Every week, students will collect examples of spelling generalizations.
Sight words and the week’s spelling generalization will be sent home on Monday in the homework packet. Students should collect as many examples of the spelling generalization as possible throughout the week.
Test on Friday of each week.
Homework will be assigned on Monday and it is due on Friday. It is broken into sections, one per evening. Students are free to do more than one section per night if they choose.
Please have your child read 20 minutes per night and fill in the graph to be turned in on Friday. If guided reading books come home, students should use them for practice and log this practice as their reading time each night.
FROM THE TEKS RESOURCE SYSTEM WEBSITE: “Unit 1 bundles student expectations that address the understanding of whole numbers up to 1,200 and comparing and ordering of these numbers using number lines, including open number lines. According to the Texas Education Agency, mathematical process standards including application, tools and techniques, communication, representations, relationships, and justifications should be integrated (when applicable) with content knowledge and skills so that students are prepared to use mathematics in everyday life, society, and the workplace.
Prior to this unit, in Grade 1, students used place value to compose, decompose, and represent whole numbers up to 120. They also compared and ordered numbers using open number lines.
During this unit, students extend their understanding of the base-10 place value system to include the thousands period and numbers up to 1,200. Students compose and decompose numbers through 1,200 as a sum of so many one thousands, so many hundreds, so many tens, and so many ones using concrete objects (e.g., proportional objects such as base-10 blocks, non-proportional objects such as place value disks, etc.), pictorial models (e.g., base-10 representations with place value charts, place value disk representations with place value charts, open number lines, etc.), and numerical representations (e.g., expanded form, word form, standard form, etc.). Students use place value relationships in order to generate numbers that are more or less than a given number using tools such as a hundreds chart or base-10 blocks. Students compare whole numbers up to 1,200 and represent the comparison using comparative language and symbols. Students use number lines, including open number lines, to locate, name, and represent the order of these numbers.”
FROM THE TEKS RESOURCE SYSTEM WEBSITE: “This unit bundles student expectations that address the conventions and patterns of language in order to support the development of essential skills and processes in reading, writing, and thinking. Students are immersed in a language, literature, and media rich environment in order to support language development and literacy learning. Students begin to understand the connection between listening, speaking, reading, and writing through the study of well-known fables, legends, myths, and folktales.
In Kindergarten and Grade 01, students explored phonological awareness, phonics, print awareness, and vocabulary for the purposes of understanding the basic components of literacy and to become more fluent readers and writers. Students utilized the basic conventions of oral language through listening, speaking, and teamwork by communicating understanding and making appropriate connections and contributions. During this unit, students continue to use oral and written conventions for effective communication and learn more complex patterns of decoding and spelling which leads to fluent, automatic, and purposeful reading and writing. They learn that speaking patterns are reflected in writing patterns. Using the processes of writing and a command of written conventions, students respond to literature through writing and continue to write stories with a clear beginning, middle, and end. Students read independently and use context to determine the meaning of unfamiliar words. In Grade 03, students begin to use the conventions of language in more complex ways in order to insert their ideas into predictable forms or shapes as they discover literature through genre specific study.”