Weekly Focus 17 2017

Haywood Weekly Focus 17, 2017 

Jan. 17-20 

PreK Weekly Focus: What Do We Know About Pets? 

Literacy: Scholars identify and name letters in names. 

Math: Scholars count and sort items. 

Physical: Scholars use scissors to cut pet pictures.


Subject 

RLA 

Scholars will identify supporting details. 

Kindergarten Weekly Focus 

Scholars will write about real people, animals, places and events with details. 

RI.K8 With prompting and support, identify the reasons an author gives to support points 

in a text. 

W.K.2 Use a combination of drawing, dictating, and writing to compose 

informative/explanatory texts in which they name what they are writing about and 

supply some information about the topic. 

Activities for home: Read to your student about animals, people, or special events, practice 

writing simple sentences about things that are important to your family.


Math Scholars will count out objects up to 15. 

K.CC.B.5 Count to answer “how many?” questions about as many as 15 things arranged in 

a line, a rectangular array, or a circle, or as many as 10 things in a scattered 

configuration; given a number from 1-15, count out that many objects. 

Activities for home: Practice counting items around your home: pennies, plates, pieces of 

cereal, etc. in varying amounts. 

Social 

Studies 

Scholars will research and describe an important national holiday. 

K.29 Participate in shared research projects to identify and describe the 

events or people celebrated during state and national holidays and why we 

celebrate them: Martin Luther King, Jr. 

Activities for home: Have conversations about important state and national holidays and 

leaders, both in the United States and other countries. 

Science 

Our scholars will spend this week focusing on social studies.


Language Arts: 

**Standard: 

RF.1.3c Know final _e and common long 

vowel team conventions for representing 

long vowel sounds. 

Objective: 

I can read and write long i words with a 

silent e. 

**Standard: 

RI.1.5 Know and use various text features 

(e.g. headings, tables of contents, 

glossaries, electronic menus, icons) to 

locate key facts or information in a text. 

Objective: 

I can identify text features and explain the 

reason the author included them by using 

a sentence frame: The author included 

____(text feature) to show 

_________________. 

Standard: 

RI1.3 Describe the connection between 

two individuals, events, ideas, or pieces of 

information in a text. 

Objective: 

I can compare and contrast to understand 

a selection better. 

**Standard: 

W 1.1 Write opinion pieces in which they 

introduce the topic or name the book they 

are writing about, state an opinion, supply 

a reason for the opinion, and provide 

some sense of closure. 

Objective: 

I can write my opinion about a topic and 

give reasons for my opinion in complete 

sentences. 

Journeys Lesson 15: 

Informational Text: Animal Groups 

Genre: Informative 

Strategy: Monitor/Clarify 

Skill: Compare/Contrast, 

Text and Graphic Features 

Fluency: Intonation 

Vocabulary: Suffixes –er, -est 

Writing: Opinion 

Grammar: The Verb be 

High Frequency Words/Sight Words: 

bird, fly, those, both, long, walk, eyes, or 

Word Study/Spelling Words: 

time, bike, like, white, kite, drive


Mathematics: 

*Tuesday 1/17/17 

Standard: 1.OA.C.6 Add and subtract within 20, demonstrating 

fluency for addition and subtraction within 10. Use strategies 

such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 

14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 

3 – 1 = 10 – 1 = 9); using the relationship between addition and 

subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 

4); and creating equivalent but easier or known sums (e.g., 

adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 

= 13). 

Objective: I can use numbers to show how 

to use a make ten strategy ten to add. 

Go Math 3.9 Use Make a Ten to Add 

*Wednesday 1/18/17 

Standard: 1.OA.B.3 Apply properties of 

operations as strategies to add and 

subtract. 

Objective: I can use the associative 

property of addition to add three addends. 

Go Math 3.10 Add Three Numbers 

*Thursday 1/19/17 

Standard: 1.OA.B.3 Apply properties of 

operations as strategies to add and 

subtract. 

Objective: I can understand and apply the 

Associative Property or Commutative 

Property of Addition to add three 

addends. 

Go Math 3.11 Add Three Numbers 

*Friday 1/20/17 

Standard: 1.OA.A.2 Solve word problems 

that call for addition of three whole 

numbers whose sum is less than or equal to 20, e.g., by 

using objects, 

drawings, and equations with a symbol for the unknown 

number to represent the 

problem. 

Objective: I can solve adding to and 

putting together situations 

using the strategy draw a picture. 

Go Math 3.12 Use Addition Strategies 

Make a Ten Strategy 

Make a Ten Strategy


Science: 

GLE.0107.9.1 

**Standard: Classify objects 

according to their physical 

properties. 

GLE 0107.9.2 

**Standard: Distinguish between 

the properties and solids and 

liquids. 

