May 4th & Week Overview
We have received lots of questions about summer learning and access to the apps. As far as we know, your child should have access to the reading and math apps throughout the summer. In years past we have had access throughout the summer as our license goes until August. That way you should be able to keep your child’s skills strong. I do not know if CLEVER will still be available as I have never utilized it over the summer, but you should be able to access the apps through the web if not.
We highly recommend you keep a learning routine going throughout the summer. It does not need to be as intensive as one for the school year, but we have seen how it helps students keep the skills they have learned, progress and transition better into the next year. Remember, most first grade classes do not have parapro support and all the classes have less parapro support than we did. That means your child must have strong independent work skills to be successful.
Thank you to everyone who presented their learning on zoom last week. The kiddos are doing a really great job of listening to one another through the presentations. I loved hearing all the ways the kids measured. The kiddos are really learning from one another too. I can't wait to hear them present their writing this week!
Science Lab post for kindergarten this week: https://addisonfoundation.wordpress.com/
***If you are getting prompted to log in to the Cobb Digital Library even through Clever your child's login is their Office 365 login: firstname.lastname@students.cobbk12.org and their pass word is their student ID number.***
Our digital learning plan asks only that your child….
Here’s what we would have been working on had we been in class this week: All worksheets are also attached to the email.
Writing: This is the time when we put all our writing skills together for “One Great Story.” That mean the kiddos should be able to write a great fiction or personal narrative with:
An exclamation sentence beginning that hooks the reader in.
A setting described in 2 ways.
A character described 2 ways.
A conflict and
A resolution.
We are hoping the kiddos will work on a part of their story each day and be ready to present their writing piece for Friday’s Zoom. Prior to school closing almost all our kiddos we able to sit and write multiple sentences during our writing block so we know they can do it!
Phonics: The “pinch me sound” ow/ ou as in down, our and how.
Students usually do well with this sound. They difficulty comes as they realize that ow and ou also make other sounds as in “crow” or “Lou.” The more they read the more they turn "sound out words" into sight words making it easier to tell the difference.
Reading: One of the core skills great readers have, is the ability to ask questions while they read. There is a wide range of questions we ask ourselves when we read. Some of these are procedural: “Does that make sense?” “What did I just read?” Some of these are explicit, “What does that word mean?” “Who is talking?” And some are implicit “Why did she do that?” “Will she stop doing that?” All readers, even us adults are constantly asking questions when we read, we just don’t realize it. Getting students to transition from just sounding out words, to thinking about what the words mean is called comprehension and it starts with them asking questions while they read.
For the next few weeks, we will be asking the kiddos to work on asking questions while they read with you. You can structure this in a few different ways:
Choose a question word of the day (who, what, where, when, why, how) and asking your child to formulate a question from each page that starts with that word.
Having your child look at the pictures and predict a question the page might answer.
Have your child stop reading after a few sentences and make a question about what they read.
After reading the page, have your child write a question they have or wish the page had explained.
In my house we did this and called it “Book Club.” We all read the book and then each of us got to pose a question to the others to answer. Remember the goal is to get them thinking about the text and learning how to begin to understand reading it more than decoding the words. This process might take some modeling on your part before they know the kinds of questions they can ask. Here are some examples of great, open-ended, questions to try:
Open ended questions to ask kids before:
1.Looking at the cover, what do you think this book might be about?
2.What do you think will happen in the story?
3.Can you please describe what you think the illustration on the front cover is trying to tell us?
4.Why do you think the author gave this book that title?
5.What do we know about the story by looking at the cover?
6.After reading the blurb, what is something you are looking forward to discovering in this book?
7.How do you think this story will end?
8.What is a problem that you think could occur in this story?
