what we're learning...
stay tuned each month for updates on curriculum being currently taught
Math: First Graders will add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10. They will order three objects by length; comparing the lengths of two objects indirectly by using a third object. Students will also be required to understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. We will partition circles and rectangles into two and four equal shares, and describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. First Graders will need to understand that decomposing in equal shares creates smaller shares.
Reading: First Graders will continue to retell and think about a central message or lesson. We will focus on understanding character’s feelings, and how they are important to a storyline. We will be reading increasingly complex texts, comparing and contrasting experiences of characters by looking for patterns across books. Students will reread with purpose, and practice citing text evidence when discussing stories with partners or small groups.
Letterland: Students will learn that y can represent the long /e/ at the end of words in unit 26 (Mr. Yo-Yo man works for Mr. E.). They will also learn two of the three sounds for the suffix -ed. The suffix ed can say /ed/ or just /d/. Students learn to finger-sound just the base word and then add the suffix when reading the words. When spelling the words, students should pronounce the base word, segment it, write the base word, then add the suffix. In unit 28 students will learn the third sound of the suffix -ed, the /t/ sound.
Science: First graders will continue to recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment. Students will recognize the basic needs of a variety of different animals (including air, water, and food) for energy and growth.
Writing: Students will brainstorm all that they know about writing, how to write effectively as well as different types of writing and each type’s purpose. They will then use what they know about writing to help them generate ideas for their own type of writing. Students will have choice in what they choose to write and the format they use to convey their written message. They will notice that characteristics of good writing span across different types of writing. Good writers always plan before writing, no matter what type of writing they are producing. Good writers also choose their words wisely, reread to make sure they have written what they intended to write, “show and not tell” details, and make sure their writing is focused and on topic. Students will work with their partners and mentor texts to lift the level of their writing. Finally, students will choose one piece to publish and reread their work making sure others will react to their writing.
SSA Resource for Parents and Teachers- https://drive.google.com/open?id=1JWpfeH5xL61ekU7VIMWDaLDDK1vliTKdnWvH5qC8IhA&authuser=0
SSA Nomination Form- https://drive.google.com/open?id=1IyIiz_EOdTOjCphTvWZX-qEg-TcHJj8Y00I4wLSVKnk&authuser=0
Letterland: Students will continue “vowel men” out walking with the vowel pair that makes the long a sound, ai and ay. They learn why ay is used at the end of words instead of ai. The vowel pair oa makes the long o sound. A story about Walter Walrus explains why ow (low) also makes the long o sound. In unit 24, students learn that Mr I and Mr O say their names but do not follow the familiar patterns we have learned thus far. (Magic e, vowel men out walking, or vowel men on the end). Most of the words we learn with this unit are rhyming words (old, cold, fold) and (kind, find, mind). They will also learn the story behind -mb. In unit 25 children learn the sound of ue, ui, and ew. In some words we hear the long u sound as in cue and few. In the words blue, fruit, and flew, the sound is the sound of oo (zoo). Students will learn that y can represent the long /e/ at the end of words.
Reading: Students will compare two text on the same topic, discussing basic similarities and differences using illustrations, descriptions, and procedures. First Graders will also identify the reasons an author gives to support points in a text.
Writing: We will use authors such as Amy Krouse Rosenthol and David Shannon as mentors.
Math: We will continue to add and subtract within 20, while demonstrating fluency for addition and subtraction within 10. Students will use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Students will understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
Science: Students will be able to summarize the needs of living organisms for energy and growth.
Social Studies: Students will explain how and why neighborhoods and communities change over time. They'll also explain ways people change the environment (Planting trees, recycling, cutting down trees, Building homes, building streets, etc.) as well as how people use natural resources in the community.
Letterland: Students will continue learning about the Silent Magic e and how he causes a Vowel Man to appear in a word. Adding a Silent Magic e to a word can transform it into a completely new word. In Unit 17 students learn Magic e words with Mr. I and Mr. O and the digraph wr is introduced in the words write and writing. Students also learn the soft sounds of c /s/ and g /j/ when followed by e and they will use the Magic e with Mr. U. They will also learn about the many pairs of “vowel men out walking” this month where the first vowel is long and the second vowel is silent. The first set of vowel men begins with ee followed by the digraph ea (long e sounds). They also learn the vowel pairs that make the long a sound, ai and ay. They learn why ay is used at the end of words instead of ai.
