Mrs. Arms' Super Kids

Week 6: February 8-12

Browse all the great monthly Book Club selections at low prices and order online. Plus, our class earns a FREE book every time a parent orders online. Orders for February are due 2/26/10.

Here’s how it works:

Use the information below to access the Scholastic Book Clubs Web site.
Browse the titles with your child and place your order with your credit card.
Your order will come to me, and your credit card payment will go directly to Scholastic’s secure server. There’s no need to send money to school.
After I submit the entire class order to Scholastic, your order will be delivered to our classroom for your child to take home.

To get started, go to the Web address below and enter our class’s personalized user name and password in the sign-in fields on the right side of the page. Note: You do not need to create your own user name and password.

www.scholastic.com/bookclubs

User Name: sommer_arms

Password: kindergarten

This week at Somme

Monday, February 8

9:50am

5th Grade to McNeil PAC

2:45pm

Stallion Choir Rehearsal

Tuesday, February 9

2:45pm

Singing Stars Choir Rehearsal

Wednesday, February 10

9:30am

5th Grade visit to Walsh Middle School

12:45pm

Early Release

Thursday, February 11
5th Grade Middle School Counselor visit

2:45pm

K, 1st, 2nd Art Club

Friday, February 12

All day

PEWE Jump Rope & Hoops for Heart

All day

Youth Art Month T-Shirt Sale Ends

What we're learning
Calendar- Ongoing

Phonics and Poetry

sight words- or, you
challenge word- ate
word family- ing
phonemic awareness- blending sounds

Handwriting-

Students have had experience creating capital letters using "big line" and "little line". This week we will continue to work "big curve" and "little curve". Capital letters we have covered so far:

all capital letters, lowercase c,o , s, t

Please encourage your child to begin their letters at the top and follow these correct handwriting strokes.

Writer's Workshop-Sentence Fluency

K.13B develop drafts by sequencing the action of details in the story (with adult assistance) K.13D edit drafts by leaving spaces between letters & words K.13E share writing with others (with adult assistance)

Teaching Points- how to begin sentences differently, how to vary length of sentences, how to re-read a written story to see if it sounds right.

Scoring Guide: Sentence Fluency (continued)
We will address the range of sentence fluency skills in student writing from random phrases to carefully crafted paragraphs. These skills are organized into 3 basic qualities: beginning sentences in different ways, creating sentences of different lengths, reaging sentences aloud to check how they sound.

4	• Different sentence lengths give the writing a nice sound. There is playfulness and experimentation • Varied sentence beginnings create a pleasing rhythm. • Different kinds of sentences (statements, commands, questions, and exclamations) are present. • The flow from one sentence to the next is smooth. • The piece is a breeze to read aloud.
3	• Sentences are of different lengths. • Sentences start differently. • Some sentences read smoothly, while others still need work. • Conjunctions are correctly used in long and short sentences. • Aside from a couple of awkward moments, the piece can be read aloud easily.
2	• Simple sentences contain basic subject- verb agreement s. • Sentence beginnings are structured identically, making all sentences sound alike. • Longer sentences go on and on. • Sample conjunctions such as and and but are used to make compound sentences. • The piece is easy to read aloud; although it may contain repetitive or awkward sentence patterns.
1	• Words and punctuation marks work together in units. • The piece contains many short, repetitive phrases. • Awkward language patterns break the flow of the piece. • The reader gets only one or two clues about the connection between pictures and texts. • The writer stumbles when reading the text aloud and may have to back up and reread. • It’s hard to figure out connections between text elements. • Words if presents, stand alone. • Imitation words and letters are used across the page. • There is no overall sense of flow to the piece. • Only the writer can read the piece aloud.

Math- Probability and Statistics (graphing review)

Reading- predictions

Science- Living and Nonliving
TEKS Covered:

.8 Science concepts. The student knows the difference between living organisms and nonliving objects. The student is expected to:

(A) Identify a particular organism or object as living or nonliving

K.8 Science concepts. The student distinguishes between living organisms and nonliving objects. The student is expected to:

(B) Group organisms and objects as living or nonliving.

Including use characteristics of organisms and objects to sort into groups:

·   Characteristics of living organisms

§ Most animals move.

§ Plants and animals grow and change.

§ Needs: air, food, water, and shelter

§ Living things respond to the environment.

·   Characteristics of nonliving objects

§ Does not move by itself

§ Have no needs

§ Have no response

Integration:

Science Processes – K.2A,E inquiry

                                    K.3A,B,C using critical thinking to make decisions

K.9 Science concepts. The student knows that living organisms have basic needs. The student is expected to:

(C) Identify ways that the Earth can provide resources for life.

Including identify that the Earth provides:

·   Plants for food, clothing, and shelter

·   Animals for food and clothing

·   Natural resources: water, air, and soil

Integration:

Science Processes – K.2A,C,E plan and conduct simple descriptive investigations;

                                  communicate findings

                                  K.3A,B,C using critical thinking to make decisions

Homework-

Sight Words: or, you (Sight word rings should be gone over nightly. All district sight words should be mastered at this time.)

Challenge Word: black

Word Family: fill the –ill page with pictures, words, and sentences that belong in the – ill word family (ex: student writes “Jack and Jill went up the hill.”, paste a picture of a hill .)

Math: estimate weight and capacity (volume)

Math Challenge Homework:

estimation length worksheet

Reading Response: Do the following with any book

Super readers….

1. look at the front and back cover

2. read the title and author

3. make a prediction about what will happen in the story or what they will learn from the text (non-fiction)

4. go on a picture walk

5. Use schema (background knowledge) after picture walk to make new predictions or adjust old ones.

6. read the text

7. record new or exciting findings

8. record wondering

9. record connections from the book to their own life or another text

Printable Version

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Mrs. Arms' Super Kids

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