Notes and Homework 5/19/2014

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Good Morning!

Please make sure your child practices reading their book room books for at least 30 minutes each day.

They should also practice their Sight words.  Remember to initial their reading log.

The spelling test will be on Thursday this week, since there will be no school on Friday.

They should practice the word ‘Green’ tonight.

Spelling Words this week:

dog   cat   green   let   met   (plus 2 more -et words).

Upcoming events:

Ride your bike to school day will be rescheduled.

5/23/14-5/26/14 NO SCHOOL MEMORIAL DAY

5/30 Parent appreciation Breakfast at 8:50 in the cafeteria

Thank You

Ms. Nehme/ Mrs. Raswon

Notes and Homework 5/15/2014

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Good Morning!

Please make sure your child practices reading their book room books for at least 15-30 minutes each afternoon.

They should also practice their sight words. Remember to initial their reading log.

Tonight, the children should practice their spelling words:purple,
not, get, hen, men + 2 surprise words from the -en- word family.

Upcoming events:

Ride your bike to school day will be rescheduled.

5/23/14-5/26/ 14 NO SCHOOL MEMORIAL DAY WEEKEND

5-30 Parent Appreciation Breakfast 8:50 in the cafeteria

If you have any questions or concerns, please feel free to call the school at 827-6500.

Have a great day.

Homework & Reminders 5/7/14

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First off, I would like to let you know that tomorrow (Thursday) will be my last day.  My doctor wants me to start my medical leave as baby is due in 2 more weeks.  I promised the kids today that I will send pictures when he does arrive and will come back for their Kindergarten graduation.  I have been doing reading DRA testing this week and am so proud of the readers they have ALL become this year!  You as parents, should be proud too!!  They have been a great group and I am not ready to say goodbye so instead it will be see you soon!

Ms. Nehme will try to keep up with the blog but we have had some computer issues with her log-in; therefore, feel free to check Mrs. Sulecki’s blog for spelling words, homework, reminders, and more.  Both kindergarten class have pretty much the same assignments.

Tonight’s homework:

1. Read 20 min. and record on reading log.

2. Practice sight words, new word (and spelling word!) : YELLOW.

3. Handwriting page for YELLOW.

Reminders:

1. Mr. Awada will announce a new date for ride your bike to school as the rain made it difficult today.

2.  The mother/daughter dance will be on Friday 5/9 at 5:00pm.

3. Monday 5/12 is science day and night!

4. Wednesday 5/14 is a late start.

Thanks for all your support this year! You all have been a great group of parents to work with and are outstanding first teachers to your children.  I appreciate your help with homework and keeping up with reading logs and so much more that you do everyday!  I look forward to seeing you all at kindergarten graduation (date and details to come soon!!)

Michelle Rawson

Homework & Reminders 5/5/14

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Homework:

1. Please make sure your child practices reading their book room books for at least 15-30 minutes each afternoon.  They got new books today and are excited to read with you! Remember to initial their reading log.

2. They should also practice their sight words.  New word today: him.

3. Spelling Words this week:

him     her     yellow    bed    fed   (plus 2 more -ed words).

Please practice on handwriting paper.

Reminders:

 5/5/14-5/9/14 Teacher Appreciation Week

5-7 Ride your bike to school day.  The bikes will be parked in the gym for safe keeping.

5-8 Kindergarten testing for next years Kindergarteners.

5-9 Fordson Book Club Reading for K-1 at 2:45

5-12 Science Day: Dave Rexroth the channel 7 Meteorologist will be here to talk to the kids about weather.

4:00-5:15 Science Night after school.  Each class will have an experiment set up for the kids to do.

5-14 LATE START Breakfast at 9:00. School at 9:35.

5-20 4th and 5th grade Spring Concert

5/23/14-5/26/ 14 NO SCHOOL MEMORIAL DAY WEEKEND

5-30 Parent Appreciation Breakfast 8:50 in the cafeteria

If you have any questions or concerns, please feel free to call the school at 827-6500.