Objective: I can classify and 

compare and contrast solids and 

liquids by using a Venn Diagram 

based on their size, shape, color, 

flow, ability to attract magnets, and 

appearance when mixed.


Social Studies: 

Unit 4: Our Country the United States 

Standard: 

History: 

1.39 Use informational text to help 

describe the importance of celebrating 

these national holidays such as Martin 

Luther King Jr. Day. 

Objective: 

I can describe the importance of 

celebrating Martin Luther King Jr Day by 

listening to a biography, talking with a 

partner and using the sentence frame: 

We celebrate Martin Luther King Jr. Day, 

because he led a movement for African 

American people to have equal rights. 

Martin Luther King helped people to have 

equal rights by ____________(action). 

Standard: 

Culture: 

1.2 Define multiculturalism as many 

different cultures living within a 

community, state, or nation. 

Objective: 

I can connect my study of Martin Luther 

King’s life with multiculturalism by 

recognizing that he promoted the idea 

that all people and cultures should be 

treated fairly and equally. 

The Story of Martin Luther King Jr. by “Kid President” 

https://www.youtube.com/watch? 

v=4xXZhXTFWnE


Second Grade Weekly Focus 

Essential Question: Why is it important to keep trying even if 

something is difficult to do?


Phonics 

Long I (i, igh, ie, y) 

Final syllable le 

Topic Standards I Can… 

RF.2.3a distinguish long and 

short vowels when reading onesyllable 

words. 

RF.2.3b know spelling-sound 

correspondences for vowel 

teams. 

RF.2.3c decode two-syllable 

words with long vowels. 

Strategies: 

Sight word review 

-Picture sorts 

-Making words 

-Sound boxes 

-Analogy chart 

-chunk big words 

-high frequency 

-Word cards 

-Decodable reader 

-Model fluency 

Connect sounds to writing and 

dictate sentences. 

Vocabulary 

I can acquire and use new vocabulary 

words. 

The crowd cheered for Jackie 

Robinson.


Comprehension 

Main Idea and Details 

Target Skill: Sequence of Events 

Formal and Informal Language 

Vizualization 

Supplemental Literature: 

My Brother Martin by Christine King 

Farris 

Teammates by Peter Golenbock 

Baseball Saved Us by Ken 

Monchizuki 

Moses: When Harriet Tubman Led Her 

People to Freedom by Carole Boston 

Weatherford 

Henry’s Freedom Box: A True Story 

From the Underground Railroad by 

Ellen Levine 

Sit In: How Four Stood Up by Sitting 

Down by Jane Addams 

The Drinking Gourd (Essential Lit- 

Dismukes) 

Biblioburro: A True Story from 

Columbia by Janette Winter 

The Fantastic Undersea Life of 

Jacques Cousteau 

Martin’s Big Words by Doreen 

Rappaport 

Harvesting Hope: The Story of Ceasar 

Chavez by Kathleen Krull 

The Story of Ruby Bridges by Robert 

Coles 

The Librarian of Basra: A True Story 

from Iraq by Janette Winter 

Bringing the Rain to Kapiti Plain by 

Verna Aardema 

A Story A Story by Gail E. Haley 

RL.2.2 Recount stories and 

determine their message, 

lesson, or moral. 

RL.2.10 Read and comprehend 

literature. 

I can identify the order of events 

in a story. 

I can retell what happened in a 

story by telling the order in which 

things happen.


Strategies: 

-Five finger retell 

-Recall info. (BME) 

-Retell events in sequence 

-Discuss character’s feelings


Grammar 

L.2.1 Demonstrate command of 

the conventions of standard 

English grammar and usage 

when writing or speaking. 

I Can... 

determine if nouns are singular or 

plural to identify subject-verb 

agreement. 

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.MD.A.2- Measure the length of 

an object twice, using length 

units for two measurements…


Social Studies: 

Unit 5: Famous Americans 

2.32 

Participate in shared research using 

biographies to interpret the 

significance of contributions made 

by people of the United States, 

recounting or describing key ideas 

and details from the texts. Teachers 

may choose any biographies. 

2.33 

With guidance and support from 

adults, use a variety of digital tools 

to produce and publish a writing 

piece in collaboration with peers on 

a famous American to describe how 

his or her accomplishments were 

significant. 

2.39 

Summarize the importance of 

commemorative months including 

Black History, Women’s History, 

Hispanic Heritage, and American 

Indian Heritage. 

Weekly Reader: Week 16 

I can research a Famous American in 

the United States and share their 

contributions with the class. 

Websites 

www.kidinfo.com 

www.brainpopjr.com 

kids.usa.gov/socialsocialstudiesforkids 

.com 

www.pebblego.com 

Resources: 

Journeys Anchor Text: 

Helen Keller (T314) 

Informational Text: 

Jackie Robinson (T164) 

Read Aloud: Doctor Salk’s Treasure 

(T214) 

Informational Text: Heroes Then and 

Now (T464) 

Read Aloud: Steve Jobs: Inventor 

(T410)


3 rd Grade Weekly Focus 

Subject 

ELA 

Weekly Skills to Practice 

For the next 2 weeks, 3 rd grade ELA students will be focusing on MAKING 

CONNECTIONS and then being able to combine it with the skill of SYNTHESIZING in 

weeks to come. Those connections will first be broken down into students being 

able to apply it in 3 different ways: TEXT TO SELF, TEXT TO TEXT and TEXT TO 

WORLD. Next, student will be able to avoid making surface connections, and use 

higher order thinking skills to making deeper connections to a given text. 

Comprehension Skill/Strategy: Summarizing, Determining Importance, and Main Idea


Grammar Focus: Using apostrophes in contraction words 

Standards: SL.3.1.d 

Explain their own ideas and understanding in light of the discussion. 

SL.3.2 

Determine the main ideas and supporting details of a text read aloud or information 

presented in diverse media and formats, including visually, quantitatively, and 

orally. 

L.3.1 

Demonstrate command of the conventions of standard English grammar and usage 

when writing or speaking. 

Writing Focus: 

Standard: W.3.3-Write narratives to develop real or imagined experiences or events 

using effective technique, descriptive details, and clear event sequences. 

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 begin studying Europe. Student will be able to distinguish European 

culture, physical features and landforms from this country. Studies Weekly Weeks: 

16 and 17 

Vocabulary Focus: (Social Studies)- Europe, culture, architecture, philosophy, Ukraine, 

Germany 

Standards: 3.39 Describe the diverse but unified nature of people within a continent 

or region, identifying the distinct contribution made by their culture including 

language, clothing, food, art, beliefs, customs, and music.


Science 

Standard: GLE 0307.Inq.4 Identify and interpret simple patterns of evidence to 

communicate the findings of multiple investigations Identify tools needed to 

investigate specific questions. Analyze and communicate findings from multiple 

investigations of similar phenomena to reach a conclusion. 

Objective: I can identify magnetic and nonmagnetic objects. 

Vocabulary: 

Magnet 

Attract 

Magnetic Poles 

Temporary Magnets 

Permanent Magnets 

Magnetism


Mat 

h 

Standards: 3.G.A.2 Partition shapes into parts with equal areas. Express the area of 

each part as a unit fraction of the whole. For example, partition a shape into 4 

parts with equal area, and describe the area of each part as 1/4 of the area of the 

shape. 

3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is 

partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of 

size 1/b. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 

3, 4, 6, and 8). 

Objectives: 

I can read, write, and model fractions that represent more than one part of a whole 

that is divided into equal parts. 

I can use a fractions to name one part of a whole that is 

divided into equal parts. 

I can identify equal parts of a whole. 

Academic 

Vocabulary 

Polygon 

Length 

Perimeter 

area 

Additionally: Students need to be 

multiplication facts daily. They have been 

multiplication cards for home practice. 

child what facts they are working on! 

practicing 

given 

Ask your 

Compute 

r 

Resource 

s 

News 

You Can 

Use! 

BrainPop Jr. 

www.brainpopjr.com 

Flocabulary 

www.flocabulary.com 

Username: eaglet 

Username: westmiddlestudent4 

Password: eaglet 

Password: westmiddlestudent4 

Upcoming Dates to Remember: 

January 10th Report cards will be issued. 

January 16 th will be MLK Holiday = NO SCHOOL! 

IXL website 

Khan Academy website 

Learn Zillion website


 

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!

4 th Grades Weekly Focus Jan. 17 th 

Unit 5: I Can Do That!: January 9-20 Essential Question: What causes 

Haywood Weekly change in a Focus community? 17, 2017 

Weekly Focus 

I can use text evidence to compare and contrast two texts on the same topic. (the 

role of the Constitution) 

Foundations 

Latin roots, suffixes, 

prefixes 

Grammar and Writing 

Research Writing 

Pronouns and adverbs 

Standards 

Comprehension Strategies/Skills 

Compare/Contrast Cause/Effect 

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. 

Vocabulary: analyze, 

evidence, biography 

CCSS.ELA- 

Literacy.RI.4.4 

Determine the meaning 

of general academic and 

domain-specific words 

or phrases in a text 

relevant to a grade 4 

topic or subject area.


Supplemental Literature 

Supplementary literature - Mill Girls, Malala, “School 

for Girls” Time magazine article 

Social Studies


Living Museum 

launch 

Creating a new 

government, 

people, events, 

constitution ) 

http://www.readworks.org/passages/am 

erican-government-bill-rights-part-i 

Bill of Rights 


erican-government-bill-rights-part-i 

Bill of Rights 

http://www.readworks.org/passages/wh 

at-and-who-elections 

Elections 


erican-government-preamble-unitedstates-constitution 

Preamble 

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. 


