Q1+Overview

This is to help refresh and orient ourselves into what this quarter is all about.

From the AISD Curricular Website:

Grading Period 1

=Foundations for Reading=

Big Ideas/Enduring Understandings:

• The words and symbols around us provide meaning and help us acquire new information. • Reading is an active process in which readers make meaning of text. • Readers use semantics (meaning), visual, and structural clues to understand text. • Readers make connections between text and self, text and other texts, and texts and the real world while reading. • Readers continuously read a wide variety of text and genres for different purposes. Each text type places different cognitive demands on the reader. • Readers use a variety of strategies to construct

Essential Questions: 1. How do readers use letters and letter sounds to read and write? 2. How do readers handle a book and navigate the text? 3. How do different parts of a book help readers understand the text before and during reading? 4. What do you do before you read? As you read? After you read? 5. What are readers thinking about as they read? 6. What reading strategies can we use when we come to an unknown word? 7. What kinds of connections do readers make as they read? 8. How do readers make good predictions about what they are reading?

Focus TEKS Student Expectations: 1(A), 1(L1), 1(B), 1(C), 1(D), 1(E), 1(F), 1(G), 2(A), 3(B), 3(C), 3(D), 4(A), 4(B), 5(A), 5(B), 5(L1), 5(C), 5(L2), 5(L3), 5(L4), 5(D), 6(A), 6(L1), 7(A), 9(A),10(A),10(C),10(D)

F19(L1), F19(A), F19 (B), F19 (C), F19 (L2), F19 (D), F19 (L3), F19 (L4), F19 (E), F19 (F), F19 (L5), L1(L1), L1(L2), L1(L3)

=Foundations of Writing=

Big Ideas/Enduring Understandings: • We are a community story tellers and authors. • Writers use mentor texts for inspiration and to study the author’s craft. • Authors write for different purposes and audiences. • Writers think about what they will write. • Authors are always collecting ideas for writing. • Writers collect ideas from personal experiences. • Authors share their thoughts and ideas for writing throughout the entire writing process. • Authors listen respectfully as others share their writing. • Writing involves many actions that require practice. • Writing is a process that includes pre-writing, drafting, revising, editing, and publishing. • Telling your story is the first pre-write. • Writers make their writing better.

Essential Questions: 1. What are different ways writers communicate? 2. How can I use pictures, letter sounds, and words to write? 3. What can I learn from listening to texts by mentor authors? 4. Where do authors get ideas? 5. What stories am I an expert at telling? 6. How do I choose one idea to share and write about? 7. How can I share my thoughts and ideas with others? 8. How do writers move through the writing process? 9. How can I make my writing better? 10. How do I decide if my writing is finished? 11. What are the expectations of my community during writing workshop?

Focus TEKs Student Expectations: (L1), 13(A), 13(B),13(C), 13(D), 13(E), 14(A),16(A), 16(B), 16(C),17(A),17(L1), 18(A), 18(B), 18(C), 18(L1), (L), 21(A), 21(B), 22(A), 23(A)

= = =Foundations of Math=

Big Ideas/Enduring Understandings: What makes objects alike and different can be determined by an array of properties and there is more than one way to classify most shapes and solids. Shapes can be described in terms of their relative position to other shapes & objects. || Counting tells how many items there are altogether. Counting a set in a different order does not change the total. Numbers can be represented using objects, words, and symbols. || A calendar is a representation of units of time. Measurement involves a comparison of an attribute of an item or situation with a unit that has the same attribute. || What makes objects alike and different can be determined by an array of properties and there is more than one way to classify most shapes and solids. || The position of objects can be determined in relationship to surrounding objects and described using words. || Shapes can be described, classified, and analyzed by their attributes ||
 * **Geometry: Exploration & Sorting:**
 * **Number Quantities: 1-5 & Operations**
 * **Measurement: Time**
 * **Sorting**
 * **Position and Location**
 * **2D Shapes**