Thank you,

Michelle Rawson

Lesson Plans Week of 5/5/14

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Teacher Weekly Lesson Plans

Date: 5/5/2014

CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words

CCSS.ELA-Literacy.RF.K.2e  Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

CCSS.ELA-LITERACY.RL.K.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

CCSS.ELA-LITERACY.RL.K.3With prompting and support, identify characters, settings, and major events in a story.

CCSS.ELA-LITERACY.RL.K.10 Actively engage in group reading activities with purpose and understanding.

Subject:          Reading                                  Minutes Per Week:   450                              Teacher: Rawson/Sulecki

 

  M T W TH F
Content

Objective:

 SWD knowledge of phonemes by creating a list of words in the – family. SWD knowledge of phonemes by blending sounds to make words. SWD comprehension of comparing and contrasting by completing double bubble together. SWD application of characters, setting, and events by asking and answering questions about familiar text. SWD application of comparing and contrasting by completing double bubble together.
Language Objective: SWBAT write a list of –family words. SWBAT orally blend sounds to make words. SWBAT orally identify things that are the same and different using ____ is the dame/different. SWBAT orally identify characters, setting, and an event using the character/ setting/events is/are _____. SWBAT orally identify things that are the same and different using ____ is the dame/different.
Pre-Assessment: Review of letter sounds. Letter sounds What does it mean to compare and contrast? What are characters, setting, and order of events? What does it mean to compare and contrast?
Post-Assessment: Creating a list of words in the –  family. Blending sounds to make words. Completing double bubble together. Asking and answering questions about familiar text. Completing double bubble together.
Dolch Words/Content Vocabulary: I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little
Materials: chart paper chart paper Storybooks, chart paper Storybooks, chart paper Storybooks, chart paper
Activities: Discuss word families.  Create list. Review rhyming. Discuss word families and practicing blending sounds make new words. Re-read a familiar story and talk about character, events, problem, etc. to prepare for compare/contrast following day. Re-read a familiar story and talk about character, events, problem, etc. to prepare for compare/contrasting with another familiar text. Re-read a familiar story and compare/contrast with book from yesterday.  Create double buddle together.
Technology: Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board
NOTES:          

Teacher Weekly Lesson Plans

Date: 5/5/2014

W.K.2: Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W.K.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by favorite author and express opinions about them)

W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Subject: Writing                                           Minutes Per Week: 300                                            Teacher: Rawson/Sulecki

  M T W TH F
Content

Objective:

 SWD comprehension of informational text by stating what they think they know about giraffes. SWD application of informational text by confirming facts with research. SWD application of informational text by confirming facts with research. SWD comprehension of informational writing by participating in shared writing. SWD comprehension of informational writing by participating in shared writing.
Language

Objectives:

 Students will use: I know ___ about giraffes.

 

 Students will use: _____ is a fact about giraffes Students will use: _____ is a fact about giraffes. Students will write: We learned about bats.  A fact about giraffes is ______. Students will write: We learned about bats.  Another fact about giraffes is ______.
Pre-Assessment: What is a fact? What is research? What is research? How do we organize our writing? How do we organize our writing?
Post-Assessment: Stating what they think they know about giraffes. Confirming facts with research. Confirming facts with research. Participating in shared writing. Participating in shared writing.
Content Vocab.: Research, topic, fact Research, topic, fact Research, topic, fact Research, topic, fact introduction Research, topic, fact, conclusion
Materials: Chart paper Chart paper, graphic organizer Chart paper, graphic organizer Chart paper, graphic organizer Chart paper, graphic organizer
Activities: Discuss what a fact is; think pair share facts about bats then students will write a fact about giraffes on a post-it. Students will move post-it notes once confirmed with research (from a book). Students will move post-it notes once confirmed with research (from a video). Discuss how to introduce writing and facts from chart. Discuss facts using chart and talk about how to conclude or wrap up writing.
Technology: Elmo, Promethean Board Elmo, Promethean Board Promethean Board, Elmo Elmo, Promethean Board Elmo, Promethean Board
NOTES:          

 

 

 

 

 

 

Teacher Weekly Lesson Plans

Date: 5/5/2014

CCSS: L.OL.00.11 Identify that living things have basic needs.

L.OL.00.12 Identify and compare living and nonliving things.

 Subject:         Science                                                 Minutes Per Week: 150                               Teacher: Rawson/Sulecki

  M T W TH F
Content

Objective:

 SWD knowledge of living and nonliving things by sorting pictures as living/ nonliving.   SWD comprehension of living and nonliving things by identifying objects as living and nonliving on nature walk.   SWD application of living and nonliving thing by comparing and contrasting a living goldfish with a goldfish cracker.
Language Objective: SWBAT orally identify what is living/nonliving and give support using ___ is living/nonliving because __.   SWBAT orally identifying living and nonliving things.   SWBAT orally identifying similarities and differences between a real goldfish and a goldfish cracker.
Pre-Assessment: What is living? What is nonliving?   What is living? What is nonliving?   What is living? What is nonliving?
Post-Assessment: Sorting pictures as living/ nonliving.   Identifying objects as living and nonliving on nature walk.   Comparing and contrasting a living goldfish with a goldfish cracker.
Dolch Words/Content Vocabulary: Living, nonliving, classify   Living, nonliving, classify   Living, nonliving, classify
Materials: Promethean Board   Promethean Board   Promethean Board
Activities: Review what makes something living/nonliving then sort pictures on website game.   Review living and nonliving things and discuss how living things need different things to survive,   Discuss similarities and differences between real goldfish and goldfish crackers.
Technology: https://www.sciencekids.co.nz/gamesactivities/plantsanimals.html
NOTES      

 

    

 

 

 

 

 

Teacher Weekly Lesson Plans

Date: 5/5/2014

K.CC.1: Count to 100 by ones and by tens.

K.NBT.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones

K.CC.3: Write numbers from 0 to 20. Represent a number.

K.CC.4: Understand the relationship between numbers and quantities; connect counting to cardinality:

–  When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

– Understand that each successive number name refers to a quantity that is one larger

K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from1–20, count out that many objects.

K.CC.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.

K.CC.7: Compare two numbers between 1 and 10 presented as written numerals.

K.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal.

K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way.

K.OA.5: Fluently add and subtract within 5.

K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Subject: Math                        Minutes Per Week:      500                Teacher: Rawson/Sulecki

  M T W TH F
Content

Objective:

 

 SW demonstrate their understanding of place value through a counting and recording routine. SW reinforce the meanings of the + and – symbols and practice complements of 10 and addition and subtraction facts with small numbers. SW practice building and comparing 2-digit numbers. SW practice putting numbers in order from smallest to largest. Differentiation
Language

Objective:

 SW count aloud from 0 to 100. SW add and subtract numbers within 10. SW read 2-digit numbers and represent them with manipulatives. SW Read numbers. Computation Practice: Adding and Subtracting numbers within 10.
Pre-Assessment: SW count as high as they can starting at 0. SW be able to tell the difference between addition and subtraction. SW recognize 2-digit numbers as combinations of 10s and 1s. SW put nonconsecutive numbers in ascending or descending order. Math addition and subtraction games on Laptops.
Post-Assessment: SW use counting to time an event. SW recognize and use the + and – symbols. SW compare numbers to determine which one is greater than/less than the other. SW count from 0-100. Addition Top It

Number Grid Search Game, Greater/Less Than Alligators
Content Vocabulary: Tens, ones     Smallest, largest, smaller, larger, order Dice addition

Sorting Coins
Materials: Dry erase board, dry erase marker, eraser Game Master (Math Masters, p. 135) My First Math Book, p. 20, dry erase board, dry erase markers, erasers Home Link Master (Math Master, p. 54); Small number cards, number line or class number grid. Patterns with blocks, craft sticks, counting bears
Activities: 7.11 Decade Count 7.12 Plus or Minus Game 7.13 Double Digits with Dice 7.14 Numbers in sequence Attributes

