Thank you SO much for supporting your student by coming to parent conferences to discuss your child's academic progress. Remember, you do not have to wait for parent conferences to speak to me. If you have any questions or concerns, please email me. If possible, I will answer your question via email. If you prefer, just let me know and we can make an appointment to speak together in person.
Important! Please send back the signature portion of the family heritage, heritage doll, and family tree project.. These were sent home on Friday, November 21. (I've only received 3 so far!)
Social Studies Vocabulary:
Primary Source - an eyewitness account of an event, such as a photograph or letter
Secondary Source - something that gives you information about an event after that event took place, such as most newspaper and magazine articles, encyclopedias, history books
Artifact - an object made and used by people, such as clothing, medals, ceramics
Document - an important paper, such as a birth certificate or letter
Reading Comprehension Skills:
Main Idea/Details - what is the passage/paragraph/book mostly about? What are some details to support the main idea?
Author's Purpose - why did the author write the story, text, or letter? To entertain? To inform? To teach a lesson?
Compare and Contrast - what are the similarities and differences between two texts or stories about the same subject? Students need to be able to show this using a double-bubble thinking map. See below.
Continuing opinion writing. Students must state an opinion about the given topic, a reason for their opinion, an elaboration on the reason, another reason and elaboration, and end with a restatement of their opinion in a different way than the topic sentence. To earn a "3" all of this must be included in a coherent, organized fashion using complete sentences. To earn a "4" students must use beyond grade level vocabulary, more complex sentence structure, more reasons/elaborations.
Beginning narrative writing. Students must be able to write a personal narrative including important details and description in an orderly sequence of events. The narrative must be written in the first person and must include the setting, problem, wish, or goal, at least three events leading to a resolution, and, of course, the resolution.
R-controlled syllables. A vowel changes its pronunciation when followed by "bossy R." Examples: car, letter, curb, third, cord, etc.
Verbs. Students should be able to identify present and past tense verbs in a sentence, paragraph, and/or story. They should be able to generate appropriate verbs in their writing.
Plurals. Students should be able to make regular and irregular plurals in their everyday writing. Examples: toy, toys; leaf, leaves; bench, benches; pony, ponies; deer, deer; child, children.
Continuing Unit 3, Lengths and Shapes. We are continuing our study of 2- and 3-dimensional shapes. Students should be able to define and recognize 2-D shapes including circles, triangles, squares, rectangles, any quadrilateral, pentagons, and hexagons. They should be able to define and recognize 3-D shapes including rectangular prisms and cubes. We will be learning about line plots (see the math letter that went home today for more information).
Estimate (both noun and verb)
Centimeter (cm), Decimeter, Meter (m)
Inch (in.), Foot (ft.), Yard