**This week (3-18-19) we will be focusing on:**

**Reading:**

Ask and answer questions about key details in a text.

**Writing:**

Write explanatory texts in which students supply some facts about a topic and some sense of closure.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

**Math:**

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = __ – 3,

6 + 6 = __.

**Science:**

Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.

**Social Studies: **

Give examples of places that have absolute locations (e.g., home address, school address).

Use personal directions (left, right, front, back) to describe the relative location of significant places in the school environment.

Distinguish between physical (e.g., clouds, trees, weather) and human (e.g., buildings, playgrounds, sidewalks) characteristics of places.

**This week (3-11-19) we will be focusing on:**

**Reading:**

Describe characters, settings, and major events in a story, using key details.

**Writing:**

Write explanatory texts in which students supply some facts about a topic and some sense of closure.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

**Math:**

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

**Science:**

Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.

**Social Studies: **

Use personal directions (left, right, front, back) to describe the relative location of significant places in the school environment.

Distinguish between landmasses and bodies of water using maps and globes.

**This week (2-19-19) we will be focusing on:**

**Reading:**

Describe the connection between two individuals, events, or pieces of information in a text.

**Writing:**

Write information/explanatory texts in which students supply some facts about a topic and some sense of closure.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

**Math:**

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

**Science:**

Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.

**Social Studies: **

Use personal directions (left, right, front, back) to describe the relative location of significant places in the school environment.

Distinguish between landmasses and bodies of water using maps and globes.

**This week (2-11-19) we will be focusing on:**

**Reading:**

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

**Writing:**

Write information/explanatory texts in which students supply some facts about a topic and some sense of closure.

**Math:**

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

**Science:**

**Social Studies: **

Construct simple maps of the classroom to demonstrate aerial perspective.

Give examples of places that have absolute locations (e.g., home address, school address).

**This week (2-4-19) we will be focusing on:**

**Reading:**

Identify the main topic and retell key details of a text.

**Writing:**

Write information/explanatory texts in which students supply some facts about a topic and some sense of closure.

**Math:**

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

**Science:**

**Social Studies: **

Construct simple maps of the classroom to demonstrate aerial perspective.

**This week (1-7-19) we will be focusing on:**

**Reading:**

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

**Writing:**

Participate in shared research and writing projects

**Math:**

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

**Science:**

**Social Studies: **

Distinguish between producers and consumers of goods and services.

Using examples, explain why people cannot have everything they want (scarcity) and describe how people respond (choice).

**This week (12-3-18) we will be focusing on:**

**Reading:**

Describe characters, settings, and major events in a story, using key details.

**Writing:**

**Math:**

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

**Science:**

**Social Studies: **

Describe economic wants they have experienced.

Use fundamental principles and concepts of economics to understand economic activity in a market economy.

**This week (11-26-18) we will be focusing on:**

**Reading:**

Identify the main topic and retell key details of a text

**Writing:**

Write narratives in which students recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

**Math:**

Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

**Science:**

**Social Studies: **

Demonstrate chronological thinking by distinguishing among past, present, and future and family or school events.

Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in family life.

Describe some responsibilities people have at home and at school (e.g., taking care of oneself, respect for the rights of others, following rules, getting along with others). Investigate a family history for at least two generations, identify various members and their connections

**This week (11-19-18) we will be focusing on:**

**Reading:**

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

**Writing:**

Write narratives in which students recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

**Math:**

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

**Science:**

**Social Studies: **

Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in family life.

Investigate a family history for at least two generations, identify various members and their connections

**This week (11-12-18) we will be focusing on:**

**Reading:**

Ask and answer questions about key details in the text.

**Writing:**

Write narratives in which students recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

**Math:**

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

**Science: **Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

**Social Studies: **Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in family life.

Investigate a family history for at least two generations, identify various members and their connections

**This week (11-5-18) we will be focusing on:**

**Reading:
**Students use the illustrations and details in a text to describe its key ideas.

**Writing:**

**Math:**

**Science:**

Make observations at different times of year to relate the amount of daylight to the time of year.

**Social Studies: **

Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in family life.

**This week (10-29-18) we will be focusing on:**

**Reading:
**Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

**Writing:**

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

**Math:**

Relate counting to addition and subtraction

**Science:**

Plan and conduct simple investigations.

Identify the tools that might be used to measure temperature, precipitation, cloud cover, and wind.

Observe and collect data of weather conditions over a period of time.

**Social Studies: **

Describe some responsibilities people have at home and at school (e.g., taking care of oneself, respect for the rights of others, following rules, getting along with others).

**This week (10-22-18) we will be focusing on:**

**Reading:
**Identify main topic and retell key details.

**Writing:**

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

**Math:**

Relate counting to addition and subtraction

**Science:**

How and why is Earth constantly changing?

**Social Studies: **

Demonstrate chronological thinking by distinguishing among past, present, and future and family or school events.

**This week (10-8-18) we will be focusing on:**

**Reading:
**Ask and answer questions about key details in a text.

**Writing:** Write narratives in which students recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

**Math:**

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Relate counting to addition and subtraction

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = __ – 3, 6 + 6 = __.

**Science:**

Ask questions, gather info about situation people want to change to define problem solved through development of object.

Develop simple sketch, drawing, physical model to illustrate how the shape of an object helps it function to solve a problem.

**Social Studies: **

Demonstrate chronological thinking by distinguishing among past, present, and future and family or school events.