Counting collections
Technology: Promethean Planet Flipchart 0-100. Promethean Planet Flipchart: Number Stories     Counting to 100 by 1s, 5s and 10s
NOTES:          

Teacher Weekly Lesson Plans

                                                                           Date: 5/5/2014

C2.0.3 Describe fair ways for groups to make a decision

P3.1.1 Identify classroom issues

Subject: Social Studies                                 Minutes Per Week:   150                              Teacher: Rawson/Sulecki

  M T W TH F
Content

Objective:

 SW identify and discuss ways to make a decision that is beneficial for the group.       SW identify and discuss ways to make a decision that is beneficial for the group.
Language

Objective:

 SW describe a classroom issue and possible resolutions with a partner.       SW describe a classroom issue and possible resolutions with a partner.
Pre-Assessment: SW vote on different issues/topics relevant in the classroom.       SW vote on different issues/topics relevant in the classroom.
Post-Assessment: SW make tally marks to record votes.       SW make tally marks to record votes.
Dolch Words/Content Vocabulary:

 

 Decisions, issues, votes       Decisions, issues, votes
Materials:          
Activities: Hypothetical and real issues in the classroom. Tally mark chart. Bar Graph.       Hypothetical and real issues in the classroom. Tally mark chart. Bar Graph.
Notes:

 

          
Technology:          

 

 

 

Homework & Reminders 5/1/14

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Apologize that I have not blogged the last few days, it has been a busy few days for baby and I.  From now, until baby decides to make his appearance, I will be working “part time” unless my doctor decides differently.  This means Ms. Nehme, who has been working with kindergarten all year, will be taking over when I am not here.  Next week, I will begin end of the year DRA testing while Ms. Nehme transitions to teaching the class full time.

Tonight’s Homework:

1. Reading Log- read book room books and practice sight words.  New word today: blue.

2. Math Page 2 sides, counting backwards

3. Beginning Sounds worksheet 2 sides

4. Study spelling words: said, big, red, not, not and 2 more surprise words from -op famly, such as pot, got, cot, dot, etc.

Reminders:

Tomorrow at 8:45 there is a principal’s corner meeting in the cafeteria.  Mr. Awada will be discussing school uniforms and exended school year.  Please attend if you are able.

I will not be here tomorrow as I have a doctor’s appointment.  Mrs. Nehme will be here.  The kids think its pretty cool that they have 2 teachers! 🙂

Thanks for your support, the homework will ease up next week, but I wanted to make sure they are ready for testing next week.

Michelle Rawson

Homework & Reminders 4/28/14

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Welcome Back!  I hope you had a nice spring break!  Thank you for taking the time to do homework packets and read over break! A few homework packets are missing, please turn in tomorrow.  Also, most students got new books today.. I could tell they read over break… a few did not get new books because I could tell they had not practiced.

Tonight’s Homework:

1. Spelling Word Practice

2. Math Page (2 sides)

3. Reading Log

Reminders:  Please send in items for snack if you are able, enough for 29 students.  We are also out of tissues and sandwich size bags.  Thank you in advance for your help with this!

Have a good evening,

Michelle Rawson

 

 

Lesson Plans for Week of 4/28/14

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Teacher Weekly Lesson Plans

Date: 4/28/2014

CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words

CCSS.ELA-Literacy.RF.K.2e  Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

CCSS.ELA-LITERACY.RL.K.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

CCSS.ELA-LITERACY.RL.K.3With prompting and support, identify characters, settings, and major events in a story.

CCSS.ELA-LITERACY.RL.K.10 Actively engage in group reading activities with purpose and understanding.

