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Hello, 
I’m Mrs. Sharon Shute and this is my 18th year here at St. Joseph School! I am thrilled to be your child’s teacher this year and so excited to be leading them on their journey of wonder and wisdom. A bit of background about myself- I have been an early childhood educator for 37 years beginning as a preschool teacher in Chicago. My love of children grew and so did my education! I began teaching Montessori preschool and then went to school and earned an Early Childhood Degree from Kendall College (then in Evanston)with a minor in Psychology. I have been very fortunate to teach in two Catholic schools in Chicago before coming to St. Joe's. I have brought the spirit of my Chicago experiences to this vibrant, thriving, and flourishing school and I am eternally grateful for the opportunity of working at such a wonderful school. I have been nominated for The Golden Apple Award from my work here at St. Joe's and at St. Stanislaus in Chicago.
 
Though this is my 18th year at St. Joe's, I taught first grade for 14 of those years and journeyed to third grade for three years and wanted to return "home" back to Room 2 in first grade.  SO very much to love and learn this school year beginning with fun read alouds such as The Wild Robot to January's Harry Potter book. I am thrilled to into First Grade with such caring and kind parents and students. Thank you for letting your child be a part of our school family. 
 
Please feel free to email me through the website or at [email protected]. Also, feel free to contact me regarding any questions or concerns that arise throughout the school year. We are so fortunate to have Mrs. Carlen Medina as a full time aide in the classroom! She is so creative and eager to help each and every student in our school family. 
 
This school year, our class will consist of: Reading, Phonics, Language Arts, Religion, Social Studies, and Science. IPads are an exciting part of this school year, too. Students will be engaging in various activities such as educational lessons on SeeSaw and more.
 
I feel so honored and blessed to be a part of your child's journey this year! We are a family- working together, for the betterment of our school community building friendships and relationships we'll hold in our hearts for a very long time. 
 
Most Sincerely,
Mrs. Sharon Shute
PS: Never expected but always welcomed- Amazon Wish List link below:
 
We are going peanut free in the classroom. Please read for snack: Thanks!

Our aim is to provide a safe learning environment for all people in our school Community. To support this, SJCS is designating your child’s classroom as “nut-free”. This policy aims to increase our community awareness in order to minimize the risk for children with documented allergies to nut products. Our school has developed and will maintain a whole-school action and implementation plan when dealing with students who have critically life-threatening allergies.  


WHY? Anaphylaxis is a severe form of allergic reaction which is potentially life-threatening. It can be fatal within minutes; either through swelling that shuts off airways or through a dramatic drop in blood pressure. There are many causative agents for anaphylaxis with nuts often being the precipitative factor.  Anaphylaxis is preventable.  Avoidance of specific triggers is by far the best option. Management is via immediate injection of epinephrine and emergency transport to the hospital. 


Allergy to peanuts appears to be on the rise in children. According to a FARE-funded study, the number of children in the U.S. with peanut allergy more than tripled between 1997 and 2008. Studies in the United Kingdom and Canada also showed a high prevalence of peanut allergy in school children.  

Based on recent studies, an estimated 25-40 percent of people who have peanut allergy are also allergic to tree nuts. In addition, peanuts and tree nuts often come into contact with one another during manufacturing and serving processes. For these reasons, allergists usually tell their patients with peanut allergy to avoid tree nuts as well.  


Trace amounts of peanut can cause an allergic reaction. Casual contact with peanuts, such as touching peanuts or peanut butter residue, is less likely to trigger a severe reaction. Casual contact becomes a concern if the area that comes into contact with peanuts then comes into contact with the eyes, nose or mouth (for example, a child with peanut allergy gets peanut butter on her fingers, and then rubs her eyes).  


What does this mean for me?  

  • Your child’s classroom will remain a “peanut/nut-free zone.”  Please do not send in any food items to be consumed in the classroom that contains peanuts, nuts, peanut butter, nut butters, or peanut products. 
    • This includes almonds, filberts, Brazil nuts, cashews, hazelnuts, macadamia nut, pecans, pine nuts, pistachios, and walnuts.
    • Read labels carefully to make sure the products are nut free.  
    • This includes labels that read “May contain traces of peanuts/nuts” or “processed in a facility that processes products that contain peanuts/nuts.”  Food labels and ingredients change over time, so always read the label each time before purchasing snacks. 
    • NO HOMEMADE TREATS MAY BE BROUGHT INTO THE CLASSROOM. All treats/snacks brought to the classroom must have an ingredient label.

