News You Can Use

From Mrs. Arms' 1st Grade Class- March 8, 2013

Mark Your Calendar

Tuesday, March 19

11:00am- SEPAC Luncheons

Wednesday, March 20

7:15am-StuCo Meeting

Friday, March 22

12:20 PM-Hamburger Cook-Out

Friday, March 29

Spring Holiday/Bad Weather Day #2

Tuesday, April 2

9:30am- SEPAC Coffees

Wednesday, April 10

7:15am- StuCo Meeting

RRISD Celebration of Families

The Annual Celebration of Families will be held March 23, 2013 at Stony Point High School. Mark your calendars and follow this link for more details on the event. Former UT Football Quarterback Colt McCoy's Father, Brad McCoy is the Keynote Speaker this year!

What Did We Learn Last Week?

It's The Last 9 Weeks- 2nd Grade Here We Come

What are we learning next week?


The student will directly compare the length of two or more objects. Students will also use nonstandard units that have the attribute of length to estimate and measure length. Students will experience tasks in which they explore the relationships between the size of a unit and the number of units needed to measure the length of an object. The student will display math concepts with concrete materials in problem solving connected to everyday experiences.

TEKS: 1.7 Measurement. The student directly compares the attributes of length, area, weight/mass, capacity and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length.

1.7A Estimate and measure length using nonstandard units such as paper clips or sides of colored tiles

1.7C Describe the relationship between the size of a unit and the number of units needed to measure the length of an object

Reader's Workshop-

This unit will provide students opportunities to read fiction with more depth and complexity. Students will engage in discussions about the plot of a story focusing their talk on characters, including the characters’ feelings and characters’ action. Text evidence from both the words on the page as well as information in the illustrations will be used during conversations to support their conclusions

Trade Books Used- The Rough Face Girl by: Rafe Martin; Mufaro's Beautiful Daughters: An African Tale by: John Steptoe

TEKS: 1.9 Reading/Comprehension of Literary Text/Fiction. Students

understand, make inferences and draw conclusions about the

structure and elements of fiction and provide evidence from text to

support their understanding. Students are expected to:

(A) describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events;

(B) describe characters in a story and the reasons for their actions and feelings.

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:

(A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension;

(B) ask literal questions of text;

(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud);

(D) make inferences about text and use textual evidence to support understanding;

(E) retell or act out important events in stories in logical order;

(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

Writer's Workshop-

Students will write personal experience stories.


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:

(A) write brief stories that include a beginning, middle, and end;

1.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);

(B) develop drafts by sequencing ideas through writing sentences;

(C) revise drafts by adding or deleting a word, phrase, or sentence;

(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric;

(E) publish and share writing with others.

1.20 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) understand and use the following parts of speech in the context of reading, writing, and speaking:

(i) verbs (past, present, and future);

(ii) nouns (singular/plural, common/proper);

(iii) adjectives (e.g., descriptive: green, tall);

(iv) adverbs (e.g., time: before, next);

(v) prepositions and prepositional phrases;

(vi) pronouns (e.g., I, me);

(vii) time-order transition words;

1.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

(A) form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences;

(B) recognize and use basic capitalization for:

(i) the beginning of sentences;

(ii) the pronoun "I";

(iii) names of people;

(C) recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences

1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

(A) use phonological knowledge to match sounds to letters to construct known words;

(E) use resources to find correct spellings


Students will sort and classify living and nonliving things. Gather evidence, analyze and record examples of interdependence found in various situations.


1.9 Organisms and environments. The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. The student is expected to:

1.9A Sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring.

1.9B Analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver.

1.9C Gather evidence of interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter.