Quarter 2
Reading
Building reading stamina!!!
Increasing reading fluency and accuracy (middle of year benchmark is 86 wcpm)
Using comprehension strategies to better understand what we read
During the second half of the 2nd quarter the students will begin to focus on their Informational Reading Unit. The students will use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why and how key events occur). The students will also use text features and the words in the text to better understand the information presented in various books on a particular topic. They will use a variety of strategies to support their accuracy and comprehension: decoding and determining the meaning of mult-syllable words with affixes and self-monitor their own reading by rereading when comprehension is lost.
Increasing reading fluency and accuracy (middle of year benchmark is 86 wcpm)
Using comprehension strategies to better understand what we read
During the second half of the 2nd quarter the students will begin to focus on their Informational Reading Unit. The students will use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why and how key events occur). The students will also use text features and the words in the text to better understand the information presented in various books on a particular topic. They will use a variety of strategies to support their accuracy and comprehension: decoding and determining the meaning of mult-syllable words with affixes and self-monitor their own reading by rereading when comprehension is lost.
Writing
Establishing ideas for our writing
Readable print handwriting, Learning cursive handwriting
Writing complete sentences with correct punctuation, capitalization
Organizing our writing effectively
The students will begin their Opinion Writing Unit. The students will write opinion pieces on topics or texts, supporting a point of view with reasons and information.
During this unit the students will:
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to
connect opinion reasons.
Provide a concluding statement
Readable print handwriting, Learning cursive handwriting
Writing complete sentences with correct punctuation, capitalization
Organizing our writing effectively
The students will begin their Opinion Writing Unit. The students will write opinion pieces on topics or texts, supporting a point of view with reasons and information.
During this unit the students will:
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to
connect opinion reasons.
Provide a concluding statement
opinion_writing_rubric.docx | |
File Size: | 35 kb |
File Type: | docx |
Math
The students will continue with their Multiplication & Division Unit.
During this unit the students will:
Memorizing multiplication facts 0 to 12
Work on Level 2 challenge, all facts in less than 5 minutes
Understand division as an unknown-factor problem
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain
them using properties of operations.
Use multiplication and division to solve word problems in situations involving equal groups,
arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
During this unit the students will:
Memorizing multiplication facts 0 to 12
Work on Level 2 challenge, all facts in less than 5 minutes
Understand division as an unknown-factor problem
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain
them using properties of operations.
Use multiplication and division to solve word problems in situations involving equal groups,
arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
parent_overview_for_equality_and_inequality.docx | |
File Size: | 21 kb |
File Type: | docx |
parent_overview_for_patterns.docx | |
File Size: | 20 kb |
File Type: | docx |
parent_overview_for_division_and_multiplication.docx | |
File Size: | 25 kb |
File Type: | docx |
parent_overview_for_graphing.docx | |
File Size: | 22 kb |
File Type: | docx |
parent_overview_for_area_and_perimeter.docx | |
File Size: | 24 kb |
File Type: | docx |
Science
The students will begin working on their Objects in the Sky Unit in Science.
During this unit the students will:
Students know that we live on a planet that is part of a solar system. Students know that a solar system includes a star and planets, and other objects. The planets and other objects revolve around the star. Students know that in our solar system Earth is the third planet from the sun (a star).
Students know that the sun and stars in the sky [appear to] move in consistent patterns. Students know that shadows are created by objects blocking the light. Students know that as the sun changes its apparent position in the sky, the shadows cast by objects will change. Students know that the Earth rotates on its axis and revolves around the sun.
Students know that the Earth rotates on an axis and that this rotation causes one side of our planet to receive light rays from the sun (day) while the other side is in darkness (night). This rotation occurs over a 24-hour period.
Students know that the moon rotates and revolves around the Earth. The moon's appearance (phase) is determined by its position relative to the Earth and Sun. The appearance of the moon changes in a specific pattern and repeats this sequence over the course of approximately 28 days. During part of this cycle, the moon's visible portion appears to grow larger (waxes, waxing). This is followed by a period during which the moon's visible portion appears to reduce in size (wanes, waning). Students are familiar with the following phases of the moon: New Moon, First Quarter, Full Moon, and Last Quarter.
