1-30-15

1-30-15

Sorry about missing last week's post.  I got busy working on report cards and totally forgot about my newsletter.  Since last week was a short week, we spent 2 weeks finishing up our story on Helen Keller.  Any of our spare time was spent on informative writings and social studies.  There is a lot of math because it is all the lessons from the past two weeks.

Language Arts

Language Arts: Over the next two weeks we’ll ask, “How do you know when story ideas are important?” We read the biography of Helen Keller, who learned how to communicate with help from her devoted teacher. And we learned about other ways to communicate in the informational text Talking Tools.

This week’s…

Target Vocabulary: curious, imitated, knowledge, motion, silence, illness, darkness, behavior

Phonic Skills: Words with long o (o, oa, ow) [open, coat, bow]

Vocabulary Strategy: Suffix -ly (means “in a certain way”)

Comprehension Skill: Main ideas and details—tell important ideas and details about a topic

Comprehension Strategy: Summarize—stop to tell important ideas as you read

Math

Mid-Module 4 Assessment

The test was out of 29 points, I will share all assessments with you at conferences in February.  If you want to know a score or have any questions, please let me know.

Lesson 17

Objective:  Use mental strategies to relate compositions of 10 tens as 1 hundred to 10 ones as 1 ten.

Lesson 18 & 19

Objective:  Use manipulatives(place value disks) to represent additions with 2 compositions.  Relate the manipulative representations to a written method.

Lesson 20

Objective:  Use math drawings to represent additions with up to two compositions and relate drawings to a written method.

Lesson 21

Objective:  Use math drawings to represent additions with up to two compositions and relate drawings to a written method.

Lesson 22
Objective:  Solve additions with up to four addends with totals within 200 with and without two compositions of larger units

Maps & I-Clickers

 The last few weeks we have been using the i-clickers in the classroom to practice our map skills.  This is a great way to see how many of the students are able to answer questions correctly without knowing what your neighbor picked.  I can then display the data with a graph and discuss how we came up with the correct answer.  My plan is to be done with maps this week.  Although I feel like I have been saying that for a while now.  Math and Language Arts just takes up a lot of our time.  Each student is expected to organize information to make and interpret simple maps.  They also need to use cardinal directions and a map key to locate places on a map.

Bring in all boxtops next week for our school wide contest.  Pretty sure the winning class gets some kind of reward.