Subject:           Reading                                  Minutes Per Week:   450                              Teacher: Rawson/Sulecki

 

  M T W TH F
Content

Objective:

 SWD knowledge of phonemes by creating a list of words in the – family. SWD knowledge of phonemes by blending sounds to make words. SWD comprehension of comparing and contrasting by completing double bubble together. SWD application of characters, setting, and events by asking and answering questions about familiar text. SWD application of comparing and contrasting by completing double bubble together.
Language Objective: SWBAT write a list of –family words. SWBAT orally blend sounds to make words. SWBAT orally identify things that are the same and different using ____ is the dame/different. SWBAT orally identify characters, setting, and an event using the character/ setting/events is/are _____. SWBAT orally identify things that are the same and different using ____ is the dame/different.
Pre-Assessment: Review of letter sounds. Letter sounds What does it mean to compare and contrast? What are characters, setting, and order of events? What does it mean to compare and contrast?
Post-Assessment: Creating a list of words in the –  family. Blending sounds to make words. Completing double bubble together. Asking and answering questions about familiar text. Completing double bubble together.
Dolch Words/Content Vocabulary: I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little
Materials: chart paper chart paper Storybooks, chart paper Storybooks, chart paper Storybooks, chart paper
Activities: Discuss word families.  Create list. Review rhyming. Discuss word families and practicing blending sounds make new words. Re-read a familiar story and talk about character, events, problem, etc. to prepare for compare/contrast following day. Re-read a familiar story and talk about character, events, problem, etc. to prepare for compare/contrasting with another familiar text. Re-read a familiar story and compare/contrast with book from yesterday.  Create double buddle together.
Technology: Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board
NOTES:          

Teacher Weekly Lesson Plans

Date: 4/28/2014

W.K.2: Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W.K.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by favorite author and express opinions about them)

W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Subject: Writing                                            Minutes Per Week: 300                                            Teacher: Rawson/Sulecki

  M T W TH F
Content

Objective:

 SWD comprehension of informational text by stating what they think they know about bats. SWD application of informational text by confirming facts with research. SWD application of informational text by confirming facts with research. SWD comprehension of informational writing by participating in shared writing. SWD comprehension of informational writing by participating in shared writing.
Language

Objectives:

 Students will use: I know ___ about bats.

 

 Students will use: _____ is a fact about bats. Students will use: _____ is a fact about bats. Students will write: We learned about bats.  A fact about bats is ______. Students will write: We learned about bats.  Another fact about bats is ______.  That is what I learned about bats!
Pre-Assessment: What is a fact? What is research? What is research? How do we organize our writing? How do we organize our writing?
Post-Assessment: Stating what they think they know about bats. Confirming facts with research. Confirming facts with research. Participating in shared writing. Participating in shared writing.
Content Vocab.: Research, topic, fact Research, topic, fact Research, topic, fact Research, topic, fact introduction Research, topic, fact, conclusion
Materials: Chart paper Chart paper, graphic organizer Chart paper, graphic organizer Chart paper, graphic organizer Chart paper, graphic organizer
Activities: Discuss what a fact is; think pair share facts about bats then students will write a fact about bats on a post-it. Students will move post-it notes once confirmed with research (from a book). Students will move post-it notes once confirmed with research (from a video). Discuss how to introduce writing and facts from chart. Discuss facts using chart and talk about how to conclude or wrap up writing.
Technology: Elmo, Promethean Board Elmo, Promethean Board Promethean Board, Elmo Elmo, Promethean Board Elmo, Promethean Board
NOTES:          

 

 

 

 

 

Teacher Weekly Lesson Plans

Date: 4/28/2014

CCSS: L.OL.00.11 Identify that living things have basic needs.

L.OL.00.12 Identify and compare living and nonliving things.

