April 13th Week Overview
To keep things simple across the grade level our digital learning plan is below but that doesn't mean you can't switch things up. Trade an activity out for one of the many offered in the weekly attachments in my morning emails! Have your child get on the digital platforms and then switch out the writing for one of the writing prompts or research if you want!
Our digital learning plan asks only that your child….
Complete at least 10 minutes or a lesson on ReadingEggs or read on Raz-Kids and complete quizzes
Complete at least 10 minutes or a lesson on MathSeeds or Dreambox
Read a story with your family
Write a sentence or more about your favorite part of the story in a journal or on a piece of paper. (Please be sure to capitalize, punctuate and spell sight words correctly!)
Work on the homework for the week (posted in attachment)
If you need us to adjust any levels on reading eggs or Raz Kids, please let us know. We can set new levels or have the app assign a new placement quiz to assess their current level.
I hope everyone had a wonderful Spring Break all things considered!
Cobb County Schools sent out a message last week that new curriculum will only be sent out Monday-Thursday with Friday being a review day. Even though we aren’t supposed to send new curriculum on that day, we are still available to help answer questions or share ideas!
Message from our Learning Commons:
Parents and students, I miss you! I hope that you are reading and enjoying a lot of special times with your families. Please join me on Tuesday and Thursdays at 10:30 am for live story times. Click here for the links: https://tinyurl.com/rp2c64z
-Mrs. Nelson
Optional Worksheets attached to email that went out this morning!
Had we been in school this week, this is what we would have worked on:
Phonics: Long O sound
Our kiddos usually do well with long o and most of the ways to make o “say it’s name.” There is bully-e (as in rope) or two vowels go walking (as in toe) but there is also “ol” for some reason (as in cold, told) and sometimes ow (as in show).
Reading: Retelling Non-Fiction and Asking Questions
This quarter we would be working heavily on how to retell a non-fiction text by stating the main idea and three connected details. That means we will be focusing on non-fiction texts for the next few weeks.. Before jumping into non-fiction we review the purpose of non-fiction text (to teach) versus the purpose of fiction text (to entertain or give you feeling like happy, sad, scared). We review non-fiction text features (they have main idea titles), photographs not illustrations (most of the time), maps, diagrams, glossaries and indexes.
Here is a great video on text features:
https://www.youtube.com/watch?v=3mAl9QMJJTo
The video moves quickly so you may want to pause and have your kiddo find the thing they discuss in a non-fiction book you have at home or on pebblo-go.
To connect to our animal classification unit, we will be studying insects this week and pebble-go animals has a few resources on these.
(CLEVER, CDL icon, Pebblego Animals Icon, Insects and Spiders, then pick from this)
As your child listens have them discuss what the main idea of the text is (it is the big idea that every page is about and usually the title) then ask them to focus on what details they learned that teach us about that main idea.
Or you can focus in on Butterflies:
What is the life cycle of a butterfly? How does understanding our vocabulary words help us retell? These questions and so much more will be answered as we fly into the book Butterflies by Laura Marsh. In writing we will continue procedural writing and write the steps of the butterfly life cycle.
I sent invites to access EpicBooks to parent emails. You can also get free access below and they have a lot of the National Geographic books:
https://www.getepic.com/educators?share=878836554&utm_source=t2t&utm_medium=link&utm_campaign=rsa_teacher_app
Vocabulary from the book:
o nectar: a sweet plant juice eaten by monarchs and other insects
o chrysalis: an insect between larva and adult stage in a hardened case
o migration: moving from one region or habitat to another
o instinct: behavior that animals are born knowing
o generation: the time it takes for a living thing to grow up and reproduce
Here are just a few activities you can do at home with your child this week:
o Use water colors and paint a coffee filter. Use a pipe cleaner and tie in the middle to make a butterfly.
o Make a butterfly snack. Put two different foods in a Ziploc bag. Put a clothes pin in the middle. Enjoy!
Writing:
As they learn about this new animal, we would love for them to write a non-fiction paragraph about what they learned in their research. They can turn this into a book or report. They can dress up as a zookeeper and video themselves reading their report or turn their repost into a Powerpoint Presentation if you are feeling adventurous! Our goal is to keep them practicing their critical writing skills whenever possible.
Our digital learning plan asks only that your child….
