Wainwright's Groovy Headlines

February 15, 2016

Readers' and Writers' Workshop

Our main focus over the next few weeks will be visual images. As students begin reading chapter books, getting "pictures in their mind" is crucial to great comprehension. We will be practicing this strategy over the next few weeks with books by my favorite author, Eve Bunting. I will read selections to the students as they listen with eyes closed. They will be encouraged to picture the events and characters in their mind. We will create illustrations of the pictures we saw.


Students will continue editing their rough drafts for the books we will be publishing. Students will reread the facts they have collected, and identify the facts they want to include in their published pieces. We are looking at several options for our illustrations; clay creations that will be photographed combined with mixed media of paint and pastels.


Students will continue reading from just right books that are in their ZPD range from the STAR reading assessment. Students will continue practicing comprehension strategies with first grade level reading selections.

Spelling Words /j/ spelled ge

age

page

wage

cage

hedge

badge

budge

judge

gentle

germ

Mathematicians' Workshop

Place Value

We are continuing our place value unit, and students are rocking and rolling with two-digit numbers. I am extremely pleased with their understanding and progress. I think the Eureka math series we are using this year built a strong foundation in numbers to ten that students are easily building upon.


Students put their place value knowledge to action when counting a large quantity of items. Students worked with a partner and decided how best to group and count their items. It was very interesting to watch how they approached the task.

Common Core Standards

Numbers in Base Ten:

  • 1. Count to 120, starting at any number less than 120.
  • 2. Understand that the two digits of a two-digit number represent amounts of tens and ones.
  • 5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.


Reading Standards for Literature:

  • 1. Ask and answer questions about key details in a text.
  • 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.



Reading Standards for Informational Text:

  • 1. Ask and answer questions about key details in a text.
  • 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.
    • Recognize and read grade-appropriate irregularly spelled words.

Fluency

  • RF.1.4. Read with sufficient accuracy and fluency to support comprehension.
    • Read grade-level text with purpose and understanding.
    • Read grade-level text orally with accuracy, appropriate rate, and expression.
    • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Important Dates & Events

  • 2/15 Presidents' Day