Homework and Reminders 2/24/14

Posted on by

Welcome back!  I hope you had a nice mid-winter break.

Most students turned in their homework packets and timeline projects today, if you did not, please turn them in by this Friday 2/28.  Please let me know if you have any questions about these assignments.

Tonight’s homework:

1. Reading Bags: read book room books and practice high frequency sight words

2. Spelling words worksheet- is, in, it, ham, jam, PLUS 2 more from -am family such as Pam, Sam, bam

3. Math Bags- practice games, and counting to 100 by 1’s, 5’s, and 10’s

Reminders for this week:

Tuesday and Thursday we have gym… please wear or bring gym shoes.

Friday will be popcorn sales, 50 cents a bag.

The kids that went to the dentist did a great job.  This is a great opportunity and we try to do it every year here at Oakman.

Have a good evening,

Michelle Rawson

 

Lesson Plans Week of 2/24/24

Posted on by

Teacher Weekly Lesson Plans

Date: 2/24/2014

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

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

CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.

CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details

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 isolating the initial, medial, and final sounds in CVC words. SWD application of word by counting the words in a short poem. SWD comprehension of a text by asking and answering questions about key details. SWD application of retelling familiar stories by drawing the beginning, middle, and end.
Language Objective: SWBAT write a list of – family words. SWBAT orally blend sounds to make words. SWBAT orally identify how many words are in a short poem using: There are ___ words in the poem. SWBAT orally identifying the key details in a short story. SWVAT orally explain the beginning, middle, and end of a familiar story.
Pre-Assessment: Review of letter sounds. Review word families covered so far in spelling. What is a word? What are key details? What are key details?
Post-Assessment: Creating a list of words in the – family. Isolating the initial, medial, and final sounds in CVC words. Counting the words in a short poem. Asking and answering questions about key details. Drawing the beginning, middle, and end.
Dolch Words/Content Vocabulary: I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in
Materials: chart paper chart paper Poem, highlighters Storybook Graphic organizer- B, M, E
Activities: Discuss word families.  Create list. Review rhyming. Discuss word families and practicing blending sounds to read CVC words. Discuss words and spaces between words. Highlight the first letter of each word and count number of words in a short poem. Before, during, after reading have students ask and answer questions. Discuss key details and practice retelling familiar stories.
Technology: Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board
NOTES:          

Teacher Weekly Lesson Plans

Date: 2/24/2014

CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

 

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

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

 

M

T

W

TH

F
Content

Objective:

 SWD comprehension of narrative text by brainstorming ideas of events they did over break. SWD knowledge of narrative text by choosing an event that they will write about. SWD application of narrative text by completing a graphic organizer with beginning middle and end SWD application of narrative text by dictating their graphic organizer. SWD knowledge of narrative text by completing a closed paragraph.
Language

Objectives:

 SWBAT orally identify an event from over break using: An event I did over break was _____. SWBAT orally identify their next writing topic using My narrative text will be about _____. SWBAT draw a picture to show the beginning, middle, and end of their chosen event. SWBAT orally explain the beginning, middle, and end of their event using in the B/M/E, I ____. SWBAT write to explain their beginning, middle, and end of their events.
Pre-Assessment: What is narrative text/an event? What is narrative text? What are beginning, middle, and end? What are beginning, middle, and end? What are beginning, middle, and end?
Post-Assessment: Brainstorming ideas of events they did over break. Choosing a topic for the next writing piece. completing a graphic organizer with beginning middle and end Finding 3 facts about their animal’s habitat, diet, and predators. Completing a closed paragraph.
Content Vocab.: Event, Brainstorm, List Narrative text, event Beginning, Middle, End Beginning, Middle, End Beginning, Middle, End
Materials: Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo
Activities: Discuss what narrative text is/an event is and brainstorms a list of events that students did over break.

 

 Review narrative text and the list of events generated the previous day.  Students choose a writing topic form list. Demonstrate drawing beginning, middle, and end to show an event.

 

 Students will practice orally explaining their beginning, middle, and end to their events with a partner. Model how to complete closed paragraph and to “stretch” unknown words/
Technology: Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Informational text, facts Informational text, facts
NOTES:    

 

      

 

Teacher Weekly Lesson Plans

Date: 2/10/2014

P.FM.E.1 Position- A position of an object can be described by locating the object relative to other objects or a background.

