What students will learn in week 21, 22
Chinese Literacy:
Mandarin Matrix Story Garden- K Unit 8 (Week 21(3) & 22(4))
Mandarin Matrix Story Garden- K Unit 8 (Week 21(3) & 22(4))
- Introducing 今(today), 明(tomorrow), 昨(yesterday), 是(yes).
- Practicing and using 今(today), 明(tomorrow), 昨(yesterday), and 是(yes) to make sentences.
- Focus Words: 今(today),是(yes),昨(yesterday),明(tomorrow),爸爸(dad),妈妈(mom),姐姐(older sister),学校(school),上学(go to school),上课(class begins),去(go),生病(sick),朋友(friend),等等(et cetera.),家(home),里(inside),下雨(rain),不(no),出去(go out),小山羊(little mountain goat),在哪里(where),在/ 不在(at/not at),水(water),准备好了(ready).
- Day 1 to 4: Chinese characters: 今(today), 明(tomorrow), 昨(yesterday), 是(yes)。(Using these characters in sentence form.)
- Day 5 to 7: Review Chinese characters: 大,小,上,下,不,坐,在,里,山,水,火, 人,马,牛,羊,鸟,虫,男,女,雨,土,月,天,日,生,今,明,昨,是。(Using these characters in sentence form.)
- Day 8 to 10: More integrated and recycled practices/Match Chinese characters into correct pictures to check student’s understanding of characters and sentences they’ve learnt in this unit.
- Day 5 & Day 10: Quiz/Assessment.
- 不想上学. (Unwilling to school).
- 在家里玩. (Staying at home.).
- 小山羊在哪里? (Where is little mountain goat?).
- Week 4 vocabulary: 一(one),二(two),三(three),四(four),五(five),六(six),七(seven),八(eight),九(nine),十(ten)。
- Week 5 vocabulary: 上( on, on top, upon),下(down, downwards, below, lower),大(big, huge, large),小( small, tiny, few, insignificant, young)。
- Week 6 vocabulary: 山(mountain), 水(water), 火(fire), 人(people)。
- Week 7 vocabulary: 晴天(sunny),阴天(cloudy),(下)雨天(rainy),(下)雪天(snowy)。
- Week 8 vocabulary: 星期一(Monday),星期二(Tuesday),星期三(Wednesday),星期四(Thursday),星期五(Friday),星期六(Saturday),星期天/星期日(Sunday)。
- Week 9 & 10 vocabulary: 不(no), 坐(sit), 在(at/on/in), 里(inside), 这里(here), 哪里(where), 那里(there), 等(wait), 这个(this).
- Week 11 & 12 vocabulary: 山(mountain), 水(water), 火(fire), 人(people), 上山(to go uphill/mountain), 下山(to go down the hill/mountain), 爬山(to climb a mountain), 火山(volcano), 玩水(Playing with water), 跳水(jump into water/diving), 喝水(drink water).
- Week 13 & 14 vocabulary: 马(horse),牛(cow),羊(sheep/goat),鸟(bird),虫(bug/insect/worm)。
- Week 16 & 17 vocabulary: 男(boy),女(girl),雨(rain),土(soil/dirt),花(flower),需要(need),太阳(Sun),太多(too much),太少(less or fewer),好大(big),好小(small) 。
- Week 18,19(1) & 20(2) vocabulary: 月(moon/month),天(day/sky),日(sun/day),生(birth), 谁的(whose),生日(birthday),蛋糕(cake),万圣节(Halloween),男生(boy),女生(girl), 日+月=明(日sun + 月moon = 明tomorrow. When you see a sun and moon that means it is tomorrow)。
- Week 21(3) & 22(4) vocabulary: 今(today), 明(tomorrow), 昨(yesterday), 是(yes).
Math:
1. Envision Math TOPIC 7. (Week 21(3) 22(4)) Topic 7: Extend the Counting Sequence.
2. 差是 ____. The difference is ____.
3. 这里有 ___ (数字) ____ 颜色 (方块). 我拿走了 ___ (数字), 现在还剩下几个?There are ___ (number)____ color (cubes). I
took___ (number) away, how many are left?
4. 这里有 ___ (数字) ____ 颜色 (方块). 我加了 ___ (数字), 现在共几个?There are ___ (number)____ color (cubes). I
add___ (number) more, how many are there?
Content Objective(s):
Financial Literacy (Week 2(20) & Week 3(21))
People and Places Change Over Time (week 22 -25)
Objective 1 : Demonstrate appropriate ways to behave in different settings.
