Our Learning Goals
Unit 2 Community Helpers: In this unit, students will learn that community workers and teamwork are important aspects of any working community. Additionally, they will explore how where people live also affects where they work, play, and reside within that community.
Lines of Inquiry (What questions are we trying to answer?): What are characteristics of a community?
What are the different roles that people play in a community? What functions do places in the community serve?
Skills we are learning: Identifying main topic and key details, Naming and describing the functions of community helpers/workers, Forming an opinion about community helpers.
Text(s): Helpers in My Community, Bobbie Kalman ; Officer Buckle and Gloria, Peggy Rathmann
Text-Focusing Question(s): Why is it important to have community workers?
Students will understand that there are many different types of groups (e.g., sports, schools, family, workers...) that work together to accomplish goals.
People who live and work in a community need to come together to make their community a place where people are healthy, safe, and cared for.
Illustrations provide information that adds to the text and clarifies ideas for the reader.
Readers use informational texts to form their own opinion of a topic.
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 with prompting and support, ask and answer questions about key details in a text.
I can recognize common types of texts (e.g., storybooks, poems). RL.K.7:
I can with prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in stories.
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.
Writing: Students will write a list-and-label book naming their community worker, what they do, and what tools they use.
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 a topic.
Social Studies:
Unit 2: Working Together
students will learn about the unique identities of individuals in their classroom and community and learn about the importance of demonstrating respect for all individuals. Teachers should utilize read-aloud texts, images, artifacts, and materials that represent diverse student experiences and support the development of early literacy skills
Science:
Unit 2: Using force to change motion
Students will learn:
Pushes and pulls can have different strengths and directions.
Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.
When objects touch or collide, they push on one another and can change motion.
A bigger push or pull makes things speed up or slow down more quickly.
Math
Target Skills:
Module 2: Two and Three-Dimensional Shapes-D and Three-D
We will:
Analyze and name two-dimensional shapes and focus on the following:
Find and describe attrtibutes of flat shapes.
Classify shapes as triangles or non triangles.
Classify shapes as circles, hexagons, or neither.
Classify shapes as rectangles or nonrectangles, with square rectangles as a special case.
Communicate the position of flat shapes by using position words.
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
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