 Subject:          Science                                                Minutes Per Week: 150                               Teacher: Rawson/Sulecki

  M T W TH F
Content

Objective:

 SWD knowledge of living and nonliving things by sorting pictures as living/ nonliving.   SWD comprehension of living and nonliving things by identifying objects as living and nonliving on nature walk.   SWD application of living and nonliving thing by comparing and contrasting a living goldfish with a goldfish cracker.
Language Objective: SWBAT orally identify what is living/nonliving and give support using ___ is living/nonliving because __.   SWBAT orally identifying living and nonliving things.   SWBAT orally identifying similarities and differences between a real goldfish and a goldfish cracker.
Pre-Assessment: What is living? What is nonliving?   What is living? What is nonliving?   What is living? What is nonliving?
Post-Assessment: Sorting pictures as living/ nonliving.   Identifying objects as living and nonliving on nature walk.   Comparing and contrasting a living goldfish with a goldfish cracker.
Dolch Words/Content Vocabulary: Living, nonliving, classify   Living, nonliving, classify   Living, nonliving, classify
Materials: Promethean Board   Promethean Board   Promethean Board
Activities: Review what makes something living/nonliving then sort pictures on website game.   Review living and nonliving things and discuss how living things need different things to survive,   Discuss similarities and differences between real goldfish and goldfish crackers.
Technology: https://www.sciencekids.co.nz/gamesactivities/plantsanimals.html
NOTES      

 

    

 

 

 

 

 

Teacher Weekly Lesson Plans

Date: 4/28/2014

K.CC.1: Count to 100 by ones and by tens.

K.NBT.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones

K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way.

K.MD.1: Describe measurable attributes of objects, such as length or weight

K.CC.3: Write numbers from 0 to 20. Represent a number

K.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal.

K.OA.5: Fluently add and subtract within 5.

Subject: Math                        Minutes Per Week:      500                Teacher: Rawson/Sulecki

  M T W TH F
Content

Objective:

 

 SWD understanding of place value by using craft sticks to represent 10s and 1s. SWD understanding of equivalent names for numbers. SW practice writing numbers to 100. SW practice place value by counting and recording numbers. Differentiation
Language

Objective:

 SW work with a partner to create numbers using popsicle sticks grouped in 10s and single 1s. SW use craft sticks to represent equivalent names for numbers. SW write 1 and 2 digit numbers to complete a number grid. SW count forward from any number less than 100. Computation Practice: Adding and Subtracting numbers within 10.
Pre-Assessment: SW count to 100 by 10s, 5s, 2s and 1s. SW use the + sign to represent equivalent names for numbers. SW count to 100 by 1s, 2s, 5s and 10s. SW write numbers as 10s and 1s. Math addition and subtraction games on Laptops.
Post-Assessment: SW estimate the number of items in a collection. SW be able to add and subtract within 5 using manipulatives. SW be able to find patterns on the number chart. SW Use counting to time an event. Addition Top It

Number Grid Search Game, Greater/Less Than Alligators
Content Vocabulary: Exchange, bundle, tens and ones Combinations, name collection, equivalent names. Number grid, scroll Tens, ones Dice addition

Sorting Coins
Materials: My First Math Book, p. 18; Popsicle sticks and rubber bands. Home Link Master (Math Masters, p. 53); craft sticks, promethean board Teaching Aid Master (Math Masters, p. 111);  pencils, class number grid Promethean board, dry erase boards, dry erase markers, dry erase erasers. Patterns with blocks, craft sticks, counting bears
Activities: 7.8 10s and 1s With Craft Sticks 7.9 Name Collections With Craft Sticks 7.10 Number Scrolls 7.11 Decade Count Attributes

Counting collections
Technology: Youtube videos count to 100 by 1s, 2s, 5s and 10s. Promethean Planet number stories flipcharts Promethean Planet flipchart 100 grid Promethean Planet

Flipchart 100 grid

 Counting to 100 by 1s, 5s and 10s
NOTES:          

 

 

Teacher Weekly Lesson Plans

                                                                          Date: 4/28/2014

C2.0.1 Identify our country’s flag as an important symbol of the United States

C2.0.2 Explain why people do not have the right to do whatever they want

C2.0.3 Describe fair ways for groups to make a decision

Subject: Social Studies                                 Minutes Per Week:   150                              Teacher: Rawson/Sulecki

  M T W TH F
Content

Objective:

 C2.0.1 Identify our country’s flag as an important symbol of the United States

 

