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We'll be learning about the Pilgrims, the Wampanoag People and Thanksgiving. We'll be finishing up our unit on plants.
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Words to be added to the Math Word Wall: related facts, count on, number line, doubles, doubles plus one, count back, fact family
Objectives:
These are ongoing all year:
1. Participate in making a graph to show the answer to a given question. Write or tell what information is learned from the graph by using terms such as most, least, equal, more than, less than, and greatest. Formulate questions based on the graph.
2. Write and draw about each math word in the Math Journal.
3. Use the calendar to identify: the date(written both ways), today, tomorrow, yesterday and other important school or classroom events.
4. Solve word problems using an appropriate math strategy.
5. Make reasonable estimates.
6. Practice addition and subtraction facts and commit them to memory.
7. Write a number scroll. (This will be started in January.) The goal is to write the numbers to 1,000 by the end of the year.
8. Write a word problem that contains information and a question. Show the answer to the problem.
These are the focus this month:
1. Identify addition and subtraction problem situations.
2. Explore how addition and subtraction are related.
3. Identify and write related facts.
4. Write number sentences to represent addition and subtraction sentences.
5. Solve problems by using the skill choose the operation.
6. Identify the information and question parts of word problems.
7. Write a math word problem that includes the question and information. Show the solution.
8. Count on 1, 2, 3 or 4 to find sums.
9. Use a number line to count on and count back for addition or subtraction.
10. Use doubles and doubles plus one as a strategy to solve addition facts through 12.
11. Solve problems by using the strategy draw a picture.
12. Identify and record fact families.
(Those children who have already mastered these skills will be doing enrichment math activities.)
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Five words will be added to the Word Wall each week.
go, see, no, could, people(11/2)
my, who, down, day, did(11/9)
get, come, made, over, new(11/16)
little, me, give, very, after(11/23)
thing, our, good, where, too(11/30)
Please make sure your child is able to read each sight word instantly. If your child can read the words, it would be great if you'd help your child learn to spell the words.
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ing, ong, or, un, ay patterns
long, song, wrong, longer, swing, thing, bring, rings, singer, sting
There will be a test over these words on Nov. 6th.
or, for, forgot, more, store, storm, formed, corn, morning
There will be a test over these words on Nov. 13th.
fun, sun, bun, gun, under, thunder, running, lunch, funny, bunny
There will be a test over these words on Nov. 20th.
pay, hay, way, say, may, play, played, swaying, spray, trays
There will be a test over these words on Dec. 4th.
REMEMBER to help your child learn to spell the words listed above. (Those children who wish to go above and beyond will be learning challenge spelling words in addition to the chunk words.)
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New Concepts:
1. Short vowel sounds are usually spelled with one vowel.
2. New words can be made by adding s, ed, or ing to the end of some words.
3. Some sounds are spelled more than one way.
4. New words can be made by adding letters to the beginning or end of words or word parts.
5. New words can be made by putting two or more words together and replacing a letter or letters with and apostrophe. (contractions)
6. New words can be made by changing the vowel or consonant in known words.
Concepts Reviewed:
1. When t and h are written th, they make a new sound.
2. Some words are spelled the way they sound, while others are not.
3. New words can be made by adding letters to the beginning or end of words or word parts.
4. A is a letter and a word.
5. Some words are spelled more than one way.
6. Homophones are words that sound the same but have different spellings and meanings.
Priority Words: that, it, in, is, you, the, of, and, a, to
Challenge Words:Pilgrims, Thanksgiving, Wampanoag People
Your child may CHOOSE to study these words for the sentence dictation test that will be on November 23.
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Writing Objectives:
These are ongoing for the entire year:
1. Use "kid" spelling and pictures to write about own ideas in the writing
journal.
2. Participate in generating ideas during pre-writing activities. (brainstorming, webs, drawing)
3. Write the letters of the alphabet so that they are legible and formed correctly.
4. Use a picture dictionary, the word wall, and student dictionary as spelling aids while writing an alphabet book.(This book will be an ongoing writing project until completed.)
5. Use basic phonetic spelling of unfamiliar words to create readable text.("kid" or invented spelling)
6. Use the word wall and Sitton Spelling list on desk to spell high frequency words correctly at all times.
7. Use correct end punctuation and begin sentences with capital letters.
8. Write complete, coherent sentences.
9. Write a friendly letter that includes the correct parts of a letter.
10. Write a short story that includes a title, beginning, middle and ending.
11. Do Daily Proofreading lessons.
12. Write about classroom or school activities and learning for the class blog.
These are the focus this month:
1. Write a nonfiction short story about Thanksgiving.
2. Write connections made to stories that are read in a response log.
3. Continue writing an alphabet book. Use a dictionary to help find the correct spelling for the words in this book. It will be ongoing until finished.
4. Proofread sentences so that they are written with correct spelling, end punctuation and capitalization.
5. Write a poem using a "poetry frame".
6. Make a Thanksgiving card that includes a letter of thanks to parents and a message on the front.
7. Write a friendly letter.
Reading Objectives:
These are ongoing for the entire year:
(Most of these will be mastered by the end of the school year. Some may be mastered before the end.)
1. Read sight words on word wall and in text. (Instant recognition is required.)
2. Participate in buddy reading and choral reading.
3. Choose appropriate books to read quietly during the Self Selected Reading block and read quietly during that block.
4. Read aloud with fluency and expression in a manner that sounds like natural speech.
5. Listen and respond appropriately to oral communication.
6. Retell stories that have been read by the student.
7. Use prior knowledge, inferences, and story information to make predictions about a story.
8. Respond to a story that connects text to self, text to world, and text to text. (Make connections to a story.)
9. State facts learned from nonfiction reading material and answer questions about it.
10. Use reading strategies for unknown words with the aid of the bookmark that lists the strategies.
11. Read poetry.
12. Practice summarizing a selection.
13. Identify the parts of a story: title, characters, setting, beginning, problem, solution, and ending.
14. Identify the main idea of a story.
15. Identify conventions that are usually in non-fiction writing and record some in a notebook.
16. Use graphic organizers as a strategy for comprehension.
17. Develop and read the robust vocabulary words that are in the Harcourt Reading Series.
18. Develop phonemic awareness skills. (blend onsets and rimes, segmenting, rhyme recognition and production, blend syllables)
These are the focus this month:
1. Read and understand these robust vocabulary words (We call them mystery words.): commotion, assemble, consume, enthusiastic, applauded, chatty, gather, duty, envy, resent, claimed, dined, groaned, ashamed, mused, soared. .
2. Use letter-sound knowledge to read decodable text.
3. Make inferences as a strategy for monitoring comprehension.
4. Understand features of poetry.
5. Compare and contrast stories.
6. Retell stories that have been read by the student or the teacher.
7. Make connections to a story that has been read.
8. Read nonfiction text for information.
9.Participate in the school's A.R. club by reading A.R. books at home and at school.
10. Build compound words with known words and decode word parts in compound words.
11. Ask questions as a strategy for comprehension.
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