Schedule 8:45-9:15 Entry and Purposeful Play 9:15-9:30 Morning Meeting/Circle 9:30-10:30 Letterland (Phonics) 10:30-10:45 Morning Recess 10:50-11:20 Lunch 11:25-12:05 Specials 12:05-1:10 EL (Literacy) 1:10-1:20 Progressing Pipers 1:20-2:20 Math 2:20-2:35 Snack 2:35-2:50 Afternoon Recess 2:50-3:40 Science/Social Studies
Specials Rotation April 1st - June 4th Monday: Media Tuesday: Art Wednesday: P.E Thursday: Music Friday: Yoga
Curriculum Quarter 4 Letterland: Continuing to learn about onset and rimes. Students will learn common rhymes such as on, at, ip. This will support your child to become a more fluent reader. Students will continue to learn more digraphs (2 letters 1 sound) such as ar, ow and ee. Using these sounds we'll learn to 'segment': breaking down words into sounds to write. We will also learn to 'blend': squashing sounds together into words to read. We will also continue learning words off list C and begin list D. https://www.spellingcity.com/users/MissCRMasters
EL: Enjoying and appreciating trees.
In this module, students continue to build on their scientific knowledge of trees from Module 3 by exploring the importance of trees to people and their communities. Students learn how different people, both real and imaginary, enjoy and appreciate trees, and they consider how real people and characters have used trees to fill a need in their community.
In Unit 1, students learn about the different ways people enjoy trees through reading and analyzing the texts A Tree for Emmy by Mary Ann Rodman and Oliver's Tree by Kit Chase and considering how the characters in these texts enjoy and appreciate trees. They write about the different ways trees can be enjoyed in their Enjoying Trees Journal, Part I.
In Unit 2, students read about the ways planting trees can contribute to a community. By studying the informational text A Tree Is Nice by Janice May Udry, they learn to name an author's opinion or point and identify the reasons, within a text, that the author gives to support that point. They read Mama Miti: WangariMaathai and the Trees of Kenya by Donna Jo Napoli and explore different places in a community where trees might be planted through observation of pictures in order to continue gathering information about why and where people plant trees. They then use these skills and information to form and write opinions about where they would choose to plant a tree.
In Unit 3, students deepen their understanding of the importance of trees as they read We Planted a Tree by Diane Muldrow. Students apply their new knowledge of the importance of trees to people by advocating for the appreciation of trees in their own community. Students use information and skills gained throughout all three units to create their performance task: a Tree Appreciation card, including an opinion statement, that invites others to pause and appreciate trees around them
Math: Unit 6 Students will continue exploring the parts and wholes of numbers by joining and separating through addition and subtraction. They will be able to show different ways the same group can be decomposed to find multiple pairs. They will find number bonds to 10 and solve simple words problems involving combining groups and taking groups apart. Students will be taught to solve problems using: objects, drawing, counting on/back with fingers, recalling known facts, using a number line, part-part-whole boxes. Unit 7 Students will begin to explore place value by breaking numbers apart into their 10's and 1's. Student's will also work on their fluency with addition and subtraction within 5 without having to resort to counting.
Social Studies: Geography and Environmental Science: Maps (April) Students will learn about their world around them through the use of maps and globes. They will identify places around them using words such as: near, far, above and beneath. They will also learn to identify physical features on a map including: mountains, hills, rivers, lakes and roads.
Science: Forces and Motion: Animals in motion project. (May and June) Students will understand the positions and motions of animals. They will use positional language such as: in front, behind, between, on top, under to describe where an animal is moving. They will give different examples of the way animals move including: fast, slow, straight, zig-zig, round and round, back and forth.