1. Envision Math TOPIC 7. (Week 21(3) 22(4)) Topic 7: Extend the Counting Sequence.
- Lesson 7-1 count by 10s to 120. (1.NBT.2c: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five,
six, seven, eight, or nine tens (and 0 ones). - Lesson 7-2 count by 1s to 120. (1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.)
- Lesson 7-3 count on a number chart to 120. (1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.)
- Lesson 7-4 count by 1s or 10s to 120. (1.NBT.2c: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five,
six, seven, eight, or nine tens (and 0 ones). - Lesson 7-5 count on an open number line. (1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.)
- Lesson 7-6 count and write numerals. (1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.)
- Lesson 7-7 repeated reasoning. (1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.)
- Listen: 一 样 (same amount), 不一样(difference), 一共( altogether), 少于(fewer), 比较(compare), 拿掉/减掉 ( take away), 答案(answer), 加号(plus sign), 减法(subtract), 差(difference), 加(plus), 减(minus), 等于(equal)
- Read: 加号(plus sign), 减号(minus sign), 等号(equal sign)
- Write:___ - ___ = ____. & ___ - ___ = ____.
- Speak: 一样 (same amount), 顺序(order), 比较(compare), 多(more), 拿掉/减掉 ( take away), 加法(addition), 减法(subtraction), 加(plus), 减(minus), 等于(equal)
- Sentence Frame:
2. 差是 ____. The difference is ____.
3. 这里有 ___ (数字) ____ 颜色 (方块). 我拿走了 ___ (数字), 现在还剩下几个?There are ___ (number)____ color (cubes). I
took___ (number) away, how many are left?
4. 这里有 ___ (数字) ____ 颜色 (方块). 我加了 ___ (数字), 现在共几个?There are ___ (number)____ color (cubes). I
add___ (number) more, how many are there?
Content Objective(s):
- Students will solve addition problems by recognizing and recording its parts in small groups.
- I can solve addition problems by recognizing and recording its parts with a small group.
- Students will speak the words inside, outside and in all while adding parts.
- I can speak the words inside, outside and in all while adding parts.
Financial Literacy (Week 2(20) & Week 3(21))
- People at Work in My Neighborhood
- Making Choices with Money
- Standard 4 (Financial Literacy): Students will describe the economic choices people make to meet their basic economic needs.
- a. Identify examples of goods and services in the home and in the school.
- b. Explain ways that people exchange goods and services.
- c. Explain how people earn money by working at a job.
- d. Explain the concept of exchanging money to purchase goods and services.
- a. Describe the economic choices that people make regarding goods and services.
- b. Describe why wanting more than a person can have requires a person to make choices.
- c. Identify choices families make when buying goods and services.
- d. Explain why people save money to buy goods and services in the future.
- Students will recognize how the people in their community meet their needs by providing services.
- Students will recognize how their neighborhood changes.
- I can recognize how the people in my community meet my needs by providing services.
- I can recognize how my neighborhood changes.
- Students can say, “Where is the ____” and “here is the ___.”
- Students can say, “I want to buy ____.”
- I can say, “Where is the _____” and “here is the _____.”
- I can say, “I want to buy ____.”
People and Places Change Over Time (week 22 -25)
- Changes at School.
- People Same and Different.
- Classroom Community.
Objective 1 : Demonstrate appropriate ways to behave in different settings.
- a. Explain why families and classrooms have rules (e.g., examples of rules and consequences).
- b. Demonstrate positive relationships through play and friendship.
- c. Identify examples of individual honesty and responsibility.
- d. Identify examples of honesty, responsibility, patriotism, and courage from history, literature, and folklore, as well as from everyday life (e.g., heroes of diverse cultures).I can say “teacher” or “student” depending on what the teacher point at.
- e. Demonstrate respect for others, leaders, and the environment.
- a. Recite name, address, and telephone number.
- b. Follow safety procedures for school emergencies (e.g., fire drill, earthquake, intruder).
- c. Recognize and explain common traffic symbols.
- d. Identify school personnel to whom students can go to for help or safety.
- e. Identify and articulate the purpose and role of authority figures (e.g., parents, secretary, principal, teacher, librarian, police officers, firefighters, tribal leaders).
- Students will identify responsibilities in the school.
- I can identify people and their jobs in the school.
- Students will say “teacher” or “student” what the teacher points at a picture.
- I can say “teacher” or “student” depending on what the teacher point at.