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
