Embedded Files
Scroll to the bottom of the page for a checklist with this week's activities. Feel free to print a copy or make your own!
Scroll to the bottom of the page for a checklist with this week's activities. Feel free to print a copy or make your own!
Thank you for all you are doing to provide an amazing support system for your child through his/her learning experience. On this page you will find a list of activities for your child to explore during his/her learning extension days. Please remember that we are here to help and support you along the way.
Please contact us for clarification, support, or questions.
REMOTE STUDENTS: PLEASE BE SURE YOU ARE CONNECTED TO YOUR CLASS ON SEESAW :)
REMOTE STUDENTS: PLEASE BE SURE YOU ARE CONNECTED TO YOUR CLASS ON SEESAW :)
Cohort B/D Independent Assignments for 12/7 and 12/8
Cohort B/D Independent Assignments for 12/7 and 12/8
Cohort A/C Independent Assignments for 12/9 and 12/10
Cohort A/C Independent Assignments for 12/9 and 12/10
Flex day (Friday) can be used for independent practice of skills, extension activities, or catching up on unfinished work.
** Keep in mind, these activities can be spread out among independent work days.**
Week 13
Week 13
1. Attendance: Please complete this form on each of your child's 3 independent work days.
1. Attendance: Please complete this form on each of your child's 3 independent work days.
B. Complete the form
B. Complete the form
2. Remember, the best way to become a better reader is to READ!
2. Remember, the best way to become a better reader is to READ!
A. Read for 30 minutes each day.
A. Read for 30 minutes each day.
Mrs. Bowen and Mrs. Flanders' students, please read on Literacy Footprints for 20 minutes and 10 minutes of choice reading.
Mrs. Bowen and Mrs. Flanders' students, please read on Literacy Footprints for 20 minutes and 10 minutes of choice reading.
This week, we started learning about inferring. Inferring is like being a reading detective, the reader is working to figure out information the author wants you to know even if they did not put the words in the book.
This week, we started learning about inferring. Inferring is like being a reading detective, the reader is working to figure out information the author wants you to know even if they did not put the words in the book.
An example of inferring would be the following: Sarah got her coat and an umbrella to walk to the mailbox. The reader could infer it is raining outside!
B. Listen to the book Chester's Way. What did you figure out about Chester and Wilson from clues in the story? Use your yellow Reader's Notebook to record a response.
B. Listen to the book Chester's Way. What did you figure out about Chester and Wilson from clues in the story? Use your yellow Reader's Notebook to record a response.
C. Post a picture of your response on Seesaw.
C. Post a picture of your response on Seesaw.
Literacy!
Literacy!
Math!
Math!
3. This week's math in review:
3. This week's math in review:
We have been learning about adding two digit numbers together. The strategy we learned this week is breaking apart to add. Watch the video below while referring to the example on page 145. Remember that we are learning different strategies to add double digit numbers because different brains learn different ways!
We have been learning about adding two digit numbers together. The strategy we learned this week is breaking apart to add. Watch the video below while referring to the example on page 145. Remember that we are learning different strategies to add double digit numbers because different brains learn different ways!
Breaking Apart Numbers to Add with Mrs. Flanders
Breaking Apart Numbers to Add with Mrs. Flanders
IMG_4794 2.movA. Watch the video above to review the break-apart method. Complete page 145-146 in the EnVisions math book, numbers 1-7. Looking for a challenge? Try out numbers 8-10.
A. Watch the video above to review the break-apart method. Complete page 145-146 in the EnVisions math book, numbers 1-7. Looking for a challenge? Try out numbers 8-10.
B. Post EnVisions pages 145-146 on Seesaw.
B. Post EnVisions pages 145-146 on Seesaw.
C. Spend 10 minutes on XtraMath. (10 minutes/day)
C. Spend 10 minutes on XtraMath. (10 minutes/day)
D. Play Prodigy to keep your math brain working! (10 minutes/day)
D. Play Prodigy to keep your math brain working! (10 minutes/day)
Social Emotional Learning
Social Emotional Learning
4. The world around us in constantly changing. When we think about schedules, learning environments, or holiday plans, we have to be willing to be flexible.
4. The world around us in constantly changing. When we think about schedules, learning environments, or holiday plans, we have to be willing to be flexible.
Get your brain thinking about being flexible with Grover, click here!
Talk with someone about one way you were a flexible thinker or learner this week.
Science!
Science!
5. We are continuing our exploration of how plants and animals are connected.
5. We are continuing our exploration of how plants and animals are connected.
Goal: We will become more familiar with how plants and animals are connected.
Goal: We will become more familiar with how plants and animals are connected.
Question: Where do plants and animals get energy?
Question: Where do plants and animals get energy?
If you are looking for a challenge, record information from the videos in your Science Notebook! You can try to include words, pictures, and labels.
If you are looking for a challenge, record information from the videos in your Science Notebook! You can try to include words, pictures, and labels.
Looking for a fun activity? Try this Meal Chain!
Looking for a fun activity? Try this Meal Chain!
Have your child write down what he or she had for breakfast, lunch, or dinner. Then help your child to work backwards to create a food chain of his or her meal. If your child had a glass of milk, then he or she should trace the milk back to a cow, and trace the cow back to grass, and trace the grass back to the Sun. Have your child draw their meal and create different food chains. Challenge your child to see if he or she can connect their food chains together. For example, the Sun needed to grow the grass can also be used to grow the orange tree for their juice and the grains for their bread. The grains might also be used to feed the turkey for their turkey sandwich.
Writing
Writing
6. We have been working recently on adding great beginnings to the books we are writing.
6. We have been working recently on adding great beginnings to the books we are writing.
A. Check out the slides above showing different beginnings from famous books. Read the question on each page and think about relating it to your own story.
B. Identify the feeling you want your reader to have when they begin reading your book. Check back in on your story to see if you included words that would help your reader feel this way.
7. Check out the Unified Arts Extension Activities
7. Check out the Unified Arts Extension Activities
Please have your child complete an extension for each UA class they do not have live this week. Contact the UA teacher(s) if you are unsure which lesson to complete.
sarah.croteau@sau26.org (LMS/Library)
matthew.mcginnis@sau26.org (Music)
jennifer.saucier@sau26.org (PE)
kate.viands@sau26.org (Art)
Unified Arts!
Unified Arts!
** Keep in mind, these activities can be spread out among independent work days.**
** Keep in mind, these activities can be spread out among independent work days.**
Use the checklist below to help keep track of your activities for the week. Feel free to print a copy of this for yourself at home or write out your own!
Use the checklist below to help keep track of your activities for the week. Feel free to print a copy of this for yourself at home or write out your own!
Checklist Weekly Assignments Week 13.pdfPage updated
Report abuse