News You Can Use

From Mrs. Arms' 1st Grade Class-March 22, 2013

Ready Or Not Here They Come

We are so excited for next week. Thursday afternoon was spent working together to get our room ready for new computers next week. That's right, I will be getting a new desktop and will be able to allocate my current desktop to be used as a student computer in our classroom. Mrs. Varljen has also honored my request for an additional desktop in our room so we will have a total of 3 computers plus continued access to the laptop carts. I'm so excited that our principal recognizes the importance and integration of technology and computers as a tool for doing so and is supporting that initiative.

Add To Your Calendar

Thursday, March 28

2nd Grade Field Trip to Zoo

Report Cards go home

5:00pm-Chick-fil-A School Spirit Nights

Friday, March 29

Spring Holiday/Bad Weather Day #2

Tuesday, April 2

9:30am-SEPAC Coffees

Wednesday, April 10

7:15am- StuCo Meeting

What Are We Learning

Reader's Workshop- Retelling & Character Analysis


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.


The Name Jar by: Yangsook Choi

Joha Makes a Wish by: Eric Kimmel

Writer's Workshop- Writing for Readers


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.


If You Give... by: Laura Numeroff

Math- Fractions


1.2 Number, operation, and quantitative reasoning. The student uses pairs of whole numbers to describe fractional parts of whole objects or sets of objects.

1.2A Separate a whole into two, three or four equal parts and use appropriate language to describe the parts such as three out of four equal parts

1.2B Use appropriate language to describe part of a set such as three out of the eight crayons is red.


1. Fractional parts are equal shares of a whole or parts of a set.

2. We can describe part of a whole object, such as 7 out of 8 parts of the pizza have been eaten.

3. We can describe part of a set of objects, such as 3 out of the 5 children are girls.

Essential Questions:

How do you know if an object or a group of objects has been shared equally?

How many ways could you divide this whole into 2, 3, or 4 equal-sized parts?

How can you describe an object or a group of objects that is in front of you? (ex: place several students in front of you to demonstrate 2 out of 3 are girls/boys; two parts out of three are blue; the whole is separated into three equal parts; 4 of the 5 counters are red)

Science- Interdependence


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.



· Living things have basic needs that must be met in order to survive, while nonliving things do not.

· We can sort and classify living and nonliving things based on whether or not they have basic needs and the ability to produce offspring.

· Living things have the ability to reproduce, while nonliving things do not.


· We can analyze and record how organisms depend on other living things in various situations to survive such as terrariums and aquariums or pet and caregiver.


· Animals need food to survive.

· Food for animals can include plants or other animals.

· Animals can use plants for shelter such as birds building nests of plant materials or fish hiding in aquatic plants.

Essential Questions:


  • What characteristics can we use to sort and classify living and nonliving things?
  • What basic needs must be met for living things to survive?


  • What are some examples of interdependence found in terrariums?
  • What are some examples of interdependence found in aquariums?
  • What are some examples of interdependence found with pets and their caregiver?
  • What other examples of interdependence can we observe and record?


What evidence can we gather of interdependence among living organisms?