weekly focus 13 2016

Haywood Weekly Focus 13
Pre-K Weekly Focus: What Do We Know About Trees?
Oct. 24-28
Language: Scholars comprehend language.
Math: Scholars count objects.
Science: Scholars use tools to measure.

Subject Kindergarten Weekly Focus October 31-Nov 4
RLA Scholars will isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in CVC
words.
Scholars will use a combination of drawing, dictating, and writing to narrate a single event or several
loosely linked events.
L.K.2c –Write a letter or letters for most consonant and short vowel sounds.
SL.K.3- Ask and answer questions in order to seek help, get information, or clarify something that is not
understood.
SL.K.2- Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and requesting clarification if something is
not understood. (confirm, clarify, media)
RI.K.4- With prompting and support, ask and answer questions about unknown words in a text.
RF.K.2d- Isolate and pronounce the initial media vowel, and final sounds (phonemes) in CVC words.
W.K.2 – Use a combination of drawing, dictating, and writing to narrate a single event or several loosely
linked events, tell about the events in the order in which they occurred, and provide a reaction to what
happened. (narrate, event, sequence of events).
Activities for home: Practice reading sight words, letter names, and sounds. Practice writing and
drawing about books read at home. READ, READ, READ!

Math
Scholars will correctly name shapes regardless of the orientations or overall size (circle, square,
triangle, rectangle, trapezoid, hexagon).
Social
Studies
K.G.A.2 Correctly name shapes regardless of the orientations or overall size (circle, square, triangle,
rectangle, trapezoid, hexagon).
K.CC.A.1- Count to 100 by ones and tens (0-40)
K.MD.B.3- Classify objects into categories, count the number of objects in each category, and sort the
categories by counting, (limit the category counts to be less than or equal to 5).
Activities for home: Find and name shapes around the house. Practice writing and counting numbers 0-
40.
Scholars will identify and explain how the basic human needs of food, clothing, shelter, and
transportation are met.
Assessm
ents
K.6- Identify and explain how the basic human needs of food, clothing, shelter, and transportation are
met.
K.8- Explain why people work and recognize different types of jobs, including work done in the home,
school, and community.
Social Studies: Week 11
Activities for home: Have conversations about the importance of basic human needs. Look through
newspapers/magazines and find needs.
-ELA- CVC words
-Writing- sequence of events
-Math- shape recognition and naming
-Social Studies- wants and needs

Language Arts:
Standards:
*L.1.2d Use conventional spelling for
words with common spelling patterns and
for frequently occurring irregular words.
*RI1.1 Ask and answer questions about
key details in a text.
*RI1.6 Distinguish between information
provided by pictures or illustrations and
information provided by the words in a
text.
* W.1.2 Write informative/explanatory
texts in which they name a topic, supply
some facts about the topic 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 identify and use text and graphic
features.
* I can ask and answer questions as I read
to help me understand what I read.
*I can use text evidence to analyze and
evaluate while reading.
* I can write an informative text that
names a topic and includes facts about
that topic by using a thinking map to plan
my writing.
Journeys Lesson 9: Dr. Seuss
Genres: Biography and Poetry
Strategy: Question
Skill: Text and Graphic Features
Fluency: Accuracy: Word Recognition
Vocabulary: Antonyms
Writing: Informative
Grammar: Singular and Plural Nouns
Word Study: yes, let, red, ten, bed, get
High Frequency Words: after, read,
draw, was, pictures, write
Mathematics:

Unit 5: Addition and Subtraction Using
Place Value
Go Math 6.3 Understand Tens and Ones
Standard: 1.NBT.B.2b Understand that
two digits of a two digit number represent
amounts of tens and one. Understand the
following as special cases: The numbers
from 11-19 are composed of a ten and
one, two, three, four, five, six, seven,
eight, or nine ones.
Objective: I can use models and write to
represent equivalent forms of tens and
ones by working with a partner to model
how I can use different write a number as
tens and ones.
Go Math 6.4 Make Tens and Ones
Standard: 1.NBT.B.2b Understand that
two digits of a two digit number represent
amounts of tens and one. Understand the
following as special cases: The numbers
from 11-19 are composed of a ten and
one, two, three, four, five, six, seven,
eight, or nine ones.
Objective: I can use objects, pictures, and
numbers to represent a ten and some
ones by drawing a picture and writing to
explain.
1 ten and 2 ones
10 + 2
12
1 ten and 3 ones
10 + 3
13

Science: Weather Unit
Standard:
*GLE 0107.8.1 Gather and interpret
daily weather data.
Objective:
*I can gather and interpret daily
weather data by looking outside
and using sentence frames:
It is _____ (hot/warm/cold) outside.
There is ________________
(strong wind, some wind, no wind).
It is _____________________
(foggy, cloudy/clear).
There is _________________
(no precipitation, rain, hail, snow).

