Dear K-2 Students, Families, and Caregivers,€¦ · For example, instead of brainstorming 3 ideas, brainstorm 1 or 2. offer alternate ways of response. For example, instead of writing

Dear K-2 Students, Families, and Caregivers,

Due to the extension of the closure of school buildings, ACPS is sharing a fourth round of Learning

Activity Packets. In alignment with the ACPS Continuity of Learning Plan, these materials are

designed to supplement any teacher-directed instruction that students are able to access. All students

should continue to read or be read-to each day. The activities in this packet provide opportunities

for students to practice and apply key academic skills and promote movement, self-expression,

creativity, civic engagement, and language development. This packet includes Choice Board

Activities in the same format as the earlier packets, as well as a new two-week extended STEM

learning activity called Rain Jacket Project.

Rain Jacket Project: In this 10-day extended learning project, students work their way through a

scientific and engineering design process to create a jacket that can be worn in the rain. Students figure

out which materials they can use to make a rain jacket and design, test, and improve their design

before creating the jacket. This project is divided into ten 15-20 minute individual parts so that all

learners can tackle each small task, but families should feel free to work through it at their own pace.

More specific directions are included at the beginning of the project.

Choice Board Directions: Each activity is labeled with one or more content area symbols:

Literacy Math Science Social

Studies

Art and Music Health and

Wellness

In the weeks when students are not doing the Rain Jacket Project, families should select and

complete at one (1) Choice Board activity each day. Students in Dual Language programs are

asked to please respond in Spanish when possible.

Try to complete activities from a variety of different content categories across a week.

For example:

Read Activity

Day 1

Day 2

Check the box on the choice board for each activity you complete to help you keep track. ☑

Some Choice Board activities include a website that is underlined, but it is not necessary to

have internet access to complete the majority of activities. All of the information included in this

packet (with embedded hyperlinks) is available on the ACPS website:

https://www.acps.k12.va.us/acps-at-home.

The following early learning at-home opportunities are also available Monday-Friday:

● Learn to Grow with WHRO (K-3) is 1:00- 2:00 p.m. on local PBS TV station WETA. ● AlexTV Cable Channel 70 (PreK- K) 8:00- 11:30 a.m. ● ACPS-TV Cable Channel 71 (1- 2) 8:00- 11:30 a.m. (repeats 2:00-4:00 p.m.) ● Online activities through each student’s Clever account. If you have any questions about how to

access Clever, please contact your child’s teacher(s).

When watching the ACPS TV, consider this activity: Choose a Read-aloud to listen to on the ACPS TV

channel or website (https://www.acps.k12.va.us/acpstv). Write about your favorite part of the story or

favorite character in your journal. Use the following sentence starters to help you, such as “My favorite

part of the story was...because…”, “My favorite character was…because...”

If your child seems to find any of these tasks/discussions challenging, consider trying the following:

● breaking down the task into smaller parts. For example, show only one picture at a time and

discuss it.

● offering choices of responses. For example, offer 2 suggestions for your child and select one

to respond to the task.

● reducing the task. For example, instead of brainstorming 3 ideas, brainstorm 1 or 2.

● offer alternate ways of response. For example, instead of writing words or sentences, your child

can draw or orally tell you their response.

English Learner teachers, Special Education teachers, and Talented and Gifted teachers will be

connecting with families to continue to provide support during distance learning. Additionally, ACPS

provides parent/caregiver information telephone lines for families who speak a language other than

English. Families can contact the Parent Information Telephone Lines below to speak with someone in

English, Spanish, Amharic, or Arabic who can answer basic questions and assist with technical

support.

FACE Center's Bilingual Parent Information Lines: Text or Call

Hours of Operation:

Amharic and Arabic: Monday - Friday, 9:00am to 1:00pm

Spanish and English: Monday - Friday, 9:00am to 3:00 pm

Amharic: 703-927-6866

Arabic: 703-927-7095

English: 703-927-7095

Spanish: 571-775-9719

https://www.acps.k12.va.us/acps-at-home

https://www.alexandriava.gov/AlexTV

https://www.acps.k12.va.us/acpstv

የ ተከበራችሁ የ መእ ለ -ህጻ ና ት- 2 ክፍል ተማሪዋች፣ ቤተሰቦች እ ና ተንከባኪዋች የ ትምህርት ህን ፃ ዋች ዝግ በመራዘሙ ምክንያት ኤ.ሲ.ፒ.ኤስ . የ ሶስተኛ ዙር የ ማስተማሪያ ጥራዞ ች መሰራጨት ጀምሮል። ከኤ.ሲ.ፒ .ኤስ . የ ትምህርት ቀጣይ እ ቅድ ጋር በተያያዘ እ ነ ዚህ እ ቃዋች በአ ስተማሪ የ ሚመራው ትምህርት ለመደገ ፍ ታስበው የ ተዘ ጋጁ ና ቸው። ሁሉም ተማሪዋች በየ ቀኑ ማንበብ ይኖርባቸዋል ወይም ለእነ ርሱ እንዲነ በብላቸው ያስፈልጋል። በዚህ ፓኬት ያሉት ተግባራት የ አ ካዳሚ እውቀታቸውን በተግባር እ ንዲለማመዱ ለተማሪዋች እ ድል ይሰጣሉ እ ንቅስቃሴን ያበረታታሉ እ ና እ ራስን መግለፅ ን ፣ ፈጠራን ፣ ሲቪክ ተሳትፎን እ ና የ ቋንቋ እ ድገ ትን ያበረታታሉ። ይህ ፓኬት Choice Board Activities የ ያዘ ነ ው ቀደም ሲል ከተላ ከው ፓኬት ጋር የ ሚመሳሰል እ ንዲሁም አ ዲስ የ ሁለት ሳምንት የ ተራዘመ Together When Apart የ ተሰኘ የ ትምህርት እ ንቅሳቃሴ ያካተተ ነ ው። የ ዝናብ ጃኬት (Rain Jacket)ፕሮጀክት በዚህ የ 10- ቀና ት የ ተራዘመ የ ትምህርት ፕሮጀክት ተማሪዋች የ ሳይንስና የ ኢንጂነ ሪንግ የ ዲዛ ይን ስራ ሂደት ተከትለው በዝናብ ወቅት የ ሚለበስ ጃኬት ያዘ ጋጃሉ። ተማሪዋች የ ትኛው መስሪያ እ ቃ ተጠቅመው የ ዝናብ ጃኬት መስራት ይችላሉ እ ና ጃኬቱን ከመፍጠራቸው በፊት የ ዲዛ ይን ፣ የ መሞከር እ ና ዲዛ ይኑ ን የ ማሻሽል ስራ ያካሂዳሉ ። ይህ ፕሮጀክት በአ ስር የ 15-20 ደቂቃ የ ተለያ ዩ ክፍሎች የ ተከፋፈለ ነ ው። ስለሆነ ም ሁሉም ተማሪዋች እ ያንዳንዱን ጥቃቅን ስራ ማከናወን ይችላሉ። ሆኖም ግን ቤተሰቦች ነ ፃ ሆነ ው የ ሚችሉትን ስራ እ ንደሚመቻቸው መስራት ይችላሉ። ዝርዝር አ ሰራር መመሪያ በፕሮጀክቱ መጀመሪያ ላይ እ ንዲካተት ተደር ጎ ል። የ ቦርድ መመሪያ ( Choice Board Directions): እ ያንዳንዱ እ ንቅስቃሴ የ ተሰየ መው በአ ንድ ወይም ከዚያ በላይ በሆነ የ ውስጡ ይዘ ት በሚያሳይ ምልክቶች (ሲምቦል ) ነ ው።

