”, and
“equal”. It is also great to practice “how many more/fewer”. For example if
I have 12 crayons and 10 pencils, I could talk about how I have 2 more
crayons or 2 fewer pencils. When making such comparisons, noting groups
of 10 or how far away from a group of 10 is valuable too (I have 7 gummy
bears- that’s just 3 away from a whole group of 10). When using real items
you can physically group them into 10s. You can also physically line them
up item to item to see how many more/fewer there are.
If it seems appropriate for your child, you may also spend some time
revisiting any D section skill.
revisiting any D section skill.