Social Studies:
Unit 4: Our Country- The United States of
America
*Standard:
1.17 Identify the shapes of Tennessee and the
United States on maps and globes.
Objective:
I can identify the shape of the United States
and the shape of Tennessee on maps and
globes.
*Standard:
1.19 Locate Washington D.C. and Nashville on
a United States map.
Objective:
I can locate Washington D.C. on a United
States map.
*Standard:
1.20 Distinguish the difference between a
continent, mountain, river, lake, and ocean.
Objective:
I can distinguish the difference between a
continent, mountain, river, lake, and ocean.
*Standard:
1.22 Construct a map showing the Atlantic
Ocean, Pacific Ocean, Washington DC,
Memphis, Nashville, Knoxville, Chattanooga,
Mississippi River, Cumberland River,
Tennessee River, Great Smokey Mountains,
Rocky Mountains, Center Hill Lake, Norris
Lake, Reel Foot Lake, and Clingman’s Dome.
1.24 Summarize in their own words that a map
is a representation of a space, such as the
classroom, the school, the neighborhood,
town, city, state, country, or world.

2 nd Grade
“The Goat in the Rug”
Essential Question- How is art connected to the past?
Phonics
y, ly, ful
Topic Standards I Can…
RF.2.3d Decode words with
prefixes and suffixes.
I Can……
Connect sounds to writing.
.

Comprehension
Drawing Conclusions
Sequence of events
RL.2.7 Use information from
illustrations and words to
demonstrate understanding of
character, set, or plot.
RL.2.2 recount stories and
determine their message,
lesson, or moral.
I can re-tell the structure of the
story and talk about character,
setting, and plot.
I can locate text evidence and
draw a conclusion to better
understand the story.

Vocabulary
L.2.4d Use knowledge of
individual words to predict
meaning of compound words.
Use a glossary to apply
vocabulary knowledge.
I can explain the meaning of the
following words: yarn, strands,
spinning, dye, weave, sharpening,
duplicated, and delicious.

Grammar
Irregular Verbs
L.2.1 Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
I can identify when to use irregular
verbs have, has, and had.

Writing
Opinion Writing
W.2.1 Write opinion pieces in
which they introduce the topic
or book they are writing about,
state an opinion, supply reasons
that support the opinion, using
linking words (i.e because, and,
also) to connect opinion and
reasons, and provide a
concluding statement or section.
I can identify an opinion about the
text or topic.
I can produce and identify at least
two supporting reasons for the
opinion.
Math
2.NBT.B.5 Fluently add and
subtract within 100 using
strategies based on place value,
properties, and/or the
relationship between addition
and subtraction.
2.NBT.B.9 Explain why addition
and subtraction strategies work,
using place value and the
properties of operations.
(Explanations may be supported
by drawings or objects.)
Adding and Subtracting Tens
and Ones
Lessons 4.5, 4.6, 4.7,
5.4, 5.5
Assess after 4.7
Assess after 5.5
Use base ten blocks
Base ten pictures
T-chart
Written explanations
http://www.k-
5mathteachingresources.com
/

Science
Solar System
Earth and Its Place in the Universe
2.7.1a | 2.7.1b | 2.7.2a | 2.7.2b
1. Use observations or models of
the sun, moon, and stars to
describe patterns that can be
predicted.
2. Analyze data to predict
patterns between sunrise and
sunset.

Subject
ELA
3 rd Grade Weekly Focus October 31 – Nov 4, 2016
Weekly Skills to Practice
This week in 3 rd grade, students will work on asking and answering questions in a text.
With this strategy they will be able to apply it to the skill of cause (why something
happens) and effect (what happens) in a given text. They will be using multi-flow
thinking maps to help them master this skill.
Comprehension Skill/Strategy:
Reading Focus:
Standards:
RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the
same author about the same or similar characters (e.g., in books from a series).
Academic Vocabulary: compare, contrast
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.
Academic Vocabulary: interaction, motivation, sequence of events, traits
SL.3.1a- Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore ideas
under discussion.
RL.3.1- Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as a basis for answers.
Writing Focus:
Standard: W.3.1 Opinion Writing Students will create opinion pieces on topics that support
point of views with reason.
Vocabulary Focus: (Social Studies)- Memphis, monument, governor, constitution, legislative,
judicial, executive, Bill of Rights, Mississippi River, Limestone
Vocabulary Focus: Prefixes un- and mis-

Standards:
W.3.1 -Write opinion pieces on topics or texts, supporting a point of view with reasons.
L.3.2c- Use commas and quotation marks in dialogue.
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 continue studying North America while focusing specifically on Tennessee.
Students will identify and distinguish Tennessee landforms, climates, and population. Students
will also work towards learning more about major cities found in Tennessee.
Main focus this week will be West Tennessee from Week 8 in Studies Weekly.
Standards: 3.27 Compare and contrast landforms, climates, population, natural resources,
and major cities of the three Grand Divisions of Tennessee. (East – Smokey Mountains and the
Cumberland Plateau, Middle-the Highlands, West – the Lowlands)

Sciencep o
Standard: SCI.3.GLE 0307.7: The Earth: Major geologic events that occur
over eons or brief moments in time continually shape and reshape the surface of the
Earth, resulting in continuous global change.
Objective: SCI.3.: How is the earth affected by long-term and short term geological
cycles and the influence of man?
SCI.3.GLE 0307.7.2: Recognize that rocks can be composed
of one or more minerals. Describe how rocks can be classified according to their
physical characteristics.(SPI)(K)
SCI.3.GLE 0307.7.3: Distinguish between natural and
manmade objects.
SCI.3.GLE 0307.7.4: Design a simple investigation to
demonstrate how earth materials can be conserved or recycled.
Vocabulary
Rock cycle Sedimentary Igneous metamorphic
Math
Standards: 3.MD.D.8 Solve real world and mathematical problems involving perimeters of
polygons, including finding the perimeter given the side lengths, finding an unknown side
length, and exhibiting rectangles with the same perimeter and different areas or with the
same area and different perimeters.
Objective: I can find the perimeter of polygons with unknown side length using
real world applications.
Understanding?
A polygon is a closed shape with straight sides.
Quadrilaterals are shapes with four sides and four angles.
Area is the amount of space inside a shape.
Perimeter is the distance around the edge of a two-

Academic Vocabulary
Polygon
Area
Perimeter
What is the perimeter of this
pentagon?
Area = 10 square
units 2+2+2+2+2=1
0
Perimeter= distance around the figure.
Perimeter = 4+4+10+12+4+2+1+2
Perimeter = 39
Additionally: Students need to be
practicing multiplication facts daily.
They have been given multiplication cards for home practice.

Computer
Resources
News You
can Use
BrainPop Jr.
www.brainpopjr.com
Username: eaglet
Password: eaglet
Upcoming Dates to Remember:
Flocabulary
www.flocabulary.com
Username: westmiddlestudent4
Password: westmiddlestudent4
Khan Academy
Learn Zillion
Haywood’s Book Fair is Oct. 27th-Nov. 4th: Look for a flyer from Mrs.
Mitchell later this month!
Haywood t-shirts are available for you to buy for $10 cash every Friday
from 7:30 – 8:00 in the gym by the PTO!
November 8 th Parent Teacher Conference day. Students will not report
to school.
November 11 th is the third grade field trip to see Children’s Theater
production of “Junie B Jones”. Don’t forget to return your signed
permission slip and $8.

4 th Grades Weekly Focus October 31 st to Nov. 4th
Unit 2: Jose Born to Dance: October 31st-November 4th
Poetry: Dance to the Beat
Weekly Focus
I can identify the theme of a text. I can compare and contrast two different genres on the
same topic.
Essential Question: What Does it Take to be a Great Performer?
Foundations
CCSS.ELA-Literacy.L.4.2.d
Spell grade-appropriate words
correctly, consulting references as
needed.
Determine the meaning of
academic vocabulary, words,
and phrases.
Standards
Comprehension Strategies/Skills
Compare/contrast poems, drama and prose, while using academic
vocabulary, words, and phrases
Grammar and Writing
Opinion Writing
Develop opinion piece of
writing through Writer’s
workshop. Develop
informational/explanatory
piece of writing through
writer’s workshop.
SmartBoard lessons, Anchor
Charts, Thinking Maps
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: Metaphor,
Figurative language,
simile,
CCSS.ELA-Literacy.RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing
on specific details in the text (e.g., a character's thoughts, words, or actions).
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).
Supplemental Literature
War for
Independence
(1760-1789)
Song and Dance Man by Patricia Polacco (dance, simile, metaphor)
Social Studies
SmartBoards lessons, Thinkpads, projects,
interactive timeline, Readworks, informational text
structures, thinking maps
http://www.readworks.org/passages/colo
nization-revolutionary-war-introductionrevolutionary-war
Revolutionary War 1764 - Taxes
http://www.readworks.org/passages/colonizati
on-revolutionary-war-declarationindependence
Revolutionary War 1775 –( George
Washington)
http://www.readworks.org/passages/colonizati
on-revolutionary-war-valley-forge
Revolutionary War 1777 – Valley Forge
Supplementary literature - Revolutionary War
on Wednesday #22 Magic tree House
CCSS.ELA-Literacy.RI.4.3
Explain events, procedures,
ideas, or concepts in a
historical, scientific, or
technical text, including what
happened and why, based on
specific information in the
text.
CCSS.ELA-Literacy.RI.4.5
Describe the overall structure
(e.g., chronology, comparison,
cause/effect, problem/solution)
of events, ideas, concepts, or
information in a text or part of a
text.
CCSS.ELA-Literacy.RI.4.6
Compare and contrast a firsthand
and secondhand account of the
same event or topic; describe the
differences in focus and the
information provided.
Math