  • A peanut free table will be designated in the lunch room for all students with peanut/nut allergies.  
  • Peanut butter and peanut/nut products may be packed in your child’s lunch, but CANNOT be eaten in the classroom, or at the peanut/nut free lunch table.  

Thank you for your continued support with keeping our students safe.

Mrs. Blake    

 

 




 
 
 
 
 
 
 
 

 

 

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TIME

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

7:30 – 7:34

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

7:35 – 8:15

Spanish

Math 

Math

PE

Prayers, Devotions, Intentions, Songs

8:17 – 8:57

Music

Math

8:30 Mass

Math Groups/ ELA

Math 

Spelling, Reading Tests

8:59 – 9:39

Math

9:20- 9:50- PE

Art

Math Groups/ ELA

ELA

9:41 – 10:21

Math Groups

Math/ Begin ELA

ELA

ELA/ Lit Circles

Lit Circles

10:23 – 11:03

ELA

ELA

ELA

SS Switch Classes

STEAM

11:05 – 11:45

Lunch Recess

Lunch Recess

Lunch -

Lunch Recess

Lunch Recess

11:47 – 12:27

ELA Lit Circles/ Workshop

11:37- Lit Circles/ Workshop

ELA Lit Circles/Workshop

Library/ Media

Social Studies- Mrs. D's Class

12:29 – 1:09

Library/ Media

12:19- ELA Lit. Circles/ Workshop

Lit Circles/ Workshop

ELA Lit Circles/ Workshop

Social Studies My Class

1:11 – 1:50

Religion-Gratitude Journal

Finish Lit Circles

Gratitude Journal/ SS My Class

Religion

Gratitude Journal

Religion

Gratitude Journal

Fun Friday Team Building Activities

Gratitude Journal

1:50 – 2:00

Dismissal

Dismissal

Dismissal

Dismissal

Dismissal
 

Posts

Homework for Monday, 12/2/25

H/W for Monday, 12/2/25
--No homework as we attended to it in class- it was a tricky assignment- learning to make a ten to solve subtraction.
Tomorrow:
--Music
--If your child would like to put an ornament on the school fam. tree, pleaseW bring one in. So much fun to see the tree filling up!
--Aesop's Fables return with more lessons to learn!
--Back to Lit Circles and Workshop!
--We begin unit 5 in Fundations.
 
Have a warm and cozy evening!
With Gratitude,
Sharon Shute and Carlen Medina

Homework for Monday, 12/1/25

Homework for Monday, 12/1/25
--Math Lesson 4- Problem Solving- Some kids finished in class today-
--If possible, bring in a non-breakable ornament for our school family Christmas tree- They will be returned after Christmas break. Thanks so much!
Tomorrow:
--9:30 Buddy Mass
--Gym
--Library- Please bring library books back to school, if you have any at home
 
 
Stay warm and cozy!
With Much Gratitude,
Sharon Shute and Carlen Medina
 

Week at a Glance: December 1-5, 2025

Week at a Glance: December 1-5, 2025

Highlights of the Week:

Reading: Begin Module 2- Creature Features

Writing: Begin December Journal

Phonics: Test for Unit 5

Religion: Begin Advent

Math: Continue Subtraction chapter

Social Studies: Cross Curricular- with Reading

Science: Mystery Science- Why are polar bears white?


ELA: Wit and Wisdom: Reading: Begin Module 3- Creature Features/ Social Studies-

  • Communicate ways and reasons that people observe animals and discover new things about them.
  • Describe similarities and differences among diverse animal species, citing details about features of their body and behaviors.
  • Explain how animals defend themselves and how people should act around animals to keep themselves and the animals safe.

Reading Goals: 

  • Determine the lessons of fables.
  • Identify the main topic and retell key details of a text.
  • Describe connections between two pieces of information about animals
  • Locate, name, and use various text features to locate key facts or information in a text.
  • Identify reasons the author gives to support points about an animal in a text, using information from the words and illustrations.

Writing Goals:

    • Write informative paragraphs with increasing independence, using information from module texts.
    • Use digital tools to produce a writing piece.
    • Participate in shared research by collecting evidence from animals for an informative paragraph. 
    • Write an informative paragraph answering questions about an animal’s unique feature and how the animal uses this feature.
  • Daily writing in December journal following seasonal prompts using phonetic spelling.

