What students will learn in week 30, 31, & 32
Chinese Literacy:
Mandarin Matrix Story Garden- K Unit 10 (week: 30(12), 31(13) & 32(14).)
Mandarin Matrix Story Garden- K Unit 10 (week: 30(12), 31(13) & 32(14).)
- Introducing 星期(week day), 几(how many/how much), 年(year)
- Practicing and using 星期(week day), 几(how many/how much), 年(year) to make sentences.
- Focus Words: 星期(week day), 几(how many/how much), 年(year), 今(today),是(yes),昨(yesterday),明(tomorrow),爸爸(dad),妈妈(mom),姐姐(older sister),学校(school),上学(go to school),上课(class begins),去(go),生病(sick),朋友(friend),等等(et cetera.),家(home),里(inside),下雨(rain),不(no),出去(go out),小山羊(little mountain goat),在哪里(where),在/ 不在(at/not at),水(water),准备好了(ready).
- Day 1 to 4: Chinese characters: 星期(week day), 几(how many/how much), 年(year)。(Using these characters in sentence form.)
- Day 5 to 7: Review Chinese characters: 大,小,上,下,不,坐,在,里,山,水,火, 人,马,牛,羊,鸟,虫,男,女,雨,土,月,天,日,生,今,明,昨,是,走,去,来,田,星期,几,年。(Using these characters in sentence form.)
- Day 8 to 10: More integrated and recycled practices/Match Chinese characters into correct pictures to check student’s understanding of characters and sentences they’ve learnt in this unit.
- Day 5 & Day 10: Quiz/Assessment.
- 快快长大(Growing Quickly).
- 母亲节(Mother's day).
- 大男生(Big boy).
- Week 4 vocabulary: 一(one),二(two),三(three),四(four),五(five),六(six),七(seven),八(eight),九(nine),十(ten)。
- Week 5 vocabulary: 上( on, on top, upon),下(down, downwards, below, lower),大(big, huge, large),小( small, tiny, few, insignificant, young)。
- Week 6 vocabulary: 山(mountain), 水(water), 火(fire), 人(people)。
- Week 7 vocabulary: 晴天(sunny),阴天(cloudy),(下)雨天(rainy),(下)雪天(snowy)。
- Week 8 vocabulary: 星期一(Monday),星期二(Tuesday),星期三(Wednesday),星期四(Thursday),星期五(Friday),星期六(Saturday),星期天/星期日(Sunday)。
- Week 9 & 10 vocabulary: 不(no), 坐(sit), 在(at/on/in), 里(inside), 这里(here), 哪里(where), 那里(there), 等(wait), 这个(this).
- Week 11 & 12 vocabulary: 山(mountain), 水(water), 火(fire), 人(people), 上山(to go uphill/mountain), 下山(to go down the hill/mountain), 爬山(to climb a mountain), 火山(volcano), 玩水(Playing with water), 跳水(jump into water/diving), 喝水(drink water).
- Week 13 & 14 vocabulary: 马(horse),牛(cow),羊(sheep/goat),鸟(bird),虫(bug/insect/worm)。
- Week 16 & 17 vocabulary: 男(boy),女(girl),雨(rain),土(soil/dirt),花(flower),需要(need),太阳(Sun),太多(too much),太少(less or fewer),好大(big),好小(small) 。
- Week 18,19(1) & 20(2) vocabulary: 月(moon/month),天(day/sky),日(sun/day),生(birth), 谁的(whose),生日(birthday),蛋糕(cake),万圣节(Halloween),男生(boy),女生(girl), 日+月=明(日sun + 月moon = 明tomorrow. When you see a sun and moon that means it is tomorrow)。
- Week 21(3) & 22(4) vocabulary: 今(today), 明(tomorrow), 昨(yesterday), 是(yes).
- Week 23(5) & 24(6) vocabulary: 走(walk), 去(go), 来(come), 田(field).
- Week 25(7) & 26(8) vocabulary:星期(week day), 几(how many/how much), 年(year), 几年(which year?), 几月(which month?), 几日(which day?), 几天(how many days?)。
Math:
Topic 10: Using Models and Strategies to Add Tens and Ones. (10.5~10.9) (Week 30(13) & 31(14).)
Topic 10: Using Models and Strategies to Add Tens and Ones. (10.5~10.9) (Week 30(13) & 31(14).)
- 10-5: Add Tens and Ones using Models.
