Weekly Learning Targets


In reading, we have continued to ask different questions, which we refer to as green, yellow, and red questions. During reading groups, the kids were asked to practice stopping and asking questions periodically throughout the story. Again, the emphasis is on thinking while reading to enhance comprehension. As a result, the kids quickly realized as they were sharing their questions that the different levels of questions either allow for deeper conversation or just remembering answers. This is a great skill to work on with your child at home. 


Green Questions: I can GO directly to the text and find the answer. Examples of questions include: who, what, where, when, why, and how.


Yellow questions: The answer can be found by looking in many different places. I need to SLOW DOWN and look carefully for the answer. Example questions: compare or contrast, cause, and effect


Red questions: The answer CAN’T be found directly in the text. I have to stop and think about what I’ve read to help me answer the question. Example questions: I wonder why…, why do you think…, what if…, how could….


We began a new topic for our narrative writing. First, the kids and I created individual circle maps about our favorite birthdays. Once we completed our map, we each selected one activity and generated three supporting details. Next, we did a round of oral storytelling to express our ideas to a partner. The partner listened for strong adjectives to illustrate the event and listened for transition words to help us move smoothly from one detail to the next. We also discussed how to create an opening and closing. 


Next, we recorded our ideas on a flee map, which combines a flow map and a tree map. The kids appreciate the organization that a flee map provides. It allows them to easily take the ideas off the map and create sentences to construct their response. The paper is folded for this map into three sections (opening, body, closing), making it a less daunting task. 


We also discussed the importance of using strong verbs in our writing. Together, we read a Reader’s Theater, “Strong Verb vs. Weak Verb.” The kids loved how weak verbs are wimpy and overused. They were able to see how weak verbs do not help to paint a picture for the reader. They also enjoyed learning that strong verbs help to create better-written sentences. After the lesson, they were asked to look at two sentences in their own writing and make changes. Many were able to identify weak verbs that didn't help the reader. This coming week we will be working on revising, editing, and publishing our final draft. 


During Fundations, we continued to deepen our understanding of closed syllables and homophones. We also reviewed welded or glued sounds. These are sounds that, when together they make a slightly different sound than they do individually. For example, all, am, an, ang, ing, ong, ung, ank, ink, onk, unk. 



We continued to work on Unit 2 Multiplication facts: Use patterns this week. As our awareness of multiplication developed, the kids began to see the different patterns in the product when multiplying 0, 1, 2, 5, 9, 10. To help us understand the patterns, we began learning new terminology. For example, zero multiplied by any number has a product of zero. This is referred to as the Zero Property of Multiplication. The product of 1 and any number is the same number, which refers to Identity (one) Property of Multiplication. With multiples of 5, 9, and 10, the kids were able to take their understanding of place value to identify the pattern. For example, when multiplying a number by 5, the product in the ones place will either be 5 or 0. Also, when multiplying a number by 10, the product in the ones place will be 0. When multiplying by 9, the number in the ones place will decrease by one, and the number in the tens place will increase by one. 

This coming week we will be reviewing for our test on Wednesday. The kids will bring home their unit review on Monday. Please have them solve the problems and then check answers together.  I will email the answers. 

Social Studies: PBL- Putting the Pieces Together

The kids have been researching different playground equipment that we could implement to improve the TTE playground to make it more inclusive and appealing to children with autism. They have been recording their findings on a Google Doc. Along with writing justifications for each specific piece they found. During this process, they were asked to consider the different sensory integration elements that the equipment would support, including visual, auditory, tactile, vestibular, motor, social, and communication.


During Pack PRIDE, we began learning about eight different strengths/abilities. Thus far, we have discussed linguistics characteristics, logic/mathematics, spatial/visual, bodily/kinesthetic. Based on the information shared and questions answered, the kids recorded how they felt about each strength individually. For example, as a class, we noticed many students have strength in spatial/visual and bodily/kinesthetic.