Homework, Report Cards, & Reminders 2/4/14

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Tonight’s Homework:

1. Read from reading bags and practice high frequency sight words, new word: it.

2. Letter Vv worksheet

3. Math bags– flashcards, games, counting by 5’s, 10’s, and 1’s to 100.

Report Cards:

Report cards went home yesterday in a orange envelope.  Please sight the outside of the envelope on the first line on the white sticker and return so I can see that you viewed the report card. (We also use the same envelope for next report card, so please return it.)

Reminder:

Tomorrow we have an assembly at 9am.  The Dearborn Police will be going over stranger danger and bucketfillers and student of the month awards will be given out.  Parents are welcome to attend. 🙂

Thanks for all you do,

Michelle Rawson

 

Homework & Report Cards

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Tonight’s Homework:

1. Read books in reading bag and practice sight word cards

2. Study spelling words: he, we, me and —ap family words, such as cap, tap, map, nap, rap, gap, lap, sap (see pink sheet sent home today)

3. Math subtraction worksheet for minus 1– think count one back

4. Math bag games and flashcards

Report Cards:

REPORT CARDS WERE SENT HOME TODAY.  PLEASE, KEEP THE REPORT CARD AND SIGN AND RETURN THE ENVELOPE SO WE KNOW YOU GOT THE REPORT CARD.

Thank you for your assistance in this matter.

Michelle Rawson

Lesson Plans Week of 2/3/14

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Teacher Weekly Lesson Plans

Date: 2/3/2014

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

 

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Content

Objective:

 SWD knowledge of phonemes by creating a list of words in the –ap family. SWD knowledge of how authors write informational text by identifying the reasons an author gives to support points in a text. SWD application of word by counting the words in a short poem. SWD comprehension of making predictions before and during reading by making and adjusting predictions as they listen to a storybook SWD comprehension of inferring by looking a t sequencing card pictures and inferring what happened.
Language Objective: SWBAT write a list of –ap family words. SWBAT orally discuss why an author gives reasons to support a text using: The author says ___ because ___. SWBAT orally identify how many words are in a short poem using: There are ___ words in the poem. SWBAT orally explain their predictions using” I think _____ will happen because ______. SWBAT orally explain their inference using” I think _____ happened because ______.
Pre-Assessment: Review of letter sounds. What is informational text? What is a word? What is a prediction? What is a inference?
Post-Assessment: Creating a list of words in the –ap family. Identifying the reasons an author gives to support points in a text. Counting the words in a short poem. Making and adjusting predictions as they listen to a storybook Looking a t sequencing card pictures and inferring what happened.
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: chart paper Elmo, Promethean Board Poem, highlighters Storybook Sequencing picture cards
Activities: Discuss word families.  Create list. Review rhyming. Discuss why authors write informational text and how they gather information. Discuss words and spaces between words. Highlight the first letter of each word and count number of words in a short poem. Discuss what a prediction is.  Model prediction while readings then allow students to pair-share predictions as read rest of the book. Discuss what a prediction is.  Model prediction while readings then allow students to pair-share predictions as read rest of the book.
Technology: Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board
NOTES:       Make and adjust predictions; use text to

Confirm RL.1.1, RL.1.2

 

 Infer and support with evidence

RL.1.4, RL.1.7

 

Teacher Weekly Lesson Plans

Date: 2/3/2014

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

 

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Content

Objective:

 SWD comprehension of informational text by discussing how researchers gather information. SWD comprehension informational text by choosing four facts about themselves. SWD comprehension informational text by choosing four facts about themselves to make an all about me book. SWD comprehension informational text by drawing pictures to match their four facts. SWD application of informational text by choosing a topic for the next writing piece.

 
Language

Objectives:

 SWBAT orally identify ways researchers gather information using: Researchers gather information by ____. SWBAT write four facts using: My name is _____. I am ___ years old.  I have ____ eyes. I like to _____. SWBAT write four facts using: My name is _____. I am ___ years old.  I have ____ eyes. I like to _____. SWBAT illustrate the four facts that they have chosen for their all about me book. SWBAT orally identify their next writing topic using My informational topic will be _____.
Pre-Assessment: What is informational text? What is informational text? What is informational text? What is informational text? What is informational text?
Post-Assessment: Discussing how researchers gather information. Choosing four facts about themselves. Choosing four facts about themselves to make a book. Drawing pictures to match their four facts. Choosing a topic for the next writing piece.
Content Vocabulary: Informational text, facts, research, 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: Review circle map from previous day. Read/share a couple of simple short informational books and discusses how researchers gather information.

