| March |
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We'll be learning about Dr. Seuss during the first week. Then we'll be concentrating on animals during the second week. When we get back from the week break we'll begin our study of desert animals and plants.
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Words to be added to the Math Word Wall: even, odd, circle, square, triangle, rectangle, cylinder, sphere, cone, rectangular prism, cylinder, cube, pyramid, trapezoid, rhombus, hexagon, congruent, line of symmetry, slide, flip, turn
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. Continue making a number scroll to 1,000.
2. Use skip counting to identify, describe and extend number patterns.
3. Use patterns to classify numbers as odd or even.
4. Identify and sort solid figures by their flat and curved surfaces.
5. Classify solid figures by the number of flat surfaces and corners they have.
6. Identify and sort plane figures.
7. Classify plane figures by the number of sides and corners they have.
8. Solve problems by using the strategy use logical reasoning.
9. Identify and describe spatial relationships using position words. (first, last, above, etc.)
10. Use position words to give and follow directions.
11. Identify and match congruent figures.
12. Make and identify shapes that have a line of symmetry.
13. Identify and explore the effects of slides, flips and turns.
14. Weekly timed math facts test will continue.
(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.
ALL 125 WORDS HAVE BEEN ADDED TO THE WORD WALL! There will not be any new words added.
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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ike, ine, ose, ope, ice, ight patterns
liked, bike, hiker, hiking, spike, lines, mine, spine, dine, fine
There will be a test over these words on March 5th.
rose, those, hose, nose, chose, hope, rope, cope, roping, hopeful
There will be a test over these words on March 12th.
ice, nice, twice, sliced, dice, right, sight, brightest, mighty, flight
There will be a test over these words on March 26th.
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. The March challenge words are: reptile, animal, desert, amphibians, lizard, mammal, nocturnal(All of these words can be found on Spelling City.)
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New Concepts:
1. Double letters stand for one sound.
2. A capital I is a letter and a word.
Concepts Reviewed:
1. New words can be made by adding s, ed, or ing to the end of some words.
2. Some sounds are spelled more than one way.
3. New words can be made by adding letters to the beginning or end of words or word parts.
4. New words can be made by putting two or more words together and replacing a letter or letters with and apostrophe. (contractions)
5. New words can be made by changing the vowel or consonant in known words.
6. Homophones are words that sound the same but have different spellings and meanings.
7. Some words end with silent e. (bossy and sleepy e)
8. Long vowels are usually spelled with two vowels.
9. When h follows c, s, t, or w, the combination stands for a new sound.
10. Short vowels are usually spelled with one vowel.
11. Some words are spelled the way they sound, while others are not.
Priority Words: be, this, from, I, have, as, with, his, they, at, he, for, was, on, are, that, it, in, is, you, the, of, and, a, to
Challenge Words for Sentence Dictation Test: coyote, roadrunner, beautiful
Your child may CHOOSE to study these words for the sentence dictation test that will be on April 2nd.
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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. Participate in proofreading lessons.
12. Write about classroom or school activities and learning for the class blog.
These are the focus this month:
1. Write poetry.
2. Write a short story.
3. Begin a report about a desert animal.
4. Write a connection to a story that was read in a Response Log.
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)
19. Participate in the school's A.R. club by reading A.R. books at home and at school.
These are the focus this month:
1.Read and understand these robust vocabulary words (We call them mystery words.): blunder, reassure, excel, cozily, interrupted, triumphantly, accomplishment, admire, ambition, captured, mercy, struggling.
2. Read a biography to get information about the person.
3. Draw conclusions about characters and events in a story.
4. Understand characteristics of narrative nonfiction.
5. Answer questions as a strategy for comprehension.
6. Understand characteristics of a fairy tale.
7. Make inferences as a strategy for comprehension.
8. Understand characteristics of a mystery.
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