Ross Elementary Instruction Insider

February Edition

Big image

MATH

Kinder Mathematicians are beginning the “story problem” journey. There will be a plethora of real objects, acting out, and manipulative use as students learn the difference between joining and separating (addition and subtraction actions). Students will be working closely with the teacher in shared experiences during most of this unit. This will potentially allow for time each day for students to continue work in stations centered on learning progression concepts topics such as counting, recognizing, and writing numbers or comparing up to 20.

ELA

Kindergarteners continue to add to their sight word repertoire and should be practicing reading and spelling words from short vowel families (especially those with short a and short e). In writing, students are telling and writing about topics they know a lot about in 4-6 page booklets. Each page should contain a picture and an original sentence telling another ‘fact’ about the topic they have chosen. During this month long unit, students should create NUMEROUS booklets on self-selected topics. Their writing folders should have many different ‘all about’ books they have written by the end of the month.

Big image

Writing

Big image

MATH

1st graders will be applying their combinations of 10 while they develop strategies for problems to 20. There will be a plethora of ten frames and strategies including make or break a ten, make a double, and doubles +/- one. Post a strategy chart made with your students in the math area of the wall space in the room as it will support students remembering to use these strategies. Teachers and students will have conversations about the strategy they are using to predict the answer before solving.
Big image

MOVE THROUGH THE STAGES OF MODELS

Make 10 Strategy for Addition
Big image

ELA

First Graders will spend this month Navigating Nonfiction text during reading as well as writing All About Books. Spring of 1st grade is also an important time for the development of students’ fluency. Students should spend plenty of time rereading familiar texts to build their automaticity and fluency. To make things a little more fun, students can read to a partner, a stuffed animal, or record themselves on an ipad or tablet to ‘show off’ their fluent reading. Fluency is a priority standard and an important element on the learning progressions so this important skills should have a high level of importance in parents’, students’, and teachers’ minds.

Big image

Reading Fluently

"Rate is an important element of fluency. Rate is inhibited when students don’t recognize and read words quickly. First graders should be able to read at least 100 sight words, any CCVCC or CCVCE words, and many r-controlled vowel words automatically in print and in isolation. Rapid recognition and reading of sight words and easily decodable words is absolutey essential for a successful reading

future."

Writing

Big image
Big image

Context vs Quantities - A Comprehension Strategy

Do your students go right to the numbers when problem solving? Are they struggling with understanding the problem? Click below to read more about Numberless Word Problems and how this strategy develops comprehension in Math.


https://www.teachingchannel.org/blog/2016/04/07/math-word-problems/


https://bstockus.wordpress.com/2014/10/06/numberless-word-problems/

The purpose of a numberless word problem is to give students an opportunity to collaboratively identify and make sense of mathematical relationships in a situation before being presented with a question.

Technology Integration

Now that you guys have successfully finished up your CAP lessons, let's try to extend it. The kids can make the same kind of tower with any kind of cycle (butterfly, water, rock) or animals (lizards, fish, mammals)- the potential for this project in science is limitless. Let me know if I can do anything to help you!!
Big image

MATH

2nd grade will be heavily immersed in the work of adding and subtracting two digit numbers (up to 4 of these 2-digit numbers per problem), including multi-step two digit problems and the addition of coins up to $1.00. Most of these problems should be embedded in story situations. Students will be using many representations such as strip diagrams, number lines, pictorial models of base ten blocks, and equations to show the action (operation) of the problem. Use of multiple strategies such as concrete base ten blocks or unifix cubes, drawings of base ten blocks, use of expanded form, mental math, and some algorithms will be evident in student work as they find their computational solutions. The standard algorithm is NOT a part of the 2nd grade TEKS. Our mathematics goal in this unit is to assist students in finding THEIR JUST RIGHT METHODS to solve addition and subtraction problems, not to get them to “do” a specific method.
Big image
Big image

Technology Integration

Your CAP lesson is coming up in the next couple weeks. We will be working together to alleviate some of the concerns you expressed in PD. In the meantime, have the kids prepare for the project by sketching it out in their journals.