 

 Have students review circle map.  Students will discuss with a partner what facts are interesting about themselves. Students will share out from partner talk. Students and teacher pick four facts they are going to write about.

 

 Students will write a fact on each page of their All about me book.

 

 Students draw pictures to match each of their facts.

 

 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.
Technology: Elmo, Promethean Board   Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board
NOTES:          

Teacher Weekly Lesson Plans

Date: 2/3/2014

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

 

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Content

Objective:

 SWD comprehension forces by comparing the force needed for different size objects.   SWD comprehension forces by comparing the force needed for different masses of objects.   SWD comprehension forces by understanding why an object does not move in response to a force.
Language Objective: SWBAT orally compare forces using:  ___ needs a bigger force compare to ______.   SWBAT orally compare forces using:  ___ needs a bigger force compare to ______.   SWBAT orally explain why an object does not move because
Pre-Assessment: What is a force?   What is a force? What is mass?   What is a force? What is gravity?
Post-Assessment: Comparing the force needed for different size objects.   Comparing the force needed for different masses of objects.   Understanding why an object does not move in response to a force.
Dolch Words/Content Vocabulary: Force, gravity,object,position, pull, push   Force, gravity, object, position, pull, push   Force, gravity, object, position, pull, push
Materials: Objects of varies sizes   Objects of varies masses.   Objects of varies sizes and masses
Activities: Students observe the force needed to move objects of various sizes.   Students observe the force needed to move objects of various masses.   Students observe the force needed to keep on object still.
Technology: Making Objects Move. 2006. AAAS – Science NetLinks. 11 February 2008 https://www.sciencenetlinks.com/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35
NOTES          

 

Teacher Weekly Lesson Plans

Date: 2/3/2014

K.CC.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

K.CC.4c: Understand the relationship between numbers and quantities; connect counting to cardinality. Understand that each successive number name refers to a quantity that is one larger

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.CC.4c: 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

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 explanations, expressions, or equations.  

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

K.G.2: Correctly name shapes regardless of their orientations or overall size.

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

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

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

 

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Content

Objective:

 SW: create and extent patterns using craft sticks. SW: describe objects using their attributes. SW: demonstrate an awareness of equivalent names for numbers using a guessing game. SW: use calculators to count up and back.

Differentiation

SW Practice Workshop Model Procedures and Expectations
Language

Objective:

 SW: describe a visual pattern that is not color based. SW: orally describe attribute blocks by color, shape and thickness. SW: listen to clues and use addition or subtraction to determine the mystery number. SW: explore the keys on the calculator and learn how to use the calculator for counting. SW Talk to their partner in order to practice previously learned Kindergarten Math Concepts.
Pre-Assessment: SW: name the shapes they create with their craft sticks. SW: use multiple attributes to find and describe objects. SW: add and subtract to find the answer to the number story. SW: be able to use the calculator to find the correct answer to the number stories. SW orally state what the expectations and procedures are for working with a partner in small groups during Math Workshop.
Post-Assessment: SW: describe the pattern they created with their craft sticks using the appropriate terns. SW: apply sorting rules. SW: state how they know whether to add or subtract to find the answer. SW: tell how they know which keys to use on the calculator. SW collaborate with their partner to complete the practice tasks at each of their Work Stations.
Dolch Words/Content Vocabulary: Pattern, repeat, continue Attributes, color and shape names, large, medium, small, thick, thin Digit Clear, all clear, plus add, minus, take away, subtract, equals Procedures, expectations, collaborate
Materials: Craft sticks, My First Math Book page 1. Attribute blocks Dry erase boards, dry erase markers, promethean board Calculators, promethean board, projector Math Manipulatives from previous Math lessons.
Activities: 5.2 Patterns with Craft Sticks 5.3 Find the Block Game 5.4 Guess My Number Game 5.5 Count with Calculators SW move from center to center practice previously learned Math Skills.
Technology: Promethean board flip chart Promethean board flip chart Promethean board flip chart Solar powered calculators, promethean board, projector  
NOTES:          

Teacher Weekly Lesson Plans

Date: 2/3/2014

H2.0.4 Describe ways people learn about their past.