ንባብ ሂሳብ ሳይንስ ማህበራዊ ጥናቶች

አ ርት እ ና ሙዚቃ

የ ጤና እ ና የ ደህን ነ ት አጠባበቅ፤

በሳምንቱ የ Together When Apart project,ስራዋች በማይሰሩበት ወቅት ቤተሰቦች ይህን መርጠው መሙለት ይችላሉ፤ አንድ የ የ ቀኑ ምርጫ ስራ መምረጥ (1) Choice Board activity each day. የ ሁለት ቋንቋ ፕሮግራም ተማሪዋች በተቻለ መጠን በስፓኒ ሽ መልስ እ ንዲሰጡ ይጠየ ቃሉ። በሳምንቱ ጊ ዜ ውስጥ ከተለያ የ ምድብ ያሉትን ተግባራትን ለመጨረስ ሞክሩ።

ለምሳሌ፤

ን ባብ፤ ተግባሪዊ እ ንቅስቃሴዋች

1ኛ ቀን

2ኛ ቀን

በእ ለቱ እ ንቅስቃሴ የ ተከናወኑትን ስራዋች ለማስታወስ እ ንዲረ ዳ በመምረጫ ቦርድ ላይ ምልክት አ ድርግ

Check the box ። ☑

አ ንዳንድ Check Board እ ንቅስቃሴዋች የ ድረ ገ ፅ (ዌብ ሳይት) ከታች የ ተሰመረበት ይጨምራሉ። ሆኖም ግን ዋናውን ስራ ለማከናወን የ ኢንተር ኔ ት አ ገ ልግሎት መኖር አ ያስፈልገ ውም። ሁሉም መረጃዋች በዚህ ፓኬት የ ተካተቱት (የ ሚገ ናኙ መስመሮች የ ያዙ) በኤ.ሲ.ፒ .ኤስ . ድረ ገ ፅ ላይ ይገ ኛሉ። https://www.acps.k12.va.us/acps-at-home.

የ ሚከተሉት በቤት ውስጥ ትምህርት እድሎች በተጨማሪ ከሰኞ እ ስከ አ ርብ ድረስ ማግኘት ይቻላል፤

● Learn to Grow with WHRO (K-3) ከሰዓት በኋላ 1:00- 2:00 ድረስ በአ ካባቢው የ ፒ .ቢ.ኤስ . (PBS)

ቲሌቪዥን ጣቢያ WETA ይገ ኛል። ● አ ሌክሳንደሪያ ቲቪ AlexTV Cable Channel 70 (PreK- K) ጥዋት ከ8:00- 11:30 ድረስ። ● ኤ.ሲ.ፒ.ኤስ . ቲቪ ACPS-TV ኬብል ቻናል 71 (1- 2) ጥዋት 8:00- 11:30 ድረ ስ (በድጋሚ 2:00-4:00

ከሰዓት በኋላ ) ● የ ኦ ን ላይን ተግባራት በእ ያንዳኑ ተማሪ የ ክሌቨር አ ካውንት አማካኝነ ት ክሌቨር (Clever) አ ካውንት

እ ንዴት ማግኘት የ ሚቻል መሆኑን ማንኛውም ጥያቄ ካለ እ ባክዎን የ ልጅዎን አ ስተማሪ ያግኙ። ኤ.ሲ.ፒ.ኤስ . ቲቪ ሲመለከቱ እ ነ ዚህ እ ንቅስቃሴዎችን ያ ገ ባዝቡ፡ ጮክ ብሎ ማንበብ የ ሚለውን ፕሮግራም ይምረጡ ኤ.ሲ.ፒ.ኤስ . ቲቪ ቻናል ለመከታተል ወይም በድረ ገ ፅ ላይ (https://www.acps.k12.va.us/acpstv የ ምትወደውን ታሪክ አ ካል መርጠህ ፃ ፍ ወይም የ ምትመርጠውን ገ ፀ ባህሪ በደብተርህ (ጆርና ል ) ላይ ፃ ፍ። የ ሚከተሉትን የ ዓርፍተ ነ ገ ሮች መጀመሪያዋችን ተጠቀም እ ንዲያግዙህ ለምሳሌ “ እ ኔ የ ምወደው የ ታሪኩ ክፍል ....ይህ ነ በ ር ... ምክንያቱም...” “እ ኔ የ ምወደው ገ ፀ ባህሪ .... ነ በር .. ምክንያቱም.....”

