News You Can Use

Mrs. Arms 1st Grade Class- May 10, 2013

Poet's Tea Volunteer Sign Up

Be Sure to Check e-Backpack

Save the Date

May 14-15 5th Grade STAAR Retakes

May 14 PTA General Meeting

May 16 PTA Chik-Fil-A Night

May 16-17 Aladdin performed by Stallion Choir

May 23 Conference Forms go home

May 27 Holiday

May 28 1st Grade Poet's Tea 8:30-9:30AM

May 28 Conference Forms Due

May 29 5th Grade Flugtag 9:30AM

May 30 K-5 Awards Assemblies

1st Grade 9:45-10:30 AM

May 31 5th Grade Graduation

May 31 Yearbook Signing-bring yearbook if ordered, all others will create a memory book to be signed

May 31 School Parties

1st Grade is 1:30-2:30

May 31 Last day of School & Report Cards go Home

What Are We Learning- Week 9

Reader's Workshop- Study the Structure Poetry


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

(A) respond to and use rhythm, rhyme, and alliteration in poetry

1.11 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to

(A) recognize sensory details in literary text.

Structures Studied:



Shape Poems

Free Verse

Writer's Workshop- Writing Poetry

We have spent a few weeks studying poetry as readers and will begin studying and practicing the craft of writing poetry.

Strategies Poets Use

  • Poets find a big topic that gives them big, strong feelings.
  • Poets find a small object or moment or detail that holds the big feeling.
  • Poets look with poets’ eyes and see this ordinary thing in a special way.
  • Poets write about it, experimenting with line breaks
  • Poets reach for honest, precise words.
  • Poets look for patterns
  • Poets use poetic instead of ordinary language


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:

(B) write short poems that convey sensory details.

Math- Patterns


1.8 Measurement. The student understands that time can be measured. The student uses time to describe and compare situations.

1.8A Order three or more events according to duration.

1.8B Read time to the hour and half-hour using analog and digital clocks.

1.1 Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities.

1.1C Identify individual coins by name and value and describe relationships among them.

Generalizations Money:

1. Coins represent different values of money.

2. There is a relationship among different coins.

Generalization Time:

1. Time is the duration of an event from its beginning to its end.

2. A clock is a common instrument for measuring time.

3. Clocks can be digital or analog.

4. We tell time by reading the numbers on a digital clock and by looking at the location of the hands on an analog clock.

5. Analog clocks have an hour hand and a minute hand.

6. The minute hand is longer than the hour hand.

7. The hands of a clock move around the clock in a clockwise direction.

8. During each hour, the hour hand gradually moves to the next number.

9. During each hour, the minute hand moves around every number on the clock face one time.

10. On the hour, the minute hand will be at its starting position, pointing to the 12, and the hour hand will point to the number representing the hour it is.

11. On the half-hour, the minute hand will have moved half-way around the clock and will point to the 6, and the hour hand will be located halfway between two numbers. It is 30 minutes past the smaller of the two numbers.

12. The duration of actions or events can be measured from beginning to end.

13. Some events have an order or sequence.

14. Some actions or events take more time than others.

Social Studies- Wants and Needs


1.9 Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to:

(A) identify examples of people wanting more than they can have

(B) explain why wanting more than they can have requires that people make choices

(C) identify examples of choices families make when buying goods and services



Identify: What are examples of people wanting more than they can have?

· You have a budget for basic grocery needs but it doesn’t include ice cream or other wants that are luxuries.


Explain: Why is wanting more than people can have require that people make choices?

When you have a budget, you have to decide whether you are going to buy the things you need versus things you want.


Identify: What are examples of choices families make when buying goods and services?

Buy luxuries versus paying bills or items that one needs to survive.

Shout out to Angel - Thanks for stuffing folders