April Learning Goals!

April Learning Goals

Language:

• read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

• identify and order main ideas and supporting details, using graphic organizers (e.g., characters, setting, problem, solution; a sequential chart: first, then, next, finally) and organizational patterns (e.g., orientation, complication and resolution)
• spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling
• use some appropriate elements of effective presentation in the finished product, including print, different fonts, graphics, and layout)

Math:

• solve problems involving the addition and subtraction of whole numbers to 18, using a variety of mental strategies (e.g.,“To add 6 + 8, I could double 6 and get 12 and then add 2 more to get 14.”)
• represent and explain, through investigation using concrete materials and drawings, division as the sharing of a quantity equally (e.g.,“I can share 12 carrot sticks equally among 4 friends by giving each person 3 carrot sticks.”)
• describe probability as a measure of the likelihood that an event will occur, using mathematical language (i.e., impossible, unlikely, less likely, equally likely, more likely, certain)
• describe the probability that an event will occur (e.g., getting heads when tossing a coin, landing on red when spinning a spinner), through investigation with simple games and probability experiments and using mathematical language

Social Studies:

• compare selected communities from around the world, including their own community, in terms of the lifestyles of people in those communities and some ways in which the people meet their needs (e.g., in northern Europe, people have homes that are heated and insulated, while in the Caribbean, houses do not need to be insulated and may have rooms that are open to the outdoors)
• describe some of the ways in which two or more distinct communities have adapted to their location, climate, and physical features (e.g., in Arctic Canada, where it is cold, people wear warm clothes made with fur and hide or insulated with down or fleece)

Dance:

• apply the creative process to the composition of simple dance phrases, using elements of dance to communicate feelings and ideas
• demonstrate an understanding of a variety of dance forms and styles from the past present, and their social and/or community contexts

Physical Education:

• using rolling and passing to send balls of different shapes and sizes to partners and to aim at different targets