Mrs. Bridgeman's Art Class

Read-30 minutes

Write-calendar:Tell about something you do when you are bored.

Spelling- 5 times each rainbow write.

Our spelling words have the short and long /o/.

List 3-Short & Long o

  broke, rock, stop, low, clock,

 cardinal directions, data, digit, distance

Our test will be on Friday, Sept. 30, 2016.

Our homework is:

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Friday- Read 30 minutes

Writing calendar-Tell about a place where you enjoy reading.

Saturday-Read 30 minutes

Sunday-Read 30 minutes

Our homework is:

Spelling- 5 times each and study for test

Read-30minutes

Writing calendar-What changes do you notice in nature in the  Fall?

Here is our homework for today:

Read-30 minutes

Writing Calendar-Write about your favorite school lunch.

Math Page

A new planner went home for the students to fill out every day.  You should be able to find it in their homework folder.

HomeworK:

Read-30 minutes

Writing Calendar-Tell about what makes you nervous at school.

Spelling-5 times each using rainbow write.

Our homework is as follows:

Read 30  minutes

Writing Calendar-Write about your favorite clothes or outfit to wear

Math-2 problems on elapsed time with a number line.

Our words have the long and short i patterns.  Our words are-

spin, nice, brick, bit, plot, stick, measure, setting, community and symbol.

Our test will be on Friday.

Over the next few weeks we will be covering many topics in detail.  Below is a description of each content area and what will be taught in class.

If you have any questions please feel free to call me at 313.827.6850 or at my email at bridger@dearbornschools.org

Reading:

During this two week unit, the teacher will explicitly teach and establish the routines of literacy time (mini-lesson, guided practice, independent practice and sharing). Procedural elements of the literacy time will also continue to be reinforced (rules, gathering spot expectations, organization of materials, procedures, etc.). Students will learn that fables are brief fictitious narratives, which provide an explicit moral understood through one or two telling event(s). The message of a fable is usually conveyed through personified animal characters representing human faults. Students will learn that fables are a traditional form of a story that takes abstract ideas of good or bad, and/or wise or foolish behavior, and attempts to make them concrete and striking enough to be understood and remembered.

Math:

In this unit, children will build on their prior knowledge and establish routines to be used all year to promote an active and cooperative learning environment. The focus of this unit is to review telling time and to review data concepts and make predictions based on the data.

Writing:

During this two week unit, the teacher will be explicitly teaching and establishing the routines of the Writer’s Workshop (mini-lesson, guided practice, independent practice and sharing).  Procedural elements of the Writer’s Workshop will also be explicitly taught such as rules, gathering spot expectations, formatting the paper, organization of materials, procedures, etc.

While focusing on the routines and procedural elements of Writer’s Workshop, narrative text features and organizational structure will begin to be reviewed.  Anchor charts for narrative text features, organizational structure and vocabulary will be created and posted.  Emphasis will be placed upon the planning phase of the writing process and the use of graphic organizers will be reviewed and used as students write narrative pieces.  Students will learn how to organize an event sequence and closure techniques will begin to be introduced.

Social Studies:

In this unit students use a geographic lens to explore the state of Michigan. The unit focuses around the five major themes of geography: movement, region, human/environment interaction, location and place (Mr. Help). Students begin by reviewing geographic concepts learned in second grade and then explore the concept of “state” using a map of the United States. In studying location, students use cardinal directions, identify various ways to describe the relative location of Michigan, and begin to explore how location can influence the development of a state. When studying place, students identify and describe significant human and physical characteristics of Michigan using a variety of maps. Through literature, maps, informational text and other resources students also explore the concept of human/environment interaction as they learn about Michigan’s natural resources and how people have used, modified, and adapted to them. In studying movement, an emphasis is placed on the Great Lakes. Using shipping as a launching point, students explore how and why people, goods, jobs and ideas move within, into and out of Michigan. Finally, students apply the concept of region to the study of Michigan as they explore different ways Michigan can be divided into regions as well as the different regions to which Michigan belongs. Through art or technology students demonstrate their understanding of Michigan’s geography.

Science:  Take a look at Ms. Hammoud’s blog at

 hammoui@dearbornschools.org

Our open house this year is on Thursday evening.  I hope both parents, students and siblings will come to see our class, student work and desk.  I look forward to meeting and talking to each one of you.  On Thursday evening, I will have the computers set up for you to sign in to my blog and receive updates on what is happening in our class.