Grade 1 Family Resources Grade Week 11...process, they can use an editing checklist: I put spaces between my words. I spelled tricky words the best I can. I wrote letters for most

Grade 1

Family Resources

Week 11

June 3 – June 9, 2020

English Language

Arts

1st Grade Week 11

English Language Arts At-Home Learning

1st Grade Week 11

New Learning

Learning Summary Reach for Reading Unit 8 Big Question: Why do we need maps?

During this 11th week of at home learning, 1st graders will continue Unit 8 of their Reach for Reading curriculum and engage in new learning. Students will read a poem, “Haiku” by Richard Wright. Students will practice comparing different genres or types of text. Students will also read a chant, “Jack and the Hike” and identify the problem and solution within the text. Students will continue to develop their vocabulary and also focus on understanding the oi, oy, ou, and ow sounds and the suffixes -ful and -less.

Word Work

Task 1:

• Turn to page 226 in your anthology and read “Suffixes” to learn about how adding a suffix (ending) to a word can change the meaning.

o Example: use + ful = useful, use + less = useless

• Fold a blank piece of paper into 3 parts.

• Label the parts: word, -ful, and -less.

• In the word section write the following words: care, help, hope, use

• Then add each of the suffixes to each word in the corresponding column. Task 2:

• Use a blank piece of paper to create a bubble map for each of the following sounds: oi, oy, ou, and ow

• Sort the following words into the appropriate bubble map on your paper: point, boy, frown, proud, cow, choice, oil, loud, destroy, growl, and out.

• Example:

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

• Choose 1 word and use it in a sentence.

Reading Comprehension/ Reader Response

Text: “Haiku” by Richard Wright, pages 227-229 and “Jack and the Hike” page 232 Task 1:

• Read “Haiku” by Richard Wright, pages 227-229 in your anthology.

• Review the text from last week, “If Maps Could Talk” by Erika L. Shores, pages 210-221 in your anthology.

• Turn to page 230, “Compare Genres” in your anthology and respond to the following questions by writing your response on a blank sheet of paper or sharing your answer with an adult:

✓ What is the same about the words in these two texts? ✓ What is different?

1st Grade Week 11


Task 2:

• Turn to page 232 in your anthology and practice reading the High Frequency Words (once, story, tell).

• Read “Jack and the Hike” on page 232 in your anthology.

• Respond to the following questions by writing your response on a blank sheet of paper or sharing your answer with an adult:

✓ What is Jack’s problem in the story? ✓ How does he find his way?

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 added to your story to make it more detailed and exciting.

• Think about how authors reread their writing over and over to find places to make their writing more readable. In this editing process, they can use an editing checklist:

✓ I put spaces between my words. ✓ I spelled tricky words the best I can. I wrote letters for most of

the sounds. ✓ I used punctuation at the end of sentences. ✓ I used capital letters to start sentences. ✓ I started my character’s name with a capital letter. ✓ I can read my writing, and someone else can read most of my

writing without my help.

• Reread your story and use this editing checklist to edit your writing. It can help to use a different color of pencil or pen and have a friend or family member reread it with you.

Task 2:

• Now that you have edited your writing, you can write a final draft!

• On the writing pages below, rewrite what you have written with all the corrections you made using the editing checklist. On these pages you will now have a final story that includes:

o A beginning, middle, and end o Characters and setting o A problem or trouble and a solution o Actions, dialogue, and feelings

• Be sure to celebrate and share your final draft with your family, friends, classmates, teachers, or pet!

Other

MyNGConnect.com

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

• Login to Unit 8 Weeks 1 & 2 vocabulary game.

• Login to Unit 8 Phonics Games: diphthongs oi, oy and diphthongs ou, ow.

1st Grade Week 11


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1st Grade Week 11


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1st Grade Week 11


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1st Grade Week 11


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Students with

Individual Educational

Plans

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

Grade 1 Week 11 IEP

1st Grade

Week 11

New Learning

Learning Summary

Reach for Reading Unit 8 Big Question: Why do we need maps?

During this 11th week of at home learning, 1st graders will continue Unit 8 of their Reach for Reading curriculum and engage in new learning. Students will read a poem, “Haiku” by Richard Wright. Students will practice comparing different genres or types of text. Students will also read a chant, “Jack and the Hike” and identify the problem and solution within the text. Students will continue to develop their vocabulary and also focus on understanding the oi, oy, ou, and ow sounds and the suffixes -ful and -less.

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:

Turn to page 226 in your anthology and read “Suffixes” to learn about how adding a suffix (ending) to a word can change the meaning.

Example: use + ful = useful, use + less = useless

Fold a blank piece of paper into 3 parts. Label the parts: word, -ful, and -less. In the word section write the following words: care, help, hope, use Then add each of the suffixes to each word in the corresponding column.

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.


Grade 1 Week 11 IEP

Task 2:

Use a blank piece of paper to create a bubble map for each of the following sounds: oi, oy, ou, and ow Sort the following words into the appropriate bubble map on your paper: point, boy, frown, proud, cow, choice, oil, loud, destroy, growl, and out.

Think of 3-4 more words to add to your paper. Choice 1 word and use it in a sentence.



