Our Learning Goals
Unit 4 Elements of a Story: In this unit, students will learn that people impact the earth in positive and negative ways, and that it is our responsibility to protect the earth. They will also study the modes of conversation—reduce, reuse, recycle—and employ ways to protect the earth, such as by recycling and reusing products.
Lines of Inquiry (What questions are we trying to answer?): How do people impact the earth? What are the different ways people can protect the earth? Why is conservation important?
We will learn that harming the environment will lead to poor quality of life in the feature.
Protecting the earth is our responsibility as citizens of the world.
There are many ways to protect the earth (e.g., planting plants, reusing materials, picking up trash, etc.).
Skills we are learning: We are working on these skills: Gathering information from a text; Continuing conversation with peers through multiple exchanges determining unknown words; Retelling stories with key details · Forming an opinion and adding and adding supporting reasons; Producing complete sentences; Adding reasons for an opinion
Text(s): Human Footprint; Recycle That!; The Lorax
Text-Focusing Question(s): Why is it important to recycle?; How is the environment impacted by the Once-ler’s actions (The Lorax)?
Phonemic Awareness:
Target skills:
Phonemic Awareness is a foundational skill for learning to read and write. Each day, students will participate in a short lesson to help them develop an awareness of the sounds of our language.
Students will learn to:
●isolate sounds in words
●blend sounds to make words
●segment words into sounds
●manipulate sounds in spoken words
Reading Target Skills:
I can identify the characters, setting, and major events in a story.
I can ask and answer questions about key details in a text. .
I can use words I learned from texts and discussions in my work.
I can express my ideas and thoughts in a way that others can understand.
I can determine or clarify the meaning of unknown and multiple meaning words and phrases based on kindergarten reading and content.
Writing: Students will write a letter to their principal expressing their informed opinion on the best way to practice conservation in the classroom.
Click here for a Pencil Grip Poster.
Writing Target Skills:
I can produce and expand complete sentences.
I can print upper and lowercase letters correctly.
I can draw a picture and supply facts about recycling.
Social Studies:
Who are We! In this unit, students will explore the unique identities of people in their classroom and community, and learn about the importance of showing respect for everyone.
Science:
We will also look at what plants and animals need to live and how their needs are similar or different. This includes learning about what people need to survive, too.
Math:
Target Skills:
Module 4: Addition and Subtraction / Module 5: Place Value Foundations T-D and Three-D
We will:
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Order and match numeral and dot cards
from 1 to 10. State
1 more
than a given number.
(Lesson 29)
Objective 2: Make
math stairs
from 1 to 10
in cooperative groups.
(Lesson 30)
Objective 3:
Arrange, analyze, and draw
1 more
up to 10
in configurations other than towers.
(Lesson 31)
Objective 4:
Arrange, analyze, and draw sequences of quantities of
1 more,
beginning with numbers
other than 1.
(Lesson 32)
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Great Minds. eureka-math.org
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from 1 to 10. State
1 more
than a given number.
(Lesson 29)
Objective 2: Make
math stairs
from 1 to 10
in cooperative groups.
(Lesson 30)
Objective 3:
Arrange, analyze, and draw
1 more
up to 10
in configurations other than towers.
(Lesson 31)
Objective 4:
Arrange, analyze, and draw sequences of quantities of
1 more,
beginning with numbers
other than 1.
(Lesson 32)
©201
6
Great Minds. eureka-math.org
252
