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Wildcat Weekly

Curriculum

Curriculum

Cipriani Elementary School works hard to surpass the academic guidelines established by the state of California by providing a challenging and engaging curriculum for our students. The Belmont-Redwood Shores School District core curriculum standards for each grade are listed to the left with active links to the Common Core State Standards that have been adopted for the upcoming school year. The California Department of Education website offers a wealth of information for parents, students, and staff. Please take a look at what is in store for your child this academic school year. 

 

We are transitioning to the California Science Standards at Cipriani in all grade levels. Here is a resource that provides more information about the shifts in science education taking place during this exciting time. 
 

Curriculum Update: Check out the latest classroom news!

TK

They continue to write stories for and Writing Workshop and they are on display in the classroom.  This week, the children are learning about the Letter Pp and the sounds it represents in words.  The children continue to learn how to write letters, words, and sentences (step by step).  Please look at the work in your child’s Yellow Homework Folder and review the work with your child.  Please review the letter Aa, Bb, Cc, Dd, Ee, Ff, Gg, Hh, Ii, Jj, Kk, Ll, Mm, Nn, Oo, and Pp poems in your child’s My At Home Reading Workshop Binder.  As a foundational skill for Reading and Writing Workshop, we continue reading fiction and non-fiction books about seasons, animals, insects, and trees.  The spring season is here and we are observing the changes around us.  The children are becoming more confident about speaking in complete sentences, sharing their stories with the class during WWS, and answering the Question of the Day using a complete sentence.  In Math, we continue to count the days of the month, talk about the day of the week, the date, the concept of counting on, counting by 1’s, 2’s, 5’s, and 10’s, and complete a daily pattern on the calendar and with math manipulatives.  The children are practicing 1:1 correspondence while counting the number of math manipulatives in their patterns.  The children are now counting their math patterns up to the number of days we have been in school.  They have become skilled at counting past 100!!!

 


 

KINDERGARTEN

 
  • Readers Workshop- we worked on making words with similar word families, such as –at, et, it, ot, ug.  We also continued to work on our partner reading and our fluency with our leveled books.
  • Math- we kept practicing finding ways to make 10 using addition.  We finished our teen number book and practiced writing our numbers 17, 18, 19 and 20.  We sorted and counted shapes and kept working on our addition and subtraction.
  • Writers Workshop- we continued working on informational writing about worms.
  • Phonics- we learned about the letter R and N and the sounds that they make.
  • Science- we are having so much fun learning about worms and about where they live and what they need.

 


1st GRADE

 

Reading: During April, students will be diving deeper into nonfiction texts and their features. Readers will develop strategies for navigating informational texts and strengthening their comprehension and vocabulary.

 

Writing: This month, writers will learn about how to write opinion essays where they state their opinions on a topic and support them with reasons. Language: Students are working on learning the parts of speech and completing daily edits to improve written conventions.

 

Math: Mathematicians will be finishing up a unit on measurement (time and length) and on geometry (2D and 3D shapes). Later this month, we will begin a unit on collecting and analyzing data.

 

Social Studies: Students are starting a unit on the seven continents and the world (hemispheres, equator, etc.).

 

Science: Students will be finishing up a unit on sound and light and then begin to study structures of life and animal adaptations. Social Emotional: During April, students will be learning about bullying prevention and ways to be an “upstander.”


2nd  GRADE

Readers Workshop:  In Reader’s Workshop, we have started a new unit on reading books in a series. We are now in series book groups. We are focusing on collecting information about the main characters, paying attention to how characters respond to problems in the books, and noticing similarities in the characters across a series.

 

Writer’s Workshop: We spent this week writing and fine-tuning more opinion pieces. We practiced gathering more evidence to support our opinions. We also reviewed writing conventions like using proper capitalization, how to use quotation marks, and remembering to try and use our neatest handwriting for clarity.

 

Math-We wrapped up our 4th math unit, studying multi-step word problems, rounding, adding money, and ungrouping in subtraction. We completed our unit 4 math tests, and are now ready to move onto a brand new math unit on Monday.

 

Social Studies-We have begun our new unit, “Producers and Consumers”.  This week we learned about processing and distributing.  We specifically looked at how raisins, milk, and peanuts get from the farm to the grocery store.

 

Science-We completed the study of Soil this week. We sifted through our soil samples to discover that in every sample we both had hummus and different sizes of rocks. We placed a soil sample in a vial of water and drew a sketch to predict how it would what sort of layering we would discover in a few days. All classes also received their first insect for their classes: silkworm eggs!

 

 


3rd GRADE

We are continuing our work with fractions this week in math. This week’s focus is identifying fractions on a number line, understanding and identifying fractions that are greater than one, and comparing a variety of fractions using greater than, less than or equal to.

-This week’s fact fluency quiz will be on the 9s multiplication facts. Please help your child practice any math facts they may be struggling with. Thank you!

