Monday, January 14, 2019

January Field Trip

This month we are learning about the human body. For our January field trip, we visited East Side Fitness. We learned about the different muscles, and explored different exercises that work each muscle. We also took a yoga class and played a game of bridge tag. I was even tagged!




















January 14-17, 2019

Hi Families,
I hope that everyone had a wonderful weekend. I wanted to send a reminder regarding the human body projects. These are due January 31st. You are welcome to come view all of the projects at 2:30 that day. We also do not have school this coming Monday, January 21st. 
Here is our week at a glance:

Riggs: Continuing multiletter phonograms, daily spelling words! Please remember to go over your child’s spelling words with them every night. They are tested every morning on their words. You can make it fun! Write in shaving cream, pudding, bathroom markers, dry erase markers on the window, etc. You can find their words in their Riggs notebook and planner.
Monday: ruler, cover, age, ages, said
Tuesday: say, tire, wire, fire, fox
Wednesday: foxes, fine, finer, made, read
Thursday: read, red, cannot, can’t, most

Math:  Students will understand that:
·         Coins are used to count amounts of money
·         The associative property of addition allows the grouping of
        addends together in any way we would like when we add
·         A polygon can be identified by its number of sides and angles
Essential Questions:
·         How can I find out how much a collection of coins is worth?
·         What strategy can I use to add a list of numbers?
·         How do I describe plane figures such as rectangles, pentagons,
        and hexagons?

Mathematical Language:
·         Line segment, number line, inch, smallest, angle, polygon, and 
        fraction


Reading: Snowmen at Night Caralyn Buehner
Ask and answer questions about key details in a text.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Describe characters, settings, and major events in a story, using key details.
Explain major differences between books that tell stories and books that give information. Reading a range of text types.
Use illustrations and details in a story to describe its characters, setting, or events.
Identify the main topic and retell key details of a text.
Know and apply grade-level phonics and word analysis skills in decoding words.
Read with sufficient accuracy and fluency to support comprehension.

IEW/Writing: Students will continue participating in choral reading of source texts, create story sequencing charts, locate nouns and verbs in sentences, and write key word outlines. Using those key word outlines, we are now practicing sentence and paragraph writing. We also write about our weekly reading on Writing Wednesday! We then practice illustrating our writing.  

Core Knowledge: The Human Body
A. BODY SYSTEMS
  • Skeletal system: skeleton, bones, skull
  • Muscular system: muscles
  • Digestive system: mouth, stomach
  • Circulatory system: heart and blood
  • Nervous system: brain, nerves
B. GERMS, DISEASES, AND PREVENTING ILLNESS
  • Taking care of your body: exercise, cleanliness, healthy foods, rest
  • Vaccinations
C. SCIENCE BIOGRAPHIES
  • Edward Jenner
  • Louis Pasteur

Thank you,
Ms. Kelsey Stacy 

Monday, January 7, 2019

January 7-11, 2019

Hi Families,
I hope that everyone had a wonderful winter break. I want to thank all of you for showing me so much support and love last semester. My job is already rewarding, but you make it even more so! January starts our human body unit. It’s always a fun unit for the students. If your career is associated with the human body in any way, and you’d like to be a guest speaker, we’d love to have you! Please email me with questions or details. I want to also remind you that we have a field trip this Friday. If you signed up to chaperone, I will send out an email with further details shortly. I originally planned for us to go rock climbing, however, those plans have changed. We are going to East Coast Fitness where we will work out and play. Students can wear athletic pants, tennis shoes, and their red field trip t-shirt. It looks like our schedule will put us eating lunch early, so please pack a few extra snacks. Remember, school lunch is not offered on field trip days. Also, please remember our healthy school lunch policy. I am attaching our January lunch menu. Here is our week at a glance:

Riggs: Continuing multiletter phonograms, daily spelling words! Please remember to go over your child’s spelling words with them every night. They are tested every morning on their words. You can make it fun! Write in shaving cream, pudding, bathroom markers, dry erase markers on the window, etc. You can find their words in their Riggs notebook and planner.
Monday: inside, outside, gold, few, dark
Tuesday: toe, finger, game, boat, goat
Wednesday: below, above, rest, help, held
Thursday: son, sun, color, sharp, rule

Math:  Students will understand that:
·         Coins are used to count amounts of money
·         The associative property of addition allows the grouping of addends together in any way we would like when we add
·         A polygon can be identified by its number of sides and angles
Essential Questions:
·         How can I find out how much a collection of coins is worth?
·         What strategy can I use to add a list of numbers?
·         How do I describe plane figures such as rectangles, pentagons, and hexagons?