H.2.0.1 Distinguishes among yesterday, today and tomorrow.

H.2.0.1 Distinguishes among yesterday, today and tomorrow.

H2.0.2 Create a timeline using event from their own lives

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

 

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Content

Objective:

 TLW describe ways people learn about the past through artifacts, stories, pictures, etc   TLW listen to stories and collaboratively identify the basic story elements, the beginning , middle and end, and good character and personal virtue of story characters.    
Language

Objective:

 TLW tell how we use time and chronology as a means for understanding past, present and future events.   TLW share life experiences and collaboratively determine the basic story elements encompassed  in the shared experiences.    
Pre-Assessment: TLW collaboratively categorize and reflect on daily and weekly classroom schedules and activities. (Ongoing)   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).    
Post-Assessment: TLW determine correct order for pictures of illustrations of life stages and discuss observed changes.   TLW determine correct birth order of the immediate and/or extended family.    
Dolch Words/Content Vocabulary:

 

 Past, artifacts, chronology, present, future, schedule, activities, experiences, consequences, birth order   Past, artifacts, chronology, present, future, schedule, activities, experiences, consequences, birth order    
Materials: Poster board, markers, pictures   Poster board, markers, pictures    
Activities: Timelines   Timelines    
Notes:

 

          
Technology: Promethean Board Flipchart, chart paper, markers   Promethean Board Flipchart, chart paper, markers    

Feb. List of Events

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Feb list 2014

Subject to change

Feb 5th  Core Value Assembly is at 9am.

Feb 6th  Brightsmiles Orientation. Tooth Fairy visits each class.

Feb 6th    5th Gr to Performing ArtsCenter at 9am.

Feb 7, 10  Brightsmiles applications due. Class with the most forms returned wins a pizza party from the company.

Feb 12   Late Start

Feb 14   PTA Candygram Valentine Sale in class and Dance after school.

Feb  24  Brightsmiles service our students.

Feb 26   4th Grade goes to Symphony at 10 am.

 

PTA popcorn every Friday.

Weekend Homework

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1. Read and practice sight word cards!

2. Math Addition Worksheet

3. Math bags- NEW: Addition flashcards, use counting cubes to show the addition problems!

Our first spelling test went well today.  We did it as a “practice test” together so they have a better understanding of what is expected for next week.  On Monday, new words will be sent home.

Have a nice weekend, stay warm!

Michelle Rawson

Homework and Family Night Reminder

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Tonight’s homework:

1. Reading bags and sight words, new word: at

2. Letter Qq

3. SPELLING, practice words: I, a, is, cat, bat– remember there will be 2 “surprise” words from the -at family, such as pat, sat, hat, mat, fat, rat

4. Math bags, practice games, shapes, and counting to 100 by 1’s and 10’s

Tomorrow, Friday, January 31 from 4-5:30 is Oakman’s PTA Fun Family Night— there will be volleyball and basketball in the gym, Family Board games in the art room (where I will be!!!), book bingo and food in the cafeteria.  Pizza will be sold for $1 per slice.  There is an Entrance fee of $1 and students must be with a parent or HIGH SCHOOL aged sibling to be allowed in.

To help with the goodies for Family Fun Night, there will be a bake sale during the event.  Please send in your donations of CUPCAKES, COOKIES, Juice Boxed, and BAKED GOODS FRIDAY MORNING.

Thanks for your support and hope to see you  there,

Michelle Rawson

 

 

Kindergarten Spelling

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Kindergarten Spelling

This week marks the beginning of the second semester.  As part of the Dearborn Public Schools English Language Arts Program, we will now begin administering spelling tests each Friday.  The spelling test will include 3 high frequency words we have been working on as well as 2 words with a specific spelling pattern.  For example, this week’s words will be from the –at family.  Students will be given 2 words from the –at family to study during the week.  An additional 2 words from the –at family will be tested on Friday to see if the students demonstrate an understanding of the specific spelling pattern.  For this week, the 2 additional words will be from the –at family.  Students will be given several opportunities to practice the words at school; however, it is important that they practice at home each night as well.  We know this is new for the kids and right now we are focusing on the process not just the test results.

