Mrs. Tigue's December Newsletter

Happy Holidays!


Believe it or not but the winter holidays are here. We are almost half way done! I hope everybody enjoys the winter holidays!

Thank you for providing the goodies for the gingerbread houses! We had fun!

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Dates to Remember

  • December 22 - "Santa Has Amnesia!" at 9 a.m.
  • December 23 -January 1 - Winter Break
  • January 4 - School Reopens
  • Jan. 18-No School - MLK Day

Language Arts

We have one more story left in the second unit of study. We are focusing on the main idea and text features. After the break we will start a new unit Around the Town. In this unit, the students will learn about different places in a community and deepen the understanding of the functions of these places. In the new unit, we will develop good comprehension strategies like asking questions, making connections, summarizing, drawing conclusions, predicting, clarifying, visualizing, making inferences, etc. We will learn five essential vocabulary words from each lesson which we will practice through various activities.

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.


So far we have learned the following words:

commence - to start

diligent - working hard

generous - sharing

abundant - having more than enough

efficient - wasting no time

essential - very important

tranquil - peaceful

fortunate - lucky

famished - extremely hungry

parched - extremely thirsty

spectacular - terrific, sensational

brilliant - very bright, intelligent

garrulous - talkative


In Writing, we finished our persuasive letters to Santa. Be on the lookout for them today! They are fun to read!

Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Our Informational pieces on Insects are almost completed.

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).


We have been working on combining and separating situations with story problems. The children know that when they see clue words in the story problems, like in all or all together would mean addition, and more or less would mean subtraction. I have emphasized that it was important to not just write down the number sentence that goes with a story problem but also provide an explanation of the students’ thinking via words, pictures, breaking apart numbers, and using our 100’s chart.

Use place value understanding and properties of operations to add and subtract.

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Explain why addition and subtraction strategies work, using place value and the properties of operations.1

1 Explanations may be supported by drawings or objects.

Social Studies

We are continuing working on our climate and landform unit. We worked on our vacation trunks. For this activity, the students picked one place in the polar, temperate, high-altitude, or tropical regions. Then they decided what clothes to wear and what activities they could do in those places. Once finished, they presented their work to their classmates. This activity helped us to understand how different climate zones and weather affect our everyday lives and activities. We will commence working on the landforms after the break.

Essential Questions for this unit were:

  1. What is the difference between climate and weather?
  2. Why do different climates occur?
  3. How do different climates affect people’s lives?

Geography Standard One K-3a: Students will understand the nature and uses of maps, globes, and other geo-graphics.

Geography Standard Two K-3a: Students will distinguish different types of climate and landforms and explain why they occur.

Geography Standard Four K-3a: Students will be able to use the concepts of place and region to explain simple patterns of connections between and among places across the country and the world.
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I know we are finished with our Insect Unit, however, we kept our caterpillars that hatched from the eggs and two of them managed to grow and go into a chrysalis. I am SO excited as it has never happened before. Here is the picture.
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