Math
Chapter 9 Lesson 4
This lesson is about comparing two-dimensional shapes based on number of sides and/or vertices. For example a student can be asked to sort a set of cut-out two-dimensional shapes into 2 groups: those having 4 (or more) vertices and those having fewer, etc.
Writing
Now that our writing has all required elements in order to receive a rubric score of 3, it is time for the next step which students will realize is revising. For the revising portion of the writing process, which can actually go on for a number of days, it is our custom to change from using a black ink pen as we have been using to a blue ink pen. For today, we can focus on adding details to our reasons for our opinion. For example, if we gave as a reason that John's Incredible Pizza is the best because of the food, we will now describe the food. If another reason was the rides, we write about the rides. This is why we leave spaces between our sentences when we draft. You may notice that in developing ideas in this way, we are setting the stage for the development of ideas into paragraphs for writing in later grades. This is one reason revising could push our paper from being a 3 scored paper to a 4. Expounding and organizing ideas shows advanced writing ability.
Reading
My Shared Reading (Week 1, Day 4, Thursday)
A Farmer's Boy pp. 4-5 (Spelling) In addition to the activities listed on the calendar, compare with your child the genre differences of each selection read so far. At this point in the year, a first grader should be able to indentify the difference between a poem and a non-fiction article. An advanced first grader will tell the author's purpose (assessed) of both, to entertain or to teach about a subject, which is not to say that a poem can't teach or a non-fiction article can't be entertaining.
Thursday, March 19, 2020
New Resource: Fun Keyboarding App
Typing Club application has been added to Room 11's Clever library page.
Wednesday, March 18, 2020
Social Distancing Day Three
Math
Chapter 9 Lesson 3
This lesson is to introduce the characteristics of circles, namely that they are closed and no sides or vertices.
Have you child describe a circle using the words: round, closed, sides, and vertices.
I have added the ST Math badge to Room 11's page in Clever. This way I will be able to keep track of each child's progress online.
Writing
At this point, we have all of the necessary elements in our paper in order to get a rubric score of 3 with the exception of the title. Sometimes it better to save this for the last step to see how the tone of the paper develops. A more serious opinion paper should demand a more serious title which doesn't mean it can't still be creative. A title can also serve the purpose in getting the reader's attention, much like the introduction. Go ahead and experiment with your child offering a few options with your work and see what they think.
Reading
My Shared Reading (Week 1, Day 3, Wednesday)
Read A Farmer's Boy pp. 4-5. Follow the activities as suggested in the calendar (phonemic awareness) These activites are very similar to the comparative literature/text assessment questions.
Chapter 9 Lesson 3
This lesson is to introduce the characteristics of circles, namely that they are closed and no sides or vertices.
Have you child describe a circle using the words: round, closed, sides, and vertices.
I have added the ST Math badge to Room 11's page in Clever. This way I will be able to keep track of each child's progress online.
Writing
At this point, we have all of the necessary elements in our paper in order to get a rubric score of 3 with the exception of the title. Sometimes it better to save this for the last step to see how the tone of the paper develops. A more serious opinion paper should demand a more serious title which doesn't mean it can't still be creative. A title can also serve the purpose in getting the reader's attention, much like the introduction. Go ahead and experiment with your child offering a few options with your work and see what they think.
Reading
My Shared Reading (Week 1, Day 3, Wednesday)
Read A Farmer's Boy pp. 4-5. Follow the activities as suggested in the calendar (phonemic awareness) These activites are very similar to the comparative literature/text assessment questions.
Tuesday, March 17, 2020
Link to Supplemental Homework Materials
If you are accessing this blog without the homework packet sent home with your child, Local District South (our area) has provided a link where you can download the supplemental materials they provided. You may access it here.
Monday, March 16, 2020
Social Distancing Day Two
Hopefully these notes are helpful.
Math
Chp 9, lesson 2, p. 641
This lesson continues the exploration of sides and vertices with 2 more two-dimensional shapes, triangles and trapezoides (quadrilaterals with only one pair of parallel sides). If you go into detail, it may be necessary to explain parallel (in this case, when 2 lines have a continuously equal distance between themselves).
If you do not have the chapter pages, continue as yesterday and share this question: Ty has 3 different 2-dimensional shapes. The shapes have 11 sides and 11 vertices in all. What shapes can he have?
Writing
When you ask your child what step is next, they may already have a good indication that adding closure (closing) is the next. So, we have chosen a topic, stated our opinion, touched and talked our supporting reasons, drafted our reasons, grabbed our reader's attention, and now the closing. Ideally, the closing should be related somehow to the introduction (where you grabbed the reader's attention) but not entirely necessary. An easy way to close an opinion (thinking aloud italics) is by asking a question: So what's your favorite amusement park? Another more sophisticated way to close is to present a counter-arguement. (Presenting a counter-arguement or counterclaim may seem counter-intuitive but can actually serve to strengthen your arguement and also demonstrate the ability to discern multiple perspectives. That may not necessarily be what happens here, but it's nice to start a good habit, because recall, after all, your child will be writing opinions for the foreseeable future.) For example: Some people think that Knott's Berry Farm is the superior theme park, but I still think Disneyland is the best.
Reading
My Shared Reading (Week 1, Day 2, Tuesday)
Read Almond Milk pp. 2-3. Follow the suggested activity outline (phonemic awareness).
Math
Chp 9, lesson 2, p. 641
This lesson continues the exploration of sides and vertices with 2 more two-dimensional shapes, triangles and trapezoides (quadrilaterals with only one pair of parallel sides). If you go into detail, it may be necessary to explain parallel (in this case, when 2 lines have a continuously equal distance between themselves).
If you do not have the chapter pages, continue as yesterday and share this question: Ty has 3 different 2-dimensional shapes. The shapes have 11 sides and 11 vertices in all. What shapes can he have?
Writing
When you ask your child what step is next, they may already have a good indication that adding closure (closing) is the next. So, we have chosen a topic, stated our opinion, touched and talked our supporting reasons, drafted our reasons, grabbed our reader's attention, and now the closing. Ideally, the closing should be related somehow to the introduction (where you grabbed the reader's attention) but not entirely necessary. An easy way to close an opinion (thinking aloud italics) is by asking a question: So what's your favorite amusement park? Another more sophisticated way to close is to present a counter-arguement. (Presenting a counter-arguement or counterclaim may seem counter-intuitive but can actually serve to strengthen your arguement and also demonstrate the ability to discern multiple perspectives. That may not necessarily be what happens here, but it's nice to start a good habit, because recall, after all, your child will be writing opinions for the foreseeable future.) For example: Some people think that Knott's Berry Farm is the superior theme park, but I still think Disneyland is the best.
Reading
My Shared Reading (Week 1, Day 2, Tuesday)
Read Almond Milk pp. 2-3. Follow the suggested activity outline (phonemic awareness).
Social Distancing Day One
Hope this post finds everyone well.
Math
Do not worry about completing everything in your packet. But note that the contents of the Chapter 9 Math packet would constitute 50% of a student's grade for the geometry standards.
Chapter 9 Lesson 1 (page 635)
This Chapter is about two-dimensional shapes which are shapes having only 2 dimensions such as width and height. Rectangles have 4 sides and vertices (plural of vertex). A square is a special rectangle with all 4 of it's sides being equal, whereas a rectangle need only have opposite sides equal in length. Additionally, (and apart from this chapter) rectangles and squares have 4 right angles. The point of the lesson is to distinguish between open and closed shapes and to be able to identify and quantify sides and vertices.
For those parents without the packet, draw, trace or find a picture of two-dimensional shapes and have your child count the sides and vertices. Have them use the words closed, sides, and vertices to describe a square.
Writing
Our next step in writing would be to get our reader's attention. In other words, attempt to entice them to read our opinions. An easy way for first graders to grab a reader's attention is to start with a question. For example: Are you in the mood for some excitement? might preface an opinion of an amusement park. Another way to get a reader's attention is to start with some more subtle clues: Home of the world's most famous mouse and now creatures from far flung galaxies, this park has something for everyone in the family.
The basic structure of the writing lesson, if you will recall from the brief overview at Back-toSchool Night is the teacher (at this point in the year) ask student writers what they think the next step will be after naming the steps we have completed so far. So far, we have selected a topic for our opinion, stated our opinion, touched and talked our reasons, planned our reasons (quick-sketched), and drafted our reasons. What's our next step?
Math
Do not worry about completing everything in your packet. But note that the contents of the Chapter 9 Math packet would constitute 50% of a student's grade for the geometry standards.
Chapter 9 Lesson 1 (page 635)
This Chapter is about two-dimensional shapes which are shapes having only 2 dimensions such as width and height. Rectangles have 4 sides and vertices (plural of vertex). A square is a special rectangle with all 4 of it's sides being equal, whereas a rectangle need only have opposite sides equal in length. Additionally, (and apart from this chapter) rectangles and squares have 4 right angles. The point of the lesson is to distinguish between open and closed shapes and to be able to identify and quantify sides and vertices.
For those parents without the packet, draw, trace or find a picture of two-dimensional shapes and have your child count the sides and vertices. Have them use the words closed, sides, and vertices to describe a square.
Writing
Our next step in writing would be to get our reader's attention. In other words, attempt to entice them to read our opinions. An easy way for first graders to grab a reader's attention is to start with a question. For example: Are you in the mood for some excitement? might preface an opinion of an amusement park. Another way to get a reader's attention is to start with some more subtle clues: Home of the world's most famous mouse and now creatures from far flung galaxies, this park has something for everyone in the family.
The basic structure of the writing lesson, if you will recall from the brief overview at Back-toSchool Night is the teacher (at this point in the year) ask student writers what they think the next step will be after naming the steps we have completed so far. So far, we have selected a topic for our opinion, stated our opinion, touched and talked our reasons, planned our reasons (quick-sketched), and drafted our reasons. What's our next step?
I Do
The teacher thinks aloud the different ways to grab a reader's attention, voices two alternatives, selects one, then writes it in the top of the paper. (3-5 min)
We Do
The class and teacher work together performing the same step on a class paper. Room 11 has been writing an opinion piece on John's Incredible Pizza. (3-5 min)
You Do
The student performs the step on their own work. (10-20 min)
Shared Reading
My Shared Reading (Week 1 Day 1, Monday)
Read Almond Milk pp. 2-3 follow the suggested activity outline (phonemic awareness)
If you do not have the homework packet, you may find these resources in your child's Benchmark account. Benchmark is accessed through the portal called Clever.
Note that you will also be able to find digital selections targeted to your child's TRC reading level. Otherwise, practice reading with your child according to the suggestions discussed at Parent Conferences.
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