Language arts
Students have been learning to chunk harder words by dividing up parts of the word into smaller groups of letters. For example, the word 'together' can be divided into three smaller chunks: to/ get/ her. This helps students to become more successful at reading a more challenging word accurately. This is one strategy that students can use to read words.
After visiting Cabrillo National Monument and going tidepooling, students were able to reflect on their exploration and discoveries by writing about the most exciting part of the fieldwork. Students were also able to write about one new things they learned as they went tidepooling. Having the hands-on real life experience through fieldwork, allows students to really grasp a greater understanding of the content and therefore become better at reflection and writing.
Students read an article on moon phases. They were able to identify to the class and in partners some of the special vowel pattern words we learned about.
After visiting Cabrillo National Monument and going tidepooling, students were able to reflect on their exploration and discoveries by writing about the most exciting part of the fieldwork. Students were also able to write about one new things they learned as they went tidepooling. Having the hands-on real life experience through fieldwork, allows students to really grasp a greater understanding of the content and therefore become better at reflection and writing.
Students read an article on moon phases. They were able to identify to the class and in partners some of the special vowel pattern words we learned about.
Math
Students used pattern blocks to represent fractions of whole, halves, thirds, and fourths. Students learned about the word and number representation of fractions. For example, the number representation for halves can be 1/2. Students also used unifix cubes to solve addition problems. They used an addition chart to complete as they worked on the various addition problems. Students started to notice patterns as the moved through the addition chart in sequence. They began to notice that the sum would increase by one like on a number line as they added numbers in order. For example: 2+3=5; 2+4=6; 2+5=7, etc.