May 2016 Newsletter
4th Quarter Goals: What’s Happening in classrooms for the remainder of the year?
• Count forward starting at _____. How far can you count? • Count forward by tens, starting at 10. How far can you count? • What numbers do you say if you start counting at _____ and count to _____? For example, What numbers do you say if you start counting at 14 and count to 40? • Using objects, build the number _____ (11–19). How many groups of 10 ones do you have? How many more ones do you have? Explain your thinking. • If I say _____, how do you write that numeral? (0–20) • Count this set of objects. Which numeral do you write to show how many? (0–20) • Presented with a number card 11–19 (do not say the number), say, “Build this number using objects. What number is this? How many groups of 10 ones do you have? How many more ones do you have?” • How can you show this number (11–19) has 10 ones and ______ more ones?
• I have _____ cubes. How many more do you need to make 10? • What two numbers put together make _____? (number 10 or less) How do you know? • I have _____ cubes. (Teacher hides _____ cubes.) How many do I have now? How many did I hide? • What two numbers can you put together to make _____? Show me another way to make _____. How can you record what you did with an equation? • Select a strategy (draw a diagram, act out, mental images, verbal explanation, equations) to solve the following problems: There are four birds in a tree. One more bird joins them. How many birds are there now? There are five birds in the tree. Two flew away. How many are there now?
MATH:How would you solve this word problem? Can you solve it another way? (See CCSS glossary, Table 1, p. 88 to pose questions for start unknown in each category). How would you solve this word problem involving addition of three numbers with a symbol for the unknown? (e.g., There is fruit in a bowl. There are 4 apples, 6 bananas, and 5 pears. How many pieces of fruit are there in all? Write an equation to show your answer. 4 + 6 + 5 =____ and ____= 4 + 6 + 5) What do you notice about these numbers? How could you use what you notice to solve this problem? (e.g., To add 2 + 6 + 4, the second two numbers can be added to make a 10, so 2 + 6 + 4 = 2 + 10 = 12) What strategy did you use to solve this problem? (Add or subtract these numbers within 20.) What is _____? (Fluently add and subtract within 10. e.g., 2 + 3; 6 + 4; 8 – 1) How can you solve these problems? (8 + ? = 11; 5 = ? – 3; 6 + 6 = ?)
I have _____ cubes. How many more do you need to make 10? • What two numbers put together make _____? (number 10 or less) How do you know? • I have _____ cubes. (Teacher hides _____ cubes.) How many do I have now? How many did I hide? • What two numbers can you put together to make _____? Show me another way to make _____. How can you record what you did with an equation? • Select a strategy (draw a diagram, act out, mental images, verbal explanation, equations) to solve the following problems: There are four birds in a tree. One more bird joins them. How many birds are there now? There are five birds in the tree. Two flew away. How many are there now?
How could you prove that a group of objects has an even or odd number? • What is an array? • How can rectangular arrays help us with repeated addition? • What does partition mean? What word do you notice in the term partition? • How can you use equations to represent even numbers? • How can you use equations to represent odd numbers? • How would you write an addition equation to represent the number of objects in an array? • What are the steps used to partition a rectangle?
• What strategies do you use to solve word problems? • Why is it important to be fluent with operations? • Why is it important to know more than one strategy for addition and subtraction? • How do place value strategies help you solve problems more efficiently? • What strategies can help you add and subtract numbers? • When would you have to compose a ten or hundred when adding? • When would you have to decompose a ten or hundred when subtracting?
How do you tell time using digital and analog clocks? • Why is it important to use math vocabulary when explaining ideas? • How many halves (thirds/fourths) does it take to make one whole rectangle/circle? How do you know? • What strategy would you use to draw and identify a geometric shape? • What is an equal share? Why are equal shares important? • Do equal shares always have the same shape?
Why is it important to listen or read closely? (RI.K.1) How does making connections help us to understand what we are reading? (RI.K.3) Why is it important to explore new and interesting words? (RI.K.4, L.K.4) How can words be broken down into parts/sounds? (RF.K.2, RF.K.3) How can we share what we have learned with others? (W.K.2)
How does making connections help us to better understand what we are reading? (RI.K.3) What tools can we use to compare and contrast two texts on the same topic? (RI.K.9) How does a retelling help a reader remember important information? (RL.K.2) How does asking and answering questions help us to better understand what we are reading? (SL.K.2) Why does an author include reasons? (RI.K.8) Why is it important to explore new and interesting words? (L.K.5) How can we share our opinion(s) with others? (W.K.1)
Grade 1 E/LA:
• What does “sequence” mean?