ልጅዎ እ ንደዚህ ዓይነ ት ስራዋች/ውይይቶች ከባድ ሆኖ ካገ ኛቸው የ ሚከቱሉትን ነ ገ ር ይሞክሩ፤

● ስራዋችን ለትና ንሽ ስራዋች መከፋፈል፤ ለምሳሌ አ ንድ ሰእ ል ብቻ ማሳየ ት በአ ንድ ጊ ዜ እ ና ስለእ ርሱ መወያየ ት።

● የ መልስ ምርጮዋችን መስጠት። ለምሳሌ 2 ሃሳቦችን መስጠት ለልጅዎ እ ና አ ንዱን መርጦ ለ ስራው መልስ ይስጥ።

● ስራውን መቀነ ስ ለምሳሌ ስለ 3 ጉዳዮች በአ ንድ ጊ ዜ የ ሃ ሳብ ልውውጥ (ብሬይን ስቶርም) ከማድረግ ይልቅ የ ሃ ሳብ ልውውጥ 1 ወይም 2 ብሎ መለየ ት።

● የ ተለያዮ መልስ አማራጮች ማቅረብ። ለምሳሌ ቃላትና ዓርፍተ ነ ገ ሮች ከመፃ ፍ ይልቅ ልጅዎ መልሱን ለመስጠት ስእ ል መሳል ወይም በቃል መና ገ ር ይችላል።

የ እ ንግሊዘ ኛ ቋንቋ (EL) አ ስተማሪዋች፣ የ ልዩ ትምህርት አ ስተማሪዋች፣ ልዩ ስጦታ እ ኛ ችሎታ አ ስተማሪዋች በዚህ የ ርቀት ትምህርት ወቅት አ ስፈላ ጊውን ድጋፍ ለመስጠት ከቤተሰቦች ጋር ይገ ና ኛሉ ። በተጨማሪ ለኤ.ሲ.ፒ .ኤስ . ወላጆች/ተንከባካቢዋች የ መረጃ ማግኛ የ ስልክ መስመር ከእ ንግሊዘ ኛ ቋንቋ ሌላ ለሚና ገ ሩ ቤተሰቦች መረጃ ይሰጣል። ቤተሰቦች ከታች የ ቀረ በውን የ ወላጅ መረጃ የ ስልክ መስመር መደወል ይችላሉ በእ ንግሊዘ ኛ፣ በስፓኒ ሽ፣ በአማርኛ ወይም በአ ረብኛ መሰረታዊ ለሆኑ ጥያቄዋች መልስ መስጠት የ ሚችል እ ና የ ቴክኒ ክ ድጋፍ ሊያደርግ የ ሚችል አ ንድ ሰው ማነ ጋገ ር ይችላሉ።

ኤፍ.ኤ.ሲ.ኢ.(FACE) ማእከል የ ወላጆች የ ድርብ ቋንቋ ተና ጋሪ የ መረጃ መስመር ፤ ቴክስት ወይም መደወል

የ ስራ ሰዓት፤ አማርኛ እ ና አ ረብኛ ሰኞ - አ ርብ ከጥዋት 9.00 እ ስከ 1.00 ከሰዓት በኋላ ስፓኒ ሽ እ ና እ ንግሊዘ ኛ፤ ሰኞ - አ ርብ ከጥዋት 9.00 እ ስከ 3.00 ከሰዓት በኋላ አማርኛ፣ 703 -927-6866 አ ረ በኛ ፣ 703 -927-7095 እ ንግሊዘ ኛ፤ 703 -927-7095 ስፓኒ ሽ 571 -775-9719




Estimados alumnos de kínder a 2° grado, familias y cuidadores:

Debido a la extensión del cierre de los edificios escolares, ACPS está compartiendo una cuarta ronda

de paquetes de actividades de aprendizaje. En alineación con el Plan de Continuidad del

Aprendizaje de ACPS, estos materiales están diseñados para complementar cualquier instrucción

impartida por el docente a la que los alumnos puedan tener acceso. Todos los alumnos deben

continuar leyendo o leérseles cada día. Las actividades en este paquete ofrecen oportunidades para

que los alumnos puedan practicar y aplicar habilidades académicas clave y promover el movimiento, la

autoexpresión, la creatividad, la participación cívica y el desarrollo del lenguaje. Este paquete incluye

actividades de Choice Board, en el mismo formato que los anteriores paquetes, así como una nueva

actividad de aprendizaje extendido de dos semanas de STEM (Ciencia, Tecnología, Ingeniería y

Matemáticas), denominada Rain Jacket Project (proyecto de chaqueta de lluvia).

Proyecto de chaqueta de lluvia: En este proyecto de aprendizaje extendido de 10 días, los alumnos

trabajan a su manera en un proceso científico de diseño de ingeniería para crear una chaqueta que

pueda ser usada durante la lluvia. Los alumnos se las ingenian para decidir qué materiales se pueden

utilizar para hacer una chaqueta de lluvia y diseñar, probar y mejorar su diseño antes de crear la

chaqueta. Este proyecto se divide en diez partes individuales de 15 a 20 minutos, de modo que todos

los estudiantes puedan abordar una tarea pequeña cada uno, pero las familias deben sentirse libres de

trabajar a lo largo del proceso a su propio ritmo. Se incluyen instrucciones más específicas al

comienzo del proyecto.

Instrucciones para Choice Board: Cada actividad está etiquetada con uno o más símbolos del área

de contenido:

Alfabetización

Matemáticas

Ciencias

Estudios

Sociales

Arte y música

Salud y bienestar

En las próximas semanas, mientras no estén haciendo el Proyecto de la Chaqueta de Lluvia, las

familias deben seleccionar y completar una (1) actividad de Choice Board cada día. A los alumnos

de los programas de Idioma Dual se les pide que respondan en español cuando sea posible.

Traten de completar actividades de una variedad de diferentes categorías de contenido por una semana.

Por ejemplo:

Leer Actividad

Día 1

Día 2

Marque la casilla en el Choice Board para cada actividad que termine y ayudarse a hacer

seguimiento. ☑

Algunas de las actividades de Choice Board incluyen un sitio web que está subrayado, pero no es necesario tener acceso a internet para completar la mayoría de las actividades. Toda la información incluida en este paquete (con hiperenlaces incorporados) está disponible en el sitio web de ACPS: https://www.acps.k12.va.us/acps-at-home.

