Monthly Updates From Ms. Delloiacono's Classroom :)
Check Out Our Classroom Pictures!
Check Out What We Learned In April!
*Concept of consonant digraph, keywords, and sounds: wh, ch, sh, th, ck
*Decoding three-sound words with digraphs
*Spelling three-sound words with digraphs
*High frequency words (trick words)
*Sight Words: for, he, she, was, or
Reading Workshop (April - Mid-May)
Reading Unit of Study: Making Connections Between Our Lives and Details or Facts in the Books We Read
1) Readers understand the roles of authors and illustrators in telling stories and presenting ideas or information in texts.
2) Readers compare and contrast the adventures and experiences of characters/people within the stories/texts they read.
3) Readers compare and contrast their own experiences with those in their books.
4) Readers build comprehension through conversation by making connections between their books, themselves and what they understand about the world around them.
*Guided Reading Groups
Writing Workshop (April - Mid-May)
Writing Unit of Study: Teaching Others by Writing All We Know About a Shared-Class Topic
1) Writers generate ideas for “all about” books based on shared research that has been conducted with their class around a content area topic.
2) Writers choose to write about smaller subtopics they uncovered from within the bigger class topic.
3) Writers include facts within their “all about” books and confirmation of accuracy will be based on their shared-class research.
4) Writers of “all about” books approach writing by planning for subtopics and by selecting from various paper choices to match the structure of their non-narrative pieces.
5) Writers of “all about” books include content-specific vocabulary to teach their readers about their subtopics.
6) Writers of “all about” books use transitional phrases to show change in categories and to introduce facts.
7) Writers of “all about” books use spaces between words and periods (or other types of punctuation) at the end of every sentence to convey meaning.
8) Writers write for their readers by representing initial, ending and most medial sounds for each word to match their pictures and spell all word wall words accurately, printing many upper and lower case letters.
9) Writers use capitals at the beginning of sentences, names, places and with pronoun “I”.
*Children model 2-dimensional and 3-dimensional shapes.
*Children explore counting as a way to measure and compare lengths of time.
*Children count forward from numbers other than 1 throughout the 1-100 sequence.
*Children play a game to develop fluency with subtraction facts within 5.
*Children use bundles of ten and single craft sticks to represent numbers greater than ten.
*Children find number pairs that add to 10.
*Children share their solutions, describe patterns they see, and discuss how they can use the patterns to find more solutions.
*Children play a game to practice decomposing numbers and finding a missing part of 10.
*Children solve number stories with calculators.
*Children compare numbers and place them in order from smallest (least) to largest (greatest).
*Children play a game with number cards to gain fluency with addition.
*Children learn about function machines and use them to practice basic addition and subtraction problems.
*Children explore equivalent names for numbers.
Social Studies (April)
*Community Helpers Unit