Math: In the month of February, students will learn to distinguish between defining attributes (number of sides, angles, etc.) versus non-defining attributes (color, orientation, overall size). Students will compose 2-d and 3-d shapes. Review important vocabulary on quizlet. For the remainder of the month students will add and subtract within 20, demonstrating fluency for addition and subtraction within 10. We will continue to use strategies such as making 10 (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13)
Reading: February finds us using our Letterland knowledge to aid in reading tricky words. We will also select a story, poem, or nonfiction text to rehearse and read aloud to our classmates using a storytelling or reporter’s voice. Toward the end of the month, readers will work with partners to read about a topic across narrative and informational texts.
Writing: In writing, students will continue to create their own "All About" books. They will be using writing to name a topic, research the topic, write facts about the topic from prior knowledge or from information learned from research, and add closing to their writing. Final books will include a cover, a table of contents, chapters, and even a glossary and index. Students will also use conventions in their writing to make their books easy to read.
Social Studies: Students will identify examples of goods and services, ways to earn and use money, and how supply and demand affects the choices of our families and communities. They will use geographic representations, terms, and technology to identify and process information of various landforms. They will learn about maps and use them to locate places in the school and community. They will understand that history tells a story of how people and events changed society over time.
This month in math, students will continue to explain what each digit of a two-digit number represents, identify a bundle of 10 ones as a “ten,” represent numbers 11 to 19 as a 10 and ones and represent numbers 20 to 90 as tens and zero ones. In addition, students will be able to identify a number that is greater or less using tens and ones, compare two 2-digit numbers using the symbols >, <, and = . We'll also solve word problems with unknowns in all positions.
In reading, we are working on identifying various text features to locate key facts or information in a text. We will be distinguishing between information provided by pictures or other illustrations and information provided by the words read. Also, major differences between books that tell stories and books that give information will be explored.
We are finishing up writing opinion pieces and letters to convince. Next, first graders will be writing informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
The focus of social studies this quarter is learning about how our community celebrates. Students will compare the languages, traditions, and holidays of various cultures. We will use literature to help us understand diverse cultures. We are excited about traveling to each first grade teacher's classroom to learn about a different county and the traditions that are celebrated for a specific holiday.
Children are working on the sound of a in -all, reviewing short vowels a, e, and i as well. We will learn about double consonants ff, ll, and ss at the end of words right after a single vowel letter. Two of the same letters together only make one sound. S and l will be blended with other consonants at the beginning of words. R-blends will also be introduced. At the end of the quarter, first graders will learn the final blends nd, nt, st, and sk.
This month in math, students will be able to explain what each digit of a two-digit number represents, identify a bundle of 10 ones as a “ten,” represent numbers 11 to 19 as a 10 and ones and represent numbers 20 to 90 as tens and zero ones. In addition, students will be able to identify a number that is greater or less using tens and ones, compare two 2-digit numbers using the symbols >, <, and = .
In reading, students will be gathering information from illustrations to learn about characters, setting and major events in a story. They will practice sequentially retelling a story using transitional words. We will study how characters act and feel throughout a story. Toward the end of the month we will evaluate how a character’s feelings change and message or lesson learned.
We will continue to work on words with short e, i, and a. Words with "all" on the end will be practiced. Children will learn when it is appropriate to use the double letters "ll", "ff", and "ss" in words. First Graders will start to learn new letter combinations at the beginning of words including s, l, and r blends.
Students will be able to explain the importance of a push or pull to change the motion of an object. They will identify how some forces (pushes and pulls) can be used to make things move without touching them, such as magnets. First Graders will also be asked to predict the effect of a given force on the motion of an object, including balanced forces.
Toward the end of the month, and into December, children will explore our Democratic process, explain why national holidays are celebrated (Veteran's Day), and explain the importance of celebrations and their impact on local communities.
.Letterland: This month students will be learning words with the rhyme patterns, -en, -et, and –ell. They also learn the phonic fable of /wh/ and use the consonant y for the first time. The /ll/ at the end of short words is taught with Lucy Lamp Light and Linda Lamp Light, “best friends at the end.” Unit 6 focuses on the rhyme patterns, -ug, -un, and -ut and the suffix -s with its two sounds: /s/ and /z/. In unit 7 they will learn a new way of sorting, by vowel sound, using all 5 short vowels. The digraph ch is introduced and the spelling pair qu. In unit 8, students learn the Letterland story of why y is a single vowel on the end of short words and says /i/ as in my and why. The “vowel men at the end” are also introduced. Students learn that when a 2- or 3-letter word has one vowel at the end, the vowel almost always says its name. In unit 9, the students focus on the sound of a in -all and will review short vowels a, e, and i.
Math: Students will learn different strategies for addition and subtraction to solve word problems (within 20). We will show understanding of how counting up is like adding and counting down is like subtracting. We will be exposed to word problems where there are three whole numbers to add. We will use fact families and memorized addition/subtraction facts to help answer word problems. Towards the end of the month we will begin understanding place value by telling how many tens and ones are in a number.