Las siguientes oportunidades de aprendizaje en casa de la primera infancia también están disponibles

de lunes a viernes:

● Aprender a crecer con WHRO (K-3) es de 1:00 a 2:00 p.m., en PBS TV local, estación WETA. ● Cable AlexTV, Canal 70 (PreK- K) 8:00- 11:30 a.m. ● Cable ACPS-TV, canal 71 (1- 2) 8:00- 11:30 a.m. (se repite de 2:00 a 4:00 p.m.) ● Actividades en línea a través de la cuenta Clever de cada alumno. Si tiene alguna pregunta

sobre cómo tener acceso a Clever, póngase en contacto con el maestro(s) de su hijo.

Cuando estés viendo ACPS TV, considera esta actividad: Escoge una Lectura en voz alta (Read-aloud) para escucharla en el canal de ACPS TV, o en la página web (https://www.acps.k12.va.us/acpstv). Escribe sobre tu parte favorita del cuento o de tu personaje favorito en tu diario. Utiliza la siguiente frase de inicio para ayudarte, como "Mi parte favorita del cuento fue... porque…", "Mi personaje favorito fue… porque...".

Si su hijo parece encontrar alguna de estas tareas o discusiones desafiantes, considere intentar lo

siguiente:

● dividir la tarea en partes más pequeñas. Por ejemplo, mostrar sólo una imagen al mismo tiempo y discutir sobre ella.

● ofrecer opciones de respuestas. Por ejemplo, ofrecer 2 sugerencias a su hijo y seleccionar una para responder a la tarea.

● reducir la tarea. Por ejemplo, en lugar de pensar creativamente en 3 ideas, hacerlo con 1 o 2. ● ofrecer alternativas de respuesta. Por ejemplo, en lugar de escribir palabras o frases, su hijo

puede dibujar o decirle verbalmente su respuesta.

Los profesores de Aprendizaje de Inglés, de Educación Especial, y de Talentosos y Dotados se conectarán con las familias para continuar brindando su apoyo durante el aprendizaje a distancia. Además, ACPS proporciona información telefónica a padres y cuidadores y a las familias que hablan un idioma distinto del inglés. Las familias pueden ponerse en contacto con las líneas telefónicas de información a los padres que se indican a continuación, para hablar con alguien en inglés, español, árabe, o amárico, que pueda responder preguntas básicas y ayudar con el soporte técnico.

Las Líneas de Información Bilingüe para Padres del Centro FACE son: Texto o llamadas

Horario de operación:

Amárico y árabe: lunes a viernes, 9:00am a 1:00pm

Español e inglés: lunes a viernes, 9:00am a 3:00pm

Amárico: 703-927-6866

Árabe: 703-927-7095

Inglés: 703-927-7095

Español: 571-775-9719




األعزاء، K-2أعزائنا طالب وعوائل ومقدمي الرعاية لطالب المراحل

تماشياً مع خطة مدارس .حزم األنشطة التعليميةالجولة الرابعة من ACPSبسبب تمديد إغالق المباني المدرسية، تشارك مدارس

ACPS .ينبغي على الستمرارية التعلم، تم تصميم هذه المواد لدعم أية دروس مقدمة من قبل المعلم والتي يمكن للطالب الوصول إليها

توفر األنشطة في هذه الحزمة فرصاً للطالب لممارسة المهارات .جميع الطالب االستمرار في القراءة أو أن يتم القراءة لهم كل يوم

أنشطة ة وتطبيقها وتعزيز الحركة، التعبير عن الذات، اإلبداع، المشاركة المدنية وتطوير اللغة. تتضمن هذه الحزمة األكاديمية األساسي

مدته أسبوعان STEMبنفس الصيغة التي تم إتباعها في الحزم السابقة، باإلضافة إلى نشاط تعليمي موسع جديد لبرنامج لوح االختيار

.روع سترة المطرمش" Rain Jacket Project يسمى

أيام تقدماً خالل عملية 10سوف يُحرز الطالب في هذا المشروع التعليمي الموسع والذي يستمر لمدة :Rain Jacket مشروع

تصميم علمية وهندسية لعمل سترة يمكن ارتداؤها في المطر. سوف يكتشف الطالب أي المواد التي يمكنهم استخدامها لصنع سترة

دقيقة 20-15ختبار وتحسين تصميمهم قبل عمل السترة. ينقسم هذا المشروع إلى عشرة أجزاء فردية مدة كل منها مطرية وتصميم وا

حتى يتمكن جميع المتعلمين من معالجة كل مهمة صغيرة، ولكن يجب على العوائل أن تشعر بحرية العمل من خالله بالسرعة التي

بداية المشروع.تناسبهم. يتم تضمين توجيهات أكثر تحديداً في

يتم تصنيف كل نشاط برمز أو أكثر للداللة على المادة الدراسية: تعليمات لوح االختيار:

تعلم القراءة

والكتابة

الدراسات العلوم الرياضيات

اإلجتماعية

الصحة والعافية الفن والموسيقى

نشاط لوح إخيار واحد ، ينبغي على العوائل إختيار وإكمالRain Jacket في األسابيع التي ال يكون فيها الطالب مشغولون بمشروع

عندما يكون ذلك ممكنًا. اإلجابة باللغة اإلسبانيةيُطلب من الطالب في برامج اللغة المزدوجة ( كل يوم.1)

حاول إكمال األنشطة من مجموعة متنوعة من فئات دراسية مختلفة على مدار األسبوع.

ثال:على سبيل الم

النشاط القراءة

1اليوم

2اليوم

☑الموجود على لوح االختيار لكل نشاط تكمله لمساعدتك في تتبعه. ضع إشارة في المربع

، ولكن ليس من الضروري الوصول إلى شبكة اإلنترنت الكمال تحته خطتتضمن بعض أنشطة لوح االختيار موقعاً ألكترونياً

ACPSمعظم األنشطة. جميع المعلومات المتضمنة في هذه الحزمة )مع الروابط المتضمنة( متاحة على موقع مدارس

.home-at-shttps://www.acps.k12.va.us/acp االلكتروني:

الجمعة: -تتوفر أيضاً الفرص التالية للتعلم المبكر في المنزل من االثنين

المحلية PBSمن بعد الظهر على محطة تلفزيون 2:00 - 1:00من الساعة ( K-3للمراحل ) WHROتعلم كيف تنمو مع ●WETA.