Reading: Squirrel’s New Year’s Resolution by Pat Miller
Ask and answer questions about key details in a text.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Describe characters, settings, and major events in a story, using key details.
Use illustrations and details in a story to describe its characters, setting, or events.
Ask and answer questions about key details in a text.
Identify the main topic and retell key details of a text.
Know and apply grade-level phonics and word analysis skills in decoding words.
Read with sufficient accuracy and fluency to support comprehension.

IEW/Writing: Students will continue participating in choral reading of source texts, create story sequencing charts, locate nouns and verbs in sentences, and write key word outlines. We write about reading on Writing Wednesday! We are also illustrating our writing.

Core Knowledge: The Human Body
A. BODY SYSTEMS
  • Skeletal system: skeleton, bones, skull
  • Muscular system: muscles
  • Digestive system: mouth, stomach
  • Circulatory system: heart and blood
  • Nervous system: brain, nerves
B. GERMS, DISEASES, AND PREVENTING ILLNESS
  • Taking care of your body: exercise, cleanliness, healthy foods, rest
  • Vaccinations
C. SCIENCE BIOGRAPHIES
  • Edward Jenner
  • Louis Pasteur

Monday, November 19, 2018

Week 11- November 19 & 20


Week 11

Riggs: Continuing to learn multiletter phonograms, daily spelling words! Please remember to go over your child’s spelling words with them every night. They are tested every morning on their words. You can make it fun! Write in shaving cream, pudding, bathroom markers, dry erase markers on the window, etc. You can find their words in their Riggs notebook and planner.
Monday: page, goose, geese, put, perfect
Tuesday: they, saw, such, though, away
Wednesday: NO SCHOOL
Thursday: NO SCHOOL

Math:  Continuing discussing days of the week, filling in missing numbers on a hundred number chart, counting backwards and forwards, skip counting, identifying equal parts, recognizing
patterns, discussing fact families, labeling word problems, & writing digital time and
clockface time.

Reading: Finding Winnie by Lindsay Mattick

ELA-Literacy.RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central message or lesson.

ELA-Literacy.RL.1.4 -Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

ELA-Literacy.RL.1.5 - Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

ELA-Literacy.RI.1.2 -Identify the main topic and retell key details of a text.

ELA-Literacy.RI.1.5 -Know and use various text features (e.g., headings, tables of contents, 
glossaries, electronic menus, icons) to locate key facts or information in a text.

ELA-Literacy.RI.1.6 -Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

ELA-Literacy.RI.1.7 -Use the illustrations and details in a text to describe its key ideas.

ELA-Literacy.RF.1.3 -Know and apply grade-level phonics and word analysis skills in decoding words.

IEW/Writing: Students will continue participating in choral reading of source texts, create story sequencing charts, locate nouns and verbs in sentences, add adjectives and adverbs to create imagery, properly use who in a sentence, and write key word outlines. We write about reading on Writing Wednesday! We are also illustrating our writing.

Core Knowledge: Inca, Maya, & Aztec Civilizations
Students will be able to describe the first people’s arrival in North America by crossing a “land bridge” between Asia and North America

Students will be able to describe the shift that occurred from hunting and gathering to farming among some early people

Students will be able to demonstrate the gradual development of towns and cities by some native peoples

Students will be able to discuss the Maya development of large population centers in the rain forests of Mexico and Central America

Students will be able to explain the Aztec establishment of a vast empire in central Mexico, its capital of Tenochtitlan, and its emperor Moctezuma

Students will be able to describe the Inca establishment of a far-ranging empire in the Andes Mountains of Peru and Chile, including Machu Picchu

Week 10


Week 10

Riggs: Continuing to learn multiletter phonograms, daily spelling words! Please remember to go over your child’s spelling words with them every night. They are tested every morning on their words. You can make it fun! Write in shaving cream, pudding, bathroom markers, dry erase markers on the window, etc. You can find their words in their Riggs notebook and planner.
Monday: stone/stones, winter, turn, burn, strut
Tuesday: why, who, which, voice, toy/toys
Wednesday: song, sung, sang, sing, how
Thursday: nice, mice, mouse, Sunday, feel

Math:  Continuing discussing days of the week, filling in missing numbers on a hundred number chart, counting backwards and forwards, skip counting, identifying equal parts, recognizing
patterns, discussing fact families, labeling word problems, & writing digital time and
clockface time.

Reading: Bear Says Thanks by Karma Wilson
ELA-Literacy.RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central message or lesson.
 ELA-Literacy.RL.1.4 -Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
ELA-Literacy.RL.1.5 - Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
 ELA-Literacy.RI.1.2 -Identify the main topic and retell key details of a text.
ELA-Literacy.RI.1.5 -Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
 ELA-Literacy.RI.1.6 -Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
 ELA-Literacy.RI.1.7 -Use the illustrations and details in a text to describe its key ideas.
ELA-Literacy.RF.1.3 -Know and apply grade-level phonics and word analysis skills in decoding words.