Essential Questions • How can attributes be used to sort & classify objects into sets? • <span style="font-family: ArialMT,Arial,sans-serif; font-size: 9pt;">How can sets be represented & communicated? <span style="font-family: ArialMT,Arial,sans-serif; font-size: 9pt;">How can language be used to describe similarities & differences between sets? || Focus TEKS Student Expectations: <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**K.7A, B** <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**K.8A, B, C** <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**K.9C** || <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**K.11A, B, C** || <span style="display: block; font-family: Arial,sans-serif; text-align: justify;">**K.6A, B** || = = =Foundations of Science:=
 * * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How can language be used to describe objects & their positions?
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How can you identify an object by its attributes?
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How can attributes be used to sort, classify, & compare objects into sets?
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How can sets be represented & communicated?
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How can language be used to describe similarities & differences between sets? ||
 * * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How can objects in a set be counted accurately?
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How can quantities be determined, represented, & communicated?
 * <span style="font-family: Arial,sans-serif;">How can language be used to describe the relationship between numbers? ||
 * * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">What units of measure are represented on a calendar?
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How is our calendar organized?
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How does a calendar represent time?
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How can the calendar be read in order to describe time?
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How do patterns help us read a calendar? ||
 * <span style="font-family: ArialMT,Arial,sans-serif; font-size: 9pt; margin-bottom: 0in;">How can objects be sorted?
 * * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How can words be used to describe the position of objects/events in a sequence?
 * <span style="font-family: Arial,sans-serif;">What is the position of one object/event in comparison to another? ||
 * * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How are shapes different from each other?
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">What real-life objects closely approximate geometric shapes?
 * <span style="font-family: Arial,sans-serif;">How can recognizing shapes give children opportunities to relate mathematics to the real world? ||
 * * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How can patterns of objects be described?
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">How can patterns be used to make predictions?
 * <span style="font-family: Arial,sans-serif;">How can students determine a rule from a pattern? ||
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**K.2A, B**
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**K.1A, B, C** ||
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**K.2A, B**
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**K8A, B, C** ||
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**K.7A, B** ||
 * <span style="font-family: Arial,sans-serif;">**K.9C** ||
 * <span style="display: block; font-family: Arial,sans-serif; margin-bottom: 0in; text-align: justify;">**K.5**

Big Ideas/Enduring Understandings: <span style="font-family: Arial,sans-serif;">**Science Matters** <span style="font-family: Arial,sans-serif;">**Force, Motion, and Energy**
 * <span style="font-family: Arial,sans-serif;">**Inquiry**
 * <span style="font-family: Arial,sans-serif;">Science is all around us.
 * <span style="font-family: Arial,sans-serif;">Scientists use inquiry and scientific processes to answer questions.
 * <span style="font-family: Arial,sans-serif;">All matter can be measured, classified, changed, and used.
 * <span style="font-family: Arial,sans-serif;">Energy causes changes to matter.
 * <span style="font-family: Arial,sans-serif;">Energy exists in many forms.
 * <span style="font-family: Arial,sans-serif;">Energy drives cycles and systems. ||

Essential Questions: <span style="font-family: Arial,sans-serif;">How do we answer questions in science?
 * <span style="font-family: Arial,sans-serif;">What is science?

<span style="font-family: Arial,sans-serif;">What matters about matter? <span style="font-family: Arial,sans-serif;">What causes changes to matter?

<span style="font-family: Arial,sans-serif;">What is energy, and how do we use it? || Focus TEKS: <span style="font-family: Arial,sans-serif;">Inquiry <span style="font-family: Arial,sans-serif;">K-5.1, 2, 3, 4 <span style="font-family: Arial,sans-serif;">Science Matters <span style="font-family: Arial,sans-serif;">K-5.5 <span style="font-family: Arial,sans-serif;">Force, Motion, and Energy <span style="font-family: Arial,sans-serif;">K-5.6 = = = <span style="font-family: Arial,sans-serif;">Foundations of Social Studies: =