I can divide large numbers using multiple strategies.
I can explain my strategies and reasoning behind them.
Essential questions
How can we use multiplicative comparisons to divide?
How can we use number sense and place value to divide?
Vocabulary
Quotient, dividend, divisor, remainder, factor, multiple
Number Talks

Science
Unit- Ecosystem Interactions
Focus Standard
SPI 0407.3.1
Determine how different organisms function within an environment in terms of their location
on an energy pyramid.
SPI 0407.5.1
Determine how a physical or behavioral adaptation can enhance the chances of survival.
SPI 0407.5.2
Infer the possible reasons why a species became extinct or endangered.
Guiding Question:
How do living things interact with one another and with the nonliving
elements of their environment?

Vocabulary
Hibernate, Camouflage, Mimicry,
Migration, Locomotion, Stimulus,
Tropism, Environmental Changes,
Endangered, Extinction, Fossil,
Interdependency, Competition,
Predation, Physical Adaptations,
Behavioral Adaptations, Ecosystem,
Consumer, Producer, Energy Pyramid,
Food Web, Biotic, Abiotic, Omnivore,
Carnivore, Herbivore
Check 0407.2.2
Design a simple experiment to illustrate the effects of competition, predation, and
interdependency among living things.
Around Our School – Biotic and Abiotic Components
Create an Ecosystem Model, Ecosystem in a Jar 1,2
Create a classroom/school garden 1
Investigate Life Cycle of a plant
Daily Science Journal Observations – KWL Graphic Organizer
…What would happen if…../Ecosystem Role play

Check 0407.3.1
Create a food web that illustrates the energy relationships between plants and animals and the key
issues or assumptions found in the model.
What Do I Eat?/classify producers, consumers, carnivores, herbivores and
omnivores3
Food Webs vs. Food Chains (Opened and Closed Sorts)1,2,3,4
Create an interactive food web that illustrates the energy relationship
between plants and animals and the key issues or assumptions found in the
model 3, 4
Create an energy pyramid 2, 4
Debate extinct elements and support arguments of cause/effect
Informative/Explanatory writing piece
GLE 0407.5.1
Analyze physical and behavioral adaptations that enable organisms to survive in their environment.
Informative Texts
Analyze characteristics of animals in different environments
Create an animal to live in a specific environment and write a narrative story
about the environment and created animal3,6
Stellar Sea Lion improve on adaptations
Human adaptations discussion
Bird beak reading3
Bird beak experiment3,5,6
GLE 0407.5.2
Describe how environmental changes caused the extinction of various plant and animal species.
SPI 0407.4.1
Draw conclusions about the relationship between reproduction and the survival of a species.
Research extinct animals and plants to discover causes of extinction3
Create informative newspaper article about extinction of a species3
Role play about extinct animals3
SPI 0407.4.2
Distinguish between complete and incomplete metamorphosis.
Informative texts
Examination of metamorphosis
Creation of incomplete and complete metamorphic cycles
Venn Diagram of incomplete and complete
Students create songs about complete and incomplete metamorphosis

Resources
Resources:
Brain Pop
Study Jams Science
Picture Perfect Science
Bill Nye Food Webs
Bird Beak Website
Bird Beak Experiment
Butterfly Metamorphsis
https://k12mnpsmy.sharepoint.com/personal/kknight_mnps_org/_layouts/15/guestaccess.aspx?guestaccesstoken=9C8a
HPjlEoG0lvV7zd3bAQVwDDeDHR3tErQPSTRfcJA%3d&docid=107930b8b3b084040adef116c53c2f1
d0&rev=1