P.FM.00.11 Describe the position of an object (for example: above, below, in front of, behind)

P.FM.00.12 Describe the direction of a moving object (for example: away from or closer to) from different observers’ views.

 

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

 

M

T

W

TH

F
Content

Objective:

 SWD comprehension of forces by using positional words to describe location.   SWD comprehension of forces by using positional words to describe location relative to other objects or background.   SWD knowledge of forces by describing the direction of a moving object.
Language Objective: SWBAT orally describe an objects location using words such as above, below, in front of, behind.   SWBAT orally describe an objects location using words such as above, below, in front of, behind and using other objects’ locations.   SWBAT orally describe the direction of a moving object using:  It is moving farther/closer to _____.
Pre-Assessment: What is position?   What is position?   What is movement?
Post-Assessment: Using positional words to describe location.   Positional words to describe location relative to other objects or background.   describing the direction of a moving object.
Dolch Words/Content Vocabulary: Force, gravity, object, position, pull, push   Force, gravity, object, position, pull, push   Force, gravity, object, position, pull, push, friction
Materials: Promethean Board   Promethean Board   Promethean Board
Activities: Place an object around the room and practice using directional words to describe the objects location.   Place an object around the room and practice using directional words to describe the objects location in relation to other objects.   Students will watch a moving object and then describe its direction .
Technology: https://www.youtube.com/watch?v=idJYhjGyWTU

https://www.youtube.com/watch?v=8F0NYBBKczM

https://www.youtube.com/watch?v=hx8i-Wq_jtc

Position Word Songs
NOTES      

 

    

Teacher Weekly Lesson Plans

Date: 2/24/2014

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

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

K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference

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

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

K.CC.4b: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

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

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

K.OA.2: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

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:

 

 SW count by 5s and practice making exchanges through a game. SW use standard and non-standard units of measurement. SW use a variety of measuring tools to measure. SW make and interpret a graph about pets.

Differentiation
Language

Objective:

 SW use objects to represent numbers and make exchanges. SW use a 1 foot measuring tool to measure distances. SW read numbers on a measuring tool. SW construct a bar graph. Computation Practice: Adding and Subtracting numbers within 10.
Pre-Assessment: SW use beans to make counters representing a group of 5. SW use their foot measurement tool and a standard 1 foot measurement tool to measure distances around the room. SW practice linear measuring techniques with various tools. SW draw conclusions based on a bar graph. Math addition and subtraction games on Laptops.
Post-Assessment: SW count by 5s. SW be able to tell why a standard unit of measure is important. SW choose tools to fit measuring tasks. SW answer questions based on a bar graph. Addition Top It
Content Vocabulary: Exchange, trade, equal Standard, nonstandard, 12 inch rulers. Measuring tool, scale Bar, total, some, none, all, more, fewer, bar graph Dice addition
Materials: Dry beans, craft sticks, gule, dice, counting bears My First Math Book p. 5, feet from Activity 5.7, children are cut-out feet. My First Math Book, p. 6, variety of standard measuring devices such as rulers, meter sticks, yardsticks and tape measures. My First Math Book, p. 7, poster board, index cards or post-its, markers, tape, book about pets. Patterns
Activities: 5.10 The Raft Game 5.11 Standard and Nonstandard Feet 5.12 Tools for Measuring Length 5.13 Pet Bar Graph Attributes
Technology:         Counting to 100
NOTES:          

 

Teacher Weekly Lesson Plans

 

Date: 2/24/2014

G1.0.2 Uses environmental directions or position words to identify locations

G2.0.1 Identify and describe places in the immediate environment

G1.0.1 Recognizes maps and globes represent places

 

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

 

 

M

T

W

TH

F
Content

Objective:

 SW use environmental direction and position words (right/left, up/down, in/out, above/below) to identify locations in the classroom

 

   SW tour the classroom to collaboratively  identify areas(regions) and their function, locate characteristics and their position

 

   SW tour the classroom to identify areas(regions) and their function, locate characteristics and their position in the room

 
Language

Objective:

 SW describe the position of items, places in the room and use directional words to describe an area or region in the classroom.   SW describe locations in the room, their functions, location and characteristics of the classroom regions.   SW describe locations in the room, their functions, location and characteristics of the classroom regions.
Pre-Assessment: SW tell their partner how to get from one place to another in the classroom using directional words.   SW describe where regions (areas) are in the room and their function.   SW describe where regions (areas) are in the room and their function.
Post-Assessment: SW begin using directional words North, South, East and West.   SW begin using directional words North, South, East and West.   SW begin using directional words North, South, East and West.
Dolch Words/Content Vocabulary:

 

 Directions, North, South, East and West   Directions, North, South, East and West, locations, functions, regions   Directions, North, South, East and West, locations, functions, regions
Materials: Classroom map   Classroom map   Classroom map
Activities: Which way should I go?   Where am I?    
Notes:

 

          
Technology:          

Homework and Reminders 2/14/14

Posted on by

Thank you for the lovely gifts, chocolates, flowers, and bears!! AND  for sending in Valentines and goodies, and/or for volunteering your time to help us in the classroom!  We had a sugar-filled fun party 😉

The Dentist will be here on the 24th.

Homework for Over Mid-Winter Break:

Read their book room books every night.

Practice their High-Frequency words.

Do 1-2 pages from their homework packet.

Make their time line project.

I hope you have a great break.  Please keep up on homework and reading so the students are ready to go when we return on Monday,  February 23.  We still have a lot of learning to do!!!!

Have a nice break,

Michelle Rawson

Homework & Reminders 2/13/14

Posted on by

Tonight’s homework:

1. Reading bags and sight words

2.Practice spelling words for our spelling test tomorrow.  The words are man, can, she, the, and (and 2 additional words from the -an family such as fan, ran, tan, pan).

3. Valentine’s Addition Worksheet (2 sides)

A homework packet will be going home tomorrow for students to complete a little each day during mid-winter break.  They should also read their book room books 15-20 minutes each day we are on break.

Reminders:

No popcorn sale tomorrow.  The reason is that we are selling Candy Grams for $1.00.  Students can buy a Candy Gram to give to mom, dad, brother, sister, a friend here at school, or a teacher.  Also, the PTA is having a dance tomorrow after school at 4:00.  It is $2.00 to enter and have a great time! There will also be a bake sale tomorrow.

If you filled out a form for your child to see the dentist here at school, they will be her February 24th.  If you did not turn in your form, tomorrow is the absolute last day we can accept them.

The Valentine’s Day party is tomorrow at 1:00.  If you would like to send in valentines, please have your child write their name next to where it says From.  We will be doing a Valentine Math Graph activity and playing Cupid Bingo as well as eating a treat and passing out Valentine’s to our friends.  If you would like to help, please come to school at 1:00.

Thank you for your support and encouragement as your child becomes a reader!!  They are so proud of their successes.

Michelle Rawson

Posted on by

Thank you so much for making sure your child made it to school at the correct time!!  Today was a late start and an official count day, so it was important everyone was here in order to receive the correct amount of funding from the state!!

Tonight’s homework:

1. Read their book room books and practice sight words.

2. Count by 4’s on 100’s chart.

3. Study Spelling words.

man, can, she, the, and, (plus 2 unknown words from the -an family, such as fan, ran, tan, or ban)

4. Math Bags and counting practice

Reminders:

Friday is our Valentine’s Day party.  If you would like to send in Valentine’s, there are 29 students in our class.  If you would like to send in treats, that would be great also.  If you would like to come and help, the party is from 1:00-3:15.

Friday is also a popcorn day.  50 cents per bag.

Candy grams are also on sale for $1.00 on Friday.

There is a Valentine’s Day dance after school on Friday.

If you have any questions, please call 827-6500 and ask for Mrs. Dakroub if you need translation or leave a message for me with Ms. Rose and I will call you back as soon as possible.

Thank you,

Michelle Rawson

Homework & Reminders 2/11/14

Posted on by

Tonight’s homework:

1. Reading Bags– book-room books and sight words, new word: you

2. Letter Xx worksheet

3. Math bags and practice counting by 1’s,5’s, and 10’s to 100

Reminders:

TOMORROW IS A LATE START!!  BREAKFAST IS AT 9:00 AND SCHOOL STARTS AT 9:35.

Dental Forms were due today.  If you still want your child to get their teeth cleaned here at school, please send in the permission slip filled in completely as soon as possible.  The dentist will be here on February 24th, after we get back from mid-Winter break.

