Oct 24- Oct 26
TRABAJANDO POR UN MUNDO MEJOR!
I can't wait to see you back on October 24!!! I have missed you so much. Remember communication is a key aspect. If there is any project, idea, question, comment or concern, please let me know. Feel free to email at firstname.lastname@example.org
This is are the links to access the complete videos of the readings:
A GREAT WEEK STARTS, KEEP IN MIND:
Monday is B day (Chinese)
Tuesday is C day (Media)
Wednesday is D day (Computers)
Thursday is E day (Brain Break)
Friday is F day (IReady Math)
September 10 – 28: BOY reading assessments (Expected to be in level C)
September 20: Early Release Day
September 21: Glow Dance Party
September 24: Federal Cards go home
September 25: Fall Picture Day
September 27: Progress Reports go home / PTO meeting in the cafeteria at 4
GLOBAL CHARACTER OF THE WEEK
In September, our global character of the week is recognized for being an INQUIRER.
This week, the character of the week is ABIGAIL RICE
GLOBAL INQUIRY UNIT: BUILDING BRIDGES
What can we do to make this world a better place and reach the global goals objectives by 2.030?
Global Approach: Sustainability/ Development/ Community
Concepts: Identity, relationships, interaction, beliefs, values, interdependence
- Raise awareness - raising and education on the Sustainable Development Goals.
- Recognize that more than 700 million people still live in extreme poverty and are struggling to fulfil the most basic needs like health, education, and access to water and sanitation, to name a few.
- Describe the importance of achieving substantial coverage of the poor and the vulnerable.
- Analyze ways to build the resilience of people with less money so that they are better protected from climate-related extreme events, like floods and droughts, and other economic, social and environmental shocks.
- Recognize the importance of creating jobs and prosperity while not straining land and resources. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
STEP 1: WE OBSERVE, WONDER AND QUESTION
- What problems are there in the world?
- What are the global goals?
- Why is it important to work together to achieve those goals?
- What is a community?
STEP 2: WE INVESTIGATE AND DISCOVER (Lines of inquiry)
- What it means to be a global citizen.
- What the Global Development Goals (Emphasis on Global Goals 1, 2, 3, 4, 5, 6, 16)
- What the roles and responsibilities of citizens are
- What it means to be an inquirer.
- What a community is
- How humans interact with the environment.
- What sustainable is
- What poverty is and identify some of its causes and consequences.
- What human rights are.
- Why rules are important in the community.
- How various cultures influence communities.
- How and why neighbourhoods and communities change over time.
- What the importance of folklore and celebrations, and their impact on the community. (Hispanic Heritage)
- How diversity is reflected in the local community.
If you have any idea, book or activity, please let me know. I would love to include it in my class:)
STEP 3: WE SHARE - STEP 4: WE REFLECT
Students will reflect upon the fact poverty has many dimensions, but its causes include unemployment, social exclusion, and high vulnerability of certain population to disasters, diseases and other phenomena which prevent them from being productive. "overcoming poverty is not a gesture of charity. It is an act of justice. It is the protection of a fundamental human right, the right to dignity and a decent life. While poverty persists, there is no true freedom." Nelson Mandela
(I invite you to ask your child constantly to draw, write, talk, do little research about the above-mentioned topics or simply talk what she/he has learned at school)
STEP 5: WE ACT AND CHANGE
If you have any idea, initiative, project we could join, please let me know :)
GLOBAL CONTENT AREA VOCABULARY
Mundo (world), problemas (problems), ayudar (help), conocer (know), hambre (hunger), global (global), cultura (culture), diversidad (diversity), tolerante (tolerant), mochila (backpack), rutinas (routines), tarea (homework), letras (letters), estar de acuerdo (agree), seguir (follow) obedecer (obey), solidario (caring)
Review / Count on
Números (numbers), uno (one), dos (two), tres (three), cuatro (four), cinco (five), seis (six), siete (seven), ocho (eight), nueve (nine), diez (ten), once (eleven), doce (twelve), trece (thirteen), catorce (fourteen), quince (fifteen), dieciséis (sixteen), diecisiete (seventeen), dieciocho (eighteen), diecinueve (nineteen), veinte (twenty), treinta (thirty), cuarenta (forty), cincuenta (fifty), sesenta (sixty), setenta (seventy), ochenta (eighty), noventa (ninety), cien (one hundred), suma (addition), figuras (shapes), resta (subtract), igual (equal)
First Quarter Expected Level: C
End of the year Expected Level: J
Narrative elements/ question with what, who, where, when. Sequence of events
Review of vowels and consonants: M, P, S, T
Working on personal narratives.
HIGH FREQUENCY WORDS:
Remember your child will have a spelling homework from Monday to Thursday to practice the high frequency words of each week. The high frequency words for this week are primero (first), trabajar (work), hermano (brother), hermana (sister), error (mistake), compartir (share), luego (then), cuántos (how many), muchas (many), vive (live)
We are in need of individual packed snacks.