Haywood weekly focus 6 2016

Haywood Weekly Focus #6, 2016 

Pre-K Weekly Focus: How Do We Make and Keep Friends 

Sept. 19-23 

Language: Scholars use language to tell about another time or place. 

Literacy: Scholars show awareness of separate syllables in names. 

Math: Scholars count to 10 or count objects up to 5 using one number name for 

each object.


Subject 

RLA 

Kindergarten Weekly Focus September 

19-23 

Scholars will recognize rhyming words 

Scholars will narrate an event using pictures and words. 

RF.K.2 – Recognize rhyming words 

W.K.3 – Use drawing, dictating, and writing to narrate a single event, and tell about the 

event in the order in which it happened. 

Math 

Activities for home: Practice reading sight words I, like, the, and, to, see, we, and a. 

Practice writing first name. Find rhyming words in books or pictures. 

Scholars will use different ways to solve addition problems. (drawing, songs, hands, etc)


K.OA.A.1- Represent addition with objects, fingers, mental images, drawings, sounds, 

acting out situations, verbal explanations, or equations. 

Activities for home: Practice adding using pictures, equations, hands, songs, etc. 

Social 

Studies 

Scholars will discuss Columbus Day and Christopher Columbus. 

K.29 – identify and describe events or people and why we celebrate them. 

Activities for home: Have conversations about who Christopher Columbus was. 

Science 

Scholars will observe how people change as they grow. 

GLE 0007.4.1 – Observe how plants and animals change as they grow. 

Activities for home: Practice drawing and labeling family members and talking about each 

one, and how people change as they grow up.


Language Arts: 

Standards: 

*L.1.2d Use conventional spelling for 

words with common spelling patterns and 

for frequently occurring irregular words. 

*RI.1.1 Ask and answer questions about 

key details in text. 

* W.1.3 Write narratives in which they 

recount two or more appropriately 

sequenced events, include some details 

regarding what happened, use temporal 

words to signal event order, and provide 

some sense of closure. 

Objectives: 

*I can read and write words with 

short e by peeling off the word into 

individual letter sounds and pushing the 

sounds together quickly. 

*I can understand and retell an 

informational text that I have listened to 

or read by asking myself questions as I 

read or listen and using text and graphic 

features. 

* I can write a narrative that describes an 

event that happened in sequence by 

talking with a partner and using a flow 

map to plan my writing. 

Journeys Lesson 4: Lucia’s Neighborhood 

Strategy: Question 

Skill: Text and Graphic Features 

Fluency: Intonation 

Vocabulary: Alphabetical Order 

Writing: Narrative 

Grammar: Adjectives 

High Frequency Words: 

all, me, does, my, here, who 

Word Study: yet, web, pen, wet, 

leg, hen


Mathematics: 

Unit 2: Operations and Algebraic Thinking 

(ends 9/23) 

Standards: 

*1.OA.C.5 Relate counting to addition and 

subtraction (e.g., by counting on to add 2). 

*1.OA.A.1 Use addition and subtraction within 

20 to solve word problems involving situations 

of adding to, taking from, putting together, 

taking apart, and comparing, with unknowns 

in all positions, e.g., by using objects, 

drawings, and equations with a symbol for the 

unknown number to represent the problem. 

Objective: I can compare sets of objects 

by making a comparing model and 

subtracting. 

Resources: 

Go Math 2.5: Use Pictures and Subtraction to 

Compare 

Go Math 2.6: Hands On: Subtract to Compare


Science: Organisms Unit (Assessment 9/30) 

Standard: 

*GLE.0107.7.1 Realize that water, rocks, soil, 

living organisms, and man-made objects 

make up the Earth's surface. 

*GLE0107.T/E.1 Recognize that both natural 

materials and human made tools have 

specific characteristics that determine their 

use. 

*GLE.0107.7.2 Classify Earth materials 

according to their physical properties. 

Objective: 

I can classify natural (water, rocks, soil, 

living organisms) and man-made objects 

on Earth’s surface based on their physical 

properties by using tools to observe.