FRIDAY IS VALENTINE’S DAY.  A NOTE WENT HOME ABOUT OUR LITTLE PARTY THAT WILL START AT 1:00 AND END WHEN IT IS TIME TO GO HOME.  If you would like to send in cookies, juice, or other goodies they would be appreciated.  I actually need plates and napkins, if you would like to send something in for 27 students.

WE WILL BE SELLING POPCORN FOR 50 CENTS PER BAG ON FRIDAY.  ALSO, WE WILL BE SELLING CANDYGRAMS FOR $1.00.

Thank you,

Michelle Rawson

Homework & Reminders 2/10/14

Posted on by

Homework:

1. Reading Bag- practice sight words, new word: for and read book room books

2. Spelling words for this week are from the -an family such as (can, man, fan, ran, ban, tan, van) and well as 3 sight words: the, she, and .

3. Math bags and flashcards

Reminders:

Dentist forms are DUE!!  This is a free service for our children,  even if you already have a dentist.  Just fill out the form in your child’s backpack and send it in! Class with the most participants to have their teeth cleaned at the end of this month will win a pizza party.

 

Tuesday: CANDYGRAMS FOR SALE AND VALENTINES STORE IS OPEN BY THE PTA. Buy something nice for your loved one for Valentine’s Day.

Wednesday:  Late Start . Children will begin school one hour later than usual.

Thursday:  Candygrams money due.  Each heart is one dollar and comes with a cute lollipop attached to it.

Friday:  Valentine’s Dance. Entrance is $2 each.  4 to 5:30 pm

Thank you for your support,

Michelle Rawson

 .

Lesson Plans 2/10/14

Posted on by

Teacher Weekly Lesson Plans

Date: 2/10/2014

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

CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.

CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.

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

 

M

T

W

TH

F
Content

Objective:

 SWD comprehension of inferring by looking a t sequencing card pictures and inferring what happened. SWD knowledge of phonemes by creating a list of words in the –  family. SWD application of word by counting the words in a short poem. SWD comprehension of text features by identifying titles and headings in an information text. SWD comprehension of text features by identifying captions and graphic features (such as bold, colored type).
Language Objective: SWBAT orally explain their inference using” I think _____ happened because ______. SWBAT write a list of – family words. SWBAT orally identify how many words are in a short poem using: There are ___ words in the poem. SWVAT orally identify the title and heading using:  The title/heading is _____. SWVAT orally identify the title and heading using:  The caption/graphic features is___.
Pre-Assessment: What is a inference? Review of letter sounds. What is a word? What is a title, heading, and topic? What is a caption/graphic feature?
Post-Assessment: Looking a t sequencing card pictures and inferring what happened. Creating a list of words in the – family. Counting the words in a short poem. Identifying titles and headings in an information text. Identifying titles and headings in an information text.
Dolch Words/Content Vocabulary: I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in
Materials: Sequencing picture cards chart paper Poem, highlighters Informational Text Informational Text
Activities: Discuss what a prediction is.  Model prediction while readings then allow students to pair-share predictions as read rest of the book. Discuss word families.  Create list. Review rhyming. Discuss words and spaces between words. Highlight the first letter of each word and count number of words in a short poem. Discuss informational text and model how to find the title and heading.  Review topic. Discuss informational text and model how to find captions and graphic features and why they are important.
Technology: Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board
NOTES: Infer and support with evidence

RL.1.4, RL.1.7

 SWD knowledge of phonemes by creating a list of words in the –  family.   Use text features (titles, headings, captions,

graphic features)

 Use text features (titles, headings, captions,

graphic features)

 

Teacher Weekly Lesson Plans

Date: 2/10/2014

CCSS: 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

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

 

M

T

W

TH

F
Content

Objective:

 SWD comprehension informational text by completing an All About Me Book. SWD application of informational text by choosing a topic for the next writing piece.

 

 SWD comprehension informational text by researching to find facts on their chosen topic. SWD application of headings by finding 3 facts about their animal’s habitat, diet, and predators. SWD application of informational text by completing template for animal research.
Language

Objectives:

 SWBAT read their book to a partner. SWBAT orally identify their next writing topic using My informational topic will be _____. SWBAT read informational text on their chosen topic. SWBAT orally identify 3 facts using:  My animal’s habitat/diet/predators is _____. SWBAT write and draw pictures to match each caption on template.
Pre-Assessment: What is informational text? What is informational text? What is informational text? What is informational text? What is informational text?
Post-Assessment: Completing an All About Me Book. Choosing a topic for the next writing piece. Choosing four facts about themselves to make a book. Finding 3 facts about their animal’s habitat, diet, and predators. Completing template for animal research.
Content Vocab.: Informational text, facts Informational text, facts Informational text, facts Informational text, facts Informational text, facts
Materials: Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo
Activities: Discuss informational text and model how to complete All About Me book.  Give students time to complete their book and practice reading it with a partner.