صباحاً. PreK- K)) 8:00- 11:30 للمراحل على الكابل 70قناة مدينة اإلسكندرية التلفازية رقم ●من 4:00-2:00صباحاً )تعاد الساعة 11:30 -8:00 (2 -1) على الكابل للمراحل 71التلفازية رقم ACPSقناة مدارس ●

بعد الظهر(لكل طالب. إذا كانت لديك أية أسئلة حول كيفية الوصول إلى Cleverاألنشطة عبر شبكة اإلنترنت من خالل حساب تطبيق ●

، عندها يرجى االتصال بمعلم )معلمي( طفلك.Cleverتطبيق

ACPSلكي يتم الإلستماع إليها على قناة القراءة بصوت عالي، يمكن النظر في القيام بهذا النشاط: اختيار ACPS TVعند مشاهدة

TV أو الموقع األلكتروني https://www.acps.k12.va.us/acpstv . الكتابة حول الجزء المفضل لديك من القصة أو الشخصية

المفضلة في دفتر يومياتك. استخدم بادئات الجمل التالية لمساعدتك، مثل "الجزء المفضل لدي من القصة كان ... بسبب..."، "شخصيتي

المفضلة كانت ... لكونها..."

ه صعوبات في أي من هذه المهام/المناقشات، عندها يرجى مراعاة القيام بالتالي:إذا بدا أن طفلك يواج

فقط في كل مرة وناقشها. صورة واحدةتقسيم المهمة إلى أجزاء أصغر. على سبيل المثال، قم بعرض ●

لطفلك وحدد واحداً منها لإلجابة على المهمة. قدم اقتراحينقدم خيارات الرد. على سبيل المثال، ●

.فكرة أو أثنتانأفكار، ناقش 3يل المهمة. على سبيل المثال ، بدالً من مناقشة تقل ●

يخبرك به شفهياً.أو يرسم ردهقدم طرقاً بديلة لإلجابة. على سبيل المثال، بدالً من كتابة الكلمات أو الجمل، يمكن لطفلك أن ●

، ومعلمي الطالب األذكياء والموهوبين مع العوائل لمواصلة تقديم سوف يتواصل معلمي متعلمي اللغة اإلنجليزية، معلمي التعليم الخاص

خطوط هاتف لتزويد أولياء األمور/ مقدمي الرعاية بالمعلومات ACPSالدعم أثناء التعلم عن بعد. باإلضافة إلى ذلك، توفر مدارس

للعوائل التي تتحدث لغة أخرى غير اللغة اإلنجليزية. يمكن للعوائل االتصال بخطوط الهاتف أدناه والخاصة بتزويد أولياء األمور

والذي يمكنه اإلجابة عن األسئلة األساسية بالمعلومات للتحدث مع شخص ما باللغة اإلنجليزية، اإلسبانية، األمهرية، أو العربية

والمساعدة في تقديم الدعم التقني.

ثنائية اللغة لتوفير المعلومات ألولياء األمور: أرسل رسالة نصية أو أتصل FACEخطوط مركز

ساعات العمل:

من بعد الظهر 1:00 -صباحاً 9:00الجمعة، -اللغة األمهرية واللغة العربية: األثنين

من بعد الظهر 3:00 -صباحاً 9:00الجمعة، -للغة اإلسبانية واللغة اإلنجليزية: األثنين ا

6866-927-703اللغة األمهرية:

7095-927-703اللغة العربية:

7095-927-703اللغة اإلنجليزية:

9719-775-571اللغة اإلسبانية:



Grade 1

Learning Activity Packet for Emergency Closing: June Directions: Select at least one (1) activity to complete per day. Share/review your choices with an adult. Each activity is labeled with one or more content area icons; complete activities from a variety of different content categories. Check the box for each activity you complete. Continue to use the resources you received in the Learning Kits. TAG activities are available to challenge students, so we encourage ALL students to try them. At the end of each packet you will find additional physical education and fine arts activities. Consider working on the STEM Rain Jacket Project a little each day.

Literacy Math Science Social Studies Art and Music Health and Wellness

NOTE: Items that are bold indicate an attachment contained in this booklet; items that are underlined indicate an online website or resource.

Storytelling Use one of the story

prompts to think of

a story to tell someone or something, like a stuffed animal. Be sure to tell the beginning, middle, and end of the story. Try telling it a second time and include as many details in your story as you can. Have fun!

Write some simple addition problems such as 7 + 3=10. Then try to

write a story about the equation in your

journal. Read it to a family member and see if they can solve it. Use the Writing Simple Addition and Subtraction Examples to help you.

Use the What Was Our State Like Long Ago?

page to write or

draw what is the same and what is different between now and long ago.

Goods and Services

Read the text about Goods and

Services. Draw and label 2 more goods and 2 more services.

Share your drawing and writing with someone at home.

Use the Counting Nickels worksheet to count the number of cents. Count by 5’s (5,

10…) and write the amount.

Reading Tic-Tac-Toe Use the Reading Tic-Tac-Toe sheet to choose a movement

activity. Do it! Read for 10 minutes. Choose another activity. Do it! Read

for 10 more minutes.

. Economic Choices Review the list of goods and services. Complete the Economic Choices activity to write

about what 2 goods or services you would buy and why?

Look at the image:

Answer and ask questions about it in the, What’s Happening in This Picture? worksheet.

Alexandria City Public Schools 1

Grade 1

TAG

Goods and Services Sort

Color , cut ,

sort, and glue under what the picture shows as either a good or a service.

TAG

Summer STEM Choice Board

Complete 2 or more activities from the choice board. Complete the handout.

