• Day 3 Distance Learning March 19, 2020

    Reading

    Overview: Identifying story elements through a story map: beginning, middle, end; answer questions about the story, make connections to the main character

    Estimated Time: Approximately 60 minutes

    Explanation: Students will read the story One of Three in the anthology text "Discover". Before reading, learn about the author and illustrator. Review their jobs, what does the author do and what does an illustrator do.   Take a picture walk.  Look at the top of the page and the pictures at the bottom of the page to think about the story.  Make a prediction about what you think will happen in the story.

    As students read, they should think about what is happening at the beginning of the story.  Establish characters and setting for this part.  The middle of the story has many events.  Students should be able to list the things the 3 sisters do together. In the middle of the story, the narrator, Sister feels left out. Explain why she is feeling this way.   The end of the story, Sister says there is a different kind of three.  What does she mean? How is she feeling now?

    After reading and thinking about the story, students will complete the third page of the "Reading Response Packet", titled "Book Look Station Characters". Students will write the title and author of the story. Next, they will write 2-3 sentences about their favorite character. Finally, they will draw a detailed picture of the character they chose.

    Optional questions to think about:  Who are the characters? , What is the problem in the story?, How does Sister solve the problem?  Where does the family live? How is this the same or different from where you live? (city vs. suburbs)

    Things to Know: If this story does not seem to be an appropriate level to read independently, students may read the text with an adult, or have an adult read the story to them. 

    Tasks: 

    • Preview the story by take a picture walk, scan for word wall words we have practiced, identify any "tricky" words to practice ahead of time
    • Read through the story, pausing to discuss different characters in the story
    • Identify and record who your favorite character is
    • Draw a picture of some of the characters
    • Discuss: Talk to someone about making a text-to-self connection to this story-How are you the same as the family in the story?
    • Optional: Draw a picture of your family and something you all do together!
    • Optional:  Complete Draw a Map! On page 109.  Draw a map of the places the girl talked about and visited in the story. Think about what her neighborhood looked like. Draw a map and label the different places.

    Links: None available for this lesson

     

    Writing

    Overview:  Students will produce a narrative writing piece that includes at least 3 detail sentences to tell about their topic.  The complete sentences should begin with a capital letter, end with correct punctuation, have good spacing, utilize neat handwriting, and use correct spelling of word wall words.

    Estimated Time:  Approximately 30 minutes

    Explanation:  Students will read the topic sentence:  “I laughed so hard when…”  Students can list some of the things they find funny or something funny that happened to them.  Some ideas are: a funny joke they know, a funny movie they watched, a funny character from a book or tv show, or something funny that happened in school.

    After students have developed a plan/list for their writing they can begin to write.  Students can write with a sense of beginning, middle, and end to tell about their topics.  Students can introduce the topic with a beginning sentence and end their writing with a closing sentence that states their opinion about the topic.  For example:  I will always remember this funny time.

    Things to know:  If this topic is too difficult for your child, please feel free to select an appropriate topic from the Writing Journal packet.  Encourage students to stretch words the best they can using vowel sounds and using known spelling patterns.

    Tasks:

    • Plan writing by making a list or a web.
    • Write complete sentences about your topic.
    • Use capital letters at the beginning of sentences and for proper nouns.
    • Use punctuation at the end of your writing.
    • Spell word wall words correctly.
    • Think about details to tell about your topic.
    • Be creative in your word choices.

    Links:  None available for this lesson.

     

    Word Work

    Overview: Practicing review word wall words

    Estimated Time:  Approximately 30 minutes

    Explanation: Students will choose words from the list of first grade word wall words, located on the first few pages of “Word Work” packet. Students should think of rhyming words as they read and choose words.  Some words are easier to rhyme than others.  Students will practice reading and writing these words using the “Colorful Words” page of their journal. Students will write their word wall words on the left and then using either crayon, markers, or colored pencils, will write the words again in the box provided. Follow the color code.

    Things to Know: These words should be review words we have already practiced this year.

    Tasks:

    • Choose word wall words we have already practiced
    • Practice reading them out loud or spelling them to someone
    • Write word wall words and a rhyming word using the spelling pattern.
    • You can make your words colorful, if you’d like, by using colored pencils or thin markers
    • Optional: try using the words in a sentence, or even using some of the words to write down a few sentences or a story!
    • Optional: use more paper to write more rhyming words.  Think like Dr. Seuss and write rhyming sentences.