 

-In our next Mystery for science, we will explore the effects of natural hazards, such as tornadoes, hurricanes, and dust storms. In the activity, we will design multiple solutions to keep a house from blowing away in a windstorm and then compare the merits of their solutions.

 

-We have started our next Social Studies unit this week: Rules and Laws. Throughout this unit, we will learn why rules and laws are important to our communities, who creates the laws as well as how the three branches of government work together.

 

-For our Animal Reports this week we will start notetaking on our own animals! This is definitely the day they have been waiting for. :) This week we will be putting everything we have learned about research and notetaking on crayfish and use them as guidelines for our own animal research. It is important that your child has at least 3 resources they can pull from in order to do this work. 

 


4th GRADE

Reading:

We continued our study of non-fiction texts with our research of California Missions and how they lost their power as Ranchos became the main focus of wealth and power in Mexico. We also continued to work and study informational texts in Time for Kids articles. 

 

Writing:

We completed and celebrated the informational Mission Reports!

 

The fourth graders are currently studying opinion writing where they are learning how to develop a strong argument with supporting details. 

 

Math: 

We are deep into Unit 5 where the fourth graders are studying customary and metric units of length, liquid volume, mass, and units of time. We are also learning how to determine area and perimeter. 

 

History:

We are moving past the Mission Era and onto the Rancho Era of California History. From what they learned about ranchos, the students have created their own fictitious rancho and cattle brands for their rancho. 

 

Science:

Last week in science we continued our geology unit about rocks. Your child learned about landslides and how a steep slope plus rain can cause broken rocks to tumble and cause real damage.  Your child brainstormed solutions for preventing landslides, keeping people safe, and protecting property.  We solved the mystery, “How can you survive a landslide?”

 

You can support this week’s learning by picking a problem that your family is encountering and brainstorming solutions with your child.  Examples of problems could be how do we do X?  How can we prevent Y from happening?  Take a few minutes to write down some ideas together.  Remember, when you’re brainstorming, there are no bad ideas!  After you’ve generated some ideas, discuss them and decide which idea you think has the most promise. 

 


5th GRADE

**Our Fifth Graders were at Outdoor Education this week and this update will be revised next week**

 

Reader’s Workshop

  • We continued to work in our Historical Fiction Book Clubs.
  • Students paid close attention to moments when the action slowed down and the author added more detail. We talked about how these moments are intentional and the author’s way of telling us that something important is happening.
  • We talked about how there are three different meanings to a book: (1) the story the author meant to write, (2) the story that actually gets written and, (3) the story the reader interprets.
  • Students took some time to think about moments or characters they connected to in the story and how their personal experiences may have affected what they’re drawn to in the book.
  • We came up with big ideas for our books and students worked to find evidence to support their big idea in the text

Writer’s Workshop

  • We celebrated the end of our Literary Analysis unit by performing our Number the Stars skits!
  • We started our American Revolution Information Book unit.
  • We have been learning a lot about the various causes of the American Revolution in Social Studies and students put their knowledge to the test with an on-demand writing prompt, which challenged them write as much as they could about something they learned about the American Revolution.
  • Students explored numerous books on topics surrounding the American Revolution, practiced note-taking, and began to think about topics to research and write about.

Math: MARS Task Week

  • We mixed up our fifth-grade classes this week to get some practice with various MARS tasks. Students worked in trios and tackled concepts ranging from graphing, to mean, median, mode, and range, to comparing decimals.
  • We practiced neatly and clearly showing our work and explaining our thinking by teaching each other our strategies to help articulate the process.
  • On Thursday and Friday, we took the MARS Test!
    • These test scores will be used to help place students next year at Ralston.

Social Studies

  • We continued working on our visual timeline project. Students chose six events and used their notes to create a picture timeline.

Science with Mrs. Rich

  • This week, students investigated the question “Why do things explode?”
  • Students created their own (small) explosions by combining vinegar and baking soda in a plastic bag. Then, they developed models to explain how gas bubbles caused the bag to inflate and pop.
  • You can encourage your child’s curiosity at home! Watch this video of dry ice soap bubbles together: http://safeyoutube.net/w/gGzc. (You can even try making dry ice bubbles yourself using dry ice from the grocery store!

English Language Development

English Language Development: Content Standards

The English–Language Arts Content Standards for California Public Schools (1998) and the Reading/Language Arts Framework for California Public Schools (1999), both adopted by the State Board of Education, define what all students in California, including students learning English as a second language, are expected to know and be able to do. The English-language development (ELD) standards are designed to supplement the English–language arts content standards to ensure that English language learners (EL) students  develop proficiency in both the English language and the concepts and skills contained in the English–language arts content standards.

The Common Core State Standards will work in concert with the EL standards to ensure a comprehensive instructional program for all students.

California ELD standards