TAG

Coin Critters

Participants will create a Coin Critter. In this project, participants choose a group of coins, sort them in the way that they want to count them, count the value of the money, and then turn the coins into a cute little bug!

TAG

Sharing Our Knowledge With Others

Write a short note or a letter to a family member, friend or pen pal about an experiment, classroom activity or lesson that you enjoyed this year.


Grade 1

Storytelling Use one of the story prompts to think of a story to tell someone or something, like a stuffed animal. Be sure to tell the beginning, middle, and end of the story. Try telling it a second time and show, not tell, the listener more details. Put an X on the square after you have told that story and pick another one to tell someone. Use this sentence to help get you started: “One time I…” Use the lined paper to write.

Tell a story about

being brave.

Tell a story about

trying again.

Tell a story about

your favorite place.

Tell a story about

your favorite

person.

Tell a story about

your favorite thing.

Tell a story of your

favorite movie or

book.

Tell a story about

solving a mystery.

Tell a story about

going on an

adventure.

Tell a story about

friends.


Grade 1

Writing Simple Addition and Subtraction Problems

Addition (+) Problems Subtraction (-) Problems

Example: 7 + 3=10

I ate 7 grapes and my brother ate 3

oranges . How many pieces of fruit did we eat altogether?

Example: 10-3=7

My brother has 10 pencils . He gives me 3 of these pencils. Now, how many pencils does he have?

Your turn:

Your turn:

Extension: Create some subtraction story problems as well!


Grade 1

What Was Our State Like Long Ago? Complete the Venn Diagram then use the examples on the next page to write your sentences.

Nystrom Education Young Citizens


Grade 1

What Was Our State Like Long Ago? (continued)

Write some sentences in your journal describing how things were the same and different long ago. You can use the following sentence starters to help you. Examples: Virginia is different today from long ago because today people use cars, trains and airplanes to move around and long ago people used horses to travel from one place to another. Virginia is different today from long ago

because______________________________________________________________________

____________________________________________________________________________.

Virginia is the same today as long ago

because______________________________________________________________________

____________________________________________________________________________.

Another similarity is that both today and long ago

_____________________________________________________________________________

____________________________________________________________________________.

Another difference is that long ago in Virginia _______________________________________,

but today in Virginia ___________________________________________________________.


Grade 1

Goods and Services Read the text about goods and services. Draw and label 2 more goods and 2 more services. Share your drawing and writing with someone at home.

Goods These pictures show goods. People can buy and sell these things. What are some goods you buy?

1.

2.

Services These people offer services. Services help people. What are some services you use?

1.

2.


Grade 1

Counting Nickels!


Grade 1

Reading Tic-Tac-Toe


Grade 1

Economic Choices Look at the list of goods and services below. You can choose to spend money on 2 goods or services. What would you choose and why?

Goods

These pictures show goods. People can buy and sell these things.

1. I would choose to spend money on_______________

because______________________________________

___________________________________________.

2. I would choose to spend money on ________________

because______________________________________

___________________________________________.

Or Services

These people offer services. Services help people.


because______________________________________

___________________________________________.


because______________________________________

___________________________________________.


Grade 1

What Is Happening in This Picture?

Source: https://www.nytimes.com/2020/03/01/learning/whats-going-on-in-this-picture-march-2-2020.html

1. What do you see in the picture? Try to find 3 or 4 things.

In this picture, I see ________________________________________________

_____________________________________________________________________

2. What do you think is happening?

I think _____________________________________________________________

_____________________________________________________________________

3. What questions do you have? Try to write 2-3 questions.

I wonder…

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Adapted from: Fairfax County Public Schools Office of ESOL Services


Grade 1

Goods and Services Sort (TAG)

Directions: Using the worksheet on the next page, color , cut ,sort, and glue under what the picture shows as either a good or a service.


Grade 1

Goods and Services Sort (TAG)


Grade 1 Page left blank for cut-out activity


Grade 1

Summer STEM Choice Board (TAG) Directions: Complete two or more activities from the choice board. Complete the handout.


Grade 1

Summer STEM Choice Board Questions (TAG) (continued)


Grade 1


Grade 1


Grade 1

Coin Critters (TAG)

Coin Critters Project Description: Participants will create a Coin Critter. In this project, participants choose a group of coins, sort them in the way that they want to count them, count the value of the money, and then turn the coins into a cute little bug!

Project Parameters: Use at least 5 coins and no more than 10 coins. You can choose to just use dimes, nickels, and pennies or any combination. You can use quarters in the Coin Critter as an extension if you like.

Project Directions:

1. Draw and cut out at least 5 (but no more than 10) coins. You can use the blank pages at the end of this packet.

2. Put them in the order you want to count them on the next page.

3. Place, glue, or tape them in a "line" (can be a little wiggly).

4. Show how to count the critter. Write the value.

5. Turn it into a bug! Draw legs, wings, antennae, and a face!


Grade 1

My Coin Critter My Coin Critter’s Name:_____________________

My Coin Critter is worth ____________ cents!


Grade 1

Sharing Our Knowledge with Others (TAG)

Sharing Our Knowledge With Others

Directions: Using the template on the next page, write a short note or a letter to a family member, friend, or pen pal about an experiment, classroom activity, or lesson that you enjoyed this year. Write your short note or letter using the following checklist:

● _____ Think about something you learned this year that you really enjoyed.

Choose what you want to write about.

● _____ In your letter, tell your family member what happened during the lesson.

● _____ Be sure to include as many details as you can remember.

● _____ Tell about your favorite part of the lesson and why it was your favorite part.

● _____ Check your letter for capitals, ending punctuation, and correct spelling.


Grade 1


Grade 1 Physical Activity Choose Your Own Adventure

Begin in one of the three lanes below (A, B, or C) and perform the exercise in the bubble. Then follow the arrows depending on your answer. If you get stuck repeating the same few bubbles over and over again stop after three “loops.” Try to make your way to the finish. Enjoy!

A B C


Grade 1


Grade 1 Daily Reading Log- Try to read 30-60 minutes EVERY day. Use this reading log to record your reflections about the pages you read each day. There are sentence starters and ideas for what to write about on the second page.

