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April 24-28


We continued our exploration of plants this week. We started the week by exploring the different parts of a plant from the roots all the way to the flower. We found out that each part has an important job. (The roots hold the plant in the ground and then take in the water from the soil. The stem holds the plant upright and carries the food. The leaves make food for the entire plant. The flowers produce fruit and seeds. And the seeds make a new plant.) We wrote about the job of each of the plant parts and then we turned our writing into a flip chart with a flower on top. We also found out that when we eat fruits and vegetables, we are eating many different parts of the plant. One day for a snack we ate an entire plant. (carrot roots, celery stem, spinach leaves, cauliflower flowers, and sunflower seeds.)



Monday:

In reading, we were introduced to our two new sight words, so & them. Then we reviewed all of our sight words. Next, we read through our new emergent reader, Parts of a Plant. This was a nonfiction book that provided information about the different parts of a plant and its job. Next we compared it to the story Parts of a Plant by Wiley Blevins. We found that both books provided the some of the same information. We found out that the roots hold the plants in place and suck up the water. The stem holds the plant in place and carries the water. The leaves make the food with sunlight. The flower makes fruit and seeds. And the seeds make plants. Then we completed a worksheet labeling the different parts of the plant. We ended our reading time by reviewing the th, ch, & sh digraphs and completing a beginning digraphs worksheet.

In religion, we listened to the story of Jesus walking on water. We talked about Peter’s role in the story and how that relates to us.

In math, we were introduced to a new game, Addition Top-It. We started by reviewing the directions for Top-It (which is like War) since it has been a long time since we played it. Addition Top-It is like regular Top-It except you flip over 2 cards and add them together to get your number. After playing together as a whole group, we broke into partners and played together.

Tuesday:

We started reading by reviewing what we know about plants. Then we worked on gathering more information about plants from books. Ms. Torborg had several different books about plant parts. As we read each of the books, we tried to figure out the job of that plant part. Once we figured out the job, we wrote it down on a big flower. We found out that the roots hold the plants in place and suck up the water. The stem holds the plant in place and carries the water. The leaves make the food with sunlight. The flower makes fruit and seeds. And the seeds make plants. We also reviewed our sight words and completed our sight word worksheets for them & so.

In math, we were introduced to a function machine. A function machine changes a number. We put a number in, something happens to it (the Rule), and it spit a new number out. The first machine we worked on we knew determined the number that went into the machine and the machine showed us “what happened” to the number. We tried to figure out the number that would come out of the machine. For example, we put 3 into the machine. It added 2 to the number. We determined that the number 5 would come out. After practicing several rounds, we completed a function worksheet.

In religion, we reviewed some of the miracles Jesus’s performed. Then we watched a video about the miracles Jesus performed.

Wednesday:

In reading, we listened to the story, The Tiny Seed. As we listened, we were able to identify the different ways seeds can move (people/animals, air, & water). We were also able to identify the main character, the seed, and setting, outside. Next, we completed the writing project we started on Tuesday. We started by reviewing the job of the different parts of a plant. Then we turn our turned our writing paper into a big flower. Ms. Torborg cut out our flower for us. We had to glue it on a piece of paper. Ms. Torborg also traced each of the plant parts on construction paper, so we just had to cut them out. Then we glue just a corner of them over our flower to make a “flip chart”. The last step was to added some background details to our picture. We ended reading by reviewing the th, ch, & sh digraphs and then completing a ending sound digraph sorting worksheet.

In math, we worked on identifying shapes, giving specific directions, and listening and following directions with an activity called Make My Design. We started by gathering our supplies. We each needed a bowl with full of patter pieces and an office. Then we found a partner. To complete this activity we need to sit across from our partner and put up our office. That way our partner could not see what we were working on. Then one person built a design with 5 or 6 shapes. When they were done, they had to describe the shape to their partner, so they could build the same thing without seeing it. The trick is to give very specific details. When they are done, we could remove our offices and compare our designs.

In Owleus, we talked about what to do when we see someone who is misbehaving in the hallway and how our actions can help or hurt the situation.

In the afternoon, we did reading rotation stations. We worked on building sentences, building words in a word family, 4 in a row, Pop & Match middle sounds, and a sight word game on the SMARTboard.

Thursday:

In reading, we were introduced to a new kind of word, compound words. A compound word is formed when two words are put together to form a new word. We watch a short video that taught us how to build compound words with a few actions. After singing our song a couple times, we put our skills to the test. Ms. Torborg handed us each a word card. We had to read our word and then find the word that when matched with our word would make a compound word. If we got it right, the picture in the middle would be complete. After a couple of rounds, we moved on to another activity. Ms. Torborg gave us each a word card and then set the rest of the word cards around the room. We had to try to find the match to our word card that would make a compound word. We ended with a another short video. During the video clip, we were given two picture clues. We had to put them together to figure out the compound word. We also listened to the story, Tops and Bottoms. As we listened to the story, we defined some of the “big” words we heard, identified the main characters and setting, and made predictions about what might happen next.

We also reviewed the 5 different plant parts - roots, leaves, stem, flower, seeds, and their jobs. After discussion the job of each section, we created a list of things that we could eat. Part of our theme was also our snack today. We ate a plant- an entire plant. Well almost. Ms. Torborg gave us one of the vegetables from the list. For roots we ate carrots. Leaves were spinach. The stem was celery. The flower was broccoli. And the seeds were sunflower seeds. After we finished our snack or at least tried it, we could have second. We had to ask for the part of the plant we wanted to eat.

In religion, we talked about St. Catherine of Siena. She loved God very much even as a young girl. She prayed to him all the time even when her family didn’t understand. She is the patron saint of nurses and her feast day was April 29th. As we watched her movie, we colored her picture in our Saint Books.

In math, we were introduced to another new game, Subtraction Top-It. subtraction Top-It is just like Addition Top-It only you need to subtract the two numbers. The key is you need to know which number is bigger. You always have to take the smaller number away from the bigger number. And then the person with the smallest answer gets to keep all of the cards. After playing together as a whole group, we broke into partners and played together.

We ended the day by reviewing the things a plant needs to grow along with the different parts of a plant. Then we completed a worksheet reviewing theses concepts. We had to cut out the words at the bottom. Then we had to decide if they are a part of a plant or a need of the plant and glue them in the correct column.

Friday:

Before we left for church, we completed a reading and math worksheet. On our reading worksheet, we had to complete the sentence by writing a word from the word bank. On our math worksheet, we had to put the numbers in order. After Mass, we had snack, recess, and Spanish class. Then we completed our calendar binder before we were off to lunch.

After lunch, we reviewed compound words. We listened to our song and then tried to make our own compound words. Then we completed a compound word worksheet.

Then our 5th grade buddies visited us. We taught them how to use the BeeBots. Then we worked together to write a code that was more then 10 steps.

After that we continued our exploration of flowers. We read through the book, Flip, Float, Fly: Seeds on the Move. We explored how seeds move. We found out that there are three main ways seeds can move by animals or people, through the air, or in the water. Then we watched Magic School Bus: Goes to Seed. It explained the different ways seeds move from place to place.