Classroom Curriculum
Language Arts
Our second Unit is entitled Animal Discoveries. In it we will encounter animals in many environments in both poems and stories. Spelling patterns will include long and short vowels and words with digraphs, 3-letter blends, and those with the soft c and g sounds. While reading, we will make and confirm predictions, as well as identify Key Ideas and Details of a story or poem, and elements of a story including characters, setting, and plot. We will expand vocabulary through the use of compound words and words with prefixes or suffixes, multiple meaning words, or those with inflectional endings.
Our second Unit is entitled Animal Discoveries. In it we will encounter animals in many environments in both poems and stories. Spelling patterns will include long and short vowels and words with digraphs, 3-letter blends, and those with the soft c and g sounds. While reading, we will make and confirm predictions, as well as identify Key Ideas and Details of a story or poem, and elements of a story including characters, setting, and plot. We will expand vocabulary through the use of compound words and words with prefixes or suffixes, multiple meaning words, or those with inflectional endings.
Writing
Students have learned to write guided paragraphs to a prompt that include a topic sentence, 3 or more detailed sentences, and a conclusion sentence that restates their topic sentence (but does not copy it). At this point I am still providing a lot of scaffolding with the topic sentence and the conclusion. We have discussed the writing expectations and rubric I will be using to grade their work. I have started to meet individually with students to discuss strengths in their writng and areas to work on. Please note corrections to student writing are made together and not all area will be addressed. Each child will be focussing on one or two areas of concern. The rubric is used prior to their corrections as that is the student's independent writing ability.
I encourage students to read their writing, preferably in a whisper voice, before turning in a piece as they are able to recognize many mistakes as they read. This is a difficult concept for young writers as they tend to think the last period means that they are done! I like to remind them that all authors read and reread several times before settling on a final product. I expect at least one careful reread before claiming "done".
We will begin to work on Informational Writing in early February. This will include an in-class "report" on a famous American. Our final project will also include a presentation to the class. More details will be provided as we get closer to the project.
Students have learned to write guided paragraphs to a prompt that include a topic sentence, 3 or more detailed sentences, and a conclusion sentence that restates their topic sentence (but does not copy it). At this point I am still providing a lot of scaffolding with the topic sentence and the conclusion. We have discussed the writing expectations and rubric I will be using to grade their work. I have started to meet individually with students to discuss strengths in their writng and areas to work on. Please note corrections to student writing are made together and not all area will be addressed. Each child will be focussing on one or two areas of concern. The rubric is used prior to their corrections as that is the student's independent writing ability.
I encourage students to read their writing, preferably in a whisper voice, before turning in a piece as they are able to recognize many mistakes as they read. This is a difficult concept for young writers as they tend to think the last period means that they are done! I like to remind them that all authors read and reread several times before settling on a final product. I expect at least one careful reread before claiming "done".
We will begin to work on Informational Writing in early February. This will include an in-class "report" on a famous American. Our final project will also include a presentation to the class. More details will be provided as we get closer to the project.
Math
We will be delving into Two- and Three-Digit Subtraction when we return from winter break. This is another very difficult, but vital unit. Please continue to be patient and understanding of the methods your child will be using to subtract. We will begin by counting money, this time including quarters (very tricky!) Children can always benefit from counting money at home. Try having them count the change you receive from purchases, the coins (or some) in your pocket or purse, those found between the couch cusions or the floorborad of the car, wherever there might be coins. The "if you can count it, you can keep it" method can be very motivating! This skill is really learned best one-on-one, so I appreciate your suppport. :)
Then we will use our adding skills to recognize subtraction within 100. For example: if we know, or can figure out that 42+26=68; then 100-68=26. We will use this skill with word problems as well. This will then help us to apply two of the methods we used with adding to subtract-the Expanded Method and the Ungroup First Method. We will practice these methods repeatedly. Later will will include numbers with zero in them such as 103 or 150.
