# Wainwright's Groovy Group News

### January 11, 2016

We kicked off our polar animals unit before Christmas break with an entertaining and informative video about polar bears. Last week, we read Arctic Fives Arrive. It was a cute rhyming book about polar animals that traveled in groups of five to see the incredible natural phenomenon known as the Northern Lights. My friends were very curious about the northern lights, so I quickly found videos for us to watch of the northern lights. They were so mesmerized by the videos and also full of questions. We began googling our questions later that afternoon. We will be working with Mrs. Scott this week to create our own representations of the beautiful swirling colors known as the northern lights. We will continue reading and writing about the polar regions and the animals that inhabit the regions.

quack

quiz

squirm

swing

sting

bang

angry

stung

lungs

song

## Problem Solving

Students have a firm foundation in numbers to ten and I am amazed daily by their problem solving skills. Before Christmas break, we started using the RDW method for solving word problems. Read, Draw, and Write will be the method we will continue to use as we move into problems with two-digit numbers. I have stressed to the students that they should always read the entire word problem to determine exactly what they are solving for before they begin drawing. They should then reread the word problem a second time, and stop at appropriate intervals to draw their pictorial representations. Last, they will write a number sentence that represents the problem and an answer statement that answers the question presented in the word problem. Students should follow the RDW method to solve homework problems this week. Let me know if you have any questions.

## 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.
• 2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
• 7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1-OA7] Example: Which of the following equations are true and which are false: 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2?

• 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.
• 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.