Weekly Focus 18 2017

Haywood Weekly Focus 18, 2017 

PRE-K WEEKLY FOCUS: What Kinds of Animals are Pets? 

Jan. 23-27 

Language: Scholars use expanding vocabulary: wild and domesticated animals. 

Literacy: Scholars will hear and use rhyming words. 

Literacy: Scholars will hear and use rhyming words. 

Math: Scholars count and quantify. 

Physical: Scholars use scissors to cut pet pictures.


Subject 

RLA 

Kindergarten Weekly Focus Week of January 23-27th 

Scholars will identify the reasons an author gives to support points in a text. 

Scholars will use drawings, dictation and writing to compose informative/explanatory text. 

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. 

RF.K.4 Read emergent-reader texts with purpose and understanding. (Reinforce)


Math 

Scholars will be able to identify whether the number of objects in a group is greater than, less 

than, equal to another group of objets. 

K.CC.A.1 Count to 100 by ones and tens (Goal is up to 60 at this time). 

Youtube: https://youtu.be/estMnWVEjrk 

Social 

Studies 

Scholars will know that they interact with their environment through their senses. 

Science 

Scholars will recognize that things are living and some are not.

Haywood Weekly Focus 18, 2017


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 o words that 

have a silent e. 

Journeys Lesson 16: 

Informational Text: Let’s Go to the Moon! 

Genre: Informational 

Strategy: Question 

Skill: Main Idea/Details, Author’s Purpose 

**Standard: 

RI1.2 Identify the main topic and retell 

key details of a text. 

Objective: 

*I can identify the main idea and details 

about a topic. 

**Standard: 

RI1.1 Ask and answer questions about key 

details in a text. 

Objective: 

*I can ask questions while reading a 

selection and look for text evidence to 

answer them. 

**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. 

Fluency: Stress Vocabulary: Suffixes –y, -ful 

Writing: Opinion 

Grammar: Questions 

High Frequency Words/Sight Words: 

around, bring, show, because, 

carry, think, before, light 

Word Study/Spelling Words: 

so, go, no, home, hole, rope,


joke, bone, stove, poke 

Mathematics: 

**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). 

Monday 1/23/17 Go Math 4.4 

Objective: 

*I can use “Make a 10” as a strategy to subtract. 

Tuesday 1/24/17 Go Math 4.5 

Objective: 

*I can subtract by breaking apart to make a ten. 

Wednesday 1/25/17 Go Math 5.2 

Objective: 

*I can record related facts within 20. 

Thursday 1/26/17 Go Math 5.3 

Objective: 

*I can identify related addition and subtraction 

facts within 20. 

Friday 1/27/17 Go Math 5.4 

Objective: 

*I can apply the inverse relationship of addition 

and subtraction.


Science: 

GLE 0107.9.3 

**Standard: Predict the changes 

that may occur when different 

materials are mixed. 

https://www.youtube.com/watch?v=p5qvi20J5IM 

https://www.youtube.com/watch?v=ei5kGOW1wT8 

Objective: 

*I can predict the changes that 

can occur when different 

materials are mixed. 

https://www.youtube.com/watch?v=nw8KaHglokQ


http://www.wikihow.com/Make-Silly-Putty


Social Studies: 

Unit 4: Our Country the United States 

**Standards: 

1.25 Identify the current city/county Mayor, Governor, and President, 

and explain their roles in government. 

1.26 Explain the importance of patriotic traditions, including the 

recitation of the Pledge of Allegiance, appropriate behavior during the 

playing of our National Anthem, and demonstrate appropriate flag 

etiquette. 

1.27 Explain that our state’s and country’s laws are based upon the 

Constitution. 

Standard 

1.28 Give examples of a rule and a law through the use of drawings, 

discussions, or writings. 

1.29 Describe the fundamental principles of American democracy, 

including respect for the rights, opinions and property of others, fair 

treatment for all, and respect for the rules by which they live. 

1.30 Summarize that voting is a way of making choices and decisions. 

1.31 With guidance and support from adults, use a variety of digital tools 

to produce and publish an informational text on the importance of the 

voting process using facts and provide a concluding statement. 

1.33 Sort rules and responsibilities that citizens follow that are specific to 

their state compared to national rules and responsibilities, including 

wearing a seat belt, wearing a bicycle helmet, texting while driving. 