Students know that light travels in a straight line. Students know that light can be refracted, reflected, and/or absorbed.
Students know that there are bodies of water on the surface of the earth and that they are often named based on their characteristics and location. Some bodies of water are salty, some are fresh, some are brackish, and some are frozen in ice sheets and glaciers. Different t types of organisms have developed to live in these different bodies and types of water.
Students know that the surface of the earth has many different types of physical features and that these features are named according to their structure. There are many representations for any given land feature and these possess correspondences consistent with their attributes.
During this unit the students will:
Students know that we live on a planet that is part of a solar system. Students know that a solar system includes a star and planets, and other objects. The planets and other objects revolve around the star. Students know that in our solar system Earth is the third planet from the sun (a star).
Students know that the sun and stars in the sky [appear to] move in consistent patterns. Students know that shadows are created by objects blocking the light. Students know that as the sun changes its apparent position in the sky, the shadows cast by objects will change. Students know that the Earth rotates on its axis and revolves around the sun.
Students know that the Earth rotates on an axis and that this rotation causes one side of our planet to receive light rays from the sun (day) while the other side is in darkness (night). This rotation occurs over a 24-hour period.
Students know that the moon rotates and revolves around the Earth. The moon's appearance (phase) is determined by its position relative to the Earth and Sun. The appearance of the moon changes in a specific pattern and repeats this sequence over the course of approximately 28 days. During part of this cycle, the moon's visible portion appears to grow larger (waxes, waxing). This is followed by a period during which the moon's visible portion appears to reduce in size (wanes, waning). Students are familiar with the following phases of the moon: New Moon, First Quarter, Full Moon, and Last Quarter.
Students know that light travels in a straight line. Students know that light can be refracted, reflected, and/or absorbed.
Students know that there are bodies of water on the surface of the earth and that they are often named based on their characteristics and location. Some bodies of water are salty, some are fresh, some are brackish, and some are frozen in ice sheets and glaciers. Different t types of organisms have developed to live in these different bodies and types of water.
Students know that the surface of the earth has many different types of physical features and that these features are named according to their structure. There are many representations for any given land feature and these possess correspondences consistent with their attributes.
Social Studies
The students will begin working on their History Unit in Social
Studies. The overall intent of this unit is that students through the
study of the history of our state and county, will gain not only an
understanding of how our country began, but also an appreciation of the
challenges met by colonists, additionally, students will gain an admiration for
the Native American culture that was present when the colonists arrived.
Students will come to the knowledge how the Native Americas contributed to the
success of the colonists. These goals will be met by providing students with a
variety of activities with which they can make personal
connections.
During this unit the students will:
Understand how events, individuals and ideas have influenced the history of local and regional
communities.
Explain key historical events that occurred in the local community and regions over time.
Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
Exemplify the ideas that were significant in the development of local communities and
regions.
Use historical thinking skills to understand the context of events, people and places.
Explain change over time through historical narratives. (events, people and
places)
Explain how multiple perspectives are portrayed through historical narratives.
Studies. The overall intent of this unit is that students through the
study of the history of our state and county, will gain not only an
understanding of how our country began, but also an appreciation of the
challenges met by colonists, additionally, students will gain an admiration for
the Native American culture that was present when the colonists arrived.
Students will come to the knowledge how the Native Americas contributed to the
success of the colonists. These goals will be met by providing students with a
variety of activities with which they can make personal
connections.
During this unit the students will:
Understand how events, individuals and ideas have influenced the history of local and regional
communities.
Explain key historical events that occurred in the local community and regions over time.
Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
Exemplify the ideas that were significant in the development of local communities and
regions.
Use historical thinking skills to understand the context of events, people and places.
Explain change over time through historical narratives. (events, people and
places)
Explain how multiple perspectives are portrayed through historical narratives.