# KG News

## UOI 5: How We Express Ourselves

Transdiciplinary Theme: An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Central Idea: People express diversity through their culture and traditions.

Key Concepts: Form, Perspective, Reflection

Related Concepts: Similarities, Differences, Respect, Beliefs, Customs, Traditions

Lines of Inquiry:

• What is culture- Form
• Diversity of cultures and traditions-Perspective
• Culture is shown through expression-Reflection

## Math

Continue working with Module 4: Number Pairs, Addition and Subtraction 1-10

• Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
• Decompose numbers less than or equal to 10 into pairs in more than one way Ex: using objects or drawings be able to show 5 = 2 + 3 and 5 = 4 + 1).
• Fluently add and subtract within 10
• Students will revisit how to decompose and compose numbers to 10 to reinforce how a whole can be broken into two parts and how two parts can be joined to make a whole.
• Using the number bond model students will understand the relationship between parts and wholes before adding and subtracting.
• Students will learn that adding or subtracting zero does not change the original quantity. Students also begin to see patterns when adding 1 more and the inverse relationship between addition and subtraction (8 + 2 = 10 and 10 – 2 = 8)
• Students will use pictures, numbers and objects to solve story problems showing mathematical reasoning skills.

Module 5: Numbers 10-20 and Counting to 100

• Compose and decompose numbers from 11 to 19 into ten ones and some further ones. Students will use objects or drawings, and record each composition or decomposition by a drawing or equation (ex: 13 = 10 + 3)
• Students will be able to model and write a teen number without forgetting that the 1 in 13 represents 10 ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones
• Students will extend their understanding of counting teen numbers to numbers from 21 to 100. They first count by tens both the "Say Ten" way—1 ten, 2 tens, 3 tens, 4 tens, etc.—and the "regular way" twenty, thirty, forty, etc.
• Students will model teen quantities with materials in a number bond and hide one part. The hidden part is represented as an addition sentence with a hidden part (EX: 10 + ___ = 13 or 13 = ___ + 3).

NOTE:

Lessons and activities are differentiated to reinforce and enrich skills as needed. In small groups students practice and complete lessons and activities specific to goals identified through student assessments.

## English Language Arts

In Reading students will build on the following skills and standards:

• Build on their fluency by reading with purpose and understanding their grade level texts.
• Students will work both independently and in small groups to ask, answer and discuss story elements with the added learning of identifying the problem and using the text to explain.
• Students will identify the major events in a story.
• With prompting and support students will describe relationships between illustrations and the story.
• Students will compare and contrast adventures and experiences in familiar stories.
• Actively engage in group reading activities with purpose and understanding.

Writing:

• Students will use a combination of drawing and writing to compose informative/explanatory texts in which they will research a culture and describe its attributes.
• Students will explore a variety of digital tools to produce and publish writing while collaborating with peers.

Language:

• Students will form plural nouns by adding /s/ and /es/ with understanding.
• Understand and use question words "who, what, where, why and how" to ask , answer and explain.
• In small groups and with partners produce and expand complete sentences.
• In small group and with partners will build on vocabulary use by using inflections and affixes as clues to understand the meaning of an unknown word ( /ed/, /s/, /re/, /un/ /pre/, /ful/, /less/ ).

Speaking/Listening:

• Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Small Group Instruction:

Students will be working with me on

• Small Group Reading: Students have been assigned to various reading groups to target their own reading goals. Students are assigned to groups based on individual needs. Goals are set based on what the student needs through data gathered by teacher as well as through MAP testing and F&P Assessment results. Students are given texts to read with the teacher and each group works on specific goals.

ELA reinforcement resources:

• Kidsa-z: Students are doing very well and I am noticing improvements with reading fluency and accuracy. Please continue to reinforce reading at home. Please also check Managebac for updated reading levels. Remember to complete the activities following your book selection and comprehension questions. Students are always welcome to share their work in class with me.
• abcya.com: Many students are using this tool to build and reinforce both phonics and math skills. Please continue to take advantage of this learning tool as it is both fun and educational!

## Social Studies

Peoples of The Nations and World:

Students will:

• Identify similarities and differences in people’s characteristics, habits, and living patterns to describe how they meet the same human needs.
• Students will research their native country to share information and details about the cultural food, languages, clothing, customs and traditions that make their family diverse and unique.
• Students will explore cultures around the world in order to understand what people around the world use as food, clothing, shelter, music, and sports.
• Students will learn and practice the various ways people greet each other around the world.
• Learning to appreciate various forms of art, music and literature.

## UOI Summative: Cultural Book

Students will take on the role of an interviewer as they will research and gather information about their native cultures. They will ask family members questions about their cultural traditions, foods, languages, sports, arts, music etc. Gathering all their research, students will then create a Cultural book about their families and their unique culture and traditions. These books will be shared with their peers and with their special visitors on International day (TBA).

## AQI

During this UOI, Students will be learning about:

Arabic Standards:

1. Family members
2. Express feelings about family members

Quran Standards:

1. Surah Takathur and its meaning
2. Surah Qaariah and its meaning.
3. How to read with sukoon.

Islamic Studies Standards:

1. Etiquette of the Masjid and Jumuah
2. What Islam says about parents and how to treat them
3. Respecting elders

## Art

Students will practice tempera painting steps and techniques.

Students will create paper mache bowls with different cultural designs and patterns.

(example : Turkish and South Africa ceramic art).

Targeted MSDE Standards:

1.0 Perceiving and Responding: Aesthetic Education

Students will demonstrate the ability to perceive, interpret, and respond to ideas,

experiences, and the environment through visual art.

1. Identify describe, and interpret observed form

b. Represent observed form by combining colors, lines, shapes, and textures