Open ended questions to help establish a setting:
9. What time of day do you think it is?
10. Why do you think it is that time of day?
11. What would be appropriate to wear here?
12. What sounds do you think the characters may hear?
13. What would you do if you went to this place? Do you think you would enjoy being here?
14. Why do you think that item is there?
15. What is something that is useful here?
16. How many animals can you see?
17. What do you think this place might smell like?
Open ended questions for kids to get to know the characters:
18. Which character do you think this story may be focusing on?
19. How much bigger do you think this character is to you?
20. Which of these characters are friends?
21. How do you think these friends met?
22. Which character do you like the most and why?
23. Which character do you like the least and why?
24. What is another story we have read that this character may be suited for?
25. Have you met anyone that reminds you of this character?
Open ended questions to explore emotions:
26. How do you think that character is feeling?
27. If that happened to you, how would that make you feel?
28.How could we make him feel happier?
29. What do you think that character would have preferred to have happen?
30. When have you felt the same way as the character?
31. How do you think you would react if that happened to you?
32. How do you think he will feel by the end of the story?
Open questions to discuss after reading the story:
33. What do you think of the story?
34. What happened in the beginning, middle and end of the story?
35. What part of the story do you think you will remember the most?
36. What was your favorite part of the book?
37. What was your least favorite part of the book?
38. Was the book how you expected?
39. What would you change about the ending if you wrote the story?
40. What do you think the author was trying to explain in the story?
41. If the author was to write another book using the same characters, what do you think it would be about?
Math: Again, we are mostly reviewing as our most of our kiddos have mostly mastered their math standards for the year. This week we will review word problems. Our goal for word problems is always to have the students show their process of how they get the answer, show the process in multiple ways and understand the difference between addition and subtraction processes.
Science: We are still comparing and contrasting plant parts and this week we get to work on flowers.
Here is a cute song about the parts of a plant:
https://www.youtube.com/watch?v=ql6OL7_qFgU
Here is a great video and guided experiment about looking inside a flower:
https://www.youtube.com/watch?v=R9sn7HZM7uY
This is a great time to review our standard of living and non-living. We discovered that living things must reproduce and flowers contain the seed making parts of the plant. We chose this video because it does not go into detail about male and female flower parts, but shows in little kid terms how flowers reproduce.
We would love for you to take a flower walk to compare and contrast some of the flowers in your neighborhood. Post in SeeSaw what you found to compare!
Social Studies: This week we are moving forward into Independence Day. Yes, we realize it won’t happen until July4th, but it is one of the standards we are asked to expose the kiddos to. Pebble-go is a great refence for this (CLEVER, CDL, Pebblogo Social Studies, Holidays) as is the video below:
https://www.youtube.com/watch?v=bRWDZ1w-Iqs
You may need to stop the video at times to clarify but it moves quickly through the history and presents some interesting facts.
Homework for the week:
Sight words for the week: down, our, how
Letter sounds of the week: ou and ow as in out and now
Math Monday
Write a sentence that uses all three of your sight words in it.
Problem Solving:
There were five brown cows hanging around the farm. How many cow legs can be found in all on these five cows?
Please make a math model and number sentence.
Problem Solving
Mrs. Powers was going out for some chow. She passed three brown houses, five town houses and 7 out houses. How many houses did she pass?
Please make a math model and number sentence.
Technology Tuesday
Brainstorming Time
“OU” and “OW” make the same sound as you would say if someone pinched you. Make a list of 6 more words that have this sound in them.
Complete one lesson in “Reading Eggs.”
Complete one lesson in “Math Seeds.”
Writing Wednesday
Practice tying your shoe. The first grade teachers will be so thankful.
Read the story of “The Grouchy Owl” with your parents.
Read the story of “The Grouchy Owl” to your parents.
Grouchy Owl And Brown Mouse
When Brown Mouse was young, her favorite story was The Three Little Pigs. So when she grew up, the mouse made sure to build her house with bricks just like the third pig. In her brick townhouse, Brown Mouse could sleep safely knowing that Grouchy Owl, who lived nearby, could not come in like the big bad wolf. But after dinner, when the mouse took her evening walk, she always had to be careful not to become Grouchy Owl’s dinner.
