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
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