Date Book Title and Response Pages Read Check

and Initials

Starting Page

Ending Page


Grade 1 Daily Reading Log- Try to read 30-60 minutes EVERY day. Use this reading log to record your reflections about the pages you read each day. There are sentence starters and ideas for what to write about on the second page.

Date Book Title and Response Pages Read Check

and Initials

Starting Page

Ending Page


Grade 1 Daily Reading Log Sentence Starters- Use these sentence starters to help you tell a response to what you read. Try to use different ones each day Setting

The setting reminds me of _____________________________ because ____________________________.

Character

The character ________________________________reminds me of ___________________________________.

When the character did __________________________ I thought _____________________________________ .

Purpose/Theme/Main Idea

I think the author is trying to get me to think about _________________________________________________.

I could relate to the story because ______________________________________________________________.

The story/section I read was mainly about ______________________________________________________.

Predicting

I think ________________________________ will happen because I noticed ____________________________.

I wonder if _______________________________ will happen because _________________________________.

I predict ____________________________________ will happen because __________________________.

Clarifying

I am unsure about ___________________________________________________________________________.

One word/phrase I don’t understand is __________________________________________________________.

I’m confused about _______________________________________________________________________.

One question I have is _____________________________________________________________________.

Making Connections

This reminds me of _________________________________ because __________________________________.

This story is different from ___________________________________ because _________________________.

Drawing Conclusions

I think that when the character (action) ___________________________ it means _______________________.

One way I could describe the character is that he or she is ______________________________________.


Grade 1 Daily Reading Log Sentence Starters, continued

Example Non-Example

The setting reminds me of a summer camp I attended because we also did a lot of activities and slept in bunks.

The setting reminds me of nothing.

I think the main character will keep trying to make friends because she seems lonely.

I think the main character will happen because she is lonely.

One question I have is why did the main character get upset.

One question I have is what happened.


Grade 1 Blank paper for you to use…


Grade 1 Blank paper for you to use…


Grade 1 Lined pages for writing or journaling...

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Grade 1 Lined pages for writing or journaling...

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Rain Jacket Project

What does the engineering design process look like in real life? How can we design a jacket to wear in the rain?

You’ll design and create your own rain jacket while working through an engineering design process!

Please work as a family to complete this 10-day unit. Each day should take about 15-20 minutes.

Overview of 10-Day Unit

Day #1 Day #2 Day #3 Day #4 Day #5 Identify the Problem How do we keep ourselves dry in the rain?

Exploration What happens when different materials are put in water?

Explanation Why can we use some materials, but not others, to make a rain jacket?

Research What fabrics are our different jackets made of?

Design What does the rain jacket look like? How do we get in and out of it?

Day #6 Day #7 Day #8 Day #9 Day #10 Testing and Measuring How do we make seams? How do we make the rain jacket fit?

Redesign How do we improve our design?

Constructing How do we turn our design into an actual rain jacket?

Constructing How do we turn our design into an actual rain jacket?

Share Out How do we tell others about how we made our rain jackets?

If your child seems to find any of these tasks/discussions challenging, consider trying the following:

● breaking down the task into smaller parts. For example, show only one picture at a time and discuss it.

● offering choices of responses. For example, offer 2 suggestions for your child and select one to respond to the task.

● reducing the task. For example, instead of brainstorming 3 ideas, brainstorm 1 or 2.

● offer alternate ways of response. For example, instead of writing words or sentences, your child can draw or orally tell you their response.

1

Day 1: Identify the problem How do we keep ourselves dry in the rain? Locate something you wear outside in the rain. It could be a rain jacket, an umbrella, a backpack, or anything else you wear outside on a rainy day.

Think or discuss: What features allow you to bring this object outside in the rain? I can bring ____________ outside in the rain because….

2

Draw a comic to show what would happen to you on a rainy day if your object didn’t have this feature:

You find something to wear outside.

You realize it is missing a feature.

You are outside and it starts to rain.

Then this happens to you.

Objects are made out of different materials like, plastic, cloth, or metal. Your object is useful in the rain because it is made from a material that can protect you from getting wet.

3

Day 2: Exploration What happens when different materials are put in water? Today, you will explore what happens when you place different materials in water. Here’s what you need: 1) A container to hold water such as a cup or bowl. 2) Small pieces of different materials you can find at home. Examples of materials include: paper, coffee filter, cloth, aluminum foil, plastic, felt, or cardboard. It does not need to be these materials - you can use any material you have at home.

These are just examples. Use what you can find at home. Here’s what to do:

1) Work at a table .

2) Follow these steps for each material, record what you learn in the chart on the next page.

Think

What is something interesting you noticed?

Something interesting I noticed was... 4

What happens when different materials are put in water? Materials

Make a Prediction

What will happen when we put this material in water?

Record an Observation

What do you see ? Do you notice any

changes?

1.

2.

3.

4.

5.

6.

5

Day 3: Explanation Why can we use some materials, but not others, to make a rain jacket? Making Sense of the Science Look at your observations from the investigation and use these observations to create a chart showing which materials water can and cannot pass through.

Materials Water Can NOT Pass Through Materials Water Can Pass Through

________________________________________________________________ ________________

________________________________________________________________ ________________

Look at the chart you created. Which of your materials would be a good choice for making a rain jacket?

________________________________________________________________________

6

Think or discuss: Why do you think those materials would be good for a rain jacket? I think ____________________________________ would be good for a

rain jacket because... Explaining the Science When water can’t pass through a material, we say the material is waterproof! Some materials are waterproof, while others are not. Waterproofing is an important property of materials. We make choices about when to use different materials based on their properties. Only some materials can make rain jackets because we need to use waterproof materials. Read the following story to learn about an inventor of a waterproofing material. Note to Parents: If you have internet, check out this video experimenting with a material similar to Scotchgard: https://www.youtube.com/watch?v=BvTkefJHfC0

QR code for the video

7

https://www.youtube.com/watch?v=BvTkefJHfC0

A Way To Stop Water An Inventor’s Story

Patsy (Pat-see) was born 90

years ago. Back then, kids took a

test to find out what job they

would be good at when they grew up.