One evening, after listening to Pop Goes The Weasel, Brown Mouse took off for her evening walk singing. When the mouse sand, “Pop!” the owl woke up, and the chase was on.
Round and round the townhouse the owl chased the brown mouse. But just as Grouchy Owl was about to pounce, Brown Mouse bounced through her tiny townhouse door. Because the door was too small for the owl, he bumped he head, rolled around, and yelled, “Ow!” As Grouchy Owl crawled away in pain and embarrassment, Brown Mouse celebrated by singing Hickory Dickory Dock and running up and down the townhouse clock.
Thinking Thursday
Read the following words to your parents.
1. Crown
2. Cloud
3. Proud
4. Frown
5. Loudly
6. Brown
7. Ground
Imagination Time!
Pretend you have fallen down, down, down into a round magical hole .Write a short 3-4 sentence story about what might happen to you.
**Don't forget to practice small batches of sight words each day**
We highly recommend you keep a learning routine going throughout the summer. It does not need to be as intensive as one for the school year, but we have seen how it helps students keep the skills they have learned, progress and transition better into the next year. Remember, most first grade classes do not have parapro support and all the classes have less parapro support than we did. That means your child must have strong independent work skills to be successful.
Thank you to everyone who presented their learning on zoom last week. The kiddos are doing a really great job of listening to one another through the presentations. I loved hearing all the ways the kids measured. The kiddos are really learning from one another too. I can't wait to hear them present their writing this week!
Science Lab post for kindergarten this week: https://addisonfoundation.wordpress.com/
***If you are getting prompted to log in to the Cobb Digital Library even through Clever your child's login is their Office 365 login: firstname.lastname@students.cobbk12.org and their pass word is their student ID number.***
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 several sentences each day from one of the May Writing Prompts be sure to use proper capitalization at the beginning of your sentences, punctuation and encourage proper spelling of sight words. All other words can be written as they sound. Sounding out and writing words is a very important skill to practice! **See below for writing to share on Friday during our Zoom**
- Work on the homework for the week
Here’s what we would have been working on had we been in class this week: All worksheets are also attached to the email.
Writing: This is the time when we put all our writing skills together for “One Great Story.” That mean the kiddos should be able to write a great fiction or personal narrative with:
An exclamation sentence beginning that hooks the reader in.
A setting described in 2 ways.
A character described 2 ways.
A conflict and
A resolution.
We are hoping the kiddos will work on a part of their story each day and be ready to present their writing piece for Friday’s Zoom. Prior to school closing almost all our kiddos we able to sit and write multiple sentences during our writing block so we know they can do it!
Phonics: The “pinch me sound” ow/ ou as in down, our and how.
Students usually do well with this sound. They difficulty comes as they realize that ow and ou also make other sounds as in “crow” or “Lou.” The more they read the more they turn "sound out words" into sight words making it easier to tell the difference.
Reading: One of the core skills great readers have, is the ability to ask questions while they read. There is a wide range of questions we ask ourselves when we read. Some of these are procedural: “Does that make sense?” “What did I just read?” Some of these are explicit, “What does that word mean?” “Who is talking?” And some are implicit “Why did she do that?” “Will she stop doing that?” All readers, even us adults are constantly asking questions when we read, we just don’t realize it. Getting students to transition from just sounding out words, to thinking about what the words mean is called comprehension and it starts with them asking questions while they read.
For the next few weeks, we will be asking the kiddos to work on asking questions while they read with you. You can structure this in a few different ways:
Choose a question word of the day (who, what, where, when, why, how) and asking your child to formulate a question from each page that starts with that word.
Having your child look at the pictures and predict a question the page might answer.
Have your child stop reading after a few sentences and make a question about what they read.
After reading the page, have your child write a question they have or wish the page had explained.