IEW/Writing: Students will continue participating in choral reading of source texts, create story sequencing charts, locate nouns and verbs in sentences, add adjectives and adverbs to create imagery, properly use who in a sentence, and write key word outlines. We write about reading on Writing Wednesday! We are also illustrating our writing.

Core Knowledge: Inca, Maya, & Aztec Civilizations
Students will be able to describe the first people’s arrival in North America by crossing a “land bridge” between Asia and North America
Students will be able to describe the shift that occurred from hunting and gathering to farming among some early people
Students will be able to demonstrate the gradual development of towns and cities by some native peoples
Students will be able to discuss the Maya development of large population centers in the rainforests of Mexico and Central America
Students will be able to explain the Aztec establishment of a vast empire in central Mexico, its capital of Tenochtitlan, and its emperor Moctezuma
Students will be able to describe the Inca establishment of a far-ranging empire in the Andes Mountains of Peru and Chile, including Machu Picchu

Week 9

Week 9

Riggs: Continuing to learn multiletter phonograms, daily spelling words! Please remember to go over your child’s spelling words with them every night. They are tested every morning on their words. You can make it fun! Write in shaving cream, pudding, bathroom markers, dry erase markers on the window, etc. You can find their words in their Riggs notebook and planner.

Monday: sight, spent, spend, foot, feet

Tuesday: block, blow, blouse, cow, bow

Wednesday: bow, plant, river, rut, strut

Thursday: burn, turn, winter, stone, toy/toys



Math:  Continuing discussing days of the week, left/right, identifying numbers on a number chart, counting backwards and forwards, skip counting, identifying equal parts, recognizing patterns, & writing digital time and clockface time.



Reading: In November by Cynthia Rylant

ELA-Literacy.RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central message or lesson.

 ELA-Literacy.RL.1.4 -Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

ELA-Literacy.RL.1.5 - Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

 ELA-Literacy.RI.1.2 -Identify the main topic and retell key details of a text.

ELA-Literacy.RI.1.5 -Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

 ELA-Literacy.RI.1.6 -Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

 ELA-Literacy.RI.1.7 -Use the illustrations and details in a text to describe its key ideas.

ELA-Literacy.RF.1.3 -Know and apply grade-level phonics and word analysis skills in decoding words.



IEW/Writing: Students will continue participating in choral reading of source texts, recognize nouns, recognize adjectives, and have fun with action words (verbs), write key word outlines. Writing about reading on Writing Wednesday!



Core Knowledge: Inca, Maya, & Aztec Civilizations

Students will be able to describe the first people’s arrival in North America by crossing a “land bridge” between Asia and North America

Students will be able to describe the shift that occurred from hunting and gathering to farming among some early people

Students will be able to demonstrate the gradual development of towns and cities by some native peoples

Students will be able to discuss the Maya development of large population centers in the rain forests of Mexico and Central America

Students will be able to explain the Aztec establishment of a vast empire in central Mexico, its capital of Tenochtitlan, and its emperor Moctezuma

Students will be able to describe the Inca establishment of a far-ranging empire in the Andes Mountains of Peru and Chile, including Machu Picchu



Thank you,

Ms. Kelsey Stacy

Week 8


Week 8

Riggs: Continuing to learn multiletter phonograms, daily spelling words! Please remember to go over your child’s spelling words with them every night. They are tested every morning on their words. You can make it fun! Write in shaving cream, pudding, bathroom markers, dry erase markers on the window, etc. You can find their words in their Riggs notebook and planner.
Monday: about, bridge, man, men, for
Tuesday: ran, run, judge, was, has
Wednesday: led, lead, that, ledge, lay
Thursday: apple/apples, dog/dogs, eat/eats, ate

Math:  Continuing discussing days of the week, left/right, identifying numbers on a number chart, counting backwards and forwards, skip counting, identifying equal parts, recognizing
patterns, & writing digital time and clockface time.

Reading: All Wrapped Up
Ask and answer questions about key details in a text.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Describe characters, settings, and major events in a story, using key details.
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Use illustrations and details in a story to describe its characters, setting, or events.
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Use the illustrations and details in a text to describe its key ideas.
Know and apply grade-level phonics and word analysis skills in decoding words.

IEW/Writing: Students will continue participating in choral reading of source texts, recognize nouns, recognize adjectives, and have fun with action words (verbs), write key word outlines. Writing about reading on Writing Wednesday!

Core Knowledge: Ancient Egypt
Students will be able to identify and describe important pharaohs: Tutankhamen, Hatshepsut.

Students will be able to explain Ancient Egyptian religion: pyramids, mummies, animal gods, and the sphinx.

Students will be able to locate and describe the geography of Africa: The Sahara and the flooding of the Nile.

Students will understand the development of writing through hieroglyphics and its impact on civilization.