Update: October 2018
English/Language Arts:With modeling and support, name and identify the topic of an informational text that has been read aloud.
Math: Compare two dimensional shapes, in different sizes and orientations, using informal language.
English/Language Arts: Kindergarten students are learning about the daily and seasonal changes in relation to the sun, moon and stars. They are reading stories and learning how to retell them in order and using illustrations to support their ideas in discussions. They are learning to recognize, read and write their name and their friends’ names. Students should be able to hear and produce rhyming words and begin to segment and blend syllables (ap-ple). In writing, they are learning to tell stories and listen to others when they are speaking. They are using letters, pictures and words to tell a story about what is important to them.
Math: This month, students will continue their work with counting. As the month progresses, they will begin to look at combinations of 5 (0 + 5 = 5, 1 + 4 = 5, 2 + 3 = 5, and so on) through the five-frame. Students will move into using the ten-frame and the words “more” and “less” to compare two quantities. In order to explore numbers between 0 and 10, students will build and use a 10-bead number rack. Students can use the number rack in a variety of ways as they continue to develop counting skills, and combinations of numbers in the range 0–10 with emphasis on the combinations of 5. They have further opportunities to visualize groups of 5, and to think about numbers between 5 and 10 as “5 and some more.” Using craft sticks, Ten-Frame Display Cards, Tally Cards, and graphing activities, students practice counting on from 5. They also practice recognizing and matching numerals while playing bingo games. The ability to subitize (recognize groups of 5 and less) is helpful to students as they develop number sense. Using the “flash” technique of showing the objects for only a few seconds challenges students to find strategies other than by 1s counting to determine how many are in a set.
English/Language Arts: First grade students are learning that the sun is the principle source of energy, and the physical properties of water change. They are discussing stories and should be able to retell a story in order after reading. They are learning how to identify facts and main events in stories. Students should be able to change the beginning and ending sounds to make new words and identify syllables in words. In writing, students are telling and writing detailed narrative stories with events in order. First grade students should be reading at a level D or higher. They should be able to read their own writing using high frequency words spelled correctly and using beginning and ending sounds correctly for unknown words.
Math: Students learn games in which they match the dots on dominoes, count or add the dots on the two halves of a domino, and write equations and inequality statements for the amounts. They also share and discuss addition strategies beyond counting by 1s, such as counting on, combining small groups, and working from known facts to those less familiar. Students use and make double-flap cards to discover the relationships between addition and subtraction, and to learn to solve for an unknown in any position. They generate equation fact families and story problems. The idea that the equal sign describes a relationship between two quantities that have the same value, rather than indicating “the answer,” is reinforced. Toward the end of the month, the focus is on developing addition and subtraction strategies, particularly doubling, counting on, and counting back to solve combinations within 12. Students work with the number rack and then learn games in which they add, subtract, and record their results on graphs. Students who are still counting by 1s to add and subtract are encouraged to count on and count back instead, and those who have moved beyond counting by 1s are encouraged to develop strategies that make use of well-known facts to solve less familiar combinations.
English/Language Arts: Second grade readers are learning that the atmosphere is made up of air, water is present in the air, and that long- and short-term weather changes occur due to changes in energy. They are reading texts and learning how to determine the central message or lesson or the main topic. They should be able to retell stories with the important details and orally and write responses to texts. Second grade students should be able to read at a level J or higher with good fluency and comprehension. They should be able to recognize and read grade level irregularly spelled words and use grade level phonics knowledge to solve and write new words. In writing, they are writing personal narratives with a beginning, middle and end and adding details to make the story interesting. They should be using capitalization correctly and write with correct sentence structure so it makes sense.
Math: The unit opens with a reading of Jack and the Beanstalk. Students work to estimate and count the beans by hundreds, tens, and ones. Students are then asked to model 2- and 3-digit numbers, break numbers apart into tens and ones, and add numbers by regrouping sets of tens and ones. Continuing with the Jack and the Beanstalk theme, students measure long paper strips (which are meant to be beans) using Unifix cubes. The work with cubes is extended into a second activity in which students measure the perimeters of garden beds Jack will use to grow more giant beans in his backyard. Students transition from measuring length with Unifix cubes to measuring length with paper strips marked in intervals of 5 and 10. Later in the month, student’s paper measuring strips, which are essentially marked number lines, give way to open number lines. The empty, or open, number line is introduced as a way to model and solve addition problems that arise as Jack sells his giant beans at the farmers’ market. To end the month, student begin to consider odd and even numbers in context, and also provide early exposure to the concept of multiplication as repeated addition.
