News You Can Use

Mrs. Arms 1st Grade Class- April 19, 2013

Be Sure to Check e-Backpack

Complete the Superintendent Profile Survey By April 22nd

Complete Parent Input Sheet by April 25th

Add to Your Calendar

April 22-25 STAAR Testing: lunch time 30 minutes earlier on 23rd and 24th only, No Visitors or Volunteers!

April 22 Superintendent Online Input Due

April 25 Parent Input for Class Placement Due

April 26 Kona Ice

April 27 Sommer Day at RR Express

April 29 End of Year Testing Window Opens

May 1 Early Release Day

May 1 DRA/AIMSWEB Window for 3-5 opens

May 2 Walsh Brown Bag Lunch-5th Grade Parents

May 2 Chik Fil-A School Spirit Night

May 3 TAG 4th & 5th Grade School Performance of MacBeth

May 3 PTA Carnival, 5-8

May 6-10 National School Nurses’ Week

May 7 Volunteer Luncheon

May 8 District Employee Service Award Ceremony

May 9 Susan Arnold’s Baby Shower

May 9 PTA Chik-Fil-A Night

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 18-Literacy Library books due

May 27 Holiday

May 28 Coffee Cart

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

May 29 5th Grade Flugtag

May 29 Deadline for AIMSWEB & DRA Input

May 30 K-5 Awards Assemblies

May 31 5th Grade Graduation

May 31 School Parties- 1st is 1:30-2:30

May 31 Last day of School & Report Cards go Home

What Are We Learning

Reader's Workshop- Poetry

TEKS

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.



Tradebooks

songs

chants

nursery rhymes



Writer's Workshop- How real writers revise

We are learning all the way real writers revise and trying them in our own writing:

Re-read and make plans

Re-read and create a movie in our minds

We add details to words and pictures

We take away parts that don't support the main idea

We use dialogue to show people speaking

We show not tell


TEKS

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.



Math- Doubles With Subtraction Fun and Games Continued

TEKS:

1.3 Number, operation, and quantitative reasoning. The student recognizes and solves problems in addition and subtraction situations.

1.3A Model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences.

1.3B Use concrete and pictorial models to apply basic addition and subtraction facts (up to 9+9=18 and 18-9=9).

1.5 Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations.

1.5D Use patterns to develop strategies to solve basic addition and basic subtraction problems

1.5E Identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, 5 – 3 = 2.



Generalizations:

1. Efficient strategies can be done mentally and quickly.

2. Thinking strategies for basic facts that are based on number sense can be extended to use with larger numbers.

3. Addition and subtraction are connected; they are inverse operations – Fact Families

4. The basic strategy for learning subtraction facts is “Think Addition.” Known addition facts can be used to learn related subtraction facts.

5. The Count On strategy is an efficient strategy for solving addition problems with at least one addend that is less than 4, and for the subtraction facts in the same fact families.

6. Many facts can be derived from the Doubles facts, including doubles plus (or minus) one, doubles

plus (or minus) two, also called “Near Doubles.”

7. The Use Doubles strategy is an efficient strategy for solving addition problems with one addend that is one (or two) more than the other addend.

8. Unknown facts can be derived from known facts, and sums and differences with larger numbers can also be derived using the same strategies.

9. Problem situations can be represented using numerical sentences.

10. Estimation can help determine the reasonableness of a solution.


Essential Questions:

  1. How are addition and subtraction different? Similar?
  2. How can knowing the process of one operation help with computation of another?
  3. How does knowing an addition fact help you learn a subtraction fact?
  4. What strategies are the most efficient in solving a given problem?
  5. Given a subtraction fact, what is the Turnaround fact? What are the partner addition facts that complete the fact family?
  6. How can “Think Addition” be used for learning subtraction facts?
  7. For which addends is the Count On addition strategy efficient?
  8. For which facts is the Use Doubles addition strategy efficient?
  9. How can breaking numbers apart aid in the process of addition and subtraction?
  10. How can we represent a given problem with numbers?
  11. How can you use estimation to help determine if an answer is reasonable?




Science- Animal Resemblances

TEKS:

1.10 Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:

1.10A Investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats

1.10B Identify and compare the parts of plants.

1.10C Compare ways that young animals resemble their parents.

1.10D Observe and record life cycles of animals such as a chicken, frog, or fish.



Generalizations:

1.10A

  • Animals have external characteristics such as body covering, color, body shape, or size that are related to where they live.
  • Animals have external characteristics such as wings, flippers, hooves, or paws that are related to how they move.
  • Animals have external characteristics such as teeth, claws, beaks, or eyes that are related to what they eat.
1.10B
  • Parts of plants work together to allow the plant to function.
  • Plants are made up of parts including roots, stems, branches, leaves and flowers.
  • Plants absorb water and nutrients with roots, and make their own food using air and the energy from sunlight in their leaves.
1.10C
  • Parents and young usually resemble one another in a variety of ways.
  • Sometimes young animals do not resemble their parents in a variety of ways.
1.10D
  • When young animals are different from their parents, we can describe these differences as part of a life cycle.
  • A life cycle shows the growth and change from young animals into adults.
  • We can observe and record the life cycle stages of chickens including egg, chick, and chicken.
  • We can observe and record the life cycle stages of frogs including egg, tadpole, and frog.



  • We can observe and record the life cycle stages of fish including egg, larvae, juvenile, and adult.



Essential Questions:

1.10A

  • What are examples of how the external characteristics of animals are related to where they live?
  • What are examples of how the external characteristics of animals are related to how they move?
  • What are examples of how the external characteristics of animals are related to what they eat?

1.10B

  • How are the parts of plants a system?
  • What are the parts of plants?
  • How can we compare the parts of plants?

1.10C

  • How do young animals resemble their parents?
  • Do young animals always resemble their parents?

1.10D

  • What is a life cycle?
  • What can we observe and record about the life cycles of chickens?
  • What can we observe and record about the life cycles of frogs?
  • What can we observe and record about the life cycles of fish?

Shout out to Li- Thanks for helping in the classroom this week!