 

 Review informational text and how authors must research their topics.  Model choosing a topic then allow students to choose from a list of predetermined topics. Students will read about their topic and find facts.

 

 Discuss how to use headings to find 3 facts about animal habitat, diet, and predators.  Model using sentence stems. Review template and model how to complete.
Technology: Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Informational text, facts Informational text, facts
NOTES:    

 

      

 

Teacher Weekly Lesson Plans

Date: 2/10/2014

P.FM.00.31 Demonstrate pushes and pulls on objects that can move.

P.FM.00.32 Observe that objects initially at rest will move in the direction of the push or pull.

P.FM.00.33 Observe how pushes and pulls can change the speed or direction of moving objects.

P.FM.00.34 Observe how shape (for example: cone, cylinder, sphere) and mass of an object can affect motion.

 

P.FM.E.3 Force- A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is related to the size of the force. The change is also related to the weight (mass) of the object on which the force is being exerted. When an object does not move in response to a force, it is because another force is being applied by the environment.

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

 

M

T

W

TH

F
Content

Objective:

 SWD comprehension forces by comparing the push/pull needed to move light/heavy objects. (Technology link 1)   SWD comprehension forces by comparing the push/pull needed to move light/heavy objects. (using real objects)   SWD comprehension forces by comparing how far cars can go on various surfaces.  (Technology link 2)
Language Objective: SWBAT orally compare forces using:  The hard push/pull was able to ___ while the soft push pull was able to _____.   SWBAT orally compare forces using:  The hard push/pull was able to ___ while the soft push pull was able to _____.   SWBAT orally compare forces using:  The ____ surface let the car go farthest.
Pre-Assessment: What is a force?   What is a force?   What is a force?
Post-Assessment: Comparing the push/pull needed to move light/heavy objects.   Comparing the push/pull needed to move light/heavy objects.   Comparing how far cars can go on various surfaces.
Dolch Words/Content Vocabulary: Force, gravity, object, position, pull, push   Force, gravity, object, position, pull, push   Force, gravity, object, position, pull, push, friction
Materials: Promethean Board   Car, block, soft cube   Promethean Board
Activities: Students make predictions about how hard push/pull and soft push/pull can move objects.   Students make predictions about how hard push/pull and soft push/pull can move objects.   Students make predictions about how various surfaces will effect distance.
Technology: https://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml

https://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml
NOTES      

 

    

 

Teacher Weekly Lesson Plans

Date: 2/10/2014K.MD.1: Describe measurable attributes of objects, such as length or weight

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

K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference

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

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

K.CC.4b: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

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

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

K.OA.2: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

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:

 

 SW demonstrate their understanding of the use of non standard measuring tools (cut-out of their own foot) to measure objects and distances. SW demonstrate their understanding of the difference between measuring lengths with standard and non standard measurement tools. SW: skip count by 5s. SW: count tally marks by 5s.

Valentine’s Day Party
Language

Objective:

 SW tell how long a distance is using their ‘foot’ measurement tool. SW be able to tell why standard units of measure are necessary/important. SW; orally count from 0-100 by 5s. SW: orally count tally marks, by 5s, from 0-100.  
Pre-Assessment: SW tell why using their own foot is not a good way to measure objects. SW measure a distance using non standard measurement tools (their own feet). SW: use fingers to represent groups of 5. SW: Use tally marks to represent numbers.  
Post-Assessment: SW tell why we use standard measurements to measure objects and distances. SW measure a distance using standard measurement tools (a 1 foot long foot template/measurement tool) SW: Find a pattern for counting by 5s. SW: use tally marks to record classroom data.  
Content Vocabulary: Measure, foot, knee to toe Standard foot, unit Skip count, pattern Tally marks  
Materials: My First Math Book p. 2, stiff paper, markers or crayons, scissors Lome Link Master (Math Masters, p. 39); children’s foot cutouts from Activity 5.6, tape measure, scissors, 12 inch ruler Growing Number Line or other number line. Home Link Master (Math Masters, p. 42); Teaching Master (Math Masters, p. 41);  tape or glue, chart paper  
Activities: 5.6 Measurement with Children’s Feet 5.7 How Big is a Foot? 5.8 Count by 5s 5.9 Introduction of Tally Marks  
Technology:          
NOTES: File folders for stiff paper        