English/Language Arts: Readers in 3 rd grade will be exploring types of Traditional Literature, including folktales, fairy tales, and fables. These are stories that can be passed down over many years and almost always teach us a lesson about life. We will also discover how expository nonfiction informs their audience about a topic and how procedural texts go through steps to teach us something. Cook books or board game directions are authentic types of procedural reading and writing. 3rd grade writers will be constructing an informational piece of writing about a topic while using a strong introduction to get their audience interested and using facts or details to justify their thinking. Through Word Study, students will gain an understanding of how to use compound words and past tense to make their writing make sense. We will also be creating a procedural text that teaches their audience how to do or make something; how to make slime or how to play the card game, Uno.
Math: This month, students investigate situations that build a foundation for a deep understanding of multiplication. Students examine items in a Pet Store and sets of stamps that allow them to use repeated addition and skip-counting that will move them into multiplication strategies such as doubling. They explore a seascape—a coral reef habitat—in which they use a clownfish as a basic unit of measure to find the lengths and heights of various other plants and animals. The scene invites students to develop strategies beyond repeated addition, including doubling, relationships and partial products. Students continue to deepen their understanding of multiplication. They make cube trains and paper strips to show the multiples of 2–10. Students solve puzzles where they use relationships to place either a multiplication problem or a product on a number line. They investigate arrays as they help a window washer count windowpanes. Students solve multiplication story problems and generate a list of multiplication strategies that they have learned so far. They begin to explore the ratio table and identify and label types of multiplication facts in a Multiplication Table. Much like work with the Addition and Subtraction Tables from Unit 1, categorizing facts helps students begin to internalize these basic combinations. At the end of the month, students gain experience with different types of graphs as they generate and organize data into tables, picture graphs, bar graphs, and line plots. They compare the features and benefits of the different formats. They also begin analyzing and comparing data on various types of graphs.
Science/Social Studies Connections: In October, 3rd grade students will focus on how daily life is influenced by agriculture, industry, and natural resources in different communities. Students will also study how plants and animals have life cycles that are part of their adaptations for survival in their natural environments.
English/Language Arts: 4th grade readers will be analyzing types of Traditional Literature such as folktales, fables, mythology, and Pourquoi tales in order to describe characters, settings, or events. These types of stories usually teach the readers about life or explain why something has occurred. We will also be examining types of expository nonfiction on different topics and procedural texts. Students will construct ideas about expository nonfiction’s purpose and how it provides in-depth knowledge of a topic. Procedural texts convey information to the readers about how to make or do something.
Writers in 4th grade will create a procedural writing piece and an informational piece based on topic from their learning in Social Studies. Students will examine a topic within Social Studies and connect it to their
writing piece in Writing Workshop through research. We will utilize the writing process to revise which improves our writing and makes it interesting to read.
Math: Students continue to work with multi-digit multiplication and early division. Students multiply by 10, 100, and 1,000. Using the array helps them see, for example, that 8 × 10 = 80 or 8 tens. They also solve problems involving centimeters and meters, as well as dimes. These models illustrate the place value shifts that occur when multiplying by powers of 10. Students use the array to model multiplication of larger numbers. The array model makes the parts more visible. Students will use this model for division as well. Students also use ratio tables to solve multiplication problems. Lastly, students complete equations by determining what number is missing, looking at the relationships among the numbers. In this example, we want students to see that 70 is the product of 7 and 10 and then determine that 10 is the missing number. This kind of reasoning is important for computational fluency and for success in algebra.
Science/Social Studies Connections: Students will be thinking about geography and economics. Students will learn that soil, water, and minerals are some of the natural resources that brought people to Ohio long ago.
English/Language Arts: 5th graders will be evaluating legends and mythology through the lenses of readers. Legends are typically based on a “hero” and provide a long story about their actions, setbacks, and how they overcame. We will be analyzing the text development, or the way the authors created their story to convey a message or theme. Readers will also be studying multiple characters and determining their similarities and differences using details that justify their thinking. Text development will also be studied in nonfiction and students will develop understandings of the main idea, or what the most important information was in a nonfiction piece. We must also use our knowledge along with the new learning from the text to create a summary of the information.
