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Mrs. Arms 1st Grade Class- April 5, 2013

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April 8-12 Teacher Appreciation Week

April 10th- 7:15AM StuCo meeting

10AM- Ride to Recovery, Injured Veterans bike ride from San Antonio to Fort Hood, stopping by Sommer-We are asking that all parents, veterans, current military, basically anyone you can find come line the streets of Avery Ranch from Patsy Sommer to Parmer to show these veterans that our community supports their mission to rehabilitate injured veterans through cycling. They are estimated to arrive at Sommer at 10AM. So come join us in your red, white, and blue, American flags and banners. All students please wear red, white, and blue.

April 22-25 STAAR Testing: lunch time 30 minutes earlier on 23rd only???

April 26 Kona Ice

April 27 Sommer Day at RR Express

Patsy Sommer Elementary School Student Placement Information

Please click the link below if you would like to fill out placement recommendations for your child's 2nd grade class. All placement forms are due by April 25th.

What Are We Learning

Reader's Workshop- how to use our rubric to monitor your own learning


1.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(A) describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events;

(B) describe characters in a story and the reasons for their actions and feelings.


One Green Apple by: Even Bunting

Walking to School by: Eve Bunting

Writer's Workshop- How real writers revise


1.18 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

(A) write brief stories that include a beginning, middle, and end;

1.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);

(B) develop drafts by sequencing ideas through writing sentences;

(C) revise drafts by adding or deleting a word, phrase, or sentence;

(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric;

(E) publish and share writing with others.

Math- Doubles With Subtraction


1.3 Number, operation, and quantitative reasoning. The student recognizes and solves problems in addition and subtraction situations.

1.3A Model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences.

1.3B Use concrete and pictorial models to apply basic addition and subtraction facts (up to 9+9=18 and 18-9=9).

1.5 Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations.

1.5D Use patterns to develop strategies to solve basic addition and basic subtraction problems

1.5E Identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, 5 – 3 = 2.


1. Efficient strategies can be done mentally and quickly.

2. Thinking strategies for basic facts that are based on number sense can be extended to use with larger numbers.

3. Addition and subtraction are connected; they are inverse operations – Fact Families

4. The basic strategy for learning subtraction facts is “Think Addition.” Known addition facts can be used to learn related subtraction facts.

5. The Count On strategy is an efficient strategy for solving addition problems with at least one addend that is less than 4, and for the subtraction facts in the same fact families.

6. Many facts can be derived from the Doubles facts, including doubles plus (or minus) one, doubles

plus (or minus) two, also called “Near Doubles.”

7. The Use Doubles strategy is an efficient strategy for solving addition problems with one addend that is one (or two) more than the other addend.

8. Unknown facts can be derived from known facts, and sums and differences with larger numbers can also be derived using the same strategies.

9. Problem situations can be represented using numerical sentences.

10. Estimation can help determine the reasonableness of a solution.

Essential Questions:

  1. How are addition and subtraction different? Similar?
  2. How can knowing the process of one operation help with computation of another?
  3. How does knowing an addition fact help you learn a subtraction fact?
  4. What strategies are the most efficient in solving a given problem?
  5. Given a subtraction fact, what is the Turnaround fact? What are the partner addition facts that complete the fact family?
  6. How can “Think Addition” be used for learning subtraction facts?
  7. For which addends is the Count On addition strategy efficient?
  8. For which facts is the Use Doubles addition strategy efficient?
  9. How can breaking numbers apart aid in the process of addition and subtraction?
  10. How can we represent a given problem with numbers?
  11. How can you use estimation to help determine if an answer is reasonable?

Science- Plant Parts


1.10 Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:

1.10A Investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats

1.10B Identify and compare the parts of plants.

1.10C Compare ways that young animals resemble their parents.

1.10D Observe and record life cycles of animals such as a chicken, frog, or fish.



  • Animals have external characteristics such as body covering, color, body shape, or size that are related to where they live.
  • Animals have external characteristics such as wings, flippers, hooves, or paws that are related to how they move.
  • Animals have external characteristics such as teeth, claws, beaks, or eyes that are related to what they eat.
  • Parts of plants work together to allow the plant to function.
  • Plants are made up of parts including roots, stems, branches, leaves and flowers.
  • Plants absorb water and nutrients with roots, and make their own food using air and the energy from sunlight in their leaves.
  • Parents and young usually resemble one another in a variety of ways.
  • Sometimes young animals do not resemble their parents in a variety of ways.
  • When young animals are different from their parents, we can describe these differences as part of a life cycle.
  • A life cycle shows the growth and change from young animals into adults.
  • We can observe and record the life cycle stages of chickens including egg, chick, and chicken.
  • We can observe and record the life cycle stages of frogs including egg, tadpole, and frog.

  • We can observe and record the life cycle stages of fish including egg, larvae, juvenile, and adult.

Essential Questions:


  • What are examples of how the external characteristics of animals are related to where they live?
  • What are examples of how the external characteristics of animals are related to how they move?
  • What are examples of how the external characteristics of animals are related to what they eat?


  • How are the parts of plants a system?
  • What are the parts of plants?
  • How can we compare the parts of plants?


  • How do young animals resemble their parents?
  • Do young animals always resemble their parents?


  • What is a life cycle?
  • What can we observe and record about the life cycles of chickens?
  • What can we observe and record about the life cycles of frogs?
  • What can we observe and record about the life cycles of fish?

Shout out to Sora- Thanks for helping this week and for the latte!