Haywood Weekly Focus #6, 2016


Social Studies: (Week of 9-19) 

Standards: 

*1.8 Give examples of products (goods) 

that people buy and use. 

*1.9 Give examples of services 

(producers) that people provide. 

*1.10 Explain differences between goods 

services and describe how people are 

consumers and producers of goods and 

services. 

*1.11 Describes goods and services that 

are exchanged worldwide. 

Objective: 

*I can give examples of goods and services 

and compare and contrast them by talking 

with a partner and using a double bubble 

map or Venn Diagram. 

Standard: 

*1.12 Examine different types of 

advertisements used to sell goods and 

services. 

Objective: 

*I can compare and contrast different 

types of advertisements used to sell 

goods by looking at examples of 

advertisements, discussing with a partner, 

and using a double bubble map. 

Standard: 

*1.14 Examine and analyze economic 

concepts including basic needs vs. wants 

and the factors that could influence a 

person to use money or save money. 

Objective: 

*I can compare and contrast basic needs 

and wants that people use money for by 

talking with a partner and using a double 

bubble map. 

Advertisement


Anchor Text: “Animals Building Homes” 

Reading: 

RI.2.4 Determine the meaning of words and phrases in a text. 

RI.2.5 Know and use text features to locate facts and information. 

I can… 

I can ask and answer questions to clarify what I am reading. 

I can tell how words and photos help me to understand new information. 

Text or 

graphic 

feature 

Page # 

purpose


Vocabulary: 

L.2.6 Use words and phrases acquired through conversations, reading and being read to, and 

responding to texts. 

I can use vocabulary words in a sentence. 

Phonics: RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. 

Common Final blends: nd, ng, nt, ft, xt, mp 

next 

end 

camp 

sank 

sing 

drink 

hunt 

stand 

long 

stamp 

pond 

bring 

Grammar: Plural Nouns 

L.2.1a Use collective nouns. 

L.2.1b Form and use frequently occurring irregular plural nouns. 

Thinking Question


Do I need a noun that names one or a noun that names more than one? 

I saw three (goose, geese). 

I can identify frequently used plural nouns. 

Writing: W.2.2 Write informative/ explanatory texts in which they introduce a topic, use facts 

and definitions to develop points, and provide a concluding statement or section. Paragraphs 

should start with a topic sentence that clearly states the main idea. 

Connect to Animals Building Homes 

“Some animals 

put a lot of 

work into 

building their 

homes. 

Weaver birds 

make nests 

that hang 

from tree 

branches. The 

birds carefully 

weave grass 

and leaves 

together.” (p. 

199) 

Main Idea 

Some animals 

work hard to 

build their 

homes. 

Supporting 

Detail 1 

Weaver birds 

make hanging 

nests. 

Supporting 

Detail 2 

They weave 

together grass 

and leaves.


Math: 

2.OA.1: I can use strategies to solve addition and subtraction word problems (within 100). 

NBT.5: I can add and subtract two-digit numbers within 100 

using strategies based on place value, properties of operations, and/or the relationship 

between addition and subtraction. 

Commutative Property of Addition Example: 3 + 5 = 5 + 3 

Associative Property of Addition Example: (2 + 7) + 3 = 2 + (7+3) 

Identity Property of Zero


Science: 

GLE 0207.7.2 

I can describe rocks according to their origin, size, shape, texture, and color. 

SCI.2.GLE 0207.Inq.1: Observe the world of familiar objects using the senses and tools. 

SCI.2.GLE 0207.Inq.2: Ask questions, make logical predictions, plan investigations, and represent 

data. 

SCI.2.GLE 0207.Inq.3: Explain the data from an investigation.


3 rd Grade Weekly Focus September 19-23, 2016 

Subject 

ELA 

Weekly Skills to Practice 

This week we will be doing a lot of reviewing what we have covered over the first 9 weeks 

of school for are upcoming benchmark assessments. Our major strategy will be pulled from 

the Notice and Note area on Contrasts and Contradictions. Having students stop while they 

are reading and ask themselves “Why is the character doing this?” 

