ELA: Unit Summary:
In this unit students will understand that the earth is made up of large pieces of land surrounded by large bodies of water. They will explore the concepts of topography, habitats and environments to determine how these affect the ways people and animals live in different places around the world. In addition, students will explore each continent through the eyes of a traveler. They will research about the famous sites, foods and activities of each continent through various non-fiction resources including texts, videos, songs, and maps. Students will make connections to themselves and the world by comparing the similarities and differences between themselves and people in different places around the world. Students will use opinion writing to choose their favorite places around the world citing evidence to support their opinion using information from the research they conduct in whole groups, small groups and partnerships to motivate their readers to visit various wonders around the world.
Throughout the unit, students will use opinion writing to explore the following questions about the Earth: Where are interesting places on the Earth? How do people and animals in different parts of the world live? What kinds of geographical features are on the Earth? How are the lives of people around the world the same/different?
*Students will show their learning by writing opinion pieces with topic, detail and closing sentences using content vocabulary graded using the informational writing rubric
*Students will self assess using the rainbow writing tool.
*Students will peer assess using the rainbow writing tool or checklist.
*Student progress will be evaluated using lesson exit tickets documented using a success rate tracker.
*Observational notes from student discourse ( the use of vocabulary in their speaking)
Students have learned all lowercase letters, uppercase letters and sounds. Students are expected to use what they have learned and apply it to reading and writing strategies. In this unit, they will use letter sounds to segment and blend words. There are charts and videos posted to our Google Classrooms to help with this at home. It is important that your child uses the sound each letter makes so they can begin to read and write independently. It is time to apply what we have learned these past few months! In addition, we will learn the sounds of digraphs (ch, th, sh, wh, ck) and vowel teams. Finally, we will also introduce the silent “e” rule. As we teach new phonics rules, students are expected to use them when they read and write.
In reading, students will continue to learn that readers need to understand what they are reading. We will explore how to make connections to texts. Students can make a text to self connection, text to world connection or text to text connections. Making connections to texts helps readers better understand what they are reading. In addition, we will continue to assign sight words to students. Students must memorize sight words to become good readers. Sight words do not follow letter sound rules. Sight words cannot be “tapped” or “sounded” out. We encourage you to help your child memorize these words bi-weekly. It is now time for students to begin to use the sight words they have learned and apply them to reading. It is imperative that students have these memorized to become readers.
In math, kindergarten students will begin to learn about two-dimensional (flat) and three-dimensional (solid) shapes. (External Link) Students will identify the names of various 2D shapes, including triangles, circles, rectangles, squares, and hexagons, based on the number of sides and vertices (corners) that each shape has. Students will look for these two-dimensional shapes in the environment, such as seeing a circle on the face of a clock, or a rectangle in a birthday card. After, we will move into learning about three-dimensional shapes, including cone, cylinder, sphere, and cube. Students will match 3D solids to objects in their environment, (External Link)such as matching a cylinder to a paper towel roll and a cube to a tissue box. Next, students will identify the relative position of shapes in their environment using terms such as below, beside, next to, above, in front of, and behind. Finally, students will analyze, compare, and sort two- and three-dimensional shapes based on their similarities, differences, and attributes.
Students will end the year learning about different attributes used to measure and compare objects. We will focus on length, height, weight, and capacity. Students will compare objects using words such as shorter and taller, shorter and longer, heavier and lighter, and empty and full. Students will learn about the different tools used to measure theses attributes including rulers, tape measures, scales, and measuring cups.
At home have your child practice looking for shapes in their environment. Ask them to describe the position of objects using words such as above, behind, next to, between, beside, and in front of. Also, have your child compare objects in your home using words such as lighter/heavier and longer/shorter.
Students in class K-012 (Mr. Allwood’s Class) are learning to sing, move and play instruments on the steady beat. They will sing songs that are about being responsible community members and our world.
The resource below can be used to sing with your child at home:
- https://www.youtube.com/@SuperSimpleSongs (External Link)
DeGarmo Dance Partnership: Students are learning how to create various shapes, letters of the alphabet and numbers with their bodies. They are creating a dance that they will share with their families at the end of the year.
In SEL, kindergarteners have been learning all about integrity and how it is important to do the right thing even when no one is watching. Students listened to books, watched videos and had conversations about how they show integrity and how it makes them feel. After a read aloud of the book Julia and Jade the Giraffe, students reflected on themselves and chose their best character trait. They used this word to create an art piece, hanging in our classrooms. In the coming months, we will learn all about perseverance and how it is important to keep going and try your best even when things get hard. In June, Kindergarteners will end the year learning about kindness and how being kind can help make the earth a better place.
Activities to do at home: Please continue practicing sight words at home with your children, as they cannot be tapped out and must be memorized. Students should be fluent in sight words to learn how to read. In addition, please review the scaffolds included in the weekly homework sheet to help reinforce skills taught in school.
Sight words are high frequency words that must be memorized and cannot be tapped out. Please continue to practice weekly sight words with your child to help build his/her fluency, stamina and confidence in reading. Here you’ll find some fun activities you might want to try at home to make sight word practice a bit more engaging for your kindergartener: https://whatihavelearnedteaching.com/5-hands-sight-word-activities-kindergarten/(External Link)
Students will learn how to draw a ladybug inspired by the story, The Grouchy Ladybug by Eric Carle. Students will understand how to draw the steps of creating a ladybug through drawing and painting. Students will understand how to create a background in nature for their ladybug.
“I am so glad that the teachers can offer my child extra to help them learn more.” K013 parent
“I just want to say, my daughter has been nothing but happy since starting Queens Explorers Elementary. I can tell she really enjoys art and the lessons on Splash Learn are brilliant.” -K013 parent
“Thank you for working with her. I continue to work with her at home and have seen her growth in writing this year. I am happy she is able to write sentences!” -K011 parent
“I saw litter on the sidewalk outside my house! That is bad for the earth! People should put litter in the trash can.” Gaurav, K013
“Our community has a lot of litter. I saw an apple near a tree.” Alaia K012
“The illustration reminds me of when I go to the park.” Fayyaz K012
“If we don't have a plan how are we going to do the project!” Olivia C. K012