Objectives: 

*I can identify the Pledge of Allegiance of the United States and 

singing of the National Anthem as a patriotic tradition and 

demonstrate appropriate behavior during the pledge by placing my 

right hand over my heart and standing and facing the flag while 

reciting/singing it. 

*I can identify the President of the United States by saying: 

President Donald Trump is the President of the United States and 

explain that: 

Based on voting, President Donald Trump was elected president 

and will uphold the laws of our United States that come from the 

United States Constitution.


1/23-1/27 

Phonics: 

Long e sound for y 

Topic Standards I Can… 

(changing y to i ) and adding ies 

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 

I can connect sounds to writing and 

dictate sentences. 

Vocabulary: 

I can use context clues to figure 

out the meaning of words. 

My sister likes to be a pretend 

princess.


Comprehension: 

Main Idea and Details 

Understanding Characters 

-Main Idea 

Alphabet soup 

-Vocabulary word cards 

-Reader’s Notebook vocab. 

Strategies 

-Read Alouds w/ teacher’s 

manual 

-Curious About Words 

(resource) 

-Use visuals 

-Use gestures 

-Comprehensible input 

-Use sentence frames 

-EL leveled readers 

-Video clip for Lesson 18 

-Decodable Reader 

RL2.4 Describe how words and 

phrases supply rhythm and 

meaning. 

I can use character traits to 

describe the characters in the 

story My Name is Gabriela.


Target Strategy: Analyze/Evaluate 

RI.2.6 Identify the main purpose 

of a text. 

RL.2.10 Read and comprehend 

literature. 

I can identify the main idea and 

supporting details of the story My 

Name is Gabriela. 

Grammar: 

The Verb be


L.2.1d 

Know some verbs are irregularly 

formed in the past tense. 

Use correct forms of be 

Verbs am, is, are - 

(happening now) 

Verbs was and were - 

(in the past) 

Writing: 

Narrative Writing 

Math: Shapes 

W.2.3 Write narratives in which 

they recount a well-elaborated 

event or short sequence of 

events, include details to 

describe actions, thoughts, and 

feelings, use temporal words to 

signal event order, and provide 

a sense of closure. 

W2.6 With guidance and 

support from adults, use a 

variety of digital tools to 

produce and publish writing, 

including in collaboration with 

peers. 

I can write a story and retell the 

events in the correct sequence.


Social Studies: 

Essential Question: 

How are the ideas and attitudes of 

people of the past similar and 

different from today? 

What are the contributions of the 

past, the present, and the future? 

Studies Weekly 23: Scientists, 

artists, and inventors. 

Week 3 

Studies Weekly 23: Scientists, 

artists, and inventors. 

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. 

I can read a biography and 

understand how a person 

has contributed to our 

heritage. 

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 

Essential Question: Why are reading and writing 

important?


3 rd Grade Weekly Focus January 23-27, 2017 

Subject 

ELA 

Weekly Skills to Practice 

For the next 2 weeks, 3 rd grade ELA students will be focusing on SYNTHESIZING and then using 

that skill to help them better UNDERSTAND CHARACTERS. The students will practice this skill 

through a variety of Interactive Read Alouds. 

Comprehension Skill/Strategy: Synthesizing, Understanding Characters 

Grammar Focus: Identify and using possessive nouns


Standards: 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 

L.3.2d Form and use possessives. 

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 continue studying Europe. Student will be able to study historical events, political 

figures, and famous artists, writers, and inventors. Studies Weekly Weeks: 16 and 17 

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

Standards: 3.40 Use timelines, primary sources, and historical passages to summarize the history 

of a region, including events, inventions/inventors, artists, writers, and political figures.


Science 

Students 

will be 

working on 

magnets 

January 

28,2017 

And 

February 3, 

2017. 

Force and 

Motion are 

coming 

soon! 

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

findings of multiple investigations Students will continue learning about magnets and 

identify tools needed to investigate specific questions. Analyze and communicate findings 

from multiple investigations of similar phenomena to reach a conclusion. 

Essential Understanding: 

1. Recognize that magnets can move objects without touching them. 

2. Experiment with magnets to determine how distance affects magnetic attraction. 

3. Record the success of the magnetic force through different depths of paper. 

4. Opposites attract, like charges repeal 

Objective: I can explore how magnets attract objects made of certain materials, and tell the 

difference between permanent and temporary magnets. 