Language Goals:

  • Produce complete sentences in response to prompts
  • Use end punctuation for sentences.
  • Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, scowl, glare) by defining or choosing them or by acting out the meaning.
  • Sort words into categories based on attributes.
  • Use determiners.
  • Use frequently occurring prepositions.
  • Use phonetic words for spelling.

Math: Chapter 4 Subtraction Strategies to 20

  • Make sense of problems and persevere in solving them
  • Construct viable arguments and critique the reasoning of others
  • Model with mathematics
  • Use appropriate tools strategically
  • Reason abstractly and quantitatively
  • Attend to precision
  • Look for and make use of structure

Monday- Review subtraction facts (after Fall Break) and complete Check My Progress

  • Review doubles subtraction
  • Review with math games and worksheets

Tuesday-Lesson 4.5 Students will subtract using the make 10 to subtraction strategy.

Wednesday- Lesson 4.6 Students will identify similarities in related addition and subtraction sentences.

Thursday- Lesson 4.7-Use related facts to add and subtract

Friday- Review subtraction thus far with IReady, IXL, and SeeSaw lessons


Religion: Celebrating Advent- Advent is a time to get ready to celebrate Jesus’ birth.

Children learn the meaning of Advent, why we celebrate it, and explore how Advent is celebrated in the Church (pages 213-216)

  • Here is the video to introduce this Session about Advent.
  • Celebrating Advent- Session 1
  • Virtual Mass on Tuesday at 8:30
  • We prepare for Advent by preparing for Jesus’ birth
  • What Mass is like during Advent
  • Journey to Bethlehem
  • Living our Faith
  • Daily songs, prayers, and devotions

Mystery Science: Winter Theme

1-LS1-1 Link here for Session in Mystery Science- Why are polar bears white?

In this lesson, students make observations to construct an explanation of why camouflage is helpful to animals. In the activity, Moth Hide and Seek, students test their ability to spot camouflage moths, and then design a camouflage pattern for a moth of their own and hide it in the classroom!

Vocabulary: habitat, prey, predator, survive, camouflage, model, experiment

Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Week at a Glance, updated, 11/24-11/25/25

Week at a Glance: 11/24-11/25/25

This very short week will include the following:

These subjects didn’t get covered last week in depth, so we will focus on these 3 subjects this shortened week. We will also have partner reading time. Thanks!😊 

Monday Specials- Media and STEAM

No homework next week 

Tuesday morning: Gym

Tuesday dismissal at 11:00 no buses, no EDP, no clubs

Religion-

  • Session 3: God is our Father- we know God’s love for us as our Father through his Son, Jesus. Jesus tells us that God is our Father and our loving Father, too. We can be happy when we follow what God teaches us about himself and about Jesus. In praying to god, we address him as our Father. 

Outcomes for this session:

  1. Explain that we show love for one another in special ways.
  2. Identify the Bible as God’s special message.
  3. Tell that God gave us his only Son, Jesus, to teach how much God loves us.
  4. Define Jesus and Bible
  • All school Mass at 9:30 with buddies on Tuesday
  • Common prayers throughout the day

For this week and next, students will be working on gratitude projects as we lead to Thanksgiving. 

  • Students will be coloring cards for teachers that show gratitude.
  • Students will be making gratitude trees and writing down what they are thankful for on the leaves.
  • Students will be writing acrostic poems for THANKFUL and FAMILY

 

Social Studies: The First Thanksgiving (2 weeks)

Students will learn about the history of the first Thanksgiving. 

We begin discussing the First Thanksgiving and students will acquire knowledge throughout our 2 week  unit on:

  • Who are Pilgrims and Native Americans?
  • Where did the Pilgrims come from and why did they leave their home country?
  • What are religious freedoms?
  • Who is Squanto? Why was he such an important person to the Pilgrims?
  • What happened to Squanto when he was very young?
  • Compare and contrast different beliefs, dress, and lifestyles of the Pilgrims and Natives.
  • Discuss the Mayflower and look at what the Pilgrims took on their voyage.
  • What would you take on such a voyage in the year 1620?
  • Imagine life on the Mayflower and discuss differences about water travel now and then.
  • Learn about famous Native Americans and Pilgrims that we’re integrally part of the first Thanksgiving. 