• How does the order of events help you understand the story?
• What is the main idea? How does main idea help you understand stories and texts?
• What does compare and contrast mean? How does comparing and contrasting experiences of characters in stories help you understand what you read?
• What tools and strategies would you use when choosing a topic?
• What strategies can you use to clarify your ideas when you describe something to others?
• Why is it important to learn and use new and interesting words?
• How can a writer use pictures, text and experiences to explain a story?
• What are the steps for writing informational pieces? How do authors and writers improve their writing? What are some ways you can improve your writing?
• How would you find facts to include in your writing?
• How will comparing and contrasting two texts on the same topic help you to learn more about that topic?
• What strategies can you use to find key details in a text, presentation, or other media?
• How can words be broken into parts? How does this help you with reading?
Grade 2 E/LA:
• What did the author try to accomplish by writing this text? (RI.2.6)
• Why is it important to include specific reasons when writing an opinion? (RI.2.8)
• How can we share our opinions with others? (W.2.1)
• How does recounting a story help a reader determine the central message? (RL.2.2)
• As we read stories aloud, how can using different voices for each character help us tune into the different points of view of each character? (RL.2.6)
• What are the “signposts” for narrative structure? (W.3)
Kindergarten Lucy Calkins Writing:
SORICO: Informational writing
Grade 1 Lucy Calkins Writing:
SORICO: Opinion/ Informational /Explanatory/Shared writing
Grade 2 Lucy Calkins Writing:
SORICO: Opinion/ Narrative writing
Kindergarten Science Kit: Balls and Ramps
Grade 1 Science Kit: Pebbles, Sand and Silt
Grade 2 Science Kit: Insects
Jump Rope for Heart Collections Due Please!
The American Heart Association's Jump Rope for Heart school wide event has come to a finish in PE. All collection envelopes are due byWednesday, May 4th. Children are reminded that every little bit helps :)
Teacher and Staff Appreciation Week/ Nurse Appreciation
Wednesday, May 4th is also a day to celebrate and honor our very special School Nurse Teacher, Mrs. Bonnie Brayton-Simmons!
In the classrooms the week of May 2-6
Writing and representing numbers to 20
Trick words: or, for
Participate in shared research and writing projects (e.g., explore a number of
books by a favorite author and express opinions about them).
Unit 4.1 Strategically solving Addition and Subtraction word problems within 20; using pictures, numbers or words and an equation.
Envisions Topic 10 Adding Tens and Ones; Using place value understanding and properties of operations to add and subtract.
Parent Newsletter Link: https://www.dropbox.com/sh/3uhztp3o6duugxd/AABqEZREeA3nl8pFX4mprWIra
-Unit 4.1 Read and retell stories, including key details, and demonstrate understanding of the central message or lesson.
- Information writing. Writers get ready to write by teaching all about a topic.
Pebbles, Sand, and Silt Science Kits have arrived! In Investigation 1 First Rocks; students will observe different kinds of rocks, compare properties and sort rocks in different ways.
- The Paper Bag Players,
”Pop, Pop Popcorn!” show at the Park Theater was enjoyed by all!
- The Frenchtown Book Fair is Tuesday May 3rd - Thursday May 5th.
The Reading Fair is Wednesday Night from 6:00 - 7:00 at Frenchtown School.
Students are practicing repeated addition and making arrays. This should help the children gain a better understanding of multiplication
Students will continue improving their narrative writing skills and their responses to literature.
We will be working on identifying the author’s’ purpose using a variety of literature.
Happy Birthday Frenchtown Friends:
May 4: Ryan M.
May 5: Gabe G. and George S.
May 7: Xavier C. and Jack S.
Events for the month of May!
May 2-6: Book Fair
May 4: Nurse Appreciation Day
May 4: Reading Fair
May 5: Cast Party
May 6: PBIS celebration
May 11: PTG Meeting
May 12: Art/Science Night
May 13: Grade 2 Bug Guy
May 17: Grade 2 Field Trip to Casey Farm
May 20: Aramark Family BBQ
May 30: Memorial Day