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. 


Compare and contrast a 

firsthand and secondhand 

account of the same event or 

topic; describe the differences 

in focus and the information 

provided. 


erican-government-branchesgovernment-closer-look 

3 branches of government


Math 

4.NF.3: Building Fractions from unit fractions. 

Essential Questions: 

1. Why do we use numbers, what are their properties, and how does our number system 

function? 

2. Why do we use estimation and when is it appropriate? 

3. What makes a strategy effective and efficient and the solution reasonable? 

4. How do numbers relate and compare to one another? 

We want students to understand that all numbers have parts, values, uses, types, and we 

use operations and reasonableness to work with them.


The definition of 

equivalent Students 

will know... 

1. The definition 

of a numerator 

and 

denominator. 

2. The benchmark 

fractions of 0, 

1⁄4, 1⁄2, and 

3⁄4 and 1. 

3. How to draw 

visual 

representation 

of fractions 

using a variety 

of methods 

using their 

knowledge of 

fractional parts. 

4. That the 

denominator 

tells how many 

parts in the 

whole. 

5. That the 

numerator tells 

how many parts 

are being 

used/taken. 

6. The symbols 

>,

Haywood Weekly Focus 17, 2017

Haywood Weekly Focus 17, 2017


Task examples 

The students in Ms. Meyer’s 

class are each growing a bean 

plant. They record the amount 

of growth in inches in the chart. 

Which two students’ plants have 

grown the same amount? 

Student Growth (in) 

Ryan 2/8 

Peter 4/8 

Samantha 4/16 

Riley 2/16 

Divide the rectangle below into 4 equal parts. Shade some of the parts. What 

fraction did you create? 

_______________ 

Draw additional lines to create 

an equivalent fraction. What 

equivalent fraction did you create?


______________ 

Science


Unit 

- 

Moon Phases Timeframe- 3 Weeks 

Focus Standard: SPI 0407.6.1 Organize the phases 

of the moon in the correct sequence. 

SPI 0407.6.2 Infer that the moon's phases are caused 

by the revolution of the moon and earth around the 

sun. 

Guiding Question: How does the movement of 

Earth, moon and sun effect patterns humans observe 

in their daily lives? 

Vocabulary: Lunar, Lunar Cycle, Rotations, Revolution, Axis, 

Illuminate, Solar and Lunar Eclipse, New Moon ,Waxing, 

Crescent, First Quarter, Waxing Gibbous, Full Moon, Waning 

Gibbous, Third/Last Quarter, Waning, Crescent 

GLE 0407.6.1 Analyze patterns, relative 

movements, and relationship among the sun, 

moon, and earth. 

• Create models to show the interaction of the sun, moon and earth1 

• Create models to explain the occurrence of day and night1,3 

• Create timelines to memorize length of moon and earth’s revolutions3 

• Watch videos to observe the interaction among the sun, moon, and earth3 

• Write an informative paragraph explaining the interactions of the sun, moon, and 

earth 

Check 0407.6.2Sequence the major phases of the moon during a lunar cycle.


• Nightly watch of the phases/whole class record keeping or science notebook 

record keeping2 

• Banana/Oreo moon phases creation1 

• Construct moon phases study cards with moon phase depiction (include a sun and 

earth for students to 

organize the phases with the sun and earth included)1 

• Position the moon phases index cards in a line or circle, move the sun and earth 

in various positions on 

students’ desks1 

• Use large poster of moon phases for whole class recall of the phases2 

• Teacher-made or student-made charts for student or partner fill in of each moon 

phases (these charts 

should include the sun and earth in different positions) 

• Depict in science notebooks the position of the sun, moon, and earth at each 

phase (fill the notebook 

with charts showing the moon phases) 

• YouTube: Moon phases rap 

• YouTube: Moon phases song 

Check 0407.6.1 Chart the movement of the sun, moon, and earth to develop an 

explanation for the phases of the moon and solar and lunar eclipses. 

• Lunar Eclipse story: The moon is being a loner 

• Solar Eclipse story: The moon is saying “SUP Sun” 

• Depict in science notebooks the position of the sun, moon, and earth during the 

lunar and solar eclipses2 

• In-class demonstration of the moon’s movement (Materials needed: small white 

ball, lamp, dark room) 

A student holds the lamp in a dark room, another student holds the small white 

ball, they both line up, 

the student holding the ball kneels and moves the ball in a circle around their head, 

seeing all the 

different phases, therefore inferring the phases are caused but the moon’s position 

or the moon’s 

movement around the earth1 

• Lab report/science notebook explaining the process and discoveries during the inclass 

demonstration


Resources: 

Moon Phases Rap 

Flocabulary-Moon Phases 

Moon Phases Song 

Oreo Activity 

Ideas for Teaching the Moon Phases

Weekly Focus 17 2017

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