- 10-6: Make a Ten to Add.
- 10-7: Add Using Place Value.
- 10-8: Practice Adding Using Strategies.
- 10-9: Math Practices and Problem Solving: Model with Math.
- Students will solve addition problems by recognizing and recording its parts in small groups.
- I can solve addition problems by recognizing and recording its parts with a small group.
- 10-5 I can solve addition problems by using blocks or drawings.
- 10-6 I can use my knowledge of ten to help make addition problems easier to solve.
- 10-7 I can add 2 digit numbers.
- 10-8 I can solve addition problems using different strategies.
- 10-9 I can model with math by drawing a picture and writing an equation to help me solve a problem.
- Students will speak the words inside, outside and in all while adding parts.
- I can speak the words inside, outside and in all while adding parts.
- Lesson 11-1: Subtract tens using models.
- Lesson 11-2: Subtract tens using a hundreds chart.
- Lesson 11-3: Subtract tens using an open number line.
- Lesson 11-4: Use addition to subtract tens.
- Lesson 11-5: Mental math: Ten less than a number.
- Lesson 11-6: Use strategies to practice subtraction.
- Lesson 11-7: Math practices and problem solving: Model with Math.
- Students will be able to subtract 10 from multiples of 10 in the range 10-90.
- Students will be able to use a hundred chart to subtract multiples of 10 from two-digit numbers.
- Students will be able to subtract a multiple of 10 from a two-digit number.
- Students will be able to subtract multiples of 10 from two-digit numbers using mental math.
- Students will be able to subtract one-digit numbers from two-digit numbers with and without regrouping and record the difference in horizontal form.
- Students will be able to draw a picture and write a number sentence to solve subtraction story problems.
- I can subtract 10 from multiples of 10 in the range 10-90.
- I can use a hundred chart to subtract multiples of 10 from two-digit numbers
- I can subtract a multiple of 10 from a two-digit number.
- I can subtract multiples of 10 from two-digit numbers using mental math.
- I can subtract one-digit numbers from two-digit numbers with and without regrouping and record the difference in horizontal form.
- I can draw a picture and write a number sentence to solve subtraction story problems.
Science/Social Studies (Interconnections):
Unit : Exploring Life Cycles: (week: 30(12)and 31(13).)
Water: Investigate and Interact with Water (week: 32(14), 33(15), & 34(16).)
Unit : Exploring Life Cycles: (week: 30(12)and 31(13).)
- Exploring the Life Cycle of Butterflies.
- Exploring the Life Cycle of Frogs.
- Students will say the 4 parts of the life cycle of a butterfly during whole group instruction.
- Students will put the life cycle of a butterfly in order individually.
- Students will identify the needs of frogs through the sorting activity done in pairs.
- I can say the 4 parts of the life cycle of a butterfly during whole group instruction.
- I can put the life cycle of a butterfly in order by myself.
- I can sort the things frogs need and don’t need with my friend.
- Students will say the 4 parts of the life cycle of a butterfly during whole group instruction.
- Students will say the order of the life cycle of a butterfly to their partner.
- Students will use the sentence frame frogs need ____ or frogs don’t need ______ during the sorting activity with a partner.
- I can say the 4 parts of the life cycle of a butterfly during whole group instruction.
- I can tell the order of the life cycle of a butterfly to my friend.
- I can say frogs need ____ or ‘frogs don’t need ______ while sorting with my partner.
Water: Investigate and Interact with Water (week: 32(14), 33(15), & 34(16).)
- Water
- Living Things Circle
- Earth’s Water
- Investigate the natural world including rock, soil and water.
- Observe, compare, describe, and sort components of soil by size, texture, and color.
- Identify and describe a variety of natural sources of water, including streams, lakes, and oceans.
- Gather evidence about the uses of rocks, soil, and water.
- Students will demonstrate that water changes shape, gets absorbed, evaporates and has weight during the center activities in small groups.
- Students will match river, lake, ocean to their pictures during matching activity in small groups.
- I can demonstrate characteristics of water during centers in small groups.
- I can match river, lake, ocean to their pictures during the activity in small groups.
- Students will show thumbs up or down to demonstrate understanding of the characteristics of water during whole classinstruction.
- Students will say river, lake and ocean during the swatting activity in a small group.
- I can show thumbs up or down to show my understanding of the characteristics of water during whole class instruction.
- I can say river, lake and ocean during the swatting activity in a small group.