Mystery Science: Why do people eat turkey on Thanksgiving?

Video here

Here are some ways to help students reflect on the lesson.
1. Why do people eat turkey on Thanksgiving?

2. What did this lesson make you curious about? What other questions do you have about Thanksgiving?

Bonus Activity: Eating turkey on Thanksgiving is a tradition. Does your family have its own traditions? Do you eat special food on certain days? Ask your family what traditions you have. Then, make a drawing of one of the traditions. Describe what it means to you and your family.

Math- Review of subtraction strategies counting up to 20

 

Shortened Week at a Glance: 11/24-11/25-2025

Week at a Glance: 11/24-11/25/25

This very short week will include the following:

These subjects didn’t get covered last week in depth, so we will focus on these 3 subjects this shortened week. We will also have partner reading time. Thanks!😊 

Monday Specials- Media and STEAM

Tuesday morning: Gym

Religion-

  • Session 3: God is our Father- we know God’s love for us as our Father through his Son, Jesus. Jesus tells us that God is our Father and our loving Father, too. We can be happy when we follow what God teaches us about himself and about Jesus. In praying to god, we address him as our Father. 

Outcomes for this session:

  1. Explain that we show love for one another in special ways.
  2. Identify the Bible as God’s special message.
  3. Tell that God gave us his only Son, Jesus, to teach how much God loves us.
  4. Define Jesus and Bible
  • All school Mass at 9:30 with buddies on Tuesday
  • Common prayers throughout the day

For this week and next, students will be working on gratitude projects as we lead to Thanksgiving. 

  • Students will be coloring cards for teachers that show gratitude.
  • Students will be making gratitude trees and writing down what they are thankful for on the leaves.
  • Students will be writing acrostic poems for THANKFUL and FAMILY

 

Social Studies: The First Thanksgiving (2 weeks)

Students will learn about the history of the first Thanksgiving. 

We begin discussing the First Thanksgiving and students will acquire knowledge throughout our 2 week  unit on:

  • Who are Pilgrims and Native Americans?
  • Where did the Pilgrims come from and why did they leave their home country?
  • What are religious freedoms?
  • Who is Squanto? Why was he such an important person to the Pilgrims?
  • What happened to Squanto when he was very young?
  • Compare and contrast different beliefs, dress, and lifestyles of the Pilgrims and Natives.
  • Discuss the Mayflower and look at what the Pilgrims took on their voyage.
  • What would you take on such a voyage in the year 1620?
  • Imagine life on the Mayflower and discuss differences about water travel now and then.
  • Learn about famous Native Americans and Pilgrims that we’re integrally part of the first Thanksgiving. 

Mystery Science: Why do people eat turkey on Thanksgiving?

Video here

Here are some ways to help students reflect on the lesson.
1. Why do people eat turkey on Thanksgiving?

2. What did this lesson make you curious about? What other questions do you have about Thanksgiving?

Bonus Activity: Eating turkey on Thanksgiving is a tradition. Does your family have its own traditions? Do you eat special food on certain days? Ask your family what traditions you have. Then, make a drawing of one of the traditions. Describe what it means to you and your family.

Math- Review of subtraction strategies counting up to 20

 

Homework for lesson 2 in Math

H/W for 11/18
-- Math lesson 2- Use a number line to subtract
Tomorrow:
--Field Trip to the Marriott Lincolnshire! 1st and 2nd grade will see Finding Nemo tomorrow morning! Please send your child to school in regular school uniforms. 
 
Have a lovely day!
Sharon Shute and Carlen Medina

Homework for Monday, 11/17/25

H/W for Monday, 11/1/25
--Math Lesson 1- Count back 1, 2, or 3
Tomorrow:
--9:30 Buddy Mass
--Gym
--Library- Please return library books so your child can check out new books. Thanks for your cooperation!
--Gratitude work and The Leif Thief packet
 
Have a warm and lovely evening,
Sharon Shute and Carlen Medina

Week at a Glance: November 17-21, 2025

Week at a Glance: November 17-21, 2025

Highlights of the Week:

Monday: We begin Chapter 4 in Math

Tuesday: Buddy Mass at 9:30

Wednesday: Field Trip to Marriott Theater

Thursday: Fire Dept. visits younger classes

Friday: Finish up IReady Math Growth Monitoring 


Math: Subtraction Strategies- Introduction to Chapter 4 Subtraction Strategies:

Vocabulary Bank for Chapter 4: count back, difference, number line, doubles

  • Lesson 4.1- Monday- Count back1, 2, or 3;How can you go back from 1, 2, or 3?
  • Lesson 4.2- Tuesday-Hands on- think addition to subtract; Students will use a number line to count back to subtract.
  • Lesson 4.3-Wednesday-  Use doubles to subtract- Students will relate doubles addition facts to subtraction facts.
  • Lesson 4.4- Thursday Problem Solving- Students will write a number sentence to solve problems. 
  • Friday- Check my progres- Review of Lessons 1-4 in Chapter 4
  • Mid chapter checkpoint
  • Daily reteach and enrich math worksheets to coordinate with each lesson
  • Math on the iPads- IXL, IReady- completion of progress growth monitoring,, SeeSaw-and other math games
  • Computer games to reinforce math concepts
  • Math addition fluency weekly testing (not graded)

ELA: Continue with Green Eggs and Ham for reading; Continue with The Leaf Thief for ELA

Reading and Writing ELA- 

  • Students will continue to work in writing/ point of view/ comprehension  packet for The Leif Thief:
    • Students will work in writing packets for The Leif Thief- looking for POV from characters. 
    • Discuss story elements of story: characters, setting, plot, key events, and main idea in story.
    • Sequence of events discussion
  • Students will read Green Eggs and Ham with partners and be detectives and look for:
    • Interrogative sentences (questions)
    • Notice where the settings switch and notice character’s pov
    • Discuss beginning, middle, and end events in story
    • Look for key details and persuasion by characters
    • Time order words to note sequence of events
  • Students will also work on Green Eggs and Ham sight word packet

Religion-

  • Session 3: God is our Father- we know God’s love for us as our Father through his Son, Jesus. Jesus tells us that God is our Father and our loving Father, too. We can be happy when we follow what God teaches us about himself and about Jesus. In praying to god, we address him as our Father. 

Outcomes for this session:

  1. Explain that we show love for one another in special ways.
  2. Identify the Bible as God’s special message.
  3. Tell that God gave us his only Son, Jesus, to teach how much God loves us.
  4. Define Jesus and Bible
  • All school Mass at 9:30 with buddies on Tuesday
  • Common prayers throughout the day

For this week and next, students will be working on gratitude projects as we lead to Thanksgiving. 

  • Students will be coloring cards for teachers that show gratitude.
  • Students will be making gratitude trees and writing down what they are thankful for on the leaves.
  • Students will be writing acrostic poems for THANKFUL and FAMILY

Social Studies: The First Thanksgiving (2 weeks)

Students will learn about the history of the first Thanksgiving. 

We begin discussing the First Thanksgiving and students will acquire knowledge throughout our 2 week  unit on:

  • Who are Pilgrims and Native Americans?
  • Where did the Pilgrims come from and why did they leave their home country?
  • What are religious freedoms?
  • Who is Squanto? Why was he such an important person to the Pilgrims?
  • What happened to Squanto when he was very young?
  • Compare and contrast different beliefs, dress, and lifestyles of the Pilgrims and Natives.
  • Discuss the Mayflower and look at what the Pilgrims took on their voyage.
  • What would you take on such a voyage in the year 1620?
  • Imagine life on the Mayflower and discuss differences about water travel now and then.
  • Learn about famous Native Americans and Pilgrims that we’re integrally part of the first Thanksgiving. 

Mystery Science: Why do people eat turkey on Thanksgiving?

Video here

Here are some ways to help students reflect on the lesson.
1. Why do people eat turkey on Thanksgiving?

  1. What did this lesson make you curious about? What other questions do you have about Thanksgiving?

Bonus Activity: Eating turkey on Thanksgiving is a tradition. Does your family have its own traditions? Do you eat special food on certain days? Ask your family what traditions you have. Then, make a drawing of one of the traditions. Describe what it means to you and your family.