This week’s spelling words are:

I

a

is

bat

cat

Plus 2 other words from the –at family (such as fat, sat, mat, pat, hat)

 

Thank you for encouraging your child to practice their spelling words for 5-10 minutes each night.

Sincerely,

Michelle Rawson and LeAnn Sulecki

بدء برنامج الاملاء لتلاميذ صف الروضة,

103

يبدأ هذا الاسبوع الفصل الثاني من العام الدراسي حيث نبدأ ببرنامج الاملاء كجزء من المنهاج الدراسي لصف الروضة. يتضمن امتحان الاملاء الاسبوعي 3 كلمات كثيرة الاستعمال 2 كلمات لاتباع اسلوب معين في الكتابة والقراءة (-تنتهيat – ) هذا الاسبوع وذلك نهار الجمعة. يقوم التلاميذ بالتمرين على الكلمات في الصف ولكن من الضروري متابعة ولدكم في البيت ايضا.

كلمات الاملاء لهذا السبوع:

I

A

Is

Bat

Cat

بالاضافة الى الكلمتين اللتان تتبعان نفس الشكل او تنتهي بat مثل (fat, sat, mat, pat, hat).

نشكر لكم دعمكم وتشجيعكم  بالتمرين 5-10 دقائق يوميا.

Homework & Reminders

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This weekend’s homework:

1. Reading Bags– pratice books and sight words!

2. Math Subtraction worksheet and d and b worksheet (both 2 sides)

3. Math Bag- practice games and counting objects… use blocks to practice addition and subtraction!

Reminders:

1. No School Tomorrow!

2. Jan. 29th and 30th Bright Smiles Dentist Come (more details will be send home next week)

3. MARK YOUR CALENDARS! Friday, January 31 is PTA Sport and Games Fun Friday @ 4:00- hope to see you there 🙂

Have a nice weekend,

Michelle Rawson

Homework and Reminders 1/22/14

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Tonight’s Homework:

1. Reading bags- practice books and sight words.

2. Subtraction worksheet (2 sides)

3. Math bag and games

Reminders:

Tomorrow there is parent meeting and walk through.  Meet in gym at 8:45.

Tomorrow is a half day.  Students will be released at 11:45. No SCHOOL LUNCH.

Friday is NO SCHOOL for students.

Thank you,

Michelle Rawson

Parent Meeting Tomorrow

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Hello Parents,

Our next parent meeting will be held this Thursday, January 23rd , 2014 at 8:45am in the cafeteria. We are inviting you to walk through Oakman School with us.

This meeting will begin with an introduction in the cafeteria by Mr. Awada describing the different instructional strategies used to teach students. You will then be led into the classrooms in groups to silently observe instruction at different grade levels. We will also go into common rooms shared by students such as the Computer Lab, Media Center and the Resource/Book Room. We will reconvene in the cafeteria to share your thoughts and hear your feedback.

We hope to see you there!

No strollers in the classrooms please.

الاهل الاعزاء،

ان الاجتماع التالي للاهل في مدرسة اوكمن سيكون نهار الخميس الواقع 23 كانون الثاني/يناير 2014 الساعة 8:45 دقيقة صباحاً في قاعة الطعام.

ويتخلل الاجتماع عرض مختصر من قبل مدير المدرسة، السيد عواضة، للسبل المتبعة في مدرستنا لتعليم كل الطلاب بالاضافة الى زيارة عدد من المعلمين لنرى عن كثب ما يجري في صفوف اولادنا.سنزور ايضاً غرفة الحاسوب/الكمبويتر ومكتبة المدرسة واخيراً سوف نعود الى قاعة الطعام لتبادل الافكار ولسماع ارائكم وملاحظاتكم.

نشكركم سلفاً ونأمل حضوركم هذا الاجتماع الهام.

الرجاء عدم إحضار عربات الاطفال الى الفصول الدراسية.