In my house we did this and called it “Book Club.” We all read the book and then each of us got to pose a question to the others to answer. Remember the goal is to get them thinking about the text and learning how to begin to understand reading it more than decoding the words. This process might take some modeling on your part before they know the kinds of questions they can ask. Here are some examples of great, open-ended, questions to try:
Open ended questions to ask kids before:
1.Looking at the cover, what do you think this book might be about?
2.What do you think will happen in the story?
3.Can you please describe what you think the illustration on the front cover is trying to tell us?
4.Why do you think the author gave this book that title?
5.What do we know about the story by looking at the cover?
6.After reading the blurb, what is something you are looking forward to discovering in this book?
7.How do you think this story will end?
8.What is a problem that you think could occur in this story?
Open ended questions to help establish a setting:
9. What time of day do you think it is?
10. Why do you think it is that time of day?
11. What would be appropriate to wear here?
12. What sounds do you think the characters may hear?
13. What would you do if you went to this place? Do you think you would enjoy being here?
14. Why do you think that item is there?
15. What is something that is useful here?
16. How many animals can you see?
17. What do you think this place might smell like?
Open ended questions for kids to get to know the characters:
18. Which character do you think this story may be focusing on?
19. How much bigger do you think this character is to you?
20. Which of these characters are friends?
21. How do you think these friends met?
22. Which character do you like the most and why?
23. Which character do you like the least and why?
24. What is another story we have read that this character may be suited for?
25. Have you met anyone that reminds you of this character?
Open ended questions to explore emotions:
26. How do you think that character is feeling?
27. If that happened to you, how would that make you feel?
28.How could we make him feel happier?
29. What do you think that character would have preferred to have happen?
30. When have you felt the same way as the character?
31. How do you think you would react if that happened to you?
32. How do you think he will feel by the end of the story?
Open questions to discuss after reading the story:
33. What do you think of the story?
34. What happened in the beginning, middle and end of the story?
35. What part of the story do you think you will remember the most?
36. What was your favorite part of the book?
37. What was your least favorite part of the book?
38. Was the book how you expected?
39. What would you change about the ending if you wrote the story?
40. What do you think the author was trying to explain in the story?
41. If the author was to write another book using the same characters, what do you think it would be about?
Math: Again, we are mostly reviewing as our most of our kiddos have mostly mastered their math standards for the year. This week we will review word problems. Our goal for word problems is always to have the students show their process of how they get the answer, show the process in multiple ways and understand the difference between addition and subtraction processes.
Science: We are still comparing and contrasting plant parts and this week we get to work on flowers.
Here is a cute song about the parts of a plant:
https://www.youtube.com/watch?v=ql6OL7_qFgU
Here is a great video and guided experiment about looking inside a flower:
https://www.youtube.com/watch?v=R9sn7HZM7uY
This is a great time to review our standard of living and non-living. We discovered that living things must reproduce and flowers contain the seed making parts of the plant. We chose this video because it does not go into detail about male and female flower parts, but shows in little kid terms how flowers reproduce.
We would love for you to take a flower walk to compare and contrast some of the flowers in your neighborhood. Post in SeeSaw what you found to compare!
Social Studies: This week we are moving forward into Independence Day. Yes, we realize it won’t happen until July4th, but it is one of the standards we are asked to expose the kiddos to. Pebble-go is a great refence for this (CLEVER, CDL, Pebblogo Social Studies, Holidays) as is the video below:
https://www.youtube.com/watch?v=bRWDZ1w-Iqs
You may need to stop the video at times to clarify but it moves quickly through the history and presents some interesting facts.
Homework for the week:
Sight words for the week: down, our, how
Letter sounds of the week: ou and ow as in out and now
Math Monday
Write a sentence that uses all three of your sight words in it.
Problem Solving:
There were five brown cows hanging around the farm. How many cow legs can be found in all on these five cows?
Please make a math model and number sentence.
Problem Solving
Mrs. Powers was going out for some chow. She passed three brown houses, five town houses and 7 out houses. How many houses did she pass?
Please make a math model and number sentence.
