### January 18, 2016

We are continuing our polar animals unit. Last week we read Polar Bear Cub and learned that polar bear families stay inside their den all winter long and emerge in the spring. The mother bear quickly sets out to catch a seal; the polar bear's favorite food. We collaborated with Mrs. Scott and she helped the students create an incredible piece that depicts a polar bear underneath the Northern Lights. She also told us that polar bears lie quietly in the snow waiting on prey, and to avoid detection, they cover their black noses with their paws. Students recorded facts about the polar bears as we read, and then used those to write a research report to accompany their polar bear pictures. They did an awesome job!

Our primary comprehension strategy focus is inferring. Making inferences is accomplished by using our schema, what we already know, and the text to make assumptions about details that aren't specifically stated in the text. For instance, when we read Polar Bear Cub, the text stated that the mother bear chased away a fox. We used our schema to infer that she did this to protect her cubs. We will continue to use and discuss this strategy whenever applicable over the next few week. Inferring encourages students to think more deeply about the text that they read.

## Spelling Words /le/ spelled le

table

handle

wiggle

candle

able

apple

amble

sparkle

buckle

hustle

Students did an awesome job last week on the first spelling test! They came in Friday morning so excited about taking the spelling test. It was quite amusing!!

## Place Value

Last week, we started exploring two-digit numbers and what each number means. We learned that all two digit numbers are made up of tens and ones. We learned that the 2 in the number 20 is not just 2, but 2 tens; thus its value. The place a digit holds in a number determines its value. We also looked at different ways we can represent two-digit numbers. Example:

19 = 1 ten and 9 ones

19 = 19 ones

20 = 2 tens and 0 ones

20 = 1 ten and 10 ones

20 = 20 ones

The students grasped this amazingly well. We will continue to work on place value concepts with base ten blocks.

## Common Core Standards

Operations & Algebraic Thinking:

• 1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Number & Operations in Base Ten

• 1. Count to 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.
• 2. Understand that the two digits of a two-digit number represent amounts of tens and ones.
• 3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols <, >, and =.

• 5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

• 2. Identify the main topic and retell key details of a text.
• 5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
• 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
• 7. Use the illustrations and details in a text to describe its key ideas.
• 10. With prompting and support, read informational texts appropriately complex for Grade 1.

Writing Standards:

• 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Ongoing Daily Standards:

Print Concepts

• RF.1.1. Demonstrate understanding of the organization and basic features of print.
• Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Phonological Awareness

• RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• Distinguish long from short vowel sounds in spoken single-syllable words.
• Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
• Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
• Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition

• RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.
• Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).
• Decode regularly spelled one-syllable words.
• Know final -e and common vowel team conventions for representing long vowel sounds.
• Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
• Decode two-syllable words following basic patterns by breaking the words into syllables.
• Read words with inflectional endings.

Fluency

• RF.1.4. Read with sufficient accuracy and fluency to support comprehension.
• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

## Important Dates & Events

• 2/12 Valentine Party Students will be exchanging valentine cards. Student list will come home soon.
• 2/15 Presidents' Day