    Links: None available for this lesson

     

    **BRAIN BREAK!!**

    Just like at school, you need a little break from learning to get your wiggles out! Take 15 minutes to move around a little bit. Ask mom or dad if you can play outside, stretch a little bit, or you can head to https://family.gonoodle.com/ and do some of the brain breaks we do in school!

     

    Social Studies

    Overview: Reading non-fiction social studies content and applying skills to answer comprehension questions

    Estimated Time: Approximately 30 minutes

    Explanation: Students will read the Scholastic News article “Welcome to Ireland”. As students read, they should think about any non-fiction text features we have learned about this year that can help them navigate this article. After reading and discussing the content, students will complete the first page of their “Social Studies” packet titled “Reading Checkpoint: Welcome to Ireland!”.

    Things to Know: If this story does not seem to be an appropriate level to read independently, students may read the text with an adult, or have an adult read the story to them. We have read several Scholastic News articles throughout the year, both together as a whole class and independently, so students will be familiar with the layout of these resources.

    Tasks:

    • Review  the article by: looking at pictures, reading the front cover title and small “blurb”, and reading headings throughout the article
    • Retell what you learned from the article. Share facts about Ireland with someone at home.
    • Re-read the article and share some interesting facts you learned with someone
    • Complete the second page of the Social Studies packet titled: Color By Site Word. Find each of the words in the article. Then use the color code to color the words and reveal a mystery picture.

    Links: If interested, you can find more information, activities, and videos on http://scholastic.com/sn1 using password Keck20. Just be sure not to work ahead on activities that are already in our packets!

     

    Grade 1, Day 3 Math: Addition and Subtraction Stories

     Estimated Time for 3 Activities: Approximately 45 minutes

    Activity 1:

    Overview: Addition and Subtraction Practice: Addition Stories

    Explanation:  Using a given picture, you will create and tell an addition story about it.

    Things to know:

    1. Sit with mom, dad, grandparent or guardian, or your brother or sister to tell addition stories.
    2. An example is provided for you on the sheets that will be provided through email.
    3. If you do not have the supplied worksheets or access to any of the worksheets, it is fine to create your own based off the supplied worksheets.
    4. More specific directions are provided on each sheet/activity that goes along with these lessons. I will send these sheets through email.

    Tasks:

    1. Look at the given picture and create an addition story about what you see. Tell someone your addition story.
    2. Write the addition sentence to go along with it.

     

     

    Activity 2:

    Overview: Addition and Subtraction Practice: Addition Stories

    Explanation:  Using a given picture, you will create and tell an addition story about it.

    Things to know:

    1. Sit with mom, dad, grandparent or guardian, or your brother or sister to tell addition stories.
    2. An example is provided for you on the sheets that will be provided through email.
    3. If you do not have the supplied worksheets or access to any of the worksheets, it is fine to create your own based off the supplied worksheets.
    4. More specific directions are provided on each sheet/activity that goes along with these lessons. I will send these sheets through email.

    Tasks:

    1. Create your own addition picture and story.
    2. Draw an addition picture and create an addition story about what you see. Tell someone your addition story.
    3. Write the addition sentence to go along with it.

     

     

    Activity 3: Extra – only if you would like more practice

    Overview: Addition and Subtraction Practice: Addition Stories

    Explanation:  Create a subtraction picture, you will create and tell an subtraction story about it.

    Things to know:

    1. Sit with mom, dad, grandparent or guardian, or your brother or sister to tell subtraction stories.
    2. An example is provided for you on the sheets that will be sent through email.
    3. If you do not have the supplied worksheets or access to any of the worksheets, it is fine to create your own based off the supplied worksheets.
    4. More specific directions are provided on each sheet/activity that goes along with these lessons. I will send these sheets through email.

    Tasks:

    1. Create a subtraction story.
    2. Draw a subtraction picture and tell a subtraction story.
    3. Write a subtraction number sentence to go with it.

     

    Please see below for our specials schedule and plans:

    https://www.cbsd.org/Page/47795

    Monday – Gym
    Tuesday – Music
    Wednesday – Library
    Thursday – Quest
    Friday - Art