ELA

2nd graders spend all of February in nonfiction reading and writing units. The vast majority of texts that are being used for read aloud and guided reading should be nonfiction. Recognizing various text features and identifying main ideas and supporting details are the highest priority goals of this unit. Look for evidence that students are recording information about what they are learning from the nonfiction texts they read independently. Students should also be writing about topics they are interested in, drawing from what they already know about the topic as well as new information they learned from a book or other source.

Writing

Big image

GRADES 3-5 SPIRAL REVIEW/INTERVENTION

3rd-5th - SPIRAL REVIEW of the units that were covered on the CBA should be given during Number Talks, Guided Math small groups, and even Guided Math time re-teach lessons for a large group…even in some instances most of the class. Any time intervention in the form of reteaching is done with students, teachers should do fewer problems in a deeper way with as many multiple entry points as can be found and which would definitely include concrete models, representations, and any grade level appropriate abstract methods. Be aware that we are looking for the students to find THEIR JUST RIGHT STRATEGY and to settle into that strategy and become the master of it. It is never beneficial for students to do “a lot” of problems about a topic…well-chosen carefully practiced problems will support their learning best.
Big image
Big image
Big image

Math

3rd grade students will be completing the Multiplication and Division Unit and entering their Geometry and Measurement Unit during February. Strategy charts with multiple methods to solve multiplication and division problems should be made with students and available for them to anchor their learning. During geometry, watch for strategy charts that include vocabulary, pictorial models, and attributes of geometric figures. We are all working on remembering that cones and cylinders have bases not faces. The curriculum guide includes a list of all the geometric concepts students have learned from Kinder-2nd and a list of what students should add to that knowledge in 3rd. This list should stimulate many prior knowledge conversations with students during class discussions.

CONES AND CYLINDERS HAVE BASES, NOT FACES

Technology Integration

We discussed the CAP lesson in PD and talked in depth about how we can minimize student and teacher stress. As requested, the templates are in the shared folder and completing it in 365 is always a good option. Make sure you have your kiddos do a rough copy in their journal to minimize lab time. Let me know if I can be of any support.

ELA

3rd graders spend the months of February and March immersed in reading nonfiction texts. You should see students reading nonfiction library books, guided reading books, and LOADS of short nonfiction feature articles. Many feature articles are provided in the curriculum, a wide variety of articles can be found in the periodical magazines found in your school library, and hundreds more are available on the website https://e.newsela.com/. There should be a balance of student choice and teacher choice in the texts they are reading in this unit. Most importantly, students should be doing rigorous thinking, talking, and writing work with every single text they read. The curriculum provides a VAST array of question stems, graphic organizers and STAAR formatted questions to ensure that students are working at the appropriate level of rigor during these nonfiction units of study

Author's Purpose Vocabulary

intend, compare, describe, entertain, explain, inform, teach, argue, complain, convince, encourage, persuade, prove

Vocabulary describing how an author told information

convey, describe, demonstrate, develop, emphasize, establish, express, illustrate, imply, introduce, offer, present, provide, reveal, share, suggest, support, influence, list

Nonfiction Feature Vocabulary

Text features, Table of Contents, Photographs, Captions, Diagrams, Lables, Maps, Graphs, Timelines, Glossary

Writing

Big image

Math

4th grade students will completing the Multiplication and Division Unit and entering their Geometry Unit during February. Continue to create strategy charts with students showing multiple methods to solve multiplication and division problems. During geometry, 4th grade students encounter almost 100% new material in their geometry lessons. A list of critical geometric components has been included in the curriculum showing what students brought from K-3 and what is new in 4th. It will be critical for teachers to create many charts that include valuable information such as vocabulary terms, labeled pictorial representations, and a list of critical attributes for each geometric idea. Avoid technical copying of canned definitions…rather, consider how to define a geometric term by its attributes.
Big image
Big image
Big image
Measuring angles - Degrees and Protractors

ELA

4th grade has just begun a vitally important writing unit on revising. This unit focuses on the craft of revising a student’s own writing as well as giving students the opportunity to immerse in understanding the types of multiple choice revision questions that will be seen on the STAAR test. Students are exposed to a carefully constructed balance of authentic revision opportunities and multiple choice practice in this unit.

