Tuesday, May 1
Phonics: Long vowel e & Sneaky 'e' review
Reader's Workshop: Echo Reading Finding ShapesStudents will:~Echo-read to build fluency.
~Build comprehension through retelling.
A storybook reader is scheduled for 9:20 to read Miss Smith Under the Ocean.
DAILY 5
Math: Number Bonds (Day 2)
New Concept: We have been learning about big numbers lately. Remember a few weeks ago we learned about how 10’s and 1’s are used to make teen numbers like 11, 12, 13…? We did such a great job of working with these numbers. Today, I want to work with teen numbers again. We will use our Base 10 blocks. First, I will pull a number out of the bag. Then I will build this number with my beads. (Example: pull a 13 and build it.) Then I can write it two different ways. As I model the two ways to write the number, I will model the equation with the Base 10 blocks (10 + 3 = 13 and 13= 10 + 3).
Whole Group Explore: Today you and your partner will do this same activity. Partner 1 will pull the cards out and build the numbers while partner 2 records it two ways. Then you will switch.
Student Application: Students will complete number bonds and record their equations.
Science: How Bright is a Star?
Connect: Remember when we made a chart of all the things we knew about stars?
Teach: Today, I am going to show you one thing (physical attribute) about stars—some stars are brighter than other stars. I am wondering which of these flashlights is the brightest? That’s my question. So now I have to make my hypothesis. If I look at these flashlights, I can see that they have different sizes of bulbs. I know that larger bulbs have more energy. Stars with more energy are brighter. So I am thinking that the flashlights with more energy are going to make a brighter light.
Active Engagement: Now it’s your turn. You are going to be a scientist! I want you to draw on your paper your hypothesis.
Teach: I am going to shine the first light onto a piece of black paper. I want to measure how bright the light is. The farther away you can see the light, the brighter the light. I am going to keep backing up until I can’t see the light on the paper anymore. Now I am going to use my tape measure to see how far away you can still see the light.
Teach: Today, I am going to show you one thing (physical attribute) about stars—some stars are brighter than other stars. I am wondering which of these flashlights is the brightest? That’s my question. So now I have to make my hypothesis. If I look at these flashlights, I can see that they have different sizes of bulbs. I know that larger bulbs have more energy. Stars with more energy are brighter. So I am thinking that the flashlights with more energy are going to make a brighter light.
Active Engagement: Now it’s your turn. You are going to be a scientist! I want you to draw on your paper your hypothesis.
Teach: I am going to shine the first light onto a piece of black paper. I want to measure how bright the light is. The farther away you can see the light, the brighter the light. I am going to keep backing up until I can’t see the light on the paper anymore. Now I am going to use my tape measure to see how far away you can still see the light.
Active Engagement: Now it’s your turn. You are going to be a scientist! We will measure the distance of light from other sizes of flashlights.
Link: Remember boys and girls, today and everyday, good scientists know that when a star has more energy, it is brighter. That’s like when a flashlight’s bulb has more energy
PhyEd Today
~Save the Date: Track & Field Day
Friday, May 25-Kindergarten participates until approximately 10:00 am. More info to come...
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