There was one test for girls and one

test for boys. The tests were not fair.

People did not think girls could do

hard jobs.

Patsy took the girls test. The test said she should be a

housewife. She did not like that. She was

brave. She told her school she wanted to take the test for

boys. And she did! The boys test told Patsy that she would be

a good scientist.

Patsy got a job at 3M, the maker of Post-it Notes

and tape. Her job was to make a new material.

Scientists work on materials like glass or metal

or rubber to make them better.

8

Patsy’s job was to make a new material for jets.

Jet fuel can be hard on some parts of a jet. Patsy would

make a rubber that would not break down in jet fuel.

Patsy worked hard to try to make this new material.

One day, a person spilled something wet on her

shoe. She could not get it off! So she left it there. She saw

that when her shoes got dirty, that one spot stayed clean.

That one spot never got wet. It was odd. Patsy saw she could

use this material to make shoes

waterproof which means that the

shoes cannot get wet even when

water is poured on them!

So Patsy invented Scotchgard,

a material you can spray

on a shoe. When it was tested, the rule was that only men

could watch. Patsy had to stay outside. It was not fair. But

she did not give up. Her idea worked!

Today many people use this material, Scotchgard. When

you spray it on a shoe, it makes the shoe waterproof. Patsy is

in the National Inventor’s Hall of Fame. She said, “Girls

should follow their dreams.”

9

Day 4- Research What materials are our different jackets made of? Go around the house and examine (look at ) the tag from multiple jackets. You can find kids jackets or adult jackets. If you don’t have 6 jackets in your home, just find as many as you can. Write down what type of material (e.g. cotton, polyester) each jacket is made out of in the chart. Could someone wear this jacket in the rain without getting wet? Write “yes” or “no” in the chart.

Jacket Number

Jacket Material Polyester, Cotton, Rayon, Vinyl, Fleece,

Nylon, Neoprene, etc.

Draw Conclusions Could someone wear this jacket in the rain without getting wet?

Yes or No

1.

2.

3.

10

4.

5.

6.

Think

Review the materials for the rain jackets and the ones that are not rain jackets. Are they the same materials?

Write Which materials that you tested are like the materials used in a rain jacket?

____________________________________________________________________________________________________________

11

Day 5- Design What does the rain jacket look like? How do we get in and out of it? Today you will start designing a rain jacket. You can make your rain jacket for Flat Stanley, a stuffed animal, or even yourself! Step 1: Locate a WaterProof Material With help, locate a material in your home that you could use to make a rain jacket. Where are you going to find this material? It could be something you normally throw away or recycle! Examples: aluminum foil, trash bags, yogurt cups, grocery store bags, an old shower curtain, etc.

Think or discuss: Why can you use this material to make a rain jacket?

Do you also need tape and other materials to help create the jacket? List or

draw them here:

________________________________________________________________________

Step 2: Decide Who You Will Make the Jacket For Look at your waterproof material. You will want to estimate whether you have enough material to make a rain jacket for yourself, one of your stuffed animals, or Flat Stanley. Then decide who you want to make the rain jacket for. I will make the jacket for ________________________________.

12

Step 3: Design Your Jacket Think of a design for your rain jacket using this material. Think about how to get into the jacket and how you will close the jacket so that you or the object will stay dry. Then draw your design. Label the materials you are using in your drawing.

Front of your rain jacket

Back of your rain jacket

13

Day 6- Testing and Measuring How do we make seams? How do we make the rain jacket fit?

When you make your rain jacket, you may need to make seams. Those are the places where two pieces of material are connected together.

Step 1: Create a Seam Cut two smaller pieces of your waterproof material. Connect them using the tape or other materials you want to use. Step 2: Test and Improve Your Seam Put your hand under the seam and pour some drops of water over the seam. What happened?

Think

Does the seam need to be improved? How?

Step 3: Measure Your Seams To make your jacket fit, you need to know how long the arms and body of the

jacket need to be. Cut out the fish on page 19. Use them to measure the length of the arm, the length of the jacket opening, and from the arm to the bottom of the jacket.

How many fish long?

Arm Length fish

Length of Jacket opening fish

Arm to Bottom of Jacket Length fish

14

Day 7- Redesign How do we improve our design? From yesterday, you have worked on making seams and you have measurements. Today, you will draw your rain jacket design again with changes in the shape, size, and materials you need to use. Your new design will be more waterproof and fit better than the old design!

Front of your rain jacket

Back of your rain jacket

15

Days 8 and 9- Constructing How do we turn our design into an actual rain jacket? Follow your design and create your rain jacket!

After you finish, think about the following questions:

What was the hardest part about making the jacket?

What did you have to change about your design to make it work?

Write- Complete the sentence What I changed from my design was that I had to

________________________________________________________________________

16

Day 10- Share out! How do we tell others about how we made our rain jackets?

Take a picture of your finished rain jacket. If you would like to, send the picture to your teacher.

Write a short letter to your teacher about your rain jacket. In your letter, explain how you made your jacket. Also, explain why the jacket keeps you dry in the rain.

Word Bank

first jacket design next material test then measure improve

Dear_______________, __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________

17

Day 10 - Share Out (Optional) You can use this graphic organizer to help you write each part of your letter. Remember

to use the words from the Word Bank below . Some words have already been used

on this page and are crossed out .

Word Bank

first jacket design next material test then measure improve

You might start your letter like this:

Dear Ms. Ortiz,

I want to tell you about the new jacket I created! I took many steps to complete it. The first thing I did was…

Dear _________________,

___________________________________________________________________________________

The first thing I did was…___________________________________________________________

Next, I…___________________________________________________________________________

Finally, I…_________________________________________________________________________

I also want to explain how it works. My jacket keeps me dry in the rain because…________________________________________________________________________

Your Student,

_________________________

18

Measure. Use these fish to Measure for a Stuffed Animal or a Person

Measure. Use these fish to measure for a Flat Stanley or small project.

19

Documents

Dear K-2 Students, Families, and Caregivers,€¦ · For example, instead of brainstorming 3 ideas, brainstorm 1 or 2. offer alternate ways of response. For example, instead of writing