Eventually we will use numbers larger than 100 but less than 1,000 to subtract from. We will also practice buying and selling with $1.00 and involve word problems using these concepts as well.
Again, please be open to the methods your child is using when subtracting. They are likely not those you were taught as a student! ("Borrowing" is called "ungrouping" because that is what we are doing to tens and hundreds when subtracting.) Encourage your child to show and explain what they are doing when using these alternate methods. What is being taught helps your child develop a strong number sense and allows them to tackle large numbers with understanding and improves overall problem solving skills. Please, don't be afraid to ask me for a mini-lesson if you don't understand what we are doing, or why! Remember, I didn't learn this way either; I understand your confusion!
We will be delving into Two- and Three-Digit Subtraction when we return from winter break. This is another very difficult, but vital unit. Please continue to be patient and understanding of the methods your child will be using to subtract. We will begin by counting money, this time including quarters (very tricky!) Children can always benefit from counting money at home. Try having them count the change you receive from purchases, the coins (or some) in your pocket or purse, those found between the couch cusions or the floorborad of the car, wherever there might be coins. The "if you can count it, you can keep it" method can be very motivating! This skill is really learned best one-on-one, so I appreciate your suppport. :)
Then we will use our adding skills to recognize subtraction within 100. For example: if we know, or can figure out that 42+26=68; then 100-68=26. We will use this skill with word problems as well. This will then help us to apply two of the methods we used with adding to subtract-the Expanded Method and the Ungroup First Method. We will practice these methods repeatedly. Later will will include numbers with zero in them such as 103 or 150.
Eventually we will use numbers larger than 100 but less than 1,000 to subtract from. We will also practice buying and selling with $1.00 and involve word problems using these concepts as well.
Again, please be open to the methods your child is using when subtracting. They are likely not those you were taught as a student! ("Borrowing" is called "ungrouping" because that is what we are doing to tens and hundreds when subtracting.) Encourage your child to show and explain what they are doing when using these alternate methods. What is being taught helps your child develop a strong number sense and allows them to tackle large numbers with understanding and improves overall problem solving skills. Please, don't be afraid to ask me for a mini-lesson if you don't understand what we are doing, or why! Remember, I didn't learn this way either; I understand your confusion!
Science
Our first science unit will be learning about the phases and properties of matter. We will be using a mixture of lessons and activities from an online source, MysteryScience.com These lessons are approached using a realistic, age appropriate video mystery. Students will "experiment" using hands on activities to solve an over-reaching "mystery". I used this program last year and my students loved it! As you can imagine, we will need many materials to complete our "experiments". I will be creating a SignUp.com to request simple household/grocery materials if you are willing to donate.
Our first science unit will be learning about the phases and properties of matter. We will be using a mixture of lessons and activities from an online source, MysteryScience.com These lessons are approached using a realistic, age appropriate video mystery. Students will "experiment" using hands on activities to solve an over-reaching "mystery". I used this program last year and my students loved it! As you can imagine, we will need many materials to complete our "experiments". I will be creating a SignUp.com to request simple household/grocery materials if you are willing to donate.
Social Studies
Once we complete our science unit, we will begin learning about "People Who Made a Difference". This unit will look famous Americans in history such as Martin Luther King, Jr., Abraham Lincoln, Cesar Chavez, Susan B. Anthony, etc. Students will learn to use technolgy to present information to others and deliver a "report" on a specific historical figure at the end of our unit. This unit will overlap with our writing to develop skills in Informational (Non-Fiction) Writing.
Once we complete our science unit, we will begin learning about "People Who Made a Difference". This unit will look famous Americans in history such as Martin Luther King, Jr., Abraham Lincoln, Cesar Chavez, Susan B. Anthony, etc. Students will learn to use technolgy to present information to others and deliver a "report" on a specific historical figure at the end of our unit. This unit will overlap with our writing to develop skills in Informational (Non-Fiction) Writing.