Comprehension Skill/Strategy: Text and Graphic Features /Infer & Predict 

Writing Focus: Students will continue to write narrative stories to identify the purpose of 

entertaining their reader. They will focus on meeting the main components of: who, what, 

when, where, why and how of a given topic or about and event or experience. 

Grammar Focus: Students will be comparing words using the ER and EST endings. 

Phonics: Teacher will work on phonics skills based upon the need to the students during 

small groups. Each individual student will work on needs based on DSA data.


Standards: L.3.1.g Form and use comparative and superlative adjectives and adverbs, and 

choose between them depending on what is to be modified RF.3.3c Decode multi-syllable 

words L.3.2e Correctly spell grade-level appropriate high frequency words. W.3.3 Write 

narratives to develop real or imagined experiences or events using effective technique, 

descriptive details, and clear event sequences. RL.3.3 Describe characters in a story (e.g., 

their traits, motivations, or feelings) and explain how their actions contribute to the sequence 

of events. SL.3.3 Ask and answer questions about information from a speaker, offering 

appropriate elaboration and detail. 

Additionally, students should be reading for 20 minutes each night. They should be 

recording what they are reading in their agenda nightly. 

Additionally, students should be reading for 

20 minutes each night. They should be 

recording what they are reading in their 

agenda nightly. 

Social 

Studies 

Students will be continuing in Week 6 and 7 of Studies Weekly on North America and 

East Tennessee. We will be identifying and distinguishing the different types of maps, their 

components and why they are important. This will then flow into students leaning about 

continents, beginning with North America. 

Standards: 3.14 Interpret different texts and primary sources to describe the major 

components of culture including language, clothing, food, art, beliefs, customs, and music. 

3.15 Use information gained from timelines, primary sources, media, and informational text 

to identify major historical events and patterns in North America. 

3.27 Compare and contrast landforms, climates, population, natural resources, and major 

cities of the three Grand Divisions of Tennessee. 

Science 

Standard: SPI 0307.2.2 Plants and Animals Competition for Resources


Objective: Students will determine how living things exist amongst nonliving things. 

Key Vocabulary: 

Environment Energy Adapt/survive 

Ecosystem Nutrients Shelter 

Community Air Water 

Habitats are places where organisms live. 

Animals and plants live in the same places. 

Math 

Standards: 3.OA.A.4 Determine the unknown whole number in a multiplication or 

division equation relating three whole numbers. For example, determine the 

unknown number that makes the equation true in each equation 8 x ? = 48, 5= □ ÷ 

3, 6 x 6 = ?. 

3.OA.B.6 Understand division as an unknown-factor problem. For example, find 

32÷8 by finding the number that makes 32 when multiplied by 8. 

Objective: I can find the unknown number in a multiplication or division equation 

by using different strategies. 

Unit Vocabulary 

Fact 

Family 

Division Dividend Divisor Quotient Equal shares 

Partition Equation Unknown Multiplication equal 

groups 

Inverse 

operation 

times 

Additionally: Students need to be practicing multiplication facts daily. 

Division/Multiplication Strategies:


ARRAY FACT FAMILY EQUAL GROUPS 

Multiples 

Compute 

r 

Resource 

s 

News 

You can 

Use 

BrainPop Jr. 

www.brainpopjr.com 

Username: eaglet 

Password: eaglet 

Flocabulary 

www.flocabulary.com 

Username: westmiddlestudent4 

Password: westmiddlestudent4 

Khan Academy 

Learn Zillion 

Upcoming Dates to Remember: 

10/3-10/7 Fall Break; students do not report


4 th Grades Weekly Focus September 12 – September 

23 

Language Arts 

Me and Uncle Romie 

Informational Text: Sidewalk Artists 

Weekly Focus 

I can understand a character using details from the story. 

I can recognize similarities and differences between a story character’s life and my life. 

Essential Question: How do an artist’s experiences affect his or her art? 

Cross curricular connection: Visual Arts: Collage 

Students may not know what a collage is – confer with art teachers, do a collage, look at 

other collage art in literature (Eric Carle?) 

Foundations 

CCSS.ELA-Literacy.L.4.2.d 

Spell grade-appropriate words 

correctly, consulting references as 

needed. 

Suffixes –able, -ible 

Standards 

Understanding Characters, 

Point of View, Theme, summarize 

Comprehension Strategies/Skills 

Grammar and Writing 

Narrative Writing 

CCSS.ELA-Literacy.L.4.2.a 

Use correct capitalization. 

CCSS.ELA-Literacy.L.4.3.a 

Choose words and phrases to 

convey ideas precisely.*

Vocabulary: Character, 

Point of View, Figurative 

Lang. 

CCSS.ELA-Literacy.RL.4.4 

Determine the meaning of 

words and phrases as they 

are used in a text, including 

those that allude to 

significant characters found 

in mythology (e.g., 

Herculean). 


https://www.youtube.com/watch?v=YzHYnIWg5V 

0 

CCSS.ELA-Literacy.RI.4.7 

Interpret information presented visually, orally, or quantitatively (e.g., in charts, 

graphs, diagrams, time lines, animations, or interactive elements on Web pages) and 

explain how 

the information contributes to an understanding of the text in which it appears. 

CCSS.ELA-Literacy.L.4.4 

Determine or clarify the meaning of unknown and multiple-meaning words and 

phrases based on grade 4 reading and content, choosing flexibly from a range of 

strategies. 

Supplemental Literature 

My Hands Sing the Blues 

Social Studies 

Settling the 

Colonies to the 

1700s 

SmartBoards lessons, Thinkpads, projects, interactive timeline, Readworks, informational text structures, thinking 

maps 

http://www.readworks.org/passages/pilgrims-puritans-pilgrim-home


1620 – Readworks – the Pilgrims 

http://www.readworks.org/passages/american-government-mayflower-compact 

1620 – Readworks – the Pilgrims 

Pilgrims and Puritans 

The Pilgrim Home 

The Pilgrims built very simple and practical1 houses for themselves. 

Despite a terrible first winter, they worked hard to create homes for everyone. 

Until then, most of the group lived on the Mayflower, the ship that had brought them there. 

The first thing the Pilgrims built was the Common House. This building was twenty feet long. 

The Common House was first used for storage and 

shelter2. Eventually it was used as a hospital, church, and community meeting place. 

Once the Common House was built, workers had a place to rest from the cold. By April, several 

houses were finished. The Pilgrims were finally able to leave the Mayflower. They could start 

their new lives in their own homes. 

These homes were small. They had little or no furniture. Beds were made from bags filled with 

leaves, pine needles, or grass. Tables were made out of wooden planks3. People sat on 

benches, stools, or even on the floor. 

One wall of the house held a fireplace. The fireplace was used for cooking and warmth. The 

Pilgrims did not have glass for windows. Families would rub oil into paper or cloth and use it to 

cover their windows. This kept out the cold. 

Math 

Standard 4NBT6 

I can use strategies to divide large numbers. 

I can illustrate and explain my work. 

Learning Goal: What strategies can be used to divide large 

numbers?


Vocabulary 

Compatible numbers, distributive property, divided, divisor, 

multiple, partial quotient, quotient, remainder. 

Number Talks 

.


Science 

Unit- Cells


Compare basic structures of plant and animal cells. 

Vocabulary 

Plant Cell, Animal Cell, Building 

Block, Cell Membrane, Cell 

Wall, Mitochondria, Nucleus, 

Cytoplasm, Chloroplast, 

Chlorophyll, Vacuole, Square, 

Round 

Building Blocks/ Supporting Standards 

Recognize that cells are the building blocks of all living things. 

Create a model of basic cells that illustrates different cell structures and their 

functions. 

Use illustrations or direct observations to compare and contrast the basic structures 

of plant and animal cells.

Haywood weekly focus 6 2016

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