What we're learning in May/June:
Reading Workshop
CC.1.R.L.1 Key Ideas and Details: Ask and answer questions about key details in a text.
CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CC.1.R.L.4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
CC.1.R.L.7 Integration of Knowledge and Ideas: Use illustrations and details in a story to describe its characters, setting, or events.
CC.1.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the adventures and experiences of characters in stories.
CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.
CC.1.R.F.4 Read with sufficient accuracy and fluency to support comprehension.
Unit Seven: Dramatizing Characters and Deepening Comprehension Through Reading Clubs (5/2-6/3)
Shared Reading: Clean Your Room Harvey Moon
Writing Workshop
CC.K-12.W.R.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CC.1.W.5 Production and Distribution of Writing: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
L.1.1 Demonstrates command of conventions of standard English grammar and usage when writing or speaking.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
“Unit 7” Writing Like a Scientist (5/4-6/5)
Math Workshop
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See CCSS-M Glossary, Table 1.)
1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones—called a “ten.” c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.NBT.4 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, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
1.NBT.6 Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
Eureka Module 6: Place Value, Comparison, Addition & Subtraction to 100
(April 3 to June 2)
Integrated Studies
CC.1.R.I.3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
CC.1.R.I.7 Integration of Knowledge and Ideas: Use the illustrations and details in a text to describe its key ideas
CC.1.R.I.9 Integration of Knowledge and Ideas: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
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1.L.2.1 Summarize the basic needs of a variety of different plants (including air, water, nutrients, and light) for energy and growth.
1.L.2.2 Summarize the basic needs of a variety of different animals (including air, water, and food) for energy and growth.
1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment.
1.L.1.2 Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world.
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1.E.1.1 Summarize the various ways in which people earn and use money for goods and services.
1.E.1.2 Identify examples of goods and services in the home, school and community.
1.E.1.3 Explain how supply and demand affects the choices families and communities make.
Ecosystems (continued)
Economics
Phonics/Fundations
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
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).
Know the spelling-sound correspondences for common consonant digraphs.
Decode regularly spelled one-syllable words.
Read words with inflectional endings
Recognize and read grade-appropriate irregularly spelled words..
Read grade-level text with purpose and understanding.
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Reading Workshop
CC.1.R.L.1 Key Ideas and Details: Ask and answer questions about key details in a text.
CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CC.1.R.L.4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
CC.1.R.L.7 Integration of Knowledge and Ideas: Use illustrations and details in a story to describe its characters, setting, or events.
CC.1.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the adventures and experiences of characters in stories.
CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.
CC.1.R.F.4 Read with sufficient accuracy and fluency to support comprehension.
Unit Seven: Dramatizing Characters and Deepening Comprehension Through Reading Clubs (5/2-6/3)
Shared Reading: Clean Your Room Harvey Moon
Writing Workshop
CC.K-12.W.R.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CC.1.W.5 Production and Distribution of Writing: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
L.1.1 Demonstrates command of conventions of standard English grammar and usage when writing or speaking.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
“Unit 7” Writing Like a Scientist (5/4-6/5)
Math Workshop
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See CCSS-M Glossary, Table 1.)
1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones—called a “ten.” c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.NBT.4 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, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
1.NBT.6 Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
Eureka Module 6: Place Value, Comparison, Addition & Subtraction to 100
(April 3 to June 2)
Integrated Studies
CC.1.R.I.3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
CC.1.R.I.7 Integration of Knowledge and Ideas: Use the illustrations and details in a text to describe its key ideas
CC.1.R.I.9 Integration of Knowledge and Ideas: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
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1.L.2.1 Summarize the basic needs of a variety of different plants (including air, water, nutrients, and light) for energy and growth.
1.L.2.2 Summarize the basic needs of a variety of different animals (including air, water, and food) for energy and growth.
1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment.
1.L.1.2 Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world.
---------------------------------
1.E.1.1 Summarize the various ways in which people earn and use money for goods and services.
1.E.1.2 Identify examples of goods and services in the home, school and community.
1.E.1.3 Explain how supply and demand affects the choices families and communities make.
Ecosystems (continued)
Economics
Phonics/Fundations
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
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).
Know the spelling-sound correspondences for common consonant digraphs.
Decode regularly spelled one-syllable words.
Read words with inflectional endings
Recognize and read grade-appropriate irregularly spelled words..
Read grade-level text with purpose and understanding.
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.