Technology Tuesday
Brainstorming Time
“OU” and “OW” make the same sound as you would say if someone pinched you. Make a list of 6 more words that have this sound in them.
Complete one lesson in “Reading Eggs.”
Complete one lesson in “Math Seeds.”
Writing Wednesday
Practice tying your shoe. The first grade teachers will be so thankful.
Read the story of “The Grouchy Owl” with your parents.
Read the story of “The Grouchy Owl” to your parents.
Grouchy Owl And Brown Mouse
When Brown Mouse was young, her favorite story was The Three Little Pigs. So when she grew up, the mouse made sure to build her house with bricks just like the third pig. In her brick townhouse, Brown Mouse could sleep safely knowing that Grouchy Owl, who lived nearby, could not come in like the big bad wolf. But after dinner, when the mouse took her evening walk, she always had to be careful not to become Grouchy Owl’s dinner.
One evening, after listening to Pop Goes The Weasel, Brown Mouse took off for her evening walk singing. When the mouse sand, “Pop!” the owl woke up, and the chase was on.
Round and round the townhouse the owl chased the brown mouse. But just as Grouchy Owl was about to pounce, Brown Mouse bounced through her tiny townhouse door. Because the door was too small for the owl, he bumped he head, rolled around, and yelled, “Ow!” As Grouchy Owl crawled away in pain and embarrassment, Brown Mouse celebrated by singing Hickory Dickory Dock and running up and down the townhouse clock.
Thinking Thursday
Read the following words to your parents.
1. Crown
2. Cloud
3. Proud
4. Frown
5. Loudly
6. Brown
7. Ground
Imagination Time!
Pretend you have fallen down, down, down into a round magical hole .Write a short 3-4 sentence story about what might happen to you.
Complete the “Race Cars” brain teaser on the sheet attached.
Letters and Sight Words of the Week 2019-2020
Date
|
Letter/Blend/Digraph
|
Sight Words
|
August 1
|
FIRST WEEK
| |
August 5
| ||
August 12
|
Short I
|
I, it, is
|
August 19
|
M
|
am, and, an
|
August 26
|
Short A
|
a, as, do
|
September 3
|
S
|
so, see, me
|
September 9
|
T
|
to, the, my
|
September 16
|
N
|
not, on, no
|
September 23
|
FALL BREAK
| |
September 30
|
Short O
|
at, in, will
|
October 7
|
F
|
he, she, we
|
October 14
|
P
|
said, saw, was
|
October 21
|
C (hard and soft)
|
can, came, come
|
October 28
|
H
|
his, help, her
|
November 4
|
B
|
big, by, be
|
November 11
|
Short U
|
but, up, us
|
November 18
|
R
|
ran, run, him
|
November 25
|
THANKSGIVING HOLIDAY
| |
December 2
|
Short E
|
when, then, well
|
December 19
|
G (hard and soft)
|
go, give, get
|
December 16
|
D
|
did, had, has
|
January 6
|
W/Wh
|
what, were
|
January 13
|
L
|
like, let, look
|
January 21
|
J
|
put, out, now
|
January 27
|
K
|
must, into, all
|
February 3
|
Y
|
your, you, yes
|
February 10
|
V/Z
|
very, love, of
|
February 17
|
FEBRUARY BREAK
| |
February 24
|
Q
|
want, went, who
|
March 2
|
X
|
little, have, with
|
March 9
|
Bossy R (ar, or, ir, ur, er)
|
are, for, from
|
March 16
|
Long A
|
ate, make, say
|
March 23
|
Long E
|
please, eat, here
|
March 30
|
Long I
|
Find, fly, why
|
April 6
|
APRIL BREAK
| |
April 13
|
Long O
|
home, going, this
|
April 20
|
Long U
|
new, some, they
|
April 27
|
OO
|
soon, good, too
|
May 4
|
OU/OW
|
down, our, how
|
May 11
|
Sh,Th,Ch
|
there, where
|
May 18
|
LAST WEEK OF SCHOOL
| |
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