Complete at least 10 minutes or a lesson on ReadingEggs or read on Raz-Kids and complete quizzes
Complete at least 10 minutes or a lesson on MathSeeds or Dreambox
Read a story with your family
Write a sentence or more about your favorite part of the story in a journal or on a piece of paper. (Please be sure to capitalize, punctuate and spell sight words correctly!)
Work on the homework for the week (posted in attachment)
If you need us to adjust any levels on reading eggs or Raz Kids, please let us know. We can set new levels or have the app assign a new placement quiz to assess their current level.
I hope everyone had a wonderful Spring Break all things considered!
Cobb County Schools sent out a message last week that new curriculum will only be sent out Monday-Thursday with Friday being a review day. Even though we aren’t supposed to send new curriculum on that day, we are still available to help answer questions or share ideas!
Message from our Learning Commons:
Parents and students, I miss you! I hope that you are reading and enjoying a lot of special times with your families. Please join me on Tuesday and Thursdays at 10:30 am for live story times. Click here for the links: https://tinyurl.com/rp2c64z
-Mrs. Nelson
Optional Worksheets attached to email that went out this morning!
Had we been in school this week, this is what we would have worked on:
Phonics: Long O sound
Our kiddos usually do well with long o and most of the ways to make o “say it’s name.” There is bully-e (as in rope) or two vowels go walking (as in toe) but there is also “ol” for some reason (as in cold, told) and sometimes ow (as in show).
Reading: Retelling Non-Fiction and Asking Questions
This quarter we would be working heavily on how to retell a non-fiction text by stating the main idea and three connected details. That means we will be focusing on non-fiction texts for the next few weeks.. Before jumping into non-fiction we review the purpose of non-fiction text (to teach) versus the purpose of fiction text (to entertain or give you feeling like happy, sad, scared). We review non-fiction text features (they have main idea titles), photographs not illustrations (most of the time), maps, diagrams, glossaries and indexes.
Here is a great video on text features:
https://www.youtube.com/watch?v=3mAl9QMJJTo
The video moves quickly so you may want to pause and have your kiddo find the thing they discuss in a non-fiction book you have at home or on pebblo-go.
To connect to our animal classification unit, we will be studying insects this week and pebble-go animals has a few resources on these.
(CLEVER, CDL icon, Pebblego Animals Icon, Insects and Spiders, then pick from this)
As your child listens have them discuss what the main idea of the text is (it is the big idea that every page is about and usually the title) then ask them to focus on what details they learned that teach us about that main idea.
Or you can focus in on Butterflies:
What is the life cycle of a butterfly? How does understanding our vocabulary words help us retell? These questions and so much more will be answered as we fly into the book Butterflies by Laura Marsh. In writing we will continue procedural writing and write the steps of the butterfly life cycle.
I sent invites to access EpicBooks to parent emails. You can also get free access below and they have a lot of the National Geographic books:
https://www.getepic.com/educators?share=878836554&utm_source=t2t&utm_medium=link&utm_campaign=rsa_teacher_app
Vocabulary from the book:
o nectar: a sweet plant juice eaten by monarchs and other insects
o chrysalis: an insect between larva and adult stage in a hardened case
o migration: moving from one region or habitat to another
o instinct: behavior that animals are born knowing
o generation: the time it takes for a living thing to grow up and reproduce
Here are just a few activities you can do at home with your child this week:
o Use water colors and paint a coffee filter. Use a pipe cleaner and tie in the middle to make a butterfly.
o Make a butterfly snack. Put two different foods in a Ziploc bag. Put a clothes pin in the middle. Enjoy!
Writing:
As they learn about this new animal, we would love for them to write a non-fiction paragraph about what they learned in their research. They can turn this into a book or report. They can dress up as a zookeeper and video themselves reading their report or turn their repost into a Powerpoint Presentation if you are feeling adventurous! Our goal is to keep them practicing their critical writing skills whenever possible.
You can also use the April Writing prompts calendar we sent out!
Math:
We would
have been continuing to review our 3d shapes. This week we would look at “nets”
or open forms of 3d shapes and figure out what shape they are tuned into when
unfolded.
Here is a
great video on dissecting 3d shapes into nets:
https://www.youtube.com/watch?v=jVlFsmpZe6o
We would also be learning how to compose a hexagon from other shapes.