Reading Comprehension/ Reader Response

Text: “Haiku” by Richard Wright, pages 227-229 and “Jack and the Hike” page 232

Task 1:

Read “Haiku” by Richard Wright, pages 227-229 in your anthology. Review the text from last week, “If Maps Could Talk” by Erika L. Shores, pages 210-221 in your anthology. Turn to page 230, “Compare Genres” in your anthology and respond to the following questions by writing your response on a blank sheet of paper or sharing your answer with an adult:

What is the same about the words in these two texts? What is different?


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


Task 2:

Turn to page 232 in your anthology and practice reading the High Frequency Words (once, story, tell). Read “Jack and the Hike” on page 232 in your anthology.


Grade 1 Week 11 IEP

Respond to the following questions by writing your response on a blank sheet of paper or sharing your answer with an adult:

What is Jack’s problem in the story? How does he find his way?


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


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 added to your story to make it more detailed and exciting. Think about how authors reread their writing over and over to find places to make their writing more readable. In this editing process, they can use an editing checklist:

I put spaces between my words. I spelled tricky words the best I can. I wrote letters for most of the sounds. I used punctuation at the end of sentences. I used capital letters to start sentences. I started my character’s name with a capital letter. I can read my writing, and someone else can read most of my writing without my help.

Reread your story and use this editing checklist to edit your writing. It can help to use a different color of pencil or pen and have a friend or family member reread it with you.


Grade 1 Week 11 IEP

Task 2:

Now that you have edited your writing, you can write a final draft! On the writing pages below, rewrite what you have written with all the corrections you made using the editing checklist. On these pages you will now have a final story that includes:

A beginning, middle, and end Characters and setting A problem or trouble and a solution Actions, dialogue, and feelings

Be sure to celebrate and share your final draft with your family, friends, classmates, teachers, or pet!


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

Other

MyNGConnect.com

Follow on-line resources for myngconnect.com elementary. Login to Unit 8 Weeks 1 & 2 vocabulary game. Login to Unit 8 Phonics Games: diphthongs oi, oy and diphthongs ou, ow.

Mathematics

Math Virtual Learning 1st Grade, Week of June 3rd

1st

Grade

Learning Summary: - Students will read digital and analog clocks. - Students will be able to tell time to the hour and half hour.

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 22 & 24

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 5

- Lesson 10 - Lesson 12 - Lesson 13

Starred Problems

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

Tick Tock Clock 3 in a

Row

This is an opportunity for students to practice telling time to the hour and half hour with a fun interactive game.

Helpful Web

Links

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

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Sprints… Module 5 Core Fluency Practice

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 22 & 24

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 5 Lessons 10, 12, & 13

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

here or go to google.com and type in Grade 1 Module 5

Lesson 10, then click on this video.

https://www.youtube.com/watch?v=4j4bGnWg2hc




https://www.youtube.com/watch?v=4j4bGnWg2hc

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

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

Module 5 Lesson 12, then click on this video.

https://embarc.online/mod/page/view.php?id=5581

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

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

Module 5 Lesson 12, then click on this video.






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Students with

Individual Educational

Plans

Math Virtual Learning 1st Grade, Week of June 3rd

1st

Grade

Learning Summary: - Students will read digital and analog clocks. - Students will be able to tell time to the hour and half hour.

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 22 & 24

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 5

- Lesson 10 - Lesson 12 - Lesson 13

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

Tick Tock Clock 3 in a

Row

This is an opportunity for students to practice telling time to the hour and half hour with a fun interactive game. Helpful Hint these games can be used during family time with siblings.

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

1st Grade Week 11

Science At-Home Learning

1st Grade Week 11

Learning Summary • TCI Unit: Plant and Animal Parts, lesson 6 •

This week, 1st grade students will learn science concepts from their TCI Bring Science Alive! textbook in unit 1, Plant and Animal Parts. Students learn that plants need water, air, and sunlight to live and grow. Animals need food, water, and air. Plants and animals use their parts to get what they need. For example, elephants use their trunk to pull up water and spray it inside their mouth.

• The shape of an animal part helps it do its job. • Students will also learn an important science vocabulary word: gills. •

Essential Guiding

Question

How do plants and animals take in water, food, air, and light? All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. Plants also have different parts that help them survive and grow.

Vocabulary

• gills

• Draw a picture of a fish. Be sure to draw the fish’s gills. Label the fish’s gills and explain to a friend or family member how gills help fish survive.

• To learn more about how fish use gills, look at the TCI Science Journal - gills: page 118

Independent Science Activity

• Read page 113. On page 114, circle the part of the animal and plant that helps them take in water.

• Read pages 115-116. On page 117, draw a line to match how the eagle uses each part.

• Read page 118. On page 119 circle the part of the animal or plant use to take in air.

Science Connections

& Extensions

• Have you ever held your breath underwater? What helps you breathe?

• Page 120 says that plant “leaves turn toward the sun.” With an adult, take a walk outside and look for plants whose leaves turn toward the sun. How many did you find?

Other

TCI

• Visit TCI online 1st Grade Unit 1: Lesson 4 Plant and Animal Parts. Play the Lesson Games for Lesson 4 to learn more about animal parts.

• Animals Breathe in Many Ways (video) http://www.youtube.com/watch?v=obnAWTWdV7c

http://www.youtube.com/watch?v=obnAWTWdV7c%0D%0A

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 Week 11...process, they can use an editing checklist: I put spaces between my words. I spelled tricky words the best I can. I wrote letters for most