Homework for Thursday, 11/13/25

Homework for 11/13/25
--Math Practice Test H/W- 
Tomorrow:
--Friendship Circle with Mrs. Han and Mrs. Walsh
--Gym
--Fun Friday Art project!- The Leaf Thief- Students will be writing and creating the leaf thief from this Fall story.
--Mystery Science- Animal Traits
--Social Studies- The First Thanksgiving
--Religion- Session 2 Packet - God Cares For Us
 
With Much Gratitude,
Sharon Shute and Carlen Medina

Homework for 11/10/25

H/W for 11/10/25
---Math H/W- Add three numbers- This was a bit challenging for the class; We use these strategies- Make a 10 or find if there are doubles-
We will practice more tomorrow-
Tomorrow:
--Library- Please bring back last week's library books- Thanks!
--Gym
--IReady work and more!
 
Have a warm evening!
Sharon Shute and Carlen Medina

Week at a Glance: November 10-14, 2025

Week at a Glance: November 10-14, 2025

Highlights of the Week:

Monday- In reading, we begin Green Eggs & Ham

Tuesday- 8:30 Mass and Veteran’s Day Service to follow

Wednesday-Food Pantry- Thanks! 

Thursday- Math Test Chapter 3

Friday-Mysery Reader!


Math: Conclusion of Chapter 3 Addition Strategies to 20

New Vocabulary: doubles, doubles plus 1, doubles minus 1, addends, count on, number line-

Monday- Add Three Numbers: Students will add three numbers by looking for doubles or making a ten. 

Tuesday- Fluency practice adding numbers up to 20 using the strategy making a ten or doubles plus/minus 1.

Wednesday- Chapter 3 Test Review- Students will using the following strategies to solve problems in addition

  • Count on
  • Make a Ten
  • Add in any order
  • Add three numbers

Thursday- Chapter 3 Assessment on Addition to 20

Next week, we begin Chapter 4- Subtraction Strategies to 20


Reading: Main Question: How can books change my life?:

Lessons 23-26:

Focus question: What does it mean for something or someone to be famous?

  • What do we ask ourselves when we read a new book?
    • Students read our new story: Green Eggs and Ham aloud with the whole group. 
    • Students break into pairs to read certain sections of the story.
    • Pairs think of questions after reading the book with the following prompts:
      • Who, What, Where, When, why, and how-
      • Students record their questions as they read and we answer, as well as we can, whole group.
    • Fill out a story map: Characters, setting, plot, problem, solution-
    • Discuss the writer’s style
    • Interrogative sentences- Sentences that end in a question mark
    • Look for interrogative sentences in the story.
    • Retell Green Eggs and Ham including details about: Characters, settings, and major events.
    • Go through the story and locate different settings; Different problems
  • Vocabulary- Time order words: First, Next, Last, beginning, middle, end
  • Compare and Contrast- Different types of art in Museum ABC

ELA- Read The Leaf Thief to class- Students will work on a packet enriching skills in writing: comprehension, retell key details- using word-order words. We will use our Lit Circle time to work on these packets.There is also an art project that goes along with the story.

  • Writing- November Journal writing with prompts

Science: Animal Superpower Unit continuation:

Question: Can you predict what an animal's babies will look like?

Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

different- not the same 

observe- to pay close attention to something offspring babies

 predict- to guess what will happen based on things you know

similar- somewhat the same trait something you can observe about a living thing, such as the ears of a dog 

Variation- differences in a trait, such as the floppy or pointy ears of a dog

Activity: Work with a partner on worksheets combining female & male traits to predict what a puppy will look like?

Assessment on this lesson to follow


Social Studies: 























Religion: We completed the book portion of Session 2; Now we will work on the packet for review of key concepts and assessment

 Session 2: God Cares for Us- God loves us and wants the best for us-

The Bible tells us that we are created in God’s image and likeness. We are most like God when we act in service to him, as expressed through loving and serving others.

Outcomes of Session 2:

  1. Tell that Jesus is the greatest gift from God.
  2. Explain that God wants us to help others feel welcome.
  3. Tell that we show our love for God when we care for others.
  4. Define: liturgy and praise

Also: 9:30 Tuesday Mass; Songs and Prayers

--Veteran’s Day Service following 9:30 Mass on Tuesday

No homework tonight... Dress down tomorrow

No h/w tonight- We did it in class as it was a wee bit more challenging.
Tomorrow is our dress down day for winning the Halloween Door Contest, yay!! 
--Art tomorrow
--Back to Lit circles- We finished our reading story That Book Woman packet and the Appalachian Mountains packet today! Good job, everyone!
 