 

Teacher Weekly Lesson Plans

 

Date: 2/10/2014

                                    

G1.0.1 Recognizes maps and globes represent places

 

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

 

 

M

T

W

TH

F
Content

Objective:

 TLW share life experiences and collaboratively determine the basic story elements encompassed in the shares experiences.   TLW will collaboratively discuss and evaluate decisions made and the consequences in the stories from other lessons (where appropriate) and hypothesize how the consequences might have changed if the character(s)/individual (s) had made a different decision(s).    
Language

Objective:

 SW tell their partner about a special event in their lives.   SW listen to biographies and autobiographies.    
Pre-Assessment: SW tell what a special event is.   SW discuss with a partner how decisions change consequences.    
Post-Assessment: SW tell why the event was important to them.   SW discuss with a partner how an outcome of a story would have been different had the main character(s) made a different choice(s).    
Dolch Words/Content Vocabulary:

 

 Event, experiences   Consequences    
Materials: Biographies, autobiographies, chart paper   Biographies, Autobiographies, chart paper    
Activities: Share life story with students, read a biography or autobiography, have students share a life experience with their partner.   Listen to familiar stories and discuss with a partner how the story would have turned out differently if other choices had been made.    
Notes:

 

          
Technology:          

Homework and Reminders 2/6/14

Posted on by

Tonight’s Homework:

1. Read from reading bag and pratice high frequency sight words

2. Addition Worksheet (2 sides)

3. Math Bag- games and flashcards

4. STUDY SPELLING WORDS!!!! Tomorrow we will be doing our first real spelling test.  The students must write the words neatly and correct letter formation to earn all points.

Reminders:

A PAPER ABOUT THE DENTIST COMING TO OAKMAN WENT HOME TODAY.  PLEASE FILL OUT IF YOU WOULD LIKE TO HAVE YOUR CHILD’S TEETH CLEANED AT SCHOOL.  The class with the most papers brought back TOMORROW will win a PIZZA PARTY!! 🙂

Tomorrow popcorn will be for sale.  50 cents a bag. or $1.00 for 2 bags.

As always, should you have any questions, please call the office at 827-6500. If you need to speak to someone in Arabic, ask for Nadia Dakroub.

Thank you for your assistance in these matters,

Michelle Rawson

 

 

Homework, REPORT CARDS, & Reminders

Posted on by

Tonight’s Homework:

1. Read and practice sight frequency sight words, new word this week: it

2. Math worksheet, count by 5’s to 100- fill in the missing numbers on the chart

3. Math bags- flashcards and games

Report Cards and envelopes:  These went home on Monday, I am still missing a few signed envelopes- please sight and return TOMORROW!

Reminders:

Tomorrow the Tooth Fairy will visit each class and tell the students about the dentist coming to Oakman to take care of their teeth.  Forms will go home with the kids and if you would like for your son or daughter to get their teeth cleaned, please fill in the form and return it to school by February 7th or 10th.

This Friday, we will be selling popcorn for 50 cents per bag.  If you want your child to buy popcorn, please send in 50 cents for each bag they are to buy.

February 12th is a late start.  Breakfast will be served at 9:00 and school will start at 9:30.

On Friday, February 14th, we will have candygrams for sale.  The students buy a candygram, write a note on the card, and then the candygram will be sent to whomever they wish to send it to here at school, or they can take them home for mom, dad, brother, or sister.

On Friday, February 14th, we will have a class Valentine’s party from 1:00-end of the day.  A note with more information will be sent home soon. 🙂

February 17th-22nd.  No school.  Mid-Winter Break.

If you have any questions, please feel free to call 827-6500 and leave a message. I promise to call you back as soon as possible.  You can also email me at : rawsonm@dearbornschools.org.  If you would like to speak to someone in Arabic, ask for Mrs. Dakroub.

Have a great evening. Stay safe and stay warm,

Michelle Rawson