Quarter 4
Reading
Building reading stamina!!! Students will be asked to read in 40 minute increments.
Increasing reading fluency and accuracy end of year benchmark is 100 wcpm
Using comprehension strategies to better understand what we read
In reading, the students will continue with 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. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Demonstrate understanding of word relationships and nuances in word meanings. Distinguish the literal and nonliteral meanings of words and phrases in context. By the end of the year, read and comprehend literature, including stories, drama, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
Increasing reading fluency and accuracy end of year benchmark is 100 wcpm
Using comprehension strategies to better understand what we read
In reading, the students will continue with 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. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Demonstrate understanding of word relationships and nuances in word meanings. Distinguish the literal and nonliteral meanings of words and phrases in context. By the end of the year, read and comprehend literature, including stories, drama, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
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 continue with their Informational Writing Unit.
During this unit the students will:
Write informative/explanatory texts to examine a topic and convey ideas and information clearly, introduce a topic and group related information together, and include illustrations when useful to aid comprehension. Write narratives to develop real or imagined experiences or events using effective technqiue, descriptive details, and clear event sequences. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Use temporal words and phrases to signal event order.
Readable print handwriting, Learning cursive handwriting
Writing complete sentences with correct punctuation, capitalization
Organizing our writing effectively
The students will continue with their Informational Writing Unit.
During this unit the students will:
Write informative/explanatory texts to examine a topic and convey ideas and information clearly, introduce a topic and group related information together, and include illustrations when useful to aid comprehension. Write narratives to develop real or imagined experiences or events using effective technqiue, descriptive details, and clear event sequences. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Use temporal words and phrases to signal event order.
informative_writing_rubric.docx | |
File Size: | 44 kb |
File Type: | docx |
Math
The students will continue with their Understanding Fractions Unit, :
During this fraction unit the students will:
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b
Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/bon the number line.
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >;, =, or <, and justify the conclusions, e.g., by using a visual fraction model
The students will begin their Time Unit, :
During this fraction unit the students will:
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram
The students will begin their Measurement Unit, :
During this fraction unit the students will:
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.
During this fraction unit the students will:
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b
Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/bon the number line.
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >;, =, or <, and justify the conclusions, e.g., by using a visual fraction model
The students will begin their Time Unit, :
During this fraction unit the students will:
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram
The students will begin their Measurement Unit, :
During this fraction unit the students will:
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.
parent_overview_for_partitioning_shapes_and_fractions.docx | |
File Size: | 21 kb |
File Type: | docx |
parent_overview_for_time.docx | |
File Size: | 20 kb |
File Type: | docx |
parent_overview_for_measurement.docx | |
File Size: | 22 kb |
File Type: | docx |
Science
Soil & Plants: Understand how plants survive in their environments.
Remember the function of the following plant structures as it relates to the survival of plants in their environment
Roots-absorb nutrients Stems-provide support Leaves-synthesize food Flowers - attract pollinators and produce seed for reproduction
Explain how environmental conditions determine how well plants survive and grow.
Summarize the distinct stages of the life cycle of seed plants.
Explain how the basic properties (texture and capacity to hold water) and components (sand, clay and humus) of soil determine
the ability of soil to support growth and survival of many plants.
Remember the function of the following plant structures as it relates to the survival of plants in their environment
Roots-absorb nutrients Stems-provide support Leaves-synthesize food Flowers - attract pollinators and produce seed for reproduction
Explain how environmental conditions determine how well plants survive and grow.
Summarize the distinct stages of the life cycle of seed plants.
Explain how the basic properties (texture and capacity to hold water) and components (sand, clay and humus) of soil determine
the ability of soil to support growth and survival of many plants.
Social Studies
The students will begin working on their Economics Unit in Social
Studies.
During this unit the students will:
Students will learn that supply and demand affects the economic choices of individuals. They will explore how the decisions of people to locate, develop and make use of natural resources in particular regions will influence economic development. Students will learn that innovation and opportunity encourages people to take risks as entrepreneurs and that success entrepreneurs will increase their power and wealth while making decisions based on the needs and desires of consumers. Concluding that needs of consumers change from region to region.
Studies.
During this unit the students will:
Students will learn that supply and demand affects the economic choices of individuals. They will explore how the decisions of people to locate, develop and make use of natural resources in particular regions will influence economic development. Students will learn that innovation and opportunity encourages people to take risks as entrepreneurs and that success entrepreneurs will increase their power and wealth while making decisions based on the needs and desires of consumers. Concluding that needs of consumers change from region to region.