Have a lovely evening,
Sharon Shute and Carlen Medina

Week at a Glance for November 3-6, 2025

Week at a Glance: November 3-6, 2025

Highlights of the Week:

Monday:Continued work on That Book Woman

Tuesday: Focus on Social Studies Appalachian Mtn. 

Wednesday: Focus on Science

Thursday: Buddy Meet Up

Friday- No School- Archdiocese webinar for teachers


Academic Highlights:

Math- Adding and subtracting with doubles

Reading: Conclusion of That Book Woman

Writing: November Journal

Phonics: Unit 3 Test on Thursday

Science: Mystery Science Fall

Social Studies: Focus on Appalachian Mountain

Religion: God’s gifts to us


Math: Continuing Chapter 3 Addition Strategies to 20

New Vocabulary: doubles, doubles plus 1, doubles minus 1, addends, count on, number line-

Monday- Lesson 5- Use near doubles to add: Students will use the near doubles to add strategy to help find the sum.

Tuesday- Check My Progress: Vocabulary and Concept Check; Lesson 6- Problem Solving: Act it Out- Students will act it out to solve problems.

Wednesday- Lesson 7- Make 10 to Add: Students will use counters and a ten-frame to make sums greater than 10.

Thursday- Tech Thursday! Students will use iPads for: IReady math lessons, SeeSaw math activities, and IXL lessons that reflect this week’s skills.

  • Daily reteach and enrich math worksheets for current lessons.
  • Daily SeeSaw/ IXL activities
  • Daily math games that pertain to this week’s lessons

ELA- Fundations- Phonics: Unit 3

Students will refine their phonics skills with the following digraphs: sh, ch, wh, th, and _ck

  • By writing sentences and words that contain digraphs.
  • Writing words down phonetically on dry erase boards
  • Use words in sentences in October Journal
  • Identify “trick’ words in sentences.

ELA- Reading:That Book Woman continues

    • Students will reread the story, whole group, and stop to identify the story elements: Characters, setting, plot, problem, solution
    • Students will complete the story’s comprehension packet- 
  • Social Studies Crossover- Students will do simple research on the setting of our story by completing a packet on the Appalachian Mountains. We will compare and contrast our culture, landscape, and living conditions to the mountain people in our story.
  • Grammar review- nouns, verbs, and adjectives
  • Analyze the main character’s feelings using key details from the story.
  • Identify Cal’s feelings throughout the story and what preceded his feelings on a feelings chart.
  • Use adjectives to describe characters and settings.

ELA- Writing-

  • New November Journal entries
  • Writing in That Book Woman comprehension packet
  • Writing in the Appalachian Mountains packet
  • Students will continue writing stories about their made up character.
  • November Journal writing in response ot prompts

Science: Mystery Science continues:

What’s that red thing on a turkey?

In this mini-lesson, students learn why in some bird species the male looks so different from the female. In the activity, Gobble Wobbler, students build turkey models that can perform wobbly dances. Students observe details of turkey feathers and use that information to decorate their models with colorful feathers.

Background Information: Gravity and friction work together to make the Gobble Wobbler dance.Gravity pulls the turkey and straw downward, but the weight of the turkey pulling on one side of the straw makes the straw tilt so that one end hits the string.

Friction between the straw and the string stops the turkey from dropping — but only for a moment. When the straw pushes on the string, the string pushes back, making the turkey bounce up. That straightens the straw, so it can fall a bit before the pull of the turkey tilts the straw again, and the cycle repeats.


Religion: Continued from last week:

 Session 2: God Cares for Us- God loves us and wants the best for us-

The Bible tells us that we are created in God’s image and likeness. We are most like God when we act in service to him, as expressed through loving and serving others.

Outcomes of Session 2:

  1. Tell that Jesus is the greatest gift from God.
  2. Explain that God wants us to help others feel welcome.
  3. Tell that we show our love for God when we care for others.
  4. Define: liturgy and praise

Also: 9:30 Tuesday Mass; Songs and Prayers devoted to God and the Holy Family.




Homework for 10/30/25

Happy Halloween Eve!
Homework for tonight- Lesson 4 Addition with doubles
Tomorrow-
--Kids can dress up in Halloween costumes, please no masks or swords, etc..
--We have our noodle jar party in the morning (yay!) our Halloween party in the afternoon and in between we'll stir up some fun!
Reminder- please turn in the turkey disguise sheet by Monday.
 
Thanks so very much!
Have a lovely day!
Sharon Shute and Carlen Medina