In
Reader's Workshop we are continuing to learn about nonfiction.
Good Readers...
* Know the difference between fiction and nonfiction and can sort their books Good Readers...
* Read Nonfiction differently because it teaches rather than entertains
* Are familiar with the "elements of nonfiction" and how to use them:
- title
- table of contents
- author/ illustrator
- headings
- glossary
- index
- fun facts/ text boxes
- captions
* Use headings to get an idea of what the text will be about
* Notice bigger, bold vocabulary words- those are the words the author think are important and can be found in the glossary
* Use the glossary to find out what the vocabulary words mean
* Ask who, what, where, how, and why to figure out what it's all about... find the main idea and details.
January Week 3
|
will, tell, little, who, now
Practice |
January
Week 4
|
any, must, under, each, some
Practice |
February
Week 1
|
too, saw, what, were, from
Practice |
Good writers:
* Choose a topic they know ALL about, something they are "experts" on
* Use "expert" expository paper (paragraph writing instead of story writing)
* Introduce their topic with a "topic sentence"
* Add MANY important details that they KNOW (must be true, not what I think but what I know)
* Wrap up with a "closing sentence" which restates the topic sentence using different words
* Use key vocabulary when writing Example:
Martin Luther King, Jr. was an important man. He was a minister who fought for things to be fair for all people. He gave speeches and led marches. People were inspired by him to fight back peacefully through sit ins and protests. Even after he died, people kept fighting to make his dream come true. Dr. King was an amazing person who changed the world.
Please help your child work on facts to 20. You can do this by helping them count forwards and backwards from a given number (you say 16, they say 15, 14, 13 or 17, 18, 19). This will help them create a mental number line necessary for movement through those bigger numbers. Also, keep working on those automatic facts- the doubles and friends of tens. Check out the videos from the last few newsletters if you need some refreshing on what that means.
During this unit, we are working on very tricky math skills with harder numbers. Here is what we are learning:
* understanding that "=" means "the same as"... NOT the answer. This helps us be flexible thinkers and we can solve for both sides of the "=" by figuring out what both sides must be first, for example:
- 15 + 1 = 10 + ____, I know 15 + 1 is 16 so 10 + something must also be 16. 10 and 6 more make 16 so the mystery number is 6!
- 3 + 3 = ____ + 2, I know the doubles fact 3 + 3 is 6, so something plus 2 must make 6. The mystery number is 4!
- 4 + 6 = 11 - ____, 4 and 6 are friends of ten, so 11 take away something must equal ten. When I count back from 11, I only have to go 1 to get to ten, so the mystery number is 1!
* solving for missing numbers in all positions, here are some examples:
- 1 + ___ = 14, if I have 14 counters and I separate 1 of them, the other group is 13 so the mystery number is 13!
- 19 = 15 + ____, If I start at 15 and count on 16, 17, 18, 19, I count on 4 so the mystery number is 4!
- ____ - 1 = 13, If I draw 13 counters and then one X to show the "take away 1", I have 14 in total so the mystery number is 14!
*** Next week we will begin solving word problems involving subtraction of unknowns, here are some examples:
Bill had 12 grapes. He ate some. Now he has 3 grapes left. How many grapes did he eat?
I picked 10 flowers. I gave some to my mom. I kept 5 of them for myself. How many did I give to my mom?
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