FABULOUS FEBRUARY FINDINGS!
We are almost to our 100th Day of School. Barring any snow days we will be celebrating on Thursday, February 8th. Although February is a short month we have a lot of learning to fit in. As always, feel free to contact me with and questions, comments or concerns. Teachers learn each day too :) Below are the units we will be working on for February/March
Unit 5 has students furthering their understanding of the use of number-lines to solve addition and subtraction word problems. Students will take a deeper look into the use of coins in number stories as well as touch upon measurement and geometry.
Operations and Algebraic Thinking
- Represents and solves one- and two-step problems involving addition and subtraction within 100
- Demonstrates fluency with addition and subtraction within 20
Number and Operations in Base 10
- Counts within 1000; counts by 5s, 10s, and 100s
- Mentally adds or subtracts 10 or 100
- Use place value understanding and properties of operations to add numbers within 100
- Use place value understanding and properties of operations to subtract numbers within 100
Measurement and Data
- Measures and estimates lengths in standards units
- Solves money word problems (dollar bills and coins)
- Describes and analyzes two- and three-dimensional shapes
- addition facts
- ones, tens, hundreds
- expanded form, standard form, value
- ruler, yardstick, meter stick, measuring tape, foot, yard, meter
- number line
- dollar, quarter, half dollar, cents
- open number line
- thirds, halves
Every living and nonliving thing in our universe is made up of matter (anything that takes up space). Changes occur all the time in the world around us, and students will be conducting a series of experiments to prove this theory.
- What are the properties we can observe and use to describe solids and liquids?
- How does matter change?
- When do we see change around us?
States of Matter Properties Condensation Evaporation
Solid Gas Liquid Matter
Dissolve Melting Filter Change
Claim Classify Compare Data
Evidence Measure Observe Predict
WRITING: In conjuction with our Changes Unit, we will turn our attention back to writing about the science investigations we will be preforming. Similar to earlier in the year, we will be using a Lab Report structure to journal about our experiments and share ideas with each other.
Why do scientists write?
How do scientists write?
What is the procedure for scientific writing?
How does the purpose influence the format of writing?
Skills (Students will be able to...)
- generate a list of topics
- pose questions they want to answer
- follow a process to write about experiments
- gather relevant information about a topic from multiple sources
- introduce a topic
- use facts and definitions to develop ideas
- give instructions or directions on how to do something
- illustrate the steps in the directions
- follow an appropriate sequence in writing
- make the text coherent, either with temporal or transition word
- include nonfiction text features
- provide a concluding statement or section
- publish results from scientific experiments
- Caption- word or words used to describe a photograph or illustration
- Diagram- a labeled illustration
- Glossary- an alphabetical list of key vocabulary found in a text with the definitions for those words
- Heading- title of section of book, usually in bold print
- How-To- steps in a process using temporal and transitional words
- Index- list of page numbers showing where key vocabulary is found in the text
- Label- word or words used to describe parts of a diagram
- Subheading- a section within the heading which focuses on a specific part of the larger topic
- Table of Contents- list of topics and corresponding page numbers
READING: Bigger Books Mean Amping Up Reading Power
In this next unit, readers tackle longer and harder books and set goals for themselves. Understanding that reading fluently is key to reading longer, and with greater understanding and that authors use literary language, students will use reading partners as a comprehension resource to dig deeper into their book choices.
Skills (Students will be able to...)
- read with smooth, expressive voices (noticing punctuation and dialogue tags)
- notice an author's use of figurative language and think about tone, mood, and nuance (what does the author want me to understand?)
- keep track of story lines in longer books
- set goals for their reading
Fluency- accuracy, rate, and flexibility in solving words
Literary Language- comparisons, invented words, figurative language an author uses to convey special meaning
Dialogue Tags- tell the reader who is talking and what the character sounds like