Vocabulary: 

Magnet 

Attract 

Repel 

North Pole 

South Pole 

Magnetic Poles 

Temporary Magnets 

Permanent Magnets 

Magnetism


Math 

Standards: 3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with 

halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is 

marked off in appropriate units— whole numbers, halves, or quarters 

Objective: I can measure data using rulers marked with halves and fourths of an inch by making 

a line plot. 

Academic Vocabulary: length, halve inch, fourth inch, , line plot, measurement, quarters, data 

3 ½ inches 

Additionally: Students 

2222 

need to be practicing multiplication facts daily. They have been given 

multiplication cards for home practice. Ask your child what facts they are working on! 

Computer 

Resources 

BrainPop Jr. 

www.brainpopjr.com 

Username: eaglet 

Password: eaglet 

Flocabulary 

www.flocabulary.com 

Username: westmiddlestudent4 

Password: westmiddlestudent4 

IXL website 

Khan Academy website 

Learn Zillion website 

News You 

Can Use! 

Upcoming Dates to Remember: 

2/8 Progress reports will be issued 

 

 

2/20 Students do not report, PD day for teachers 

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. 23 th –Jan 27 th 

Unit 4: Harvesting Hope: The Story of Cesar Chavez: 

Haywood Weekly January 23-February Focus 318, 2017 

Essential Question: How can the actions of one-person lead to change? 

Weekly Focus 

I can identify how the actions of one person can affect history. 

Use text structures to enhance comprehension of non-fiction and fictional 

texts. Integrate information from two texts on the same topic and 

compare/contrast multiple texts on their approach to a similar topic. 

Use various sources to conduct short research projects. Sort information from 

notes into relevant categories to develop a research question or focus. 

http://www.readworks.org/lessons/grade4/harvesting-hope-story-cesarchavez/read-aloud-lesson 

Foundations 

Latin roots, suffixes, 

-ful, -less, -ness, -ment 

(problem/solution/cause/effect) 

Standards 

Comprehension Strategies/Skills 

Theme, Sequence of events 

Grammar and Writing 

Research Writing 

Pronouns and adverbs


Vocabulary: Idiom, 

Figurative language, , 

cause and effect, problem 

and solution, actions and 

results 

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 

Amelia’s Road, Potato: A tale of the great depression, Tough 

Times 

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 


erican-government-branchesgovernment-closer-look 

3 branches of government 

Math 

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. 

4.NF.3: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. 

a. Understand addition and subtraction of fractions as joining and separating 

parts referring to the same whole. 

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each 

decomposition by an equation. Justify decompositions, e.g., by using a visual fraction 

model. 

Examples: 3/8 = 1/8 + 1/8 + 1/8 ;


3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. 

c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent 

fraction, and/or by using properties of operations and the relationship between addition and subtraction. 

d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like 

denominators, e.g., by using visual fraction models and equations to represent the problem. 

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.


Students will know... 

1. How to draw 

visual 

representation 

of fractions 

using a variety 

of methods 

using their 

knowledge of 

fractional parts. 

2. That the 

denominator 

tells how many 

parts in the 

whole. 

3. That the 

numerator tells 

how many parts 

are being 

used/taken. 

4. A unit fraction 

is defined as a 

fraction with a 

numerator of 

one. 

5. That Montana 

American 

Indians are an 

integral part of 

Montana’s 

culture. 

6. The symbols 

>,




Task examples 

Pillow Task 

It takes ¼ yard of yellow fabric, ¼ yard of blue fabric and ¼ yard of white fabric 

to make a pillow. Jenny is making 6 pillows. How many yards of each color fabric 

will she need to make the 6 pillows? How many yards of total fabric will she 

need? Draw a model, write an equation and explain your thinking? 

Fresh Bread Task 

1. Jasper baked 7 loaves of fresh bread. He wants to give ¼ of the loaves to his 

brother, ¼ to his sister, ¼ to his cousin and ¼ for himself. How much does each 

person get? 

2. His brother doesn’t like bread and does not want his share. This means that 

Jasper, his sister and his cousin can each have 1/3 of the loaves. How much does 

each person get? 

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 18 2017

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