Building Block 1

Effectively combining sentences

Building Block 2

Revising Literary Texts

Building Block 3

Revising Expository Texts

I Can Revise To

use a more accurate word

use a more appropriate transition/add a transitional word or phrase

remove a sentence That does not belong

improve the meaning of an unclear sentence

tell more about the idea

help open the paragraph/ introduce the idea

create a more effective closing

combine simple sentences

correct run-ons or fragments

rearrange or reword awkward sentences

Technology Integration Tip

If you are having your kids publish their writing electronically, prep the kids by explaining what the red and green squiggly lines mean. I'll never forget the time when I asked a kid what the red line meant and he said: "That means I used a REALLY good word!!"
Big image

Math

5th grade students will be completing their Geometry and Measurement Unit in February. The focus in 5th grade Geometry is on putting all the terms the students have learned from Kinder-4th altogether and being able to fluidly work with those terms. The only new item in the 5th grade geometry concepts is the symbol students should learn to use for the term congruent. Many charts with vocabulary terms, pictorial representations, and attributes should be seen in the classrooms. Measurement concepts will include the study of perimeter and area as relating to volume. Many concrete experiences with volume should be offered to help students learn how volume connects to perimeter and area.

Big image
Big image
Big image
The 5th grade Benchmark will include TEKS from the Geometry and Measurement Unit as well as TEKS from the Data Analysis and Financial Literacy Unit. Since the curriculum has not been fully taught at the time of the Benchmark, be sure to reassure students that these questions are intended to be a pre-assessment if they have not yet been taught. Ask them to try their best on those to let you know what they are bringing to you from 4th grade on these skills. Teachers may find that they can shorten Unit 6 if students are doing well on these math concepts even though they have not been formally instructed in them. Students would then have more time to review the larger portions of the curriculum from earlier in the school year.

ELA

5th grade spends the first few weeks of February involved in a persuasive reading and writing unit. This unit focuses heavily on author’s purpose. You should see evidence of teachers and students writing author’s purpose statements after every text they read in this unit. These statements have studentsusing the language of the discipline (such as: argue, complain, convince, encourage, persuade, influence, suggest, imply ) while explaining the main ideas or themes contained in a text.

A performance task has been created to accompany this unit that combines all the knowledge and skills students have learned in persuasive reading and writing. Students will develop a position on the topic of recess and prepare a convincing argument that supports their position. They will begin by reading a collection of provided resources and analyzing them for the author’s viewpoint, purpose, main ideas, persuasive techniques (see recording sheet). They’ll use the sources to get some data to use in their own arguments. They will then develop a poster, letter, or digital presentation that states their opinion, supports it with evidence, and uses persuasive language or techniques to convince the reader. A rubric has been provided to assess students’ analysis, fact collection, and product.

Author's Purpose

What did the author hope to accomplish by writing this?

Based on the information in the selection, the author would most likely agree with which of these statements?

With which statement might the author agree?

The author wrote this selection mainly to-

The author wrote this article most likely to-

The purpose of this selection is to-

What is the article mainly about?

The selection is mostly about?

From the information in this selection the reader can conclude that _______?

What can the reader determine from the information in the selection?

What is the best summary of the section titled ___?

Which is the best summary of the selection?

An important idea presented in this selection is that-

The author wrote this selection most likely (or mainly) to-

Technology Integration Reminder for ALL Grade Levels

*Don't forget to do your monthly digital citizenship lesson. These shouldn't take more than 20-30 minutes and they tie in to our character lessons.

*If you have a student that needs extra practice in DreamBox, remind them that the computer lab is open every morning at 7:45.