### February 8, 2016

Students will write 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 will also begin working on our illustrations.

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.

ice

mice

nice

race

face

place

cent

center

circus

circle

## Place Value

We are moving back to two-digit numbers after finishing our unit on measurement. Students are using base ten blocks to build concrete representations of the two-digit numbers we are working with. We will build numbers that are one more, one less, ten more and ten less than a given number.

## 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.

• 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.
• 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.

Fluency

• RF.1.4. Read with sufficient accuracy and fluency to support comprehension.