Grade 1 Family Resources Grade... · Think of 3-4 more words to add to your paper. Accommodations for students with IEPs: 1. Scribe: For students who have difficulty with writing

Grade 1

Family Resources

Week 9

May 20 – 26, 2020

English

Language

Arts

1st Grade Week 9

English Language Arts At-Home Learning

1st Grade Week 9

New Learning

Learning Summary Reach for Reading Unit 7 Big Question: What is the difference between then and

now?

During this 9th week of at home learning, 1st graders will complete Unit 7 of their Reach for Reading curriculum and engage in new learning. Students will read two poems about inventions, “Vacuum Cleaner” by Charise Mericle Harper and “Past and Present” by Hector Sanchez. Students will identify who is telling the story at various points in the text (point of view). Students will also develop their understanding of key words in a text and of r-controlled vowels air, ear, and are.

Word Work

Task 1:

• Fold a blank piece of paper into 3 parts.

• Label the parts: air, ear, and are.

• Sort the following words into the appropriate section on your paper: stair, pear, dare, fair, fear, scare, wear, hair, and square.

• Think of 3-4 more words to add to your paper. Task 2:

• Choose two words from the list that you created for task 1.

• On a blank piece of paper make a drawing that shows the meaning of each word you chose and then use the word in a sentence.

Reading Comprehension/ Reader Response

Text: Invention Poems: “Vacuum Cleaner” by Charise Mericle Harper and “Past and Present” by Hector Sanchez pages 193-197 Task 1:

• Read Invention Poems: “Vacuum Cleaner” by Charise Mericle Harper and “Past and Present” by Hector Sanchez pages 193-197 in your anthology.

• Poems and stories can be told by narrators who are in the story or poem. The narrator may tell about himself or herself, or about the other characters. Turn to “Vacuum Cleaner” on pages 194-195 and respond to the following questions by writing your response on a blank sheet of paper or sharing your answer with an adult:

o Who is the narrator of this poem? o Which point of view does this poem have? o How do you know?

Task 2:

• Reread Invention Poems: “Vacuum Cleaner” by Charise Mericle Harper and “Past and Present” by Hector Sanchez pages 193-197 in your anthology.

• Turn to “Past and Present” on pages 196-197 and respond to the following questions by writing your response on a blank sheet of paper or sharing your answer with an adult:

o Who is the narrator of this poem? o Which point of view does this poem have? o How do you know?

1st Grade Week 9


Independent Reading

• Read for an additional 10-15 minutes each day.

Writing

Unit 4: “From Scenes to Series – Writing Fiction” (Narrative) Task 1:

• Last week you wrote the middle of your story to show your character’s problem or the trouble they get into.

• Think about how your character will solve their problem or get out of trouble. This will be your solution at the end of your story.

o Draw and label a picture of this in the “Solution” box below. Task 2:

• We are working on a story that has a problem or trouble in the middle and a solution at the end, so ask yourself:

o What action happens between the middle and the end of my story?

o What action leads my character to the solution?

• Draw and label a picture of what action leads your character to their solution in the box below.

• Using your ideas and drawings, write about your two pictures on the lines below.

Other

MyNGConnect.com

• Follow on-line resources for myngconnect.com elementary.

• Login to Unit 7 Weeks 3 & 4 vocabulary game.

• Login to Unit 7 Phonics Games: r-controlled vowels air, ear, are and r-controlled vowels eer, ear.

1st Grade Week 9


Action that leads my character to their solution

(ex. Gretchen thinks about how to help the bird get out of the tree house.)

Solution (ex. Gretchen opens the tree house door.

The bird flies away.)

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Students

with

Individual

Educational

Plans

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Grade 1 Week 9 IEP

1st Grade

Week 9

New Learning

Learning Summary

Reach for Reading Unit 7 Big Question: What is the difference between then and now?

During this 7th week of at home learning, 1st graders will complete Unit 7 of their Reach for Reading curriculum and engage in new learning. Students will read two poems about inventions, “Vacuum Cleaner” by Charise Mericle Harper and “Past and Present” by Hector Sanchez. Students will identify who is telling the story at various points in the text (point of view). Students will also develop their understanding of key words in a text and of r-controlled vowels air, ear, and are.

For our students with Individualized Education Plans (IEPs) we have included a list

of accommodations for you to use. Feel free to choose the accommodation from

the list that best supports your student. The accommodations appear after every

task, and are meant to support the learning for that specific task. Please note any

accommodations in your student’s IEP that are not listed below may be used as

well.

Word Work

Task 1:

Fold a blank piece of paper into 3 parts. Label the parts: air, ear, and are. Sort the following words into the appropriate section on your paper: stair, pear, dare, fair, fear, scare, wear, hair, and square. Think of 3-4 more words to add to your paper.

Accommodations for students with IEPs:

1. Scribe: For students who have difficulty with writing – the student may verbally respond while an adult writes their response on their paper.

2. Break work into manageable chunks: This allows students to complete this task over an extended period of time. Have your student complete the first word-part. Have student write, or scribe for them. Provide a break if needed. After the break, repeat the steps. Continue this process until the word list has been completed.

3. Shortened assignement: Have your student complete the first portion. Disregard adding more words to the paper.

Task 2:

Choose two words from the list that you created for task 1. On a blank piece of paper make a drawing that shows the meaning of each word you chose and then use the word in a sentence.


Grade 1 Week 9 IEP



Reading Comprehension/ Reader Response

Text:  Invention Poems: “Vacuum Cleaner” by Charise Mericle Harper and “Past and Present” by Hector Sanchez pages 193-197

Task 1:

Read Invention Poems: “Vacuum Cleaner” by Charise Mericle Harper and “Past and Present” by Hector Sanchez pages 193-197 in your anthology. Poems and stories can be told by narrators who are in the story or poem. The narrator may tell about himself or herself, or about the other characters. Turn to “Vacuum Cleaner” on pages 194-195 and respond to the following questions by writing your response on a blank sheet of paper or sharing your answer with an adult:

Who is the narrator of this poem? Which point of view does this poem have? How do you know?


1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.


3. Break work into manageable chunks: This allows students to complete this task over an extended period of time. Have your student complete the answer for the first question. Have student write, or scribe for them. Provide a break if needed. After the break, repeat the steps. Continue this process until the word list has been completed.

Task 2:

Reread Invention Poems: “Vacuum Cleaner” by Charise Mericle Harper and “Past and Present” by Hector Sanchez pages 193-197 in your anthology. Turn to “Past and Present” on pages 196-197 and respond to the following questions by writing your response on a blank sheet of paper or sharing your answer with an adult:


Grade 1 Week 9 IEP

Who is the narrator of this poem? Which point of view does this poem have? How do you know?




3. Break work into manageable chunks: This allows students to complete this task over an extended period of time. Have your student complete the answer for the first question. Have student write, or scribe for them. Provide a break if needed. After the break, repeat the steps. Continue this process until the word list has been completed.

Independent

Reading

Read for an additional 10-15 minutes each day.


1. Choose an independent reading level text. Ask your student questions about their reading to check for understanding. Engaging with your student about their reading can increase their interest in reading.

Writing

Unit 4: “From Scenes to Series – Writing Fiction” (Narrative)

Task 1:

Last week you wrote the middle of your story to show your character’s problem or the trouble they get into. Think about how your character will solve their problem or get out of trouble. This will be your solution at the end of your story.

Draw and label a picture of this in the “Solution” box below.





Grade 1 Week 9 IEP

Task 2:

We are working on a story that has a problem or trouble in the middle and a solution at the end, so ask yourself:

What action happens between the middle and the end of my story? What action leads my character to the solution?

Draw and label a picture of what action leads your character to their solution in the box below. Using your ideas and drawings, write about your two pictures on the lines below.



Other

MyNGConnect.com

Follow on-line resources for myngconnect.com elementary. Login to Unit 7 Weeks 3 & 4 vocabulary game. Login to Unit 7 Phonics Games: r-controlled vowels air, ear, are and r-controlled vowels eer, ear.

Mathematics

Math Virtual Learning 1st Grade, Week of May 20th

1st

Grade

Learning Summary: - Students will be able to identify the tens and ones in a given number up to 99. - Students will be able to add double digit numbers up to 99. When adding these

numbers students will use a strategy such as quick ten pictures. - Students will identify the name and value for the following coins (penny, dime,

nickel, quarter).

Sprints

Students can work on sprints a little each day for no more than 5 minutes. After 5 minutes move on to the Application Problem Review and New Learning. Module 6

- Core Fluency Practice

Application

Problem Review

For each problem students should be using the Read, Draw, Write method. Help your student to read the problem. Then they should draw a strategy for how to solve the problem. Last, students should write a 1-2 sentence statement about the answer and how they solved the problem. Module 6

- Lessons 7 and 8.

New Learning

The lessons below include new learning for your student. Most of the work will build on learning that occurred earlier in the year. For help with this new content see the web links below, examples included on this cover page, or the learning packet answer key. Module 6

- Lesson 18 - Lesson 20 - Lesson 21 - Lesson 24

Starred Problems

There are two starred problems in this packet. They are intentionally left off of the answer key.

Problem Solving with

Money

This is an opportunity for students to do a challenge problem involving coin counting and values.

Helpful Web

Links

See the new learning pages for links to helpful videos that go along with those lessons.

Imp

ort

ant

Mat

h V

oca

bu

lary

Quick

ten

pictures

Students draw lines to represent a

stick of tens and circles to represent

ones.

Number

sentence

14+22= 36

Vertical

Number

Sentence

14 +22 36

A number sentence written

vertically. Also called the Standard

Algorithm

Imp

ort

ant

Mat

h V

oca

bu

lary

Sprints… Module Core Fluency Practice & Lesson 9 Sprint

Students can work on sprints a little each day for no more than 5 minutes. After 5 minutes move on to the

Application Problem Review and New Learning.

What strategy did you use the most when solving these problems?

What other strategies can you use?

What strategy did you use the most when solving these problems?

What other strategies can you use?

Application Problem Review…. Module 6 Lesson 10 & 12

For each problem students should be using the Read, Draw, Write method. Help your student to read the

problem. Then they should draw a strategy for how to solve the problem. Last, students should write a 1-2

sentence statement about the answer and how they solved the problem.

New Learning… Module 6 Lessons 18, 20, 21 & 24

Families, if you want your 1st grader to have video help, click

here or go to google.com and type in Grade 1 Module 6

Lesson 18, then click on this video.

https://embarc.online/mod/page/view.php?id=6158













Problem Solving with Money

Solve the problem below. Draw coins to show how much money each girl might

have.

***Challenge*** Find a different set of 4 coins for Baily and Ingrid.

Answer Key: A

pp

licat

ion

Pro

ble

m R

evi

ew

New

Lea

rnin

g:

Students

with

Individual

Educational

Plans

Math Virtual Learning 1st Grade, Week of May 20th

1st

Grade

Learning Summary: - Students will be able to identify the tens and ones in a given number up to 99. - Students will be able to add double digit numbers up to 99. When adding these

numbers students will use a strategy such as quick ten pictures. - Students will identify the name and value for the following coins (penny, dime,

nickel, quarter).

Sprints

Students can work on sprints a little each day for no more than 5 minutes. After 5 minutes move on to the Application Problem Review and New Learning. Accommodations for students with IEPs Masking: Cover part of the page with a blank piece of paper so the student does not become overwhelmed. Move the cover as they complete the sections. Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Module 6

- Core Fluency Practice

Application

Problem Review

For each problem students should be using the Read, Draw, Write method. Help your student to read the problem. Then they should draw a strategy for how to solve the problem. Last, students should write a 1-2 sentence statement about the answer and how they solved the problem. Accommodation for students with IEPs RE-Teach: Your student may need a quick re-teach of the concept. Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Module 6

- Lessons 7 and 8.

New Learning

The lessons below include New Learning for your student. Most of the work will build on learning that occurred earlier in the year. For help with this new content see the web links below, examples included on this cover page, or the learning packet answer key. Accommodation for students with IEPs: Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Extended Time: Allow student additional time to complete the task Breaks: Allow student to take a break from the task if needed Read: When needed read the questions to the student Module 6

- Lesson 18 - Lesson 20 - Lesson 21 - Lesson 24

Starred Problems

There are two starred problems in this packet. They are intentionally left off of the answer key. Accommodation for students with IEPs: Scripts: Verbally remind the student the steps needed to complete the problems Extended Time: Allow the student extra time to complete problem Breaks: Allow breaks in the task

Problem Solving with

Money

This is an opportunity for students to do a challenge problem involving coin counting and values. Accommodation for students with IEPs: Scripts: Verbally remind the student the steps needed to complete the problems Extended Time: Allow the student extra time to complete problem Breaks: Allow breaks in the task

Helpful Web

Links

See the new learning pages for links to helpful videos that go along with those lessons. Dream box: Your student’s special education teacher will assign skills for your student work on. Dream box is accessed through the district website through Clever

Science

Fine Arts

Fine Arts At-Home Learning Grades K-5

2020 Fine Arts At-Home Learning

GRADE K-5

Learning Summary: MUSIC

Student will continue to build on music skills and knowledge previously acquired during weekly fine arts classes.

RESOURCES Access Your Online Quaver Student Access Account For FIRST-TIME users:

1. Go to the Clover Park website.

2. Click: Student

3. Choose District Learning Apps from the drop-down menu.

4. Click: Clever Portal

5. Click: Log in with Active Directory

6. Put in your Username and Password.

7. Scroll down until you see QuaverMusic.com.

8. Click: Quaver

9. Click: No I Need a New Account Note: If you choose Access QuaverMusic with Adobe Flash, you will need to click on the yellow Student tab at the bottom of the screen to go to Assignments.

10. Click: Student (at bottom of page)

11. Click: Assignments

12. Click on the lesson your teacher assigned, & click Launch.

MUSIC LESSON

Log in to your Quaver account to see the music lesson your fine arts teacher has assigned for you. Upon completion, your fine arts teacher will review your work and give you feedback.



Access K-5 Weekly Quaver Music Lesson at Home!

Dear Student & Family, To continue building your musical talents, log into your student Quaver account from home and complete a weekly lesson your teacher has assigned for you. If you have never logged in from home, see below for instructions on how to do so. HOW TO ACCESS QUAVER FROM HOME: 1. Decide if you want to use Flash or not. (See

screenshot at right.)

The first time you enter Quaver, you’ll see the Flash decision page. You may complete your lessons with or without Flash. However, you need Flash to enable your avatar.

At any time, you can switch back to using Flash. Scroll down to the bottom the page and click "CLICK TO ACCESS QUAVERMUSIC WITH FLASH.”

2. Get to know your Student Dashboard

Your QuaverMusic.com experience all happens right here on the Student Dashboard! Your teacher’s weekly assignment will be waiting for you here. Click “Assignments.”

Additionally, consider exploring… Student Interactives: Explore a full

menu of additional engaging web-based activities.

Creatives: Compose your own pieces on piano, drums, guitar and more! QuaverBooks: Explore digital books about musical styles and time periods and take quizzes to test

what you’ve learned.



¡Accede la Lección Semanal de Música Quaver K al 5 en tu Casa!

Estimado(a) Estudiante y Familia: Para continuar desarrollando tus talentos musicales, inicia sesión (log into) en tu cuenta de estudiante Quaver desde tu casa y completa la lección semanal que tu maestro(a) te ha asignado. Si nunca has iniciado una sesión desde tu casa, consulta abajo las instrucciones sobre cómo hacerlo. CÓMO ACCEDER QUAVER DESDE LA CASA: 3. Decide si quieres usar Flash o no. (Ver imagen a

la derecha).

La primera vez que ingreses a Quaver, verás la página de la decisión si usar Flash o no. Tú puedes completar tus lecciones con o sin Flash. Sin embargo, necesitas usar Flash para habilitar tu avatar.

En cualquier momento, puedes volver a usar Flash. Deslízate hacia la parte inferior de la página y haz clic en "CLICK TO ACCESS QUAVERMUSIC WITH FLASH” (Clic para Acceder Quavermusic con Flash).

4. Familiarízate con tu Dashboard (Tablero) de

Estudiante

¡Tu experiencia QuaverMusic.com ocurre aquí mismo en el Dashboard del Estudiante! Las asignaturas semanales de tu maestro(a) te estarán esperando aquí. Haz clic en “Assignments” (Asignaturas).

Adicionalmente, considera explorar… Estudiantes interactivos: Explora un

menú completo de atractivas actividades basadas en la Internet.

Creativos(as): ¡Puedes componer tus propias piezas en piano, batería, guitarra y más! QuaverBooks: Explora libros digitales sobre estilos musicales, épocas musicales en el tiempo y toma

pruebas (quizzes) para probar lo que has aprendido.

Social

Emotional

Learning

Documents

Grade 1 Family Resources Grade... · Think of 3-4 more words to add to your paper. Accommodations for students with IEPs: 1. Scribe: For students who have difficulty with writing