   C2.0.2 Explain why people do not have the right to do whatever they want    
Language

Objective:

 I can be fair

I can solve problems                    I can make a difference

 

   I can be fair

I can solve problems

I can make a difference

 

    
Pre-Assessment: TLW identify the United States flag as an important symbol

 

   TLW identify the United States flag as an important symbol

 

    
Post-Assessment: TLW explain the need for class and school rules and daily procedures                                                    TLW revisit class/school rules                                TLW determine how following rules contributes to the common good                                                     TLW collaboratively analyze stories that illustrate core democratic values in the United States

 

   TLW explain what happens without rules

 

    
Dolch Words/Content Vocabulary:

 

 Flag, symbol, expectations, common good, democratic values, problems, decisions, difference   Flag, symbol, expectations, common good, democratic values, problems, decisions, difference    
Materials:          
Activities: Make paper flags

 

   Make/review class guideline/rules/procedures       make a new set of rules based on class needs

 

    
Notes:

 

          
Technology:          

Homework & Reminders 4/17/14

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Spring Break Homework Packets went home in folders today.  The most important things the children should do over break is READ, READ, READ!!  They have plenty of books in their bags that are at their level.  If you need more over break, visit the library!  Remember to record reading time on log.

They should be encouraged to write while they are on break as well.  They can write about what they read, what they are doing and/or their families.  There is a “Spring Break News” sheet on the front of their packet to practice “writing the sounds” they hear in words.

They should also practice their math activities along with the math homework pages in the packet.  They may cut out the bunnies to use as counters when do the addition and subtraction problems.  There are some resources on the Oakman School website under student and parent resources (#2) that has links to some OUTSTANDING websites.

When we get back from break, students will have their Spring Pictures taken on the 30th.  The form for ordering pictures is coming home today.  We will also begin end of the year testing so it is very important that they continue to work and pratcie all we have learned over break!!!

I hope you have a fun and/or restful Spring Break and look forward to seeing you on the 28th when we return.

Have a nice break!

Michelle Rawson

Homework & Reminders 4/16/14IT I

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Sorry I did not blog yesterday, I had to leave school a bit early for a doctor appointment.  Baby is doing well 🙂  My due date is May 25th and Ms. Nehme, who has been working with the students the past few months, will take over to finish the school year.  I plan to work until baby comes 🙂

Tonight’s homework:

1. Read reading bag books and practice sight words, new word: what.  Record this time on reading log and parents initial, please.

2. Study spelling words for test tomorrow.  Do a practice test like we did with book buddies today! Spelling words are: see, off, was, hop, top, and 2 more “surprise words from -op family, such as mop, pop, stop, etc.

3. Addition Page (2 sides)

4. Reading matching page (2 sides)

I know the homework is a lot right now and a homework packet over spring break tomorrow is something difficult to do with your child over break, but this is a very important time to reinforce skills we are learning in school at home.  Shortly after break, end of the year assessments will begin.  I will start them a bit sooner due to my pregnancy so they can be finished before I leave.  I appreciate all the work you (parents) put in to help your children with their homework and making sure it is completed each night!!! This is a invaluable part of the education process! 🙂

Reminders:

A half sheet went home about OAKMAN ELEMENTARY SCHOOL’S EGG HUNT EGGSTRAVAGANZA!!!!  It is tomorrow, Thursday, April 14 4:00-5:30.  Admission is $3.00 which includes a chance to win one of 2 bicycles, if you find the lucky egg.  There will be pizza, nachos and other goodies available for purchase.  The Easter Bunny will make an appearance and be available for pictures.  ALL ARE WELCOME.  Please invite friends, neighbors, cousins!!  This a fun event that benefits Oakman’s PTA and our school!!  Hope to see you there!!!

* Tomorrow we will have a special snack, if any parent can donate some juice boxes to go with our cookies (we already have the cookies) it would be appreciated.  We have 29 students in our class.  Thank you.

Thanks for all you do,

Michelle Rawson