Writers in 5th grade will compose writing pieces based on nonfiction which will include procedural writing and expository nonfiction. We are aiming to write multiple, short writing pieces throughout the month of October. The nonfiction writing will connect to Science and examine a specific topic. Evidence will be expected within the pieces which will develop the topic they write about and prove their thinking to the audience.
Math: Students add and subtract fractions with unlike denominators, using a variety of strategies to find common denominators. Money and clocks serve to help students develop intuitions about finding common denominators in order to compare, add, and subtract fractions. Students are then introduced to the use of double number lines and tables to rewrite fractions with common denominators. As the month progresses, students extend these strategies and models to solving a variety of story problems, and make generalizations about finding common denominators. At the end of the month, students are given more explicit experience with greatest common factors and least common multiples as they find common denominators and learn to simplify fractions.
Science/Social Studies Connections: 5th grade science students for the month of October will continue their study of Life science with a focus on organisms in the ecosystem. Students will be able to identify predator/ prey relationships, construct interactive food webs and be introduced to the symbiotic relationships of mutualism, commensalism, and parasitism.
English/Language Arts: Remember our Essential Question: Where can imagination lead? Give your child the opportunity to continue the discussion at home. We will be moving into our small group portion where students will take all of the strategies they have learned in whole-group and apply them. Remind them of the importance of being able to work well with others during partner and group work. All of our texts lead up to our response to literature prompt and tie into the essential question.
Math: Students will be beginning the month of October by organizing data into dot plots and histograms. As the month goes on, we will be examining patterns between numbers, organizing them into data tables and graphs
Social Studies: Sixth grade students are working hard on making digital timelines with the help of World Book Timelines, an InfOhio resource!
Science: Students will be starting our Earth science unit. We will be studying Minerals. The scientists will be identifying different Minerals and discussing how they were formed. They will also be testing a mineral's properties. From there, the scientists will be discovering rock properties.
English/Language Arts: Essential question for the first nine weeks: What can cause a sudden change in someone’s life? This question will be the focus of every story in your child’s textbook. Classes are completing Acts one and two of the play a Christmas Carol. The standards the students are working on are using the text book to cite evidence, and vocabulary acquisition.
Math: Students have just finished Chapter 1, “Introduction and Probability.” We just started Chapter 2, “Fractions and Integer Addition.” Some of the concepts that your child will be assessed on is: 1- Fractions as Decimals, 2- Add and Multiply Integers and Rational Numbers and 3- How to use and interpret Coordinate Graphs.
Social Studies: Students will continue their study of Ancient Greece and analyze the many Greek contributions to western culture, Democracy being at the forefront. In addition, students will investigate the influences that Greek literature and mythology has had in present-day America. Lastly, students will begin with the geography of Ancient Rome and look at the role physical geography played in that societies' development.
Science: Students have been hard at work this past month working on understanding the elements and trends of the periodic table. During the month of October, we will build on this knowledge by understanding how these elements come together to form compounds and mixtures. This month we will have many hands on experiments that launch us into investigating chemical and physical properties of elements and mixtures.
English/Language Arts: Students are studying texts around the theme rites of passage. Students will be learning about different cultural milestones and writing about their own milestone! They will also be writing an informative writing piece about the milestones they have read about. We will be moving on towards the end of the month to unit 2, which is about the Holocaust. Using texts on this topic we will continue to learn about informative texts and writing.
Math: graders will be working in Chapters 2 and 3 of the CPM book. We will start our work with variables and combining like terms to write and simplify algebraic expressions. We will also be comparing expressions and starting to solve equations. We will be using algebra tiles as a hands-on tool for better understanding throughout both chapters. As we move into Chapter 3, we will revisit patterns and graphs to do a little more in-depth exploration of writing and solving of equations. We will focus on using tables and graphs to determine a rule or equation for a situation. We will be learning how to interpret data, complete tables, draw graphs and make predictions.
Social Studies: Students will be learning how to explain the economic and religious reasons for the exploration and colonization of North America by Europeans. The students will also discuss how competition led to many conflicts among the colonizing powers. We will be discussing slavery and the contributions enslaved and free Africans made to the American colonies.
Science: During the month of October, students will continue to learn about Force and Motion. During this time, they will learn how they use Newton's Laws on an everyday basis and do hands-on projects that correspond with the lessons.