Social Studies:
This week we would have been studying “The Star Spangled Banner” and would love to get some singing videos posted to SeeSaw! The key to the kids learning the song is teaching them what it means and the history of how it was written so they connect to it a bit more. There is a Pebblego Social Studies (symbols) text about it if you wish to use it.
Science:
By now we would begin our plant unit. Our standard has us comparing and contrasting similarities and differences in groups of plants. This week we will look at plant roots. Here is a video about the two types of roots. It is a little boring but clear and concise:
If you can, have your child go out and examine some roots in your yard or garden or google plant roots and examine just ow different they can look.
Please note that these tasks are not required. Our digital learning plan asks only that your child….
• Complete at least 10 minutes or a lesson on ReadingEggs or read on Raz-Kids and complete quizzes
• Complete at least 10 minutes or a lesson on MathSeeds or Dreambox
• Read a story with your family
• Write a sentence or more about your favorite part of the story in a journal or on a piece of paper. (Please be sure to capitalize, punctuate and spell sight words correctly!)
• Work on the homework for the week (posted below)
If you need us to adjust any levels on reading eggs or Raz Kids, please let us know. We can set new levels or have the app assign a new placement quiz to assess their current level.
Homework:
Sight words for the week: home, going, this
Letter sounds of the week: Long o as in “bone” and “boat” and “toe”
Math Monday
Write a sentence using all three sight words for this week.
Look around your house for cylinder shaped things. Draw 4 things that you found with that shape and label them in your homework journal.
Get an ice cube out of your freezer and examine it. Does it really have a cube shape? Give your opinion and a reason why you think it is or isn’t a cube shape.
Technology Tuesday
There are 3 sight words we have learned this year that end with the “long o” sound for no reason at all. Find them on your list. (hint: they all are two letter words)
Go to the site www.readingeggs.com
Login to your reading eggs account and complete one lesson of reading eggs.
Go to the site:
(Go to pbskids.org, then peg and cat, then games, then magical shape hunt)
Play the mermaid shape game and write the name of a shape you collected in your journal.
Writing Wednesday
Handwriting practice!
Practice writing all you lowercase letters neatly and accurately in your journal. Think about which letters are tall, small or go into the ground.
Read the story of “Old Joe Crow” with your family. Make a list of 8 words you find that have the “long o” sound in them and underline what letter combinations make regular “o” turn into “long o”.
Read the story of “Old Joe Crow” with your family. Read the list of “long o” words below to your family and draw a picture to represent each word.
over
|
sold
|
cone
|
glowing
|
growing
|
owner
|
troll
|
phone
|
Old Joe Crow’s Story
Once upon a time, a whole family of crows lived in the tallest oak tree on the west coast. On the highest branch of this oak, the crows made a nest in the shape of a throne. To decide which crow would sit on the throne, the crows took a vote. It was agreed that the crow who soared the highest would own the throne until a higher flying crow took its place.
The first crow to win the throne was a bold young show-off named Joe. From his throne in the oak, Joe would boast of how he could float above the trees on the slightest breeze and roam from coast to coast with just a flap of his wings. Joe was so bold that he thought he would never grow old and have to give up the throne. But like all living things, Joe did grow old.
It was a cold snowy morning when Joe first looked up from his throne and noticed younger crows soaring higher than he had ever flown. Knowing that time had taken its toll on even this bold crow, Joe left his throne and coasted slowly down to his new home on the lowest branch of the old oak tree.
At first Joe was sad to lose his home on the throne, but he refused to give up exploring and he still wanted to be the best crow at something. When he noticed a tiny row boat in the river under the old oak tree, Joe got an idea.
Every night Joe practiced rowing that boat until he could row almost as fast as he used to soar. Then one day the other crows were surprised when they heard someone crowing, “Row, row, row your boat gently down the stream …” When the crows looked down, there was Old Joe Crow rowing his boat and crowing his song. Now Old Joe Crow is the only crow who knows how to row, and each day Joe rows his boat and sings his song while the younger crows soar overhead.
Thinking Thursday
This is a great day to do Mrs. Bahr's activities that I emailed out on Monday!
Practice your place in space including continent, country, state, county, city and home address.
Think about a cube and a cylinder. Write one thing that is the same about both shapes and one thing that is different about them in your journal.
Think about a circle and a cylinder. Write one thing that is the same about both shapes and one thing that is different about them in your journal.
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