Weekly Update February 18-22


Friday, February 22:  Field Trip to WNC Nature Center (Please dress appropriately for the weather; students will need a disposable bagged lunch with their name on it)
February 28 – Animal Project Due
Subtraction and Spelling Tests will be taken on Thursday, February 21

Math – Chapter 12:  Numbers to 40


Count within 40 by making tens first
Represent numbers to 40 according to their place value
Understand the sequence of numbers from 20 to 40
Find 1 more/less than a number within 40
Find 10 more/less than a number within 40
Compare 2 two-digit numbers within 40
Practice counting and comparing numbers to 40

Subtraction Facts: -6

Unit 4 Skills

Spelling Words:  horn, porch, short, park, barns, herd, verb, said

Sound spellings: r-controlled vowels

/er/ as in her, fern, verb, clerk, stern

/ar/ as in cart, sharp, march, yard, starch, and tar.

/or/ as in cord, form, for, fork, horn, and sports

Past-tense marker pronounced /ed/, /d/, and /t/

‘ed’> /ed/  as in started, sounded, pointed, and lifted

‘ed’ > /d/ as in  grinned, formed, smiled, and waved

‘ed’ > /t/ as in helped, parked, baked, and hiked

New Tricky Words:  today, tomorrow, yesterday

During this Unit:

Read vowel sounds spelled with vowel digraph teams: er, ar, or, ee, ou, oi, aw, i_e, a_e, o_e, u_e,
Identify nouns and verbs orally and in writing.
Use regular past, present, and future tense verbs correctly orally and in writing.
Identify common and proper nouns orally and in writing.
Capitalize dates and use commas correctly when writing the formal date.
Identify and use end punctuation (. ? !) when writing answers to story questions.
Write complete sentences when answering written response questions, remembering to capitalize the beginning letter in a sentence and proper nouns.
Read and write two syllable words composed of a closed syllable, magic e syllable, or r controlled syllable. Examples include gum*drop, cup*cake, and star*fish. We will teach students to decode by chunking multisyllabic words into parts.
Identify the number of syllables (vowel sounds) in words.
Students will also be introduced to contractions, shorter forms of words in which an apostrophe replaces a letter or letters in words. The new contractions are let’s (let us), here’s (here is), it’s (it is), he’s (he is), and she’s (she is).
We began a new reader in Unit 4, “The Green Fern Zoo,”. Vern is the main character and works at The Green Fern Zoo. There are many animals in the story and students will learn facts and details about all different types of animals. “The Green Fern Zoo,” is an informational text, providing factual or real information about animals. This reader is nonfiction, meaning the facts are not made up. We ask that you complete the nightly reading homework assignments from the reader with your child. Allow your child time to read the stories twice, using the discussion questions to monitor comprehension. Students should be reading the text fairly fluently, since we read the stories together in class before they are assigned for homework. Remember students may also read other texts, such as library books to allow ample reading practice time at home.

Students will be receiving comprehension questions as homework to complete after reading in their readers. Students will restate the question in answer form, while using correct grammar (capitalization, spacing, and punctuation). Have students find the answer in their reader before constructing their own sentence.

At the end of the spelling quizzes, we dictate a sentence for the students to write and reward them with an extra point for the following- correct capitalization (beginning of sentence and proper nouns, correct punctuation at the end of the sentence, appropriate spacing, and neatness, correct spelling, as well as correct letter formation. These are skills we practice daily and it helps us monitor student progress.

Listening and Learning – Animals and Habitats

This domain will introduce students to the wonder of the natural world, focusing on the interconnectedness of all living things with their physical environment and with one another. Students will learn what a habitat is and will also learn to identify specific types of habitats and their related characteristics. They will learn to recognize different plants and animals as being indigenous to specific habitats and will begin to develop an understanding of several fundamental principles of nature. They will learn, for example, that animals and plants typically live in those habitats to which they are best suited, often developing unique characteristics or features that enable them to specifically adapt to the climate and conditions of a given environment. They will also be introduced to simple classifications of animals according to the types of food they eat and will begin to understand the notion of a food chain. In later grades, students will build upon the knowledge of habitats and animals that they will have gained from listening to and discussing the read-alouds in this domain. The concepts and factual information that they learn now will serve as the basis for later, in-depth understanding of increasingly detailed and sophisticated biological taxonomies, the interdependence of all of nature and its fragile balance, and an appreciation of the role that human beings must assume to protect the world in which they live.

Students will:

Identify the characteristics of the freshwater habitat
Explain that salt water covers most of Earth and is found in oceans
Identify and locate the oceans of the world on a globe: Arctic, Pacific, Atlantic, Indian, Southern
Describe the landscape of the ocean floor
Describe ocean life as very diverse
Match saltwater plants and animals to the saltwater habitat
Identify the characteristics of the bald eagles’ habitat
Explain why and how habitat destruction can cause extinction
Tested Vocabulary:  habitat, living, shelter, survive, adapted, burrow, exposed, tundra, camouflage, carnivore, herbivores, nocturnal, omnivore, scavengers, coexist, hardy, predators, prey, prickly, climate, hibernate, species, store, temperate, canopy, colonies, dense

habitat, n. The place where an animal or plant normally lives and grows

living, adj. Being alive; having life

shelter, n. Something that protects from weather or danger

survive, v. To remain alive

adapted, v. Changed to suit a special purpose or situation; adjusted

burrow, v. To dig a hole or tunnel

exposed, v. Left unprotected; put out in the open with no covering

tundra, n. A treeless area in a specific part of the Arctic

camouflage, v. To blend in or hide in the natural surroundings

carnivore, n. An animal that consumes other animals

herbivores, n. Animals that eat only plants or plant products

nocturnal, adj. Active at night

omnivore, n. An animal that eats both plants and other animals

scavengers, n. Animals that eat meat and waste left by other animals

coexist, v. To live peacefully together at the same time or in the same place

hardy, adj. Able to survive in unfavorable or harsh conditions

predators, n. Animals that hunt and eat other animals

prey, n. An animal that is hunted by other animals

prickly, adj. Small and sharp

climate, n. The type of weather that a place has over a long period of time

hibernate, v. To sleep during the winter season for periods of time that are longer than just one night

species, n. A group of animals or plants that are alike in specific ways and have similar characteristics or features

store, v. To save and put something away to be used later

temperate, adj. Not extremely hot or cold; a “middle” or moderate temperature

canopy, n. The top layer of the forest formed by the branches and leaves at the tops of the trees

colonies, n. A group of the same kind of animals or plants living and growing together

dense, adj. Thick

humid, adj. Wet and damp; containing a high amount of water or water vapor

patterns, n. Repeated shapes or designs

amphibious, adj. Able to live both on land and in water

float, v. To stay or move slowly on top of the water without sinking underwater

freshwater, adj. Water that is not salty

gills, n. The part of the body that fish and other underwater animals use to breathe

plankton, n. Very small animals or plants that drift in salt or freshwater

regeneration, n. The process of regrowing a body part, such as a limb or an organ

shallow, adj. Not deep

slopes, v. Inclines or is at an angle

valleys, n. Lowlands between two areas of highland

destroy, v. To completely ruin something
endanger, v. To put in danger’s or harm’s way; to create a dangerous situation

endangered species, n. A species present in such small numbers that, in
the future, it may no longer exist

extinction, n. The end of a species because of the death of all its