Checklist for assignments for the week of April 13 th - April 17 th

Parents may use this to keep track of weekly activities. You do not need to send this checklist to your teacher.

Math: Completed Math Activity #1 Completed Math Activity #2 Communicated with teacher.

Spelling: Played Spelling Game #1. Played Spelling Game #2. Completed at least one Spelling Activity. Communicated with teacher.

Reading: Read daily. Completed Syllable Activity #1 (p.56) Completed Syllable Activity #2 (p.57) Completed Syllable Activity #3 (Syllable Sort) Communicated with teacher.

Writing: Write at least 4 complete sentences using adjectives to describe your

house. Send a picture of your drawing or photograph. Communicated with teacher.

Math Assignments for the week of April 13 th – April 17 th

Objective : The students will be able to identify and count coins up to $1.00.

Here are some links that will provide help for students learning how to identify and count coins. I highly recommend your child watch at least some of these to help them remember the names and values of each coin as well as how to skip count with each coin. Some of the videos have kids counting beyond $1.00. Do not expect your child to count beyond $1.00.

Identifying coins: https://luckylittlelearners.com/videos-that-teach-money/Identifying coins: https://www.youtube.com/watch?v=Z7hwaeaDk-ICounting pennies: https://www.youtube.com/watch?v=z8xDADm12jgCounting nickels: https://www.youtube.com/watch?v=M5Sf6_Jmde8Counting dimes: https://www.youtube.com/watch?v=hZcUP8gEjigCounting quarters: https://www.youtube.com/watch?v=O52QYGLUlOg

Do BOTH of the following activities.Activity #1 Identify and sort coins

Make 4 small signs on pieces of paper labeled: penny, nickel, dime, quarter. Provide students with a mixed pile of coins (some showing heads and some

showing tails). Have students pick up a coin, name it, state the coin value and put it by the

correct sign.

Activity #2 Skip count each kind of coin up to $1.00. Have coins separated into four piles: penny, nickel, dime, quarter. Move one coin at a time out of the penny pile and skip count: 1, 2, 3, etc. Move one coin at a time out of the nickel pile and skip count: 5, 10, 15, etc. Move one coin at a time out of the dime pile and skip count: 10, 20, 30, etc. Move one coin at a time out of the quarter pile and skip count: 25, 50, etc.

Optional extra coin practice:1. IXL – Section Q

You can show completion of this assignment in one of the following ways:

Send a picture of what you did through Class Dojo or email at arosenbaum@muncysd.org

Type a message using words that describe what you did in Class Dojo or through email.  arosenbaum@muncysd.org

Spelling Assignments for the Week of April 13 th

– April 17 th Objective: Students will encode pattern words with aw.

 

Words:1. come   2. coming   3. crawl   4. dawn 

5. lawn   6. law    7. saw 8. put 9. our10. they

Students will play the 2 games this week and choose one of the other activities to show completion of spelling work. 

Activity:  This is what students will do to show they have completed the assignment.

Game 1Draw a ladder on a sheet of paper or outside with sidewalk chalk. It should look like the example below, but the ladder should be blank without words.

1. Tell children they will spell words to climb the ladder and reach the top.

2. Put the word fall in the bottom as shown.3. Have them read aloud the word fall and tell how to

change fall to make the word wall. (Erase the f and write a w instead.)

4. Write wall in the space above fall. 5. To continue, say each of the other words shown in

the first ladder below, have your child tell how to make that word and write it in the ladder.

6. Repeat with the second ladder, guiding children as needed.

Game 2Share with your teacher the answer to one of the

questions.Tell your child you will give them a clue and you want them to use the words below as their answer choices.

come coming they our put

1. This word rhymes with sour. We use it when we talk about something that belongs to us. (our)

2. This word rhymes with gum and means to move toward something or arrive at a place. (come)

3. This word rhymes with soot and means to move or set something in a certain place. (put)

4. This word rhymes with way and means more than one person. (they)

5. This word rhymes with drumming and means moving toward something or going some place. (coming)

Choose one the spelling activities below 

Write your words 3 times each. Write your words using sidewalk chalk, markers, crayons, etc. Pick 5 words and write a sentence for each. Write your words rainbow style. See below for 2 examples. Type your words on the computer and take a picture. Do jumping jacks, and as you clap say the letter to spell your word. Write your words in ABC order. Snap and spell: snap on each letter and clap when you say the word at

the end. Write your words pyramid style.                                                                               

 

 

Rainbow Style Choice 1: Children write the word with one color crayon, and then directly on top of that color they write the word again using another color, then repeat a third time using a different color.

Rainbow Style Choice 2:  Children choose a different color for each word (not letter), and write them.  Example:  The word because is written in all blue, silent is written in all purple.

Communication:  (This is what parents will do to show your child completed the activity....or maybe your child can take the picture and send it with your help)!

Choice of one:

 Send a picture of what you did through Class Dojo.  Send a picture or video of what you did through email. 

arosenbaum@muncysd.org     Type a message using words that describe what you did in Class Dojo

or through email.  arosenbaum@muncysd.org

 

Reading Assignments for the Week of April 13th – April 17th

Objective: Students will determine syllables by counting vowel sounds and recognize that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Students should read daily.

You may want to watch these videos with your child before completion of activities. https://www.youtube.com/watch?v=epk-hnVC10khttps://www.youtube.com/watch?v=vlBc703kYMgWhen watching this one, you will want your child to identify the vowel sound in each syllable.https://www.youtube.com/watch?v=9S7DY2lgJlU

Parent instructions:You can explain to your child that words have syllables—big parts you hear when you say a word.

Parents:1. Clap your hands once as you say the word……….friend. 2. Say: friend has one syllable, or one big part you hear. 3. Clap your hands twice as you say the word…….. buddy. 4. Say: buddy has two syllables, or two main parts you

hear.

Parents:Discuss the rule for determining how many syllables a word has:

1. Tell your child: Words may have one syllable, two syllables, or even three or more syllables.

2. Tell them: Dividing a word into syllables can help you read a long word.

3. Read the rule in the yellow box.

4. Say: friend again, clapping once as you say it.

5. Point out that this word has one vowel sound, short e. Remind your child that the word also has one syllable.

6. Explain that because you hear only one vowel sound when you say the word friend, you know the word has just one syllable.

7. Have your child say the word friend with you and clap once for the syllable.

8. Say the word buddy again, clapping with each syllable. Ask your child how many syllables there are.

Using workbook page 56, have children practice identifying and counting vowel sounds to determine the number of syllables in a word.

Tell your child they will practice noticing and counting the vowel sounds in words to figure out how many syllables each word has.

1. Point to the word cat in the first column and have them read the word aloud.2. Ask them what vowel sound they hear. (short a) 3. Ask them how many vowel sounds are in cat. (one)4. Ask them how many syllables the word cat has. (one)5. Have them say the word cat and clap once for the syllable.6. Next, point to the word candy in the right column and have your child read the

word. 7. Ask them what vowel sounds they hear in this word (short a, long e ).8. Ask them how many vowel sounds the word has all together. (2)9. Ask your child how many syllables are in the word candy. (2)10. Explain to your child that the slash mark between the letters n and d

shows how this word is split into two syllables can and dy.

Continue guiding your child through the remaining words on the page. As you come to more challenging words, remind your child that it is the number of vowel sounds they hear—not the number of vowel letters---that will help them figure out how many syllables a word has. As needed, reminded your child of reading and spelling rules they have learned that will help them determine the number of vowel sounds in a word. For example point out that the letters oa in boat stand for just one vowel sound, long o. Since boat has only one vowel sound, it has only one syllable. Flute also has two vowels, u and e, but only one vowel sound, long u; therefore the word has only one syllable.

Activity 1 – Workbook page 56

Your child does NOT need to write anything for this activity. When finished, send a message that your child

completed the activity.

Activity 2 – Workbook page 57

Parents: Have your child count the number of syllables for each word and put the number into the box next to the pictures. The answers can be written on a separate sheet of paper.

Activity 3 – Syllable SortParents: Have your child sort the words below into 3 categories based on the number of syllables.

Remind them that words can have one syllable or more than one syllable and that every syllable has one vowel sound in it. Point out that bike and rain may have more than one vowel letter but only one vowel sound.

You can print out this table or make your own.Words with 1

syllableWords with 2

syllablesWords with more than 2 syllables

You can show completion of these assignments in the following ways:

 Send a Class Dojo message or email stating that you and your child completed Activity #1 (p. 56)

Send a picture of Activity #2 & Activity #3 through Class Dojo or email.

Type a message using words that describe what you did for Activity #1, #2 & #3 in Class Dojo or through email.  arosenbaum@muncysd.org

Writing Assignment for the Week of April 13th – April 17th

Objective:The student will be able to write descriptive sentences.

Adjectives describe a noun. Adjectives are usually color words, number words, or words that we use when we talk about our senses.

Here are some videos that help explain how and when to use adjectives.

Jack Hartmann: What is an adjective?https://www.youtube.com/watch?v=QxoDGlPUmyU

Teaching Without Frills: Parts of Speech – What is an adjective?https://www.youtube.com/watch?v=hifcUYaACzI

Clarendon Learning: What is an adjective?https://www.youtube.com/watch?v=4f3H12YNlxo

Activity Take a walk around your house. Notice the details of your

house. Observe the color of the sides, the trim, the windows, the roof, etc. You will use this information to write descriptive sentences about your house. (If you cannot go outside, pick one room in your house.)

Please include a picture or drawing of the house/room that you are using for your descriptive sentences.

If you do not want to use your own house as an example, then find a picture of a house on Google images and see if you can copy and paste it into an email or onto Dojo. Your child is not allowed to use the same picture that is included in the example.

For example: Here is a picture of a house.

A non-descriptive first grade writing would sound something like this…..The house is made of bricks. It has windows. It has shutters on the windows. There is a porch with a door. It has a roof. The house has 2 chimneys.

A descriptive first grade writing of the same house would sound something like this…..The house is made of red bricks. There are ten windows with white trim on the front. The windows have dark green shutters. The porch has a roof and steps that lead to the front door. The black roof has two red brick chimneys.

The adjectives are in italics and the nouns are underlined as a way to show how adjectives can be used to describe nouns with more detail. Your child does not need to include italics or underlining in his/her writing.

Your assignment:Write a descriptive paragraph with at least FOUR SENTENCES using adjectives to describe a house.You can show completion of these assignments in the following ways:

 Send a Class Dojo message or email with a picture/drawing of the house and your descriptive paragraph of at least FOUR SENTENCES.

Send a picture /drawing of your house and type your descriptive paragraph of at least FOUR SENTENCES on Class Dojo or email.