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Kelly Willis

Classroom Happenings

Congratulations to all students on their efforts in the Jog-a-thon! We are so proud of your hard work. Also, thank you to families for your fundraising efforts. We appreciate your continued support of all of our wonderful activities.

 

Below are a few questions for each subject area that you might discuss with your student. We are hoping these questions can spark conversation at home and give insight into our current content.

Math

We have begun a unit on number pairs, addition and subtraction to 10. Students will focus on different ways to compose and decompose numbers between 5 and 10. Students will model their thinking with number bonds, number facts/sentences, drawing and physical manipulatives.

 

  • Mr.Willis has 10 cupcakes. 3 of them are vanilla. The rest are chocolate. How many are chocolate?
  • Ms.Chrissy has 5 cheetah shirts. She bought 5 more. How many does she have altogether? 
  • ________ has 10 toys. Some are ______ (Pokemon cards? LOL dolls?). Some are ______ (Barbie? Legos?). How many could she/he have of each?
  • (Thanks to a parent for sharing this real world example!) Math in cooking: We need 3 tomatillos for this recipe. We already have 1. How many more do we need?

Science/Engineering

  • What are the parts of a parachute?
  • What is your goal for your parachute building?
  • What different things might you test? (Materials? Size? Shape?)

 

  • What are different aspects of weather that we observe? (Temperature - high and low, sky conditions)
  • What patterns have you noticed in Los Angeles?
  • What patterns have you noticed in Boston?
  • What do you predict the weather will be like next week? What makes you say that?
  • What weather patterns have you noticed during a day? (Changes from morning to afternoon to night) What might cause that?

Literacy

  • Letters and letter sounds we have studied: M, short A, S, T, N, short I, F, P, short O, C, H, B, short U, R
  • High frequency/sight words we have studied: I, like, the, we, go, see, can, she, is, a, he, little, play, and, you, big, with

 

Our current unit of study is “Stories Have a Messages". We will explore and discover the messages of different stories by reading a range of genres, from fables and animal fantasy to poetry and realistic fiction. We will think about the key events in stories, how characters behave and what they say, in order to determine a story's message.

 

In this unit, we will consider the question, "How do we know what is right?" Here are some activities designed to continue the conversation about the purpose of storytelling and to build on the skills and concepts your child is learning in school.

 

  • Same and Different: We will compare different characters' behavior. Practice this at home by thinking of two characters that your student knows well. Discuss how the characters are the same and different. These might include physical attributes, actions, and consequences of their behavior. 

 

  • Story Charades: We will be discussing and identifying story elements. Select a story, but don't tell your student what it is. The object is for your student to guess the story from story clues that you provide. For example, you might say the story is set in the woods and the main character wears a red cape. If your student doesn't guess from those two clues, then you can add more. When she/he guesses, it's her/his turn to select a story for you to guess. 

 

We have begun our Writing Workshop Unit on narrative writing. Students are writing true stories from their life. Here is the process we are learning to follow. After memorable experiences, you might reflect with your student and support them in writing a joint story. You might also share stories from your childhood or stories passed down through your family and help your student to write those stories on paper.

 

  1. Think of something that happened or something you do.
  2. Practice telling the story in your storyteller voice. (Count on your fingers so you know how many pages you will need in your book.)
  3. Use pictures and words to show who was there, where you were, and what happened.
  4. Add speech bubbles to make your characters come alive.

 

Students are also working to make their writing easy to read. Here are a few items we've noted that make writing easy to read.

 

  • Labels
  • Detailed pictures
  • Spaces between letters and words
  • Writing all of the sounds in a word
  • Using the word wall to spell high frequency "snap" words

Social Studies

  • What can you do if someone gets in your bubble space? What should you do if you get in someone else's bubble space?
  • What fills your bucket? What empties your bucket?

Daily Schedule

Breakfast

Science/Engineering

Recess

Writing Workshop

Literacy Centers (Mixing with Room 2)

Lunch

Read A Loud

Math

Social Studies/Art/Community Building

 

Weekly Specials:

  • Wednesday: Got Game with Coach Andy (Physical Education)
  • Thursday: Music with Ms.Aimee and Library
  • Friday: Dance with Ms.Smith and 5th Grade Big Buddies