Reading: This month in reading we are learning many strategies to decode unfamiliar words. We are cross-checking ourselves when reading, asking “Does it sound right? Does it look right?” Students are also learning to retell, and coach one another when partner reading. These skills will aid in accuracy and fluency.
Writing: Students will continue to write small moment stories while learning to utilize writing conventions within their writing. This unit works to balance students' attempts to create interesting small moment stories while using conventions to make their writing easier for others to read. This unit will highlight the use of classroom tools, the use of spelling strategies, the use of rereading when writing, and the use of writing partners to help young writers share personal stories clearly and concisely.
Science: Students will be learning to recognize the differences and patterns in the features of the day and night sky and the apparent movement of objects across the sky as observed from Earth. This is a new First Grade unit of study that we are ALL looking forward to learning.
Math - This month we will be working on adding and subtracting with numbers up to 20.
Reading - We will be working on finding the main topic/idea in what we read and finding the key details to support the topic/idea. We will also focus on being able to retell stories (characters, setting, problem, solution)
Writing - This month we will be trying to write stories about a small moment, giving lots of details to help readers visualize our thoughts.
Social Studies - For this Social Studies unit, we will be focusing on being a "citizen of many communities." We will look at rules at home and at school, and find ways to be good citizens in our home, school, neighborhood and classroom communities.
CAFÉ Strategy: Check for Understanding
Even as an adult reader, there are times when I am reading a story and I get lost and am not sure what has happened. Fortunately, when this happens, I have strategies I use to help me understand the story. The same thing happens when children read. However, with children they often keep reading and do not realize they lost comprehension until the end of the story. They are too concerned with reading accurately, and forget to take the time to think about what they are reading. How can we help them gain comprehension? We can teach them the comprehension strategy: check for understanding because good readers stop frequently to check for understanding or to ask who and what.
How can you help your child with this strategy at home?
1. When reading to your child, stop periodically and say, “Let’s see if we remember what I just read. Think about who the story was about and what happened.” Do this 3 or 4 times throughout the story.
2. When reading to your child, stop and have them practice checking for understanding by saying, “I heard you say…”
3. Ask your child the following questions: • Who did you just read about? • What just happened? • Was your brain talking to you while you read? • Do you understand what was read? • What do you do if you don’t remember?
Thank you for your continued support at home!
Ideas and strategies are taken from: The CAFE Book, written by Gail Boushey & Joan Moser • Created by Allison Behn © 2009 www.thedailycafe.com
Letterland: Students will learn the r-controlled vowel sounds, ar and or, in unit 29 and will be introduced to the “Vowel Stealing” Robots, Arthur Ar and Orvil Or. In unit 30, children learn three new ways to spell the /or/ sound: ore, oor, and our (as in your). Another pair of “Vowel Stealers” are found in the “sound-alike” spellings of ir and ur, in unit 31. The last “Vowel Stealer” er is introduced in Unit 32. This is the 3rd “sound alike” that has the same sound as ir and ur. Students will learn to “catch” these sounds before they trick them into saying the usual short i or short u sound. In our last unit this month, students will learn the first of two sounds for oo (as in zoo, moon, and choose).
Reading: Students will continue to identify who is telling the story at various points in a text. They will act out a selected scene from a story of their choice. With prompting and support, children will read prose and poetry of appropriate complexity for First Grade. We will also identify the main topic and retell key details of an informative text, and use the illustrations and details in a text to describe its key details.
Writing: Students will write opinion and informational writing. They will learn to form opinions and write clear reasons for this opinion. Students also learn to include an introduction and closing in all types of writing in first grade as well. Students will participate in all types of science investigations and write about these investigations in science notebooks. This will be students first formal exposure to the Scientific Method in written form.
Math: Students will add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10. Students will work to understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a new ten. They will be able to order three objects by length; compare the lengths of two objects indirectly by using a third object. Students will express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; they will work to understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Students will continue to collect, organize, and analyze data. Students will be able to partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.
Science: First graders will recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment. Students will recognize the basic needs of a variety of different animals (including air, water, and food) for energy and growth.
Social Studies: Students will understand that the natural environment often provides many natural resources for people to live such as land, plants, water and animals. Students will understand how people use and conserve natural resources in their community. Students will also understand how the environment impacts where people live.
1st grade teacher at @WeatherstoneES, an aWESome Model NC STEM School of Distinction | @leesvilleroadhs and @MeredithCollege graduate | @Seesaw Ambassador |