Archive for May, 2016

It’s That Time of Year!

Written by Kathleen Watt. Posted in 5th Grade

Next week, on Monday and Friday afternoon, 5th graders will take part in discussion-style workshops on Human Growth and Development. We will be using a few key resources as a springboard for our conversations and in order to answer questions around the topic. If you are interested in previewing the resources ahead of time, please find them attached. Happy weekend!


The Farm!

Written by Caitriona Ross. Posted in Nursery

This week in Nursery we started out new unit: The Farm!  The children are really enjoying learning about all the different animals that live on the farm.  We’ll also be talking about what the animals eat, where they sleep on the farm and how the farmers take care of the animals.

On Thursday we went on an adventure to a Farm!  The children were able to see all the animals we’d been talking about, as well as touch and feed them.  They also got to see, touch and smell all the different types of food that the animals eat and the places where they sleep.  Everyone really enjoyed the trip and the children will be talking about it in class for a long time!

Here are some pictures of the children enjoying the trip.

IMG_5878 IMG_1949 IMG_9873 IMG_5884 IMG_1944  IMG_1985 IMG_1967 IMG_5900

¿What are you wearing?

Written by Maria Guttierez. Posted in 2nd-3rd Grade Beginner SAL, ES CSCS, SAL

At this time of the year, we have gone through the last topic we will be working on during this school year: clothes.

cinturón pantalones cortos vestido

We have been learned new vocabulary and have reviewed some other that we already knew. During this unit we have been introduced to some verbs:  LLEVAR (to wear) and TENER (to have), which are very helpful when we are describing what we wear and, as well, we have learned some new grammar                                             structures.

During the following weeks, students will go through the contents they have been working on during the year in order to make sure they have understood them in a meaningful way and to give them the space to solve any doubts they might have related to them.

Eureka Math Modules 7 and 8

Written by ValerieW. Posted in 2nd Grade

Dear Parents,

As we finish up the year, we are working on Eureka Modules 7 and 8.  Here is what the modules entail.

Module 7: Problem Solving with Length, Money,
and Data

In Module 7, students represent and interpret categorical data by drawing both picture and bar graphs (2.MD.10). They have been practicing some of these skills already,  as we have been conducting class-wide surveys, then organizing and interpreting the data.  New in second grade is the use of line plots, which are graphs that display data as points above a number line:

In the line plot above, the Xs recorded above the numbers show us the number of occurrences a response appears in the data set.  Here, four dogs each weigh 15 kg, one dog weighs 18 kg, two dogs weigh 20 kg each,  and so on. The Xs represent the frequency of a particular response.  Students will continue using line plots throughout elementary and beyond.

Module 8: Time, Shapes, and Fractions as Equal
Parts of Shapes

In the final Eureka Math module, students will consolidate  their understanding of part–whole relationships using geometry. Just as the second graders have composed and decomposed numbers, now they will  compose and decompose shapes, and begin to develop an understanding of unit fractions as equal parts of a whole.

In Topic A, students  recognize and draw  polygons with specific attributes: the number of sides, corners, and angles (2.G.1). They study the cube while focusing on its attributes, counting the number of edges, faces, and corners (2.G.1).

Student use tangrams in Topic B.  A tangram is a set of seven shapes that can be put together to form a square and many other shapes.

Image result for tangram

Farther along in this topic, the students build and partition shapes by putting together two or more smaller shapes, while relating the parts to the whole. (2.G.3).

In Topic C, students start by decomposing circles and rectangles into equal parts and describing them as halves (a half of), thirds (a third of), and fourths (a fourth of) or quarters (2.G.3). Later, students will decompose a rectangle into four parts that have equal areas but different shapes (2.G.3).

In Topic D,  students will apply their knowledge of partitioning the whole into halves and fourths to tell time (using both analog and digital clocks)  to the nearest five minutes (2.G.3, 2.MD.7).

¡El verano ya está aquí! // Summer is already here!

Written by Maria Guttierez. Posted in 1st Grade SAL, Kindergarten SAL, SAL

SAL students in K/1st grade, are studying vocabulary related to el verano (Summer) so they can be ready to speak in Spanish during their holidays!

They are learning specific vocabulary such as: colchoneta, gafas de sol, crema solar, toalla, playa, ola, tabla de surd, cubo, pala, etc.

colchoneta helado

As well as some new structures: En verano yo… (In the Summer time I…) that are helping us when speaking in Spanish.

During the following three weeks we are going to review all of the contents we have been working on during the year.

We’ll keep you updated!

El còmic

Written by Maria Guttierez. Posted in 4th Grade Català, Català

Els alumnes de català hem acabat el pla lector de Ferotge, el cavernícola i ens ho hem passat d’allò més bé llegint les aventures viscudes pel protagonista i tota la seva família.

Ara per ara, estem estudiant els comics i ens està agradant molt! Hem après que es tracta d’una història explicada mitjançant una successió de vinyetes que contenen alhora il·lustracions i text.
Hem sapigut també que, per elaborar un còmic, primer cal que n’escrivim el guió (el títol del còmic, l’argument general, els personatges i la descripció de les vinyetes amb els diàlegs, els símbols i les onomatopeies que han de contenir) per tal que tot plegat tingui coherència.
Tanmateix, també hem pogut veure d’altres característiques gràfiques que trobem de manera exclusiva en els còmics, com per exemple: les bafarades de diàleg i les de pensament.
Pel que fa a l’ortografia, darrerament ens hem centrat en les grafies c i qu, a nivell gramatical hem estudiat les formes impersonals dels verbs i, en l’àmbit de l’expressió escrita, hem vist les diferències entre els textos escrits emprant l’estil directe i/o l’estil indirecte.
Continuarem posant-vos al corrent de tot allò que fem, fins la propera!